2015 2016 TPP OPENING DAY TPP 2014 2015

2015 -2016 TPP OPENING DAY

TPP 2014 -2015 Production Actual /(goal) Agency Served Intakes IPEs 26 s 28 s Successful Closure Rate LAUSD 1185 (1400) 360 (420) 340 (390) 150 (150) 264 (0) 36% Marriot 32 32 65 89 66 57% Combined 392 405 239 330 42% Statewide 5943 5593 3251 2990 52%

It is expected that each teacher will produce at least: Intakes 30 Authorization rate $11. 10 per hour. Students will be paid $10 per hour. Enter intake information on the 2015 -2016 Google Drive Intake Tracker. TPP’s instructional focus is teaching students how to overcome their Individual Barrier to Successful Employment. During their time in TPP all students must complete the Barriers to Employment Success Inventory (BESI) assessment. TPP will administer the BESI to all TPP students as a unique component of the TPP program. Returning TPP students will complete the BESI by October 1, 2015. New intakes will complete the BESI within one month of TPP intake. IPEs Work Experiences 25 14

The students’ Selected Barriers to Overcome will be recorded in Filemaker. All services provided will target those barriers and be described in the monthly narrative report. The barriers identified by the BESI will be used to drive Vocational Instruction/Employment Preparation PETS Work Based Readiness Training service. Teachers may use any lesson from the TPP Instructional Guide or the DOTS instructional Guide as long as it targets the student’s identified Individual Barrier to Employment. Each student will receive a minimum of 6 lessons targeting his or her Individual Barrier to Employment. Each lesson must include an interactive piece that produces an artifact the student takes with them and can refer to in the future. Scan and save copies of artifacts. Lesson delivery dates, and title will be recorded on File Maker Pro (FMP) as part of the monthly report to Department of Rehabilitation. Teachers are expected to maintain an Outlook calendar. Schedule locations 2 weeks in advance. Changes in schedule are understandable and often necessary, correct Outlook to reflect changes. Monthly logs will be completed using the new FMP narrative report format.

Teachers are expected to maintain a timecard at each school site. Sign in and out each day you visit a school. Job Developers will handle all follow-up related services. This includes job placement for graduates and CASEMIS related follow-up calls/data entry. Job Developers will need an opportunity to meet all leavers prior to graduation. Job Developers should also be given the opportunity to work with second semester seniors if they are on a WBL placement.

2015 -16 TPP ORGANIZATION CHART Lela Rondeau- Program Administrator Tim Sweeney-Contract Specialist TPP contract negotiations Invoicing Support and Supervision for TPP Classified staff Shelia Jordan-Jones Los Angeles South Bay Specialist Liaison with South Bay Do. R Specialist Support and Supervision for Demesma Olinger Walker Weemes Wise Shalivia Sefas Greater Los Angeles Specialist Liaison with GLAD Do. R Specialist Support and Supervision for Abi-Faraj Eden Elliott Garcia Gowey Haywood Tim Sweeney Van Nuys/Foothill Specialist Liaison with Van Nuys Do. R specialist Support and Supervision for Blais Brard Fuentes Manukyan Oestman Trout

TPP HANDBOOK Policies and Procedures

Transition Partnership Program (TPP) is a joint Cooperative between the Los Angeles Unified School District (LAUSD) – District Office of Transition Services (DOTS) and the State of California - Department of Rehabilitation (DOR). DOR is a non-profit governmental agency that assists individuals with disabilities with transition activities resulting in employment. Services may include: Vocational Assessment (DOR Authorized) Employment Preparation Placement/On-site Supervision Job Development Work Based Assessment – DOR Authorization for one WBL placement per school year Vocational Training Support (supplies and equipment for Regional Occupational. Skills Centers/ Skills Centers / ROP classes). Students can be enrolled concurrently high school and occupational / skill center DOR Approved post-school training programs - (Occupational / Skills Center or community colleges certificate programs). DOR counselor will approve all post school programs Support for post-school training that will lead to employment Assistive Technology DOR Vendor approved programs – Marriott Bridges (graduating seniors or DEPARTMENT OF graduates only) REHABILITATION

START-UP / STUDENT REFERRAL CHECKLIST The following items provide a guide to establishing procedures for beginning the TPP process and continuing the partnership throughout the year. Review established list of current TPP students and potential TPP students. □ Referrals from site-based transition teacher □ Special education school staff Identify the DOR Counselor that services each high school. Contact each DOR Counselor at the DOR office site. Establish schedule for monthly meetings between DOR counselor and DOTS TPP teacher. Coordinate procedures for student intake with DOR Counselor. Invite DOR Counselor to potential student client meeting to discuss DOR services and opportunities. Review students’ school records □ School cum records □ Student grades on Mi. S □ Review student test scores in Mi. S Determine students’ interest and goals Conduct/review interest assessments Review documents for determining student eligibility for DOR-TPP LAUSD Release of Information form – sent home to parents LAUSD Medical Release form – sent home to parents

A signed form is required before sharing any information with DORcounselor orally or with documents. Obtain copies of Right to Work documents from student or site-based teacher □ Social Security Card □ Birth Certificate □ Photo Identification card □ INS Registration Card (front and back) Current IEP and most recent re-evaluation IEP (triennial or may be a middle school evaluation), with Certificate of SLD Eligibility Review Mi. S records □ Student information (2 pages) □ Current grades □ Students Grades □ Attendance □ General reports Inform parents of DOR-TPP program. Discuss eligibility requirements and purpose of the program. Review DOR intake packet procedure DOR Approved Forms □ DOR pink application - signed but not dated (parental signature needed if applicant is less than 18 years of age) □ Health Questionnaire (parental signature needed if applicant is less than 18 years of age) □ Employment Records □ Consent to Release Non-Medical Personal/Confidential Information □ Consent to Release Medical Information □ Financial Form

DOR / STUDENT INTAKE The In-Take process involves the steps necessary to provide the DOR counselor with the documents needed to process a student as aclient. Schedule in-take meeting with DOR Counselor Schedule room for in-take (establish room that will provide for student confidentiality); schedule time of intake; schedule students for intake Summons student regarding date; time of upcoming DOR Intake meeting Review intake packet prior to DOR/Student meeting o LAUSD Releases signed and dated prior to intake meeting o All required documents (Right to Work documents, current and last comprehensive IEP, ) DOR Intake packets signed not dated Compile matching DOR and LAUSD documents for DOTS teacher’s and DOR counselor’s files Collect Release from DOR counselor to include in your student files LAUSD and DOR must have the same documents in their files. Make copies for the DOR counselor.

DEPARTMENT OF REHABILITATION UNIQUE SERVICES The following categorical lists of services are uniquely for Do. R clients and will be reflected in the monthly reports to Do. R. This list is not exhaustive and if you believe that you provide a service in one of the outlined areas, please document it. PETS Vocational Evaluation The LAUSD DOTS/TPP Transition Teacher will provide this service. Activities include: Administering the Barriers to Employment Success Inventory Analysis of the student’s: o prior work experience o transferable skills o interest in post-secondary training or education o need for and type of work-based learning experiences o need for further job exploration counseling o need for training in workplace readiness o need for training in self-advocacy skills Published assessments may include career interest, career skills and career interest inventory assessments 12

Vocational Instructional/Employment Preparation Work Based Readiness Training The LAUSD DOTS/TPP Transition Teacher will provide this service. Activities include: Job Exploration counseling Instruction in self-advocacy Workplace readiness training including: o Soft skills needed for successful employment o Interviewing techniques o Resume development o Application preparation Appropriate work behaviors o Relevant work practices o Appropriate grooming and hygiene o Assistance in becoming knowledgeable regarding the impact of employment on a student/Do. R client’s disability and benefits 13

The LAUSD DOTS/TPP Transition Teacher will provide this service. Work Experience/PETS work-based learning experience activities include: Contact employers and build networks to develop and/or identify job opportunities Work site analysis, as needed Job site consultation to identify or modify barriers Negotiate job carving or other job accommodations Short term placements both on and off campus Monitoring the student’s performance in the work environment Work experiences may include instruction in : • Self-advocacy • Vocational direction • Appropriate work attitudes • Ethics • Interpersonal Skills • Speed/Accuracy/Limited occupational skills Provide assistance at the workplace with mastery of necessary job duties i. e. job coaching Provide assistance with time management skills and portfolio completion 14

The LAUSD DOTS/TPP Job Developer and Placement Coordinator for the DHH will provide this service Job Development/Placement and Follow-up Major emphasis of this assignment will be job retention as appropriate: Job Development/Placement and Follow-up Activities include: Provide clients with information regarding opportunities for occupational training and jobs in vocational area of interest Assists clients in preparing for job interviews, completing resumes and applications Contact employers and build networks to develop and/or identify job opportunities Work site analysis as needed Job Site consultation to identify/modify barriers Negotiate job accommodations Negotiate customized employment placement Maintain an organized system of current job openings Ensuring clients become knowledgeable regarding the conditions of their employment: Job description Name of immediate supervisor Responsibilities of the employee Wage payment practices Benefits Conflict resolution strategies Health and safety practices 15

The LAUSD DOTS/TPP staff will monitor student clients during their work experience and collaborate with employer and DOR to provide support to enable student clients to achieve a successful work experience. On-Site Supervision Activities: 1. Make initial contact with employer to review the following: On-Site Supervision 2. Worksite is a match to the student’s interests, preferences, strengths, and needs Worksite visitations will be conducted bi-monthly to provide ongoing instruction and support If initial contact with employer is successful proceed with scheduling of an interview. Prepare the following: 3. Workfolio On-site Supervisor Connect Weekly in person Employer assisted evaluation (refer to timesheet) Review Workfolio 4. Student Connect: Bi-monthly in person or by phone Complete WBL on-site competences sheet upon completion of TPP work experience (copies of sheet to be turned in to DR counselor as part of documentation process) If student is experiencing difficulty with his/her duty(s): Discuss alternative duties with the employer 16

TPP Post Secondary Planning Preparation Prior to Graduation: 1. Complete student portfolio 2. Obtain numerous means of communication for future contact student’s cell phone number establish email for student alternate phone numbers (family and friends) 3. Plan of action Direct hire – connect w/ Bridges, LAUSD job developer o Monthly monitoring of work experience by Bridges, LAUSD job developer Vocational training o Enroll in specific class and attend regularly – working toward certification o Contact DR counselor for assistance or support o Monthly monitoring by LAUSD Job Developer After graduation: 1. Direct hire Ongoing support from Bridges or LAUSD Job Developer Monthly monitoring by DOR counselor, Bridges, and/or LAUSD Job Developer 2. Vocational training Enroll in specific class and attend regularly – working toward certification Contact DR counselor for assistance or support 17

DOR / LAUSD Collaborative Practices 1. At quarterly meetings – discuss authorization process so students can start work in a timely manner. Use this time for case review and collaboration. 2. Collaborate with DOR counselor, student, DOTS teacher, to review assessment and interest inventories at the intake meeting to determine the student’s Career Choice on the. IPE. 3. At the quarterly meeting, guidelines need to be discussed for DOR counselors to set their schedule according to the school calendar and school hours to meet with students, in respect to student needs, not counselors. 4. TPP Teachers, Job Developers and Placement Coordinators for the DHH will provide Counselor with a monthly report addressing how TVE, Employment Preparation, Work experience, or Job Development/Placement/Follow Up services were provided. IF PROBLEMS ARISE: 5. will be provided to the Counselor by the 15 th of each month. 1. Report Address problem immediately by DOTS teacher, DOR counselor and if necessary, thestudent. 2. If not resolved, set up meeting which would include the above and Transition Coordinator and/or DOR supervisor if requested by DOR counselor. 3. If not resolved, contact DOTS specialist and DOR supervisor. 4. If not resolved, contact LAUSD DOTS administrator and DOR regional program manager. 18

All TPP students must have completed a portfolio containing the following items prior to culmination of their school career. CONTENTS OF STUDENT PORTFOLIOS Assessment results Resume Example of cover letter to prospective employer in area of job interest Evidence of research in top three areas of interest Most commonly asked interview questions Interview questions student may want to ask Develop personal information sheet for applications 1 -2 sample job applications (1 handwritten; 1 electronic) Copies of work documents Role play/script for telephone calls Letters of recommendation (teachers and past employers) Work based learning competencies sheets Copy of Summary of Performance for senior leavers 19