This document provides an overview and executive summary of an action plan to improve inclusive employment and career opportunities for Boston youth with disabilities. It notes that of the over 4,300 Boston youth ages 14-22 with disabilities, about 60% will follow a pathway that leads to disconnection from school or employment. The action plan aims to reverse this trend through goals like improving transition services, strengthening family and community supports, increasing employer capacity to hire youth with disabilities, and strengthening coordination across systems. It outlines strategies like promoting self-advocacy, ensuring necessary supports, increasing stakeholder knowledge, and improving data collection.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
Practical Research 1 for SHS
Lesson 1: The Importance of Research in Daily life
Content
1. Differentiate Inquiry from Research
2. Share research experiences and knowledge
3. Explain the importance of research in daily life.
You can watch here https://www.youtube.com/watch?v=bY8lFadJia8&t=1357s
Social and Political Stratification Definition
Systems of Stratification
Theoretical Perspectives on Social Stratification
Social MObility and Social Inequality
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
Practical Research 1 for SHS
Lesson 1: The Importance of Research in Daily life
Content
1. Differentiate Inquiry from Research
2. Share research experiences and knowledge
3. Explain the importance of research in daily life.
You can watch here https://www.youtube.com/watch?v=bY8lFadJia8&t=1357s
Social and Political Stratification Definition
Systems of Stratification
Theoretical Perspectives on Social Stratification
Social MObility and Social Inequality
A new upcoming Project at the most desired location by Kalpataru group at Mulund. This Kalpataru Mulund Project is located at Mulund west, Mumbai.
Kalpataru Mulund Pre launch is one of the upcoming popular residential project in central Mumbai.
Kalpataru Group Mulund Pre launch Project lets you choose your own home from units. Kalpataru Pre launch Mulund gives you unbelievable affordable pricing.
Kalpataru Pre launch Mulund offers home owners with various luxurious amenities.
How to Keep Important Notes Synchronized between Phone, Tablet and multiple C...Kevin Chavez
Do you want to be organized? With Evernote, you will never forget compiled important notes again. Be it journals, to do lists, and receipts without the clutter of notebooks and papers.
Running head CULTURAL ANALYSISAnalysis4.docxsusanschei
Running head: CULTURAL ANALYSIS
Analysis 4
CULTURAL ANALYSIS
Name: Samantha Bonds
Date: August 18, 2017
CULTURAL ANALYSIS
In carrying out the qualitative research analysis, I used various qualitative design methods such as the use of questionnaires, interviews, and observation to collect data from different communities or races. For this entire process of data collection, it involved 50 participants from different race and communities. Firstly, the questionnaires were used to collect the data which had both open and closed questions. Through the use of the questionnaires helped in hiding the identity of the person participating thus guaranteeing reliable answers to the questions asked. Furthermore, the participants were also interviewed to explain what are the challenges facing the children at their early ages. There are two types of interviews that were conducted, namely: face-to-face interview and group interview. Moreover, the observation is another data collection method that I used in finding out the challenges facing all children from different communities. According to the findings, they showed that a large number of children are unable to read and there are different solutions that were proposed by the participants. After conducted analysis on the findings, it is shown that there is need to start a youth program which main goal will be helping the children to read since after observation I discovered that most of the children in different are truly do not know how to read. Furthermore, in terms of membership, most of the participants were willing to participate in the youth program and become the members to facilitate the entire process of offering services to the children at their reading level.
The public funding is a unique resource system which does not distribute according to different communities, but it is offered by the state government to facilitate social and economic development (Wilson, 2013). The public funding will aid in facilitating the youth program since it a non-profit group that aims at solving the social problem experienced. This unique resource system will improve the society since it will make sure that the number of children unable to read very well is reduced. This resources system will have a positive impact on the community since it aligns with a plan of government agencies to reform the community or society.
The diversity of the culture can have an effect on the collaboration process because of different values from different communities. In this case, it means that the black community will have its own unique values compared to the Whites. Thus, the way Whites take things may not be the same way Blacks takes things. In addition, there is this issue of superiority and inferiority that may affect the collaboration (Stahl et al., 2010). For instance, Whites may feel are more superior than Blacks. This kind of feeling will ultimately ruin the entire collaboration process. There is no ...
Think of ergonomics to foster inclusion of people with disabilities in society, is to think ethically.
It is important to highlight that schools do need to provide conditions for the inclusion of children with disabilities in mainstream education in such way that attitude, architectural, communication and other barriers will not prevent them from exercising their rights, thus leading to shunning social interaction and consequently lack of proper education and hopes for the future.
It seems to us that these disabled children as well as any other have a right to treatment and opportunities in an equitable and ethical way. Therefore, as part of this process we consider the need of appropriate ergonomics with the intend to prevent barriers from being a hindrance to intellectual development and emotional maturation of disabled children.
The article addresses the relationship between the principles of Universal Design and applied ethics, or organization management, as it is called, and has the core matter the inclusion of persons with disabilities in Brazilian schools.
The methodology will be supported by a bibliography and documents as well.
The main discussion of this article is aligned with the goals of an egalitarian and fair society aiming the social inclusion of children with disabilities into the mainstream education by revealing that the regulation is extremely important but it's not enough when dealing with change of paradigm.
Furthermore, it seems to us that effective participation of society is also required to see the full potential development of disabled children despite of their differences and limitations
Thornton, hillary transition services in mississippi for persons with disabil...William Kritsonis
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
.
Table of Contents
Page
Part 1: Critical Analysis
1
Researcher’s Role
1
Description of the Setting
2
Organizational Background and History
3
The Mission Statement
5
The Vision Statement
6
The Value Statement
7
Organizational Reputation and Sustainability
8
Relevant Terms
8
Identify Potential Gaps or Areas for Growth
9
Strengths, Weaknesses, Opportunities, Threats (SWOT)
10
Internal Factor Evaluation (IFE)
14
External Factor Evaluation (EFE)
17
Part 2: Define the Problem
21
Synthesis of Literature Related to the Problem
21
Research Methods
26
Pertinent Models, Frameworks, or Theories
27
Summary of Findings
27
Statement of the Problem
28
Description of the Context of the Problem
29
Scope and Significance of the Problem
29
Rationale for Investigating the Problem
30
Well-Defined Problem Statement
30
Part 3: Research Possible
Solution
s
31
Introduction
31
Possible
...
Children are important because they are Citizens of Today and Voters of Tomorrow. All elected representatives represent them too. All children need political social and economic commitment. As adults in the making, this is the time to determine their and the country’s future.
The National Policy for Children 2013 emphasizes that “rights of children are interrelated and interdependent and each one of them is equally important and fundamental to the well-being and dignity of the child”. It is time to translate documents into action so that we can make a significant change in the lives of our children.
What children need are effective institutions, equitable services and adequate resources, combined with political will and accountable leadership. This is what political leaders can promise them.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Jennifer Lee is the Senior Program Officer for the Blue Cross Blue Shield of Massachusetts Foundation, where she manages grant portfolios for the Connecting Consumers with Care, Going Beyond Health Care, and Catalyst Fund areas. In this role, she facilitates the review processes of the different grant programs and supports grantees' ongoing learning and technical assistance needs. She also participates in and supports the Grantmaking Department's overall initiatives.
She previously worked as Outreach and Enrollment Manager at Health Care For All, a Massachusetts-based health care consumer advocacy organization, where she oversaw education initiatives about health care reform. Prior to this position, she was the Team Lead and Program Associate in the Children's Division, where she coordinated the Massachusetts-based Covering Kids and Families Initiative, part of a national effort to enroll children and adults in low-cost or free health care coverage programs. She also served as an AmeriCorps Fellow for the Massachusetts Promise Fellowship Program at Northeastern University, where she developed Teens Leading the Way, a statewide coalition that sought to develop the policymaking skills of youth leaders.
Jennifer is a past fellow of Grantmakers in Health's Terrance Keenan Institute for Emerging Leaders in Health Philanthropy and a graduate of the Foundation's Massachusetts Institute for Community Health Leadership. She has held previous leadership roles as Chair of the Board of Directors for the Massachusetts Association of Community Health Workers and Co-Chair of Asian Americans/Pacific Islanders in Philanthropy. She currently serves on the Board of Directors for Associated Grant Makers, a regional association of philanthropic organizations.
She holds a Master's in Public Health from Tufts University's School of Medicine, and a Bachelor’s in Science from Boston College.
At the recent Place Matters conference in Washington, D.C., David Williams, PhD, the Norman Professor of Public Health at the Harvard School of Public Health and staff director of the reconvened Robert Wood Johnson Foundation Commission to Build a Healthier America, talked about the need for cooperation between the community development industry and health leaders.
“Community development and health are working side by side in the same neighborhoods and often with the same residents but often don’t know each other or coordinate efforts.”
DSRT 837 Methodology Plan RubricName _________________________AlyciaGold776
DSRT 837: Methodology Plan Rubric
Name: _____________________________________________
Topic
Distinguished
Proficient
Apprentice
Novice
Problem Statement
(20pts possible)
The problem statement is concise, includes descriptor variables and informs the reader of the exact purpose of the study
The problem statement is concise and informs the reader of purpose of the study
The problem statement is stated
The problem statement is not stated
Research Approach & Strategy
(30pts possible)
Describes research approach used with rationale for addressing the research questions, citing appropriate methodological literature
Describes research approach used with rationale for addressing the research questions
Lists research approach used
Does not list research approach used
Data Collection Tool and Sources
(30pts possible)
Clearly explains and justifies type of sample to be used and, if using human participants, how human rights will be protected.
Describes and justifies data collection methods and procedures, including how, when, where, and by whom data were collected.
Explains and justifies type of sample to be used and, if using human participants, how human rights will be protected; Describes and justifies data collection methods and procedures
Lists the type of sample to be used; Briefly describes the data collection methods and procedures
Does not list the type of sample to be used; Does not describe the data collection methods and procedures
Data Collection and Analysis Methods
(30pts possible)
Clearly describes and justifies methods and statistical tools (if applicable) used for analysis. Clearly discusses measures taken to enhance study validity and reliability.
Describes and justifies methods and statistical tools (if applicable) used for analysis. Discusses validity and reliability measures.
Briefly describes methods and/or statistical tools (if applicable) used for analysis; Briefly discusses validity and reliability measures
Does not lists methods and statistical tools (if applicable) used for analysis; Does not discuss validity or reliability.
Ethical Consideration & Limitations
(20pts possible)
Clearly identifies and discusses ethical considerations and limitations of research
Discusses ethical considerations and/or limitations of research
Briefly describes ethical considerations and/or limitations of research
Does not describe ethical considerations and limitations of research
APA Format and Citations, Mechanic, Grammar, and Proofing
(20pts possible)
Full citation using proper APA format with no errors; Methodology Plan is well written from start to finish, with no spelling, grammar or use of English errors; The methodology plan is well organized, clear and presents ideas so another researcher could replicate the study.
Full or partial citation with minor APA formatting errors; Methodology Plan is moderately written, with minimal spelling errors, grammar or use of English errors; Methodology Plan is moderately organized, clear and pres ...
Engaging Families of Color- Education IssueSuzeth Dunn
This slide show was to share best practices around how to engage families of color around the issue of education. When you genuinely engage families, this has a direct positive outcome on the child's academic success.
EOA2015: Amplifying the Community VoicePIHCSnohomish
Who defines health? When ALL voices are heard, our community is healthier and more just. A panel of community partners explores how inclusive listening can strengthen the health and fabric of our community.
1. Inclusive Employment and Career
for Boston Youth With Disabilities
Pathways to the Talent Pipeline
OCTOBER 2015
AN EXECUTIVE SUMMARY BY
The Workforce Development Task Force
of the Boston Special Education
Transition (B-SET) Project
www.b-setforcareer.org
2. WORKFORCE DEVELOPMENT TASK FORCE // B-SET PROJECT2
ABOUT B-SET
The Boston Special Education Transition (B-SET)
Project is an initiative of Massachusetts Advocates for
Children (MAC). B-SET’s goal is to increase employ-
ment, career, and independent living opportunities for
Boston’s youth with disabilities. The objectives of the
project are three-fold:
1. Increase community awareness and knowledge
– among youth, parents and community organiza-
tions – of transition rights and strategies for students
under the special education law and of ways to
empower parents and youth to participate in the
transition process.
2. Improve transition planning and services for Boston
students with disabilities age 14-22 so they will
stay in school and exit special education prepared
for further education, employment, and indepen-
dent living.
3. Provide opportunities for Boston students with
disabilities to more fully integrate into the main-
stream of career and workforce development
opportunities.
ABOUT THE WORKFORCE DEVELOPMENT TASK FORCE
The work of this Task Force resides in the third B-SET
objective, for to the extent that the first two objec-
tives of B-SET achieve results – greater community
awareness and improved school-based transition ser-
vices – there will need to be more community-based
placements available for those transition age youth
still in school and for those who are exiting, either by
graduating or by turning 22.
While there have been and are models of integrating
small numbers of youth with disabilities into main-
stream workforce development, employment, and
post-secondary education, there had been no sys-
temic response among multiple sectors to collaborate
and identify the resources required for the thousands
of Boston youth with disabilities. This Task Force was
convened by MAC and The Boston Foundation for
that purpose. Currently nearly 70 organizations are
represented on the Task Force.
The goal of the Task Force is to increase inclusive
workforce and post-secondary education placements
and opportunities for Boston youth with disabilities,
for all types and severities, while enrolled in school
and after exiting.
The Task Force has four objectives:
1. Develop a resource guide identifying strengths and
gaps in resources to provide to Boston youth and
young adults with disabilities inclusive employment,
college, supported work, and independent living
opportunities.
2. Identify best and promising practices and programs
from local and national models.
3. Develop an implementation plan to meet the
project’s goals by more effectively utilizing existing
resources and seeking new external resources.
4. Create collaborations and partnerships among
members to more effectively use existing and seek
new resources.
ABOUT MASSACHUSETTS ADVOCATES FOR
CHILDREN (MAC)
MAC was founded in 1969 by Hubie Jones to address
the social problem of children excluded from school
and educational opportunity. Its investigative report
in 1970 led to the first bilingual law (1971) and the first
special education law (1972) in the nation, dramatically
expanding access to school for thousands of children
across the state.
MAC’s mission is to be an independent and effec-
tive voice for children who face significant barriers to
equal educational and life opportunities, particularly
those who have disabilities, are low income and/or are
racially, culturally or linguistically diverse. MAC works
to overcome these barriers by changing conditions
for many children, while also helping one at a time.
Today, MAC is a leader in statewide special educa-
tion advocacy (with a focus on transition), the autism
community, school discipline reform and education
reform in the Boston schools. MAC is an integral part
of the statewide network of civil legal aid organiza-
tions and has pioneered an innovative approach to
education reform statewide and nationally through
its policy analysis and advocacy to help traumatized
children learn.
3. 3
Inclusive Employment and Career
for Boston Youth With Disabilities
Pathways to the Talent Pipeline
OCTOBER 2015
AN EXECUTIVE SUMMARY BY
The Workforce Development Task Force
of the Boston Special Education Transition
(B-SET) Project
Massachusetts Advocates for Children
www.b-setforcareer.org
WRITTEN FOR THE TASK FORCE BY:
Jerry Mogul, Executive Director,
Massachusetts Advocates for Children
Isidore Penn, Psy.D., Project Consultant
Funding support to MAC for B-SET and the Task Force came from
the Boston Foundation, SkillWorks, The J.E. & Z.B. Butler
Foundation, Justice Resource Institute, and the Institute for
Community Inclusion at UMass Boston.
Report design by One Visual Mind
This publication was made possible by grants and in-kind
support from CVS Health, State Street Corporation,
TJX Companies and Spaulding Rehabilitation Network.
Justice Resource Institute
4. WORKFORCE DEVELOPMENT TASK FORCE // B-SET PROJECT4
Action for Boston Community Development
Asperger/Autism Network (AANE)
Autism Speaks
Bay Cove Academy
Benjamin Franklin Institute of Technology
Best Buddies
BEST Corp. Hospitality Training Center
Boston Asian: Youth Essential Service
Boston Center for Independent Living, Inc.
Boston Metropolitan District Building Trades Council
Boston Private Industry Council
Boston Public Schools- Re-Engagement Center
Boston Public Schools- Special Education
Boston Public Schools Special Education
Parent Advisory Council
Boston Youth Services Network (BYSN)
Boys and Girls Club of Dorchester
Boys and Girls Club of Greater Boston
Bridge Over Troubled Waters
Butler Foundation
Bunker Hill Community College
City on a Hill Charter Public Schools
Commonwealth Corporation
Crittenton Women’s Union
CVS Health
Disability Task Force
East Boston Neighborhood Health Center
Easter Seals
EDCO Youth Alternative High School Program
El Centro de Cardenal - HiSET Program
Federation for Children with Special Needs
Freedom House
Goodwill Industries, Inc.
Greater Boston Employment Collaborative
Health Resources in Action
Hull Lifesaving Museum/Maritime Apprentice Program
J.E. & Z.B. Butler Foundation
Jewish Family & Children’s Service
Jewish Vocational Service
Justice Resource Institute
Massachusetts Advocates for Children
Massachusetts Community Action Network
Massachusetts Department of Career Services
Massachusetts Department of Developmental Services
Massachusetts Department of Elementary and
Secondary Education
Massachusetts Department of Mental Health
Massachusetts Department of Public Health
Massachusetts Executive Office of
Health and Human Services
Massachusetts Rehabilitation Commission
Mayor’s Office of Workforce Development
MGH Aspire
MIRA Coalition/New American Integration Institute
More Than Words Bookstore
National Alliance on Mental Illness of Massachusetts
NESCA (Neuropsychology Education Services for
Children and Adolescents)
Notre Dame Education Center
Partners for Youth with Disabilities
Roxbury Community College
SkillWorks
Spaulding Rehabilitation Network/Partners HealthCare
State Street Corporation
The Boston Foundation
TJX Companies
Triangle, Inc.
UMass Boston Institute for Community Inclusion
United Way of Massachusetts Bay and
Merrimack Valley
Work Inc.
Work Without Limits
Year Up
Youth Options Unlimited
Youth Violence Prevention Funders Learning Collaborative
YouthBuild
Task Force Organizational Members
5. INCLUSIVE EMPLOYMENT AND CAREER FOR BOSTON YOUTH WITH DISABILITIES // 2015 ACTION PLAN 5
Executive Summary
There are over 4,300 Boston youth age 14-22 attend-
ing public K-12 schools who have disabilities. Like all
young people, they are capable and talented, and
have dreams and hopes for their future. And like all
youth, they will need support from family, school and
the community to become independent successful
adults. With the right employment supports, young
people with disabilities can not only avoid a life of
poverty and dependence but can also achieve the sat-
isfaction of feeling valued in their work while bringing
value to their place of work.
Some of the 4,300 students with disabilities will
graduate and go on to post-secondary education or
work. Others will stay in school and transition to the
state adult service system, depending on the type
and severity of their disability. But based on current
trends, the vast majority of them, about 60%, will follow
a third pathway: they will either drop out, not transition
to adult services or will graduate but then become
disconnected from post-secondary school or career
pathways. Many of them will be on a dead end road to
poverty, where only one in three Massachusetts adults
with disabilities are employed and where the poverty
rate for people with disabilities is three times than for
those without. Some will even travel the “school to
jail” pipeline rather than the school to career talent
pipeline.
It is incumbent upon the Boston community to come
together and reverse those trends, to better prepare
young people with disabilities and to connect them to
the career pathways and talent pipelines for employ-
ment in the private, non-profit and public sectors. To
do so will require overcoming significant system bar-
riers: the various education, disability and workforce/
employment sectors that impact this population are
generally overlapping and uncoordinated with differ-
ent funding streams, eligibility requirements, missions,
policies and procedures that can be at cross-purposes
and are extremely difficult for youth, their families
and agency staff to navigate. Further, stakeholders
in different sectors don’t have a common framework,
language or understanding of disability issues, special
education rights, employment pipeline models or the
myriad pathways from school to successful employ-
ment. Schools are just beginning to provide required
transition assessments and services for all students
with disabilities. In addition, federal and state funding
for disability and for workforce development programs
has eroded over the last decade. Partly as a result,
there is the issue of scale, as schools, businesses,
state agencies, intermediaries and others have only
been able to successfully engage and support a rela-
tively small proportion of the population.
And yet, these are hopeful times. New federal and
state laws have been enacted and policies adopted
that have the potential to result in sweeping change.
The Boston Public Schools have prioritized transi-
tion services and is implementing a strategic plan.
An increasing number of youth-serving agencies are
raising awareness about inclusion and building it into
their program design. An infrastructure of services and
supports is being strengthened to re-connect discon-
nected “opportunity youth” with education and career
pathways. The interest and enthusiasm of so many
diverse stakeholders in this Task Force indicates a
readiness and momentum for significant change.
The very richness of resources in the Boston area -
intermediaries, disability experts, youth development
infrastructure, employer networks, etc. – serves as a
platform for the collaboration, knowledge dissemina-
tion and innovation called for in this Action Plan to
improve workforce outcomes for Boston youth with
disabilities.
6. WORKFORCE DEVELOPMENT TASK FORCE // B-SET PROJECT6
Executive Summary // continued
This Action Plan contains a “dashboard” with the
following goal areas:
1. Continue to improve transition services and
supports in the Boston Public Schools and charter
schools for students with disabilities.
2. Strengthen family and community supports for
transition-age youth with disabilities.
3. Ensure that students with disabilities in public
and private colleges and other post-secondary
pathways have access to accommodations and to
career services.
4. Increase capacity and improve service coordina-
tion among state adult service, workforce devel-
opment, transitional assistance and youth service
agencies.
5. Re-connect “Opportunity Youth” to school and
career pathways by supporting youth-serving
agencies to better meet the needs of older youth
who have hidden or undiagnosed disabilities.
6. Increase capacity of employers in the private, non-
profit and public sectors to hire and retain youth/
young adults with disabilities.
7. Strengthen the infrastructure to raise awareness
and resources, improve system navigation, and
promote collaboration to support the transition to
employment and career for Boston youth with dis-
abilities.
Each goal area includes many of these key
cross-cutting strategies in the dashboard:
1. Promote youth voice, self-advocacy and self-deter-
mination skills for Boston’s young people through-
out all components of the system designed to
support them.
2. Ensure that youth with disabilities have necessary
assessments, accommodations, supports and
wraparound services (health care, housing, social
services, legal, e.g.) that will enable them to be suc-
cessful and stay in their school or job.
3. Increase knowledge base through training and pro-
fessional development among educators, families,
youth service providers, job developers and inter-
mediaries, and supervisors on the job.
4. Improve school, job training, higher education
and workplace organizational cultures to promote
diversity and be more inclusive of young people with
disabilities, putting them in a position to succeed.
5. Increase opportunities for coordination, collabora-
tion and partnerships among schools, employers,
agencies and programs within and across multiple
systems.
6. Integrate work-based learning experiences at all
levels that are particularly effective in building com-
petencies for youth with disabilities.
7. Improve the system navigation capacity of youth,
families and professionals through regularly updated
web-based resource directories and other means.
8. Increase funding and capacity within each sector
so that schools, state agencies, job developers
and intermediaries, youth serving agencies and
employers can reach more young people.
9. Improve data collection and metrics so as to more
effectively plan and monitor progress toward suc-
cessful goal outcomes.
These are the key action steps in the dashboard
that the community is already taking or needs to
take to prepare, connect and employ Boston youth
with disabilities:
1. Ensure that all transition-age students in Boston
Public Schools (including those who have dropped
out and are returning) and charter schools receive
self-advocacy training and support, assessments
to help them identify their strengths and interests,
seamless transition to adult services in state
agencies, when appropriate, and meaningful
pre-employment or work-based learning opportu-
nities while still in school.
7. 77
CHART 1 – PATHWAYS OF TRANSITION AGE STUDENTS IN BOSTON PUBLIC SCHOOLS, 2013-2014
All Transition-age Students
with Disabilities in BPS
and Charter Schools =
4,350Data source: DESE; 2013-14 for all transition age students;
dropout data 2012-13
TYPE OF DISABILITY BOSTON PUBLIC SCHOOLS SERVICES
•Special Education Transition Services
• College and Career Readiness–Guidance
• Career and Vocational Technical
Education (Madison Park and other
school-based programs)
STATE EDUCATION DEPARTMENT (DESE)
Technical assistance, professional devel-
opment, and monitoring for those BPS and
charter school services
41%
Learning
2%Sensory
(Visual,Hearing)
4%
Health6%
Autism
9%
Communication
18%
Emotional
19%
Intellectual
PATHWAY 1
Graduateandconnected
Mild-moderate
Alltypes,mostlylearningdisability
(56%)
Collegegraduation•
Industryrecognizedcredential•
Certification•Apprenticeship/licensure
HigherEducation•Career/job
Occupationalskilltraining
Apprenticeship
2,200graduate
(approx.1,100willremainconnected
2yrs>grad)
Trainingandsupport•
MRCJobdevelopers/intermediaries
andcollegecoaches,(e.g.,PIC,JVS,
SuccessBoston,YearUp)
Collegedisabilityoffices
Population By
School Outcome
Disability Type
Intermediate Destination
DESIRED DESTINATION
Immediate Destination
School Outcomes
(Over 5 years)
Services, Resources
PATHWAY 3
“OpportunityYouth”dropoutor
graduateanddisconnected
Learningdisability•
ExecutiveFunction•ADHD•
Emotional•Undiagnosed
HSDiplomaorequivalent•Higher
education•GotoPathway1formore
intensivejobandcareerdevelopment
support&services
BPSRe-engagementCenter•Alternative
education•Occupationalskillstraining•
Criminaljustice•Unknown
750willofficiallydropout;
theywillbejoinedby1,100from
Pathway1and920fromPathway2.
Asmall%willbeemployed.
BPSRe-engagementCenter•Boston
CollaborativeforOpportunityYouth•
BYSNagencies•Courts,DYS•DMH•
MRC•YOU•PIC•YVPFLCollaborative
PATHWAY 2
Non-diplomatracktoage22
ModeratetosevereCognitive/
IntellectualAutism(70%combined)
Emotional•Sensory
Independentliving•
Competitive,integratedemployment
withorwithoutsupportasneeded
Adultservices(ifeligible)
1,450willenterthispathway,
530will“ageout”toadultservicesat
22butsomewillnotbeeligible.
688Transitionfromschool•
DDSEmploymentFirst•DMHMentors•
Clubhouses•MCB•MCDHH•
MRCJobreadiness/coaching/acquisition•
HigherED:ICEI•UMassBostonICI
EMPLOYMENT/CAREER
List of Acronyms: BPS (Boston Public Schools), BYSN (Boston Youth Services Network (Alternative Education)), DMH (Department of Mental Health), DYS (Department of Youth Services), ICI
(Institute for Community Inclusion), JVS (Jewish Vocational Service), MCB (Massachusetts Commission for the Blind), MCDHH (Massachusetts Commission for the Deaf and Hard of Hearing),
MRC (Massachusetts Rehabilitation Commission), PIC (Boston Private Industry Council), YOU (Youth Options Unlimited), YVPFLC (Youth Violence Prevention Funders Learning Collaborative)
8. Executive Summary // continued
2. Increase the percentage of Boston Public School
transition-age students with disabilities who are in
inclusive classrooms with the appropriate supports.
3. Provide training and information to youth and their
families about the importance of self-advocacy, tran-
sition rights and services for which they are eligible,
and access to higher education and career oppor-
tunities.
4. Provide training and information to communi-
ty-based staff, job developers, educators, coaches,
mentors and others about how to identify and
support youth and young adults with hidden or undi-
agnosed disabilities to be successful in post-sec-
ondary inclusive higher education or workforce
settings.
5. Improve the capacity of public colleges in the
Boston area to provide appropriate supports
through their disability and career service offices to
better retain students with disabilities and provide
them with access to career pathways.
6. Increase the number of businesses able to success-
fully hire and retain young adults with disabilities by
creating inclusive workplaces that reduce stigma,
use the principles of universal design to expand
access, and institutionalize culture change through
such mechanisms as supervisor training and internal
affinity groups of employees with disabilities and
their family members.
7. Create a system navigation capacity to assist youth,
family members and providers to ensure that they
can access the right services at the right time from
the right organization(s).
8. Increase the number of young adults with more
severe disabilities to: a) receive services through
the state Department of Developmental Services
to obtain competitive or integrated employment by
implementing the Employment First Blueprint; and
b) participate in college through the Inclusive Con-
current Enrollment Initiative.
9. Ensure that the provisions of the new federal
Workforce Innovation and Opportunity Act (WIOA)
regarding additional pre-employment resources and
other transition assistance services are provided to
Boston youth and young adults with disabilities or
who are disconnected .
10. Establish interagency coordination and account-
ability agreements across state agencies at the
cabinet as well as individual agency levels to ensure
more efficient and effective employment and
training services for consumers and their families.
The Action Plan also calls for the creation of a new
coordinating vehicle to keep the many stakeholders
from multiple sectors together to implement the action
steps, continue to build collaborations and synergies
among members, and raise awareness and resources.
AN EXECUTIVE SUMMARY BY
The Workforce Development Task Force
of the Boston Special Education
Transition (B-SET) Project
www.b-setforcareer.org
FOR MORE INFORMATION CONTACT:
Massachusetts Advocates for Children
25 Kingston Street, 2nd Floor
Boston, MA 02111
617.357.8431
info@massadvocates.org
www.massadvocates.org
@massadvocates
facebook.com/massadvocates
United Way
of Westchester and Putnam