Program Development & Navigating Administration Procedures

1. Program Development & Navigating Administration Procedures D.R.E.A.M. Partnership and ACES Project Postsecondary Education Symposium March 25, 2015

2. Jordan T Knab, Ed.S. • Consultant • Education & Transition Consultants, LLC • Jordan@ETConsultants.info • 813-361-1076

3. Program Development Guide • Mission & Vision • Goals • Addressing Potential Barriers • Locating “Champions” • Potential Partnerships • Program Design & Fidelity • Staffing • Physical Location • Student Criteria • Student Activities • Desired Student Outcomes • MOUs and Legal • Curriculum • Supports • Evaluation • Costs • Funding • Sustainability

4. Ensuring a sustainable and supported program with room for growth

5. Securing Administration Support Secure a Campus “Champion” Preferably someone who has clout Someone who will advocate for the program and students “Top Down Support” Recommend not “sneaking” the program in Support needed from highest administration Communication with department heads

6. Leadership Buy-In • Do the program’s mission and vision support that of the greater college’s/university’s? • Community partnerships/inclusion • Diversity • Outreach to a broad range of learners

7. Leadership Buy-In (cont.) • How will the program enhance the climate of the campus? • How will the program enhance the learning experiences of the student body? • How will the community perceive the program as an asset to the campus?

8. What are the first three questions that Administration will likely ask?

9. Questions: How much will this cost? / How will this be funded? What office and/or classroom space requirements will be needed? What is the liability of having “these” students on campus?

10. Registration • Are the students degree seeking or non-degree seeking? • Are they auditing classes or taking them for credit? • Ensure students have id’s and access to campus facilities • “parallel admissions process”

11. Tuition • Programmatic tuition vs. course tuition? • What services are included? • Private pay? • Dual enrollment? • Grants/Scholarships? Associations? • Vocational Rehabilitation as a partner? • Ensure planning time (6 mos. Minimum)

12. Disability Support Office • Is this Office a collaborating partner? • Will the students register to receive services? • Will mentors and/or program personnel serve the role of DSS? • Accommodations • Academic support • Communication with faculty

13. Interfacing with Faculty • Preliminary email contact (2 par. max) • Special program, purpose, etc. • Program is supported by the administration • Nothing additional is being requested of the professor • The student will be supported in a variety of ways • Contact with any questions or issues • The student will be introduced at first class meeting date

14. Interfacing with Faculty (cont.) • Face-to-Face introduction of student • Student provides personal information packet • Establish regular communication preference: email, phone, in-person • Leave card or other contact information • Reiterate student support system

15. Student Packets • Student photo, • Letter of introduction, including year in program, interests, hobbies, past classes taken, • Learning style/preferences, needed accommodations, etc.

16. Student Portfolios • A three ring binder is an efficient means of keeping track of student goals and progress. • The students set up their own binder at the beginning of the year. • The students enter documentation of goals and achievements throughout the year.

17. Track growth and progress toward goals in: • Career Development • Academic Enrichment • Campus and Community Engagement • Self-Determination • Independent Living

18. Table of Contents • 1. EMPLOYMENT, INTERNSHIP, & RELATED ACTIVITIES • 2. ACADEMICS & TECHNOLOGY • 3. SOCIALIZATION, RELATIONSHIPS, SELF-ESTEEM • 4. COMMUNITY LIVING • 5. SELF-DETERMINATION • 6. HEALTH & SAFETY • 7. PERSONAL CARE & HYGIENE • 8. HOME LIVING • 9. TRAVEL & MOBILITY • 10. FINANCIAL PLANNING & MONEY MANAGEMENT

19. Benefits of a Portfolio • Real-time, live documentation of progress • The development and maintenance of a portfolio can bring unexpected and positive benefits. • Not only for students, but teachers, mentors, staff, and faculty

20. Students share portfolios with Mentors “I made a goal to organize a ‘Guy’s Lunch’ at The Hangar. Here’s my flyer” “I intern at the Student Advising Center. They just hired me!” ” Johnson, A. (2013) University of South Florida St. Petersburg

21. Contents • Person-centered plan goals • IEP goals • Employment goals • Academic goals • Social goals • Health and Fitness goals • Hygiene goals

22. Contents, cont. Students have: • current and past internship information, • current and past course information, • professor contact information, • all evaluations (internship, course, student evaluations), • mentor contact information, etc.

23. Financial Aid

24. Title IV Federal Funding • Postsecondary transition sites may now work towards becoming a Comprehensive Transition Program (CTP) to qualify for Federal Financial Aid (i.e., Pell Grants, Work-Study, Federal Financial Aid) via the Title IV Student Aid Program.

25. Mentoring • Recruitment: Academic/Social/Community • Screening • Training • Accountability & Record Keeping • Check-in • Evaluation

26. Five Domain Clusters: • Career Development and Employment • Academic Enrichment • Campus and Community Engagement • Self-Determination • Independent Living Ten Domains: Domain 1: Employment, Internship, and Related Employment Activities Domain 2: Academics and Technology Domain 3: Socialization, Relationships, and Self-Esteem Domain 4: Community Living Domain 5: Self-Determination Domain 6: Health and Safety Domain 7: Personal Care and Hygiene Domain 8: Home Living Domain 9: Travel and Mobility Domain 10: Financial Planning and Money Management

27. Florida Consortium on Postsecondary Education and Intellectual Disabilities & Florida Inclusion Network Students Transitioning to Adult Roles Person Centered Planning Model

29. 1 2 3 4 List of individual’s personal qualities Future plans (5-10 years) Current status in the 5 Domain Clusters List of Action Plan goals/objectives/ person responsible

30. www.fltpsid.info

31. Gallery of photo examples Color-coded connections Reflections • Deeper • Understanding UDL Snapshot

32. UDL Module Use Date Range: Oct 1, 2012 - Mar 17, 2014 • Unique Visitors - 1,064 Users from 44 states • 1. Florida • 2. Massachusetts • 3. New Jersey • 4. California • 5. Ohio

33. Think College UDL Module • Welcome! • Think College LEARN provides self-paced modules using multimedia tools such as videos, publications, interactive learning activities and podcasts to share information on topics related topostsecondary education for students withintellectual disabilities. • Select a topic of interest from the circles on the right. • Hover over a circle to get a brief description of the content of that module. • Click on a circle to go to the full module content. • Modules can be viewed from beginning to end, or users can choose sub-topics. • Email us with any questions or comments. We strive to provide a quality learning experience and welcome your suggestions for improvements, additions or new topics we should cover. • Register to use Think College Learn • Log in to Think College Learn • COACHING AND MENTORIN GCOMPREHENSIVE TRANSITION PROGRAMSFOR FAMILIES UNIVERSAL DESIGN FOR LEARNING JOB DEVELOPMENT • http://www.thinkcollege.net/think-college-learn 

34. Questions? Comments? Ideas? Thank you for your attendance!!