RSA Region V CRPRCEP Telelconference - PowerPoint PPT Presentation

Title: RSA Region V CRPRCEP Telelconference


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College and Beyond Options for Students with
Intellectual Disabilities

• RSA Region V CRP-RCEP Telelconference
• Tuesday, November 7, 2006
• Amy Dwyre, M. S.
• Senior Associate, TransCen, Inc.
• adwyre_at_transcen.org

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Growing Trend

• Currently 112 Community-Based Special Education
  Programs for students 18-21 (transitioncoalition.o
  rg)
• 58 are in postsecondary educational institutions
• Thinkcollege.net database lists 90 programs in 28
  states

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What is dual enrollment?

• For students typically aged 18-21 years old who
  are eligible for special education and related
  services under the Individuals with Disabilities
  Education Act (IDEA), are still enrolled in high
  school, but take college courses

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Dual Enrollment Models

• Mixed or Hybrid
• N45
• Substantially separate
• N29
• Individual Support
• N13
• Data from the Thinkcollege.net database

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Mixed Programs

• Most frequent model implemented by local school
  systems
• Serve students at community colleges,
  universities, community settings
• Students enroll in college classes, participate
  in campus activities, are employed in the
  community
• separate classroom/office space used for
  individual or small groups instruction

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Mixed programs

• Formal Agreements between postsecondary location
  and LSS
• Collaboration with adult state and local agencies
• Serve average 8-12 students
• Services ends when student leaves LSS
• LSS coordinates and funds services

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Student Activities Neubert, Moon, Grigal, 2004
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Issues

• Lack of coordinated planning
• Little outcome data
• Lack of other options/programs for students
• Lack of support in college and employment sites
• Low expectations
• Connecting experiences to real outcomes

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What are the overall goals of these programs?

• increased independence
• obtain paid employment
• participate in PSE
• increase mobility
• engage adult services
• improve social/communication skills
• improve self-determination skills
• develop friendships/recreation interests

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Who funds services programs?

• local school systems
• state or federal grants
• Private foundations
• Rehabilitation
• program host (e.g., college, community site)
• SSI funds used for students to audit college
  courses

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Who collaborates to support these options?

• Local school system
• College
• Community Site
• Business/employers
• Parents
• DORS/BRS/VR personnel
• DMR personnel
• DOL personnel
• Adult service providers

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Planning

• Visit/contact other sites
• Create advisory committee
• Determine/define student population
• Conduct a needs assessment
• Determine desired outcomes
• Determine locations and funding sources
• Deal with school system logistics

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Create and Convene Planning/Advisory Committee

• CBI Coordinators
• Transition Specialists
• Local adult service agencies
• Employers
• College personnel
• VR, DMR, DOL

• LSS Director of Special Education
• LSS Teachers
• LSS Principal(s)
• Parents
• Related services personnel
• staff/graduates of existing programs

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Determine Student Population

• Clearly define students to be served
• Skills
• Support needs
• Previous employment experience
• Age
• Programs attended
• Outcomes desired

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Needs Assessment

• Identify potential students and sending schools
• Review current services of students
• Identify community partnerships
• Determine need for service or program development
• Determine postsecondary environment best suited
  to meet needs
• Determine timelines and responsibilities

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Things to consider when reviewing current services

• Who are you trying to serve?
• How will the new services be different from what
  students are currently receiving?
• What setting is best equipped to meet students
  needs?
• What contacts and resources are already in place
  that can be used to serve students?

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Review Current Partnerships and Agreements

• Make a list of all current contacts in
• Local Businesses
• Adult Services
• Rehabilitation
• Developmental Disabilities
• College
• Determine if formal agreements exist or need to
  be created

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Outcomes of Needs Assessment

• Examination and clarification of student service
  needs
• Identify current and needed partnerships
• Identify changes that do not require development
  of new program
• Determine initial program goals

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Determine Location

• Contacts
• Availability
• Schedule
• Costs
• Office access
• Accessibility and Transportation
• Community Resources
• one location does not preclude the use of others

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Pros Cons of Community

• PROS
• Natural setting for students not going to
  college
• Access to employment and CBI sites
• Daily living or residential social activities
• Doesnt omit possible college connections

• CONS
• Lack of access to same age peers
• May lead to segregated experiences if not well
  planned
• Need for transportation

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Pros Cons of Community College

• PROS
• Open door policies
• Non traditional students
• Proximity
• Fellow graduates as peers
• Lower costs (tuition waived)

• CONS
• Transient student population
• Limited access to potential peer support
• Space is limited
• Attitudinal barriers

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Write Overview of Program

• Justification of need
• Distinctions from current educational services
• Description of students who would most benefit
• Measurable goals and objectives
• Proposed outcomes
• Proposed timeline

• Partners
• Behavioral expectations
• Description of costs and contributions
• Student Liability
• Staff/student ratio in classroom and community
• Program evaluation

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Referral or Admission Procedures

• Student Profile (may include)
• of years in High School
• SSI eligibility
• Age
• Work experience
• Interest and motivation
• IEP recommendation

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Program Goals will impact

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

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Possible Program Goal Areas

• Community access
• Improved self-determination skills
• College/adult education classes
• EMPLOYMENT

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Why 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.

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Transition Success EMPLOYMENT

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

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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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The Impact of EMPLOYMENT

• Referral criteria
• Students with job experience
• Students who WANT to work
• Families who want their child to work

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The Impact of EMPLOYMENT

• Incoming student data needs
• Work experience reviews
• Resume
• Description of support needs
• Career interest assessments
• Work skill assessments
• Transition plans with work goals

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The Impact of EMPLOYMENT

• Marketing of services
• Description of Employment as a major component
• Audiences In-school work programs, Employers,
  Adult Services

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The Impact of EMPLOYMENT

• Student schedules
• Career development activities (awareness,
  exploration, job search/ acquisition/maintenance)
• Assessment activities
• Staffing for support needs
• Classes based on career interests

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The Impact of EMPLOYMENT

• Location of instruction
• Campus career centers
• One-Stop career centers
• Community businesses
• Institutions of adult learning (colleges,
  training centers, community organizations)

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The Impact of EMPLOYMENT

• Outcome measures
• Job information type, hours, pay, support,
  benefits
• Are jobs related to training?
• Career advancement
• Job longevity
• Supports

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The Impact of EMPLOYMENT

• Budget
• Staffing (job developer, job coaches)
• Transportation training
• Career assessments/curricula

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Referral Issues

• Inform teachers about program and referral
  protocol
• Inform Parents and Students
• IEP meetings
• Brochures
• Transition nights
• Open houses
• Determine if application is needed

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Research new setting(s)

• Meet relevant personnel
• Learn the language of the setting
• Determine hierarchy and protocol
• Identify potential natural supports
• Identify services that can be used by students
• At colleges, get college catalog and schedule of
  classes.
• Read policies on admissions, behavior, tuition,
  and continuing education
• At employment/community setting determine code of
  conduct and expectations

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Transportation Issues

• Will the LSS provide transportation?
• Will students go directly from home to
  alternative site?
• What times will it be available?
• Will parents need to provide any transportation?
• Will students need to travel independently?
• Who will provide travel training?

• When will travel training occur?
• Will transportation be available for CBI?
• Will transportation be available for travel to
  employment?
• Must students going to paid job provide their own
  transportation?
• Can teachers transport students in their own
  vehicle?

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Funding and Agreements

• Identify needed expenditures (staff, Equipment,
  materials, space, tuition, transportation)
• Look for funding sources/partners (State
  departments, tuition, Foundations, DD councils,
  federal, fundraising, local businesses)
• Look for non-financial contributions (materials,
  space, equipment, phone, fax, copier)
• Write Memorandums of Understanding

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Local School System Logistics

• Graduation
• Record Keeping and Finance
• Administrative Issues
• Parent Permission/Waivers
• Free Reduced lunch
• Emergency Procedures
• Scheduling

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Types of Evaluation

• Outcomes
• Student and Family Satisfaction
• Satisfaction/Input from all stakeholders
• How to justify expansion (more students, more
  sites)
• Cost-benefit analysis
• Redefining teachers roles/schedules

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Evaluation Procedures

• Create forms/surveys/methods
• Determine schedule for each evaluation method
• Determine who will be responsible for each
  evaluation activity
• Review evaluation Data at least annually
• Revise/Expand program or services based upon data

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Evaluation

• Monitor staff activities and time usage
• Monitor satisfaction of all parties
• Collect student exit data
• Collect student outcome data
• Review all data annually to determine needed
  changes
• Share evaluation data with teachers, parents,
  adult service providers

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Words to the Wise

• Be patient, planning takes a great deal of time
• Create partnerships early in the process to get
  buy-in
• Clearly articulated goals will change outcomes
• Evaluation procedures must be part of daily
  operations or they never get done
• The more individualized the students schedules,
  the more likely it will work in real life

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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/

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Websites

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

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