Request for Partnership
Introduc on
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Italo’s Way Founda on and Project Panther LIFE: Learning Is For Everyone Introduc on Project Panther LIFE: Learning Is For Everyone is an ongoing collabora on led by Florida Interna onal University (FIU) College of Educa on in partnership with Miami‐Dade County Public Schools (M‐DCPS) and Parent to Parent of Miami, Inc. to develop, implement, support, and expand a non‐degree postsecondary transi on program for students with intellectual disabili es (ID). The program was designed to provide students with a comprehensive and individualized curriculum and a system of support that includes academic mentors, peer coaches, and faculty advisors to ensure reten on and success. The objec ves of Project Panther LIFE include: (1) The recruitment, prepara on, and reten on of students with ID that meet project eligibility criteria; (2) Ini al and ongoing advising, academic mentoring, peer coaching support, and job coaching; (3) The development of self‐determina on and advocacy skills for students and families enrolled in the program; (4) The development and applica on of independent living skills in the community; (5) The ongoing evalua on of the program leading to revisions and modifica ons in program development, func oning, implementa on, and requirements; (6) The successful comple on of students with ID from the program; and (7) The successful and paid employability of students with ID from the program. Panther LIFE’s curriculum is individualized, person‐centered, and adap ve, and is based on the student’s individual needs, strengths, and interests. The prepara on of students is designed to provide them with meaningful access and par cipa on in a variety of university courses and ac vi es, online academic and transi on curricula, and opportuni es to develop employability skills through job shadowing experiences and community employment internships. The curricular/transi on domains that are targeted in the program are: a) Employment, Internship, & Related Ac vi es, b) Func onal Academics & Technology, c) Socializa on, Rela onships, & Self‐esteem, d) Community Living, e) Self‐determina on, f) Health & Safety, g) Personal Care & Hygiene, h) Travel & Mobility, i) Elec ves & Membership, and j) Con nuing Educa on.
Need The American job market has become more knowledge‐based, increasing the need for a postsecondary educa on (Carnevale & Desrochers, 2003). Federal legisla on such as the Higher Educa on Opportunity Act (HEOA) (2008) has made it possible for students with Intellectual Disabili es (ID) to enroll in university programs through inclusive transi on models. The increased need for knowledge in the everyday workplace, in addi on to newly acquired opportuni es, draws students with ID to college campuses.
The need for this type of project is twofold. The first is to ensure that high school students with disabili es have access to and can fully transi on and par cipate in postsecondary educa on and related experiences and ac vi es, and secondly, achieve meaningful employment following program comple on. Furthermore, knowledge a ainment and skill development through two‐year and four‐year colleges and universi es, as well as public and private voca onal training programs, has intensified for both students with and without disabili es. A ainment of a postsecondary educa on creden al creates opportuni es in the labor market for all individuals regardless of ability, including higher earnings, be er benefits, and more systema c opportuni es for career advancement. Yet, students with disabili es are s ll not accessing and fully par cipa ng in postsecondary educa on at the same rate as their non‐disabled peers. This lack of par cipa on is nega vely affec ng students’ transi on outcomes. However, when a postsecondary educa on program is offered to this popula on of students, posi ve growth can be documented in a number of areas (e.g., academic and personal skill‐building, employment, independence, and self‐advocacy). For students with ID, this growth is also reflected in increased self‐esteem as they begin to perceive themselves as more similar to their peers without disabili es. Being part of campus life, taking classes (whether audi ng or for credit), and learning to navigate a world of higher expecta ons develops the skills needed for successful adult life (Grigal, Neubert, & Moon, 2001 & 2002; Hart, Grigal, Sax, Mar nez, & Will, 2006; Hart, Za , & Zimbrich, 2001). Un l recently, low expecta ons in combina on with minimal opportuni es have prevented this group of students from receiving the benefits associated with higher educa on. According to Grigal, Hart, and Migliore (2011), only 23% of high school students with ID go on to a end a two‐year or four‐year college and employment data is also poor. In 2011, the employment rates for transi on‐aged individuals (ages 16‐21) were 18% or less than half the employment rate for people without disabili es (Bu erworth et al., 2013). This gap becomes worse as people with ID age with only 32% of adults ages 20‐30 having employment compared to 74% of people without disabili es (Sulewski, Zalewska, Bu erworth, & Migliore, 2013). A recent survey of 11,599 adults with ID in 16 states found that only 14.7% were compe vely employed (Human Services Research Ins tute, 2012).
Research on Postsecondary Educa on Programs Since the reauthoriza on of the Higher Educa on Opportunity Act of 2008, postsecondary transi on programs, which typically focus on academic enrichment, socializa on, independent living skills, and work‐ related experience, have been established to give students with ID access and par cipa on to a end colleges/ universi es and expand their skills and their social networks with federal resources. “These programs serve as an emblem of possibility, not only demonstra ng that students with ID can be college students who benefit from higher educa on but also contribu ng to the con nuing evolu on of higher educa on on a path toward equity and diversity for all Americans” (Grigal, Hart, & Weir,2013). In the US, there are approximately 110 PSE programs in 28 states and most are collabora ve partnerships between ins tutes of higher educa on (IHEs) and the local public school system. There are approximately 2,000‐3,000 students with ID annually who meet eligibility for PSE programs. Seventy‐four percent of these programs support students who are dually enrolled in both high school and college/university (18‐22 years of age) while 33% are programs designed for adult students with ID beyond the age of 22 (Think College, www.thinkcollege.net).Thirty‐six percent of families surveyed about their post‐school plans indicate that their first choice is having their child with ID a end a four‐year college/university while 22% want a community college op on (Grigal & Neubert, 2004). Addi onally, very few PSE programs offer residen al life experiences on campus. A survey conducted with 13 PSE programs in one state revealed that 87% of the 163 students par cipa ng in these programs were involved in employment training, 36% were enrolled in a typical college course, and over half par cipated in campus life ac vi es. All exi ng students were linked to an adult service agency or community rehabilita on program as they exited. Seventy‐nine percent qualified for Social Security benefits, 84% had a job for the summer, and 65% exited with a paid job (Hart, Za , & Zimbrich, 2001; Za , Hart, & Zimbrich, 2004). Providing access to postsecondary educa on for students with ID is only the beginning, while ensuring their ac ve par cipa on, full involvement, and comple on is also cri cally important. Data reveal that out of 53% of high school students who begin a 4‐year college a er gradua ng from high school, only 35% actually graduate with a college degree (Silverberg, Warner, Fong, & Goodwin, 2004). While more students with disabili es enroll in 2‐year community and technical colleges than in other type of postsecondary schools, currently there is no informa on available on their rate of postsecondary educa on comple on. But given the addi onal barriers (e.g., lack of acceptance, full accessibility/inclusion) individuals with disabili es o en encounter in our society and within our learning systems, their opportuni es may be limited.
Italo’s Way Founda on and Project Panther LIFE: Learning Is For Everyone Student and Parent Workshops Panther LIFE proposes to partner with the Italo’s Way Founda on to offer a series of student and parent workshops. Students of both organiza ons will par cipate in ten (10) experien al, research‐based workshops led by FIU Faculty in the subject areas of Fitness and Nutri on, Art and Art Accessibility, Technology, and Social Skills. Students from both organiza ons will benefit from working together. Italo’s Way students will be mentored by our Panther LIFE students, who will serve as assistant facilitators and assist with comple ng ac vi es in the workshops. We will also u lize the exper se of our community partner, Parent to Parent of Miami, Inc., to host a series of four (4) workshops for parents to share experiences, know their rights, learn to advocate for their children and understand individualized educa on plans. Each of the student workshops will collect data through pre‐workshop and post‐workshop assessments. We will provide a final report of students progress 60 days a er the final student workshop, which you can share with your stakeholders to show the impact of their investment in the Italo’s Way Founda on.
Italo’s Way Founda on and Project Panther LIFE: Learning Is For Everyone
Student and Parent Workshops FALL 2015
SPRING 2016
SUMMER 2016
Healthy Bodies
Cardiovascular Fitness
Reflec on in Ar s c Expression
Fitness & Nutri on (Sept)
Fitness & Nutri on (Jan)
Art & Art Accessibility (May)
Technology Opera ons &
Imagina on in Ar s c
Muscular Strength and Endurance
Concepts
Expression
Fitness & Nutri on (June)
Technology (Oct)
Art & Art Accessibility (Feb) Parent Workshop #4:
Self‐Esteem & Diversity
Using Technology to Develop
Social Skills (Nov)
Cri cal Skills
Telling Your Story (May)
Technology (March) Originality in Ar s c Expression
Building & Maintaining
Art & Art Accessibility (Dec)
Rela onships with Others Social Skills (April)
Parent Workshop #1: Knowing Your Rights (Sept)
Parent Workshop #3: Advoca ng for Your Child (Feb)
Parent Workshop #2: Understanding the IEP Process (Nov)
TOTAL WORKSHOPS
10 Student Workshops 4 Parent Workshops
Fitness & Nutri on
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Obtaining and Maintaining a Healthy Lifestyle through Fitness and Nutri on It is essen al for everyone to gain an understanding of how regular physical ac vity and proper nutri on can contribute to a healthy life. The purpose of these student workshops is to introduce each of the five (5) components of fitness and main food groups. Each fitness component will be highlighted and reviewed culmina ng in the student’s understanding of how the five (5) components of fitness can be integrated into their life. Addi onally, each main food group will be discussed and the students will have gain valuable resources and knowledge of each of them to fuel their body in a healthiest way. Lead Facilitator:
Eva Frank, Instructor, Physical Educa on/Sports & Fitness Department of Teaching & Learning, College of Educa on Counseling & Psychological Services Center
Healthy Bodies—Learning Objec ves By the end of this workshop the students will be able to: Explain the importance of maintaining a healthy body composi on. Name the five (5) main components of fitness (e.g., Cardiovascular Endurance, Muscular Strength, Muscular Endurance, Flexibility, and Body Composi on). Differen ate between the five (5) components of fitness and understand how they contribute to a healthy body composi on. Discuss the benefits of living life with the five (5) components of fitness in mind. Recall the three (3) main macronutrients (e.g., proteins, fats, and carbohydrates). Choose appropriate foods in each of the macronutrient’s category. U lize the myplate.gov website and understand how it can be a valuable resource when it comes to living a healthier life. Cardiovascular Fitness—Learning Objec ves: By the end of this workshop the students will be able to: Explain the importance of cardiovascular fitness and being flexible. Demonstrate a few exercises (e.g., step ups, briskly walking) to increase heart rate. Demonstrate a few stretches (e.g., quadriceps stretch, hamstring stretch) to increase flexibility. Discuss the benefits of exercise classes such as yoga. Measure their res ng heart rate and calculate their target heart rate at varying exercise intensi es. Discuss the importance of carbohydrates and fruits and how each relate to living a healthy life. Compare food labels that contain simple versus complex carbohydrates. Muscular Strength and Endurance—Learning Objec ves: By the end of this workshop the students will be able to: Explain the importance of muscular strength and muscular endurance Demonstrate a few exercises to increase muscular strength and endurance (e.g., bench press, push ups, sit ups). Discuss the methods and importance of working major muscle groups on a regular basis to remain healthy and obtain muscular endurance. Discuss the importance of protein, dairy, and vegetables and how each relate to living a healthy life. Compare food labels and iden fy the amount of protein, dairy, and vegetables in foods.
Technology
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Technology Today’s students are developing, growing, and learning in a digital world and need to master technology skills that can help them analyze, learn, and explore the world around them. These digital skills are cri cal to preparing students for life, work, and the ability to contribute to society. All students need to be provided with regular opportuni es to use technology to develop skills that encourage personal produc vity, crea vity, cri cal thinking, and collabora on in the classroom and in daily life. The student workshops will be guided by the Interna onal Society for Technology in Educa on (ISTE) student standards as outlined on the table below and will expose students to cri cal digital skills.
Standard Crea vity & Innova on
Communica on & Collabora on
Research & Informa onal Fluency
Cri cal Thinking, Problem Solving, & Decision Making
Digital Ci zenship
Technology Opera ons & Concepts
Defini on Students demonstrate crea ve thinking, construct knowledge, and develop innova ve products and processes using technology.
Students use digital media and environments to communicate and work collabora vely, including at a distance, to support individual learning and contribute to the learning of others.
Students apply digital tools to gather, evaluate, and use informa on.
Students use cri cal thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students understand human, cultural, and societal issues related to technology and prac ce legal and ethical behavior.
Students demonstrate a sound understanding of technology concepts, systems, and opera ons.
Tasks
Apply exis ng knowledge to generate new ideas, products, or processes.
Create original works as a means of personal or group expression.
Use models and simula ons to explore complex systems and issues.
Iden fy trends and forecast possibili es.
Interact, collaborate, and publish with peers.
Communicate informa on and ideas effec vely to mul ple audiences using a variety of media and formats.
Develop cultural understanding and global awareness
Plan strategies to guide inquiry.
Locate, organize, analyze, evaluate, synthesize, and ethically use informa on from a variety of sources and media.
Evaluate and select informa on sources and digital tools based on the appropriateness to specific tasks.
Process data and report results.
Iden fy and define authen c problems and significant ques ons for inves ga on.
Plan and manage ac vi es to develop a solu on or complete a project.
Collect and analyze data to iden fy solu ons and/or make informed decisions.
Use mul ple processes and diverse perspec ves to explore alterna ve solu ons.
Advocate and prac ce safe, legal, and responsible use of informa on and technology.
Exhibit a posi ve a tude toward using technology that supports collabora on, learning, and produc vity.
Demonstrate personal responsibility for lifelong learning.
Exhibit leadership for digital ci zenship
Understand and use technology systems.
Select and use applica ons effec vely and produc vely.
Troubleshoot systems and applica ons.
Transfer current knowledge to learning of new technologies.
Lead Facilitator:
Pierre Schoepp, Director of Informa on Technology Office of Technology FIU College of Educa on
Technology Opera ons & Concepts—Learning Objec ves: By the end of this workshop the students will be able to:
Understand and use technology systems.
Select and use applica ons effec vely and produc vely.
Troubleshoot systems and applica ons.
Transfer current knowledge to learning of new technologies.
Sample Learning Ac vi es by Grade Levels:
Communicate about technology using developmentally appropriate and accurate terminology. (Pre‐K‐2nd grade)
Demonstrate the ability to navigate in virtual environments (e.g., e‐books, simula on so ware, and web sites). (Pre‐K ‐2nd grade)
Debate the effects of exis ng and emerging technologies on individuals, society, and the global community. (3rd‐5th grade)
Create original anima ons or videos documen ng school, community, or local events. (6th‐8th grade)
Using Technology to Develop Cri cal Skills—Learning Objec ves: By the end of this workshop the students will be able to:
Iden fy and define authen c problems and significant ques ons for inves ga on.
Plan and manage ac vi es to develop a solu on or complete a project.
Collect and analyze data to iden fy solu ons and/or make informed decisions.
Use mul ple processes and diverse perspec ves to explore alterna ve solu ons.
Sample Learning Ac vi es by Grade Levels:
Iden fy, research and collect data on an environmental issue using digital tools and propose a solu on. (Pre‐K‐2nd grade)
Produce a media‐rich digital story about a significant local event in your community. (3rd‐5th grade)
Iden fy and inves gate a global issue and generate possible solu ons using digital tools and resources. (3rd‐5th grade)
Gather data, examine pa erns, and apply informa on for decision making using digital tools and resources. (6th‐8th grade)
Independently develop and apply strategies for iden fying and solving rou ne hardware and so ware problems. (6th‐8th grade)
Iden fy a complex global issue, develop a systema c plan of inves ga on, and present innova ve sustainable solu ons. (9th‐12th grade)
Developing Social Skills
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Developing Social Skills Many students with disabili es struggle with understanding nonverbal cues and engaging in appropriate social interac ons. The ability to navigate everyday social interac ons can frequently present significant challenges for these students especially with making and maintaining friends and developing posi ve levels of self‐esteem. Social situa ons that present difficul es for students with disabili es can range from simple situa ons like engaging in a conversa on with a peer at school to a more complex situa on like determining whether someone who seems friendly may harming you. Social skills can be broken down into categories, or types of skill such as interac on skills (skills needed to interact with others) or affec ve skills (skills needed for understanding oneself and others). Interac on skills are important to develop because they can assist students with disabili es in resolving conflicts, learning to start and end conversa ons with others, and determining appropriate topics for conversa ons. Affec ve skills are equally as important since they can assist the student in iden fying one’s feelings as well as recognizing the feelings of others and decoding body language and facial expressions. These student workshops will be informa onal and interac ve in nature so students have the opportunity to ask ques ons and prac ce the development of a variety of social skills. Lead Facilitator:
Andy V. Pham, Assistant Professor, School Psychology
Department of Leadership and Professional Studies FIU College of Educa on Self‐Esteem & Diversity—Learning Objec ves: By the end of this workshop the students will be able to: Define and discuss self‐esteem and its components (e.g., self‐acceptance, self‐iden ty). Understand the importance and impact of self‐esteem on healthy social and emo onal development. Learn strategies to build one’s level of self‐esteem. Support posi ve thinking. Understand and recognize differences in others and self. Building & Maintaining Rela onships with Others—Learning Objec ves: By the end of this workshop the students will be able to: Discuss the concepts of belonging and acceptance. Discuss different types of rela onships and its components (e.g., dialogue, transparency) Define friendship and friendship quali es.
Art and Art Accessibility
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Art and Art Accessibility for Students with Disabili es Art, as an academic discipline, has been shown to increase a student’s level of engagement, interest, and integra on by promo ng a deeper understanding of content and inquiry. Other benefits of the integra on of art in the curriculum have included a mul sensory approach that caters to the diverse abili es of students with disabili es, increased levels of crea vity which leads to problem‐solving, increased presenta on and communica on skills which leads to improved self‐confidence and self‐reliance and the ability to work with others. The student workshops will focus on the development of students’ self‐determina on/self‐advocacy, interpersonal, and communica on skills through the medium of art and will involve interdisciplinary and collabora ve work with the Patricia & Phillip Frost Museum and the Curator of Educa on (Miriam Machado). The workshops will lead students through a process of self‐discovery, problem‐solving, and decision‐making using a variety of art materials and other mul sensory medium (e.g., sound). Evidence‐based approaches and instruc onal strategies found to be effec ve for students with disabili es including Universal Design for Learning (UDL), Differen ated Instruc on (DI), and Visual Thinking Strategies (VTS) will be incorporated as a way to design and plan instruc onal opportuni es for all students by removing instruc onal barriers. Lead Facilitator:
Miriam Machado, Curator of Educa on Patricia & Phillip Frost Museum at FIU
Originality in Art Expression—Learning Objec ves: By the end of this workshop the students will be able to: Explain the importance of originality and curiosity in one’s work. Iden fy pieces of art that can inspire original work. Promote choice making in the selec on of materials and medium. Explain the importance of elabora on in art. Create a suppor ve space for all students to engage in original work. Imagina on in Art Expression—Learning Objec ves: By the end of this workshop the students will be able to: Explain the importance of imagina on in the process of making art. Promote engagement and collabora on with others to exchange ideas. Discuss the importance of giving and receiving feedback on work. Discuss differing perspec ves and interpreta ons. Create a suppor ve space for all students to engage in original work. Reflec on in Art Expression—Learning Objec ves: By the end of this workshop the students will be able to: Explain the importance of reflec on. Provide opportuni es to reflect on own work and the works of others. Create a suppor ve space for all students to engage in original work.
Parent Workshops
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Parent Workshops: Informa on, Resources, & Supports Lead Facilitator:
Ana Laura Dos Santos, Educa onal Support Specialist Parent to Parent of Miami, Inc.
Parent Workshop # 1 (Knowing Your Rights as a Parent of a Child with a Disability) Individuals with Disabili es Educa on Act (IDEA 2004): Learn about the law and procedures in Special Educa on and how the law impacts your child. This workshop will explain your child’s right to a Free and Appropriate Public Educa on (FAPE), an appropriate evalua on and what an Individual Educa on Plan (IEP) is. You will learn about educa on in the Least Restric ve Environment (LRE), the importance of parent par cipa on in the decision making process and your rights under procedural safeguards. Workshop can be offered in English and Spanish based on the needs of the popula on served. Parent Workshop #2 (Understanding the IEP Process) Individualized Educa on Plan (IEP): The purpose of the IEP is to support your child’s educa on. This training explains the different sec ons of the IEP and the informa on that should be taken into considera on when developing an Individual Educa on Plan. You will learn about present levels of performance, Priority Educa onal Needs (PENS), goals, diploma op ons, and transfer of rights. Understanding the document and preparing for the mee ng is the key to success! Workshop can be offered in English and Spanish based on the needs of the popula on served. Parent Workshop # 3 (Advoca ng for Your Child) Families as Advocates: You are your child’s best advocate! This training teaches parents how to communicate effec vely, avoid frustra ng situa ons, and gives basic ps to help deal with healthcare, legal, educa onal, and financial systems that can lead to be er services for children. Knowledge is power! Workshop can be offered in English and Spanish based on the needs of the popula on served. Parent Workshop #4 (Telling Your Story) Paren ng Children with Special Needs: This workshop gives families a great opportunity to talk about the joys and challenges of paren ng a child with a disability. You will learn about the natural process of grieving, how to seek support from family and the community, and how to set realis c expecta ons while staying posi ve. Workshop can be offered in English and Spanish based on the needs of the popula on served. NOTE: We will invite current Panther LIFE parents to be a part of this session to share their stories as well.
Budget
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Budget to be updated from excel once complete
Feature Ar cle from FIU 2012‐13 Annual Report
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Vanessa’s Story
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Panther LIFE Residen al Program
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Lessons in LIFE: The first Panther LIFE Residential Program in images Posted by Angeline Evans × 09/17/2014 at 8:32 am
For three weeks in May, 14 college‐aged young people with intellectual disabili es came together to live at FIU’s Modesto A. Maidique Campus. Enrolled in the first Panther LIFE Residen al Program, they se led in at the Uni‐ versity Tower residence hall and par cipated in classroom discussions and ac vi es designed to help them de‐ velop independent living skills. They studied nutri on, fitness, resumé wri ng, communica on styles and rela‐ onship issues. Guided by FIU staff, among them FIU students who serve throughout the year as dormitory resi‐ dent assistants, the young adults learned to create budgets and shopping lists, accomplished chores and cooked their own meals. They even tackled the infamous Team Ropes Adventure Challenge (TRAC) at Biscayne Bay Campus. FIU Magazine accompanied the group and documented its journey.
Joint Priori es for the 2015 Legisla ve Session
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For Immediate Release January 28, 2015 Contact: Michael Williams, Florida House (850) 717-5000 Katie Betta, Florida Senate (850) 487-5229 Senate President Andy Gardiner and House Speaker Steve Crisafulli Announce Joint Priorities for the 2015 Legislative Session Tallahassee – Senate President Andy Gardiner (R-Orlando) and House Speaker Steve Crisafulli (R-Merritt Island) today announced their joint priorities for the 2015 Legislative Session, including tax relief, development of a sustainable water and natural resources policy, and increased education and employment options for people with disabilities on their list of “Work Plan 2015” shared initiatives. The presiding officers also outlined an effort to promote adoption of eligible children in foster care and emphasized a number of education initiatives designed to increase the state’s investment in schools while strengthening the accountability of Florida’s K-12 and higher education systems. “I’m pleased to have the opportunity to continue the recent tradition of setting joint House and Senate priorities, and I look forward to working with President Gardiner and our Senate partners,” said Speaker Crisafulli. “The 2015 Work Plan is a broad package that presents five solutions for a stronger Florida.” “We’ve seen what can happen when the House and Senate set priorities early and work together towards common goals,” said President Gardiner. “I’m looking forward to partnering with Speaker Crisafulli and our colleagues in the House to again accomplish a bold agenda of public policy initiatives that will influence Florida for generations to come.” The 5-point “Work Plan 2015” joint agenda includes the following: Tax Relief – Reduce the burden government places on Florida’s families and businesses through broadbased, meaningful tax relief initiatives. Economic Independence for People with Unique Abilities – Support the path to economic independence for people with unique abilities by establishing new postsecondary designation for programs serving students with disabilities; expanding policy guidelines and increasing funding for Personal Learning Scholarship Accounts; promoting employment options for persons with developmental disabilities; creating financial literacy programs designed specifically to help people with developmental disabilities participate in the economy independently; planning for implementation of the Achieving Better Life Experience (ABLE) program in Florida; and, establishing a “Unique Abilities Designation” program for Florida businesses who hire workers with disabilities. Water and Natural Resources – Develop a sustainable, statewide funding and policy strategy for water and natural resources while implementing Amendment 1. Adoptions – Promote adoptions and support forever families by restoring the adoption subsidy program for state and local government employees; codifying a family recognition program; and, creating an incentive program for Community Based Care and provider agencies. Education – Elevating Florida’s investment in K-12 and higher education by increasing K-12 per student funding; keeping higher education affordable; increasing performance funding for universities; supporting Governor Scott’s initiative to reward technical centers that directly link education programs to local workforce needs; and, increasing opportunities for students to get on-the-job training in high-skill, high-wage areas through apprenticeship programs.
Promote accountability through an independent review and evaluation of federal, state and local K-12 assessment and evaluation requirements with the following guiding principles: Accountability – Maintain a strong accountability system that effectively measures student learning and promotes quality instruction in the classroom. Transparency – Increase transparency of accountability requirements so parents, students, teachers and taxpayers can have clear and consistent information. Flexibility – Maximize teacher, principal and school district flexibility to successfully implement Florida’s accountability system. “Moving forward, much of the legwork, negotiations and compromise needed to finalize these initiatives will be completed at the committee level as individual Senators and Representatives work their bills through the process,” said President Gardiner. “We are looking forward to the work ahead and believe we have a solid foundation for a productive session.” “This is an ambitious plan and each bill will face the same scrutiny that every other bill faces in the committee process,” said Speaker Crisafulli. “The House welcomes the opportunity to work closely with our Senate counterparts to deliver a completed Work Plan that will benefit all Floridians when the legislative session concludes on May 1st.” For more information regarding “Work Plan 2015,” please visit the Florida Senate and the Florida House of Representatives online. ###
Leaders present to Florida State Senate
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Florida should continue its support of transition programs that help students with intellectual disabilities attend college and become more independent, educators and program leaders told the Florida Senate’s Committee on Higher Education recently. Both College of Education Dean Delia C. Garcia and Diana M. ValleRiestra, director of FIU’s Project Panther LIFE, were among a select group invited to share with committee members how these programs make a difference in the lives of students who otherwise would not have had the opportunity to attend class at a university. The results are tangible: in all, the legislature’s commitment of state funds in recent years for Panther LIFE has led to 86 percent of its graduates securing paid employment. In addition, five current Panther Panther LIFE Director Diana M. Valle‐Riestra and College of Educa LIFE students also hold paying jobs.
on Dean Delia C. Garcia address the Florida Senate Higher Educa on Commi ee in support of Panther LIFE and postsecondary transi on programs.
“It really started in 2011 as a labor of love by a parent advocate who had a son with unique abilities who wanted to come to the university and she couldn’t bear to tell her son there was no program at a university he could join,” Garcia said. “She knocked on many doors and FIU united to responsibly answer the call for action and address a great need in our community for this type of program. The College of Education has taken a leadership role in designing and implementing the project throughout the years.”
Panther LIFE Director Diana M. Valle‐Riestra and Dean Delia C. Garcia visited with State Senator Anitere Flores ’97 during their visit to Tallahassee.
What sets Panther LIFE apart is the partnerships it has developed with Miami-Dade County Public Schools and Parent to Parent of Miami to help students succeed by pairing them with academic mentors and peer coaches and placing them in job shadowing and internship programs that prepare the students for integrated and competitive
paid employment. “Our program is very unique,” said Valle-Riestra, the Project Panther LIFE director. “We prepare our students with the knowledge and skill base for them to go on to integrated and paid employment and we partner with a parent resource center because their families also need to be supported.” FIU is also asking the state for continued and recurring funding to support Project Panther LIFE in the upcoming years, said FIU Governmental Relations Director Adriana Pereira Reyes ‘05. With that funding, Panther LIFE will be able to expand its program to include individuals who are older than 22 years of age.
FIU Governmental Rela ons Director Adriana Pereira Reyes ‘05, Panther LIFE Director Diana M. Valle‐Riestra, and Dean Delia C. Garcia visit with State Representa ve Jeane e Nuñez ’94 ‘98 in the state capitol.
“The support we have received from the Florida Legislature has been overwhelming,” Pereira Reyes said. “We have found champions for this important cause in Senate President Andy Gardiner, Education Budget Chair Erik Fresen, and Senator Anitere Flores and Representative Jeanette Nuñez, both FIU alumna. “These individuals understand the challenges that students with intellectual disabilities face and have taken an active role to ensure that the State of Florida does everything it can to provide opportunity and access.”
Tes monials
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The importance of expanding the accessibility of this program to many more young adults with intellectual disabili es in such a large metropolitan university system is crucial in assis ng to promote con nued integra on and acceptance within the university campus and in society in general. Especially, since this program is so unique in concept and design, this program promotes the con nued academic, independent living and employability skills that are crucial to these students’ con nued success. Parent to Parent of Miami has been crucial in the crea on of this Project and this is an opportunity to con nue working together to make Project Panther LIFE bigger and be er! ‐ Michelle Miller Arregoi a
Panther LIFE is an extraordinary program that provides young adults with special needs the opportunity to experience learning at a higher level and to develop employment and independence. I sincerely hope this program can con nue to grow and touch the lives of many other students. ‐ Lauren Bustos‐Alban
Project Panther LIFE and its partners provide an invaluable opportunity to young adults with disabili es. The growth of this program will improve the lives of the individuals par cipa ng, their families and the community. Nothing is more valuable than providing youth of all abili es in our community with tools and knowledge for a brighter future; Project Panther LIFE is spearheading this type of a goal in Miami.
‐ Lorena Patricia Project Panther LIFE has opened an avenue to success at many levels. Students with Intellectual Disabili es are now being given the opportunity that many parents dream of—a ending the university. The collabora on of FIU, MDCPS and P to P has enabled this lifelong dream to become a reality. The posi ve impact has been for all students, parents, faculty members and employees. Now, we are looking at this wonderful group of young adults transi oning into the world of adulthood by allowing them to demonstrate their ABILITIES in lieu of there disabili es. As a former InD teacher, it is with great pride that I vote and encourage others to vote for Project Panther LIFE for the Miami Founda on Accelerator Grant.
‐ Cris na Dibiase‐ugalde
Project Panther LIFE at
Tes monials
IRS Determina on Le er for FIU
Project Panther LIFE at Â
Thank You for Your Kind Considera on
Project Panther LIFE at Â