empowering youth to take charge of their own transition: the role of cils april 20, 2011

1New Community Opportunities Center at ILRU – Independent Living Research Utilization

Empowering Youth to Empowering Youth to TAKE CHARGE of Their Own TAKE CHARGE of Their Own

Transition:Transition:The Role of CILsThe Role of CILs

April 20, 2011

Presented by:

Margo Vreeburg Izzo, Ph.D.Margo Vreeburg Izzo, Ph.D.Program Director

The Ohio State UniversityNisonger [email protected]

New Community Opportunities Center New Community Opportunities Center at ILRU Presents…at ILRU Presents…


Empowering Youth to Empowering Youth to TAKE CHARGE of Their Own TAKE CHARGE of Their Own

Transition:Transition:The Role of CILsThe Role of CILs

April 20, 2011

Presented by:

Margo Vreeburg Izzo, Ph.D.Margo Vreeburg Izzo, Ph.D.Program Director

The Ohio State UniversityNisonger [email protected]

New Community Opportunities Center New Community Opportunities Center at ILRU Presents…at ILRU Presents…


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.


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


Objectives: Three PartsYou 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


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?


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


Postsecondary School Enrollment, by Disability Category (post HS for 4 years, 2009)

LD Speech ID ED HI VI OI OHI Au TBI MD

Percent Who Have Enrolled Since Leaving High School

Any PSE 47 55 27 34 72 78 54 55 57 52 35

2 yr CC 35 30 20 20 46 56 40 43 38 29 18

CTE/Business 22 23 20 23 32 12 19 32 27 32 16

4-year College

16 26 4.6 5.5 31 44 22 13 22 6.7 10


Paid Employment of Out-of-School Youth

LD Speech/Lang.

MR ED HI VI OI OHI Autism

TBI

Multiple Disabilities

Wave 1(2001)

35

36 17 27 39 28 16

35 26 21

12

Wave 2(2003)

46

57 24 36 44 28 15

43 31 40

32

*Wave 3 (2005)

63

57 31 42 54 42 27

67 46 43

48

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.


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.”


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.”


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


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


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-SELF-DETERMINATION DETERMINATION

&&SELF-ADVOCACYSELF-ADVOCACY

SKILLSSKILLS


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


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!!!THEY NEED CILs TO HELP!!!


Self-Determination Follow-Up


Self-Advocacy Characteristics

Knowledge of RightsPersonal 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

SELF

ADVOCACY


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!


Self-Advocacy

To self-advocate, students must understand:– Their disability– How disability impacts participation in the

community– What accommodations they need


Questions and Answers


Part 2: Tools and StrategiesWhat 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?


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?


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?


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?


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?


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


Peer Supports to Enhance SD

CILs can teach and reinforce SD:– Student Learning Communities/Clubs – Mentoring: Face-to-Face/Electronic– Peer supports

Job Shadows/TryoutsCollege VisitsRecreational Events


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


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


The Arc’s Self-Determination Scale, cont’d.

Students self-assess skills in four areas:1. Autonomy: I choose my own hair style2. Self-Regulation: I take classes I want to take3. Empowerment: I make my own decisions4. Self-Realization: It is better to be yourself

than to be popular Survey is 72 items long but select questions can

beused for discussion purposes.


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


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.


Online Self-Assessments

• The VARK Questionnaire - Learning styleshttp://www.vark-learn.com/english/page.asp

• The Myers-Briggs Personality Testhttp://

www.personalitypathways.com/type_inventory.html

• The Princeton Review – Career interests

http://princetonreview.com/Careers.aspx


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


Checklist to Promote Active Participation in Planning Meetings

Self-Directed Planning involves 11 steps:

1. State the purpose of the meeting2. Introduce everyone3. Review past goals and performance4. Ask for others’ feedback5. State your school and transition goals6. Ask questions if you don’t understand


Student Participation Strategies, con’t.

7. Deal with differences of opinion8. State the support you will need9. Summarize your goals10.Close the meeting by thanking everyone11.Work on goals all year


Empowering Youth to BecomeSelf-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.


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.


Questions and Answers


CIL Core Service: Information & Referral

• School services/programs

• Rehab/Adult services

• Community resources

• National resources


School

CIL

Adult Services

Schools, CIL and Adult Services can improve

transition outcomes if they collaborate


National Resources

1. National Secondary Transition Technical Assistance Center: www.nsttac.org

2. National Collaborative on Workforce and Disability/Youth: 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 Youthhood


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.


Transition: A Bridge to College, Careers and Life


Wrap Up and Evaluation

• Please complete the evaluation of this program by clicking here:

https://vovici.com/wsb.dll/s/12291g49544


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 Blog

New Resource for CILs


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.