Career Readiness & Employability

Subcommittee

• Craig Hall, Massachusetts Developmental Disabilities Council, co-chair

• Rep. Jacqueline Sly, South Dakota, co-chair

Mindy Larson

Senior Program Associate

Institute for Educational Leadership’s Center for Workforce Development

Institute for Educational Leadership (IEL)’s Center for Workforce Development • National Collaborative on Workforce & Disability for Youth, a

national technical assistance center

• Focus on needs of ALL youth, including youth with disabilities and other disconnected youth

– Improve state and local policy

– Strengthen workforce development service delivery

– Improve competencies of youth service professionals

– Engage youth and families

• Supported by Office of Disability Employment Policy, U.S. Department of Labor

About NCWD/Youth

• “A Career Ready person effectively navigates pathways that connect education and employment to achieve a fulfilling, financially secure and successful career.” (Career Readiness Partners Council)

• Career Literacy - The knowledge, skills & support necessary to make an informed decision about a career and the best pathways to pursue that career.

• A career development process enables youth to develop competencies in three skill domains: Self-exploration, Career exploration, and Career Planning & Management.

Career Readiness & Employability

Quality career development includes work-based learning opportunities and developmental appropriate skill-building activities focused on three skill domains:

Designing Statewide Career Development Strategies & Programs, http://www.ncwd-youth.info/StateCareerDevelopment

All Students Need High Quality Opportunities for Career Development

Self-exploration

Ability to identify personal interests, skills, and values to better understand oneself and inform decisions

Career Exploration

Ability to identify and analyze various career options in terms of what education, training, experience, and competencies are required for success

Career Planning & Management

Various skills needed to maintain employability and navigate career changes throughout the lifespan (Includes soft skills, career-specific skills, job search skills, financial literacy skills, youth development and leadership competencies)

• Person-centered planning (e.g. self-directed, strengths-based)

• 42 states and D.C. require or encourage ILPs for all students – Names differ by state: Student Success Plan, Individual Career & Academic Plan, Individual Graduation Plan

• ILPs typically begin in middle school, sometimes earlier

• Not the same as an Individualized Education Program (IEP); complements and informs transition planning for special education students

• National research study found engaging in quality ILP process is correlated with higher college and career readiness

Many States Use Individualized Learning

Plans to Develop Career Readiness

Which states require or encourage using ILPs? ILP Policy Map: http://www.dol.gov/odep/ilp/map/

• Activities involving Self-exploration, Career exploration, and Career Planning & Management skills development

• Integrate into Regular School Schedule - advisory periods, weekly class, frequent part of year-round schedule

• Mentor/Advisor for Each Student – same teacher or counselor from grade to grade who supports ongoing career development

• Student-led Parent-Teacher Conferences & IEP meetings – Student presents their interests, goals, action plan

• Online Career Information Systems & ePortfolios – make activities & plans easy to access for students & families (ensure 508 compliant)

• Employers & Community Partners – mentor/advisors, work experiences, guest speakers, job shadowing, career projects

How to Facilitate Career Development Using ILPs to Increase Career Readiness

Early work experience is correlated with adult employment & other positive outcomes:

• “Paid work during the secondary years is the strongest predictor of post-school employment success for students with disabilities, regardless of disability label or intensity of special education services (e.g., Bullis et al. 1995, Wagner et al., 2014).” – National Technical Assistance Center on Transition

• Some studies indicate it increases school attendance, school engagement, and college attendance and decreases dropout rates and school suspensions (Medrich, Calderon, & Hoachlander, 2002; Jobs for the Future, 2007).

Various Types: Internships (paid or unpaid), Job rotations, Cooperative education, Service learning and volunteer work, Apprenticeships, Entrepreneurship/student enterprise, Job shadowing (Practice Brief)

Work-based Learning (Pre-employment experiences)

Resources on Career Readiness & ILPs

• Designing Statewide Career Development Strategies & Programs, http://www.ncwd-youth.info/StateCareerDevelopment

• ILP How-to Guide: “Promoting Quality Individualized Learning Plans: A How to Guide Focused on the High School Years” www.ncwd-youth.info/ilp/how-to-guide

• Using Career Interest Inventories, http://www.ncwd-youth.info/innovative-strategies/practice-briefs/using-career-interest-inventories-to-inform-career-planning

• Career Exploration in Action, http://www.ncwd-youth.info/innovative-strategies/practice-briefs/career-exploration-in-action

• Engaging Youth in Work Experiences, http://www.ncwd-youth.info/innovative-strategies/practice-briefs/engaging-youth-in-work-experiences

• Skills to Pay the Bills: Mastering Soft Skills for Workplace Success, http://www.dol.gov/odep/topics/youth/softskills/

Mindy Larson LarsonM@iel.org

NCWD/Youth: www.ncwd-youth.info

Funded by ODEP, U.S. DOL: www.dol.gov/odep

Contact Us

Kathy West-Evans, MPA, CRC

Director of Business Relations

National Employment Team (NET)

Vocational Rehabilitation (VR)

Engaging Business in Career Readiness and Employment

CSAVR –Vocational Rehabilitation (VR) System

• 80 agencies: State – federal partnership

• Every state, territories and D.C.

• Serving one million customers with disabilities annually – wide range and variety of talent

• Building career plans – individual goals aligned with labor market needs

• Career mobility and retention

• National Partners: VR&E, AIR

• Community agencies: 10,000 vendors

We Started by Asking Business

• Leadership: CSAVR; cross-state collaboration • VR: Dual Customer • National Network –

– Building the Infrastructure with VR – Partners: National, State and Community Partners – Veteran’s – VR&E and American Indian Rehabilitation

• Building Relationship and Strategies • Focus on Business Services • Largest Talent Pool of Individuals with disabilities • Leveraging the strengths of a national team delivering

at the state, local level

The NET: VR Business Services Defined by Business Customers

• Pre-Employment

• Internships • Training

• HR/Staffing

• Recruitment & Promotion

• Benefits & Compensation

• Retention Supports • Employee Advisory

Services • Accommodations

• Work Site Assessment • Assistive Technology

• Staff Training

• Disability Awareness • ADA/Employment Laws

• Financial Supports

• WOTC and Barrier Removal

• Universal Design

• Contracts • Facilities • Programs/Services • Assistive Technology • Information Technology

• Diversity Programs • Compliance

• EEO and Affirmative Action • Legal

• Labor Relations • Policy Development • Risk Management

• Product Development • Customer Service • Marketing & Outreach

Building a Strategic Plan with Starbucks

• Working with the USBLN: meeting with corporate team to look at current practice and the goals of the company. Partners included HR, Compliance, Diversity and Inclusion, Accommodations, ACCESS – ERG

• Roasting Plants, manufacturing and distribution: NV, PA, WA. Tours, meeting with the teams on-site. Review of positions and accommodation discussions.

• Washington: Hiring and recruitment for plant as well as corporate positions. Support for retention.

• Nevada: Inclusion Academy • Pennsylvania: local connections, recruitment and hiring in both distribution

and retail. Adopt Inclusion Academy model • National: corporate recruitment, sharing models across the NET, future

expansion – retail/training which includes baristas. Career Paths from within. NV, MD, other VR training centers and sites

• Must be a Person with a Disability that is 18 years of age

• Able to perform functions of job

• Background check completed for felonies or misdemeanors within past 7 years

• No High School Diploma or GED is required – Not an Industry requirement

• Two weeks Hands on training with Professionals in the industry

• Trainees are paid employees of Hyatt and Can list the Hyatt as employment reference

• Receive Certificates of Completion

• Program includes uniforms, meals, transportation, permits and housing, if needed

• Over 900 graduates have obtained employment

• Hyatt has hired over 250 graduates

• Opportunities for graduates in Hotels, Restaurants, Hospitals, Cruise Line, Catering and Grocery Stores

• Partner: Hands on Education

• Two weeks on-site

• Culinary Arts: now expanded to other areas and roles at the Hyatt

• FL, DC, MD, VA, TX, CO, WA, CA, MO, PA, HI, MN

Business Customer

Building a Strategic Plan with Lowe’s Partnership Agreement: NET & Lowe’s Companies

Strategic Plan – business operations: corporate, retail and distribution Build an internal team - accommodations Current Models Job and site analysis Four tiered approach: competitive, assisted or transitional employment, pre-training with supports, retention

Year 1: 556 hires at corporate, retail and distribution centers States: AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, IL, IN, IA, LA, MD, MA, MI, MN, MO, MS, NE, NV, NH, NJ, NY, NC, OH, OR, PA, SC, TX, UT, VT, VA, WA, WI, WY

NET: Other Business Based Models

Microsoft

Autism Spectrum Disorders

College Graduates

NET/VR – PROVAIL: Community Partner

Microsoft – travel, housing, per diem

VR – PROVAIL –NET/TAP

National Recruitment

Amazon

Project Inclusion

Community Partner:

NW Center

Sort Center – Seattle

On-site training and support

Portland

San Francisco

CVS Health

Retail and Distribution

Job Analysis: descriptions and on-site

Direct hire, on-site training and retention

Pharmacy Tech Training

Federal Partners: USDA U.S. Department of Agriculture

• The NET - MOU

• Federal Executive Order

• Schedule a Hiring

• Developing a Federal Resume

• Application Process

• Mission Critical Areas

• Key Agencies

• Job Corps

• Internships

• Talent Acquisition Portal

Talent Acquisition Portal (TAP) Increasing the Access to Talent

Contact Information

Kathy West-Evans, MPA, CRC

Director of Business Relations

The National Employment Team

Council of State Administrators of Vocational Rehabilitation

Kwest-evans@rehabnetwork.org

206.999.9455

The National Task Force • The Council of State Governments (CSG) and the National

Conference of State Legislatures (NCSL) convened a National Task Force on Workforce Development for People with Disabilities.

• Subcommittees: o Career Readiness and Employability; o Hiring, Retention and Reentry; o Entrepreneurship, Tax Incentives and Procurement; and o Technology, Transportation and Other Employment Supports.

• Taskforce Membership o National Co-Chairs: Delaware Gov. Jack Markell (CSG President)

and Nebraska state Sen. Beau McCoy (CSG Chair). o Two co-chairs from each subcommittee

Development of the Policy Framework Guiding Principles • Disability is a natural part of the human experience that in no way

diminishes one’s right to fully participate in all aspects of community life.

• Disability can develop at any point during an individual’s lifetime and have varying impacts.

• Successful disability policy embraces the “nothing about us without us” principle.

• People with disabilities are underutilized in our workforce and frequently experience social and economic disadvantage.

• People with disabilities have valuable and unique contributions to make.

Career Readiness & Employability Subcommittee

• Focus on K-12 and young adult education and transition to employment.

o Person-centered education and career-readiness planning;

o Non-traditional educational opportunities;

o Work- and community-based learning; and

o Collaboration with educational institutions, vocational rehabilitation, the workforce development system and the business community.

Approaching Disability Employment Policy as a State Official

• Everyone benefits when individuals with disabilities are in the workforce.

• Individuals with disabilities gain independence.

• The labor force gains workers with valuable skills.

• States Experience Increased Economic Success

• Next Policy Steps

Laying the Groundwork

• States as Model Employers

• Build Capacity for Disability Inclusion Efforts

• Focus on Disability Awareness

• Optimize Resources and Services

Laying the Groundwork

States as Model Employers

• Show State Commitment

• Infrastructure

• Hiring systems

• Advancement and retention

• Stay-at-Work and Return-to-Work Programs

• Training for State Personnel

Laying the Groundwork

Build capacity for Disability Inclusion Efforts.

• Technical Assistance for Businesses

• Develop Databases

• Expand Diversity and Inclusion Policies

• Convening a Task Force

• Coordinated Support Strategies

• Tax Incentive Policies.

• Tax Credits for Employment Supports

Laying the Groundwork

Focus on Disability Awareness

• Disability Etiquette

• Disability-related Professional Development

Laying the Groundwork

Optimize Resources and Services

• State System Coordination

• Formalize Partnerships with State Human Resource Agencies

• Support Community Organizations that Increase Employment Opportunities.

• Facilitate Inter-level Collaboration

• Support Job Coach Programs

• Developing an Accessible, Centralized System for Providing Information and Resources

• Establish Reporting Mechanisms to Measure Program Success

Preparing for Work

• Education and Career-Readiness Policies

• Facilitate Skill Development and Job Exploration

• Family Engagement

Preparing for Work

Education and Career-Readiness Policies

• Promote Comprehensive Development Plans.

• Include Youth with Disabilities in a Meaningful Way.

• Strengthen the capacity to design and implement inclusive programs and strategies.

Preparing for Work

Facilitate Skill Development and Job Exploration

• Expand Work-based Learning Experiences.

• Facilitate Collaborations that Support Work-Based Learning Experiences

Preparing for Work

Family Engagement

• Encourage Training for Families

• Provide opportunities for families to serve as advisers

• Engage families in planning

Next Steps • Questions or Comments

• Please check out the other CSG eCademy webcasts: – Workforce Development for People with Disabilities:

Entrepreneurship, Tax Incentives & Procurement on Tuesday, Nov. 15, 2 p.m. EST

– Workforce Development for People with Disabilities: Transportation, Technology & Other Employment Supports on Tuesday, Nov. 22, 2 p.m. EST

– Workforce Development for People with Disabilities: Hiring, Retention & Reentry on Tuesday, Nov. 29, 2 p.m. EST

Questions?