Postsecondary Education: A Pathway for
Raising Expectations in Employment
Brianne Kennedy, MS, CRC
San Diego Community College District
Wilbert Francis, MBA
UCLA, Tarjan Center
Community of Practice
December 2-3, 2013
Purpose of the Presentation
Three primary objectives of this workshop:
O Professionals will expand their consideration of PSE to
individuals whom they might not have considered
before.
O Participants will learn about non-traditional ways PSE
can be utilized as a pathway to employment for
individuals with intellectual disabilities.
O To provide a tangible road map for professionals to
utilize to facilitate the transition to PSE.
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Far Too Few Youth are Employed in
California
75,450 working age individuals with DD
served by regional centers
70% are in day programs
14% in work activity programs
8% in group supported employment
6% in individual employment
(2011-2012 DDS Annual Report & StateData)
Why Postsecondary Education?
O Students with intellectual disabilities who had some type
of PSE experience were much more likely to:
o obtain competitive employment
o require fewer supports
o earn higher wages
o have increased self-esteem
o Have expanded social networks that included students
without disabilities
O With even less than four years of PSE, PWD are
employed at double the rate of those with just a high
school diploma.
Why Postsecondary Education?
O Families and individuals are concerned about:
o social networks after transitions
o adequate support for job success
o coordination with adult service providers
o living arrangements and
o available post-school options
O National VR database (RSA 911): Youth with ID were
26% more likely to leave VR with a paid job and earn a
73% higher weekly income
O Youth not willing to be relegated to day programs or
segregated employment
Landscape of Postsecondary
Education
OThousands of youth enrolled in PSE
OLegal/Public Policy (HEOA of 2008)
OFunding
o Federal TPSID
o 27 Nationally and 3 in California
OExisting PSE models in transition and higher education
o K12
o 2 & 4 year colleges
TPSID Programs
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College Programs for Youth with
Intellectual Disabilities and Autism
What is College to Career (C2C)?
O College to Career (C2C) programs are postsecondary
programs for individuals with intellectual disabilities (ID)
O Provide instruction, campus supports, job development
and placement services for students with ID
(categorized as DDL)
O Department of Rehabilitation (DOR) funded initiative
developed in FY 2010-2011 in collaboration with the
California Community Colleges' Chancellor's Office
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Unique Features of College to Career
Funding
DOR funded 5 California Community Colleges (pilot sites)
for four years
College Locations
Santa Rosa Jr. College, Sacramento City College,
College of Alameda, North Orange County Community
College District and San Diego Community College District
Students
Regional Center Consumers and DOR Clients
Goal of C2C
Employment of students with ID in a career area of their
choice
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DOR Contract: Purpose
OGoal of C2C
O Employment – REAL JOBS FOR REAL WAGES in a
career area of student choice
O Successful case closure into employment
O Students attend local college and avail themselves
of a quality inclusive higher education focused on
employment
DOR, California Community College
Chancellor’s Office and Tarjan Center
Collaboration
O DOR administers the contract and provides additional
services as determined by the Individual Plan for
Employment (IPE)
O Tarjan Center UCEDD: Coordinating role for Training, TA
and Program Evaluation
O CCCCO: Funds Tarjan Center, supports colleges
implementation of programs
The goal of the grant is to build the capacity of CA
state systems and local communities to increase the
number of individuals with intellectual disabilities (ID)
and other developmental disabilities (DD) in
integrated competitive employment.
Mission of CECY
The mission of CECY is to increase the
number of youth and young adults with
developmental disabilities who are getting
good jobs and earning money by working in
careers of their choice.
CECY Community Conversations
Community Conversations aim to build awareness, tap
into existing opportunities, as well as cultivate new allies
and partners.
OThis is an opportunity to develop new ‘allies’…members
from the community who typically are not asked to
engage in a conversation about our youth.
OIt’s strictly focused on existing untapped opportunities
OIt’s a strengths oriented discussion
OIt’s drawing out from the discussion, “what is possible
now!”
What is the focus of CECY’s
Community Conversations?
Focal Question: How can we increase the employment of
youth with disabilities in our communities?
 What are the existing assets in our community?
 What do we know that is working for youth with
intellectual and other developmental disabilities?
 What role can my organization play?
 What can I do?
 Who do I know that should be part of this effort?
Career Technical Education
Linkages
O California Department of Education's $250 million
Career Pathway Investment Trust Fund
O AB 86
O Adult Education Planning Grants
O SB 1070
O Career Technical Education Pathways Program
Grant
What Does the College
Environment Have to Offer?
O Increased expectations
O Exposure to a diverse and inclusive student
population
O Professional communication
o Instructors, Peers, Counselors
O Self-advocacy
o Request and utilize accommodations
O Increased responsibility
O Social networks
o Campus activities and clubs
O Vocational training courses
O Campus work experience and job sampling
O Independent navigation
Transferrable Elements to Inclusive
Work Settings
O Student learn to:
O Utilize natural supports
O Work effectively in groups
O Soft skills needed in the workplace
O Communicate with supervisors and co-workers
O Increased confidence and self-worth
O Improve time management and organization
O Industry specific knowledge and skills
Hello I am Miss Amanda Terrones
Job of a Child Care Worker
O Organize and lead
O Read Educational and fun
books to the children
O Serve meals and snacks in accordance with nutritional
guidelines
o Play games
o Attend to their basic needs
O Provide a variety of materials and resources for
children to explore
O Keep Children Safe
My classes at Miramar College
O Child Development 180- Health and Safety
o 3 Units
o My grade was a B
O Child Development 141- Child, Family & Community
o 3 units
o My grade was a C
O Child Development 111- Music and Movement
o 3 units
o I am hoping to get an A, B or C
O I have also taken Aquatic Fitness, Tennis, Keyboarding,
Accessible Computer lab and C2C Classes
What I have learned
O I have learned how to make lesson plans.
O I have learned how to lead a circle time
O I have learned about health and safety
O I have also got my CPR card
O I have actually led circle time and a lesson plan at
Walker Elementary preschool
O I have learned lots of fun songs to sing with preschool
children
CPR
My Internship
O Walker Elementary School
O I work in the pre-K class with 3-5 year olds
O I do arts and crafts with the kids
O I also help Ms. Roma Weaver with circle time
O I volunteer 3 days per week
O Ms. Weaver likes my help so much that she said
after I am done with my certificate she will help
me and the C2C staff find a paid job for me!
College 2 Career Snapshots
Introduce Critical College Success Skills
Early
O Student Planners
o Schedule appointment
o Homework assignments
O Travel Training
o Community safety
O Computer Skills
o Professional email
o Microsoft Word
o Flash drive
O Self-Advocacy
o Active participation in IEP planning
O Money Management
O Completing Applications
Considerations for PSE Transition
Planning
O Start the planning early!
O Don’t eliminate PSE as an option based solely on
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O
O
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student’s academic aptitude
Learn about local college’s supports and services for
students with disabilities
Identify student’s strengths, skills, learning style,
interests and environmental demands
Think and search outside the box for PSE supports
that will work for your student
Make sure it is the student who wants to experience
PSE
Transition to PSE Road Map
O Preparing students and parents for the
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O
O
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differences between high school and college
How to reinforce critical college success
skills at home and in secondary settings
Step by step process of getting connected to
college
Seamless transition timeline
Additional web links and resources
Questions???
Remember, PSE is an option for all… including
individuals with intellectual disabilities!
Thank you!