AMM Presents “The Graduate”

1. AMM Presents“The Graduate” Postsecondary Programs for 18-22 Year Old Students

2. Jordan Knab, Director Project 10: Transition Education Network University of South Florida St. Petersburg Kris Webb, Associate Professor & Director University of North Florida Disabilities Resource Center

3. The Status Quo ESE Students remain in High School from ages 18 to 22, while their peers without disabilities graduate and either go on to a Vocational/Technical School, a Community College, a University, and/or Employment.

4. Nationwide Movement • Local school systems nationwide are partnering with two- and four-year public and private colleges offering Postsecondary Experiences (PSE) to students with disabilities who are either currently enrolled in high school, have exited high school with a special diploma, and/or can remain enrolled in high school until age 22.

5. WHY? These programs have demonstrated increased post-secondary success for students with disabilities wherein they: • gain independent living skills, • gain competitive employment, • succeed in higher education (i.e. certificate of completion, degree seeking and/or completion), • decrease their dropout rate.

6. There are approximately 110 PSE programs across 28 states in the U.S. • 57 out of the 110 programs are located on 4-year college and/or university campuses.

7. “Don't you think that idea is a little half-baked?” “Oh no, Dad, it's completely baked.”

8. Three Models have been identified through national research: • Mixed/hybrid model • Substantially separate model • Inclusive individual support model “Postsecondary Education Options for Students with Intellectual Disabilities” by Debra Hart, Meg Grigal, Caren Sax, Donna Martinez, and Madeleine Will.

9. Mixed/hybrid model • Students participate in social activities and/or academic classes with students without disabilities (for audit or credit) and also participate in classes with other students with disabilities, sometimes referred to as “life skills” or “transition” classes. This model typically provides students with employment experience on- or off-campus.

10. Substantially separate model Students participate only in classes with other students with disabilities, sometimes referred to as a “life skills” or “transition” program. Students may have the opportunity to participate in generic social activities on campus and may be offered employment experience, often through a rotation of pre-established employment slots on- or off-campus.

11. Inclusive individual support model Students receive individualized services (e.g., educational coach, tutor, technology, natural supports) in college courses, certificate programs, and/or degree programs, for audit or credit. The individual student’s vision and career goals drive services. There is no program base on campus. The focus is on establishing a student-identified career goal that directs the course of study and employment experiences (e.g., internships, apprenticeships, work-based learning). Built on a collaborative approach via an interagency team (adult service agencies, generic community services, and the college’s disability support office), agencies identify a flexible range of services.

12. “Mrs. Robinson, you're trying to seduce me.”

13. 110 Postsecondary Experience Models Nationally • 2 Year Programs = 45% • 4 Year Programs = 55% • Mixed/hybrid = 57% • Substantially separate = 38% • Inclusive individual support = 4.8%

14. Florida examples • The University of North Florida has classified the model they are utilizing as “Inclusive Individual Supported.” • Florida Southern College has classified the model they are utilizing as “Substantially Separate.” • The University of Central Florida has classified the model they are utilizing as “Substantially Separate.”

15. “Mrs. Robinson, if you don't mind my saying so, this conversation is getting a little strange.”

16. Benefits to the University/College • Enhanced training, internship, practicum opportunities for future educators, counselors, and social workers • Community Involvement & Diversity • Local and National Public Relations • Enhancing Accreditation Reviews • Research Opportunities • Enrollment Dollars • Increased ability to meet the needs of diverse learners • Benefits to degree-seeking students

17. The Governor’s Commission on DisabilitiesRecommendations for research, creation of pilot sites, and a “standardized” curriculum for postsecondary institutions.

18. Project 10 STING RAY

19. Students • Transitioning • Into the • Next • Generation • Recognizing • Alternatives for • Youth

20. GOALS • Develop a Curriculum Framework that can be tailored to either a 2 year or 4 year setting, with an end goal of substantial, gainful employment and mastery of independent living skills.

21. GOALS (cont.) • Develop a sustainable and replicable model that can be utilized anywhere across the state and with any existing postsecondary institution.

22. Two Pilot Sites for 2010 • 1 University 4 Year Setting • 1 Community/State College 2 Year Setting

23. Potential Participating Agencies: The Governor’s Commission on Disabilities, The Florida Department of Education, The ABLE Trust, The Division of Vocational Rehabilitation Services, Agency for Persons with Disabilities, County School District, University or Community/State College, FIN Project, Project 10.

24. “Would you mind telling me then what those four years of college were for? What was the point of all that hard work?” “You got me.”

25. Mastery of skills in all five domains: 1. Health & Personal Care 2. Home & Money Management 3. Safety/Emergency Preparedness & Planning & Transportation 4. Self-Determination/Interpersonal Relationships/Social/Leisure Activities 5. College or University Electives/Employability Skills/ Job Readiness/Job Placement • Job Placement – 150 consecutive days of successful employment with the same employer.

26. The Graduate! The Employability Readiness Certificate_The Certificate is a portable credential that shows employers across the State of Florida that the graduate has achieved a basic level of workplace employability skills in customer service, co-worker relations, work place etiquette, problem-solving strategies, basic mathematics, basic reading, and ability to locate information/resources.

27. “If you won't sleep with me this time I want you to know that you can call me up anytime you want and we'll make some kind of arrangement.”

28. Questions? • Comments? • Ideas?

29. REFERENCES Books: • Transition Services for Students with Significant Disabilities in College and Community Settings -Grigal, Neubert, & Moon (2005) http://www.proedinc.com/ • Going to College - Getzel &Wehman (2005) • http://www.brookespublishing.com/ Videos: • Through the Same Door: Inclusion Includes College (2006) • http://www.throughthesamedoor.com/ • PSU • Life Link PSU DVD • http://soar.ois.psu.edu/cgi-bin/WebObjects/SOAR.woa/wa/campusRegister?productId=0521DVD Websites: • www.transitiontocollege.net • www.thinkcollege.net • www.education.umd.edu/oco • www.transitioncoalition.org • www.STEPS-Forward.org • www.heath.gwu.edu

30. Special thanks to: • Federico Valadez, Region 4 Transition Representative, Project 10, and • Lori Garcia, Region 1 Transition Representative, Project 10