it happens after class – an engaged learning model of student residential and post graduate...

It Happens After Class – An Engaged Learning Model of

Student Residential and Post Graduate Support

Beyond Academics at UNCGNorth Carolina’s 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

Who Enrolls in the ICS Certificate Course of Study?

Enrollment Demographics for AY 2013

• 52 students: 48 In-State Students; 4 Out-of-State Students: (NJ; FL;OH; GA)

• Freshmen 22• Sophomores 15• Juniors 9• Seniors 6

• Age: Mean: 21.98 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


2012

The Course of Study-At a Glance


2012

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 one’s 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


2012

MULTI-INSTRUCTIONAL APPROACHES

Curriculum Objectives

Required Volunteer

Lab and DemoPracticum, Internship, Work-Study

Degree Courses-Related/ Elective

Certificate Courses

Identify PersonalGoals /Support

Plan

X

X

Adjustment toUniversity

Environment

X

X

X

Careers/Jobs/Business Develop

X

X

X

X

Healthy Lifestyles

Mgmt.

X

X

X

CommunityInclusion

X

X

X

X

Civic Responsibility

and Engagement

X

X

X

X

X

CommunityResources

X

X

Self-Determination

X X

X

Networking/Naturalsupports

X

X

X

X

Advising

Traditional coursework

Seminars

Labs/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

Postsecondary Education – What is the Data Saying?

National Trends

Employment

Independent Living

What is Happening at UNCG

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 2011-3005). Menlo Park, CA: SRI International

Comparative DataOUTCOME

%

National Longitudinal Transition Study-2

(NLTS2)*

UNCG’s Comprehensive Post Secondary Transition

ProgramYoung 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 graduatesInvolved 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.

Graduates Outcomes: Classes of 2011 and 2012

2011-Six Graduates; 2012 - 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


2012

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


2012

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


2012

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


2012

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?


2012

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


2012

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


2012

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


2012

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 CourseworkCampus & Community Involvement


2012

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


2012

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?? I’ve got it!”

ICS Anticipates the issues and starts the planning from Day ONE- Post Grad Advancement


2012

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 information learned relating to career desires and consider best routes for community networking

• Connect to other service agencies, as needed

Post Graduate AdvancementJunior Year


2012

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.


2012

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 AdvancementICS Alumni


2012

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 student’s 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 - 529 Savings Plans, Foundation Scholarships, Community Service Organization grants for student specific activities


2012

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


2012

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


2012

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


2012

http://beyondacademics.uncg.eduor Contact us at 336-334-3905

it happens after class – an engaged learning model of student residential and post graduate...

Documents

uncg slide

ics course of study

academics tm

post graduate support

community groups

sri international slide

studentcentered success

community support network