D.R.E.A.M. Partnership / ACES Project Postsecondary Education Symposium March 25, 2015

Transcription

1 Ensuring Gainful Employment Outcomes D.R.E.A.M. Partnership / ACES Project Postsecondary Education Symposium March 25, 2015

2 Jordan T Knab, Ed.S. Consultant Education & Transition Consultants, LLC Jordan@ETConsultants.info

3 Background Project 10: Transition Education Network 2008 Governor s Commission 2009 STING RAY: spring, 2010 TPSID funding: summer, 2010 Florida Consortium on Postsecondary Education and Intellectual Disabilities: fall, 2010

4 Consortium Objectives OBJECTIVE 1 Expand existing transition programs at 3 campuses & fully align with criteria established for Comprehensive Transition Programs for Students with Intellectual Disabilities into Higher Education OBJECTIVE 2 Work with 9 existing postsecondary transition programs to align them with the Comprehensive Transition Programs for Students with Intellectual Disabilities into Higher Education OBJECTIVE 3 Develop additional postsecondary transition programs for students with intellectual disabilities across Florida

5 Florida International University Project Panther LIFE (two programs) Florida Keys Community College Project A.C.C.E.S.S. Florida State College at Jacksonville Vertical Training Program Indian River State College Employment Institute Lynn University The ACCESS Program Miami-Dade College Project A.C.C.E.P.T. Pensacola State College Project REAL Florida Postsecondary Programs for Students with Intellectual Disabilities Polk State College The Transition Program Santa Fe College Project SAINT Tallahassee Community College Eagle Connection University of North Florida On Campus Transition University of South Florida (Tampa) The Learning Academy; STAGES University of South Florida St. Petersburg Project STING RAY Warner University The Transition Program

6 FL Postsecondary Programs O All accept special diplomas O Majority of students have ID/DD/dd O Only 2 provide housing O Serving 192 students for O Avg. program length of 2.5 years O Matrix of program information on website

7 Why Employment? O In the research literature, what is the #1 (strongest) predictor of post-school employment for youth with disabilities?

8 Why the Postsecondary Environment? O Numerous opportunities on a college campus: multiple venues, diverse skills, various environments, and diverse training opportunities. O Student s focus is career development O Interests Coursework Career Exploration O MAKING CONNECTIONS!

9

10 On Campus Internships O O O O O O O O O O O O O O Office of Multicultural Affairs Department of Leadership and Programming Fitness Center Waterfront & Sailing Center Mailroom The Tavern at Bayboro Harborside Activities Board Career Center Academic Advising Department of Operations and Maintenance of Facilities The Crow s Nest newspaper College of Education, Office of the Dean Fairmont Park Elementary School Student Advising Center

11 Off Campus Internships O St. Pete Bakery O Practically Pikasso O St. Petersbug City Hall O Sunshine Recreation Center (section of St. Pete Parks & Recreation) O Meals on Wheels O Pet Pals Animal Rescue O Clay Center of St. Pete O Morean Arts Center O Painting with a Twist

12 Community Employment O Academic Advising office, USFSP O Art Museum-Security O Café 100 O Creative Clay O Division of K-16 Educational Initiatives, USFSP O Don Cesar Lowe s Hotel O Fresh Market O Lowe s Home Improvement Store O Publix Super Markets O TJ Maxx O Waffle House

13 Strategies for Employment O Individualized student s strengths, interests, and career goal O Consider the student s support needs O Real work responsibilities O Realistic expectations and training needs O Increased independence fade supports O Provide opportunities for community mobility, self-management and selfdetermination skills Quality Work Experiences: Simonsen, M. (2013). TransCen, Inc.

14 TransCen Study of Community Rehabilitation Providers (CRP) CRPs identified these as the most critical skills/experiences for youth to transition into integrated employment: Self-management, community mobility, selfdetermination Authentic Work Experience Documentation of Work History Family Support Simonsen, M. (2013). TransCen, Inc.

15 TransCen Study of Integrated Employment Predictors What skills/experiences best predict integrated employment outcomes? 1. Family member expressed interest in integrated employment 2. Paid work experience during school 3. Community mobility skills 4. Self-management skills Simonsen, M. (2013). TransCen, Inc.

16 In Fact! O Youth whose families expressed preference for integrated employment were 6.48 times more likely to achieve integrated competitive employment Simonsen, M. (2013). TransCen, Inc.

17 O Youth with previous work experience were 4.53 times more likely to be engaged in integrated competitive employment Simonsen, M. (2013). TransCen, Inc.

18 Why is this important? Family buy-in and support may be the most critical component Family contract or agreement outlining the goal of gainful, competitive employment!!

19 What does the data tell us? Data from the national vocational rehabilitation database (RSA 911): youth with ID who participated in postsecondary education were 26% more likely to leave vocational rehabilitation services with a paid job and earn a 73% higher weekly income. THE IMPACT OF POSTSECONDARY EDUCATION ON EMPLOYMENT FOR STUDENTS WITH ID Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary Education and Employment Outcomes for Youth with Intellectual Disabilities. Think College, Fast Facts, No. 1.

20 Florida TPSID Data SITE YEAR ENROLLED EMPLOYED Lynn (33%) UNF (52%) USFSP (50%) Lynn (40%) UNF (48%) USFSP (57%) Lynn (33%) UNF (36%) USFSP (25%)

21 Completers Employed ; ; # Students who Exited (completed program) # Students Employed Lynn 12 8 UNF USFSP 5 5 TOTAL or 79%

22 Completers Employed # Students who Exited (completed program) # Students Employed Lynn 6 5 UNF 11 9 USFSP 4 4 TOTAL or 86%

23 Aggregate of FL Students (InD) preparing to complete postsecondary programs students preparing to exit 32 are currently employed (59%)

24 Aggregate of FL Postsecondary Completers (InD) and Employment Outcomes completers 72 employed upon exit (63%)

25 Preparation for College & Challenging Careers Access to technology Programs that bridge academic levels to school and work Work-based experiences Peer support Mentoring Cunningham, Redmond & Merisotis, 2003; National Science Foundation, (2001) DO-IT scholars, WA.

26 Think College Job Development Module Welcome! Think College LEARN provides self-paced modules using multimedia tools such as videos, publications, interactive learning activities and podcasts to share information on topics related topostsecondary education for students withintellectual disabilities. Select a topic of interest from the circles on the right. Hover over a circle to get a brief description of the content of that module. Click on a circle to go to the full module content. Modules can be viewed from beginning to end, or users can choose sub-topics. us with any questions or comments. We strive to provide a quality learning experience and welcome your suggestions for improvements, additions or new topics we should cover. Register to use Think College Learn Log in to Think College Learn COACHING AND MENTORIN GCOMPREHENSIVE TRANSITION PROGRAMSFOR FAMILIES UNIVERSAL DESIGN FOR LEARNING JOB DEVELOPMENT

27 Resources O Let s Get Everyone to Work Videos from the Florida Development Disabilities Council (FDDC) The Florida Developmental Disabilities Council (FDDC) has developed three employment and transition videos called Let's Get Everyone to Work. Two 45-minute videos, the Resource Toolkit for Students and Families and the Teaching Toolkit for Pre-Service Professionals, discuss employment and independence strategies, high expectations, personcentered planning, and support networks for people with developmental disabilities. Twelve success stories are included in each video. The fiveminute Marketing Toolkit for Employers video presents the benefits of hiring people with developmental disabilities and available employer supports. Success stories for ten "super employees" are included. To access the videos, go to the FDDC website at and scroll down to the Employment section.

28 Resources, cont. O Paving the Way to Work: A Guide to Career-Focused Mentoring The creation of the Mentoring Guide is rooted in the U.S. Department of Labor s Office of Disability Employment Policy s (ODEP) charge to find and promote the most effective researchbased policies and practices to improve transition outcomes for youth with disabilities. Mentoring is recognized as one of the most important strategies for assisting youth in making a positive transition into adulthood. Despite all of the information available on mentoring, there is very little about mentoring youth with disabilities or about career-focused mentoring of older youth. This Guide was developed by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) specifically to address the needs of youth with disabilities during their transition from school to work. This Guide is intended for individuals designing mentoring programs for youth, including youth with disabilities, in the transition phase to adulthood.

29 Resources, cont. O Questions & Answers about Persons with Intellectual Disabilities in the Workplace and the Americans with Disabilities Act (ADA) Questions & Answers about Persons with Intellectual Disabilities in the Workplace and the Americans with Disabilities Act (ADA) addresses how the Americans with Disabilities Act (ADA) applies to applicants and employees. In plain, easy-to-understand language, this revised document reflects the changes to the definition of disability made by the ADA Amendments Act (ADAAA) that make it easier to conclude that individuals with intellectual disabilities are protected by the ADA.

30 Resources, cont. O College of Charlston REACH Program Off- Campus Learning Agreement files/reach_internship_agreement.pdf This Think College link contains The College of Charleston Internship Agreement form.

31 Resources, cont. O Fast Facts for Faculty: Coordinating Internships for Students with Disabilities hips_for_students_with_disabilities.htm The Ohio State University Developed by Nancy Dugan, Margo Izzo, Ginny Knowlton, and Alexa Murray This website lists the general benefits and guidelines for arranging internships as well as a sample step-by-step listing of procedures that can be used as a template for internship planning.

32 Resources, cont. O National Center on Workforce and Disability (NCWD) This link provides tools and resources for Workforce Development including guides for customized employment and the Universal Design for Workforce Development Toolkit.

33 Questions? Comments? Ideas? Thank you for your attendance!