AB 86: Adult Education

Webinar Series

http://ab86.cccco.eduMarch 13, 2015

Agenda for Today

• Welcome• AB86 Updates• Adults with Disabilities – overview (Stormy Miller)• Success Stories

• Regional Centers (Stormy Miller)• K-12 / College Successes (Chris LeRoy, Adam

Gottdank & Denise Simpson)• Things to Remember (Denise Simpson)• Questions

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Today’s Presenters

• Stormy Miller – College 2 Career Coordinator, San Diego Community College District

• Chris LeRoy – Working on Real Careers District-College Partnership (WORC)

• Adam Gottdank and Denise Simpson – North Orange County Community College District School of Continuing Education

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AB86 Updates

• AB86 Planning Funds can be extended to 15-16 fiscal year. See email sent out or see the COE tab on ab86.cccc.edu for extension instructions

• On the 3.20.15 and 4.3.15 webinars, the extension instructions will be reviewed as well as the AB86 Report to the legislature

• The March 27th webinar will feature an accountability roundtable.

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Overview

• Basic Definitions:• The ADA defines a person with a disability as a person who has

a physical or mental impairment that substantially limits one or more major life activity. This includes people who have a record of such an impairment, even if they do not currently have a disability. It also includes individuals who do not have a disability but are regarded as having a disability.

• Disability and Disability Types - Hearing, Visual, Cognitive, Ambulatory, Self-care, Independent living (ACS, 2008) – Cornell University, Disability Statistics

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Basic Definitions (cont.)

• Title 5, 56002 – A “student with a disability” is a person enrolled at a community college who has a verified impairment which limits one or more major life activities, as defined in 28 C.F.R. 35. 104, and which imposes an educational limitation as defined in Section 56004…

• Department of Developmental Services - The term developmental disability refers to a severe and chronic disability that is attributable to a mental or physical impairment that begins before an individual reaches adulthood. These disabilities include intellectual disability, cerebral palsy, epilepsy, autism, and disabling conditions closely related to intellectual disability or requiring similar treatment.

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Basic Definitions (cont. 2)

• AB 86 - Education programs for adults with disabilities.

• Each consortium to determine who they are serving based on the needs of the specific community.

• *American Community Survey, 2008• *ada.gov• *CCCCO, Implementing Guidelines for Title 5 Regulations, 1997• *dds.ca.gov

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Data Collection

• Cornell University, Disability Statistics• Department of Developmental Services• Department of Rehabilitation (DOR)• California Community Colleges Chancellor’s

Office• Local DOR and Regional Center• State Council on Developmental Disability Data

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Existing Program & Service Models

• DOR/Community Colleges – Workability III and College 2 Career

• Workforce – Youth programs, America’s Job Centers, etc.

• Regional Center funded programs – Day Services, Supported Employment, Tailored Day Services

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Overview of Regional Centers• 21 Regional Centers in California• A local resource for individuals and families• Private non-profit corporations that contract with the

Department of Developmental Services• Serve approximately 250,00 active clients through the

Regional Center system• Services include: coordination and monitoring of

services and supports, resource development, outreach, training and education to clients and families, assistance in using community resources

• Services are voluntary and free10

Regional Centers (San Diego Area)

• Serving 23,000 individuals with developmental disabilities in San Diego and Imperial Counties.

• Utilize Tailored Day Services or other regional center funded services to provide enhanced support in post secondary education.

• MiraCosta - serving 120 students with developmental disabilities (DDL).

• Partnership with Community Based Organizations.• Basic Skills Courses/3 instructors.

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Regional Centers (San Diego Area)

• Recognizing the Strength of our Consortium.• Relationships with community providers – our

connectedness in San Diego. Join forces with existing collaborative efforts to add adult education to the discussion.

• Combining knowledge and resources to develop a plan that would support the North Coastal San Diego community.

• With more time…identifying ways to weave in our work with other focus areas – ex. CTE to enhance career preparedness for adults with disabilities. 12

WORC WORKING ON REAL CAREERS

DISTRICT- COLLEGE PARTNERSHIPChris LeRoy

WORC OVERVIEWProgram: 12+ - WORC Program – CSUSB and SBVC

Campuses WORC Academy – SBVC Campus

Goals: To ensure students with disabilities have access to the San

Bernardino Unified School District’s BASICS Curriculum in the context of an integrated environment and community setting

To provide individualized instruction in the functional life skills domains of Domestic, Community, Vocational, Recreation and Leisure.

To provide vocational opportunities to special education students ages 18 to 22 to prepare students for work after they leave the services of the school district.

To provide vocational, academic, and technical opportunities leading to completion of vocational certificate programs.

WORC (2)Description: A program that is completely community based with no

dependence on the high school campus and is focused on the natural expectations and responsibilities found in the community.

Student Population: The WORC Program and the WORC Academy consist of students receiving Special Education services ages 18 to 22.

Service Delivery Model: Students are enrolled in an alternative school site within the school district yet receive training and experience directly on college and community grounds. This course is a combination of community based work/volunteer training and experience as well as recreational, social, and educational opportunities. The program is also designated for recreation/leisure/community business tour activities. In a student’s final year, they will begin potential job placement with the assistance of community agencies.

WORC (3)Service Provider: The 12+ WORC teachers hold a

Mild/Moderate/Severe credential. Teachers work on a consultative basis with community, local colleges, and businesses to provide real-life experiences for their students.

Curriculum: The BASICS Curriculum with an emphasis on Domestic, Community, Vocational, Recreation and Leisure and Transition Curriculum. It provides a full concentration on application and implementation of skills to the community within the framework of an adult schedule.

Sample WORC job skills Child Care Maintenance Assist Staff Interact With

Children’s Activities Kitchen Services Set Up Breakfast Cart Wash Dishes Prep Food Take Food to Class Clean Kitchen Stock Food Containers Landscaping Gardening Housekeeping Laundry Services Activity Set-up Clean Children’s Toys

Clean WarehouseWash CartsLandscapingWeeding, Trim HedgesGardeningPaintingClean WindowsClean Buildings Interiors and ExteriorsWarehouse StockingAssist Maintenance Crew

Additional Job AreasCafeteriaHealth CenterLibraryMail ServicesKVCR RadioBookstoreMarshalls

WORC ResumeWORC History2001/03: Cajon High School Transition Class (ages 18-22) Day Training Site at CSUSB (2 days/week)2003/05: Cajon High School 5th Class Transition Class transits to CSUSB (4 days/week) 2005/06: WORC Program becomes independent district program (SAHS) 2 Transition classes and office at CSUSB (5 days/week) 2006/07: WORC Program Expands to SBVC 1 WORC class at CSUSB – 1 WORC class at SBVC SBVC WORC Students Dual Enrollment Status SBCUSD WORC Students and SBVC Students (1 SBVC class) 2007/08: WORC Program Adds New Class at SBVC: WORC ACADEMY 1 WORC class at CSUSB – 2 WORC classes at SBVC SBVC WORC Students Dual Enrollment Status WORC Program (1 SBVC class) WORC ACADEMY (2 SBVC classes)2008/09: WORC Program and ACADEMY become part of MCHS CSUSB: 13 WORC students, 12 CSUSB Departments SBVC: 20 WORC students, 13 Departments (8 DOR students)2009/10: WORC Academy begins volunteer service at Santa Claus Inc.2010/11: WORC Program and Academy becomes SBCUSD WORC School @ MCHS WORC Academy adds community training at SBCSD Homeless Students Program2011/12: WORC Program adds community training sites at Marshall’s and Staples WORC Academy adds community training at San Bernardino Humane Society

Resume (2)WORC ObjectivesA program environment that reflects expectations and responsibilities of the community leading to the acquisition of functional life skills that can be applied to living and working in the community successfully. A curriculum developing skill areas of honesty, respect, responsibility, hard work, personal safety and self-advocacy while meeting the needs of each and every student.

WORC CampusesCalifornia State University, San Bernardino San Bernardino Valley College

WORC PartnersSBCUSD Middle College High School SBCUSD Transition Program OfficeSBCUSD Transition Resource Center CSUSB, Services for Students with DisabilitiesSBVC Disabled Student Programs and Services Inland Regional CenterCalifornia State Department of Rehabilitation

WORC DepartmentsSan Bernardino Valley CollegeLibrary, Cafeteria, Maintenance & Operations, Grounds Department, Child Development Center, Student Health Services, Physical Education Department, Audio Visual Department, KVCR Radio/Television Station, Bookstore, Warehouse, Middle College High School, SBVC Administration Offices

ContactChris LeRoy, Transition Services Program

San Bernardino City USD chris.leroy@sbcusd.k12.ca.us

909 880-6824

North Orange County Consortia3 Entities from the North Orange County

Community College District

3 K-12 Schools

Fullerton Joint UnionHigh School District

Adam Gottdank, Ph. D. Denise Simpson, M. Ed.

Counseling Proposal Focus on Transition, K-12 to Postsecondary Overview for Families (PowerPoint)

o Seminar or Individualo 6 Students/families

2 AUHSD (1 path to Credit, 1 path to Non-Credit) 2 FJUHSD (1 path to Credit, 1 path to Non-Credit) 2 PYLUSD (1 path to Credit, 1 path to Non-Credit) Transition Checklist 1:1 Support Through Transition Data & Future Recommendations

Professional Expert/Data CollectionGoal: Research gaps in services & resources Preliminary Outcomes:

o Instructional space, life & vocational skills & CTEo Increased age-appropriate instructional materialo Increased support for ASD

Support groups, communication/social skills, advocacy skills, physiological self-awareness/coping, peer mentoring program for ASD

o Increase current offerings (Job Skills, Independent Living)

o Additional faculty & staff; ASD Specialisto Parent education & regional staff development

More Outcomes

Increased: Success w/college & postsecondary programs Success w/transition Success w/employment Independence in the community, including

apartment living Coordination w/adult services Advocacy

I-Best Classes Contextualized Education Blend CTE & Basic Skills

o Variety of Team Teaching Approaches

o Microsoft Windows & DSS Instructor

o Pharmacy Tech & ESL Outcomes

o Expedite Basic Skills Developmento Pathway to General Education o Vocational Certificate Achievemento Quicker Work Attainmento Better Jobs

Getting Started Work with DSPS to determine appropriate services

If courses are grant-funded, the grant pays If courses are apportionment-generating, the

College pays (often using DSPS funding) Classes that are geared specifically for students with

disabilities are considered an allowable accommodation.

All new courses (credit, noncredit and CDCP) need to be approved through local curriculum processes and through the CCCCO

Special Classes

Students must have a verified disability Students must demonstrate measured

progress documented on a Student Education Contract

DSPS must show Educational Limitations Classes must have at least 51% students with

disabilities

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Questions?