It Pays to Work! Translating Research into Practice to Build Model Employment Transition Sites Kelli...

It Pays to Work! Translating Research into Practice to Build Model Employment Transition Sites

Kelli CraneTransCen, Inc.

activity

Presumed Employability

IDEIA

WIA (Rehabilitation Act Amendments)

Ticket to Work

What We Know

Paid work experiences while in secondary education is the most compelling predicator of post-school success (Luecking & Fabian, 2001; Test et al. ,

2009; Carter et al., 2010; Sima, et al. in press)

This finding applies across disabilities, geography, and economic conditions (Gold, Fabian & Luecking, 2013)

How do we know this?

Research from the Center on Transition to Employment for Youth with Disabilities and other recent research (Sima, et al., in press; Wehman, et al., in press; Gold, et al., 2013)

National Youth Transition Demonstration project (Fraker, et al., in press)

State System Change Projects

Important Implications

Work is both a critical intervention AND expected outcome

A well defined and delivered intervention leads to outcomes

Other Important Factors Youth empowerment

Family support and expectations

Collaboration and service linkages

Address issues of poverty

METS provides important guidance on structuring an intervention that leads to employment

Model Employment Transition Site (METS) Project Intent:– Improve systems so that youth with developmental and intellectual disabilities

transition from secondary education to fully integrated, competitive work regardless of where they live in the state

5 LEAs are designing and implementing interventions Project Implementation– Training and TA to select sites to define model and build system to support

the intervention – Develop a curriculum and/core competency on work preparation to be

implemented in secondary schools

Model

Training & TAto Implementation

Evaluation

Four Essential Elements

Early Planning and Experiences to Focus Student Career Preferences

A system of intentional activities that:– Assess and build career interests into career preferences beginning no later than

age 14.

– Activities at each grade level align with previous years’ activities, and

– Promote a natural progression to the student being employed after high school.

Early and Ongoing Collaboration

Formalized relationships and processes to:– Maximize use of the expertise and perspectives of students, parents, educators,

IVRS counselors and others

– Plan for and provide individualize services, supports and activities

– Lead to a natural progression to the student being employed after high school.

Paid Work Experience

Explicit expectations that a student will have a paid work experience while in high school whether through the school or other means.

Systematic way of identifying if students have experienced paid work and ensuring that they do.

If paid work is not available, the student has a work experience in student’s preferred career area.

Support and Follow-up Needed to Stabilize EmploymentThe system has established processes to provide supports needed for student to

have stable employment.

Including connections to provide needed support to obtain and maintain employment after high school.

Project Outcomes Increased integrated employment for transition-age youth!

Developed and implemented a summer work experience program

Expanded employer networks

Developed a work experience curricula

Established and/or strengthened collaboration among various partners

It Starts with You!We need to reframe how we perceive our students.

Phase of Job Development

Exploration

Preparation

Employment

Awareness of the World

Awareness of Self

Interest

Exposure

ACTIONMotivation

Set the tone for what is possible

Help WantedCompany looking for individual with developmental disabilities, autism and history of aggressive behaviors. Extensive history of hospitalization preferred. Drug problems, poor social skills and delusional behaviors OK. Supportive co-workers and movie day on Fridays. Call for an application.

A Skills NOT Deficits Approach Reframe our perceptions of students with disabilities

Focus on preferences and what a person can do, not what they can’t

Shifts emphasis to adding value, not what needs to be fixed

Able to target employment settings where job seeker’s unique characteristics and skills will be assets- where they will fit in and make friends

activity

Deficits to Strengths

Stacy’s File Lazy

Non-verbal

No work experiences

Irresponsible

Can’t read

Bad attitude

What We Said… Organized Creative with a good sense of fashion Great with kids Responsible (runs a household!) Likes to improve her surroundings Likes clean, organized environments Values doing the right thing Good multi-tasker

activity

Features to Benefits

28

Successful Employment A two way street

Mutually beneficial relationship

It is about adding value, NOT charity!

They Are Who They Are Reframe perceptions of students

Start working with what they have to offer and their interests

Focus on the skills not deficits

Expose students to a wide variety of employment settings

Prepare them with work

So What… “Work” as an intervention not just an outcome– Create opportunity for successful work experiences—early & often

Establish an expectation for work for all youth – Influence youth and families expectations for themselves

Deliver a well-defined intervention/Define the flow of services for youth– Important factors: Youth empowerment, family engagement, system linkages

So What… Systematize commitment to employment through collaboration among

schools, VR and CPRs (and families)– Share good information – Develop a portfolio on skills and experiences to share with service

provider/potential employers Use/prioritize funding to train staff– Ensure knowledge of marketing/employer outreach, job development, and

placement– Provide job development staff with training, and the time and flexibility to commit to

job development activities

Bottom Line

REAL EMPLOYMENT as a consistent option on the table when planning

Top 10 Tips as you plan for the natural progression to integrated, competitive employment

#10…Don’t get lost in the confusion over competing priorities.

#9… Remember to keep your head on straight.

#8…Recognize when you need to make a change.

#7... Make your needs known.

#6…Don’t let your egos get in the way of the task at hand.

#5…Try out a new perspective.

#4…Be prepared for known and unknown hazards.

#3... Don’t be afraid of the challenges that lie ahead.

#2... Don’t let any constraints deter you.

#1…Keep Your Eyes on the Prize!

It Pays to Work!