School-to-Work Outreach Project 1995 Exemplary Model/Practice/Strategy

Life Skills Transitional Program Houston Community College System Central College Texas

Mission

The Houston Community College/Houston Independent School District Life Skills Transitional Program enables students to participate to the fullest extent possible in all phases of life by providing the academic and social support at the local community college, while they are still enrolled in high school. Students become aware of realistic opportunities at the community college after graduating from high school.

Organization/Program Context

This program is a collaborative effort of the Houston Independent School District (HISD) and Houston Community College System (HCCS) with the support of the County Mental Health - Mental Retardation Authority, and the State Rehabilitation Commission. The Transitional Life Skills Program is one of several programs in the Department of Model Programs and Services to Students with Disabilities at Houston Community College System/Central College.

Community Setting

Large city. The students served in the Life Skills Transitional Program reflect the diverse/multicultural population of Houston.

Population Served

Organization/Program
Houston Community College has a total enrollment of 13,500. The Department of Model Programs and Services to Students with Disabilities at Houston Community College System/Central College has an enrollment of 700 students. Houston Independent School District has 15 high schools.

Model/Practice/Strategy
The Life Skills Transitional Program works with 117 students from the ages of 18 - 22, the majority of whom have mental retardation as their primary disability. Other areas of primary diagnosis include speech or language impaired, orthopedic impairments and autism.

Description

The goal of this program is to prepare students to make a successful transition to adult life. Students are encouraged to establish an independent lifestyle and either enter post-secondary training or secure a job. They are referred to the Life Skills Transitional Program by their high school teachers, or frequently the students or family members hear about the program and pursue enrollment themselves. There is an interview and screening process students must undergo before acceptance into the program.

The Life Skills Transitional Program connects high school students to post-secondary opportunities by offering the transition course at the community college. First, students involved in the program are given an orientation to the college support services. Then, students enroll in the Core Course in Transition Planning during their senior year of high school. This course is offered on the Houston Community College Campus each semester (there are two semesters per school year), every weekday from 8 am - 12 pm. The class covers six areas of vocational and transition education: Vocational Readiness, College Information and Referral, Basic Life Skills Preparation, Seminars on Appropriate Behavior, Appreciation of Self and Others, and a Seminar Series focusing on Life Transitions and Choices. In the afternoon, most students either return to their high school for classes, go to work, or take classes at the community college. Career counseling is also provided by the community college and is available after the transition class, or in the afternoon.

When students have completed the transition class and have received their high school credits, they graduate from high school. Then, as part of Life Skills Transitional Program, students get assistance in finding a job, enrolling in post-secondary certificate programs or taking college continuing education classes to enhance lifelong learning. Students pursuing work can access a job coach who may assist them in an internship, or help find them a job in the community. The Life Skills Transitional Program also works with the State Rehabilitation Service to ensure that students continue to receive job support once they are employed.

Exemplary School-to-Work Components

Transition Planning Class - School-based Learning
The "Core Course in Transition Planning" curriculum includes subjects such as career planning, social behavior in the workplace, math and English skills necessary for work, and the rights of individuals with disabilities according to the American with Disabilities Act (ADA).

Post-Secondary Education Connection - Connecting Activity
Students receive an orientation of the college and are encouraged to participate in student clubs and organizations as well as college-wide activities. They are expected to follow the code of conduct established by the college. Students can enroll in classes taught by both community college instructors and high school teachers. The presence of students with disabilities on the college campus has alleviated misunderstandings and fear in the college community about individuals with disabilities, as well as the fear the students have about college.

Marketing - Connecting Activity
Initial marketing of the program was aimed at students through the special education departments of the high schools and is largely responsible for the high numbers of applicants to the program. Marketing in-house has also contributed to communication among staff, students and families about the existence of the program. Publicity materials include a program brochure, video and advertisement on public access television. Articles in local newspapers have helped spread information about the program to the community.

What Makes it Work?

Setting
The college campus provides the opportunity for students to be in an adult setting as well as to become familiar with post-secondary education opportunities, requirements and the expectations on students enrolled in college.

Collaboration
The partnership between the school district and community college is essential to the Life Skills Transitional Program. The school district has as an objective to serve students in transition to adult life, and the college provides space and the appropriate setting. Collaboration also occurs through the numerous linkages with human service agencies that provide support and services to students with disabilities.

Staff

• Department Coordinator (HCCS)
  1 full-time
  *Coordinates all basic services to students with disabilities
  *Provides seminars statewide and nationally to school districts and colleges interested in the program

• Project Manager (HCCS)
  1 full-time
  *Manages the project
  *Promotes transition
  *Creates classes to meet needs of students with disabilities
  *Participates in student evaluation, assessment and review

• Teacher (HISD)
  1 full-time
  *Develops Individual Transition Plan (ITP)
  *Instructs Core Couse in Transitional Planning
  *Promotes the program to other school districts
  *Links students to community college services, and the community service providers to the students

• Assistant Teacher (HISD)
  1 part-time
  *Assists the teacher in the classroom

John's Story

John was scheduled to begin the Transitional Life Skills Program in the Fall of 1994. He decided, however, that he would rather attend a Work Adjustment Training/Personal Social Adjustment (WAT/PSA) program for janitorial training because he was anxious to start working. He chose the training program because he thought it would help him get a job faster. We wished him good luck and success and thought we wouldn't hear from him again. Two months later we received a call from John, asking if it was too late to enroll in our program. We arranged a meeting (Admission Review and Dismissal or ARD) to discuss John's re-admission and review his transition and work goals. John was allowed to enter the program. After he became comfortable with the staff, we began to notice some unacceptable behavior. For example, John made-up stories to get attention and frequently embellished the truth. He was having a hard time fitting in, his schoolwork was marginal and he wasn't well received by the other students. He was at risk for being exited from this innovative program. Students left for a holiday break. When they returned they were given semester exams. John had studied over the break and was very successful in his exams - the star of the class! This was his turning point; his punctuality improved, and so did his attitude. He became a class leader. The personal development activities in the transition class seemed to help him the most. Role playing and open class discussion contributed to John's improved behavior and self confidence. He took great pride in the fact that he was attending class at a community college. John was in the first group of students to be referred to the Texas Rehabilitation Commission and he was placed in a WAT/PSA different than the first one he tried. His goal was to become a baggage handler at the airport. John interviewed at the airports, but a job didn't materialize. However, he continued to go to WAT. John didn't give up. He actively sought and received a position at a department store warehouse where he trains new employees, and he really enjoys it. He has come back to the college to share his experiences with the new transition class and he talks about working hard, being persistent, having a good attitude and making good decisions. He has become their role model. This terrific result we attribute to the opportunity given to John to attend the transition program on a college campus and John's motivation to succeed. This was definitely a rewarding experience for everyone involved.

The transition class motivated John to learn and to be a good worker.

This profile was generated by the School-to-Work Outreach Project at the Institute on Community Integration (UAP), University of Minnesota. The development and dissemination of these profiles was supported in part by grant #H029B30142 from the U.S. Department of Education.

For further information, contact the School-to-Work Outreach Project, Institute on Community Integration (UAP), University of Minnesota, 101D Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455.

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