Missouri's Cooperative Work Experience Program

Missouri’s Cooperative Work
Experience Program (COOP)

Reprinted from Missouri’s Department of Elementary
and Secondary Education, Division of
Vocational Rehabilitation Web Site

Successful transition planning for students with disabilities involves looking ahead, into the student's future, preparing not just for graduation but also for life after graduation. One of the most important aspects of a student's future involves employment. However, students often do not have any idea what type of work they would like to do or what type of career options are available. One of the best ways that a student can learn about different careers and employment is to be exposed to and participate in cooperative work experiences prior to graduation or exit from school. Cooperative work experiences provide students with direct exposure to and hands-on exploration of a variety of careers, assisting them in defining vocational choices and setting employment goals that actually seem attainable.

Cooperative work experiences also provide schools with the opportunity to extend the classroom into the community, utilizing the workplace as an active learning environment in which students can develop positive work attitudes, appropriate work behaviors, and an understanding of the concept of teamwork, in addition to learning job-specific skills. Through work experiences students are able to explore career interests, develop work skills based upon their strengths, and learn how to advocate for the supports and accommodations they need be successful in a particular work environment or career. Adult service providers play an important role in the overall transition planning process because they are often able to continue to provide necessary supports and services after the student graduates or exits the secondary school setting. Active involvement of adult service providers in the transition planning process insures there will not be any delays or gaps in the student's movement from school to post-secondary education, training, or employment.

Vocational Rehabilitation Services for Students
One of the key players in a student’s transition, and one of the primary partners in the Missouri Cooperative Work Experience Program, is Vocational Rehabilitation (VR). Services that may be provided, as well as information about how to access those services, are summarized below.

VR Transition Services (Prior to Referral/Eligibility):

Consultation to students/families (career guidance, information about VR and other agencies)
Technical assistance to schools (career fairs, in-service presentations)
Participation in Individualized Education Program (IEP) meetings

Referral:

Any student with a disability (except severe visual impairments) who receives special education services, or who is enrolled in regular education classes and requires VR services to prepare for, obtain or maintain employment may be referred to the nearest VR District Office.
The appropriate time to make a referral is when the student has begun to focus on post-school outcomes targeting employment or post-secondary education/training activities in the transition planning process AND, the student is within two years of graduation or exit from school.

Eligibility for Vocational Rehabilitation:

The student has a physical, mental or learning impairment, and
The student’s impairment substantially limits his or her ability to be employed, and
VR services are required for the student to obtain or maintain employment.

Development of an Individualized Plan for Employment (IPE):
After eligibility is determined, the student works with a VR counselor to identify an employment outcome based upon the student’s interests, strengths, needs, and with informed choice. Once an employment outcome has been identified, the VR counselor and student jointly develop an IPE that will identify the student’s vocational goals and the specific VR services to be provided to assist the student in reaching those goals. The IPE and IEP/504 plan should be coordinated.

VR Transition Services (After Eligibility Determination):

Assessment/vocational evaluation
Career guidance and counseling
Cooperative Work Experience Program (COOP); no-cost, on-the-job training
Cooperative Work Experience Program (COOP); paid on-the-job training
Employment outcome services through a Community Rehabilitation Provider (CRP)
Supported employment or short-term job coaching through a provider agency
Skills/vocational training
Assistive technology devices and services

VR Services (After Graduation):
VR can continue to provide the same services as above, but may also be able to provide assistance with access to post-secondary education/training opportunities; assistance with accommodations in a classroom or employment setting; assistance with the cost of college/training; and/or other services specific to the unique needs of the individual in order to reach a successful employment outcome. After graduation, the VR Counselor becomes the primary coordinator and provider of services. It is important to note that the provision of some services, either before or after graduation, may also be based upon the student/family’s income and resources and VR financial guidelines.

The Cooperative Work Experience Program (COOP)
The COOP program has developed through a partnership between VR and local school districts to assist students with disabilities in earning school credit while participating in school directed and supervised competitive employment work experiences. It is designed to facilitate the integration and coordination of transition services for students with disabilities who receive special education services and who are eligible for VR services. This program is available through an agreement endorsed by the Assistant Commissioners of Vocational Rehabilitation, Special Education, Vocational and Adult Education, and the Deputy Director of Rehabilitation Services for the Blind. It provides one avenue for local school districts to pursue in meeting the needs of students with disabilities as they transition from school to post-secondary training and/or employment. The COOP agreement must also be signed at the local level by the participating school district, and the VR District Office (and Rehabilitation Services for the Blind District Office, if applicable) and submitted to the Supervisor of Transition Services with the Division of Vocational Rehabilitation for final approval. The signed agreement provides assurance that students participating in the COOP program will receive high school credit toward graduation requirements for the hours they work, and will be provided the appropriate level of supervision by a certified special education teacher (Work Experience Coordinator) appointed by the local school district.

The intent of the COOP program is to integrate some of the transition activities of special education and VR through a continuum of services so that students will have an opportunity to experience the “world of work” while still under the umbrella or “safety net” of the school. In this program, the school district assigns a teacher certified in special education to serve as the Work Experience Coordinator (WEC), and it is this professional’s job to provide the student with the necessary tools, supports, and services to be successful in a job setting of their choice. VR also assigns a counselor to work closely with the WEC in providing additional supports and services to assist the student in successfully completing the COOP program, and to provide career/vocational planning for the future. The WEC and the VR Counselor work in close partnership to coordinate and provide transition services for students with disabilities.

In order for a student to participate in the COOP program, the following general guidelines must be met:

The school district must have an approved COOP agreement with VR and assign a Work Experience Coordinator (WEC) to supervise students in the program;
The student must be receiving special education services through an IEP and be referred for this program by the school;
The student must be determined eligible for VR services;
The WEC must have a copy of the student’s VR eligibility letter in the student’s school file; and
The student’s IEP must reflect student participation in a competitive, paid (at least minimum wage) work experience activity/job through the VR COOP program.

Although eligible students who are on a waiting list for VR services may still participate in the COOP program, the VR counselor will not be able to develop an Individualized Plan for Employment with the student until notification is received that VR funds are now available and the student has been removed from the waiting list. As soon as VR is notified that the student is off the waiting list, the VR counselor should meet with the student to develop an IPE to reflect COOP services, and both the IEP and IPE should reflect the coordination of these transition services.

Students who are “homebound” may participate in the COOP program if the IEP team determines it is an appropriate service for that child; however, the IEP will need to clearly specify the amount of time the student will participate during the school day. Students may be released from school all day or less than one hour per day, if the IEP team makes this determination. Although the Department of Elementary and Secondary Education (DESE) has no control over the exact number of credits a school may award a student for COOP participation, DESE does provide guidance regarding the awarding of high school credits, which is based upon the number of hours per week that the student works. Generally, school districts are advised not to award more than four units of credit per school year.

Work Experience Coordinator (WEC) and Vocational Rehabilitation Counselor (VRC) Roles and Responsibilities
The roles and responsibilities listed below may differ slightly among individual VR counselors and Work Experience Coordinators, depending upon the size and type of caseload they are assigned, and the amount of time allocated for providing COOP services to students with disabilities; however, this information should be utilized in coordinating and supervising the COOP program:

Vocational Rehabilitation Counselor’s (VRC) Role in COOP:

Determine student’s eligibility for VR services.
Provide needed documentation to the WEC, such as a copy of the IPE or a letter of eligibility for those students who have been determined eligible for VR services but are on a waiting list due to a statewide order of selection limited availability of funds.
Speak to students in the classroom regarding pre-vocational and vocational skills related to successful employment.
Speak to parents/students individually and in group settings regarding transition activities, the COOP program, and VR services post-graduation.
Observe students participating in on-campus, work-related settings.
Participate or provide input in the development of the student’s IEP as it relates to transition planning and services as determined appropriate.
Assist the WEC with local job development, as determined appropriate.
Visit the student at the job site and observe student progress on-the-job, as determined appropriate.
Provide assistance with vocational evaluations/assessments, as determined appropriate.
Counsel the student about employment/post-secondary training and education opportunities prior to the student exiting the school setting.
With the WEC, speak to local organizations about the COOP program and on-the-job training.
Assist the WEC in setting up field trips to local businesses for students.
Coordinate services with the Vocational Resource Educator (VRE) and School-to-Work Coordinator, if appropriate.

Work Experience Coordinator’s (WEC) Role in COOP:

Participate in IEP meetings and in the development of the IPE, as appropriate.
Develop classroom instruction focusing on vocational and work-related skills.
Increase awareness and communication between the school, parents and potential employers regarding partnerships.
Coordinate services with the Vocational Resource Educator (VRE) and School-to-Work Coordinator, if appropriate.
Work with faculty to promote student success in the classroom.
Set up on-campus sites for job exploration and the teaching of job behaviors.
Identify students who would benefit from VR services and make appropriate referrals.
Provide needed documentation to VRC such as academic/achievement testing, school medical records and a copy of the IEP.
Work with parents and family members in providing services to their children through the COOP program.
Facilitate and monitor student progress with other teachers, employers at the job site, and the VRC.
Supervise students at the job site and monitor work skills/work behaviors through written and verbal employer feedback.
Market the COOP program to local employers; identify and secure community-based job sites and/or work experience opportunities; and coordinate appropriate job placements for students with the VRC.

For additional information regarding developing and implementing work experience activities in accordance with Fair Labor Standards and DESE guidelines, please refer to the “Transition and Cooperative Work Experience Handbook” posted on Missouri’s Vocational Rehabilitation home page, under “transition” at www.dese.state.mo.us/divvocrehab/.

This information was reprinted, with permission, from the Missouri Department of Elementary and Secondary Education, Division of Vocational Rehabilitation web site listed above.

	Missouri’s Cooperative Work Experience Program (COOP) Reprinted from Missouri’s Department of Elementary and Secondary Education, Division of Vocational Rehabilitation Web Site Successful transition planning for students with disabilities involves looking ahead, into the student's future, preparing not just for graduation but also for life after graduation. One of the most important aspects of a student's future involves employment. However, students often do not have any idea what type of work they would like to do or what type of career options are available. One of the best ways that a student can learn about different careers and employment is to be exposed to and participate in cooperative work experiences prior to graduation or exit from school. Cooperative work experiences provide students with direct exposure to and hands-on exploration of a variety of careers, assisting them in defining vocational choices and setting employment goals that actually seem attainable. Cooperative work experiences also provide schools with the opportunity to extend the classroom into the community, utilizing the workplace as an active learning environment in which students can develop positive work attitudes, appropriate work behaviors, and an understanding of the concept of teamwork, in addition to learning job-specific skills. Through work experiences students are able to explore career interests, develop work skills based upon their strengths, and learn how to advocate for the supports and accommodations they need be successful in a particular work environment or career. Adult service providers play an important role in the overall transition planning process because they are often able to continue to provide necessary supports and services after the student graduates or exits the secondary school setting. Active involvement of adult service providers in the transition planning process insures there will not be any delays or gaps in the student's movement from school to post-secondary education, training, or employment. Vocational Rehabilitation Services for Students One of the key players in a student’s transition, and one of the primary partners in the Missouri Cooperative Work Experience Program, is Vocational Rehabilitation (VR). Services that may be provided, as well as information about how to access those services, are summarized below. VR Transition Services (Prior to Referral/Eligibility): Consultation to students/families (career guidance, information about VR and other agencies) Technical assistance to schools (career fairs, in-service presentations) Participation in Individualized Education Program (IEP) meetings Referral: Any student with a disability (except severe visual impairments) who receives special education services, or who is enrolled in regular education classes and requires VR services to prepare for, obtain or maintain employment may be referred to the nearest VR District Office. The appropriate time to make a referral is when the student has begun to focus on post-school outcomes targeting employment or post-secondary education/training activities in the transition planning process AND, the student is within two years of graduation or exit from school. Eligibility for Vocational Rehabilitation: The student has a physical, mental or learning impairment, and The student’s impairment substantially limits his or her ability to be employed, and VR services are required for the student to obtain or maintain employment. Development of an Individualized Plan for Employment (IPE): After eligibility is determined, the student works with a VR counselor to identify an employment outcome based upon the student’s interests, strengths, needs, and with informed choice. Once an employment outcome has been identified, the VR counselor and student jointly develop an IPE that will identify the student’s vocational goals and the specific VR services to be provided to assist the student in reaching those goals. The IPE and IEP/504 plan should be coordinated. VR Transition Services (After Eligibility Determination): Assessment/vocational evaluation Career guidance and counseling Cooperative Work Experience Program (COOP); no-cost, on-the-job training Cooperative Work Experience Program (COOP); paid on-the-job training Employment outcome services through a Community Rehabilitation Provider (CRP) Supported employment or short-term job coaching through a provider agency Skills/vocational training Assistive technology devices and services VR Services (After Graduation): VR can continue to provide the same services as above, but may also be able to provide assistance with access to post-secondary education/training opportunities; assistance with accommodations in a classroom or employment setting; assistance with the cost of college/training; and/or other services specific to the unique needs of the individual in order to reach a successful employment outcome. After graduation, the VR Counselor becomes the primary coordinator and provider of services. It is important to note that the provision of some services, either before or after graduation, may also be based upon the student/family’s income and resources and VR financial guidelines. The Cooperative Work Experience Program (COOP) The COOP program has developed through a partnership between VR and local school districts to assist students with disabilities in earning school credit while participating in school directed and supervised competitive employment work experiences. It is designed to facilitate the integration and coordination of transition services for students with disabilities who receive special education services and who are eligible for VR services. This program is available through an agreement endorsed by the Assistant Commissioners of Vocational Rehabilitation, Special Education, Vocational and Adult Education, and the Deputy Director of Rehabilitation Services for the Blind. It provides one avenue for local school districts to pursue in meeting the needs of students with disabilities as they transition from school to post-secondary training and/or employment. The COOP agreement must also be signed at the local level by the participating school district, and the VR District Office (and Rehabilitation Services for the Blind District Office, if applicable) and submitted to the Supervisor of Transition Services with the Division of Vocational Rehabilitation for final approval. The signed agreement provides assurance that students participating in the COOP program will receive high school credit toward graduation requirements for the hours they work, and will be provided the appropriate level of supervision by a certified special education teacher (Work Experience Coordinator) appointed by the local school district. The intent of the COOP program is to integrate some of the transition activities of special education and VR through a continuum of services so that students will have an opportunity to experience the “world of work” while still under the umbrella or “safety net” of the school. In this program, the school district assigns a teacher certified in special education to serve as the Work Experience Coordinator (WEC), and it is this professional’s job to provide the student with the necessary tools, supports, and services to be successful in a job setting of their choice. VR also assigns a counselor to work closely with the WEC in providing additional supports and services to assist the student in successfully completing the COOP program, and to provide career/vocational planning for the future. The WEC and the VR Counselor work in close partnership to coordinate and provide transition services for students with disabilities. In order for a student to participate in the COOP program, the following general guidelines must be met: The school district must have an approved COOP agreement with VR and assign a Work Experience Coordinator (WEC) to supervise students in the program; The student must be receiving special education services through an IEP and be referred for this program by the school; The student must be determined eligible for VR services; The WEC must have a copy of the student’s VR eligibility letter in the student’s school file; and The student’s IEP must reflect student participation in a competitive, paid (at least minimum wage) work experience activity/job through the VR COOP program. Although eligible students who are on a waiting list for VR services may still participate in the COOP program, the VR counselor will not be able to develop an Individualized Plan for Employment with the student until notification is received that VR funds are now available and the student has been removed from the waiting list. As soon as VR is notified that the student is off the waiting list, the VR counselor should meet with the student to develop an IPE to reflect COOP services, and both the IEP and IPE should reflect the coordination of these transition services. Students who are “homebound” may participate in the COOP program if the IEP team determines it is an appropriate service for that child; however, the IEP will need to clearly specify the amount of time the student will participate during the school day. Students may be released from school all day or less than one hour per day, if the IEP team makes this determination. Although the Department of Elementary and Secondary Education (DESE) has no control over the exact number of credits a school may award a student for COOP participation, DESE does provide guidance regarding the awarding of high school credits, which is based upon the number of hours per week that the student works. Generally, school districts are advised not to award more than four units of credit per school year. Work Experience Coordinator (WEC) and Vocational Rehabilitation Counselor (VRC) Roles and Responsibilities The roles and responsibilities listed below may differ slightly among individual VR counselors and Work Experience Coordinators, depending upon the size and type of caseload they are assigned, and the amount of time allocated for providing COOP services to students with disabilities; however, this information should be utilized in coordinating and supervising the COOP program: Vocational Rehabilitation Counselor’s (VRC) Role in COOP: Determine student’s eligibility for VR services. Provide needed documentation to the WEC, such as a copy of the IPE or a letter of eligibility for those students who have been determined eligible for VR services but are on a waiting list due to a statewide order of selection limited availability of funds. Speak to students in the classroom regarding pre-vocational and vocational skills related to successful employment. Speak to parents/students individually and in group settings regarding transition activities, the COOP program, and VR services post-graduation. Observe students participating in on-campus, work-related settings. Participate or provide input in the development of the student’s IEP as it relates to transition planning and services as determined appropriate. Assist the WEC with local job development, as determined appropriate. Visit the student at the job site and observe student progress on-the-job, as determined appropriate. Provide assistance with vocational evaluations/assessments, as determined appropriate. Counsel the student about employment/post-secondary training and education opportunities prior to the student exiting the school setting. With the WEC, speak to local organizations about the COOP program and on-the-job training. Assist the WEC in setting up field trips to local businesses for students. Coordinate services with the Vocational Resource Educator (VRE) and School-to-Work Coordinator, if appropriate. Work Experience Coordinator’s (WEC) Role in COOP: Participate in IEP meetings and in the development of the IPE, as appropriate. Develop classroom instruction focusing on vocational and work-related skills. Increase awareness and communication between the school, parents and potential employers regarding partnerships. Coordinate services with the Vocational Resource Educator (VRE) and School-to-Work Coordinator, if appropriate. Work with faculty to promote student success in the classroom. Set up on-campus sites for job exploration and the teaching of job behaviors. Identify students who would benefit from VR services and make appropriate referrals. Provide needed documentation to VRC such as academic/achievement testing, school medical records and a copy of the IEP. Work with parents and family members in providing services to their children through the COOP program. Facilitate and monitor student progress with other teachers, employers at the job site, and the VRC. Supervise students at the job site and monitor work skills/work behaviors through written and verbal employer feedback. Market the COOP program to local employers; identify and secure community-based job sites and/or work experience opportunities; and coordinate appropriate job placements for students with the VRC. For additional information regarding developing and implementing work experience activities in accordance with Fair Labor Standards and DESE guidelines, please refer to the “Transition and Cooperative Work Experience Handbook” posted on Missouri’s Vocational Rehabilitation home page, under “transition” at www.dese.state.mo.us/divvocrehab/. This information was reprinted, with permission, from the Missouri Department of Elementary and Secondary Education, Division of Vocational Rehabilitation web site listed above.

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