1. Building Systems that Support Optimal Employment Outcomes RUTH ALLISON, IVRS JACQUE HYATT, SILVER SAGE LLC KELLI CRANE, TRANSCEN, INC.

2. Today’s Session You will learn about: How METS are achieving systems alignment so it leads to paid work. The four essential elements of the METS model. Who is involved in METS. Changes to curriculum to prepare students for paid work. Best practice strategies that lead to paid employment.

3. Project Intent Improve systems so that youth with developmental and intellectual disabilities transition from secondary education to fully integrated, competitive work regardless of where they live in the state.

4. Five Sites Dubuque Clear Lake Emmetsburg Atlantic Western Dubuque

5. Four Essential Elements THE FOUNDATION FOR METS

6. Early planning and experiences to focus student career preferences A system of intentional activities that: ◦Assess and build career interests into career preferences beginning no later than age 14. ◦Activities at each grade level align with previous years’ activities, and ◦Promote a natural progression to the student being employed after high school.

7. Early and ongoing collaboration Formalized relationships and processes to: ◦Maximize use of the expertise and perspectives of students, parents, educators, IVRS counselors and others ◦Plan for and provide individualize services, supports and activities ◦Lead to a natural progression to the student being employed after high school.

8. Paid Work Experience ◦E xplicit expectations that a student will have a paid work experience while in high school whether through the school or other means. ◦Systematic way of identifying if students have experienced paid work and ensuring that they do. ◦If paid work is not available, the student has a work experience in student’s preferred career area.

9. Support and Follow-up Needed to Stabilize Employment ◦The system has established processes to provide supports needed for student to have stable employment. ◦Including connections to provide needed support to obtain and maintain employment after high school.

10. Strategic Planning & Mapping

11. METS Self Assessment 1.Examined current school and VR data Discussed the “So What?” 2.Determine gaps and areas for improvement 3.Identified the essential elements to focus planning

12. Supporting the METS Teams Development of action plans Mapping ◦Curriculum ◦Flow of services Training ◦Job development & job placement Technical Assistance ◦Quarterly facilitated team planning ◦Problem solving ◦Just in time TA

13. Development of Action Plans Purpose: ◦Clearly define the steps that will be taken to establish a system that leads to a natural progression to paid employment. ◦Delineate the roles & responsibilities of the METS partners. ◦Provide timelines and benchmarks for determining success. “If we always do what we always did, we’ll always get what we always got!”

14. Curriculum Alignment Community agreed upon Skills delivered through classes/activities Supportive of high school graduation and transition Aligns with district initiatives, agency services and community opportunities Leads to employment and/or post secondary options

15. Curriculum Mapping Process Agree on and define student learning outcomes/skills Develop a ‘map’ of where/when skills are taught Identify and address gaps in skill development and access Expand activities and materials as needed

16. Student Learning Outcome (Key Content Area) Focused on Competitive Employment Curricular Content  Skills  Activities When/Where Who’s Responsible Sped RoleData Elements Student Engagement Essential outcomes that will develop students’ ability to work in integrated, competitive employment Definitions developed for each content area Essential learning to achieve the outcome Identify Materials When:  During school year  Which Grade Where:  Core Class  Elective  Sped  In Community Connections to:  Iowa Core  21 st Century Skills and Career Pathways This refers to who primarily delivers the content What role does Sped play in the Learning Outcome? i.e.: Primary teacher, adapts content delivery, informs student about class How will you know if students are achieving the outcome? Look at data elements in both group aggregate to inform program/curriculum and individual student to inform student progress to identify areas of need How do we know if students are engaged in the learning process? Is this different by outcome area? Examples: Employer reports, attendance in class, level of involvement in IEP development, student survey

17. Mapping the Current System Identify current flow of services Determine overlaps and gaps in services Align services so that youth are prepared for employment ◦Connect curriculum and services Managing caseloads

18. 4 yrs prior to exit (Freshman year) 3 yrs prior to exit (Sophomore year) 2 yrs prior to exit (Junior year) 1 yr prior to exit (Senior year) 1 yr post exit Student Outcomes Student Services Potential Role of VR Potential Role of Schools Potential Role of CRPs Potential Role of Families Other (AEA, WIA)

19. METS Flow of Services 4 yrs prior to exit (Freshman) 3 yrs prior to exit (Sophomore) 2 yrs prior to exit (Junior) 1 yr prior to exit (Senior) 1 yr post exit Student Outcome Student Services Positive Personal Profile IVRS Intake IPE Developed Linkages (e.g., CRP, Higher Ed) Paid Employment Post-school follow-up Knowing the Youth Career Assessments Summer Work Family engagement and participation Workplace knowledge and skills development linked to the Iowa Core and 21 st Century Skills (e.g. soft skills, communication, work behaviors, math, problem solving, etc.) Work Experience (e.g., job shadows, worksite tours, internships) In paid employment receiving supports from CRP (if needed) or Enrolled postsecondary education DRAFT JUNE 2014 Dual credit

20. Partners & Their Roles

21. The METS Partnership Key partners: VR & Schools Organic process to identify other partnters (e.g., Higher education, workforce development, families, employers)

22. School Partner Discovery & Assessment ◦Development of Positive Personal Profile ◦IHAPI Career Planning ◦IEP Transition Goal Career Exploration Career Development ◦Skill development ◦Soft skills Career Placement ◦Job development ◦Employer Outreach/Networking Workplace Support & Follow-up

23. Vocational Rehabilitation Partner Getting to Know the Youth ◦Assessment ◦Positive Personal Profile Career Planning ◦Development of Individual Plan for Employment Training Case Management Share Employer Contact/Networks Job Placement Workplace Support

24. Community Rehabilitation Provider Job Development Training ◦Skills training ◦Soft skills Employer Outreach/Networking Workplace Support

25. What’s In the METS Toolbox?

26. The Positive Personal Profile

27. What is a Positive Personal Profile? Part of Getting to Know the Youth Informal inventory Way to include key stakeholders Collection of positive attributes A structure for a ‘Marketing Script’ – features to sell to an employer An easy-to-use tool

28. What a Positive Personal Profile is NOT A review of records A collection of test scores A list of what a youth cannot do well A scientific tool

29. For each youth Develop a Positive Personal Profile

30. Strengths & Positive Attributes Dreams, Goals, Aspirations Life Experiences Talents Skills & Knowledge Learning Styles Interests Positive Personality Traits Values

31. Managing Your Resources Categorize youth according to individual goals and needs Types of WBE/ matches Level of support need METS Students METS Students

32. discovery Type of WBE Worksite Tours Job Shadowing Paid Employment METS Youth TrainingTraining

33. Levels of Support MinimalMinimalExtensiveExtensive ModerateModerate discovery METS Youth

34. Success-to-Date

35. Impacts of METS Expanded paid work experience opportunities Improved partnership between Schools and VR (i.e., on-going and open communication; joint planning; and continuous case reviews) Increased number of Summer Work Programs that provide paid work experience Increased understanding of strategies for employer engagement, job development and job retention strategies Improved infrastructure & policy Increased opportunity for key partners (schools, VR, CRPs) to meet and discuss individual cases

36. What’s Happening Atlantic ◦77% of METS youth in paid jobs Clear Lake ◦41% of students or 15/ 36 have paid jobs. Includes Freshmen - Seniors Dubuque ◦Hempstead: 85% of 2014 exiters have a paid job and/or enrolled in postsecondary education (17/20) ◦Total of 28 students on caseload-- 23 have paid jobs or 82% ◦Senior: 86%* of 2014 exiters have a paid jobs and/or enrolled in postsecondary education (13/15 total) ◦Total of 70 students on caseload -- 28 have paid jobs or 40%

37. What’s Happening Emmetsburg o 46% of students are employed (13/28) o 19/23 connected with WIA Western Dubuque o 70% of 2014 exiters have paid job and/or enrolled in postsecondary education (7/10) o Total of 17 students on caseload – 8 have paid jobs or 47%

38. Questions