2025 Kentucky Supported Higher Education Partnership Annual Report

• Schools reported that coursework, including core classes, individualized classes, and expansion of course loads, led to increased engagement.  

• Schools noted that students completed projects in areas such as writing, media, arts, sports journalism, photography, healthcare, graphic medicine, mentorship, and universal design. 

• Multiple schools reported having weekly career development sessions focused on employment topics and job readiness skills.  

• Schools reported that throughout the academic year students participated in internships, volunteer roles, and career fairs to practice networking and explore career options. 

• It was noted by schools that peer mentors provided support during events and projects, reinforcing skill development.  

• Most schools reported that students attended campus events, social gatherings, and program activities such as rodeos, disco day, and other student-led events. 

• It was noted that many students demonstrated greater comfort navigating campus independently, using services, and participating in clubs and activities.  

• Schools reported that peer mentors provided academic and social support, helping students integrate into the college environment. 

• Expanded housing options increased access to residential life. 

• Over half of students in the program lived on campus, enhancing social engagement and daily living skills; the highest to date. 

• Staff and housing partnerships strengthened supports for independent living.  

• Multiple schools reported having Person-Centered Planning meetings with students and their families for class planning, internship exploration, and identifying support needed.  

• Schools noted that supports were tailored to encourage academic, career, and personal growth for both new and returning students. 

• Students presented their experiences, organized events, and practiced self-advocacy. 

• Schools received recognition; for example, Bluegrass Community & Technical College (BCTC) received the President’s Award from BCTC. 

• Staff participated in professional collaboration at roundtables and conferences.  

• One school held a Career and Life Open House recruiting event to share the CTP program with community organizations and prospective students and families.  

• Recruitment efforts generated strong interest, with competitive admissions processes for limited spots. 

• Students progressed at different stages: some entered the program, others advanced to their second semester, some completed certificates and graduated, while others left for personal reasons.   

• Staffing transitions were managed smoothly, ensuring continuity for the students.  

• Media collaborations, including student-produced videos↗, raised visibility of the program at multiple schools.  

• Expanded outreach across schools led to strong student interest and applications, with some students waitlisted or turned down due to program capacity.  

• CTP gained visibility through their school’s media team, conferences, and institutional rewards including the President’s Award.   

• Across the board, schools reported students completed challenging academic courses with increased student success. 

• Multiple schools reported student projects across writing, media, arts, healthcare, and design, connecting classroom learning to creative expression and problem-solving. 

• Schools noted that students participated in internships, volunteer opportunities, and community career fairs to explore job options. 

• Multiple schools reported individualized supports in resume writing, interviewing, and job search preparation. 

• One school reported that a few students pursued technical courses outside the regular program pathway, such as carpentry, welding, and data entry operator. 

• One school reported expanded on-campus housing with staff supports and strengthened partnerships. 

• Students gained skills in transportation, daily living, self-management, and community engagement.  

• Schools reported peer mentors provided academic, social, and career-related guidance. 

• Schools reported that families stayed engaged through newsletters, planning meetings, and events to support student progress. 

• Community partnerships expanded opportunities for experiential learning and student participation, as noted by the schools. 

• Students presented on college experiences, led activities, organized campus events, and contributed to enhancing student engagement.  

• Schools reported student growth in confidence, leadership, and community involvement.  

• Certificate completions and program graduations occurred across multiple schools.  

• Western Kentucky University completed its first full year as a CTP.  

• At The University of Kentucky, five students earned an undergraduate certificate in Universal Design.  

• A couple of schools reported that some students struggled with self-discipline, time management, and understanding the impact of academic choices. 

• Transportation barriers limited access to supports (e.g., tutoring, etc.) as reported by one school.  

• Persistent shortages of peer mentors placed pressure on staff to fill gaps in support across multiple schools; at times limiting direct support availability for students. 

• Many schools reported difficulty recruiting, training, and retaining peer mentors, highlighting the need for creative approaches and sustainable partnerships (e.g., with retired educators). 

• Multiple schools reported that limited staffing sometimes made it difficult to provide the level of individualized, in-person support students required. 

• There was difficulty identifying practicums that aligned with student interests and available resources. 

• Limited placements affected the ability to connect students with meaningful work-based learning. 

• Families faced restricted access to financial aid, increasing the burden of program participation. 

• These barriers highlighted the importance of exploring additional options to support broader access at each school. 

• Continued need to increase visibility of the CTP program with community partners. 

• Collaboration between faculty and staff improved, helping to address student needs, but remains an area to strengthen further. 

• Bluegrass Community & Technical College (BCTC): I have collaborated with our tutoring department to use their tutoring training modules to help with onboarding new mentors. They are also going to count out mentoring hours toward the college totals.  
  I have collaborated with the student accessibility support office in helping with their club and with proctoring exams. They have been so supportive with accommodations and are a new staff. This has been a great way to build supportive relationships.  
  Our program was featured in the Provost Post for the Madison County trip and for hiring our graduate to be a mentor. One student is working toward an associate’s degree and he mentored 385 hours over the past year. He volunteered another 30 hours in May 2025.  
  Our program was given the Presidential Award that was personally selected by Dr. Feeney. Wow, that was such an honor! They even mentioned this is a department of 1 full time person. It was a great moment to celebrate the program and to remind our college to be include all students.  

• Murray State University (MSU): This semester CCE worked with different departments and higher leveled classes. One student took ART 382 which is Intro to Photography. Although this is a higher-level class our students are able to take this and thrive in it. The professor was very nice and accommodating to our student.  

• Northern Kentucky University: We provide content/updates with various departments and partners on campus in order to share some of the exciting things that take place within SHEP. These individuals often times are able to help us share this information through their social media platforms in order for more students/staff/faculty to stay connected to and aware of SHEP.  
  We reach out to new departments on campus in order to advance the SHEP Program and help staff and faculty become more aware of our presence and mission on campus. This also helps us create new internships placements for students.  
  
  With NKU’s mission in mind, we are always trying to remove obstacles that prevent SHEP students from being fully included in the college life experience, whether that be academically or socially. At times, this has looked like advocating for the student and identifying the reasons why they should be able to register for a class of their choosing when there is initial push back from the faculty. Or helping students get involved in activities such as Greek life that may have certain requirements or criteria.

• Owensboro Community & Technical College (OCTC): Collaboration with Career Services department 
  Implementing a campus-wide event for all students on campus to foster belonging among students.   

• University of Kentucky (UK): Through team discussions and planning. 

• Western Kentucky University (WKU): The SAV-Y program staff at WKU intentionally align their work with the university’s mission by promoting, engagement, personal development and including students with intellectual and developmental disabilities. Through support in academics, campus involvement, and community engagement, we help students grow into productive, socially responsible citizen-leaders. Our partnerships with academic departments, student services, and future local employers helps to create opportunities for lifelong learning and career readiness. By embedding our students in inclusive experiences and continuously participating in university initiatives, SAV-Y staff ensure that our program contributes meaningfully to WKU’s vision of enriching lives and preparing all students for global citizenship.