School-to-Work Outreach Project 1995 Exemplary Model/Practice/Strategy

VECTOR: Vocational Education, Community Transition, Occupational Relations Intermediate District 287 Hennepin Technical College Minnesota

Mission

To provide transition services and training to young adults with disabilities (ages 18 to 22) as they progress from educational settings toward working and living as independently as possible in the community.

Organization/Program Context

VECTOR is a special education service of Intermediate School District 287 which serves thirteen member school districts in a greater metropolitan area. The VECTOR program is located on both the North and South campuses of Hennepin Technical College and at one satellite office near the north campus.

Community Setting

Major city. VECTOR is located in a large metropolitan area. Student tuition for the technical college is paid through special education and general education funding.

Population Served

Program/Organization
See information below.

Model/Practice/Strategy
Most students are from 18 - 22 years old. A few students are 17 years old. The majority of students served have mild mental retardation or specific learning disabilities as their primary diagnosis. Other students have the following primary disabilities: speech or language impaired, blindness, visual disabilities, behavioral/emotional disturbance, autism, deaf or hard of hearing, traumatic brain injury and physical/other health impaired.

Description

Students come to VECTOR with varying interests, goals and abilities. Some students have completed their high school credits and their diploma is being held until their Individual Education Plans (IEP's) are completed. Others continue to work on earning credit towards their high school diploma. VECTOR is student centered, with emphasis on students taking responsibility for their lives. Students are given encouragement and support to plan for and reach their transition and work goals. For example, a student may find an area of interest and ask VECTOR staff to help him/her seek employment in that area. In the meantime, the student can take classes at the technical college in his/her area of interest. Each student has an advisor who meets with him/her weekly to develop, implement or modify his/her plans as needed.

VECTOR includes a school-based component, making available both secondary and post-secondary vocational classes at the technical college (which lead to certification and diplomas) as well as classes specifically developed for VECTOR students. Additional support is available to students four times a week in the form of technical tutors, one-on-one help and Vocational Preparation (a guided study hall led by VECTOR teaching staff). One of VECTOR's Special Education Instructors acts as a full-time vocational liaison on both campuses. He works directly with VECTOR students and vocational instructors to insure that students have adequate support in their field of study and to assist instructors in making necessary modifications, for example, curriculum presentation and accessibility accommodations. VECTOR classes such as Applied Vocational Skills focus on job interviewing, job seeking/keeping, resume development and other work related skills. Other classes include discussion and activities regarding appropriate behavior at work and provide opportunities to address specific problems students may be having on the job. These classes include: Strategies for Problem Solving, Social Skills and a group session led by the school social worker.

The work-based component of VECTOR is called Community-Based Vocational Assessment and Training. Students may be involved in one of the three following work options:

• Career Exploration: This program gives students initial exposure to work in the community and allows for exploration in several vocational areas. Students are placed at job sites in the community from 2 - 4 hours a day for 6 - 8 weeks. They are directly supervised by a vocational trainer (Special Education Assistant).

• Supervised Competitive Employment: Students are employed as a team of 2 to 6 individuals who work for 1 - 4 hours per day. The students are fully supervised by a vocational trainer (Special Education Assistant).

• Independent Competitive Employment: Students are initially trained in their job by VECTOR staff and/or the employer. A Work Experience Coordinator periodically monitors the student at his/her work site.

Transportation to job sites is provided by the VECTOR Program during school hours.

Exemplary School-to-Work Components

Student-centered Planning - School-based Learning
Students take responsibility for their educational plans by taking a leadership role in their Individual Education Plan (IEP) conferences. VECTOR staff are available for guidance, support and trouble shooting. Students are encouraged to get outside opinions and assistance from their families, social workers, rehabilitation counselors and advocates. They are also given training in self advocacy skills.

Age Appropriate Setting - Connecting Activity
The VECTOR Program is based on two campuses of a technical college. Students are in an age appropriate adult setting with access to all vocational programs and classes. Additional classroom and office space is leased in an office building near one of the campuses. Students also have the opportunity to increase independent living skills in accessible apartments in a nearby complex.

Collaboration - Connecting Activity
VECTOR collaborates with Intermediate School District programs at the point of student assessment and consultation of appropriate services. In addition, county and social services are involved with the program as students access their services and continue to use them after they leave school. Collaborators may include: the Division of Rehabilitation Services, County Social Services, and Centers for Independent Living.

What Makes it Work?

Flexibility
VECTOR is constantly changing and expanding to meet the needs of the students and their families. For example, in the current year low vision students came to the VECTOR program. This required additional services from the staff. Because of frequent change the staff and administration must be flexible, independent and open to new ideas. The connection between VECTOR and the Intermediate School District enables flexibility because the staff are able to pull from a variety of services and information sources when responding to change.

Strong Support from High Schools
Strong relationships with the local high schools are necessary to ensure effective transition programming and planning. The high schools' staff know what VECTOR provides and how students benefit from the program. As a result the staff are confident about making referrals and they prepare students well for the program.

Collaboration
Good connections with state and county service agencies (i.e. Division of Rehabilitation, State Services for the Blind and County Social Workers) are essential in creating a strong support system for the students. Representatives from collaborating agencies are a part of each student's IEP team.

Staff

• Program Coordinator
  3 full-time, 2 part-time
  * Manages and coordinates program
  * Manages final development and completion of Individual Education Plan (IEP)

• Work Experience Coordinator
  6 full-time
  * Develops jobs & coordinates job placement
  * Directs transition to post school employment

• Special Education Instructor
  13 full-time, 4 part-time
  * Instructs VECTOR classes
  * Advises and supports students
  * Performs student assessment
  * Develops curriculum

• Sign Language Interpreter
  2 full-time, 2 part-time
  * Interprets using sign language

• Special Education Assistant
  19 full-time, 8 part-time
  * Provides job coaching for students
  * Instructional assistant in school and community
  * Transports students

• Social Worker
  2 full-time
  * Provides individual student support

• Adaptive P.E. Instructor
  1 full-time
  * Develops/monitors individual fitness plans
  * Leads recreation / leisure activities

• Communication Disorder Specialist
  1 full-time
  * Assesses, instructs and monitors student pragmatic skills
  * Develops augmentative systems as necessary

• Occupational Therapistt
  1 full-time
  * Assesses and monitors students
  * Modifies work and learning environments

• Physical Therapist
  1 full-time
  * Assesses and monitors students
  * Modifies work and learning environments

• Other Specialists
  The following staff are hired as needed:

  Teacher of the Deaf/Hard of Hearing
  Teacher of the Physically Impaired
  Teacher of the Blind/Vision Impaired

Tom is a 21 year old young man with mild mental retardation. During his two years in the VECTOR Program he completed course work in a variety of independent living skills classes, gaining skills in problem solving and self advocacy. For one of these years he also took classes in the secondary Building Trades Program at Hennepin Technical College. During this year Tom learned that the field of building trades continued to be a strong vocational interest, but that his academic skill level limited employment options. The VECTOR vocational liaison and the building trades instructor encouraged Tom to pursue an alternative program in the same career cluster. He entered the post-secondary Painting and Decorating program in July, 1994. With extensive support from family, the vocational liaison, the technical tutor and instructor, Tom successfully earned his diploma on April 21, 1995. Three days later Tom began full-time employment with benefits as an apprentice for a painting and decorating contractor.

Tom came to VECTOR with an interest in the area of Building Trades. VECTOR staff gave him support and encouragement in the pursuit of this interest.

This profile was generated by the School-to-Work Outreach Project at the Institute on Community Integration (UAP), University of Minnesota. The development and dissemination of these profiles was supported in part by grant #H029B30142 from the U.S. Department of Education.

For further information, contact the School-to-Work Outreach Project, Institute on Community Integration (UAP), University of Minnesota, 101D Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455.

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