Webinar Date: April 27, :00PM EST Presenters: Division of Youth Services U.S. Department of Labor Employment and Training Administration E NSURING A S UCCESSFUL T RANSITION : I NDIVIDUAL D EVELOPMENT P LANS FOR Y OUTH C AREER C ONNECT S TUDENTS, P ART O NE

Objectives Review the purpose and components of an Individual Development Plan Review research conducted on Individualized Learning Plans Provide helpful tips to use when setting goals to help students successfully meet education and employment milestones 2

Outline What’s in a name? Purpose What is required? The Building Blocks of an IDP Planning Success: Using Individualized Learning Plans to Enhance Career Development Call to present Peer-to-Peer Resources & Tools 3

What’s in a name? Life Plan? Development Plan? Career and Academic Plan? Graduation Plan? Service Plan? Strategy Plan? Learning Plan? 4

Purpose An IDP assists a student and his or her parent/legal guardian in: exploring the postsecondary career and educational opportunities available to the student, aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid, and ultimately entering the workforce. 5

What is Required? Under Core Element 3: Individualized Career and Academic Counseling This counseling must include creating Individual Development Plans (IDPs) with each participant that address post-secondary preparation, such as planning that includes the completion of the Free Application for Federal Student Aid (FAFSA) or continued education/training, employment, or both. Each participant’s IDP should include career objectives, a program of study, degree and/or certificate objectives, and work experiences; the IDP is a living document and should be reviewed and updated regularly throughout participation in the program. Examples of counseling activities include: Creating and regularly reviewing and updating each participant’s IDP;

What is Required? Under Program Design ii. Employer Engagement Describe strategies and detailed plans for employer engagement and program participant immersion in an array of work-based learning opportunities that includes a combination of internship opportunities, pre- apprenticeship opportunities, Registered Apprenticeship opportunities, job shadowing opportunities, and career awareness activities that directly relate to the selected high growth industry(ies)/occupation(s) and will align with a participant’s IDP; 7

What is Required? Under Program Design iii. Career and Academic Counseling Identify and describe the career and academic counseling services available to participants. Describe how counseling services will: Assist each participant to develop career goals, understand career pathway options, and establish an Individual Development Plan (IDP); include how the IDP will be created, reviewed, updated, and developed with clear academic and career goals and participant input; IDPs must include specific career goals, degree/certificate attainment goals, work experience plans, and training needs that correlate to the participant’s academic schedule; 8

What is Required? Under Program Design iv. Work-Based Learning and Exposure to the World of Work In this section, applicants must identify how work-based learning opportunities will be incorporated into the academic and career-focused curriculum as well as demonstrate how the implementation of these activities will be incorporated within each participant’s IDP. 9

The Building Blocks of an IDP: The Principles This plan will establish a road map that will assist the participant to overcome employment barriers and lead the participant to the end goal of unsubsidized employment. The plan will be developed according to five basic principles: 1. The plan will maintain a focus on education and employment 2. The IDP will be flexible Regular Review, Refinement, Retool 3. The plan will be realistic 4. The plan will be developed by mutual agreement of the counselor and the participant 5. The plan will broaden opportunities, not limit them 10

The Building Blocks of an IDP: The Components Student/Family Focused Developed in Partnership with student and his or her parent/legal guardian Academic Progress Aligns course work and curriculum Explores additional services Post-secondary planning Assist with applying to postsecondary education institutions Explores the postsecondary career and educational opportunities Financial Literacy Assist with securing financial aid, grants and scholarships Budgeting and basic banking Career Exploration Assists with entering the workforce Uses Labor Market Information 11

Understands and can assist with Financial Aid, grants & scholarships Understands the college and employment application process Employer Connector Connects with student on a “regular basis” Helps eliminate barriers and finds solutions Administers Career Assessments Assists with creating the steps in a Career Path Connects Students to Community Service and Leadership Activities Assists with understanding Labor market Information Identifies what services and type of education & training student need to become self- sufficient Determines educational skills required by selected career pathways Motivates the Students Assesses Skill Attainment Rewards/Acknowledges the student for reaching major milestones Assesses Basic, Occupational and Work readiness skill attainment 12 The Building Blocks of an IDP: The Counselors

I. Identification information Name Contact information Other identifiers II. Summary of objective assessment information Grades Basic skills objective assessment results Career interests/aptitudes Occupational skills and work experience Developmental or other assessments that may affect services The Building Blocks of an IDP: The Sections 13

III. Measurable Long Term Career Goals Long-term aspirations (1 year or more) for: Educational (e.g., complete high school, complete occupational skill training) Employment (e.g., obtain internship) Support (e.g., fix car) Life skills (e.g., develop a personal budget) Student development/leadership development IV. Measurable Short -Term Career Goals Measurable, smaller sizes which lead to the Long-term List the action steps to be taken to achieve the short-term goals and identify who will do what and when Progress can be updated often on achieving the short-term goals (i.e., attendance, grades, instructor’s or employer’s comments). The Building Blocks of an IDP: The Sections

V. Services & other resources needed Tutoring Career awareness activities Supportive Transportation Child Care VI. Organizations and/or individuals that will provide experiences & resources Internships Mentoring Employers Community Service/Engagement Athletics Pre-apprenticeship opportunities Registered Apprenticeship opportunities Job shadowing opportunities The Building Blocks of an IDP: The Sections 15

VII. Follow-up & Check-in services Regular, frequent contact with the student, the student’s employer and the student’s postsecondary academic advisor VIII. Tasks & responsibilities of the student, counselors, family members and others Due Dates and Timeline IX. Approvals (Signed and Dated) Student/Parent signature shows commitment to IDP. Counselor also signs IDP. The Building Blocks of an IDP: The Sections 16

P LANNING S UCCESS : U SING I NDIVIDUALIZED L EARNING P LANS TO E NHANCE C AREER D EVELOPMENT Mindy Larson Institute for Educational Leadership

Who We Are National Collaborative on Workforce & Disability for Youth, a national technical assistance center Focus on transition 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 18

Individualized Learning Plans What YCC Grantees Need to Know An ILP is developed by youth in school typically beginning in middle school or no later than 9 th grade 37 states & DC require or encourage ILPs for all students States use different names – Education & Career Action Plan in AZ, Student Success Plan in CT, many more Purposes for ILP in education system: To personalize learning To develop college and career readiness To prepare early to meet graduation requirements ILP is not the same as an Individualized Education Program (IEP) for students with disabilities. 19

How ILPs differ from IEPs ILPs are not required by federal law. They are required by state law or executive edict. ILPs do not replace IEPs. ILPs can promote collaboration among school admin and staff to support the Special Ed students’ career development (Connects Counseling, Spec Ed, CTE, Gen Ed staff). Students may work on their ILPs in an advisory period or weekly class (Ongoing Process, Part of School Day). Students may meet frequently with an adult mentor/advisor or small group to work on ILP (Inclusive, Personal Support). ILPs inform the IEP/Transition Planning process – Increases understanding of student’s interests, options, goals, & current plans. 20

Which states require or encourage using ILPs? ILP Policy Map: / / 21

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. 22 What is a Quality ILP?

Quality Individualized Planning Youth drive the plan, take ownership of goals & action steps Engages youth in ongoing career development process: Self Exploration - Exploring their personal interests, skills, values to better understand themselves Career Exploration - Learning about various career options and related postsecondary options and career pathways; online career information AND hands-on activities Career Planning & Management - Defining own goals & plans for pursuing careers, continuing ed, & other life goals; developing career readiness skills; making informed decisions about education, training, other activities 23

How Quality Plans Benefit Youth Findings from National Research Study on ILPs 24 Engaging in Quality ILPs Increases Goal Setting Increases Motivation Increases Academic Self- Efficacy Improves GPA, Career Decision- Making Readiness; Lowers Distress

1) Inform the Individual Development Plan 2) Create Continuity, Relevance for Youth 3) Free Tools & Strategies You Can Use 4) Opportunity to Increase Collaboration & Coordination 5) Increasing Youth Ownership of Future Plans & Career Development 25 Reasons Why ILPs Matter for YCC Grantees

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 development Adopt student-led parent-teacher conferences & IEP meetings Engage employers & community partners – work experiences, guest speakers, job shadowing, career mentors, career projects 26 Successful Strategies

Focus on the whole person using a positive youth development approach Develop a supportive relationship with youth by discussing their strengths, needs, and goals in all 5 areas of youth development: 1.Learning 2.Working 3.Connecting 4.Leading 5.Thriving 27 Successful Strategies

Focus: Doing my best in school and educational settings. Sample Youth Interview Questions: What is your favorite class? Why? Who is/was your favorite teacher? What do you see as your strengths at school? What’s challenging for you at school? What helps you do your best in your classes? What are your current education goals? 28 Youth Development Approach Area 1: Learning

Focus: Exploring careers and getting ready to find and keep a job. Sample Youth Interview Questions: Do you currently have a job? What if any jobs have you had in the past? (paid/unpaid, long/short-term) Do you have any services that you charge others for? (e.g. lawn mowing, babysitting) What jobs have you liked best? Why? (If no work experience: What type of work do you think you would like best?) What are any skills or qualities you have that are/could be useful in a job? What if anything is/could be challenging for you in a job? Have you ever had any job related training? (e.g. food handling, customer service, computer program) What are your current career goals? 29 Youth Development Approach Area 2: Working

Focus: Building supporting relationships, networking, and connecting to resources. Sample Youth Interview Questions: Who do you hang out with the most? At home? At school? Who do you consider your closest friends? Which adults do you spend the most time with at school? Who would you go to for help or advice? Which neighbors do you know well? Which businesses do you and your family go to most frequently? Do any of your family members or friends own businesses? Do you know anyone in politics, government services, or advocacy? Do you have a mentor? What if any particular goals do you have related to getting support from others, networking, or connecting to resources? 30 Youth Development Approach Area 3: Connecting

Focus: Making positive choices for my health and well-being. Sample Youth Interview Questions: What do you do for recreation? Fun? Do you have a regular doctor? a dentist? When was the last time you had a check-up? Are you eating healthy? Do you have access to healthy meals each day? Are you getting daily exercise? Who do you talk to when you have a problem? What other ways do you cope with stress and challenges? What is your current housing situation? Is this a safe and stable living arrangement? (If not, are there other housing options to consider?) What if any particular goals do you have related to your health and well-being? 31 Youth Development Approach Area 4: Thriving

Focus: Being involved in my community and setting goals for myself. Sample Youth Interview Questions: What if any community groups or clubs are you a part of? In what ways are you currently or have you been a leader? What opportunities have you had to be a leader at school? At work? Among your peers or in your family? If you were to start your own club or community group, what would it be? What are some ways you are “in charge” or take positive steps to direct your own life? Do you get opportunities to make decisions about your life? What if any particular goals do you have related to leadership or other personal interests? (Goals for your life or to improve your habits?) Do you have a plan to reach those goals? Do you have or need support in reaching those goals? 32 Youth Development Approach Area 5: Leading

Youth set S.M.A.R.T. goals Youth outline action steps they will take to work toward goals Youth understand how the program will support them to achieve goals they set for themselves. Together, outline action steps the staff and/or mentor will take. Youth identify any other support or services they may need to be successful (e.g. accommodations, mentoring, tutoring, transportation). Work together to get youth connected to these. Youth regularly review what actions they have taken through peer group or one-on-one meeting. Try weekly goal setting and peer support! Youth present their goals, plan, and progress to their support network (family, mentors, teachers, others). 33 Youth Driven Planning

34 Includes Sample Lessons, Activities & Tools for: Self Exploration Career Exploration Career Planning & Management Job Search Skills Youth Development and Leadership Career and Work-Readiness Skills Work-Based Learning Financial Literacy Online at: Use the ILP How-to Guide

 Using Career Interest Inventories, strategies/practice-briefs/using-career-interest-inventories-to-inform- career-planninghttp:// strategies/practice-briefs/using-career-interest-inventories-to-inform- career-planning  Career Exploration in Action, strategies/practice-briefs/career-exploration-in-actionhttp:// strategies/practice-briefs/career-exploration-in-action  Engaging Youth in Work Experiences, youth.info/innovative-strategies/practice-briefs/engaging-youth-in-work- experienceshttp:// youth.info/innovative-strategies/practice-briefs/engaging-youth-in-work- experiences  Skills to Pay the Bills: Mastering Soft Skills for Workplace Success,  Understanding the New Vision for Career Development: The Role of Family: career-development-the-role-of-familyhttp:// career-development-the-role-of-family  411 on Disability Disclosure: A Workbook for Youth: youth.info/411-on-disability-disclosurehttp:// youth.info/411-on-disability-disclosure 35 More Resources for Career Development

 How-to Guide: “Promoting Quality Individualized Learning Plans: A How to Guide Focused on the High School Years”  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-graduateshttp:// college-and-career-ready-high-school-graduates  ILP Resources Home Page: 36 Learn More About ILPs

Contact Us Mindy Larson, Ph Ext. 169 NCWD/Youth: Funded by ODEP, U.S. DOL: ILP Research Partners: 37

CALL TO SHARE YOUR IDP! 38

Additional Resources My Next Move America’s Service Locator First Step: A student Practitioner’s Resource Guide to Supportive ServicesFirst Step: A student Practitioner’s Resource Guide to Supportive Services FindYouthInfo “Map My Community”

Please enter your questions in the Chat Room! 40

CONTACT US U.S. Department of Labor Employment and Training Administration 200 Constitution Avenue, NW, Room N-4456 Washington, DC

N EXT TRAINING : I NTERNSHIPS T UESDAY, J UNE 2 ND AT 3:00 PM ET

Thank you! 43 R EGISTRATION NOW OPEN FOR THE 2015 YCC N ATIONAL G RANTEE C ONFERENCE