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

Jordan T Knab, Ed.S. Consultant Education & Transition Consultants, LLC

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

Ensuring a sustainable and supported program with room for growth

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

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

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?

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

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?

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”

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

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? o Accommodations o Academic support o Communication with faculty

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

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

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

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.

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

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

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

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

Contents Person-centered plan goals IEP goals  Employment goals  Academic goals  Social goals  Health and Fitness goals  Hygiene goals

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.

Financial Aid

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.

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

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

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

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