Transition Educational Exiting Profile – Promoting Employment Opportunities Barb Boksan – Office of Vocational Rehabilitation – Allentown Sue McCollian – Colonial IU 20 Wendy Smith – Carbon Lehigh IU PA Community on Transition Forum, Achieving Outcomes through a Shared Agenda Thursday, July 19, 2007

Employment Pilot 2002 Dana Olsen – Director of Improvement Initiatives for PA ODP Employment Pilot – Northampton & Lehigh Counties Create uniformed “BEST PRACTICES”

Employment Manual Guidelines for incorporating “best practices” for all stakeholders to follow when working with youth and young adults transitioning from school to employment outcomes Customer Service Line –

Committee Members The ARC of Northampton & Lehigh Counties Colonial IU 20 Carbon Lehigh IU 21 Center for Independent Living of LV East Stroudsburg University Office of Mental Retardation – County, Regional & State (ODP) Representatives from Lehigh and Northampton Counties Office of Vocational Rehabilitation – Carbon, Monroe, Northampton and Lehigh Counties School Districts Service Providers – Burnley Employment and Rehabilitation Services, Good Shepherd Work Services, Private Industry Council, Via of the Lehigh Valley

Subcommittee 2005 Design/develop a tool that is acceptable across the system of providers Unified profile with an emphasis on employment skills, experiences, support systems Contact with Transition Consultants in Eastern part of Pennsylvania Identify existing assessments Hosting Site – OVR Office in Allentown (November 2005)

Subcommittee Representatives Carbon Lehigh IU 21 Colonial IU 20 Delaware County IU 25 Office of Mental Retardation – Lehigh County Office of Vocational Rehabilitation - Lehigh County Service Providers - Private Industry Council, Via of the Lehigh Valley, Delaware County (Options Job Developer)

Areas to Consider Punctuality Communication and Human Relations Planning/Problem Solving Community Mobility/Transportation Works Skills/Survival Pre-Employment Skills Job Acquisition Skills/Information

Community Transition Assessment Tool Profile complete – September 2006 Pilot document for school year Colonial IU 20, Carbon Lehigh IU 21, Delaware County IU 25 Summary of Performance

TRANSITION EDUCATIONAL EXIT PROFILE

Procedures to Complete Profile Created by Training and Consultation Staff at Carbon Lehigh IU #21, March 2007

Transition Educational Exiting Profile The purpose of the Transition Educational Exiting Profile is to have pertinent information collated within one document in order to facilitate the successful transition for an individual with a disability from the school environment to his/her post- school outcome. The information provided here is intended to serve as a guide to assist agencies, service providers, families, and educators in their effort to provide as much accurate information as possible.

Timeline for Completion Begin the process during the student’s junior year of high school or the second year before the student will age out of school. Add information as it becomes applicable. Ex: In Roman Numeral V, Section G Work-based Learning: indicate on the grid when the student completes a suggested activity. Complete the profile in full by March 1st of the student’s senior year or the last year before the student will age out of school.

Suggested Approaches for Completion Provide a blank copy for parents to begin to complete as they wait for an IEP meeting. Create and save the document on an electronic file (Desktop, My Documents or CD-ROM). As you use this electronic file, you will be able to add or delete information if necessary. Designate times throughout the year to communicate progress with the individuals who are working on the post-school outcomes of the profile. (i.e. therapeutic staff, work experience personnel) Discuss the profile during the IEP meeting. Use a paper copy of the profile to write information, and then add later to the electronic file.

Recommended Section (s) to be Completed by the Team – ( Family, Educators, Agencies and Service Providers) I, IV, V (Sections A, B, D, E, F, L, M, N, O, P), VI Educators – (Teachers, Work Experience personnel, Therapeutic personnel) II, V (Sections G, H, I, J, K) Family – III, V (Section C)

Additional Information This document in electronic form is a “rolling document”; this means as information is added to a box, the size of the box will increase along with the text. If inviting an agency and/or service provider to an IEP meeting, the educator must obtain permission from the family to include the individuals in the meeting. Permission should be granted PRIOR to the meeting, not at the meeting. Educators must obtain signatures on a Release Form in order for the information on this document to be shared with agencies and/or service providers. If you do not have access to a form, contact your supervisor. Anytime new information is added, make sure to indicate a date on the document. This will assist in developing a timeline of job skills acquired.

Work-Based Learning Glossary Transition Consultants Winter Retreat, PaTTAN, Harrisburg, January 26, 2007

Academic Standards for Career Education and Work OPPORTUNITIES FOR ALL STUDENTS Cooperative Education Diversified Occupation Program A structured method of instruction whereby students alternate or coordinate their high school studies with a job in a field related to their academic or career objectives. A method of instruction offered to students to develop the knowledge, skills and attitudes necessary to enter into and advance in an occupation. This is accomplished through a combination of classroom instruction, as well as, planned and supervised on-the-job training. Placement must be made by a certified Cooperative Education Specialist.

Internship Job Shadowing A work experience with an employer for a specified period of time to learn about a particular industry or occupation, which may or may not include financial compensation. The workplace activities may include special projects, a sample of tasks from different jobs, or tasks from a single occupation. Typically as a part of career exploration activities in late middle and early high school, a student follows an employee for one or more days to learn about a particular occupation or industry. Job shadowing is intended to help students explore a range of career objectives and to possibly select a career pathway.

Registered Apprenticeship Service Learning A formal program registered with the United States Department of Labor’s Bureau of Apprenticeship and Training and with the Pennsylvania Apprenticeship Council. The program must follow strict guidelines as to the types of training and amount of training time an apprentice receives and leads directly into occupations requiring such training for entry. This program combines community service with a structured school- based opportunity for reflection about that service. It emphasizes the connections between service experiences and academic learning.

Work Release Work Study A program similar to a Diversified Occupations Program in that it offers, SENIOR ONLY, the opportunity to enter into paid work program related to the senior’s career goals. Seniors may be “released” when all required credits (usually 1 or 2) are being completed in the morning and may work following those classes. A program for college students that allows an institution of higher education to place qualifying students in jobs at the school.

Volunteering This program provides an opportunity for students to learn skills and provide services to what are generally considered to be non- profit organizations. Key to this placement is a written description of the organization’s policy (s) on a volunteer (s) being in their buildings and what are the volunteer’s duties.

Community-Based Vocational Training (CBVT) CBVT is vocational training occurring on actual job sites within local business, industry and community service agencies. Training experiences include Vocational Exploration, Vocational Assessment and Vocational Training that are non-paid and are limited to Fair Labor Standards Act requirements:

CBVT OPTIONS Vocational Exploration: Exposes students briefly (5 hours per job experienced) to a variety of work settings to help them make decisions about future career directions or occupations. Vocational Assessment: Helps determine individual training objectives for a student who undertakes work assignments (90 hours per job experienced) in various business settings under the direct supervision of school personnel and employees. Vocational Training: Places the student in various employment settings for opportunities (120 hours per job experienced) detailed through a written training plan/agreement, including methods of instruction, and procedures for evaluation.

Work Experience Employment opportunities for young people with disabilities are available through the school system, supported employment programs, private industry, and special government funded projects. Depending on the extent and type of disability, the student’s work experiences need to be designed with an appropriate level of support and supervision. Students who participate in a work experience program are paid at least minimum wage. Students must follow the requirements of the Fair Labor Standards Act and the Pennsylvania Wage and Hour Regulations.

Colonial IU # School Year # of students piloted Who completed the document? Summary of Performance Graduates

CARBON LEHIGH IU # School Year # of students piloted Who completed the document? Summary of Performance Graduates (Fall & Spring)

Delaware County IU # School Year # of students piloted Who completed the document? 2007 – 2008 school year

OVR - Allentown Transition Counselors IEP Meetings Assessment Tool Community-Based Work Assessment Job Coaching

Transition Educational Exiting Profile Barb Boksan Sue McCollian Wendy Smith