Employment First and transition: Utah school-to-work initiative

• Published in: Journal of vocational rehabilitation Vol. 54; no. 3; pp. 265 - 271
• Main Authors: Jones-Parkin, Tricia, Thomas, Faith, Hess, Kelie, Snyder, Aubrey
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 19.05.2021
• Subjects: Transition; customized employment; interagency collaboration; significant disabilities
• ISSN: 1052-2263; 1878-6316
• DOI: 10.3233/JVR-211135

BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We braid funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students’ outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully braided funding and collaboratively support 82 students with significant disabilities and families to navigate the adult agency process.