TRANSITION, INCLUSION, INDEPENDENCE:

LEWIS AND CLARK’S FUTURE STEPS TO

COLLEGE

Martie Buck, Krista Clayton, and Kathy Haberer

October 2015

Lewis & Clark Community College

Godfrey, Illinois

Purpose of this Presentation

1. An overview of our three programs

2. What it looks like today

3. Sustainability and Changes

4. Our plans for the future

5. Answer your questions

Our Mission is the same as

our College’s Mission

“Empowering people by raising aspirations and

fostering achievements through dynamic,

compassionate and responsible learning

experiences.”

Historical Perspective

Through the advocacy and efforts of several

faculty members and counselors, students,

parents and administrators, Lewis & Clark

Community College began serving

students with intellectual and

developmental disabilities in 1991.

Overview

Three Separate Programs

Supported College

Transition Program

(Credit courses)

College for Life

Program

(Continuing education) (Full Inclusion)

T i2

Helping Students Transition from

High School to College

Student Development staff

are regular participants in our area

Transition Planning Committee

attend IEP meetings at our area high

schools

present at a number of student/parent

meetings and transition fairs throughout

our community college district

Self-pay Various

Grants Pell Grant Self-Pay

1991--- ’07 ’08 ’09 ’10 ’11 ‘12 ’13 ’14-----------------------

VR

Primary Funding Sources

in addition to student tuition, fees and apportionment.

ICDD

VR=Vocational Rehabilitative Services

ICDD= Illinois Council on Developmental Disabilities

Our Growth in Enrollment

1991 2008 2015

Number of Staff 2 17

20 5 Full Time and 15 Part Time

Number of students 10 85 103-in 3

programs*

*There are an additional 25+ former program students in

regular college classes whom we still serve and advise, in

addition to the approximately 250 other students with special

learning needs who are advised through our department.

Our organizational structure

The Supported College Transition Program and the

College For Life Program are coordinated through

Student Development and Counseling, as are regular

college disability support services

This department is part of Academic Affairs and the

director reports to the Vice President for Academic

Affairs

Our Departmental Structure

Director

Student

Development

and Counseling

Division Assistant Assistive Technology

Program

Coordinator SCT, CFL, &Ti2

9 Part-time

Instructors

6 Educational

Aides Learning Coaches

Special Learning

Needs

Counselor

Learning

Assistance

Specialist

Mental Health

Counselor

Associate Professor of

Psychology

Our Programs Today

Supported College Transition

Program

Supported College Transition Program

Uses ICCB approved syllabi Available at www.lc.edu

Is Pell Grant eligible and DRS funding eligible

Requires co-enrollment in an SCT course with an additional $995 fee (plus regular tuition)

Has small classes

Typical Schedule for SCT Student

Fall Semester 2015 Tuition for 12 hours = $1,701

SCT fee = $995

Total = $2,696, not including textbooks (which are approx. $400 for all)

STSK 132 9:00 – 9:50 AM M W Study Skills

READ 120* 10:00 – 10:50 AM M W F Developmental Reading

SCT 111 11:00 - 11:50 AM M W F Supported College Transition

COLL 131* 9:50 – 10:40 AM T TH New Student Experience

MATH 11A* 10:50 – 11:40 AM T TH Pre-Algebra This course is taught over two semesters instead of one.

Student/Staff Management

The Program Coordinator also serves as the

Academic Advisor for SCT students. She works

in conjunction with the SCT instructor, who

serves as the students’ case manager.

Instructors meet twice a semester for staff

meetings but also meet informally on a regular

basis to discuss student and coursework issues.

SCT Curriculum

The SCT course is the core of the SCT Program:

Personal information

Transportation

Budgeting

Personal Safety

Campus Resources

Social & Emotional well being

Civil Rights & Self Advocacy

Disability Awareness

Supported College Transition Program

Work related coursework

CDEV 130- Career Development

Embedded Employability Skills

Absence and tardy policies

Requirements to let instructors/office know if absence will occur

Time limits to complete assignments and tasks

Accountability

Quotes from Instructors who teach SCT students

in classes outside of our programs.

• “B. participates regularly in class and is always punctual.”

• “A.. is very passionate about exercise and participates fully in

all class activities. He is a pleasure to have in class.”

• “D. is always punctual and participates in class activities and

discussions.”

• “Z. works hard during class. If he continues to try hard, he

will be successful.”

• “M. is a great motivator for the other students in class. She

participates fully in all activities. She is a pleasure to have in

class.”

Some SCT students will transition to

regular college course work and

Graduate with a degree

Earn a certificate in a specific vocational

program

or

And some SCT students will

choose the Pathway to

Workplace Readiness

Better Prepared Workers in and

out of the Classroom.

Some SCT students go directly to work after two semesters of college as do many students in the regular college programs.

Others continue in their regular college courses and are enrolled in an optional Study Skills section where they are still monitored and supported.

Others will take a Jobs class and then Cooperative Learning Class (internship)

College for Life

Program

College for Life

College for Life Courses are

Continuing education and not state/federal financial aid grant eligible.

Student interest driven.

Flexible with course requirements and learning outcomes.

Designed to be repeatable and challenging.

Other than the classes, the students are fully included in all campus events, activities, resources, etc., in the exact same way all credit-bearing students are.

College for Life Costs

Most classes cost $160 in tuition and meet every Tuesday and Thursday for 16 weeks, the length of the semester.

Classes are now offered on Monday and Wednesday afternoons as well, for 16 weeks.

All students must take a minimum of 3 classes per semester.

Instructor, educational aide, and materials costs are approximately $250 per student, per course

Using an LCCC Foundation Fund, the Millicent Fund, we provide partial scholarships to first semester students with financial need.

Self Advocacy Class

Is a 30 minute class, required for all students

every semester

Allows for case management, planning for special events,

and CFL Activities

Provides a structured time for students to express

themselves in regards to the variety of topics discussed,

such as relationships, healthy lifestyles, safety, etc.

Students learn to assert themselves, listen to

others, find useful information, fill out forms, ask

questions, and use community based services for

assistance.

Our Program Today…… and

Beyond.......

TI2 = Transition, Inclusion, Independence @ L&C

TI2 (Transition, Inclusion, Independence) expands and strengthens Lewis & Clark Community College’s already successful relationships with secondary schools in the region of southwest Illinois. Students with intellectual and/or other developmental disabilities (such as autism) who are in their last year of high school and are interested in attending college now have an opportunity to attend L&C for two semesters of dual enrollment with a variety of supports not previously offered at the College.

In Partnership with the Illinois Council on Developmental Disabilities (ICDD)

Lewis & Clark Community College will

provide….

At the student’s IEP meeting, the

student, parents and high school staff

will discuss how the following will be

provided….

Person-centered planning including an

L&C staff member to attend IEP meetings

for dual enrolled students.

Tuition and Books. A typical 3-credit hour

course costs approximately $350. Credit

courses require purchasing a textbook.

Continuing education course tuition varies

based on materials.

A Learning Coach who will attend class

with the student and provide tutoring in

the Student Success Center.

Transportation. Students are encouraged

to use public transportation whenever

feasible.

A Peer Mentor who will be assigned to

each student to help them access campus

activities and resources.

Personal aide, if necessary.

Semester 1: Fall Semester of Student’s Last Year in High School

TI2 students will receive college transition support at their high

school and will enroll in at least one course of their choice at L&C.

A learning coach and a peer mentor will be assigned to each TI2

student.

Semester 2: Spring Semester, Final Semester of Last Year in High

School (18 – 22 years old)

TI2 students will more fully experience college campus inclusion by

taking two courses of their own choosing at L&C, including a

career awareness course of study. The learning coach and the peer

mentor will continue to provide support during this semester.

• After high school graduation, TI2 students will

begin their freshman year at L&C prepared

with the independence and self-determination

required to be successful college students.

• Students will enroll in career programs that

the College offers.

• TI2 students, now comfortable, independent

and experienced in self advocating for

accommodations, will use the resources

available to all students.

Lessons Learned, So Far

Allow one full year before starting a full inclusion program like this. Promote the program during the fall semester at IEP meetings of juniors and during high school fall transition “fairs.”

Attend the IEP meetings of “targeted” juniors in the spring semester and register them for one or two college classes which start in the fall. This gives time for high schools to work on the students’ senior year schedules and coordinate the two school schedules/credits.

Once a fall schedule is in place, a learning coach and peer mentor can be assigned and meetings/introductions can be formed during the summer months. Frequent visits to the financial aid office, advising office, computer labs and bookstore should be made during these summer months.

Lessons Learned, Continued…..

During the summer months….

plan to meet together as a whole group at least

twice and discuss what accommodations are

provided at college and the process required

when using accommodations.

Practice/role play requesting accommodations

and practice using the screen reader/computer

to have materials and textbooks read aloud.

Fill out E-text request forms so that course

textbooks can be ordered in electronic format.

Quotes from T I Squared Participants

From Students, Responding to the questions:

1. “What do you like about the program?” “I like having a learning coach in the class.”

“I like having a tutor help me with the work.”

2. “What would you change about the

program?”

○ “I’d like to have more time for tutoring.”

○ “I’d like to get done with tutoring earlier.”

○ “I’d like less time to do the work.”

From Learning Coaches: I like… “helping students through the initial stressors of a

new college experience.”

“watching a student begin to grasp the study skills and organizational skills necessary to be successful.”

“attending the course with the student and knowing exactly what they are working on.”

“the one-on-one time with the student which allows the coach to individualize the session so that the student’s personal learning style can be addressed as needed.”

I’d like to see the following changes……

“More home support because the students are being held more accountable for their work.”

Tutors need more time with the students each week.

From Peer Mentors: I like……… “creating wonderful friendships.”

“….Spending time with the student.”

“…Feeling like I make a difference in helping him.”

Things I would change….. “Allow time for all the peer

mentors and students to socialize together.”

From a High School Instructor: (unsolicited, through an Email…)

“I love what you have been doing with C. It’s made a big difference, not only how he suddenly views academics, but in the confidence he has gained.”

From L&C Instructors:

I like that ….. “the learning coach is there to repeat instructions and clarify information, and I can teach at my normal pace without worrying that the student feels lost.”

“The learning coach helps keep the student focused and on track with assignments and assists with hands-on tasks while my time is devoted to assisting other students.”

“The learning coach is supportive without being a distraction.”

What I’d change….

“I worry that the student might get too much help.”

Keeping this all going is pretty tricky!!

College for Life

Student tuition must cover instructional

costs – 9 students per class with an

educational aide, 7 students without

College provides classrooms including a

computer lab, instructional supplies

fund, secretarial support, professional

development funds

Strong administration support for this

program

Changes to College for Life

Growth has exceeded our infrastructure to sustain any further growth We have too many students and have to figure

out a fair way to reduce the number of students while we get requests for many more enrollments.

We have added two additional days on M/W (afternoons only), to accommodate new students who cannot get into the T/Th classes.

Instructors need a raise in pay which will require a tuition increase – planned for Fall 2016

Supported College Transition

Student tuition must cover instructional costs – 6 students per section is our break even

Fee of $995 per student per semester goes toward the Program Coordinator’s salary but College makes up shortage or keeps the extra

College provides classrooms including a computer lab, instructional supplies fund, secretarial support, professional development funds

Strong administration support for this program

Changes to Supported College

Transition

We have added the new Pathway to Workplace Readiness offered through Challenge Unlimited for students who have tried the Pathway to College Credentials but struggle academically.

If approved, the Pell Grant Eligible Comprehensive Transition Program will lead to some changes and allow for more students to use Financial Aid if in the SCT program, with two different options/paths to choose from.

TI Squared – Funding Sources

ICDD Grant funds

Some administrative costs

Learning Coaches and Peer Mentors

Travel

Division of Rehabilitation Services funds

Tuition and fees

Books

College funds

Remaining administrative costs needed

Challenges to TI Squared

Sustainability High Schools strongly support program but

have no funds to pay tuition and books.

Learning Coaches will have to be funded through additional course fees.

A full-time coordinator or manager is needed, one who can manage all the logistics required by this program.

Some families can pay but most cannot.

Will DRS pay tuition and fees?

Or will this become yet another program that discriminates based on socio-economic status?

TI Squared Costs to Sustain

The yearly cost for each student is more than $6200, including tuition, books, calculator for math and learning coach. Ten students would be ideal.

A full time coordinator is required to manage this program. Salary range $50,000 to $65,000, including $17,000 in benefits.

The College would absorb other costs such as office space, computer support, etc.

Total cost to continue TI Squared $112,000 per year.

What’s in Our Future? Explore ways to allow high school seniors with

intellectual and developmental disabilities to be part of our SCT program.

Continue our partnership with Challenge Unlimited by offering an L&C transcripted Jobs class and an internship class, held at CU’s location and at community-based work sites.

Register students for Federal Financial Aid if the Comprehensive Transition Program is approved, which will assist students with intellectual and developmental disabilities in attending an inclusive career-related program and earn a certification in workplace readiness .

Comprehensive Transition

Programs Comprehensive Transition Programs ( CTP) were initially described

and defined by the Higher Education Opportunity Act of 2008. Comprehensive Transition Programs are degree, certificate, or non-degree programs for students with intellectual disabilities that:

Are offered by a college or career school and approved by the U.S. Department of Education;

Are designed to support students with intellectual disabilities who want to continue academic, career, and independent living instruction to prepare for gainful employment;

Offers academic advising and a structured curriculum; and

Requires students with intellectual disabilities to participate, for at least half of the program, in: Regular enrollment in credit-bearing courses with nondisabled students,

Auditing or participating (with nondisabled students) in courses for which the student does not receive regular academic credit,

Enrollment in noncredit-bearing, non-degree courses with nondisabled students, or

Internships or work-based training with nondisabled individuals.

If students with intellectual disabilities are attending a CTP, they are able to use federal financial aid to help pay the cost of attendance.

Our proposed CTP has the following requirements

for satisfactory academic progress:

A minimum of 60 hours of course work

Passing grades (if taking course for

Audit, the student will still be evaluated

on progress and performance).

A 67 percent completion rate of all

courses

Comprehensive Transition Programs

To Learn More about Comprehensive

Transition Programs

http://www.thinkcollege.net/topics/becom

ing-a-comprehensive-transition-program

Questions???

Contact Information

Kathy Haberer

Director

khaberer@lc.edu

618-468-4126

Martie Buck

Program Coordinator

mbuck@lc.edu

618-468-4217

Student Development

Lewis and Clark Community College

5800 Godfrey Road

Godfrey, IL 62035

www.lc.edu/disability

Krista Clayton Learning Assistance Specialist

kclayton@lc.edu

618-468-4137