SUCCESS

STARTERS

MISSION STATEMENT
To assist students in the transition out of special
education with life skills to improve quality of life
and occupational performance beyond high
school.

PLANNING PROCESS
Who is our target audience?
High school students with disabilities
ranging from 16 to 25 years old.
What is the problem we will be addressing?
High school students with disabilities being
prepared for independence in the college
setting.

WHAT THE PROGRAM IS ABOUT

High school after school program for upper
classmen students with disabilities.
We will help them make the transition from
high school to college smoother by
educating them on the necessary skills they
need to be successful.
Areas that will be addressed include the
following: health management, stress
management, fi nancial management, study
skills, ADLs, IADLS, organization ,
managing schedules, home management,
transportation, social activities, resources

EXISTING PROGRAMS

Transition High Schools

Success Unlimited

Success Unlimited is a non-profit organization

dedicated to the provision of vocational and
residential services for persons with disabilities who
have a desire to maximize their income and
independence through employment and
independent living and have a demonstrated need
for professional assistance to achieve this outcome.

PROGRAM DESCRIPTION AND

BENEFITS
Helping participants with disabilities
transition from high school to college with
the use of therapeutic activities.
By the end of the program students will
feel confident with skills needed in the
college setting.
They will also have an opportunity to apply
to the colleges of their choosing and the
therapists will help them complete the
application process.

PROGRAM DESCRIPTION
CONTINUED
Skills that will be addressed:
Health Management: Obstacle courses, group
activities that involve physical activities such as
exercise stations. Examples: Jumping jacks, hula
hoops, lunges, squat jumps, balance beam,
educating students on maintaining a healthy diet.
Stress Management: Yoga or Tai Chai, deep
breathing exercises, making stress balls, have
them think about activities that they enjoy doing
that would aid in relieving stress

PROGRAM DESCRIPTION
CONTINUED
Financial Management: Balancing a
checkbook, going to the grocery store,
concession store with snacks they can buy
with fake money, organization skills,
educating the students on how important it is
to pay their bills on time, budgeting money
Study skills- Making a planner, making note
cards, managing time spent on each subject,
taking study breaks

PROGRAM DESCRIPTION
CONTINUED
Organization skills- educating the students on
the importance of organization and keeping
track of assignments as well as making a
planner to keep track of important dates
Social activities- role playing, group activities
Sleep management- sleep schedule, educating
them on the correct amount of sleep, relaxing
techniques
Ergonomics- educating on correct positioning
for driving and studying at a desk

PROGRAM DESCRIPTION
CONTINUED
Transportation- provide them with resources
to find transportation Examples: helping
them navigate the correct bus routes if
needed, educating them on different
possibilities for transportation (walking,
biking, rollerblading), and
ADLS- Practicing dressing and personal
hygiene skills
IDALS- practice doing laundry, meal

EXISTING
ISSUES/RESOURCES/CONCERNS

Funding for all materials and field

trips
Wide range of disabilities to
address
Finding volunteers/therapists
Having access to a facility to

NEEDS ASSESSMENT
We would survey parents of upper
classmen students that are already
enrolled in special education services.
We would ask the following questions:
Would your child benefit from an after
school program that prepares them for
life beyond high school?
Does your child desire to go to college,
but is anxious about attending?

NEEDS ASSESSMENT CONTINUED

The needs assessment will be
conducted by the OTR and COTAs.
The participants must have a 504 or
IEP and documentation to show that
they have a disability.

FRAME OF REFERENCE
The Frame of Reference for this program
is MOHO.
We chose this frame of reference,
because it relates to a persons habits,
routines, and environment.
These are big factors in determining
how a person functions in every day
life.

RESOURCES REQUIRED
This program would be held at a local
high school.
Staffi ng would include the following: 1
OTR, 2 COTAs, Paraprofessionals,
Special education teachers, volunteers,
and drivers
OTR- assist in running the program,
conduct evaluations, ensure supervision
over COTAS, and help students fi nd
resources needed
COTAS- assist in running the program,
carryout treatments, and help students

RESOURCES REQUIRED CONTINUED

Paraprofessionals and Special Ed
teachers- act as mentors, assist any
OTR and COTAs with activities
Volunteers- help organize events and
help with transportation
Drives students on fi eldtrips

FINANCIAL CONSIDERATIONS
Estimated cost for running program:

What are the things that will cost money?

Snacks for concession stand, transportation
for everyone, planners/books, supplies
needed to teach tasks, and staffi ng
What are some possible funding sources?
School district, fundraisers, parents, and
sponsors

FINANCIAL CONSIDERATIONS
CONTINUED
Fees for services- : $125 a year and
$60 a semester

MARKETING ACTION PLAN

Who is our target audience? Upper
classmen students with mental and
physical disabilities
Marketing strategies- Sending emails out
to surrounding schools, fl yers, radio
announcements, word of mouth
Timeline- Fall through Spring school term
People performing marketing activitiesOTR, COTAs, volunteers,
Paraprofessionals, and Special Ed teachers

MARKETING ACTION PLAN

CONTINUED
How will we promote our service?
Flyers, radio announcements, word
of mouth, and give a presentation
to school staff and interest parents
on how OT could benefit students
wanting to transition to college

EVALUATION
Program Evaluation Plan- pre and post surveys
and documenting students progress throughout
program
How will we evaluate the program?
We will evaluate the program by sending surveys
out to the Paraprofessionals, Special Education
teachers, and parents of the students. They will
send us feedback on the improvements that they
have seen in the students. We will also handout
surveys to the students who are capable of fi lling
one out.

EVALUATION CONTINUED

Send a survey to parents,

conduct monthly parent
meeting, and staff meetings

FEDERAL AND STATE LEGISLATION

AND REGULATIONS AFFECTING THIS
PROGRAM

LawsIDEA liability services for

volunteers, OT, OTAS, paras from
other schools