SUCCESS: UMBC - Maryland Transitioning Youth

Students United for Campus Community
Engagement for Post-Secondary Success
MDOD- Jade Gingerich
 DDA- Danielle Lyons
 DORS- Michelle Stewart
 The Arc Baltimore- Joanna Falcone
 CIL/ IMAGE Center: Amanda Taylor
Over 200 programs available including:
 2-Year Colleges
 4-Year Colleges and Universities
 Tech/Trade School
 Residential Options
Youth with intellectual disabilities
who participated in postsecondary
education were 26% more likely to
exit the vocational rehabilitation
program with employment and they
earned a 73% higher weekly income.
Migliore, A. & Butterworth, J., 2008. Postsecondary Education and Employment Outcomes for Youth
with Intellectual Disabilities. DataNote Series, Data Note XXI. Boston, MA: Institute for
Community Inclusion.
Value of Postsecondary Experience for
Individuals with Intellectual Disabilities:
Enhanced employment outcomes
 Opportunity to develop problem solving
skills and independence
 Ability to access adult learning
opportunities and develop a desire for
lifelong learning
 Expanded social networks
 Opportunity to connect learning to
personal desired outcomes
 Socially valued roles and experience
Additional Value
Programs such as
SUCCESS with it’s
peer to peer emphasis reinforce the
skills and abilities of individuals with
intellectuals disabilities which should
translate into better opportunities for all
individuals with intellectual disabilities.
History in Maryland
Dual enrollment programs for students
18-21 years old to attend community
college while in high school
◦ Availability and components vary
widely across local school systems
◦ Not all incorporate employment goals
◦ Limited number of slots
History in Maryland
 Interest
from parents in DC
metro area due to George
Mason University LIFE
 Summer
2011 MDOD
approached UMBC Shriver
Center about a 4 year
SUCCESS Criteria
Students must:
Have an intellectual disability
◦ (
Be able to read at a 3rd grade level (minimum requirement)
Have the ability to function independently for a sustained period of time
Have the ability to be successful in competitive employment
Have the desire and motivation to complete a postsecondary program
Have exited high school with a Certificate of Completion
Be at least 21 years old and not older then 24 to begin the program
Have knowledge of basic mathematics and the ability to use a calculator
Have knowledge of basic keyboarding skills and the ability to use a
Exhibit conduct and behavior that are age appropriate
Have a willingness to complete all assignments with support
Must be eligible for the DDA Waiver to receive funding for tuition
Be a full time resident of Maryland
Additional Information
Designed for students who can not
otherwise access higher education
Does not result in college credits or a
degree; outcome is a certificate of
Using a person centered planning
process for goal setting and assessment
Original intent was that families would cover all
costs; families had limited time to save
Families can private pay
In pilot phase, for eligible students, DDA covers
80% and DORS 20% each year for tuition and
fees (see DDA guidance)
Families are responsible for providing
Once a full curriculum is in place, plan is to apply
to become a Comprehensive Transition
Postsecondary (CTP) program to qualify for
federal financial aid
Residential component creates a unique
opportunity for independence to develop
There are currently no on-campus residential
options for students in the SUCCESS Program
Private residential options do exist in
communities surrounding UMBC.
Friends of SUCCESS House, run by parents, is
located off-campus in Catonsville.
There is currently no funding for residential;
families would be responsible for 100% of the
Current SUCCESS Students
Current Students
22 students
◦ 6 from 2012, 8 from 2013, 8 from 2014
◦ From Baltimore, Carroll, Howard,
Montgomery, Prince George’s, Anne
Arundel, Frederick, and Calvert counties
◦ Mostly commuters
Generally follow UMBC Academic
 9:30-4:00 pm Monday through Friday
Curriculum (1st 2nd & 3rd Year)
Fall and Spring
Courses Include:
First Year Seminar
Service-Learning (Community Problem Solving and Becoming Community Change Agents)
Independent Living
Vision of Self
Financial Education (Consumer and Personal Finance)
Book Club/Writing
Campus Exploration
Computers (Basic and Information Systems)
Cultures of the World
Career Pathways (Goal Setting, Resume Building, Interviewing, and Networking)
Physical Education
Public Speaking
Strategies for Effective Learning
From Seed to Table (Food Justice & Sustainability)
Internship sites include:
Academic departments
Facilities Management
Food service
Some off-campus
Students have the opportunity to
change internships if they choose
 Summer employment with support
from DDA and/or DORS
Student Engagement
Students are fully enrolled:
◦ Build transcript
◦ Receive ID card
◦ Have equal access to library, gym, etc.
SUCCESS Peers are integrated into all
aspects of program except independent
living classes (over 60 in SP14)
Informal integration: Lunch Peers,
Co-curricular Activities
Up to 8 slots available beginning in
 Applications will be available in Feb
 Families interested in applying need to
discuss with resource/service
coordinators and DORS staff to
ensure it is incorporated in student’s
service funding and IEP plans
For More Information
Families can access:
Nan Brittingham, Director
Constituent Services Program
Maryland Department of Disabilities
[email protected]

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