project access: putting best practice to work jeri dickinson and mimi kato, university of oregon
TRANSCRIPT
PROJECT ACCESS: PUTTING BEST PRACTICE TO WORK
Jeri Dickinson and Mimi Kato, University of Oregon
Session Outline
General Overview Lessons Learned Data/Student follow up status Roll Out Website/Materials
Project ACCESS
Accelerated Career Counseling and Employment Support Services
Oregon Vocational Rehabilitation University of Oregon Purpose: Model Demonstration
Youth Transition at younger age VRC in schools Family involvement
Scaffolded Organization
Project ACCESS: Sites
3 traditional high schools; 2 alternative high schools
Rural, Suburban, Semi-urban Student populations ranged from 100 -
1600
Planning
Initial Planning Meetings Concept charts
Summer Planning Two Academies (June/August) Attendees Agenda
Curriculum Ordering and Development VRC Role Finalize Curriculum Matrices
Self
Who am I?
My IEP
Self Advocacy
Foundational Skills
Social Skills
Study Skills
Independent Living
Skills
Exposure to Options
Employment
Postsecondary
Education
Other Options
Planning / Goal Setting
/ Problem Solving
Personal
Work
Academic
Sample “Early” Concept Map
Family Involvement
Family Events
School Events
IEP Meeting
s
Curriculum
Activities
Website Resourc
es
VR in the Schools
Interacting directly with students in school setting
Meeting with special education teachers/staff
Co-teaching transition lessons Attending Summer Planning Academies
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Defined Outline of Services
Assist eligible students with disabilities to transition from HS to postsecondary training, education, or directly into employment upon exit
Vocational Guidance and Counseling occurs while the student is still in HS
The Individualized Plan for
Employment (IPE) is coordinated
with the student’s IEP and in place
prior to the student’s exit
Possible VR Transition Supports
Outreach to educate individuals about the VR process and services
Conduct preliminary assessment interviews Attend Transition IEP meetings as the VR
agency representative when invited by the school
Provide guidance about informed choice, disability issues, and employment
Network activities that contribute to successful employment outcomes
Based on Need, Services May Include
Assessment for determination of eligibility & VR needs
Referral to other agencies
Counseling and guidance
Job search and placement services
Personal assistance services
On-the-job training
Community Based Work Experience for school to work transition
Physical and Mental Restoration Services
Vocational & Other Training Services
Transportation
Occupational Licenses, Tools
Rehabilitation Technology Services
Other Goods & Services
Technical assistance to develop a business
Post Employment Services
VR: Early Services (3-4 yrs to grad) Consult with and educate schools, parents, students,
and other agencies about VR services Conduct outreach to include VR orientation
presentations, dissemination of VR brochures, and technical assistance with transition IEP planning
Participate in transition fairs, job fairs, and other activities targeting parents and students to increase appropriate referrals
Conduct early identification and assessment of student needs for transition services
Communicate relevant VR policy which may impact a student’s application or eligibility for VR services
VR: Later Services (1-2 yrs to grad)
Counsel the student, parent and/or guardian on vocational goals, evaluations, recommendations, and discuss options for VR services so that they can make an informed choice
Encourage career exploration, mentoring, job shadowing, and volunteerism
Provide guidance and counseling about work attitudes, habits, and behaviors generally required by employers
Determine eligibility Coordinate and provide payment for any
assessment necessary for VR services
Who Should Be Referred to VR?
Students who have expressed an interest in working or in finding out more about work
Students that have an IEP Students that have a 504 Plan Youth at High Risk of Dropping Out of
School Students who don’t need
academic/physical accommodations can still be provided information about VR and Transition services.
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Schools: When Should a Student Apply?
When ready to make an informed choice
When expressed an interest in work or learning about employment options
At least two years prior to HS exit
Contact should be made at the end of the Sophomore or early in the Junior year… or
Two to three years before graduation or exit for those students staying until age 21
At age 16 and older if the student is or will be involved in a community work experience
Some of this just takes time—time to develop relationships
Also working to develop efficient but meaningful interactions by being present within schools on a regular basis
Importance of simple things—having an office or space, introduce VRC to faculty at faculty meeting, VRC attend classrooms and meet students, attend department meetings, attend IEP meetings when possible
Lessons Learned
Increasingly challenging to find dedicated time within classrooms and schools to focus on transition-related issues within the context of academic accountability reforms
Attempt to address this through the development of free curriculum that can be incorporated into academic content areas or taught as stand-alone, or delivered in 1:1 or small group formats
Lessons Learned
Yearly Assessments of Students—we expect improvements in:
vocational skills awareness; career locus of control; problem solving skills; employment-related social skills; employment status; changes in # of students receiving VR
services; and reductions in high school dropout status.
Extended Project Outcomes
Currently, efforts are ongoing to replicate the ACCESS model in school districts throughout Oregon. At present, there are five school districts that have put elements of ACCESS into practice. These school districts are located in both urban and rural areas
Replication of Success
In the past four years, Eugene Oregon School District 4J has had the presence of a VRC in the 18-21 year old transition program, Connections. This program provides focused transition services to those students who continue to be eligible for IDEA transition services through their 21st birthday
Replication of Success
Mid Valley Behavioral Care Network (MVBCN) has applied the concept of Project ACCESS in one of the project sites, Cottage Grove school district, Kennedy alternative school. The MVBCN project is not a part of the federal model demonstration grant, 84.235U, but is being funded from other sources
ACCESS Expansion and Sustainability
Early Assessment Support Alliance based its implementation of Project ACCESS on the work of the Kennedy Alternative School in Cottage Grove, Oregon
Project ACCESS facilitators work with each individual in an individualized plan
ACCESS Expansion and Sustainability
Plans can include assessment such as interests, skills, strengths and values, vocational exploration, obtaining and retaining school experience, in vivo and internship experiences, and obtaining and retaining paid employment
The ultimate goal is to significantly reduce long-term unemployment and underemployment among individuals with psychotic illness
ACCESS Expansion and Sustainability
In 2012, mental health staff from three Oregon counties met with Oregon VR to begin implementation of the Early Assessment Support Alliance Project on a statewide basis. The initial sites are in both urban and rural areas
ACCESS Expansion and Sustainability
http://projectaccess.uoregon.edu Website
Curriculum Resources
Teachers VR Counselors Families
Print Materials Postcard Tri-Fold Brochure
