Upload
hoanghuong
View
217
Download
2
Embed Size (px)
Citation preview
Evaluating Transition-to-Work Programs: Utilizing a Cross-Systems Approach
Julie J. Christensen, PhD, LMSWSusan Hetherington, PhD
Strong Center for Developmental Disabilities
Education
Employment
Health
Recreation
TransitionAge
Transition
AdultsandAging
UCEDDStrong Center
forDevelopmentalDisabilities
Note: Children’s Services, Transition, and Aging/Adults cross over all four focus areas. Solid lines show direct relationships, while dashed lines denote emerging or planned opportunities for collaboration.
Education
Employment
Health
Recreation
ChildandYouth
Transition
AdultsandAging
UCEDDStrong Center
forDevelopmentalDisabilities
Note: Children’s Services, Transition, and Aging/Adults cross over all four focus areas. Solid lines show direct relationships, while dashed lines denote emerging or planned opportunities for collaboration.
NYSProject SEARCHTM
NYSPartnerships inEmployment Systems
Change
Employment First!
Employment FirstStateLeadership MentorProgram (ODEP)
OPWDDPathways toEmployment Evaluation
Technical Assistance,Advocacy &Outreach
ShelteredWorkshopConversion
5
Challenges and barriers
• Disability related factors• Lack of education and training
• Inadequate transportation options• Need for accommodations on the worksite
• Attitudinal factors and stigma• Low expectations
6
Systems issues
• Differing priorities• Conflicting goals and regulatory guidance
• “Language” barriers• Inadequate funding & payer of last resort
approach
7
Promoting Employment First!
A national movement that promotes employment for all people with disabilities
Objectives of Employment First!:• Person-centered planning• Building infrastructure capacity• Collaborations that increase employment• Developing strategic partnerships with business
8
E1 and raising expectations
Adopting an Employment First philosophy in NYS
Belief that employment is attainable for all
Need to assess for and train towards least restrictive employment options
Integrated, competitive employment as Gold Standard:
• 20+ hours per week at prevailing wage• Fully integrated within work environment,
utilizing natural support
9
Background: Employment options
Fully supported work environment
Independent work environment
Sheltered workshopsWork activity centers
Individual or groupsupported employment
Competitive employment
The “Gold” Standard
10
Fully supported work environment
Independent work environment
Sheltered workshopsWork activity centers
Individual or groupsupported employment
Competitive employment
Defining competitive employment:• 20+ hours per week• Prevailing wages with commensurate benefits• Fully integrated environment
Lots of Work to Do
Fully supported work environment
Independent work environment
Sheltered workshopsWork activity centers
Individual or groupsupported employment
Competitive employment
Source: National Core Indicators (2013-2014)
21%12%
79%88%
0%
20%
40%
60%
80%
100%
18-34(N=150)
All Ages(N=432)
Employed in the community (paid)
Not Employed
WIOA (2014)l Enhanced collaboration between core
partnersl Expansion of education and training optionsl Increased emphasis on youth workforce
trainingl Consistent accountability measures
13
Project SEARCHTM: A collaborative model
© CCHMC 1/3/06
Vocational Rehabilitation
School District
Business
Supported Employment Agency
Developmental Disabilities Agency
14
Project SEARCHTM: Key concepts
• Business led collaboration with education, rehabilitation and long term support
• Braided funding
• Immersion and impact • Training in real work settings
• Low risk, low cost for business • Hiring students who are “good fit”
Current programs in Monroe County, NYl 4 programs
l University of Rochester Medical Center l City of Rochesterl Wegmansl Delmonte Hotel Group (adult program)
Project outcomes: The good newsl Promising results in first six years
l 144 participantsl Completion rate: 85%
l 79% of program graduates transitioned into competitive, integrated employmentl 57% hired by partner host business
l Graduates work an average of 23 hours per week at $8.51/hour at hire (range: $7.25 = $12.43)
Monroe County, NY outcomesl Maintaining employment over time
(job retention)
19
0%10%20%30%40%50%60%70%80%90%
12 months 24 months 36 months 48 months
% PS Grads Remaining Employed
OPWDD Job Retention Data
Avg. Rate of Employment for People with Disabilities
Monroe County, NY outcomesl Impact on income for students receiving SSI
20
SSI = $808/month
23 hours @ $8.51 = $196 x 4 = $784/mo. (wages)
$784 – ($65 + $20) = $699 (adjusted income)$699/2 = $350 (subtracted from SSI)$808 – $350 = $458 (new SSI amount)
$784 + $458 = $1,242/month
Debunking myths:• Reduction in SSI has NO IMPACT on Medicaid health benefits
(up to earning $46,000 annually)• Loss of job or hospitalization allows for AUTOMATIC REINSTATEMENT of SSI
22
Goal of program evaluation
Strengthen program • Improved outcomes
• Enhanced cross-systems collaboration and communication
• Increased fiscal efficiency
23
Program evaluation approach
Process and outcome evaluation
Continuous and ongoing feedback and assessment
Data from multiple stakeholders (e.g., student teacher, job coach, business supervisor, family)
24
Objectives of program evaluation
Identify factors that contribute to success
Identify potential barriers to success
• Why participants don’t complete• Why participants who complete don’t pursue
competitive employment
• Why participants who obtain competitive employment are unable to maintain employment over time
25
Program evaluation tools
Weekly internship assessment (completed by teacher and job coach)
Self-assessment (completed by student)
JOBS scale (completed by internship site supervisor)
Internship rotation progress reviews (3x/year)
26
Weekly internship assessment
Completed by teacher and job coach
Reviewed at the end of each month• Opportunity to learn from different perspectives
Action plan developed to address areas of needed improvement• Includes both instructional and job coaching
supports
Weekly internship assessment
27
Student internship assessment
Completed at the end of each month
Opportunity to compare self-rating to assessments completed by teacher and job coach• Encourage self-awareness and honest self-
reflection• Practice receiving feedback• Preparation for performance appraisal
28
JOBS scale (Brady & Rosenberg, 2002)
Completed by internship supervisor at the end of each internship rotation
Standardized measure of readiness for competitive employment
JOBS scale
29
JOBS scale (Brady & Rosenberg, 2002)
Reviewed by team (including VR counselor)• Opportunity to learn from business perspective• Compared against teacher/job coach weekly
assessments
Measure of progress towards goal of competitive employment• Identify potential barriers to employment and
develop action plan
JOBS Scale Score Sheet
30
Internship progress review (3x/year)
Includes student, family, education team, job coach/adult agency, VR, DD, MSC, other appropriate supports
Goal:• Discuss potential for readiness for competitive
employment by end of program year• Develop appropriate Employment First! exit plan • Address logistics and systemic barriers to
employment (e.g., referral to outside agencies for supports, regulatory issues with independent living)
32
Let’s practice with the tools!
RED = Student
ORANGE = Instructor
YELLOW = Job coach
GREEN = Business (internship supervisor)
BLUE = VR and DD
PURPLE = Family
33
Let’s practice with the tools!
In your groups, conduct a mid-year review:
• Student, instructor, job coach, site supervisor to each share strengths and challenge areas
• Family to share desires and concerns for student
• VR & DD to listen to all input
34
Let’s practice with the tools!
As a group, discuss:
• Is this student ready to begin job development?
• What challenge areas does the student need to address during the upcoming internship?
• What barriers remain that might inhibit the ability to transition into competitive employment?
• What resources can assist with these barriers?
36
Case study: Gary
20yo w/ CP
Utilizes motorized wheelchair independently; has some ability to walk with supports
Interest in food services or office work
37
Case study: Gary
Weekly teacher and job coach assessments initially focused on mobility concerns and quantity/speed of work
Supervisor JOBS assessment identified significant behavioral concerns
Student acknowledged behavior concerns on self-assessment
38
Case study: Gary
Mid-year review• Agreement that student had work skills to be
competitively employed• Behavioral concerns as significant barrier to
employment
39
Case study: Gary
Mid-year review•Agreement that student does not yet have necessary skills to independent living•Group home regulations as barrier to pursuit of competitive employment
• Pushing workshop placement (applications due in March)
•VR and DD not in support of workshop placement•Adult agency acknowledged that vocational goal might not be met within necessary timeframe
40
Case study: Gary
Mid-year review outcomes:• Student and family willing to pursue outside
counseling to address behavior concerns• Group home willing to work with partners
explore other paths to employment beyond workshop placement
• VR, DD and adult agency to develop back-up plan for options if competitive employment not obtained by housing deadline
41
Let’s compare!How did your group do?
(Understanding that you had a brief period of time and limited information…)
42
Summary: Benefit of evaluation
Promotes opportunities for increased conversation and group learning across systems
43
Additional thoughts
What happens when there is disagreement between teacher and job coach?• Most frequently teacher gives higher marks
(awarded for effort vs. evaluated against employer expectations)
• Opportunity to cross-train
44
Additional thoughts
What happens with the business’ assessment does not agree with the team’s assessment?• Opportunity for discussion and adjustments:
• Is there a breakdown in communication?• Is the business being too critical (holding to
different standard)?• Is the business not being critical enough (not
holding student accountable)?
45
Additional thoughts
What if the student does not agree with the assessment (from teacher, job coach, or business supervisor)?• Teachable moment related to realistic self-
assessment• Helps student accept constructive criticism and
buy-in to improvement plan• No surprises on exit interview or if not provided
a positive reference
46
Questions & discussionStrong Center for Developmental Disabilities (UCEDD)
University of Rochester Medical Center 601 Elmwood Ave., Box 671
Rochester, NY 14642
Julie Christensen, Director of Employment Programs585-273-3713
[email protected]@uiowa.edu
Susan Hetherington, Co-Director (SCDD)585-275-6608