2012 Discovery & SCHOOLS Part 2 Rev

7/31/2019 2012 Discovery & SCHOOLS Part 2 Rev

1/42

Ellen Condon, Project Director

University of MT, Rural Institute

Marc Gold & Associates andGriffin-Hammis Associates

http://ruralinstitute.umt.edu/transition

[email protected]

Transition and Discovery

Part 2: Transition to work forall students.

1
http://ruralinstitute.umt.edu/transitionhttp://ruralinstitute.umt.edu/transition


2/42

The goal of Transition is that

students seamlessly transition fromschool to adult life with the skills

and supports in place for them to

succeed in their desired

post-school outcomes.

2


3/42

Experiential preparation for employment

for students:

Provide a foundation for the expectation of

employment for all students

Provide an array of experiences from whichspecific interests might emerge

Provide increasing insight into necessary

conditions for success and discrete contributions

Provide information to guide curricular content in

classrooms

3


4/42

Marc Gold & Associates

Assuring that All means All

The Role of Customization, Supports and

Work Experiences for Transitioning Youthwith Disabilities

4


5/42

An Evolution of WorkExperiences

Leading to the outcome of

employment

5


6/42

Resource for developing and organizing

experiences:

Work Experience Guide: How to Create A

Work Experience Program at Your School

(using Volunteerism for Middle Schoolstudents)

Available at:

http://ruralinstitute.umt.edu/transition/articles.asps

6


7/42

Resource for the array of

experiences:

This manual, part of aseries on Discovery for

educators, was developedas a result of SSAs

Mississippi YouthTransition Innovation. Itcontains legalities,logistical considerations,definitions, etc. Manualsare available from MG&Aat marcgold.com.

7


8/42

Types of Work Experiences and Paid

Employment for Students

1. Volunteering

2. Job Shadowing

3. Service Learning/Internships

4. General Work Experience

5. Matched Work Experience

6. Customized Work Experience

7. Self-Employment

8


9/42

Volunteering

Volunteering involves encouraging and supporting

students to participate in existing school and

community services that offer support to others in the

community. Volunteering should start for students

as young as ten (or younger) and may continue

throughout the school experience. Outcomes for

volunteering include participation and inclusion in

community and school activities, general task

performance and general responsibilities and work

skills.

Marc Gold & Associates 9


10/42

Job Shadowing

Job shadowing involves short-term observationsof various types of job tasks and employment

settings in the community. Job shadowing canstart with students as young as ten years old and

throughout the school experience, as needed. The

time spent on shadowing experiences ranges from

an hour or two for younger students to as much astwo days for older adolescents. Students should

not perform work tasks during shadowing.



11/42

Focus for Job Shadowing

Primarily concentrates on students interests

Start with Discovery and target direction for

possible jobs to shadow based on studentsinterests

Assist student to identify discrete tasks

performed during shadowing Time frame per job shadowup to three hours

11


12/42

General Work Experience Focus

Often utilizes an array of pre-developed

community sites that represents the variety of

local economy Students may rotate through on a set timeframe

two or three months max.

Facilitators should focus on conditions,interests, and skills

Time frame: 1 or 2 days per week, 2 -3 hours

per day12


13/42

Various opportunities exist for in-school

work experiences.

13


14/42

Delivering mail, stocking the vending

machines, recycling, washing dishes,

serving food in the cafeteria

14


15/42

There are many opportunities for

Discovery throughout a school day.

15


16/42

Assessing: academic skills, problemsolving, ability to work independently

16


17/42

General Work Experiences in

Middle School

Alex in Middle School

Food bank: stocking food,

portioning food, newsletter

mailings

School library: shelving

books

In-School: newspaper

delivery

17


18/42

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

Alexs Skills and Tasks:

18


19/42

Alex does best when he knows what is next,

the schedule, 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

Alex: what did we learn about

conditions and support needs?

19


20/42

Response when others dont follow the

rules

School library

Response when people are in your way

and 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

Alexs Support Needs and GoalsWork Experience & the IEP

20


21/42

Matched Work Experiences

Matched Work Experiences refer to unpaidwork experiences in community workplaces that

are matched to the students interests regardingemployment. These matched experiences serve to

clarify and affirm interests and also serve to

identify the conditions necessary for success and

provide an opportunity for specific skilldevelopment and exploration. Time and duration

must be consistent with DOL guidelines.



22/42

Focus for Matched Work

Experiences

Experience is defined by matching for

interests and focusing on conditions and

potential contributions Developed uniquely for each student

Needs supervision or facilitation by

educator in order to identify discretefindings

Time frame: 24 months; 68 hrs. wk.22


23/42

Matched Work Experience around interest to

determine skills with children

Wroudy at a

pre-school

program

23


24/42

CDC: filing, organizing, inventory

forms, copy and file forms

Reading to children, support person for

summer camp

Kalispell Public Library

Alexs Matched ExperiencesInterests in kids, computer, books

24


25/42

Alexs Matched Work ExperiencesThe plan for high school:

Expand task list

Identify additional skills

Working withchildren in the

summer program,

reading, theater

Computers

Cooking/food preparation

Editing/proof reading

Numbers/math

25


26/42

Ian volunteers at the food bank to gain work experience and

for support staff to learn about his support needs and skills.

26


27/42

A customized work experience that resulted

in a customized job.

27


28/42

A Customized Experience: Hunter stapled and hole punched

materials for the Transition Projects. His participation and

production doubled during his experience.

28


29/42

Anders mowed lawns for his

neighbors as a summer job.

29


30/42

What information are we

gathering from workexperiences?

Skills

Task list

ConnectionsSuccessful support strategies

Aha moments30


31/42

Tyler collated fact sheets and assembled packets (including

placing stickers on the folders) for the Rural Institute

Transition Projects.

31


32/42

Tyler collated the 7 different Social Security Fact

sheets and created 30 folders in 20 minutes. Upon

completion of this task there were 3 of one of thefact sheets left over while the rest were all gone.

Tyler flipped through each of the 30 packets

looking for any packet that did not have 1 copy of

each of the fact sheets. After checking all 30 hewalked to his supervisors office and told her he

was done and that he had a few extra fact sheets.

Observational Notes

32


33/42

Frank explains to the job coach and Chase that he wants to thin out

stuffed animals and throw away older stuffed animals from the youth

section of the store. Frank looks directly at Chase and Chase maintainseye contact with Frank. Both the job coach and Chase say O.K.. The

job coach leads the way to the youth section with a white trash bag.

The job coach then holds the trash bag and Chase picks out a stuffed

animal, holds it up to the job coach who nods or says Yup, and then

Chase puts it in the white trash bag. When the task is completed, the

job coach gives Chase the trash bag, then tells Chase they are throwing

the trash bag away. The job coach leads the way to the garbage can

outside and opens the lid and Chase throws the bag in the garbage.

Observational Notes

33


34/42

Features of task observation:

Motivation indicated

Supports offered/used

General Performance: pace, correctness,consistency, stamina

Specific Tasks: what is it?; does general

performance vary with tasks?Connections

Concerns

34


35/42

Work Assessment Summary

Performance of job tasks

Supports needed, offered

Environmental factors

Critical job factors

Learning style

Recommendations for the next experience

35


36/42

Clarifying Support Needs

He needs a 1:1 all the time vs.

He needs a predictable schedule and a

coworker nearby to remind him to check hislist if he looks lost.

Due to her lack of safety skills with

strangers she needs to be in supervisedsetting vs.

We want her to work with familiar people

in a nonpublic setting. 36


37/42

Teach and Support Independent

and Competent Performance

Do students quality check their own

performance?

Do they manage their work tasks?

Transition to new tasks?

Beginning and ending work?

37


38/42

Ian uses written checklists to move

from one task to the next on his own.

38


39/42

We are piloting the use of visual

strategies to increase her independence.

Street Crossing

When you reach anintersection STOP and

LOOK both ways. If a caris coming wait

for that car to stop or pass.When there

are no cars coming towardyou

cross the street.

Kitchen Script

Good morning Dana. How

many trays of bread stickswould you like us to makefor you today? _____________________

How many cans of PizzaSauce would you like? ____________

39


40/42

What if you listed your tasks on an iPod?And used the alarms to signal when it was time to headto work or head home?

40


41/42

We need to:

Have a clear vision of the outcome

Support the person to self-manage andinitiate as much as possible

Understand the ongoing support needs

Inventory existing supports available

Connect to ALL potential services

Creatively blend support to meet thoseneeds

In order to have a rich full day:

41


42/42

Lets reframe what we perceive as

barriers to employment and community

membership intoideal conditions for success and

support needs.

Focus on how someone can

participate, not why they cant.

Documents

2012 Discovery & SCHOOLS Part 2 Rev