IMPLEMENTING ACTIVITIES FUNDING PROPOSAL New Project Continuation Project Addendum General Information Section One: Scope of Work Analysis 1. Name of Project Improving Postsecondary Outcomes 2. Date Submitted to Council for Approval 3. Submitted by Goal Subcommittee January 26, 2018 Elementary Through Postsecondary Transition Goal 4. Collaborating Subcommittee N/A 5. Council Goal, Objective(s), and Activity(ies) Elementary through Postsecondary Transition Goal 3: By the end of the five-year state plan, the Council will have contributed to the implementation of at least four new improvements to transition services and two or more policies or practices that assist students with intellectual and developmental disabilities from elementary through post-school transition into meaningful post-school outcomes with adequate services and supports. Objective 2: Improve access to and completion of postsecondary education and training programs by a minimum of a 10 percent increase over baseline data for students who identify as Hispanic/Latino with a focus on students also identified with Autism Spectrum Disorder to address targeted disparity found in completing postsecondary education and training programs, particularly programs within the Division of Florida Colleges. Activities: 1: Based on baseline data, set targets for annual improvement. 2: Conduct outreach to students who identify as Autism Spectrum Disorder and Hispanic/Latino and their families to identify key barriers and proposed solutions to accessing and completing postsecondary education and training programs. 3. Collaborate with all stakeholders to create, market and implement programs, supports and/or strategies to improve access to and completion of postsecondary education and training programs, particularly those offered within the Florida College System, to ensure outcomes are achieved and efforts are sustainable long-term. 6. Contract Period May 2018 to June 2019 (13 months) Page 1 of 8
Programmatic Information 7. Need for the Project The Council s Comprehensive Review and Analysis conducted in 2015, reflected a disparity in access to and completion of postsecondary education and training programs for students with intellectual and developmental disabilities who identify as Hispanic/Latino and Autism Spectrum Disorder. Preliminary data focused on programs operating in Florida Colleges, previously known as community colleges, and overseen by the Florida Department of Education Division of Florida Colleges. The state s Division of Florida Colleges 2014 data on students with some form of disability who completed some form of post-high school credential as cited in the Council s Comprehensive Review and Analysis indicated that only 67 of the 3,691 students with disabilities were students who identified as having the disability of Autism Spectrum Disorder. Race/ethnicity data was not readily available for these 67 students. During the same time span, Florida s K-12 system 2014 SEA Profile reported a total of 30,642 students with Autism. Of this total, 9,603 identified as Hispanic/Latino, 5,322 as Black or African American, 833 as Asian, 33 as Native Hawaiian or other Pacific Islander, 83 American Indian or Alaska native and 1,068 as two or more races. The data reflects significantly higher rates of students identified as Hispanic/Latino within the entire K-12 population of students with Autism than for other races/ethnicities. The Council sought the 2015 student count for students with Autism Spectrum Disorder ages 14 through 21 to determine how many youth could be impacted per year. Data provided by the Florida Department of Education, Bureau of Exceptional Education and Student Services, reflected the following: Age 14 1800 Age 15 1532 Age 16 1434 Age 17 1244 Age 18 841 Age 19 508 Age 20 428 Age 21 345 Total 8132 The K-12 student enrollment projects a sufficient number of youth identified as Autism Spectrum Disorder between the ages of 14 and 21 to consider for increased attention and effort to provide enhanced postsecondary options. While the annual data by race and ethnicity is not readily available for the K-12 enrollment, it can be accessed for future efforts to identify Hispanic/Latino youth who identify as ASD. This data may be used for outreach and intervention efforts targeted to improve postsecondary enrollment and completion. Roux, A.M., Shattuck, P.T., Rast, J.E., Rava, J.A., Edwards, A.D, Wei,., McCracken, M. & Yu, J.W. (2015), in the Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences, provided demographic and disability characteristic of students on the autism spectrum across postsecondary outcomes (i.e., 2-year college, 4-year college, vocational/technical school, no postsecondary education), citing the National Longitudinal Transition Study-2 as their source. Comparing postsecondary enrollment rates for ASD students who were Hispanic/Latino with enrollment rates for white, blacks, or other races, the data reflected consistently lower enrollment percentages for Hispanic/Latinos with ASD than for the other populations, particularly with regard to two year colleges. Their data reflected consistently lower numbers of enrollments within postsecondary education for youth identified with autism and Hispanic/Latino, particularly with regard to two year colleges, where students with autism identified as Hispanic/Latino compared to white, black or other races had the lowest enrollment rates. Page 2 of 8
To further support the focus on Autism Spectrum Disorder, Shattuck, P.T., Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M. & Taylor, J.L. (2012) noted that Youth with an ASD have poor postsecondary employment and education outcomes, especially in the first 2 years after high school. Those from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. Further research is needed to understand how transition planning before high school exit can facilitate a better connection to productive postsecondary activities. They also noted disparity with regard to other disability categories. Roux, A.M., Shattuck, P.T., Rast, J.E., Rava, J.A., Edwards, A.D, Wei,., McCracken, M. & Yu, J.W. (2015). Characteristics of two-year college students on the autism spectrum and their support services experiences. Autism Research and Treatment, Volume 2015, Article ID 391693, (p.1-3). http://dx.doi.org/10.1155/2015/391693 Shattuck, P.T., Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M. & Taylor, J.L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, Volume 129, Number 6, (p. 1042). DOI: 10.1542/peds.2011-2864. Retrieved from /content/129/6/1042.full.html 8. Description of the Project This project seeks to improve access to and completion of postsecondary education, particularly programs within Florida Colleges, for youth who identify as Autism Spectrum Disorder and Hispanic/Latino. The project will be designed to 1) conduct research for the purposes of establishing baseline data and setting targets for annual improvement; 2) conduct outreach to students who identify as Autism and Hispanic/Latino and their families to identify key barriers and proposed solutions to accessing and completing postsecondary education and training programs; and 3) collaborate with all stakeholders to create, market and implement programs, supports and/or strategies to improve access to and completion of postsecondary education and training programs, particularly those offered within the Florida College System, to ensure outcomes are achieved and efforts are sustainable long-term. 9. Project s Services to be Provided 1. The Provider in collaboration with the Program Manager will establish baseline data and set targets for annual improvement as follows: a. Use data from the Florida College system, Career and Technical Education Centers and the State University System to prepare a comprehensive baseline data report on enrollment and completion of postsecondary education and training by students who identify as Autism Spectrum Disorder and Hispanic/Latino across all races and ethnicities. b. Use data from the Florida Department of Education on enrollment of students 14 and older by grade level, exceptionality and race/ethnicity. c. Collaborate with the Bureau of Exceptional Education and Student Services, Division of Florida Colleges, and other relevant stakeholders to set targets for annual improvement. 2. The Provider will conduct outreach to students who identify as Hispanic/Latino and their families to identify key barriers and proposed solutions to accessing and completing postsecondary education and training programs as follows: a. Collaborate with BEESS, the Division of Florida Colleges, and other relevant stakeholders to develop outreach materials for students who identify as Hispanic/Latino and ASD and their families to identify key barriers and proposed solutions. b. Conduct surveys, focus groups and other forums determined appropriate for identifying key barriers and proposed solutions. c. Compile a report of findings. 3. The Provider in collaboration with the Program Manager will collaborate with all stakeholders to create, market and implement programs, supports and/or strategies to improve access to and completion of postsecondary education and training programs, particularly those offered within the Page 3 of 8
Florida College System, to ensure outcomes are achieved and efforts are sustainable long-term as follows: a. Create a plan for marketing and implementing programs, supports and/or strategies to improve outcomes for students identified as Hispanic/Latino and ASD using the report of findings, baseline data report and targets for improvement. 10. Anticipated Outcomes of the Project (include the Outcome as stated in the State Plan for this Objective) Goal Outcomes: Outcome 1: A minimum of four new improvements to transition services that assist students from elementary through post-school transition for students from elementary through post-school transition will be achieved, resulting in meaningful post-school outcomes with adequate services and supports for students with intellectual and developmental disabilities. Outcome 2: Two or more policies or practices will be improved or developed to assist students with intellectual and developmental disabilities, elementary through post-school, attain meaningful postschool outcomes with adequate services and supports. Objective Outcomes: 1. A data-based plan, reflecting the desires of individuals and the families to be impacted, will be available for marketing and implementing programs, supports and/or strategies to eliminate the disparity in postsecondary education and training enrollment and completion, particularly within the Florida College system, for youth who identify as Autism Spectrum Disorder and Hispanic/Latino. Objective Outputs: Activity 1: 1. A comprehensive report with baseline data on enrollment and completion of postsecondary education and training for students who identify as Autism Spectrum Disorder and Hispanic/Latino across all races and ethnicities as well as secondary enrollment of students 14 and older by grade level, exceptionality and race/ethnicity will be available and used to set targets for annual improvement. Activity 2: 1. Outreach materials will be developed and disseminated. 2. A compilation report of findings reflecting key barriers and proposed solutions will be used for decision-making purposes. Activity 3: 1. A plan for marketing and implementing programs, supports and/or strategies to improve outcomes will be available and used throughout implementation. Sustainability 11. Plans for project beyond Council funding 12. How will sustainability efforts be implemented? Materials developed for this project will be reproducible for use by stakeholders and organizations that conduct outreach to students and potential postsecondary students who identify as Hispanic/Latino and Autism Spectrum Disorder and their families. Materials will be disseminated to stakeholders and organizations that conduct outreach to students and potential postsecondary students who identify as Hispanic/Latino and Autism Spectrum Disorder and their families. Supports or programs initiated will be built into the existing infrastructure of secondary and postsecondary educational institutions. Page 4 of 8
Populations to be Served 13. Target population to benefit 14. How will this project address the needs of unserved and underserved populations? 15. How will cultural diversity be addressed? Students who identify as Hispanic/Latino and Autism Spectrum Disorder and their families This project will address the needs of unserved and underserved through identifying key barriers and proposed solutions and developing outreach materials targeting the underserved population of persons who identify as Hispanic/Latino and Autism Spectrum Disorder is the population identified through the Council s Comprehensive Research and Analysis and additional supporting research as the primary targeted disparity population to be impacted by the Council s 2017-21 Targeted Disparity objective for improving access to and completion of postsecondary education with a focus on programs offered within the Florida College system. Throughout the project, consideration will be given to sensitivity and cultural diversity. Materials developed and other modes of communication will reflect this sensitivity. Families will be critical to the success of this initiative, and additional emphasis will be placed on the families. Public Policy 16. What public policy effort(s) and impact will this project have? 17. How will this project contribute to the Council s public policy efforts? This will be determined in the first year of this project. This will be determined in the first year of this project. Project Evaluation 18. Brief description of Evaluation plan / activities for this project 19. Evaluation Methods Check all that apply: Data Evaluation and Measurement: Activity 1: 1. A comprehensive report with baseline data on enrollment and completion of postsecondary education and training for students who identify as Autism Spectrum Disorder and Hispanic/Latino across all races and ethnicities as well as secondary enrollment of students 14 and older by grade level, exceptionality and race/ethnicity will be available and used to set targets for annual improvement. Activity 2: 1. Outreach materials will be developed and disseminated. 2. A compilation report of findings reflecting key barriers and proposed solutions will be used for decision-making purposes. Activity 3: 1. A plan for marketing and implementing programs, supports and/or strategies to improve outcomes will be available and used throughout implementation. FDDC Customer Satisfaction form Work plan regularly updated Participation in mid-term review Formal QA/QI System Page 5 of 8
20. FDDC Monitoring Check all that apply: Communications/PR State Plan Evaluation Methods: Evaluate deliverables by Monitor and Program Manager Conduct mid-term review Advisory Committee oversight On-site review Participation in project activities Other: 21. How will communications/pr be utilized to market the project and/or its outcomes? 22. Copyrighted material to be used 23. Communication/PR Materials to be Developed The Program Manager will work with the Communications Coordinator to ensure that information is disseminated via the listserv, posted to the website and Facebook. Not yet known. Outreach materials for students who identify as Hispanic/Latino and ASD and their families to identify key barriers and proposed solutions. 24. Potential audience for materials or PR efforts 25. Review Process Check all that apply: FDDC Website or List Serv Relevant state agencies Relevant support or advocacy groups Legislators Media outlets: Awareness of outreach efforts Other: Task Force Program Manager Task Force Monitor Task Force Members Communication Coordinator Communications Committee Other: Reviewers Comment Section: In preparation for the State Plan Committee meeting, in the section below you may note some comments on building upon the project as described above or questions regarding the implementation of this project.. 26. SPC Member Comments Page 6 of 8
IMPLEMENTING ACTIVITIES FUNDING PROPOSAL Section Two: Background Information Continuation or Sole Source Projects Only 27. Legal Applicant 28. Address 29. Phone 30. Email Address 31. FDDC Funding Year Yr 1 Yr 2 Yr 3 Yr Yr 32. FDDC $ $ $ $ $ $ 33. Match $ $ $ $ $ $ 34. Grand FDDC Total $ $ $ $ $ 35. Indicate the outcomes of previous project & indicate if met Procurement 36. Procurement Method RFP 37. Procurement Justification 38. FDDC Funds Requested 39. Match 40. Total Estimated Budget 41. Category FDDC Funds Match Match Source Total Cost TBD $125,000 $41,666 TBD $166,666 TOTAL Budget Justification 42. Personnel percentage of time on project 43. Travel 44. Personnel Fringe Reviews and Approvals 45. Program Manager Rick Lockenbach 46. Task Force Elementary Through Postsecondary Transition Goal 47. Date Task Force Review December 11, 2017 Page 7 of 8
48. Date Task Force Approved December 11, 2017 49. Task Force Comments or Stipulations None Page 8 of 8