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TRANSCRIPT
Youth OJT at New Lisbon High School
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Julie Mecikalski Instructional Support and Transition Specialist
Preplanning for Youth OJT
• Junior High – Career Exploration
– Interview with student using a Functional Vocational Assessment
– Career Interest Assessments
– Career Values Assessments
– Self-Determination Assessments
– Start Portfolio
– Job Shadows / Interviews
– Follow-up annually
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Career Interest Assessments
• O*Net Career Interest Inventory
• Career Occupational Preference System (COPS) & COPS II – COPS (gr. 7-12)
– COPS II (gr. 4-12)
• Occupational Aptitude Survey and Interest Schedule – 3rd ed. (OASIS-3)
• Career Wonders
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Career Interest Assessments
• Online Assessments:
– Choices Explorer
– Educational Planner
– Career Locker
– COPSystem 3C
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Preplanning for Youth OJT (cont’d)
• Student Postsecondary Transition Plan (PTPs) at age 14
• Perform at least functional vocational assessment per year – Enderle-Severson Transition Rating
Scales (ESTR-J)
– Teacch Transition Assessment Profile (TTAP)
– Supports Intensity Scale (SIS)
– Transition Planning Inventory – 2nd ed. (TPI-2):
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Preplanning for Youth OJT (cont’d)
• HS Careers Class (junior year)
– Continue portfolios, interviews, assessments
– Focus on soft skills
– Student self-determination
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Soft Skills
• Technical writing
• Public speaking
• Communication skills on-the-job
• Problem solving
• Conflict resolution
• Self-determination / leadership skills
• Teamwork / collaboration
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Soft Skills
• Emphasize importance of :
– Attendance
– Punctuality
– Communication
– Appropriate behavior
– Responsibility
– “Show don’t tell”
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Preparing for Youth OJT
• Junior Year Transition Coordinator meeting with VR counselor
– Discuss job-related issues
• Determine student’s credit status
• What would the student like to be doing on-the-job?
• Determine if student’s interests, abilities, and values coincide with the job duties
• Transportation options
• Time availability for student
• Assistive technology needed – if necessary
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Youth OJT Team
• Student – Jacob
• Transition Coordinator/Special Educator – Julie
• School Counselor – Mark
• School-to-Work Coordinator – Ben
• Parent(s) or Guardians – Darryl and Donna
• Vocational Rehabilitation Counselor – Jackie
• Job Developer or Job Coach (if necessary) – Kristine/Michelle
• Job Supervisor – Bob
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Youth OJT Do’s
• Do develop positive relationships with the community and local businesses
• Do start preparing for job sites early such as the previous school year
• Do set up meeting time at employer’s convenience
• Do keep frequent contact / communication between DVR/HS
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Youth OJT Do’s (continued)
• Do familiarize all team members of current child labor laws
• Do be flexible (always)
• Do continue the positive community relationships – Worksites can be used in
the future
– Good gossip can be spread about how amazing our students are on the workforce and hopefully lead to other job possibilities
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Youth OJT Do’s (continued)
• Do be prepared for any obstacles or challenges that could happen during the process of placing a youth on-the-job
• Do emphasize the importance of and train students to practice using soft skills
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Youth OJT Do’s (continued)
• Do correlate with other programs such as appropriate
– Youth Apprenticeship
– Employability Skills Certificate
– Cooperative Education Skills Certificate
• Do under-promise and over-deliver
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Youth OJT Don’ts
• Don’t be demanding or pushy
• Don’t set up high expectations that cannot be fulfilled
• Don’t place students who would provide significant problems for the employer
• Don’t show frustration or argue with the employer
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Youth OJT Don’ts (continued)
• Don’t overwhelm employer with other school-to-work programs and personnel
– If the student is involved in more than one program, decide which personnel will assume specific roles so that duplication is avoided
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Youth OJT Don’ts (continued)
• Don’t expect every job site / employer will have the same procedures for youth job placement– some will be easy and some may get complicated
• Don’t plan on the student remaining on the job site if not performing to expectations
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HS Transition Coordinator’s Role Julie Mecikalski
• Consult with student, parents, administrators, school counselor, and school-to-work coordinator
• Develop and update Postsecondary Transition Plan – include Youth OJT!
• Be an active team member with DVR and a liaison with the community
• Teach soft skills – be a role model! • Provide Youth OJT students with contact info • Provide support and frequent communication
with other team members
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DVR Counselor’s Role Jackie Lenz
• Meet with school staff at the start of each school year
– Review the status of present consumers
– Schedule upcoming initial interview appointments
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DVR Counselor’s Role Jackie Lenz
• Provide counseling and guidance to students – On the job assessments – Vocational evaluations – Job development services – Youth OJT – Job coaching services – 90 days of follow along services – Rehabilitation technology assessment – Permit instruction – Behind-the-wheel training evaluation – DVR training grant
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DVR Counselor’s Role Jackie Lenz
• Foster team work environment with school staff, students/family members, and job developers
– Presentation to the New Lisbon City Council
– Rely upon school staff networking skills with community members/employers
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Job Developer’s Role Kristine Tock
• Establish relationships with employers
• Analyze tasks within the business to identify job opportunities
• Meet with students to develop a working job preparation and development plan
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Job Developer’s Role Kristine Tock
• Use all information gathered to establish a good job match between student and employer
• Support the student and the employer for as long as necessary
– Job coaching
– Task analysis
– Cultivating natural supports
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Jacob’s Role (Story)
• Participated in all the IEP meetings
• Involved in writing PTPs
• Followed all obligations from the IEP/PTP
• Met with DVR (Jackie)
• Met with (Kristine)
• Practiced learned soft skills
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Jacob’s Role (Story)
• Initial meeting with Bob
– Clothing
– Hours
– Salary
– Duties and responsibilities
– Filled out paperwork • Work permit
• W-4
• Direct deposit
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Jacob’s Role (Story)
• Initial meeting with Bob
– Tour of the City property • Workshops
• Electric shop
• Street shop
• Wastewater Treatment Facility
– Introduction to the co-workers
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Jacob’s Duties
• Stacked wood
• Swept out creamery building
• Washed windows at City Hall
• Operated street sweeper
• Snow removal
• Painted Well House 5
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• Scraped, primed, and painted picnic tables
• Flushed fire hydrants
• Picked up brush and took to the burn pile
• Deliver information to City Council members
• Clean catch masons
• Deliver street project flyers door to door residents
Jacob’s Duties
• Constructed and painted sandwich signs for Farmer’s Market
• Marked and wrote down home addresses for stump removal
• Delivered packages to resident’s
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• Folded surveys and stamped envelopes for grant application
• Basic maintenance of heavy equipment
• Patched holes in the streets with asphalt
• Turned the water on at the City Campground
Jacob’s Shadow Experiences
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• Rode in snow plow
• Helped fix plow
• Helped fix alternator
• Observed various heavy equipment vehicles
• Toured the bottom of the water tower
• Toured the Wastewater Treatment Facility
• Helped take chemical readings at the wells
Jacob’s Parents’ Roles
• Participating in all IEP meetings and transition planning
• Complete and submit DVR application as early as possible
• Attend DVR scheduled meetings
• Team player – supporting student, school, and community agencies
• Positive outcomes for Jacob – More responsible
– More self-confident
– Takes pride in his work
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Job Supervisor’s Role Bob Anderson, Public Works Director
• Jacob’s first day
• Observations
• Adaptations – if any?
• Support networks within the company
• Jacob today
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