Work Preparation – Typical Curriculum Topics

1. Career Decisions Labor Market Info Resume/Job Search Applications Interviewing Punctual and Attendance Attitude/Behavior Appearance Interpesonal Relations Task Completion Budgeting and Finance Work Preparation (SCANS) Resources and supporting agencies Reflecting Student Employment Competencies Curriculum- Poway USD Work Preparation – Typical Curriculum Topics

2. Work Experience Curriculum • Labor Laws • Expectations of employer/employee • Situations and ethics • Workplace privacy/safety • Legal rights • Taxes, income taxes • Work evaluations (Corona-Norco WEE)

3. Employer Incentives • On the Job Training – OJT • Work Opportunity Tax Incentive (WOTC)

4. Used to support employment by off-setting training costs Non-binding agreement Incentive to hire Goal: Employment OJT must be approved/finalized by DOR counselor Employee must be receiving minimum wage Weekly work hours can be flexible OJT amount and time is determined by the counselor Determined per individual job/consumer On the Job Training (OJT)

5. The Department of Rehabilitation works collaboratively with many local organizations to assist people with disabilities to become employed. • We have collaborative partnerships with the: • High School Transition Partnership Programs • Community Based Organizations • Mental Health Cooperatives • College Disabled Students Programs- Workability Programs • Workforce Development, One Stop Programs • Adult Education and ROP Programs On the Job Training Fact Sheet What is On The Job Training? It’s a way to hire and train someone on the job and receive a training reimbursement. The length of training varies – but usually lasts between 3 – 6 months in duration. A Counselor and Job Developer are available to support the employer and trainee during this training period. An agreement is developed between all parties that outline the job and training needs.

7. Work Opportunity Tax Credit (WOTC) • Sponsored through the Employment Development Dept. • Promotes the hiring of targeted groups • Provides a federal tax credit of up to $9,000 to employers who hire a member of one of 9 target groups • Persons on SSI, DOR clients, and Ticket holders (Ticket to Work) • Info. From EDD/One Stop or (916) 654-7799

8. From Theory to Practice Mission Hospital Project SEARCH Gerry Strickland, Dir. Transition Programs, CUSD Desiree Shaffer, IUSD Sheri Hightower, Program Coord. CUSD January 19-20, 2011

10. Project SEARCH: How, Why, and What It Does • Created by Erin Riehle at Cincinnati Children’s Hospital • To address the under-utilized labor force of young adults with disabilities • Involve business (hospitals) in this effort of training and employment • Project SEARCH provides a comprehensive, business-focused, job training and employment structure for persons with disabilities.

11. Mission Hospital Project SEARCH • One of the first Projects in California • Has provided employment for 11 of the first two trainee cohorts (100%) and has provided employment skills to over 100 students • Has been in development over 5 years • Collaborative between Mission Hospital, Capistrano Unified School District Transition Partnership Project/ Workability I, and Laguna Hills Office of the Dept. of Rehab.

12. Creating a Collaborative Interagency Community Partnership • Collaboration and Partnerships: • Expands networks and outreach • Creates a larger impact • Brings together more resources • Creates a framework to serve more clients, mutual community members • Can be more creative and fun

13. Making Contact Between Agencies • Obtain background information about agency, what it does, its culture. • Identify what contacts you may already have: employees, chambers, boards • Establish what are the agencies shared values, goals, interests, community • What are you both looking for?

14. Capistrano Unified School District (CUSD) • Pre-employment and Job Training – TPP, Workability I • Employment • Community Connections • Mentors • Support Services

15. Mission Hospital – A small cityA community • One of 14 hospitals of the St. Joseph Health System • 552-bed acute care full-service facility • Designated trauma center • Two campuses (Mission Viejo & Laguna Beach) • 2,600 employees • 786 physicians • 800 volunteers

16. Mission Hospital: Mission and goals Ministry of the Sisters of St. Joseph of Orange Originated in France, 1650

17. Mission Hospital: Who We Are Mission: To extend the healing ministry of Jesus in the tradition of the Sisters of St. Joseph of Orange by continually improve the health and quality of life of people in the communities we serve

22. Value: From the Business Perspective • Need for qualified employees • Reduce turnover in personnel • Opportunity to train to performance standards • Interns provide ability to increase capacity to work – without the cost of additional salaries • Ability to give back to the community, moral responsibility to care for one another • Contributing to creating a productive community

23. How to Make the Partnership Work (from the business perspective) • Need an internal Champion • Project Search team needs to operate independently, but collaboratively • Ability to find like-minded individuals within the organization willing to go “out of the box” • Communicate often with mentors – listen to their needs, challenges • Make it easy.

24. Other highlights (from the business perspective) • Once mentors are identified, recognize their contribution • Allow time for mentor/intern introductions 1-2 months prior to start date • Educate mentors on working with people with disabilities • Share the good work: in press releases, department meetings, website • Benefit is twofold: • Shows how the organization is contributing to the community • Increases interest with potential new mentors • Make it official: orientation, luncheon with CEO, graduation ceremony,

25. Goals and Objectives: • What is in it for both agencies? • Identify what each agency is looking for • Identify what is the project goal(s) • What are the expectations • What are to be the outcomes? Accountability • Who are the other partners and agencies and their goals, commitments, expectations: clients, parents, Dept. Rehab., adult service providers

26. Identifying Key Players and Additional Contributors • Who are the teams from each agency? • Key players outside the planning team? • Who are the clients to be served? • Who will be directly involved in training, implementing, receiving and doing the work? • Affiliated agencies, associations, state/national resources, Chambers? • Parents, family members, state

27. Buy-In By Key Participants • Create a clear, simple, and brief rationale, message, and description: bullet points • Establish clear reasons why the project is important to everyone involved • Buy-in can be top down, bottom up in support • Key: Administration, Human Resources, participating departments (S)

28. Identifying the students/clients • Social skills and department bonding are important factors • Participant independence/training must match level of available supervision • Skills and abilities allow growth into the job • Attendance and personal commitment • Candidates need to have participated in a training program that starts a year or two before actual company experience

29. Social Skills and Communication Skills Necessary for Success • Accommodations, modifications of the worksite with fellow employees • Summer preparation • Employment skills • On-the-job skills • (J)

30. Social Skills and Communication • Key to success and integration in the work setting • Modification of Speech Therapy into employment skills and etiquette • Individual moves to group instruction becomes even more effective • Focus on real life

31. Establishing Worksites and Integrating Internship Positions • Department heads presentation at regular meeting • Identify interested, committed departments • Meet each department head individually in their department • Identify specific job sites and clearly define jobs/duties • Determine necessary accommodations: lists, maps

32. Preparing Student Participants • Become students and clients of the ATP and TPP • Familiarity with the hospital • Badging • Orientation for students/parents • Daily in-service training at lunch • CUSD supervision available on site • Quarterly Dept. meetings • Luncheon with the CEO, Peter Bastone • Graduation

33. Creating Natural Supports • Introduce participants in the summer • Mentors are recommended by Dept. Heads • Casual interviews, share interests • Blue notebook • Employment interview ( more formal) • Orientation – Meet and greet at the hospital

34. Nurturing Parental Support • Program introduced at school / ATP • Packet of information/forms sent home • Contract signed by parents/students • Parent information meeting – Q and A • Tour of the hospital • Meet and greet • (G)

35. Worksites, Position Flexibility, Multi-tasking, Inter-department Experience • Expanding: • the sphere of competencies • Level of independence • Flexibility and understanding of all participants including hospital staff • Move toward expanded environment and more experiences List of worksites:

36. Getting Hired • Collaboration and teamwork skills • Learned social skills • Transferable skills • Self-confidence and self-esteem • Accessing benefits planning and community/agency resources

37. Growing in IndependenceCommunity Skills and Financial Planning • Mobility training • Apartment living • Social life in the community • Budget, benefits planning

38. Ryan Rice – A Personal View • 25 years old – graduated 3 years ago from Project SEARCH and CUSD Adult Transition Program (ATP) • Lives, travels, and works independently after having participated in ATP, Project SEARCH, Bridges to Youth Self-Sufficiency, TPP, and Workability I

39. For all of us – It’s about quality of life