PROJECT ACCESS: PUTTING BEST PRACTICE TO WORK Jeri Dickinson and Mimi Kato, University of Oregon

Session Outline  General Overview  Lessons Learned  Data/Student follow up status  Roll Out  Website/Materials

Project ACCESS  Accelerated Career Counseling and Employment Support Services  Oregon Vocational Rehabilitation  University of Oregon  Purpose: Model Demonstration  Youth Transition at younger age  VRC in schools  Family involvement  Scaffolded Organization

Project ACCESS: Sites  3 traditional high schools; 2 alternative high schools  Rural, Suburban, Semi-urban  Student populations ranged from

Planning  Initial Planning  Meetings  Concept charts  Summer Planning  Two Academies (June/August)  Attendees  Agenda Curriculum Ordering and Development VRC Role Finalize Curriculum Matrices

Self Who am I?My IEP Self Advocacy Foundational Skills Social SkillsStudy Skills Independent Living Skills Exposure to Options Employment Postsecondary Education Other Options Planning / Goal Setting / Problem Solving PersonalWorkAcademic Sample “Early” Concept Map

Family Involvement Family Events School Events IEP Meetings Curriculum Activities Website Resources

VR in the Schools  Interacting directly with students in school setting  Meeting with special education teachers/staff  Co-teaching transition lessons  Attending Summer Planning Academies

9 Defined Outline of Services  Assist eligible students with disabilities to transition from HS to postsecondary training, education, or directly into employment upon exit  Vocational Guidance and Counseling occurs while the student is still in HS  The Individualized Plan for Employment (IPE) is coordinated with the student’s IEP and in place prior to the student’s exit

Possible VR Transition Supports  Outreach to educate individuals about the VR process and services  Conduct preliminary assessment interviews  Attend Transition IEP meetings as the VR agency representative when invited by the school  Provide guidance about informed choice, disability issues, and employment  Network activities that contribute to successful employment outcomes

Based on Need, Services May Include  Assessment for determination of eligibility & VR needs  Referral to other agencies  Counseling and guidance  Job search and placement services  Personal assistance services  On-the-job training  Community Based Work Experience for school to work transition  Physical and Mental Restoration Services  Vocational & Other Training Services  Transportation  Occupational Licenses, Tools  Rehabilitation Technology Services  Other Goods & Services  Technical assistance to develop a business  Post Employment Services

VR: Early Services (3-4 yrs to grad)  Consult with and educate schools, parents, students, and other agencies about VR services  Conduct outreach to include VR orientation presentations, dissemination of VR brochures, and technical assistance with transition IEP planning  Participate in transition fairs, job fairs, and other activities targeting parents and students to increase appropriate referrals  Conduct early identification and assessment of student needs for transition services  Communicate relevant VR policy which may impact a student’s application or eligibility for VR services

VR: Later Services (1-2 yrs to grad)  Counsel the student, parent and/or guardian on vocational goals, evaluations, recommendations, and discuss options for VR services so that they can make an informed choice  Encourage career exploration, mentoring, job shadowing, and volunteerism  Provide guidance and counseling about work attitudes, habits, and behaviors generally required by employers  Determine eligibility  Coordinate and provide payment for any assessment necessary for VR services

Who Should Be Referred to VR?  Students who have expressed an interest in working or in finding out more about work  Students that have an IEP  Students that have a 504 Plan  Youth at High Risk of Dropping Out of School  Students who don’t need academic/physical accommodations can still be provided information about VR and Transition services.

15 Schools: When Should a Student Apply?  When ready to make an informed choice  When expressed an interest in work or learning about employment options  At least two years prior to HS exit  Contact should be made at the end of the Sophomore or early in the Junior year… or  Two to three years before graduation or exit for those students staying until age 21  At age 16 and older if the student is or will be involved in a community work experience

 Some of this just takes time—time to develop relationships  Also working to develop efficient but meaningful interactions by being present within schools on a regular basis  Importance of simple things—having an office or space, introduce VRC to faculty at faculty meeting, VRC attend classrooms and meet students, attend department meetings, attend IEP meetings when possible Lessons Learned

 Increasingly challenging to find dedicated time within classrooms and schools to focus on transition- related issues within the context of academic accountability reforms  Attempt to address this through the development of free curriculum that can be incorporated into academic content areas or taught as stand-alone, or delivered in 1:1 or small group formats Lessons Learned

Yearly Assessments of Students—we expect improvements in:  vocational skills awareness;  career locus of control;  problem solving skills;  employment-related social skills;  employment status;  changes in # of students receiving VR services; and  reductions in high school dropout status. Extended Project Outcomes

 Currently, efforts are ongoing to replicate the ACCESS model in school districts throughout Oregon. At present, there are five school districts that have put elements of ACCESS into practice. These school districts are located in both urban and rural areas Replication of Success

 In the past four years, Eugene Oregon School District 4J has had the presence of a VRC in the year old transition program, Connections. This program provides focused transition services to those students who continue to be eligible for IDEA transition services through their 21st birthday Replication of Success

 Mid Valley Behavioral Care Network (MVBCN) has applied the concept of Project ACCESS in one of the project sites, Cottage Grove school district, Kennedy alternative school. The MVBCN project is not a part of the federal model demonstration grant, U, but is being funded from other sources ACCESS Expansion and Sustainability

 Early Assessment Support Alliance based its implementation of Project ACCESS on the work of the Kennedy Alternative School in Cottage Grove, Oregon  Project ACCESS facilitators work with each individual in an individualized plan ACCESS Expansion and Sustainability

 Plans can include assessment such as interests, skills, strengths and values, vocational exploration, obtaining and retaining school experience, in vivo and internship experiences, and obtaining and retaining paid employment  The ultimate goal is to significantly reduce long- term unemployment and underemployment among individuals with psychotic illness ACCESS Expansion and Sustainability

 In 2012, mental health staff from three Oregon counties met with Oregon VR to begin implementation of the Early Assessment Support Alliance Project on a statewide basis. The initial sites are in both urban and rural areas ACCESS Expansion and Sustainability

 Website  Curriculum  Resources Teachers VR Counselors Families  Print Materials  Postcard  Tri-Fold Brochure

THANK YOU!