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Key Program Elements Assessed
- Infrastructure and Partnerships
- Student Self-Determination
- Family Engagement
- Employer Engagement
- Facilitating Work Experiences
- Data Collection and Evaluation
Rate “0” points: Not Implemented
There is no evidence that the element is being implemented.
Rate “1” point: Partially Implemented
There is evidence that the element has been started but is not completely implemented.
Rate “2” points: Implemented
There is evidence that the element has been completely implemented.
Meeting 1 (Approximately 1 hour):
Participating district staff will meet with representatives from TAMU and TransCen to
complete the rating portion of the assessment. Data from the assessment will be used to
shape action steps and to inform capacity building activities statewide.
Meeting 2 (Approximately 1 hour):
District staff will meet with TAMU/TransCen representatives to prioritize improvement areas
and set action steps for addressing gaps in practice and capacity.
Meeting 3 (Approximately 1 hour):
District staff, TAMU and TransCen conduct final meeting to identify technical assistance
and support needed for the program to complete action steps and ultimately increase
capacity to facilitate meaningful work-based learning experiences for all students.
Infrastructure and Partnerships
Are the necessary internal policies, staff capacity, and external partnerships in place to facilitate individualized work experiences for students?
WBL program has strong working relationship with the Texas Workforce Commission (TWC). This includes meaningful participation in WBL activities by TWC staff assigned to schools.
Suggested Evidence: TWC counselors contribute to planning for
student work experiences.
District has established partnerships with local non-profits or Community Rehabilitation Providers (usually employment support agencies funded through the state DD system).
Suggested Evidence: CRP staff are invited to be part of interagency team.
District has the ability to access various support services as needed. This may include disability specific or family advocacy, agencies representing diverse populations, or programs providing Social Security benefits counseling.
Suggested Evidence: District staff has knowledge of various advocacy and support programs provided locally.
WBL program has established a collaborating cross-agency team that meets regularly and contributes to individualized student planning.
Suggested Evidence: Team meets regularly
and funds are braided
to support student work
Roles and responsibilities for each partner agency have been agreed upon and documented.
Suggested Evidence: Partner roles and
defined and clearly
District administration is supportive of community-based WBL options for all students and resources are designated for this purpose.
Suggested Evidence: WBL program has staff and resources needed to facilitate work experiences.
Goal is to facilitate at least one paid, integrated employment experience before student exits program.
Suggested Evidence: All students have at least one paid community-based work experience.
Are students given the tools to explore careers and empowered to be the primary decision-maker in the employment process?
All students are given the opportunity to participate in the district’s WBL programming. This includes students with both higher and more moderate support needs.
Suggested Evidence: Students are empowered to inform their own WBL experiences.
Students are given a variety of opportunities, in multiple formats, to explore possible career interests.
Suggested Evidence: Career interest inventories are coupled with guest speakers and job-site tours.
Students are not excluded from WBL activities due to an unsuccessful work experience.
Suggested Evidence: Workplace Supports Plan is used to map out needed supports.
Students are given the opportunity to change their program focus based on changing interests.
Suggested Evidence: IEPs and Job
regularly revisited and
Students are given training on advocating for themselves, including asking for job accommodations and reporting possible discrimination.
Suggested Evidence: Students participate in self-determination training classes.
Are families given the necessary information to embrace competitive
employment and play a key role in facilitating and supporting employment success for their student?
The expectation that preparing for competitive employment being the main goal of the transition program is clearly communicated to families as early as possible.
Suggested Evidence: WBL program expectations agreement signed by families.
WBL program staff convey high expectations to families that everyone can work regardless of level of disability.
Suggested Evidence: Staff are trained on
engaging families and
A structured family interview process is used to establish positive working relationships and to help gather information for assessments.
Suggested Evidence: Family interviews are
used to inform the
Information on supporting employment success and adult employment supports is provided to families in accessible formats and languages.
Suggested Evidence: Parent training sessions
focused on employment
Families are empowered to play meaningful roles in supporting the WBL process. This includes frequent communication on progress and goals.
Suggested Evidence: Families are “assigned”
tasks that build student
skills and identify WBL
Does the WBL program have the capacity to effectively engage
employers in the community so students have a wide range of work experience and
WBL program staff have strong employer networks, are aware of local labor market needs, and are members of business organizations.
Suggested Evidence: Transition coordinator or
WBL lead is a member of
the local Rotary Club.
All members of the cross-agency team are clear on whose responsibility it is to connect with employers in the community.
Suggested Evidence: Cross-agency team has
WBL program staff have been trained on strategies and processes to effectively outreach to employers and are comfortable doing so.
Suggested Evidence: Customized employment
training with coaching on
evidenced by an increase
in employer contacts.
Time is made available for WBL program staff to conduct employer informational interviews.
Suggested Evidence: Employer interviews
are part of key job
Facilitating Work Experiences
Do your current practices utilize person-centered thinking and customized employment strategies to connect students with their chosen careers?
WBL activities provide a clear path to competitive employment for participating students.
Suggested Evidence: Students exit WBL
program with paid job.
Goals related to skill building, associated academic progress, career exploration and work experiences are present in a student’s IEP.
Suggested Evidence: Training on incorporating
into the IEP.
WBL program staff and partners are trained in current practices (including customized employment) in facilitating work experiences.
Suggested Evidence: WBL staff have
knowledge and skills to
A strength-based, person-centered discovery process is used to identify student interests and career goals.
Suggested Evidence: Positive Personal Profile
is created for all WBL
A structured job development process is used to find community work experiences based on the discovery process.
Suggested Evidence: Job Development Plans
are created for all WBL
Employer informational interviews are used to identify labor needs and to determine if job tasks and environment make for a job match for the student.
Suggested Evidence: Students matched to jobs
based on their interests
as well as employer
A formal negotiation and proposal process is used with employers to secure the work experience or paid position.
Suggested Evidence: WBL proposal is
presented to employers.
Formal WBL agreements are established between the school, its partners, the student and the employer.
Suggested Evidence: Roles and responsibilities
are outlined in the WBL
WBL program and its partners have the capacity to provide transportation as needed.
Suggested Evidence: Transportation needs
assessed early in the
process and included in
Job Development Plan.
WBL program and its partners have the capacity to provide workplace supports to students as needed.
Suggested Evidence: Task analysis process
used to identify
Data Collection and Evaluation
Are you listening to stakeholders and measuring the effectiveness of your program?
Feedback is routinely gathered from students, families, employers and partner agencies to better understand areas of strength and aspects that need improvement.
Suggested Evidence: Parent listening sessions,
employer focus groups,
and student virtual
Program is able to document a clear increase in student career awareness as a result of the WBL activities.
Suggested Evidence: Student survey administered
at beginning and
end of school year.
Program is able to document a clear increase in job-based skills and job tasks completed as a result of WBL activities.
Suggested Evidence: Data is gathered on
frequency of task
completion with new
tasks added regularly.
WBL activities are linked to academic instruction.
Suggested Evidence: Classroom instruction
addresses common workplace
Define Your Goals (Goal 1)
Define Your Goals (Goal 2)
Define Your Goals (Goal 3)
Training & Technical Assistance (Local Leadership)
Local leadership team completes
Training & Technical Assistance (State Leadership)
TA and/or Training to address need (State Leadership team completes)