1. Three Models of Community College Transition Programs A Collaborative Process

2.  Linda Schnapp Assistant Director, Project Access Howard Community College  Glennis Daniels-Bacchus Academic/ADA Coordinator College of Southern Maryland  Suzanne Alexander Director of Counseling Wor-Wic Community College Presenters

3.  Linda Schnapp Assistant Director, Project Access Howard Community College Project Access Merritt Scholars

4.  Project Access is designed to significantly facilitate the transition of high school students with disabilities into postsecondary education  Project Access is designed to increase the success rate and retention of freshman students with disabilities Project Access

5. Lack of academic preparation Lack of familiarity with study skills More complete information about the college admissions process for students with disabilities Academic assessments More complete information about college services and reasonable accommodations Self-identification and self-advocacy training Student’s Needs

6.  Completing ninth-twelfth grade  Diploma track  Academic potential Qualifications of Students

7.  July 9 – August 3, 2012  Monday – Friday, 9:00 A.M. – 3:00 P.M. Timeframe of 2012 Summer Institute

8.  To improve student’s potential for successful postsecondary experiences  To accommodate diverse learning styles in a range of academic settings  To assist students in the establishment of career goals Goals of Project Access

9.  Development of a Summer Institute  Social events on the Howard Community College campus  An annual college fair for students with disabilities  An annual conference for parents and professionals Goal One

10.  Providing staff development to college faculty, staff and students  A study skills course developed to meet the unique academic needs of students Goal Two

11.  Providing a course in career development  Developing an assistive technology lab Goal Three

12.  Approximately 70% of high school graduates transition to the postsecondary level  The retention rate of Project Access first-year students on the Howard Community College campus is higher than that of the general college population Outcomes

13.  Glennis Daniels-Bacchus Academic/ADA Coordinator College of Southern Maryland Transition 101

14. The Transition Process – When does it begin?  Elementary to High School  Adequate Academic Preparation  High School to Post Secondary /Work  Academic Preparation  Exploration of Transition Options  2-Year Institution to 4-Year Institution  Short Term Skills Training  Degree/Career Options  Transfer

15.  Parents  Students  Teachers (K-12)  Transition Coordinators  School Psychologists External Stakeholders

16.  Transition Agencies/DORS  Employers  Necessary job skills?  Who is hiring? Etc.  Parent Groups  LDA, Parents Place of Maryland, Partners for Success Parent Resource Centers External Stakeholders (cont)

17.  Admissions Counselors  Disability Support Services  Faculty  Emphasis on Developmental Faculty  Staff  Student Success Center, Residence Life, Dining Services, etc.  Career Services  Internships, Mentorship, FT/PT Positions Internal Stakeholders

18.  Division of Rehabilitation Services  Special Education Coordinators  504 Facilitators  Faculty - Developmental/English and Math  Disability Support Services Staff  Supervising School Psychologist/504 Coordinator  Transition Coordinator College Transition Team

19.  Try College For A Day  Annual Transition Breakfast Meeting  Parent Information Night  Transition Seminars  Presentation at LDA and other parent advocacy group  Work Force Recruitment Program (Summer Internship)  Transition Conference Collaborative Activities between CSM and the Tri-County School Systems

20.  How is college different from high school  What is ADA & Section 504  Understanding the law  Eligibility vs. entitlement  How to access services  Documentation guidelines  Why is appropriate documentation necessary Parent Night Agenda

21.  Who is responsible for providing documentation  What is the responsibility of the College of Southern Maryland  What is the responsibility of the student  Academic Expectations: How to be a success in College  The admission process for CSM  Financial Aid Parent Night Agenda (cont)

22.  Guest speakers from the community:  DORS  DDA  Independence Now (SSI/SSDI)  Abilities Network  UCP of Southern Maryland  College of Southern Maryland  The Center for Life Enrichment  The ARC of Southern Maryland Transition Conference for Parents

23.  Guest speakers from the community:  Center for Independent Living  Pathways  County Recreation and Parks  Legal – disability related legal issues  Local Transit System  Special Olympics  Lt. Joseph P Kennedy Institute of Catholic Charities  Parents Place of Maryland Transition Conference for Parents (cont)

24.  Student  Independence  Being Responsible for Obtaining Services  Academic Preparation  Change in Accommodations Access vs. Success Transition Difficulties

25.  Parents  Letting Go  Transitioning from IDEA (Entitlement) to ADA (Eligibility)  Not understanding policies and procedures related to Disability Support Services  Understanding Academic Expectations at the Post- Secondary Level Transition Difficulties

26.  Development of Relationships to aid in the process  Consistent message  Able to Identify potential issues/needs  Proactive vs. Reactive Benefits of Collaboration

27.  Able to Recognize and Respond to strengths & weakness of programs and services  Able to Address perceptions regarding higher education  Outcome = Educated consumer Benefits of Collaboration (cont)

28. “Try College for a Day is an excellent program to assist students with the transition to post-secondary education. Students who attend this event have an opportunity to meet with the Student Support Center staff to learn about the process to receive accommodations in college, who to contact, documentation that may be required, and the importance of self-advocacy. Although they hear from the high school staff the difference between eligibility and entitlement, it seems to have a greater impact when it comes from the college staff. The mock registration and classes also provide an opportunity for students to have a better picture of college expectations. The students get a better understanding of how to navigate the college experience on their own. Students in past years who have attended Try College for a Day have commented that they felt much more comfortable entering CSM in the fall than their peers who had not attended this program. They have said they know where to go for assistance and what was expected.” -- Quoted from Dottie Powell, Transition Coordinator for St. Mary’s County Public Schools

29.  Responses from students when asked: “Have today's activities helped you to understand the process of starting college and your responsibilities in that process?” after a Try College for a Day Event  “It helped me to know that I have to ask for help on my own.”  “I now understand the importance of selecting my course for college and the responsibility of getting my sections done as soon as possible so I have the most options.”  “It helped me to know how Independent you have to be!” Student Responses

30.  Suzanne Alexander Director of Counseling Wor-Wic Community College Annual Transition Day

31.  Annual Transition Day  Junior/Senior high school students  College Jeopardy Transitioning from High School

32. Questions