1. Transition Advocacy Project (TAP)
2015 Leadership Conference
“All In: Achieving Results Together”
Transition Advocacy Project (TAP)
Jazmone Taylor, Project Director, Parent Training and Information Center
Advocates for Justice and Education, Inc.
The Parent Training and Information Center of the District of Columbia

2. Advocates for Justice and Education, Inc. (AJE)
Founded in 1996.
Initial six-weeks pilot began with 16 families, effecting 27 children.
The pilot was to evaluate (1) whether there was a need for Education Advocacy Training in our targeted area of operation, Wards 6, 7, and 8; (2) whether the proposed method of educating parents was effective; and (3) whether the method could be linked to long term outcomes that actually made a difference in the lives of the children whose parents were involved in our program.
Created to address injustices and the denial of basic education services.

3. AJE’s Mission
Our Mission: To promote equality for children and youth with special needs in the areas of education and health. AJE offers free direct services including individual advocacy, training, resources, support and legal representation to ensure that children and youth with special needs have equal access to education and health services. We seek to empower youth and parents to be effective advocates and youth to self advocate to ensure that children receive an appropriate education.

4. AJE’s Core Programs
Our current programs works with three populations of parents and their children: Students Eligible for Early Intervention Services (birth – age 3), School Aged Students (ages ) and Transition Aged Students (ages 13-26).
Services are rendered through empowerment projects, direct services, training, and community education.

5. AJE’s Core Programs (2)
Parent to Parent: Provides parents with leadership training and a supportive network of peers.
Resource and Information Center: A comprehensive resource library and training center offering parents information on the laws of special education, specific disabilities, the latest research on treatment and interventions, and adaptive technology.
Direct Services/Individual Advocacy: We provide direct services to parents in the form of free individual advocacy and representation in situations when the intervention of third party is necessary to ensure that appropriate services are being made available to a family in need.

6. AJE’s Core Programs (3)
DC Family-to-Family Health Information Center (DCHIC) & DC Parent Information Network (DCPIN): The DCHIC provides support, information, resources, and training to families of children and youth with special health care needs and the professionals that serve them. The DCPIN provides family navigation and care coordination services to help families navigate the maze of health care services and programs for children with special healthcare needs.
Transition Advocacy Project (TAP): The Transition Advocacy Project provides youth ages with support, advocacy, information and training in order to improve their involvement in their educational planning.

7. History of TAP
In 2000, AJE created its Transition Advocacy Project (TAP) in an effort to address the transition needs of youth with disabilities.
In particular, the focus was on supporting the needs of students aging out of special education and transitioning into the adult system of care.
We found that many students needed support and encouragement in the development of their self-advocacy skills.

8. Overview of TAP
This project provides youth ages with support, advocacy, information and training in order to improve their involvement with their educational planning
Project activities include:
Partnerships with Schools
Partnerships in the Community Providers
Annual Youth-to-Youth Leadership Institute
Monthly Youth-to-Youth Support Group

9. Youth Engagement Tips
Establish a youth-friendly environment within your Parent Center.
Keep in mind the interests of youth when developing programming and activities.
Engage the EXPERTS.
Meet the young person where they are.
Outreach! Outreach! Outreach!
Social media IS your friend.
Keep your programming fun and interactive.
Empower and encourage youth to lead their educational planning.
Involve parents and guardians.
Incentives are KEY.

10. For More Information:
Advocates for Justice and Education, Inc. 25 E St. NW, 4th Floor Washington, DC Phone: (202) Hours: Monday-Friday; 9am-5pm Website: Follow us on Friend us on Facebook:

11. MakingItReal The Foundations of Youth Development and Leadership and Creating Sustainable Programs Dr. Josie Badger

12. Continuum of Youth Growth
Continuum of Engagement

13. Youth Development
A coordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically, and cognitively competent.
Components of effective youth development programs:
Decision-making
Relationships and a sense of belonging
Experimenting with identity
Strength-based approach
Ferber, Pittman and Marshall (2002)
Learning – developing positive basic and applied academic attitudes
Thriving – developing physically healthy attitudes, skills, and behaviors
Connecting – developing positive social attitudes, skills, and behaviors
Working – developing positive vocational attitudes, skills, and behaviors
Leading – developing positive civic attitudes, skills, and behaviors
Youth development
Preoperational phase leading to adulthood

14. Youth Leadership
Wehmeyer, Agran, & Hughes, 1998
Youth leadership includes intrinsic and extrinsic leadership skills

15. Dimensions of Leadership
Elements of leadership programs
Authentic experiences
The right level of challenge and risk
Safe spaces and support
Role models
The history, values, and beliefs of communities
Leadership styles
Awareness, understanding and tolerance of other people
Experiential learning and opportunities
Service to others

16. Progressive Leadership
Opportunities
Near Peer Mentors
Trainings
Communication
Feedback
Increasing responsibility

17. Youth Action Council (YouthACT)
2015 Leadership Conference
“All In: Achieving Results Together”
Youth Action Council (YouthACT)
Getting more youth with disabilities and their allies involved as leaders who partner with adults and organizations to improve opportunities for youth to succeed in life
Jennifer Thomas
Youth Development Specialist
Center for Workforce Development
Institute for Educational Leadership (
4301 Connecticut Ave., NW, Suite 100
Washington, DC 20008
x162

18. For More Information

19. Reaching and Engaging Youth in Our Projects
2015 Leadership Conference
“All In: Achieving Results Together”
Reaching and Engaging Youth in Our Projects
Hands-On Tools to Prepare and Engage Youth
in Self-Advocacy
Karen Harrison, Executive Director
STEP, Inc. (Support & Training for Exceptional Parents)
TN’s Parent Training and Information Center

20. STEP’s To Dream Building Activity Cards
A fun way to engage students,
teachers, and parents in
transition planning!

21. Purpose of the Activity
For Students:
• To give students a visual representation of a variety of post-school outcomes and allow them to express what is important to them.
• To aide in development of long term goals.
Students who have fine motor and communication needs can point to the cards to express themselves
For Team Members:
To help team members realize that each person brings a different perspective to what is most important in transition planning.
Similarities and differences that emerge will help the team members develop a cohesive transition plan.

22. How It Works As A Group Activity
Teachers and Service Providers
Students and Adults with Disabilities
Parents, Guardians, Family Members
Activity: If the audience is a mixed group of teachers, students, and parents, have each group look at cards and pick the 5 MOST important to independent living and transition planning. That group must come to consensus!
(Works best if each group has a set of cards.)
• Facilitator moves between groups to assist.
Compare choices and discuss.

23. Why Is Comparison Important?
Students typically choose what is important TO them.
Parents and teachers typically are focused on what is important FOR the student.
Example:
It is important to the student to money.
It is important for the student learn how to manage a budget.

24. With An Individual Student
Activity
Students choose what is important to them.
Use their choices as a springboard for further discussion, transition planning or a way for the student to share with the IEP team their preferences.
Match choices to areas on a transition plan
Instruction
Community Experiences
Daily Living Objectives
Employment
Related Services
How are these choices reflected in the Transition Plan?

25. Let’s Look Laminated Cards come in a
packaged set with full instructions.
If you want to try it:
Cards can be purchased from STEP, Inc.
You can develop your own cards
Identify corporations who support outcomes for youth as a funding source. (Wal-Mart, Banks, Foundations)

26. Tools to Give Youth a Voice
Dude, Where’s My Transition Plan
What is transition planning
What are self-directed services
How to speak up for yourself
Identify your strengths
Set goals for yourself
After high school, the rules change – comparison
Self-advocacy checklist to rate skills
Finances, living options, health care
Resources

27. Plan A Perfect Life
Plan a Perfect Life is an exercise designed to help youth recognize the importance of choosing and preparing for a career. During the exercise the student will be prompted to:
research career websites and salaries
select a career and determine wages
make lifestyle choices such as where they will live, what car they will drive, and what recreational activities

28. Plan a Perfect Life (2)
The exercise will show the student the difference between gross and net wages.
The student will be prompted to make decisions about vehicle financing and insurance.
At the end of the exercise the student will see
if their chosen occupation will support
their chosen lifestyle.
Plan a Perfect Life is a Microsoft Excel workbook

29. Ways We Have Used These Resources to Reach Youth
In Service professional development with teachers.
Train the Trainer model in Juvenile Facilities and Mental Health Facilities
One on one planning sessions with families and youth
Youth conferences

30. Questions for Presenters