bridges.html

BRIDGES...FROM SCHOOL TO WORK
Updated 12/6/02

Project Title:

Bridges...from School to Work

Contact Person:

Linda Bender

Mailing Address:

Marriott Foundation for People with Disabilities Department 901.10 Marriott Drive Washington, DC 20058

Telephone #:

301-380-7771

Fax #:

301-380-8973

Project Purpose:

Bridges...from school to work was developed to attack the staggering unemployment of young people with disabilities by helping them enter work before they exit school and, thereby, establish the foundation for long-term career success. The primary goals of this project are (a) to provide students with disabilities job training and work experience that will enhance their employment potential, and (b) to help employers gain access to a valuable source of employees and learn to work effectively with them.

General Program Overview:

The Marriott Foundation for People with Disabilities was established in 1989 by the family of J. Willard Marriott, founder of Marriott International. The Foundation’s mission is to foster the employment of young people with disabilities. To this end, it developed and operates “Bridges…from school to work,” a program which places young people with disabilities who are preparing to exit high school in jobs with local employers. The Bridges program was launched in late 1989 in Montgomery County, Maryland, where it continues to operate. It has since been established in the inner cities of Atlanta, Chicago, Los Angeles, Philadelphia, San Francisco, and Washington, DC. A second program, “Bridges Plus,” was developed in 1998, and is currently operating in a number of Bridges sites. While the original Bridges program concentrates on an initial, successful placement, Bridges Plus adds longer term activities focused on job growth and advancement.

Education, training and support are central to the Bridges models. To prepare youth for the workplace, the program provides orientation and training for youth and their families. To assist employers, Bridges offers coaching that addresses workplace issues such as communication, supervision and discipline. To support the placement process, Bridges staff at each program site helps identify appropriate positions, matches the young person’s interests and capabilities with job requirements, and provides ongoing assistance to employers and youth. Additionally, Bridges Plus supports and involves employers and youth in the planning and development of vocational growth opportunities.

Unique Program Components: Interests and abilities: Students are placed in positions that match their skills, interest and experience. Development of internal supports: Students are placed in an environment where supervisors and co-workers are an integral part of the placement, training, and support process, and are therefore, comfortable with their presence. Employer and student support: The student and employer are appropriately supported, especially early in their work experience, to help ensure job success.

Taxonomy Practices Identified:

Student Development

Life skills instruction
Employment skills instruction
Career & vocational curricula
Structured work experience
Vocational assessment
Accommodations & support

Student-Focused Planning

IEP development
Student participation
Accommodations & planning strategies

Interagency Collaboration

Individual-level planning
Interorganizational framework
Collaborative service delivery
Organization-level planning
Human resource development

Family Involvement

Family training
Family involvement
Family empowerment

Targeted Outcomes: Increased knowledge of how to get and maintain a job Increased employability skills Increased employment rates Increased maintenance of employment Increased vocational growth and development Increased employer appreciation and awareness of individuals with disabilities Increased employee and employer satisfaction Increased family involvement

Evaluation Description: Quantitative design: A wide range of instruments and activities are used to collect data. A comprehensive, computer-based system using customized software is utilized for evaluating all aspects of Bridges' replication and operation. The evaluation system is intended to ensure that (a) project outcome data are collected, analyzed and reported in a timely and accurate manner; (b) all project processes and procedures are thoroughly documented; (c) continual feedback is available to staff from all constituencies regarding project performance; (d) project accomplishments reflect identified goals and objective; (e) targeted action can be taken on a timely basis to address discrepancies between project outcomes and objectives; and (f) BridgesÕ objectives are evaluated on a monthly and quarterly basis. Qualitative design: Data are gathered and analyzed on an ongoing basis regarding the reactions of various parties to the project processes and the effectiveness of outcomes. Respondents include (a) youths with disabilities served by the project, (b) their parents or significant advocates, and (c) their employers. The student and employer evaluation forms are used as data collection tools.

Evaluation Findings: To date, Bridges has placed over 5,500 youth with disabilities with more than 1,500 employers Almost 90 % of the young people who successfully compete their Bridges experience receive offers of ongoing employment. All placements are at, land usually significantly above, minimum wage, and average 20-25 hours per week of work Back to home page

BRIDGES...FROM SCHOOL TO WORK Updated 12/6/02

BRIDGES...FROM SCHOOL TO WORK
Updated 12/6/02