Evidence-based Practices Leading Toward Successful Post-school Outcomes for Youth on SSI

1. Evidence-based Practices Leading Toward Successful Post-school Outcomes for Youth on SSI Rene Averitt-Sanzone, The Parent’s Place of Maryland Thomas P. Golden, Cornell University Mari Guillermo, San Diego State University Joyce A. Montgomery, Vallejo City Unified School District

2. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

3. An Orientation to PROMISE Mari Guillermo, San Diego State University

4. Promoting the Readiness of Minors in Supplemental Security Income (PROMISE)

5. PROMISE Model Demonstration Projects

6. Purpose & Outcomes • To improve the provision and coordination of services and supports for child SSI recipients and their families to enable them to achieve improved outcomes: • Increased educational attainment • Improved Employment Outcomes • Long-term reduction in SSI reliance

7. PROMISE Requirements • State agency partnerships • Participant Enrollment (Randomized Control Design) • 14-16 years old • SSI Recipient • Services/Interventions • Case management • Benefits Counseling and Financial Capability Services • Career and Work-Based Learning Experiences • Parent Training and information • Other

8. A System’s Perspective Thomas P. Golden, Cornell University

9. Systems Landscape at Implementation in 2013 • Growing body of literature identifying evidence-based practices for successful transition • Identification of vulnerability of the youth SSI population • Pre-WIOA environment • Complexity between siloed federal and state partner agencies Systems complexities were further complicated by population demographics and needs

10. Maslow and PROMISE

11. How One System Had Measured Up

12. Systems Landscape during Implementation • Implementation of flexible and customizable person-centered and family-driven services with fidelity • Improved systems collaboration and articulation agreements between state and local agencies (Labor, Education, VR, ID/DD, MH, etc) • Improved state and local systems capacities pertaining to work incentives counseling and financial empowerment 2013-2019

13. Student and Systems Improvements as a Result of PROMISE • Decreased high school drop out resulting in improved high school retention and graduation (Indicators 2 and 1 respectively) • Increased access to vocational rehabilitation services • Increased engagement in paid and unpaid work experiences and other transition activities (Indicator 13) • Increased employment and post-secondary education following graduation (Indicator 14) Results varied per research demonstration project, but generally speaking…

14. A Parent Center’s Perspective Rene Averitt-Sanzone, The Parent’s Place of Maryland

15. Challenges • Disenfranchised • Competing priorities • Transportation • School & Health

16. Successes • Leadership Training • Youth Training • Coaching

17. Enhancements • Sustainability • Shifting Lens • Messaging

18. A School District’s Perspective Joyce A. Montgomery, Vallejo City Unified School District

19. Challenges Implementing PROMISE in Schools • Focus on academic achievement and graduation attainment • Current Special Education employment programs • Agencies restrictions and accountability systems • Educators lack of knowledge regarding Social Security • Educators low expectation for students with disabilities • Educators expectations for students on Certificate track vs Diploma track • Educators lack of knowledge of community resources • Board of Education and administrative knowledge & buy-in of transition services

20. Challenges Working with PROMISE Families • Families mistrust of the benefit system • Families dependence on benefits and misinformation or no information • Families low expectations for students and lack of knowledge of available school & community resources • Families expectations for students to achieve • Families fear for student's safety • Multi barriers of the families • Misunderstanding of employer expectations

21. Successful Practices from a School Perspective • Person Driven Planning – Student and Family focused • Family Engagement – Families want to participate • Culture Change - Changing expectations for all PROMISE students • Collaboration – Partnering with agencies • Work experience/Work-based Learning increasing engagement • Benefits Planning – Reducing fears and misconceptions • Increased post secondary opportunities

22. Policy and Practice Recommendations • Student-driven planning with a family-centered focus for all students • Collaboration and communication between schools and communityagencies including data sharing • Special Education law should include work-based learning, self determination, family engagement, benefits counseling, and financial planning as part of transition planning • Work-based learning, internships, apprenticeships and employer paid work experience a priority for all students

23. Recommendations continued… • Increase partnerships with housing, transportation, juvenile justice, general education and other marginalized stakeholders (i.e. American Indian Tribes). • Increase engagement with TANF/Welfare to reframe a message of financial empowerment for the SSI population. • Improve alignment of IDEA, WIOA, Medicaid and Ticket to Work to support improved post-school success for youth on SSI.

24. Discussion

25. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)