Pathways Project Instructions
Ongoing technical assistance for developing your Pathways proposal is provided through the Division of Vocational Rehabilitation's Youth Transition Coordinator. Questions should be directed to Jim Kreatschman, jim.kreatschman@alaska.gov , or call 907-465-6931.
Overview and Purpose
The Division of Vocational Rehabilitation (DVR) funds projects that provide students with disabilities the opportunity for career exploration through hands-on instruction that promotes the transition from school to postsecondary education, paid employment, or self-employment through subsistence activities.
Pathways- School to Careerfocuses on bridging the gap between Special Education and Career and Technical Education through short term projects that provide:
- Exposure to one or more career clusters;
- A better understanding of a student's interests, values, and strengths; and
- Identification of instructional and support strategies to promote inclusion in more rigorous areas of study.
Target Population - Student with a Disability
A Student with a Disability is aged 14-21 who is enrolled in a secondary education program (high school). A student with a disability may include, but is not limited to, those with physical, sensory, intellectual, mental health, or communication disabilities who:
- Is on an IEP or 504 plan; or
- Is a student who is potentially eligible for DVR services due to a physical, sensory, intellectual, mental health, or communication disability who may not be identified by the school district to receive special education or related services but whose disability could create a barrier to postsecondary education or employment.
Potentially eligible could be students not identified by school districts for special education but who have difficulties learning, or difficulties with attention, or they are challenged in an emotional or behavioral way. This could also include students who have been through treatment, involved in foster care, or juvenile justice.
Project Services
Provide each student participant between 5 to 10 hours (minimum of 5 hours) of hands-on instruction in one or more occupations. Each student participant should come away from the experience with a:
- Chance to practice technical skills;
- Exposure to workplace expectations and the work readiness skills; and
- An understanding of the academic skills and course of study required to advance in the occupation.
- Project Activities Must Include
- Hands-on activities: For insight into the technical skills required of the occupation, students will be able to use the tools of the trade including instruction on safe operation.
- Examples could include:
- Medical- could be instruction and practice for CPR, dressing wounds, or using a blood pressure cuff.
- Construction- could be using tools and jigs for assembling a shed or birdhouse.
- Subsistence- Could be Traditional art (sewing, carving) or processing game.
- Examples could include:
Career Counseling: Providing students with an understanding of the career pathway options and labor market realities with projections for a particular career pathway or cluster. Students need to see how skill development and knowledge relate to future opportunities.
- Hands-on activities: For insight into the technical skills required of the occupation, students will be able to use the tools of the trade including instruction on safe operation.
Project Design Career and Technical Education staff are considered, for this project, to be the content experts . Having both CTE and Special Education staff involvement is the preferred team for success. (See FAQ for exceptions Teacher and Traditional Skills Instructor/Mentor qualifications)
The proposal should contain the following-
- Teacher contact information including email and phone number
- Project Description with a proposed schedule of activities
- How the project incorporates hands-on learning
- Number of students with disabilities the project will serve
- Budget for materials and supplies (Purchase of tools cannot be funded)
Projects can be inclusive and include students without disabilities. DVR can only fund students with disabilities (minimum of 5 per project) and associated materials and supplies! (see FAQ)
Project Funding
Base funding for a project is $1,500 for 5 hours of student participation (minimum 5 students with a disability). An additional $150 for each additional instructional hour (e.g. 7 hour project: $1500 base + 2 hours at $150 hr. = $1,800).
Materials and Supplies
Each project proposal should contain a budget for necessary materials and supplies needed for hands-on activities (funding is not available for tools). All expenses must be reasonable for the scope of the project.
Budget examples:
Materials for construction of birdhouse
Lumber -$200.00
Supplies- Nails, staples, and wood glue -$25
PPE- gloves and safety glasses - $35.00
Attention: DVR funding is based on reimbursement for services delivered. DVR cannot provide up-front funding of projects. Funding is designed to expand and enhance transition activities for students with disabilities. DVR funding is not to replace the school district's requirements under IDEA. (see FAQ- reimbursement for services).
