DIY PEP. An overview of essential components to creating your own Post-Secondary Employment Preparation (PEP) Training Center
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1 DIY PEP An overview of essential components to creating your own Post-Secondary Employment Preparation (PEP) Training Center
2 Agenda Participants in this session will have an overview of: Work based learning continuum and components Essential components of building a PEP Training Center Tips on implementation based on experience
3 WHY ARE WE HERE?
4 The Numbers Labor Force Participation People With Disabilities: 20.3% Unemployment Rate People With Disabilities: 11.2% The national unemployment rate of individuals with disabilities is DOUBLE that of individuals without disabilities People Without Disabilities: 68.1% People Without Disabilities: 5.1% December 2014
5 The Numbers CPS proudly serves: 50,000+ students with diverse learning needs across the district Of those students, 22,000+ are high school aged and are in need of gaining valuable job skills to reach their desired postsecondary outcomes
6 WORK BASED LEARNING CONTINUUM
7 Work-Based Learning Promoting Post-Secondary Employment Outcomes Work-based learning refers to a planned program of training and work experiences that occurs in authentic workplaces. Workbased learning can include activities such as: Job shadowing Informational interviews Workplace mentoring Volunteer experiences On-the-job Training Internships Apprenticeships Paid competitive employment Luecking R. (2009). The Way to Work: How to Facilitate Work Experiences for Youth in Transition.
8 Work-Based Learning Continuum of Work Experiences Competitive Employment with Natural Supports Competitive Employment with Supports Internships and Apprenticeships Job Shadowing and Work Sampling Career Awareness and Exploration Luecking R. (2009). The Way to Work: How to Facilitate Work Experiences for Youth in Transition. 2
9 Work-Based Learning Benefits of Work-Based Learning Develop employability skills Identify onthe-job support needs Explore career goals Benefits of Work- Based Learning Gain an understanding of employer expectations Identify career interests, skills and abilities Gain work experience Luecking R. (2009). The Way to Work: How to Facilitate Work Experiences for Youth in Transition. 2
10 What Can We Do Together? First, let s confirm this is our shared belief: It is a universal truth that paid work is a cornerstone aspect of culture and identity. All too often, this critical part of the life experience is not available to individuals with disabilities. As is true for those without disabilities, people with disabilities have a right to fair and equal wages, working hours and opportunities, and the cultural benefits of being employed in the community. It is our duty at CPS to create these opportunities for our students before they leave high school.
11 So Now What? We know we need: Employment exposure opportunities in the natural environment to increase student employment readiness Community Partners willing to open their doors Time in the school day to get all of this done! That s great, but how?!
12 Our Goal Link students directly with employers to create Post-Secondary Employment Preparation (PEP) Training Centers where students learn skills in their interest areas directly from professional mentors. Office of Diverse Learner Supports and Services 12
13 What is a PEP Training Center? A Post-Secondary Employment Preparation (PEP) Training Center is based directly in the workplace where students learn skills needed for employment while interning in the exact jobs they may be eligible for after graduation. Students report to the PEP Training Center instead of their school. It is targeted at students who are in their last year at CPS, who have met their graduation requirements, and are excited to work! Office of Diverse Learner Supports and Services 13
14 ESSENTIAL COMPONENT OVERVIEW
15 The Whole Picture Securing Employer Partners Student/Parent Recruitment Ongoing Student and Employer Supports Staffing PEP Training Center Engagement of Community Linkages
16 ESSENTIAL COMPONENT: STAFFING
17 Essential Component: Staffing A PEP Teacher Must Love: Engaging in Community Based Instruction Being an ambassador between the employer partners and the school Schmoozing Giving direct feedback to students, staff, and employers Supporting employers to identify needs that can successfully be filled by PEP students
18 ESSENTIAL COMPONENT: SECURING EMPLOYMENT PARTNERS
19 Essential Component: Network, Network, Network Who do I know? Who do they know? Tap into local workforce development initiatives One Summer Chicago Research corporate HR diversity initiatives in your area Partner with organizations with similar goals Mayor s Office for People with Disabilities Securing Employer Partners
20 Essential Component: Securing Employer Partners An Employer approached you and said they Would LOVE to support, but they don t know how to get started... Provide a survey to help them think through their needs Offer to visit their office and observe to identify positions that your students can support Facilitate a meet and greet with your students to support in defining roles and responsibilities All in all, it s a good problem to have!
21 Essential Component: Promotional Materials Perfect your Elevator Speech Create a 1-page promotional document Give program a name Describe mission Securing Employer Partners Highlight benefits of working with YOUR program On-site job coaching and internship retention services provided!
22 Essential Component: Build Community Invite interested employers to informational session MOPD/CPS Employer Breakfast Example Pre-Registration and real time contact sheets Student and mentor representation Have a specific ask Follow up Securing Employer Partners Highlight the accomplishments of partners to encourage others to jump on board
23 Spotlight: Employer Partners! PepsiCo Deloitte TJX Companies Levy Restaurants Checkers/Rally s Northern Trust Illinois Department of Human Services University of Chicago Medicine Family Resource Center on Disability Rehabilitation Institute of Chicago Regional Transportation Authority U.S. Equal Employment Opportunity Commission No Boundaries Open Doors Access Living Walmart United Airlines World Chicago Marriott Foundation Rush University Medical Center Museum of Contemporary Art Chicago Park District Anti-Cruelty Society SPR Consulting KPMG Univision Great Lakes ADA Center/UIC Legal Assistance Foundation Pace Suburban Bus Microsoft BMO Financial Group Anixter Center AT&T Growing Solutions Farm Jesse Brown VA Mariano s
24 Spotlight: TJX Companies Throughout the School Year: 92 CPS students have participated in 4-8 week internships 6 students received paid employment through One Summer Chicago at 5 different TJX Company Stores 10 Students have been offered positions as TJX Company Stores as a result of this effort Shaquille is learning how to put security tags on merchandise!
25 What Can We Do Together Second: Let s celebrate our successes! Employer Breakfast 2014 Hosted by Northern Trust 45 Employer representatives attended Highlight successes to promote participation Transition Fair Job Fair Disability Mentoring Day Job Shadow Day One Summer Chicago 432 Students attended 17 adult service agencies attended 15 Employer representatives attended 316 students attended 250 students attended 20 employer partners participated by donating or providing a workshop 30 employer partners participated 240 students attended 23 students were placed with 12 employer partners 3 students were offered long term employment!!
26 Spotlight: Southside Occupational Academy High School and University of Chicago Medicine Office of Diverse Learner Supports and Services
27 ESSENTIAL COMPONENT: STUDENT AND FAMILY RECRUITMENT
28 Student Selection Process February 2015 School personnel identify potential candidates based on provided criteria and inform students and families about the opportunity with support of ODLSS Transition Team and PEP Site teacher as needed Student interviews with PEP Site selction committee Student Start Date Goal: 9/1/15 Student/family is informed of selection committee decision Identified students fill out PEP Site Application Packet After document review, appointments are set up for interviews If selected, family and student participate in orientation process PEP Site application packet and corresponding documents are sent to Transition Team/PEP Site teacher PEP Site Teacher/Transition Team review referral documents IEPs are revised/updated as needed and student is enrolled in host school
29 Application Process Materials Application Writing Assignment Interview Questions *Other Key Application Events* Parent/Student Info Session On-Site Scoring Rubric Student lookup to verify credit acquisition Travel safety assessment Signature on Parent/Student Contract upon acceptance
30 Orientation and Getting Started Once students have been accepted the following Orientation Tips! activities must occur: IEP revision as needed On-site student/family orientation Travel practice as needed Organize all needed consent forms ready for signature at one time. Review anticipated dress code Engage employer contacts to secure initial internship rotations based on student interests
31 ESSENTIAL COMPONENT: ONGOING STUDENT AND EMPLOYER SUPPORTS
32 Student Support Materials
33 Employer Review Cycle Ongoing Considerations Phase 3 with natural supports Interview Phase 1 with supports Ensure student support contact is available at all times during the engagement. Provide contact sheet to employer. Phases may need to be repeated Formal Employer Check In Formal employer check in Timing is dependent on length of engagement Phase 2 with fading supports Ensure progress notes are captured daily to document student skill attainment
34 ENGAGEMENT OF COMMUNITY LINKAGES
35 Community Linkages What are the student s desired post-secondary outcomes? Ensure linkages to service providers as appropriate and invite them to participate! Service Provider Note! Ensure all students are leaving with: Most updated IEP Most updated psychological report with signature Updated resume List of professional references Letters of recommendation
36
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