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Improve Employment Outcomes
through
College and Career Services June 21, 2017
Margo Vreeburg Izzo, Ph.D.
Program Director
Transition Services
Ohio State University
Nisonger Center
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
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
Evidence-Based Practices
15
http://www.ohioemploymentfirst.org
http://www.ntact.org
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
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
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: 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
Career Discovery Profile
• Review current Career
Discovery Profile
• Update
– Supports & accommodations
– Place on the Path
– Employment Themes
– Employment Goal
– Business’ Visited
35
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
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
Empowering
Students with Hidden
Disabilities: A Path to
Pride and Success
By
Margo Vreeburg Izzo
LeDerick Horne
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).
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
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.
• http://www.ohioemploymentfirst.org/up_doc/Evidence_
Based_Practices_for_Transition_Youth.pdf
• www.nisonger.osu.edu
54
References/Resources
55
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