Community Education and Support Services

Community Education and Support Services – CESS
Albuquerque, New Mexico

Contact:

Marilyn D’Ottavio
Transition Services Coordinator
Albuquerque Public Schools
725 University SE
Albuquerque, New Mexico 87106
Phone: 505-842-3534
Fax: 505-842-3765
Email: dottavio@aps.edu
Website: www.aps.edu/aps/Careers/TRANS.htm

Mission

The mission of APS Community Education and Support Services is to provide the education, identify the supports, and make the connections that young adults with disabilities need for successful employment, home, and community participation.

Organization

Organization Type: Education Agency - Local

Geographical Area: Metropolitan Area

Primary Setting: Community-based services, High School

Funding: No special external funding source

Consumers

Target Population: Secondary education students with disabilities

Disability Areas: Deaf, Deaf-blind, Hearing impairment, Mental retardation (Mild, Moderate, Severe), Orthopedic impairment, Multi-disabled, Severe emotional disturbance/emotional disability, behavior disorder, Specific learning disability, Speech impairment, Visual impairment, Autism, Traumatic brain injury, Epilepsy

NTA Framework Categories

Student-Focused Planning and Development
Career Pathways and Contextual Learning

Description

Albuquerque Public Schools (APS) has been providing vocational services for students with disabilities since 1969. Since that time, several programs have been developed and implemented under the umbrella of Transition Services. One of these, the Community Education and Support Services (CESS), provides community support for students 18 to 22 years of age. The program provides students with education, daily living, personal/social and occupational activities that will enable each participant to be as independent in and interdependent with the community as possible by the time they leave the public school system. The students who enroll in this program are no longer participating in the formal high school setting. Instead, the community becomes the classroom. These young adults may attend one or more classes that focus on self-determination, sexuality, job/career issues, and also for topics of their own choosing. However, the class site is elsewhere in the community, not on a high school campus. Some students, at the end of their formal high school education, receive a Certificate of Transition, and then enroll in the CESS program. Others, because of age and/or disability-related need or lack of access to community support, may enroll in CESS prior to the completion of their high school program. At the successful completion of their IEP, the diploma is awarded.

Evidence of Success

1998 Results: General Information:

Number of students who left CESS was 30, 11 of them were young women and 19 of them were young men.
Number of students who earned diplomas was 97%.
Number of students who had specific learning disabilities was 37%.
Number of students who had emotional disturbances was 33%.
Number of students who had intellectual disabilities was 23%.
Number of students who had multiple disabilities was 7%.

Community Connections:

Average number of volunteer or leisure activities per student upon exit of CESS was 2.3 compared to 1.3 upon entrance of CESS. An increase of double the number.

Independent Living:

Number of students who could travel independently upon exit of CESS was 80% compared to 57% upon entrance of CESS. An increase of 23%.
Number of students who lived with parents or family upon exit of CESS was 63% compared to 87% upon entrance of CESS. An increase of 24%.

Employment:

Number of students who were employed upon exit of CESS was 70% compared to 37% upon entrance of CESS. A 33% increase.
Number of students who had jobs at some point in CESS was 87%.

Post Secondary Education:

Number of students who attended Post Secondary training was 17%.
Number of students who are still attending Post Secondary Training is 7%.

Success Story

Since the Community Education Support Service, or CESS, has flourished into a wonderful program, I have had many students who have been under my assistance. However, one in particular has stuck out in my mind. Thomas Gilbert has not only proved his perseverance but his endurance as a CESS student.

Thomas came to the CESS program with the dream of going to the Albuquerque Technical Vocational Institute. A delightful young man, Thomas, throughout his life has achieved many successes such as: Manager of a high school varsity football team, prom king, an "A+" student and working at The International House of Pancakes twenty hours a week to help contribute to his family for over six years. Moreover, Thomas has a developmental disability. To Thomas this proved no obstacle, for he endures without even one complaint.

Continuing his success, with the help of the CESS program, Thomas was able to receive help with school work. In only two year’s time Thomas achieved a certificate of completion in the trade of Culinary Arts.

Thomas is now a valuable employee at the Kirtland Airforce Base restaurant, The Thunderbird Inn, with the support from the agency RCI. At this job he has already been named employee of the year for his hard work.

Through his endurance and perseverance Thomas will be graduating from the CESS program this May.

It was rewarding helping Thomas stay organized, plan his budget, become connected with adult agencies and look into independent living options. We at CESS are all rewarded seeing the success Thomas has achieved.

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