Overview . The ModelsThe PERC ProjectStrategies for SuccessProgram Coordinator's PerspectiveCollege Professor's PerspectiveFinal Thoughts. What is dual enrollment?. Students typically aged 18-21 years old who are eligible for special education and related services under the Individuals with D
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1. Think College Symposium
November 5, 2007
2. Overview The Models
The PERC Project
Strategies for Success
Program Coordinators Perspective
College Professors Perspective
3. What is dual enrollment? Students typically aged 18-21 years old who are eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) and are still enrolled in high school but take college courses.
4. Current OSEP Projects Postsecondary Education Research Center (PERC) Project-TransCen, Inc.
College Career Connection (C3) Institute for Community Inclusion, University of Massachusetts/Boston
5. The PERC Project The purpose of the PERC Project is to demonstrate and research exemplary practices supporting students with intellectual disabilities ages 18-21 in postsecondary settings.
6. Mixed or Hybrid Model Program Center and Coordinator
7. The PERC Project (2004-2009) Two PERC Sites (MD & CT)
Conduct site improvement activities
Provide statewide technical assistance
Collect and synthesize empirical data on the efficacy and outcomes
Disseminate findings nationally
8. PERC Data Collection Employment
College Course Access
Exit/Follow Up Data
9. Preliminary Data MD PERC Site
88% in paid work (restaurant worker, usher, office clerk, utility worker, grocery store, retail, golf course, federal government)
Work an average of 22.7 hours per week for average $8.00/hour
44% auditing classes (reading and vocabulary, computer basics, keyboarding, writing, food certification)
10. Preliminary Data CT PERC Site
92% in paid work (clothing retail, humane society, restaurants, grocery stores)
Work an average of 8.3 hours per week for an average of $7.50/hour
100% auditing classes (History, Theater, Psychology, English courses)
11. Issues Poorly defined program goals
Lack of student involvement in planning and monitoring of activities
Little connection to real life outcomes and employment
Lack of program/service evaluation
12. Program Goals will impact Referral criteria
Incoming student data needs
Marketing of services
Location of instruction
13. Western Connection Program Goals Students will annually participate in person-centered planning to identify dreams and determine goals and support needs for the upcoming year.
Students will explore job opportunities in three areas of interest through informational interviews, job shadows and/or business tours.
Students will obtain paid integrated community supported or competitive employment in a field of interest
Students will attend 1-2 audited college courses per year and monitor progress using a curriculum matrix
Students will demonstrate the ability to choose a continuing education or college course that fits their schedule and interests, register for that course, and determine transportation to and from the course independently.
14. Western Connection Program Goals Continued Students will demonstrate the ability to articulate their support needs in employment settings, college classrooms, community settings, and at home.
Students will monitor personal progress toward goals on a quarterly basis.
Students will demonstrate the ability to access public transportation when needed to travel in the community.
Students will participate in their IEP meeting to the best of their ability and at a minimum share their name, accomplishments, support needs, and goals for the upcoming year.
Students will transition out of the program to an adult service provider that will sustain the students level of integrated employment.
15. The Importance of Employment? For youth with disabilities, one of the most important research findings shows that work experience during high school helps them get jobs at higher wages after they graduate. NCWD/Youth, Hot topic: Work-Based Learning, 2003 Volume 2
Secondary school students with disabilities who worked for pay outside the home in the preceding year before exit and/or have participated in a work-study program at school, have an increased chance for employment in their post school years. Changes over time in the Early Postschool Outcomes of Youth with Disabilities: A Report of Findings from the National Longitudinal Transition Study (NLTS) and the NLTS2.
16. Transition Success = EMPLOYMENT Job Trials vs. ACTUAL Jobs
17. Successful Employment Means: Individually hired in a position that matches skills and interests
Directly hired at a competitive wage
Integrated, interesting environments
Career advancement opportunities
Employer commitment and involvement
Customer satisfaction (employer/employee)
19. Monica Simonson
Coordinator, CORE Program
Baltimore County Public Schools Monica you might want to spell out the acronyms as people will not know what these are. Also, I would put your title and contact info here as well as on the front.Monica you might want to spell out the acronyms as people will not know what these are. Also, I would put your title and contact info here as well as on the front.
20. Where are we?
21. Administrative/Systemic Issues Each program had very distinct characteristics, student profiles, and programs- as a group we wanted to be more cohesive. We wanted to ensure consistency and equity across all of the programs.
Create vision, mission, belief statements
Hire a liaison to work with all five programs and interface with sending schools
Create formal documents- eligibility criteria, application procedures, etc.
22. CCBC Catonsville
23. CCBC- Catonsville Campus Schedule Mon., Wed., & Fri.
Independent work sites with drop-in job support
Crew of students working at local food bank with job coaching
Enclave of students working in campus computer lab with job coach Tuesdays & Thursdays
Functional academic instruction
Inclusion into campus electives with supports
Lunch and free time with non-disabled peers
Participation in special campus programs Will you be handing out a student schedule as well?Will you be handing out a student schedule as well?
24. Campus Involvement Students are active members of the campus community by:
Taking campus elective courses
Participating in campus clubs and extracurricular activities
Attending special events (plays, concerts, etc.)
Using campus resources (gym, cafeteria, game room, library, etc.)
25. Taking College Courses Audit and Credit options
Check for prerequisites
Importance of registration timeline
Grouping of students
Provide appropriate support to instructor and student- look for friendly face and natural supports Hip Hop Dance
Intro to Acting
26. Campus Activities Some ideas
Join SGA- we are recognized as a club on campus
Help students figure out transportation
Find mentors in the various clubs
Look for ways to cosponsor events with various campus groups
27. Contributions to the College Attend club meetings and participate in activities (lectures, movies, plays, etc.)
Develop and host activities:
Disability Awareness Day
Club Sponsor- Best Buddies
Taught Intro to Special Education Class
Host interns and volunteers
Lead professional development workshop
Provide training to various departments
28. Contributions to the College
Clean computer labs
Work in gym equipment room
Increasing enrollment in low enrollment programs- Hospitality
29. Involving Peers from College Look for peers to serve as natural supports
Identify courses with service learning requirements
Speak to classes, hand out fliers!
Go to the Best Buddies Club, Future Educators of America, etc.
Look for service oriented organizations
Speak to Speech Pathology, Education, and Psychology professors
30. Employment Issues Set high expectations for all students
Flexible scheduling to allow for one-on-one job coaching
Rely on connections
Think outside immediate neighborhood!
31. Learning Environment/Space Issues The post-secondary host site will provide a safe learning environment, appropriate accommodations for learning and partnership opportunities for the BCPS FALS programs.
Difficult to reserve dedicated space- work with the Campus Dean, Scheduling Technician, and individual departments to locate and reserve space.
Campus classes may be clustered during certain times- consider having an alternative program schedule (10 AM- 4 PM?)
Internet access (email account)
Phone line and access
Staff usage of copying facilities and other campus resources!
32. Transition Planning Help students form planning teams
Help students to lead their own IEP meetings
Directly teach and always support self-determination strategies
Take students to visit agencies
Expose students to many post-secondary options
Learn from graduates: Invite alumni to share experiences
33. Working with Families Host family events! We do pot-luck dinners.
Make sure parents know what is going on- share successes!
Help families walk through transition process
34. Summer Program Transition new students- to acclimate to campus and college life
Develop job sites
Enroll in elective courses, meet with professors, and develop prerequisite skills
35. Our staff
Our staff will be prepared, trained and dedicated to continuous professional development. They will work to provide authentic learning opportunities and differentiated instruction that will develop self-advocacy, functional academics, and work, social, and community skills in all students. They will strive to build partnerships with all other members of the college community. Try to find people who are:
Create job descriptions
Allow for flexible scheduling
Look for training opportunities
Keep track of daily activities
36. Working with PERC Conducted program evaluation
Identified major goals/tasks:
Form advisory committee (?!)
Create marketing materials
Create flexible scheduling
Collecting data on class enrollment and employment outcomes
37. Our Future Goals
Collecting outcome data
Formalizing our partnership with the college by creating a MOU
Create marketing materials for the program
More inclusive classroom location with consistent access to resources
38. Partnering with the College Scott Vratarich
Assistant Professor and Program Coordinator, Hospitality Management
Community College of Baltimore County
39. How it started A student enrolled in one section of an introductory course
Each semester, more students enrolled
Able to maintain academic rigor and meet learning outcomes
40. First Impressions
Unsure of students abilities to meet learning outcomes
Quickly realized that students had unique talents and abilities!
CORE staff was able to help modify materials and some students could audit
41. How did this impact your classes?
Spending time with students who were learning for learnings sake
Reignited passion for teaching!!!
Reconsidered course design- maybe I can come up with new partnerships
Universal course design
42. How does this impact other students? Students were able to learn from and be exposed to people with disabilities
In the Hospitality industry, we are always emphasizing diversity anyway
A few of the HRMT students attended the CORE Program graduation.
43. A Partnership was born
Created a section of Food Production course:
Course met 3 days/week
During the January interim session
Students met typical course objectives while preparing many different meals
44. A Partnership was born
Course culminated in a luncheon for VIP guests from the school system, college, and community
The event was covered by the local media and allowed all of us to share in the success
45. What have been the challenges? Monitoring and measuring learning
Getting administrative support for logistics
46. Advice for Professionals Dont let your own fear prohibit or inhibit enrollment and participation
Be willing to think creatively about course design options
Treat the students as you would any other- as an individual
Communicate with the support staff to be proactive about any concerns
47. Advice for Teachers/Students Who Want to Partner with a Professor or College Start small
Choose classes based on needs, interests, skills
Hospitality for students in food service
Speech or Theatre for student who needs to work on communication
Non-academic courses or consider auditing courses
Consider classes/programs with low enrollment
Make sure the partnership is mutually beneficial
The college gets FTEs and/or tuition
48. Win! Win! Win! Win! Creating a Partnership Benefits
College as a whole
The CORE Program
The church who hosted our group
The instructor (me!)
49. Create High Expectations Students should:
Identify/monitor personal goals
Discuss needs with instructor(s)
Discuss needs with employer
Know how to advocate when things are not going well
50. Things to keep in mind
51. Taking a class is not enough Student must know the process
Identify options (college class, adult education, park and recreation)
Registration process and available supports
Payment process and funding supports
Identify future needs/interests
52. Dont be Limited to College Classes Learning does not have to occur at college
Consider community learning options
(YMCA, Park & Rec, Home Depot)
Ensure that students know what options are available in their community and how to access them.
53. Evaluation Monitor student activities and goal achievement
Monitor staff activities and time usage
Monitor satisfaction of all parties
Collect student exit data and outcome data
Review all data annually to determine needed changes
Share evaluation data with stakeholders
55. The Promise of Postsecondary Education
Choosing to learn
Learning can be a lifelong option
Connecting learning to real life
Change perceptions (self and others)
56. Books Transition Services for Students with Significant Disabilities in College and Community Settings -Grigal, Neubert, & Moon (2005) http://www.proedinc.com/
Going to College - Getzel &Wehman (2005)
57. Websites www.transitiontocollege.net
58. Videos Through the Same Door: Inclusion Includes College (2006)
Life Link PSU DVD