1. CAL STAT Transition Summit Postsecondary Education Wilbert Francis UCLA Tarjan Center Denise Simpson NOCCCD School of Continuing Education Julie Ornelas-Smith Anaheim Union High School District

2. CAL STAT Transition Summit Postsecondary Education o Review of Research o Anaheim Union High School District Adult Transition Program o Postsecondary Education Programs o College to Career Programs o Benefits/Outcomes of Collaboration o PSE Community at Harbor Regional Center o PSETC (PSE Transition Consortium) o Disclosing your Disabilities o What about the Parents? AGENDA

3. Wilbert Francis, MBA January 19-20, 2011 University of California, Los Angeles

4. 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 College

5. 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 campuses o Community College o Four-year colleges and institutions o Vocational & technical colleges o Various forms of adult-education

6. 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 wages o had increased self-esteem and o expanded social networks that included students without disabilities. (Zaft, Hart & Zimbrich 2004)

7. Wagner & Cameto, 2005 2007 Median Earnings: 20-25yr olds The More You Learn…the More You Earn

8. “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…

9. “Moreover, this population appears to have grown, based on selected federal and state data.” US Government Accountability Office, GAO-10-33 (2009)

10. “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)

11. Over the last decade … o The number developmentally delayed learners (DDL) on CC campuses has risen from approximately 6,000 to 10,000 o Those reported as “Other” increased from approximately 10, 000 to well over 23,000!! California Community Colleges Chancellor’s Office Data Mart Students at CA Community Colleges

12. igher Education Opportunities Act NEW!!! Higher Education Opportunities Act Congress passed and the President signed the Higher Education Opportunities Act into law in 2008. It provides: oPell Grants oFederal Work Study oFinancial Aid o$$$ for the development of Model programs that require students with intellectual disabilities to be with non- disabled students 50% of their time

13. epartment of Rehabilitation & CA Community Colleges College to Careers Programs NEW!!! Department of Rehabilitation & CA Community Colleges 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

14. Julie Ornelas-Smith Adult Transition Program

15. 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

16. 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:

17. Look at the Big Picture A dynamic team striving to have positive working relationships based upon student driven needs, services and goals. Effectively Served Student AUHSD Voc Ed Counselor Program Specialists Regional Center Service Coord. Transition Teachers SCE Disability Specialist

18. Meet regularly to update and dialogue with each other on prospective programs, community concerns, and post- secondary successes, as well as boundaries. COLLABORATE COLLABORATE! How to Make it Happen:

19. Denise Simpson Program Assistant Disabled Student Programs and Services

20. School of Continuing Education Noncredit Special Classes on College Campuses Two Independent Living Skills Labs vendored by Regional Center (Cypress & Fullerton) Job Skills Bill Paying and Banking Communication on the Job Beginning Banking Critical Thinking Self-Advocacy Relationships and Sexuality Social Skills Computer Assisted Instruction Personal Safety Living More Independently Banking for Apartment Living Communication Skills Nutrition and Exercise Basic Cooking Community Resources Social Opportunities Employability Certificate Independent Living Certificate

21. 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

22. 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.

23. C2C PREVOCATIONAL SKILLS AND LIFE SKILLS COURSES (Current Program) Job Skills Communication on the Job Self Advocacy Computer Assisted Instruction Social Skills Bill Paying and Banking Critical Thinking Living More Independently Basic Cooking Basic Reading Nutrition and Exercise Sexuality Relationships Photoshop Community Resources Money/Consumer Skills VOCATIONAL TRAINING PROGRAM Early Child Education* Administrative Assistant* Medical Assistant* Computer Support Specialist* Automotive* Graphics Arts* Horticulture Restaurant Asst. Fitness Attendant Automotive Worker Printing 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 Club Job Readiness Class --Soft Skills --Portfolio --Resume --Applications Mobility Training Internships Paid work experience --OJT --WIT Job Placement Accommodation Evaluation EMPLOYMENT & JOB RETENTION = Pathway APathway B

24. 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 Roxanne Example of Pathway A

25. Meet Gilbert Example 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.

26. 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?

28. “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…

29. It takes a Village The saying: “It 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.

30. PSETC Postsecondary 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 program Address needs of parents more effectively Develop a model for Disclosing Disabilities

31. 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

32. Disability Disclosure o At 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 12 th gr. year identify the difference between High School and College disability services.