Transcript Document

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
[email protected]
813-361-1076
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Program Development Guide
Mission & Vision
Goals
Addressing Potential Barriers
Locating “Champions”
Potential Partnerships
Program Design & Fidelity
Staffing
Physical Location
Student Criteria
Student Activities
Desired Student Outcomes
MOUs and Legal
Curriculum
Supports
Evaluation
Costs
Funding
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?
oCommunity partnerships/inclusion
oDiversity
oOutreach 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 nondegree 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?
oEnsure 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?
oAccommodations
oAcademic support
oCommunication with faculty
Interfacing with Faculty
 Preliminary email 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: email, 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
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1. EMPLOYMENT, INTERNSHIP, & RELATED
ACTIVITIES
2. ACADEMICS & TECHNOLOGY
3. SOCIALIZATION, RELATIONSHIPS, SELFESTEEM
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 made a goal to organize a ‘Guy’s
Lunch’ at The Hangar. Here’s my flyer”
“I intern at the Student Advising Center.”
They just hired me!”
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
 Check-in
 Evaluation
& Record Keeping
Five Domain Clusters:
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Ten Domains:
Florida Consortium on Postsecondary Education and
Intellectual Disabilities &
Florida Inclusion Network
Students Transitioning to Adult Roles
Person Centered Planning Model
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www.fltpsid.info
Gallery of
photo examples
Color-coded
connections
Reflections
Deeper
Understanding
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