Work-based Learning (WBL), Transition and the IEP

Work-based Learning (WBL), Transition and the IEP Nancy Hunter Special Education Consultant nancytx1@yahoo.com Texas Transition Conference February, 2011

Productive Employment for All Students • Individuals with Disabilities Education Improvement Act, 2004 • CFR 300.1 (purpose of special education)… to “prepare students for employment, further education and independent living.”

Vocational Education IS a Special Education Service • Special education must provide vocational services under IDEA, 2004 • Vocational education as special education services: (CFR 300.39) “organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment,or for additional preparation for a career not requiring a baccalaureate or advance degree”

Pathway to a High School Diploma • “IEP” graduation option for students receiving special education services (diploma-earning) • For students who have modified content in any state-required high school course, and/or ‘specially designed courses’ created by special education. • 89.1070(c) • Complete required credits, maximum participation in general curriculum, and either actual employment, mastery of specific employability skills, or access to services

Development of Employment, Transition and the IEP • IEP includes student’s post-school goals (education, training, employment, and further education) based on “age-appropriate transition assessments” • Post-school transition goals that are measurable and reasonably achievable • Transition services that take into considerations a youth’s “strengths, interests and preferences” in order to develop employment • Agency linkages, ‘linked’ annual goals

Work-based Learning: Vocational Education as Special Education • For students with physical or mental disabilities that preclude them from immediately obtaining employment (and who will likely need ongoing support in an employment setting) • Four phases (community-based, in businesses): • Vocational exploration (5 hrs. per job) • Vocational assessment (up to 90 hrs) • Work-related training (up to 120 hrs. per job) • Paid work experience (Cooperative Work Experience)

Purpose of Work-based Learning (WBL) • Identify career interests • Assess employment skills and training needs • Develop skills and attitudes necessary for paid employment • To participate in a paid experience after needed exploration, assessment and training.

Four Distinct Phases of WBL • Career Exploration • Career Assessment • Work-related Training • Cooperative Work Experience • (gone are terms community-based vocational training CBVT, or CBVI, CBVE)

The Continuum of Services to “Develop Employment” • Three unpaid phases (cannot be coded 08-VAC): exploration, assessment, and training phases • One phase paid employment: Cooperative Work Experience or “VAC” (code “08” if VAC requirements met)

Understanding the FLSA: Fair Labor Standards Act • WBL activities take place in employment settings • Activities must comply, then, with the Fair Labor Standards Act • FLSA provides for minimum wage laws, overtime pay, record-keeping requirements, and child labor laws

Phase One of WBL: Career Exploration • Exposure to a variety of work settings to help make decisions about future career directions or occupations • To investigate • Interests, values, beliefs, strengths and weaknesses in relation to demands of job • Watching work being performed, talking to employees, trying out tasks • To make choices and to develop the IEP

Phase Two of WBL: Career Assessment • Student rotates among various workplace settings • Experiences help determine training objectives for IEP • Training is under direct supervision of school personnel and employees • Data systematically collected on • Interests, aptitudes, special needs, learning styles, work habit, behavior • Personal, social skills, values, attitudes and work tolerance

Phase Three of WBL:Work-Related Training • Student placed in employment setting for experience • Training is closely supervised • To develop competencies and behavior needed to secure paid employment • Detailed, written training plan • competencies to be acquired • methods of instruction • methods of evaluation

Critical Work-Based TRAINING and Dept. of Labor Guidelines • Youth for whom employment is not immediately obtainable • Under supervision of school personnel • Defined in IEP • The training ‘test’ (IS it training or is it work?) • No displacement of employees • Vacant positions not filled, employees relieved of duties, students performing services though not usually done by employees, but that benefit the business

Important Work-Based Training and DOL Guidelines • Students under continued supervision • By school or business • Ongoing instruction and close supervision during entire experience • Resulting in any tasks the student performs being offset by the burden to the employer of providing ongoing training and supervision • Placed according to needs of student/IEP not the labor needs of the business • Period spent at any one site or in any job classification included in IEP

Phase Four of WBL:Cooperative Work Experience • Student in paid work situation • Paid the same wage as a non-disabled employee • Payment could be through school or special program but not compromise Fair Labor Standards • Agreement should be made between school and employer before the student begins work

How Does “VAC” Tie In to WBL? • 19TAC89.63 • For “providing special education and related services” to • A student on a job (paid) • With regularly scheduled direct involvement by the VAC in the the implementation of the IEP • VAC can only be considered after Career and Technology has been determined inappropriate • Fourth phase of WBL (paid employment with direct involvement by VAC teacher in IEP of student) • Think “Safety Net”

Documentation in the IEP of Work-based Learning • Measurable postsecondary goals based on transition assessment • After graduation from high school, I will be employed in a local business performing clerical tasks. • PLAAFP (functional skills) • Needed Transition services” to develop employment,” IEP services, Related Services • Annual Goals/Objectives/Benchmarks

Digital Employability Portfolios:Spotlighting Competencies • Visual summary of work-based learning experiences with photos and descriptions of mastered job skills • Include reference contact information • Take to job interviews • BONUS: encourage student to share at ARD/IEP meeting ALL ABOUT ME

Using Technology to Document Skills: Employability Portfolio Ideas • Power Point templates • Visual “highlights” of WBL training experiences • Skills acquired • Photos • references • IEP student input

Sample “Pages” from Student’s Digital Employability Portfolio Goodwill Town & Country Select store Supervisor – L---- 713--------- --ISD Job Coach- _______- Production worker : assisted in keeping production supply available by sorting clothing for sale or salvage and hanging clothing to be sold.

Hampton Inn Supervisor- N----- 713---- ------ --ISD Job Coach- A– L--- Laundry worker: sorted, folded, and organized linens in laundry department Job Training Experiences

Job Training Experiences W----- Academy Supervisor- M A----------- 713------------- --_ISD Job Coach- T N--- Cafeteria trainee: packaged cookies for sell at lunch, folded and stocked cafeteria laundry, and cleaned areas in the cafeteria

Hobbies and Interests I really enjoy music. I like to play the drums and guitar at home. I like listening to Tejano and Rock & Roll music. I also really enjoy watching movies. Harry Potter is my favorite. I like to play Uno and Dominoes with my friends and family.

Resources and Final Reminders • “Essential Tools” (guidelines for Work-based Learning programs) • http://www.ncset.org/publications/essentialtools/flsa/ • “Don’t forgets” (topics for another day): • Data collection on WBL sites • Job coach TRAINING • Parental support for WBL efforts • WBL and Transition Assessment • WBL/Transition links throughout IEP

Work-based Learning (WBL), Transition and the IEP