It Happens After Class – An Engaged
Learning Model of Student Residential
and Post Graduate Support
Beyond Academics at UNCG
North 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
© Beyond Academics TM 2012
The Course of Study-At a Glance
© Beyond Academics TM 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
© Beyond Academics TM 2012
MULTI-INSTRUCTIONAL APPROACHES
Curriculum
Objectives
Identify Personal
Goals /Support Plan
Adjustment to
University
Environment
Careers/Jobs/
Business Develop
Healthy Lifestyles
Mgmt.
Community
Inclusion
Civic Responsibility
and Engagement
Community
Resources
Self-Determination
Networking/Natural
supports
Required
Volunteer
Lab and Demo
Practicum,
Degree CoursesInternship, WorkCertificate Courses
Related/ Elective
Study
Methodologies for Student-Centered Success
Advising
Student to Student
Mentoring
Traditional
coursework
Study Groups
Seminars
Academic Coaching and
Student Life
Counseling/Advising
Labs/demo
Accommodation in
Instruction
Guided Independent
Study
Experiential-courses
and student life
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 EducationNational Longitudinal Transition Study - 2
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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 Data
OUTCOME
%
Young adults working toward a
diploma, certificate or license
Completion rate of students in
current or most recently attended
postsecondary school
Any paid employment outside of
the home
Engagement in education,
employment, or training for
employment since leaving high
school
Living independently
Involved in a volunteer/community
service activity
Involved in a community group
(e.g., sports team, hobby club,
religious group)
National Longitudinal
Transition Study-2 (NLTS2)*
UNCG’s Comprehensive Post
Secondary Transition Program
<30 individuals
nationally
10 graduates; 34 current
students, Total = 44
44.2%
63% graduation rate
for Class 2011, 2012
38.8%
71%
79.2%
100%
36.3%
100% of graduates
18.9%
100%
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
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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
© Beyond Academics TM 2012
Unique Features of ICS that Lead
to Outcomes
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Comprehensive Student Life Coaching and
Support
Post Graduate Advancement- Intensive
Follow-Along
Model of Providing the Supports- PrivateNon-Profit Partner of UNCG
Funding and Policy Analysis, Advocacy
and Implementation
© Beyond Academics TM 2012
Student Life – Beyond the
Classroom
 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
© Beyond Academics TM 2012
How Are Supports Facilitated
through Student Life
 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.
© Beyond Academics TM 2012
How Are Supports Facilitated
through Student Life?
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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.
© Beyond Academics TM 2012
Peer Companion Program & In Focus
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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.
© Beyond Academics TM 2012
Student Life - Assessment
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DIMENSIONS
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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
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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.
© Beyond Academics TM 2012
Where are Students Living?
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 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.
© Beyond Academics TM 2012
Beyond Coursework
Campus & Community Involvement
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 Academics TM 2012
How Has the Student Life
Component Impacted Outcomes?
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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
© Beyond Academics TM 2012
AFTER COLLEGE
Transition for ALL College Students
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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
© Beyond Academics TM 2012
Post Graduate Advancement
Junior Year
 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
© Beyond Academics TM 2012
Post Graduate Advancement
Senior 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.
© Beyond Academics TM 2012
Post Graduate Advancement
ICS Alumni
 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 selfmanagement, monitor the efficacy of service systems in place,
and provide technical assistance, as needed.
© Beyond Academics TM 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
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NC Mental Health Transformation Grants- concluded
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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
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Other - 529 Savings Plans, Foundation Scholarships, Community Service Organization grants for
student specific activities
© Beyond Academics TM 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
© Beyond Academics TM 2012
Policy and Practice ImplicationsUniversity
 University System
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Admissions into a Matriculating System
Office of Disability Services Capacity
Universal Design for Learning (UDL)
Financial Aid
Service Learning
Research Practices
Demand versus Capacity
© Beyond Academics TM 2012
State Agency and Community
Partnerships
Current Partnerships
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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
© Beyond Academics TM 2012
http://beyondacademics.uncg.edu
or Contact us at 336-334-3905