Career Start Project Windham County Pilot

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Career Start ProjectWindham County Pilot

• Workplace Readiness Assessment and
• Transition Planning Enhancement

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Project Vision . . .

• . . . to create a community-wide system of
  inclusion, support and engagement for school age
  youth with disabilities as they transition into
  their adult roles in the community . . .

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Project Goal . . .

• This one-year pilot project seeks to provide
  students and planning teams with direct and
  specific feedback on how well students are
  prepared to enter and succeed in the workplace

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Project Strategy . . .

• An inclusive assessment administration
  strategy was implemented in order to assess
  students with emotional disabilities

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Two distinctive NOCTI assessment instruments were
pilot tested . . .

• Workplace Readiness B (3032)
• 105 adolescents age 18 24
• 82 questions, in one 90 minute session
• Or, in two 45 minute sessions
• Career Skills (1100)
• 115 students under age 18
• 41 questions, in one 90 minute session
• Or, in two 45 minute sessions

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Eight specific skill groups were assessed . . .

• Communication
• Problem Solving/Critical Thinking
• Information Technology Applications
• Understanding of Business Systems
• Safety, Health and Environment
• Leadership, Management, Teamwork
• Ethics and Legal Responsibilities
• Employability/Career Development

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Twenty-three student groups were assessed

• Workplace Readiness
• WRCC Programs
• Business Communication/Technology
• Business Financial Services
• Early Childhood Education
• Medical and Human Services
• WRCC Technical Industrial Seniors
• Architectural Design/Drafting
• Automotive Technology
• Building/Construction Trades
• Culinary Arts
• Electronics
• Horticulture and Landscaping
• Machine Design
• Natural Resources/Forestry
• Protective Services FIRE
• Leland and Gray High School

• Career Skills
• Youth Career Awareness Program
• BUHS Programs
• Mill Hill
• High School Co-Op
• Learning Skills Lab
• Meadows School x 2 groups
• Leland and Gray Middle School
• Family/Consumer Sciences x 2 groups
• Community High School

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Engaging Program Staff . . .

• Prior to assessment administration, staff
  attended an overview workshop to launch the
  project
• At the end of pilot testing, staff were convened
  to receive feedback specific to their individual
  students and group
• As a follow-up, staff were surveyed regarding the
  value and usefulness of the assessment data

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NOCTI Score Report Sample . . .

• Three part printout of results including
• Test Coordinators Score Report
• SECTION 1 Participant Scores
• Test Coordinators Score Report
• SECTION 2 Normative Data
• Participant Score Report

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Staff feedback summary . . .

• Results are reflective of the student population
• A well-managed test environment is conducive to
  success
• Too much accommodation may not produce useful
  student data
• Results may reflect a students motivation and
  attitude
• Individual student experiences with technology
  may influence results
• Reading ability is a critical factor

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Utilization of the assessment results . . .

• Students should be assessed in a regular,
  pre/post testing process to inform curriculum and
  evaluate student progress
• Skill group scores may be useful to employers
• Local employers should review and accept skill
  groups scores as an industry credential
• Skill group scores should be added to student
  files and available for student portfolios

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Transition Planning Checklist . . .

• Skill group scores have been integrated into a
  transition planning checklist (as specific,
  concrete data) to be shared with counselors, case
  managers and parents in making plans for the
  students future

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Transition Planning Checklist Sample . . .

• Three focus areas
• Secondary and Post-Secondary Education
• Post-School Employment
• Post-School Living
• Two tracking methods
• Goals boxes across top
• Annual Transition Service three columns below
• Clearly outlined responsibility of
• Student/Guardian
• School
• Agency

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Initial Outcomes . . .

• Feedback regarding the project was positive
• Assessment data was informative for program staff
  and individual students

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Staff Recommendation . . .

• A workplace readiness, or career skills
  pre/post testing process annually would best
  serve evaluation of student progress and
  curriculum improvement

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Anticipated positive long term outcomes . . .

• All YWD will make successful transitions
• to employment and/or post-secondary education
• Employment experiences and career options will be
  available for all YWD
• Negative outcomes for all YWD will be prevented
  or reduced

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For more information . . .

• Contact Dr. Ed Bouquillon, Director
• Windham Regional Career Center
• Linda Evans, Project Coordinator

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Funded by a generous grant . . .

• . . . from the federal Department of Labor,
  Office of Disability Employment Policy