Start On Success Program Elements
Each community develops its version of SOS in ways most
appropriate to local circumstances. Although flexibility
is a cornerstone of the program, we expect local sites to adhere
to the following core elements:
Leadership
A
local SOS program must have a clearly identified lead
Coordinator. This may be a school official, local service
provider, or a representative of a Governor’s Committee on
People with Disabilities. Usually, this person is assisted by an
intern coordinator who manages day-to-day details and assists
the Special Education teachers, job coach/mentors and job site
supervisors.
Target
Students
These are “gap kids,” young people with disabilities who, if not
given workplace training and experience before they leave high
school, are likely candidates for isolation and welfare.
They are selected on the basis of interest and aptitude. In
urban SOS programs, most participants are Hispanic or
African-American.
Internship Sites
 In
matching interns to job sites, we begin with student interests
and aptitudes. Therefore, in selecting job site partners,
we look for universities, hospitals and corporations that offer
exposure to a broad sampling of career pathways. Though
not always feasible, we take pride in placing interns in
settings non-traditional for young people with disabilities.
There is no expectation that interns will become candidates for
regular employment at their job sites.
Length of
Internships
Interns serve 10 to 15 hours per week and their internships vary
in length from 8 to 32 weeks. In special cases, students
are allowed to participate for two years.
Curricular Coherence
In
planning, implementation and follow-up, every effort is made to
coordinate intern academic preparation with job site realities
and expectations. Special emphasis is placed on the many
different aspects of job readiness skills, including hygiene,
dress, deportment, attitude, punctuality and overall behavior.
Support
System
Whether a Special Education teacher, professionally trained job
coach, Vocational Rehabilitation counselor or transition
coordinator, the objective is to provide interns and employers
with strong supports and maximize chances for successful
introductory work experience. Following high school
graduation, most programs assist in job placement or further
education/training.
Parental
Involvement
N.O.D. places great importance on parental involvement, not only
in the decision to have their child participate, but also in
program orientation, periodic conferences and in the culminating
end-of-year recognition ceremony.
Compensation
To
insure that interns are taken seriously as co-workers in
training, we insist that the jobs be real and that they provide
fair compensation. Payment of wages makes the internship a
more adult experience and increases the likelihood that the
program will operate on a business-like basis. Depending
on state/ local legislation, the hourly amount is either minimum
wage or a special wage stipulated for interns or apprentices.
Intern
Tracking and Program Evaluation
These responsibilities are assumed by each local program.
Although we pride ourselves on being non-bureaucratic, we do
require annual reports, including a summary of expenditures.
Representatives from all SOS programs meet annually to share
achievements, problem solve and, collectively, chart a course
for the next year.
Recognition Ceremony
This important annual gathering celebrates intern
accomplishments and recognizes the contributions of employers,
supervisors, school personnel, families, mentors, service
providers, local officials, donors and media.
Shared
Financial Responsibility
In
establishing new SOS programs, the National Organization on
Disability gives preference to communities in which all program
partners are prepared to make direct or indirect contributions.
N.O.D. provides partial financial support up to a maximum of
five years. Within that time frame, each local program
assumes responsibility for becoming financially self-sufficient.
Thus far, all SOS programs have met that goal.
Launching SOS
A
community contemplating SOS must be able to demonstrate the
need. The National Organization on Disability will not
duplicate similar initiatives already in place. It
generally takes a full year to develop and implement a new SOS
program. All constituents must be involved in the process
– students and parents, administrators and teachers, service
providers, employers and local officials. Once a decision
is taken to launch a local SOS program, the National
Organization on Disability sends a Letter of Agreement
confirming its financial commitment and its expectations.
Before sending such a letter, N.O.D. will have received from the
prospective program site a brief project description and
three-year budget projection.
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"The
only criticism I’ve heard of the program is that it wasn’t long
enough!… We, the employers, are the beneficiaries of this
program."
Sandra Sockwell
Human Resources Director
City of Florence, AL
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