Empowering Youth to TAKE CHARGE of Their Own Transition: The Role of CILs April 20, 2011

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…

2. 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. 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. 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. Objectives: Three PartsYou will learn… • Why CILs and Educational agencies need to partner to help youth develop self-determined transition plans • Some of the best tools & strategies available to assist youth to assess their skills leading to self-directed plans • Examples of how CILs can use peer support to enhance information and referral to guide transition planning

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

9. Paid Employment of Out-of-School Youth 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. 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. 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. 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. 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. SELF-DETERMINATION & SELF-ADVOCACY SKILLS 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

15. 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. 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. Self-Determination Follow-Up

18. Knowledge of Rights • Personal rights • Community rights • Human service rights • Consumer rights • Educational rights • Steps to advocate for change • Knowledge of resources S E L F A D V O C A C Y • Self-awareness • Interests, Strengths & Preferences • Goals & Dreams • Support needs • Accommodation needs • Characteristics of one’s disability • Responsibilities Communication • Assertiveness • Use of assistive technology • Negotiation • Listening • Body Language • Compromise Leadership • Knowledge of group’s rights • Knowledge of resources • Advocating for others or for causes • Organizational participation Self-Advocacy Characteristics

19. 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. Self-Advocacy To self-advocate, students must understand: • Their disability • How disability impacts participation in the community • What accommodations they need

21. Questions and Answers

22. 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. 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. The Self-Determined Transition ModelPhase 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. 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. 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. 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. 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. 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. 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. The Arc’s Self-Determination Scale, cont’d. Students self-assess skills in four areas: • Autonomy: I choose my own hair style • Self-Regulation: I take classes I want to take • Empowerment: I make my own decisions • 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. 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. 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. Online Self-Assessments • TheVARK Questionnaire- Learning styles http://www.vark-learn.com/english/page.asp • TheMyers-Briggs Personality Test http://www.personalitypathways.com/type_inventory.html • The Princeton Review – Career interests http://princetonreview.com/Careers.aspx

35. 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. Checklist to Promote Active Participation in Planning Meetings Self-Directed Planning involves 11 steps: • State the purpose of the meeting • Introduce everyone • Review past goals and performance • Ask for others’ feedback • State your school and transition goals • Ask questions if you don’t understand

37. Student Participation Strategies, con’t. • Deal with differences of opinion • State the support you will need • Summarize your goals • Close the meeting by thanking everyone • Work on goals all year

38. 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.

39. 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. Questions and Answers

41. CIL Core Service: Information & Referral • School services/programs • Rehab/Adult services • Community resources • National resources

42. School CIL Adult Services Schools, CIL and Adult Services can improve transition outcomes if they collaborate

43. 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

44. 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. Transition: A Bridge to College, Careers and Life

46. Wrap Up and Evaluation • Please complete the evaluation of this program by clicking here: https://vovici.com/wsb.dll/s/12291g49544

47. New Resource for CILs 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

48. 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.