Rutgers, The State University of New Jersey Liberty Plaza, 335 George Street, New Brunswick, NJ 08901

rwjms.rutgers.edu/boggscenter p. 732-235-9300 f. 732-235-9330

Kelly R. Kelley, PhD Assistant Professor/UP Program Co-Director

Western Carolina University Cullowhee, NC

College to Career Ready: Innovative Practices that Lead to Integrated Employment

September 23, 2016

APA Hotel Woodbridge, Iselin, NJ The attached handouts are provided as part of The Boggs Center’s continuing education and dissemination activities. Please note that these items are reprinted by permission from the author. If you desire to reproduce them, please obtain permission from the originator.

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College to Career Ready: Innovative Practices

That Lead to Integrated Employment

Kelly R. Kelley, Ph.D.Developmental Disabilities

Lecture SeriesThe Boggs Center

What Does Your Roadmap Look Like?

Goals for Today’s Session• Brief overview of Think College and the UP Program

• Resources and practices with students

• Career interests/assessments/counseling/exploration

• Person centered planning in postsecondary education

• Resources and practices with employers/instructors

• College course advising/planning/scheduling

• Externships/internships

• Memorandum of agreements

• Transportation

• Evaluation/final products with future employment

• Evaluation and observation resources

• Video resumes

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Ongoing Evaluation

Alignment with College Systems & Practices

Sustainability Coordination & Collaboration

A STANDARDS BASED CONCEPTUAL FRAMEWORK FOR INCLUSIVE HIGHER EDUCATION

What is the UP Program?

• The University Participant (UP) Program is a two year, inclusive program for college-aged individuals with intellectual disabilities.

• Operated as a pilot program from 2007 to 2010; 2 UP students completed the program by 2010.

• Expanded to 4 UP students in 2010, 4 additional in 2011 for a total of 8 UP students each year.

• Funded initially as a model demonstration site in 2010 by U.S. Department of Education.

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Five UP Program Components

UP students must pay current university fees for auditing courses

Personal Development

Community Participation

Vocational Preparation

Social Participation and Learning

Course Auditing

UP Certificate Requirements

*Individual Plan for College Participation (IPCP)

What do UP Students do at WCU?

• Live in campus residence halls and experience college life with same age peers

• Have an individual plan that would allow personal development for post-UP success

• Attend and audit a limited number of classes

• Participate in social events and activities

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Where Do We Start?

We take the back seat and support our

students as needed. They take control in the driver’s seat and

experience opportunity and

natural consequences.

Types of Career Assessments

Formal and Informal

Transition Assessment and Planning

Employment

Education and Training

Independent Living

Should Address Three Areas

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Review of Informal Assessments

• Observation: watching or listening to an individual’s behavior and recording relevant information

• Interviews/Questionnaires: structured or unstructured conversations through question-and-answer format

• Environmental Analysis: carefully examining the environment in which an activity normally occurs

• Curriculum-based assessments: task-analysis, portfolio assessments, work sample analysis, criterion-referenced tests (Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities)

Job Related Inventories and Assessments

• Do2learn http://do2learn.com/JobTIPS/index.html

• Goodwill Community Foundation – Career Planning http://www.gcflearnfree.org/careerplanning

• Other teaching and assessment resources http://www.gcflearnfree.org/topics

Brigance Transition Skills Inventory

• Pre-employment/functional writing • Career awareness • Job-seeking • Post-secondary opportunities • Functional reading • Speaking and listening • Math • Money and finance • Technology • Housing • Food and clothing • Health • Travel and transportation • Community resources

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YES! (Your Employment Selections; Informal)

• Reading free, video based job preference program

• Videos for 120 jobs (2-4 minutes each)• Accessed by characteristics or job choices• Matched to training and qualifications

• Can access from web ($20 unlimited subscription for 3 months)

• www.yesjobsearch.com

Think/Pair/Share:What do you already use?

• What’s available to you?

• What do you like about the tool(s) you’re using?

• What do you feel is missing from what you do now regarding career assessment?

Person Centered Planning Resources

Planning around the person’s goals and desires with individualized supports when needed

Types of Structured PCP Resources

• Group Action Planning (GAP)

• Making Action Plans (MAPS)

• Planning Alternative Tomorrows with Hope (PATH)

• Whole Life Planning

• Choosing Options and Accommodations through Children (COACH)

• Positive Personal Profile (PPP)

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Pre-Admission Job Focused Course Planning

Individualized AND Inclusive Schedules

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Person Centered Vocational Preparation

Laying the Foundation for Integrated Employment

The UP Employment Plan

Post‐Graduation

Support from UP CDC fades and VR or other SE services pick up, community job is secured, UP monitors progress for up to two years

Year 2, Semester 3                                        Year 2, Semester 4               

Keep or change placements, continue class, begin networking and applying for jobs in community

On/off campus internships are maintained until community placement can be secured, classes continue

Year One, Semester 1                                       Year One, Semester 2

Determine Internship Plan, choose classes that alignStudents can stay in current placement for one more 

semester or change for a better fit while continuing classes

Pre‐Admission

Students submit documentation on previous employment and future goals (resume, academic roadmap/videos) 

On and Off Campus Internship Guidelines

• 10 hours a week

• Aligns with long term career goals

• Change each semester/year

• Support and training provided to employers as needed

• Encourage independence

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Setting Up Internships

• Network with WCU and community employers

• Share purpose of internship and answer any questions

• Provide employer with Memorandum of Understanding (MOU) and allow them to receive approval from supervisors

Memorandum of AgreementWCU Campus Recreation Center agrees to:

• Provide the UP student with minimum of 10 hours of work each week.

• Provide at least minimum wage per hour and a timesheet to the UP student

• Provide honest and evaluative feedback about UP student’s performance as requested by the UP Career Development Coordinator (midterm of semester).

• Make reasonable accommodations for UP students according to their needs as requested by the UP Career Development Coordinator.

The WCU UP Program agrees to:

• Ensure that the UP student has a student support with them (as requested).

• Provide assistance as requested to the UP student with time sheet at each pay period.

• Work with the employer to train the UP student for job tasks (provide resources to support greater independence with complex multi-step tasks).

• Guarantee that the UP student will be provided the supports and feedback necessary to fulfill job responsibilities to the best of his or her ability.

• Support the employer and work with them and the UP student directly (as the need arises) on the protocol to address behaviors that might be unacceptable in the workplace with other employees.

On Campus Employers

On Campus

Facilities Management (housekeeping, greenhouse, motorpool)

EnTOURage (campus tours)

Campus Recreation Center Hunter Library

Aramark Catering and Food Services Cullowhee Kids Preschool

Residential Living Instructional Technology (IT)

Student Mail Services Catamount Clothing & Bookstore

Kneedler Child Development Center Department of Athletics

Office of the Provost Campus Police

Center for Service Learning Creative Services/Fine Performing Arts

Disability Services Mountain Heritage Center

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Off Campus Employers

Off Campus (during internships and/or hired after graduating from UP)

McDonald’s Cherokee Animal Care Clinic

Ingles Ray’s Florist

Around the Son Preschool Signature Brew Coffee Shop

Northlake Children’s Academy Panera

Asheville Art Museum Susan’s Tax Service

Waynesville Police Department Arc of the Triangle

Waynesville Recreation Center Arc of Haywood County

Graham County Emergency Services Southwestern Child Development

CarePartners (elderly/home health) Adult Day Programs/Skyland Care

Supports and Accommodations

Supports and Accommodations

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Options for Transportation

Evaluating Work Performance

• Work with employers to develop work goals

• Bring goals to UP students to gain their feedback and develop/monitor them together

• Meet with UP students periodically to check in

• Schedule bi-weekly observations of job performance

• Encourage employer feedback and share with the UP student

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SPED 493: Special Topics Course

• Vocational Training • Modules• One-on-one support/role play• Career Services support• Career and Majors Exploration course

• Topics• Job fair preparation• Job search skills: websites & print media• Interview skills• Application completion• Cover letter construction• Resignation or changing jobs• Soft skills• Resume completion & distribution• Video Resumes

Transitioning Back Into the Community

• Network with Parents and Community Partners

• Work closely with Vocational Rehabilitation for UP students

• Think outside the box!

• Use of video resumes to sell job skills

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OPPORTUNITIES? ADVANTAGES?

Post It Activity: Take and Try It

Contact Us at up.wcu.edu

Kelly R. Kelley, Ph.D.

Assistant Professor,

UP Co-Director,

TA Mentor, Think College

kkelley@email.wcu.edu

thinkcollegeta@gmail.com

Reading/Reference List

College to Career Ready: Innovative Practices That Lead to Integrated Employment

Prepared by Kelly R. Kelley, Ph.D.

Additional Employment and Postsecondary Education Resources http://www.thinkcollege.net/resources-database

Getzel, E. E., & Wehman, P. (2005). Going to college: Expanding opportunities for people with disabilities.

Baltimore: Paul H. Brookes. Grigal, M., & Hart, D. (2010). Think college: Postsecondary education options for students with intellectual

disabilities. Baltimore: Paul H. Brookes. Grigal, M., Hart D., & Migliore, A. (2011). Comparing the transition planning, postsecondary education, and

employment of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17. doi: 10.1177/0885728811399091

Grigal, M., Hart, D., & Weir, C., (2011). Think College Standards Quality Indicators, and Benchmarks for

Inclusive Higher Education. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

Higher Education Opportunity Act of 2008, P.L. 110-315, 122 Stat. 3078. Kelley, K. R., Bartholomew, A., & Test, D. W. (2011). Effects of the Self-Directed IEP delivered using

computer-assisted instruction on student participation in educational planning meetings. Remedial and Special Education, 34(2), 67-77. doi: 10.1177/0741932511415864

Kelley, K. R., & Coco, C. M. (2013). Employment practices in a transition program for students with

intellectual disability. In McLane, K. (Ed.), Way Leads On to Way: Paths to Employment for People with Intellectual Disability. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Lindstrom, L., Hirano, K. A., McCarthy, C., & Alverson, C. Y. (2014). ''Just having a job'': Career

advancement for low-wage workers with intellectual and developmental disabilities. Career Development and Transition for Exceptional Individuals, 37, 1-10. doi: 10.1177/2165143414522092

Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary education and employment outcomes for youth

with intellectual disabilities. Think College! Fast Facts, 1. Retrieved from http://www.thinkcollege.net/publications

Neubert, D. A., & Moon, M. S. (2006). Postsecondary settings and transition services for students with

intellectual disabilities: Models and research. Focus on Exceptional Children, 39(4),1-8. Zafft, C., Hart, D., & Zimbrich, K. (2004). College career connection: A study of youth with intellectual

disabilities and the impact of postsecondary education. Education and Training in Developmental Disabilities, 39, 45-53.

Additional Person Centered Planning Resources

http://www.thinkcollege.net/resources-database

Cantley, P., Little, K., & Martin, J. (2010). ME! Lessons for teaching self-awareness and self-advocacy. Norman, OK: University of Oklahoma, Zarrow Center. Retrieved from http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html

Claes, C., Van Hove, G., Vandevelde, S., Van Loon, J., & Schalock, R. L. (2010). Person-centered planning:

Analysis of research and effectiveness. Intellectual and Developmental Disabilities, 48, 432-453. doi:10.1352/1934-9556-48.6.432

Halpern, A. S., Herr, C. M., Doren, B., & Wolf, N. K. (2000). Next S.T.E.P.: Student transition and

educational planning. Austin, TX: Pro-Ed. Hawbaker, B.W. (2007). Student-led IEP meetings: Planning and implementation strategies. TEACHING

Exceptional Children Plus, 3(5) Article 4. Retrieved from http://escholarship.bc.edu/education/tecplus/vol3/iss5/art4

Kelley, K. R., & Westling, D. L. (2013). A focus on natural supports in postsecondary education for students

with intellectual disabilities at Western Carolina University. Journal of Vocational Rehabilitation, 38(1), 67-76. doi: 10.3233/JVR-120621

Martin, J. E., Marshall, L. H., Maxson, L. & Jerman, P. (1998). The Self-directed IEP. Longmont, CO: Sopris

West. Martin, J. E., Van Dycke, J., D’Ottavio, M., & Nickerson, K. (2007). The student-directed summary of

performance: Increasing student and family involvement in the transition planning process. Career Development for Exceptional Individuals, 30, 13-26.

Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meetings.

Teaching Exceptional Children, 36(3), 18-24. Mazzotti, V. L., Kelley, K. R., & Coco, C. M. (2015). Effects of self-directed summary of performance on

postsecondary education students’ participation in person-centered planning meetings. The Journal of Special Education, 48, 243-255. doi: 10.1177/0022466913483575

McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for student involvement.

Arlington, VA: Council for Exceptional Children. Test, D. W., Karvonen, M., Wood, W. M., Browder, D., & Algozzine, B. (2000). Choosing a self-

determination curriculum. Teaching Exceptional Children, 33(2), 48-54. VanReusen, A. K., Bos, C., & Schumaker, J. B. (1994). Self-Advocacy Strategy for education and transition

planning. Lawrence, KS: Edge Enterprises. Wehmeyer, M. L., Lawrence, M., Kelchner, K., Palmer, S.B., Garner, N., & Soukup, J. (2004). Whose future is

it anyway? A student-directed transition planning process (2nd ed.). Lawrence, KS: Beach Center on Disability, University of Kansas.

Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special

education services and supports. Focus on Exceptional Children, 33(8), 1-16. Westling, D. L. & Kelley, K. R. (2015). Preparing your son or daughter for college: Suggestions for parents of

children with intellectual disability. Unpublished manuscript appearing at online at the blog, “Enjoying the Small Things.” Retrieved from http://kellehampton.com/?s=Westling

Westling, D. L., Kelley, K. R., Cain, B. & Prohn, S. (2013). College students’ attitudes about an inclusive

postsecondary education program for individuals with an intellectual disability. Education and Training in Autism and Developmental Disabilities, 48, 306-319.

Zarrow Center for Enrichment and Learning. (n.d). Transition education materials. Retrieved from

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials.html

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