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Innovative State Examples of PreETS
Implementation in Schools
MISSOURI AND ALASKA
Presenters MISSOURI
Kimberly Gee
Director, Transition and Section 511 Services
Missouri Vocational Rehabilitation
Pat Bauer
MU Pre-ETS Specialist
A
ALASKA
Jim Kreatschman
Youth Transition Coordinator
Alaska Division of Vocational Rehabilitation
Kelly Heppner
Special Education Department Chair Eagle River High School
Missouri: PreETS Statewide Services
https://education.missouri.edu/outreach/pre-employment-transition-services/
Missouri: Evaluating the opportunities
◦ 566 Public High Schools
◦ 17 Charter High Schools
◦ 267,868 high school students, grades 9-12
◦ 20,685 students on an IEP, ages 16-21
◦ 24 VR offices
◦ Approximately 148 Vocational Rehabilitation Counselors statewide
Missouri: Assessing our strengths
Longstanding collaboration with Department of Elementary and Secondary Education – Office of Special Education.
Good relationships with Community Rehabilitation Program providers.
Vocational Rehabilitation Counselor assigned to every high school.
Dedicated transition counselors in some areas.
Delivery of Services Method of Delivery
University of Missouri College of Education: o Impartial delivery
oQualified personnel
oMotivated to work with students
The Service
oCertified teachers specializing in transition services
oEach specialist lives in the geographic area to which they are assigned
oSpecialist assigned to every high school
oTargeting potentially eligible youth, age 16—21 (younger if indicated by the IEP team)
Missouri: State VR Agency Data Collection
◦ First two years, data was tracked and reported to MVR using excel spreadsheets and specialist self-
report.
◦ Tracking of services was also recorded on a pre-employment transition services snapshot and provided to the VR counselor when a referral was made.
◦ Use of Missouri Connections for career exploration and interest inventories.
◦ Utilization of the Next Up curriculum.
◦ This school year, implementation of new API system that communicates with our case management system.
Missouri: State VR Agency THE IMPACT
2016/2017 School Year:
◦ Total Districts: 398
◦ Total Buildings: 466
◦ Total Students: 6,487
◦ Groundhog Job Shadow Experiences: 736 o Work Experience Contact = 10,698
o Post-Secondary Contacts = 8,120
o Self-Advocacy Contacts = 10,169
o Work Readiness Contacts = 21,044
o Job Exploration Contacts = 14,479
o Student Led IEP Meeting. = 1,150
2017/2018 School Year:
o Total Public School Districts: 391
o Total Private School Districts: 60
o Total Buildings: 490
o Total Students (through Oct 31, 2017): 5,718
o Total Services (through Oct 31, 2017): 9,833 o Work Based Learning: 957
o Post-secondary Counseling: 1,288
o Self-Advocacy: 2,045
o Workplace Readiness: 3,043
o Job Exploration: 2,500
Missouri: State VR Agency Local Collaborations – Statewide View
Varied across the state. Emphasis on communication this year, with formal meetings between the University of
Missouri Specialist and the Vocational Rehabilitation Counselors occurring at least three times per year.
Increased collaboration between VR, University of Missouri, and the local school districts. Allowing more time for pre-employment transition services through the University of
Missouri before VR opens a case. Some students get what they need for post-secondary training or employment without
needing VR services. School districts are beginning to see the value of pre-employment transition services, and
we could use even more specialists through the University of Missouri.
A work in progress!
Missouri: Local Perspective
Our strength is in building relationships with o Educators o Students o Parents o Local service providers
Delivering services in the five required areas
Making a difference o When we make a difference it starts with establishing a good relationship with the student. o We get this opportunity by gaining the trust of their teacher.
Groundhog Job Shadow MONTH February 2018
Partnering with: ◦ Vocational Rehabilitation Business Team ◦ Vocational Rehabilitation Counselors ◦ Businesses ◦ Non-profit organizations ◦ Local school districts ◦ Parents
The Goal: Provide job shadow opportunities for as many students as possible.
Partnering
In addition to meeting with VR three times each year we also make many visits to schools as a team (Pre-ETS Specialist and VR Counselor together). o meet students or o to present to educators.
Sometimes Pre-ETS introduces VR counselors to teachers or students and
sometimes VR introduces Pre-ETS specialists to key contacts.
Official referrals to Vocational Rehabilitation include a Transition Snapshot.
Local Collaboration Pre-ETS participates in many transition activities beyond the classroom but still connected to the local school district:
• Transition fairs in local districts
• Parent-teacher conference nights
• Soft skills fairs
• Community transition teams
Alaska: JOBZ Club
http://labor.alaska.gov/dvr/transition-jobz-club.htm
Alaska: JOBZ Club Partnership between AK Division of Vocational Rehabilitation (DVR), Alaska
Department of Education and local area teachers.
Included in SSIP to improve graduation rate
“Teacher vendors” are paid as DVR vendors to provide Pre-ETS services as after school activities
Flexible provision based on local context (time, location)
Available to eligible and potentially eligible DVR recipients.
The 7 Module Curriculum Teachers are provided a Starter Kit with supplies and curriculum
Includes the following Pre-ETS activities: o Soft Skills, o Communication Skills, o Enthusiasm/Attitude, o Teamwork, o Problem Solving, o Professionalism, and o Self-Advocacy/Accommodations
Reporting and Impact Simplified reporting:
Individual teachers register as vendors for DVR. Teachers provide individual student tracking data required for Pre-
ETS reporting. Student Exit Surveys
Impact: Year 1: 8 Teachers/45 Students
Year 2: 18 Teachers/130 Students
Benefits and Future Students are positive about their experience
Improved employment outcomes for students with disabilities
Recruit teachers and increase in number of students served
Technical assistance and resource development for program structure and activities
Alaska: Eagle River HS, Anchorage SD
Getting Started with JOBZ Club
Identified need for career awareness and soft skills
Obtained Administration Buy-in
Submit a plan for implementation to VR
Student Survey – o completed end of course
o submitted to VR
Benefits of JOBZ Club Benefit to School New program in place for one year
Created increased awareness transition and supporting services
Community partners developing Transition Fair
Benefit to Parents Has increased parent awareness of DVR and transition services
Creating an expectation of employment
JOBZ Club Benefits Benefit for Students Helped develop soft skills and learn about their importance Provides time to learn about and practice soft skills Increase awareness of employment and employer expectations
o Skills needed to work
o Expectations on the worksite
o How to obtain a job
Expectation of employment
Students who benefit the most Need for social skills/soft skills development
Don’t need a lot of job skills support
Lessons Learned Combine seriousness and fun
Use real life examples
After school so snacks are important way to provide some social time
Students who attend are motivated-attendance is voluntary
Students are asking for work experiences
Future Plans
Develop community integrated employment experiences
Create JOBZ Club 2
Continue to follow students to learn about their employment outcomes
What’s Next
Missouri
Ensuring that MO PreETS delivery is imbedded across service system
Enhance communication among all partners
Evaluating need for additional PreETS specialists
Alaska
Standard message and product that teachers can develop at anytime
Using S’Cool Store (school based enterprise) as a JOBZ Club focus
Related Resources
Workforce Innovation Technical Assistance Center (WINTAC) PreETS http://www.wintac.org/topic-areas/pre-employment-transition-services
Vocational Rehabilitation Youth Technical Assistance Center (Y-TAC)http://iel.org/vryouth-tac
NTACT https://transitionta.org/
NTACT Competitive Integrated Toolkit https://transitionta.org/cietoolkit
School Community Business Partnership Guide https://www.transitionta.org/sites/default/files/postsecondary/SCB%20Partnerships%20Guide.FINAL%201.pdf
Transition Fair Toolkit https://transitionta.org/system/files/toolkitfair/Transition_Fair_Toolkit.pdf?file=1&type=node&id=1357&force=
