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Sharing Outcomes of The Horizons School READI Learning Program, Part II

Sharing Outcomes of The Horizons School READI Learning Program, Part II

Horizons School began in 1991 as a non-degree post-secondary program for young adults with learning disabilities. The Horizons student learning goal is that each individual will master usable skills necessary for gainful employment and community living

Please see Part I of this Parent Blog for survey background and employment outcomes. This second post shares additional information from the 2023 Horizons Alumni and Parent Survey

Horizons School, a non-degree post-secondary program for young adults with learning disabilities, has been empowering students for over three decades. We are licensed as a private school by the Alabama Community College System and proudly celebrate our graduates! Our primary goal is to equip students with the necessary skills for gainful employment and community living. In this blog post, we will be sharing the outcomes of our READI learning program, as revealed in the 2023 Horizons Alumni and Parent Survey.

READI Makes a Difference for Young Adult Graduates

Horizons conducts semi-annual surveys of the most recent alumni and their family caregivers. The purpose is to ask recent graduates and their families about training outcomes of our READI learning program. It’s important for us to know how effective the program is at enabling independence. Our focus is on continuous improvement! 

During the spring of 2023, 31 alumni and 15 family caregivers responded to an online survey. The survey was composed of 31 items (28 objective and 3 completion). Our learning program, Readiness for Employment and Disability Inclusion or READI, has proven to be effective to promote independence among young adults with learning disabilities!  

Respondents were asked to rate the current level of independence for eight self-management and support needs. Results revealed the highest level of Independence for three components of READI, specifically, 1) Completing job shadows and a training internship, 2) Determining occupational interests and preferences, & 3) Preparing for job interviews (listed in rank order). 

The majority of respondents required only Minimal Assistance for five other components of our learning program, i.e., 

  1. Learning the steps to reach my career goal 
  2. Developing a professional resume
  3. Identifying current job opportunities 
  4. Completing job applications, & 
  5. Following up after job interviews. 

Results are encouraging and indicate that graduates develop capacities to attain gainful employment! 

Some respondents elected to share long-term career goals. Answers indicate that graduates embrace their role as independent paid employees across a variety of settings. My career goals are: 

  • “to become a front desk assistance in an office” 
  • “to become employed with Delta and reach a leadership position” 
  • “maintain part-time employment in a job I enjoy” 
  • “to keep living independently and stay gainfully employed” 
  • “to work and be able to purchase a home” 
  • “employment in a library, book store, or museum setting” and 
  • “to work long-term for a company with benefits and opportunities for career advancement.” 

Finally, Horizons graduates and families shared their most important career achievements (presented in their own words). 

  • I “earned a monthly employee award at Marshall’s (retail store) twice” 
  • “being on time for work” 
  • “earning decent pay” 
  • “held a 6-month job in Birmingham” 
  • Now “able to find employment and live on her own” 
  • “receiving a new project shortly after starting my role in Atlanta” 
  • “keep a good positive attitude for work” 
  • “earned promotion in employment” 
  • “held a job with HEB (grocery) for about one year” 
  • “getting my first job and having my own bank account” 
  • “be able to live alone with minimal assistance” 
  • “fully independent at work with minimal intervention” 
  • “maintain the same job for several years” 
  • “to be a friendly and hard-working employee” 
  • “being able to complete job tasks efficiently” 
  • “learning to keep a positive attitude and to complete work assignments in a difficult environment” 
  • “successfully being cross-trained in a number of jobs at WalMart” 
  • “trusted to work on special projects” 
  • “learning new things as an employee” 
  • “being reliable, on time, friendly, and easy to work with” 
  • “increased independent job skills in the dietary department” 
  • “earned a World Series ring by working for the Atlanta Braves for 10 seasons!”

At Horizons School, we remain committed to a future where young adults with learning disabilities lead happy and fulfilling lives. Graduates’ career achievements are a testament to the effectiveness of our approach! Stay tuned for future blog posts where we will share additional results from the 2023 Survey of Horizons Graduates and Parents

For more information, please feel free to contact Horizons School at (205) 322-6606 or visit our website at https://horizonsschool.org.

26 June 2023

Sharing Outcomes of The Horizons School READI Learning Program, Part I

Horizons School began in 1991 as a non-degree post-secondary program for young adults with learning disabilities. Now in our 32nd year, we are licensed as a private school by the Alabama Community College System and proudly celebrate our graduates! 

The Horizons student learning goal is that each individual will master usable skills necessary for gainful employment and community living. We will achieve this through Prevocational Training, Vocational Preparation, and Dual Enrollment for College Success. Students select either a Career Preparation or College Preparation Track. This first blog will focus on prevocational training outcomes as reported in the 2023 Survey of Horizons Graduates and Parents. 

Prevocational Training is Fundamental to Future Job Success

Our learning program, Readiness for Employment and Disability Inclusion or READI, provides students with an engaging and relevant curriculum to earn paid or unpaid employment in their chosen workplace. Students investigate occupational areas of interest, and enhance basic literacy and social skills. 

Students explore job titles and roles, required preparation, and projected employment for Career Clusters identified by the Department of Labor. Faculty promote positive work ethic and schedule job shadow opportunities enabling students to observe employee roles and responsibilities in the workplace. Students earn career-ready certificates developed by industry professionals. 

Through classes and planned community experiences, students acquire necessary durable or “soft” skills for job success (e.g., time management, customer and coworker communication, following supervisor directions, self-care, personal appearance and safety). They develop basic skills for listening, speaking, problem-solving and critical thinking in the workplace.

Faculty and university collaborators prepare students for job interviews, develop career goals, and a portfolio. Students receive support to apply in person and online for positions, and to request accommodations, as needed. Faculty emphasize how individual performance leads to customer satisfaction and company profitability. Employers receive support, including disability awareness training and consultation, including task management and job coaching. 

READI Makes a Difference for Young Adult Graduates

Horizons conducts semi-annual surveys of the most recent alumni and their family caregivers. The purpose is to confirm outcomes of critical content included in the READI learning program. During the spring of 2023, 31 alumni and 15 family caregivers responded to an online survey. The survey was composed of 31 items (28 objective and 3 completion). This first blog post will share selected results. Watch for later posts with additional results!

Eighty-two percent of respondents said the Horizons graduate is employed for wages!  Twenty-two alumni work part-time and nine work full-time. One-third of alumni found their job using skills learned as a student; 27% received direct assistance from Horizons to secure a paid job. An additional graduate works as an unpaid intern or community volunteer, and three are seeking employment. 

Nineteen alumni have worked in their current position for one year or longer, and 12 have worked for less than one year. Seventy-one percent are responsible for their own transportation to the job site by walking, using their own vehicle, riding public transit, Paratransit, Uber or Lyft. The majority (90%) reported feeling Satisfied or Very Satisfied with their current paid job. 

Graduates and their family caregivers reported a variety of job titles: Restaurant key holder, Dining Room Host, Busser, Prep Cook, Dietary Aide, Food Server, Grocery Courtesy Clerk, Cart Attendant, Grocery Bagger, Receptionist, Administrative Assistant, Pet Sitter, Kennel Technician, Movie Extra, Dishwasher, Guest Services Worker, Healthcare Utility Worker, Sports and Recreation Guest Services, Sporting Event Promoter, Retail Team Member, Dressing Room Associate, Sales Associate, Retail Stocker, Warehouse Worker  

One-third of respondents said the graduate completed a career certification course while attending Horizons School. Examples include Alabama-Jefferson County Food Handler Training, Adult CPR, AED and Basic First Aid, COVID-19 Prevention, Guest Services Gold, Certified Breakfast Attendant, Retail Industry Fundamentals, and Youth@Work: Talking Safety. Four alumni enrolled in a college program after Horizons graduation. 

Survey respondents considered eight career-ready skills to launch Horizons students in the job market. Each skill was rated as Performed Independently or with only Minimal Assistance by one-third or more of our graduates: 

  1. Determining occupational interests and preferences
  2. Learning the steps to reach my career goal
  3. Developing a professional resume 
  4. Completing job shadows and a training internship 
  5. Identifying current job opportunities
  6. Completing job applications
  7. Preparing for job interviews
  8. Following up after job interviews. 

We are proud of alumni achievements! Survey data confirms the success of our READI Learning Program for Horizons students. Future blog posts will share additional results from the 2023 Survey of Horizons Graduates and Parents. For more information, contact Horizons School (205) 322-6606, https://horizonsschool.org

Empowering Young Adults with Disabilities for Success: Transitioning Beyond High School

Introduction:

The transition from high school to post-secondary life can be both exciting and challenging for any young adult. However, when a young adult has a disability, this transition requires additional planning and support to ensure a smooth journey toward independence and success. In this blog post, we will explore the transition process for parents of young adults with disabilities aged 18-26, focusing on programs like The Horizons School that offer life skills and career training. Let’s dive in and discover how to empower your young adult during this important phase of their life.

Understanding the Transition Process:

Transition planning is crucial to help young adults with disabilities successfully navigate the journey from high school to post-secondary life. The Individualized Education Program (IEP) includes transition components, and it’s essential to involve the student and their support network in the process. Set realistic goals that align with your young adult’s abilities, interests, and career aspirations. Be sure to explore available resources such as vocational rehabilitation services, community-based organizations, and post-secondary programs like The Horizons School.

The Horizons School and its Benefits:

The Horizons School is a post-secondary institution that provides specialized support and training to young adults with disabilities. We offer a range of programs and services tailored to help individuals develop life skills and pursue their career goals.

Here are the key benefits of The Horizons School:

  • Life Skills Training: The Horizons School places great importance on life skills training. We provide guidance on personal finance management, daily living skills, self-advocacy, and social skills development. These skills empower young adults to lead independent lives, make informed decisions, and effectively communicate their needs.
  • Career Training: Career training programs offered by The Horizons School focus on vocational skills development, job placement support, and internships or work experiences. We customize training based on each individual’s abilities and interests, ensuring they receive the necessary skills to succeed in their chosen career paths.
  • Transition Support: The Horizons School provides comprehensive transition support services. We assist with post-secondary education applications, housing arrangements, and ongoing mentorship to ensure a smooth transition from high school to our program. This support helps young adults adapt to their new environment, build connections, and feel confident in their journey.

Strategies for Parental Involvement:

As a parent, your involvement plays a vital role in supporting your young adult’s transition. Here are some strategies to consider:

  1. Effective Communication and Collaboration: Maintain open and ongoing communication with educators, program staff, and your young adult. Collaborate to ensure a coordinated approach to their transition, exchange information, and address any concerns or questions that arise.
  2. Empowering Independence: Gradually foster independence by encouraging your young adult to make decisions, solve problems, and advocate for themselves. Offer guidance and support while allowing them to take ownership of their journey.
  3. Building a Support Network: Connect with professionals, mentors, and other parents facing similar challenges. Building a support network can provide valuable resources, share experiences, and offer emotional support as you navigate the transition together.

Overcoming Challenges:

While the transition process can be exciting, it can also present challenges. Addressing these challenges will help ensure a successful transition:

  1. Addressing Fears and Concerns: Acknowledge the fears and concerns you may have as a parent. Understand that it is natural to worry about your young adult’s future. Take proactive steps to mitigate these challenges by seeking information, connecting with support networks, and staying involved in the transition process.
  2. Coping with Emotional Adjustments: Recognize that you may experience emotional adjustments during this transition. Take care of yourself and seek support when needed. Engaging in self-care practices and seeking guidance from professionals can help you navigate the emotional aspects of this journey.

Conclusion:

The transition from high school to post-secondary life skills and career training programs like The Horizons School is a critical phase for young adults with disabilities. By understanding the transition process, exploring available resources, and actively participating in their child’s journey, parents can provide the necessary support and guidance to help their young adults thrive. Remember, with careful planning, collaboration, and ongoing support, your young adult can embrace a fulfilling and independent future.

Horizons School and Partners Host Successful Hiring Expo for People with Disabilities

On April 13th, Horizons School, in collaboration with Disability Resource Network, Phoenix, and United Ability, hosted a hiring expo that brought together 25 employers and 75 attendees. The event, which was sponsored by Cawaco R&D, was focused on helping people with disabilities find employment opportunities.

The event was a great success, with many attendees expressing gratitude for the opportunity to connect with potential employers. Employers, in turn, were impressed by the diverse range of job seekers in attendance and the level of enthusiasm and professionalism displayed by everyone involved.

Horizons School is dedicated to supporting students with learning differences and disabilities, and this event was a natural extension of that mission. By partnering with Disability Resource Network, Phoenix, and United Ability, the school was able to leverage the resources of multiple organizations to create a truly impactful event.

Overall, the hiring expo was a testament to the power of collaboration and community engagement. By coming together and focusing on a common goal, the partners were able to create an event that benefited both job seekers and employers alike. It is a testament to the hard work and dedication of all involved that the event was such a resounding success.

We look forward to seeing the positive impact that events like this will continue to have on the lives of people with disabilities in our community, and we applaud Horizons School, Disability Resource Network, Phoenix, United Ability, and Cawaco R&D for their commitment to this important work.

2023-2024 Academic School Calendar

The Horizons School

2023-2024 Academic Calendar


Fall Trimester 2023


September 04 Labor Day – Office closed
September 07 First-Year Registration and Orientation
September 08 Second- and Third-Year students return to campus and register
September 11 Fall classes begin
October 18 Board of Directors meets
October 20-21 Parent and Family Weekend
November 18 Students depart by end of the day for the Thanksgiving holiday
November 20 – 24 No classes; School office closed
November 27 Classes resume for students
December 11-14 Final exams
December 13 Board of Directors meets
December 16 Students depart by end of the day for term break
December 18 Staff professional development and workday
December 25 – January 1 Christmas and New Years holiday; School office closed
December 30 Spring 2024 tuition due


Spring Trimester 2024


January 07 Students return
January 08 Classes resume
January 15 Martin Luther King Jr. Holiday; School closed
February 19 President’s Day; School closed
February 21 Board of Directors meets
March 16 Students depart by end of the day for spring break
March 31 Easter Sunday; Summer 2024 tuition due
April 02 Classes resume
April 04-19 Student and Parent Conferences
April 17 Board of Directors meets
April 19 Deadline for priority consideration of financial aid
April 22 – 26 Final exams
April 27 Students depart by end of the day for term break
April 29 Staff professional development & workday
May 01, 2024-2025 Tuition Deposit due


Summer Trimester 2024


May 19 Students return
May 20 Classes resume
May 27 Memorial Day; School office closed
June 12 Board of Directors meets
June 19 Juneteenth Federal Holiday – No classes, office closed
June 21 Deadline for new student applications for admission
July 04 Independence Day; School office closed
August 02-07 Final exams
August 09 Graduation & Reception
August 11 Students depart by end of the day
August 12 Staff professional development and workday
August 15 End of lease term Terrace Court Apartments
August 21 Board of Directors meets
August 31 Fall 2024 tuition due


NOTES:
STUDENTS IN PAID JOBS FOLLOW WORK SCHEDULES AS DETERMINED BY THE EMPLOYER, WHICH MAY
DIFFER FROM HORIZONS SCHOOL’S ACADEMIC CALENDAR.
STUDENTS WHO ARE ALSO ENROLLED AT JEFFERSON STATE COMMUNITY COLLEGE WILL FOLLOW THAT
ACADEMIC CALENDAR TO ATTEND COLLEGE CLASSES.
CALENDAR DATES ARE SUBJECT TO CHANGE FOLLOWING GUIDANCE FROM GOVERNMENT AND HEALTH
OFFICIALS.
Approved by the Board of Directors, April 04, 2023