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Developing Partnerships

Developing Partnerships. Nikki Jackson, Regional Disability Coordinator Laura Kuhn, Regional Disability Coordinator. Introduction to Developing Effective Partnerships.

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Developing Partnerships

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  1. Developing Partnerships Nikki Jackson, Regional Disability Coordinator Laura Kuhn, Regional Disability Coordinator

  2. Introduction to Developing Effective Partnerships Effective partnerships between agencies, schools, colleges/universities, and businesses could be a vital part of the JC Disability Program.  This webinar will provide resources to develop and sustain such partnerships.

  3. Benefits of Partnerships • PRH 6: Section 6.11, R7 (f) – Develop and maintain partnerships with outside agencies that will assist the center in serving students with disabilities. • Increased numbers of students with disabilities enrolling in Job Corps = Increase in the demand for additional support services. • Access and opportunities to share resources in an effort to meet the varying needs of Job Corps students.

  4. Benefits of Partnerships • Assessment services, staff and student training, career development assistance and career transition services • Additional funding for student needs and services • Build a shared sense of commitment and responsibility within the community • Increase community awareness about the Job Corps program

  5. Picking Your Partners:Where to Begin? The Disability Partnership Tool

  6. Disability Program Partnership Tool • Provides information about disability-related organizations that exist in most communities • Additional local partnership opportunities can be added to the tool • Maintained by the DC and presented during reviews to document efforts to establish partnerships • DCs should maintain copies of MOUs or formal agreements

  7. Disability Program Partnership Tool

  8. Business Leadership Network (USBLN) • A national nonprofit organization that promotes the full inclusion of people with disabilities in the labor force and marketplace. • Employers hire and promote workers with disabilities • Conduct job seeking skills sessions • Serve as mentors to postsecondary students • Recruit at employment fairs • Provide internships and work experiences

  9. Centers for Independent Living (CILs) • Nonprofit agency that is designed and operated within local communities by individuals with disabilities • Assist people with disabilities in becoming independent within their community • Core services • information and referral assistance • independent living skills training • counseling

  10. Disability and Business Technical Center (DBTAC) • A national network of 10 regional centers that provide training, information, and materials related to the American with Disabilities Act (ADA) • Provide information, referrals, and technical assistance on all aspects of the ADA • Performs a wide range of activities to promote public awareness of the ADA

  11. Disability Program Navigators at One Stops • Assist people with disabilities in “navigating” through the challenges of seeking work • Inform people with disabilities about their options for work http://www.doleta.gov/disability/new_dpn_grants.cfm

  12. National Alliance on Mental Illness (NAMI) • Nation’s largest organization for mental illness • Advocates for access to services, treatment, supports and research • Focused on educating and raising awareness in local communities about mental illness • Provides free support groups for people living with mental illness and their loved ones

  13. State Assistive Technology Act Programs • Statewide, technology-related assistance for individuals with disabilities • Provide training and technical assistance, AT loan programs, and other services • There are projects in each state, the District of Columbia, and US territories.

  14. Vocational Rehabilitation (VR) • Provide assistance to prepare individuals for gainful employment • Dedicated school-to-work counselors for youth • Services may include assessments, counseling, education, training, job placement, job coaching, day care + much more • Programs for blind and hearing impaired

  15. Who Are Your Potential Partners? • Have you checked with your State or local government agencies and schools to learn about potential partners? • Who is your state provider of mental health services? • Who are the Workforce Investment Act (WIA) partners in your area?

  16. Tips and Strategies • Partnerships take time! • You shouldn’t try to do it alone–involve other staff • Decide what you want to accomplish in this partnership • What do you have to offer? • Do your research and homework

  17. Where Can You Begin? Form a partnership committee and include: • Admissions Counselors (AC) • Business Community Liaison (BCL) • Work-Based Learning (WBL) • Career Transition Services (CTS) • Counselors • Academic Instructors • Career Technical Instructors • Administrative Staff

  18. Admissions Counselors • Can make presentations to potential partners as part of their recruiting efforts. • Provides an opportunity to show off all that Job Corps provides to assist students with employability and trade skills. • Partners would have a better understanding of the program and would have the ability to refer qualified applicants to the program.

  19. Business Community Liaison • Should have an active role in the disability program since nationally about 20% of students disclose a disability • Partnerships with your center already exist, but they may not realize their potential contributions to the center’s disability program

  20. Work-Based Learning Staff • Provides an opportunity for students to learn what their accommodation needs are and get comfortable with them on a job while in a nonjudgmental work environment. • WBL staff could assist in developing partnerships with employers that actively recruit and hire individuals with disabilities. • Provides the opportunity for WBL staff and employer partners to learn about tax credits and other incentives for hiring individuals with disabilities.

  21. Career Transition Specialists • Can help by working with partners who may provide technology services, ergonomic assessments and equipment that may be needed by a student with disability at their potential work-site. • Partners that employ or contract with job developers can work in concert with CTS to provide intensive interview skills, attend the interview, and provide selective job placement to carve out appropriate employment opportunities where a student’s functional limitations are not a factor for success.

  22. Career Transition Specialists (cont.) • Partners who provide educational training opportunities or on-the-job training specifically for individuals with disabilities can be developed for students who may need additional transitional skills or training to be better prepared for competitive employment.

  23. Counselors • Can assist by coordinating meetings and services for their students with a disability. • Not only can students benefit by receiving services and assistance through partnerships, but counselors have the opportunity to work more closely with students who have a disability and can expand their knowledge by attending workshops and trainings that some partners have provided at other centers. Some have even attained CEUs!

  24. Academic Instructors • Partnerships with local education facilities, retired professionals, or schools can assist academic instructors by providing tutors or staff that specialize in instructional strategies for students with learning disabilities or those needing more intensive instruction. • Partnerships with facilities that employ curriculum writers, special education staff, or colleges that prepare teachers can help academic staff with strategies for students with learning or sensory impairments.

  25. Career Technical Instructors • Partnerships developed specifically for particular trades such as those on industry councils can be solicited for alternate training ideas to meet specific TAR line items that might be difficult for some students with disabilities. • Employer partners that commit to specifically hiring individuals with disabilities may be a good resource to suggest ergonomic options that have been successful in the past.

  26. Administrative Staff • Administrative professionals know all about networking. Can staff members on center help coordinate the efforts to identify and develop partnerships? • Can staff assist by developing partners that might be able to provide used equipment such as used computers that can have reading software installed, or any other assistive technology no longer used like scooters, books on tape, or other specialized needs for students with disabilities?

  27. What Do You Wish to Accomplish in This Partnership? • Employers seeking to hire individuals with disabilities? • Technology devices and accommodation assistance? • Independent living assistance for students completing the program? • Developing a larger network of community partners to assist with developing supportive WBL sites? • New or updated testing and evaluations of students’ functional abilities and limitations?

  28. What Does Job Corps Have to Offer in a Partnership? • Provide partners with hiring needs, a large pool of trained employees who are ready and willing to go to work if just given a chance. • Several government agencies are a part of the Workforce Investment Act (WIA) which mandates they partner with other WIA programs such as Job Corps. • Job Corps training goes far beyond teaching technical skills. Employability skills are emphasized every single day and in every area of Job Corps.

  29. What Does Job Corps Have to Offer in a Partnership? (cont.) • Agency service providers typically find it difficult keeping track of consumers. Our consumers are all under the same roof! • Partners dedicated to serving individuals with disabilities will have a large pool of consumers (Job Corps students) that will likely qualify to receive their services and typically have all needed documentation.

  30. Doing Your Homework • Does the agency provide services to the typical Job Corps demographic? • Where does funding come from and are there any specific limitations? • What is the criteria to qualify for services?

  31. Doing Your Homework (cont.) • Is there a waiting list for services and if so, what is the typical timeline for receiving those services? • Does the corporation or business have employment opportunities suitable for your trade offerings and in sufficient numbers to make it worthwhile? • Is transportation a factor for students while in the program and after?

  32. Points to Consider • Before pursuing a partnership, make sure there is a definite need. • Be committed to the process of establishing the partnership. • Decide which staff members will be liaisons or contacts, are aware of and can commit to the time required, and understand the importance of follow-through after the partnership has been established.

  33. The Bottom Line • Is the benefit of the partnership to both parties worth the time and effort that needs to be put into any good partnership? and it’s worth repeating • Does staff taking the lead on the partnership have the time, commitment, and dedication to follow through?

  34. Choose Carefully • Start with one potential partner who would be most beneficial to your students and staff. • Invest your time wisely!

  35. Making Contact • Clearly state your “Who, What, Why, Who, When, & Where” (yes, who is twice). • Explain whoyou are, and your role at JC • Explain what type of program JC is, and describe the disability program • Discusswhythey should collaborate with JC and howyour partnership could be one of reciprocity • Who benefits from the partnership (the students) • When services will commence, and when they will terminate • Discuss where meetings/services will take place

  36. Be Prepared • Get your facts straight. Make sure all information presented is accurate. • Rely on your admissions contractor-they may have great promotional ideas you can utilize. • Schedule a formal meeting. If not on center offer a time for the potential partner to visit center. • When providing tours, be sure students are tour guides and ambassadors of your center.

  37. Finally, When Establishing Partnerships • If it is not written down, it did not happen. • Be sure to keep documentation of conversations, date and time when calls were made, etc. Use the partnership tool. • Formal Agreement • Not required, but strongly suggested to ensure all parties understand what is expected of them, along with roles and responsibilities. • Objectives • What is the desired outcome? How will successful outcomes be measured and information exchanged?

  38. Examples of Successful Center Partnerships Phoenix Job Corps • Established a VR partnership where students are receiving in-class tutoring and job placement assistance 45 days prior to graduation. For just 2 students, over $20,000 in services was provided. Miami Job Corps • Established a VR partnership where students are receiving testing and assessment services at no charge. Fees charged for these services usually range from $800 to $1200 per student.

  39. Examples of Successful Center Partnerships (cont.) • Penobscot Job Corps Center • The center also has established a relationship with Northeastern Occupational Exchange; a local resource that provides testing to determine if a student may have a learning disability. Centennial Job Corps Center • Has a partnership with the Idaho Department of Labor Navigator Program which assists students with job search skills and obtaining employment. • Has also helped with determining career technical accommodation needs for students with physical disabilities.

  40. Examples of Successful Center Partnerships (cont.) Lyndon B. Johnson • Has an agreement with the South Western Community College to provide services to students which can include, testing for those students suspected of having a learning disability. Flint Hills • Has a relationship with the Manhattan Alternative High School. The school offers accommodation suggestions, and conducts testing for students suspected of having a disability.

  41. Resources

  42. Customized Partnership Tool • Each center will receive a customized partnership tool from your Regional Disability Coordinator by the end of the month. • These tools should be used to jumpstart the partnership process.

  43. Regional Disability Coordinator • Lisa Kosh-Region 1 • lisa.kosh@humanitas.com • Nikki Jackson-Region 2, 3 • nikki.jackson@humanitas.com • Laura Kuhn-Region 4 • laura.kuhn@humanitas.com • Kim Jones-Regions 5, 6 • kim.jones@humanitas.com

  44. Questions?

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