Work Adjustment Training (WAT) 10 th Annual OTI Tuesday, October 13, 2015 Breakout Session #1 (9:45AM 10:45AM) Salon G Norman, OK Department of Rehabilitation Services (DRS) DRS expands opportunities for employment, independent life and economic self-sufficiency by helping Oklahomans with disabilities bridge barriers to success in the workplace, school and at home DRS is comprised of five program divisions, Vocational Rehabilitation, Visual Services, Disability Determination, Oklahoma School for the Blind and Oklahoma School for the Deaf DRS Overview Vocational Rehabilitation Division: Provide employment services for people with any disability, except blindness Visual Services Division: Provide employment and independent living services for people who are blind or visually impaired Disability Determination Division: Determines medical eligibility for Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) Oklahoma School for the Deaf: Provide educational programs for children who are deaf or hard of hearing Oklahoma School for the Blind: Provide educational programs for children who are blind or visually impaired DRS Overview Cont. The primary DRS services are counseling and guidance with job placement Additional services may be provided as needed to assist an individual to compensate for, correct or prevent disability-based barriers to employment including but not limited to: Physical or mental restoration; Vocational, college or other training; Assistive technology evaluations, equipment and training; Information on disability resources; Personal assistance services while receiving VR services; Transportation in connection with VR services being provided; Supported employment; Self-employment assistance; Transition school-to-work services for youth with disabilities; and Other services based on individual needs. DRS Contact Information To access additional information and a DRS application online visit our To be connected to your local DRS office by phone contact: WAT Construction worker with yellow hard hat underneath and a sign that says work in progress. The Transition Work Adjustment Training program is designed to prepare high school age youth with significant barriers for independent competitive employment in the community by developing important work habits, attitudes and personal and social adjustment skills WAT Eligibility Students eligible to participate include those DRS transition students: Determined eligible for DRS services; With an approved DRS case; With an individualized plan for employment (IPE) in place; With WAT as a line of service on the IPE; Who have been provided by DRS written authorization as to their start date; and Who are at least 16 years of age Objectives/Outcomes of WAT Students will have knowledge of jobs and working. Students will demonstrate job seeking skills. Students will adjust to the world of work, including work pressures. Students will demonstrate job ready skills. Students will transition into employment (e.g., School Work Study, Supported Employment, Employment and Retention, Job Placement, Competitive Employment). Independent competitive community employment is the intended goal. Staff will evaluate each students stamina and ability to work. WAT Time Frames DRS clients preauthorized to participate in WAT may do so for up to 18 consecutive months, as approved on an individual basis by the DRS counselor If the client requires more time to make additional progress, the DRS counselor may authorize additional time Summer months spent in WAT count in the total consecutive 18 months if provided Students who are completing high school at the end of the school year and who are participating in WAT through the Contract must cease participation upon their last day of school/graduation SWS v. WAT SWS students work for hourly wage School pays students DRS reimburses school WAT Students learn skills, observe/practice work School bills DRS based on student participation ($125, $250, $375) DRS pays school School uses funds in WAT program How do you get a contract? Schoolscontact Kim Osmani Providerscontact ESS Unit (e.g., Janie) Have a conversation over the phone or in person Develop written proposal and make revisions electronically with Kim or ESS Unit Contract developed School/DRS Counselor decide on students Written into IPE and IEP Written authorization and service begins Required Areas Standard I: Individualized Assessment Standard II: Individualized Training Plan Standard III: Curriculum Standard IV: Staff Qualifications Standard V: Progress Assessment and Reporting Standard VI: Facilities and Equipment Standard VII: Admission Criteria Standard VIII: Post-Training Services Topics in Curriculum Career Interest/Awareness and Job seeking skills (e.g., utilize resources for finding jobs, stating job interests, recognizes purpose for work and need to develop skills); Work Behaviors (e.g., attendance, punctuality, working independently or in groups, dressing appropriately, demonstrating safety and maturity, and following work rules); Job Skills (e.g., switching tasks, remaining on task, obtaining supplies, and cleaning up work area); Work Speed and Endurance (e.g., completing tasks with accuracy, increasing time on task, asks for additional work, and adjusts to change); Topics in Curriculum Interpersonal/Communication Skills (e.g., ability to interact socially, cooperate, ask for help, use appropriate manners, and respond to criticism); Understanding Verbal and Written Instructions (e.g., following directions, responding to directions in a timely manner, remembering steps, and asking for help); and Work Related Skills (e.g., counting, measuring, telling/managing time, travel and transportation including safety training, and money management, including budgeting, spending, and saving). Additional Requirements Use of technology Minimum of 6 community visits (not Field Trips) 30 and 90 day progress reporting Monthly time sheets Maintain a notebook/binder for each DRS client DRS Counselor and teacher review progress and phase out of WAT and into SWS and/or other less restrictive environment WAT THE SCHOOL PERSPECTIVE Mustang High School By: Cherie Miller Mustang Transition Center Teacher Large Red M with a Bronco in the center Mustang HS logo Large Red M with a Bronco in the center Mustang HS logo Mustang Job Training Center Is a transition program that provides a sequence of pre-vocational activities for high school mild-moderate disabled students Our program at MHS provides simulated vocational training in the classroom as well as on the job training at local businesses ContMustang Job Training Center Work adjustment training through DRS, requires our curriculum to encompass job seeking skills, work habits, appropriate dress, grooming, communication skills, training for success to public transportation and work related skills which include counting, telling time, money management and travel Curriculum JOB SEEKING SKILLS/ COMMUNICATION SKILLS: PCIs Job Search Program- includes facts, forms, and role plays that cover: 1. Choosing a job to apply for 2. Responding to a job opening 3. Filling out applications/resumes 4. Interview process Large Red M with a Bronco in the Center WORK HABITS/DRESS AND GROOMING Attainments Connection in the Workplace & Self- Determination Readers Social skills development program composed of true- to-life job related novellas Includes: Vocabulary, Comprehension, and Reading skill development, all in a wide range of skills from non-verbal communication opportunities that provide practice in reading facial expressions and body language to close activities and essay type questions TIME MANAGEMENT/MONEY SKILLS Time Clock PCIs Deluxe Banking Program Token Economy System Classroom Store students get a paycheck by earning points for every skill/task each week they must sign their check fill out their check register take it to the banker to cash their check use that money to purchase items in the classroom store SIMULATED WORKSTATION IN THE CLASSROOM OFFICE/COPY CENTER - This is where students do jobs with the 2 copy machines and do filing, sorting, collating, stapling, etc. GROCERY CENTER - Students practice matching UPC Codes, purchase items, check themselves out using the cash resister, restock the shelves Large red M with a Bronco in the center Large Red M with a Bronco in the center TRAINING FOR ACCESS TO PUBLIC TRANSPORTATION Local, mock bus system OKC Metro Transit bus system (EMBARK) School Bus with driver and students PUBLIC TRANSPORTATION UNIT Unit includes the following lessons: Reading maps Reading community road signs Reading schedules Research of other major US cities with different kinds of transportation systems such as: Subways Trolleys Etc. Mach Transportation Cont In May, we go to downtown OKC and ride the Metro Transit System (EMBARK) We choose our itinerary with several destinations and transfers which include the bus and trolley systems Transit Trolley travelling in downtown OKC near old warehouse building Dale Rogers Training Center Serving Oklahomans since 1953 Work Adjustment Training The Community Rehabilitation Program (CRP) Perspective Cora Thomas M. Ed. Rehabilitation Coordinator Why Work Adjustment Training? 1 in 6 Oklahomans has a disability In 2010, only 25.7% of Oklahomans age 16 and over with disabilities were employed, compared to 66.3% of persons without disabilities. Thats 74.3% unemployment !!! Get and keep a job Independence Contributing members of the community Young man working at a cash register Man standing on top of a mountain holding a flag People in a circle holding hands around a picture of the world Community Job Sites Because teaching vocational skills are often most effectively taught in the same environment in which they are performed, a key component of the program is community job site exploration Students with disabilities learn functional skills in an appropriate community environment, which has lead to greater success for post high school job placement The Transition School-to-Work Program is a partnership between DRS, the school district and the community provider to further enhance the students work skills Buy For Less Skills learned: Matching and sorting Classification skills How to front shelves How a grocery store is set up Facing shelves OSU-OKC Skills learned: Differentiating between weeds and plants Use of garden/greenhouse tools Handling chemicals Planting Party Galaxy Sorting product Skills learned: Warehouse work Sorting and sizing Taping boxes, packaging, etc. Giving Back Filling bags with personal supplies Feed the Children Christmas Connection Feed The Children volunteer correspondent loved our work! Go DRTC WOOT WOOT ~~ Paid Work Subcontract Skills Community Jobs FUTURE JOB SITES - THE HUB AND MANY MORE TRANSITION YEARLY EVENTS Sams Club Disability Awareness Day Capital Awareness Day Bus Training Open House End of Year Celebration And many more! CHALLENGES Lack of information about the program Delaying work after graduation resulting in lost work skills Funding not secure prior to graduation Low expectations Delays in accessing/receiving DRS services for students Any Questions? Presenter Contact Information Cherie MillerCora Thomas Mustang Transition Center TeacherRehabilitation Coordinator Mustang High SchoolDale Rogers Training Center(405) /Mobile(405) Ext. 1502/Office Janie FugittKim Osmani Programs Field Representative Transition Coordinator DRS ESS Unit DRS (405) /Office(405) /Office (405) /Mobile(405) /Mobile