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It Happens After Class – An Engaged Learning Model of Student Residential and Post Graduate Support.

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Presentation on theme: "It Happens After Class – An Engaged Learning Model of Student Residential and Post Graduate Support."— Presentation transcript:

1 It Happens After Class – An Engaged Learning Model of Student Residential and Post Graduate Support


3 Beyond Academics at UNCG North Carolinas first and only 4-year certificate-based course of study, Integrative Community Studies (ICS) is offered by the Office of Undergraduate Studies and coordinated by the Office of Comprehensive Transition and Post-Secondary Education. Priority outcomes for graduates: self-determined lifestyle careers meaningful avocations independent community living © Beyond Academics TM 2012

4 Who Enrolls in the ICS Certificate Course of Study? Enrollment Demographics for AY students: 48 In-State Students; 4 Out-of-State Students: (NJ; FL;OH; GA) Freshmen 22 Sophomores 15 Juniors 9 Seniors 6 Age: Mean: yrs.; Median: 21.5 yrs.; Mode: 20 yrs. Gender: 35% Female; 65% Male Race: 61% White; 28% African-American or Black; 5% Hispanic or Latino; 4% Asian; 2% Multiracial Guardianship Status: 65% Own Guardian; 35% Family Guardianship © Beyond Academics TM 2012

5 The Course of Study-At a Glance © Beyond Academics TM 2012

6 How Does the ICS Course of Study Make a Difference for the Participants? Careers, not just jobs, identified and first steps with employment or business development that supports those desires Leads to independent living with or without paid supports according to individual needs in the community of ones choice Engaged full citizenship and valued social roles with its responsibilities Understanding and using community resources to maximize autonomy Relationships of choice with friends, neighbors, family and colleagues Self determination, first and foremost © Beyond Academics TM 2012

7 MULTI-INSTRUCTIONAL APPROACHES Curriculum Objectives Required Volunteer Lab and Demo Practicum, Internship, Work- Study Degree Courses- Related/ Elective Certificate Courses Identify Personal Goals /Support Plan Adjustment to University Environment Careers/Jobs/ Business Develop Healthy Lifestyles Mgmt. Community Inclusion Civic Responsibility and Engagement Community Resources Self-Determination Networking/Natural supports

8 Advising Traditional coursework SeminarsLabs/demo Guided Independent Study Experiential-courses and student life Accommodation in Instruction Academic Coaching and Student Life Counseling/Advising Study Groups Student to Student Mentoring Methodologies for Student-Centered Success

9 Postsecondary Education – What is the Data Saying? National Trends Employment Independent Living What is Happening at UNCG

10 Challenges for Young Adults with ID in Transition from Secondary Education- National Longitudinal Transition Study - 2 Only 29% of young adults with ID enroll in post-secondary education Young adults with ID are less likely to be employed than other young adults with learning disabilities (39% versus 57%, respectively) For young adults with ID, wages were lower($7.90 versus $10.50) and hours worked per week were fewer (28 versus 34) than young adults with learning disabilities or hearing impairment Residential independence for young adults with ID was reported at 16% compared to 65% of individuals with learning disabilities Social connectedness through contact with friends and involvement in community groups was 30%, 25% lower than those with learning disabilities Fewer young adults with ID were managing basic financial tasks such as a savings or checking account, 21% less than their peers with learning disabilities Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., Wei, X., with Cameto, R.,Contreras, E., Ferguson, K., Greene, S., and Schwarting, M. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School. A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER ). Menlo Park, CA: SRI International


12 Comparative Data OUTCOME % National Longitudinal Transition Study-2 (NLTS2)* UNCGs Comprehensive Post Secondary Transition Program Young adults working toward a diploma, certificate or license <30 individuals nationally 10 graduates; 34 current students, Total = 44 Completion rate of students in current or most recently attended postsecondary school 44.2% 63% graduation rate for Class 2011, 2012 Any paid employment outside of the home 38.8%71% Engagement in education, employment, or training for employment since leaving high school 79.2%100% Living independently 36.3%100% of graduates Involved in a volunteer/community service activity 18.9%100% Involved in a community group (e.g., sports team, hobby club, religious group) 36.6%100% *Newman, Wagner, Knokey, Marder, et al., (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER ). Menlo Park, CA: SRI International.

13 Graduates Outcomes: Classes of 2011 and Six Graduates; Four Graduates On average from 2011 and 2012 with Home and Community Based Waiver funding, decreased utilization of supportive services by 70% over the 4 year certificate program. Have jobs or are in on-the-job training phase Living in apartments or shared living arrangements independently or with minimal support services Managing financial affairs with minimal supports Social connections, relationships with friends and significant others, volunteer activities and community support network have increased Navigating their communities using public transportation and self-arranged transportation © Beyond Academics TM 2012

14 Unique Features of ICS that Lead to Outcomes Comprehensive Student Life Coaching and Support Post Graduate Advancement- Intensive Follow-Along Model of Providing the Supports- Private- Non-Profit Partner of UNCG Funding and Policy Analysis, Advocacy and Implementation © Beyond Academics TM 2012

15 Students in the ICS Course of Study ARE registered students of UNCG Participation in University events, resources and activities is the same for the ICS student as any degree-seeking student Supports and assessment are individually-tailored towards the goals and aspirations of students Outcomes: Independent Living, Social/Collegial Networking and Community Involvement, Careers Student Life – Beyond the Classroom © Beyond Academics TM 2012

16 Student Life Advisors: relationship, social, campus and community resources guidance, supportive counseling and mentoring throughout the college experience accessible contact and guidance diverts students from contacting parents with issues that they need to learn to problem solve support and mentoring to part-time degree seeking college student employees and those who are volunteering or interning in the course of study. How Are Supports Facilitated through Student Life © Beyond Academics TM 2012

17 CCS (Campus and Community Supports)- Part-time Paid Employment for area university and college students: Supports students in the most natural manner, with services unnoticed by other student peers Facilitates exploration of the campus, identification of personal interest, and development of social skills Assists with coursework assignments, home maintenance, and keeping up with personal routines and responsibilities. Service Learning: UNCG academic departments partner with ICS for service learning opportunities for degree candidates. Assist ICS students in transitioning from paid to natural supports, and broaden the connection Student Life has with the University. How Are Supports Facilitated through Student Life? © Beyond Academics TM 2012

18 Collaborations with the In Focus team and the Department of Community and Therapeutic Recreation. Peer Companion Program Participants with and without disabilities are paired and explore recreation, physical, and social activities throughout the community. Encourages friendship, awareness, advocacy, participation, community access, and social inclusion. In Focus Advocacy program that uses photography as a tool to empower participants with and without disabilities to share their voice and ideas about access, participation, and community inclusion. Participants take photos, discuss the photos individually and as a group, create captions for the photos, and host exhibitions throughout the community to increase awareness and promote community inclusion. Peer Companion Program & In Focus © Beyond Academics TM 2012

19 DIMENSIONS Supplemental lecture series to classroom knowledge to personal life and interests. Focused guidance about how to make the most of their time at UNCG and beyond. Areas Studied and Applied: Discovering Campus and Community, Getting Around Town, Personal Fitness and Nutrition, Athletics, Arts SKILL DEVELOPMENT Students receive consistent feedback on the applied skills they are working on during Student Life hours. Progress is reviewed and assessment tools are updated monthly. Credit for consistent demonstration of applied skills that impact successful independent living. Personal Wellbeing, Nutrition Management, Relationships and Communication, Navigation, and Inclusion are the topical areas assessed. Student Life - Assessment © Beyond Academics TM 2012

20 Varied options, selected by students and families Student Life Advisors assist in exploration Current students live in a combination of student housing, traditional apartments, and rental homes. Upperclassmen are encouraged to live in a setting similar to what will be available in their desired post-grad community. Roommate selection is requested through apartment management at individual properties or through natural connections. ICS students experience roommate success and conflicts in very similar ways to their degree-seeking peers. Some students choose to live with others in the ICS program, but others live with degree-seeking roommates. Where are Students Living? Residence Life © Beyond Academics TM 2012

21 ICS students connect with Campus Activities & Programs, join clubs/organizations, volunteer at places of personal interest, and spend time with friends. Students use their SpartanCard on campus for athletic events, dining, campus/public transportation, and other student services. Beyond Coursework Campus & Community Involvement © Beyond Academics TM 2012

22 How Has the Student Life Component Impacted Outcomes? Graduates live on their own or in shared living arrangements, managing their households, finances and other personal business None are living with parents or family Graduates are socially connected and enjoy the status of colleague, friend, neighbor Graduates use community resources Graduates are valued Alumni Graduates are SELF-DETERMINED © Beyond Academics TM 2012

23 AFTER COLLEGE Transition for ALL College Students Decisions about YOUR Life! Coping with the Changes Staying Connected but in a Different Way Autonomy- I wanted it?? Ive got it! ICS Anticipates the issues and starts the planning from Day ONE- Post Grad Advancement © Beyond Academics TM 2012

24 Evaluation of Essential Skills Responsible living, defined by the students response to abilities and opportunities, is important to evaluate. The assessment of student/graduate response to critical problems will assist in determining that an adequate balance of self-reliance and support systems are in place and functioning. Future Planning Review desires and make plans relating to where the student wants to live to best prepare for life after college Review information learned relating to career desires and consider best routes for community networking Connect to other service agencies, as needed Post Graduate Advancement Junior Year © Beyond Academics TM 2012

25 Post Graduate Advancement Senior Year Coordination and Support Assure the development and implementation of the post-graduate plan Provide instruction, counsel and assistance through Self-Directed Studies (SDS) to practice life similar to life after graduation. The life desired upon graduation is student-directed. © Beyond Academics TM 2012

26 On-site observations, consultation and technical assistance to graduate, family and other support systems are provided intensively for the first year following graduation. Up to 5 years of post graduation contacts examine the impact of the course of study for the graduate, examine self- management, monitor the efficacy of service systems in place, and provide technical assistance, as needed. Post Graduate Advancement ICS Alumni © Beyond Academics TM 2012

27 Funding Structure UNCG tuition and fees ; student financial aid being pursued through US Dept of Education Home and Community-based Waiver resources for student life support and other habilitative/therapeutic supports according to the students needs. Currently 24 students are CAP or Support Waiver; 4 are Innovations(PBH); 54% of students are recipients IPRS Funds through MCOs - 2 Students receive IPRS State funds through 2 MCOs Federal personnel preparation grants awarded to UNCG Departments to train students in specialized education and therapeutic recreation in state of the art universal design NC Council on Developmental Disabilities Project Development and Evaluation Grant- concluded NC Mental Health Transformation Grants- concluded UNCG Office of Research and Economic Development funding to cover facilities, staffing, additional research time, and information dissemination, administrative processes and general oversight of program Other Savings Plans, Foundation Scholarships, Community Service Organization grants for student specific activities © Beyond Academics TM 2012

28 Partnership of UNCG and Beyond Academics UNCG provides the Integrative Community Studies Certificate Course of Study- an academic offering for students who meet admission criteria Beyond Academics is a private-non-profit organization (NPO) specifically developed to partner with UNCG to provide supplemental academic support and habilitative instruction for independent living and support for employment opportunities Coordination and Instructional capacity for the ICS course of study is provided directly by UNCG or through affiliate/adjunct staff provided by the NPO Natural Supports are drawn from the university community and the community at large A variety of funding sources support the course of study and its related activities and tasks, including tuition and fees, Medicaid, state funding, private pay from students and/or families © Beyond Academics TM 2012

29 Policy and Practice Implications- University University System Admissions into a Matriculating System Office of Disability Services Capacity Universal Design for Learning (UDL) Financial Aid Service Learning Research Practices Demand versus Capacity © Beyond Academics TM 2012

30 State Agency and Community Partnerships Current Partnerships North Carolina Council on Developmental Disabilities North Carolina Division of Medical Assistance North Carolina Division of Mental Health/Developmental Disabilities/Substance Abuse Services North Carolina Post-Secondary Education Alliance - Carolina Institute on Developmental Disabilities-UNC-Chapel Hill National Network of PSE Programs Specific NC VR Local Units/Counselors North Carolina Division of Vocational Rehabilitation NC Local Education Agencies Transition Section of NC Department of Public Instruction NC Assistive Technology Project Community Service/Support Provider and Advocacy Agencies © Beyond Academics TM 2012

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