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DESCRIPTIONEverybody Works. Employing Oklahoma’s Workforce of Young Adults with Intellectual and Developmental Disabilities Oklahoma Transition Institute November 5, 2013. State Employment Leadership Network Logo. Great to be here - let’s dig in!. State Employment Leadership Network Logo. - PowerPoint PPT Presentation
Everybody WorksEmploying Oklahomas Workforce of Young Adults with Intellectual and Developmental Disabilities Oklahoma Transition InstituteNovember 5, 2013State Employment Leadership Network Logo##Great to be here -lets dig in!State Employment Leadership Network Logo##[Suzzanne]IntroductionsBrief mention of SELN, our connection to DDSDWhat our work covers and whyHow important are the commitments to successful transition-age strategies?(Reference High Performing Framework)
Reinforce need for natural supportsEstablish accountability for servicesBuild relationships with families1
Map of the USA with states highlighted that are members of SELN as of Oct. 2013#1. Leadership2. Strategic Goals and Operating Policies3. Financing and Contracting Methods4. Training and Technical Assistance (TA)5. Interagency Collaboration and Partnership6. Services and Service Innovation7. Performance Measurement and Data ManagementKey Elements in our High-Performing Framework:State Employment Leadership Network Logo#Employment and Day SupportsNation
www.StateData.infoICI National Survey of State IDD Agency Day and Employment Services 2011State Employment Leadership Network Logo#State success in integrated employment services varies widely
www.StateData.infoICI National Survey of State IDD Agency Day and Employment Services 2011#The thinking inside the constructs is changing and that will lead to the changing of the constructs.
Entering the Shift Age by David HouleState Employment Leadership Network Logo##When do most of us start working?State Employment Leadership Network Logo##How old were you when you got your first paid job? How did you get your job and how long did you have that first job?
What percent of the general population do you think have their first paid job before age 21?Before age 30?Sowhy do teens and young adults want or need to work? What do they get out of it besides a paycheck? What did you learn in your first job?7Lets focus on:16-21 years old22-30 years oldAmerican Community Survey (ACS) what is itEmployment stats nationallyWhen do youth with ID/DD Start working? State Employment Leadership Network Logo#The American Community Survey [YEAR??] reports that for youth with a cognitive disability between the ages of 16 and 21, 18% reported being employed nationally.
The same survey reports that for young adults between the ages of 22 and 30, 32% are employed.
Whats worse? Nationally, the percent of youth and young adults employed declined between 2004 and 2011, from almost 30% in 2004 for 16-21 year olds and from just over 40% for 22-30 year olds in 2004. 8Youth receiving ID/DD State agency supports: National Core IndicatorsNCI what is it?Contrast stats with ACS But there is good news, too!State Employment Leadership Network Logo#ACS data is for all youth with a cognitive disability, what about youth who are clients of ID/DD (DDSD) go to work?
The National Core Indicators Survey data for 16-21 year olds identified as clients of ID/DD State Agencies - about 7% are reported as employed.
For 22-30 year olds, 10% are reported as employed.
The good news? In a few places in the country, 50% to100% of youth exiting school at age 21, and ID/DD state agency clients, transition directly out of public school at age 21 and work in jobs paying minimum wage or better.9Whats the point of good jobs for youth?State Employment Leadership Network Logo##The intent is for young adults with intellectual and developmental disabilities to receive the collaborative support and services needed to achieve positive post-school outcomes, become employed during the year they turn 21 and transition successfully out of school services and into adult careers.
Why? For the exact same reasons everybody else works. If we want to meet new people and make friends, if we want to increase in competence, have status and choices, if we need to earn a living, if we are curious about the world, want to make a contribution and fit in to our communitieswe need a job. Or several jobs. Good jobs.
10ESSENTIAL ELEMENTSPurposeful Collaboration and a Shared Vision of Everyone Working.
State Employment Leadership Network Logo#How? essential elements leading to good jobs for youth with ID/DD:
As Linda Rolfe says, you have to believe it to see it.
Essential partners are state education agencies, local school districts, Vocational Rehabilitation, WorkSource, Youth Employment Agencies, employers, adult integrated employment agencies, families, peer mentors and self advocates, and other community partners (transit drivers!). The stronger the evidence of collaboration and a real working relationship with the greater number of key community partners, the greater the likelihood of youth becoming employed at ages and for employers typical to their non-disabled peers.
11The stronger the evidence of collaboration and a real working relationship with the greater number of key community partners, the greater the likelihood of youth becoming employed at ages and for employers typical to their non-disabled peers. State Employment Leadership Network Logo#[kept this statement on a slide really like what it conveys]12essential elements
Schools believe every student can and will work.
School District commitment district by district by districtState Employment Leadership Network Logo#When school districts and teachers demonstrate the expectation and commitment to creating and sustaining opportunities for all students with intellectual disabilities to participate in a career path, build resumes and work in good paying jobs, youth are likelier to exit school working in good jobs with local employers.13Essential ElementsPartners Pool Re$ource$State Employment Leadership Network Logo#Everybody in! Leveraging resources: When leadership in communities, and at the national and state level commit to a shared vision of employment for all youth AND they creatively pool their resources, youth are more likely to go to work. Example: A school district (with or without support from an adult employment agency) offers career and technical education, community job experiences, resume building and career sampling. Vocational Rehabilitation plan provides for placing a student in a job while in his or her last year of school. When the student exits at age 21, the state funds the employment services needed for continuing job supports and career advancement.
14essential elementsKnowledge is powerful.
Effective Information and Education is essential.State Employment Leadership Network Logo#Resource and Transition Fairs or picnics - gatherings of employers, students, families, schoolsParent to Parent forumsStudent to Student forumsEmployer to Employer ForumsStories of young people who are working and earning money inspire, inform and establish the expectation that everyone works.
15essential elementsEarning power!State Employment Leadership Network Logo#Access to Social Security Benefits Planning: Offering ready access to social security benefits planning help families overcome their fears about youth getting jobsTeach youth and families about wealth (yes, wealth) building, savings accounts and planning for the future (Abby Cooper, Kennedy/Douglas Consulting) All youth need to know..how to use public transit, car pool or rideshare.how to access affordable housing .how to get to and use community recreational facilitiesA full day and work week for youth is essential for working families
16What is possible with intentional collaborative transition supports?Compare typical with one example in rural Washington StateState Employment Leadership Network Logo#In Mason County, Washington, a small rural community, 100% of the graduating class had a job before leaving school in the mid 2000s More typical 50% of students with ID/DD who participate in intentional career track programs in school get jobs. Washington States Jobs by 21 Partnership Project demonstrated:Student participants in project were more likely to earn wages in 3months before graduationThey were also more likely to be working and earning wages at the 3month mark after graduation AND were more likely to have long term employment supports in place and earn higher wages than Non- Project Participants
17The Role of Developmental Disabilities ServicesServices for individuals with primary diagnosis of intellectual disabilities (IQ 70 or below)Employment services are available when school is not in sessionState Employment Leadership Network Logo#Braiding services to achieve a quality outcomeOpportunities for summer jobsVolunteer opportunitiesWork adjustment trainingDRS milestonesDDS ongoing supportsState Employment Leadership Network Logo#Success StoriesBuilding resumesCollaborative effortProviding long-term supportsAchieving creative outcomesState Employment Leadership Network Logo#Thank you!JaneBoone@comcast.net , SELN Project Team, 360.790.3904Suzzanne.firstname.lastname@example.org, SELN Project Team, 617.287.4395Regina.Chace@okdhs.org , DDS Employment/Adult Day Services, 405.521.4973State Employment Leadership Network Logo#