PECT is a program offered in the State of Illinois to high school students age 14 and up that have an IEP or 504 Plan.

*Supported by the Illinois Department of Human Services (IDHS) Division of Rehabilitation Services (DRS), it creates an umbrella that supports students in their career endeavors even after high school and into adulthood.

*The 5 goals of the PECT Program are Work Based Learning Experiences, Job Exploration Counseling, Post-Secondary Education Counseling, Workplace Readiness Skills & Self-Advocacy Skills.

*During high school, the PECT Program guides students on navigating their path from high school academic life towards a chosen career or job interest.

*As students with IEP’s are already working on transition plans, the PECT Program seeks to individualize the career aspect of transition plans. This is done through experiences like job shadowing, volunteer work, career training, career counseling, part-time jobs, job placement and other unique activities specific to that students individual needs.

*Further, the PECT Coordinator works with school staff to support & develop aspects of that students’ abilities. Individually working with each student to address further needed work-readiness skills and self-advocacy skills. Both are a crucial part of being ready for the workplace and the social/professional demands of this new world.

*Career exploration and post-secondary education counseling can occur through one-on-one conversations with students and can be aided with the support of interest inventories and online resources. All the questions above can be addressed in that individual time, over multiple meetings as understanding and feelings about career or learning interests may expand or change.

*Challenging the student to set goals to attend field trips to learning institutions, job fairs, transition fairs, trade expo, speaking engagements and even bringing in experts in the field can answer these questions.

*When students are intimidated by the idea of seeking that first job, visiting a learning institution or attending that first job interview, PECT can utilize a variety of strategies. Tools like practice interviews, practice applications, and even accompanying a student to a potential workplace or learning institution can assuage the normal insecurities that go with that type of task.

*The PECT Program’s use of counseling support can address work-readiness skill development and even coping with the social or emotional aspects of employment. For students that are working, the PECT Coordinator develops a relationship with that student’s employer to gather feedback about their progress. This enables the coordinator to assist in supporting that student’s growth and address where they may be having a setback. It’s not uncommon for the PECT Coordinator to advocate for that student and address job setbacks with an employer for a meaningful outcome.

*Whether learning in a smaller group or a one-on-one, students will learn about how to prepare for the workplace in order to be a professional.

*Workplace Readiness Skill development means exploring and discussing the culture of different workplaces in regard to expected attire, cleanliness, social expectations, personal skills, communication with co-workers and supervisors, use of electronic devices at work and even helping that student understanding how others may perceive them when they interact.

*Workplace readiness skills can blend into Self-Advocacy Skills when more personal aspects need addressing such as requesting accommodations that will help students to be more effective employees. Practicing through discussion and role-play, develops the assertiveness skills that a student needs for maximizing the support of their employer through meaningful communication. PECT strives to teach student to understand if their employer has an Accommodations or Human Resources Department. This can make all the difference in feeling safe, supported and confident in the workplace.

WORK RELATED CLASS - Classroom instruction usually conducted within the school setting that includes, but is not limited to, career exploration, job seeking skills, job placement skills, resume writing and job applications, and interviewing skills.

JOB SHADOWING - A method of learning about a job by spending time with a person who is working in the career. Students learn the realities of a job by walking through the day as a shadow of a competent worker. Provides opportunities for students to see if he/she has the ability to perform essential job functions with or without accommodation, to ask questions, to some job tasks, and to evaluate whether he/she likes the job based on first-hand observation.

COMMUNITY-BASED EXPERIENCE - Experience in the private or not-for-profit business sector that is competitive and integrated (most co-workers do not have disabilities.)

ON THE JOB EVALUATION/TRAINING (OJE/OJT) - A training experience where a person is evaluated in terms of aptitudes and abilities, work speed, work skills, ability to learn, quality of work performed and work behaviors. Used to develop basic job skills that would lead to employment and is utilized until the student is able to perform most or all of the required job tasks in a timely manner.

OJE/OJT TRAINING FUNDS - Refers to funds used for evaluation, training, and supervision of students who do not meet competitive employment standards. Must be defined as on-the-job evaluation and on-the-job training with specific time frames and training objectives, and a payment schedule that increases employer participation based on the student’s progress.

ON-CAMPUS EXPERIENCE - Experience in any school setting, closely supervised. Often a student’s first training experience, used to identify vocational strengths, and to develop appropriate work behaviors and skills in preparation for community placements. (e.g. janitor work, cafeteria, secretarial)

JOB COACHING - On-the-job support provided by school personnel, student coach, co-worker, or other trained person to ensure that students with severe disabilities have access to paid, competitive, integrated training experiences in the community. Support can include, but is not limited to, individualized job placement through task analysis and job restructuring, ongoing assessment and problem-solving, and job-site training.

OTHER - Specify any other specialized programming or services contractor is providing that support the student’s vocational development and successful transition to employment and community living.

COMMUNITY BASED EMPLOYMENT SERVICES - Services that lead to community integrated employment and can be coordinated or purchased from a Community Rehabilitation Program or other community-based employment service. Defined as Competitive Placement Services (assessment, Job Development and Placement, Training, and Follow-Up) or Supported Employment Placement Services.

*Students can earn up to 1 full credit while in high school – Method of credit accumulation for PECT participation in each district varies.

*DRS Case Management after high school can include job placement and potential assistance with educational or learning expenses.

*As PECT collaborates with a variety of support systems for students, it is important for parents/guardians and participants of the program to know that information is always confidential. The Northwest Special Education Cooperative is the home of the 11 School Districts of this PECT Program, but works in conjunction with DRS based in Freeport, Illinois.

*CONFIDENTIAL information may only be shared pending authorized release of information by the parent/guardian and student. This includes information in IEP or 504 Plans, Educational Information, Personal Information regarding the student:

-DRS (the Division of Rehabilitation Services)

-School Personnel

-Family

-Outside agencies & Agency Referral; May include prospective agencies for after graduation.

-Current or Potential Employers

-Prospective Learning Institutions

*PECT may participate in coordination with some or all the following, based on each student’s need.

Most commonly, PECT Referrals are made by the educational staff with the knowledge of the parent/guardian and student. Parents/Guardians and Students may make direct referrals or ask questions by contacting the PECT Coordinator at tim.trojanowski@nwseonline.com

*Referrals to PECT are provided by PECT or Educational Staff and require:

1. PECT Intake Form

2. Release of information (3 pages) to coordinate services between Northwest Special Education Cooperative and DRS.

3. Current IEP or 504 Plan sent to DRS.