1. Oklahoma Department of Rehabilitation Services The Importance and Value of Work Experience for Transition Age Youth, Especially During the Summer Months 2015 Oklahoma Transition Institute

2. Who is Responsible for Transition? Schools (under IDEA) Families Other agencies such as DRS, DHS, and Workforce

3. What is Required of Schools in Oklahoma? Address transition no later than the 16 th birthday (or upon entering the 9 th grade, whichever comes first) for any student on an IEP and update annually. Administer transition assessments annually. Ensure students have postsecondary goals as well as annual transition goals (education/training, employment, and independent living—this one is optional). Ensure students have coordinated transition activities. Refer students to DRS by age 16.

4. Why is there so much emphasis on “movement from school to post-school activities” and “life after high school?” The National Secondary Transition Technical Assistance Center (NSTTAC) conducted research to determine what are the best indicators or “predictors” of success for youth with disabilities after they leave high school.

5. NSTTAC determined 17 In-School Predictors of Post-School Success

6. Career Awareness Occupational Courses Paid Employment/Work Experience Vocational Education Work Study Community Experiences Exit Exam Requirements/High School Diploma Status Inclusion in General Education Self-Advocacy/Self- Determination Program of Study Self-Care/Independent Living Social Skills Interagency Collaboration Parent Expectations Parent Involvement Student Support Transition Program

7. Why is Work Experience So Important? Potential benefits for youth who participate in work experiences include: 1) gaining career readiness skills including the “soft skills” that employers look for in entry level workers; 2) increasing one’s knowledge of specific occupational skills and workplace settings; 3) establishing a work history and connections with employers that can aid in future job searches; and 4) developing an understanding of different occupations in order to make informed career choices. (National Collaborative on Workforce and Disability)

8. Importance of Work Experience One study found students who participated in work- based learning were more likely to attend college or go to work compared to their peers (Jobs for the Future, 2007). While work experiences are beneficial to all youth, they are particularly valuable for youth with disabilities. One of the most important findings from the research shows that work experiences for youth with disabilities during high school (paid or unpaid) help them acquire jobs at higher wages after they graduate (Colley & Jamison, 1998).

9. Paid Employment/Work Experience Students who had worked for pay during high school were more likely to be living independently (Bullis et al., 1995) Students with two or more jobs during their last two years of high school were more likely to be engaged in post-school employment (Doren & Benz, 1998) Students who had a job at the time of high school exit were 5.1 times more likely to be engaged in post-school employment (Rabren et al., 2002)

10. The Department of Rehabilitation Services (DRS) Transition School-to-Work Program Helps eligible young adults with disabilities make the transition from school to work in order to function as productive adults within society; Develops partnerships with local public school districts, Career Techs, charter schools, and private schools; and Facilitates partnerships and involvement with other organizations and with the community.

11. Three Types of Work Study ●School Work Study ●Work Site Learning ●Employer Work Study

12. SWS Contracts with the Schools For the 2014-2015 school year, DRS had 247 School Work Study Contracts (includes public, private, and charter schools, and Career Tech Centers; some contracts cover multiple districts that are in a coop. There are 425 independent school districts in Oklahoma that serve first grade through 12th grade. The remaining 111 districts are dependent districts that only go to 8 th grade. We also have a SWS program for COJC through Gordon Cooper Technology Center

13. SWS Jobs Must Be Real Work/Jobs This is a training program; students must learn skills that will transfer to competitive, integrated employment in the community.

14. Student Earned Income Exclusion (SEIE) A Work Incentive for students under age 22 and regularly attending school Decreases the amount of countable earned income Allows student to retain more of their SSI check when employed In 2015, student may exclude up to $1,780 per month up to a yearly maximum of $7,180 Must send Social Security a letter to request

15. Work Adjustment Training (WAT) A work readiness preparation program for students with more significant disabilities who need more assistance preparing for the world of work Participants in WAT are not quite ready to enter into work experiences such as Work Study The WAT Program provides participants a chance to identify their work interests, and learn and build work skills with an ultimate goal of preparing them for competitive community employment

16. Project SEARCH Created at Cincinnati Children’s Hospital over 19 years ago In over 300 sites across the United States and Canada, England, Scotland, Ireland, and Australia. Project SEARCH's primary objective is to secure competitive employment for people with disabilities. Partners: school, DRS, employer, Oklahoma University, CRP provider

17. Project SEARCH Provides employment and education opportunities for High School Seniors or Post-secondary Technology Center Students with disabilities through a combination of classroom employability skills instruction, career exploration and on-the-job training and support. 9 month, unpaid internship program designed to prepare students for entry-level employment. Total immersion in the workplace facilitates the teaching and learning process through acquisition of competitive work skills with the ultimate goal of independent community employment.

18. It is Critical to Keep Students Engaged During Summer Months SUMMER SCHOOL WORK STUDY Students may work 10 hours per week and up to 20 hours per week with counselor approval. The DRS will reimburse 50% of wages for summer hours worked, plus FICA and FUTA. School must continue supervising and reporting on students.

19. iJobs Summer Work Experience Program iJobs is a summer work training and experience program for high school students with disabilities that occurs during the months of June and July. Eligible students are those 16 or older who will be returning to high school in August and who are a client of DRS. Students participate in a week’s worth of employability instruction and independent living skills in the classroom. Students work at part-time jobs in the community.

20. iJobs Summer Work Experience Program Week 1 classroom instruction focuses on: employability skills, soft skills, dos and don’ts, preparing for a job, time management, money management, interviewing skills, preparing a resume, applying for a job, speed interviewing, mock interviews, shopping for food, food preparation, Reality Check, and public transportation.

21. iJobs Summer Work Experience Program Students work part-time up to 20 hours per week for a business in their local community in an area of their individual interest, and earn a paycheck. Employer submits weekly progress reports and time sheets. Students return to the classroom ½ day per week to discuss their work experience and to receive further employability instruction.

22. PARTNERS Department of Rehabilitation Services Local school(s) and/or a career tech center A Community Rehabilitation Program (CRP) The GALT Foundation-the employer of record, maintains liability, and issues paychecks to each student Local Businesses

23. Partner roles/contributions DRS provides: Staff, funds for wages, supplies, MOUs, contracts, clients, work site visits, outreach/recruitment, interviews, vocational evaluations, skills assessment School or Career Tech provides: Facilities, computer lab, janitorial services, outreach/recruitment CRP provides: Staff, transportation, work site visits, outreach/recruitment GALT provides: Fiscal agent employing youth, maintains liability, provides lunch for one day and celebration ceremony refreshments, assists with interviews

24. 2015 iJobs Sites Norman Public Schools, Moore-Norman Technology Center, DRS, Dale Rogers Training Center, and the GALT Foundation DRS, Francis Tuttle Technology Center, and GALT Owasso Public Schools, DRS, and GALT Oklahoma City Public Schools, Oklahoma Autism Network, DRS, and GALT

25. Steps in Developing iJobs ◊Develop strong proposal ◊Recruit a school and get administrative support ◊Get buy-in/participation from local DRS office ◊Further develop community partnerships (e.g., DRTC, GALT, MNTC) ◊Define student program eligibility ◊Develop marketing materials ◊Work out transportation ◊Schedule ongoing planning meetings ◊Develop MOUs and Contracts ◊Secure funds and facilities ◊Define staff & volunteer responsibilities

26. iJobs Summer Work Experience ◊ Schedule planning meetings with partners ◊ Recruit applicants from participating school(s) ◊ Schedule Interviews - 3 or 4 person interview panel, skills assessment ◊ Schedule Vocational Evaluations ◊ Schedule Orientation for students and parents ◊ Collaborate on Job Development ◊ Week 1-Classroom Instruction ◊ Community Employment, weekly meetings

27. Job Development/Job Placement ● Partners brainstorm possible job sites to match student interest ● DRS/CRP make contacts with employers (fact sheet) ● Students work up to 20 hours/week during June and July ● The group returns to the classroom one-half day/once per week to debrief and discuss, and to provide further training

28. Activities Throughout the Summer □Weekly visits to job sites ▪Photos, videos ▪Time sheets, progress reports ▪Talk with supervisors and student employees □Student paychecks distributed ▪ Pay stub review and discussion □ Facilitate financial reimbursement to GALT

29. Disabilities Learning Disability Autism Spectrum Disorder Physical Disabilities, Cerebral Palsy Communication Disorders Emotional Disturbance Developmental and Intellectual Disability Must have ability to work independently OR be eligible for Community Integrated Employment (CIE) service supports for those who may need job coaching

30. Transition Resources on DRS Website GO TO WEBSITE: okrehab.orgokrehab.org ◊Click on Job Seekers ◊ Click on Transition: School to Work *Transition Brochure * Transition Checklist * Timeline of Transition Activities * Transition Folder in English & Spanish * Dream Big Video

31. Questions?

32. CONTACT Larry Hartzell lhartzell@okdrs.gov 405-635-2759 Terrisha Osborn tosborn@okdrs.gov 405-329-6096