*Jenny Rovel Jones, C-Tran Teacher

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Welcome!

• Jenny Rovel Jones, C-Tran Teacher Recent KU
  Masters Student
• Bill Stogsdill, a C-Tran Graduate Success Story

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Topics for Today!

• Basic Information about the Community Transition
  Program (C-Tran)
• Results of Graduate Project
• Creating and Implementing a Continuing Education
  Club
• A Student Success Story!

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Community Transition Program (C-TRAN)

• We provide community-based transition services,
  instruction, and activities individualized to
  meet the needs of young adults with mild to
  moderate disabilities ages 18-21.

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C-TRAN

• Is based from a duplex apartment in the Lawrence
  Community
• Currently has 12 students, 1 teacher, 1 social
  worker and 3 community coaches
• Helps to Connect Young Adults and their Families
  with Community Agencies
• Works closely with USD497s Work Experience
  Program

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C-Trans Main Goals Are

• To increase student independence
• To teach individualized life and social skills in
  the community
• To assist young adults in reaching their
  individualized transition goals
• To increase young adults self-determination and
  self-advocacy skills

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Channel 6 News Story
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How Has C-Tran Addressed Continuing Education?

• Through Individualized Clubs, Curriculum, and
  Activities
• Helping the Young Adult to Communicate and
  Coordinate with Continuing Education Agencies
• Gaining the Life Skills Needed for
  Post-Secondary Education Environments

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Students with Disabilities and Knowledge/Success
in Post-Secondary Education Environments

• Developing a 14-week Continuing Education Club
  Designed to Increase Student Knowledge and Success

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Why Did I Select this Project?

• Student and Parent Interest
• Increasing population of young adults with mild
  disabilities entering the program
• K-10 Connector makes JCCC options more realistic
  and accessible

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Why Did I Select this Project?

• To expand opportunities for young adults in the
  18-21 program in the Lawrence area
• To incorporate continuing education into my
  curriculum for young adults who were/are
  interested

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Why Did I Select This Project?

• To expand my curriculum into new areas of adult
  living
• To prepare for future needs
• Concurrent enrollment will eventually become a
  reality!

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Why Did I Select This Project?

• Young adults with disabilities can succeed in the
  post-secondary environment!
• Giving young adults the skills and training they
  need to be prepared for continuing education is
  important!

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Purpose of the Continuing Education Club (CEC)

• To provide more intensive training to my students
  who were interested in technical school,
  community college, or four year universities

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Main Features of the CEC

• 5 participants ages 18-21
• 3 males, 2 females
• 14 sessions (about 2 hours each)
• Met 1x per week on Tuesday mornings
• Some sessions at C-Tran
• Some sessions were community based instructional
  visits

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Main Features of the CEC

• Based on my review of the literature and the
  curriculum, I chose 10 main topics I wanted to
  cover
• 1. Differences Between College and High School
• 2. Independent Living in the Dorm or Apartment
• 3. Using Disability Resource Services
• 4. Entrance and Testing Requirements
• 5. Applications

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Main Features of the CEC

• 6. Self-Advocacy and Self-Determination Skills
• 7. Regularly Asking for Accommodations
• 8. Hands On Tours in Student Interest Areas
• 9. The Creation of a Continuing Education Plan
• 10. Completion of a Pre/Post Test Survey

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Main Features of the CEC

• Philosophy of Independence
• Opportunities for Student Choice
• Development of Problem-Solving
• Development of Self-Advocacy
• Least to Most Prompting Strategies

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Main Features of the CEC

• Ensure that the young adults were setting
  realistic goals
• Teaching vs. Coaching Roles
• Young adult takes responsibility for his or her
  own learning

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Pre-and Post-Test Survey

• 11 questions
• Likert-Type Scale
• 1 (Not Prepared), 5 (Very Prepared)
• Designed to test the knowledge, preparation and
  information gained during participation in the CEC

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Continuing Education Plan (CEP)

• Student I.E.P. and Testing
• Tools for Transition Worksheets
• Strengths, Needs, Accommodations, Plan
• Sample Application from Lawrence Workforce Center
• College Information
• Materials from Continuing Education Club
• Rubric

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Additional Information About Participants

• All 5 participants were C-Tran students during
  the 2006-07 school year
• Most/all participants had been involved with
  school district Work Experience Program and had
  been through a Career Development class in high
  school
• Individual student interest areas included
• Technical School CNA programs, auto, child
  care
• Cosmetology School nail technician
• 2 year/4 year College business, computers

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Additional Information About Participants

• VERY capable individuals
• memorize information quickly with a little bit
  of practice
• very verbal
• good writing or dictation skills
• 4th-10th grade reading levels
• had become independent w/ minimal supports

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Additional Information About Participants

• 2 young adults with mild PDD
• 2 young adults with mild/moderate cognitive
  disabilities
• 1 young adult with a learning disability/OHI

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Schedule Content for the CEC

• 1/9/2007
• Assessment and Planning Session
• 1/23/07
• Pre-Test, Continuing Ed. Basics
• 1/30/07
• Study Skills

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Schedule Content for the CEC

• 2/6/2007
• Trip to KAW Area Technical School
• 2/20/2007
• Trip to Johnson County Community College

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Schedule Content for the CEC

• 2/27/2007
• Visit to Zs Cosmetology
• Started Continuing Education Plans
• 3/6/2007
• Tour of Oliver Hall on KU Campus

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Schedule Content for the CEC

• 3/13/2007
• Tour of KU Disability Resources and Financial Aid
  Office
• 3/27/2007
• Self-Advocacy in the Post-Secondary Environment

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Schedule Content for the CEC

• 4/3/2007
• Additional Work on CEPs
• 4/10/2007
• Additional work on CEPs (1 hour)
• 4/24/2007
• Tour of KUs PRE 101 Class

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Schedule Content for the CEC

• 5/1/2007
• Post-Test Reflection Questions
• Completion of CEPs
• 5/8/2007
• Informal Discussion at Munchers Bakery

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Things that Worked

• 4 out of 5 students increased their post-test
  survey scores
• 4 out of 5 students completed a CEP for current
  or future use
• 4 out of 5 students were able to identify their
  continuing education goals verbally and in writing

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Things that Worked

• The young adults gained more knowledge and
  information in the areas of
• Understanding college academic expectations
• Differences between college and high school
• Asking for help accommodations
• Using Self-Advocacy Skills to be successful

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Things that Worked

• Good balance of structured teaching sessions,
  community based tours, and individual work on
  CEPs
• Opportunity for more academically challenging
  work that some of the other clubs

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Things Id Do Differently

• We needed more time!
• Year-long, not just a semester
• Additional planning time
• Competing schedules absences

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Things Id Do Differently

• Spend more time on the activities that scored
  lower on the post-test
• Could role-play the college application process
• Put more emphasis on time management
• Having the young adult actually contact college
  services by phone or email

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The CEC Continues

• Two 2nd year club members
• Met every other Thursday for 1 hour
• Teaching vs. Coaching
• 14 weeks
• Built from student input and results of Applied
  Project
• Based on student planning and choice

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The CEC Continues

• Activities Included
• Individual Research
• Office Skills Testing at Lawrence Workforce
  Center
• (typing, shorthand, 10 key, etc.)
• Taking Portions of ACT

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The CEC Continues.

• Making phone calls to disability resource offices
  at area schools to request information
• Taking Career Matchmaker Assessment
• Supplementing C.E.P.
• Taking a 2nd Year Survey
• Talking about what happens after C-Tran

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Both students who participated in C.E.C. TWICE
have started or are continuing with coursework
AFTER C-Tran!

• Student 1
• Met with CLEAR for an interview.
• Plans to start CLEAR classes Fall 2008.
• Knows that his main interest area is art/video
  game design
• Took a certification test to be a Game Leader
  at Hometown Games
• Student 2
• Did concurrent enrollment to take and pass a
  summer class at JCCC
• Got extensive computer training with Independence
  Inc.
• Took Microsoft Excel Certification exam this May
  at PCI
• Knows that interest areas include math,
  business/office, banking

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Thinking Outside the Club

• Other students not in the club addressing
  continuing education needs
• Starting in 2008, the state of Kansas says that
  Continuing Education has to be addressed as part
  of the Goal for the Students Future on their
  I.E.P.
• Getting Help from other Agencies to meet
  continuing education needs!!

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Thinking Outside the Club

• Student with own business
• Developed phone script for sales calls!
• Researched potential customers
• Detailed work on phone skills
• Office/filing job at CLO
• Office Events at Job Olympics
• Office Assistant Course at Ind. Inc.

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Thinking Outside the Club

• Student with Office Position
• Main goal is to have his own office!
• Hired by school district records office
• Office events at Job Olympics
• Office Assistant Course at Ind. Inc.
• Took and Passed Microsoft Word exam at PCI.

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Thinking Outside the Club

• Help from Other Agencies
• Independence Inc. Computer Learning Center
• Vocational Rehabilitation
• Certiport Testing Services
• Pinnacle Career Institute

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Plans for Year Three of the CEC!

• Seven new students next year!
• 6 out of the 7 have already identified
  Continuing Education as an interest
• Start over with some of the topics and tours
  from 2006-07
• Combined with student strengths, needs,
  preferences, and interests!

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Hooray!

• A Student Success Story
• Congratulations to Bill!

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• Answers to Your Burning Questions About C-Tran or
  the CEC

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Thanks for Coming Today!
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C-Tran Rocks!