1

2009 Careers Conference

Madison, WI

01-27-09

Promoting the Effectiveness of Individualized Learning Plans: Improving Workforce Transitions for Students with Disabilities

2

Presenter Contact Information

Jennifer KempU.S. Department of Labor, Office of Disability Employment

Policy (ODEP)

(202) 693-4937; kemp.jennifer@dol.gov; www.dol.gov/odep

Sean RoyPACER Center

(952) 838-1385; sroy@pacer.org; www.pacer.org

3

Session Objectives

Introduction to ODEP, NCWD/Youth and their partners Understanding Individualized Learning Plans Using the Guideposts for Success to structure effective

ILP’s for students with disabilities Gain strategies for family involvement during ILP

process Learn about ODEP’s current ILP research project

4

National Collaborative on Workforce and Disability for Youth

 

Strives to ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunities for employment and independent living. www.ncwd-youth.info

Funded by U.S. Department of Labor's Office of Disability Employment Policy (ODEP).

5

National Collaborative on Workforce and Disability for Youth

Partners: Institute on Educational Leadership (IEL) National Youth Employment Coalition (NYEC) PACER Center Univ. of Minnesota Univ. of Wisconsin-Madison

6

The Guideposts for Success

1. School-Based Preparatory Experiences

2. Career Preparation & Work-based Learning

3. Youth Development & Leadership

4. Connecting Activities

5. Family Involvement & Supports

7

Individual Learning Plan

A strategic planning tool which assists students in course selections and provides opportunities for coordinated learning experiences, including career development and career exploration activities intended to help them identify and achieve postsecondary goals.

8

The ILP vs. The IEP

ILP’s are intended for use by all students while IEP’s (Individualized Education Program) are used for students with disabilities

The IEP is a legal document outlining specific activities and responsibilities so a student with a disability can receive an appropriate education

Both tools can be used to plan for transition A student can have both an ILP and an IEP

9

ILP Research Project

Review of 14 state policies Identified four states (16 Schools) on technical

assistance to improve ILP’s

10

ILP Research Project

To what extent do students with more robust and fully-implemented ILP’s:– demonstrate more engagement in career decision-

making?– report more confidence in the career search

process? and – report higher workforce readiness?

11

Using the ILP: Promising Practices

Student led parent teacher conferences Advisory periods

12

Family Involvement in ILP Process

Common Barriers to Family Involvement: Parents overwhelmed: Transition isn’t always on radar Intimidated by process Understanding of importance of planning (entitlement

vs. eligibility) Mistrust Language barriers Some parents will not be involved (but you can’t default

to that)

13

Parent Involvement

Studies show that children are more likely to succeed when parents are actively involved in their education.

they learn more earn higher grades they have better school attendance

14

Family Involvement in ILP Process

Strategies to Improve Family Involvement: Communication is the key Let them know they have a role to play Parent information sessions, non-traditional meeting

times and places, family friendly environments Focus on the positive What have you found that works?

15

Resources

US Dept. of Education Parent Resourceshttp://www.ed.gov/parents/landing.jhtml

U.S. Department of Labor, Office of Disability Employment Policy (ODEP) http://www.dol.gov/odep/

Center on Education and Work (CEW)http://www.cew.wisc.edu/

Institute on Community Integration (ICI)http://ici.umn.edu/