This list will be used for our World Cafe conversations on Tuesday, 6/26 from 5:30-7:00 p.m. in the Fountain Lobby. Before the event, please review these questions and make note of the questions that are of most interest to you.
- How do we create more individualized transition services for our students/customers?
- How do you integrate student voice into your work?
- How do you ensure family input is gathered and considered in your work? What are your strategies when working with a family with unrealistic goals?
- How do you ensure your student/customer understands the local job market?
- “In a new report, the Washington State Auditor found that good jobs in the skilled trades are going begging because students are being universally steered to bachelor’s degrees. Among other things, the auditor recommended that career guidance — including about choices that require less than four years in college — start as early as the seventh grade” (KNKX.org). What are the implications for your work?
- How do you gain knowledge of the local job market to inform your practice/work?
- How do we leverage our business connections in our local community to support work-related opportunities?
- How do you take inventory of a student’s/customer’s connections to help them get a work-related opportunity?
- What am I doing for my student/customer that they could be doing for themselves?
- What is implemented (or could be) in your area to provide students/customers with experiences in trade jobs?
- “The number of workers needed in the construction trades nationally is expected to rise 11 percent through 2026, far faster than other occupations, or by 747,600 new jobs, the Bureau of Labor Statistics says. Construction, along with health care and personal care, will account for one-third of all new jobs through 2022, the agency says. It also predicts that, between now and 2022, there will be a need for 138,200 new plumbers. While 7,000 people become electricians every year, about 9,000 retire, according to the National Electrical Contractors Association; by 2021, the nation will have to turn out 17,557 new electricians annually” (KNKX.org). What are the implications for your work?
- A 17-year-old student is attending high school in a rural community. They have had some work experience helping out at their uncle’s auto body shop, but say that what they really want to do is work on computers. Their family states that they have taken apart some old computers and like to problem solve. Their high school has taken field trips to Nintendo, and to Microsoft, other than these outings nothing seems to spark their interest. How would you work together as a transition/IEP team to help this student? What are your/their next steps?
- A 16-year-old student experiences anxiety issues and is living with a traumatic brain injury. They have a challenging time making and keeping appointments, and this is a barrier which relates to their TBI. They are in some General Education and Special Education classes. They have an IEP that states they will explore job interests this year and make some connections in their community to inquire about volunteer work. They also have an open DVR case. How can the school and DVR work together to help this student? What other partners might need to be involved?
- A student would like to be a Veterinarian. They have done some volunteer work with local animal shelters and really enjoy working with animals. They still have just over a year left of high school and their mother would like them to work towards obtaining paid employment. Their disabilities are primarily physical in nature, but there are also some challenges with math. Their IEP allows them to take tests in a quiet location and to re-take missed questions multiple times to pass. They are likely to be put on a waitlist if they apply to DVR. What are some resources available to assist this student with future goals? What referrals might you make? What are the student’s next steps?
- A high school student in an 18-21 transition program will exit school in 2 years. Their mother is motivated to have them connect with services. They are not sure what they would like to do after high school, and are quiet, shy, friendly and polite. Their mother shares that when they get to know someone they can actually appear to be quite outgoing. They are on an IEP, and have not yet been involved in any work experiences. What information or resources might a DVR counselor be able to offer to the IEP team to help identify/solidify the student’s Transition IEP Goals? What information might the school provide to DVR to assist in developing an appropriate IEP?