Work-based Learning (WBL), Transition and the IEP

Nancy HunterSpecial Education Consultantnancytx1@yahoo.com

Texas Transition ConferenceFebruary, 2011

Productive Employment for All Students

Individuals with Disabilities Education Improvement Act, 2004

CFR 300.1 (purpose of special education)… to “prepare students for employment, further education and independent living.”

Vocational Education IS a Special Education Service

Special education must provide vocational services under IDEA, 2004

Vocational education as special education services:

(CFR 300.39)

“organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advance degree”

Pathway to a High School Diploma

“IEP” graduation option for students receiving special education services (diploma-earning)– For students who have modified content in any

state-required high school course, and/or ‘specially designed courses’ created by special education.

– 89.1070(c) Complete required credits, maximum participation in

general curriculum, and either actual employment, mastery of specific employability skills, or access to services

Development of Employment, Transition and the IEP

IEP includes student’s post-school goals (education, training, employment, and further education) based on “age-appropriate transition assessments” – Post-school transition goals that are measurable and

reasonably achievable

Transition services that take into considerations a youth’s “strengths, interests and preferences” in order to develop employment

Agency linkages, ‘linked’ annual goals

Work-based Learning: Vocational Education as Special Education

For students with physical or mental disabilities that preclude them from immediately obtaining employment (and who will likely need ongoing support in an employment setting)

Four phases (community-based, in businesses):– Vocational exploration (5 hrs. per job)– Vocational assessment (up to 90 hrs)– Work-related training (up to 120 hrs. per job)– Paid work experience (Cooperative Work Experience)

Purpose of Work-based Learning (WBL)

Identify career interests Assess employment skills and training needs Develop skills and attitudes necessary for

paid employment To participate in a paid experience after

needed exploration, assessment and training.

Four Distinct Phases of WBL

Career Exploration Career Assessment Work-related Training Cooperative Work Experience

(gone are terms community-based vocational training CBVT, or CBVI, CBVE)

The Continuum of Services to “Develop Employment”

Three unpaid phases (cannot be coded 08-VAC): exploration, assessment, and training phases

One phase paid employment: Cooperative Work Experience or “VAC” (code “08” if VAC requirements met)

Understanding the FLSA: Fair Labor Standards Act

WBL activities take place in employment settings

Activities must comply, then, with the Fair Labor Standards Act

FLSA provides for minimum wage laws, overtime pay, record-keeping requirements, and child labor laws

Phase One of WBL: Career Exploration

Exposure to a variety of work settings to help make decisions about future career directions or occupations

To investigate – Interests, values, beliefs, strengths and

weaknesses in relation to demands of job– Watching work being performed, talking to

employees, trying out tasks To make choices and to develop the IEP

Phase Two of WBL: Career Assessment

Student rotates among various workplace settings Experiences help determine training objectives for IEP Training is under direct supervision of school personnel and

employees Data systematically collected on

– Interests, aptitudes, special needs, learning styles, work habit, behavior

– Personal, social skills, values, attitudes and work tolerance

Phase Three of WBL:Work-Related Training

Student placed in employment setting for experience

Training is closely supervised To develop competencies and behavior needed

to secure paid employment Detailed, written training plan

– competencies to be acquired– methods of instruction– methods of evaluation

Critical Work-Based TRAINING and Dept. of Labor Guidelines

Youth for whom employment is not immediately obtainable

Under supervision of school personnel Defined in IEP The training ‘test’ (IS it training or is it work?)

– No displacement of employees Vacant positions not filled, employees relieved of

duties, students performing services though not usually done by employees, but that benefit the business

Important Work-Based Training and DOL Guidelines

– Students under continued supervision By school or business

– Ongoing instruction and close supervision during entire experience

– Resulting in any tasks the student performs being offset by the burden to the employer of providing ongoing training and supervision

– Placed according to needs of student/IEP not the labor needs of the business

– Period spent at any one site or in any job classification included in IEP

Phase Four of WBL:Cooperative Work Experience

Student in paid work situation Paid the same wage as a non-disabled

employee Payment could be through school or special

program but not compromise Fair Labor Standards

Agreement should be made between school and employer before the student begins work

How Does “VAC” Tie In to WBL?

19TAC89.63 For “providing special education and related services” to

– A student on a job (paid)– With regularly scheduled direct involvement by the

VAC in the the implementation of the IEP VAC can only be considered after Career and

Technology has been determined inappropriate Fourth phase of WBL (paid employment with direct

involvement by VAC teacher in IEP of student)– Think “Safety Net”

Documentation in the IEP of Work-based Learning

Measurable postsecondary goals based on transition assessment– After graduation from high school, I will be

employed in a local business performing clerical tasks.

PLAAFP (functional skills) Needed Transition services” to develop

employment,” IEP services, Related Services Annual Goals/Objectives/Benchmarks

Digital Employability Portfolios:Spotlighting Competencies

Visual summary of work-based learning experiences with photos and descriptions of mastered job skills

Include reference contact information

Take to job interviews BONUS: encourage student

to share at ARD/IEP meeting

ALL ABOUT

ME

Using Technology to Document Skills: Employability Portfolio Ideas

Power Point templates– Visual “highlights” of

WBL training experiences

Skills acquired Photos references

IEP student input

Sample “Pages” from Student’s Digital Employability Portfolio

Goodwill Town & Country Select store

Supervisor – L----713-----------ISD Job Coach- _______-

Production worker : assisted in keeping

production supply available by sorting clothing for sale or salvage and hanging clothing to be sold.

Job Training Experiences

Hampton Inn

Supervisor- N-----

713---- ------

--ISD Job Coach-

A– L---

Laundry worker:

sorted, folded, and

organized linens in

laundry department

Job Training Experiences

W----- AcademySupervisor- M A-----------

713-------------

--_ISD Job Coach- T N---

Cafeteria trainee:

packaged cookies for

sell at lunch, folded

and stocked cafeteria

laundry, and cleaned

areas in the cafeteria

Hobbies and Interests

I really enjoy music. I like to play the drums and guitar at home.

I like listening to Tejano and Rock & Roll music.

I also really enjoy watching movies. Harry Potter is my favorite.

I like to play Uno and Dominoes with my friends and family.

Resources and Final Reminders

“Essential Tools” (guidelines for Work-based Learning programs)– http://www.ncset.org/publications/essentialtools/flsa/

“Don’t forgets” (topics for another day):– Data collection on WBL sites– Job coach TRAINING– Parental support for WBL efforts– WBL and Transition Assessment– WBL/Transition links throughout IEP