PROJECT PROGRESS REPORT AT-A-GLANCE Project Progress Report At-A-Glance for Committee: Program Planning and Evaluation Committee Name of Project: Project Achieve/Vertical Training Program (VTP) Year 4-894CD14D Provider: Florida State College at Jacksonville Project Start & End Dates: 08/18/14 to 09/18/15 Task Force(s): Child Development and Education and Employment and Transportation Council Goal and Objectives: Goal 11: In partnership with individuals with developmental disabilities, their families, advocates, and stakeholders, the Council will conduct research and provide training and technical assistance to stakeholders to promote person centered planning, expand opportunities for post-secondary education and employment that meets the life goals of individuals with developmental disabilities. Objective 11.5: Provide technical assistance and training to faculty in the Project Achieve Program to facilitate inclusion of students with developmental disabilities at one Florida State College. Anticipated Outcomes: This project will provide an inclusive Career and Technical Education program that enrolls 5 to 10 students each year and assists them to earn a certificate in the program of their choice. The program also assists students to find jobs after the program is completed. Description of Project: This project will: 1. Enroll 5 to 10 students each year. 2. Provide classroom support to help students earn a certificate in a Career and Technical Education program. 3. Assist students to apply for jobs and find employment. Description of Project Activities to Date: The project has accomplished the following: 1. This past fall 14 new students were enrolled. Eleven of the new students have a developmental disability. 2. Students get tutoring, mentoring, and attend Career Work Education classes that prepare them for employment. 3. Students are getting help to write resumes and apply for jobs.
4. Project staff members are looking for ways to make sure the project has the money to provide services that students need. Description of any difficulties or concerns to date: 1. The number of certificate programs is getting smaller. 2. The program needs funding in order to continue. 3. Employment services to students need to be increased. Questions Council Members May Want to Ask and Talk About at Meeting: Are you pleased with this project s work? Do you have concerns with this project s work? Do you have recommendations?
PROJECT PROGRESS REPORT This Progress Report serves as a two-fold opportunity: (1) to provide PP&E Committee members with an update on the progress made by Council projects; and (2) to allow members to provide feedback on project activities. Progress Reports are not action items and do not require a vote General Information Name of Project Project Achieve/Vertical Training Program (VTP) Year 4-894CD14D Provider Florida State College at Jacksonville Project Start & End Dates 08/18/14 to 09/18/15 Task Force(s) Council Goal and Objectives Anticipated Project Outcomes Child Development and Education and Employment and Transportation Goal 11: In partnership with individuals with developmental disabilities, their families, advocates, and stakeholders, the Council will conduct research and provide training and technical assistance to stakeholders to promote person centered planning, expand opportunities for post-secondary education and employment that meets the life goals of individuals with developmental disabilities. Objective 11.5: Provide technical assistance and training to faculty in the Project Achieve Program to facilitate inclusion of students with developmental disabilities at one Florida State College. 1. The Provider will recruit five (5) to ten (10) new students from Duval and Nassau counties to participate in Project Achieve/Vertical Training Program during the contract period and provide ongoing support to students remaining in the program. 2. The Provider will update program training materials as needed. 3. The Provider will ensure that all participating students have been assigned to the Inclusion Specialist along with staff from Duval and Nassau County School Districts, including Transition Coordinators, Transitions Specialists, job coaches, and teachers. 4. The Provider will ensure that participants receive soft skills training for employment. Students may access that training through continuing workforce education (CWE) courses or through a district job coach. The CWE courses will have a core curriculum of employment skills, but will also have a supplementary individual plan for progress (IPP) to address any specific student needs. 5. The Provider will coordinate social and cultural experiences for participants. 6. The Provider will facilitate career exploration and assessment activities.
7. The Provider will deliver faculty training on an as-needed basis for orientation to specific disabilities, capabilities, and to ensure maximum success. 8. The Provider will continue to work with faculty to produce Task Lists to document skills a student has acquired in a course that they have not passed, allowing for accurate documentation for a letter of achievement. 9. The Provider will encourage parents to attend student IEP meetings and set up periodic meetings with staff as needed. 10. The Provider will be prepared to implement and evaluate all facets of the program once attaining the U.S. Department of Education Comprehensive Transition and Postsecondary Program (CTP) and make revisions as necessary. 11. The Provider will refine the program to include stronger provisions for assessment of interests, strengths, and limits before students are enrolled. 12. The Provider will work to establish better linkages with employment for the students (while in the program and/or as they are transitioning into employment). 13. The Provider will develop a brief training module and/or resource(s) to be used with instructional staff for the purposes of disability awareness, accommodations, etc. 14. The Provider will address issues that have emerged during Year 3, including remedial coursework and Adult Basic Education for TABE waiver at exit, and potential changes to dual enrollment. 15. The Provider will travel to selected Florida conferences and meetings to present information on the existing program, provide technical assistance for post-secondary institutions interested in program replication, and encourage replication using a team approach that might include administration, instructional personnel, successful students and families, etc. 16. The Provider will advocate for the creation of a permanent department that will support students through existing PSAV Certificates Programmatic Requirements and improve program sustainability. 17. The Provider will work with the Council s contracted technical writer to assist in the production of a replication guide and webinar. Anticipated State Plan Outcomes Outcome 1: Five to ten students with disabilities will continue to participate in a career and technical training program at a Florida State College and be trained in a career field of their choice. If any of the students exit the program, other students will be added. Outcome 2: Increase the options for student with DD ages 18-22 to participate in post-secondary inclusive program that train them for career of their choice. Outcome 3: Improve educational outcomes and academic success of at least five to ten students with Intellectual Disabilities at a Florida State College. Outcome 4: Stimulate students personal growth. Background Information Page 2 of 6
Over 70 percent of persons with disabilities are currently unemployed. Most of these adults rely on government aid, family or charity for income and fulfillment of essential needs. Perhaps this may be attributed to the fact that students with disabilities currently have limited opportunities for postsecondary education and additional job training that lead to skilled employment after high school. There is a pressing need for these students to receive training that will lead to sustainable, independent employment. By providing an on-campus support system for these students, Florida State College at Jacksonville (FSCJ) has opened the door to students who have the motivation and ability to be successful in career and technical education/training programs with appropriate supports. Project Achieve/Vertical Training Program is composed of a comprehensive, inclusion transition and postsecondary career program model designed to provide innovative, supportive strategies for students, ages 18-24, with intellectual and other developmental disabilities. This program creates an intensive support system for students selected from Duval and Nassau County schools and addresses interrelated needs of students with intellectual or other developmental disabilities as follows: 1. Improve the retention and success rate of student with intellectual and other developmental disabilities in career and technical education programs; 2. Facilitate a coordinated effort to respond to the specialized needs of these students through a holistic program delivery model; 3. Provide supportive instruction delivery strategies that assist students with program completion; 4. Facilitate a coordinated effort with supporting agencies (VR, APD, etc.) to assist students in transitioning from their completion of career and technical education training into the paid workforce. As students enter the program, they have an intensive support level of monitoring, assistance, and guidance. Based on their individual needs, services are customized as they progress in their career and technical education program; these services include academic support, facilitated group meetings, and mentoring provided by current FSCJ students, etc. The expectation is that as students progress towards graduation, the levels of support provided will gradually move from high to low as they become more confident, independent, and knowledgeable in their programs of study and the college campus. Programmatic Information Description of the Project Activities To Date See below Progress To Date The following activities summarize the progress that has been achieved during the first half of this project: 1. A new cohort of students was admitted in the fall of 2014. A total of 14 new students enrolled with 11 of them having a developmental disability. 2. Students who started with previous cohorts are still persisting in the program with a total of 71 students currently enrolled. There are 49 students who have a developmental disability. Other students also participating in the program have other disabilities such as Other Health Impairment (OHI) or Specific Learning Disability (SLD). 3. Students are participating in Career Work Education (CWE) classes, Career and Technical Education program classes, and receive mentoring and tutoring as needed. 4. Vertical Training Program (VTP) staff members collaborate with Duval and Nassau counties to identify students who would benefit from the program. Contact with Volusia County has been initiated as another potential source of students that could be served. 5. VTP staff members continue to communicate with FSCJ administration to communicate the program s progress and promise. The VTP would like to attain the Comprehensive Transition Program (CTP) approval and awaits the participation of the FSCJ Department of Financial Aid in this process. Page 3 of 6
6. Duval County Public Schools are working with FSCJ to determine how the new legislation, that essentially puts all students on an appropriate track to earn a standard diploma, will impact the VTP. 7. VTP students are receiving support for their employment search within the current program. Students receive assistance in developing resumes, writing cover letters, completing applications and portfolios of employability. 8. VTP staff members have been and will continue to assist with the Replication Guide and Webinar project. 9. VTP staff members have been working to explore potential financial and program supports. FSCJ submitted a proposal for a TRIO Student Support Services Grant that could yield between $220,000 and $360,000 per year for up to 5 years. Another potential source of support and collaboration is Arc Jacksonville. The Arc and FSCJ are discussing ways in which they could work together to strengthen externship opportunities and job placement services for VTP students. Stabilizing the program s financial support and program offerings will ensure that this is a true change in the system and not just a phase of services that appeared and disappeared. This program is the only one of its kind in the state of Florida and may be the only of its kind in the nation. Students with developmental disabilities at FSCJ are proving that they can complete Career and Technical Education programs and successfully engage in meaningful, fulfilling careers that contribute positively to the community. Description of any difficulties or concerns to date The following three issues are impacting the VTP at this time. 1. Shrinking numbers of Career and Technical programs available for VTP students. When the program first began four years ago, there were approximately 20 Career and Technical Education programs that VTP students could choose to pursue at a certificate level. Many of those programs have been transformed into Associate s Degree programs, giving VTP students fewer choices of programs. Currently there are ten programs which include auto collision repair and refinishing, diesel engine repair, cosmetology, facial specialty, childcare, building trades technology, carpentry, massage therapy, and electrical, welding. 2. Financial support continues to be a concern. FSCJ supports the program in providing the facility, including VTP students in its Career and Technical Education certificate programs, and providing administrative support for FDDC funding. Additional support is needed to support project staff and increase services to the students. The Arc Jacksonville is a potential collaborative partner well-suited to assist in the provision of some of the services that students need such as integrated work experiences and expanded career services. It will be essential to ensure that VTP remains an inclusive program in which students are served on the FSCJ campus or community. 3. There have been problems in the past with timely submission of deliverables. Part of this problem is due to the processes required by the FSCJ Financial Services Department. We are working to address these timeline difficulties. 4. VTP students are demonstrating their ability to complete the program. The completion rate is around 75% which rivals the completion rate for students without disabilities. There has been less success in assisting program completers to find employment. Additional opportunities for assessing students interests and strengths as well as work experiences in the program are needed. An increase in employment services would also help students to get connected to jobs in their area of study. More education is also needed for families to understand the relationship between employment and benefits eligibility. 5. Students who participate in the VERTICAL Training Program who are dual-enrolled and need remediation for the Test of Adult Basic Education (TABE) do not currently have full access to remediation courses. Currently remediation needs to meet the waiver requirement are being addressed through tutoring. Access to remedial courses would be more ideal. 6. The Project Coordinator for this initiative, Daniel West, has taken a new position at FSCJ. A transition in leadership can sometimes be a challenging hurdle. Rachel Rippey, an educator and a tutor within the VERTICAL program, has been hired to fill the Project Coordinator position and is demonstrating competency and enthusiasm for her new role. Project & State Plan Outcomes achieved to date The progress with the project outcomes are described in the Progress to Date section. Progress in the State Plan outcomes is proceeding on a positive trajectory. Page 4 of 6
Outcome 1: Five to ten students with disabilities will continue to participate in a career and technical training program at a Florida State College and be trained in a career field of their choice. If any of the students exit the program, other students will be added. Five to ten students or more have been added to the program every year and program completion rates are excellent. Outcome 2: Increase the options for student with DD ages 18-22 to participate in post-secondary inclusive program that train them for career of their choice. The programs that are offered to VTP students increase their training and employment options. However, the variety of options has been decreasing and advocacy for maintaining and increasing Career and Technical Education options for VTP students is needed. Outcome 3: Improve educational outcomes and academic success of at least five to ten students with Intellectual Disabilities at a Florida State College. At the end of year three, there were 21 students with developmental disabilities who completed the program and 13 more were persevering in the program. There were 7 students who did not continue in the program. During the current year, 11 more students with developmental disabilities have been enrolled in the program. A total of 45 students have completed the program or continue to work toward program completion. Outcome 4: Stimulate students personal growth. Student success stories demonstrate that VTP students benefit from the program in multiple ways. Students grow in their sense of confidence and development of skills and abilities that impact workplace performance and community interactions. Sustainability Progress on implementation of Sustainability Efforts As mentioned previously, VTP staff members have been working to explore potential financial and program supports. FSCJ submitted a proposal for a TRIO Student Support Services Grant that could yield between $220,000 and $360,000 per year for up to 5 years. Another potential source of support and collaboration is Arc Jacksonville. The Arc and FSCJ are discussing ways in which they could work together to strengthen externship opportunities and job placement services for VTP students. Stabilizing the program s financial support and program offerings will ensure that this is a true change in the system and not just a phase of services that appeared and disappeared. This program is the only one of its kind in the state of Florida and may be the only of its kind in the nation. Evaluation Description of Evaluation methods and results to date The Provider uses a variety of methods for on-going program and student assessment including: (1) Instructor feedback; (2) Inclusion meetings; and (3) Direct observation. The Provider works closely with the College's Director of Student Analytics to develop and disseminate data for reports based on program data; prepare, review and edit data files for required internal and external reports; gather historical data; and perform trend analysis. Specific statistical information regarding the following will be included: Enrollment- Current enrollment for individuals with developmental disabilities is 49 Program completers and persistors- Excluding the students who are persisting in the program, the completion rate is 75% Non-completers- Excluding students who are persisting in the program, the non-completion rate is 25% Employment rates following completion- The rate for students who have been employed following the completion of their certificate is at 35%. The Provider has administered pre-surveys or questionnaires for students and parents. The post surveys will be administered at the end of this academic year. Recommendations/Comments Page 5 of 6
This project provides a unique opportunity for students with developmental disabilities to earn a certificate in a Career and Technical Education program of their choice. Many students have and are benefitting from this opportunity. This program has the potential to be a model program for postsecondary education/training opportunities in the state of Florida and in the nation. There are areas that need improvement such as increasing the number of programs available to students and improving the employment placements. The avenues that are being pursued in regard to financial sustainability and program improvements have the potential to positively impact these areas. With new legislation being discussed that supports increasing post-secondary education opportunities for students with developmental disabilities, the importance of sustaining this program is emphasized. Page 6 of 6