Search

This report summarizes the findings and recommendations of Individualized Learning Plan (ILP) research and technical assistance activities that were completed between 2007 and 2013. The purpose of these activities was to investigate whether ILPs should be considered a promising practice for youth with and without disabilities and to identify promising state, district, and school ILP implementation strategies. Two overarching patterns emerged during the course of the multi-study effort: (1) ILPs share a common set of characteristics; and (2) ILPs are increasingly understood to be the lynchpin tool for linking the twin goals of college readiness and career readiness. [Social Dynamics, LLC contributed to this report.]

Individualized learning plans (ILPs) are becoming an important tool used by states to support youth in becoming college ready and career ready. The contents and names of ILPs vary from state to state. Based upon several years of research investigating the nature and use of ILPs in states across the United States, the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has merged the commonalities to provide a working definition of a quality ILP. The contents of this policy brief are intended to address a litany of issues relevant to moving forward a quality ILP initiative. The purpose of the brief is to share recommendations generated as a result of ILP research studies by NCWD/Youth, housed at the Institute for Educational Leadership (IEL), and its partners. The brief includes separate but complementary recommendations for state officials, district/school officials, educators, organizations interested in supporting family engagement in schools, special education administrators and support organizations, national organizations, disability organizations, and Federal officials.

This paper provides baseline information for the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) to fulfill its overall mission: To ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunity for employment and independent living. It specifically addresses one of three goals of NCWD/Youth: To improve the awareness, knowledge, and skills of individuals responsible for providing direct services to youth. The paper looks at how and by whom: (1) required content is established; (2) training and education based upon that content are provided; and (3) credentials are given. Additionally, the paper outlines some possible action steps to build stronger connections among organizations and workforce development institutions to ensure that skilled staff serves youth and employers, the two ultimate customers of the system.

This document contains background information on the school-to-work (STW) movement and 20 essays written by employers and intermediaries involved in STW program planning and implementation. Four points are highlighted: (1) it takes time to assemble an STW system; (2) the number of students participating in structured work-based learning remains small; (3) STW marketing is required; and (4) brokers between education/training and employers are needed. The following essays are included: "'Skilled Workers Needed" (Rene Craft); "Stepping Forward and Stepping Up to New Roles" (Lee Doyle); "'Sheer Necessity'" (George H. Kaye); "School-to-Careers: A New Revolution" (Larry Stupski); "Clear Links to Core Business Goals: A Necessity!" (Dave Johnson); "Sustainable Strategy for the Next Century" (Renee Lerche, Mike Schmidt); "Building New Bridges" (Michael Bzdak); "Trust Is the Elixir of Commitment" (Lisa Goldberg); "WOMP: Give Them Something to Talk About" (Rogercarole Rogers); "A Sustained and Evolving Commitment" (Sharon Knotts Green); "Links in the Education Chain" (Jere Hess); "Merging the European and American Systems" (John P. Tobin); "Giving Students a Solid Start" (Kevin Healey); "Building a Support Structure Takes Time" (Mary Dodd); "The Connection for All Students" (William Diehl); "Spanning a Revolution: Can It Happen?" (Robert Gordon); "Developing a Sequence of Actions" (Jeffrey M. Vega); "New Service Innovations Are Required" (Mimi Bushman); "Block by Block Builds Success" (Neil Sullivan); and "Why School Intermediaries Are Needed" (William Bloomfield). (MN)

A review of the standards developed through 22 national occupational skill standards pilot projects funded by the Departments of Education and Labor focused on how they are being used in education and how to improve their use. Although occupational clusters have long played a role in education, the mix of clusters and the use of them varies widely across states. Academic-vocational integration, another standards-related issue, is hindered by lack of a framework of information about career pathways and career progression. Foundation skills identified by the Secretary's Commission on Achieving Necessary Skills have been supported by the pilot projects. The education enterprise needs to incorporate these skills throughout the learning process. There is a need for a support system to help translate industry and occupation standards into useful material for curriculum and instruction. Elements of such a system include the following: relevant assessment and testing tools, a program approval or accreditation process, staff and leadership development, information systems and services, and national and state networks. Among the recommendations for the National Skill Standards Board are the following: support expansion of current consortia/networks; promote cross-agency, standards-driven staff development; infuse standards into career guidance materials; enhance information collection; develop a roadmap to clarify equivalencies between workplace requirements and education needed; and use International Standards Organization processes for quality assurance standards. (KC)

This document provides basic information about the establishment, mission, and principal tasks of the National Skill Standards Board (NSSB), which was established as a key part of Goals 2000 and charged with the responsibility of creating a national system of voluntary skill standards to be available for use by employers, workers, unions, educators, and government. Presented first is the rationale for a system of voluntary standards and the NSSB. The development of skill standards is discussed in the context of recent changes in education and training and the National Education Goals. Discussed in a section on the current foundation for developing a skill standards system are the following: past legislative and federal efforts to encourage development of skill standards; past and present education- and industry-driven skill standards programs; skill standards in Australia, Canada, Denmark, Germany, Japan, and the United Kingdom. Components and characteristics of an ideal skill standards system are listed. Examined next are the following key tasks of the NSSB: identify occupational clusters, recognize voluntary partnerships, establish objective criteria, recognize quality assurance functions, establish endorsement criteria, and develop an infrastructure. A list of 22 skill standards demonstration projects is included. Contains 18 references. (MN)

A study was conducted to explore the motivation for (or against) employer participation in long-standing school-business partnership programs that offer substantive work experience and learning at the worksite. Information was gathered through a literature search, in-person surveys of school personnel and selected employers (n=21), a phone survey of a larger sample of 224 employers, and employer focus groups in 7 sites throughout the United States. A total of 18 secondary schools were included in the survey, along with participating employers. Highlights of the findings are as follows: (1) schools tended to have both worksite-based programs and programs without such a component, with work areas usually determined by faculty skills and the few resources allocated to the partnership programs; (2) the extent to which students learn occupation-specific skills varies greatly among work sites, with such tie-ins most likely in comprehensive vocational-technical schools; (3) the schools are usually able to place all willing students in these programs despite their lack of organized and focused employer recruiting; (4) employers are generally pleased with the student workers and consider them productive employees; and (5) employers are motivated to participate in the programs as much by the desire to acquire entry-level workers as by the desire for community service. Recommendations were made to improve the knowledge component of the worksite programs and to increase employer recruitment. (The survey instruments are included in the report. Contains 30 references.) (KC)

Discusses the functions of the National Skill Standards Board, proposed under of the National Skill Standards Act and the Goals 2000: Educate America Act. Indicates that a study by the Institute of Educational Leadership found approximately 700 committees that used industry volunteers to help states develop skill standards and which could provide the board's foundation. (MAB)