1. 1 PREPARATION IS THE KEY !

2. HISTORY Recognition of the need to introduce material “ahead “of time Opportunity to reach larger group Students do not necessarily want to engage in a learning process when experiencing academic difficulty 2

3. History Cont’d Modeled after Southern Connecticut University’s program, presented at AHEAD in 2006. Included session for “parent transition.” 3

4. Year One Two full days! Seven students, twelve parents Transfer students attended day two only Third day option for assistive technology 4

5. Year One Agenda 2006 5

6. Year Two Twelve students Implemented use of computer instruction classroom Guest speaker panel Mini session Additional mentors 6

7. Year Two Agenda 2007 7

8. Year Three Day and a half Delta Alpha Pi panel presentation 21 students 8

9. Year Three Agenda 2008 9

10. Year Four 2009 Mentors beginning to take stronger role, went off on tours and lunch alone 10

11. Year Four Agenda 2009 11

12. Year Five 2010 Introduced “Transition Mailings” Larger emphasis placed on disclosing a disability and the need for self advocacy 12

13. Year Five Agenda 2010 13

14. The Committee Disability specialists Need representation in all disability areas Each brings perspective, experience and materials 14

15. The Plan Begin early March Bi-weekly The “To Do List” Handout#6 15

16. Collaboration Administrative DSS Events Office Scheduling Office Catering Printing Admissions Housing Parking 16

17. Subject Matter and Agendas Agenda topics based on input from committee What was most useful for student to know in order to get a “good start.” –Familiarity with DSS Office processes –Transitions to college –Strategies for success –College/university specific sites ( Blackboard, MyNEU) 17

18. Subject Matter cont’d Venue for “Using the DRC” and “Blackboard and MyNEU” was a computer instruction classroom, with 21 personal computers and 1 instructor computer Venue for “Strategies” and “Transitions” was a traditional meeting room with projector and laptop capabilities 18

19. The Mentors SIGNATURE PROGRAM Back every year by popular demand Selected group based on leadership qualities Nominated by specialists Handout # 8 19

20. Evaluation By student By parents Wrap up meeting Mid semester surveys Data collection Handout # 9 & 10 20

21. Retention Freshman to Sophomore 2006 75% 2007 80% 2008 76% 2009 94% 2010 100% Up to Date 2006 75% (1 grad) 2007 70% 2008 76 % 2009 94% 21

22. So, Why Bother ? Students Parents Mentors University DSS Providers 22

23. Students Retention Numbers are good Model works 23

24. Parents Confidence builder Opportunity to ask questions Can see mentors as role models Opportunity to meet DSS staff Tour facility 24

25. Mentors Opportunity to build program Many attended program 25

26. University Cares! Small investment for results 26

27. DSS Providers Opportunity to reach a larger group Proactive approach 27

28. Recommendations for Change Transitions –Use of mailings, information needed before arrival to campus –Handouts Strategies –Unsure of effectiveness if introduced at this juncture Disclosure –Introduced the use of role playing Advocacy 28

29. Changes that are implemented for ‘11 Online registration form (handout # 11) Reformatted transition mailings, sent by email (handout # 12) One day program (handout # 13) Divided into two smaller groups Send an “abbreviated agenda” with first invitation (handout # 14) Meetings with specialists 29

30. January Orientation Answering the need as the NU Jan Start program grew Doubly important to make student feel a part of the University Tasked with presenting all information into one day 30

31. January Agenda 31

32. Scenarios for Disclosure and Advocacy Disclosing You realize you will need extended time for your upcoming test, which is in less than a week, what should you do? Tests are back to back As you are completing your on-line form for a room reserve, you realize that you have a class immediately following the class in which you have the test. How do you go about receiving the extended time? Instructor says “no” of “You don’t need extra time.” You approach your instructor and remind him that you have disclosed a disability and will be needing testing accommodations. The instructor says, No or that won’t be necessary.” 32

33. Cont’d In class quizzes You instructor will be giving “in class quizzes,” how do you arrange for the extra time? Not Captioned Your instructor shows a move or video that is not captioned. Room Reserves and changes You have completed your room reserve for your upcoming test and the instructor changes the date at the last minute. 33