Organization Structure of the Selection Committee

The MYTI Student Selection Committee is composed of 11 representatives from the school districts, Ms Department of Rehabilitation Services, the WIN Job Center, and a representative of the disability community. A parent and student will be added after the first year. The committee is nominated by the District Special Education leadership and selected by the Project Director and MGA Project Coordinator.

The Selection Committee is coordinated by the MYTI Navigator. The Transition Representatives of each school district are the Co-chairpersons. The Transition Representative will coordinate referrals from their school district. The Navigator will coordinate the referrals presented to the committee and will facilitate participant numbers to be served as stated in the project goals.

Students will be accepted by a majority vote of the committee. Voting can occur with a minimum of 7 members, during a meeting of both school districts or during a single school district meeting, voting requires 2 at-large members and 2 members from that School district. Rules will be determined by the group for management and ongoing continuation of the committee.

Recruitment to Referral

Recruitment will occur throughout the year while MYTI offers Information Services regarding the project, benefit planning, and customized employment opportunities and experiences. The following staff will participate in the recruitment process: Harrison County Transition Consultant, the Gulfport Transition Coordinator, and all MYTI project staff. The MYTI Family/Employer Liaison will offer out-of- school opportunities for referral to the project. Family or students may directly request from any Teacher, MYTI Staff member or the MYTI Family/Employer Liaison a referral to the project.

Referral forms will be available in all of the schools with students of the appropriate ages to be served. A specific location will be determined after the first year of the project. In addition, a web site will have referral forms and process available.

The district transition representative will accept referrals for the project and will maintain all project records of students referred, accepted or rejected. While referrals will be accepted from anyone, primary referrals are from teachers within the school district. Teachers are to target students that are assigned to their responsibility. Students or families interested in the project may go through the district transition representative for referral. A MYTI parent liaison is available to offer parent information and assistance in that process.

Teachers will be considered for the project based upon an individual process of each district determined by the District Special Education Administration. Considerations for determining teacher/student involvement include: capacity of school to release teacher for training and participation, need of teacher to learn the MYTI process for typical students served, and willingness of teacher.

Referral to Selection

The project will utilize one selection committee to select project participants. The committee represents the integrity of the project in determining students to receive services during the five-year period. While many students will meet the criteria for the project, the committee will carry out the hard decisions of balancing appropriateness of student for the project and project for the student. It is likely a student may be considered several times during the project duration as they may simply not be accepted due to availability of services in a phase at the time of referral.

Students will be selected for the Intensive Services of MYTI based on the following:
1. student’s eligibility based on criteria established in the project,
2. student’s age at referral
3. student’s district availability
4. project appropriateness for the student

The Committee will meet when necessary to select students for the project. The goal is to have all students selected for the year during the first quarter of each project year, October through December.

Selection to Enrollment

Upon selection, a project staff will be assigned to make a visit to the student, family, and teacher to complete necessary data information and initiate the transition process with the student.

Phase I, students age 10 – 13 years of age: Project Counselor
Phase II, students age 14-18 years of age: District Transition Specialist
Phase III, students age 19-21 years of age: District Transition Specialist
Phase IV, students age 22-25 years of age: Project Counselor

Intervention Components

Student Circle
The MYTI staff coordinating each phase will facilitate a student circle of support based on the student’s connections within the home and school community. The circle will be an integral part of the MYTI transition process for the student.

Discovery of the Student
Interventions of each phase are built upon an initial discovery of the student. This is facilitated by the classroom teacher, inclusive of the student’s circle, and supported by project staff.

Benefits Planning
Planning with the student and their family on the benefits they are eligible for receiving while working in different phases in the transition model.

Life/Employment Information Portfolios & Profiles
Discovered information will be developed and maintained in both picture and word descriptions of the student; Phase II-IV focus exclusively on employment.

Planning
Each Phase of the project has a specific plan that will be facilitated for the targeted employment outcome.

Student Budgets
Each student will have a resource team to identify and support a sharing of responsibilities and resources to assist the student in obtaining their employment outcomes. The project has a small amount of funds that will add to the student’s resources to facilitate self-directed supports and services to obtain student’s employment goals.

Development
Each Phase of the project has a specific employment outcome that will be facilitated with the student.

Support in Jobs & Work Experiences
Each student will participate in determining the way in which they will receive support for their job or work experiences. In Phase II, the decision making for these activities will be shared between the student, family, and teacher. In Phase III, the student will direct those supports from their budget.