The2012 Make-It-Work Program   Fairfax County, Virginia
An Unique OpportunityFairfax County’s 2012 Make-It-WorkProgram has been made possible bygenerous funding through the 2011C...
Cause for Action• People with disabilities experience significantly higher  underemployment and unemployment rates than th...
The Make It Work Program• A collaborative partnership between Fairfax County Virginia (Department of Human Resources) and ...
Who Is Doing It?  A Government/School Partnership:                   AND  Fairfax County         Fairfax County Department...
The Process—Coordinated Roles • Through each stage of  the Make-It-Work  Program, each partner  fulfills unique roles that...
Partnership ResponsibilitiesSchool                        Employer•   Work skills instruction   •   Identify positions•   ...
Internship Levels•   Level One: Unpaid Work    Experience    •   Students acquire general employment        skills•   Leve...
Program Overview•   Total Grant Award: $25,000•   Grant Period: One calendar    year (January 2012 –    December 2012)•   ...
Program Overview (cont.)          •   Hourly compensation: $9.00/hour          •    Length of internships: Ranged         ...
Make It Work: BenefitsWhy?Benefits to Business• Create a pool of potential employees• Reduce training costs through access...
Make It Work: BenefitsWhy?Benefits to Business• Sense of satisfaction from helping young people• Strengthen ties to the co...
Make it Work: BenefitsWhy?Benefits to School• Establish a strong working relationship with local    government offices•   ...
Make it Work: BenefitsWhy?Benefits to Students• Determine job preferences and strengths• Learn work skills and increase co...
About Our Interns•   21 resumes received from interested students representing    16 schools across the county.•   Of the ...
Where Were the Internships?The 2012 Make-It-Work interns were housedwithin the following departments/agenciesacross the co...
Where Were the Internships?The 2012 Make-It-Work interns were housedwithin the following departments/agenciesacross the co...
Student Responsibilities Arrive for work when scheduled Perform all duties as assigned Adhere to office policies Commu...
Sample Job Duties  Assembling mailings  Checking email  Copying  Data entry  Filing  Light automotive mechanics  Re...
Acquired Skills and Abilities   Ability to work on a team   Communication skills   Computer skills   Interpersonal ski...
Applied Life Skills• Building a               •Transportation logistics resume                           •Bureaucracy of• ...
Steps in the Process  1) Grant Awarded  2) Program Networking  3) Outreach and Promotion  4) Job Analysis
Steps in the Process (cont.) 5) Job Matching 6) Interviews 7) Selection 8) Determine Start Date
Steps in the Process (cont.) 9) Hiring/Onboarding Process 10) Orientation/First day 11) On-Site Training 12) On-Going Eval...
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned                  =
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned•   This model requires lots of staff    time and many players to manage.
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned
Lessons Learned
Evaluation Process Two Concurrent Evaluation Tracks: •Student Evaluation •Program Evaluation
Next StepsAssessing the Value ofthe Internship:•Exit survey of students•Follow-up survey in oneyear
Future PlansGrowing the Program:•Seeking additional sourcesof funding•Exploring internalalternatives
Identify ReasonableAccommodations•   Accommodations must be provided as necessary to    qualified individuals with disabil...
Relevant Resources • Job Accommodation Network -   http://www.jan.wvu.edu JANs mission is to facilitate the employment and...
Job Accommodation Network
Disability Disclosure• It is up to the person to disclose their  disability• Accommodations do not have to be  provided if...
Tips for SuccessHave desk/computer set up ahead of timeMake the students feel welcomeInclude them in relevant meetings ...
Tips for SuccessShow them how their work relates to the “big picture”Have a check-in meeting with the student weekly to ...
Tips for SuccessStop by their desk occasionally to check inGet to know them personallyMake sure there is sufficient wor...
StrategiesClearly define expectationsTeach step by stepProvide consistent structure and repetition
StrategiesUse accommodations (alarm, visual timer, picture checklist)Avoid overly supporting studentAllow student to ma...
We Made-It-Work  And So Can You…Make-It-Work Toolkit is available on our website.
2012Make-It-Work Program  “This is about people.”   --Fairfax County Host Agency 2012
Questions & Answers
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2012 Make-It-Work Program

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2012 Make-It-Work Program

Fairfax County, Virginia

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  • Paperwork, collaboration, problem solving
  • The original model of this MIW program was based off on the 3-tiered structure. The MIW grant starts at level three. FCPS students who have successfully completed Levels 1 and 2, were candidates for the 2012 MIW Program. Students in “Level Three” were receiving initial training through a CTS (Career Transition Services) or CTE (Career Transition Experience) program within the school system prior to their paid internships. In this sense, our choice of student interns for the MIW program were very highly qualified and very likely to succeed in the program.
  • Please note the following as an aside: -Additional 7.65% on hourly rate (FICA needs to be budgeted for)
  • 1. Grant Awarded. 2. Program Networking. (2 key partners meet to discuss project design and roles). 3. Outreach and Promotion. Leadership from the County’s Human Resources Department approaches Senior Managers and HR Managers (county wide) with notification of the grant and invite them to participate in the Make It Work Program on a volunteer basis (first come first serve). 4. Job Analysis. County provides FCSP Team with job descriptions for available internships across the county. FCPS Team begins job analysis for each position.
  • 5. Job Matching. FCPS Team gathers resumes from eligible students and matches jobs skills with available positions. 6. Interviews. FCPS Team identifies 2-3 students who are a strong match for each of the county jobs to interview for each position. County HR Department prepares standard interview questions and provides to FCPS Teachers so students can prepare. 7. Selection. County Supervisors determine the best candidate and inform the FCPS Team who they would like to hire for their internship position. The FCPS Team informs the students who were selected/were not selected and informs the County of who accepted the positions. 8. Determine Start Date. Start Date is coordinated to meet student’s schedules, agency needs and County payroll structure (the start of a new pay period).
  • 9. Hiring/Onboarding Process. Official offer letters go out to every student confirming essential details. County HR Staff oversees the receipt and processing of all necessary paperwork needed for payroll and badging procedures. 10. Orientation/First day. FCPS Team (Job Coaches and Employment Transition Representatives) work directly with the interns to arrange and practice transportation route. FCPS Team also shadows the interns on their first day to ease the transitions and orientation period. On-Site Training. FCPS Team attends the internships with the students for the first few shifts, then fade out after the student is settling into their position. This also helps the County Supervisor establish a direct relationship with the Coach/Teacher who will work with the student throughout the internship. 12. On-Going Evaluation. FCPS conducts student evaluations to coincide with the school’s marking periods. County conducts a parallel evaluation to measure and evaluate program performance. 13. Recognition Ceremony. All partners gather for a celebration to recognize everyone’s contributions and successes in the program. Date of this celebration needs to be coordinated with all partners and schedules (academic calendar which impacts students and teachers, summer vacations, etc.)
  • We experienced tremendous gratification during each stage of this project.
  • -IT WORKED FOR us because the RIGHT PEOPLE were in the RIGHT PLACE at the RIGHT TIME . -Competencies of FCPS Team (CTS); Teachers; Coaches were awesome!
  • There were 2 concurrent evaluation schedules: 1.) Student Evaluation -Collaboration between County Supervisor and FCPS -FCPS provides performance evaluation forms -Supervisor identifies key competencies -School staff schedules meeting to evaluate student 2) Program Evaluation -County implemented a program evaluation process to manage the project
  • Assessing the Value of the Internship: Exit survey of students Follow-up survey in one year “Where are the students now, and how did the internship help?”
  • Growing the Program: Seeking additional sources of funding Federal, State, Local levels Private Interest Working on a pro-bono brochure to help promote program Exploring internal alternatives Utilizes internal positions (1 position in each agency) and designated it as Make It Work “ready” position Create a pool of positions that will function much like a temp agency within the county
  • -Accommodations must be provided as necessary to qualified individuals with disabilities to allow them to perform the essential functions of the job. -The accommodations should not create an undue hardship on the employer. -Examples might include provide equipment modifications or assistive technology, Division of tasks among employees, change work hours or schedules, modification of job tasks. Undue hardship would be if the accommodations would drastically alter the job/workplace or cause harm for the other employees Accommodations will be based on the individual ’s needs Accommodations may change as the limitations caused by the disability change Requests should be made in writing by the individual A request should be made if there is a barrier to effective performance, prior to performance suffering Once an accommodation is requested, the employer must act on the request in a reasonable amount of time
  • 2012 Make-It-Work Program

    1. 1. The2012 Make-It-Work Program Fairfax County, Virginia
    2. 2. An Unique OpportunityFairfax County’s 2012 Make-It-WorkProgram has been made possible bygenerous funding through the 2011CPSHR/IPMA-HR Innovation Grant. Thank You!
    3. 3. Cause for Action• People with disabilities experience significantly higher underemployment and unemployment rates than their peers without disabilities.• As of June 2011, only 21% of people with disabilities were in the workforce, as compared to 70% of people without disabilities.• Without meaningful employment, people with disabilities may struggle to live independently in the community.• The Make-It-Work Program targets this discrepancy and aims to increase students’ overall competitiveness in the job market.
    4. 4. The Make It Work Program• A collaborative partnership between Fairfax County Virginia (Department of Human Resources) and Fairfax County Public Schools (FCPS) that offers paid part- time internships to FCPS students with a disability.• It provides students an opportunity to acquire entry-level job skills leading to successful employment.
    5. 5. Who Is Doing It? A Government/School Partnership: AND Fairfax County Fairfax County Department of Public Schools Human Resources (FCPS) Career (Employment and Transition Division) Services (CTS)
    6. 6. The Process—Coordinated Roles • Through each stage of the Make-It-Work Program, each partner fulfills unique roles that required ongoing coordination. • Continuous communication fuels the entire program.
    7. 7. Partnership ResponsibilitiesSchool Employer• Work skills instruction • Identify positions• Job analysis • Interview students• Job matching • Provide training and• Support and follow-up supervision• Transportation• Student performance • Evaluate student evaluations performance• Disability awareness • Provide on-going training communication and• On-going communication collaboration and collaboration
    8. 8. Internship Levels• Level One: Unpaid Work Experience • Students acquire general employment skills• Level Two: Unpaid Internship • Students develop skills for entry-level competitive positions• Level Three: Paid Internship • Students possessing required work skills and abilities interview for time-limited internships that may lead to full time employment
    9. 9. Program Overview• Total Grant Award: $25,000• Grant Period: One calendar year (January 2012 – December 2012)• 10 part-time positions (without benefits)• 10 positions from Human Resource Department were deployed to hosting agencies/departments
    10. 10. Program Overview (cont.) • Hourly compensation: $9.00/hour • Length of internships: Ranged from 6 months to 11 months • Weekly work schedules balanced student availability with agency needs • Typical # of scheduled work hours per week: 10 hours
    11. 11. Make It Work: BenefitsWhy?Benefits to Business• Create a pool of potential employees• Reduce training costs through access to a well- prepared workforce• Assist schools in developing a relevant teaching curriculum (job preparation)• Participate in a student’s education and training
    12. 12. Make It Work: BenefitsWhy?Benefits to Business• Sense of satisfaction from helping young people• Strengthen ties to the community• Receive support of experienced school staff members throughout all phases of the internship• Provides county staff with the experience of working with a student who has a disability
    13. 13. Make it Work: BenefitsWhy?Benefits to School• Establish a strong working relationship with local government offices• Create a curriculum based on current employment standards• Offer students the opportunity to train in a business setting• Assist students in developing entry-level competitive skills in a business setting• Help students explore a variety of career options
    14. 14. Make it Work: BenefitsWhy?Benefits to Students• Determine job preferences and strengths• Learn work skills and increase competencies in real work settings• Develop a work history and a resume• Understand and model the attributes of an effective and productive employee• Build self-confidence• Create a smooth transition from school to work• Expose students to the county and its operations— augmenting their formal education• Expose the students to how local government works
    15. 15. About Our Interns• 21 resumes received from interested students representing 16 schools across the county.• Of the 10 selected, seven of the interns were graduating seniors and worked through August. Three of the interns will work through December when the grant ends.
    16. 16. Where Were the Internships?The 2012 Make-It-Work interns were housedwithin the following departments/agenciesacross the county:•Community Services Board – Human Resources•Community Services Board – Infant and Toddler Connection•Dept. of Administration for Human Services – Alcohol Safety ActionProgram•Dept. of Health – Environmental Health Division•Dept. of Housing and Community Development – HumanResources, Rental Services
    17. 17. Where Were the Internships?The 2012 Make-It-Work interns were housedwithin the following departments/agenciesacross the county:•Dept. of Human Resources – Employment Division•Dept. of Neighborhood and Community Services – James LeeCommunity Center•Dept. of Public Works and Environmental Services – CapitalFacilities Division•Dept. of Vehicle Services•Police Dept. – Administrative Support Bureau
    18. 18. Student Responsibilities Arrive for work when scheduled Perform all duties as assigned Adhere to office policies Communicate with supervisor Ask questions Dress appropriately Participate in evaluation process Attend career enhancement workshops
    19. 19. Sample Job Duties  Assembling mailings  Checking email  Copying  Data entry  Filing  Light automotive mechanics  Reception desk coverage  Updating Excel spreadsheets  Updating Microsoft Word documents
    20. 20. Acquired Skills and Abilities  Ability to work on a team  Communication skills  Computer skills  Interpersonal skills  Organizational skills  Task management skills  Time management skills
    21. 21. Applied Life Skills• Building a •Transportation logistics resume •Bureaucracy of• Applying for jobs with government agencies Fairfax County •Evaluations• Interviewing skills •Direct deposit• Acceptance/ rejection
    22. 22. Steps in the Process 1) Grant Awarded 2) Program Networking 3) Outreach and Promotion 4) Job Analysis
    23. 23. Steps in the Process (cont.) 5) Job Matching 6) Interviews 7) Selection 8) Determine Start Date
    24. 24. Steps in the Process (cont.) 9) Hiring/Onboarding Process 10) Orientation/First day 11) On-Site Training 12) On-Going Evaluation 13) Recognition Ceremony
    25. 25. Lessons Learned
    26. 26. Lessons Learned
    27. 27. Lessons Learned
    28. 28. Lessons Learned =
    29. 29. Lessons Learned
    30. 30. Lessons Learned
    31. 31. Lessons Learned
    32. 32. Lessons Learned
    33. 33. Lessons Learned• This model requires lots of staff time and many players to manage.
    34. 34. Lessons Learned
    35. 35. Lessons Learned
    36. 36. Lessons Learned
    37. 37. Lessons Learned
    38. 38. Lessons Learned
    39. 39. Lessons Learned
    40. 40. Lessons Learned
    41. 41. Evaluation Process Two Concurrent Evaluation Tracks: •Student Evaluation •Program Evaluation
    42. 42. Next StepsAssessing the Value ofthe Internship:•Exit survey of students•Follow-up survey in oneyear
    43. 43. Future PlansGrowing the Program:•Seeking additional sourcesof funding•Exploring internalalternatives
    44. 44. Identify ReasonableAccommodations• Accommodations must be provided as necessary to qualified individuals with disabilities to allow them to perform the essential functions of the job.• The accommodations should not create an undue hardship on the employer.• Examples might include providing equipment modifications or assistive technology, division of tasks among employees, changing work hours or schedules, modification of job tasks. Note: No accommodations were needed in our program.
    45. 45. Relevant Resources • Job Accommodation Network - http://www.jan.wvu.edu JANs mission is to facilitate the employment and retention of workers with disabilities by providing employers, employment providers, people with disabilities, their family members and other interested parties with information on job accommodations, entrepreneurship, and related subjects. • Office of Disability Employment Policy (ODEP) http://www.dol.gov/odep/ ODEP, an agency within the US Department of Labor, provides national leadership to increase employment opportunities for adults and youth with disabilities.
    46. 46. Job Accommodation Network
    47. 47. Disability Disclosure• It is up to the person to disclose their disability• Accommodations do not have to be provided if the person has not disclosed their disability• While other colleagues may be aware of the accommodations, they are not entitled to know why
    48. 48. Tips for SuccessHave desk/computer set up ahead of timeMake the students feel welcomeInclude them in relevant meetings and department social activities
    49. 49. Tips for SuccessShow them how their work relates to the “big picture”Have a check-in meeting with the student weekly to assign work and go over any issuesGive the student explicit instructions, including who to contact in your absence
    50. 50. Tips for SuccessStop by their desk occasionally to check inGet to know them personallyMake sure there is sufficient workloadHave a back-up plan for work
    51. 51. StrategiesClearly define expectationsTeach step by stepProvide consistent structure and repetition
    52. 52. StrategiesUse accommodations (alarm, visual timer, picture checklist)Avoid overly supporting studentAllow student to make choices
    53. 53. We Made-It-Work And So Can You…Make-It-Work Toolkit is available on our website.
    54. 54. 2012Make-It-Work Program “This is about people.” --Fairfax County Host Agency 2012
    55. 55. Questions & Answers

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