Self-Determination Conference November 12, 2014.

Self-Determination ConferenceNovember 12, 2014

Think College Wisconsin: Expanding College Opportunities

for Students with Disabilities

What comes after high school?

What is Think College?

Why is college important?

Program Profiles

How can we prepare for college?

Student panel

Overview

What is Think College?

Think College – the national initiative

www.thinkcollege.net

For Middle School & High School Students

Advice from college students in video format

College search option http://www.thinkcollege.net/for-st

udents

For middle school students with ID to promote self awareness about their disability, education/IEPs, careers, college, & social life

http://www.thinkcollege.net/think-college-island

Who are we talking about?

Students who historically have not had access to college

o Don’t meet college entrance criteria: HS diploma, GPA, college entrance exams

o Before now, never thought of collegeo Looking for a college experience, “participating” in college

classes [auditing]o Want to experience college and personal growth just like

other students

Given the opportunity to explore their interests and passions and with the benefit of higher

expectations, some students find they can take courses for credit.

ReThinking College

http://www.thinkcollege.net/training/rethinking-college-the-film

Self-determination, person-centeredplanning, academic access and increasedpreparation for competitive employment andindependent living are the core values

evidentthroughout the TC Standards.

–Martha E. Mock, Ph.D., Assistant Professor& Director, Institute for Innovative Transition,University of Rochester

Inclusion is Best Practice

What does inclusion in college really mean? 1. Academic access…to college courses taken by other students without disabilities…credit or audit 2. Campus membership

3. Career development

4. Self-determination

http://www.thinkcollege.net/topics/think-college-standards

Jobs during college and Internships Peer mentors Person-Centered Planning/ Self

Determination Inclusive experiences…Students spend at

least 50% of their time with students without disabilities◦ Taking courses◦ Living on campus◦ Being involved with campus activities

The Best College Programs Include…

Why is college important?

YES!!!

Students with ID participating in college were 26% more likely to exit VR with paid jobs

They also earned an income 73% higher than

those who hadn’t attended college

(Migliore & Butterworth, 2009)

Does college lead to better employment outcomes?

www.thinkcollege.net © Think CollegeDebra Hart, 04/29/13 14

National Data from Think College

Model Demonstration College Programs

14 programs 2-year colleges 28 programs 4-year colleges

12 programs have access to housing

792 students across 42 sites 318 continuing students 474 new students

More than 90% using peer mentoringThe following slides are from Debra Hart, Think College National Coordinating Center, Institute for Community Inclusion, University of Massachusetts

www.thinkcollege.net © Think College15

Sample JobsArt Studios YMCAsInsurance Companies HospitalsElementary Schools Radio StationsRetail Stores Government Offices Neighborhood Markets Fitness CentersNursing Homes RestaurantsCoffee Shops Colleges/UniversitiesLibraries AutomotiveMicro-enterprises UtilitiesMedical – Hospitals, Clinics Police Departments

Job Supports (N = 304 jobs)

www.thinkcollege.net © Think CollegeDebra Hart, 04/29/13 17

Paid Jobs at Exit (N=67)

Parents report increases in… Employment skills: 20% increase Independent living skills: 17% increase Self-determination skills: 16% increase

Students report increases in… Employment skills: 13% increase Independent living: 14% increase Self-determination skills: 16% increase

-Hartz, Eric. “Outcomes of Inclusive Postsecondary Education for Students with ID at Edgewood College,” 2014.

What are the other benefits?

Other Results

1. Friendships 95% of participants said Cutting Edge helped develop new friendships. Types of Friends Cutting Edge students-85% Edgewood non - Cutting Edge students- 76% Faculty and Staff – 38% Other people not from Edgewood 38% 71% of the Alumni said they maintain their friendships after they exit.

2. Academic Skills - an increase in reading and writing skills

3. Problem Solving Skills – an increase in problem solving skills

-Hartz, Eric. “Outcomes of Inclusive Postsecondary Education for Students with ID at Edgewood College,” 2014.

We need to get colleges on board

Money

Transportation

Low expectations◦ College wasn’t an option….we didn’t consider it,

save for it, or teach to prepare for it

Why aren’t more people going to college?

Program Profiles

Concurrent, or dual, enrollment — students still

in high school age 18-21

Adults only age 18+ who have exited high

school

Individualized models

Types of College Programs

Concurrent Enrollment

Nicolet College, Jump!Start Partnership between Nicolet College, Northland

Pines and Rhinelander School Districts, and Headwaters, Inc.

Madison College, Campus Connect UW-Baraboo

Partnership between UW-Baraboo, Sauk Prairie School District, and Baraboo School Districts

What’s available in WI?

Adult Only age 18+

Edgewood College, Cutting Edge

Concordia University, Bethesda College (partnering with Bethesda Lutheran Ministries)

What’s available in WI?

Commitment to Inclusive college opportunity Personally committed to creating better outcomes for people with

Intellectual Disabilities Meaningful employment is a win for everyone Inclusive setting

Perfect combination of factors create opportunity…as TAC became more functional essential questions emerged: How can we increase employment options for young adults with ID? Why are options so limited? How can we increase options for

employment?

Subgroup 2009-10 developed curriculum for course to be offered on Nicolet Campus Rhinelander SD Headwaters, Inc Nicolet Technical College Northland Pines School District - fiscal agent

Nicolet College: From Pilot to Program

Courses to Date

2011-12Pilot 1Soft Skills for Employment

2012-13Pilot 2Soft Skills Employment and Employability Skills

2013-14Strategic Planning

Pilot 3 Soft Skills Employment and Employability Skills Next phase Jump! Start program development Spring/Summer 2014

Nicolet College: From Pilot to Program

Edgewood College – Cutting Edge

Based on best practices for full-inclusion

How can we prepare for college?

For Students and Families: Preparing for college

31

Participate in and/or lead IEP or planning meetings

Understand own disability and learn to talk with others about the disability

Ask for needed accommodations in classes and on the job

Work on organizational skills like time management and planning

Recognize own skills and areas of difficulty

Participate in clubs, organizations, and events to develop greater self awareness

Early employment is a predictor of post-high school employment (Test et al, 2009) so try to get a job!

Paying for College

High School vs. College

http://www.thinkcollege.net/topics/highschool-college-differences

High School vs. College

Student and Graduate Panel

• Beth Moss• Project Coordinator• Future Pathways, LLC• [email protected]• 608-215-0466

• Molly Cooney• Outreach Specialist• Waisman Center, UW-Madison• [email protected]• 608-890-1688

• Katherine Garrison• Headwaters, Inc.• [email protected]

Thank you !

• Missy Baldwin• Student, Nicolet College – Jump! Start

• Natalie Scheider• Student, Nicolet College – Jump! Start

• Billy Dipple• Student, Nicolet College – Jump! Start

• Chaz Mortiz• Student, Nicolet College – Jump! Start

• Abigail Tessman• Graduate, Edgewood College – Cutting Edge

Questions?

www.thinkcollege.net www.waisman.wisc.edu/thinkcollege/

National Gateway to Self-Determination, Research to Practice in Self-Determination (2013). Self-Determination and Postsecondary Education, Issue 6. Produced by Think College Consortium for Postsecondary Education for Individuals with Intellectual and Developmental Disabilities.

Information on Comprehensive Transition Programs (CTP)--defined by the Higher Education Opportunity Act of 2008, programs approved as a CTP can offer federal financial aid to students w/Intellectual Disabilities—can be found at the following websites:http://eligcert.ed.gov/                                    http://www.thinkcollege.net/topics/becoming-a-comprehensive-transition-program

Information on TPSIDS—Transition and Postsecondary Education Programs for Students w/ Intellectual Disabilitieshttp://www.thinkcollege.net/about-us/think-college-grant-projects/national-coordinating-center http://www.ed.gov/news/press-releases/us-secretary-education-duncan-announces-109-million-awards-under-new-programs-he

Folk, E., Yamamato, K., Stodden, R. (2012). Implementing Inclusion and Collaborative Teaming in a Model Program of Postsecondary Education for Young Adults With Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 257-269.

Gilmore, S., Bose,J., & Hart, D. (2001). Postsecondary education as a critical step toward meaningful employment Vocational rehabilitation's role. Research to Practice, 7(4), 1-4.

Grigal, M., Hart, D., Weir, K. (2012). A Survey of Postsecondary Education Programs for Students with Intellectual Disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 223-233.

Hart, D., Pasternack, R., Mele-McCarthy, et al. (2004). Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings. Education and Training in Developmental Disabilities. 39 (1), 54-66.

Hughson, Moodie, and Uditsky (2006). The story of inclusive post secondary education in Alberta: Final research report 2005-2005. Retrieved from http://www.stepsforward.org/The_Story_of_Inclusive_Post_Secondary_Education_in_Alberta.pdf

Resources and References

Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary education and employment outcomes for youth with intellectual disabilities. Think College Fast Facts, 1. Retrieved from http://www.thinkcollege.net

Mock, M., Love, K. (2012). One State’s Initiative to Increase Access to Higher Education for People with Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 289-297.

Neubert, D. & Moon, M.S. (2006). Postsecondary Settings and Transition Services for Students with Intellectual Disabilities: Models and Research. Focus on Exceptional Children. 39, 1-9.

O’Connor, B., Kubiak, J., et al. (2012). Lecturer Reponses to the Inclusion of Students with Intellectual Disabilities Auditing Undergraduate Classes. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 247-256.

Test, D.W., Mazzotti, V.L., Mustian, A.L., Fowler, C.H. Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predicors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181.

Uditsky, B. and Hughson, E. (2012). Inclusive Postsecondary Education—An Evidence-Based Moral Imperative. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 298-302.

Wehman, P. (2002). A new era: Revitalizing special education for children and their families. Focus on Autism and Other Developmental Disabilities, 17(4), 194-197.

Zafft, Hart, Zimbrich. (2004). College Career Connection: A Study of Youth with Intellectual Disabilities and the Impact of Postsecondary Education. Education and Training in Developmental Disabilities. 39(1), 45-53.

Resources and References