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College Career Connection C3 Institute for Community Incl


College Career Connection (C3) Institute for Community Inclusion, University of ... to build partnerships with all other members of the college community. ... – PowerPoint PPT presentation

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Title: College Career Connection C3 Institute for Community Incl


Transition to CollegeImproving Options and
Outcomes for Students with Intellectual
  • Think College Symposium
  • Detroit, Michigan
  • November 5, 2007
  • The Models
  • The PERC Project
  • Strategies for Success
  • Program Coordinators Perspective
  • College Professors Perspective
  • Final 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 Disabilities
    Education Act (IDEA) and are still enrolled in
    high school but take college courses.

Current OSEP Projects
  • Postsecondary Education Research Center (PERC)
    Project-TransCen, Inc.
  • College Career Connection (C3) Institute for
    Community Inclusion, University of

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.

Mixed or Hybrid Model
  • Program Center and Coordinator
  • Concurrent/Dual Enrollment
  • Employment
  • Individualized Instruction

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

PERC Data Collection
  • Employment
  • College Course Access
  • Self Determination
  • Exit/Follow Up Data

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

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)

  • Poorly defined program goals
  • Lack of student involvement in planning and
    monitoring of activities
  • Little connection to real life outcomes and
  • Lack of program/service evaluation

Program Goals will impact
  • Referral criteria
  • Incoming student data needs
  • Marketing of services
  • Student schedule
  • Location of instruction
  • Outcome measures

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
  • Students will attend 1-2 audited college courses
    per year and monitor progress using a curriculum
  • 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.

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.

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.

Transition Success EMPLOYMENT
  • Job Trials vs. ACTUAL Jobs
  • Expectations
  • Experience
  • Ownership
  • Transitions
  • Outcomes (!)

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)

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College Outreach Experience (CORE)
  • Monica Simonson
  • Coordinator, CORE Program
  • Baltimore County Public Schools

Where are we?
  • Baltimore County has 5 Post-Secondary Functional
    Academic Learning Support Programs
  • One 4-year University
  • Three community college campuses
  • One satellite community college campus

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
  • 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.

CCBC Catonsville
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

Campus Involvement
  • Students are active members of the campus
    community by
  • Taking campus elective courses
  • Participating in campus clubs and extracurricular
  • Attending special events (plays, concerts, etc.)
  • Using campus resources (gym, cafeteria, game
    room, library, etc.)

Taking College Courses
  • Hip Hop Dance
  • Fencing
  • Intro to Acting
  • Studio Art
  • Keyboarding
  • Yoga
  • Swimnastics
  • Cooking
  • 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

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!

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

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-

Involving Peers from College
  • Look for peers to serve as natural supports
  • Identify courses with service learning
  • 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

Employment Issues
Our students will be committed to increasing
independence at work and in the community through
challenging opportunities and strong work ethic.
  • Set high expectations for all students
  • Flexible scheduling to allow for one-on-one job
  • Rely on connections
  • Think outside immediate neighborhood!

Learning Environment/Space Issues
  • Difficult to reserve dedicated space- work with
    the Campus Dean, Scheduling Technician, and
    individual departments to locate and reserve
  • 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!
  • The post-secondary host site will provide a
    safe learning environment, appropriate
    accommodations for learning and partnership
    opportunities for the BCPS FALS programs.

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

Working with Families
Our families will be active partners in the
educational, vocational and transitional
components of the program.
  • Host family events! We do pot-luck dinners.
  • Make sure parents know what is going on- share
  • Help families walk through transition process

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

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

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

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

Partnering with the College
  • Scott Vratarich
  • Assistant Professor and Program Coordinator,
    Hospitality Management
  • Community College of Baltimore County

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

First Impressions
  • Unsure of students abilities to meet learning
  • Quickly realized that students had unique talents
    and abilities!
  • CORE staff was able to help modify materials and
    some students could audit

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

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.

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

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

What have been the challenges?
  • Monitoring and measuring learning
  • Getting administrative support for logistics
  • Alternative location
  • Alternative schedule

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
  • Communicate with the support staff to be
    proactive about any concerns

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
  • Create relationships!

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

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

Things to keep in mind..
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

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

  • 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
  • Share evaluation data with stakeholders

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The Promise of Postsecondary Education
  • Choosing to learn
  • Learning can be a lifelong option
  • Connecting learning to real life
  • Change perceptions (self and others)

  • Transition Services for Students with Significant
    Disabilities in College and Community Settings
    -Grigal, Neubert, Moon (2005)
  • Going to College - Getzel Wehman (2005)
  • http//


  • Through the Same Door Inclusion Includes College
  • http//
  • PSU
  • Life Link PSU DVD
  • http//
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