Transition 101: Work-based
Activities
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
Website: www.seattleu.edu/ccts
Email: ccts@seattleu.edu
Phone: 206.296.6494
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raising your hand (if you have a microphone).
Quality Indicator Secondary Transition(QuIST)
Click on red
triangle
The QuIST is a multi-dimensional program evaluation
process designed for district/Local Educational Agencies
(LEA) teams to:
 Facilitate communication and sharing within and
among the district and its interagency partners;
 Identify areas of strength and opportunities for
improvement;
 Promote planning and improvement;
 Evaluate and measure progress.
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
Essential Question
How can the work-based transition activities be
incorporated into the school day while balancing
the needs of each student?
What is Work-Based Learning?
• Well-designed and -implemented work-based learning
activities contribute to both the intellectual and career
development of high school students
• Three Key Components:
(a) school-based learning classroom instruction
involving both academic and technical areas;
(b) a work-based learning structured work activity; and,
(c) a connecting career development activity
Internship Opportunities
Job Shadowing
Job Readiness Skill Development
Integrated Employment
Employment with Supports
Transition Planning for Employment
34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)
Transition assessment
The ongoing process of collecting data on the individual’s
needs, strengths, preferences, and interests as they relate to
the demands of current and future working environments
educational, living, personal and social environments.
Transition Planning for Employment
1) Strengths: What strengths does the student have in
meeting some of life’s demands as they relate to
education/training, employment, and independent living?
2) Needs: What are the main barriers to the student
reaching postsecondary endeavors (e.g., college/training
program, a job/career, accessing the community, or living
independently)?
3) Interests: What are the student’s interests, currently
and in the future? What activities/experiences promote
curiosity and catch their attention?
4) Preferences: Given the opportunity to choose from
available options in the areas of education/training,
employment, and independent living, what options,
according to the student, will motivate the student and
make him/her happiest?
Transition Planning for Employment
Career Websites
• Inside Jobs
– http://www.insidejobs.com/
• O*Net
– http://www.onetcenter.org/
• The Career Key
– http://www.careerkey.org/
• CareerOneStop
– http://www.careeronestop.org/
Internship Opportunities
Internship Opportunities
Quality Indicators
• Students have access to community-based
internship or volunteer info in school
• Students participate in quality community-based
internship or volunteer experiences that relate to
their postsecondary goals
• There is a process in place to ensure that students
and mentors receive orientation on the laws and
policies that govern community-based learning
Internship Opportunities
Quality Community-Based Internship
1.
2.
3.
4.
Part of a continuum of work-based learning
Paid or compensated (e.g. stipend)
Drive education equity
Based on identified youth interests and learning
objectives (student’s postsecondary goals)
5. Align with academic learning
Paraphrased from the National Academy Foundation’s 10 Gold Standards
http://naf.org/files/press_release/2010/03/InternshipGoldStandards_onesheet.pdf
Internship Opportunities
Quality Community-Based Internship
6. Produce valuable work
7. Experiences are prepared for and reflected upon
8. Participants are supported throughout the
experience
9. Assessed against youth interests and learning
objectives
10. Occur in safe and supportive environments
Internship Opportunities
Legal Notes
• Paid or compensated internships are preferable, but not always
possible
• Unpaid internships or volunteer experiences can also be valid
experiences, but be aware of the laws and policies
• The main difference between an unpaid internship and a paid one:
the internship experience is for the benefit of the intern
– Structured around a classroom or academic experience
– Provides individual with range of skills (not employer-specific)
– Cannot replace regular workers
– Emphasis is on training
– Fixed duration
Paraphrased from http://www.dol.gov/whd/regs/compliance/whdfs71.pdf
Internship Opportunities
Classroom Connection
• How can internship opportunities be incorporated into the
school day while balancing the needs of each student?
– Align internships with academic learning
– Incorporate reflections and assessments of internship experiences
into class work
– Re-visit the transition assessment
Job Shadowing
Job Shadowing
Quality Indicators
• Students receive instruction on the purpose and process of
job shadowing
• Job-shadowing experiences are short-term, time-limited in
nature, and are related to students’ postsecondary goals
• There is a process in place to evaluate job shadowing
experiences by students and staff
Job Shadowing
Purpose
•
•
•
•
Opportunity to witness professional tasks performed
Chance to see what skills and knowledge are required
Get a feel for the work environment and routine
Longer experiences are preferable (half-day or full-day) so
the student can see a range of tasks and meet more
people who work there
Job Shadowing
Tips
• Videos are an alternative for remote and rural districts
although in-person job shadows are preferable
• Use your school campus
– Wide range of career categories at your school
• Use the community
– What are the main industries in your community? What are some of
the “hidden” ones? Be creative!
• Build relationships with community partners
Job Shadowing
Classroom Connection
• How can job shadowing activities be incorporated into the
school day while balancing the needs of each student?
– Build curriculum around in-person or virtual job shadows
– Reflections on the job shadow experience
• What did the student like? Dislike? What else might the student like to
try?
Job Readiness Skill Development
Job Readiness Skill Development
Quality Indicators
• Students are provided experiences that support the development of
positive work habits, tolerances, and behaviors
• Students participate in Career and Technical Education programs and
courses
• Students exit school with appropriate job-seeking behaviors through
job-readiness curricula and training
• Students exit school with an understanding of how community
resources and family members can assist them in their role as a worker
• Students exit school with an ability to access, accept, and use needed
supports and accommodations for work experiences
Job Readiness Skill Development
Skills Development
• Some common job readiness skills include communication,
interpersonal, decision making, lifelong learning
• Family can be part of this (see NCWD/Youth Info Brief)
• Include student’s skills in the “Summary of Performance”
• Skills to Pay the Bills curriculum (DOL)
• Small business model within school
• Coffee cart, etc.
Job Readiness Skill Development
http://www.dol.gov/odep/topics/youth/softskills/
Job Readiness Skill Development
Classroom Connection
• How can the job-readiness skill development activities be
incorporated into the school day while balancing the needs
of each student?
– Build a lesson or unit around Skills to Pay the Bills curriculum
– Incorporate into class work—resume writing, etc.
– Build into goals, Summary of Performance
Integrated Employment
Integrated Employment
Quality Indicators
• Students exit school with work experiences that are
relevant and aligned to their postsecondary goals
• There are policies and procedures in place to ensure that
the legal requirements for work-based learning are met
• School staff receives ongoing training in job development
and placement
• Relevant and comprehensive job/work evaluations are
used to monitor student learning and success
Integrated Employment
Work Experience Tips
• Should always be related to the student’s transition
assessment and postsecondary goals
• Multiple on-the-job training experiences that are
specifically linked to the content of a program of study and
school credit
– Can include community service (paid or unpaid)
– Volunteering is a great way to gain experience
Integrated Employment
Classroom Connection
• How can the work-based transition activities be
incorporated into the school day while balancing the needs
of each student?
– Have students prepare for and reflect on work experiences
Employment with Supports
Employment with Supports
Quality Indicators
• There is a process in place to identify the level and type of
on-the-job supports needed by individual students
• Community work experiences emphasize “real” work
experiences
• School staff receives current and regular training
• Students and parents actively participate in developing
“natural supports” (Connections and supports to secure
and sustain employment)
• Relevant and comprehensive job/work experience
evaluations are used
Employment with Supports
Self-Advocacy Skills for Students
• Understand the relationships between benefits planning
and career choices
• Learn to communicate their disability-related work support
and accommodation needs
• Learn to find, formally request and secure appropriate
supports and reasonable accommodations
• Have a working understanding of the laws around supports
• Education about disclosure
Adapted from NCWD/Youth
Employment with Supports
Classroom Connection
• How can the work-based transition activities be
incorporated into the school day while balancing the needs
of each student?
– Student-directed IEPs
– Self-determination and self-advocacy curriculum
Resources
• The American Association of People with Disabilities
(AAPD) http://www.aapd.com/
– Workplace and Employment page
• National Family Advocacy and Support Training Project
(FAST) http://www.fastfamilysupport.org/
– Building a Resume: Tips for Youth With Disabilities
• National Collaborative on Workforce and Disability for
Youth (NCWD/Youth) http://www.ncwd-youth.info/
– Info on just about any work-related topic
• Job Accommodation Network (JAN) http://askjan.org/
– Info on job accommodations
• Ticket to Work http://www.chooseworkttw.net/index.html
Resources (Cont’d)
• Secretary’s Commission on Achieving Necessary Skills
(SCANS) http://wdr.doleta.gov/SCANS/whatwork/
– Report on the level of skills required to enter employment
• Skills to Pay the Bills (DOL)
http://www.dol.gov/odep/topics/youth/softskills/
• US DOL Wage and Hour Division http://www.dol.gov/whd/
– Employment of workers with disabilities:
http://www.dol.gov/whd/specialemployment/workers_with_disabilitie
s.htm
– Disability Resources:
http://www.dol.gov/dol/topic/disability/index.htm
• Disability.gov https://www.disability.gov/employment
Tune in on Wednesdays from 3 to 4 pm.
January 9th
February 13th
March 13th
Transition 101:
System Support
Topics include administration participation, staff development,
support staff participation, resource allocation, and state and
federal reporting.
Transition 101:
Topics include family and school collaboration, family and school
Family Involvement communication, and parent and family training.
Transition 101:
Connecting
Activities
Topics include agency resource information, agency participation
and parental consent, and the Memorandum of Understanding
(MOU).
1) Using the Chat Box, type in at least one tool or support
CCTS provided that you found helpful and would like to
use again.
2) Let us know at least one way CCTS can better support
your team this year.
3) After the webinar, please respond to the quick survey
sent to your email.
Thank you for joining us today!
www.seattleu.edu/ccts
Email: ccts@seattleu.edu
Phone: (206) 296-6494