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Connecting Partners and Resources to Prepare Youth for Careers: A Federal Partners in Transition Webinar F ederal P artners in T ransition 1
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Transcript of Federal Partners in Transition 1. 1:00–1:10 p.m.Welcome and Introductions to Federal Partners in...
Connecting Partners and Resources to Prepare Youth for Careers:
A Federal Partners in Transition Webinar
Federal Partners in Transition
1
Agenda1:00–1:10 p.m. Welcome and Introductions to Federal Partners in Transition (FPT): Transition Connections
Michael K. YudinAssistant Secretary, Office of Special Education and Rehabilitative Services, U.S. Department of Education
1:10–1:30 p.m. Individualized Learning Plans: Evidence and Resources
V. Scott SolbergNational Collaborative on Workforce and Disability for Youth
1:30–1:50 p.m. Career Development and Employment
Richard LueckingNational Technical Assistance Center on Transition (NTACT) and TransCen
1:50–2:10 p.m. Transition to Employment Systems Change
Karen Flippo and John ButterworthInstitute for Community Inclusion
2:10–2:30 p.m. Social Security Administration and Youth Transition
Michelle S. BaileySocial Security Administration
2:30–2:40 p.m. Closing Today’s Collaboration
Taryn WilliamsChief of Staff, Office of Disability Employment Policy
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3
Welcome and Introductions to Federal Partners in Transition (FPT):
Transition Connections
Michael K. Yudin, Assistant Secretary Office of Special Education and Rehabilitative Services
U.S. Department of Education
Individualized Learning Plans:
Evidence and ResourcesV. Scott Solberg, PhD
Boston University
National Collaborative on Workforce & Disability for Youth
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Who We Are
Institute for Educational Leadership (IEL)’s Center for Workforce Development◦ National Collaborative on Workforce & Disability for Youth, a national
technical assistance center◦ Focus on needs of all youth, including youth with disabilities and other
disconnected youth Improve state and local policy Strengthen workforce development service delivery Improve competencies of youth service professionals Engage youth and families
Supported by Office of Disability Employment Policy, U.S. Department of Labor
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What Is anIndividualized Learning Plan?
States use different names: Student Success Plan in Connecticut, Individual Career & Academic Plan in Colorado, and many more.
Thirty-seven states and Washington, D.C., require or encourage ILPs.
ILPs typically begin in middle school. The purposes of ILPs are as follows:◦ To personalize learning ◦ To develop college and career readiness◦ To prepare early to meet graduation requirements
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What Is anIndividualized Learning Plan?
There is a long history of individualized plans in special education.
ILP is not the same as an Individualized Education Program (IEP).
Which States Require or Encourage Using ILPs?ILP Policy Map:
http://www.dol.gov/odep/ilp/map/
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Colorado Detailed Information
Colorado Additional Resources
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11
What Is a Quality ILP?
A document consisting of:◦ Course taking and postsecondary
plans aligned to career goals.◦ Documentation of the range of
college and career readiness skills that the student has developed.
A process that enhances the relevance of in-school and out-of-school learning opportunities, and it provides the student access to career development opportunities that involve building skills in self-exploration, career exploration, and career planning and management.
12
Quality Career Development
Engages youth in:◦ Self-Exploration—Exploring their personal interests, skills, and values to
better understand themselves.◦ Career Exploration—Learning about various career options using online
career information and hands-on activities (meeting employers, job shadowing, career mentors, and work experiences).
◦ Career Planning & Management—Defining one’s own goals and plans for pursuing careers, postsecondary education, and other life goals; developing career and college readiness skills; and making informed decisions about secondary courses, in-school and out-of-school activities, and postsecondary education.
13
Theory of Change
ILPs enable youth to become career ready. Becoming career ready results in students becoming aware of
the relevance and utility of academic courses and out-of-school learning opportunities.
As a result, students select a more rigorous academic course schedule, increase effort to perform well academically, seek out work-based learning opportunities, and establish intentions to pursue a postsecondary training or degree program
14
Youth Who Are Becoming Career Ready Can Do the Following:
Identify one or more careers of interest. Clearly describe plans to pursue the careers of interest. Connect career plans to personal interests, skills, and values. Identify how current courses relate to career plan. Articulate skill and entry requirements for careers. Engage in additional learning opportunities. Describe their needed skills and future development plan. Exercise these skills throughout life—ready to engage in
lifelong career planning and management.
15
Comparing ILPs With IEPs
ILPs are not required by federal law. They are required by state law or executive edict.
ILPs do not replace IEPs. ILPs can promote collaboration among school admin and staff
to support the special education students’ career development (Connects Counseling, special education, career and technical education, and general education staff).
Students may work on their ILPs in an advisory period or weekly class (ongoing process or part of the regular school day).
16
Comparing ILPs With IEPs
Students may meet frequently with an adult mentor/advisor or small group to work on ILP (inclusive and personal support).
ILPs inform the IEP/Transition Planning process; students and families come to the table with an understanding of student’s interests, options, goals, and current plans.
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Why Use ILPs? Findings From a National Research Study
Summary of Data
http://www.ncwd-youth.info/use-of-individualized-learning-plans
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District and School Resources
“Promoting Quality Individualized Learning Plans: A How to Guide Focused on the High School Years”
www.ncwd-youth.info/ilp/how-to-guide
Includes lessons, activities, and resources to support implementation of ILPs.
Provides strategies for gaining whole-school buy-in.
Offers strategies for developing and monitoring ILP implementation.
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Family Resources
http://www.ncwd-youth.info/sites/default/files/infobrief-40-families-and-college-and-career-readiness-ilp.pdf
State Resources to Guide Scaled Implementation
http://www.ncwd-youth.info/ilp/produce-college-and-career-ready-high-school-graduates
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State-Generated Resources
https://www.cde.state.co.us/postsecondary/icaptoolkit
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State-Generated Resources (cont. 1)
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State-Generated Resources (cont. 2)
http://www.doe.mass.edu/ccr/schoolcounseling/ilpguidance2014.pdf
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Strategies and Tools forWork-Based Learning Experiences
Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief: http://www.ncwd-youth.info/innovative-strategies/practice-briefs/engaging-youth-in-work-experiences◦ Features strategies from 10 successful programs nationwide
Work-Based Learning Jumpstart: http://www.ncwd-youth.info/work-based-learning
Chapter 3 in High School/High Tech Program Guide: http://www.ncwd-youth.info/hsht/program-guide
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Strategies and Tools forWork-Based Learning Experiences
Internships: The On-Ramp to Employment: http://ncld-youth.info/Downloads/intern-guide-final.pdf
Strategies for Youth Workforce Programs to Become Employer-Friendly Intermediaries: http://www.ncwd-youth.info/information-brief-12
Engaging Families in Supporting Career Development
Briefs: Understanding the New Vision for Career Development:
The Role of Family: http://www.ncwd-youth.info/node/1463
Helping Youth Develop Soft Skills for Job Success: Tips for Parents and Families (2011): http://www.ncwd-youth.info/information-brief-28
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Engaging Families in Supporting Career Development
Briefs: Helping Youth Build Work Skills for Job Success:
Tips for Parents and Families (2012): http://www.ncwd-youth.info/information-brief-34
Tapping Into the Power of Families: How Families of Youth With Disabilities Can Assist in Job Search and Retention: http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of-families
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More Career Development Resources
Using Career Interest Inventories to Inform Career Planning: http://www.ncwd-youth.info/innovative-strategies/practice-briefs/using-career-interest-inventories-to-inform-career-planning
Career Exploration in Action: An Innovative Strategies Practice Brief: http://www.ncwd-youth.info/innovative-strategies/practice-briefs/career-exploration-in-action
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More Career Development Resources
Skills to Pay the Bills: Mastering Soft Skills for Workplace Success: http://www.dol.gov/odep/topics/youth/softskills
The 411 on Disability Disclosure: A Workbook for Youth With Disabilities: http://www.ncwd-youth.info/411-on-disability-disclosure
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More Resources on ILPs
Individualized Learning Plans Fact Sheet: http://www.ncwd-youth.info/fact-sheet/individualized-learning-plan
Using Individualized Learning Plans to Produce College and Career Ready High School Graduates: http://www.ncwd-youth.info/ilp/produce-college-and-career-ready-high-school-graduates
Individualized Learning Plan home page: www.ncwd-youth.info/ilp
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More Resources on ILPs
Kick Start Your ILP (for youth): http://www.dol.gov/odep/ilp/kickstart.htm
Informational comic (for youth): http://www.dol.gov/odep/topics/youth/ShellySaves.htm
Contact UsV. Scott Solberg
Curtis [email protected]
Mindy Larson(202) 822-8405, ext. 169
NCWD/Youth: www.ncwd-youth.info
Funded by ODEP, U.S. DOL: www.dol.gov/odep
34
Career Development and EmploymentRichard Luecking
National Technical Assistance Center on Transition (NTACT) and TransCen, Inc.
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NTACT Purpose
To assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.
36
NTACT Intended Outcomes Increased access or participation in rigorous academic
preparation so students are prepared for success in postsecondary education
Increased access or participation in career-related curricula so students are prepared for postsecondary employment and careers
Improved quality of secondary transition services Increased use of data-driven decision making Increased knowledge or implementation of strategies,
including early warning and intervention systems, to reduce dropout and increase graduation
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NTACT Partners NTACT is a partnership of the following organizations:◦ University of North Carolina at Charlotte◦ University of Oregon◦ Western Michigan University◦ Transition Coalition at the University of Kansas◦ TransCen, Inc.
NTACT is funded by the U.S. Department of Education, Office of Special Education Programs, and the Rehabilitation Services Administration.
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NTACT Resources
Transition planning Postsecondary education and employment preparation Graduation and reengagement Data analysis and use
39
Career Development and Employment
The “gold standard” of transition outcomes is employment and a clear career path.
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How to Get There
Three research-supported transition features are as follows:◦ Work experience during secondary school◦ Collaborating partners to make work happen◦ High expectations for work
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Work Experience
Implement work experience early and often. Work experience can be included in the IEP. It can be an important component of the IPE. Youth and family should serve as engaged decision makers
about work experience. Work is both a transition intervention and the desired
outcome of transition.
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Collaborating Partners
Schools Businesses and employers Vocational rehabilitation Adult and youth employment programs Government agencies serving youth and adults with
disabilities Youth and families Other community resource entities
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High Expectations
Presumed employability: All youth who choose to work can work.
All partners believe this. Belief drives transition planning and service.
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NTACT Resource for Collaborating for Employment and Career Outcomes
A Guide to Developing Collaborative School-Community-Business Partnerships
Contents: Forming partnerships—who leads and what role does each
partner play Engaging key partners—what is in it for each partner Sustaining partnerships—keeping it going and connecting
partnership activities to outcomes
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A Range of Technical Assistance Activities and Resources
See NTACT website: www.transitionta.org
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Transition to Employment Systems Change
Karen Flippo and John Butterworth
Institute for Community Inclusion
Partnerships in Employment
www.partnershipsinemployment.com
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Transition Service Integration Model
The last day of school should be no different than the day after.◦ The service delivery model shifts from public school to integration
across multiple systems.◦ Staff and resources are integrated across school, community providers,
VR, and IDD.◦ All instruction is delivered in community settings.◦ Braided funding is given by VR and DD.
Source: Certo et al., 2003.
49
Percentage Who Work in Individual Jobs
Source: National Core Indicators Project.
50
2009 2010 2011 2012 2013 20140%
10%
20%
30%
40%
6.2% 6.4%
2.4%
6.6%5.4% 4.5%
11.1%
13.5%11.8%
9.9% 10.3%9.1%
18 to 21 years22 to 30 years
Percentage Who Work in Integrated Employment, 18–21 Years of Age
Source: National Core Indicators Project.
51
MO FL NC AR LA M
S OH PA KY OR SC UT IN HI
MEORC W
I0%
10%
20%
30%
40%
0% 0%2% 3%
5% 5% 6%8% 9% 9% 10%
12% 12%14%
22% 23%
Percentage Who Work in Integrated Employment, 22–30 Years of Age
Source: National Core Indicators Project.
52
NY MS AL AR NJ FL NC HI TX
MO OH LA KY GA IL UT PA
MEORC VA IN OR NH W
I SCM
D CT
-20%
0%
20%
40%
60%
OtherIndividual Job
State
Higher-Performing States Framework
Source: Hall et al., 2007.
53
Environmental Context
These projects began prior to the following events:◦ CMS Settings Rule◦ Workforce Innovation and Opportunity Act◦ U.S. Department of Justice decisions in Oregon and Rhode Island
54
Systems and Policy Outcomes
Sustained investment: It takes time to see results for students and adults.
Funding changes are necessary to transform systems.
55
Systems and Policy Outcomes: Policy
Alaska, Mississippi, California, Tennessee, and New York: Employment First Policy
Legislation, Executive Order, or Guideline
56
Systems and Policy Outcomes:Grassroots Policy and Goals
Family involvement: Tennessee Family Survey: More than 80 percent of families responding wanted their child to work.
Tennessee, Missouri, and Iowa: Supporting families Iowa: Case management and service planning
57
Systems and Policy Outcomes:Interagency Collaboration
California: Blueprint is being developed by vocational rehabilitation, developmental disabilities, and education state agencies.
Tennessee: Memorandum of understanding. Alaska: Alaska Employment Matrix.
58
Systems and Policy Outcomes: Funding
Iowa: Funding formulas were revised. Wisconsin: Indicator 14 pays for employment outcomes.
59
Systems and Policy Outcomes:Innovation
Tennessee, California, and Wisconsin: Grass roots-level systems change through community conversations
New York: Expansion of Project Search Tennessee: Governor Task Force reports
60
Systems and Policy Outcomes:Capacity Building
Alaska: Certification process for Discovery Wisconsin: Coaches for transition teachers in providing
employment services and employer stipends for internships Alaska and Tennessee: State initial and ongoing investment to
make change
61
Systems and Policy Outcomes:Data and Accountability
Iowa: Outcome data pilot California: State employment report card
62
Replication
Leadership acts neutral, like a “Switzerland.” Heavy investment has been made in relationship building (at
the state level and the local level through pilots, demonstrations, and memorandums of understanding).
Holistic approach to systems change: One element is not enough.
Major partners’ involvement is needed. Resources must be leveraged.
63
Wisconsin Pilot Outcomes
Sixty-two percent of students have paid community employment.
Eighty-nine percent of students are engaged in some type of integrated work activity (paid or unpaid: volunteer, paid work experience, job shadow, or paid job).
Every student in paid employment was employed by a different business (30 unique employers).
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Measures
Percentage in integrated employment (IDD) Number entering employment (VR closures) Percentage employed (Indicator 14) at the following time
points:◦ At graduation◦ One year after graduation
Wages, hours, and benefits
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Percentage in Integrated Employment Services
Source: Survey of IDD Agencies.
66
2010 20130%
10%
20%
30%
40%
15.7% 16.9%
25.0% 24.3%
PIE Not PIE
AK, CA, IA, MO, TN, WI (missing: NY and MS).
Mean Hours and Wages Per Week
Hours Worked
GrossWages Hourly Wage
Individually supported job 12 $93 $8.49
Competitive job 13 $100 $8.27
Group-supported job 14 $86 $6.76
Paid facility-based job 16 $28 $2.39
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Partnerships in Employment
Home page: www.partnershipsinemployment.com
John Butterworth, Principal Investigator: [email protected]
Karen Flippo, Project Manager: [email protected]
The Partnerships in Employment Technical Assistance Center is a project of the Institute for Community Inclusion at the University of Massachusetts Boston, in partnership with the National Association of State Directors of Developmental Disabilities Services. It is funded by the Administration on Intellectual and Developmental Disabilities, Administration for Community Living, U.S. Department of Health and Human Services
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Social Security Administration and Youth Transition
Michelle S. Bailey
Social Security Administration
Objectives
Discuss the following issues:◦ Characteristics of youth receiving Supplemental Security Income (SSI)◦ Recent research on youth receiving SSI◦ Work Incentives Planning and Assistance (WIPA)◦ Protection and Advocacy for Beneficiaries of Social Security (PABSS)◦ Youth in foster care transitioning to SSI◦ The Red Book◦ Demonstrations
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Supplemental Security Income (SSI) Eligibility for Children
Definition of “disability”:◦ Medically determinable physical or mental impairment that results in
marked and severe functional limitations and can be expected to result in death or has lasted or can be expected to last for a continuous period of not less than 12 months
Means-tested program◦ Assets <$2,000 (one parent) or $3,000 (two parents) ◦ Earnings < SGA ($1,090 non-blind and $1,820 blind)◦ Deeming (parent income)◦ Disregards ($65 earned, $20 unearned or other)◦ Work incentives (e.g., student-earned income exclusion)
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Children Receiving SSI Number of children who receive SSI is 1.28 million. The average payment is $650 per month. The percentage of children who receive SSI and are below federal poverty
threshold1:◦ With SSI payments: 33.9 percent◦ Without SSI payments: 57.5 percent
Nearly half of families have income below $30,000 (Bailey & Hemmeter, 2015).
It is connected with broader social safety net (Bailey & Hemmeter, 2015).◦ SNAP 64.9 percent◦ Energy assistance 10.8 percent◦ Medicaid 96.3 percent
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Childhood Continuing Disability Reviews (CDRs) and Age 18 Redeterminations
Childhood CDR Review of medical eligibility.
Released according to diary date (expected likelihood of medical improvement) and available funding.
Diary dates can range from six months to seven years.
SSI eligibility ceased in about 26 percent of reviews in 2013 (Social Security Administration, 2014).
Age 18 Redetermination This process is generally conducted
within two years of turning age 18.
New disability determination under the adult process:◦ Listing differences between children
and adults◦ Impairment that results in the inability
to do any substantial gainful activity
SSI eligibility ceased in about 42 percent of redeterminations in 2013 (Social Security Administration, 2014).
* Can continue to receive payments with a PASS plan, IEP, or otherwise working with VR or other program (Section 301).
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Characteristics of Children on SSI Receiving a CDR (1998–2008)
Characteristics Percentage Distribution Cessation RateTotal (N = 992,362) 18.3Age at initial CDR decisionYounger than five 8.6 26.2Five to 12 62.2 18.213–17 29.1 16.0
DiagnosisIntellectual disabilities 30.0 13.0Other mental disorders 29.5 16.9Neoplasms 1.6 54.0Nervous system and sense organs 10.7 9.1Respiratory system 4.5 48.1
Years in program Fewer than two 1.1 19.3 Two to three 25.1 18.8 Four to five 29.6 21.1 Six to nine 33.1 17.5 10 or more 11 11.4
Notes: This population does not include children who qualify under low birth weight. Not all categories are shown.Source: Hemmeter & Bailey, 2015.
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Estimated Program Return Rate within 10 Years for Children Whose SSI Eligibility Was Ceased in
a CDR
13.4 percent of children returned to SSI. 1.1 percent entered Disability Insurance (DI) as a disabled
worker.
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Former Child SSI Recipients Who Return to SSI Within 10 Years After Cessation
Higher return rates◦ Intellectual disabilities 17.3 percent ◦ Nervous system and sense organ diseases 17.5 percent ◦ Genitourinary system diseases 20.5 percent
Lower return rates◦ Neoplasms 8.1 percent ◦ Respiratory 8.6 percent
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Characteristics of Youth on SSI Receiving an Age 18 Redetermination (1998–2008)
Characteristics Percentage Distribution Cessation RateTotal (N = 579,325) 34.3Age at initial CDR decision18 years 82.2 33.2Older than 18 years 17.8 39.5
DiagnosisIntellectual disabilities 42.9 28.2Schizophrenia and other psychotic disorders 1.5 24.8Other mental disorders 30.5 50.7Neoplasms 0.8 53.3Nervous system and sense organs 9.3 12.6
Years in program Fewer than two 6.1 18.2 Two to three 11.9 37 Four to five 13.6 45.3 Six or more 68.4 33.1
Source: Hemmeter & Bailey, 2015.
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Estimated Program Return Rate Within 10 Years for Youth Whose Eligibility Was Ceased
in an Age 18 Redetermination
14.4 percent of children returned to SSI. 5.0 percent of children entered DI as a disabled worker.
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Former Youth SSI Recipients Who Return to SSI Within 10 Years After an Age 18 Redetermination Cessation
Higher return rates from the following populations:◦ Individuals who received SSI fewer than two years 22.0 percent◦ Individuals with schizophrenia and other psychotic disorders 21.0
percent◦ Individuals with diseases of the endocrine, nutritional, and metabolic
system 21.5 percent◦ Individuals with genitourinary system diseases 32.6 percent
Lower return rates from the following populations:◦ Individuals with neoplasms 10.6 percent ◦ Individuals with respiratory problems 6.6 percent
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Pretransition Indicators
Education characteristics and challenges (Wittenburg & Loprest, 2007):◦ Individuals who receive special education: 75 percent.◦ Individuals who have been expelled or suspended: 32 percent.
Employment and training characteristics (Hemmeter, Kauff, & Wittenburg, 2009; Wittenburg & Loprest, 2007):◦ Forty-one percent were employed at age 16 or 17.◦ Eleven percent earned >$2,000 at age 16 or 17.◦ Twenty-one percent received vocational training.
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Transition Outcomes
Those off SSI at ages 19–24 are (Loprest and Wittenburg, 2007):◦ More likely to be employed.◦ More likely to have been arrested or have dropped out of school.
Those on SSI at age 19 are (Hemmeter, Kauff, & Wittenburg, 2009):◦ Less likely to have been employed or arrested by age 17.◦ More likely to have had vocational training by age 17.
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Transition Outcomes
Earnings are generally low (Davies, Rupp, & Wittenburg, 2009):◦ In recent child award cohorts, less than half of individuals have earnings
at ages 19–28.◦ For those with earnings ages 24–28, average earnings were $10,000
(in 2007 dollars).
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Work Incentives Planning and Assistance (WIPA)
WIPA provides information and counseling to assist SSI and DI beneficiaries to understand and access work supports, called “work incentives.”
The complexity created by different federal and state benefits programs engenders fear and confusion, and it may discourage work.
In all, 83 WIPA programs provide services Currently, the focus is on youth, veterans, and beneficiaries
working or about to go to work. Larger areas are served via distance communication to reduce
administrative and travel costs.
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Protection and Advocacy for Beneficiaries of Social Security (PABSS)
PABSS grantees are state-based organizations providing information and advice, advocacy, legal, and other related services to help beneficiaries secure, maintain, or regain gainful employment.
PABSS projects are encouraged to help youth make successful transitions to adulthood.
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Protection and Advocacy for Beneficiaries of Social Security (PABSS)
Focus on youth between the ages of 14 and 25 planning for employment and financial independence:◦ Strategies include building partnerships with schools, vocational
rehabilitation agencies and parents of youth with disabilities.◦ Benefits of employment and using Social Security Administration (SSA)
work incentives and related resources.
To find the WIPA or PABSS for your state or territory, please visit: www.chooseworkttw.net/findhelp.
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The Red Book, From the SSA SSA’s guide to employment supports under SSI and DI for
educators, advocates, rehabilitation professionals, and counselors who serve people with disabilities
Work incentives are special rules that make it possible for SSI and DI beneficiaries to work and still receive monthly payments and Medicare or Medicaid.
Student-Earned Income Exclusion: Individuals younger than 22 years and regularly attending school can exclude earnings up to $1,780 per month (maximum exclusion of $7,180 per year).
Source: Social Security Administration, 2015.
The Red Book, From the SSA
Plan to Achieve Self Support (PASS): Set aside income and resources (other than SSI) for a specified period of time towards the pursuit of a work goal that will reduce or eliminate the SSI or DI benefits currently received
Continued Payment under Vocational Rehabilitation Plan—Section 301: Continuation of benefits after found to be no longer disabled (medical recovery) if participating in an approved vocational rehabilitation plan that is likely to lead to self-support
Source: Social Security Administration, 2015.
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88
Transition to SSI for Youth in Foster Care
Historically, SSA accepted SSI applications from youth no more than 30 days before the applicant's 18th birthday.
Due to processing times exceeding 30 days, this created a gap between foster care benefits and SSI payments.
In 2008, SSA and California piloted a policy change that would allow SSI applications up to 12 months before youth exit foster care.
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Transition to SSI for Youth in Foster Care
In 2010, SSA changed the policy to accept SSI applications as early as 90 days before the applicant’s 18th birthday (or losing foster care eligibility), which increased the percentage of youth receiving decisions within 60 days of their 18th birthday (King & Rukh-Kamaa, 2013).
For more information on the policy, see: http://www.socialsecurity.gov/ssi/spotlights/spot-disabled-youth.htm
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DemonstrationsYouth Transition Demonstration Designed to assist youth, aged 14–
15, with disabilities to successfully transition from school to economic self-sufficiency
Random assignment study
Interventions implemented by six community-based organizations
Five waivers of program rules designed to allow youth to keep more of their earnings and encourage savings, and to encourage their continued education
Promise Designed to improve outcomes for
youth ages 14–16 with disabilities who receive SSI and their families
Joint initiative across Department of Education, SSA, Department of Health and Human Services, and Department of Labor
Random assignment study with six projects funded in 11 states
Largely uses existing state-level organizations to provide services and supports
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ReferencesBailey, M. S., & Hemmeter, J. (2015). Characteristics of noninstitutionalized DI and SSI program
participants, 2013 update (SSA Research and Statistics Note No. 2015-02). Baltimore, MD: U.S. Social Security Administration. Retrieved from https://ssa.gov/policy/docs/rsnotes/rsn2015-02.html
Certo et al. (2003). [From slide 49]
Davies, P. S., Rupp, K., & Wittenburg, D. (2009). A life-cycle perspective on the transition to adulthood among children receiving Supplemental Security Income Payments. Journal of Vocational Rehabilitation, 30, 133–151.
Hall et al. (2007). [From slide 53]
Hemmeter, J., & Bailey, M. S. (2015). Childhood continuing disability reviews and age-18 redeterminations for Supplemental Security Income recipients: Outcomes and subsequent program participation (SSA Research and Statistics Note No. 2015-03). Retrieved from https://www.ssa.gov/policy/docs/rsnotes/rsn2015-03.html
Hemmeter, J., Kauff, J., & Wittenburg, D. (2009). Changing circumstances: Experiences of child SSI recipients before and after their age-18 redetermination for adult benefits. Journal of Vocational Rehabilitation, 30, 201–221.
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References
King, L., & Rukh-Kamaa, A. (2013). Youth transitioning out of foster care: An evaluation of a Supplemental Security Income policy change. Social Security Bulletin, 73(3). Retrieved from https://www.ssa.gov/policy/docs/ssb/v73n3/v73n3p53.html
Loprest, P. J., & Wittenburg, D. C. (2007). Posttransition experiences of former child SSI recipients. Social Service Review, 81(4), 583–608.
Social Security Administration. (2014). 2013 Annual report of continuing disability reviews. Baltimore, MD: Office of the Chief Actuary, Social Security Administration.
Social Security Administration. (2015). 2015 Red Book: A summary guide to employment supports for persons with disabilities under the Social Security Disability Insurance and Supplementary Security Income programs. Baltimore, MD: Social Security Administration. Retrieved from https://www.ssa.gov/redbook/documents/TheRedBook2015.pdf
Wittenburg, D. C., & Loprest, P. J. (2007). Early transition experiences of transition-age child SSI recipients: New evidence from the National Survey of Children and Families. Journal of Disability Policy Studies, 18(3), 176–187.
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Questions?
Shelley Bailey Office of Research, Demonstration, and Employment [email protected]
Joyanne Cobb Office of Research, Demonstration, and Employment [email protected]
Jeffrey Hemmeter Office of Research, Demonstration, and Employment [email protected]
