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Transition Educational Exiting Profile – Promoting Employment Opportunities
Barb Boksan – Office of Vocational Rehabilitation – AllentownSue McCollian – Colonial IU 20
Wendy Smith – Carbon Lehigh IU 21
2007 PA Community on Transition Forum, Achieving Outcomes through a Shared Agenda
Thursday, July 19, 2007
Employment Pilot2002
Dana Olsen – Director of Improvement Initiatives for PA ODP
Employment Pilot – Northampton & Lehigh Counties
Create uniformed “BEST PRACTICES”
Employment Manual
Guidelines for incorporating “best practices” for all stakeholders to follow
when working with youth and young adults transitioning from school to
employment outcomes
Customer Service Line – 1-888-565-9435
Committee Members
The ARC of Northampton & Lehigh Counties
Colonial IU 20 Carbon Lehigh IU 21 Center for Independent Living
of LV East Stroudsburg University Office of Mental Retardation –
County, Regional & State (ODP) Representatives from Lehigh and Northampton Counties
Office of Vocational Rehabilitation – Carbon, Monroe, Northampton and Lehigh Counties
School Districts Service Providers – Burnley
Employment and Rehabilitation Services, Good Shepherd Work Services, Private Industry Council, Via of the Lehigh Valley
Subcommittee 2005
Design/develop a tool that is acceptable across the system of providers
Unified profile with an emphasis on employment skills, experiences, support systems
Contact with Transition Consultants in Eastern part of Pennsylvania
Identify existing assessments Hosting Site – OVR Office in Allentown
(November 2005)
Subcommittee Representatives
Carbon Lehigh IU 21 Colonial IU 20 Delaware County IU 25 Office of Mental Retardation – Lehigh County Office of Vocational Rehabilitation - Lehigh
County Service Providers - Private Industry Council, Via
of the Lehigh Valley, Delaware County (Options Job Developer)
Areas to Consider
PunctualityCommunication and Human RelationsPlanning/Problem SolvingCommunity Mobility/TransportationWorks Skills/SurvivalPre-Employment SkillsJob Acquisition Skills/Information
Community Transition Assessment Tool
Profile complete – September 2006Pilot document for 06-07 school yearColonial IU 20, Carbon Lehigh IU 21,
Delaware County IU 25Summary of Performance
TRANSITION EDUCATIONAL EXIT PROFILE
Procedures to Complete Profile
Created by Training and Consultation Staff at Carbon Lehigh IU #21,
March 2007
Transition Educational Exiting Profile
The purpose of the Transition Educational Exiting Profile is to have pertinent information collated within one document in order to facilitate the successful transition for an individual with a disability from the school environment to his/her post-school outcome. The information provided here is intended to serve as a guide to assist agencies, service providers, families, and educators in their effort to provide as much accurate information as possible.
Timeline for Completion
Begin the process during the student’s junior year of high school or the second year before the student will age out of school.
Add information as it becomes applicable. Ex: In Roman Numeral V, Section G Work-based Learning: indicate on the grid when the student completes a suggested activity.
Complete the profile in full by March 1st of the student’s senior year or the last year before the student will age out of school.
Suggested Approaches for Completion
Provide a blank copy for parents to begin to complete as they wait for an IEP meeting.
Create and save the document on an electronic file (Desktop, My Documents or CD-ROM). As you use this electronic file, you will be able to add or delete information if necessary.
Designate times throughout the year to communicate progress with the individuals who are working on the post-school outcomes of the profile. (i.e. therapeutic staff, work experience personnel)
Discuss the profile during the IEP meeting. Use a paper copy of the profile to write information, and then add later to the electronic file.
Recommended Section (s) to be Completed by the
Team – ( Family, Educators, Agencies and Service Providers) I, IV, V (Sections A, B, D, E, F, L, M, N, O, P), VI
Educators – (Teachers, Work Experience personnel, Therapeutic personnel) II, V (Sections G, H, I , J, K)
Family – III, V (Section C)
Additional Information
This document in electronic form is a “rolling document”; this means as information is added to a box, the size of the box will increase along with the text.
If inviting an agency and/or service provider to an IEP meeting, the educator must obtain permission from the family to include the individuals in the meeting. Permission should be granted PRIOR to the meeting, not at the meeting.
Educators must obtain signatures on a Release Form in order for the information on this document to be shared with agencies and/or service providers. If you do not have access to a form, contact your supervisor.
Anytime new information is added, make sure to indicate a date on the document. This will assist in developing a timeline of job skills acquired.
Work-Based Learning Glossary
Transition Consultants Winter Retreat, PaTTAN, Harrisburg, January 26, 2007
Academic Standards for Career Education and Work
OPPORTUNITIES FOR ALL STUDENTS
Cooperative Education
Diversified Occupation Program
A structured method of instruction whereby students alternate or coordinate their high school studies with a job in a field related to their academic or career objectives.
A method of instruction offered to students to develop the knowledge, skills and attitudes necessary to enter into and advance in an occupation. This is accomplished through a combination of classroom instruction, as well as, planned and supervised on-the-job training. Placement must be made by a certified Cooperative Education Specialist.
Internship
Job Shadowing
A work experience with an employer for a specified period of time to learn about a particular industry or occupation, which may or may not include financial compensation. The workplace activities may include special projects, a sample of tasks from different jobs, or tasks from a single occupation.
Typically as a part of career exploration activities in late middle and early high school, a student follows an employee for one or more days to learn about a particular occupation or industry. Job shadowing is intended to help students explore a range of career objectives and to possibly select a career pathway.
Registered Apprenticeship
Service Learning
A formal program registered with the United States Department of Labor’s Bureau of Apprenticeship and Training and with the Pennsylvania Apprenticeship Council. The program must follow strict guidelines as to the types of training and amount of training time an apprentice receives and leads directly into occupations requiring such training for entry.
This program combines community service with a structured school-based opportunity for reflection about that service. It emphasizes the connections between service experiences and academic learning.
Work Release
Work Study
A program similar to a Diversified Occupations Program in that it offers, SENIOR ONLY, the opportunity to enter into paid work program related to the senior’s career goals. Seniors may be “released” when all required credits (usually 1 or 2) are being completed in the morning and may work following those classes.
A program for college students that allows an institution of higher education to place qualifying students in jobs at the school.
Volunteering This program provides an opportunity for students to learn skills and provide services to what are generally considered to be non-profit organizations. Key to this placement is a written description of the organization’s policy (s) on a volunteer (s) being in their buildings and what are the volunteer’s duties.
Community-Based Vocational Training (CBVT)
CBVT is vocational training occurring on actual job sites within local business, industry and community service agencies. Training experiences include Vocational Exploration, Vocational Assessment and Vocational Training that are non-paid and are limited to Fair Labor Standards Act requirements:
CBVT OPTIONS
Vocational Exploration: Exposes students briefly (5 hours per job experienced) to a variety of work settings to help them make decisions about future career directions or occupations.
Vocational Assessment: Helps determine individual training
objectives for a student who undertakes work assignments (90 hours per job experienced) in various business settings under the direct supervision of school personnel and employees.
Vocational Training: Places the student in various employment settings for opportunities (120 hours per job experienced) detailed through a written training plan/agreement, including methods of instruction, and procedures for evaluation.
Work Experience
Employment opportunities for young people with disabilities are available through the school system, supported employment programs, private industry, and special government funded projects. Depending on the extent and type of disability, the student’s work experiences need to be designed with an appropriate level of support and supervision. Students who participate in a work experience program are paid at least minimum wage. Students must follow the requirements of the Fair Labor Standards Act and the Pennsylvania Wage and Hour Regulations.
Colonial IU #20
2006-2007 School Year# of students pilotedWho completed the document?Summary of Performance2008-2009 Graduates
CARBON LEHIGH IU #21
2006-2007 School Year# of students pilotedWho completed the document?Summary of Performance2008-2009 Graduates (Fall & Spring)
Delaware County IU #25
2006-2007 School Year# of students pilotedWho completed the document?2007 – 2008 school year
OVR - Allentown
Transition CounselorsIEP MeetingsAssessment ToolCommunity-Based Work AssessmentJob Coaching
