1. VISION
PEOPLE
CULTURE
TRAINING
SUCCESS
Creating Career Opportunities for Students with Disabilities: Transition to Employment Dr. Lonny Wright

2. Who is PRIDE?
In 1966, a small group of devoted parents met in the basement of a church of Auburn, California. Their goal was to create an organization that would find meaningful work for their adult children with disabilities and, in the process, help those individuals transcend their disabilities. At that meeting, the idea for PRIDE Industries was born.

3. Many industries are impacted by a shortage of skilled workers.

4. Skills Gap
“Skills Gap” is a significant gap between an organization’s skill needs and the current capabilities of its workforce.

5. Statistics
In the DOL reported a need for 2 million skilled craft workers by 2017
The construction Labor Research Council in 2011 predicted 185,000 new workers would be needed annually for the next decade.
In 2014 the U.S. manufacturing industry reported 600,000 positions were open with many having gone unfilled due to a growing shortage of skilled workers
According to the Center on Education and Workforce, by 2020, an additional 3.5 million U.S. jobs are expected to be open in related industries, nearly 70% of which will require at least some form of postsecondary education and training
By 2018, “Fields like Construction and Manufacturing will provide nearly 8 million job openings…” (Harvard Graduate School of Education).
The McKinsey Global Institute estimates that by 2020, there will be a global shortage of 85 million high and middle skilled workers.

6. Transition to Employment
PRIDE bridges the skills gap by leveraging career paths and believes persons with disabilities are the answer to the unskilled labor shortage.
PRIDE Initiatives:
High School Transition Programs
Industrial and Education Partnerships
Community Involvement – PRIDE Ascend

7. Industry and Education PARTNERSHIPS
Institution Specific Program: Designed to build and enhance the technical trade skills of individuals with disabilities through partnerships (Industry & Education)
Two Phases:
1st Year—Introduction to the Trades (College or Trade School)
2nd Year—Education and Training continues with internship or externship (Combines education with application)
3rd & 4thYear—Apprenticeship Program (Optional)

8. Student Transition Programs
Ysleta Independent School District (YISD) Transition Training Program
Transition to Life Career Center (TLCC)
Mirrors the Department of Labor’s Disability Employment Initiative (DEI)
Accredited Training and Education Facility under National Center for Construction and Education and Research (NCCER) Sponsorship Program
Offers school-to-apprenticeship, youth apprenticeship, and pre-apprenticeship programs
Three Phases (3–4 Years)
Core Program (Safety, Const. Math, Blueprint Reading, Material Handling, Employability Skills)
Skills Development ( Carpentry, Plumbing, Electrical, HVAC General Maintenance)
Hands on Internship (PRIDE Industries or other partners and a road to employment)

9. Community Involvement and PRIDE’s Commitment
PRIDE ASCEND
Works in line with transitioning students from local school districts through the Department of Assistive and Rehabilitative Services.
Students—
Earn an NCCER Core Credential and OSHA 10 Certification
Have the opportunity for internships and externships
Are more marketable in the workforce
Have the opportunity for success and independence

10. Through a series of courses, students receive training from experts in craft career fields, get hands-on experience, tour local shops specializing in the skill sets students are learning, and get job placement assistance upon completion of the program.

11. WIOA, EFI, DOL and VAC PRIDE ASCEND is in line with and supports the:
Workforce Investment and Opportunity Act (WIOA)
Employment First Initiative
DOL Final Rule change to Section 503 of the Rehabilitation Act of 1973.
Vocational Adjustment Class (VAC)

12. Employment First
Employment First initiatives that require states to reallocate VR funding from congregate work settings to community employment development including training programs and supported employment. It prioritizes community employment as the first and preferred outcome in the provision of publicly funded services for all working age citizens with disabilities, regardless of the level of disability. This initiative includes the development and funding of pre-vocational programs and work support programs.

13. Workforce Investment and Opportunities Act
WIOA Increases Services to Youth with Disabilities placing particular emphasis on transitioning young adults.
One example: requiring state vocational VR agencies to make “pre- employment transitions services” available to all students with disabilities.
Set aside at least 15 percent of their Federal VR program funds to support such services to assist with transition from secondary school to post secondary education programs and competitive integrated employment.
Allows State VR agencies to prioritize serving students with disabilities and support advanced training in STEM and other technical professions.
Dedicate half of the Federal Support Employment program funds to provide youth with the most significant disabilities with the support needed such as extended services.

14. Final Rule
The Final Rule of the U.S. Department of Labor, Section 503 of the Rehabilitation Act of establishes a nationwide 7% utilization goal for federal contractors hiring of qualified individuals with disabilities, thus requiring employers to reach out to community-based resources that can assist with training, recruiting, hiring, retention, and advancement of people with disabilities.

15. Vocational Adjustment Class (VAC) 4.7.4 & 4.18.3
4.7.4 Code 08: PRIDE Ascend also works in line with the Vocational Adjustment Act that speaks to “students who is participating in a special education work-based learning program and is employed in a paid or unpaid full – or – part time job with regularly scheduled direct involvement….”
Code 08: A student may work half day and attend class the other half of the day. During the instructional half of the day, the student attends one special education class related to job training and two Career and Technical Education (CTED) classes.

16. PRIDE ASCEND is built on the premise that all students can succeed
PRIDE ASCEND is built on the premise that all students can succeed. Accommodations and instruction is tailored to meet individual needs after an ability-to-benefit assessment has been completed. PRIDE ASCEND ran its first class in May.

17. PRIDE ASCEND uses the NCCER and TPC Curriculum
National Center for Construction and Education Research
CORE Curriculum
* PRIDE is an accredited sponsor of NCCER
TPC
Technical Publishing Company
Fundamentals Series Curriculum
* TPC is accredited by the International Association of Continuing Education and Training (IACET)

18. PRIDE Industries is currently in the process of becoming accredited as a licensed Career School and College through the Texas Workforce Commission.

19. The Referring Agency’s Role
In order for PRIDE ASCEND to service transitioning students, referring agencies must refer students to DARS.
Students are required to provide any IEP copies, accommodations, or other information that determines their disability and special services they may require.
DARS and PRIDE review the student information to determine eligibility and ability to benefit.
All costs are covered through DARS Tuition and Services: the referring agency or school is responsible for the referral!

20. PRIDE ASCEND For More Information
Dr. Lonny Wright, Dean of Education and Training
Office: (915) or Cell: (915)
by-employing-people-with-disabilities/
industry-and-education-partnerships/
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