Secondary Transition Work-Based Learning Program Assessment Secondary Transition Work-Based Learning Program Assessment Local School District or Cooperative * Today's date Who is completing this checklist? Enter the names of people completing this checklist. Add or remove names if more than one person is completing. Name Name First First Last Last Add Remove Purpose Purpose: The Secondary Transition Work-Based Learning Program Assessment is designed to help school district staff and their partners assess key program elements related to effectively facilitating community-based work experiences or paid employment for students with disabilities. The “elements” are based on research-supported and promising practices for creating and implementing work-based learning opportunities. This assessment is not intended to be a compliance mechanism but rather a tool that can be used to gauge current practices and components, and to identify action steps and technical assistance needed for increasing opportunities for students to participate in work experiences, including paid employment. Key Program Elements Assessed Infrastructure and Partnerships Student Self-Determination Family Engagement Employer Engagement Facilitating Work Experiences Data Collection and Evaluation Rating Key Rate “0” points: Not ImplementedThere is no evidence that the element is being implemented. Rate “1” point: Partially ImplementedThere is evidence that the element has been started but is not completely implemented. Rate “2” points: ImplementedThere is evidence that the element has been completely implemented. Assessment Process 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. 0 1 2 Suggested Evidence: TWC counselors contribute to planning for student work experiences. Comments/Next steps District has established partnerships with local non-profits or Community Rehabilitation Providers (usually employment support agencies funded through the state DD system). 0 1 2 Suggested Evidence: CRP staff are invited to be part of interagency team. Comments/Next steps 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. 0 1 2 Suggested Evidence: District staff has knowledge of various advocacy and support programs provided locally. Comments/Next steps WBL program has established a collaborating cross-agency team that meets regularly and contributes to individualized student planning. 0 1 2 Suggested Evidence: Team meets regularly and funds are braided to support student work experiences. Comments/Next steps Roles and responsibilities for each partner agency have been agreed upon and documented. 0 1 2 Suggested Evidence: Partner roles and responsibilities are defined and clearly understood. Comments/Next steps District administration is supportive of community-based WBL options for all students and resources are designated for this purpose. 0 1 2 Suggested Evidence: WBL program has staff and resources needed to facilitate work experiences. Comments/Next steps Goal is to facilitate at least one paid, integrated employment experience before student exits program. 0 1 2 Suggested Evidence: All students have at least one paid community-based work experience. Comments/Next steps Student Self-Determination 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. 0 1 2 Suggested Evidence: Students are empowered to inform their own WBL experiences. Comments/Next steps Students are given a variety of opportunities, in multiple formats, to explore possible career interests. 0 1 2 Suggested Evidence: Career interest inventories are coupled with guest speakers and job-site tours. Comments/Next steps Students are not excluded from WBL activities due to an unsuccessful work experience. 0 1 2 Suggested Evidence: Workplace Supports Plan is used to map out needed supports. Comments/Next steps Students are given the opportunity to change their program focus based on changing interests. 0 1 2 Suggested Evidence: IEPs and Job Development Plans regularly revisited and revised. Comments/Next steps Students are given training on advocating for themselves, including asking for job accommodations and reporting possible discrimination. 0 1 2 Suggested Evidence: Students participate in self-determination training classes. Comments/Next steps Family Engagement 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. 0 1 2 Suggested Evidence: WBL program expectations agreement signed by families. Comments/Next steps WBL program staff convey high expectations to families that everyone can work regardless of level of disability. 0 1 2 Suggested Evidence: Staff are trained on engaging families and raising expectations. Comments/Next steps A structured family interview process is used to establish positive working relationships and to help gather information for assessments. 0 1 2 Suggested Evidence: Family interviews are used to inform the assessment process. Comments/Next steps Information on supporting employment success and adult employment supports is provided to families in accessible formats and languages. 0 1 2 Suggested Evidence: Parent training sessions focused on employment are offered. Comments/Next steps Families are empowered to play meaningful roles in supporting the WBL process. This includes frequent communication on progress and goals. 0 1 2 Suggested Evidence: Families are “assigned” tasks that build student skills and identify WBL opportunities. Comments/Next steps Employer Engagement Does the WBL program have the capacity to effectively engage employers in the community so students have a wide range of work experience and employment options? WBL program staff have strong employer networks, are aware of local labor market needs, and are members of business organizations. 0 1 2 Suggested Evidence: Transition coordinator or WBL lead is a member of the local Rotary Club. Comments/Next steps All members of the cross-agency team are clear on whose responsibility it is to connect with employers in the community. 0 1 2 Suggested Evidence: Cross-agency team has an “employer engagement lead”. Comments/Next steps WBL program staff have been trained on strategies and processes to effectively outreach to employers and are comfortable doing so. 0 1 2 Suggested Evidence: Customized employment training with coaching on employer engagement evidenced by an increase in employer contacts. Comments/Next steps Time is made available for WBL program staff to conduct employer informational interviews. 0 1 2 Suggested Evidence: Employer interviews are part of key job descriptions and weekly schedules. Comments/Next steps 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. 0 1 2 Suggested Evidence: Students exit WBL program with paid job. Comments/Next steps Goals related to skill building, associated academic progress, career exploration and work experiences are present in a student’s IEP. 0 1 2 Suggested Evidence: Training on incorporating employment readiness into the IEP. Comments/Next steps WBL program staff and partners are trained in current practices (including customized employment) in facilitating work experiences. 0 1 2 Suggested Evidence: WBL staff have knowledge and skills to customize employment placements. Comments/Next steps A strength-based, person-centered discovery process is used to identify student interests and career goals. 0 1 2 Suggested Evidence: Positive Personal Profile is created for all WBL program students. Comments/Next steps A structured job development process is used to find community work experiences based on the discovery process. 0 1 2 Suggested Evidence: Job Development Plans are created for all WBL program students. Comments/Next steps 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. 0 1 2 Suggested Evidence: Students matched to jobs based on their interests as well as employer needs. Comments/Next steps A formal negotiation and proposal process is used with employers to secure the work experience or paid position. 0 1 2 Suggested Evidence: WBL proposal is presented to employers. Comments/Next steps Formal WBL agreements are established between the school, its partners, the student and the employer. 0 1 2 Suggested Evidence: Roles and responsibilities are outlined in the WBL agreement. Comments/Next steps WBL program and its partners have the capacity to provide transportation as needed. 0 1 2 Suggested Evidence: Transportation needs assessed early in the process and included in Job Development Plan. Comments/Next steps WBL program and its partners have the capacity to provide workplace supports to students as needed. 0 1 2 Suggested Evidence: Task analysis process used to identify workplace supports. Comments/Next steps 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. 0 1 2 Suggested Evidence: Parent listening sessions, employer focus groups, and student virtual surveys. Comments/Next steps Program is able to document a clear increase in student career awareness as a result of the WBL activities. 0 1 2 Suggested Evidence: Student survey administered at beginning and end of school year. Comments/Next steps Program is able to document a clear increase in job-based skills and job tasks completed as a result of WBL activities. 0 1 2 Suggested Evidence: Data is gathered on frequency of task completion with new tasks added regularly. Comments/Next steps WBL activities are linked to academic instruction. 0 1 2 Suggested Evidence: Classroom instruction addresses common workplace tasks. Define Your Goals (Goal 1) What is your goal? Action Step Lead Agency Critical Partners Start Date End Date Technical Assistance Training Performance Measures Define Your Goals (Goal 2) What is your second goal? Action Step Lead Agency Critical Partners Start Date End Date Technical Assistance Training Performance Measures Define Your Goals (Goal 3) What is your third goal? Action Step Lead Agency Critical Partners Start Date End Date Technical Assistance Training Performance Measures Training & Technical Assistance (Local Leadership) Local leadership team completes Infrastructure and Partnerships Need to address (Local Leadership team completes) Student Self-Determination Need to address (Local Leadership team completes) Student Self-Determination TA and/or Training to address need (State Leadership team completes) Family Engagement Need to address (Local Leadership team completes) Family Engagement TA and/or Training to address need (State Leadership team completes) Employer Engagement Need to address (Local Leadership team completes) Employer Engagement TA and/or Training to address need (State Leadership team completes) Facilitating Work Experiences Need to address (Local Leadership team completes) Facilitating Work Experiences TA and/or Training to address need (State Leadership team completes) Data Collection and Evaluation Need to address (Local Leadership team completes) Data Collection and Evaluation TA and/or Training to address need (State Leadership team completes) Training & Technical Assistance (State Leadership) TA and/or Training to address need (State Leadership team completes) Infrastructure and Partnerships TA and/or Training to address need (State Leadership team completes) Student Self-Determination TA and/or Training to address need (State Leadership team completes) Family Engagement TA and/or Training to address need (State Leadership team completes) Employer Engagement TA and/or Training to address need (State Leadership team completes) Facilitating Work Experiences TA and/or Training to address need (State Leadership team completes) Data Collection and Evaluation TA and/or Training to address need (State Leadership team completes) If you are human, leave this field blank. 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