Opening Doors to Employment

Students

School Counselors

Teachers

Transition Coordinators

Parents/Guardians

Opening

Planning for Life

After High School

to Employment

Doors

A Handbook for:

Wisconsin Department of Public Instruction

Tony Evers, PhD, State Superintendent

Message from

State Superintendent

of Public Instruction

Tony Evers, PhD

Opening Doors to Employment

All students deserve to graduate from high school

feeling hopeful about their future and ready

for further educational opportunities and the

workforce. It is our mission to prepare Wisconsin’s

students to become contributing members of their

communities and the world by connecting youth to

the resources necessary for a successful transition.

For students with disabilities, this can be accomplished with comprehensive

advance planning for life after high school. The purpose of this handbook,

Opening Doors to Employment, is to assist youth and their families to

navigate through this planning process.

This handbook has been created to provide guidance to you, your parents,

school counselors, and others on your Individualized Education Program

(IEP) team in developing your employment goals. Employment is not a

privilege but a right for all youth who have a desire to work. As you prepare

academically for your future, it is critical to plan vocationally as well.

This handbook provides valuable information on career exploration, job

preparation, job search strategies, as well as many other useful resources

about employment. It is a tool for your success.

Remember, you have many people who will support you in your planning,

but, in the end, you will make the decisions. Being well informed and well

prepared will help ensure you have a happy and successful life after high

school.

Good luck as you continue to plan your future!

Tony Evers, PhD

State Superintendent

Overview of Transition to Employment 6

Timeline for Planning 7

Deciding on Employment Options 8

Funding and Resources to Help You Find and Keep Employment 9

Types of Employment - Questions to Ask 12

After High School, the Rules Change 13

Planning and Preparing 14

Questions Students Should Ask their IEP Team Members or Support Network 15

What Will Get Me In? Take Stock in Your Skills 17

Communication Skills 17

Number Skills 19

People Skills 20

Social Skills 20

Technical Skills 21

Business Skills 21

Management and Self-Management 22

The Need for Employability Skills 24

Tips for Your Job Search 25

Tips about Technology 26

Tips on Applying for a Job 27

Personal Data Card 29

Sample Employment Application 30

Tips for Interviewing 32

Ten Golden Rules to Keeping a Job 33

My Career Plan 34

Accommodations and Assistive Technology on the Job 35

Resources for Employment-related Assistive Technology 36

Employment-related Websites and Resources 37

Appendix 39

Career Clusters and Pathways List 39

Career Clusters Framework 40

Questions to Ask Supported Employment Providers 42

Work Placements and Least Restrictive Environment 43

Glossary of Abbreviations and Terms 44

Table of Contents

Overview of Transition

To Employment

Students may go in many dierent directions after graduating from

high school. Some students choose to go right into the workforce.

Others may choose to go on to postsecondary education to enhance

their knowledge and skills as required for their career choices (see

Opening Doors to Postsecondary Education and Training). Some

students will go into the military. Students with disabilities have all

these options too.

This handbook deals with the rst option, employment. Employment

includes many kinds of choices from jobs to careers, with or without

support of outside agencies.

This handbook is designed as a guide to help students with disabilities

take another step in preparing for “life after high school.” The

activities in this handbook should be completed with your parent/

guardian, teacher, or school counselor.

While high school is an exciting time, what you do after high school

can be just as exciting with some careful and thoughtful planning. In

order to carefully plan for what will happen after you graduate, you

will need to:

• Know your interests.

• Know your strengths.

• Know the areas you need to work on.

• Know the things that work for you and the things that do not work

for you.

• Know what kinds of support you might need and who could

provide that support.

• Try dierent types of jobs that might lead to a career.

• Find out what knowledge and skills are needed for careers you are

interested in.

Although eighth, ninth, and tenth grades may seem early to be

thinking about life after you leave high school, it is important to begin

planning for your life after graduation. You may want to continue

your education (see Opening Doors to Postsecondary Education) or enter

the workforce. Both of these options require career exploration and

research. Most schools oer classes on career and technical education

and opportunities for work experiences. Make sure you are included.

Primary Authors:

Mary Ann Beckman, Ph.D.

Director of Special Education

Arrowhead Union High School District

Laura Owens, Ph.D.

University of Wisconsin – Milwaukee

Department of Exceptional Education

2012 Update Workgroup:

Barbara Barnes, Milwaukee Public

Schools; Mary Ann Beckman, Arrow-

head Union High School District; Molly

Cooney, Waisman Center; Wendi Daw-

son, DPI; Meredith Dressel, DVR; Al-

lison Gordon, DVR; Tammy Hofmeister,

DHS; Sarah Lincoln, DHS; Linda Mai-

trejean, WSTI; Lisa Mills, DHS; Nancy

Molfenter, In Control Wisconsin; Colleen

Mulder, WSPEI; Laura Owens, UW-Mil-

waukee; Mary Skadahl, WSPEI; Carole

Stuebe, Portal, Inc; Kim Swenson, WSTI;

Raquel Thorsen, Oak Creek-Franklin

School District; Sue Volz Nett, Madison

Metropolitan School District; Matthew

Zellmer, Wisconsin FACETS

DPI Representatives:

Carolyn Stanford Taylor

Assistant State Superintendent

Stephanie Petska, Director

Special Education

Wendi Dawson, Transition Consultant

Sara Baird, Career Pathways Consultant

Timeline for Planning

Awareness of Employment (Grades K-5)

• Discuss what work is and what jobs you know about.

• Participate in career days at school.

• Take part in household chores (e.g., sorting laundry,

setting the table, cleaning your room, etc.).

• Take part in neighborhood jobs (e.g., delivering the paper,

mowing the lawn, shoveling snow, etc.).

• Make decisions and choices about things at home (e.g.,

what to wear to school) and at school (e.g., what books to

borrow from the library).

• Learn basic academic skills (e.g., reading, math, and

writing).

• Share hopes and dreams for the future (e.g., what types of

jobs you like).

• Practice explaining what help you need to get your work

done.

• Build self-condence and self-esteem.

• Work as a team and share responsibilities.

Explore Employment Options (Grades 6-8)

• Volunteer for school jobs (e.g., oce monitor, guidance

assistant, mail attendant).

• Volunteer in the community (e.g., neighborhood groups,

religious groups).

• Job shadow (observe employment environments and

tasks) with parents/family/friends.

• Create a ‘MiLOCKER’ at www.wicareerpathways.org.

• Learn about variety of careers through Career Center/

Library/Internet to nd job/career options.

• Tour businesses to see what kind of work they do and

what jobs they oer.

• Talk to adults about what they do for work.

• Identify interests and skills.

• Build on your academic skills (include writing and other

communication skills).

• Learn about and be able to explain what

accommodations/modications you need.

• Begin career portfolio (include updated resume, job

applications, letters of reference, career research ndings,

mock or practice interview results). For example, create

‘MiLOCKER’ on www.wicareerpathways.org.

• Continue to build self-condence and self-esteem.

• Develop problem solving and critical thinking abilities.

Planning and Preparing for Employment

(Grades 9-10)

• Continue taking courses in your area of need (e.g., if

you are not good in math, continue taking math classes

beyond the requirements).

• Practice completing job applications (online and on

paper).

• Practice taking online screening tests.

• Find out about jobs and learn more about specic career

paths.

• Meet volunteer mentors from a wide range of careers.

• Research further education and training for specic

careers.

• Identify people/classes that will help you with your

career goal.

• Take classes that relate to your career goal.

• Make copies of work-related documents (social security

card, birth certicate, work permit).

• Contact the Division of Vocational Rehabilitation (DVR) at

least two years prior to leaving school.

• Complete work experiences based on interests.

• Participate in any career exploration/preparation classes

oered by your high school.

• Learn about resources and make connections with

community agencies.

• Complete interest inventories and self-directed searches

at your high school or on the Internet.

• Use resources and tools to explore career clusters,

pathways, and careers on www.wicareerpathways.org.

• Continue to update your career portfolio.

Exploring Employment/Career Options

(Grades 11-12)

• Re-examine your needs, preferences, interests, and skills

with regard to careers based on your work experiences.

• Learn about education and/or training requirements in

your career area of interest.

• Use www.wicareerpathways.org ‘learn more’ websites, My

Next Move and Wisconsin Worknet, to research labor

market information and job outlooks.

• Develop transportation strategies (e.g., drivers license,

independent travel skills training, public or para transit

with or without attendant).

• If appropriate, apply for Social Security Income.

• Participate in a work-based learning program with your

high school (e.g., internships, work experience programs,

skill standard certicate programs, service learning,

apprenticeship programs).

• Participate in paid work experiences in the community

(ask each employer for a letter of reference describing

your skills and attitude on the job).

• Continue to update your career portfolio.

For more information on Least Restrictive

Environment (LRE) and transition work placements,

see Appendix,

page 43.

Remember, school is your time to try many dierent types

of jobs. You do not have to choose a job that you will stay in

for life. You may have many dierent jobs, or you may have

many jobs that are alike and will lead to a career. High school

is your time to plan and explore.

The goal for all special education students is that you will

graduate prepared to get and keep a job and enjoy all the

benets of inclusive, integrated employment. That means

working part time or full time in the general workforce,

earning at least minimum wage, on the payroll of a business

in your community.

Every community, regardless of size, has a variety of

businesses that have many dierent types of jobs and

business needs. The key is knowing your interests and skills,

and then identifying the businesses in your community where

those interests and skills would be most valued. Success in

employment is about using your abilities. By focusing on

this, you will be able to identify which employers to contact.

Your rst business contact may be done by asking for a tour

(sometimes called an informational interview). You may also

ask a business if you can job shadow an existing employee

to learn more about specic jobs in that company. After you

get more information about a business, you may ask for an

internship opportunity. Doing all this groundwork will enable

you to make a good employment choice for yourself and will

also show the company what you’ve got to oer before you

ask or apply for a permanent job.

There are dierent types of employment options. You should

talk with your parent(s)/guardian(s), teachers, and school

counselors to nd out which is the best choice for you.

• Competitive Employment is work performed in the

most integrated setting possible. (Integrated means most

individuals at the worksite do not have a disability.)

Workers must be paid at or above the minimum wage, and

individuals with disabilities must receive the wage and

benet levels of other individuals performing similar work

for the same employer.

• Supported Employment is an employment program for

anyone who might need additional support to learn and

maintain a job. DVR can assist by helping the student job

seeker to identify potential jobs and career paths with

job exploration, job placement, providing support on the

job, and providing a transition to other agencies that can

oer long term support with successful community-based

employment.

A student may nd a job while in school, be provided

support services to keep the job for several months with

DVR assistance, and then be transitioned to a long term

support agency. Each of these partners works with the

student to help them make choices about their employment.

Some options for long term support are Family Care, IRIS

(Include, Respect, I Self-Direct), Community Integration

Program, Community Options Program, Children’s

Long-term Support Medicaid Waivers, and mental health

programs. For assistance with interviewing providers of

supported employment, refer to page 42 in the Appendix.

• Customized Employment involves an adult service agency

or job developer working with you and a business to create

a position that meets the needs of the business and ts

your specic interests, skills, and conditions. Customized

employment is also a form of competitive employment

because you work in an integrated setting and you earn

at least minimum wage and receive benets. If you need

support to maintain your customized job, this is available

through supported employment.

• Self-Employment is owning, managing, and/or operating

your own business to earn money. Often adult service

providers can help with this option. Self-employment oers

many benets for individuals with disabilities:

- The freedom, exibility, and independence that comes from

working for yourself.

- The opportunity to work in a disability-friendly

environment.

- The ability to reduce the need for transportation.

- The ability to accommodate changing functional levels.

- The ability to create an accessible work environment.

For more information on self-employment, visit:

http://dwd.wisconsin.gov/dvr/pdf_les/self_employment_toolkit.pdf.

Deciding on Employment Options

Help You Find and Keep Employment

In addition to assistance you receive through your school and as part of your IEP services, the following agencies and programs

are available to assist individuals with disabilities in seeking and maintaining integrated community employment.

Divisions of Vocational Rehabilitation

Funding and Resources to

The Wisconsin Division of Vocational Rehabilitation (DVR) is

a federal/state program designed to assist individuals with

disabilities to obtain, maintain, or improve employment. As

part of this program, DVR provides assistance to high school

students who are in the transition process as well as technical

assistance to students, parent(s)/guardian(s), and teachers.

DVR can provide other services to students who are eligible

for DVR services and not subject to a waiting list for these

services. Some of these services include:

• Employment guidance and counseling,

• Assistance in nding and/or keeping a job,

• Assistive technology, and

• Training.

DVR usually serves individuals with the most signicant

disabilities rst. DVR services involve short-term

employment/vocational assistance to get you into a job and

stabilize you in that job. Individualized placement services

can be arranged to assist you in seeking employment.

DVR may also assist in providing accommodations to assist

you in preparing for employment and to facilitate your

performance on the job. An online application for services is

available at: https://dwd.wisconsin.gov/DVRApply/Presentation/

AnonymousApplication/Application.aspx.

For more information on the DVR, go to:

http://dwd.wisconsin.gov/dvr/.

Ticket to Work

If you choose not to apply to DVR, or if DVR places you on a

waiting list, consider using the Ticket to Work program to get

vocational rehabilitation, training, assistance in nding a job,

and other ongoing support and services.

Ticket to Work oers Social Security Administration (SSA)

disability beneciaries greater choice in obtaining the

support and services they need to help them go to work and

achieve their employment goals.

If you receive Social Security Disability Insurance (SSDI)

or Supplemental Security Income (SSI) benets based on

disability or blindness and you would like to work or

increase your current earnings, you can get help from the

Ticket program. Services are provided by Employment

Networks (ENs), which are private organizations or

government agencies that have agreed to work with the SSA.

Not all employment service providers are ENs. For a list of

ENs in Wisconsin, go to:

http://www.chooseworkttw.net/resource/jsp/searchByState.jsp.

You can choose an agency that oers the services you believe

will best help you to meet your employment goals. For more

information about Ticket to Work, go to:

http://www.chooseworkttw.net/about-program/program-overview.html.

The SSA has also published a yer on the Ticket to Work

program: http://www.ssa.gov/pubs/10061.html#a0=0.

Social Security Work Incentives

Individuals receiving Supplemental Security Income (SSI)

and/or Social Security Disability Insurance (SSDI) may be

able to pay for their employment services and supports

through these work incentive options:

• Plan for Achieving Self-Support (PASS)

• Impairment Related Work Expense (IRWE)

For more information about PASS and IRWE and people

who can assist you with accessing these work incentives, see

the links below.

http://www.socialsecurity.gov/ssi/spotlights/spot-work-expenses.htm

http://www.socialsecurity.gov/disabilityresearch/wi/pass.htm

http://www.socialsecurity.gov/pubs/10095.pdf

http://www.socialsecurity.gov/pubs/11017.pdf

If you think you might want to use a work incentive to help

you pay for employment supports or needs, you should

make an appointment with a work incentives benets

specialist in your area. Your local job center, Aging and

Disability Resource Center (ADRC), or DVR oce can help

you locate a work incentives benets specialist.

You can also go right to an employment service provider

in your area and ask if they can help you access these work

incentives to pay for their services. For a list of employment

service providers, go to:

http://dwd.wisconsin.gov/dvr/pdf_les/service_providers.pdf.

Private Pay

Some families put money aside for vocational services

instead of, or in addition to, a college fund. Individuals can

then choose the employment service provider they wish

to hire to help them nd and maintain employment in the

community. For a list of employment service providers, go

to:

http://dwd.wisconsin.gov/dvr/pdf_les/service_providers.pdf.

Job Centers

Your local Job Center can assist you in nding job openings

and funding for work experience programs. To nd your

local Job Center, go to:

http://www.wisconsinjobcenter.org/directory/

Medicaid Long-Term Support System

If you have a signicant disability, you may be eligible

for long-term support services, which include supports to

help you maintain employment after you nd a job and are

settled into it.

Because Wisconsin is in the process of changing over to a

new long-term support system model, what is available to

you will depend on which county you live in. Some counties

still have long waiting lists while other counties have

reached the point where there is no waiting for services. An

important rst step is to nd out what long-term support

program your county oers. To nd out about services in

your county, go to:

http://www.dhs.wisconsin.gov/LTCare/Generalinfo/Where.htm.

Funding and Resources to

Help You Find and Keep Employment

(cont’d)

Funding and Resources to

Help You Find and Keep Employment

(cont’d)

If you live in a county that oers Family Care and IRIS, you

will rst need to apply and be determined eligible. To do

this, contact your local Aging and Disability Resource Center

(ADRC) for an eligibility screen. To nd your local ADRC, go to:

http://www.dhs.wisconsin.gov/ltcare/adrc/customer/adrccontactlist.pdf.

Once your eligibility is determined, the ADRC sta will

explain your long-term care options and advise you if there is

a waiting period prior to enrollment.

If your county oers the Community Integration Program

(CIP), the Community Options Program (COP) or county-

funded services, you will need to contact the county long-term

support department to nd out how you can apply and when

services would be available to you if you are determined

eligible. To nd the phone number for your county long-term

support department, go to:

http://www.dhs.wisconsin.gov/bdds/allsta.htm.

Even if your county has a waiting list, it is very important for

you to apply now and get your name added to the waiting list.

If you don’t do this now, your wait for services will be much

longer.

Remember:

Unlike the K-12 public school system where you are entitled to

special education services, the adult service system is based on

specic criteria determining eligibility for services.

As you enter the adult service system, it’s important that you

are well-informed and prepared to advocate for what you

need to reach your employment and other life goals! Attend

transition nights at your local school. Contact and apply early

to the programs listed above and get familiar with the adult

service providers in your area.

Questions to Ask Community or

Supported Employment Providers

• What are the eligibility requirements for services and how

do I apply for services?

• Are there ways your agency can work with my school to

ensure a smooth transition to employment?

• If I need job accommodations or assistive technology, do

you provide these services?

• How many sta work in your agency? How many job

seekers does each sta member support?

• How long does it generally take to assist someone in

getting a job? Is there a limit on how long I can use your

services?

• Does your agency provide support before 9:00 a.m. and

after 5:00 p.m.? On weekends?

• How would your agency determine what a good job is for

me?

• Does your agency look at advancement in jobs beyond

entry-level work?

• May I see a list of businesses where you have helped people

get jobs?

• How would you obtain input and maintain communication

with me and my family members?

• How would you support me after I have found a job? What

are my options if a job doesn’t work out?

• Can I talk with some individuals with disabilities who have

used your services?

• Do you have a website, brochure, or other literature?

(For full list of questions, see Appendix - page 42.)

Questions to Ask Yourself if You Are

Interested in Self-Employment

• Am I a self-starter?

• Am I self-reliant?

• How well do I get along with a variety of personalities?

• How good am I at making decisions?

• What are my strengths and weaknesses?

• Do I have the physical and emotional stamina to run a

business?

• How well do I plan and organize?

• How well do I nd ways to solve problems?

• Do I have experience in this type of business?

• Is my attitude and drive strong enough to maintain

motivation?

• How will the business aect my family?

• Who can help me with my business plan?

• What business would I like to start and why?

• What type of special training do I need for this type of

business?

• What type of education do I need for this business?

• How much do I know about this type of business?

• Will I need to hire other people to help make my business

successful?

Types of Employment – Questions to Ask

Adapted from U.S. Department of Labor, Oce of Disability

Employment Services, “Small Business and Self-Employment

for People with Disabilities” and “Self-Employment: Steps for

Vocational Rehabilitation Counselors,” Nancy Arnold, Tom Seekins,

Roger Shelley, David Hammis, Carleen Anderson, and Randall

Brown, 1998

After High School, the Rules Change

Aer High School, the Rules Change

Laws and Responsibilities

e following chart describes general dierences in various areas between public high school and

employment in the adult service world.

High School Adult Service System

Individuals with Disabilities Education Act

(IDEA); free and appropriate public education

(FAPE).

School services are an entitlement (from age 3-

21 or until regular high school diploma

requirements are met).

Schools assist in connecting the student with

the community support agencies if this

transition need is identied in the IEP.

School attendance is mandatory.

School districts are required to identify

students with disabilities through free

evaluation assessment and the individualized

education program (IEP) process.

Students receive special education and related

services to address needs based on identied

disability.

Services include individually designed

instruction, modications, and

accommodations based on an IEP.

Progress toward IEP goals is monitored and

communicated to the parent(s)/guardian(s)

and/or student.

Section 504 of the Rehabilitation Act and the

Americans with Disabilities Act (ADA).

Adult services are based on eligibility which

may be dierent for each agency.

Consumers must request services needed and

identify what agencies would best meet their

needs.

Consumers apply for services and may be

eligible to use an adult service agency to

support them in their employment goals.

Consumers are responsible for disclosing and

providing current (within the last three years)

documentation of a disability.

Consumers apply for services needed through

various adult services agencies. ey must be

self-advocates (see Opening Doors to Self-

Determination Skills).

Services are individually designed through

Individual Plans for Employment or a similar

individualized plan developed with the

consumer.

Progress toward employment goals are

monitored by the consumer and adult service

provider. Self-advocacy is a must (see Opening

Doors to Self-Determination Skills).

Planning and Preparing:

Deciding to Enter the Workforce

Where do you begin? The key to successful transition to

employment is early planning. It is important for you

to have high expectations and goals for yourself in

elementary, middle, and high school.

Skill development and practice are also important (for

example, time management, communication, mobility,

self-advocacy skills).

Ask yourself:

• Do my abilities match my interests?

• What job-related experience do I have?

• What do I like and dislike about school, work, and

jobs I have had at home or in school?

• What volunteer work have I done?

• Where can I get letters of reference for my

experiences?

• Do I have the right skills and education for the job I

want?

Jobs and Skills that Lead to a Career

A job is something that you are involved in so you can

earn money, usually during high school years. Jobs give

you a chance to learn basic employment-related skills

(for example, being on time, listening to supervisors,

learning work-appropriate behavior and expectations,

and working as a team) that will help you be more

successful in your future career.

A career is an occupation or a profession that is

considered to be a person’s lifework. Your career

should match the areas of interest you identify as you

prepare through classes, work experience, volunteer

positions, and often times training beyond high school.

Developing a career does not happen overnight – it is a

process. For example, your rst job will not be working

as a chef, but the types of jobs you choose will help you

learn the skills needed to have a career as a chef.

Selecting a career requires a lot of thought about what

you might want to be doing in ve or ten years, what

skills and education you will need, and how you will

work to achieve your career goals.

For example:

If you are interested in working with machines and have

a career goal to be a mechanic someday, a position as a

stocker at your local grocery store would be a job. Your

job is helping you earn money, but does not match your

employment goals/interests leading to a career.

If you are interested in working with animals and

would like to be a veterinary assistant, a position at

a local pet store during high school would be a job

leading to a career. This position is helping you learn

skills and take necessary steps toward your employment

goals/interests.

Just for fun…

What is your Employment Goal?

List three jobs that would lead you to a career in this

area.

1. _______________________________________________

2. _______________________________________________

3. _______________________________________________

Questions Students Should Ask Their

IEP Team Members or Support Network

The following are questions, recommended skills, and steps needed in planning for employment after high school.

Check them o as you address each area.

Did you Know???

The single best predictor of employment success after high school is participating in work experiences in school.

Self Advocacy Skills

_____ Find ways to explain your disability. (How

does your disability aect you at home? On

a job?)

_____ Communicate your strengths related to job

skills.

_____ Communicate areas in which you need to

improve related to job skills.

_____ Explain the best way for you to learn new

things.

_____ Explain what accommodations or extra

help you need to be successful (these are

called “reasonable accommodations”).

_____ Explain your legal rights (IDEA, ADA,

Section 504).

_____ Be involved in your IEP meetings and

share your interests and ideas about

employment goals. Make sure transition

plans are documented in your IEP.

Planning

_____ Complete a career interest inventory with

your school counselor or teacher.

_____ Identify what career clusters/pathways you

are interested in.

_____ Find out what knowledge and skills are

needed for the careers in your interest

area(s).

_____ Job shadow in businesses.

_____ Tour businesses.

_____ Interview employers.

_____ Interview a person who has the job/career

you are interested in.

_____ Identify and list jobs that would lead to

your career interest. You may have more

than one career or interest area, and that is

okay. Find information about each of your

interest areas to determine the best career

path.

_____ Take classes related to your career goal.

_____ Participate in work experiences through

school.

_____ Visit or write to the local technical college

or university and get information about

your career choice.

_____ Visit or call adult service agencies to nd

out what they can oer to assist you.

Questions Students Should Ask Their IEP Team

Members or Support Network

(cont’d)

Experience

_____ Participate in at least one work experience

by eighth grade based on your interests.

_____ Participate in at least one work experience

each semester during high school based on

your interests. (Note: your work experience

should be in dierent work environments

with dierent work tasks to help you

identify what type of career you really

want after high school.)

_____ Get a letter of reference/recommendation

from your work experience employer.

_____ Update your career portfolio and resume.

“Through job shadowing and high

school work experiences, I learned

such things as dealing with anger. I

learned social skills and how to be a

good worker.”

-- 12th grade student with

emotional behavioral disability

Tip

Remember to get letters of recommendation

from teachers, work experience supervisor, and

employers.

Participate in many different work experiences to ﬁnd

out what your interests really are.

Keep a work experience log to record dates of experi-

ence, supervisor’s name, company name, job duties.

Develop a list of questions you would want to ask an

employer about the jobs available and skills needed.

Don’t forget to update your career portfolio each

year.

What will get me in?

Take stock in your skills!

Look at the list of skills critical in the development of

any job/career. With your parent or teacher, check the

box that best describes your ability in that area. You may

not need all these skills for your career choice. Work

with your teacher or parent to help you think about the

skills you have and the skills you may need.

What will get me in?

Take stock in your skills!

(cont’d)

Tip

You may not need all these skills for your career choice. Work with your teacher or parent to help you think about

the skills you have and the skills you may need.

What will get me in?

Take stock in your skills!

(cont’d)

What will get me in?

Take stock in your skills!

(cont’d)

What will get me in?

Take stock in your skills!

(cont’d)

What will get me in?

Take stock in your skills!

(cont’d)

Seeking help when needed

What will get me in?

Take stock in your skills!

(cont’d)

It is also important to know what skills you need to work on. List three career skills you need to develop

or improve upon. Identify who can help you with those.

The Need for Employability Skills

Employability skills are those that apply across a variety

of jobs and life contexts. They are also known as key

skills, core skills, workplace skills, essential skills,

key competencies, necessary skills, and transferrable

skills. Regardless of what they are called, essentially

employability skills are those basic skills necessary

for getting, keeping, and doing well on a job. They are

generic in nature and cut across jobs, industry types, and

occupational levels.

In order to be a productive citizen in the world of work,

family, or community involvement, mastery of basic

employability skills is essential for all students. The

Employability Skills Certicate Program is designed to

address the skills and behaviors that are critical in the

21st century.

The intent of DPI’s Employability Skills Certicate Program

is to recognize a student’s mastery of employability

skills valued by employers, help students explore

a career interest, and provide a state credential of

student mastery of employability skills. Integrated in

this strategy, this program provides state guidelines to

help local districts oer school-supervised work-based

learning programs.

The Employability Skills Certicate Program assesses

students in the following areas:

1) Develops positive relationships with others

2) Communicates eectively with others

3) Collaborates with others

4) Maintains composure under pressure

5) Demonstrates integrity

6) Performs quality work

7) Provides quality goods and services (internal and

external)

8) Shows initiative and self-direction

9) Adapts to change

10) Demonstrates safety and security regulations and

practices

11) Applies job-related technology, information, and

media

12) Fullls training or certication requirements for

employment

13) Sets personal goals for improvement

For more information on the Employability Skills

Certicate Program please visit:

http://cte.dpi.wi.gov/cte_esintro or consult with your

district Career and Technical Education contact.

Tips for your Job Search

Use personal contacts to nd out about possible job

opportunities. This practice is called “networking.”

Personal contacts could be friends, family, former

co-workers or employers, members of your religious

organization, or local community members such as

doctors, physical therapists, counselors, members of

professional organizations or social clubs, etc.

Use a direct approach by going from one employer to

another. You may need to visit or telephone many places

of employment about present or future job openings.

Use the local Aging and Disability Resource Center

(ADRC), public library, Job Service or the Internet

(local libraries will have computers to access the

Internet) to get employment information in your area.

Independent Living Centers or adult service agencies

may provide employment leads and job club services to

individuals with disabilities.

Classied ads found from your local newspaper, local

bulletin boards, or local magazines may be useful.

Use computerized listings of job banks from various

businesses.

Go to your local Job Center or Job Service to nd

listings of businesses hiring.

Local university or technical college may have job

postings.

Volunteer activities can sometimes lead to paid

employment and can provide good work experience to

include on a resume.

Temporary stang agencies may lead to permanent

employment and can provide good work experience to

include on a resume.

Attend job fairs in your area where businesses gather to

meet potential candidates.

These are just a few strategies that may help you nd a job, but

there are many more. Talk with your parent(s)/guardian(s),

teachers, and school counselors about more ideas.

After looking at current skills and

being involved with business tours,

job shadowing activities, and work

experiences, “One thing comes to mind

when you are talking about people in a

business. That is that there is no ‘I’ in

team. A team is what you need to have a

successful business. You must work with

people even though you may not like them

all the time.”

-- 11th grade student with a learning disability

Tip

Talk with your teacher/school counselor to ﬁnd out

what courses you can take to work on the skills you

need for your career choice.

Talk with your teacher/school counselor to ﬁnd out

what you can do in school and at home to work on

the skills you need for your career choice.

Use your own personal network – what employers

do you and your family know who could help you

out?

Look for jobs available in your area (see website

list).

Tips about Technology

Cell Phones: After you have applied for a job, the

prospective employer may need to reach you for

an interview to clarify some of the information you

provided or to oer you a job. Because the employer

may call you, it is important to have a professional

greeting on your home or cell phone. The greeting

should be spoken clearly. It should include your name, a

request for the caller to leave a message, and a statement

that you will return their call promptly. You should not

have music playing as part of your greeting. Employers

may nd a long message annoying or inconvenient. They

may feel your choice of music or an informally worded

greeting is oensive or unprofessional, and may decide

you are not the right person for the job.

E-mail: Some employers prefer to contact prospective

employees through e-mail. An employer may ask you

to provide your e-mail address as a means to contact

you. Your e-mail address must also be professional.

You should avoid a nickname or phrase that could be

misunderstood or leave the employer with a negative

impression.

Social Media: You must also be cautious and mindful

when using social media, such as “Facebook.”

Remember that messages and photos posted on

“Facebook” or other sites can be viewed by many people,

including employers. Be prudent with your language

and messages when you post online. Consider how your

pictures may be perceived by an employer. You may

need to remove pictures that have been posted of you if

they don’t show you acting in a mature or professional

manner.

Tips on Applying for a Job

Personal Information

• Name

• Address

• City, State, Zip Code

• Phone Number

• Eligibility to work in the United States

• Felony convictions

• If under age, work permit

Education

• Schools/Colleges Attended

• Major

• Degree/Diploma

• Graduation Dates(s)

Tip

If you have had a serious run-in with the law, ﬁnd

out what you need to report on a job application.

You may want to ask someone for help in

completing the online application.

If there is a test, you may need to also ask for help.

When you apply for a job, you are often asked to

complete an application for employment. You may

be asked to complete a paper application, even if

you have already submitted a resume and cover

letter.

It is important for your job application to be

complete, correct (no errors), and neat (no cross

outs). Here is the information you will need to

complete an application for employment as well as

tips and suggestions for writing applications that

make a great impression.

Before you start looking for a job, it is important to

take time to decide what you want to do. Even if you

do not have any paid work experience, there are many

possible jobs out there for you. For example, if you

love animals, check with local veterinarian oces to

see if they are hiring, or if they have some volunteer

opportunities. If you’d prefer working with children,

check with your local YMCA (many have after-school

child care programs and summer camps) or child care

centers. Fast food restaurants and retail stores often hire

employees without experience and are willing to train

new employees.

Online Applications

Many businesses now have applications online. Here are

some tips for applying online.

Use a subject line. The subject line you use will depend

upon the job you are applying for. If the job posting

has a code or job title associated with it, place it in the

subject line. If you are e-mailing a business to nd out

if they have any job openings, put “job openings” in the

subject line.

Follow the instructions provided with the job posting.

A lot of job postings give you specic directions for

applying online. They do so to streamline the application

process, so help them out and show you are capable of

following instructions.

Include a cover letter in the message. This is your

chance to get the employer’s attention. Address it to the

appropriate person. Introduce yourself and highlight

how your skills are exactly what they are looking for.

Include your resume in the e-mail instead of as

an attachment. Some systems automatically reject

attachments so it is generally a good idea to include

your resume in the body of your e-mail.

Format your resume appropriately. Take some time to

make sure your resume is formatted correctly within

the e-mail. A resume that is not formatted correctly, or

unreadable, will most likely be deleted.

Position Applied For Information

• Title of the job; hours/days available to work

• When you can start work

Employment Information

• Names, addresses, phone numbers of previous

employers

• Supervisor’s name

• Dates of employment

• Reason for Leaving

References

• List three references - names, job title or relationship,

addresses, phone numbers

Resume (if you have one)

Tips for Applying for a Job (cont’d)

Tip

Use a data card (see next page) to make sure you have all the information you need for your application.

Don’t leave anything blank. If you don’t know the details, bring the application home and return it when it’s

completed.

Write clearly and neatly, using black or blue ink.

Check for spelling and grammar. Proofread your job application before turning it in.

List your most recent job ﬁrst.

List your most recent education ﬁrst. Include vocational schools and training programs as well as college and

high school.

References don’t necessarily have to be professional. If you have volunteered, you can use members of the orga-

nizations you have helped or if you are a student, use your teachers. Always ask for permission before using

someone as a reference.

Don’t forget to sign your application!

Personal Data Card

E-mail

Birthdate _________________________________

Sample Employment Application

E-mail

Sample Employment Application (cont’d)

Tips for Interviewing

Attitude is the most important aspect of interviewing.

Practice your rm handshake. You can show your

positive attitude in the way you present yourself. Tell

the interviewing team when, where, and how you have

put forth extra eort above and beyond the call of duty.

Dress for success. Wear clean clothes and shoes. Have

well-groomed hair, clean/trimmed nails, minimal

cologne or perfume, empty pockets (no bulges or noisy

change), no chewing gum, no visible body piercing

(remove them before interview), and no visible tattoos

(cover them with clothing or a bandaid).

Nonverbal communication. Maintain eye contact. If

you look away while listening, it shows lack of interest

and a short attention span. If you look away while

speaking, it shows lack of condence in what you are

saying and may send the subtle message that you are

lying. If you nd it hard to keep eye contact, look at

their nose! Be aware of your facial expressions, such

as wrinkling your nose or furrowing your eyebrows.

Posture shows your condence. Stand tall, walk tall,

and most of all, sit tall. Recognize the boundaries of

personal space.

Turn o your cell phone! Better yet, leave your cell

phone at home or in the car.

Be prepared to talk about your experiences and why

you are the best candidate for the job. Why should the

employer hire you over someone else? Talk about your

experiences (paid employment, volunteer work) and

why you would be the best person for the job.

Decide if you want to disclose your disability. This is

your choice only. By law, employers are not allowed to

ask if you have a disability. If you do disclose, be able to

explain your disability in relation to the job duties. Also

be ready to explain any accommodations you would

need to be successful on the job.

Tip

Have a mock interview with your teacher, parent,

or employer to get tips on how you can do a better

job.

Make a list of questions to ask the employer

during the interview to show your interest.

The decision to disclose your disability and

when to do so may be the single most important

consideration in your job search. This is a personal

decision that has to be made for each job lead you

pursue and will be based on the nature of your

disability and your knowledge of the prospective

employer.

Check out the publication, The 411 on Disability

Disclosure: A Workbook for Youth with Disabilities,

at:

http://www.ncwd-youth.info/411-on-disability-disclosure

Did you Know???

You can ﬁnd out about the labor market in your

area by searching the Internet. Ask your teacher or

school counselor to help you ﬁnd the information

for your area.

Ten Golden Rules to Keeping a Job

1. Be on time. If you are going to be late, call and let your

supervisor know when you will be in and why you

will be late. When you get to work, apologize for being

late and oer to stay later to complete your work.

2. Have good attendance. Do not call in sick often. Try

to come to work whenever you are scheduled. If you

are sick, make sure you call your employer early so a

replacement can be called, if needed. Remember, it’s

your job so you need to call and/or communicate with

your employer. (Your parent(s)/guardian(s) should not

call for you.)

3. Be neat and tidy. Shower or take a bath before going to

work. Make sure to wash your hair and use deodorant.

Make sure your clothes are clean.

4. Complete your work every day. Finish your job every

day. Do not leave things until the next day. If you

cannot nish your work, make sure your supervisor

knows. Take the initiative to do extra work when your

job is done.

5. Be a good communicator. Make sure you are clear

in what you say. Listen to what you are being told. If

someone corrects you on the job, say thank you.

6. Follow the rules of the workplace. Make sure you

review your handbook and know the rules for calling

in sick, taking tips from customers, or coming in late.

Know what your supervisor expects from you.

7. Be a good team player and be nice to others. Work

well with others. Be cooperative and help others when

they need help. Co-workers will want to help and

work with you if you are nice to them. For example,

nd out when their birthday is and wish them a happy

birthday on that day. You need to get along even if you

don’t like your co-workers.

8. Ask for help. If you do not understand part of your

job or cannot complete your job, ask your supervisor

or co-worker for help.

After a semester of work experience in a

retail store, “I wasn’t good around people

and look at me now, I work well with

customers.”

-- 11th grade student with learning and

emotional behavioral disabilities

9. Diversity is good. Be understanding of dierences in

other people; co-workers, supervisors, and customers.

10. Work hard and get ahead. Do your job and volunteer

to complete assignments your supervisor needs help

with. Being a self-starter and following these Ten

Golden Rules will help you get ahead.

My Career Plan

(use separate sheet of paper)

within 1 mile from my home

within 10 miles from my home

within 25 miles from my home

Accommodations and Assistive

Technology on the Job

What is a job accommodation?

Job accommodations allow a person with a disability to

perform the dierent tasks of a job. Accommodations

may include changes to the work area, specialized

equipment, or changes in how the job is completed.

This accommodation process is referred to as assistive

technology (AT).

What accommodations are employers

required to provide?

Federal and Wisconsin laws require that employers make

accommodations for employees with disabilities so they

can complete a job. Most employers are also required to

provide accommodations to workers so they can perform

essential functions (main duties) of the job. Examples of

accommodations that may be provided include:

• A computer which provides a voice reading of the

computer screen so a blind person can also “read”

what is on the computer monitor.

• Raising the workstation to accommodate a wheelchair.

• An ergonomic chair increasing the comfort of a worker

with a back injury.

• An alternate keyboard to reduce stress causing carpal

tunnel syndrome.

• Allowing a person to use personal accommodations,

such as a seeing eye dog, while on the job.

• Making a restroom wheelchair accessible for a worker

who uses a wheelchair.

Accommodations are also required to allow a person

with a disability equal access to the process of applying

for work. This could include:

• Allowing you to take an application home to complete

so you have more time or can get help in writing out

your responses.

• A sign language interpreter during a job interview.

• If you are a person with a learning disability, having a

pre-employment test read to you.

How can you decide if you need an

employment accommodation?

If you can do all the essential functions (main

requirements) of a job, with or without an

accommodation, you are considered a qualied

applicant or employee. If you need an accommodation

to perform some of these essential functions, most

employers would have a responsibility to provide

that accommodation. The best method to determine

what this accommodation should be is to work with

your employer to determine what functions need to be

accommodated and how this may occur.

Accommodations can take many forms. A change in

schedule, modifying how you do the job, or assistance

from another employee would also be possible

accommodations along with specialized equipment and

devices.

How do you decide on needed AT?

The solution to remove barriers is determined by the

employer. Hopefully, the employee and possibly an AT

Specialist would be involved in the process. The solution

may increase the functional capacity of the worker,

modify equipment and environment, or alter the activity

being performed.

Funding

The majority of workers with disabilities do not need

accommodations to perform their jobs, and for those

who do, the cost is usually minimal. According to the Job

Accommodation Network (JAN), a service from the U.S.

Department of Labor’s Oce of Disability Employment

Policy, two-thirds of accommodations cost less than

$500, with many costing nothing at all. Moreover, tax

incentives are available to help employers cover the costs

of accommodations, as well as modications required

to make their businesses accessible to persons with

disabilities. http://www.dol.gov/odep/pubs/fact/ada.htm

Information and Technical Assistance

for your Assistive Technology Needs

If an assessment is needed to determine what

accommodation would be best for you, an Assistive

Technologist can assist in making this determination

decision. The Assistive Technology Practitioner can also

assist in setting up the accommodation and providing

training for the employee and employer to use it. For

a list of certied Assistive Technology Practitioners, by

state, go to: http://www.resna.org.

Assistive Technology Resources

Abledata. The premier source for information on

assistive technology, sponsored by the National

Institute on Disability and Rehabilitation Research, U.S.

Department of Education.

http://www.abledata.com/abledata.cfm

AT Resource Center. Inclusive information on assistive

technology in Wisconsin.

http://www.atresourcecenter.org/

The Boulevard. A resource directory of products and

services for the disabled and healthcare professionals.

http://www.blvd.com/index.shtml

Center for the Deaf and Hard of Hearing (CDHH).

UniversaLink’s Communication Technology Specialists

have an in-depth knowledge of the latest equipment and

technology.

http://www.cchdwi.org/

CESA Assistive Technology Lending Library. Contact

the CESA in your area to inquire about AT services and

resources.

http://www.cesawi.org/

Rehabilitation Engineering and Assistive Technology

Society of North America (RESNA). Examine

publications, a job bank, and conference details from

RESNA.

http://www.resna.org/

Trace Center. The Trace Center provides companies

with information on how to make their products more

accessible and usable by people with disabilities.

http://trace.wisc.edu/projects/

Wisconsin Technology (WisTech). WisTech provides

information on over 17,000 products and services:

selecting, funding, installing, and using assistive

technology.

http://www.dhs.wisconsin.gov/disabilities/wistech/

WisLoan. WisLoan is an alternative loan program to

purchase assistive technology, adaptive equipment or

make accessible modications to their homes.

http://www.dhs.wisconsin.gov/disabilities/wistech/wisloan.htm

Resources for Employment-Related

Assistive Technology

Employment–Related Websites and Resources

411 on Disability Disclosure. A workbook for youth

with disabilities.

http://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdf

America’s Job Bank. http://www.jobbankinfo.org/

Association of People Supporting EmploymentFirst

(APSE). This is a membership organization originally

formed in 1988 as the Association for Persons in

Supported Employment to improve and expand

integrated employment opportunities, services, and

outcomes for persons experiencing disabilities.

http://www.apse.org

Career Builder. http://www.careerbuilder.com/

Career Cruising. http://www.careercruising.org/

CareerConnect, the American Foundation for the

Blind (CAFB). CareerConnect takes you through

the process of examining what you have to oer an

employer and exploring careers, oers tips on nding

a job, getting hired and making that job work for you,

and gives you information on technology to assist you

in your job. You can even build your resume online in

My CareerConnect and search for a volunteer mentor to

oer some guidance as you go through your exploration

and search.

http://www.afb.org/

Disability Info. This site is sponsored by several

agencies and departments and provides one-stop access

to information resources important to the disabled.

This includes employment, education, housing,

transportation, health, income support, civil rights, and

much more. It is easy to use and well organized and

each area includes several resources designed to help

you.

https://www.disability.gov/

Employment Guide.

http://www.employmentguide.com/

Entry Point! This program of the American Association

for the Advancement of Science (AAAS) oers students

with disabilities outstanding internship opportunities

in science, engineering, mathematics, computer science,

and some elds of business. Application and program

information is available on the site.

http://www.aaas.org/careercenter/fellowships/

Great Lakes ADA and Accessible IT Center.

http://www.adagreatlakes.org

Job Accommodation Network (JAN). JAN is a

free consulting service designed to increase the

employability of people with disabilities by 1) providing

individualized worksite accommodations solutions, 2)

providing technical assistance regarding the Americans

with Disabilities Act (ADA) and other disability

related legislation, and 3) educating callers about self-

employment options.

http://www.jan.wvu.edu

Job Center of Wisconsin.

https://jobcenterofwisconsin.com/

Monster. Jobs database.

http://www.monster.com/

My Next Move.

http://www.mynextmove.org/

National Business and Disability Council (NBDC).

The NBDC is the leading national corporate resource

on all issues related to the successful employment

and integration of individuals with disabilities into

America’s workforce. They oer a job lead database and

a free resume database open to all college graduates

with disabilities.

http://www.nbdc.com/index.aspx

National Dissemination Center for Children with

Disabilities.

For information on students in transition from high school.

http://nichcy.org/schoolage/transitionadult/employment/

For information for employers, families and communities.

http://nichcy.org/families-community/employers/

National Secondary Transition Technical Assistance

Center (NSTTAC).

http://www.nsttac.org/

Opening Doors to Adult Services.

http://sped.dpi.wi.gov/les/sped/pdf/tran-adult-services-guide.pdf

Opening Doors to Postsecondary Education and

Training.

http://sped.dpi.wi.gov/les/sped/pdf/tranopndrs.pdf

Opening Doors to Self-Determination Skills.

http://sped.dpi.wi.gov/les/sped/pdf/tranopndrs-self-determination.pdf

Skills to Pay the Bills. “Soft Skills to Pay the Bills—

Mastering Soft Skills for Workplace Success” is a

curriculum developed by the U.S. Department of Labor’s

Oce of Disability Employment Policy focused on

teaching “soft” or workforce readiness skills to youth,

including youth with disabilities.

http://dol.gov/odep/topics/youth/softskills/

TeamChild.

http://www.teamchild.org/

Transition Action Guide (TAG).

http://dwd.wisconsin.gov/dvr/pdf_les/tag.pdf

Transition Resource Directory. In the state of Wisconsin,

each area has a Point of Entry Manual for transition

which will help you nd adult service agencies to help

you in your job search.

http://www.wsti.org/

Transition Services.

http://www.wsti.org/topical-highlights.html

U.S. Department of Labor.

http://www.dol.gov/

Wisconsin Career Pathways Website. A cross-functional

interagency team, consisting of representatives from

multiple agencies and educational organizations, was

formed to plan for the development of this web-based

Career Pathways resource.

https://www.wicareerpathways.org/

Wisconsin Department of Public Instruction

Postsecondary Transition Plan.

http://sped.dpi.wi.gov/sped_spp-transition

Wisconsin Department of Workforce Development.

http://www.dwd.wisconsin.gov/

Wisconsin Governor’s Committee on Employment of

People with Disabilities. The Governor’s Committee

was established to improve employment opportunities

for people with disabilities. The group’s mission was

broadened in 1976 to cover many aspects of disability

in Wisconsin, and the group became the Governor’s

Committee for People with Disabilities (GCPD). Unlike

other disability councils in state government, the focus of

the Governor’s Committee includes all disabilities.

http://www.dhfs.wi.gov/Disabilities/Physical/gcpd.htm

Wisconsin Job Center.

http://wisconsinjobcenter.org/

Wisconsin Statewide Transition Initiative.

www.wsti.org

WSTI Transition Services Guide.

http://www.wsti.org/wstidata/resources/Transitions-Services-2012_1342811142.pdf

Wisconsin Work-based Learning Programs: Linking

Students to 21st Century Careers.

http://cte.dpi.wi.gov/les/cte/pdf/wblbrochure12.pdf

Appendix

PTP Career Clusters

and Pathways List

The following are the options

provid

ed in the drop down

menus when creating a

Postsecondary Goal in the area of

Employment.

The selections are based on the

Wiscons

in Career Pathways

modeled after 16 n

ational career

clusters developed by the States’

Career Clusters Initiative (SCCI).

* For the career level click on

the pathw

ays that are linked to

www.wicareerpat

hways.org

Agriculture, Food & Natural

Resources - View Knowledge and

Skills

Pathways:

Agribusiness Systems

Animal Systems

Environmental Service Systems

Food Products and Processing

Systems

Natural Resources Systems

Plant Systems

Power, Structural and Technical

Systems

Architecture & Construction -

View Knowledge and Skills

Pathways:

Construction

Design/Pre-Construction

Maintenance/Operations

Arts, Audio/Video Technology

& Communications - View

Knowledge and Skills

Pathways:

Audio and Video Technology

and Film

Journalism and Broadcasting

Performing Arts

Printing Technology

Telecommunications

Visual Arts

Business Management &

Administration - View

Knowledge and Skills

Pathways:

Administrative Support

Business Information

Management

General Management

Human Resources Management

Operations Management

Education & Training - View

Knowledge and Skills

Pathways:

Administration and

Administrative Support

Professional Support Services

Teaching/Training

Finance - View Knowledge and

Skills

Pathways:

Accounting

Banking Services

Business Finance

Insurance

Securities and Investments

Government & Public

Administration - View

Knowledge and Skills

Pathways:

Foreign Service

Governance

National Security

Planning

Public Management and

Administration

Regulation

Revenue and Taxation

Health Science - View Knowledge

and Skills

Pathways:

Biotechnology Research and

Development

Diagnostic Services

Health Informatics

Support Services

Therapeutic Services

Hospitality & Tourism - View

Knowledge and Skills

Pathways:

Lodging

Recreation, Amusements and

Attractions

Restaurants and Food/Beverage

Services

Travel and Tourism

Human Services - View

Knowledge and Skills

Pathways:

Consumer Services

Counseling and Mental Health

Services

Early Childhood Development

and Services

Family and Community Services

Personal Care Services

Information Technology - View

Knowledge and Skills

Pathways:

Information Support and

Services

Network Systems

Programming and Software

Development

Web and Digital

Communications

Law, Public Safety, Corrections

& Security - View Knowledge

and Skills

Pathways:

Correction Services

Emergency and Fire

Management Services

Law Enforcement Services

Legal Services

Security and Protective Services

Manufacturing - View

Knowledge and Skills

Pathways:

Health, Safety and

Environmental Assurance

Logistics and Inventory Control

Maintenance, Installation and

Repair

Manufacturing Production

Process Development

Production

Quality Assurance

Marketing - View Knowledge and

Skills

Pathways:

Marketing Communications

Marketing Management

Marketing Research

Merchandising

Professional Sales

Science, Technology,

Engineering & Mathematics -

View Knowledge and Skills

Pathways:

Engineering and Technology

Science and Math

Transportation, Distribution &

Logistics - View Knowledge and

Skills

Pathways:

Facility and Mobile Equipment

Maintenance

Health, Safety and

Environmental Management

Logistics Planning and

Management Services

Sales and Service

Transportation Operations

Transportation Systems/

Infrastructure Planning,

Management and Regulation

Warehousing and Distribution

Center Operations

Appendix

Career Clusters Framework

Example

Career Cluster:

Manufacturing

Career Pathway:

Maintenance, Installation, and Repair

Career Clusters are broad occupational groupings based

on a set of common knowledge and skills required for

a broad group of careers. Wisconsin has adopted the

National 16 Career Clusters that also serve as a tool for

organizing curriculum and instruction. Career clusters

provide opportunities for all students regardless of their

career goals and interests. They are a tool for a seamless

educational system that blends rigorous academic/

technical preparation, provides career development,

oers options for students to experience all aspects of a

business or industry, and facilitates/assists students and

educators with ongoing transitions.

Career Pathways are a sub-grouping of careers used as

an organizing tool for curriculum design and instruction.

Similar to career clusters, career pathways are grouped

based on their requirements for a set of core and similar

knowledge and skills for career success. Each pathway

highlights a specic part of each cluster. An easy

example of this can be seen in the Agriculture, Food and

Natural Resources cluster. Seven dierent pathways,

from Animal to Plant Systems highlight the variety of

interests that each cluster holds for students.

A Program of Study is a specic career pathway,

dened by a local school/district partnership, which

is a sequence of instruction based on recommended

standards and knowledge and skills, consisting of

coursework, co-curricular activities, worksite learning,

service learning and other learning experiences including

Career and Technical Student Organizations (CTSO). The

sequence of instruction provides preparation for a career.

An Individualized Learning Plan (ILP) includes a

program of study and learning that represents a uid,

living, breathing, mapped academic plan reecting a

student’s unique set of interests, needs, learning goals,

and graduation requirements. Students receiving special

education services currently have a Postsecondary

Transition Plan (PTP). For more information, see:

http://sped.dpi.wi.gov/sped_spp-transition.

Career Cluserts

Career Pathways

Programs of Study

Individualized

Learning Plan

Appendix

Career Pathways are critical to 21st Century schools

and learners. Each pathway is grounded in a set of four

guiding principles:

1. Career Pathways prepare students for postsecondary

education and careers. A Pathway is always about

both objectives; it’s never a choice between one or

the other. The probability of making a living wage

in today’s economy without some form of post-

secondary education is already low and will only

diminish. Increasingly, career success depends on post-

secondary education and gaining and regaining formal

credentials—a certicate, associate’s degree, bachelor’s

degree, or higher level of achievement. Gone are the

days when high schools could be content to prepare

some students for college and others for work.

2. Career Pathways connect academics to real-world

applications. Each Pathway integrates challenging

academics with a demanding career and technical

educational curriculum. Pathways alter how core

academic subjects are taught; they do not lower

expectations about what is taught. Through the

Pathways approach, students are expected to achieve

at high levels in mathematics, science, English, social

studies, and world languages. Students master these

subjects through the power of real-world application—

their learning is challenged by authentic problems

and situations that are part of the modern workplace.

Students also have the opportunity to be part of work-

based learning and youth apprenticeship, both of which

lead to industry-based credentials.

3. Career Pathways lead to the full range of

postsecondary opportunities. Pathways prepare

students for all the avenues they might pursue following

high school graduation—two- and four-year college,

certication programs, apprenticeships, formal job

training, and military service. Each Pathway represents

a broad industry theme that can appeal to and engage a

student regardless of prior academic achievement and

post-secondary aspirations. Pathways can eliminate

current practices that sort and track high school students

in ways that limit options after high school. With

careful attention, pathways can ensure that all students

from all backgrounds and experiences can succeed

in the future workforce. Core skills to be addressed

through Pathways include cultural understanding

and competence, global and diversity awareness, and

fairness/inclusiveness skills for students. A stronger

workforce and a vibrant economy are based on diverse

contributions and perspectives, and social justice for all

in our communities.

4. Career Pathways improve student achievement.

Pathways and Programs of Study are based on

accountability. They are designed to produce higher

levels of achievement in a number of measurable

arenas, including academic and technical scores,

high school completion, postsecondary transitions

to career and education, and attainment of a formal

postsecondary credential. They also contribute, in

ways that most conventional academic and career

and technical education curricula do not, to increase

student prociency in vital areas such as creativity

and innovation; critical thinking and problem solving;

communication; collaboration; diversity competence;

creativity and problem solving; and media and

information literacy. Finally, Pathways make an

immediate dierence—helping young people gain

higher earnings right after high school and giving

students a leg up in the labor market while pursuing

postsecondary education.

Appendix

19. Does your agency provide benets counseling (if I receive supplemental security income [SSI] or social

security disability benets [SSD]? http://www.social-security-disability-claims.org/

Appendix

Work Placements and

Least Restrictive Environment

Recently the U.S. Department of Education Oce of

Special Education Programs (OSEP) issued a guidance

letter related to postsecondary transition planning

for students with disabilities (http://www2.ed.gov/

policy/speced/guid/idea/memosdcltrs/062212workplacelre

2q2012.pdf). Such letters constitute informal guidance

and are not legally binding, representing instead an

interpretation by OSEP of the IDEA in the context of

the specic facts presented. The Department of Public

Instruction recommends all local educational agencies

(LEAs) carefully review their current postsecondary

transition planning practices in light of OSEPs guidance.

Following is a summary of the signicant aspects of

OSEP’s guidance.

Are Work Placements Required?

Work placement may be an appropriate transition

service, depending on the individual needs of a student,

but is not a required component of all IEPs that address

transition services.

Work Placements Must be in the Least

Restrictive Environment (LRE)

When an IEP team determines work placement is

an appropriate transition service for a student, the

particular work placement should be based on LRE

principles contained in 34 CFR §§300.114-300.118.

Integrated employment settings should be considered

before a student is placed in segregated employment.

The IEP team must consider whether supplementary

aids and services could be provided that would enable

the student to participate in integrated employment

satisfactorily. Only if the IEP team determines the

student cannot be satisfactorily educated in an integrated

employment setting, even with the provision of

appropriate supplementary aids and services, should the

IEP team consider segregated employment.

Work Placement Assessment

Assessment of the students needs, strengths, preferences,

and interests in various work placements may be an

appropriate component of age-appropriate transition

assessment, but is not a required component of all IEPs

that address transition services.

Notice of Placement

Initiating or changing a student’s work placement when

it is part of the student’s IEP requires prior written

notice as outlined in 34 CFR §300.503. In Wisconsin

this generally includes providing the parent a notice

of placement (P-1 or P-2), and a copy of the student’s

updated IEP.

Reporting Work Placement

Educational time spent in an age-appropriate

community-based work placement that includes

individuals with and without disabilities should be

counted as time inside the regular classroom when

calculating the percentage of time spent inside the

regular classroom. This is true regardless of whether

special education support is provided to the student in

this setting. For specic guidance on accurate reporting

for IDEA, go to: http://dpi.wi.gov/lbstat/dataenvir.html.

Monitoring of LRE in Work Placements

DPI is required to carry out activities to ensure the LRE

requirements in 34 CRF 300.114 are implemented by each

public agency. If there is evidence that a school district is

making placements that are inconsistent with LRE, DPI

will conduct a review, and if a violation is found, DPI

will require the LEA to carry out necessary corrective

action.

Appendix

Glossary of Abbreviations and Terms

504. Section 504 of the Rehabilitation Act of 1973 is a

national law that protects qualied individuals from

discrimination based on their disability.

ADA. Americans with Disabilities Act.

ADRC - Aging & Disability Resource Center. ADRCs

serve as single points of entry into the long-term

supports and services system for older adults and people

with disabilities. Sometimes referred to as “one-stop

shops” or “no wrong door” systems, ADRCs address

many of the frustrations consumers and their families

experience when trying to nd needed information,

services, and supports.

AT - Assistive Technology Device. This is any item,

piece of equipment, or product system, whether acquired

commercially o the shelf, modied, or customized, that

is used to increase, maintain, or improve the functional

capabilities of an individual with a disability.

CAP - Client Assistance Program. This program assists

applicants and clients of DVR to resolve disputes over

services and responds to questions on what DVR can or

cannot do.

CESA. Cooperative Educational Service Agency.

http://www.cesawi.org/

CIP - Community Integration Program. CIP is a

Medicaid Home and Community-based Waiver for

adults with developmental disabilities.

CLTS Waivers. Children’s Long Term Support Waivers

are three Medicaid Home and Community-based

Waivers serving children under age 22 who have

physical disabilities, developmental disabilities, and

“severe emotional disturbances” and need long-term

supports. Supports and services are provided in the

child’s home and community.

Consent. This is permission by a parent or legal

guardian, in writing, to share condential information

described on the consent form to the person/agency

identied on the consent form.

COP - Community Options Program. This program

helps people get the long-term support they need to

remain in their own homes and communities.

County. There are 72 counties in Wisconsin.

DHS. Department of Health Services.

http://www.dhs.wisconsin.gov/programs.htm

DPI. Department of Public Instruction.

DVR. Division of Vocational Rehabilitation.

DWD. Department of Workforce Development.

EN - Employment Network. The Employment Network

is made up of organizations that can help you nd and

keep a job. The network also provides other employment

support services at no cost to you.

Employment Planning Consultation. These are

technical services which DVR provides to school districts

to assist students who have not yet applied for DVR

services, including information related to disabilities,

employment, postsecondary education, assistive

technology, accommodations, community resources,

labor market, etc.

FACETS. Wisconsin Family Assistance Center for

Education, Training, and Support is a statewide non-

prot organization, with its main oce in Milwaukee.

FAPE - Free Appropriate Public Education. This law

falls under the Individuals with Disabilities Education

Act (IDEA) and also the Rehabilitation Act. A Free

Appropriate Public Education means that a child with

a disability will receive the same education as a child

without a disability or handicap.

IDEA. Individuals with Disability Education Act.

IEP. Individualized Education Program.

ILP. Individualized Learning Plan.

Independent Living Plan. This plan is required by DHS

for youth placed in out-of-home care beyond age 15.

The plan addresses life skills development, goals, and

transition to independent living.

IPE - Individualized Plan for Employment. This plan

outlines how DVR-eligible consumers will achieve their

work goals and what services will be provided. It is the

roadmap to their vocational rehabilitation.

IRIS. Within the DVR, this is the term used for their

case management system, Integrated Rehabilitation

Information System.

IRIS. Within DHS, “Include, Respect, I Self-Direct.”

ISP. Individual Service Plan for CIP/COP/County

services/CLTS Waivers.

PASS - Plan to Achieve Self-Support. PASS is an SSI

provision to help individuals with disabilities return to

work. PASS lets disabled individuals set aside money

and/or things they own to pay for items or services

needed to achieve specic work goals.

PATH. Planning Alternative Tomorrows with Hope.

Rehabilitation Act. This act grants DVR the authority

to provide vocational rehabilitation services to eligible

individuals with disabilities to achieve their employment

goals. This includes transition services for eligible

students with disabilities.

SDS. Self-Directed Support.

SSA. Social Security Administration.

SSC. A Support and Service Coordinator is the person

assigned to assist youth receiving CLTS Waiver services

through case management, service planning, referrals,

advocacy, and other waiver-related activities.

SSDI. Social Security Disability Income.

SSI. Supplemental Security Income.

SSP. Support and Services Plan for IRIS.

TAG. The Transition Action Guide is a technical

assistance guide developed to assist in the improvement

of communication, coordination, and services for

students with disabilities transitioning from school to

work.

Transition. A coordinated set of activities focused on

improving the academic and functional achievement

of a student with a disability to facilitate the student’s

movement from school to post-school activities,

including: post-secondary education, vocational

education, integrated employment (including supported

employment), continuing and adult education,

adult services, independent living, and community

participation.

WPHSOS. Wisconsin Post-High School Outcomes

Survey is a discretionary grant funded by the Wisconsin

Department of Public Instruction.

WSPEI. Wisconsin Statewide Parent Education Initiative

is a discretionary grant funded by the Wisconsin

Department of Public Instruction.

WSTI. Wisconsin Statewide Transition Initiative is a

discretionary grant funded by the Wisconsin Department

of Public Instruction.

This publication is available from:

http://sped.dpi.wi.gov/sped_transition

Wisconsin Department of Public Instruction

125 South Webster Street

Madison, WI 53707-7841

800-441-4563 (U.S. only)

608-266-1146

608-267-3746 Fax

http://www.wsti.org

Bulletin No. 14005

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race,

color, religion, creed, age, national origin, ancestry, pregnancy, marital status

or parental status, sexual orientation, or disability.

Printed on recycled paper

Wisconsin Department of Public Instruction

Tony Evers, PhD, State Superintendent