ensuring gainful employment...
TRANSCRIPT
Ensuring Gainful Employment Outcomes
D.R.E.A.M. Partnership / ACES Project
Postsecondary Education Symposium
March 25, 2015
Jordan T Knab, Ed.S.Consultant
Education & Transition Consultants,
LLC
813-361-1076
• 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
Background
Consortium Objectives
OBJECTIVE 1Expand 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
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
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
Florida Postsecondary Programs for Students with Intellectual Disabilities
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 2013-2014
O Avg. program length of 2.5 years
O Matrix of program information on website
Why Employment?
O In the research literature, what is the #1
(strongest) predictor of post-school
employment for youth with disabilities?
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!
On Campus InternshipsO Office of Multicultural Affairs
O Department of Leadership and Programming
O Fitness Center
O Waterfront & Sailing Center
O Mailroom
O The Tavern at Bayboro
O Harborside Activities Board
O Career Center
O Academic Advising
O Department of Operations and Maintenance of Facilities
O The Crow’s Nest newspaper
O College of Education, Office of the Dean
O Fairmont Park Elementary School
O Student Advising Center
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
Community EmploymentO 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
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 self-determination skills
Quality Work Experiences: Simonsen, M. (2013). TransCen, Inc.
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, self-determination
Authentic Work Experience
Documentation of Work History
Family Support
Simonsen, M. (2013). TransCen, Inc.
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 skillsSimonsen, M. (2013). TransCen, Inc.
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.
O Youth with previous work
experience were 4.53 times
more likely to be engaged in
integrated competitive
employment Simonsen, M. (2013). TransCen, Inc.
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!!
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.
Florida TPSID DataSITE YEAR ENROLLED EMPLOYED
Lynn 2010-2011 12 4 (33%)
UNF 2010-2011 25 13 (52%)
USFSP 2010-2011 6 3 (50%)
Lynn 2011-2012 15 6 (40%)
UNF 2011-2012 25 12 (48%)
USFSP 2011-2012 7 4 (57%)
Lynn 2012-2013 12 4 (33%)
UNF 2012-2013 28 10 (36%)
USFSP 2012-2013 8 2 (25%)
Completers Employed2010-2011; 2011-
2012;
2012-2013
# Students who Exited
(completed program)
# Students Employed
Lynn 12 8
UNF 17 14
USFSP
TOTAL
5
34
5
27 or 79%
Completers Employed2013-2014 # Students who Exited
(completed program)
# Students Employed
Lynn 6 5
UNF 11 9
USFSP
TOTAL
4
21
4
18 or 86%
Aggregate of FL Students (InD) preparing to complete postsecondary programs 2013-2014
54 students preparing to exit
32 are currently employed (59%)
Aggregate of FL Postsecondary Completers (InD) and Employment Outcomes 2010-2013
115 completers
72 employed upon exit (63%)
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.
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COACHING AND MENTORIN GCOMPREHENSIVE TRANSITION PROGRAMSFOR FAMILIES UNIVERSAL DESIGN FOR LEARNING JOB DEVELOPMENT
http://www.thinkcollege.net/think-college-learn
ResourcesO 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, person-centered planning, and support networks for people with developmental disabilities. Twelve success stories are included in each video. The five-minute 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 http://www.fddc.org/publications and scroll down to the Employment section.
Resources, cont.O Paving the Way to Work: A Guide to Career-Focused Mentoring
http://www.ncwd-youth.info/paving-the-way-to-work
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 research-
based 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.
Resources, cont.
O Questions & Answers about Persons with Intellectual Disabilities in the Workplace and the Americans with Disabilities Act (ADA)http://www.eeoc.gov/laws/types/intellectual_disabilities.cfm“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.
Resources, cont.
O College of Charlston REACH Program – Off-
Campus Learning Agreement
http://www.thinkcollege.net/images/fbfiles/
files/REACH_INTERNSHIP_Agreement.pdf
This Think College link contains The College
of Charleston Internship Agreement form.
Resources, cont.
O Fast Facts for Faculty: Coordinating Internships for Students with Disabilitieshttp://ada.osu.edu/resources/fastfacts/Internships_for_Students_with_Disabilities.htmThe Ohio State UniversityDeveloped by Nancy Dugan, Margo Izzo, Ginny Knowlton, and Alexa MurrayThis 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.
Resources, cont.
O National Center on Workforce and Disability
(NCWD)
http://www.onestops.info/
This link provides tools and resources for
Workforce Development including guides for
customized employment and the Universal
Design for Workforce Development Toolkit.
Questions?
Comments?
Ideas?
Thank you for your attendance!