SUCCESS: UMBC - Maryland Transitioning Youth

Maryland’s First Four Year Postsecondary Education
Program for
Students with
Over 250 programs available
 In 41 states
 2-year: 38%
 4-year: 51%
 Tech/Trade School: 12%
 Residential Options 39%
Youths with ID who participated in
postsecondary education were 26%
more likely to exit the VR 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
Federal Efforts
The Higher Education Opportunity Act
Amendments 2008
Allows students with ID attending
Comprehensive Transition postsecondary
programs (CTP) to be eligible for:
 Pell Grants
 Supplemental Educational
Opportunity Grants
 Federal Work-Study Programs
History in Maryland
Dual enrollment programs for18-21 to
attend community college while in high
school –NO 4 year post 21 program
Interest from parents in DC metro area
due to George Mason University LIFE
Summer 2011 MDOD approached UMBC
Shriver Center about a 4 year program
Students must:
Be a full time resident of Maryland and have an intellectual disability
 Have exited high school with a certificate, and be at least 21 and no older
then 24.
 Be able to read at a 3rd grade level (minimum requirement)
 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 the ability to function independently for a sustained period of time
 Have the ability to be successful in competitive employment situations
 Have the desire and motivation to complete a postsecondary program
 Have a willingness to complete all assignments with support
Additional Discussion
Designed for students who could not
otherwise access higher education.
 Does not result in credits or a degree
 Intended for students with Down
Syndrome and similar intellectual
 First and possible second year are defined
in terms of coursework but hope to allow
individuals to select and engage in exiting
classes in future years.
Original intent was that families would cover
all costs
Families had limited time to save
Plan is to get approval as a Comprehensive
Transition Plan to qualify for FAFSA
For current cohort, DDA is paying $8000
and DORS $2000 to cover the tuition and
fees.* review of DDA Guidance
Families are responsible for
Residential is an important component of the SUCCESS
 Residential component creates the unique opportunity for
independence to develop
 Priority will be given to students whose families commit to
the residential component
 Cost of residential component is anticipated to be $20,000
or more. See the Housing Options Fact sheet for details.
Not an upfront cost—payable over the course of the year
and does include live in residential support staff.
Families need to understand there is NO FUNDING FOR
RESIDENTIAL, nor will there be.
2012 Cohort
6 students from Montgomery, Prince
George’s, Howard, and Baltimore
 All commuters
 9:45-4:00 pm Monday through Friday,
follows UMBC Academic Calendar
 Curriculum includes: First Year Seminar,
Service Learning Project, On Campus
Internship, Independent Living course,
Health and Wellness, Personal Awareness
Applications will be available in February
 Students to be accepted on a rolling basis
 Discuss with families now and encourage
families to save and explore options such
as 529 plans,
 Residential component will be private pay.
 Residential is critical in mastering
independent living skills
Long term
Cohort of 6-8 per year, each cohort
attends for 4 years and exits with
 Total of 32 students at UMBC at any given
 Ability to access Federal Financial Aid
 On campus housing
 Exploring potential career tracks,
individualization and integration into
existing courses of interest
Families with questions should contact:
Nan Brittingham:
[email protected]
For questions regarding DDA funding,
contact: Sequaya Tasker, Coordinator of
Children, TY and Aging Services, DDA,
[email protected]
Jade Gingerich
Director of Employment Policy
[email protected]

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