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Work Experiences inRural Areas
For youth with disabilities
Ellen Condon, UMT Rural Institutehttp://ruralinstitute.umt.edu/transition
(406) 243-4134
1UM Rural Institute 2011
http://www.ruralinstitute.umt.edu/transitionhttp://www.ruralinstitute.umt.edu/transitionmailto:[email protected]:[email protected]:[email protected]://www.ruralinstitute.umt.edu/transition7/31/2019 Work Experiences Rural Final
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The End Goal of Work
Experiences
Placement into a well-matched jobwith adequate and individualized
supports in place upon graduationfrom high school
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Students who graduateinto a paid job, or who
have real workexperience prior tograduation, are more
likely to be employed asadults.
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In order to graduate into a jobwe need to:
Maximize marketable skill development,
Teach the student to be as independent
and self-directed as possible,
Promote student and family
understanding of the youthsaccommodation & support needs.
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In order to graduate into a job weneed to:
Understand their ongoing support needs,
Creatively determine how to meet those
needs,
Inventory existing supports available,
& connect to ALL potentialservices/supports.
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Employment in your community may lookdifferent than it does in a college town.
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Community Membership also looks
different in a small town. Many times youth drive 20 miles to
school,
Everyone knows everyone else,
People with and without disabilities needto be creative to live in rural areas andearn a living,
A great place to network, And use social capital!
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Customized Employment
According to US/DOL:Customized employment means
individualizing the employment
relationship between employees andemployers in ways that meet the needs ofboth.
It is based on an individualizeddetermination of the strengths, needs, and
interests of the person with a disability,and is also designed to meet the specificneeds of the employer.
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Two Distinct Approaches
Labor Market JobDevelopment
Job openings
Employer needs
Applicants
Compete to determinewho is most qualified
Customized JobDevelopment
Position tailored to theindividual and employer
Employment proposalreplaces application
One-of-a-kind positionwith accommodationsand supports built in ornegotiated
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The questions that you need toask and answer are different
Labor Market Is the person ready?
What skills does ourlocal labor marketneed?
How do this jobseekers skills
compare to these jobdescriptions andopenings?
Customized Do we understand
the individuals idealconditions ofemployment?
What are theircontributions?
Tasks and skills?
Who are theirconnections?
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What do people do for work andincome in your town?
Ranching Agriculture
Tourism
Hunting
Home-basedbusiness
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Florence MT,
Self-Employment Types of Employment
Cabinet maker Concrete laborer Contract trucker Accountant Rancher
Race horse breeder Teach classes via
internet Plumber Sawmill Dog trainer/breeder
Employment mightbe wage employmentor
Self-employment:
Providing a service, Business within a
business, Resource ownership, Contract labor
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Employer Needs/BenefitsAnalysis
UM Rural Institute 2011
Unmet Workplace
Needs:
This area focuses ontasks that need toget done but are notgetting done in theway the employer
would like. It alsocan include tasksthat have not beenperformed but needto be.
Tasks BetterPerformed by
Others:
This area focuses onaspects of jobs thatmight better beperformed by others at
a lower pay grade.This option candirectly save moneyfor employers.
Specific Benefit/Productivity:
This area focuses onworkplace needs foradditional productivityin specific tasks. It
must be matched withthejob seekersspecific competencies.
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How do youth in your communitygain work experience and learn awork ethic?
4-H
Participating in thefamily business
Raising livestock
Moving irrigation pipe
Mucking stalls Stacking hay
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Purpose of Work Experience
Provide a foundation for the expectationof employment for all students
Provide an array of experiences fromwhich specific interests might emerge
Provide increasing insight into necessary
conditions for success and discretecontributions
Provide information to guide curricularcontent in classrooms
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Purpose and intention of WorkExperiences evolves as the student
gets closer to exit.
Ages13-16:
Expose students to work
Build the vision that they will/can work Determine interests & preferences
Ages 16-17: Build and expand skills
Identify ideal conditions for success
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Purpose and intention of WorkExperiences evolves as the student
gets closer to exit.
Last year or two of school:
Identify ongoing support needs & strategies
to meet them
Clarify ideal conditions for success
Strive to make the last day of school look nodifferent than the first day after graduation;activities, support providers, routine.
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Types of Work Experiences and PaidEmployment
1. Volunteering2. Job Shadowing3. Service Learning/Internships4. General Work Experience5. Matched Work Experience6. Customized Work Experience
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Non-profits
Food bank
Senior services Humane society Civic club Volunteer fire department Thrift store Head start Nursing home Hospitals
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Services withinSchool/Community
Yearbook
Sports team management
Errands for neighbors
Branding and vaccinating
Fundraising for a cause
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Generic Unpaid Work Experiences
In-school Grounds
Kitchen
Office
Services to teachers and students
Community-based
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Unpaid work experiences in for-profitbusiness must follow DOL regulations.
While the existence of an employment relationshipwill not be determined exclusively on the basis ofnumber of hours, as a general rule, eachcomponent will not exceed the followinglimitation during any one school year:
~~ Career exploration 5 hours per jobexperienced
~~ Career assessment 90 hours per jobexperienced
~~ Work-related training 120 hours per jobexperienced
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Handbook for Implementing a ComprehensiveWork-Based Learning Program According to theFair Labor Standards Act, Third Edition. Revised,
updated, and edited by: David R. Johnson, CarrieSword, and Barbara Habhegger, February 2005.
The entire handbook can be accessed athttp://www.ncset.org/publications/essentialtools/flsa/default.asp
Resource:
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Work experience might be assisting aneighbor.
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Self-EmploymentUM Rural Institute 2011 26
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Self-Employment: varmint control,raising birds for sale
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S lf l d li b i b d h d
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Self-employment: a delivery business based upon the need
to be on the go, and involving the task of delivery.
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Mik k i d lf l t
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Mikes work experiences and self-employment
were jointly supported by the school, family, VR
and WIA.
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http://employmentfirst
georgia.org/Videos.aspx
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Develop a Plan for Each Work
Experience
Assessment plan Site specific Student specific
Training Plan Site specific
Student specific
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A plan to teach and assess specificskills
Interacting withunfamiliar people
Unexpectedinformation
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Assessing: academic skills problem
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Assessing: academic skills, problemsolving, ability to workindependently, to follow directions
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Types of Work Experiences
General work experience Varied experiences offered to all students
Matched to student interest
Customizedto the students idealconditions for the purpose of gatheringinformation about tasks, skills orvalidating a condition
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General Work Experiences
Bitterroot GardenBitterroot HumaneSociety
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Tylers Skills and Abilities
Remembers tasks, dates, names, information Has good reading and math skills Initiates tasks that need to be done Highly motivated and willing to work Social and likes to interact with familiar people Thorough Strong work ethic Works quickly Follows instructions
Motivated by a paycheck Likes to be helpful
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Tylers Support Needs
Asking for assistance
Interacting with unfamiliar people
Following the methods requested by theworkplace
Working independently instead of asking
for help when he didnt need it Support to work through learning a new
task when he found it difficult
Walking to and from work
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General Work Experiences inMiddle School
Alex in Middle School Flathead Food Bank
Food bank: stocking
food, portioning food,newsletter mailings
School library:shelving books
In-school newspaper
delivery
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Alexs Skills and Tasks
Follows a written list of tasks Files by letter Types data into computer Folds, stuffs envelopes, labels Follows rules
Attends to time Learns routes and layouts Measures out food Stocks and organizes shelves
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Alex: what did we learn aboutconditions and support needs?
Alex does best when he knows what is coming, theschedule, and the length of each activity He learned to manage his own front loading of work
information (called in to the food bank) Following work rules- wearing gloves Remembers routes and routines Driven to complete the task Being flexible
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Alexs support needs and goals:Work Experience & the IEP
Response when others dont follow the
rules School library
Response when people are in your wayand make it difficult to do your job
Delivering papers throughout the school Understanding that your work is driven by
a specific production amount or time
Expand his tasks and marketable skills
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Alexs Matched Experiences:Interests in kids, computers, books
CDC: filing, organizing, inventory forms,copying and filing forms
Reading to children, support person for
summer camp
Kalispell Public Library
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Alexs matched work experiences:The plan for high school
Expand Task ListIdentify AdditionalSkills
Working with childrenin the summerprogram, reading,theater
Computers
Cooking/ foodpreparation
Editing/ proofreading
Numbers/math
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Tyler collated fact sheets and assembled packets,including placing stickers on the folders, for the RuralInstitute Transition Projects.
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Tylers new duties include waiting oncustomers and running the cash register.
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A matched o k e pe ience to disco e
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A matched work experience to discoverinformation about skills, tasks, attributes
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Ian volunteers at the MissoulaFood Bank
Ian uses a writtenchecklist to:
Initiate work withouta job coach tellingme to do so
Move from one taskto the next
Remember thesocial rules of mywork environment
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My Skills: I have an excellent memory
and know where to placeitems after being shown
just once.
I remember peoplesnames.
I write my schedule on acalendar months inadvance.
Im always enthusiastic
about going to work.
I use visual strategies towork independently.
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A Customized Work Experience
If you need moreinformation aboutconditions or tasks,
customize a workexperience beforeseeking the paid job
Clarify conditionsneeded or tasks thatcould be performed
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UM Rural Institute 2011
Unbundling demand
Employers have typically met needs bybundling demands into job descriptions.
Job seekers with complex lives often donthave the whole package to offer.
Customized Employment allows employersto unbundle demand and to takeadvantage of discrete competencies.
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A Customized Work Experience
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The type & purpose of experiencesevolves with the students age:
Age Focus of Experience
Middle school Volunteering
Job shadow
In-school jobs
Purpose Explore student
interests andpreferences aroundwork
Introduce work as aconcept
Start task list
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Purpose of Work Experience
Build Marketable Skills Clarify Conditions
Build skills andcompetencies topresent to employerswithin areas of
interest
Expand the studentstask list
Clarify ideal orneeded conditions foremployment
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Assume that everyonecan contribute andtherefore everyone can
work.Determining how some students will
participate is going to require
Discovery of who they are and whatthey can do.
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How are we typicallydocumenting studentsperformance during work
experiences?
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Capturing information aboutstudents performance:
Observation notes, pictures, video, task list
Work Assessment Summaryhttp://ruralinstitute.umt.edu/transition/articles.asp
Visual Profile/Portfolio
Narrative Vocational Profile
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How are we sharing
information about thestudents skills, supportneeds, and experiences
with new support staffand adult service
providers?
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Observation Notes
DescriptiveNon-judgmental
NarrativeJust the facts
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Features of task observation:
Motivation indicated
Supports offered/used
General Performance: pace,correctness, consistency, stamina
Specific Tasks: what is it, does generalperformance vary with tasks
Connections Concerns
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Observational Notes
Tyler collated the 7 different Social SecurityFact sheets and created 30 folders in 20minutes. Upon completion of this task there
were 3 of one of the fact sheets left overwhile the rest were all gone. Tyler flippedthrough each of the 30 packets looking forany packet that did not have 1 copy of eachof the fact sheets. After checking all 30 he
walked to his supervisors office and told herhe was done and that he had a few extra factsheets.
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Indentifying ongoing supportneeds for after high school &
planning to meet those needsIdentification of concrete needsenables the team to brainstormvarious ways to meet those needs
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Wades plan for a position thatmatches
What does he need tobe successful?
What will he bring tothe job?
Condition Interest Clear routine cooking
Begin/end to task sports
Time & rep to yard work
learn new tasks
Little down time or
A concrete plan for down time
No laundry
Work hrs coincide with
transportation
Contribution Motivated to work, and complete
work Pays attention to quality, cleans
up after self Follows patterns
Models other people Team player Strength and stamina Likes to be helpful
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Plan for a position that matches
What tasks can Wadedo?
Who might need themdone?
Tasks Rake, haul dirt, plant, water, dig
holes, shovel
Fill and replenish supplies
Pour to measure, fill containers toprerequisite amount
Prearrange/ arrange products
Unpackage, package items Sort items
Build boxes
Stock shelves
Hang clothes
Clerical tasks
Employers Food bank and community
kitchen to assess safety in thekitchen, eye for detail,independence, look foradditional tasks
Universal Athletics- unloadtrucks, hang clothes, sortclothes, enter data
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The End Goal of Work
Experiences
Placement into a well-matched jobwith adequate and individualized
supports in place upon graduationfrom high school
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