1. Developing Partnerships to Deliver Work-Based Learning Experiences and Workplace Readiness Training to Prepare Students for the World of Work
Luis Castillo, M.S., Texas Workforce Solutions
Cheryl Grenwelge, Ph.D. , Texas A&M University
Kevin Markel, M.S., Texas Workforce Commission
Rick Moss, M.S., Texas Workforce Solutions
Erin Wilder, M.Ed., Texas Workforce Commission

2. Objectives Understand The Partnering Agencies’ Structure
How WIOA Mandates Impact
The Changes Impacting Vocational Rehabilitation Services
The Collaborative Partnership Model
Developed Programs Through Collaborative Efforts
How to Start Collaborative Efforts

3. Center on Disability & Development (CDD)
Core Functions
Community Services and Outreach
Research and Evaluation
Information Dissemination
Interdisciplinary Pre-service Training
Directors of:
Research
Policy
Early Childhood
Transition
Nearly $6 million leveraged in additional funding
34,000+ hours spent on education, training, technical assistance, and community outreach
75 adults with disabilities receiving certification in direct support since 2012
Almost 43,000 people served at one of the CDD outreach, service, and training projects since 2015
11,806 hours of intensive behavioral interventions provided to children through the Autism Clinic
140,000+ visits to the CDD website
92,000+ Facebook interactions
1200+ Person-Centered Practices Training participants
1700+ Farmers and ranchers with disabilities and their families who received training, support, and accessibility equipment

4. Vocational Rehabilitation
Goal/Mission/About
Policies/Standards

5. Workforce Innovation Opportunities Act and Transition (W.I.O.A.)

6. Under W.I.O.A – Definition of a “Student with a Disability”

7. Pre-Employment Transition Services (Pre-ETS)

8. WIOA and IDEA

9. “Youth with a Disability” Definition

10. Subminimum Wage Guidelines

11. Organizational Changes
DARS Programs Transitioned to the Texas Workforce Commission and to the Health and Human Services Commission as of September 1, 2016

12. DARS to TWC
The vocational rehabilitation (VR) program for people with visual impairments, including the Criss Cole rehabilitation center
The vocational rehabilitation (VR) program for people with other disabilities
The Business Enterprise of Texas program
Independent living services for older individuals who are blind grant program

13. DARS to HHSC Autism program
Blind children's vocational discovery and development program
Comprehensive rehabilitation services program
Disability determination services
Early childhood intervention services
Deaf and Hard of hearing services

14. TWC Structure
Texas Workforce Solutions is comprised of the Texas Workforce Commission and 28 local workforce development boards and our service providing partners
Which is why our local VR offices say:
Texas Workforce Solutions -Vocational Rehabilitation Services

15. TWC Geographic Regions

16. Vocational Rehabilitation Services Role
Transition is a collaborative process that is student centered and student driven.
Independent living skills and vocational skills training
Coordinated effort involving student, family, educational partners, community resources, and other supports
Based on individual needs, interests, and preferences
The success of transition planning relies on the collaboration between support systems that are a part of the transition team.

17. Vocational Rehabilitation Services Role
the VR counselor is going to work with the school to identify students who are in need of transition services and facilitate their application for services
the VR counselor can attend ARD meetings and give input on IEP planning, although this is just one part of the transition planning process and does not mean that a VR counselor should be at every ARD
the VR counselor will discuss and plan for vocational and independence goals with the student and family, helping them connect with community resources when needed

18. Need for Collaboration (Example)
Spend 15% on
Transition Services
Focus on Transition within
4 Core Functions
Fulfill Core Function
(Transition) Requirement

19. Why the Model Works Shared personal philosophy
Person-centered mentality
Not concerned with “playing in our own sandbox”

20. Common Goal: Individual Success
How it Works
Common Goal: Individual Success
Funding
Resources
Connection to Services
Personnel
Training
Connection to Services
Facilities
Evidence-based Projects
Personnel
Expertise
University facilities

21. Benefits to Collaboration
Focus on Transition within
4 Core Functions
Fulfill Core Function
(Transition) Requirement
Spent 15% on
Transition Services
Strong focus on Transition
Services and Training
Able to meet WIOA (pre-ETS)
goals through collaboration
10 Projects Associated
With Transition at the CDD

22. Collaboratively Developed Programs to Support Student Transition
W.A.C.O.
Whose Life Is It Anyway – Preparing for a Life of Employment
TEAM Robotics

23. W.A.C.O. (Work and College Opportunities) Project
5 week Work Based Learning and Post-secondary Training experience Program
Partners play key role in success of program & students
Texas Workforce Solutions Vocational Rehabilitation Services, Texas A&M Center on Disability and Development (CDD), Jointly developed & provide classroom instruction, housing, meal plan, college campus life experience and ongoing support through peer mentoring.
Brazos Valley Center for Independent Living (BVCIL) Provides business relations, job coaching, assessment tools & ongoing support

24. Whose Life is it Anyway – Preparing for a Life of Employment
This 2 day training event brings together parents and students to learn how person centered practices can lead to the develop Individual Plans for Employment (IPE) and Individualized Educational Program (IEP).
Parents and students will work on different tracks to practice and learn specific person centered thinking skills that serve as the foundation when developing an IPE and IEP.
The final part of the training will bring parents together with their child to compare employment goals and exchange ideas to support the student to be successful.
Partners play key role in success of program & students
Interagency Collaboration through Texas A&M CDD, Region 12 ESC, Region 6 ESC, Texas School for the Blind and Visually Impaired (TSBVI), Bryan ISD & CISD and the Institute on Person Centered Practices with The University of Texas and Texas A&M.

25. TEAM ROBOTICS
The Robotics Training Program serves to assist with the development of critical life-skills for consumers with disabilities. These life-skills include: Computer Literacy, Problem Solving, Critical Thinking, Fine Motor Skills, Social Interaction, Team Building, and Self Worth via 4 hour training opportunities which have been on Saturdays.
The robotics trainings follow a four tiered training system:
1. Introduction to Robotics 2. Basic Robotics Training 3. Intermediate Robotics Training 4. Advanced Robotics Training

26. TEAM ROBOTICS (Continued)
An essential element to this program is the continuing development of these skills, building on previous lessons. Specific to robotics training, the consumers will learn to build and develop software programs for operating their robots. By providing each consumer with his or her own robotics building set and laptop computer with the robotics programming environment pre-installed, the consumer is able to develop their skills in the classroom environment with these systems. The consumer is then able to continue to work independently at home with the system, and subsequently bring their system with them to their next training session.

27. TEAM ROBOTICS
Texas Workforce Solutions Vocational Rehabilitation Services, FUNgineering and Criss Cole Rehabilitation Center AT specialists Jointly developed & provide This unique Science Technology Engineering and Math (STEM) focused Experience

28. Collaboratively Developed Programs to Support Student Transition
L.E.A.P.
P.A.T.H.S.
B.2.C.

29. Leadership, Employability, and Advocacy Project (L.E.A.P.)
The Leadership, Employability, and Advocacy Project (LEAP) provides training and experiences to youth with disabilities to develop their leadership and advocacy skills. Project LEAP selects youth participants from among high school juniors and seniors across the state. Participants learn the history of the disability rights movement, engage in career activities and explore assistive technologies. They also gain exposure to legislative activities at the Texas Capitol, such as mock testimonies and a legislative session, and a tour of the facilities and meetings with state legislators. Of course, there’s always an element of fun with recreational activities.

30. Leadership, Employability, and Advocacy Project (L.E.A.P.)
Team Building
Self-Advocacy
Self-Determination
Employability Skills
College Living
Legislative Advocacy

31. Leadership, Employability, and Advocacy Project (L.E.A.P.)
Applications are available at cdd.tamu.edu
Dates for Summer 2017:
June 9th through 18th
July 21st through 30th

32. Postsecondary Access and Training in Human Services (PATHS)
PATHS | B2C is inclusive & recruits students from a wide range of experiences & cultural backgrounds.
DSP: Reflects the NADSP Code of Ethics and is Nationally Accredited
CCP: Courses are Accredited through Texas A&M Extension
Supporting others as a DSP/CCP is a career.
People with disabilities who choose a career as a DSP/CCP bring their own set of unique experiences and skills to the position

33. PATHS Project Overview
Fall/Spring (mimics Texas A&M academic calendar)
Fall Semester (16 weeks)
Academic Training
DSP/CCP Content
Professionalism
Field Based Experience Preparation
Communication Through Movement
Healthy Relationships and Personal Safety
Observation of career field
Volunteering in career field
Participating in community and campus activities
BVCIL events
Spring Semester (16 weeks)
Field Based Experience placement (min 15 hours/week)
Volunteer practicum or paid internship
135 total FBE hours required to graduate
Attend classes 1 day/week
DSP/CCP Content
Field Based Experience
Communication Through Movement
Participating in community and campus activities
BVCIL events

34. Sample Schedule Fall

35. PATHS Applications Application Deadline is February 28th
Apply online at paths.tamu.edu

36. Bridge to Career in Human Services (B.2.C.)
Is a four week summer college prep experience hosted by Texas A&M University in College Station, Texas

37. Project Overview Summer: 4 weeks On-campus dorm living 7 days/week
Classroom instruction
10 courses
5 days/week
Independent living skills training (community)
College Prep
Courses Required
Self-Determination
Professionalism
Study Skills
Technology
Budgeting
Healthy Choices/Cooking
Healthy Relationships and Personal Safety
Skills to Pay the Bills
Community Day
Volunteer Day

38. Sample Schedule – Summer
White 1
Monday
Tuesday
Wednesday
Thursday
Friday
8:00am-9:30am
Skills to Pay the Bills
Self-Determination
Healthy Relationships
9:45am-11:15am
Community Day
Professionalism
11:15am-1:00pm
Lunch Break
1:00pm-3:00pm
Healthy Choices/Cooking
Study Skills
Volunteer Day
3:00pm-5:00pm
Budgeting
Technology
5:00pm-6:30pm
Dinner Break
6:30pm-7:30pm
Reflections/RA Topic Meetings (split male/female)
RA Social Meetings (split male/female)

39. Bridge to Career in Human Services (B.2.C.)
Application Deadline is February 28th
Apply online at b2c.tamu.edu

40. How Do You Begin?
Identify a core group of primary agencies and service providers for your area
Determine the ‘front line’ or ‘point of first contact’
Make an introduction appointment (phone/in-person)
Identify preferred modes of communication
Schedule a meeting to discuss interagency collaboration (consider having a multi-agency meeting)
Discuss agency services, eligibility requirements, and avenues for accessing services
Discuss multiple ways to work together

41. Strategies to Enhance Interagency Collaboration
Transition Teams
Ability to Build Relationships
Knowledge of Agencies and their services
Flexible scheduling and Staffing
Administrative Support for Transition
Using a Variety of Funding Sources
State-Supported Technical Assistance
Agency Meetings with Students & Families
Training Students and Families
Joint Training of Staff
Meeting with Agency Staff and Transition Councils
Dissemination of Information to a Broad Audience

42. Questions?