737 south ithan avenue rosemont, pa 19010 484-222-2890
TRANSCRIPT
HORIZONS POST-GRADUATE
PROGRAM AT HILL TOP PREPARATORY
SCHOOL
737 South Ithan Avenue
Rosemont, PA 19010
484-222-2890
THE NEED
More often than any time in the past, students are getting to high school graduation and still have questions about who am I, where do I want to go, and how do I get there.
These question exist for students with learning differences, especially those who are on the higher end of the Autism Spectrum, because they have received solid academic educations, but still need more instruction in developing life skills, social skills, and problem solving skills.
THE NEED
A recent study found that Young adults with on the ASD were significantly more likely to never see friends (38.6 %), never get called by friends (47.2 %), and never be invited to activities (48.1 %) compared to other groups. (Orsmond et al.
2013).
THE NEED
These young adults have not learned many of the fundamentals required to successfully negotiate the socio-emotional landscape that exists on college campuses or in the workplace
Twenty-six percent of students with ASD did not receive any of the following:Vocational servicesLife skillsMental healthTransportationAdult habitationPersonal assistantSpeechCase management
(Shattuck, 2013)
THE NEED
THE NEED
In addition, 32% of those surveyed stated a need for vocational services and 56% expressed a need for life skills services.
(Shattuck, 2013)
HORIZON AT HILL TOP
This gap year program at Hill Top offers an opportunity for students who have graduated high school to have a transition year during which to acquire the life skills, social skills and problem solving skills that will allow them to be more successful in life.
PROGRAM COMPONENTS
Students in the program are assessed for their readiness for negotiating the world Are they ready for introductory level
college courses? Do they need to develop other
academic skills before even tackling introductory college courses?
PROGRAM COMPONENTS Students entering the program are
assessed for
Academic readiness
Job readiness
Life skills level
Social skills level
Executive functioning skill level
PROGRAM COMPONENTS
This program is individualized specifically for each incoming student and focuses on the following five elements:
Independent Living Skills
Social Skills
Introduction to College Life
Work Skills and Career Exploration
Social/Emotional Development
PROGRAM COMPONENTS
In addition to spending time in meetings on Hill Top’s campus, each student has their own schedule that includes time with their Counselor/Mentor to arrange for the experiences and training specifically designed for them
Students also take appropriate didactic courses in the classroom or online
PROGRAM COMPONENTS
Individualized non-academic programming could include:
understanding different levels of social
relationships
effective communication
planning activities for a social peer
group
using public transportation
PROGRAM COMPONENTS
knowledge of independent living
managing money
develop job search skills
applying and interview skills, and
experience with different work settings
PROGRAM COMPONENTS
Each student is part of regular group counseling sessions to address issues that come up each week with their own programs
Evening and weekend activities and responsibilities will also be part of this program.
PROGRAM COMPONENTS Students enrolled in Horizon have
access to a Counselor/Mentor and counseling staff
The services provided to the participant is geared toward meeting individual needs and goals
Through daily case management, consistent emotional support and development of self-efficacy, the following skills will be taught in ways that have been proven to work with this population:
PROGRAM COMPONENTS
direct teaching
teaching in the natural environment
practice and repetition with follow-up
discussion
use of technology, and
Social media and group processing
PROGRAM COMPONENTS
Program participants receive all levels of instruction in small groups or individually
Each student has an individualized Program Plan which they help create
STAFF
In addition to a Director and Counselor, the Mentor/Counselor is a primary guide for the student
The main responsibilities for the mentor/counselor is: to meet with the students two or three
times per week in person trouble shoot issues of scheduling, timing,
and other problems that might arise because of executive function deficits
STAFF
The person is in contact with professors and employers to ensure that the student is functioning in a satisfactory manner
Assisting the students in initiating and carrying out social activities is another area
The Counselor/Mentor performs some case management functions by coordinating communication among the student, parents, school and employer.
SKILL DEVELOPME
NT
SOCIAL SKILLS Develop peer relationships – within program
and in community Group activities with Hill Top community Social outlet planning Independently pursuing activities with peers Use interests to locate and participate in
community activities Navigate/understand different levels of
social relationships (i.e. employer, boss, instructor, bus driver, etc.)
Practice ways of maintaining friendships through communication and activity planning
INDEPENDENT LIVING SKILLS
Use public transportation – reading schedules, navigating bus and train systems, independent riding, independent transfers
Accept specific household responsibilities Develop proficiency with activities of daily
living skills– clothing care, personal hygiene, home maintenance, etc.
Learn and practice healthy routines – exercise, preventative health care appointments, nutritious meal planning and preparing, etc.
INDEPENDENT LIVING SKILLS
Manage money – long and short term planning, independently having and using a debit card account, documenting spending over time for personal budgeting
Medication management Work toward obtain driver’s license Develop and successfully use time
management strategies for day-to-day success – short and long term project management, due dates, using apps or other tech tools, etc.
COLLEGE EXPLORATION Register for classes at Delaware County
Community College:visit with counselorfill out registration formfill out course request sheetpay tuition, etc.
Obtain materials needed for classes:buy booksNotebooksflash drivecopy card, etc.
COLLEGE EXPLORATION
Prior to the start of class make an appointment and meet with Disabilities counselor
Meet regularly with Horizon coach who will assist student with structuring class, study and travel time
Regularly attend classes and keep up with required work
Use writing center and other DCCC supports
Explore college transfer options
DISCOVERING VOCATIONAL INTERESTS
Utilizing recognized career interest inventories and tests, such as the Strong Interest Inventory, Career Personality & Aptitude Test and IT Job Aptitudes Test, students will be helped to determine an appropriate career path
Staff will use consulting, counseling and coaching to assist in this process
WORK SKILLS Students will be guided to: Develop job search skills including using
online search tools, filling out applications (online and hard copy), interviewing, professional thank you notes and follow-up, etc.
Apply for part time or volunteer job Collaborate with coach to problem solve
possible challenges in the workplace
WORK SKILLS
Independently ask for performance feedback from supervisor
Demonstrate competence in task performance
Demonstrate competence in employability skill performance
SOCIAL EMOTIONAL DEVELOPMENT
Develop self-determination skills for greater self-efficacy
Learn and practice social problem solving skills
Participate in group counseling process twice a week
Daily check-ins with Counselor/Mentor
SOCIAL EMOTIONAL DEVELOPMENT
Gain confidence through direct teaching, practice in the natural environment and using experiences as learning tools
Formulate personal growth goals and monitor progress weekly
Gain an understanding of self and improve self esteem.
EXECUTIVE FUNCTIONING Build skills that will help develop
Executive Functioning skills, such as:
Planning and prioritizingTime managementOrganizationWorking MemoryMetacognitionResponse Inhibition
EXECUTIVE FUNCTIONING
Self Regulation of AffectTask InitiationFlexibilityGoal-Directed PersistenceSustained AttentionDisengaging AttentionRegulation of Processing Speed
BOARDING PROGRAM We are also excited about the interest we
are receiving as we design our 5 day/week boarding program.
Hill Top will have the only program of its kind that has been designed specifically for male students in grades 10-13 with complex learning differences. This program would allow a student of Hill Top to live on campus from Sunday evening to Friday afternoon in order to continue the level of structure, support and teaching that they experience during the program day.
