Loran Vetter Sustaining3

Bridges to Youth Self Sufficiency: 

Bridges to Youth Self Sufficiency Building and Sustaining Successful Partnerships

Why is Collaboration Essential??: 

Why is Collaboration Essential?? There are over 117, 000 students with disabilities in California, ages 16-22 DOR serves 42,000 transition age youth with disabilities in California High School drop out rate for youth with disabilities is twice the rate of non-disabled peers

Why is Collaboration Essential??: 

Why is Collaboration Essential?? The California High School Exit Exam while currently waived with conditions may eventually increase the numbers of youth with disabilities who do not receive a diploma The median income of someone without a high school diploma is 11,864 versus 19,990 for someone with a high school diploma (Data from School Leadership that works: From Research to Results)

Why is Collaboration Essential??: 

Why is Collaboration Essential?? 12% of Individuals with disabilities graduate from college compared with 23% of non disabled adults 29% of individuals with disabilities are employed compared to 79% of non-disabled peers

Why is Collaboration Essential??: 

Why is Collaboration Essential?? The pyramid illustrates the workforce as it was prior to the huge increase in the birthrate from 1946-1964 Labor force to meet industry needs Industry needs Manpower Presentation 11-14-2006-Adam Shandrow Source- Bureau of Labor Statistics and the US Census Bureau

Why is Collaboration Essential??: 

Why is Collaboration Essential?? This pyramid reflects the shift in available workforce to meet today’s needs Industry needs Labor force to meet industry needs Manpower Presentation 11-14-2006-Adam Shandrow Source-United Nations Population Aging

Why is Collaboration Essential??: 

Why is Collaboration Essential?? 25% of the working population will reach retirement age by 2010 resulting in a potential worldwide shortage of 10 million. In 2002 the total labor force increased by 720,000 people as compared to 950,000 in 2001. Growth is slowing! By 2030 with the last baby boomers will turn 66, an unprecedented 20% of the population will be older than 65 – and may retire.

Statewide Approach to Collaboration: 

Statewide Approach to Collaboration CA and many other states are engaged in youth initiatives such as “Community of Practice” to create a state forum to address the needs of students with disabilities

Local Collaboration Activities: 

Local Collaboration Activities At the local level, CA Local Education Agencies (LEA) are the key to coordinating transition services The purpose of local collaboration is to: Establish common goals Develop solutions to interagency problems Address funding, staff and jurisdiction issues

Existing Building Blocks to Collaboration: 

Existing Building Blocks to Collaboration WorkAbility Transition Partnership Program Bridges to Youth Self Sufficency WorkAbility II WorkAbilty III WorkAbility IV

Workability I – High School: 

Workability I – High School Vocational Interest/Ability Assessment Curriculum support to teachers Paid/Unpaid Work Experience Job Development and Job Coaching Individual Transitioning Planning Coordination with TPP Retention and goal setting activities with employers Parental Participation

Transition Partnership Program – High School . . . : 

Transition Partnership Program – High School . . . Career/Employability Class for Juniors/Seniors Interest assessment and Career Planning Job Club activities Employer and Training agency speakers Job Shadowing activities Individual Education Plan/Individual Transition Plan coordination with IPE Vocational Counselor with DOR

Transition Partnership Program – And Beyond : 

Transition Partnership Program – And Beyond Implementation of Career Plan Linkages with local service providers Vocational and other post secondary education Job Development and Job Coaching Retention activities with employers and students

Adult School/ROP Workability II : 

Adult School/ROP Workability II Students/clients attend vocational classes and employability classes Tutoring services for academics Job shadowing in vocational field Individualized instruction Job Development and Job Coaching upon completion of training

Slide15: 

Bridges to Youth Self Sufficiency Youth 14yr-25yr receiving or “at risk” of receiving Social Security Benefits - Benefits Coordinator and Service Coordinator assist in developing an Action Plan Youth and family attend workshops and individual planning meetings - Bridges Career Transition Specialist provides career counseling and employment preparation

Slide16: 

Bridges to Youth Self Sufficiency Team approach for “staffing” with all agencies and partners involved with student and family - Social Security Benefits workshops are provided to educate the community and agency representatives

Workability III: 

Workability III Cooperative program between DOR and the Community College system Provides specialized vocational rehabilitation services which may include services such as: Vocational Counseling and Guidance, Vocational Assessment, Soft Skills and Pre-employment Preparation, Job Placement Services, and Assistive Technology

WorkAbility IV: 

WorkAbility IV Cooperative program between DOR and California’s State University campuses. Provides specialized vocational rehabilitation services which may include services such as: Vocational Counseling and Guidance, work experience and volunteer placements, Soft Skills and Pre-employment preparation, job retention services to student-clients and employers, and Assistive Technology

Community Partners: 

Community Partners The LEAs that administer the “Bridges” project have developed strong community linkages with many partner agencies. This presentation is designed to highlight and identify interaction between partners. It will illustrate through vignettes the results of positive interactions between schools and agencies to the benefit of the Young Adults in the BRIDGES Project.

Some Potential Community Partners: 

Some Potential Community Partners Family Networks Housing Supported Employment Mental Health Department of Rehabilitation One Stops Employers

Create an Action Plan: 

Create an Action Plan Identify current services Identify goals and needs –current and future Establish new connections Benefits Planning and education Maintain, monitor and follow along

Student Profile: Nathalie: 

Student Profile: Nathalie 17 years old Junior at Northwood High School Developmentally Disabled Bridges Program Participant for 1.5 years Summer Youth Employment Program (SYEP) for 2 summers (Target & Marshall’s) Mobility Training on public bus is on going

Problem Identified: 

Problem Identified Limited experience in work setting No experience using public transportation Mom very afraid & hesitant regarding bus use No ability to move about the community independently (gets lost easily) Very limited social life (1x per month at most) Low academic skills / Certificate of Completion Low parental expectations / not focused on independence

Community Partner Intervention: 

Community Partner Intervention Parents; Allen, Shea & Associates; Regional Center; and the Orange County Adult Transition Task Force Formative Evaluation OCATTF took this information and developed a tool to secure parental consent for employment training for their student Many community agencies gave input into the contents of the forms and approved them for use Used to secure parental input for students who are participating in work site learning

Resolution: 

Resolution Parents are considered important contributors to Bridges programming Parents assume the role of evaluators, collaborators, and system change agents Service providers utilize parent expertise in the Transition Planning process Parents acquire an enhanced outlook for adult independence and self sufficiency Nathalie is gaining confidence in her ability to acquire skills needed for a quality adult life

Student Profile: Howard: 

Student Profile: Howard Vallejo City Unified 19 year old Graduated 2004 – Vallejo High School Currently Attending Napa College

Problem Identified: 

Problem Identified No work experience Lacked confidence to pursue his dream Very low self esteem Difficulty talking in public

Community Partner Intervention: 

Community Partner Intervention Solano Employment Connection – One Stop Transition Partnership Program (TPP)/VR WorkAbility Bridges to Youth Self Sufficiency

Resolution: 

Resolution Collaboration with TPP/WorkAbility and One Stop to create a Youth Customer Relations position Howard applied and was selected Howard thrived in the position and became very outgoing and confident Pursuing his dream by studying music at Napa College and performing on stage

Building and Sustaining Successful Partnerships: 

Building and Sustaining Successful Partnerships Building Partnerships requires all parties to step forward and to look beyond their own silos. These vignettes demonstrated interaction and successful intervention utilizing agencies or other sources. Our intent was to illustrate that the development of unusual and creative partnerships will benefit your clients, your employers, and the workforce.

Data Collection: 

Data Collection Handouts Positive Impacts

Building and Sustaining Successful Partnerships: 

Building and Sustaining Successful Partnerships Contact Information: Loran Vetter California Department of Rehabilitation Statewide Coordinator for Education Programs 916-274-6121 lvetter@dor.ca.gov Joyce Montgomery Vallejo City Unified School District Transition Program Coordinator 1800 Ascot Parkway Vallejo CA, 94591 707-556-5700 ext. 51089 Jmontgomery@vallejo.k12.ca.us