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V. Scott Solberg, PhD School of Education Boston University National Collaborative on Workforce & Disability for Youth.

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Presentation on theme: "V. Scott Solberg, PhD School of Education Boston University National Collaborative on Workforce & Disability for Youth."— Presentation transcript:

1 V. Scott Solberg, PhD School of Education Boston University National Collaborative on Workforce & Disability for Youth

2  Why ILPs (ICAPs)?  Perspective on Transitions and CCR  What are ILPs?  Evidence  Comparing ILPs and IEPs  Promising Impact Indicators and Implementation Practices 2

3 Institute for Educational Leadership (IEL)’s Center for Workforce Development  National Collaborative on Workforce & Disability for Youth, a national technical assistance center  Focus on needs of ALL youth, including youth with disabilities and other disconnected youth ◦ Improve state and local policy ◦ Strengthen workforce development service delivery ◦ Improve competencies of youth service professionals ◦ Engage youth and families  Supported by Office of Disability Employment Policy, U.S. Department of Labor 3

4 It makes good economic sense (cents) 4

5 Nationally, there are over 6.7 million out of school non-working youth between the ages of 16 and 24 Collectively reduce the tax base across their lifetimes by $1.56 trillion while Adding an estimated $4.75 trillion in social costs. Belfield, C. R., Levin, H. M. & Rosen, R. (2012). The economic value of opportunity youth. Civic Enterprises. Retrieved from: pdf.

6 High school graduates who fail to complete a post-secondary training or degree program are likely to have nearly identical financial and occupational outcomes as high school dropouts  Neild, R. C. & Boccanfuso, C. (2010). Using State unemployment insurance to track student post-secondary outcomes. NASSP Bulletin, 94, 253-273.

7 “Between 2010-2040, the number of senior residents in Wisconsin will nearly double, increasing from 777,000 to 1,544,000. Over the same time, our working age population will grow from 3,570,000 to 3,585,000, an increase of 0.4%.” Working age population increase: 15,000 Retirement age adults increase: 767,000

8 In comparison to high school dropouts,  Each H.S. graduate contributes an additional $145,000 to state and local tax base across their lifetime while  Each four-year college graduate contributes over $330,000. McLaughlin et al. (2007). State and local fiscal consequences of high school dropout problems in Massachusetts. Center for Labor Market Studies Publications. Paper 6. 8

9  What is the cost to state and local economies when our youth with disabilities are not provided with the secondary and post-secondary learning opportunities needed to enter the workforce?  We know that only xx% participate in the workforce and xx% are unemployed  These represent lost opportunities for the individual and our community. 9

10  International Classification of Functioning (WHO) ◦ Optimal development for youth with and without disabilities:  Extent to which the context (schools, after-school, family, community resources) provides the learning opportunities and accommodations necessary to maximize functioning (Accommodations, RtI, Resiliency, SEL, Self Determination, etc.)  Initial CCR = Academic skills – SAT/ACT test scores (Achieve, 2008)  Secret: Career readiness drives college readiness 10

11 Guideposts for Success (NCWD-Y)  School-based Preparatory Experiences  Career Preparation & Work-Based Learning  Youth Development & Leadership Opportunities  Connecting Activities  Family Involvement & Engagement 11

12  States use different names – Student Success Plan in CT, Individual Career & Academic Plan in CO, many more  37 states and DC require or encourage ILPs  ILPs typically begin in middle school  Purposes: ◦ To personalize learning ◦ To develop college and career readiness ◦ To prepare early to meet graduation requirements  Long history of individualized plans in Special Education  Not the same as an Individualized Education Program (IEP) 12

13 13

14  A document consisting of: (a) course taking and post-secondary plans aligned to career goals; and (b) documentation of the range of college and career readiness skills that the student has developed.  A process that enhances the relevance of school and out- of-school learning opportunities, and provides the student access to career development opportunities that involve building skills in self exploration, career exploration, and career planning and management. 14

15  Develops Competency Skills Related to: ◦ Self Exploration - Exploring their personal interests, skills, values to better understand themselves ◦ Career Exploration - Learning about various career options using online career information AND hands-on activities (meeting employers, job shadowing, career mentors, work experiences, etc.) ◦ Career Planning & Management - Defining own goals & plans for pursuing careers, postsecondary ed, & other life goals; Developing career & college readiness skills; Making informed decisions about secondary courses, in & out-of- school activities and postsecondary ed 15

16 Evidence Indicators of Becoming Career Ready 16  Identify one or more careers of interest  Clearly describe plans to pursue the careers of interest  Connect career plans to personal interests, skills & values  Identify how current courses relate to career plan  Articulate skill & entry requirements for careers  Engage in additional learning opportunities  Describe their needed skills & future development plan Solberg et al., (2013).

17  Higher academic self-efficacy  More career decision-making readiness  Lower psychological/emotional distress  Lower academic stress  Stronger motivation to attend school

18 More Promising Evidence Findings from National Research Study 18 Engaging in Quality ILPs Increases Goal Setting Increases Motivation Increases Academic Self- Efficacy Improves GPA, Career Decision- Making Readiness; Lowers Distress

19  Not replicated for youth with disabilities  ? 19

20  ILPs are not required by federal law. They are required by state law or executive edict.  ILPs do not replace IEPs.  Students work on their ILPs more regularly and own the ILP portfolio  ILPs should inform the IEP/Transition Planning process ◦ Kentucky, the state legislative code specifically states that transition services must be aligned with the student’s ILP 20

21  Breaks down silos between special education and school counseling  Increased engagement of general educators in transition readiness activities  Annual student-led parent-teacher conferences using ILPs results in strong student self-advocacy  Officials perceive it has increased students with disabilities graduating with a general education diploma  Increased access to transition assessments  Access to ePortfolio/Career Info System makes career & education plans portable, accessible outside school 21

22 22  Engage students in activities involving Self-exploration, Career exploration, and Career planning & management  Use online career info systems/ E-Portfolios to make activities & plans easy to access anywhere, anytime (ensure Section 508 complaint)  Make career development activities part of regular school day - advisory periods, integrate into weekly class  Assign each student a mentor/advisor – same teacher or counselor from grade to grade who supports career dev.  Adopt student-led parent-teacher conferences & IEP meetings  Engage employers & community partners – work experiences, guest speakers, job shadowing, career mentors, career projects

23 “Promoting Quality Individualized Learning Plans: A How to Guide Focused on the High School Years” Includes:  Lessons, activities & resources to support implementation of ILPs  Strategies for gaining whole school buy-in  Strategies for developing and monitoring ILP implementation 23

24 24 Sample Lessons, Activities & Tools in the Online ILP How-to Guide address: Job Search Skills Youth Development and Leadership Career and Work-Readiness Skills Work-Based Learning Financial Literacy Access the guide online: guide/section-1/career-planning-and-management/job-search-skills guide/section-1/career-planning-and-management/job-search-skills

25 Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief: strategies/practice-briefs/engaging-youth-in-work-experiences strategies/practice-briefs/engaging-youth-in-work-experiences ◦ Features strategies from 10 successful programs nationwide Work-based Learning Jumpstart: http://www.ncwd- Ch. 3 in High School High Tech Program Guide: Guide to Internships for Students with Disabilities: http://ncld- Strategies for Youth Workforce Programs to Become Employer- Friendly Intermediaries, http://www.ncwd- 25

26 Briefs:  Understanding the New Vision for Career Development: The Role of Family,  Helping Youth Develop Soft Skills for Job Success: Tips for Parents and Families,  Helping Youth Build Work Skills for Job Success: Tips for Parents and Families,  Tapping into the Power of Families: How Families of Youth with Disabilities Can assist in Job Search & Retention, families families 26

27  Using Career Interest Inventories, http://www.ncwd- interest-inventories-to-inform-career-planninghttp://www.ncwd- interest-inventories-to-inform-career-planning  Career Exploration in Action, http://www.ncwd- exploration-in-actionhttp://www.ncwd- exploration-in-action  Skills to Pay the Bills: Mastering Soft Skills for Workplace Success,  411 on Disability Disclosure: A Workbook for Youth: 27

28 28  ILP Fact Sheet: sheet/individualized-learning-plan sheet/individualized-learning-plan  Policy Brief: “Using Individualized Learning Plans to Produce College and Career Ready High School Graduates” college-and-career-ready-high-school-graduates college-and-career-ready-high-school-graduates  ILP Resources Home Page:  Kick Start Your ILP (for Youth):  ILP Info Comic (for Youth):

29 V. Scott Solberg Mindy Larson Ph. 202.822.8405 Ext. 169 NCWD/Youth: Funded by ODEP, U.S. DOL: 29

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