Promoting the Effectiveness of
Individualized Learning Plans: Improving
Workforce Transitions for Students with
Disabilities
2009 Careers Conference
Madison, WI
01-27-09
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Presenter Contact Information
Jennifer Kemp
U.S. Department of Labor, Office of Disability Employment
Policy (ODEP)
(202) 693-4937; kemp.jennifer@dol.gov; www.dol.gov/odep
Sean Roy
PACER Center
(952) 838-1385; sroy@pacer.org; www.pacer.org
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Session Objectives
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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
National Collaborative on Workforce
and Disability for Youth
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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
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Funded by U.S. Department of Labor's Office
of Disability Employment Policy (ODEP).
National Collaborative on
Workforce and Disability for Youth
Partners:
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Institute on Educational Leadership (IEL)
National Youth Employment Coalition (NYEC)
PACER Center
Univ. of Minnesota
Univ. of Wisconsin-Madison
The Guideposts for Success
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School-Based Preparatory Experiences
Career Preparation & Work-based Learning
Youth Development & Leadership
Connecting Activities
Family Involvement & Supports
Individual Learning Plan
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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.
The ILP vs. The IEP
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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
ILP Research Project
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Review of 14 state policies
Identified four states (16 Schools) on technical
assistance to improve ILP’s
ILP Research Project
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To what extent do students with more robust
and fully-implemented ILP’s:
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demonstrate more engagement in career decisionmaking?
report more confidence in the career search
process? and
report higher workforce readiness?
Using the ILP: Promising Practices
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Student led parent teacher conferences
Advisory periods
Family Involvement in ILP Process
Common Barriers to Family Involvement:
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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)
Parent Involvement
Studies show that children are more likely to
succeed when parents are actively involved in
their education.
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they learn more
earn higher grades
they have better school attendance
Family Involvement in ILP Process
Strategies to Improve Family Involvement:
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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?
Resources
US Dept. of Education Parent Resources
http://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/
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