2015-2016 TPP OPENING DAY
undefined
2015-2016 TPP
OPENING DAY
It is expected that each teacher will produce at
least:
Intakes
IPEs
Work Experiences
30
25
14
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.
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
TPP
HAN
DBOO
K
P
o
l
i
c
i
e
s
a
n
d
P
r
o
c
e
d
u
r
e
s
DEPAR
T
M
ENT
OF
R
E
HABI
L
I
T
A
T
ION
T
r
a
n
s
i
t
i
o
n
P
a
r
t
n
e
r
s
h
i
p
P
r
o
g
r
a
m
(
T
P
P
)
i
s
a
j
o
i
n
t
C
o
o
p
e
r
a
t
i
v
e
b
e
t
w
e
e
n
t
h
e
L
o
s
A
n
g
e
l
e
s
U
n
i
f
i
e
d
S
c
h
o
o
l
D
i
s
t
r
i
c
t
(
L
A
U
S
D
)
–
D
i
s
t
r
i
c
t
O
f
f
i
c
e
o
f
T
r
a
n
s
i
t
i
o
n
S
e
r
v
i
c
e
s
(
D
O
T
S
)
a
n
d
t
h
e
S
t
a
t
e
o
f
C
a
l
i
f
o
r
n
i
a
-
D
e
p
a
r
t
m
e
n
t
o
f
R
e
h
a
b
i
l
i
t
a
t
i
o
n
(
D
O
R
)
.
D
OR
i
s
a
non
-
p
r
of
i
t
g
ove
r
n
m
ental
ag
e
ncy
th
a
t
ass
i
sts
i
nd
i
v
i
d
u
a
l
s
wi
th
d
i
sab
ili
t
i
es
w
i
th
t
r
ans
i
t
i
on
act
i
v
i
t
i
es
r
esu
l
t
i
n
g
i
n
e
m
p
l
o
y
m
ent
.
Se
r
v
i
ces
m
a
y
i
nc
l
u
de:
Vocat
i
o
nal
Assess
m
ent
(D
OR
Aut
h
o
ri
zed)
E
m
p
l
oy
m
ent
P
r
e
pa
r
at
i
o
n
P
l
ace
m
e
n
t/On
-
s
i
te
S
upe
r
v
i
s
i
on
Job
D
e
v
e
l
op
m
e
nt
W
o
r
k
B
a
s
e
d
A
s
s
e
s
s
m
e
n
t
–
D
O
R
A
u
t
h
o
r
i
z
a
t
i
o
n
f
o
r
o
n
e
W
B
L
p
l
a
c
e
m
e
n
t
p
e
r
s
c
h
o
o
l
y
e
a
r
Vocat
i
o
nal
Tr
a
i
n
i
ng
S
u
p
po
r
t
(
supp
li
es
and
e
q
u
i
p
m
e
n
t f
o
r
R
eg
i
onal
Occu
p
at
i
o
na
l
Sk
ills
C
ente
r
s/
Sk
ill
s
C
ente
r
s /
R
OP
c
l
asses
)
.
St
u
de
n
ts can
be
e
n
r
o
ll
ed
c
on
c
u
rr
ent
l
y h
i
g
h
sch
o
ol
and
occ
u
pat
i
o
nal / sk
il
l
c
en
t
er
D
OR App
r
o
v
ed
post
-
sc
h
ool
t
r
a
i
n
i
ng
p
r
og
r
a
m
s -
(
Occ
u
p
a
t
i
onal /
Sk
ill
s
C
en
t
er
o
r
co
m
m
un
i
ty
co
ll
eges
c
e
r
t
i
f
i
cate
p
r
og
r
a
m
s
)
.
D
OR coun
s
e
l
or
wil
l app
r
ove
a
l
l
post s
c
hool
p
r
o
g
r
a
ms
Sup
p
o
r
t
f
or
post
-
sc
h
ool t
r
a
i
n
i
ng
t
hat
wil
l
l
ead
t
o
e
m
p
l
o
y
m
ent
Ass
i
st
i
ve
T
e
c
hno
l
ogy
D
OR
Ve
n
dor
a
pp
r
o
v
ed
p
r
o
g
r
a
m
s
–
M
a
rri
ott
B
ri
d
ges
(
g
r
a
duat
i
ng
s
en
i
o
r
s
or
g
r
a
d
ua
te
s
on
l
y)
S
T
A
R
T
-
U
P
/
S
T
U
D
E
N
T
R
E
F
E
R
R
A
L
C
H
E
C
K
L
I
S
T
T
h
e
f
o
l
l
o
w
i
n
g
i
t
e
m
s
p
r
o
v
i
d
e
a
g
u
i
d
e
t
o
e
s
t
a
b
l
i
s
h
i
n
g
p
r
o
c
e
d
u
r
e
s
f
o
r
b
e
g
i
n
n
i
n
g
t
h
e
T
P
P
p
r
o
c
e
s
s
a
n
d
c
o
n
t
i
n
u
i
n
g
t
h
e
p
a
r
t
n
e
r
s
h
i
p
t
h
r
o
u
g
h
o
u
t
t
h
e
y
e
a
r
.
R
ev
i
ew est
a
b
li
shed
li
st of
c
u
rr
ent
T
PP
st
u
de
n
ts
a
nd
p
o
tent
i
al
T
PP
st
u
d
e
nts.
□
R
efe
rr
a
l
s f
r
om
s
i
te
-
b
ased
t
r
ans
i
t
i
on
tea
c
her
□
Spec
i
al
edu
c
at
i
o
n
sch
o
ol s
t
aff
Ide
n
t
i
fy t
h
e
D
OR
C
o
u
nse
l
or
that
se
r
v
i
ces
e
ach
h
i
gh
sc
h
oo
l
.
C
ontact
ea
c
h
D
OR
C
o
unse
l
or
at
t
he
D
OR
off
i
ce
s
i
t
e.
Estab
li
sh
sc
h
e
d
u
l
e
for
m
on
t
h
l
y
m
eet
i
ngs
b
et
w
e
en
D
OR
coun
s
e
l
or
and
D
O
T
S
T
PP
t
eac
h
e
r
.
C
oo
r
d
i
na
t
e
p
r
oce
d
u
r
es
f
or
stud
e
nt
i
n
take
wi
t
h
D
OR
C
o
u
nse
l
o
r
.
Inv
i
te
D
OR
C
oun
s
e
l
or
to
p
ot
ent
i
al
s
t
u
d
ent
c
li
ent
m
eet
i
n
g
to
d
i
scuss
D
OR
se
r
v
i
ces
a
nd
op
p
o
r
tun
i
t
i
e
s
.
R
ev
i
ew stu
d
ents’ s
c
hool
r
e
c
o
r
ds
□
School
c
um
r
e
c
o
r
ds
□
Stu
d
ent
g
r
a
d
es
o
n
Mi
S
iS
□
R
ev
i
ew stu
d
ent
test s
c
o
r
es
i
n
Mi
S
iS
D
ete
rmi
ne
s
t
ud
e
nts’
i
n
t
e
r
est
and
g
o
a
l
s
C
ondu
c
t/
r
ev
i
ew
i
n
t
e
r
e
s
t
as
s
ess
m
ents
R
ev
i
ew do
c
u
m
ents
for
d
ete
r
mi
n
i
ng
st
u
de
n
t e
li
g
i
b
ili
ty
f
or
D
O
R-T
PP
LA
U
SD
R
e
l
e
ase
of
I
nfo
rm
a
t
i
on
fo
r
m
–
sent
ho
m
e
to
pa
r
ents
LA
U
SD
M
ed
i
cal
R
e
l
ea
s
e
fo
r
m
–
sent
ho
m
e
to
pa
r
e
n
ts
A
s
i
g
n
e
d
f
o
r
m
i
s
r
e
q
u
i
r
e
d
b
e
f
o
r
e
s
h
a
r
i
n
g
a
n
y
i
n
f
o
r
m
a
t
i
o
n
w
i
t
h
D
O
R
c
o
u
n
s
e
l
o
r
o
r
a
l
l
y
o
r
w
i
t
h
d
o
c
u
m
e
n
t
s
.
Obta
i
n
cop
i
es
of
Ri
g
ht
t
o
W
o
r
k docu
m
e
nts f
r
om
stu
d
ent
or
s
i
te
-
ba
s
ed
t
e
acher
□
Soc
i
al
S
ecu
ri
ty
C
a
rd
□
B
ir
th
C
e
r
t
i
f
i
ca
t
e
□
Pho
t
o
I
d
ent
i
f
i
c
at
i
on
ca
rd
□
I
N
S
R
eg
i
st
r
at
i
on
C
a
r
d
(
f
r
ont
and
back)
C
u
rr
ent
IEP
and
m
ost
r
e
c
e
n
t
r
e
-
eva
l
uat
i
on
I
E
P
(
t
ri
enn
i
al
or
m
ay
be
a
mi
dd
l
e
sc
h
ool
eva
l
u
a
t
i
on
)
,
wi
th
C
e
r
t
i
f
i
cate
of SLD
E
li
g
i
b
ili
ty
R
ev
i
ew
Mi
S
i
S
r
eco
r
ds
□
Stu
d
ent
i
nfo
rm
at
i
o
n
(
2
p
a
ge
s)
□
C
u
rr
ent
g
r
ades
□
Stu
d
ents
G
r
a
des
□
At
t
en
d
an
c
e
□
Gene
r
al
r
e
p
o
r
ts
Info
r
m
p
a
r
ents
of
D
O
R-T
PP
p
r
og
r
a
m
.
Di
scuss
e
li
g
i
b
ili
ty
r
equ
ir
e
m
ents
a
n
d
p
u
r
po
s
e
of
the
p
r
o
g
r
a
m.
R
ev
i
ew
D
OR
i
nta
k
e
pac
k
et
p
r
oce
d
u
r
e
D
OR App
r
o
v
ed
F
o
rm
s
□
D
OR
p
i
nk
a
pp
li
cat
i
o
n
-
s
i
gn
ed
b
ut
not
d
a
ted
(
pa
r
e
ntal
s
i
gna
t
u
r
e
ne
e
ded
if
app
li
c
a
nt
i
s
l
ess
t
h
a
n
1
8
y
e
a
r
s of
age)
□
H
ea
l
th
Q
u
est
i
o
n
na
ir
e
(
pa
r
e
ntal
s
i
gn
a
tu
r
e
n
ee
d
ed
i
f
a
p
p
li
cant
i
s
l
ess
than
18
yea
r
s of
a
ge)
□
E
m
p
l
oy
m
ent
R
eco
r
ds
□
C
onse
n
t to
R
e
l
ea
s
e
N
on
-
M
ed
i
cal
P
e
r
sona
l
/
C
onf
i
d
ent
i
al
Info
rm
at
i
on
□
C
onse
n
t to
R
e
l
ea
s
e
M
ed
i
c
a
l
Info
rm
at
i
o
n
□
Fi
nanc
i
al
F
o
r
m
D
O
R
/
S
T
U
D
E
N
T
I
N
-
T
A
K
E
T
h
e
I
n
-
T
a
k
e
p
r
o
c
e
s
s
i
n
v
o
l
v
e
s
t
h
e
s
t
e
p
s
n
e
c
e
s
s
a
r
y
t
o
p
r
o
v
i
d
e
t
h
e
D
O
R
c
o
u
n
s
e
l
o
r
w
i
t
h
t
h
e
d
o
c
u
m
e
n
t
s
n
e
e
d
e
d
t
o
p
r
o
c
e
s
s
a
s
t
u
d
e
n
t
a
s
a
c
l
i
e
n
t
.
Sche
d
u
l
e
i
n
-
t
ake
m
e
et
i
ng
wi
th
D
OR
C
o
u
nse
l
or
Sche
d
u
l
e
r
oom
for
i
n
-
take
(
estab
li
sh
r
oom
t
h
at
wil
l
p
r
ov
i
de
for
stu
d
ent
c
o
nf
i
d
ent
i
a
li
t
y
)
;
sche
d
u
l
e
t
im
e
of
i
n
t
ake;
s
c
h
edu
l
e
st
u
dents
for
i
n
take
Su
mm
ons s
t
ud
e
nt
r
e
ga
r
d
i
n
g
d
a
te;
t
im
e
of
up
c
o
mi
ng
D
OR Inta
k
e
m
eet
i
n
g
R
ev
i
ew
i
nta
k
e
pac
k
et
p
ri
or
t
o
D
O
R
/St
u
d
e
nt
m
e
et
i
ng
o
LA
U
SD
R
e
l
e
ases s
i
g
ned
a
n
d
d
a
ted
p
ri
or
to
i
nta
k
e
m
eet
i
ng
o
A
l
l
r
equ
ir
ed
d
ocu
m
e
nts
(Ri
ght
to
W
o
r
k
d
ocu
m
e
n
ts,
c
u
rr
ent
and
l
ast
co
m
p
r
e
he
n
s
i
ve
IEP,)
D
O
R
I
n
t
a
k
e
p
a
c
k
e
t
s
s
i
g
n
e
d
n
o
t
d
a
t
e
d
C
o
m
p
il
e
m
atch
i
n
g
D
OR
a
nd
LA
U
SD
docu
m
e
nts
f
or
D
O
T
S
tea
c
he
r’
s
a
nd
D
OR
coun
s
e
l
o
r’
s f
il
es
C
o
ll
ect
R
e
l
ea
s
e
f
r
om
D
OR
coun
s
e
l
or
to
i
nc
l
ude
i
n
y
o
ur
stud
e
nt
f
il
es
L
A
U
S
D
a
n
d
D
O
R
m
u
s
t
h
a
v
e
t
h
e
s
a
m
e
d
o
c
u
m
e
n
t
s
i
n
t
h
e
i
r
f
i
l
e
s
.
M
a
k
e
c
o
p
i
e
s
f
o
r
t
h
e
D
O
R
c
o
u
n
s
e
l
o
r
.
DEPAR
T
M
ENT
OF
REHAB
ILIT
A
T
I
ON
UN
I
QUE
SERV
I
C
ES
T
he
fo
ll
o
wi
ng
c
at
e
go
ri
cal
li
sts
of
se
r
v
i
ces
a
r
e
un
i
que
l
y
f
o
r
D
oR
c
li
ents and
wil
l be
r
ef
l
ected
i
n
t
he
m
o
nth
l
y
r
epo
r
ts
t
o
D
o
R
.
T
h
i
s
li
st
i
s
not
ex
h
aust
i
ve
and
i
f
y
o
u
be
l
i
eve
t
h
at
you
p
r
ov
i
de
a
se
r
v
i
ce
i
n
one
of
the
out
li
n
ed
a
r
eas,
p
l
e
ase
d
ocu
m
e
nt
i
t.
T
h
e
L
A
U
S
D
D
O
T
S
/
T
P
P
T
r
a
n
s
i
t
i
o
n
T
e
a
c
h
e
r
w
i
l
l
p
r
o
v
i
d
e
t
h
i
s
s
e
r
v
i
c
e
.
A
c
t
ivi
t
i
e
s
i
nc
l
ud
e
:
A
dm
i
n
is
te
ri
n
g
t
h
e
B
a
rri
e
r
s
t
o
E
mp
loy
m
e
n
t
S
ucc
e
ss
In
v
e
n
t
ory
A
n
a
lys
i
s
of
t
h
e
s
t
ud
e
n
t’
s:
o
p
rior
w
ork
e
x
p
e
ri
e
n
c
e
o
t
r
a
n
sf
e
r
a
b
le
s
k
i
l
ls
o
i
n
te
r
e
st
in
p
os
t
-s
e
cond
a
ry
t
r
a
i
n
i
n
g
or
e
d
u
c
at
ion
o
n
ee
d
for
a
n
d
t
y
p
e of
wor
k
-
b
a
s
e
d
l
ea
r
n
i
n
g
e
x
p
e
ri
e
nc
e
s
o
n
ee
d
for
f
u
r
t
h
e
r job
e
x
p
lor
at
i
on
c
o
un
s
e
li
ng
o
n
ee
d
for
t
r
a
i
n
i
n
g
in
wor
k
p
l
a
c
e
r
ea
d
i
n
e
ss
o
n
ee
d
for
t
r
a
i
n
i
n
g
in
s
e
lf-
a
d
vo
c
a
c
y
s
k
i
l
ls
Publ
is
h
e
d
a
ss
e
ss
m
e
n
t
s
m
a
y
i
nc
l
ud
e
c
a
r
ee
r i
n
te
r
e
s
t
,
c
a
r
ee
r
s
k
ills
a
n
d
c
a
r
eer
i
n
te
r
e
st
i
n
v
e
n
t
ory
a
s
s
e
ss
m
e
n
ts
12
PE
TS
V
oca
t
i
o
n
al
Ev
a
l
ua
t
ion
T
h
e
L
A
U
S
D
D
O
T
S
/
T
P
P
T
r
a
n
s
i
t
i
o
n
T
e
a
c
h
e
r
w
i
l
l
p
r
o
v
i
d
e
t
h
i
s
s
e
r
v
i
c
e
.
Act
i
v
i
t
ies
i
n
c
l
u
d
e:
J
o
b Ex
plo
r
a
t
io
n c
oun
s
e
l
ing
I
n
str
u
ct
io
n
i
n s
el
f-
ad
v
o
c
a
cy
W
o
rk
pla
ce r
eadine
ss
t
r
ainin
g
in
c
ludi
n
g:
o
S
o
ft
sk
ill
s
neede
d f
o
r
s
u
cc
e
ssf
u
l
e
m
plo
ym
ent
o
I
n
t
e
rv
iewin
g t
e
c
hniques
o
Re
s
u
me
de
v
elop
m
ent
o
A
ppli
c
a
t
io
n
p
r
epa
r
a
t
i
o
n A
pp
r
op
r
ia
te
wo
rk
beha
v
io
rs
o
Rele
v
an
t
wo
rk
p
r
a
ct
i
c
es
o
A
pp
r
op
r
ia
te
g
r
oo
m
in
g
a
n
d
h
y
giene
o
Ass
i
st
an
ce
i
n
be
c
o
m
in
g k
nowledgea
b
l
e r
ega
r
d
i
n
g t
h
e
i
m
pa
ct
o
f
e
m
plo
ym
en
t
on
a st
uden
t/
Do
R c
lien
t
’
s
di
s
abili
ty
an
d
bene
f
i
ts
13
V
o
c
a
t
i
o
n
a
l
I
n
s
t
r
u
c
t
i
o
n
a
l
/
E
m
p
l
o
y
m
e
n
t
P
r
e
p
a
r
a
t
i
o
n
W
o
r
k
B
a
s
e
d
R
e
a
d
i
n
e
s
s
T
r
a
i
n
i
n
g
T
h
e
L
A
U
S
D
D
O
T
S
/
T
P
P
T
r
a
n
s
i
t
i
o
n
T
e
a
c
h
e
r
w
i
l
l
p
r
o
v
i
d
e
t
h
i
s
s
e
r
v
i
c
e
.
W
o
r
k
E
x
per
i
e
n
c
e
/
P
E
TS
w
o
r
k
-
ba
s
e
d
l
earn
i
n
g
e
x
p
er
i
en
c
e
a
c
t
i
v
i
t
ies
i
n
c
l
ud
e:
Con
ta
c
t
e
m
p
l
o
y
e
rs
a
n
d
bu
i
ld
n
e
t
w
o
r
k
s
to
de
v
e
lop
a
nd
/
o
r
i
den
ti
f
y
job
op
p
or
t
un
i
t
ies
Wo
r
k
s
i
te
a
n
a
l
y
s
i
s
,
as
n
e
e
d
ed
J
ob
s
i
t
e
c
on
s
u
l
t
a
t
i
o
n
t
o
i
d
e
n
t
i
f
y
o
r
m
o
d
i
f
y
b
a
r
r
ie
r
s
Neg
ot
i
a
t
e
j
o
b
c
a
r
v
ing or
o
t
h
er job
ac
c
om
m
o
da
tions
S
h
o
r
t
t
e
r
m
p
la
c
e
m
en
t
s
b
oth
on
a
nd
o
f
f
c
a
m
pus
M
o
n
i
t
o
r
ing
the
s
tud
e
nt
’
s
p
e
r
f
o
r
m
an
c
e
i
n
t
he
wo
r
k
en
v
i
r
on
m
ent
Wo
r
k
e
x
p
e
r
i
e
n
c
es
m
ay
i
n
c
l
u
de
i
n
s
t
r
u
c
t
i
on
i
n
:
•
S
e
l
f
-
ad
v
o
c
a
c
y
•
V
o
c
a
t
i
o
na
l
d
i
r
e
c
t
i
on
•
A
p
p
r
o
p
r
iate
wo
r
k
atti
t
udes
•
E
t
h
i
c
s
•
I
n
t
e
r
p
e
r
s
o
n
al
S
k
il
l
s
•
S
p
ee
d
/
Acc
u
r
a
cy
/
L
i
m
i
t
ed
o
cc
up
a
t
i
o
n
a
l
sk
il
l
s
P
r
o
v
i
d
e
a
s
s
i
s
t
a
n
c
e
a
t
the
w
o
r
kp
la
c
e
w
i
t
h
m
a
s
t
e
r
y
o
f
n
e
c
e
ss
a
r
y
job
du
ties
i
.
e
. j
o
b
c
oa
c
h
ing
P
r
o
v
i
d
e
a
s
s
i
s
t
a
n
c
e
w
i
t
h
ti
m
e
m
an
ag
e
m
e
n
t
s
k
il
l
s
a
nd
por
t
f
o
l
io
c
o
m
p
le
t
ion
14
W
o
r
k
E
x
p
e
r
i
e
n
c
e
/
P
E
T
S
w
o
r
k
-
b
a
s
e
d
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
T
h
e
L
A
U
S
D
D
O
T
S
/
T
P
P
J
o
b
D
e
v
e
l
o
p
e
r
a
n
d
P
l
a
c
e
m
e
n
t
C
o
o
r
d
i
n
a
t
o
r
f
o
r
t
h
e
D
H
H
w
i
l
l
p
r
o
v
i
d
e
t
h
i
s
s
e
r
v
i
c
e
M
a
j
o
r
e
m
p
h
a
s
i
s
o
f
t
h
i
s
a
s
s
i
g
n
m
e
n
t
w
i
l
l
b
e
j
o
b
r
e
t
e
n
t
i
o
n
a
s
a
p
p
r
o
p
r
i
a
t
e
:
J
o
b
De
v
elop
m
en
t/P
la
c
e
m
en
t
an
d F
ollow
-
u
p Ac
t
i
v
i
t
ie
s
in
c
lu
d
e:
Pr
o
v
id
e
c
lien
ts
wi
th
in
f
o
rm
a
t
io
n
r
ega
r
din
g
op
p
o
r
t
uni
t
ie
s
f
o
r
o
cc
upa
t
iona
l
tr
aining
an
d
job
s
i
n
v
o
c
a
t
iona
l
a
r
e
a
o
f
in
t
e
r
e
st
Ass
i
sts
c
lien
t
s
i
n
p
r
epa
r
in
g f
o
r
jo
b
in
t
e
rv
iew
s,
c
o
m
ple
t
in
g r
e
s
u
m
e
s
and
appli
c
a
t
ions
Con
t
a
ct
e
m
plo
y
e
rs
an
d
buil
d
ne
t
wo
rks
to
de
v
elo
p
and
/
o
r
iden
t
i
fy
jo
b
oppo
rt
uni
t
ies
W
o
rk
s
i
te
anal
ys
i
s
a
s
needed
J
o
b S
i
te c
on
s
ul
t
a
t
io
n to
iden
t
i
fy/m
odi
fy
ba
rr
ie
rs
Nego
t
ia
te
jo
b
a
cc
o
mm
oda
t
ions
Nego
t
ia
te c
u
st
o
m
i
z
e
d
e
m
plo
ym
en
t
pla
c
e
m
ent
M
ain
t
ai
n
a
n
o
r
gani
z
e
d
s
yst
e
m
o
f
c
u
rr
en
t
jo
b
o
p
enings
E
n
s
u
r
in
g c
lien
ts
be
c
o
me k
nowledge
a
bl
e r
ega
r
d
in
g t
h
e c
ondi
t
ion
s
o
f
t
heir
e
m
plo
ym
en
t:
J
o
b
de
scr
ip
t
ion
Na
me
o
f
i
mm
edia
te
s
upe
rv
i
s
or
Re
s
pon
s
ib
i
li
t
ie
s
o
f
t
h
e
e
m
plo
y
ee
W
ag
e
pa
ym
en
t
p
r
a
c
t
i
c
es
B
ene
f
i
ts
Con
f
li
ct
r
e
s
olu
t
io
n str
a
t
egies
Heal
th
an
d s
a
f
e
ty
p
r
a
ct
i
c
es
15
J
o
b
D
e
v
e
l
o
p
m
e
n
t
/
P
l
a
c
e
m
e
n
t
a
n
d
F
o
l
l
o
w
-
u
p
T
h
e
L
A
U
S
D
D
O
T
S
/
T
P
P
s
t
a
f
f
w
i
l
l
m
o
n
i
t
o
r
s
t
u
d
e
n
t
c
l
i
e
n
t
s
d
u
r
i
n
g
t
h
e
i
r
w
o
r
k
e
x
p
e
r
i
e
n
c
e
a
n
d
c
o
l
l
a
b
o
r
a
t
e
w
i
t
h
e
m
p
l
o
y
e
r
a
n
d
D
O
R
t
o
p
r
o
v
i
d
e
s
u
p
p
o
r
t
t
o
e
n
a
b
l
e
s
t
u
d
e
n
t
c
l
i
e
n
t
s
t
o
a
c
h
i
e
v
e
a
s
u
c
c
e
s
s
f
u
l
w
o
r
k
e
x
p
e
r
i
e
n
c
e
.
O
n
-S
i
te S
upe
rv
i
s
io
n
Ac
t
i
v
i
t
ie
s:
1.
M
a
ke
ini
t
ia
l c
on
t
a
ct
wi
th
e
m
plo
y
e
r
to r
e
v
ie
w t
h
e
f
ollowing:
W
o
rks
i
te
i
s
a m
a
tch
to
t
h
e st
uden
t
’
s
in
t
e
r
e
sts,
p
r
e
f
e
r
en
c
e
s,
str
eng
t
h
s
,
a
n
d
needs
W
o
rks
i
te v
i
s
i
t
a
t
ion
s
wil
l
b
e c
ondu
ct
e
d
bi
-m
on
t
h
l
y
to
p
r
o
v
id
e
on
-
goin
g
i
n
str
u
ct
ion
an
d
s
uppo
rt
2.
If
ini
t
ia
l c
on
t
a
ct
wi
th
e
m
plo
y
e
r
i
s
s
u
cc
e
ssf
u
l
p
r
o
c
ee
d
wi
th sc
hedulin
g
o
f
a
n
in
t
e
rv
iew
.
Pr
epa
re t
h
e
f
ollowing:
W
o
rkf
olio
3.
O
n
-s
i
te S
upe
rv
i
s
o
r
Co
n
ne
ct
W
ee
k
l
y
i
n
pe
rs
on
Em
plo
y
e
r
a
ss
i
st
e
d
e
v
alua
t
io
n (r
e
f
e
r
to t
i
me
s
heet)
R
eview
W
o
r
kfo
l
io
4.
S
tudent
C
onn
e
ct:
B
i
-
month
l
y in
pe
r
s
on or
b
y
ph
o
ne
C
omplete
WB
L
on
-
s
ite
c
o
mpe
t
ences
s
h
eet
u
pon
c
o
mple
t
ion
of
TP
P
w
o
r
k
expe
r
ien
c
e
(
co
p
i
e
s
of
sheet
to
be tu
r
ned
in to
D
R
c
oun
s
elor
a
s pa
r
t of
doc
u
ment
a
tion
p
r
o
c
e
ss)
If
student
is
e
xpe
r
i
e
nc
i
ng
diff
ic
ulty
w
ith
h
is/her
d
u
ty
(
s
):
D
iscu
s
s a
l
te
r
nat
i
ve
d
uti
e
s
w
ith
the
e
mpl
o
yer
16
O
n
-
S
i
t
e
S
u
p
e
r
v
i
s
i
o
n
17
T
P
P
P
o
s
t
S
e
c
o
n
d
a
r
y
P
l
a
n
n
i
n
g
P
r
epa
r
at
i
on
P
ri
or
to
G
r
ad
u
a
t
i
on
:
1.
C
o
m
p
l
ete
s
t
u
d
ent
p
o
r
tfo
lio
2.
Obta
i
n
nu
m
e
r
o
us
m
e
ans
o
f
co
mm
un
i
cat
i
on
for
f
utu
r
e
c
o
ntact
stud
e
nt
’
s ce
l
l
p
h
o
ne
nu
m
ber
estab
li
sh
e
m
a
i
l for
st
u
de
nt
a
l
te
r
na
t
e
p
h
o
ne
nu
m
be
r
s
(
f
a
mil
y and
f
ri
ends)
3.
P
l
an
o
f
act
i
on
Dir
ect h
ir
e
–
c
o
n
n
ect
w
/
B
ri
dges,
LA
U
SD
j
ob
deve
l
o
per
o
M
onth
l
y
m
on
i
to
ri
n
g
of
w
o
r
k
expe
ri
en
c
e
by
B
ri
d
g
es,
LA
U
SD
j
ob
deve
l
o
per
Vocat
i
o
nal
t
r
a
i
n
i
n
g
o
En
r
o
l
l
i
n
s
p
ec
i
f
i
c c
l
ass
a
nd
att
e
nd
r
e
gu
l
a
rl
y –
w
o
r
k
i
ng
t
o
w
a
r
d
ce
r
t
i
f
i
cat
i
o
n
o
C
ontact
D
R co
u
nse
l
or
f
or
a
ss
i
stance
or
sup
p
o
r
t
o
M
onth
l
y
m
on
i
t
o
ri
ng
by
L
A
U
SD Job
D
e
v
e
l
o
p
er
After
g
r
a
d
uat
i
o
n
:
1.
Dir
ect h
ire
Ongo
i
ng
s
u
p
p
o
r
t f
r
om
B
ri
d
g
es or
L
A
U
SD Job
D
eve
l
o
pe
r
M
onth
l
y
m
on
i
t
o
ri
ng
by
D
OR
coun
s
e
l
o
r
, B
ri
d
ges,
a
n
d/or
LA
U
SD J
o
b
D
eve
l
o
per
2.
Vocat
i
o
nal
t
r
a
i
n
i
n
g
En
r
o
l
l
i
n
s
p
ec
i
f
i
c c
l
ass
a
nd
att
e
nd
r
e
gu
l
a
rl
y –
w
o
r
k
i
ng
t
o
w
a
r
d
ce
r
t
i
f
i
cat
i
o
n
C
ontact
D
R co
u
nse
l
or
f
or
a
ss
i
stance
or
s
u
ppo
r
t
18
D
O
R
/
L
A
U
S
D
C
o
l
l
a
b
o
r
a
t
i
v
e
P
r
a
c
t
i
c
e
s
1.
At
q
u
a
r
te
rl
y
m
eet
i
ngs
–
d
i
s
c
uss
au
t
ho
ri
zat
i
o
n
p
r
ocess
s
o
stu
d
ents
c
a
n
sta
r
t
w
o
r
k
i
n
a
t
im
e
ly
m
anne
r
.
U
s
e
th
i
s t
im
e
for
c
ase
r
ev
i
ew
and
co
ll
a
b
o
r
at
i
o
n.
2.
C
o
ll
abo
r
a
t
e
wi
th
D
OR
cou
n
se
l
o
r
,
stud
e
nt,
D
O
T
S
t
ea
c
h
e
r
,
to
r
ev
i
ew
assess
m
ent
an
d
i
nte
r
est
i
nven
t
o
ri
es at
the
i
nta
k
e
m
e
et
i
ng
to
dete
rmi
ne
t
h
e
st
u
d
e
nt
’
s
C
a
r
eer
C
h
o
i
ce
o
n
t
h
e
I
P
E.
3.
At
t
h
e
q
ua
r
t
e
rl
y
m
eet
i
n
g
,
g
u
i
de
li
nes
n
e
ed
t
o
b
e
d
i
scuss
e
d
for
D
OR
c
oun
s
e
l
o
r
s
t
o
set
the
i
r
sch
e
du
l
e
acco
r
d
i
ng
to
the
sch
o
ol ca
l
e
ndar
a
nd
s
c
h
o
ol h
o
u
r
s to
m
eet
wi
th
st
u
dent
s
,
i
n
r
e
s
pect
to
s
t
ud
e
nt
ne
e
ds,
n
ot
co
u
nse
l
o
r
s.
4.
T
PP
T
ea
c
he
r
s,
J
ob
D
e
v
e
l
o
pe
r
s a
n
d
P
l
ace
m
e
n
t
C
oo
r
d
i
nato
r
s
f
or
t
h
e
DH
H
wil
l p
r
ov
i
de
C
o
unse
l
or
wi
th
a
m
o
n
th
l
y
r
e
p
o
r
t
a
dd
r
e
ss
i
ng
h
ow
T
VE,
E
m
p
l
oy
m
e
nt P
r
e
pa
r
at
i
o
n,
W
o
r
k e
x
pe
r
i
ence,
or
J
o
b
D
eve
l
op
m
e
nt/P
l
a
c
e
m
e
n
t/
F
o
ll
ow
U
p
se
r
v
i
ces
w
e
r
e
p
r
ov
i
ded.
5.
R
epo
r
t
wil
l be
p
r
ov
i
d
e
d
t
o
t
h
e
C
o
u
nse
l
or
by
t
h
e
1
5
t
h
of
e
ach
m
o
n
th.
I
F
P
R
O
B
L
E
M
S
A
R
I
S
E
:
1.
Add
r
ess
p
r
ob
l
em
imm
ed
i
a
t
e
l
y by
D
O
T
S
t
eac
h
e
r
,
D
OR
c
oun
s
e
l
or
a
n
d
i
f
neces
s
a
r
y,
t
h
e
s
t
ud
e
nt.
2.
If
n
o
t
r
eso
l
v
ed,
s
et
up
m
e
et
i
ng
w
h
i
ch
w
ou
l
d
i
nc
l
u
d
e
t
he
abo
v
e
a
nd
Tr
a
ns
i
t
i
on
C
oo
r
d
i
nator
an
d
/or
D
OR supe
r
v
i
sor
i
f
r
e
que
s
t
e
d
by
D
OR
c
o
u
nse
l
o
r
.
3.
If n
o
t
r
eso
l
v
e
d,
c
on
t
act
D
O
T
S
spec
i
a
li
st
a
n
d
D
OR
s
u
pe
r
v
i
so
r
.
4.
If n
o
t
r
eso
l
v
e
d,
c
on
t
act
L
A
U
SD
D
O
T
S
ad
mi
n
i
st
r
a
tor
a
nd
D
OR
r
eg
i
o
n
al p
r
og
r
am
m
ana
g
e
r
.
19
A
l
l TPP
st
uden
ts
m
u
s
t
h
a
ve c
o
m
ple
t
e
d a
po
rtf
oli
o c
on
t
ainin
g t
h
e f
ollowi
n
g
i
t
e
ms
p
r
io
r
to
c
ul
m
ina
t
io
n
o
f
t
hei
r
sc
hoo
l c
a
r
ee
r.
C
O
N
TE
N
TS
OF
ST
U
D
E
N
T
PO
R
T
F
O
L
I
OS
Ass
e
ssm
en
t
r
e
s
ul
ts
Re
s
u
me
Ex
a
m
pl
e
o
f
c
o
v
e
r
le
tt
e
r
to
p
r
o
s
pe
ct
i
ve
e
m
plo
y
e
r
i
n
a
r
e
a
o
f
jo
b
in
t
e
r
e
st
Ev
iden
ce
o
f
r
e
s
ea
rch
i
n t
o
p t
h
r
e
e
a
r
ea
s
o
f
in
t
e
r
e
st
M
o
st
c
o
m
m
onl
y
a
sk
e
d
in
t
e
rv
ie
w
que
st
ions
I
n
t
e
rv
ie
w
que
st
ion
s
st
u
den
t
m
a
y
wan
t
to
a
sk
De
v
elo
p
pe
rs
on
a
l
in
f
o
rm
a
t
io
n s
hee
t
f
o
r
appli
c
a
t
ions
1
-2 s
a
m
pl
e
jo
b
appli
c
a
t
i
on
s
(1
handw
r
i
tt
en
;
1
ele
ctr
oni
c)
Copie
s
o
f
wo
rk
do
c
u
m
en
ts
Rol
e
pla
y/scr
ip
t
f
o
r
t
el
e
phon
e
c
alls
Le
tt
e
rs
o
f
r
e
c
o
mm
enda
t
io
n (t
ea
c
he
rs
an
d
pa
st
e
m
plo
y
e
rs)
W
o
rk
ba
s
e
d
lea
r
nin
g c
o
m
pe
t
en
c
ie
s
s
hee
ts
Cop
y
o
f
S
u
mm
a
ry
o
f
P
e
r
f
o
rm
an
ce f
o
r
s
enio
r
lea
v
e
rs
The TPP (Transition Partnership Program) for the academic year 2015-2016 aims to help students overcome individual barriers to successful employment through various services and assessments. Teachers are expected to provide vocational instruction targeting these barriers, with a focus on practical lessons and artifact production. The program emphasizes job readiness and includes tracking student progress, maintaining schedules, and facilitating job placements for graduates. Key personnel include program administrators, contract specialists, and school liaisons.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
2015-2016 TPP OPENING DAY
TPP 2014-2015 Production Actual /(goal) Agency Served Intakes IPEs 26s 28s Successful Closure Rate LAUSD 1185 (1400) 360 (420) 340 (390) 150 (150) 264 (0) 36% Marriot 32 32 65 89 66 57% Combined 392 392 405 239 330 42% Statewide 5943 5943 5593 3251 2990 52%
It is expected that each teacher will produce at least: Intakes IPEsWork Experiences 30 25 14 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.
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 DoR Specialist Support and Supervision for Demesma Abi-Faraj Olinger Eden Walker Elliott Weemes Garcia Wise Gowey Haywood Shalivia Sefas Greater Los Angeles Specialist Liaison with GLAD DoR Specialist Support and Supervision for Tim Sweeney Van Nuys/Foothill Specialist Liaison with Van Nuys DoR specialist Support and Supervision for Blais Brard Fuentes Manukyan Oestman Trout
TPP HANDBOOK Policies and Procedures
Transition Partnership Program (TPP) is a joint Cooperative betweenthe Los Angeles Unified School District (LAUSD) District Office of Transition Services (DOTS) and the State of California - Department of Rehabilitation (DOR). DOR isa non-profitgovernmentalagency that assistsindividualswith disabilitieswith transition activities resulting in employment. Services mayinclude: VocationalAssessment (DORAuthorized) Employment Preparation Placement/On-siteSupervision Job Development Work BasedAssessment DOR Authorization for one WBL placement per schoolyear Vocational Training Support (suppliesand equipment for RegionalOccupationalSkills Centers/ Skills Centers / ROP classes).Students can be enrolled concurrently high school and occupational / skill center DOR Approved post-schooltraining programs - (Occupational / Skills Center orcommunity colleges certificateprograms). DOR counselorwill approve all post schoolprograms Support for post-school training that will lead to employment AssistiveTechnology DOR Vendorapprovedprograms MarriottBridges(graduatingseniorsor graduatesonly) DEPARTMENT OF REHABILITATION
START-UP/ STUDENT REFERRALCHECKLIST The followingitems provide a guide toestablishingproceduresfor beginningthe TPP process and continuing the partnership throughouttheyear. Review establishedlist of current TPP students and potential TPPstudents. Referrals from site-based transitionteacher Specialeducation school staff Identify the DOR Counselorthat services each highschool. Contact each DOR Counselor at the DOR office site. Establishscheduleformonthlymeetingsbetween DORcounselorand DOTSTPP teacher. Coordinate procedures for student intake with DORCounselor. Invite DORCounselorto potentialstudentclientmeeting to discussDOR services and opportunities. Review students schoolrecords School cum records Student grades on MiSiS Review student test scores in MiSiS Determine students interest and goals Conduct/review interest assessments Review documents for determining student eligibility forDOR-TPP LAUSD Release of Information form sent home toparents LAUSD Medical Release form sent home to parents
A signed form is requiredbefore sharing any information with DORcounselor orally or with documents. Obtain copiesof Right to Work documents from student or site-basedteacher Social Security Card Birth Certificate Photo Identification card INS Registration Card (front and back) Current IEPand most recent re-evaluation IEP(triennialor maybe a middle school evaluation), with Certificateof SLD Eligibility Review MiSiS records Student information (2 pages) Current grades Students Grades Attendance Generalreports Inform parents of DOR-TPP program. Discusseligibilityrequirements and purposeof the program. Review DOR intake packet procedure DOR Approved Forms DOR pinkapplication- signedbut not dated (parentalsignatureneeded if applicant is less than 18 years of age) HealthQuestionnaire(parentalsignatureneeded ifapplicantislessthan 18 years of age) Employment Records Consent to Release Non-Medical Personal/ConfidentialInformation Consent to Release Medical Information Financial Form
DOR / STUDENTIN-TAKE The In-Takeprocessinvolves the stepsnecessary toprovide the DOR counselorwiththe documents needed to process a student as aclient. Schedule in-take meeting with DOR Counselor Scheduleroomforin-take(establishroomthat willprovideforstudentconfidentiality); schedule time of intake; schedule students for intake Summons student regarding date; time of upcoming DOR Intakemeeting Review intake packet prior to DOR/Student meeting o LAUSD Releases signed and dated prior to intakemeeting o All required documents (Right to Work documents, current and last comprehensive IEP,) DOR Intake packets signed not dated Compile matching DORand LAUSD documentsfor DOTS teacher sand DOR counselor s files Collect Release from DOR counselorto include in your studentfiles LAUSD and DOR must have the same documents in their files. Make copies for the DOR counselor.
DEPARTMENT OF REHABILITATION UNIQUE SERVICES The followingcategoricallistsof servicesare uniquelyfor DoR clients and will be reflected in the monthly reports to DoR.Thislist isnot exhaustiveand if you believethat you providea servicein one of the outlined areas, please document it. The LAUSD DOTS/TPPTransition Teacher will providethis 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-basedlearning 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 PETS VocationalEvaluation 12
The LAUSD DOTS/TPPTransition Teacher will providethis service. Vocational Instructional/Employment Preparation 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/DoR client s disability and benefits Work Based Readiness Training 13
The LAUSD DOTS/TPPTransition Teacher will providethis 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 Work Experience/PETS work-basedlearning experience 14
The LAUSDDOTS/TPPJob Developer and Placement Coordinator for the DHHwill provide this service Major emphasis of this assignment will be job retention as appropriate: Job Development/Placement and Follow-up Job Development/Placement and Follow-up Activitiesinclude: Provide clientswith information regardingopportunitiesfor 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 workexperience. On-Site SupervisionActivities: 1. Make initial contact with employer to review the following: Worksite is a match to the student s interests, preferences, strengths, andneeds Worksite visitations will be conducted bi-monthly to provide on-going instruction andsupport 2. If initial contact with employer is successful proceed with scheduling of an interview. Prepare thefollowing: Workfolio On-Site Supervision 3. 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 CompleteWBLon-sitecompetencessheetuponcompletionof TPP workexperience(copiesof sheetto be turnedin to DR counseloras part of documentationprocess) Ifstudentisexperiencingdifficultywithhis/herduty(s): Discuss alternative duties with the employer 16
TPP Post Secondary Planning Preparation Prior toGraduation: 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 Monthlymonitoringof workexperiencebyBridges,LAUSDjob developer Vocationaltraining o Enroll in specific class and attend regularly working toward certification o Contact DR counselor for assistance orsupport 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 JobDeveloper 2. Vocationaltraining Enroll in specific class and attend regularly working toward certification Contact DR counselor for assistance or support 17
DOR / LAUSD Collaborative Practices 1. At quarterlymeetings discussauthorization processso studentscan start workin a timely manner. Use this time for case reviewand collaboration. 2. CollaboratewithDORcounselor,student,DOTS teacher,to reviewassessmentand interest inventories at the intake meeting to determine the student s Career Choice on theIPE. 3. At the quarterlymeeting, guidelinesneed to be discussedforDOR counselorsto settheirschedule according to the school calendar and school hours to meet with students, in respect tostudent 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. 5. Report will be provided to the Counselor by the 15thof each month. IF PROBLEMSARISE: 1. Address problem immediately by DOTS teacher, DOR counselorand if necessary, thestudent. 2. If not resolved,setup meeting whichwouldincludethe above and TransitionCoordinatorand/or DOR supervisorif requested by DOR counselor. 3. If not resolved, contact DOTS specialistand DOR supervisor. 4. If not resolved, contact LAUSD DOTS administratorand DOR regional program manager. 18
All TPPstudents must have completed a portfolio containing the following items prior to culmination of their school career. CONTENTS OF STUDENTPORTFOLIOS 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 toask 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
