Transcript PPT - Texas Transition Conference

Work-based Learning (WBL),
Transition and the IEP
Texas Transition Conference
February, 2011
Nancy Hunter
Special Education Consultant
[email protected]
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
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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)
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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”
–
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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

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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):
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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)

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
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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

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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

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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
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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
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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
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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
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Students under continued supervision
 By school or business
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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
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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
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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?
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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
–
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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
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Visual summary of workbased 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
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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 CoachA– L---
Laundry worker:
sorted, folded, and
organized linens in
laundry department
Job Training Experiences
W----- Academy
Supervisor- 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
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“Essential Tools” (guidelines for Work-based
Learning programs)
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http://www.ncset.org/publications/essentialtools/flsa/
“Don’t forgets” (topics for another day):
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Data collection on WBL sites
Job coach TRAINING
Parental support for WBL efforts
WBL and Transition Assessment
WBL/Transition links throughout IEP