work experiences rural final

7/31/2019 Work Experiences Rural Final

1/64

Work Experiences inRural Areas

For youth with disabilities

Ellen Condon, UMT Rural Institutehttp://ruralinstitute.umt.edu/transition

[email protected]

(406) 243-4134

1UM Rural Institute 2011
http://www.ruralinstitute.umt.edu/transitionhttp://www.ruralinstitute.umt.edu/transitionmailto:[email protected]:[email protected]:[email protected]://www.ruralinstitute.umt.edu/transition


2/64

The End Goal of Work

Experiences

Placement into a well-matched jobwith adequate and individualized

supports in place upon graduationfrom high school



3/64

Students who graduateinto a paid job, or who

have real workexperience prior tograduation, are more

likely to be employed asadults.



4/64

In order to graduate into a jobwe need to:

Maximize marketable skill development,

Teach the student to be as independent

and self-directed as possible,

Promote student and family

understanding of the youthsaccommodation & support needs.



5/64

In order to graduate into a job weneed to:

Understand their ongoing support needs,

Creatively determine how to meet those

needs,

Inventory existing supports available,

& connect to ALL potentialservices/supports.



6/64

Employment in your community may lookdifferent than it does in a college town.



7/64

Community Membership also looks

different in a small town. Many times youth drive 20 miles to

school,

Everyone knows everyone else,

People with and without disabilities needto be creative to live in rural areas andearn a living,

A great place to network, And use social capital!



8/64


9/64

Customized Employment

According to US/DOL:Customized employment means

individualizing the employment

relationship between employees andemployers in ways that meet the needs ofboth.

It is based on an individualizeddetermination of the strengths, needs, and

interests of the person with a disability,and is also designed to meet the specificneeds of the employer.

UM Rural Institute 2011 9


10/64

Two Distinct Approaches

Labor Market JobDevelopment

Job openings

Employer needs

Applicants

Compete to determinewho is most qualified

Customized JobDevelopment

Position tailored to theindividual and employer

Employment proposalreplaces application

One-of-a-kind positionwith accommodationsand supports built in ornegotiated



11/64

The questions that you need toask and answer are different

Labor Market Is the person ready?

What skills does ourlocal labor marketneed?

How do this jobseekers skills

compare to these jobdescriptions andopenings?

Customized Do we understand

the individuals idealconditions ofemployment?

What are theircontributions?

Tasks and skills?

Who are theirconnections?



12/64

What do people do for work andincome in your town?

Ranching Agriculture

Tourism

Hunting

Home-basedbusiness



13/64

Florence MT,

Self-Employment Types of Employment

Cabinet maker Concrete laborer Contract trucker Accountant Rancher

Race horse breeder Teach classes via

internet Plumber Sawmill Dog trainer/breeder

Employment mightbe wage employmentor

Self-employment:

Providing a service, Business within a

business, Resource ownership, Contract labor



14/64

Employer Needs/BenefitsAnalysis

UM Rural Institute 2011

Unmet Workplace

Needs:

This area focuses ontasks that need toget done but are notgetting done in theway the employer

would like. It alsocan include tasksthat have not beenperformed but needto be.

Tasks BetterPerformed by

Others:

This area focuses onaspects of jobs thatmight better beperformed by others at

a lower pay grade.This option candirectly save moneyfor employers.

Specific Benefit/Productivity:

This area focuses onworkplace needs foradditional productivityin specific tasks. It

must be matched withthejob seekersspecific competencies.

14


15/64

How do youth in your communitygain work experience and learn awork ethic?

4-H

Participating in thefamily business

Raising livestock

Moving irrigation pipe

Mucking stalls Stacking hay



16/64

Purpose of Work Experience

Provide a foundation for the expectationof employment for all students

Provide an array of experiences fromwhich specific interests might emerge

Provide increasing insight into necessary

conditions for success and discretecontributions

Provide information to guide curricularcontent in classrooms

UM Rural Institute 2011 16


17/64

Purpose and intention of WorkExperiences evolves as the student

gets closer to exit.

Ages13-16:

Expose students to work

Build the vision that they will/can work Determine interests & preferences

Ages 16-17: Build and expand skills

Identify ideal conditions for success



18/64

Purpose and intention of WorkExperiences evolves as the student

gets closer to exit.

Last year or two of school:

Identify ongoing support needs & strategies

to meet them

Clarify ideal conditions for success

Strive to make the last day of school look nodifferent than the first day after graduation;activities, support providers, routine.



19/64

Types of Work Experiences and PaidEmployment

1. Volunteering2. Job Shadowing3. Service Learning/Internships4. General Work Experience5. Matched Work Experience6. Customized Work Experience


Marc Gold & Associates 1919


20/64

Non-profits

Food bank

Senior services Humane society Civic club Volunteer fire department Thrift store Head start Nursing home Hospitals



21/64

Services withinSchool/Community

Yearbook

Sports team management

Errands for neighbors

Branding and vaccinating

Fundraising for a cause



22/64

Generic Unpaid Work Experiences

In-school Grounds

Kitchen

Office

Services to teachers and students

Community-based



23/64

Unpaid work experiences in for-profitbusiness must follow DOL regulations.

While the existence of an employment relationshipwill not be determined exclusively on the basis ofnumber of hours, as a general rule, eachcomponent will not exceed the followinglimitation during any one school year:

~~ Career exploration 5 hours per jobexperienced

~~ Career assessment 90 hours per jobexperienced

~~ Work-related training 120 hours per jobexperienced



24/64

Handbook for Implementing a ComprehensiveWork-Based Learning Program According to theFair Labor Standards Act, Third Edition. Revised,

updated, and edited by: David R. Johnson, CarrieSword, and Barbara Habhegger, February 2005.

The entire handbook can be accessed athttp://www.ncset.org/publications/essentialtools/flsa/default.asp

Resource:



25/64

Work experience might be assisting aneighbor.



26/64

Self-EmploymentUM Rural Institute 2011 26


27/64

Self-Employment: varmint control,raising birds for sale


S lf l d li b i b d h d


28/64

Self-employment: a delivery business based upon the need

to be on the go, and involving the task of delivery.


Mik k i d lf l t


29/64

Mikes work experiences and self-employment

were jointly supported by the school, family, VR

and WIA.



30/64

http://employmentfirst

georgia.org/Videos.aspx

http://employmentfirst/http://employmentfirst/


31/64

Develop a Plan for Each Work

Experience

Assessment plan Site specific Student specific

Training Plan Site specific

Student specific



32/64

A plan to teach and assess specificskills

Interacting withunfamiliar people

Unexpectedinformation


Assessing: academic skills problem


33/64

Assessing: academic skills, problemsolving, ability to workindependently, to follow directions



34/64

Types of Work Experiences

General work experience Varied experiences offered to all students

Matched to student interest

Customizedto the students idealconditions for the purpose of gatheringinformation about tasks, skills orvalidating a condition



35/64

General Work Experiences

Bitterroot GardenBitterroot HumaneSociety



36/64

Tylers Skills and Abilities

Remembers tasks, dates, names, information Has good reading and math skills Initiates tasks that need to be done Highly motivated and willing to work Social and likes to interact with familiar people Thorough Strong work ethic Works quickly Follows instructions

Motivated by a paycheck Likes to be helpful



37/64

Tylers Support Needs

Asking for assistance

Interacting with unfamiliar people

Following the methods requested by theworkplace

Working independently instead of asking

for help when he didnt need it Support to work through learning a new

task when he found it difficult

Walking to and from work



38/64

General Work Experiences inMiddle School

Alex in Middle School Flathead Food Bank

Food bank: stocking

food, portioning food,newsletter mailings

School library:shelving books

In-school newspaper

delivery



39/64

Alexs Skills and Tasks

Follows a written list of tasks Files by letter Types data into computer Folds, stuffs envelopes, labels Follows rules

Attends to time Learns routes and layouts Measures out food Stocks and organizes shelves



40/64

Alex: what did we learn aboutconditions and support needs?

Alex does best when he knows what is coming, theschedule, and the length of each activity He learned to manage his own front loading of work

information (called in to the food bank) Following work rules- wearing gloves Remembers routes and routines Driven to complete the task Being flexible



41/64

Alexs support needs and goals:Work Experience & the IEP

Response when others dont follow the

rules School library

Response when people are in your wayand make it difficult to do your job

Delivering papers throughout the school Understanding that your work is driven by

a specific production amount or time

Expand his tasks and marketable skills



42/64

Alexs Matched Experiences:Interests in kids, computers, books

CDC: filing, organizing, inventory forms,copying and filing forms

Reading to children, support person for

summer camp

Kalispell Public Library



43/64

Alexs matched work experiences:The plan for high school

Expand Task ListIdentify AdditionalSkills

Working with childrenin the summerprogram, reading,theater

Computers

Cooking/ foodpreparation

Editing/ proofreading

Numbers/math



44/64

Tyler collated fact sheets and assembled packets,including placing stickers on the folders, for the RuralInstitute Transition Projects.



45/64

Tylers new duties include waiting oncustomers and running the cash register.


A matched o k e pe ience to disco e


46/64

A matched work experience to discoverinformation about skills, tasks, attributes



47/64

Ian volunteers at the MissoulaFood Bank

Ian uses a writtenchecklist to:

Initiate work withouta job coach tellingme to do so

Move from one taskto the next

Remember thesocial rules of mywork environment



48/64

My Skills: I have an excellent memory

and know where to placeitems after being shown

just once.

I remember peoplesnames.

I write my schedule on acalendar months inadvance.

Im always enthusiastic

about going to work.

I use visual strategies towork independently.



49/64

A Customized Work Experience

If you need moreinformation aboutconditions or tasks,

customize a workexperience beforeseeking the paid job

Clarify conditionsneeded or tasks thatcould be performed



50/64


Unbundling demand

Employers have typically met needs bybundling demands into job descriptions.

Job seekers with complex lives often donthave the whole package to offer.

Customized Employment allows employersto unbundle demand and to takeadvantage of discrete competencies.

50


51/64

A Customized Work Experience



52/64

The type & purpose of experiencesevolves with the students age:

Age Focus of Experience

Middle school Volunteering

Job shadow

In-school jobs

Purpose Explore student

interests andpreferences aroundwork

Introduce work as aconcept

Start task list



53/64

Purpose of Work Experience

Build Marketable Skills Clarify Conditions

Build skills andcompetencies topresent to employerswithin areas of

interest

Expand the studentstask list

Clarify ideal orneeded conditions foremployment



54/64

Assume that everyonecan contribute andtherefore everyone can

work.Determining how some students will

participate is going to require

Discovery of who they are and whatthey can do.



55/64

How are we typicallydocumenting studentsperformance during work

experiences?



56/64

Capturing information aboutstudents performance:

Observation notes, pictures, video, task list

Work Assessment Summaryhttp://ruralinstitute.umt.edu/transition/articles.asp

Visual Profile/Portfolio

Narrative Vocational Profile



57/64

How are we sharing

information about thestudents skills, supportneeds, and experiences

with new support staffand adult service

providers?



58/64

Observation Notes

DescriptiveNon-judgmental

NarrativeJust the facts



59/64

Features of task observation:

Motivation indicated

Supports offered/used

General Performance: pace,correctness, consistency, stamina

Specific Tasks: what is it, does generalperformance vary with tasks

Connections Concerns



60/64

Observational Notes

Tyler collated the 7 different Social SecurityFact sheets and created 30 folders in 20minutes. Upon completion of this task there

were 3 of one of the fact sheets left overwhile the rest were all gone. Tyler flippedthrough each of the 30 packets looking forany packet that did not have 1 copy of eachof the fact sheets. After checking all 30 he

walked to his supervisors office and told herhe was done and that he had a few extra factsheets.



61/64

Indentifying ongoing supportneeds for after high school &

planning to meet those needsIdentification of concrete needsenables the team to brainstormvarious ways to meet those needs



62/64

Wades plan for a position thatmatches

What does he need tobe successful?

What will he bring tothe job?

Condition Interest Clear routine cooking

Begin/end to task sports

Time & rep to yard work

learn new tasks

Little down time or

A concrete plan for down time

No laundry

Work hrs coincide with

transportation

Contribution Motivated to work, and complete

work Pays attention to quality, cleans

up after self Follows patterns

Models other people Team player Strength and stamina Likes to be helpful



63/64

Plan for a position that matches

What tasks can Wadedo?

Who might need themdone?

Tasks Rake, haul dirt, plant, water, dig

holes, shovel

Fill and replenish supplies

Pour to measure, fill containers toprerequisite amount

Prearrange/ arrange products

Unpackage, package items Sort items

Build boxes

Stock shelves

Hang clothes

Clerical tasks

Employers Food bank and community

kitchen to assess safety in thekitchen, eye for detail,independence, look foradditional tasks

Universal Athletics- unloadtrucks, hang clothes, sortclothes, enter data



64/64

The End Goal of Work

Experiences

Placement into a well-matched jobwith adequate and individualized

supports in place upon graduationfrom high school

work experiences rural final

Documents