ACT NowACT NowAchieving College Transitions Achieving College Transitions

Now: Now: Education and Collaboration for Education and Collaboration for

Effective TransitionsEffective Transitions

Leigh Cundari, ACT Now Program CoordinatorLeigh Cundari, ACT Now Program Coordinator

Northampton Community CollegeNorthampton Community College

April 7, 2008April 7, 2008

Funded by FIPSE Funded by FIPSE

Fund for the Improvement of Post Secondary EducationFund for the Improvement of Post Secondary Education

The NeedThe Need

Significant increase in number of students Significant increase in number of students with disabilities enrolled in post secondary with disabilities enrolled in post secondary educationeducation

These students more likely to have difficulty These students more likely to have difficulty with transition to college and be less with transition to college and be less academically preparedacademically prepared

Many fall behind their counterparts without Many fall behind their counterparts without disabilities in preparation for collegedisabilities in preparation for college

Students, parents and secondary Students, parents and secondary educators are unaware of…educators are unaware of…

Need to self identify and present Need to self identify and present current documentation of disabilitycurrent documentation of disability

Need for self advocacyNeed for self advocacy

Need to request reasonable Need to request reasonable accommodationsaccommodations

Academic rigors of collegeAcademic rigors of college

Targeted ConceptsTargeted Concepts

Self-identification process Self-identification process

Documentation of disabilityDocumentation of disability

Self-advocacySelf-advocacy

Utilization of college Utilization of college resourcesresources

Reasonable accommodationsReasonable accommodations

EVOLUTION OF ACT NowEVOLUTION OF ACT Now

Transition ExpoTransition Expo

Transition Evening Expo Evening Expo

ACT Now - Achieving College Transitions ACT Now - Achieving College Transitions NowNow

Fund for the Improvement of Post Fund for the Improvement of Post Secondary Education (FIPSE)Secondary Education (FIPSE)

The Partners…The Partners…

Northampton Community CollegeNorthampton Community College

Bethlehem Area School DistrictBethlehem Area School District

Colonial Intermediate Unit 20Colonial Intermediate Unit 20

Association on Higher Education And Association on Higher Education And Disabilities (AHEAD)Disabilities (AHEAD)

Transition Skills Development Transition Skills Development Team (TSDT)Team (TSDT)

Northampton Community CollegeNorthampton Community College Project DirectorProject Director

Program Coordinators Program Coordinators

Bethlehem Area School DistrictBethlehem Area School District Supervisor of Special Education Supervisor of Special Education

Special Education teachers and counselors Special Education teachers and counselors

Parent and student representativesParent and student representatives

IU 20 Transition CoordinatorsIU 20 Transition Coordinators

TSDT GoalsTSDT Goals

Build and sustain a collaborative link between secondary and post secondary partners

Advance the educational preparation of Advance the educational preparation of our three target populationsour three target populations

• Secondary educators and administratorsSecondary educators and administrators• Parents of students with disabilitiesParents of students with disabilities• Students with disabilitiesStudents with disabilities

TSDT DetailsTSDT Details

Team met quarterly Team met quarterly

Facilitated access to target populationsFacilitated access to target populations

Served as sounding board for module Served as sounding board for module development and delivery of instructiondevelopment and delivery of instruction

Guaranteed “buy-in” from partners Guaranteed “buy-in” from partners

Diversity of partners allowed for broad Diversity of partners allowed for broad perspective for curriculum initiativesperspective for curriculum initiatives

The ACT Now ModulesThe ACT Now Modules

Interactive student activitiesInteractive student activities

Flexible delivery; multiple formatsFlexible delivery; multiple formats

Presentation ready via power point, Presentation ready via power point, overheads and activity masters overheads and activity masters

Presenter script included for all Presenter script included for all presentationspresentations

Assessment surveys and activitiesAssessment surveys and activities

Secondary Staff Module Secondary Staff Module Parent Module Parent Module

Differences between IDEA 2004 and ADA, Differences between IDEA 2004 and ADA, services, and accommodationsservices, and accommodations

Changing roles and responsibilitiesChanging roles and responsibilities

Documentation of disability and self-Documentation of disability and self-advocacy advocacy

Expectations and realities of the college Expectations and realities of the college environmentenvironment

Essential Student SkillsEssential Student Skills

ACT Now Project OutcomesACT Now Project Outcomes

Secondary StaffSecondary Staff 90-95% felt somewhat to very well prepared after90-95% felt somewhat to very well prepared after participationparticipation

ParentsParents 100% rated content, timing, clarity and 100% rated content, timing, clarity and usefulness of materials as above average tousefulness of materials as above average to excellentexcellent

100% stated they would recommend this workshop 100% stated they would recommend this workshop to other parentsto other parents

Project Outcomes: Secondary Project Outcomes: Secondary Staff and Parent CommentsStaff and Parent Comments

““This is a gift to all of us.” (parent)This is a gift to all of us.” (parent)

““High schools and colleges need better High schools and colleges need better communication. This was a great start. communication. This was a great start. Thank you!” (educator) Thank you!” (educator)

Student CurriculumStudent Curriculum

Six modulesSix modules Student WorkbookStudent Workbook Small group and individual activitiesSmall group and individual activities Core ActivitiesCore Activities Supplemental ActivitiesSupplemental Activities

Student Curriculum: Module 1Student Curriculum: Module 1

Transition Planning – What is That Anyway?

Why Are You Here? Student SurveyPrepare for Life After High SchoolWhat is My Disability?Your Role in the Transition

Why Are You Here? Student SurveyWhy Are You Here? Student SurveyCollege experiences can be challenging for students with disabilities. Students must “know” and “do” a number of things to be successful in college. Put an X in the box that describes “you” for each statement.

Yes Maybe I am not sure

No

1. I can discuss my disability.

2. I can discuss how my disability affects my academic performance.

3. I can ask my high school teachers for accommodations when I need them.

4. I know how to participate in my IEP/504 meeting and transition plan.

5. I know how to discuss my disability and my academic needs with disability services staff at the college level.

6. I know what documentation I need to provide to receive accommodations at the college level.

7. I know what accommodations are available for me in college.

Student Curriculum: Module 2Student Curriculum: Module 2

Who Are You? Knowing your Strengths and Weaknesses

High School and YouCollege and YouIndividual AppointmentA Different Viewpoint

College…College…InstructorsInstructors

High School High School College College

1.1. Teachers have been Teachers have been trained in teaching trained in teaching methodsmethods

2.2. Teachers focus on Teachers focus on textbook materialtextbook material

3.3. Often write information Often write information on board or overhead on board or overhead to be copied for notesto be copied for notes

1.1. Professors are often Professors are often “experts” in their field but “experts” in their field but may not be trained as may not be trained as teachersteachers

2.2. Lectures may not directly Lectures may not directly follow information in the follow information in the textbooktextbook

3.3. May lecture nonstop; May lecture nonstop; students notes must be students notes must be independently taken from independently taken from lecturelecture

……and youand youRate your “skills for success”Rate your “skills for success”

I am able to I am able to effectively learn in effectively learn in class regardless of class regardless of how the teacher how the teacher presents information.presents information.

I have some trouble I have some trouble learning in class learning in class depending on how depending on how the teacher presents the teacher presents information.information.

I have a lot of I have a lot of trouble learning in trouble learning in class because of how class because of how the teacher presents the teacher presents information.information.

I am able to learn I am able to learn textbook material textbook material without a teacher’s without a teacher’s explanation.explanation.

I have trouble I have trouble learning textbook learning textbook material without a material without a teacher’s explanation.teacher’s explanation.

I am unable to learn I am unable to learn textbook material textbook material without a teacher’s without a teacher’s explanation.explanation.

I am able to take I am able to take good notes in my good notes in my classes.classes.

I am able to take I am able to take “ok” notes in my “ok” notes in my classes.classes.

I am unable to take I am unable to take good notes in my good notes in my classes.classes.

A B C

Student Curriculum: Module 3Student Curriculum: Module 3

You and College: You Mean I Have To Do It?

Whose Job is it Anyway?Communication PreferencesWhat is Self Advocacy?

Student Curriculum: Module 4Student Curriculum: Module 4

What Do I Do Now? Self Identification & DocumentationWhat Do I Do Now? Self Identification & Documentation

Why the Change? The Laws SimplifiedWhy the Change? The Laws Simplified Determining Eligibility for AccommodationsDetermining Eligibility for Accommodations Documentation SimplifiedDocumentation Simplified Does This Documentation Make the Grade? Be a Does This Documentation Make the Grade? Be a

Documentation DetectiveDocumentation Detective Does MY Documentation Make the Grade?Does MY Documentation Make the Grade? Individual AppointmentIndividual AppointmentResearching College WebsitesResearching College WebsitesCollege Screening ToolCollege Screening ToolWho’s Responsible?Who’s Responsible?

Documentation Guidelines Documentation Guidelines Attention Deficit Hyperactivity DisorderAttention Deficit Hyperactivity Disorder

1. A clearly stated diagnosis of ADHD, date of diagnosis and last 1. A clearly stated diagnosis of ADHD, date of diagnosis and last contact with studentcontact with student

2. A description of current symptoms, including evidence of 2. A description of current symptoms, including evidence of ongoing behavior that significantly impairs academic ongoing behavior that significantly impairs academic functioning over timefunctioning over time

3. Clinical instruments and procedures used to determine the 3. Clinical instruments and procedures used to determine the diagnosisdiagnosis

Qualified Professionals to Diagnose ADHD includeQualified Professionals to Diagnose ADHD include• PsychiatristPsychiatrist• NeurologistNeurologist• Licensed psychologistLicensed psychologist• Relevantly trained physicianRelevantly trained physician

Criteria Yes No

1. Is my documentation current? (within the last 3 years)

2. Is my documentation prepared by a qualified professional?

3. Does my documentation clearly state what my disability is?

4. Does my documentation include results of current testing and a discussion of the results?

5. Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning?

6. Is my documentation typed and on letterhead?

7. Is my documentation signed by the professional?

Does MY Documentation Make the Grade?Does MY Documentation Make the Grade?

Individual Appointment WorksheetIndividual Appointment Worksheet

I would like to talk about some of these things with my teacher, I would like to talk about some of these things with my teacher, counselor or special education case manager…counselor or special education case manager…

gathering my documentationgathering my documentation completing the “Does MY Documentation Make the Grade?” completing the “Does MY Documentation Make the Grade?”

worksheetworksheet requesting an updated evaluation, if necessary requesting an updated evaluation, if necessary accessing disability services at colleges accessing disability services at colleges investigating specific documentation requirements at different investigating specific documentation requirements at different

collegescolleges

During your individual appointment, identify steps you can take toDuring your individual appointment, identify steps you can take toget your documentation college ready. get your documentation college ready.

Steps: Steps:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student Curriculum: Module 5Student Curriculum: Module 5

How Do I “Do” College? Requesting Reasonable Accommodations

Now That You Are Eligible for AccommodationsNow That You Are Eligible for Accommodations Reasonable and Appropriate AccommodationsReasonable and Appropriate Accommodations Accommodations SimplifiedAccommodations Simplified College AccommodationsCollege Accommodations Individual AppointmentIndividual AppointmentRole PlayRole Play

Student Curriculum: Module 6Student Curriculum: Module 6

College 101College 101

Accommodations – Next StepsAccommodations – Next StepsWho Stays in Post Secondary EducationWho Stays in Post Secondary EducationNavigating the System: Myths and Navigating the System: Myths and

RealitiesRealitiesACT Now Crossword PuzzleACT Now Crossword PuzzleCountdown to College ChecklistCountdown to College Checklist

Project Outcomes: StudentsProject Outcomes: Students

77-97% reported increased:77-97% reported increased:

Understanding of their disabilityUnderstanding of their disability

Ability to self disclose and provide Ability to self disclose and provide documentation of disabilitydocumentation of disability

Understanding of differences between HS Understanding of differences between HS and college in terms of accommodation and and college in terms of accommodation and supportsupport

Understanding of changing roles and Understanding of changing roles and responsibilitiesresponsibilities

Project Outcomes: StudentsProject Outcomes: StudentsFocus Group Response HighlightsFocus Group Response Highlights

Better understanding of the role they need to Better understanding of the role they need to play to pursue college play to pursue college

Increased confidence about their ability to Increased confidence about their ability to attend collegeattend college

Empowered by knowing what to expect when Empowered by knowing what to expect when they reached collegethey reached college

Recommended the workshops be made Recommended the workshops be made available to non-disabled peersavailable to non-disabled peers

Project Outcomes: Project Outcomes: Student CommentsStudent Comments

““I feel more confident.” I wish this program had I feel more confident.” I wish this program had started my sophomore year.” started my sophomore year.”

““When we did the self advocacy it made me When we did the self advocacy it made me understand my own strengths and weaknesses, and understand my own strengths and weaknesses, and that I need to talk to my parents and understand that I need to talk to my parents and understand more about my learning disability. It helped me more about my learning disability. It helped me realize more and understand what I need to work on, realize more and understand what I need to work on, so that when colleges ask me questions, I can tell so that when colleges ask me questions, I can tell them without having mom help me.”them without having mom help me.”

ProjectProject ParticipantsParticipants

Projected Numbers:Projected Numbers:

110 secondary education 110 secondary education personnelpersonnel

600 high school students600 high school students

75 parents75 parents

Number of Participants:Number of Participants:

240 secondary education 240 secondary education professionals representing professionals representing 218% of our target218% of our target

1165 students representing 1165 students representing 194% of our target 194% of our target

226 parents representing 226 parents representing 301% of our target301% of our target

By Summer 2008…By Summer 2008…

ACT Now curriculum available for ACT Now curriculum available for purchase ($50)purchase ($50)

Consultation and training available to Consultation and training available to assist with implementation of the assist with implementation of the curriculum curriculum

ACT Now Materials IncludeACT Now Materials Include Template for development of Transition Template for development of Transition

Skills Development TeamSkills Development Team

Template for development of Transition Template for development of Transition ExpoExpo

Needs AssessmentsNeeds Assessments

ACT Now Materials IncludeACT Now Materials Include

Secondary Staff Module includes powerpoint Secondary Staff Module includes powerpoint materials, script, supplemental bookletmaterials, script, supplemental booklet

Parent Module includes powerpoint Parent Module includes powerpoint materials, script, supplemental bookletmaterials, script, supplemental booklet

Student Modules include curriculum guide, Student Modules include curriculum guide, student workbook, powerpoint materials and student workbook, powerpoint materials and videosvideos

For more informationFor more information

actnow@northampton.eduactnow@northampton.edu

www.northampton.edu/office/www.northampton.edu/office/st_services/disability/act/st_services/disability/act/