Embed Size (px)
Citation preview
2/13/2017
1
December 7, 2016
The PowerPoint and handouts for today’s webinar
can be downloaded from www.pattan.net under the
training calendar tab for today’s date.
Unlocking Potential: Promoting Strengths and
Inspiring Success
GoToWebinar Dashboard
Tech Support
• Reconnect to the Webinar
• Join by Phone
• Reboot
• Local Tech Assistance
• Send Question to Presenter
2/13/2017
2
PA Community of Practice on Transition
The Pennsylvania Community on Transition is a group of various stakeholders from across Pennsylvania who work collaboratively to ensure appropriate transition outcomes for Pennsylvania youth and young adults.
4
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to
support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students
who receive special education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a
more restrictive environment.
2/13/2017
3
Agenda
Taxonomy for Transition Programming 2.0Dr. Paula Kohler, University of Central Florida
Strategies and Tools for Implementing the Guideposts for SuccessPatricia Gill, Institute for Educational Leadership
Secondary Transition Models for ReplicationDr. Joan Kester, The George Washington University
Taxonomy forTransition Programming 2.0
Paula Kohler, Ph.D., University of Central Florida
Purpose of Our Work
Purpose
Improve
student
outcomes!
2/13/2017
4
Process
Improve
student
outcomes by
improving
what we do!
Purpose of Our Work
What do I do now?
Flash Back to 1985
What to do?What works ?????
2/13/2017
5
Factors
Federal policy (e.g., IDEA, WIOA)
State and local policy
Community
Effective practices
Context for Improving Practice
Perspectives of Transition
• Narrow perspective
– The “check box”
– Transition planning as a referral process
– Focused on compliance
• Broad perspective– Transition planning encompasses all aspects of
education
– Focused on student outcomes
Questions
• How do we implement a broad perspective?
• What are the “interventions”?
2/13/2017
6
Using Models to Guide Practice
ConceptualModels
AppliedModels
Conceptual Models
• Will - 1984
• Halpern - 1985
• Edgar – 1987 or so
• And so on
• How to think about “it”
• Not what to do about “it”
What Are Effective Practices?
• What does research tell us are effective approaches?
• What do effective programs look like?
2/13/2017
7
Taxonomy for Transition Programming 1.0
• 1992 – 1996
• 4 studies to develop the Taxonomy
– Research analysis
– Exemplary program analysis
– Model project analysis
– Three-phase structured conceptualization
• Used Peters’ and Heron’s criteria for evaluating “best practices”
• Field-based
Taxonomy for Transition Programming (1996)
Stu dent
Develop ment
• Li f e sk ills ins truct ion
• Employ ment skills instruction
• C areer & v ocational curricula
• Structured work experience
• Vocational assess ment
• Accom modations & support
Family
Involvement
• F amily training
• F amily inv olv ement
• F amily -empowerm ent
s trategies
Pro gram Stru ctur e
and Attr ibutes
• Program philosophy
• Program policy
• Strategic planning
• Program ev aluation
• R esource allocation
• H uman resource dev elopment
Interagency
Co llabo ratio n
• Indiv idual-lev el planning
• In terorganizational f ram ework
• C ollaborativ e serv ice deliv ery
• Organization-lev el planning
• H uman resource dev elopment
Stu dent-focu sed
Plannin g
• IEP dev elopment
• Student part icipat ion
• Accom modations & planning
strategies
School-to-Work Framework
• 1996 – 2000
• Emphasis on school to work transition
• Extensive lit review to add the current science
– Kohler and Chapman_STW Lit Review_1999_ complete (http://homepages.wmich.edu/~kohlerp/pdf/Lit%20Review%20on%20STW%20Transition.pdf)
2/13/2017
8
Transition Practices Research
• Shift during 1999 – 2005
• How do we extend the research to practice?
• How do we continue to add the science?
• How do we facilitate application of the applied model?
• Developed tools for self-assessment and planning
2/13/2017
9
Critical Interrelationship
Establishing transition
education and services
Developing individual
student IEPs
Preparing students for the future
Student-Focused
Planning
Student
Development Interagency
Collaboration
Program
Structures
Family
Involvement
Taxonomy for Transition
Programming
Transition Practices Research
• 2006 – ongoing
• NSTTAC, NDPC-SD, NPSO and others
• Capacity building and local program improvement
• Continued knowledge development
• Ongoing reviews of the literature
• IES levels of evidence
• Correlational studies and specific interventions
2/13/2017
10
Our Challenge Continues
How do we link what we’ve learned from transition research with practices in our schools and communities?
Transition Practices Research:NTACT Expanded Emphasis
• Academic interventions in relation to transition focused education
• Keeping kids in school
• Vocational rehabilitation
• Success in postsecondary education
• CTE and work-based education
Taxonomy for Transition Programming 2.0
Program Structures
Program Characteristics
Program Evaluation
Strategic Planning
Policies and Procedures
Resource Development &
Allocation
School Climate
Student-Focused Planning
IEP Development
Planning Strategies
Student Participation
Family Engagement
Family Involvement
Family Empowerment
Family Preparation
Interagency Collaboration
Collaborative Framework
Collaborative Service Delivery
Student Development
Assessment
Academic Skills
Life, Social, and Emotional Skills
Employment and Occupational Skills
Student Supports
Instructional Context
2/13/2017
11
Taxonomy for Transition Programming 2.0• Newly updated – April 2016
• Embeds EBPPs for
– Dropout prevention
– Family engagement
– Graduation
– Human resource allocation in schools
– Instructional context
– Rehabilitation
– School climate
– School scale up
– Social, emotional, and life skills
– Transition to postsecondary education and employment
31
Transition Practices Research
Macro Level
• Systems
• Programs
• “Generic” practices
Micro Level
• Specific
interventions
Transition Practices Research
Macro Level
• Systems
• Programs
• “Generic” practices
Micro Level
Specific
interventions
Predictors! Practices!
2/13/2017
12
Transition Practices Research
Macro Level
• Systems
• Programs
• “Generic” practices
Micro Level
• Specific interventions
Taxonomy 2.0EBPPs on
transitionta.org
Student-Focused Planning
• Student-focused planning = the process
for developing a student’s IEP
Student Development
• Student Development = the “stuff” of
the educational program
2/13/2017
13
Interagency Collaboration
• Interagency Collaboration = the
context for identifying and meeting
student’s and families’ needs
Family Engagement
• Family involvement = thread that
runs throughout transition education
and services – provides relevance
Program Structures
• Program structures = provide the
infrastructure that facilitates
implementation of effective transition
education and services
2/13/2017
14
Where Will You Find the Taxonomy 2.0?
transitionprogramtool.org
• Benchmarks
• Reflective questions
• Indicators
• Example goals
• Example outputs
• Example outcomes
• Evaluation strategies
42
Effective Practices in VR
43
2/13/2017
15
Lesson Plans
44
Annotated Bibliographies
• Health Issues in Transition
• Parent and Family Involvement
• Financial Literacy
• Summary of Performance
• Peer Supports
• Data-based Decision Making
45
What’s YOUR Role?
• Build a passion for research!
• Question, question, question! What works??!!
• Don’t waste time! The clock is ticking …..
• Collaborate!
• How will you create …. extend the science?
• How will you extend the science to practice?
2/13/2017
16
Thank You!
• June Gothberg
• Catherine Fowler
• Jennifer Coyle
• Matt Klare
• All the others listed in the references in your handout who generated knowledge
• All of you working to apply that knowledge
Questions?
Overview of the National Collaborative on Workforce &
Disability for Youth (NCWD/Youth)
Addressing the Needs of Youth in Transition
◦ Introduction to the Guideposts for Success
◦ Youth with Disabilities
◦ Five Guidepost Areas
Resources for Serving Youth
◦ NCWD/Youth Resources
49
2/13/2017
17
Patricia D. Gill
Senior Program Associate. Institute for Educational Leadership
Workforce Liaison, National Collaborative on Workforce & Disability for Youth
National Director, Ready to Achieve Mentoring Program & Right Turn
E-mail: [email protected]
Phone: 202-822-8405 x154
2
National Collaborative on Workforce and Disability for Youth (NCWD/Youth) Funded by Office of Disability Employment Policy (ODEP),
U.S. Department of Labor
National TA Center assists state & local workforce development systems to integrate youth with disabilities into their service strategies
Partners: IEL; Institute on Community Integration, University of Minnesota; Boston University
Housed at the Institute for Educational Leadership (IEL)’s Center for Workforce Development
51
What ALL youth need to transition to adulthood
successfully
What additional support,
services, and opportunities
youth with disabilities need
52
2/13/2017
18
School-Based Preparatory Experiences
Career Preparation & Work-Based Learning
Experiences
Youth Development & Leadership
Connecting Activities
Family Involvement & Supports
53
All Youth Need:
◦ Academic programs based on clear standards
◦ Career & technical education programs based on professional/industry standards
◦ Small & safe learning environments
◦ Support from highly qualified staff
◦ Graduation standards that include options
54
In addition, youth with disabilities need:
◦ To use individual transition plans to drive personal
instruction
◦ To develop knowledge of reasonable accommodations
they can request & control in educational settings
◦ To access specific & individual learning
accommodations while in school
◦ To be supported by highly qualified transitional support
staff that may or may not be school staff
55
2/13/2017
19
Blackstone Valley Regional Vocational Technical High School in central Massachusetts uses a variety of diagnostic tests and tools to identify incoming students' needs, inform individualized transition planning, and measure progress: http://www.ncwd-youth.info/node/1299
The North Carolina Department of Public Instruction offers career and technical education based on the state’s career clusters model and evaluates student achievement using the Vocational Competency Achievement Tracking System (VoCATS): http://www.ncwd-youth.info/node/1338
National Technical Assistance Center on Transition assists SEAs, LEAs, State VRs, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities graduate prepared for success in postsecondary education and
employment. http://transitionta.org/
56
57
All Youth Need:
◦ Career inventories to learn about their skills, interests
& career options
◦ Career exploration activities including site visits, guest
speakers, job shadowing; includes learning about
education/ training entry requirements & earning
potential/benefits
◦ Opportunities to practice through work experiences i.e.
internships, community service work, part-time jobs
◦ Soft skills training to gain job-seeking & workplace
basic skills
Career Preparation &
Work-based Learning Experiences
58
In addition, youth with disabilities need:
◦ To understand benefits planning
◦ To learn to communicate their disability-related work
support and accommodation needs
◦ To learn to find, formally request, & secure supports
and accommodations
Career Preparation &
Work-based Learning Experiences
2/13/2017
20
Self Exploration: Shasta Co 21st Century Career Connections, CA◦ Adapted RIASEC Inventory, Holland codes, universal design
◦ Created Multiple Intelligences and Interests tool
◦ Created TIPS for Success Guide to Transition document
http://shastacareerconnections.net/index.php/products-tools
Career Exploration: Transitional Age Youth Program, Long Beach, CA◦ Career Cruising: Airport visit exposed youth to 27 jobs
◦ Five-Day Checklist Extravaganza: Week-long job rotation
http://www.mhala.org/member_services/long_beach/tay_academy/
Career Planning & Management: Ready to Achieve Mentoring Program (RAMP) (currently 13 RAMP sites nationwide) provides weekly career preparation-focused group mentoring meetings and uses Individualized Mentoring Plans: http://www.ramp.iel.org/
59
60
All Youth Need:
◦ Mentoring activities designed to establish strong
relationships with adults
◦ Peer-to-peer mentoring opportunities
◦ Exposure to role models in a variety of contexts
◦ Training in skills such as self-advocacy, self
determination, conflict resolution
◦ Exposure to personal leadership & youth development
activities, including community service
◦ Opportunities to lead & build self esteem
Youth Development &
Leadership Opportunities
61
In addition, youth with disabilities need:
◦ Mentors & role models including people with & without
disabilities
◦ An understanding of disability history, culture, &
disability public policy issues as well as their rights &
responsibilities
Youth Development &
Leadership Opportunities
2/13/2017
21
Mentoring: RAMP combines weekly career prep group mentoring, peer-to-
peer mentoring, one-on-one adult mentors
o Paving the Way to Work: A Guide to Career-focused Mentoring, http://www.ncwd-youth.info/paving-the-way-to-work
Leadership Development: Alaska Department of Labor & Workforce Development’s Youth in Transition Program◦ Youth resource mapping was a key activity of the local pilot aimed at increasing
inclusion, support & engagement of youth ages 14-24 with disabilities
◦ Youth mapped data about businesses, organizations in their communities beyond traditional youth resources (e.g. employers who tend to hire youth)
Community Service: Able Trust Florida High School High Tech ◦ Youth engage in volunteer work experiences through Project Impact Initiative,
partnership with Governor’s Commission on Volunteerism and Community Service (Volunteer Florida). Youth are paired with AmeriCorps service members from Volunteer Florida to develop and carry out service projects. One site volunteers with the State Parks on environmental preservation projects including
building bat habitats and turtle runs, another with a literacy project. 62
63
All Youth Need:
◦ Mental & physical health services
◦ Transportation & housing
◦ Tutoring
◦ Financial planning & management
◦ Post-program supports through structures
arrangements with postsecondary institutions & adult
service agencies
◦ Connection to other services & opportunities
(recreation, sports, faith-based organizations)
Connecting Activities
64
In addition, youth with disabilities need:
◦ Acquisition of appropriate assistive technologies
◦ Community orientation & mobility/ travel training
◦ Exposure to post-program supports such as
independent living centers & other consumer drive
community-based support service agencies
◦ Personal assistance services, including attendants,
readers, interpreters, and others
◦ Benefits-planning counseling
Connecting Activities
2/13/2017
22
YouthSource, WorkSource in Renton, WA, uses a person-centered planning process to identify and connect youth to services such as a 12-wk YMCA life skills program, transportation, work wardrobe, and GED: http://kingcounty.gov/depts/community-human-services/employment-and-education-resources/youth-services.aspx
Partners for Youth with Disabilities’ Making Healthy Connections Program in Massachusetts, promotes healthy behaviors and increased access to healthy food and physical activity. http://www.pyd.org/making-healthy-connections.php
Carrera Adolescent Pregnancy Prevention Program, Children’s Aid Society of New York provides youth participants with no cost health care services, insurance enrollment and financial literacy:
http://stopteenpregnancy.childrensaidsociety.org/
65
6666
All youth need families & caring adults who have:
◦ High expectations that build upon the young person’s
strengths & interests
◦ Been involved in their lives & are assisting them
toward adulthood
◦ Access to information about employment, further
education, & community resources
◦ Taken an active role in transition planning with schools
& community partners
◦ Access to medical, professional, & peer support
networks
Family Involvement & Supports
676767
In addition, youth with disabilities need families & caring adults who have:
◦ An understanding of their youth’s disability and how it
affects his or her education, employment, and daily
living
◦ Knowledge of rights and responsibilities under various
disability-related legislation
◦ Knowledge of and access to programs, services,
supports, and accommodations available
◦ An understanding of how individualized planning tools
can assist youth in achieving transition goals
Family Involvement & Supports
2/13/2017
23
Individualized Learning Plans - both a document and a process that
students use – with support from school counselors, teachers, and parents – to define their career goals and postsecondary plans in order to inform the student’s decisions about their courses and activities throughout high school.
◦ Data from LA, NM, SC, & WA study shows parents/families were more involved in their children’s educational and career plan as a result of ILP
◦ Senior exit interviews and other family presentations facilitate family involvement by increasing confidence in discussing plans with their children
◦ http://www.ncwd-youth.info/ilp
Resources for Families: NCWD/Youth has a variety of guides on key topics for families including:◦ Developing Financial Capability http://www.ncwd-youth.info/Financial
CapabilityFamilies
◦ Disability Disclosure http://www.ncwd-youth.info/411-on-disability-disclosure-for-adults
◦ Developing Soft Skills http://www.ncwd-youth.info/information-brief-28
68
69696969
In work with youth with disabilities and service practitioners use the Guideposts in developing any individualized plans such as:
◦ Individualized Education Programs (IEPs),
◦ Individualized Plans for Employment (IPE), and
◦ Service strategies as required by the Workforce Investment Act.
Using the Guideposts
70
Guideposts for Success
http://www.ncwd-youth.info/guideposts
Guideposts for Success for Serving Specific Populations
Youth in Foster Care
http://www.ncwd-youth.info/guideposts/foster-care
GUIDE - Negotiating the Curves Toward
Employment: A Guide About Youth Involved
in the Foster Care System
http://www.ncwd-youth.info/negotiating-the
-curves-toward-employment
Resources for Serving Youth
2/13/2017
24
Guideposts for Success for Serving Specific Populations
Youth Involved in the Juvenile Corrections System
http://www.ncwd-youth.info/guideposts/juvenile-justice
GUIDE – Making the Right Turn: A Guide About Improving
Transition Outcomes for Youth Involved in the Juvenile
Corrections System
http://www.ncwd-youth.info/juvenile-justice-guide
INFO BRIEF - Improving Transition Outcomes
for Youth Involved in the Juvenile Justice System:
Practical Considerations
http://www.ncwd-youth.info/information-brief-25
71
Guideposts for Success for Serving Specific Populations
Youth with Mental Health Needs
http://www.ncwd-youth.info/guideposts/mental-health
GUIDE - Tunnels and Cliffs: A Guide for Workforce
Development Professionals and Policymakers serving Youth
with Mental Health Needs
http://www.ncwd-youth.info/tunnels-and-cliffs
INFO BRIEF- Helping Youth with Mental Health Needs Avoid
Transition Cliffs: Lessons from Pioneering Transition
Programs
http://www.ncwd-youth.info/information-brief-24
72
73
Guideposts for Success for Serving Specific Populations
Youth with Mental Health Needs, cont.http://www.ncwd-youth.info/guideposts/mental-health
INFO BRIEF- Successful Transition Models for Youth with Mental Health Needs: A Guide for Workforce Professionals
http://www.ncwd-youth.info/information-brief-23 CASE STUDIES - Transitioning Youth with Mental Health Needs
to Meaningful Employment and Independent Living
http://www.ncwd-youth.info/white-paper/transitioning-youth-with-mental-health-needs
Pioneering Transition Programs: The Establishment of Programs that Span the Ages Served by Child and Adult Mental Health
http://www.ncwd-youth.info/assets/reports/pioneering_transition_programs_3.pdf
Resources for Serving Youth
2/13/2017
25
Guideposts for Success for Serving Specific Populations
Youth with Learning Disabilities
http://www.ncwd-youth.info/guideposts/learning-disabilities
GUIDE - Charting the Course: Supporting the Career
Development of Youth with Learning Disabilities
http://www.ncwd-youth.info/ld-guide
74
75
Resources for Serving Youth
Disability Disclosure
INFO BRIEF - Disability Inquires in
the Workforce Development System
http://www.ncwd-youth.info/information-brief-09
The 411 on Disability Disclosure: A Workbook
for Youth with Disabilities
http://www.ncwd-youth.info/411-on-disability-disclosure
Cyber Disclosure Workbook for Youth with Disabilities
http://www.ncwd-youth.info/cyber-disclosure
76
Resources for Serving Youth
Disability Disclosure
The 411 on Disability Disclosure: A Workbook for Families,
Educators, Youth Service Professionals, & Adult Allies Who
Care About Youth with Disabilities
http://www.ncwd-youth.info/411-on-disability-disclosure-for-adults
INFO BRIEF- Youth & Disability Disclosure: The Role of
Families & Advocates
http://www.ncwd-youth.info/information-brief-21
2/13/2017
26
7777
Resources for Serving Youth
Professional Development INFO BRIEF-The Workforce Development System & the Professional
Development of Youth Service Professionals: Why Professional
Development?
http://www.ncwd-youth.info/information-brief-19
Knowledge, Skills & Abilities (KSA) of Youth Service Professionals
Background paper
http://www.ncwd-youth.info/professional-development/white-paper
KSA Study Guide: http://www.ncwd-youth.info/ksa/study-guide
KSA Assessment for Practitioners
http://www.ncwd-youth.info/ksa/assessment-for-practitioners
KSA Professional Development Assessment for Organizations and
Systems
http://www.ncwd-youth.info/ksa/professional-development-for-organizations
7878
Resources for Serving Youth
Innovative Strategies for
Serving Youth with Disabilities
Innovative Strategies Searchable Database
http://www.ncwd-youth.info/innovative-strategies
Over 50 program profiles organized by the Guideposts for
Success, state, funding source
Key NCWD/Youth Contacts:
Curtis Richards
202-822-8405 Ext. 163
Mindy Larson
202-822-8405 Ext. 169
Key Websites:
http://www.ncwd-youth.info/
http://www.dol.gov/odep/
79
Contact Information
2/13/2017
27
Secondary Transition Models for Replication
80
The Fundamentals of Successful Program Replication
Too many programs flounder when they are introduced in new settings. Specific structures and processes are required to effectively replicate a program’s good results. The following elements must be well defined before a program considers replication:
Source: Growing What Works, Public/Private Ventures, http://ppv.issuelab.org/home/
81
The Fundamentals of Successful Program Replication
• Participant characteristics (demographics, etc.),
• Intensity and duration of programming,
• Content and flexibility of activities,
• Key transition points for participants,
• Presence and types of requirements and incentives for participation,
82
2/13/2017
28
The Fundamentals of Successful Program Replication
• Performance expectations for participants and staff,
• Staff qualifications and configuration,
• Characteristics of the organizations that operate the program, and
• The program’s relationships with other organizations/agencies.
83
Connecting Research & Practice
There is often a disconnect between research and practice.
There are many national efforts which have identified both evidenced-based and promising transition practices.
Let’s take a closer look…
84
What Works Transition Research Synthesis
Source: National Technical Assistance Center on Transition
• Effects of Curricular Interventions on the Acquisition of Functional Life Skills
• Social/Communication Interventions and Transition Outcomes
• Transition Planning/Coordinating Interventions)
• Self-Determination for Students with Disabilities
http://transitionta.org/postsecondaryeducation
85
2/13/2017
29
Evidence Based Practices
Source: National Technical Assistance Center on Transition
NTACT's review of intervention and correlational including practice descriptions, organized by skills taught and intervention strategies, research to practice lesson plan starters, and predictors of improved post-school outcomes.
http://transitionta.org/effectivepractices
86
What Works Clearinghouse
Source: U.S. Department of Education's Institute of Education Sciences
Provides an overview, research, effectiveness rating, and references. Topics relevant to transition include adolescent literacy, character education, and dropout prevention.http://ies.ed.gov/ncee/wwc/
87
National Standards & Quality Indicators: Transition Toolkit
Source: National Alliance for Secondary Education and Transition
Research must serve as the foundation for state and local technical assistance and improvement efforts. The five key areas of Schooling, Career Preparatory Experiences, Youth Development and Youth Leadership, Family Involvement, and Connecting Activities provide a useful structure for examining critical areas of need for all youth and their families.
http://www.nasetalliance.org/toolkit/index.htm
88
2/13/2017
30
Promising Practices in Vocational Rehabilitation in Transition
Source: Rehabilitation Services Administration, Dept. of Education
Promising practices identified during state monitoring that provide useful samples of programs and services that promote youth with disabilities transitioning from school to employment.
http://www2.ed.gov/rschstat/eval/rehab/promising-practices/transition-age/index.html
89
Youth Workforce Development
Source: Jobs for the Future for the U.S. Department of Education
Research and experience have identified key components
for effective workforce development approaches. These
approaches support the workforce programs that equip
young people with the credentials and skills they need to
secure employment with opportunities for career advancement in their local labor market.
http://www.jff.org/sites/default/files/publications/materials/Workforce%20Development%20Paper%20062316.pdf
90
Start on Success Framework for Transition from School to Work
Source: National Organization on Disability
In its first 15 years, SOS has more than doubled the odds of youth going on for further education and employment.
http://www.nod.org/innovation/start-on-success.html
91
2/13/2017
31
Project SEARCH
Source: Children’s Hospital of Cincinnati
The Project SEARCH High School Transition Program is a unique, business led, one year school-to-work program that takes place entirely at the workplace.
http://www.projectsearch.us/
92
Transition Coalition
Source: University of Kansas
18-21 Program Search
http://tcv1.transitioncoalition.org/transition/18-21/more_info.php
93
94
Contact Information
Dr. Joan Kester
The George Washington University
202-994-1534
2/13/2017
32
2016-17 – COP Webinar Series
• January 11, 2017 – (9:00 am – 11:00 am) - Alignment of Accommodations & Supports
• February 8, 2017 – (2:00 pm – 4:00 pm) - Pre-Employment Transition Services (PETS)
• March 16, 2017 – (2:00 pm – 4:00 pm) - Career Preparation and Work-Based Learning
• April 26, 2017 – (2:00 pm – 4:00 pm) - Youth Development and Youth Leadership
Thank you for joining us on today’s webinar.
Please join us for the remaining webinar sessions in this series
96
Contact Information www.pattan.net
Michael Stoehr
412-826-6864
