Youth Guideposts for Success created by the National ...

Youth Guideposts for Success created by the National ...

Guideposts for Success 02/08/2020 Life and Career Skills Presentation created by: Guideposts for Success Subcommittee CT State Department of Education Transition Task Force Based upon material created by the National Collaborative on Workforce and Disability (NCWD) 2013 1 2

02/08/2020 What are the Guidepost for Success? The Guideposts are a framework of five key areas that can help steer families, institutions and youth themselves through the post secondary transition process. They are: School-Based Preparatory Experiences

Career Preparation & Work-Based Learning Experiences Youth Development & Leadership Connecting Activities Family Involvement and Supports 3 02/08/2020 Who will be interested in this information? Youth, families, schools and adult agencies working with young adults toward employment Anyone who works with young adults (including young adults who have disabilities) who are preparing for

employment 4 02/08/2020 Why use the Guideposts for Success? created with a collaborative team, including a diverse group of young adults created to help address some key issues in secondary education and transition services (NCWD, 2009) created based upon current research and practice for all students, including students who have disabilities created to keep employment at the forefront now being used by the CT Department of

Education and Bureau of Rehabilitation Services as a framework for post secondary transition planning 5 02/08/2020 Why is this information important for youth who have disabilities? Because studies confirm that young adults with disabilities are three times [more likely] to live in poverty as adults than their peers without disabilities. Because studies confirm that youth who have disabilities have higher dropout rates, are less likely to attend post secondary education and are involved with juvenile corrections at a much higher rate than their peers without disabilities.

6 02/08/2020 Why is this information important for youth who have disabilities?(Contd) So that stakeholders understand that barriers to successful transition are: Little or no expectation of success Low educational attainment Few vocational goals Confusing government programs with conflicting eligibility criteria have resulted in many youth with

disabilities not making a successful transition 7 02/08/2020 Why include additional information for youth who have disabilities? All youth struggle with the transition from high school to post secondary education/training and/or work All students need help preparing for the adult world and employment AND youth who have disabilities often need

additional supports 8 02/08/2020 What do the Guideposts for Success suggest? Interventions that make a difference include: Work-based learning experiences connected to curriculum content Student-centered individualized education programs Family involvement Linkages to individual support services (see handout: Guiding Todays Potential Preparing Tomorrows Workforce)

9 02/08/2020 The Guideposts are based on the following assumptions: High expectations for all youth Equality Full participation Independent living Competitive employment and economic self-sufficiency

Individualized, person-driven, and culturally and linguistically appropriate transition planning 10 02/08/2020 The Guideposts are based on the premise that ALL students need: Access to high quality standards-based education Information about career options and exposure to the world of work Opportunities to develop social, civic, and leadership skills Strong connections to caring adults Access to safe places to interact with their

peers Support services to allow them to become independent adults 11 02/08/2020 Guidepost 1 School-Based Preparatory Experiences All youth need to participate in educational programs based on meaningful, accurate, and relevant indicators of student learning skills. 12

02/08/2020 School-Based Preparatory Experiences All Youth Need: Academic programs Career and technical education programs Curricular and program options Learning environments that are small and safe Supports from and by highly qualified staff

Access to an assessment system that includes multiple measures Graduation standards that include options 13 02/08/2020 School-Based Preparatory Experiences Additionally, youth with disabilities need: Individual transition plans to drive the transition process postschooling Access to specific and

individual learning To develop knowledge of reasonable accommodations Be supported by highly qualified transitional support staff that may or may not be school staff. 14 02/08/2020 15 02/08/2020

Guidepost 2 Career Preparation and Work-Based Learning Experiences Career preparation and work-based learning experiences are essential in order for youth to make informed choices about careers. 16 02/08/2020 Career Preparation And WorkBased Learning Experiences In order to identify goals, youth need: Opportunities to engage in a range

of work-based exploration Multiple on-the-job training experiences Opportunities to learn and practice their work skills and soft skills Opportunities to learn first-hand about specific skills related to a career 17 02/08/2020

Career Preparation and Work-Based Learning Experiences Additionally, youth with disabilities may need to: Understand the relationship between benefits planning and career choices Learn to communicate their disability-related work support and accommodation needs Learn to find, and secure appropriate

supports and reasonable accommodations in education, training, and employment settings 18 02/08/2020 19 02/08/2020 Guidepost 3 Youth Development and Leadership Youth

development is a process that prepares young people to meet the challenges of adolescence and adulthood. Youth leadership is part of that process. 20 02/08/2020 Youth Development and Leadership All Youth Need: Mentoring activities designed to establish strong relationships Exposure to role models

Training in self advocacy and conflict resolution skills Exposure to personal leadership and youth development activities Opportunities that allow youth to exercise leadership and build self-esteem 21 02/08/2020

Youth Development and Leadership Additionally, youth with disabilities may need: An understanding of disability history, culture, and disability public policy issues as well as their rights and responsibilities Mentors and role models including persons with and without disabilities 22 02/08/2020 23 02/08/2020

Guidepost 4 Connecting Activities Young people need to be connected to programs, services, activities, and supports that help them gain access to post-secondary options. 24 02/08/2020 Connecting Activities Other possible resources youth may need: Mental and physical health services Transportation

Housing Tutoring Financial planning and management Post-program supports through structured arrangements in postsecondary institutions and adult service agencies Connection to other services and opportunities (e.g. recreation) 25

02/08/2020 Connecting Activities Youth with disabilities may need: Acquisition of appropriate assistive technologies Community orientation and mobility training Exposure to postprogram supports e.g. independent living centers

Personal assistance services Benefits-planning counseling 26 02/08/2020 27 02/08/2020 Guidepost 5 Family Involvement and Supports Participation and involvement of parents, family members, and/or other caring adults essential for the post-secondary

transition and development of individuals with disabilities. 28 02/08/2020 Family Involvement and Supports All youth need parents, families, and other caring adults who do the following: Have high expectations Foster youths ability to achieve independence and self-sufficiency Remain involved and assist them toward adulthood

Provide access to information about employment, education, & community resources Take an active role in transition planning Have access to medical, professional, and peer support networks 29 02/08/2020 Family Involvement and Supports Youth with disabilities need parents, families, and other caring adults who have: An understanding of the

youths disability and how it may affect education, employment, and daily living options Knowledge of rights and responsibilities under various legislation Knowledge of and access to programs, services, supports, and accommodations An understanding of how planning tools can assist youth in achieving transition goals and objectives

30 02/08/2020 31 02/08/2020 How can YOU use these Guideposts? Families can: Prepare for PPT meetings Talk with your son/daughter about planning for life after high school Educators can: Review IEP transition goals for gaps

Assist students and families to develop a comprehensive transition process Adult service & post secondary professionals can: Provide information and resources to facilitate smoother transitions to the adult world Align services with the five guidepost areas 32 02/08/2020 Additional resources Guideposts for:

Employers Success Youth Involved in the Juvenile Corrections System Youth in Foster Care Youth with Mental Health Needs Youth with Learning Disabilities Families 33 02/08/2020 Where can I get more information? CT

State Department of Education, Transition Task Force Patricia L. Anderson, Ph.D. Education Consultant CT State Department of Education Bureau of Special Education 860-713-6923 [email protected] 34 02/08/2020 Acknowledgements A special thank you to the members of the Guideposts for Success Subcommittee of the Connecticut Transition Task Force who developed, guided, and edited this presentation: Patti Clay Bureau of Rehabilitation Services (BRS) Cathy Felice Tunxis Community College

Cathy Forker State Education Resource Center (SERC) Khampasong Khantivong Bureau of Rehabilitation Services (BRS) Chris Librandi Fairfield Public Schools Christopher McCray Student Representative Beth Reel CT Parent Advocacy Center (CPAC) 35 Acknowledgements, 02/08/2020 continued Valerie Reyher The Kennedy Center, Inc. Barry Rita Board of Education & Services for the Blind (BESB) Dorine Russo School Counselor Pamela J. Starr Eastern Connecticut State University (ECSU) Cindy Stevenson Department of Developmental Services

(DDS) John Van Hare African & Caribbean American Parents of Children with Disabilities (AFCAMP) And, to Patricia L. Anderson, Ph.D., CT State Department of Education, Bureau of Special Education/Bureau of Rehabilitation . Services (BRS), for her ongoing leadership and dedication to improving the lives of students with disabilities

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