Presentation on theme: "Region 5 Spring Institute April 7, 2011 Coconut Creek, FL."— Presentation transcript:
Region 5 Spring Institute April 7, 2011 Coconut Creek, FL
Presented By: Jordan T. Knab, Director University of South Florida St. Petersburg 529 1 st Street South, SVB 108 St. Petersburg, FL 33701 p (727) 873-4661 f (727) 873-4660
Regional Transition Representatives Yellow: Lori Garcia (1) Orange: Patrick Mulvihill (2) Green: Heather Mack (3) Blue: Federico Valadez (4) Pink: Lisa Friedman-Chavez (5)
Major Initiatives Capacity Building Interagency Collaboration Transition Legislation & Policy Student Development & Outcomes
Capacity Building Regional Transition Representatives Needs Assessment of Districts Strategic Targeting of Priority Needs Prioritizing Targeted Districts Training, Technical Assistance & Resources Preferred Method of Delivery Seek to Address Challenges District Mentoring Network
Currently… Professional Development Trainings specific to District Needs Assessment Most requested areas of training/technical assistance include: – Transition Assessment – School Based Enterprise – Measurable Post Secondary Goals – 18 to 22 year old programs
To date: 65 Transition Needs Assessments have been conducted in districts across the state. A final report is currently being drafted. Results are used for district planning and addressing Indicators 1,2,13, and 14
Capacity Building cont. Collaboration with other Projects & Agencies ArtThread & VSA Florida DD Council, Inc. / Partners in Transition Family Network on Disabilities Florida Diagnostic and Learning Resources System (FDLRS) Vocational Rehabilitation (VR) SEDNET Florida Inclusion Network (FIN) Department of Juvenile Justice
Interagency Collaboration Provide Support to State Secondary Transition Interagency Committee input from stakeholders RTRs lead 5 subcommittees Collaborate in Related State Activities Health Care Transition Task Force Traumatic Brain Injury/Spinal Cord Injury Transition Committee Florida Developmental Disabilities Council, Inc. Governors Commission on Disabilities Support District Level Interagency Councils
Collaborative Partnership Governors Commission on Disabilities Florida Department of Education Pinellas County Schools University of South Florida St. Petersburg Project 10
Major Components The campus is the classroom. STING RAY Room FAPE 18-22 funding Auditing of courses alongside degree seeking peers Employment supports Mentor model of natural supports Independent living/residential Advisory Committee
The stages of career education, as describe by Wehman and Kregel (1997), reflect a progression beginning in the elementary and middle grades with career awareness and exploration, and movement toward career preparation and job placement in senior high through graduation. For students with disabilities age 18 through 22 participating in Project STING RAY, the two final stages of career education – career preparation and job placement – will be the foci. Career Awareness Career Exploration Career Preparation Job Placement
What do parents say? My child has become more responsible at home, cleaning up after himself and following through with my requests. My daughter now talks about living independently someday.
My son is more comfortable being out and about in public. She is excited about coming to school. He tells everyone I go to USF!
GOALS Develop a Curriculum Framework that can be tailored to either a 2 year or 4 year setting, with an end goal of substantial, gainful employment and mastery of independent living skills.
GOALS (cont.) Develop a sustainable and replicable model that can be utilized anywhere across the state and with any existing postsecondary institution.
HEOA 2008 Funding in 2010 National Coordinating Center and 28 IHE sites throughout the US USF St. Petersburg as lead with UNF and Lynn as Consortium partners Consortium will provide technical assistance as needed Mini-grants will be awarded to sites for the provision of individual student supports
OBJECTIVE 1 Expand existing transition programs at 3 campuses & fully align with criteria established for Comprehensive Transition Programs for Students with Intellectual Disabilities into Higher Education OBJECTIVE 2 Work with 9 existing postsecondary transition programs to align them with the Comprehensive Transition Programs for Students with Intellectual Disabilities into Higher Education OBJECTIVE 3 Develop additional postsecondary transition programs for students with intellectual disabilities across Florida
Where do districts go from here? Create a steering committee to move the agenda forward Engage parents, community organizations, school districts, Vocational Rehabilitation, etc. Talk with college/university leaders Conduct a forum