2016-17 pa community of practice (cop) series strategies ......•highlight the key differences...
TRANSCRIPT
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October 26, 2016
The PowerPoint and handouts for today’s webinar can
be downloaded from the www.secondarytransition.org
website: under “Events” at the bottom of the page
Unlocking Potential: Promoting Strengths and Inspiring Success
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PA Community of Practice on Transition
The Pennsylvania Community on Transition is a
group of various stakeholders from across
Pennsylvania who work collaboratively to ensure
appropriate transition outcomes for Pennsylvania
youth and young adults.
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PaTTAN’s Mission
The mission of the Pennsylvania
Training and Technical Assistance
Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of
Special Education, and to build the
capacity of local educational agencies
to serve students who receive special
education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
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PA’s Secondary Transition Website
www.secondarytransition.org
Agenda
• Overview of Strategies for Higher Education Success
• Bob Berrian & Leah Zimmerman -The Pennsylvania State University
• Highlight of PA Programs to Assist with Post-Secondary School Success
• Sherri Landis - The D.R.E.A.M Partnership
• Dona Alvino - Project AACHIEVE
• Michael Stoehr, Everett Deibler – Project PAS/Pathfinder Curriculum
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Strategies for Higher Education Success
Bob Berrian & Leah ZimmermanThe Pennsylvania State University
October 26, 2016
Today’s Objectives…
• Highlight the key differences between high school and college for students with disabilities.
• Identify ways to help students with disabilities prepare for the transition to college.
• Determine action steps for students with disabilities to take to facilitate a smooth transition into college.
• Share resources related to transitioning students with disabilities.
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Setting the Stage…Nationally.
• Nearly 1 in 5 people have a disability in the U.S.
• Students with disabilities account for about 13% of the nation’s students in preschool through high school settings.
• 11% of undergraduate students reported having a disability.
• About 3.5% of all enrolled undergraduate students have identified themselves within their colleges or universities as students with disabilities.
• There is evidence that an increasing number of students with disabilities are entering college.
National Center for Education Statistics [NCES] (2010, 2016); U.S. Census Bureau (2012)
The Following Are Disability Types Identified by Undergraduate Students…
Learning Disability / Attention Deficit Hyperactivity Disorder
Psychological Disability
Temporary Disability
Physical Health Disorder
Traumatic Brain Injury / Neurological Disorder
Autism Spectrum Disorder
Visual Impairment
Mobility Impairment
Hearing Impairm
ent
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Setting the Stage…For College.
• Today’s students are entering a “knowledge economy.” This involves the pursuit of financial growth and social inclusion.
• The number of postsecondary degrees conferred has increasedover the last 10 years. From 1999-2000 academic year to 2009-2010 academic year, the percentage increases included:
• 50.4% for associate’s degrees;
• 33.3% for bachelor’s degrees;
• 49.6% for master’s degrees; and
• 33.5% for doctoral degrees.
Carnevale & Desrochers (2003); NCES (2012)
Setting the Stage…For College.
• The number of postsecondary degrees conferred is projected to increase from 2009-2010 to 2021-2022 by the following percentages:
• 21% for associate’s degrees;
• 21% for bachelor’s degrees;
• 34% for master’s degrees; and
• 24% for doctoral degrees.
NCES (2013)
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In 2014, individuals between the ages of 25 to 34 who earned bachelor’s degrees made…
43% more than associate’s degree
66% more than high school diploma
100% more than non-high school completers
NCES (2016)
The Reality Is…
• Postsecondary students with disabilities have higher rates of withdrawal and lower rates of degree completion compared to students without disabilities.
• Specific to 4-year institutions of higher education, students with disabilities obtain degrees 34% of time in comparison to 51% of students without disabilities.
Katsiyannis, Zhang, Landmark, & Reber (2009); Newman et al. (2011)
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Individuals with Disabilities
Education Act (IDEA)
Americans with Disabilities Act Amendments Act
(ADAAA) &
Rehabilitation Act (Section 504)
Factors Attributing to Reality…Changes in Legislation.
High School Versus College…Important Legislative Distinctions.
HIGH SCHOOL & IDEA COLLEGE & ADA / SECTION 504
Protects the rights of students with disabilities Protects the rights of students with disabilities
Provides academic accommodations based on individual needs
Provides academic accommodations based on individual needs
Is a special education entitlement law Is an antidiscrimination civil rights law
Covers students in public schools ages 3-21 or until regular high school diploma requirements are met
Covers students at all educational levels, including college, regardless of age
Has specific disability categories Has a broad definition of disability
School districts must identify and evaluate students with disabilities
Students must disclose disabilities and provide documentation supporting need for accommodations
Services include individually designed instruction, modifications, and accommodations
Reasonable academic adjustments provide equalaccess and participation
Student’s needs may be addressed by team of school personnel
No formal team of supports is provided, including no personal care or support personnel
Progress toward IEP goals is monitored and communicated to student’s parents or guardians
Students monitor their own progress and communicate their needs to instructors
Adapted from Wisconsin Department of Public Instruction (2012)
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Disability as Defined by Legislation…ADA & Section 504.
Anyone who has a
physical or mental impairment
which substantially limits
one or more
major life activities.
Significant restriction in
performing major life
activities in comparison to
most people.Functions include,
but are not limited to, seeing,
hearing, walking, speaking,
breathing, performing manual
tasks, learning, reading,
concentrating, thinking, &
working.
ADAAA & Section 504…Determining Disability-Related Need in College.
• Students are not entitled to the same level of academic support that they received in high school.
• Receipt of special education services, including receipt of IEPs, Section 504 plans, accommodations, and modifications, does not guarantee qualification for services in college.
• Eligibility is based upon having a substantial functional limitation and is not inclusion in a diagnostic category.
• Self-advocacy is the name of the game; students are responsible for seeking out and initiating disability services.
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High School Versus College…Determining Eligibility for Disability Services.
HIGH SCHOOL COLLEGE
The school is responsible for identifying
students having difficulties
Students must self-identify in order to
receive academic adjustments
The school arranges for an assessment or
evaluation of the student’s needs
Students must obtain and submit
appropriate documentation related to
their needs
Regulations may determine which
evaluations or assessments are
conducted
Each college can determine reasonable
documentation guidelines
High School Versus College…Determining Accommodations.
HIGH SCHOOL COLLEGE
IEPs are developed by a team that
includes the student, his or her parents,
teachers, and other school personnel
A disability service provider works with
the student and his or her
documentation to determine reasonable
academic adjustments
IEPs may or may not represent functional
limitation
Documentation must support each
request for an academic adjustment
based on specific functional limitation
IEPs are written for an entire school year
and include goals and progress
measures
Academic adjustments are determined
on a course-by-course and case-by-
case basis each semester to provide
access to education
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ADAAA & Section 504…Student Responsibilities.
• Must meet a college or university’s standard admissions requirements for all students.
• Must meet a college or university’s essential requirements for courses or programs either with or without reasonable accommodations.
• Must disclose their disabilities and initiate disability services.
• Must provide documentation related to substantial functional limitations in a major life activity to determine qualification for services.
• Must engage in self-regulated learning because they are not entitled to the same level of academic support that they may have received in high school.
ADAAA & Section 504…College & University Responsibilities.
• Must ensure equal access to services, programs, and activities to all persons regardless of whether or not they have a disability.
• Must provide auxiliary aids or services to persons with disabilities to provide equal opportunity (e.g., qualified interpreter, captioning, transcriptions, assistive listening devices, Brailled material, large print materials, audio recordings, qualified readers, modification of equipment, etc.).
• Must use interactive and deliberative process involving student to determine reasonable academic adjustments based on supporting documentation.
• Must cover the costs associated with providing accessibility unless doing so causes an undue burden.
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College & University Disability Services…Provision of Reasonable Accommodations.• Provide access to education by mitigating or reducing functional
impairments.
• Must be supported by documentation and determined on a course-by-course and case-by-case basis.
• Should not compromise a course’s essential requirements.
• Examples include:
• Extended time for exams and quizzes
• Note-taking assistance
• Accessible instructional media (e.g., books accessible formats, enlargement of course materials, etc.)
• Assistive technology (e.g., screen readers, text-to-speech software, Smart Pens)
• ALS interpreting / Captioning in-person or remote
• Priority registration
• Course substitutions
• Housing accommodations
High School Versus College…Important Accommodation Distinctions.
HIGH SCHOOL COLLEGE
Extended or unlimited time for exams 50-100% extended time on exams
Clarification or interpretation of exam
questions
Reader (individual) or assistive
technology to read tests without
interpretation
An aide in the classroom taking notes Use of a Livescribe Smart Pen
A reader for texts or books on tape Electronic textbooks
Course waivers or substitutions Course substitutions, not waivers (only of
non-essential courses)
Students may receive personal aids and
services (e.g., tutoring, paraprofessionals,
readers for study time)
Colleges are not required to provide
aids, devices, or services of a personal
nature (e.g., specialized tutoring, readers
for personal use or study time, etc.)
Educational programs may be modified
beyond providing accommodations
The essential requirements of a program
or course cannot be altered
https://www.youtube.com/watch?v=WMrv8GMvd18&feature=youtu.be
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High School Versus College…Important Self-Regulation Distinctions.
School-directed scheduling
•Self-directed scheduling
Teacher-driven studying
•Self-driven studying
Dependent living
• Independent living
https://www.youtube.com/watch?v=FSIkjNaICsg
High School Versus College…Moving toward Self-Directed Scheduling.
School-directed scheduling
•Self-directed scheduling
Students’ responsibility:
• To select courses
based on field of
study
• To attend class
• To obtain textbooks
and course
materials
• To monitor progress
toward graduation
requirements
To prepare, high school
students can:
• Set up class
schedules
• Be involved and
make choices in IEP
meetings
• Avoid temptation of
“retreating” to
lower-track classes
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High School Versus College…Moving toward Self-Driven Studying.
Teacher-driven studying
•Self-driven studying
Students’ responsibility:
• To follow course
syllabus
• To know due dates
• To study
independently
outside of class
• To initiate contact
with instructors when
needed
To prepare, high school
students can:
• Take a college
preparatory program
or course
• Start using a planner or
calendar to organize
activities and
academics
• Talk to school staff
about learning and
reading strategies
High School Versus College…Moving toward Independent Living.
Dependent living
• Independent living
Students’ responsibility:
• To manage time
• To manage money
and spending
• To get meals and
other essentials
• To practice healthy
living and hygiene
• To manage
medication
• To practice safety
• To integrate socially
To prepare, high school students can:
• Awaken independently using alarm
• Practice money management and budgeting
• Practice preparing
meals and shopping• Learn to independently
manage medication• Be aware of safety issues
in college
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The Reality Is…
• The first year of collegiate studies is associated with the highest risk of student departure.
• Failure to successfully transition to college leads to 1 in 3 first-year students’ withdrawals from higher education.
• It is ultimately a student’s integration into an institution’s academic and social systems that influences his or her overall retention.
Tinto (1993); U.S. News & World Report (2013)
Transitioning Students with Disabilities…Awareness of Pitfalls in College.
GRADUATION WITHDRAWAL
American College Health Association (2013); Tinto (1975)
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Working with Transitioning Students with Disabilities…Preparing for Success.
• Communicate to students applying to college that they must meet the college’s standard admissions requirements (e.g., SAT scores, language requirements) regardless of disability.
• Make students aware of accommodations available for college entrance examinations: http://www.ets.org/disabilities.
• Encourage students to take necessary courses will in high school: math, foreign languages, sciences, writing skills, etc.
• Assist students with exploring college environments that suit their needs (e.g., class sizes, campus size, rural versus city, temperature).
• Work with the students and their IEP teams to determine if updated testing would be beneficial prior to exiting high school.
• Discuss with students and their families that privacy laws in college prevent college staff from communicating with parents/guardians about students’ disabilities, services, or grades without permission from the students in writing.
Working with Transitioning Students with Disabilities…Preparing for Success.
• Discuss with students how they best learn and connect that to learning strategies and potential scheduling of courses.
• Role play with students how to talk to adults about their academic needs.
• Highlight use of accommodations that may be applicable in college.
• Provide an opportunity for students to talk to other students who are currently in college to allow them to learn from their experiences.
• Encourage students and their families to establish connections to medical care, both physical and emotional, local to their colleges.
• Connect students and their families with the Office of Vocational Rehabilitation (OVR), if appropriate.
• Inform students and their families of the Free Application for Federal Student Aid (FAFSA): http://www.fafsa.ed.gov/ and any scholarship opportunities.
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Working with Transitioning Students with Disabilities…Identifying Resources.
ON-CAMPUS RESOURCES OFF-CAMPUS RESOURCES
Disability Support Services Doctors/Specialists
Counseling Centers Mental Health Providers
University Learning Centers Tutoring Services
Student Support Services (e.g.,
academic advisors, peer groups)
Office of Vocational Rehabilitation
(OVR)
Student & Family Services
Offices of Student Conduct
Action Steps for Transitioning Students with Disabilities…Preparing for Success.
Know Legislative Differences
•Articulate some changes between high school and college.
•Explain how these changes may impact you.
Build Self-Awareness
•Describe your disability and how it impacts you.
•Don’t use your disability “label” if that makes you uncomfortable but be able to talk about your strengths and your needs.
Develop Self-
Advocacy
•Practice explaining what academic accommodations that you receive in high school.
•Describe how you benefit from your academic accommodations.
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Action Steps for Transitioning Students with Disabilities…Preparing for Success.
Initiate Services
Early
• Contact college disability services offices and inquire about establishing services and documentation guidelines.
• Arrange an appointment to determine disability services eligibility and start services prior to entering college.
Prepare for Eligibility
•Start a portfolio of documentation needed to get disability services in college.
•Schedule and complete evaluations to determine college disability services eligibility prior to exiting high school.
Engage in Campus Life
• Tour college campuses prior to starting classes.
• Attend new student orientations offered by colleges.
• Investigate college organizations, activities, and clubs offered to students.
Resources…About Collegiate Options.• College Search (select “Support Services” tab):
https://bigfuture.collegeboard.org/college-search
• Assists students with college selection based on a selection of filters, including disability support services.
• Disabilities, Opportunities, Internetworking, and Technology (DO-IT): http://www.washington.edu/doit/
• Provides resources for students with disabilities who are transitioning from high school to college or a 2-year college to a 4-year college.
• HEATH Resource Center at the National Youth Transitions Center: http://heath.gwu.edu/collegeuniversity-information-and-disability-support-services
• Offers information specific to colleges and disability support services.
• Think College: http://www.thinkcollege.net/
• Provides college options for students with intellectual disabilities.
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Resources…To Help Prepare.• EducationPlanner:
http://www.educationplanner.org/students/index.shtml
• Provides practical advice for finding an educational path.
• ETS: http://www.ets.org/disabilities
• Provides information on how to request accommodations for taking an ETS test (i.e., SATs).
• Federal Student Aid: https://fafsa.ed.gov/
• Offers a free application for Federal Student Aid.
Resources…About Transition Services.• HEATH Resource Center at the National Youth Transitions Center:
http://heath.gwu.edu/
• Serves as a national clearinghouse on postsecondary education for students with disabilities.
• National Secondary Transition Technical Assistance Center: http://nsttac.org/
• Provides resources related to preparing students with disabilities for college and other postsecondary options.
• Pepnet 2: http://www.pepnet.org/
• Provides resources related to improving postsecondary outcomes for students who are deaf or hard of hearing.
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Resources…About Study Skills & Time Management.
• Berkeley Student Learning Center: http://slc.berkeley.edu/study-and-success-strategies
• Provides strategies for studying and academic success.
• Cornell University Learning Strategies Center http://lsc.cornell.edu/study-skills/read-about/#time
• Contains information on tools for effective time management, reading, learning, studying, testing, and stress management.
• Research Project Calculator (Penn State University Libraries): https://libraries.psu.edu/services/research-help/research-project-calculator
• Provides step-by-step navigation to complete a research project based on its due date.
• Study Guides and Strategies: http://www.studygs.net/
• Houses resources related to study skills, time management, project management, self-motivation, and problem-solving/decision-making.
Resources…About Study Skills & Time Management.
• Khan Academy: http://www.khanacademy.org
• Provides tutoring in a variety of subjects and supports students, parents, and teachers.
• Study Stack: https://www.studystack.com
• Contains access to free flashcards shared by students and teachers to use when studying.
• WolframAlpha: https://www.wolframalpha.com
• Serves as a “knowledge engine” with access to information on varied subject matters.
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Resources…About Disability Legislation.• Students with Disabilities Preparing for Postsecondary Education:
http://www2.ed.gov/about/offices/list/ocr/transition.html
• Explains the rights and responsibilities of students with disabilities who are preparing to attend college.
• ADA Q & A: Section 504 & Postsecondary Education: http://www.pacer.org/publications/adaqa/504.asp
• Provides the most commonly asked questions regarding the ADA and colleges and universities.
• Auxiliary Aids and Services for Postsecondary Students with Disabilities: http://www2.ed.gov/about/offices/list/ocr/docs/auxaids.html
• Offers specifics on the provision of auxiliary aids and services to college students with disabilities.
Contact Information…
Bob Berrian, M.Ed.
The Pennsylvania State University
Student Disability Resources
116 Boucke Building
University Park, PA 16802
(814) 863-1807
Leah Zimmerman, Ed.D., C.V.E.
The Pennsylvania State University
Student Disability Resources
116 Boucke Building
University Park, PA 16802
(814) 863-1807
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The D.R.E.A.M. Partnership
Sherri Landis
The DREAM Partnership
The D.R.E.A.M. Partnership was formed by parents and
professionals in Central Pennsylvania with the mission of creating
inclusive postsecondary programs, for students with intellectual
disabilities, that lead to competitive employment. The D.R.E.A.M.
Partnership became a subsidiary of UCP of Central Pennsylvania.
In 2014, through a competitive grant process, the DREAM
Partnership was awarded the Pennsylvania Department of Labor,
Office of Vocational Rehabilitation ACES (Access College Equals
Success) Grant.
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The DREAM Partnership, through the funding of OVR’s ACES grant has funded five programs at
Universities in Pennsylvania to develop inclusive postsecondary education opportunities for
students with intellectual disabilities.
In addition to the DREAM Partnership/ACES Project universities, other colleges and
universities are offering postsecondary education opportunities.
Arcadia University – Raising Expectations for Academic
Learning (REAL) certificate
2-year course of studies for students with intellectual
disability and/or autism
Participation in a minimum of 1 undergraduate course per
semester (auditing)
Range of vocational and social experiences individually
planned for each student
Approximately 4-6 students beginning the program per
academic year
(undergraduate Supports provided by volunteer peer mentors
students)
Non-residential
Comprehensive Transition Program
For more information:
www.arcadia.edu/academics/programs/real-certificate
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Mercyhurst Northeast Campus-OASIS Program
Oasis is a 1-year or 2 year program for adults (18+) with documented
intellectual and/or developmental disabilities
Certificate areas: Culinary Arts, Hospitality, Early Childhood
Education, Business Administration
Enrolled students attend existing college courses alongside
traditional Mercyhurst students who are pursuing similar vocational
interests
Students are supported by a note-taker and/or peer mentor in their
traditional courses
Students are expected to engage in the coursework, complete
adapted assignments, and try their best
Mercyhurst OAISIS Program
Residential living.
Graduate Assistant living on campus to support residential
On-call staff support
Training to Residence Life staff
Social activities
Students who are unsure of which certificate path to peruse
can now enroll in the two year program starting in the fall of
2016
Students will be enrolled in basic core classes
ComputerApplications
Basic Mathematics
Critical Writing and Research
MUNE Experience
Intro to Hospitality
Tutorial/Job Shadowing
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Mercyhurst OAISIS Program Students will be required to job shadow at an organization that falls
under each certificate three hours per week for three weeks for
each certificate path
Payment Options
Waiver Funding - Pending
CTP – Federal Financial Aid
Scholarships -Mercyhurst
$2000 scholarships available through grant
Needs-based
Scholarships –Outside Programs (Rudy’s Rainbow,
O’Neill Tabani Enrichment Fund)
OVR support
Private Pay
For more information:
www. northeast.mercyhurst.edu/academics/academic-
programs/oasis-program
Penn State Harrisburg – Career Studies Inclusive Post-
Secondary Education Program
The current Career Studies program is designed as a one-to two year
program depending on the individual student’s interests and the
time needed to progress through the program.
Individuals with intellectual disabilities, ages 18-25, are eligible to
apply to the program.
Applicants who have not yet graduated from high school may enroll
through their school district, charter school or cyber charter
school.
Applicants who have graduated from high school are also eligible to
apply.
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Penn State Harrisburg – Career Studies Inclusive Post-
Secondary Education Program
The goal of the program is competitive employment through a
series of campus and work experiences that identify the student’s
strengths and preferences, develop self-confidence, self-
determination and other life transition skills.
Academic and social support is provided by peer mentors.
A job coach/employment specialist provides vocational support.
Students will be engaged in academic courses, Customer Relations
and Life Transitions coursework, campus activities, and vocational
field trips for 20 – 30 hours per week.
The program follows Penn State’s academic calendar.
Penn State Harrisburg – Career Studies
Inclusive Post-Secondary Education Program
Students can earn a Customer Relations Certificate from
Penn State through completion of Customer Relations
coursework and career exploration activities.
Students will have the opportunity to take the nationally
recognized Customer Service and Sales Certification
exam from the National Retail Foundation.
Students can earn a Career Studies Certificate upon
completion of the two year program that includes
academic coursework and career exploration.
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Penn State Harrisburg – Career Studies Inclusive Post-
Secondary Education Program
Career Studies students will enroll in at least one freshman level
academic course as a non-credit student each semester. Course selection
will be based on student interest, schedule, and course availability.
Students will select the course(s) after acceptance into the program.
Penn State Harrisburg academic course tuition fees apply.
For more information: www.harrisburg.psu.edu/career-studies-program
Two-year postsecondary education program for
students with intellectual and other
developmental disabilities.
Students will enroll (audit) for 1 to 3 classes per
semester for four consecutive semesters in fully-
inclusive academic classes and social activities.
The program is open to high-school dual-enrolled
and postsecondary students.
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The TAP Program includes an independent
living/education component, vocational
training, physical activity, and nutrition
activities.
Graduate and undergraduate students
serve as case managers and one-on-one
mentors for each student.
Campus and community-based
experiences.
Classes and job-training are catered to the
student’s interests and needs.
Support services for education, job-training
(on and off-campus),independent living, and
health promotion (physical activity and
nutrition) are provided by career coaches.
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Currently a two year certificate program of the
Institute on Disabilities designed to give an authentic
college experience for students with intellectual
disabilities on Temple University’s main campus.
Beginning in Fall 2017 the program will transform to
a four year certificate program to give students
more academic, career, campus and community
experiences of their choosing.
Temple University’s Academy for Adult
Learning
AAL Students:
Attend classes and explore career options based on
their interests and goals;
Participate in the wide variety of activities
available to all Temple Students;
Are matched with a student mentor who support
the person in accessing Temple University’s many
resources.
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AAL offers an authentic learning experience where
students :
Determine and direct the support they need;
Select their own Temple University classes
according to their interests;
Enroll in a weekly seminar focusing on college life
in addition to their academic courses.
Contact Information
DREAM Partnership – Sherri Landis – [email protected]
www.dreampartnership.org
Arcadia University – Jessica Mattis [email protected]
www.arcadia.edu/academics/programs/real-certificate
Mercyhurst University – James Conroy [email protected]
www. northeast.mercyhurst.edu/academics/academic-
programs/oasis-program
Penn State Harrisburg – Dr. Linda Rhen [email protected]
www.harrisburg.psu.edu/career-studies-program
Slippery Rock University – Dr. Robert Arnhold [email protected]
Temple University AAL – Kathy Miller [email protected]
www.disabilities.temple.edu/programs/inclusive/aal.shtml
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Other Transition/Postsecondary Options in Pennsylvania:
East Stroudsburg University of Pennsylvania: Career, Independent Living and Learning
http://www.esu.edu/cillsDominico Cavaiuolo - [email protected]
Duquesne University: St. Anthony School Programs Post Secondary Program http://stanthonykids.org
Lehigh Carbon Community College: SEED, Success, Engagement, Education, Determination
www.lccc.edu/student-experience/disability-services/seed-programMichelle [email protected]
Millersville University: Career and Life Studieshttp://www.millersville.edu/careerlifestudies/
Penn State University: LifeLink PSU: Sharon Salter, Ph.D. - [email protected]
Saint Vincent College: Bearcat [email protected]
Dr. Philip Kanfush - [email protected]
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Project AACHIEVEAn Autism, College and High School Integration, for Educational and Vocational Excellence
PDE/PASSHE Partnership
Dona Alvino- The Pennsylvania Training and Technical Assistance Network
Research…CBS News Money Watch 4/13
According to a study by ACT, 89% of high school teachers believe that their students are “well” or “very well” prepared for freshman-level work. By contrast, only 26% of college faculty members think students are ready.
College Autism Spectrum 2016 Do not use without permission
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18% need daily reminders to wake in the morning, maintain
hygiene, and/or manage required medications.
69% and 76% need reminders and prompts to begin or
complete homework at least some of the time, with 17% needing reminders most of the time
79% require some level of parental monitoring to ensure
reasonable computer use.
25% to 32% rarely seek out help or ask for clarification
when they don’t understand something.
College Autism Spectrum 2016 Do not use without permission
Factors for College Success
• 1. Resilience
• 2. Social Communication/Interaction
• 3. Executive Function
• 4. Self Regulation
• 5. Academic Ability
• (Thierfeld Brown 2013)
CollegeAutismSpectrum @2014 DO NOT REPRODUCE
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Major Skills Needed by Beginning College Students
• Classroom Preparation Study habits & other academic skills Prepared for class, TIMELINESSOrganized Understands classroom etiquette
Adapted from Technology for Transition: College Planning SUNY at Buffalo
College Autism Spectrum 2013 Do Not Reproduce
Major Skills Needed by Beginning College Students
• Social Skills Interacting appropriately (teachers, staff, students Interacting in social situations Dealing with criticism, feedback or rejection Peer pressure (drugs, drinking, dating)
Adapted from Technology for Transition: College Planning SUNY at Buffalo
College Autism Spectrum 2013 Do Not Reproduce
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Major Skills Needed by Beginning College Students
• Independent Living SkillsStructuring environmentUse of leisure time Knows and articulates medical needs Basic ADLs (transportation, cooking, laundry, etc.)
Adapted from Technology for Transition: College Planning SUNY at Buffalo
College Autism Spectrum 2013 Do Not Reproduce
Response to Research…Autism Support Initiative for Success
• PDE/BSE and PASSHE Partnership • Edinboro University• Indiana University of Pennsylvania• Kutztown University • West Chester University
• Focus of partnership addresses areas of:• Communication• Problem solving• Self-advocacy• Initiation• Daily living skills • Time Management• Executive Functioning Skills
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PASSHE Programs
• Edinboro University
• Indiana University of Pennsylvania
• Kutztown University
• West Chester University
One Campus’ Success Story
Student
• Computer Science Major who came to us on academic probation. He had a GPA of (Fall 2015-1.0; cumulative 1.81).
• After participating in our program in Spring 2016, he brought his GPA up and was off of academic probation (Spring 2016-2.64; cumulative 2.03)
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Response to Research…Project AACHIEVE
• Focus on supporting college bound high school students with high functioning autism as they transition into college
• Focused work with high school students beginning at 9th grade (14 yrs.)
• Schools required to identify teams
• Provide summer programs for additional experiential instruction
Accepted High Schools
• West • Norwin School District
• 5 students (1/9th; 1/10th; 1/11th;2/12th)• Blairsville-Saltsburg School District
• 5 students (1/9th;1/10th;3/11th)
• Central• Tamaqua School District
• 3 students (1/9th; 1/11th; 1/12th)
• East • West Chester School District
• 4 students (3/9th; 1/11th)
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Kick Off Trainings!
• PaTTAN Pittsburgh – October 21, 2016 (9a-1:30p)• Norwin School District Team• Edinboro and Indiana Universities• Regional OVR Representative• Regional PaTTAN Staff
• PaTTAN Harrisburg – October 27, 2016 (9a-1:30p)• Tamaqua School District Team• Kutztown University• Regional OVR Representative• Regional PaTTAN Staff
• PaTTAN East – October 28, 2016 (9a-1:30p)• West Chester School District team• West Chester University• Regional OVR Representative• Regional PaTTAN Staff
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Pathfinder Curriculum
PROMOTING ACADEMIC SUCCESS
PASMichael Stoehr- The Pennsylvania Training and Technical Assistance Network
Everett Deibler - Lehigh Valley Center For Independent Living (LVCIL)
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The Partners
High School
OVRCommunity
College
WHY PAS?
• PAS was created to provide students with
disabilities the opportunity to acquire transition skills
while attending a one (1) credit course at a
community college.
• PAS provides exposure to college life and
strategies for becoming a successful student.
• Coping skills and strategies to prepare the student
for a positive college experience are emphasized
and practiced in a classroom setting
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WHO?
• Who should be referred?
– Students with cognitive disabilities (SLD, ADHD, ADD and Autism)
• Who is responsible for making the referral?
• OVR counselors, high school transition coordinators, college disability service coordinators and parents.
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How?
• The school district must be willing to release the student from class.
• The parents must sign a permission slip and complete a dual enrollment form.
• The student must be eligible for OVR services.
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When?
• Junior or senior year (preferably Senior year)
• October or March (depending on when the course is available)
• Course availability is driven by
1. The academic school year
2. OVR Transition Policy
3. College’s availability to provide an instructor and classroom
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Benefits
BENEFITS?
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The College Perspective
• Students are better prepared to complete their college degree.
• Increased enrollment at the Community College.
• Diverse population served.
• Provides quality, trained workers for local employers.
• Works with community partners to create low cost training
options
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The OVR Perspective
• Cost effective way for students to “try out”
college before college graduation.
• Community colleges are seen as viable
options for post secondary training.
• Transportation is provided by the school
district.
• Student becomes familiar with supportive
services available at the college.
• The evolving role of the OVR counselor is
more defined to the student and parent.
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The High School Perspective
• A student that may not be successful in high school
is exposed to an alternative academic setting.
• Students and parents recognize the difference
between entitlement and eligibility.
• The student is better prepared to make career
decisions before high school graduation.
• The school district has developed a transition plan
with a community agency.
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The Student Perspective
• Small class size in the PAS program.
• Able to earn a college credit.
• College experience during high
school on a college campus.
• Better understanding of what will be needed to succeed in college.
• Exposure to students from other high schools.
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Responsibilities
OVR:Eligibility determination
Tuition, fees, and books
School District:Transportation
Permission for student to be out of school
Community College:Instructor and classroom for the course
Dual Enrollment forms
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OVR Promoting Academic Success sites
Academic year 2015-2016
DuBois District Office
A. Penn State University
1.DuBois Campus
Erie District OfficeA. Penn State University
1. Erie, The Beyrend College Campus
B. Jamestown Community College
1.Warren Campus
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Harrisburg District OfficeA. Harrisburg Area Community College
1.Harrisburg Campus
2.Lebanon Campus
Johnstown District OfficeA. Westmoreland County Community College
1. Indiana Campus
2. Youngwood College
B. Allegheny Community College of Maryland
1.Somerset County Campus
C. Penn Highlands Community College
1.Ebensburg Campus
2.Richland Campus
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Pittsburgh District OfficeA. Community College of Allegheny County
1. Allegheny Campus (summer only)
2. Boyce Campus
3. North Campus
4. South Campus
5. West Campus
Washington District OfficeA. Community College of Allegheny County
1.Washington County Center
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Williamsport District OfficeA. Penn College of Technology
1.Main Campus
York District OfficeA. Harrisburg Area Community College
1. Gettysburg Campus
2. Lancaster Campus
3. York Campus
2016 Number of Participants
• Erie
• Harrisburg
• Johnstown
• New Castle
• Pittsburgh
• Washington
• Williamsport
• York
Total
• 20
• 29
• 81
• 1
• 92
• 16
• 11
• 39
28994
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The Pathfinder Curriculum
2016
Collaboration Between OVR and The George Washington University
• The updated PAS curriculum was updated by graduate students who were enrolled in the School Education and Human Development at George Washington University.
• OVR reached out to GWU to try and connect with students who had curriculum development experience.
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Structure of the Curriculum
• 10 modules
• Each module has:
• A module overview
• Detailed lesson plan• PowerPoints• Module specific activities and materials
Overview of the Modules
• Module 1. Life after High School
• Lesson 1.1. Overview. What is Project PAS
• Lesson 1. 2. Career planning
• Module 2. Got a Plan
• Lesson 2.1. Goal setting and problem solving
• Lesson 2.2. Effective communication skills
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Modules 3 and 4
• Module 3. Let’s Make a Deal
• Lesson 3.1. How to select a post-secondary option
• Module 4. Survival First-Aid Kit
• Lesson 4.1. Independent living skills
• Lesson 4.2. Social skills, boundaries, and peer interaction
Module 5 and 6
• Module 5. I Got the Power
• Lesson 5.1. History, laws, entitlement vs. eligibility, overview of accommodations
• Lesson 5.2. Self-awareness
• Module 6. Tech-Wiz
• Lesson 6.1. Technology Survival Kit
• Lesson 6.2. Technology and Accommodations
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Module 7 and 8
• Module 7. Team Me
• Lesson 7.1. Disability supports in post-secondary education
• Lesson 7.2. Self-Advocacy and disability disclosure
• Module 8. A New World
• Lesson 8.1. Scheduling/managing your own time, course structure, course size,
text books, grades, testing, academic integrity
• Lesson 8.2. Expectations of interacting with your academic advisor and professors
Module 9 and 10
• Module 9. Got Skills
• Lesson 9.1. Taking notes, study skills, and coursework completion
• Assignment 9.
• Module 10. Show Me What You Got
• Final Project
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Contact information
Everett Deibler, Transition Services Program Manager
Lehigh Valley Center For Independent Living (LVCIL)
610-770-9781 x137 - [email protected]
Patricia Vasco, OVR Central Region Transition Specialist
717-346-3202 - [email protected]
Lynn Zale, OVR Eastern Region Transition Specialist
610-322-4794 - [email protected]
Amy Engbarth, Western Regional Transition Specialist
412-209-4524 - [email protected]
2016-17 – COP Webinar Series
• November 22, 2016 (9:00 am - 11:00 am) - Career Pathways
• December 7, 2016 - (9:00 am – 11:00 am) - Models for Secondary Transition Success
• January 11, 2017 – (9:00 am – 11:00 am) - Alignment of Accommodations & Supports
• February 8, 2017 – (2:00 pm – 4:00 pm) - Pre-Employment Transition Services (PETS)
• March 16, 2017 – (2:00 pm – 4:00 pm) - Career Preparation and Work-Based Learning
• April 26, 2017 – (2:00 pm – 4:00 pm) - Youth Development and Youth Leadership
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Thank you for joining us on today’s
webinar.
Please join us for the remaining webinar
sessions in this series
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Contact Information www.pattan.net
Michael Stoehr
412-826-6864