Guideposts for Success

School-Based Preparatory Experiences

In order to perform at optimal levels in all education settings, all youth need to participate in educational programs grounded in standards, clear performance expectations and graduation exit options based upon meaningful, accurate, and relevant indicators of student learning and skills. These should include:

• academic programs that are based on clear state standards;
• career and technical education programs that are based on professional and industry standards;
• curricular and program options based on universal design of school, work and community-based learning experiences;
• learning environments that are small and safe, including extra supports such as tutoring, as necessary;
• supports from and by highly qualified staff;
• access to an assessment system that includes multiple measures and,
• graduation standards that include options.

In addition, youth with disabilities need to:

• use their individual transition plans to drive their personal instruction, and strategies to continue the transition process post-schooling;
• access specific and individual learning accommodations while they are in school;
• develop knowledge of reasonable accommodations that they can request and control in educational settings, including assessment accommodations; and
• be supported by highly qualified transitional support staff that may or may not be school staff.

Career Preparation & Work-Based Learning Experiences

Career preparation and work-based learning experiences are essential in order to form and develop aspirations and to make informed choices about careers. These experiences can be provided during the school day, through after-school programs and will require collaborations with other organizations. All youth need information on career options, including:

• career assessments to help identify students’ school and post-school preferences and interests;
• structured exposure to post-secondary education and other life-long learning opportunities;
• exposure to career opportunities that ultimately lead to a living wage, including information about educational requirements, entry requirements, income and benefits potential, and asset accumulation; and,
• training designed to improve job-seeking skills and work-place basic skills (sometimes called soft skills).

In order to identify and attain career goals, youth need to be exposed to a range of experiences, including:

• opportunities to engage in a range of work-based exploration activities such as site visits and job shadowing;
• multiple on-the-job training experiences, including community service (paid or unpaid) that is specifically linked to the content of a program of study and school credit;
• opportunities to learn and practice their work skills (“soft skills”); and,
• opportunities to learn first-hand about specific occupational skills related to a career pathway.

In addition, youth with disabilities need to:

• understand the relationships between benefits planning and career choices;
• learn to communicate their disability-related work support and accommodation needs;
• learn to find, formally request and secure appropriate supports and reasonable accommodations in education, training and employment settings.

Youth Development & Leadership

In order to control and direct their own lives based on informed decisions, all youth need:

• mentoring activities designed to establish strong relationships with adults through formal and informal settings;
• peer-to-peer mentoring opportunities;
• exposure to role models in a variety of contexts;
• training in skills such as self-advocacy and conflict resolution;
• exposure to personal leadership and youth development activities, including community service;
• opportunities that allow youth to exercise leadership and build self-esteem.

Youth with disabilities also need:

• mentors and role models including persons with and without disabilities;
• an understanding of disability history, culture, and disability public policy issues as well as their rights and responsibilities.

Connecting Activities

All youth may also need one or more of the following:

• mental and physical health services;
• transportation;
• tutoring
• financial planning and management;
• post-program supports through structured arrangements in postsecondary institutions and adult service agencies;
• connection to other services and opportunities (e.g., recreation).

Youth with disabilities may need:

• acquisition of appropriate assistive technologies;
• community orientation and mobility training (e.g. accessible transportation, bus routes, housing, health clinics);
• exposure to post-program supports such as independent living centers and other consumer-driven community-based support service agencies;
• personal assistance services, including attendants, readers, interpreters, or other such services; and
• benefits-planning counseling including information regarding the myriad of benefits available and their interrelationships so that they may maximize those benefits in transitioning from public assistance to self-sufficiency.

Family Involvement & Supports

All youth need parents, families and other caring adults who have:

• High expectations which build upon the young person’s strengths, interests, and needs and fosters their ability to achieve independence and self-sufficiency;
• Been involved in their lives and assisting them toward adulthood;
• Access to information about employment, further education and community resources;
• Taken an active role in transition planning with schools and community partners;
• Access to medical, professional and peer support networks.

In addition, youth with disabilities need parents, families and other caring adults who have:

• An understanding of their youth’s disability and how it affects his or her education, employment and/or daily living options;
• Knowledge of rights and responsibilities under various disability-related legislation;
• Knowledge of and access to programs, services, supports and accommodations available for young people with disabilities; and,
• An understanding of how individualized planning tools can assist youth in achieving transition goals and objectives.

Guideposts for Supporting Employers

The workforce development system has two primary customers: employers and job seekers. Meeting the needs of both of these consumers continues to challenge many workforce development programs. For more than two decades large and small employers have remained consistent in their expectations. Specifically, businesses want publicly funded providers of education and training services to:

• understand and respect their needs;
• provide skilled workers and support in hiring and retaining qualified job seekers; and
• coordinate efforts with and through employer led industry sector organizations and general business organizations.

This sounds simple but it is not. A plethora of disconnects exist in the way employers are engaged. One possible solution is emerging—intermediaries. In the simplest of terms, a workforce intermediary is an organization which seeks to assist the two key customers of the workforce system – job seekers and employers – through coordination and collaboration among and between agencies and providers that impact service delivery.

To better address employers’ needs, supply side providers of workforce development services will need to restructure their policies, practices, and resource allocation strategies. To assist states, localities, and individual programs in this effort, NCWD/Youth has developed the Guideposts for Supporting Employers. The following framework details what the workforce development system can do to address employers’ needs with regard to hiring any job applicant, as well as additional needs employers may have in hiring and retaining employees with disabilities.

The Guideposts for Supporting Employers are organized with the explicit purpose of helping workforce development policy makers and program providers reduce identified barriers. There are two categories within the framework. The first focuses on what system designers (state and local) need to do. The second looks at what individual programs which include a wide array of education and training institutions such as community rehabilitation centers, secondary and post secondary institutions, apprenticeship programs, and One-Stop Centers need to do.

Download the new Employer Guideposts for Success in Microsoft Word format or Adobe PDF . (Adobe PDF help)