1. ACT Now Achieving College Transitions Now: Education and Collaboration for Effective Transitions Leigh Cundari, ACT Now Program Coordinator Northampton Community College April 7, 2008 Funded by FIPSE Fund for the Improvement of Post Secondary Education

2. The Need  Significant increase in number of students with disabilities enrolled in post secondary education  These students more likely to have difficulty with transition to college and be less academically prepared  Many fall behind their counterparts without disabilities in preparation for college

3. Students, parents and secondary educators are unaware of…  Need to self identify and present current documentation of disability  Need for self advocacy  Need to request reasonable accommodations  Academic rigors of college

4. Targeted Concepts  Self-identification process  Documentation of disability  Self-advocacy  Utilization of college resources  Reasonable accommodations

5. EVOLUTION OF ACT Now  Transition Expo  Evening Expo  Transition Evening Expo  ACT Now - Achieving College Transitions Now  Fund for the Improvement of Post Secondary Education (FIPSE)

6. The Partners…  Northampton Community College  Bethlehem Area School District  Colonial Intermediate Unit 20  Association on Higher Education And Disabilities (AHEAD)

7. Transition Skills Development Team (TSDT)  Northampton Community College Project Director Project Director Program Coordinators Program Coordinators  Bethlehem Area School District Supervisor of Special Education Special Education teachers and counselors Parent and student representatives  IU 20 Transition Coordinators

8. TSDT Goals   Build and sustain a collaborative link between secondary and post secondary partners  Advance the educational preparation of our three target populations Secondary educators and administrators Secondary educators and administrators Parents of students with disabilities Parents of students with disabilities Students with disabilities Students with disabilities

9. TSDT Details  Team met quarterly  Facilitated access to target populations  Served as sounding board for module development and delivery of instruction  Guaranteed “buy-in” from partners  Diversity of partners allowed for broad perspective for curriculum initiatives

10. The ACT Now Modules  Interactive student activities  Flexible delivery; multiple formats  Presentation ready via power point, overheads and activity masters  Presenter script included for all presentations  Assessment surveys and activities

11. Secondary Staff Module Parent Module  Differences between IDEA 2004 and ADA, services, and accommodations  Changing roles and responsibilities  Documentation of disability and self- advocacy  Expectations and realities of the college environment  Essential Student Skills

12. ACT Now Project Outcomes Secondary Staff Secondary Staff 90-95% felt somewhat to very well prepared after 90-95% felt somewhat to very well prepared after participation participationParents 100% rated content, timing, clarity and 100% rated content, timing, clarity and usefulness of materials as above average to usefulness of materials as above average to excellent excellent 100% stated they would recommend this workshop 100% stated they would recommend this workshop to other parents to other parents

13. Project Outcomes: Secondary Staff and Parent Comments  “This is a gift to all of us.” (parent)  “High schools and colleges need better communication. This was a great start. Thank you!” (educator)

14. Student Curriculum  Six modules  Student Workbook  Small group and individual activities  Core Activities  Supplemental Activities

15. Student Curriculum: Module 1 Transition Planning – What is That Anyway?   Why Are You Here? Student Survey   Prepare for Life After High School   What is My Disability?   Your Role in the Transition

16. Why Are You Here? Student Survey College 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. YesMaybeI 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.

17. Student Curriculum: Module 2 Who Are You? Knowing your Strengths and Weaknesses   High School and You   College and You Individual Appointment A Different Viewpoint

18. College… Instructors High School College 1. Teachers have been trained in teaching methods 2. Teachers focus on textbook material 3. Often write information on board or overhead to be copied for notes 1. Professors are often “experts” in their field but may not be trained as teachers 2. Lectures may not directly follow information in the textbook 3. May lecture nonstop; students notes must be independently taken from lecture

19. …and you Rate your “skills for success”  I am able to effectively learn in class regardless of how the teacher presents information.  I have some trouble learning in class depending on how the teacher presents information.  I have a lot of trouble learning in class because of how the teacher presents information.  I am able to learn textbook material without a teacher’s explanation.  I have trouble learning textbook material without a teacher’s explanation.  I am unable to learn textbook material without a teacher’s explanation.  I am able to take good notes in my classes.  I am able to take “ok” notes in my classes.  I am unable to take good notes in my classes. AB C

20. Student Curriculum: Module 3 You and College: You Mean I Have To Do It?   Whose Job is it Anyway?   Communication Preferences   What is Self Advocacy?

21. Student Curriculum: Module 4 What Do I Do Now? Self Identification & Documentation  Why the Change? The Laws Simplified  Determining Eligibility for Accommodations  Documentation Simplified  Does This Documentation Make the Grade? Be a Documentation Detective  Does MY Documentation Make the Grade? Individual Appointment Individual Appointment Researching College Websites Researching College Websites College Screening Tool College Screening Tool Who’s Responsible? Who’s Responsible?

22. Documentation Guidelines Attention Deficit Hyperactivity Disorder 1. A clearly stated diagnosis of ADHD, date of diagnosis and last contact with student contact with student 2. A description of current symptoms, including evidence of ongoing behavior that significantly impairs academic functioning over time 3. Clinical instruments and procedures used to determine the diagnosis Qualified Professionals to Diagnose ADHD include PsychiatristPsychiatrist NeurologistNeurologist Licensed psychologistLicensed psychologist Relevantly trained physicianRelevantly trained physician

23. CriteriaYesNo 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?

24. Individual Appointment Worksheet I would like to talk about some of these things with my teacher, counselor or special education case manager…  gathering my documentation  completing the “Does MY Documentation Make the Grade?” worksheet  requesting an updated evaluation, if necessary  accessing disability services at colleges  investigating specific documentation requirements at different colleges During your individual appointment, identify steps you can take to get your documentation college ready. Steps: ______________________________________________________ ______________________________________________________ ___________________________________________________

25. Student Curriculum: Module 5 How Do I “Do” College? Requesting Reasonable Accommodations  Now That You Are Eligible for Accommodations  Reasonable and Appropriate Accommodations  Accommodations Simplified  College Accommodations Individual Appointment Individual Appointment Role Play Role Play

26. Student Curriculum: Module 6 College 101  Accommodations – Next Steps  Who Stays in Post Secondary Education  Navigating the System: Myths and Realities ACT Now Crossword Puzzle ACT Now Crossword Puzzle Countdown to College Checklist Countdown to College Checklist

27. Project Outcomes: Students 77-97% reported increased:  Understanding of their disability  Ability to self disclose and provide documentation of disability  Understanding of differences between HS and college in terms of accommodation and support  Understanding of changing roles and responsibilities

28. Project Outcomes: Students Focus Group Response Highlights  Better understanding of the role they need to play to pursue college  Increased confidence about their ability to attend college  Empowered by knowing what to expect when they reached college  Recommended the workshops be made available to non-disabled peers

29. Project Outcomes: Student Comments  “I feel more confident.” I wish this program had started my sophomore year.”  “When we did the self advocacy it made me understand my own strengths and weaknesses, and that I need to talk to my parents and understand more about my learning disability. It helped me realize more and understand what I need to work on, so that when colleges ask me questions, I can tell them without having mom help me.”

30. Project Participants Projected Numbers:  110 secondary education personnel  600 high school students  75 parents Number of Participants:  240 secondary education professionals representing 218% of our target  1165 students representing 194% of our target  226 parents representing 301% of our target

31. By Summer 2008…  ACT Now curriculum available for purchase ($50)  Consultation and training available to assist with implementation of the curriculum

32. ACT Now Materials Include  Template for development of Transition Skills Development Team  Template for development of Transition Expo  Needs Assessments

33. ACT Now Materials Include  Secondary Staff Module includes powerpoint materials, script, supplemental booklet  Parent Module includes powerpoint materials, script, supplemental booklet  Student Modules include curriculum guide, student workbook, powerpoint materials and videos

34. For more information actnow@northampton.edu www.northampton.edu/office/st_services/ disability/act/