Evidence-based Practices Leading Toward Successful Post-school Outcomes for Youth on SSI Rene Averitt-Sanzone, The Parent’s Place of Maryland Thomas P. Golden, Cornell University Mari Guillermo, San Diego State University Joyce A. Montgomery, Vallejo City Unified School District

2019 OSEP Leadership Conference OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

An Orientation to PROMISE Mari Guillermo, San Diego State University

Promoting the Readiness of Minors in Supplemental Security Income (PROMISE)

PROMISE Model Demonstration Projects

Purpose & Outcomes To improve the provision and coordination of services and supports for child SSI recipients and their families to enable them to achieve improved outcomes: Increased educational attainment Improved Employment Outcomes Long-term reduction in SSI reliance

PROMISE Requirements State agency partnerships Participant Enrollment (Randomized Control Design) 14-16 years old SSI Recipient Services/Interventions Case management Benefits Counseling and Financial Capability Services Career and Work-Based Learning Experiences Parent Training and information Other

A System’s Perspective Thomas P. Golden, Cornell University

Systems Landscape at Implementation in 2013 Growing body of literature identifying evidence-based practices for successful transition Identification of vulnerability of the youth SSI population Pre-WIOA environment Complexity between siloed federal and state partner agencies Systems complexities were further complicated by population demographics and needs

Maslow and PROMISE

How One System Had Measured Up

Systems Landscape during Implementation Implementation of flexible and customizable person-centered and family-driven services with fidelity Improved systems collaboration and articulation agreements between state and local agencies (Labor, Education, VR, ID/DD, MH, etc) Improved state and local systems capacities pertaining to work incentives counseling and financial empowerment 2013-2019

Student and Systems Improvements as a Result of PROMISE Decreased high school drop out resulting in improved high school retention and graduation (Indicators 2 and 1 respectively) Increased access to vocational rehabilitation services Increased engagement in paid and unpaid work experiences and other transition activities (Indicator 13) Increased employment and post- secondary education following graduation (Indicator 14) Results varied per research demonstration project, but generally speaking…

A Parent Center’s Perspective Rene Averitt-Sanzone, The Parent’s Place of Maryland

Challenges Disenfranchised Competing priorities Transportation School & Health

Successes Leadership Training Youth Training Coaching

Enhancements Sustainability Shifting Lens Messaging

A School District’s Perspective Joyce A. Montgomery, Vallejo City Unified School District

Challenges Implementing PROMISE in Schools Focus on academic achievement and graduation attainment Current Special Education employment programs Agencies restrictions and accountability systems Educators lack of knowledge regarding Social Security Educators low expectation for students with disabilities Educators expectations for students on Certificate track vs Diploma track Educators lack of knowledge of community resources Board of Education and administrative knowledge & buy-in of transition services

Challenges Working with PROMISE Families Families mistrust of the benefit system Families dependence on benefits and misinformation or no information Families low expectations for students and lack of knowledge of available school & community resources Families expectations for students to achieve Families fear for student's safety Multi barriers of the families Misunderstanding of employer expectations

Successful Practices from a School Perspective Person Driven Planning – Student and Family focused Family Engagement – Families want to participate Culture Change - Changing expectations for all PROMISE students Collaboration – Partnering with agencies Work experience/Work-based Learning increasing engagement Benefits Planning – Reducing fears and misconceptions Increased post secondary opportunities

Policy and Practice Recommendations Student-driven planning with a family-centered focus for all students Collaboration and communication between schools and community agencies including data sharing Special Education law should include work-based learning, self determination, family engagement, benefits counseling, and financial planning as part of transition planning Work-based learning, internships, apprenticeships and employer paid work experience a priority for all students

Recommendations continued… Increase partnerships with housing, transportation, juvenile justice, general education and other marginalized stakeholders (i.e. American Indian Tribes). Increase engagement with TANF/Welfare to reframe a message of financial empowerment for the SSI population. Improve alignment of IDEA, WIOA, Medicaid and Ticket to Work to support improved post-school success for youth on SSI.

Discussion

2019 OSEP Leadership Conference OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)