compilation of manual - ytp | university of oregon

Manual created by South Coast ESD YTP Consortium

Set A Meeting Prepare Materials

Set a Meeting Gather Employer Info Labor Market Information Barriers to Employment

Oversee Auth. for Pay Monitor Job Site Provide OVRS Updates

Enter New Student Enter OVRS Dates Enter Exit/Follow-up Summer Report

TARs Leave and Over-time Mileage

Intake Interview w/OVRS

Writing a Plan

OVRS Follow-up

OVRS Closure

U of O Reports

Screening & Identification

ESD Forms

Recruit Students Gather Information Prepare Students Referrals to Outside Agencies Determine YTP Eligibility Order of Selection Information

And Referral

Time Frame for OVRS Closures Provide OVRS Closure Info.

Youth Transition Program – Process Support Tool

Job

Dev

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JOB DEVELOPMENT

Job Developing

Benefits for Potential Employers

Samples of documents used by Coos Bay School District

Sample of North Bend HS’s Job Shadow Packet


Job Developing

Why Do We Job Develop? This is the goal of the GRANT. Some students will need more assistance and training in order to become employable. How Do We Job Develop? There are various techniques but here are a few ideas that may work for you.

On and off campus work experiences-use your school’s present practices and request from the work experience coordinator the students’ evaluations from their work experience sites (use for YTP screening and resume writing).

Cold calls. Call a local business, explain who you are and where you are calling from (NBHS, CHS, MPHS) and ask if they can meet with you regarding a work program.

Have your student do an informational interview with an employer (see paperwork). Have your student do a Job Shadow (see paperwork). Network with friends, community partners, visit or become a part of your local rotary club, lions, etc. Have your students register with local employment or agencies. Use the internet for job searching and apply on-line (see list of sites).

What Materials Should I Bring?

Your business card YTP brochure Pen and paper Sample (benefits for potential employers) WOTC information Career Information System print-out of job information or job description Questions regarding the job and what the employer is looking for in an employee

JOB DEVELOPING (MATCHING A STUDENT’S INTEREST WITH AN EMPLOYER’S NEEDS) IS THE REASON FOR EVERYTHING WE DO THROUGHOUT THIS MANUAL. NONE OF THESE STEPS WOULD BE TAKEN WITHOUT THIS GOAL IN MIND.


BENEFITS FOR POTENTIAL EMPLOYERS

SAMPLE On The Job Training

ONE MONTH AVERAGE DAYS OF WORK 22. WAGE REIMBURSEMENT based on 22 days X 8 hours = 176 hours X $8.40 an hour = $1478.40 First month OJT at 65% of $1478.40 = $960.96 Second month OJT at 60 % of $1478.40 = $ 887.04 Third month of OJT at 50 % of $1478.40 = $ 739.20 Plus Work Opportunity Tax Credit up to $2,400.


Marshfield High School Worksite Learning Objectives and Evaluation Form

Student/Trainee: Worksite: School/Program:

Marshfield High School Worksite Supervisor: YTP Specialist: Barb Aspinall

Worksite Telephone: School Telephone:

541- 267-1428 or 541-297-6169

The worksite supervisor, school/program coordinator, and student/trainee agree to the following learning objectives for the period beginning

Learning Objective 1:

Performance Evaluation Meets Objective Needs Work

Learning Objective 2:

Performance Evaluation Meets Objective Needs Work Learning Objective 3: Performance Evaluation Meets Objective Needs Work Learning Objective 4: Performance Evaluation Meets Objective Needs Work Comments (Comment on accomplishments): Please evaluate the student’s overall workplace attitudes and behaviors by checking the appropriate box. Rating: 1 = Demonstrates Competence 2 = Needs Improvement

1 2 1 2 Maintains company set attendance Exercises respect for the workplace Works well with others; effective team member Understands and practices safety procedures Accepts suggestions and constructive criticism Demonstrates knowledge of job duties/expectations Has appropriate communication/social skills Demonstrates ability to solve work-related problems Uses time effectively Work is done carefully and correctly Demonstrates initiative Demonstrates interest and enthusiasm Maintains appropriate hygiene/appropriate dress Follows directions

What are some of the outstanding qualities of this student/trainee?

This evaluation has been discussed with the student. _____ Yes _____ No Worksite Supervisor Signature __________________________________________ Date _______________

Student/Trainee Signature ______________________________________________ Date _______________


Marshfield High School School to Work

Release of Information

Dear Parent or Guardian: The School to Work program is designed to help students learn through volunteer and work experiences. We want to expose the student to various job skills, work ethics and career opportunities. In order for the employer to adapt their work environment to fit the employee’s needs, they must know how a disability may alter the student’s performance and the accommodations necessary to assist the student. We are unable to release any information about your child’s disability without consent from you. Also, please list any specific areas that you do not with to be discussed with the employer. Thank you, _________________________________

Authorization for Release of Information

I, the undersigned, hereby request and authorize Coos Bay School District to release to any employer who offers School to Work opportunities, information concerning any disability that might affect me or my child’s abilities to perform tasks in a working environment or special accommodations to help me or my child be successful. Name of child/student_________________________________D.O.B._______________ Areas not to be discussed___________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________________ _______________________ Signature of parent, legal guardian, surrogate parent Date or student if 18 or older.


SCREENING & REFERRAL Recruit Students

Transition Questionnaire

Create Student File Gather Student Information Prepare Students Refer to Outside Agencies Determine Eligibility Order of Selection Information and Referral


Complete the Transition Questionnaire Why Complete the Transition Questionnaire?

The YTP specialist interviews the seniors with an IEP or 504 plan or students who have a substantial impediment to employment. For the 2009-2011 grant cycle the OVRS recognizes the utility of identifying and working wit youth earlier in their high school careers to better prepare them for competitive employment and encourages the early identification of students who may be eligible for vocational rehabilitation services in this grant cycle. Seniors, Juniors, Sophomores and Freshman who have potential for YTP will also be interviewed. This information may be used to: identify, student strengths and weaknesses; gather personal information; and establish rapport and trust with the student. This form along with other activities may allow the YTP specialist to identify a pool of students for Information and Referral, assist with goals and objectives for the student; create an individual action plan; identify what outside agency supports is needed (i.e., Oregon Health Plan (OHP), Supplemental Security Insurance (SSI), Community Living Case Management (CLCM, etc.); and may assist in the overall Individual Education Plan (IEP) process. It may also assist the specialist with establishing a Benefits Planning & Work Incentive Exploration.

How do I Complete the Transition Questionnaire?

You will meet with each student individually and use the questionnaire as an interview guide by asking the questions and recording student responses. Feel free to improvise and ask follow-up questions if there are areas of strength and/or concern that come up that may help develop the goals and action plan for the student. Make sure that, under each domain you complete a goal and identify any barriers for achieving the goal. This information will lead to the student’s Action Plan.


Student Transition Cover Sheet

Student Name_________________________ Interviewer & Date_______________________ DOB______________________ Diploma Track: Regular or Modified Grade 9 10 11 12 Expected High School Completion Date______________________ Parent/Guardian Name(s)_________________________________________________________ Student Lives With:_____________________________________________________________ Address:______________________________________________________________________ Phone # of residence________________________________ or Cell _______________________ Student’s Cell Phone________________________________ Transcript Attached? _____Yes _____No Most Recent IEP Attached? _____Yes _____No Current Testing? _____Yes _____No Ice Breaker Questions: What are your favorite things to do?

What classes do you like in school and why?

What classes do you dislike and why?

Do you know what your disability is and how it affects you?

When you have money, what do you spend it on?

What do you like to read about?

What do you do on the weekends?


Education:

Are you interested in going to college or a vocational training program?

Have you visited a college or vocational program?

Have you taken a placement test? SAT? or Pre-SAT?

Have you applied for FAFSA or scholarships?

Are you interested in the military? Have you taken the ASVAB?

Are you involved with Educational Talent Search?

Are you in the Indian Education Program?

Education Strengths Barriers


Employment:

Do you like to work indoor or outdoors?_______________________________________ Do you like to work with people or objects?____________________________________ Would you like working alone or in a team?____________________________________ Have you completed any volunteer or work experiences?__________________________ Have you ever had a paid job?____________ Where did you work?_______________ Do you have one now?________________ What job, in our area, could you do right now?__________________________________ What would your dream job be and how would you get it?________________________ Do you want to work or go to school?_________________________________________ Have you done CIS skills or other self-assessments like IDEAS, Living Colors? _______ Do you have any certificates: Food Handlers, First Aid/CPR, Hunters Safety, Caregiver training or ?______________________________________________________________ Do you have a resume, activity chart or pocket resume?___________________________

Employmnet Strengths Barriers


Independent Living:

Where do you see yourself living after high school?

Do you have a drivers permit or license?

Have you taken driver’s education?

Do you know your personal information: Address, social security #, mother’s maiden name?

Do you have health insurance?

What can you do for yourself? Laundry-Cooking-Shopping, Chores, Banking, Make Doctors Appointments?

Do you have a social security card? Do you have a birth certificate?

Do you have a current ID from school, DMV, Military, or Oregon Tribal ID?

Are you involved in any social service agencies outside of school?

Independent Living Strengths Barriers


Community Participation:

Are you involved with any activities in school?

Are you involved in any activities outside of school? (Scouts, church, alateen, sea cadet, etc.)

Are you registered with Selective Service?

Are you 18 and do you want to register to vote?

Are there any questions you have about our school or any community services? (Clubs, Library Card and locations, “I Match” and Employment Office)

Would you like to know about classes and training opportunities where you can gain skills? (First Aid/CPR, Food Handler, Career Classes, Music Lessons, etc. )

Do you know anything about the Newmark Center and the classes there?

Community Participation Strengths Barriers


ACTION PLAN:

Activities By When Who Will Help


Creating Student File Why Create a Student File?

The Specialist needs to gather information on each student and keep an anecdotal log for future reference. This provides information that will be used for Vocational Rehabilitation Services and at times for other community partners.

How We Keep Files?

Files on students are kept in a locking file cabinet. The specialist records the date and time that they meet with the student and what was discussed, done or completed. The specialist also records phone calls and conversations or other meetings with parents, community partners, etc. The file includes documents such as the student’s IEP, Psycho-educational evaluation, and academic testing. The file may also include self-assessments, copies of food handler cards, resume, pocket resume, work experience, job shadow records or any other information pertaining to the student that may be relevant for transition. Releases of Information are an important part of the student file.


Gather Student Information

Why Gather Student Information? Information is gathered on each student to assist Vocational Rehabilitation in determining eligibility. How do I Gather Student Information? Each school may differ in how they allow you to get a student’s Psycho-educational Evaluation and IEP’s. Talk with your special education teacher to determine how they want this accomplished. Districts may or may not allow YTP specialists access to student confidential files. However, you may request a copy of these reports. What Student Information should be gathered?

IEP or 504 documents. Psycho-Educational Evaluation. Academic Testing with grade level. Physician Statements (if appropriate), could be for ADHD. Social Security Income Statement. High School Transcript. DHS Release of Information (VRD does) Medical Insurance (name of company) VRD can get. YTP Consent and Release of Information. Voter Registration (will do at intake with VRD). Work Experience evaluations if any.


Prepare Students

Why Prepare Students? Building a “solid case” for the Vocational Rehabilitation Counselor will better ensure a quick, smooth and positive eligibility outcome, as well as successful employment or training for the student. Building this case involves following the steps listed below. How do I Prepare Students? Routine meetings with your student are necessary to support and monitor the completion of an action plan. This plan may include:

Completing a Resume’ (WinWay Resume is easy and used throughout the community) but you may use other programs.

Food Handler’s Certificate Selective Service Registration (www.sss.gov) “I-Match” (www.emp.state.or.us) Job Shadow CIS (Skills Self assessment) (located at each school) IDEAS (at some schools on CIS or hard copies) Informational Interview Personal Hygiene & Grooming


Referrals to Outside Agencies

Why Do Referrals For Outside Agencies? Referrals are done with students/parents to outside agencies to provide “wrap-around” services for the student’s success. How Do I Choose Which Agencies? The Youth Transition Specialist will meet with the student and parent to discuss their needs. If a student does not have medical insurance you may want to assist the student in applying for the Oregon Health Plan. Another way the Youth Transition Specialist will recognize what other agencies or services a student may need is by reading their Psychological Evaluation. If the student’s report indicates an IQ of 69 or under they will need to be referred to Community Living Case Management (DHS-DDS in Curry County). Ask another Youth Transition Specialist for information if you have questions. (See list of agency supports in our community).


Helpful Websites

Age appropriate assessments: http://www.careerstop.org/eflp/career+stop/pid129860/D392367/C0 http://www.caseylifeskills.org/pages/lp/lp_cp_workgoals.htm?id=1#competency1 http://www.metamath.com/multiple/multiple_choice_questions.html http://www.testprepreview.com/ged_practice.htm http://www.goarmy.com/Careerhelp.do?redirect=true http://www.thedesk.info/myplan/ http://psychologytoday.psychtests.com/ http://www.khake.com/page3.html http://www.soyouwanna.com/ http://www.4girls.gov/body/ http://oregoncis.uoregon.edu/home/ http://www.qualityinfo.org/olmisj/OlmisZine Employment http://www.coosccr.info/ https://www.foodhandler.org/foodhandler/login;jsessionid=840ED93D6A05302A31BF90F029613ECB http://acsg.recruitmax.com/candidate/jobopps.cfm?szTemplate=2&szstate=OR http://www.sunraye.com/job_net/ http://www.nhlink.net/employme/example.htm http://www.boli.state.or.us/ http://www.cardinal-services.com/ http://www.hirecalling.com/ http://www.barrettbusiness.com/oregon.htm http://www.atlasemployment-oregon.com/index.htm http://www.theworldlink.com/


Helpful Websites (continued) Employment (continued) http://www.albertsons.com/abs_careers/retail/retailemployment.asp http://www.americanbridge.net/ http://www.bayareahospital.org/ http://www.lesschwab.com/employment.asp http://www.themillcasino.com/ http://shop.safeway.com/register/default.asp?brandid=1 Adult Agencies http://www.odot.state.or.us/forms/dmv/37.pdf http://www.employment.oregon.gov/ http://www.oregon.gov/DHS/healthplan/app_benefits/main.shtml http://www.oregon.gov/DHS/assistance/foodstamps/foodstamps.shtml http://www.ssa.gov/d&s1.htm http://www.scbec.org/ Education http://www.fafsa.ed.gov/ http://www.socc.edu/serv_resrc/disability/index.html http://guide.opendns.com/?url=sanfranciscoregion.jobcorps.gov http://www.nwyouthcorps.org/ http://www.oycp.com/ ID http://www.oregon.gov/ODOT/DMV/ http://www.vitalchek.com/?clicked=1


Determine YTP Eligibility

Why Determine Who May be Potentially Eligible For YTP? The specialist screens potential students from their list of Juniors, Seniors, drop-outs, etc. The special education teachers and sometimes the special education director through your school will be able to provide you with these students’ names and disability information. This is your pool of potential students. There Are Three Steps to This Process Once You Have a List of Students.

1. Minimum Requirements for YTP.

2. Identify students: this means the student who will be able to succeed in competitive employment without on-going supports. (YTP may get counselors, teachers etc. input and your own observations). Exclude any students who do not want to work (full-time college bound or students who need on-going supports).

3. Characteristics for the ideal referral.

1. What Are The Minimum Requirements for YTP/VRD?

Student has the potential to become competitively (this can mean part-time) employable and has the ability to work unsupervised (independently and with initiative) after training or job coaching.

Student has a barrier to employment because of his/her documented disability. Student is at least 17 years of age OR expected to exit secondary education within 18

months 2. Identify Your Potential Students (from your list of students).

Define numbers to be served. Identify students who will be unable to benefit or ineligible for services. Identify students who will be able to succeed without on-going supports. Review files and prioritize students.


3. What Characteristics Should the YTP Specialist Use to Guide Them in This Decision?

The student expresses a desire to work, learn independent living skills, be successful and/or increase their quality of life.

The student could learn a marketable skill or trade. The student has potential to drive or use public transportation independently. The student will demonstrate active involvement in the planning process and career

related activities (i.e. good attendance, work experience, keeping scheduled appointments, returning phone calls and completing tasks.

The student has the potential to learn and practice independent living skills. The student does not abuse drugs or alcohol. The student does not display behaviors that are a danger to themselves or others. A student may not need the services of YTP or VRD if he/she is very independent,

has family that is coordinating future plans, has a well established social/support network, is planning to attend college full-time immediately upon completion of High School, or requires no academic accommodations or supports.

If the individual is currently working with a mental health counselor, the student will provide YTP/VRD with a statement from counselor authorizing active participation in the VRD process.

REMEMBER: YTP SERVES STUDENTS WHO WILL BE ABLE TO SUCCEED IN COMPETITIVE EMPLOYMENT WITHOUT ON-GOING SUPPORTS.


Order of Selection

What is Order of Selection? OVRS is currently in an Order of Selection, students referred to YTP after January 15, 2009 who are not already being served under an IPE that was implemented prior to that date, will be placed on a waitlist and served in the order in which their application was received. What Happens to a Student in Order of Selection? Students on the waitlist must be provided the individualized information and referral services which means assistance by the Transition specialist that ensures youth participating in the YTP are provided with accurate vocational rehabilitation information and guidance using appropriate modes of communication, to assist youth in preparing for, securing, retaining, or regaining employment and related opportunities leading to potential competitive employment. Information & Referral includes providing information about and facilitating referral to other state, federal, and local vocational and related programs, providing information and referrals to assist youth with Benefits Planning & Work Incentive Exploration and the provision of post-YTP work–related information and referral as needed. Information & Referral does not include the direct provision of services, including no-cost services. What is “Benefits Planning & Work Incentive Exploration?” These are activities designed to assist YTP youth and their families in understanding, exploring and planning for the effect that work may have on the various health, housing, income and other benefits while the youth pursues his/her employment goals, by considering and utilizing available work incentives and other tools for maximizing income and earning potential. Benefits planning services are not provided directly by Transition Specialists but Transition Specialists provide Information & Referral to YTP participants so that they can access these services from certified Benefits Counselors. Example of Benefits and Work Incentive Exploration A student has SSI and would lose some of this income if they work and earn too much money. The Youth Transition Specialist could show the student/family how to access information regarding the Student Earned Income Exclusion through the Social Security office. A student is eligible as a Priority One for OVRS. YTP specialist could provide information and referral to other sources of employment related services.


INTAKE INTERVIEW w/OVRS

Set a Meeting & Prepare Materials

OVRS Personal Information Form OVRS Functional Capacity Self Assessment

Authorization for Use & Disclosure of Information (Release of Information

– not signed until interview) Application For Services (name only)

YTP Written Consent/Release of Information (Under 18 form and over 18

form) Sample Resume

Functional Loss Indicator

Financial Need (Brochures)


Set Meeting and Prepare Materials

Why Set a Meeting? Although as YTP Coordinators, we can support students in a variety of ways without the assistance of Vocational Rehabilitation, the idea is to make the student eligible for Voc. Rehab. VR is our partner agency and is able to provide financial assistance in ways that YTP alone cannot. Upon finding a student eligible for YTP Services, our next goal is to explore eligibility through VR. How do I Set a Meeting? You will develop your own relationship with your VR Counselor. Some counselors are more available by phone, others by email. The idea is to let your counselor know that you have a student ready for intake. This means that you and your student have completed the initial paperwork and are ready to meet with your counselor. What Materials Should I Prepare For The Meeting w/ OVRS?

OVRS Personal Information Form (incl. Functional Capacity Self-Assess.) OVRS Authorization for Use & Disclosure of Information OVRS Application For Services (name only) YTP Written Consent and Release of Information(under 18 parent sign) Current IEP Current Testing-no older than 3 years (Psycho. Ed. Eval. (incl. IQ, Academic-grade level

and Vineland if appropriate) Copies of any medical records HS Transcript Resume’ Financial Need (Proof of OHP, SSI, TANF, or Food Stamps). If none of these apply,

Tax Info. will be required (see brochures)


YTP Parent Written Consent and Release of Information Yes, I would like my son/daughter to participate in the Youth Transition Program (YTP). I understand that the YTP provides job training and instruction while my son/daughter is in high school and follow-up support services for 12 months after he/she exits from the YTP in order to help students retain employment. I understand that the specific kinds of services my son/daughter receives through YTP will be planned by my son/daughter, the YTP Specialist, the school, rehabilitation staff, and me. I also understand that if I have any questions about these services I may contact the YTP staff at my child’s school or at the State Vocational Rehabilitation office. I understand that the information gathered will be used by a variety of agencies that coordinate services in an effort to limit duplication. Any information shared will be considered confidential by the receiving agency and will only be used for statistical purposes and/or in assisting with your son/daughter’s training and job search efforts. This information may be transmitted in written or verbal format including electronic (e-mail) transmission. Information (such as school records, IEP Psych Evals, medical information, and work related information) may be released to any combination of the following: Vocational Rehabilitation Social Security Administration Dept of Motor Vehicles Prospective Employers Colleges Newmark Center SORB Developmentally Disabled Services South Coast Business Employment Corp. Adult & Family Services

Services to Children and Families Dept of Human Services ALSP/ABE/GED Belloni Ranches, Inc. Oregon Youth Authority County Juvenile Dept. County Parole & Probation School Staff University of Oregon Other: ___________________

I understand that the giving of my consent is voluntary and that I may revoke this consent at any time via written notice. I have been given a copy of this form. ___________________________________ ___________________________________ Name of Parent/Guardian Name of Participant ___________________________________ __________________________________ Signature of Parent/Guardian Date


YTP Written Consent and Release of Information Yes, I would like to participate in the Youth Transition Program (YTP). I understand that the YTP provides job training and instruction while I am in high school and follow-up support services for 12 months after I exit from the YTP in order to help students retain employment. I understand that the specific kinds of services I receive through YTP will be planned by the YTP Specialist, the school, rehabilitation staff, and myself. I also understand that if I have any questions about these services I may contact the YTP staff at my school or at the State Vocational Rehabilitation office. I understand that the information gathered will be used by a variety of agencies that coordinate services in an effort to limit duplication. Any information shared will be considered confidential by the receiving agency and will only be used for statistical purposes and/or in assisting with my training and job search efforts. This information may be transmitted in written or verbal format including electronic (e-mail) transmission. Information (such as school records, IEP Psych Evals, medical information, and work related information) may be released to any combination of the following: Vocational Rehabilitation Social Security Administration Dept of Motor Vehicles Prospective Employers Colleges Newmark Center SORB Developmentally Disabled Services South Coast Business Employment Corp. Adult & Family Services

Services to Children and Families Dept of Human Services ALSP/ABE/GED Belloni Ranches, Inc. Oregon Youth Authority County Juvenile Dept. County Parole & Probation School Staff University of Oregon Other: _________________________

I understand that the giving of my consent is voluntary and that I may revoke this consent at any time via written notice. I have been given a copy of this form. ________________________________________________________________________ Name of Participant ______________________________________________ _________________________ Signature of Participant Date


WRITING A PLAN

Set a Meeting to Write the Plan Gather Employer Information

Vendor File Information Sheet Form & Sample (Some counselors just want the information, they will print off form)

On the Job Training Agreement Form

Work Opportunity Tax Credit

WOTC Brochures Guide for Agency/Partner Staff Conditional Certification 9062 (blank) Conditional Certification 9062 (sample) Pre-screening Notice 8850 (blank) Pre-screening Notice 8850 (sample)


Labor Market Information

Oregon Career Information System (CIS) sample.

Oregon Labor Market Information System (OLMIS) sample.

Job Market Survey Guideline & Form Barriers to Employment Student Barriers

Functional Loss Indicators Form Eligibility Determination Sample Individual Plan for Employment (IPE) Sample


Set a Meeting to Write a Plan

Why Set a Meeting? A meeting needs to be set with the Vocational Rehabilitation Counselor, student and Parent (if the student is under age 18) to Write a Plan prior to the student going to work. How is the Meeting Set? The Youth Transition Specialist coordinates the date and time between their Vocational Rehabilitation Counselor and the student/parent. Some Vocational Rehabilitation Counselors prefer this be done through their support staff while others prefer you e-mail them. Check with your counselor on their preference.


Gather Employer Information

Why Do We Gather Employer Information? If a student is going to need on-the-job-training (employer is reimbursed a percentage of wages for training) and the employer is not in the Vocational Rehabilitation data base as a vendor (check with your counselor), you will need to complete the Vendor File Information Form, (see copy) or gather this information so the counselor can complete a form off the computer. Your Vocational Rehabilitation counselor will put this information into the state data bank so they can issue checks to reimburse the vendor. The On-The-Job Training Agreement (OJT) will be part of the student’s plan and both employer and student will sign this agreement which will include the training skills that the employer will teach, (see sample). In either circumstance, the YTP specialist will still need to gather the Employer’s information. You will need the business name, address, phone/ fax number and a contact name. You will also need the job duties and wage information (job descriptions are helpful). Gathering this information is necessary in order for your Vocational Counselor to write the student plan and to reimburse the employer if the student requires training. How Do We Get This Information? The Youth Transition Specialist completes the Vendor File Information Form and Employer info gathering by talking with the employer. The Youth Transition Specialist assists the Vocational Rehabilitation Counselor and the student by gathering information from the employer, CIS, and student to write the Individual Employment Plan (IPE). The Youth Transition Specialist speaks with the Vocational Rehabilitation Counselor to find out how much OJT they want to offer the employer then the specialist presents this to the employer.


The Work Opportunity Tax Forms:

8850 is completed by YTP and signed by the job applicant and employer then turned into the Vocational Rehabilitation Counselor. The information is gathered from the employer.

The Conditional Certification form for the Work Opportunity Tax Credit is completed by you and signed by the student, employer and the Vocational Rehabilitation Counselor. The information is gathered from the employer. What Materials Should I Prepare For The Meeting w/ OVRS?

Complete the Vendor File Information Sheet or Employer information. Complete the 8850 Pre-Screening Notice (see example) Complete the Conditional Certification (see example)


Labor Market Information

Why Do We Need Labor Information? The labor market information is gathered in order to assist the Vocational Rehabilitation Counselor in writing the students’ Individualized Plan for Employment (IPE). How Do We Get This Information? The Labor Market Information can be gathered by using the Career Information System (CIS) and going to the occupations. Click on the appropriate occupation and print the information (see example on Janitors). Another way to gather this information is to obtain the information from the Oregon Labor Market Information System (OLMIS) at http://www.qualityinfo.org/olmisj/OIC. (see example). The next way is by completing a Job Market Survey Guideline. This is where you would look in the local newspapers ads, call a local business or check with a local temporary agency. (see example). What Materials Should I Prepare For The Meeting w/ OVRS?

CIS printed copy of occupational information.

OLMIS printed copy of occupational information.

Job Market Survey Guideline completed information.


Job Market Survey Guideline

Name of Occupation: Freight Handler Employer: Fred Meyer Describe the position: Unload stock and merchandise, shelve merchandise, inventory supplies, customer services, general cleaning and maintenance. What are the minimum job qualifications? Is training required (school and/or on the job? High School, GED or working on either. Must be 18 to work in freight. Store will train. Fork Lift License needed. Where might one receive the training? On the job. What are the physical demands on the job? Would they consider hiring someone with your limitations? Varies from department to department; standing, walking, pushing, and pulling. How many of these positions were filled last year? 30. How does the employment potential for this position look for the future? Outlook is good. What is the starting salary? $7.95/hour. What do experienced workers earn? Varies for different jobs and experience.


JOB MARKET SURVEY GUIDELINE Name of Occupation: _______________________________________________________________ Employer: ________________________________________________________________________ Person talked with: _________________________________________________________________ (Use the first three as indicated on Medical Occupation Survey) Describe the position: ______________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ What are the minimum job qualifications? Is training required (schooling and/or on the job)? _____ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Where might one receive the training? _________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ What are the physical demands of the job? Would they consider hiring someone with your limitations? ______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ How many of these positions were filled last year? _______________________________________ How does the employment potential for this position look for the future? _____________________ ________________________________________________________________________________ What is the starting salary? __________________________________________________________


What do experienced workers earn? ___________________________________________________


Barriers to Employment

Why Know What Barriers to Employment Your Student may have? In order to assist the Vocational Rehabilitation counselor in writing a plan for your student, you will need to know what barriers to employment they may have. These barriers will vary from student to student. How do I know what the Barriers are? Ask your student and the employer what will be needed for the job. The barriers may be determined by knowing what the student may need in order to do the job. If a student has a job starting in a restaurant they will need a food handler card. If the employer expects a student to wear safety shoes, you will need to know this. Your counselor will determine what barriers are appropriate. What Materials Should I Prepare for OVRS? Have a list of supplies, prices and where to purchase them.

Cost of certificates, licensing. Clothing needs (including shoes, coats, etc.) Transportation, (money for permit/license, dial a ride, bicycle. List of what the employer may be providing. YTP is commonly listed as the person who provides the student with Substantial

Counseling and Guidance-this means contact. Job placement and retention are also considered barriers and this means the

student will cooperate to the best of their ability and remain on the job.


Student Barriers

Why do we Need to Identify Barriers? Your Vocational Rehabilitation Counselor will need to know what the student’s barriers to employment are and how these barriers can be addressed or accommodated. Identifying barriers to employment is part of determining eligibility for Vocational Rehabilitation services and is done by the Vocational Rehabilitation Counselor. How are Barriers Defined? Vocational Rehabilitation Counselors define barriers in these categories:

Mobility Self-Direction Self-Care Work Skills Interpersonal Skills Communication Work Tolerance

The VRD Counselor will identify these from the student’s Psychological Educational Evaluation. However, if you learn of any of any of these barriers it may be helpful to let your counselor know. (See Functional Loss Indicators and Sample Eligibility Determination).


OVRS FOLLOW-UP

Oversee Authorization for Pay (AFP)

• Blank AFP

Monitor Job Site

• Job Evaluation Sheet (blank)

Provide OVRS updates


Oversee Authorization for Payments

What are AFP’s? When the plan (IPE) has been written, the services that are stipulated in the plan are paid for by AFP’s (Authorization For Pay) which are purchase orders from the State of Oregon. Why Oversee the Purchase Orders? To assure that the services that are written into an IPE are completed, you will want to monitor the AFP’s and assist the OVRS Counselor. This could include taking the students shopping for clothes, bikes, and other equipment. Other AFP’s could include payments for the OJT which need to be given to the employer, assistance with training programs and transportation which need to be delivered on a monthly basis. Some counselors mail the AFP’s to the employer or business. What do you Need to Return to the OVRS Counselor for Payment of the AFP’s?

Clothes and other equipment: a receipt from the store is needed for them to be reimbursed.

OJT’s: The employer will need to send a copy of the student’s time card for the work period, a copy of the pay stub, a student evaluation and a bill typed on the business letterhead. (See examples of student evaluations and billing).

Driver’s License, Permits and Insurance: A receipt showing payment, a copy of the driver’s license or permit, a copy of the car registration and a copy of the insurance bill needs to be given to the OVRS to be placed in the student’s file.

Training and School: A receipt showing payment for classes or supplies, a class schedule, grades at the end of the trimester and a copy of the student’s attendance.

Please remember that when using AFP’s, the student will need some kind of picture or state issued ID.


Monitoring Job Sites

What is Monitoring a Job Site? As part of most IPE, job retention is one of the substantial services offered to the employer. This means to begin with you are going to visit the job site or contact the employer on a weekly basis to mediate problems that might arise between the student and employer. As the employer and student become more comfortable with each other, these visits and contacts can become fewer. The goal is to eventually get to the point where you are no longer needed. What is Job Coaching? Another substantial service that can be offered is job coaching. This means that you will go to the job site and develop a list of duties that the student will need to perform. You will then work with the employer and co-workers to develop natural supports to assist the student to learn their job tasks. After that, you will work beside the student until they are comfortable with the job. The goal is to gradually work less with the student to the point where you are no longer needed on the job site. At times your counselor may hire a job coach as part of the student’s plan eliminating the need for YTP to job coach. Why Monitor or Job Coach? First of all, because it is written into the IPE, and second, you want to keep the employer happy with the services that you are providing. If your student turns out to be a good employee and the employer knows you will be there if a problem arises, the employer is more likely to contact you the next time they need a new employee.


Provide OVRS Updates

Why Provide Updates to OVRS OVRS is required to do case notes updating the information and progress made by each student. One of the services is to provide information to the OVRS Counselor on every student's activities. When and how do you Give Information to the OVRS Counselor Updates are given to OVRS Counselor each time you meet with the student to discuss their next steps and to provide guidance. These updates can either be sent by e-mail or on a removable disk so the counselor can cut and paste the information into the state data base program. A good rule of thumb is to update your counselor one time a month or sooner if circumstances require. Example 9-10-08 Cindy filled out the enrollment papers for Coos Bay School District. She will be attending one class at SWOCC in mythology starting September 29, 2008. We will continue to work on a business plan for her Indian jewelry. I have called Ralph Richmond to set up a time for Cindy to meet with the crafter’s guild at the Casino. She is also going to fill out an application for the food service for Coos Bay School District to work as a sub in the cafeteria.


OVRS CLOSURE

Timeframe for Closures

Provide OVRS Closure Information

Exits


Timeframe for Closures

When Do You Close a Student? Student on an OJT: When the services and training period has been completed, the student will then be placed into the Employment status. The student can then be closed successfully 90 days from that date. Student not on an OJT: Will be placed into Employment Status when all services that are to be provided are completed. 90 days from that time the student can be closed successfully. Unsuccessful closures: This can occur at any time the OVRS and YTP Specialist decide that the student is not making progress toward a plan.

Remember that closing a student should be agreed upon by both the OVRS counselor and the YTP Specialist.

What Will the OVRS Counselor Need to Close a Student?

The Business name, address, and phone number

The hours the student is working

Wages and benefit information

Supervisor’s name

Student work evaluations

Student updates and anecdotal logs


OVRS Closures

What is a Closure? To maintain a workable caseload, OVRS will close clients if they have completed the Individualized Plan for Employment or are not making progress finding or maintaining competitive employment. In partnership, YTP may give information to the counselor that shows how a student/client is doing, but the ultimate decision is that of the counselor. What Are the Differences Between Closures? Rehab: Means that student has completed the IPE successfully. OVRS and YTP are on a performance system that requires us to have so many client’s successfully closed as rehabbed. (See copy of grant information). Other: Means that the student is not making progress towards competitive employment and has been closed unsuccessfully.


UNIVERISTY OF OREGON REPORTS New student Data Entry • Create New Student (see sample screen shot)


University of Oregon Reports

Why Should YTP Enter Data? The YTP specialist enters data for the University of Oregon so they can track the outcomes of the grant recipients and meet the performances required for each site. Data is reported to meet the bench marks in the grant.

IT IS VERY IMPORTANT TO ENTER DATA AS IT HAPPENS! How Do I Get to the YTP Website? Go to the internet and type in http://www.ytporegon.org, click on “Transition Specialists,” and then click on “Enter Performance Data.” This will bring you to the log-in screen. You will be provided a user name and password. On the orange tool bar, click on “Student.” Enter your high school abbreviation in the box provided, then click on either “New student” (if adding someone new) or on the list click on the blue bar on “Last Name” to alphabetize your list, then click on the light beige circle on the right to view your student information or do exits and follow-ups. See “FAQ’s about Data and Performance” on the Oregon YTP website, listed above. What Information Should I Report? New Student Information

Name, DOB, Sex, High School Completion Certificate (see choices), Grade at time of application (see choices).

VR Application date, initial meeting with OVRS. Delayed Status, start date. Check if Informational & Referral has been provided. IPE Goal Area (matches goal on IPE); IPE Signature date (date plan signed). Ethnicity. Functional Limitations, determined by VR Counselor. Enter Disabilities, Barriers, and Strengths.

Update Student Information Delayed Status End Date (date removed from wait list). VR Closure Date, see time frame for OVRS. VR Status at Closure, see choices. Exit when Student/OVRS/YTP agree that no further services are needed. Six and twelve month follow-up, 6 & 12 months after exit date.

Log out prior to exiting


EDUCATIONAL SERVICE DISTRICT FORMS

TARS (Time Accounting Reports)

• Full time employee (sample form) • Part-time employee (sample form) • Substitute employee (sample form)

Leave/Overtime Pre-Authorization (sample form) Mileage Form (sample) Mileage Tables


TARs (Time Accounting Reports)

Full-Time Employees: On the 16th of each month a signed TAR needs to be submitted to your department secretary that reflects the actual hours you have worked and/or taken time off. A special due date will be provided for submission of December and June TARs. Please complete your name, position (YTP Specialist) and the dates representing the hours being submitted, for instance: April/May 2009 for the TAR covering April 16 – May 15 of 2009. You do not need to put your SS# on this form. Place an “X” in the “Regular” row for each weekend day and any dates not used in the current month (i.e. 29-31 for some months). Refer to your calendar for any non-work days, place an “N” in the “Regular” row for these days. Refer to your calendar for any holidays, place an “H” in the “Regular” row for these days. For each work day, indicate the number of hours you worked. If you are scheduled to work an 8 hour day and work 8 hours, place an 8 in the “Regular” row. If you are scheduled to work 8 hours but work 10, place an 8 in the “Regular” row and the 2 hours will either go under Comp (1:1) or Comp (1:1 ½) depending on how many hours you work the remainder of the week. Any hours worked over 40 in a Sunday through Saturday workweek (including holiday pay but excluding any other time off) would be recorded in the “Comp (1:1 ½)” row, hours worked over the regular schedule but less than 40 should be recorded in the “Comp (1:1)” row. Any hours worked more than the regularly scheduled hours should also include a notation in the “Remarks” section showing the date and the reason why extra hours were necessary. Prior approval is required. If traveling to a meeting or training, record your travel time in the “Other” row. Travel time is paid based on the travel time shown on Map Quest. Time spent in training should be recorded in the “Workshp/Conf” row. Any day that you do not work the minimum hours scheduled should have a corresponding number in the lower half of the TAR indicating what type of time off was taken: Sick Leave, Jury Duty, Comp Time, Personal Time, etc. Leave without pay should be shown in the “Other” row with an indication of “LWOP.” Use of hours-off coupons should be recorded in the “Other” row with an indication of “Coupon(s).” See sample on the next page.



Part-Time Employees: On the 16th of each month a signed TAR needs to be submitted to your department secretary that reflects the actual hours you have worked and/or taken time off. A special due date will be provided for submission of December and June TARs. Please complete your name, position (YTP Specialist) and the dates representing the hours being submitted, for instance: April/May 2009 for the TAR covering April 16 – May 15 of 2009. You do not need to put your SS# on this form. Place an “X” in the “Regular” column for each weekend day and any dates not used in the current month (i.e. 29-31 for some months). Refer to your calendar for any non-work days, place an “N” in the “Regular” column for these days. Refer to your calendar for any holidays, place an “H” in the “Regular” column for these days. Holidays are paid based on your regular weekly work schedule. If you are scheduled to work 4 hours each day, each week should total 20 hours in the “Regular” column. Due to flexing your schedule as needed, you may have one 6 hour day and one 2 hour day during the same week, these offset each other. Any hours under 20 would be recorded in the “Time Off” columns. Any approved hours over 20 would be listed in the (Comp 1:1) column. Record up to 20 hours in the regular column. Any hours worked more than the regularly scheduled hours should also include a notation in the “Remarks” section showing the date and the reason why extra hours were necessary. Prior approval is required. If traveling to a meeting or training, record your travel time in the “Other” column. Travel time is paid based on the travel time shown on Map Quest. Time spent in training should be recorded in the “Other” column and labeled in the “Remarks” section. Any day that you do not work the minimum hours scheduled should have a corresponding number in the “Time Off” section of the TAR indicating what type of time off was taken: Sick Leave, Job Injury, or Other. Leave without pay should be shown in the “Other” row with an indication of “LWOP.” Use of hours-off coupons should be recorded in the “Other” row with an indication of “Coupon(s).” See sample on the next page.



Substitute Employees: On the 16th of each month a signed TAR needs to be submitted to your department secretary that reflects the actual hours you have worked and/or taken time off. A special due date will be provided for submission of December and June TARs. Please complete your name, position (YTP Specialist) and the dates representing the hours being submitted, for instance: April/May 2009 for the TAR covering April 16 – May 15 of 2009. You do not need to put your SS# on this form after the first one. Place an “X” in the “Begin Time” row for each weekend day and any dates not used in the current month (i.e. 29-31 for some months). For each work day, indicate the start time and end time; lunch start and end times; and the number of hours you worked. Enter the name of the person you filled in for. Enter the location where you worked. All hours should be by previous arrangement with the supervisor of the program. Answer the two PERS related questions at the bottom of the page. See sample on the next page.


Leave/Overtime Pre-Authorization

An authorization slip needs to be submitted with your TAR for each leave or overtime request shown on your TAR. Enter your name on the form. Mark the type of request. Enter the date (or dates) of the request. Enter the total number of hours requested. If your request is for overtime, mark “Comp Time Earned” and indicate why in the space provided, if the request is only for one occurrence; if it is for multiple occurrences indicate “See TAR” referencing the information already written in the “Remarks” section. If you have multiple days of requests for the same type of leave, just complete one slip for that type of leave; for dates list the first occurrence through the last occurrence on that TAR. Total the number of all requests. If time is listed as “Comp 1:1 ½” only list it as the hours that are worked, the accounting department will make the adjustment when they enter it in the computer. See sample as compared with FT TAR sample. It is not necessary to submit an authorization form for sick leave.


Mileage Form

In-Region Travel Mileage forms are to be submitted monthly and should be turned in with your TAR; the only exception is if you have accrued less than 50 miles since the previous form was submitted, in which case the form can be held until the next TAR submission . If desired, forms can be submitted as often as weekly, but will only be paid once the amount totals at least $20. Mileage will be reimbursed at the current IRS rate for travel from one work location to another. Mileage will not be paid for an employee’s commute to or from work, or any other travel for personal business. If an employee chooses to transport students in their personal vehicle, a current copy of a proof of insurance certificate must be on file in the ESD Fiscal Department. Enter your name on the form. Enter any date in which you are claiming travel reimbursement. Provide beginning and ending odometer readings and total miles traveled, or, if using the charts provided in the following pages, only the total miles. In the next column, enter the “from” and “to” locations. See sample and mileage forms on the following pages. Out-of-Region Travel When traveling outside of our ESD region (Reedsport to Brookings and east to Powers) a request must be completed and approved in advance. Use “SCESD REQUEST FOR TRAVEL/ REIMBURSEMENT” form. Please complete the top portion of the form along with the left hand side of the form (all estimated expenses for the trip should be included on this side, even those that you will not be reimbursed for) and submit to your supervisor allowing time for processing before the date of the event. Once this form has been approved you may proceed with travel arrangements. If a hotel or rental car is needed please contact your department secretary with necessary information. Rental cars are required when it is more economical than paying mileage, a general rule is over 100 miles in a day. Upon return from the trip complete the right hand side of the form with expense information that needs to be reimbursed to you. All receipts (except for food) need to be submitted with this request and the form must be signed. Forms are due within five days of return. See sample form on the following pages.

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