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PROGRAMS
& SERVICES - High School Program Options
- Post Secondary
- First & Second
Year Programs - Traditonal
College Programs - College Track
- Career College - Technical
& Career Prep - Entry Level Employment
- Extended Services - Residential
Services - Student Advisement
- Faq
First and Second Year Programs
The core curriculum consists of morning classes in the main program
building at the LDI. An individualized plan of action (IPA) evaluates
three broad outcome domains - employability, workplace literacy and independent
living skills. The results provide practical information and addresses
the unique work, education, and community functional strengths, limitations,
needs, and preferences of the individual.
Classroom instruction seeks to enhance practical education skills in reading,
language, mathematics, and oral/written expression in subject matter of
high importance to adult skill building and personal competence. These
skills are needed and used in problem solving, critical decision making,
and in living itself.
The foundation for occupational exploration and career development begins
with an emphasis on developing employability skills that lead to work
experience in the community. Through engaging experiential activities,
demonstrations, and simulations, students learn by developing and applying
competencies that incorporate employment-related and job development concepts
into daily classroom and community activities. These type assignments
help students become informed decision-makers in their own career development.
The LDI curriculum is designed to address the specific developmental,
academic and career needs of an under-prepared or inexperienced young
adults. Activities and assignments include building self-esteem and self-confidence;
improving basic study skills; acquiring knowledge and skills related to
self-advocacy and leadership; and, identifying academic and career goals.
Students engage in both academic and experiential learning to demonstrate
knowledge and skills especially pertinent to self-advocacy and leadership.
General education outcomes as well as specific course competencies are
then assessed using a variety of performance-based rubrics, learning matrices
and other assessment tools.
Each student also meets regularly with the student's advisor(s) to review
and assess course/program progress. They systematically address cognitive,
affective and learning-style needs along with any curriculum confusion
or frustration.
The second year of the program incorporates a combination of morning
LDI on-campus courses and a variety of other choices for the remainder
of the class day. Depending on the program direction the student is taking,
there are choices which include increased off-campus college/university
courses, occupational-specific training courses, increased hours in current
job, or placement into a new position that facilitates employability/career
skill development.
The Life Development Institute focuses its 2nd year instruction on career
planning through completion of the Vocational Research Project. Plus,
additional classes that concentrate on post-employment strategies, intimate
and interpersonal relationships discourse, and utilizing pragmatic methods
to enhance executive functioning skills.
The Vocational Research Project prepares the student in developing a systematic
search for a career decision or employment direction based on individual
interests, abilities, values, and aptitudes. Students receive training
and instruction on clarifying critical work/career values, decision making
methods of "smart choices", identifying their own functional
strengths and limitations, and potential employment options that suits
their temperament.
Comprehensive career assessments are administered by LDI combined with
other information from previously submitted evaluations and diagnostic
reports. These data provide relevant information on determining potential
career ladders. Further, data indicate objective profiles of the student's
ability to meet institutional admission requirements, achieve classroom
competencies, identify marketable skills, and develop career path options.
At the same time, the information targets potential academic problem areas
needing coordinated tutorial intervention to accommodate the student in
the selected school or institution.
Research is conducted in the field by touring and interviewing at local
vocational schools, community colleges, and employers in various fields.
Student choices are validated and justified through a written proposal
and multimedia presentation. It is highly recommended that enrollment
decisions for placement in full-time college, vocational/technical programs,
or full-time employment are not finalized prior to the completion of this
study.
Consequently, decisions on which focus, track or option the student would
pursue during and subsequent to completing the second year of the LDI
post secondary program could include
