1. V. Scott Solberg, PhD (@vsolberg; ssolberg@bu.edu) School of Education, Boston University National Collaborative on Workforce & Disability for Youth

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4.  Introduce the Nature and Promise of ICAPs  Use multiple sources of evidence to delineate state, district and state implementation recommendations 4

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7. Create a personalized learning environment in which youth:  Create stronger relational connections with their family, teachers, and peers;  Choose a more rigorous course schedule; and  Engage in a wide range of career exploration and work- based learning activities. 7

8. 8 “When we do sit down, we talk about her career goals and we’ll talk about her grades now and we also talk about alternate (careers)… There are other avenues she can think of, like a vet assistant.” Reported on more than one occassion: “Because of the [ICAP], I have a better relationship with my mother.”

9. 9 “I love it. For my students, it has been their roadmap. It gets them focused and maps out what they need to take in order to prepare for careers and college.” “The kids that we get have never been spoken to about college even being an option, or guided as to how they get through it. So when they dive into that, all of a sudden, it’s kind of ‘Oh, I can do that? Really?’ The whole concept of their future changes.”

10. 10 [ICAPs] are the game changer in education and the glue that ties together all of the other initiatives

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15. 15 From the Wisconsin Department of Public Instruction

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17. 17 All youth need access to a caring and supportive adult who maintains the highest expectations for their potential.

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21. 21 ICAPs enable youth and their families to build the self-exploration, career exploration, and career planning and management skills needed to navigate between their interests, skills and values and the plethora of world of work opportunities.

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25. Youth Who are Becoming Career Ready Can: 25  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  Exercise these skills throughout life – Ready to engage in lifelong career planning & management

26. 26 “We get to learn about some of the students better and learned about their hobbies. I got one girl that loves plants and wants to learn all about plants. I didn’t have any idea that’s what she wanted to do. I got one that wants to travel to Australia and I didn’t know that, so I’ve learned things about students personally and that’s one thing I like about the ILP.

27. 27 “We are now talking in 8 th and 9 th grade meetings about Transition Plans and [ICAPs] in a more organized fashion.” “[Schools] develop a 6 th –12 th [grade] system of advisement for all students through systematic, comprehensive, and developmental advisement.”

28. 28 ICAPs are implemented most effectively when there is whole-school buy-in and thus small groups of students are assigned to an educator who meets with them on ICAPs about two times per week

29. 29 [ICAP] “definitely gave them a sense … that they had set goals around this. It wasn’t, you know, ‘oh, here it is, the first grade check and I’m getting a C, oh, that’s okay.’ It was, ‘I had written a goal that I was going to get an A-minus or better and I’m not there and I’m the one that did this, I’m the one that said this.’ The ownership and responsibility piece I think is greater for my girls because they lead this conference, they tell me what they’re going to do, [and] I listen, basically.”

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34. 34 Quality Indicator 1: Self-Awareness Definition: An understanding of how one’s unique interests, talents, and aspirations play a role in decision-making and interpersonal relationships. Individual thoughts and feelings that get students excited about life and learning, and the ability to articulate passions and dreams; including recognizing challenges and potential barriers to attaining goals, and how healthy lifestyles contribute to personal and professional success.

35. 35 Quality Indicator 2: Career Awareness Definition: An understanding of the difference between jobs, occupations, and careers and the impact this might have on one’s career satisfaction. Ability to articulate the implications of a wide range of local regional, national, and global career pathways and opportunities, while giving consideration to economic, cultural influences, and the impact of stereotypes on career choice.

36. 36 Quality Indicator 3: Postsecondary Aspirations Definition: Participation in career exploration activities centered on students’ passions, interests, dreams, visions of their future-self, and perceived options.

37. 37 Quality Indicator 4: Postsecondary Options Definition: The knowledge and application of a variety of postsecondary and career opportunities and advancements available by using tools such as career clusters, personality assessments and learning style inventories highlighting individual strengths and capabilities.

38. 38 Quality Indicator 5: Environmental Expectations Definition: An ecological system in which school, family, community, culture, and worldview influence the students’ career development and post-secondary plans.

39. 39 Quality Indicator 6: Academic Planning Definition: The skills and knowledge necessary to map out and pass the academic courses required to achieve postsecondary goals.

40. 40 Quality Indicator 7: Employability Skills Definition: To define, develop, and hone skills that increase the likelihood of becoming and remaining successfully employed and civically responsible citizens.

41. 41 Quality Indicator 8: Personal Financial Literacy Definition: Having an awareness of and be able to articulate the cost of postsecondary options and apply this awareness to their postsecondary career and academic planning process.

42.  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 Regular 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 - Students & families come to table with understanding of student’s interests, options, goals, & current plans. 42

43. Final Model Students with Disabilities

44. General Sample: GPA (std. est. =.023, p. <.001). Career decision-making readiness (std. est. =.030, p. <.000). Distress (std. est. = -.034, p <.000). Disability Sample: GPA (std. est. =.023, p. <.001) Distress (std. est. = -.046, p. <.027). Family Involvement Career Search Self-Efficacy Academic Self- Efficacy GPA; Career Decision-Making Readiness; Distress

45. 45 A child's life is like a piece of paper on which every person leaves a mark – Chinese/Malay Proverb

46. 46 A bit of fragrance clings to the hand that gives flowers - Chinese/Malay Proverb

47. V. Scott Solberg ssolberg@bu.edu Curtis Richards richardsc@iel.org Mindy Larson Ph. 202.822.8405 Ext. 169 LarsonM@iel.org NCWD/Youth: www.ncwd-youth.infowww.ncwd-youth.info Funded by ODEP, U.S. DOL: www.dol.gov/odepwww.dol.gov/odep 47

48. 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 48

49.  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) 49

50.  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. 50

51.  Engages youth in: ◦ 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 51

52.  ILPs enable youth to become career ready  Becoming career ready results in students becoming aware of the relevance and utility of academic courses and out of school learning opportunities  As a result students select a more rigorous academic course schedule, increase effort to perform well academically, seek out work-based learning opportunities, and establish intentions to pursue a post-secondary training or degree program 52

53. Why Use ILPs? Findings from National Research Study 53 Engaging in Quality ILPs Increases Goal Setting Increases Motivation Increases Academic Self- Efficacy Improves GPA, Career Decision- Making Readiness; Lowers Distress

54.  Evaluated themes separately from each State and District Official  Evaluated Themes across each official type ◦ State Officials Overseeing ILPs ◦ State Officials Overseeing Special Education ◦ District Officials Overseeing ILPs ◦ District Officials Overseeing Special Education 54

55.  Analysis of 52 focus groups consisting of family members, educators, and students from 15 schools in the four original states  Survey of 1400 families and 525 educators from 14 schools in the four original states and follow up focus groups with educators and families from these schools 55

56.  Break down silos between special education and school counseling  Increase engagement of general educators in transition readiness activities  Be most effective when incorporating annual student-led parent-teacher conferences  Increase number of students with disabilities graduating with a general education diploma  Increase access to transition assessments  Makes career & education plans portable, accessible outside school when using ePortfolio as part of an online career information system 56

57. ◦ General and special education officials and educators work together to ensure accessibility of ILP resources and activities. ◦ Begin ILPs in middle school and should engage families in the process so that students and families can be stronger advocates.

58.  States should provide guidance and examples of how to integrate ILPs into the IEP plans including a focus on post school outcomes. States develop professional development materials and training venues to staff responsible for ILPs and IEPs are equipped with the knowledge and skills to assist students in developing goals and identifying skills, interests, and accommodation-related needs in both plans.

59.  Lack of communication materials to explain purpose and value of ILPs to different stakeholders.  Lack of accountability systems for measuring ILP impact and ROI.  Lack of evidence-based grade-specific ILP curriculum that includes measurable benchmarks.

60.  Lack of leadership support for establishing whole- school buy-in  Dearth of staff knowledgeable about career development  General and special education educators need clarification as to their respective roles and responsibilities for engaging in ILPs.  Many transition staff do not understand how ILPs complement and support IEPs.

61.  Lack of connectivity between online career information and student information systems doesn’t allow districts to evaluate quality ILPs impact on academic outcomes  Many states are not providing an online career information system with ILP ePortfolio for all residents.  Inaccessibility of assessment tools and career information for students with significant disabilities.

62.  Families need access to the online resources and ILP activities.  More family related ILP activities need to be available.

63.  ILP implementation has not effectively considered the assessment and curriculum access needs for students with significant disabilities.  There is lack of evidence for adopting/ adapting ILP curriculum/strategies for use for youth with significant disabilities.

64.  Capacity Building Strategies ◦ Develop an ILP/Career Development Implementation Guide ◦ Provide Access to Online Career Information System(s) ◦ Provide Access to Professional Development  Coordination Strategies ◦ Create a Cross-sector Task Force ◦ Expand CCR Activities, Especially Access to Work-Based Learning ◦ Create Communication and Marketing Materials 64

65.  Monitoring and Evaluation Strategies ◦ Work with Online Career Information System Vendors to Establish Dashboard Data on Implementation and Impact ◦ Connect ILP data to State Longitudinal Data System  Collaborate with Family Advocacy Organizations and Design Strategies to Engage Families  Launch Demonstration Sites ◦ Offer Challenge Grants 65

66.  Establish grade-level curriculum beginning in middle school or sooner and that engages students in developing self- exploration, career exploration, and Career planning & management skills  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 66

67.  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 67

68. “Promoting Quality Individualized Learning Plans: A How to Guide Focused on the High School Years” www.ncwd-youth.info/ilp/how-to-guide Includes:  Lessons, activities & resources to support implementation of ILPs  Strategies for gaining whole school buy-in  Strategies for developing and monitoring ILP implementation 68

69. 69 Purpose: To help students become aware of their interests, skills, and values to guide career exploration & planning Student CompetenciesActivities Identify own abilities, strengths, skills, and talents Complete online career interest, ability, and values assessments using O*NET Identify own social skills that will support future employability Complete “Why Should I Hire You?” Activity Identify skills and personal traits needed to manage your career (e.g., resiliency, self-efficacy, ability to identify trends and changes, and flexibility Complete “Do You Have The Universal Skills Employers Seek?” Activity

70. 70 More Sample Lessons, Activities & Tools: I Am Who I Am … And As Others See Me (NCWD/Youth Guideposts for Success Activities) Identifying Personal Values (Utah Education Network) How Likes and Dislikes Can Influence Career Choices (Georgia Career Resource Network) O*NET Ability Profiler (identify your strengths), Interest Profiler (identify types of work activities you like), Work Importance Locator (identify what is important to you in a job) 411 on Disability Disclosure: A Workbook for Youth with Disabilities Find links to these & more in NCWD/Youth’s Online ILP How-to Guide: http://www.ncwd-youth.info/ilp/how-to-guide/section-1/self- exploration http://www.ncwd-youth.info/ilp/how-to-guide/section-1/self- exploration

71. 71 Purpose: To help students learn about the skills and qualities required to be successful in various careers and the secondary and post- secondary education and training necessary to pursue each career Student CompetenciesActivities Able to describe short- and long-term career and life goals Complete “Goal Setting Begins with a Dream” Activity Able to use different types of career information resources (i.e., occupational, educational, economic, and employment) for career planning Complete “Considering Labor Market Information in Your Career Choice” Activity Able to develop a career plan to meet own career goals Design a travel map that identifies one's main goals and stops along the road (learning opportunities, experiences) needed to help reach the ultimate destination

72. 72 More Sample Lessons, Activities & Tools: Exploring Customer Service Jobs in Your Own Community; Generations at Work (NCWD/Youth Guideposts for Success Activities) Career Investigation (Utah Education Network) Career Clusters Review and Occupational Exploration (Georgia Career Resource Network) My Next Move - O*NET tool allows students to match a profile of interests with different kinds of careers Career One Stop videos (U. S. Department of Labor, Employment and Training Administration) Find links in NCWD/Youth’s Online ILP How-to Guide: http://www.ncwd- youth.info/ilp/how-to-guide/section-1/career-explorationhttp://www.ncwd- youth.info/ilp/how-to-guide/section-1/career-exploration

73. 73 Purpose: To help students develop a range of skills needed to secure and succeed in employment, navigate career changes, and pursue growth opportunities throughout a lifetime. Student CompetenciesActivities Able to identify strategies for improving educational achievement & options for continued education & training Complete “Connecting Education to Our Careers” Activity Career Readiness/ Work Readiness Skills (Communication; Enthusiasm & Attitude; Teamwork; Networking; Problem Solving & Critical Thinking; and Professionalism) Complete soft skills activities in U.S. DOL ODEP’s Skills to Pay the Bills: Mastering Soft Skills for Workplace Success Job Seeking Skills: resume and cover letter writing, job applications, interviewing, finding and pursuing employment leads, networking Career Portfolios - Putting it all together: The Career Development checklist, Resume builder

74. 74 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: http://www.ncwd-youth.info/ilp/how-to- guide/section-1/career-planning-and-management/job-search-skillshttp://www.ncwd-youth.info/ilp/how-to- guide/section-1/career-planning-and-management/job-search-skills

75. Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief: http://www.ncwd-youth.info/innovative- strategies/practice-briefs/engaging-youth-in-work-experienceshttp://www.ncwd-youth.info/innovative- strategies/practice-briefs/engaging-youth-in-work-experiences ◦ Features strategies from 10 successful programs nationwide Work-based Learning Jumpstart: http://www.ncwd- youth.info/work-based-learninghttp://www.ncwd- youth.info/work-based-learning Ch. 3 in High School High Tech Program Guide: http://www.ncwd-youth.info/hsht/program-guide http://www.ncwd-youth.info/hsht/program-guide Guide to Internships for Students with Disabilities: http://ncld- youth.info/Downloads/intern-guide-final.pdfhttp://ncld- youth.info/Downloads/intern-guide-final.pdf Strategies for Youth Workforce Programs to Become Employer- Friendly Intermediaries, http://www.ncwd- youth.info/information-brief-12http://www.ncwd- youth.info/information-brief-12 75

76. Briefs:  Understanding the New Vision for Career Development: The Role of Family, http://www.ncwd-youth.info/node/1463http://www.ncwd-youth.info/node/1463  Helping Youth Develop Soft Skills for Job Success: Tips for Parents and Families, http://www.ncwd-youth.info/information-brief-28http://www.ncwd-youth.info/information-brief-28  Helping Youth Build Work Skills for Job Success: Tips for Parents and Families, http://www.ncwd-youth.info/information-brief-34http://www.ncwd-youth.info/information-brief-34  Tapping into the Power of Families: How Families of Youth with Disabilities Can assist in Job Search & Retention, http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of- families http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of- families 76

77.  Using Career Interest Inventories, http://www.ncwd- youth.info/innovative-strategies/practice-briefs/using-career- interest-inventories-to-inform-career-planninghttp://www.ncwd- youth.info/innovative-strategies/practice-briefs/using-career- interest-inventories-to-inform-career-planning  Career Exploration in Action, http://www.ncwd- youth.info/innovative-strategies/practice-briefs/career- exploration-in-actionhttp://www.ncwd- youth.info/innovative-strategies/practice-briefs/career- exploration-in-action  Skills to Pay the Bills: Mastering Soft Skills for Workplace Success, http://www.dol.gov/odep/topics/youth/softskills/http://www.dol.gov/odep/topics/youth/softskills/  411 on Disability Disclosure: A Workbook for Youth: http://www.ncwd-youth.info/411-on-disability-disclosure http://www.ncwd-youth.info/411-on-disability-disclosure 77

78. 78  ILP Fact Sheet: http://www.ncwd-youth.info/fact- sheet/individualized-learning-plan http://www.ncwd-youth.info/fact- sheet/individualized-learning-plan  Policy Brief: “Using Individualized Learning Plans to Produce College and Career Ready High School Graduates” http://www.ncwd-youth.info/ilp/produce- college-and-career-ready-high-school-graduateshttp://www.ncwd-youth.info/ilp/produce- college-and-career-ready-high-school-graduates  ILP Resources Home Page: www.ncwd-youth.info/ilpwww.ncwd-youth.info/ilp  Kick Start Your ILP (for Youth): http://www.dol.gov/odep/ilp/kickstart.htm http://www.dol.gov/odep/ilp/kickstart.htm  ILP Info Comic (for Youth): http://www.dol.gov/odep/topics/youth/ShellySaves.htm http://www.dol.gov/odep/topics/youth/ShellySaves.htm