Preparatory Experiences — Administrator
Section
Introduction
Opportunities to participate in quality school-based preparatory experiences are integral
to the post school success of all youth, including youth with disabilities.
The term "school-based preparatory experiences" refers to a variety of activities
that help youth prepare for a successful future. It includes the core activities
of career assessments (formal and informal) and introduces the concept of opportunity
awareness (guest speakers, informational interviews, research-based activities,
community mapping, exposures to post secondary education) and work readiness
skills ("soft" and "hard" skills development, computer competency
and job search skills). While it is important that youth-serving programs ensure
quality school-based preparatory experiences are available to all youth, not every program
needs to assume they have to go it alone to ensure youth acquire these important
experiences. Joint planning among agencies can go a long
way to make these important services available within all communities.
In the best of all worlds these preparatory activities begin during a student’s
school years (some activities even beginning during grade school but intensify
during high school years). During those early years the experiences will be
richer if the activities are done in collaboration with other agencies as no
one organization is well positioned to go it alone. For those
of you who work primarily with out of school youth and any organization working
with youth with disabilities, there is an additional need for the youth
you work with to assure they do have the opportunities to be exposed to all
of these services. All too often these at-risk populations have not been afforded
the same opportunities as others. Administrators such as post secondary support
service managers in technical colleges, community colleges and four-year institutions,
managers of One-Stops, guidance or counseling directors, directors of youth
service organizations, administrators of educational programs and directors
of vocational rehabilitation offices, all play a critical role in creating opportunities
for youth.
The following information addresses some ways that administrators in each of
these agencies can individually and collectively develop and promote programmatic
policies and practices that foster opportunities for all youth to develop these
skills. Consideration can be given to jointly developing after school and summer
programs for young persons who could benefit from peer networks that provide
social opportunities and incorporate these activities as well as work-based
learning experiences. One such program is the High School/High Tech program
(HS/HT).
HS/HT is sponsored by the Department of Labor's Office for Disability Employment
Policy (ODEP), and supported by NCWD/Youth. It is a national program with an
emphasis on quality school-based preparatory experiences for youth with disabilities, integrates
site visits, mentoring, job shadowing and internships (both unpaid and paid)
with the high school curriculum. HS/HT is active throughout the United States
and merges public and private funding with the cooperation of businesses, federal
and state agencies, not-for-profit organizations, and local school districts.
You can learn more about High School/High
Tech (HS/HT) programs here. The HS/HT Program Manual is available on line
with substantial information and resources about how to organize school-based preparatory experiences, work based learning opportunities, and leadership development services
for youth with disabilities.
Questions
1. What role does career assessment play in delivering
quality school-based preparatory experiences for youth, and what kinds of career assessment
instruments should be used in programs that serve youth? Should my program use
formal assessments, informal assessments, and/or work based learning?
Career assessment is a key step in a continuous process to help young people
make informed choices about their future. The information gained from assessment
provides both a starting point and direction for effective services. Career
assessment is the process through which youth define and explore career options
that are compatible with their personal goals, interests, and abilities, and
is a key part of the overall preparatory experience. The career assessment process
may differ for each youth, depending on their needs, interests, abilities, learning
styles, cultural differences, language barriers, academic difficulties and other
challenges. Thus, it is good practice for programs to have a variety of assessment
methods and options in place. You should ensure that your youth-serving programs
utilize some basic approaches to help young people prepare for their future.
These approaches should include:
- formal assessments,
- informal assessments, and
- work-based learning.
Formal (standardized) assessments may include tests
focusing on intelligence, academic achievement, aptitude, and interest, and
are used to determine a student’s interests, aptitudes, learning preferences,
work skills and other vocationally relevant information. They are typically
administered, scored, and interpreted only by those trained to do so (e.g.,
psychologist, vocational evaluator, etc.).
Career-oriented assessment tools include interest inventories, aptitude and
dexterity tests, work sample systems, and other appraisal instruments. Results
of formal assessments provide a starting point from which to assist young people
in planning for their futures.
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Formal (standardized) assessment |
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The following are some examples of formal
assessments used in youth programs.
NOTE:
This list of individual tests is for illustrative
and informational purposes only and should NOT be interpreted
as a recommendation for any test instrument.
Intelligence Tests
- WAIS-III (Wechsler Adult Intelligent Scale, Third Edition)
- an individually administered clinical instrument designed
to assess the intellectual ability of adults ages 16 through
89.
- WISC-III (Wechsler Intelligence
Scale for Children, Third edition) - clinical instrument
for assessing the intellectual ability of children ages
6 through 16 years.
Academic Achievement Tests
- The Woodcock Johnson (WJ) III, Complete Battery
— contains two distinct, co-normed batteries: the
WJ III Tests of Achievement and the WJ III Tests of Cognitive
Abilities. Both batteries are appropriate for ages 2 to
90+, and together, they provide a comprehensive system
for measuring general intellectual ability (g), specific
cognitive abilities, scholastic aptitude, oral language,
and achievement.
- WRAT-3 (Wide Range Achievement Test) —
a test intended to measure the codes needed to learn the
basic skills of reading, spelling, and arithmetic.
Aptitude Tests
- ASVAB (Armed Services Vocational Aptitude Battery)
— is a multi-aptitude test battery known as the
Career Exploration Program, and is available at over 14,000
schools nationwide. It is free and is administered and
interpreted by the military.
- APTICOM — is a 90-minute multiple aptitude
battery, interest inventory and educational skills battery.
It integrates the information and presents vocational
recommendations.
- OASIS (Occupational Aptitude Survey and Interest
Schedule) - measures six aptitude factors and yields
six scores: General Ability, Verbal Aptitude, Numerical
Aptitude, Spatial Aptitude, Perceptual Aptitude, and Manual
Dexterity.
Interest Inventories
- Self-Directed Search (SDS) — The SDS
was developed by Dr. John Holland, whose theory of careers
is the basis for most of the career inventories used today.
Holland's theory states that most people can be loosely
categorized with respect to six types: Realistic, Investigative,
Artistic, Social, Enterprising, and Conventional. There
are multiple levels and forms of the SDS – make sure
the appropriate form is used for each youth.
- Career Occupational Preference System (COPSystem)
— The COPSystem encompasses three assessment instruments:
the Career Occupational Preference Interest Inventory
(COPS), the Career Ability Placement Survey (CAPS), and
the Career Orientation Placement and Evaluation Survey
(COPES). The COPS measures interests, the CAPS provides
a profile of individual abilities, and the COPES measures
personal values. Reliability and validity data are provided
for all three assessments. The assessments were normed
on junior high, high school and community college students.
The COPS II is written at the fourth grade reading level.
Accommodations such as extended time or a quiet space
for testing may be used without impacting the validity
of the test.
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Informal assessments are typically conducted in less-structured
settings to help youth identify strengths and challenges, improve their performance,
pinpoint career interests, and identify learning styles. Generic interest surveys
and structured interviews can be constructed to gain both general and specific
information, such as: "Would you rather work outside or indoors?"
or, "What three technology skills would you like to learn this year?"
Informal assessment can include online inventories, interviews with youth and
family, career portfolios, rating scales, and formal observation, as well as
those developed by frontline staff. In fact, youth-serving organizations conduct
informal assessments all the time. Administrators can encourage their Youth Service Practitioners to informally assess youth in a variety of ways.
Some examples of how programs can informally assess the youth they serve include:
- Creating interest surveys;
- Developing rating scales to assess school, independent living and work performance
and comparing performances over time;
- Observing youth while they are engaged in activities and noting the conditions,
activities, and environments under which they do best;
- Helping youth use the Internet to access pre-approved online assessments,
which offer the youth technology experience plus a way to assess their technology
competence.
Work-based learning is the third part of the three-pronged assessment strategy
and occurs at the workplace. The workplace provides one of the most powerful assessment tools and what
occurs there should be deliberately linked back to what occurs at school or in the youth program. Work-based
learning opportunities allow youth to see how their perceptions of careers match reality. By providing
youth with internships, job shadowing opportunities, and/or job-sampling experiences, program staff
can assess interests, career directions, and identify skill development needs or potential accommodation
needs in an authentic environment. Administrators should encourage program staff to systematically observe
youth in work-based situations to ensure that assessment information is validated by real life experiences.
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Categories of Work-Based Learning |
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- Visits to Workplace – These tend
to be a less intensive form of work-based learning that
is mostly observational and generally most appropriate
for younger youth. Included are field trips, which are
one-time visits to observe, and job shadowing, which may
range in duration from a day or less to sometimes multiple
visits to observe by following or “shadowing”
a worker.
- Work-like Experiences – These
experiences can vary greatly in both duration and intensity,
but, in general, they are more in-depth than visits to
the workplace. These experiences can be structured for
any age youth, depending upon the duration and level of
supervision provided to the youth. Service learning projects
and unpaid internships provide youth with the opportunity
to develop leadership, citizenship and basic skills. These
experiences may or may not have a specific career focus.
Youth-run enterprises are simulated workplace experiences
designed to give youth employment and management experience.
- Employment – These tend to be
the more intensive forms of work-based learning and are
appropriate for youth 14 and older. Included are both
subsidized and unsubsidized work opportunities such as
internships. Employment experiences must comply with state
and federal labor laws. Cooperative education, paid internships,
and apprenticeship programs are examples of employment-based
learning experiences. Youth jobs, particularly summer
jobs, provide valuable work experience and help youth
develop the basic work-readiness skills and attitudes
that employers say they value.
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2. How can I ensure that work-based learning experiences
are well-structured and meet the needs of the youth I serve?
Work-based learning doesn’t happen on its own. Mere exposure to the workplace
doesn’t necessarily translate into learning. Youth need structure and
support if they are to fully benefit from their work-based experiences. This
structure and support must come from both the school or program and the work
site. Work-based learning experiences will be most meaningful if the youth themselves
are involved in the planning, development, and evaluation of the experiences.
Use youth advisory councils and student organizations as ways to involve youth.
Here are some of the basics that need to be covered.
- Preparing youth for the workplace – At a minimum,
youth should be provided with an orientation to the workplace and what is
expected of them. This orientation should include information about the industry
and the careers within the industry. It is particularly important that youth
who are participating in internships and employment-related experiences receive
information about health and safety on the job, their rights, and program
and employer expectations. Work-readiness training is valuable for youth to
learn about the behaviors and attitudes that employers expect.
- Preparing program staff and employers – Orientation
and training for program staff and employers help those who work directly
with the youth to understand their roles and responsibilities. Work-site mentors
and supervisors need to understand how to guide and support learning, provide
constructive feedback, evaluate youth performance, and how to resolve issues
that may arise. Program staff need to know how to develop and implement structured
learning plans, work with employers, and understand all applicable federal
and state laws, such as the Fair Labor Standards Act and the Americans with
Disabilities Act.
- Structuring the learning – Training agreements
and training or learning plans are tools used to structure work-based learning
experiences. Training agreements are documents that describe the general terms
under which employers, programs and schools, and youth will complete a work
experience. These agreements are typically signed by the employer and/or job
supervisor, the program coordinator or teacher, the youth and if the youth
is under the age of reason (18 in most, but not all states) the parent or
guardian. Training or learning plans establish learning objectives. The SCANS
(Secretary’s Commission on Achieving Necessary Skills) competencies
are often used as a basis for developing learning objectives. Training or
learning plans may also include learning outcomes, activities, and a method
for assessment and evaluation of the youth’s performance. The duration
and intensity of the work-based learning experience determine how extensive
and detailed the training or learning plans should be. Finally, youth need
time to reflect on their experiences and evaluate their performance. This
may be informal or formal written evaluation – covering such topics
as what did I learn; how does it relate to what I learned in the classroom;
what does it mean for my future?
- Undertaking program evaluation – Is the work-based
learning achieving its purposes? Ongoing program evaluation allows program
administrators to make judgments about the quality of a program and how to
make improvements. Involving staff, youth, employers and jobsite supervisors
is key to good program evaluation. Developing a set of tracking tools will
facilitate the assessment of learning, document the links between the worksite
and the classroom, and streamline program evaluation.
- Reporting the results – Workforce Investment
Boards, Boards of Education, and other policy makers should be kept informed
of the results of work-based learning experiences in terms of number of youth
served and successful outcomes. These reports will facilitate the sharing
of best practices, keep the work-based learning program on the radar screen,
and improve your program’s chances for future support.
3. What community supports and interagency collaborations
are necessary so that my youth have the opportunity to participate in quality
work-based learning experiences?
In every community, a wide array of organizations are involved in preparing
young people for the world of work, such as the public schools, technical schools,
colleges, and universities, vocational rehabilitation agencies, labor/management
programs, community-based organizations, and Job Corp Centers. Coordinating
efforts among organizations reduces the confusion and frustrations for employers
who must deal with multiple contacts. It is also a more efficient and effective
way to develop and support the availability of work-based learning experiences
for all youth within a community. Local activities that can and should be coordinated
among organizations include, convening local leadership, recruiting and engaging
employers, providing services to workplace partners, ensuring quality of work-based
learning, and promoting policies and effective practices. Every community has
organizations and resources that can be tapped into to provide these “intermediary”
activities. Here are some ideas:
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Utilize these Organizations
& Resources to Develop & Support WBL |
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- Workforce Investment Boards (WIBs)
are the lead strategic planning workforce development
organization for local communities. WIBs are uniquely
positioned to focus attention on promoting work-based
learning, to support strategic planning between the “supply”
(program) and “demand” (employer) sides, to
identify resources available to support work-based learning;
to develop policies supporting work-based learning and
to disseminate effective practices.
- One-Stop Centers are the gateway to
an array of workforce development information and services
for both employers and job seekers. One-Stop Centers can
be the repository for common tools for structuring work-based
learning experiences and provide information on available
work-based learning opportunities within the community.
- Employer organizations, such as the
local Chamber of Commerce can be helpful in promoting
work-based learning among its membership. Employer organizations
can also undertake some of the brokering services between
the school or program and the work site, such as student
referrals, training for workplace mentors and supervisors,
and payroll functions.
- Student organizations, particularly
those that are vocationally-focused, such as DECA and
VICA, can assist in connecting students from multiple
schools and organizations with employers that match the
students’ vocational interests.
- Community-based organizations provide
employment and training for the emerging workforce, for
current workers, and for those workers seeking to make
a career change. Many of these organizations have long-established
relationships with employer or are well-positioned to
provide services to workplace partners.
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Youth often receive (or are eligible for) services from more than one organization.
For example, youth programs under the Workforce Investment Act provide services
to youth who are enrolled in secondary school and those who are out of school.
For in-school youth, the program services typically include summer employment
or paid internships. Thus, the WIA service provider who is providing the work-based
learning experience should coordinate with appropriate school personnel to make
sure it is tied to classroom learning and supports the student’s school-based
program of study. Interagency collaboration is also helpful in leveraging resources
to support youth with their work-based learning experiences. Transportation,
health needs, work tools and equipment, day care, and job coaches are among
the services that can provided through interagency collaborations. Many communities,
under the direction of their local WIBs or youth councils, have begun resource
mapping projects, including the services that are available within the community
and how to connect to these services. A guide to community services is a useful
tool for program staff who work with youth.
4. What are my responsibilities and what are the employer’s
responsibilities in working with youth with disabilities?
Research documents that youth with disabilities who participate in work-based
learning are more likely to successfully enter the workforce and are less likely
to require public support to live independently. Thus, it is important that
youth with disabilities have access to and participate in the same high-quality
work-based learning programs established for all eligible youth. Administrators,
program staff, and employers need to be aware of their legal responsibilities
under applicable federal laws such as:
- Fair Labor Standards Act governs wages for all workers
and includes “Child Labor Laws” that specify the type of work
and hours permitted for youth under the age of 18.
- Carl D. Perkins Vocational and Technical Education Act
mandates the recipients’ obligations throughout their vocational education
programs. Any entity receiving Perkins is subject to its requirements. The
Act contains equity provisions and provisions for special populations which
apply to individuals with disabilities.
- Section 504 of the Rehabilitation Act prohibits
discrimination of the basis of disability in federally-funded programs.
- The Americans with Disabilities Act prohibits discrimination
on the basis of disability status and requires the provision of “reasonable
accommodations” to insure that individuals with disabilities are provided
access and participation in program and employment opportunities.
- The Individuals with Disabilities Act (IDEA) entitles
all eligible youth to free appropriate and public education and requires specially
designed instruction to meet the needs of a child with a disability, including
instruction conducted in the classroom and other settings. Starting at age
14, IDEA requires transition services that are a coordinated set of activities
that promote the movement from school to post-school activities.
The descriptions provide only a snapshot of information, not enough upon which
to make programmatic decisions. Other federal legislation may apply, and there
may be state laws that also apply. The important lesson is that there is a legal
and ethical obligation to ensure that youth with disabilities receive the same
opportunities as everyone else. Some tips for making it happen:
- In preparing youth with disabilities, it is important that
these young people understand their disability, are able to talk
about their disability, and are able to articulate to employers what they
will contribute to the workplace.
- Training for program staff and for employers must include
specific information around serving youth with disabilities to ensure
that these youth receive the same benefits from program participation. It
is important to provide examples of individuals with disabilities
who are successful professionals throughout the work-based learning
experience. This can be done by incorporating staff with disabilities, including
examples of successful professional with disabilities, in all training components,
and by inviting employers to involve employees with disabilities.
- For youth with disabilities, the learning plan should connect
to the student’s Individualized Education Program/Transition plan when
possible. Linking with a student’s transition plan can help
identify and access supports that may be needed.
- Interagency Transition Collaboratives in many states and
local communities can assist in addressing the procedural and practice
issues that influence transition services for youth with disabilities.
Keep in mind that there is no “one size fits all” when serving
youth with disabilities. The needs of each young person must be assessed individually.
One of the best ways of determining a young person’s needs is to ask them
and to involve their parents in the discussion. This can also be helpful in
determining what other agencies can help support work-based learning, the resources
that they can provide and the accommodations or modifications that are needed.
5. How do federal and state labor laws apply to work-based
learning?
Federal and state laws regulate employment. The Fair Labor Standards Act covers
minimum wage, overtime, child labor, and equal pay. States also have their own
labor standards laws. The general rule is that the more stringent law, federal
or state, is the one that applies. It is important to be familiar with both
the federal and state labor standards laws as there are many rules that apply
to youth in the workplace.
The Occupational Health and Safety Act (OSHA) applies to employers and governs
workplace safety and health issues. OSHA and its state partners set and enforce
standards for workplace safety and health. Provisions governing equal access,
nondiscrimination, workers’ compensation, and legal status for work may
also apply to a work-based learning experience. Each labor law defines those
who are covered under the law. One important consideration is whether the work-based
learning experiences is considered “employment.” Consider, particularly,
the following:
- Employment vs. unpaid internships – There are a number
of criteria that determine whether an “employment” relationship
exists and thus subject to compliance with labor standards laws. There is
no single set of rules that cover all situations and there are special rules
that apply to persons with disabilities. Considerations include whether the
work is incidental to the training, whether any employee has been displaced,
or whether a vacancy has been filled. Workplace activities that do not involve
the performance of work are not considered employment subject to labor standard
laws.
- Child Labor Laws – Federal and state laws limit the
hours that young people can work and restrict the type of work that youth
can perform. Youth under 14 are not permitted to work, with some limited exceptions.
Minors under 16 are restricted from most machinery and manufactory work and
minors under 18 are prohibited from working in hazardous occupations. Permitted
work hours are different for 14 and 15 year olds than for 16 and 17 year olds
and for school hours versus non-school hours. A work permit may be needed.
There are some exceptions to the child labor laws for student learners in
approved work-study programs.
- Minimum wage – Minimum wage and overtime laws apply
to work-based learning experiences that meet the definition of employment.
Some states set a higher minimum wage than the federal law. There are certain
exceptions for initial employment or training and youth under the age of 20.
There are some additional exceptions when youth with disabilities are engaged
in “community-based vocational education.” However, these exceptions
are very explicit and need to be thoroughly understood before utilized.
- Safety and access – All parties involved in work-based
learning are responsible for ensuring that the workplace is safe and does
not discriminate. Youth should have equal access to work-based learning opportunities
regardless of race, religion, color, national origin, gender, age, or disability.
Once in the workplace, youth should know that there is an expectation that
they will be free from discriminatory practices and sexual harassment. The
necessary insurance coverage should be provided for youth involved in work-based
learning activities ranging from Workers Compensation coverage for youth in
paid employment to liability coverage for youth participating in unpaid internships,
job shadows or site visits. The type of work-based learning experience, whether
it is paid or unpaid, and federal and state guidelines will determine the
type of coverage needed.
Resources
DisabilityInfo.Gov
http://www.disabilityinfo.gov/
One-stop online access to resources, services and information for people with
disabilities available throughout the Federal government. Subjects include,
civil rights, education, employment, housing, health, income support, technology,
transportation, and community life.
U.S.
Department of Labor: Employment Laws Assistance
http://www.dol.gov/elaws/esa/flsa/cl/
Information on child labor laws and links to state child labor agencies and
information. The site also includes a step by step advising process to determine
eligibility under FLSA.
U.S.
Department of Labor: Employment Standards Administration
http://www.dol.gov/esa/whd/flsa/index.htm
Information on the Fair Labor Standards Act, which regulates minimum wage. This
DOL site includes links to fact sheets to provide specific information for a
variety of audiences.
Iowa’s
Workforce Development
http://www.iowaworkforce.org/files/students.htm
Comprehensive, up-to-date guide dated 2002, covering all aspects of work-based
learning, including program development and evaluation, safety and health, labor
laws and legal issues and references to additional resources.
National
Adult Literacy Database
http://www.nald.ca/fulltext/hudson/workbase/cover.htm
Detailed information and training materials on the various types of work-based
learning. Appendices include forms for planning, implementing and evaluating
work-based learning, information on labor laws, SCANS’, and a section
on work-based learning for students with disabilities. Issued in 1997 but much
of the material is still relevant.
Cornell
Youth and Work Program
http://www.human.cornell.edu/youthwork/index.htm
Contains a variety of tools and information broken down into short and easily
understandable documents. Includes information to promote understanding of work-based
learning and to provide “how to tips” for various audiences. Tends
to focus on more intensive work-based learning experiences. Materials developed
from demonstration programs conducted in the mid 1990s.
Young
Workers
http://socrates.berkeley.edu/~lohp/Projects/Young_Workers/young_workers.html
Curriculum and brochures for training for all audiences on health/safety issues.
Work safe curriculum designed specifically to help job training programs &
work experience educators teach teens about basics of health and safety on the
job.
National
Transition Network
http://ici2.umn.edu/ntn/pub/default.html
The National Transition Network provides publications that address the legal
rights of youth with disabilities, and outlines policies to give youth with
disabilities the opportunity to be involved in the work force.
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This
document was developed by the National Collaborative
on Workforce and Disability for Youth, funded by a grant
from the U.S. Department of Labor, Office of Disability
Employment Policy (Grant Number E-9-4-1-0070). The opinions
expressed herein do not necessarily reflect the position
or policy of the U.S. Department of Labor. Nor does
mention of tradenames, commercial products, or organizations
imply the endorsement by the U.S. Department of Labor.