Improve Employment Outcomes

through

College and Career Services June 21, 2017

Margo Vreeburg Izzo, Ph.D.

Margo.Izzo@osumc.edu

Program Director

Transition Services

Ohio State University

Nisonger Center

Transition: A Bridge to…

College and Careers

Goals

1. Describe how federal and state policy

initiatives are changing expectations

2. Review evidence based practices that

improve results and outcomes

3. Highlight resources that raise expectations

and improve transition to integrated

college/career settings

4. Empower YOU to raise expectations of your

teachers and students

Political Environment Leads to

System Change

• Rhode Island DOJ Settlement (2014)

• Federal Legislation: IDEA, WIOA, HEOA

• Employment First and CMS Requirements

4

From Segregated to Integrated

Community Settings

Adults with IDD Served in Integrated Employment

Butterworth State Data Report (Butterworth, et al., 2014)

The State of The States…

(IDD) Outcomes by Employment Settings

2013

Total number of people served 607,958 (51)

# of people served in integrated employment 113,271 (51)

% of people served integrated employment 19% (51)

% of people served in facility-based work 22% (31)

% of people served in facility-based non-work 53% (38)

% of people served in community non-work 46% (29)

# on waiting list for day/employment 72,004 (24)

Source: The National Survey of State Intellectual and

Developmental Disability Agencies’ Day and Employment

Services*(Number of states included in figure appears

in parenthesis)

Employment – Putting the Pieces Together

7

Education

DD Voc Rehab

Adult Agencies

Changing To

Planning for Job seekers in Silos

Planning with job seekers in Multi-agency Teams

Changing From

8

Federal Legislation=Change:

Raising Expectations

Transition Services are

Interdisciplinary

1. based on an individual’s needs, taking into

account their preferences and interests

2. designed within an outcome-oriented

process

3. coordinated set of activities

4. promotes movement from school to college

and careers

(Source: IDEA of 2004, Sec. 602)

Inclusive Higher Education

Higher Education Opportunity Act 2008

(legitimacy & inclusion)

Comprehensive Transition Programs (CTPs)

Think College National Coordinating Center

Think College Standards, Quality Indicators, &

Benchmarks

Emerging Data — Building a body of knowledge

www.thinkcollege.net

Definition of CTP

A Comprehensive Transition and Postsecondary program

is

• a degree, certificate, or non-degree program

• at an accredited institution

• designed to support students with intellectual

disabilities(ID) who are seeking to continue academic,

career and technical, and independent living instruction

in order to obtain

• COMPETITIVE INTEGRATED EMPLOYMENT!

11

Higher Education Opportunities Act of 2008

Workforce Innovation Opportunities

Act of 2014

• Increases VR Services to youth with disabilities

• Requires “pre-employment transition

services” to all students with disabilities

• Dedicates 50% of supported employment

program for youth with the most significant

disabilities

12

WIOA: Pre-Employment

Transition Services*

• Job exploration counseling

• Work-based learning experiences

• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education

• Workplace readiness training to develop social skills and independent living

• Instruction in self-advocacy

*Section 422. (b) Required Activities

13

14

Evidence-Based

Practices/Predictors:

Raising Expectations

Evidence-Based Practices

15

http://www.ohioemploymentfirst.org

http://www.ntact.org

16

Evidence Based Practices

17

• Chaining

• Community Based

Instruction

• Computer Assisted

Instruction

• Mnemonics

• Self-Monitoring/Self-

Management

• Video Modeling/Prompting

• Self-Determination/Self-

Advocacy

• Visual Supports

• Mobile Technology

• Simulation

http://www.ohioemploymentfirst.org/up_doc/Evidence_Based_Practice

s_for_Transition_Youth.pdf

Evidence Based Practices

• Community Based Instruction/Internships

– e.g., Chaining, Prompting, Mnemonics

• Self-Advocacy/Self-Determination

– e.g., Self-directed planning meetings

• Self-Monitoring/Self-Management

• Technology

– e.g., Video modeling, Mobile technology,

Computer assisted instruction Source: www.ohioemploymentfirst.org

Evidence Based Predictors

19

Evidence Based Predictors

1. Collaborative Networks for Student Support

2. Individualized Career Development

3. Authentic Community Based Work Experiences

4. Social and Social Emotional Instruction and Skills

5. Academic, Vocational, Occupational Education and Preparation

6. Supporting Parental Involvement and Expectations

7. Self-Determination, Independent Living Skill Instruction

8. Inclusive Practices and Programs

20

http://www.ohioemploymentfirst.org/up_doc/Evidence_Based_Predictors_for_

Post_school_Success3_25_15.pdf

Transition Domains

Inclusive

Education

Employment

Health

Care

Independent

Living

Social &

Recreational

Involvement Self-

Determination

The Model has 3 phases and each phase is directed by a separate question for consumers to solve:

Phase 1. What is my goal?

Phase 2. What is my plan?

Phase 3. What have I learned?

The Self-Determined

Transition Model

Components of SD

Self-understanding & Awareness

Self-efficacy

Choice Making

Problem Solving

Decision Making

Self-advocacy (Knowledge, Individual Or System)

Goal Setting & Attainment

Self-regulation

PBS: Primary Prevention - ALL

• Teach and encourage communication

• Encourage and reinforce social skills

• Consensus/team-based planning

• Use data for decisions

• Integrate with other EBP

• Assure services/supports are culturally competent

Interagency Collaboration and

Student Choice My plans

are to….

We can

provide the

following

support….

Employment First Transition Framework: Foundational Elements

Outcome Focused

Person-Centered

Agency Neutral

Internships –

Authentic CBE

• Student

Athletic Center

• Office Settings

• Receptionist

• Food Services

• Family Center

• Computer

recycling

27

Employment

Sites • The Columbus Zoo &

Aquarium

– Food and Beverage

– Guest Engagement

– Guest Relations

– Retail Services

– Cashier

– Parking attendant

28

29

Resources, Tools & Programs:

Raising Expectations

Communication:

Self-disclosure • A process of communication by which

one person reveals information about

himself or herself to another

• One of the most valuable sets of skills

a person can possess

– When to disclose

– How to disclose

– Role play to practice

• The 411 on Disability Disclosure

• www.ncwd-youth.info/411-on-

disability-disclosure

31

21st Century Curricula EnvisionIT and E-Mentoring Curricula

• Teach Information Technology skills.

• Match students’ interests, abilities, and personality to

career goals.

• Help students build a self-directed Transition Portfolio.

• http://nisonger.osu.edu/specialed-transition/envisionit

• http://www.ou.edu/content/education/centers-and-

partnerships/zarrow/osu-emp.html

Job Seeker Guide

32

Job Seeker Guide: Modules 1. What is Employment First?

2. What kind of Job Should I Get?

3. Who Can Help?

4. How Can I be a Self-Advocate?

5. How Do I Get a Job?

6. Where Do I Start?

7. How Does Work Impact My Benefits?

8. How Can Technology Help Me?

33

34

Career Discovery Profile

• Review current Career

Discovery Profile

• Update

– Supports & accommodations

– Place on the Path

– Employment Themes

– Employment Goal

– Business’ Visited

35

Increasing Competitive Employment

Outcomes Through College

Program Models

• Secondary programs (MC,

YSU)

• 1-year programs (CSCC,

UT)

• 2-Year Certificate of

Completion (OSU)

• 4-Year Generalized

Studies Certificate (KSU,

MC, OSU, UC)

37

Postsecondary Options Across

Ohio

Think College Standards 1. THINK COLLEGE Standards & Quality Indicators*

a) Academic Access

b) Career Development

c) Self-determination

d) Campus Membership

e) Alignment with College Systems

f) Coordination and Collaboration

g) Sustainability

h) Evaluation

*http://www.thinkcollege.net/images/stories/TC_Standards_Site_Visit_Instrument_11-1-11.pdf

Internship & Employment Sites

• The Ohio State

University Wexner

Medical Center

– Central Sterile Supply

– Environmental Services

– Patient Access

– Patient Experience

– Sports Medicine

40

First TOPS Graduation

Employment Outcomes by Program

(OOD) n=4,580 TOPS(VR) n=6 TOPS Grads n=13

Empowering

Students with Hidden

Disabilities: A Path to

Pride and Success

By

Margo Vreeburg Izzo

LeDerick Horne

HISTORY

Rosemary Kennedy (1918 – 2005)

44

Path to Disability Pride

• A framework to help people with

disabilities develop and maintain disability

pride

• Disability pride helps support a person’s

transition to more integrated community

settings

Path to Disability Pride

Disability Pride

• Acceptance

• Self-disclosure

• Using supports

• Self-advocate

• Connect to disability

community

• Disability Pride

Disability Shame

• Non-acceptance

• Disability shame

• Rejecting supports

• Maladaptive behavior

• Risk of

underachievement

People bounce across the stages. Even people with

disability pride reject supports or engage in

maladaptive behaviors (drinking, striking-out, etc).

48

Empowering YOU to

Raise Expectations

6/21/2017 Leadership Institute 49

Presumption of Competency

Everybody is a genius.

But if you judge a fish

by its ability to climb a

tree, it will live its

whole life believing

that it is stupid.

Albert Einstein

Transition: A Bridge to…

Integrated Community Life

53

Resources

• Think College: www.thinkcollege.net

• Ohio Employment First: www.ohioemploymentfirst.org • National Collaborative on Workforce and Disability/Youth:

www.ncwd-youth.info/ • The 411 on Disability Disclosure: A Workbook

• National Center for Secondary Education and Transition:

www.ncset.org See Youthhood • Zarrow Center, University of Oklahoma • http://www.ou.edu/content/education/centers-and-

partnerships/zarrow/osu-emp.html

• National Technical Assistance Center on Transition: www.ntact.org

More Resources

• Federal Application for Financial Assistance:

www.fafsa.gov

• www.ohioemploymentfirst.org

• http://www.ohioemploymentfirst.org/up_doc/Evidence_

Based_Predictors_for_Post_school_Success3_25_15.

pdf

• http://www.ohioemploymentfirst.org/up_doc/Evidence_

Based_Practices_for_Transition_Youth.pdf

• www.nisonger.osu.edu

54

References/Resources

55

• A Guide for Career Discovery. (2014) Retrieved from: ohioemploymentfirst.com

• Beck, S. & Magee, J. (2009). Second Year Transition Planning – A multi-year process. Planning

for Secondary Transition. Retrieved from http://www.edresourcesohio.org/transition/

• Bestpracticeautism.com. Retrieved on 16 February 2015 from bestpracticeautism.com

• Buckmann, S. Don’t forget about self-management. Indiana Resource Center for Autism.

Retrieved on 16 February 2015 from http://www.iidc.indiana.edu/index.php?pageId=32

• Cantley, P., Little, K., & Martin, J. (2010). ME! Lessons for Teaching Self Awareness & Self

Advocacy. Retrieved from http://www.ou.edu/education/centers-and-partnerships/zarrow/trasition-

education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html

• Career One Stop: Your source for career exploration, training & jobs. (2016). Retrieved from

http://www.careeronestop.org/

• Condon, E. & Brown, K. (2006). Work Experience: how to create a work experience program at

your school. Rural Institute Transition Projects. [PDF Document] Retrieved from

http://files.eric.ed.gov/fulltext/ED540087.pdf

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References/Resources

56

• Crabtree, J., & Rutland, A. (September 01, 2001). Self-evaluation and social comparison amongst

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347-359.

• Disability Employment Statistics: Data Sets. United States Department of Labor-Office of Disability

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http://www.dol.gov/odep/topics/DisabilityEmploymentStatistics.htm

• Fleury, V.P., Hedges, S., Hume, K., Browder, D.M, Thompson, J.L., Fallin, K., El Zein F., Klein

Reutebuch, C., Vaughn S. (2014). Addressing the academic needs of adolescents with autism

spectrum disorder in secondary education. Remedial and Special Education, 35 (2), 68-79.

• Freeman, R. (Summer 2016). Implementing evidence-based positive support practices in applied

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References/Resources

57

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