© beyond academics tm 2012 a university education for young adults with intellectual disabilities...

© Beyond Academics TM

2012

A University Education for Young Adults with

Intellectual DisabilitiesPromising Practice and Outcomes from The University of NC-

GreensboroNorth Carolina’s First and Only 4-year Certificate Course of

Study- Integrative Community Studies (ICS)

A Graduate’s Story

Demario Chandler


20122

A Graduate’s Story

Life as a UNCG Spartan


20123

UNCG Graduation


20124

My Life Now…My Life Now…


20125

Beyond Academics at UNCG

The certificate-based course of study, The certificate-based course of study, Integrative Integrative

Community Studies (ICS)Community Studies (ICS) is offered by the Office is offered by the Office

of Undergraduate Studies preparing enrolled of Undergraduate Studies preparing enrolled

students for a self-determined lifestyle after college students for a self-determined lifestyle after college

emphasizing careers, meaningfulemphasizing careers, meaningful

avocations, and community living.avocations, and community living.

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2012

The Student Body of BA

• Thirty-six students enrolled• Student Body: 33 In State: from 15 Counties: Guilford (9),

Durham (5), Forsyth (4), Cumberland (2), Mecklenburg (2), Union (2), Wake (1), Iredell (1), Lincoln (1), Vance (1), Clay (1), Rowan (1), Nash (1), Gaston (1), Rockingham (1)

• Out of State: 3 states (NJ-2, FL-1, OH-1)• Average Age: 22.05 years (generally range 18-30 yrs.)• 28% Female; 72% Male• 71.8% Caucasian; 25.6% African-American; 2.6% Hispanic• 56.4% Own Guardian; 43.6% Family Guardianship

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2012

Major Elements of the Integrative Community Studies Certificate Program

• Components

• Admissions, Recruitment, Outreach and Education

• Student Centered Support Services

• Academic Life

• Student Life

• Post Graduate Advancement

• Project Development, Evaluation and Research


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OVERVIEWThe Integrative Community Studies at UNCG offers students an inter-disciplinary approach to exploring their personal relationships with the community in which they live, as well as the world at large. Coursework encourages students to examine broad themes such as the following:•understanding how to build a career in one’s community of choice•civic engagement and responsibility•culture and the importance of different social roles•community resources and support systems•Business development and wealth-building practices•the impact of self-determination and other civic movements on community capacity•personal life planning

Academic Life

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FRESHMAN YEAR

General Ed ICS Courses or degree track courses that meet ICS Gen Ed. requirements

Seminars andindependent work on adjustment to campus life and identification of personal goals

Electives as scheduleallows

SOPHOMORE YEAR

General Ed ICS Courses or degree track courses that meet ICS Gen Ed. requirements

Seminars and independent work on campus and community

inclusionand continued exploration Of personal goals

Career exploration and Civic action more deeply explored in coursework

Student chooses ICS track (s)

Electives as schedule allows

JUNIOR YEAR

Advanced ICS courses

Seminars and Independent work on planning for post-graduate community inclusion and continued exploration of personal goals

Career exploration, Business development, Civic action explored throughinternships, seminars and degree-track coursesthat meet ICS track (s) Requirements


SENIOR YEAR

Advanced ICS courses

Seminars and Independent work on planning for post-graduate communityinclusion and continued exploration of personal goals

Career exploration, Business development, Civic action explored throughinternships, seminars and degree-track coursesthat meet ICS track (s) requirements


ICS Coursework Timeline

Academic Life


ICS Concentrations: In sophomore year, students choose one or more of the following tracks in which to focus advanced coursework:

• Career Development- Coursework focuses on developing strategies specific to advancement of student’s personal career interests. This may include exploration of campus and community career resources, classes directly designed to increase knowledge of some or all aspects of chosen career, as well as internships. Student will develop 3-5 year plan that includes post-graduate action steps for the student in this area.

• Business Development-Coursework focuses on developing overall knowledge of the elements of business development, exploring Micro-enterprise/Entrepreneurial resources on campus and within the community, and the development of a 3-5 year plan that includes post-graduate action steps for the student in this area

• Civic Engagement-Coursework focuses on exploration of elements of civic engagement and identification of local/national initiatives of interest. This will also include exploration of strategies for political engagement at a local, state and/or national level. Student will develop 3-5 year plan that includes post-graduate action steps for the student in this area.

• Electives: All students enrolled in the ICS course of study have option to audit or take credit Degree track courses as permitted by department. Some current areas of interest for ICS students include theatre, media and film, therapeutic recreation, communication disorders, special education, business, hospitality, child care, music.

Academic Life


Testing and Evaluation• Testing- Instructors assign grades based on performance with monthly

quizzes, periodic projects, mid-term and final exams within group classes. Individual instruction evaluated through the use of daily tracking tools that measure progress towards independence with each course objective.

• Application- Student Life Advisors observe progress with real-life application of objectives and record with daily and monthly tracking tools.

• Advisor Assessment- Academic Advisor conducts quarterly assessment that will include gathering feedback from entire team.

Graduation Requirements• Cumulative GPA of 2.0 • Credit Hours- Specified number of hours to graduate • Portfolio- including Personal Dreams/Life Goal Interview (North star),

Personal Support System, Emergency Planning and Supports, Personal Health Record, Career/Volunteer Experience/Goals (Business planning where appropriate), Social Connections and Activities, Personal Transportation Planning, Financial Management, Personal Benefits Information (Benefits Analysis where appropriate)

• Achievement of Senior status- requires that student meet 75% of objectives for each year's goals, or have identified supports necessary to ensure that unmet objectives are addressed.

Academic Life


OVERVIEW: Beyond the Classroom

• Student Life seeks to ensure that ICS students have full access to and participation in University events, resources and activities. The Student Life team provides supports and assessment towards the goal of students being prepared for success in their coursework while at UNCG, and to live as independently as possible after graduation.

Student Life


SUPPORT STAFF: • Student Life Advisors: Advisors help buffer the transition from home to college

and to provide guidance throughout the college experience as students take steps forward and, inevitably, take steps back. This accessible contact diverts students from contacting parents with issues that are often difficult resolve over the phone and without the whole picture. Initially, the students learn to contact advisors and, over time, the students learn to think through problems before contacting advisors. Advisors provide support and mentoring to ICS students and CCS staff.

• CCS (Campus and Community Supports): Student Life is designed to provide support to students in the most natural manner, with “services” unnoticed by other student peers. Exploration of the campus, identification of personal interest, and development of social skills are the primary focus for CCS. CCS also assist with homework, home maintenance, and keeping up with personal routines and responsibilities.

• Service Learning: Several UNCG departments are partnering with Student Life and offering non-paid support and mentoring through service learning students. Service learning opportunities assist ICS students in transitioning from paid to natural supports, and broaden the connection Student Life has with the University.

Student Life


ASSESSMENT• DIMENSIONS: CTP 158, 159, 258, 259

• By completing Dimension assignments the student will demonstrate practical experience with skills they learn in ICS, while applying classroom knowledge to their own personal life and interests. Formalizing assignments provides students and their support staff with 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. Student’s receive credit toward passing their ICS courses by demonstrating that they are carrying out in their lives what they learn in the classroom. Areas practiced and assessed include Personal Wellbeing, Nutrition Management, Relationships and Communication, Navigation, and Inclusion.

Student Life


RESIDENCE LIFE

• 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 done through apartment management at individual properties or through natural connections. Beyond Academics’ student experience roommate success and conflicts very similar to their degree-seeking peers. Some student choose to live with others in the ICS program, but others live with degree-seeking roommates.

Student Life


CAMPUS AND COMMUNITY INVOLVEMENT:• ICS students use their Spartan Cards around campus, ride G.T.A. downtown

to community events, volunteer at places of personal interest, and spend time with their friends. Freshman and sophomores are required to engage in varied experiences to ensure they are discovering personal interests, and taking advantage of college life. Upper-classmen have developed natural supports, and are staying connected to the events and organizations that most interest them.

Student Life


Evaluation of Essential Skills• Responsible living, defined by the student’s 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 of information learned relating to career desires and

consider best routes for community networking.• Connect to other service agencies, as needed.

Post Graduate AdvancementJunior Year


Post Graduate AdvancementSenior 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.


• 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.

© Beyond Academics TM 201220

Post Graduate AdvancementICS Alumni

Partnership of UNCG and Beyond Academics

• UNCG provides the Integrative Community Studies Certificate Course of Study- it is an academic offering of the university for students who meet the admission criteria for this specific course of study

• Beyond Academics is a private-non-profit agency specifically developed to partner with UNCG to provide supplemental academic support and habilitative instruction for independent living and support for employment opportunities

• Coordinative and Instructional capacity for the ICS course of study is provided directly by UNCG or through the non-profit as affiliate/adjunct staff

• 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


Postsecondary Education – What is the Data Saying

• National and State Trends in Continuing Education

• Employment• Independent Living• What is Happening at UNCG


Challenges for Young Adults with ID in Transition from Secondary Education- National Data

• Only 29% of young adults with ID enroll in post-secondary education opportunities

• Young Adults with ID are less likely to be employed than other young adults with learning disabilities, with a rate of 39% versus 57%, respectively

• For young adults with ID, wages were lower($7.90 versus $10.50) and hours worked per week (28 versus 34) were fewer than young adults with learning disabilities or hearing impairment

• Residential Independence for young adults with ID was reported to be 16% while those individuals with learning disabilities was 65% of respondents

• Social connectedness through contact with friends and involvement in community groups was 30% and 25% lower than those with learning disabilities

• Fewer young adults with ID were managing some basic financial tasks such as a savings or checking account was 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 2011-3005). Menlo Park, CA: SRI International

• The National Longitudinal Transition Study - 2 of 2011, reveals challenges in successful transition1:


Challenges for Young Adults with ID in Transition from Secondary Education- North CarolinaIn 2009, the North Carolina General Assembly commissioned a comprehensive study through the North Carolina Institute of Medicine to determine how well our state was planning for and implementing successful transitions for persons with ID/DD across the age spectrums. Among the notable findings were issues of access to post-secondary education, employment and community living:• 49.5% of high school students with disabilities graduated with a

diploma 1

• In 2007, 58% of students with ID had been competitively employed, enrolled in post-secondary education, or both 1

• North Carolina depends on small congregate care facilities (35%) to provide community living as opposed to facilitating independent living or individual living arrangements (7%) to the greatest extent possible. Persons living with family members is higher than the average as compared to other states in the US at 55.7%. 2 1.North Carolina Institute of Medicine. Successful Transitions for People with Developmental

Disabilities: A Report of the NCIOM Task Force on Transitions for People with Developmental Disabilities. Morrisville, NC. North Carolina Institute of Medicine; 2009

2. Prouty R, Alba K, Lakin C, et al; Research and Training Center on Community Living, Institute on Community Integration/UCEDD, College of Education and Human Development, University of Minnesota. Residential services for persons with developmental disabilities: Status and trends through 2007. http://rtc.umn.edu/docs/risp2007.pdf. Published August 2008.


Challenges for Young Adults with ID in Transition from Secondary Education- North CarolinaGeneral Employment data for NC concerning all persons with ID are derived from the document: State Data: The National Report on Employment Services and Outcomes:

• Employment for persons with ID- 22% as compared to 33% for persons with any disability

• Integrated Employment for persons with ID – 21%

• Mean Weekly hours worked for persons with ID as compared to a person with any disability – 31% versus 36%

• Living below the poverty level- persons with ID – 35.1%

Butterworth, John, et al; StateData: The National Report on Employment Services and Outcomes. Institute for Community Inclusion-University of Massachusetts-Boston; 2011


UNCG Project Development, Evaluation and Research

Overview• Ongoing quality improvement for program development• Student Progress (e.g., Class Attendance, Class Auditing,• Recreational Activities, Volunteerism, Service Learning)• Goal Attainment Scaling on Person-Centered Plans• Other Outcomes (e.g., Social Connectedness, Adaptive• Functioning, Student Satisfaction, Family Satisfaction and• Perceptions, Other UNCG Student Outcomes, Cost/Benefit)

Evaluation


Graduates of 2011-Outcomes

• Six of Eight Inaugural students graduated May 2, 2011• On average graduates, decreased their utilization of Medicaid Waiver

services by 69% over the 4 year certificate program. • All graduates have jobs or are in the on-the-job training phase• Graduates are living in apartments or shared living arrangements

independently or with minimal support services, with some choosing to remain in the Greensboro area and others moving to different locales within the state

• Graduates are managing financial affairs with minimal supports • Social connections, relationships with friends and significant others,

volunteer activities and community support network have increased• Graduates can navigate their communities using public transportation and

self-arranged transportation• Adaptive Behavior Scales scores for graduates showed an increase in skill

levels in 2010 as compared to results in August 2007 when they enrolled


Comparative DataOUTCOME

% National Longitudinal Transition

Study-2 (NLTS2)* UNCG’s Comprehensive Post

Secondary Transition Program Young adults working toward a diploma, certificate or license

<30 individuals nationally

6 graduates; 38 current students Total = 44

Completion rate of students in current or most recently attended postsecondary school

44.2%

75% of students initially enrolled in 2007 graduated in 2011

Any paid employment outside of the home 38.8% 66.7% 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 2011-3005). Menlo Park, CA: SRI International.


Selected ICS Student Outcomes

• 100% of the respondents reported being either “somewhat” or “definitely” comfortable living on their own.

• 3 BA students currently have Learner’s Permits• Majority of students reported using public bus

for transportation• The majority of BA students who take

medication regularly report taking it, without staff help, on time “sometimes” or “almost always.”

© Beyond AcademicsTM 10/201129© Beyond Academics TM 2012

Parent Outcomes

• Parents report average levels of stress associated with parenting

• Parenting stress increases slightly for parents of freshmen but then decreases as students progress through program

• Overall satisfied with the program • Report seeing increased confidence, independence,

and meaningful relationships• Desire increased emphasis on academic skills and increased

challenge to ensure students will be ready upon graduation


UNCG Degree Seeking Students

• Attitudes toward educational and social inclusion of individuals with disabilities were significantly more positive over the course of the year for both graduate and undergraduates

• Some students change their career goals as a result of living and learning along side students with intellectual disabilities


On the Drawing Board and Initial Implementation

•Examine long-term impact of program on graduates following graduation •Evaluate outcomes on additional cohorts of students in order to determine if the results currently observed are in fact consistently replicated and represent statistically significant improvement across target areas (e.g., Medicaid costs, self-determination, advocacy, relationships)•Develop, refine, and evaluate orientation and support services for families•Refine model based on emerging data from other CTP courses of study, new program components based on student experience, revised curriculum, and results and develop a dissemination plan.


Questions and Answers

?


Want to Know More?

• Reference Information• Funding Structure• Key Partnerships• Admissions Process, Admissions Criteria

and Info Dissemination• Student-Centered Support Services


Funding Structure• UNCG tuition and fees ; student financial aid being pursued

through application to US Department of Education

• Home and Community-based Waiver resources for student life support and other habilitative/therapeutic supports according to the student’s needs

• Federal personnel preparation grants awarded to UNCG Departments to provide training for students in specialized education and therapeutic recreation in “state of the art” universal design and for student service learning

• 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

• Community Service Organization grants for student specific activities


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• 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• Friends of BA• Community Service/Support Provider and Advocacy Agencies


Admissions, Recruitment, Outreachand Education

ICS Admission provides guidance for students seeking to apply for enrollment, as well as families, teachers, and/or case managers or other professionals interested in referring prospective students

• Application and Review Process• Engage students, families, and/or professionals with Information

Sessions and Campus Tours – Led by UNCG • Guide students/families through the application process• Application screening, gathering of required materials, frequent

contact with applicant and family as items are submitted• Admissions Committee coordination• Student and family interviews• Notification of Acceptance • Technical advice about SOAR, housing, meal plans, and other

college choices


ICS Admissions Criteria• Eighteen years or older • Have a documented diagnosis of an intellectual disability• Have concluded secondary education• Have support for enrollment from the legal guardian or

personal desire to gain necessary skills for independent living• Have basic personal care skills• Able to live in student housing during non-service hours in an

unsupervised setting• Be free of medical disease that is communicable by casual

contact• Be free of behaviors harmful to themselves, others, and illegal

behaviors or a history of arrest or probation • Agree to necessary financial requirements• Not academically eligible for degree-seeking program of study


Education and Outreach

• Transition Fairs• Conferences and other venues in which

info is shared about PSE options• Collaboration with University Admissions,

University Relations, and Alumni Affairs• Development of various media


Student Centered Support Services

•Conduct initial in-depth functional assessment and arrange for standardized assessment of candidates’ competencies

•Create students’ initial person centered plan to support participation in the standard ICS curriculum and other courses offered at UNCG

•Conduct routine assessment throughout students’ enrollment

•Facilitate collaborative relationships with outside agencies and resources to ensure that supplemental supports are available that meet the needs of individual students

•Monitor implementation of person-centered plans to ensure that individual student goals and supports provided promote optimal performance in the ICS course of study


© beyond academics tm 2012 a university education for young adults with intellectual disabilities...

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