Think College Symposium Detroit, Michigan November 5, 2007

1. Think College Symposium Detroit, Michigan November 5, 2007

2. Overview The Models The PERC Project Strategies for Success Program Coordinator�s Perspective College Professor�s Perspective Final Thoughts

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 Concurrent/Dual Enrollment Employment Individualized Instruction

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 Self Determination 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 Student schedule Location of instruction Outcome measures

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 student�s 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 Expectations Experience Ownership Transitions Outcomes ($$$!)

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 msimonsen@bcps.org 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 Tuition waivers Grouping of students Provide appropriate support to instructor and student- look for �friendly face� and natural supports Hip Hop Dance Fencing Intro to Acting Studio Art Keyboarding Yoga Swimnastics Cooking

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 Attend EVERYTHING!

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 Share knowledge Taught Intro to Special Education Class Host interns and volunteers Lead professional development workshop Provide training to various departments

28. Contributions to the College� Job Sites: Clean computer labs Work in gym equipment room Food service Landscaping Recycling club 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?) Consider: 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: Flexible Energetic Creative Strong communicators 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 svratarich@ccbcmd.edu

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 learning�s 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 Created friendships 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 Alternative location Alternative schedule

46. Advice for Professionals Don�t 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 FTE�s and/or tuition Create relationships!

48. Win! Win! Win! Win!Creating a Partnership Benefits� Hospitality Program College as a whole The CORE Program The students The church who hosted our group The instructor (me!)

49. Create High Expectations Students should: Identify/monitor personal goals Choose courses 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 Transportation Identify future needs/interests

52. Don�t 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) http://www.brookespublishing.com/

57. Websites www.transitiontocollege.net www.thinkcollege.net www.education.umd.edu/oco www.transitioncoalition.org www.STEPS-Forward.org www.heath.gwu.edu

58. Videos Through the Same Door: Inclusion Includes College (2006) http://www.throughthesamedoor.com/ PSU Life Link PSU DVD http://soar.ois.psu.edu/cgi-bin/WebObjects/SOAR.woa/wa/campusRegister?productId=0521DVD