1. Preparing Youth with Vision Impairments to be Professionals in the 21st Century Workforce

2. Presenters
Cathleen Coombs, M.S., C.R.C Rehabilitation Counselor for Blind/Visually Impaired Department of Rehabilitation

3. Presenters
Bennet Kim, M.S., C.R.C Contract Administrator Blind Field Services Department of Rehabilitation

4. Presenters
Chris Leroy, M.A. Director Transition Services San Bernardino City Unified School District

5. Presenters
Rob Schulenberg, M.A. Director Youth Transition Services Wayfinder Family Services

6. Introduction
In 2014 President Obama signed into law the Workforce Innovation and Opportunity Act. This was a reauthorization with significant revisions to the Workforce Investment Act of 1998 signed by President Clinton

7. Background on WIA
WIA established a One-Stop system that was open to all job seekers. It required partnerships between agencies to serve specific job seekers. Department of Rehabilitation was a mandated partner

8. Background on WIA
WIA also emphasized youth services for those still in school and out of school. However, there were no special provisions to address the employment needs of youth with disabilities.
WIOA addresses this.

9. WIOA
WIOA requires that DOR will increase the funds that are spent serving students with disabilities, ages 16-21, in secondary or post secondary education, to 15%.

10. WIOA-Student Services
Specifically, those funds must be spent on the delivery of Student Services (Pre-ETS)
Job exploration counseling
Work-based learning experiences
Counseling on post secondary opportunities
Workplace readiness training
Self-advocacy training

11. WIOA-Student Services
Each of the 5 Student Services categories encompasses a variety of activities options: individually, in group settings, and with family members and others important to the student. Services can occur in a classroom, elsewhere on school grounds, at the DOR office, at an AJCC, or in another community location

12. WIOA-Student Services
Job exploration counseling Job exploration counseling offers ways for students to learn about different kinds of jobs and which ones are best for their strengths and interests. They can also explore how to prepare for fields of interest and what a typical career trajectory looks like and how it is achieved.

13. WIOA-Student Services
Work Based Learning Experiences Work Based Learning Experiences offer a variety of ways for students to connect with local professionals and get real-world work experience. Evidence based practices demonstrate that kids that get paid work experience are more likely to enter a career in which they can advance and earn greater salaries.

14. WIOA-Student Services
Counseling on Post Secondary Education Opportunities Post Secondary Counseling helps students learn about different educational and training programs after they leave high school. They also learn about resources to support their educational success.

15. WIOA-Student Services
Workplace Readiness Training Workplace readiness training helps students prepare for employment by learning good work habits, interpersonal skills, and independent living skills. These are commonly referred to as “soft skills.”

16. WIOA-Student Services
Instruction in Self-Advocacy Self-Advocacy Training helps student build leadership skills, gain confidence in professional environments, and understand what they need to succeed in the work place. This also applies to post-secondary education settings.

17. Potentially Eligible Case Type
DOR now has the ability to deliver these Student Services via the PE case type instead of a traditional VR case. This allows easier application with less required documentation and faster delivery of services. Students who have had a PE case can later apply for a VR case.

18. Potentially Eligible Case Type
Requirements for PE Case Type:
A student with a disability ages 16 through 21
Participating in secondary or post secondary education
Has not yet applied for DOR VR services

19. Making the Cultural Shift
Legislative changes reflect the call to improve service delivery to improve work and life conditions for youth with disabilities. These changes represent a cultural shift in the making…

20. The Challenge of Low Life Expectations Educational Attainment
Socialization
Self-Esteem
Trust in Systems
Aspiration in Work
Employment Outcomes

21. Students Need Access to high quality education
Information about career options and the world of work
Opportunities to develop social, civic, leadership skills
Strong connection to caring adults
Access to safe places to interact with peers
Support services that lead to adult independence

22. Families help by… Having high expectations built on student strengths
Remaining involved
Having access to information on employment, further education, and community resources
Taking an active role in transition planning
Having access to medical, professional, and peer support networks

23. Five Family Suggestions
Consider Transition is a lifelong process
Learn the full intent of transition services: instruction/employment/community/living skills
Start transition goals early (not at 16)
Establish student role at every IEP (strengths, preferences, dreams)
At IEP – Start with transition & connect the rest

24. Cultural Change Starts Here
With Family Outreach: Access to knowledge – Rights related legislation/Programs, Services & Supports/Accommodations and how transition planning tools can help
With Student Outreach: Access to transition thinking/Self-Advocacy training and Engagement with peers & community
With Collaborative Partnership & Passion

25. Challenges for Students with Disabilities
Poor outcomes
Low self-advocacy
Low connection to community resources
Low level of support
Low expectations (self, support, parents)

26. CaPROMISE Services Transition Services for students receiving SSI/DI
Family wraparound and parent support
Benefits awareness and analysis

27. CaPROMISE Lessons Learned
Youth and family needs drive all interventions and supports (housing, legal and immigration issues, nutrition, education and employment)
Must be individualized and target both immediate and long-term needs and expectations
Family engagement is crucial to breaking the cycle of receiving lifelong benefits and shifting focus on maximum independence
Youth involvement in work-based learning activities in high school is strongly associated with plans to pursue postsecondary education and employment
Public benefits, work incentives and financial planning must be constant and consistent
Mental health and social-emotional support are critical for continuous growth

28. CaPROMISE Lessons Learned
Resource rich regions but families need warm introduction and connections
Collaboration with agencies key in connecting families to natural community resources
Frequent communication and services result in continued relationship and positive outcomes
Families want to engage and communities want to help and be involved
Whole-child, Whole-family approach results in more positive momentum
Services vary greatly depending on local service agencies
Regional Centers, Independent Living Centers, Family Resource Centers, America’s Job Centers, Wellness Centers
Geographic coverage area requires significant travel and creates difficulty coordinating events/workshops
Primary language communication essential
Multigenerational needs
No cookie cutter plans

29. Development of Work Skills
Students with visual impairments may benefit from interventions that both promote supportive goal attainment and increase the self-management skills needed to increase self efficacy beliefs

30. Got Skills?
“Hard Skills” are job-specific “Soft Skills” are essential for success in every field These are the skills that are needed to get a job, keep a job, and advance in a job

31. Work-Related Behavior
Punctuality/Attendance
Dresses appropriately
Communicates effectively 1:1
Communicates effectively in a group
Interacts well with staff
Follows directions
Responds well to constructive criticism
Concentrates on task at hand
Retains information
Works at a steady pace
Solves problems creatively
Takes initiative
Works independently

32. What is Changing?
Focus on building the skills to work and advance in career while in transition
Everyone works
Greater collaboration between LEAs, DOR, AJCC, other systems
Earlier intervention and faster access to services

33. Q&A