Employability Skills Supporting Transition Planning for Students With

Employability Skills: Supporting Transition Planning for Students With Disabilities Tessie Rose Bailey, Ph. D. Dalia Zabala May 4, 2016 Copyright © 2016 American Institutes for Research. All rights reserved.

Welcome and Introductions 2

RTI International § RTI International is a research institute dedicated to improving the human condition by turning knowledge into practice. § RTI partnered with the Office of Career, Technical, and Adult Education at the U. S. Department of Education to develop the Employability Skills Framework. 3

Agenda § Present importance of employability skills for students with disabilities. § Review the Employability Skills Framework. § Explore the connection between the framework and transition services for students with disabilities. § Review resources to support embedding employability skills into classroom activities. 4

Objectives Participants will do the following: § Understand what employability skills are and why they are important. § Understand connections between the Employability Skills Framework and efforts to support transition plans and series for students with disabilities. 5

Importance of Employability Skills for Students With Disabilities 6

Employment Rates for Persons With Disabilities Compared With Persons Without Disabilities Unemployment Rate 2013 2014 Persons With a Disability 14. 7% (ages 16– 64) Persons With No Disability 7. 2% (ages 16– 64) Employment to Population Ratio 2013 2014 13. 9% 26. 8% 20. 0% 6. 0% 70. 7% 71. 7% Source: U. S. Bureau of Labor Statistics (2014) 7

Employment Outcomes for Persons With and Without Disabilities, by Age No Disability With a Disability Employment Rate Ages 16– 19 27. 8% 13. 8% Employment Rate Ages 20– 24 64. 1% 32. 6% Unemployment Rate Ages 16– 19 19. 0% 41. 0% Unemployment Rate Ages 20– 24 10. 8% 25. 7% Source: U. S. Bureau of Labor Statistics (2014) 8

Employment Outcomes for Persons With and Without Disabilities, by Education Level No Disability High school diploma, no college (> 25 years old) 62. 5% With a Disability 14. 3% Some college (> 25 years old) 69. 5% 21. 3% Bachelor’s or higher (> 25 years) 75. 9% 26. 1% Source: U. S. Bureau of Labor Statistics (2014) 9

Federal Requirements Under IDEA for Employment Training and Outcomes for Youth With Disabilities IDEA Sec. 300. 320: Definition of individualized education program. § Transition services beginning at age 16 § Postsecondary goals related to training, education, and employment § Course of study to reach goals 10

Federal Requirements Under IDEA for Employment Training and Outcomes for Youth With Disabilities IDEA Sec. 300. 43: Transition services. § Designed to facilitate movement from school to postschool activities, like vocational education and integrated employment (including supported employment) § Individualized services, such as community experiences and the development of employment and other postschool adult living objectives 11

IDEA Monitoring States are required to report data to the Office of Special Education Programs through the two following indicators in their State Systemic Improvement Plan: § Indicator 13 (NSTTAC Indicator 13 Checklist) § Indicator 14, Postschool Outcomes 12

IDEA Indicator 13 § Percentage of youth with individualized education programs (IEPs), age 16 and above, where the IEP demonstrates: • Appropriate measurable postsecondary goals that are annually updated • Use of age-appropriate transition assessments • Transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals • Annual IEP goals related to the student’s transition service needs • Student participation in development of transition plan • Community agency participation, if appropriate 13

IDEA Indicator 14 § Percentage of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 1. Enrolled in higher education within one year of leaving high school 2. Enrolled in higher education or competitively employed within one year of leaving high school 3. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school 14

Transition Planning for Employment During High School § General education or vocational teacher is involved in approximately 40 percent of older students’ transition planning. § Postsecondary vocational training is planned for approximately 40 percent of students with disabilities. § The goal of supported employment is the transition goal for fewer than 10 percent of students with disabilities. Source: Cameto, Levine, & Wagner (2004) 15

Reflection Questions § What do these data say about students with disabilities and the likelihood of their postschool employment success? 16

What Are Employability Skills? 17

Importance of Employability Skills § Employability skills are cited as among the most important skills by employers (Hart Research Associates, 2015; Think Global and the British Council, 2011). § A lack of employability skills may contribute to a “talent shortage” (Manpower. Group, 2012). § The demonstration of employability skills is correlated with better hiring rates, success on the job, and earnings (Lippman, Ryberg, Carney, & Moore, 2015). 18

Defining Employability Skills Employability skills are the general skills and knowledge that are necessary for success in the labor market at all employment levels and in all sectors. 19

Activity: Identifying Employability Skills Brainstorm activity: 1. On your own, generate a list of your top five most important employability skills for students with disabilities. 2. Record each skill on a sticky note. 3. Discuss your list with your table. 4. Remove duplicate skills. 20

Employability Skills Framework The thoughtful integration of academic knowledge and technical skills, put to practical use in the workplace The skills that enable individuals to interact effectively with clients, coworkers, and supervisors The skills employees need to successfully perform work tasks 21

Activity: Categorizing Employability Skills 1. Referencing your table’s sticky notes, where would you place your employability skills? • Effective relationships • Workplace skills • Applied knowledge 2. Discuss with your table. 3. Place your sticky notes on the appropriate chart paper. 22

Effective Relationships • Demonstrates responsibility • Understands teamwork and works and self-discipline with others • Adapts and shows • Responds to customer needsflexibility • Works independently • Exercises leadership • Demonstrates a willingness to • Negotiates to resolve conflicts learn • Respects individual differences • Demonstrates integrity • Demonstrates professionalism • Takes initiative • Displays positive attitude and sense of self-worth • Takes responsibility for professional growth 23

Discuss and Share § How did your group’s list for effective relationships for students with disabilities compare with those in the employability framework? § Were you surprised by any of the skills included in the effective relationships skills? Are there any you believe are not applicable or are different for students with disabilities? 24

Workplace Skills • • • Manages time Manages money Locates information Manages materials Organizes information Manages personnel Uses information • Communicates verbally Analyzes information • Listens actively Communicates information • Comprehends written material • Conveys information in writing • Observes carefully • Understands and uses technology • Understands and uses systems • Monitors systems • Improves systems 25

Discuss and Share § How did your group’s list for workplace skills for students with disabilities compare with those in the employability framework? § Were you surprised by any of the skills included in the essential workplace skills? Are there any you believe are not applicable or are different for students with disabilities? 26

Applied Knowledge • Uses reading skills • Uses writing skills • Uses mathematical strategies and procedures • Uses scientific principles and procedures • • • Thinks critically Thinks creatively Makes sound decisions Solves problems Reasons Plans and organizes 27

Discuss and Share § How did your group’s list for applied knowledge for students with disabilities compare with those in the employability framework? § Were you surprised by any of the skills included in the applied knowledge? Are there any you believe are not applicable or are different for students with disabilities? 28

Employability Skills Framework 29

Discussion § How could the Employability Skills Framework be embedded in transition planning and services to help improve employment outcomes for students with disabilities? 30

Using the Employability Skills Framework to Strengthen Transition Plans and Services 31

Employability Skills Framework http: //cte. ed. gov/employabilityskills 32

Employability Skills Framework Website § One-stop resource for information on employability skills for instructors, administrators, employers, and students § Key content: • Interactive Skills Framework • Assessment Comparison Worksheet • Lesson Planning Checklist § Access audience-specific landing pages http: //cte. ed. gov/employabilityskills/index. php/framework/ 33

PLM Materials http: //www. ccrscenter. org/ About Us Products & Resources Technical Assistance Ready for Success Blog Calendar & Events § Professional learning module § Presentation slides, handouts, and a facilitator’s guide § Free and customizable train-the-facilitator resources 34

Professional Learning Module Integrating Employability Skills: A Framework for All Educators http: //www. ccrscenter. org/technical-assistance-networks/professionallearning-modules/integrating-employability-skills 35

Summative Lesson Planning Self-Reflection Tool 36

Career Pathways Modules Designing a Career Pathways System: A Framework for State Education Agencies http: //www. ccrscenter. org/technical-assistance-networks/career-pathwaysmodules 37

Lesson Planning Checklist 38

College and Career Readiness and Success Center Organizer § Visual, consolidated overview of the many elements that impact a student’s ability to succeed in college and careers § Key content: • • Outcomes and Measures Resources and Structures Pathways and Supports Goals and Expectations http: //www. ccrscenter. org/ccrs-landscape/ccrs-organizer 39

Using the Employability Skills Framework to Address IDEA Requirements § The Employability Skills Framework can guide assessment and transition plan development for employment (meet IDEA requirements). § Self-assessment can assist special education secondary teachers in evaluating their classroom instructional design because all students need access to this instruction and content. 40

Action Planning and Next Steps § To what extent are employability skills systematically embedded in transition plans and services across the state? § How can we support teachers in strategically embedding these skills across general education and special education? § How can we ensure that transition plans and services for students with disabilities reinforce employability skills? 41

Resources § Employability Skills Framework, http: //cte. ed. gov/employabilityskills/ § Professional Learning Module: Integrating Employability Skills: A Framework for All Educators http: //www. ccrscenter. org/technical-assistancenetworks/professional-learning-modules/integratingemployability-skills § College and Career Readiness and Success Center, www. ccrscenter. org 42

References Cameto, R. , Levine, P. , & Wagner, M. (2004). Transition planning for students with disabilities. A special topic report from the National Longitudinal Transition Study-2 (NLTS 2). Menlo Park, CA: SRI International. College and Career Readiness and Success Center. (n. d. ). Integrating employability skills: A framework for all educators. Retrieved from http: //www. ccrscenter. org/technicalassistance-networks/professional-learning-modules/integrating-employability-skills College and Career Readiness and Success Center. (n. d. ). The College and Career Readiness and Success Organizer. Retrieved from http: //www. ccrscenter. org/ccrslandscape/ccrs-organizer Hart Research Associates. (2015). Falling short? College learning and career success: Selected findings from online surveys of employers and college students. Washington, DC: Hart Research Associates for the American Association of Colleges and Universities. Retrieved from https: //www. aacu. org/sites/default/files/LEAP/2015 employerstudentsurvey. pdf 43

References Lippman, L. , Ryberg, R. , Carney, R. , & Moore, K. (2015). Workforce connections: Key “soft skills” that foster your workforce success: Toward consensus across the field. Retrieved from http: //www. fhi 360. org/sites/default/files/media/documents/workforceconnections-soft-skills-small. pdf Manpower. Group. (2012). 2012 Talent Shortage Survey research results. Milwaukee, WI: Author. Retrieved from http: //www. manpowergroup. us/campaigns/talent-shortage 2012/pdf/2012_talent_shortage_survey_results_us_final. pdf U. S. Bureau of Labor Statistics, U. S. Department of Labor. (2014). Persons with a disability: Labor force characteristics— 2014. Washington, DC: Author. Retrieved from http: //www. bls. gov/news. release/disabl. nr 0. htm U. S. Department of Education (n. d. ). Employability skills framework. Retrieved from http: //cte. ed. gov/employabilityskills/ 44

Dalia Zabala 202 -403 -3585 dzabala@air. org Tessie Rose Bailey, Ph. D. 202 -763 -3955 tbailey@air. org 1000 Thomas Jefferson Street NW Washington, DC 20007 -3835 877 -322 -8700 gtlcenter@air. org www. gtlcenter. org | www. air. org 1000 Thomas Jefferson Street NW Washington, DC 20007 -3835 National Center for Systemic Improvement (NCSI) CEEDAR Center for Response to Intervention (CRTI) 45