cal stat transition summit postsecondary education wilbert francis ucla tarjan center denise simpson...
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CAL STAT Transition SummitPostsecondary Education
Wilbert FrancisUCLA Tarjan Center
Denise SimpsonNOCCCD School of Continuing Education
Julie Ornelas-SmithAnaheim Union High School District
CAL STAT Transition SummitPostsecondary Education
o Review of Researcho Anaheim Union High School District
Adult Transition Programo Postsecondary Education Programso College to Career Programso Benefits/Outcomes of Collaboration
o PSE Community at Harbor Regional Centero PSETC (PSE Transition Consortium)
o Disclosing your Disabilitieso What about the Parents?
AGENDA
Wilbert Francis, MBAJanuary 19-20, 2011
University of California, Los Angeles
Under the direction of the Tarjan Center, Open the Doors:
o founded in 2007 with a Community Program Development Grant from SCDD
o state resource for information, training and technical assistance on PSE for students with ID and autism
o works in collaboration with the CA Consortium on PSE Options for People with Developmental Disabilities (local)& with Think College© (national)
o Provides professional development training and TA to 112 CA Community Colleges
Open the Doors to CollegeOpen the Doors to College
What is Postsecondary Education?What is Postsecondary Education?
PSE is education beyond what is considered typical of high school education (ages 18-22)
Options for students with intellectual disabilities include:
o Transition Adult community-based, functional instructional program on/off campuseso Community Collegeo Four-year colleges and institutionso Vocational & technical collegeso Various forms of adult-education
Why Postsecondary Education (PSE)? Why Postsecondary Education (PSE)?
Research finds … “Students with intellectual disabilities who had some type of PSE experience”
o were much more likely to obtain competitive employment, o required fewer supports, and o earned higher wageso had increased self-esteem and o expanded social networks that included students without
disabilities.
(Zaft, Hart & Zimbrich 2004)
Wagner & Cameto, 20052007 Median Earnings: 20-25yr olds
The More You Learn…the More You EarnThe More You Learn…the More You Earn
“Students with disabilities represented nearly 11 percent of all postsecondary students in 2008, according to a federal survey.”
US Government Accountability Office, GAO-10-33 (2009)
A National Study shows…A National Study shows…
“Moreover, this population appears to have grown, based on selected federal and state data.”
US Government Accountability Office,
GAO- 10-33 (2009)
“Also, in 2008, students with disabilities were similar to their peers without disabilities with regard to age, race, and the schools they attended.”
US Government Accountability Office, GAO-10-33 (2009)
Students at CA Community CollegesStudents at CA Community Colleges
NEW!!! Higher Education Opportunities Act igher Education Opportunities Act
Congress passed and the President signed the Higher Education Opportunities Act into law in 2008.
It provides:o Pell Grantso Federal Work Study o Financial Aido $$$ for the development of Model programs that require
students with intellectual disabilities to be with non-disabled students 50% of their time
NEW!!! Department of Rehabilitation & CA Community epartment of Rehabilitation & CA Community Colleges College to Careers ProgramsColleges College to Careers Programs
DOR is making one million 250 thousand dollars available per year, for three years to fund 5 community colleges to develop pre-vocational, vocational, job training &placement programs and services.
The programs will:
Begin – Soon at a campus near you!!Operate for three years Continue & expand, if found to be successful
AUHSD’s Adult Transition Bridge to the School of Continuing Education
Students have the option to utilize both programs to prepare for their optimal employment path.
AUHSD Adult
Transition Program
NOCCCD School of
Continuing Education
o Allow students to have flexible schedules during the week in order to actively support their post secondary academic and or employment goals.
o Provide “purposeful support” for student’s specific goals (i.e. computer time to research classes at SCE, time and guidance on how to request an appointment college or other services providers
o Use CBI time to tour college settings to familiarize students with the environment of a post secondary academic setting before student ages out of the secondary level.
How to Make it Happen:
Look at the Big Picture
A dynamic team striving to have positive working relationships based upon student driven needs, services and goals.
SCE Disability Specialist
Transition Teachers
Regional Center Service Coord.
Program Specialists
AUHSD Voc Ed
Counselor
Effectively Served Student
Meet regularly to update and dialogue with each other on prospective programs, community concerns, and post-secondary successes, as well as boundaries.
COLLABORATE COLLABORATE
COLLABORATE!
How to Make it Happen:
School of Continuing EducationNoncredit Special Classes on College Campuses
Two Independent Living Skills Labs vendored by Regional Center (Cypress & Fullerton)
Job SkillsBill Paying and BankingCommunication on the JobBeginning BankingCritical ThinkingSelf-AdvocacyRelationships and SexualitySocial SkillsComputer Assisted InstructionPersonal SafetyLiving More IndependentlyBanking for Apartment LivingCommunication SkillsNutrition and ExerciseBasic CookingCommunity ResourcesSocial Opportunities
Employability Certificate
Independent Living Certificate
UCLA Pathways: Building Paths to Bright Futures
Taft College: TIL Program
Sacramento Community College
Coastline Community College
Fresno Community College
PSE Programs for Students with Intellectual Disabilities
C2C(College to Career)
Partnership between Department of Rehabilitation and the California Community College Chancellors Office.
Awarded to 5 colleges throughout the state: San Diego Community College, North Orange County Community College, Alameda College, Fresno College and Santa Rosa Jr. College
Goal is to provide a vocational educational and work experience opportunity for students with intellectual disabilities.
C2CPREVOCATIONAL SKILLS AND LIFE SKILLS COURSES
(Current Program)Job Skills
Communication on the Job
Self AdvocacyComputer Assisted
InstructionSocial Skills
Bill Paying and BankingCritical Thinking
Living More IndependentlyBasic CookingBasic Reading
Nutrition and ExerciseSexuality
RelationshipsPhotoshop
Community ResourcesMoney/Consumer Skills
VOCATIONAL TRAINING PROGRAM
Early Child Education*Administrative Assistant*
Medical Assistant*Computer Support
Specialist*Automotive*
Graphics Arts*Horticulture
Restaurant Asst.Fitness Attendant
Automotive WorkerPrinting Asst.
With Educational Accommodations
*Certificates that are already in place through
School of Continuing Education, Cypress College or Fullerton
College
JOB DEVELOPMENT
AND PLACEMENT
Job ClubJob Readiness
Class--Soft Skills--Portfolio--Resume
--ApplicationsMobility Training
InternshipsPaid work experience
--OJT--WIT
Job Placement
Accommodation Evaluation
EMPLOYMENT &
JOB RETENTION
=
Pathway A Pathway B
Entered our program in 2007 taking special classes:
o Beginning Money
o Computer Assisted Instruction
o Basic Reading
o Relationships and Sexuality
o Photoshop
o Bill Paying and Banking
o Job Skills
o Communication on the Job
o Self Advocacy
20 hours per week for 2 years and 10 hours per week for 1 year.
In 2010 Roxy enrolled in the Early Childhood Education (ECE) Program taking one class. She will take two more classes this Spring, which makes her eligible to work in a preschool.
Meet RoxanneExample of Pathway A
Meet GilbertExample of Pathway B
Gilbert initially came to SCE to learn computer skills and he had an interest in the automotive field. He enrolled in dual-listed automotive courses assisted by a tutor and is now taking credit classes through Cypress College.
Gilbert has a Speech and Language disability and would probably be eligible for Regional Center, though we are uncertain if he has ever had an open case.
He would be a perfect candidate for C2C to get a job in the automotive field.
o No one agency/service provider has the resources to support the diversity of needs
o Each partner brings a level of expertise and adds value to the support network
o Each aspect of transition when fused together by thoughtful design comprises a community of enhanced quality services
o Barriers to community integration caused by fragmented supports are anticipated and alleviated
Why Collaborate?
“Limited coordination among the multiple organizations involved in providing services to youths with disabilities hinders the transition process for youths in California.”
“Collaboration between school districts and outside organizations needs to be improved”
US Government Accountability Office, GAO-06-759SP (2006)
The PSE Community @ Harbor Regional Center meets because…
The saying: “It takes a VillageIt takes a Village” is undeniably true in support of student
Access, Participation, Retention,
and Completion of High School, the transition process and postsecondary education to a meaningful career.
PSETCPostsecondary Education Transition Consortium
Who: Local High School Representatives, SCE, Cypress College, Regional Center, Department of Rehabilitation, and representatives from local Area Boards
Mission:
Current Projects/Focus:Create a model transition programAddress needs of parents more effectivelyDevelop a model for Disclosing Disabilities
Programs to Support Parents
Develop a resource handout that informs parents of children with disabilities of the trainings available in the area. This will be distributed by high school and college faculty and counselors
Disability Disclosure
oAt the secondary level, begin discussing the meaning of Privacy and Self Advocacy.
o Guide students in developing their comfort and ability to talk about their own disability.
o Help create language for students to easily discuss their accommodations with other adults as well as peers.
o 12th gr. year identify the difference between High School and College disability services.