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Transition to Employment: It’s Everyone’s Business!

Transition to Employment: It’s Everyone’s Business!. Reaching the Summit of Success Greensboro, NC September 16, 2014. Questions to Ponder. How do we take the “pockets of excellence” and implement statewide or “scale-up”?

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Transition to Employment: It’s Everyone’s Business!

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  1. Transition to Employment: It’s Everyone’s Business! Reaching the Summit of Success Greensboro, NC September 16, 2014

  2. Questions to Ponder . . . • How do we take the “pockets of excellence” and implement statewide or “scale-up”? • If we have research (evidence-based practices) to tell us what works, then why aren’t we all using them? • How do we use data on a regular basis to help us make decisions and change our policies, procedures or practices? • How do involve all key stakeholders that touch a student/individual’s life to work together? • How do we have a sense of urgency and not wait for “someone else to do it”?

  3. A National and State View

  4. Did You Know? • After 10 or more years, the Workforce Investment Act and Rehabilitation Act were finally reauthorized -The Workforce Innovation Opportunities Act (WIOA, 2014). • WIOA has the potential for major implications for advancing the employment of people with disabilities.

  5. Did You Know . . .Because of WIOA • Vocational Rehabilitation agencies will have a much larger role in the transition from school to adult life • Efforts intended to limit the use of sub-minimum wage • A definition of “competitive employment” as an optimal outcome

  6. Did You Know . . .Because of WIOA • A definition of “customized employment” in federal statute, & an updated definition of “supported employment” that includes customized employment • Enhanced roles and requirement for the general workforce system and One-Stop Centers in meeting the needs of people with disabilities • Changes in performance measures, with potentially major implications for VR

  7. Employment First • Twenty-six stated have been identified as having an official Employment First policy based on legislation, policy directive. • Eleven states have passed legislation (e.g., CA, DE, IL, KS, ME, ND, PA, TX, UT, VA, & WA). • Fifteen have a policy directive, Executive Order or similar official policy statement.

  8. Employment First Renewed Leadership • Voices of Self-advocates and Advocates • Statewide Coalitions • Employment Summits • Business Leadership

  9. And Some Involuntary Leadership . . . • Litigation

  10. Did You Know? U.S. Department of Labor (September 2013) finalized a new rule that would require federal contractors and subcontractors to set a hiring goal of having 7 percent of their workforces be people with disabilities, among other requirements

  11. A Little Math . . . . In Indiana that means. . . . • 7,896 companies are federal contractors • * Say these companies have an average of 100 employees (some less, some much more) • * That means over the next 5 years or so to come up to 7% - Indiana companies are going to have the goal of hiring 55,272 people with disabilities! • What does that means for North Carolina?

  12. If The Stars are Aligning . . . What Does Our Outcomes and Practices Say?

  13. “If we keep doing what we’ve always done…we’ll keep getting what we’ve always gotten!”

  14. What Can We Do? • Transforming local practicesis key to moving forward.

  15. Evidence-based Practices • National Secondary Transition Technical Assistance Center www.nsttac.org has identified 17 evidence-based practices that predict post-school outcomes • Self-determination skills- Student Empowerment • Parental Involvement/Expectations • Work Experiences/Internships • Work! • Interagency Collaboration and Connections

  16. Self-Determination Skills Goal-setting & Attainment Self-regulation Choice-making Problem-solving Self-awareness Self-advocacy Decision-making Self-efficacy

  17. PREFERENCE OPPORTUNITIES CHOICE EMPOWERMENT DECISION-MAKING SELF-DETERMINATION

  18. CHOICE • How many work experiences (paid or nonpaid) do individuals with disabilities typically have prior to permanent job? • How many experiences does it take before truly understanding a person’s strengths, preferences, interests, and needs? • How many opportunities prior to closing the case?

  19. The Importance of Choice • Depends on preference which . . . • Depends on experiencing options which . . . • Depends on making options available which . . . • Depends on decisions to explore options . . .

  20. Parent Involvement and Expectations • Higher expectations and higher involvement lead to better employment outcomes. • What are your own expectations for students working competitively? • How does information get shared with families – When? How much? Formats? Venues?

  21. Expectations In 2004, U.S. President George W. Bush referred to "the soft bigotry of low expectations" as one of the challenges faced by disadvantaged and minority students.

  22. The Pygmalion effect, or Rosenthal effect, refers to the phenomenon in which the greater the expectation placed upon people, often students and employees, the better they perform.

  23. A Question: What can you/ your organization do to increase the likelihood of youth being productively engaged after high school?

  24. Implications for Practice • Facilitate more work-based learning and work experience in high school for all students with disabilities. • Teach self-determination skills using evidence-based curriculum (e.g., Self-directed IEP, Whose Future Is It?) • Support families to for high expectations and work as an outcome • Connect students and families with adult agencies prior to school exit to build trust and sustain employment • Conduct benefits planning

  25. Indiana School-to-Work Collaborative Coaching Students for Career Success

  26. How It Started . . . • As a state. . . .we needed to revitalize collaboration between schools, VRS and adult employment providers from past experiences • The design was created by Schools, Indiana Association for Rehabilitation Facilities (INARF) employment group representatives, Indiana Association for People Supporting EmploymentFirst (INAPSE) representatives, and others. • Used our State Transition Policy Workgroup as oversite for policy implications.

  27. Key Elements of Local Collaborative • Collaborative of Community employment providers • Single Point of Contact • Personal Profile- Discovery process • Immersed Internship • Student Empowerment Training • Benefits Planning • Family Training

  28. “At first people refuseto believe that a strange new thing can be done, then they begin to hope it can be done. Then it is done, and all the world wonders why itwas not done centuries ago.” --‐Frances Hodgson Burnett, “The Secret Garden”

  29. THANK YOU Teresa Grossi, Ph.D., Director Center on Community Living and Careers Indiana Institute on Disability and Community Indiana University tgrossi@indiana.edu 812-855-4070

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