1. New Community Opportunities Center at ILRU – Independent Living Research Utilization 0 Empowering Youth to TAKE CHARGE of Their Own Transition: The Role of CILs April 20, 2011 Presented by: Margo Vreeburg Izzo, Ph.D. Program Director The Ohio State University Nisonger Center Izzo.1@osu.edu 614-292-9218 New Community Opportunities Center at ILRU Presents…

2. New Community Opportunities Center at ILRU – Independent Living Research Utilization 1 Empowering Youth to TAKE CHARGE of Their Own Transition: The Role of CILs April 20, 2011 Presented by: Margo Vreeburg Izzo, Ph.D. Program Director The Ohio State University Nisonger Center Izzo.1@osu.edu 614-292-9218 New Community Opportunities Center at ILRU Presents…

3. New Community Opportunities Center at ILRU – Independent Living Research Utilization 2 Purpose of the Project This presentation is part of a series of trainings and other activities provided to the IL field by the New Community Opportunities Center at ILRU. The project’s purpose is to assist CILs in developing self- sustaining programs that support community alternatives to institutionalization for individuals of any age, and youth transition from school to post- secondary education, employment, and community living.

4. New Community Opportunities Center at ILRU – Independent Living Research Utilization 3 Youth Transition Project Team ILRU’s partners and collaborators in the youth transition activities include Utah State University, Center for Persons with Disabilities National Youth Leadership Network Michele Martin, Social Media Consultant Margo Izzo, Ohio State University, Nisonger Center Association of Programs for Rural Independent Living

5. New Community Opportunities Center at ILRU – Independent Living Research Utilization 4 Objectives: Three Parts You will learn… 1.Why CILs and Educational agencies need to partner to help youth develop self-determined transition plans 2.Some of the best tools & strategies available to assist youth to assess their skills leading to self- directed plans 3.Examples of how CILs can use peer support to enhance information and referral to guide transition planning

6. New Community Opportunities Center at ILRU – Independent Living Research Utilization 5 Part I: Why Partner? What Happens to Youth After High School? What are their plans for life after high school? Where do they go after graduation? What % go on to college? What % go on to employment?

7. New Community Opportunities Center at ILRU – Independent Living Research Utilization 6 What Youth Say They Want to Do After High School? (N = 742) Full-time work (52%) Part-time work (30%) Two-year college (30%) Four-year college (25%) Technical school (15%) Military (6%) Vocational rehabilitation services (15%) Other training (8%) Source: The Ohio Longitudinal Transition Study

8. New Community Opportunities Center at ILRU – Independent Living Research Utilization 7 Postsecondary School Enrollment, by Disability Category (post HS for 4 years, 2009) LDSpeechIDEDHIVIOIOHIAuTBIMD Percent Who Have Enrolled Since Leaving High School Any PSE4755273472785455575235 2 yr CC353020 46564043382918 CTE/Business2223202332121932273216 4-year College 16264.65.531442213226.710

9. New Community Opportunities Center at ILRU – Independent Living Research Utilization 8 Paid Employment of Out-of-School Youth LDSpeech/ Lang. MREDHIVIOIOHIAutismTBIMultiple Disabilities Wave 1 (2001) 3536172739 28 1635262112 Wave 2 (2003) 4657243644 28 1543314032 *Wave 3 (2005) 6357314254 42 2767464348 Source: NLTS2 “After High School: A First Look at the Post School Experiences of Youth with Disabilities” 2005 * Employed at the time of the interview.

10. New Community Opportunities Center at ILRU – Independent Living Research Utilization 9 Requirements of Transition Legislation (IDEA, 2004; P.L. 108-446) Clarifies that the purpose of each student’s full, appropriate public education is to “prepare them for further education, employment, and independent living.”

11. New Community Opportunities Center at ILRU – Independent Living Research Utilization 10 IDEA of 2004 – Transition Services Definition “Coordinated Set of Activities that – Based on student’s needs, taking into account child’s strengths, preferences and interests; Facilitates movement from school to post-school activities including postsecondary education, vocational education, employment…..; Includes instruction, related services, community experiences, development of employment and other post-school adult living objectives… acquisition of daily living skills and functional vocational evaluation.”

12. New Community Opportunities Center at ILRU – Independent Living Research Utilization 11 Definition of Transition Services To facilitate the child’s movement from school to post school activities, including –postsecondary education –vocational education –integrated employment (including supported employment) –continuing and adult education –adult services –independent living or community participation

13. New Community Opportunities Center at ILRU – Independent Living Research Utilization 12 Postsecondary Goals Generally understood to refer to goals that youth hope to achieve after leaving high school –(IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668) Employment Education/Training Independent Living

14. New Community Opportunities Center at ILRU – Independent Living Research Utilization 13 Broad Goals of CILs and Special Education Services are Similar Assessments Independent Living Skills Job Training Skills Social Skills Post-Secondary Education or Training Employment SELF- DETERMINATION & SELF-ADVOCACYSKILLS

15. New Community Opportunities Center at ILRU – Independent Living Research Utilization 14 Components of Self-Determination (SD) Self-understanding & Awareness Choice Making Problem Solving Decision Making Self-Advocacy (Knowledge, Individual Or System) Goal Setting & Attainment Self-Monitoring

16. New Community Opportunities Center at ILRU – Independent Living Research Utilization 15 Why the Emphasis on SD? Youth who are more SD are employed at higher rates SD youth lead a more satisfying life Educators are trying to overcome a tradition of making decisions for youth THEY NEED CILs TO HELP!!!

17. New Community Opportunities Center at ILRU – Independent Living Research Utilization 16 Self-Determination Follow-Up

18. New Community Opportunities Center at ILRU – Independent Living Research Utilization 17 Self-Advocacy Characteristics Knowledge of Rights Personal rights  Community rights  Human service rights  Consumer rights  Educational rights  Steps to advocate for change  Knowledge of resources Self-awareness Interests, Strengths & Preferences  Goals & Dreams  Support needs  Accommodation needs  Characteristics of one’s disability  Responsibilities Leadership Knowledge of group’s rights Knowledge of resources Advocating for others or for causes Organizational participation Communication Assertiveness Use of assistive technology Negotiation Listening Body Language Compromise SELFADVOCACYSELFADVOCACY

19. New Community Opportunities Center at ILRU – Independent Living Research Utilization 18 Mandated Planning Documents Schools mandate –IEP – Individualized Education Plans Includes Transition Assessment, Postsecondary Goals and Transition Services –SOP – Summary of Performance Rehabilitation Services mandate –IPE – Individualized Plan for Employment The IEP, SOP and IPE are completed by professionals with little student involvement. CILs can help youth change this reality!

20. New Community Opportunities Center at ILRU – Independent Living Research Utilization 19 Self-Advocacy To self-advocate, students must understand: –Their disability –How disability impacts participation in the community –What accommodations they need

21. New Community Opportunities Center at ILRU – Independent Living Research Utilization 20 Questions and Answers

22. New Community Opportunities Center at ILRU – Independent Living Research Utilization 21 Part 2: Tools and Strategies What tools and strategies are available to assist youth to plan their transition to adult life: –How do you help youth self-assess their skills needed for transition? Independent Living Skills Self-Advocacy Skills Academic and Employment Skills –How can CILs provide peer support and information & referral services to enhance transition outcomes?

23. New Community Opportunities Center at ILRU – Independent Living Research Utilization 22 The Self-Determined Transition Model Each phase is directed by a separate question for consumers to answer: Phase 1. What is my goal? Phase 2. What is my plan? Phase 3. What have I learned?

24. New Community Opportunities Center at ILRU – Independent Living Research Utilization 23 The Self-Determined Transition Model Phase 1: What is my goal? 1. What career and job do I want? 2. What do I know about it now? 3. Where do I want to live? 4. What can I do to make this happen?

25. New Community Opportunities Center at ILRU – Independent Living Research Utilization 24 The Self-Determined Transition Model Phase 2: What is my plan? 5. What actions can I take to reach my career or employment goals? 6. What could keep me from taking action? 7. What can I do to work around these barriers? 8. When will I take action?

26. New Community Opportunities Center at ILRU – Independent Living Research Utilization 25 The Self-Determined Transition Model Phase 3: What have I learned? 9. What actions have I taken? 10. What barriers have I worked around? 11. What has changed to enable me to reach the goals I want? 12. Have I achieved what I want?

27. New Community Opportunities Center at ILRU – Independent Living Research Utilization 26 Strategies for CILs to Promote Self-advocacy 1. Use peer support to mentor youth about strategies for independent living 2. Assist youth to assess their own self- determination/advocacy skills 3. Provide mentors to serve as positive role models 4. Help youth develop their own plans

28. New Community Opportunities Center at ILRU – Independent Living Research Utilization 27 Peer Supports to Enhance SD CILs can teach and reinforce SD: –Student Learning Communities/Clubs –Mentoring: Face-to-Face/Electronic –Peer supports Job Shadows/Tryouts College Visits Recreational Events

29. New Community Opportunities Center at ILRU – Independent Living Research Utilization 28 Tools to Assess Self-Determination Purpose: to provide information about readiness to make decisions related to future ambitions and help students in identifying relative strengths and limitations related to self-determination Examples: –The Arc’s Self-Determination Scale –AIR Self-Determination Scale

30. New Community Opportunities Center at ILRU – Independent Living Research Utilization 29 The Arc Self-Determination Scale Wehmeyer & Kelchner, 1995 Measures: choice-making, decision-making, problem-solving, self-awareness, goal setting & planning, Data collection options: student self-report Price: free http://education.ou.edu/zarrow/?p=38&z=39

31. New Community Opportunities Center at ILRU – Independent Living Research Utilization 30 The Arc’s Self-Determination Scale, cont’d. Students self-assess skills in four areas: 1.Autonomy: I choose my own hair style 2.Self-Regulation: I take classes I want to take 3.Empowerment: I make my own decisions 4.Self-Realization: It is better to be yourself than to be popular Survey is 72 items long but select questions can be used for discussion purposes.

32. New Community Opportunities Center at ILRU – Independent Living Research Utilization 31 AIR Self-Determination Scale (Wolman, Campeau, DuBois, Mithaug, & Stolarski, 1994) Measures: choice-making, self-monitoring, self- awareness, self-advocacy, goal setting & planning Data collection options: rating scales for teacher, parent, and student Price: free http://education.ou.edu/zarrow/?p=38&z=3

33. New Community Opportunities Center at ILRU – Independent Living Research Utilization 32 AIR Self-Determination Scale, cont’d. Sample items on Student Form (Likert scale: 1 = Never; 5 = Always) –I know what I need, what I like, and what I’m good at. –I set goals to get what I want or need. –I make plans and decide what I should do. –I begin working on my plans ASAP. –I am willing to try another way if it helps me to meet my goals.

34. New Community Opportunities Center at ILRU – Independent Living Research Utilization 33 Online Self-Assessments The VARK Questionnaire - Learning styles http://www.vark-learn.com/english/page.asp The Myers-Briggs Personality Test http://www.personalitypathways.com/type_inventory.html The Princeton Review – Career interests http://princetonreview.com/Careers.aspx

35. New Community Opportunities Center at ILRU – Independent Living Research Utilization 34 Approaches for Promoting SD in Youth 1. Self-Determined Transition Planning –Make sure each youth is PREPARED to participate in their IEP meetings –Important step in transferring decision-making power to youth from adult –Teach youth about the plan and how it will guide their future –Remember that ALL youth are capable of participating

36. New Community Opportunities Center at ILRU – Independent Living Research Utilization 35 Checklist to Promote Active Participation in Planning Meetings Self-Directed Planning involves 11 steps: 1.State the purpose of the meeting 2.Introduce everyone 3.Review past goals and performance 4.Ask for others’ feedback 5.State your school and transition goals 6.Ask questions if you don’t understand

37. New Community Opportunities Center at ILRU – Independent Living Research Utilization 36 Student Participation Strategies, con’t. 7.Deal with differences of opinion 8.State the support you will need 9.Summarize your goals 10.Close the meeting by thanking everyone 11.Work on goals all year

38. New Community Opportunities Center at ILRU – Independent Living Research Utilization 37 Empowering Youth to Become Self-Advocates Encourage youth to: Ask friends, teachers, and parents for feedback on goals, action plans, and steps. Invite others to give “honest” feedback. Take responsibility for their successes and failures. Deliver natural consequences. Gain the supports they need to be successful.

39. New Community Opportunities Center at ILRU – Independent Living Research Utilization 38 Encourage Youth to: Be assertive, but don’t be too strong or demanding in telling them what you want. Clearly state what you want and defend your right to get it. Ask for advice, but all final decisions are up to you. Evaluate the progress you are making towards your goals Make changes if necessary.

40. New Community Opportunities Center at ILRU – Independent Living Research Utilization 39 Questions and Answers

41. New Community Opportunities Center at ILRU – Independent Living Research Utilization 40 CIL Core Service: Information & Referral School services/programs Rehab/Adult services Community resources National resources

42. New Community Opportunities Center at ILRU – Independent Living Research Utilization 41 School CIL Adult Services Schools, CIL and Adult Services can improve transition outcomes if they collaborate

43. New Community Opportunities Center at ILRU – Independent Living Research Utilization 42 National Resources 1. National Secondary Transition Technical Assistance Center: www.nsttac.orgwww.nsttac.org 2. National Collaborative on Workforce and Disability/Youth: www.ncwd-youth.info/www.ncwd-youth.info/ The 411 on Disability Disclosure: A Workbook for Youth 3. National Center for Secondary Education and Transition: www.ncset.org See Youthhoodwww.ncset.org

44. New Community Opportunities Center at ILRU – Independent Living Research Utilization 43 The Role of Education, CILs & Rehabilitation Helping a person find his/her place in society as a productive citizen contributes to the greater good of both the person and the larger community.

45. New Community Opportunities Center at ILRU – Independent Living Research Utilization 44 Transition: A Bridge to College, Careers and Life

46. New Community Opportunities Center at ILRU – Independent Living Research Utilization 45 Wrap Up and Evaluation Please complete the evaluation of this program by clicking here: https://vovici.com/wsb.dll/s/12291g49544

47. New Community Opportunities Center at ILRU – Independent Living Research Utilization 46 Your participation is invited in the new blog for CILs where you can read about and share tips and strategies for developing and providing youth transition services and programs. Click here for CIL Youth Transition BlogCIL Youth Transition Blog New Resource for CILs

48. New Community Opportunities Center at ILRU – Independent Living Research Utilization 47 New Community Opportunities Attribution This webinar is presented by the New Community Opportunities Center, a national training and technical assistance project of ILRU, Independent Living Research Utilization. Support for development of this presentation was provided by the U.S. Department of Education, Rehabilitation Services Administration under grant number H400B100003. No official endorsement of the Department of Education should be inferred. Permission is granted for duplication of any portion of this slide presentation, providing that the following credit is given to the project: Developed as part of the New Community Opportunities Center at ILRU.