Building Systems that Support Optimal Employment OutcomesRUTH ALLISON, IVRS

JACQUE HYATT, SILVER SAGE LLC

KELLI CRANE, TRANSCEN, INC.

Today’s Session You will learn about:How METS are achieving systems alignment so it leads to paid work.The four essential elements of the METS model.Who is involved in METS.Changes to curriculum to prepare students for paid work.Best practice strategies that lead to paid employment.

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.

Five SitesDubuque

Clear Lake

Emmetsburg

Atlantic

Western Dubuque

Four Essential ElementsTHE FOUNDATION FOR METS

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 Employment◦The 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.

Strategic Planning & Mapping

METS Self Assessment1. Examined current school and VR data

Discussed the “So What?”

2. Determine gaps and areas for improvement3. Identified the essential elements to focus

planning

Supporting the METS TeamsDevelopment of action plans

Mapping◦ Curriculum◦ Flow of services

Training◦ Job development & job placement

Technical Assistance◦ Quarterly facilitated team planning◦ Problem solving◦ Just in time TA

Development of Action Plans Purpose:

◦ Clearly define the steps that will be taken to establish a system that leads to a natural progression to paid employment.

◦ Delineate the roles & responsibilities of the METS partners.◦ Provide timelines and benchmarks for determining success.

“If we always do what we always did, we’ll always get what we always got!”

Curriculum Alignment Community agreed upon Skills delivered through classes/activities Supportive of high school graduation and transition Aligns with district initiatives, agency services and

community opportunities Leads to employment and/or post secondary options

Curriculum Mapping Process

Agree on and define student learning outcomes/skills

Develop a ‘map’ of where/when skills are taught

Identify and address gaps in skill development and access

Expand activities and materials as needed

Student Learning Outcome(Key Content Area) Focused on CompetitiveEmployment

Curricular Content Skills Activities

When/Where Who’s Responsible

Sped Role Data Elements Student Engagement

Essential outcomes that will develop students’ ability to work in integrated, competitive employment Definitions developed for each content area

Essential learning to achieve the outcome Identify Materials

When: During school

year Which GradeWhere: Core Class Elective Sped In Community

Connections to: Iowa Core 21st Century

Skills and Career Pathways

This refers to who primarily delivers the content

What role does Sped play in the Learning Outcome? i.e.: Primary teacher, adapts content delivery, informs student about class

How will you know if students are achieving the outcome?Look at data elements in both group aggregate to inform program/curriculum and individual student to inform student progress to identify areas of need

How do we know if students are engaged in the learning process? Is this different by outcome area?Examples:Employer reports, attendance in class, level of involvement in IEP development, student survey

Mapping the Current System

Identify current flow of services

Determine overlaps and gaps in services

Align services so that youth are prepared for employment◦ Connect curriculum and services

Managing caseloads

4 yrs prior to exit(Freshman year)

3 yrs prior to exit(Sophomore year)

2 yrs prior to exit(Junior year)

1 yr prior to exit(Senior year)

1 yr post exit

Student Outcomes

Student Services

Potential Role of VR

Potential Role of Schools

Potential Role of CRPs

Potential Role of Families

Other (AEA, WIA)

METS Flow of Services4 yrs prior to exit

(Freshman)3 yrs prior to exit

(Sophomore)2 yrs prior to exit

(Junior)1 yr prior to exit

(Senior)1 yr post exit

Stud

ent O

utco

me

Stud

ent S

ervi

ces

Positive Personal Profile

IVRS Intake

IPE Developed

Linkages (e.g., CRP, Higher Ed)

Paid Employment

Post-school follow-up

• Knowing the Youth • Career Assessments

• Summer Work• Summer Work

• Family engagement and participation

• Workplace knowledge and skills development linked to the Iowa Core and 21st Century Skills (e.g. soft skills, communication, work behaviors, math, problem solving, etc.)

• Work Experience (e.g., job shadows, worksite tours, internships)

In paid employment receiving supports from CRP (if needed)

or

Enrolled postsecondary education

DRAFT JUNE 2014

• Dual credit

Partners & Their Roles

The METS Partnership Key partners: VR & Schools

Organic process to identify other partnters (e.g., Higher education, workforce development, families, employers)

School PartnerDiscovery & Assessment

◦ Development of Positive Personal Profile◦ IHAPI

Career Planning◦ IEP Transition Goal

Career Exploration

Career Development ◦ Skill development◦ Soft skills

Career Placement◦ Job development◦ Employer Outreach/Networking

Workplace Support & Follow-up

Vocational Rehabilitation PartnerGetting to Know the Youth

◦ Assessment◦ Positive Personal Profile

Career Planning◦ Development of Individual Plan for Employment

Training

Case Management

Share Employer Contact/Networks

Job Placement

Workplace Support

Community Rehabilitation ProviderJob DevelopmentTraining

◦ Skills training◦ Soft skills

Employer Outreach/NetworkingWorkplace Support

What’s In the METS Toolbox?

The Positive Personal Profile

What is a Positive Personal Profile?

Part of Getting to Know the Youth

Informal inventory

Way to include key stakeholders

Collection of positive attributes

A structure for a ‘Marketing Script’ – features to sell to an employer

An easy-to-use tool

What a Positive Personal Profile is NOT

A review of records

A collection of test scores

A list of what a youth cannot do well

A scientific tool

For each youth

Develop a Positive Personal Profile

Strengths & Positive Attributes

Dreams, Goals, Aspirations

Life ExperiencesTalentsSkills & KnowledgeLearning StylesInterestsPositive Personality TraitsValues

Managing Your ResourcesCategorize youth according to individual goals and needs

Types of WBE/matches

Level of support need

METS Students

discovery

Type of WBEWorksite ToursWorksite Tours Job ShadowingJob Shadowing Paid EmploymentPaid Employment

METS YouthMETS Youth

TrainingTraining

Levels of SupportMinimalMinimal ExtensiveExtensiveModerateModerate

discovery

METS YouthMETS Youth

Success-to-Date

Impacts of METSExpanded paid work experience opportunities Improved partnership between Schools and VR (i.e., on-going and open communication; joint planning; and continuous case reviews)Increased number of Summer Work Programs that provide paid work experience Increased understanding of strategies for employer engagement, job development and job retention strategiesImproved infrastructure & policyIncreased opportunity for key partners (schools, VR, CRPs) to meet and discuss individual cases

What’s Happening Atlantic

◦ 77% of METS youth in paid jobs

Clear Lake◦ 41% of students or 15/ 36 have paid jobs. Includes Freshmen - Seniors

Dubuque◦ Hempstead: 85% of 2014 exiters have a paid job and/or enrolled in postsecondary education

(17/20)◦ Total of 28 students on caseload-- 23 have paid jobs or 82%

◦ Senior: 86%* of 2014 exiters have a paid jobs and/or enrolled in postsecondary education (13/15 total)◦ Total of 70 students on caseload -- 28 have paid jobs or 40%

What’s Happening Emmetsburgo46% of students are employed (13/28)o19/23 connected with WIA

Western Dubuqueo70% of 2014 exiters have paid job and/or enrolled in postsecondary education

(7/10)oTotal of 17 students on caseload – 8 have paid jobs or 47%

Questions