1. Regional Meetings September & October 2015

2. YTP Management Team Keith Ozols – Vocational Rehabilitation Sally Simich – Oregon Department of Education Charlotte Alverson – University of Oregon Peter FitzGerald – UO TA Provider Mike Johnson – UO TA Provider Jeri Dickinson – UO TA Provider (almost Emerita) Jesse Berkey – UO TA Provider Mary Jo Erickson – UO TA Provider Sites

3. Purposes of Today’s Training To provide training to new and existing YTP sites relative to important updates from VR, ODE, and YTP the procedures of YTP To distribute the revised YTP Procedures Manual To provide opportunity for sites to network and share information

4. Agenda 8:30 – 9:15General Transition Planning -- Sally Simich 9:15 – 10:00 Program Management -- Mike Johnson Break into separate rooms – New Sites & Existing Sites 10:00 – 11:00 Screening and Referral -- Peter FitzGerald/Keith Ozols 11:00- 11:15 Break 11:15 – 12:00YTP Transition Services – Sally Simich/Jeri Dickinson 12:00- 1:15 Lunch 1:15 – 2:00 Employment and Final Placement – Keith Ozols 2:00 – 2:45 Instruction -- Charlotte Alverson 2:45 – 2:55Break 2:55 – 3:45Program Performance – Peter FitzGerald 3:45 - Next Steps

5. General Transition Planning

6. Program Management

7. Two Major Goals: ORGANIZATIONAL GOAL: To develop an efficient and effective YTP team that utilizes the strengths of team members and encourages exemplary case management or clients. MARKETING GOAL: To infuse the new pattern of service created by the YTP into the schools and facilitate systems change.

8. Essential Features Clarify Staff Roles Collaboration between Schools/VR/Family Coordination with existing school and community programs Marketing/Public Relations

9. Clarify Staff Roles Capitalize on strengths and capabilities Build trust and teamwork Meet Regularly as a Team Arrange for sacred meeting time Discuss and document student progress Utilize the YTP database to track performance

10. Coordinate Services w/other programs in the school and community… Career Center CTE Programs Voc Ed Programs Community College (Life Skills Program) Employment First ODDS Workforce Councils

11. Become “Entrepreneurial” in Marketing the Program Coordinate with other programs/resources Create new opportunities Maintain and expand the program

12. Screening and Referral

13. YTP Transition Services

16. Potentially eligible means students who have an undocumented disability (e.g., mental health, physical disability, or health impairment).

17. YTP Transition Services Foundation Activities: Pre-Employment Transition Services (P.E.T.S.) Job exploration counseling; Work-based learning experiences; Counseling on opportunities for enrollment at institutions of higher education; Workplace readiness training … social skills & independent living; Instruction in self-advocacy. Core Activities: Enhanced transition activities Identification and Referral Motivational Interviewing IPE Development Instruction in Vocational Skills Career Development

19. Essential Features 1. FAMILY INVOLVEMENT: Student and family preferences and interests are documented and incorporated into the YTP transition planning process, in order to ensure that the planning process is "client-driven". 2. STUDENT SKILLS: The current skill levels of YTP students are documented and this information is incorporated into the transition planning process. 3. COLLABORATIVE PLANNING: The transition plans are developed in collaboration with key players from appropriate school and adult service agencies, and coordinated with the student’s IPE developed by VR counselor.

20. Essential Features 4. POSTSECONDARY GOALS: General transition planning incorporates all relevant areas of transition, including, education, training, employment, and, when appropriate, independent living goals. However, YTP services and activities are focused on the student’s postsecondary employment goal. 5. SYSTEMS CHANGE: YTP procedures provide a model for using student input to drive a seamless movement from high school to adult life through collaborative planning and coordinating delivery.

21. Lunch 12:00 – 1:15

22. Instruction

23. One Purpose of Individuals with Disabilities Education Improvement Act (I.D.E.A.) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; (emphasis added 34 CFR §300.1(a)).

24. Transition services (a) Transition services means a coordinated set of activities for a child with a disability This coordinated set of activities— (1) Is designed to be within a results oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes— (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

25. Instruction Goals of instruction within the YTP: To develop instructional options based on the student’s postsecondary employment goal To provide YTP students opportunities to learn skills that enable them to live, work, and learn independently in their communities.

26. What, When, Where, and How to Teach In collaboration with the special education teacher and or case manager and general educators, and/or Vocational Rehabilitation Counselor Figure out what to teach, and when, where, and how to provide instruction to help YTP youth achieve their postsecondary employment goal Five areas of instruction: Functional academics – reading for information, money management, and writing in daily life; Vocational – general work readiness skills and specific occupation skills for the worksite Independent living – washing clothes, and securing a place to live, Personal /social skills – communication, and appropriate worksite behaviors, Self-determination/self-advocacy – setting and monitoring of goals, making decisions.

27. What to Teach Based on the youth’s measurable postsecondary goals training/ education, employment, and independent living skills where appropriate. Strategy 1: Ask: What knowledge, behaviors, and skills does this student need to learn in order to… enroll in and persist in postsecondary education or vocational education, continuing or adult education to reach his employment goal? obtain and maintain integrated competitive or supported employment? participate in adult services, and live independently or participate in his or her community?

28. What knowledge, behaviors, and skills does this student need to learn in order to… enroll in and persist in postsecondary education or vocational education, continuing or adult education to reach his employment goal? obtain and maintain integrated competitive or supported employment? participate in adult services, and live independently or participate in his or her community? After high school Joe will drive a long-haul truck.

29. What to Teach General work readiness skills are the basic knowledge, behaviors, and skills needed for most jobs academic skills soft skills Occupation specific knowledge, behaviors, and skills are specialized and dependent on a specific job Self-Determination and Self Advocacy - “the ability to make choices, solve problems, set goals, evaluate options, take initiative to reach one’s goals, and accept consequences of one's actions” (Rowe et al., 2013).

30. What to Teach Strategy 2: Backwards Planning Where they are now What they need by the time they leave high school Start with the employment goal

31. Knowledge, behaviors, and skills Self determination & self-advocacy to request accommodations Access to shower facilities & supplies Bus pass for reliable transportation High School Diploma Pass English classes Improved attendance Learn coping skills Develop a course of study focused on science (biology) and Health & PE (nutrition & exercise science) Personal Trainer High School Diploma Good Hygiene Time management skills to be on time and reliable Interpersonal skills to work with clients Backwards Planning Example

32. When and Where to Teach

33. Hallmarks of Instruction in YTP Individualization, taking into account the unique needs of each YTP student Flexibility, to meet youth where he is Practical, real-life applications, to enable youth to be more independent Relevant to the student’s current and future environments Strong focus on self-determination and self-advocacy development

34. How to Teach In collaboration Using evidence-based practices (EBP). Instructional strategies used with individual students to help them learn specific knowledge, behaviors, or skills Community-Based Instruction to teach: Banking Skills Grocery Shopping Integration Skills Purchasing Skill Safety Skills Communication Skills Employment Skills Mnemonics to teach: Job Application Skills Academic Skills Video Modeling to teach: Food Preparation and Cooking Skills Home Maintenance Skills

35. Employment and Final Placement

36. Program Performance

37. Purposes of Today’s Training To provide training to new and existing YTP sites relative to important updates from VR, ODE, and YTP the procedures of YTP To distribute the revised YTP Procedures Manual To provide opportunity for sites to network and share information

38. Next Steps and Announcements YTP Manual Work in progress Send suggestions, corrections to the YTP Team via Submit a Question

39.  Community of Practice Oct 7 at 11:00 to 12:00 YTP Community of Practice call Join the call by dialing 1-800-882-3610, guest/pass code: 990- 6917#  International Division for Career Development & Transition (DCDT) Conference  Nov 5 – 7, Portland Oregon  ODE has registration scholarships  Go to www.DCDT.org  YTP Statewide Conference – Hood River  Feb 18, 2016  OAVSNP – Hood River  Feb 19 – 20, 2016

40. Database Contact your TA Provider if you need access to the database or have questions Will be offline Friday afternoon for another update More updates in the next few months

41. Next Steps and Announcements Community of Practice Monthly Calls Watch the YTP website for dates Evaluation for Regional Meetings Watch for an email - end of the week