successful engagement of colleges, vocational rehabilitation, students and families: lessons learned...

Successful Engagement of Colleges, Vocational Rehabilitation, Students and Families: Lessons Learned in Collge2Career Programs in California

Catherine Campisi, Ph.D. , Consultant (The Galvin Group)Katharine Hayward, Ph.D., Director of Research & Evaluation (Tarjan Center, UCEDD) In AbsentiaWilbert Francis, MBA , Project Director of Postsecondary Education (Tarjan Center, UCEDD)April Guajardo, M.S. Ed.C, M.S. Tech, College to Career Coordinator (School of Continuing Education, North Orange County Community College District)Denise Simpson, M.Ed., Director of Disabled Student Programs and Services (School of Continuing Ed.)

November 11, 2014

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Purpose of the Presentation

• To provide an overview of the CA Department

of Rehabilitation - funded College to Career

(C2C) Program

• Describe preliminary results

• Discuss emergent policy issues, and

• Share insights on lessons learned as the

program expands

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In the last decade there has been an increasing trend for people with intellectual disabilities (ID) to seek a postsecondary education (PSE) experience

(Source: CA Vocational Rehabilitation (VR) RFI 2014)

CONTEXT FOR C2C

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The growing need for PSE has emerged partially in response to:

• Historically poor employment outcomes of students with ID

• Increased expectations by parents

• Young adults experienced IDEA & want to go to college

(Source: IBID)

CONTEXT FOR C2C

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• Inspired by the Reauthorization of the Higher

Education Act (HEOA of 2008)

• CA Department of Rehabilitation (DOR) was not

satisfied with the employment outcomes they

were achieving for young adults with ID

EVENTS THAT LED TO THE DEVELOPMENT OF C2C

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EVENTS THAT LED TO THE DEVELOPMENT OF C2C

• CCCs were experiencing increased enrollment of

students with ID

• A respected champion and advocate with

knowledge of both systems was able to articulate

a vision for C2Cs

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C2C programs are part of a VR funded initiative developed in FY 2010-2011 in collaboration with the California Community Colleges' Chancellor's Office 

VR funded 5 CCCs at $250,000/yr. for 3 years, no

match

Source of Funds for DOR- repurposing of

existing funds

Students required to be clients of both DOR and

DDS system

PROGRAM DEVELOPMENT & FUNDING

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• Employment – REAL JOBS FOR REAL WAGES in a career area of the student’s choice

• Successful case closure into employment

• Students attend local college and avail themselves of a quality inclusive higher education focused on employment

GOAL OF C2C

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POLICY IMPLICATIONS

Need to blend missions and focus of academic environment (skill development) and workforce preparation

Need to address consumer expectations about WORK and challenges related to benefits issues

Need to shape and strengthen a new service delivery path in the VR system

Need to address academic expectations and issues of “fundamental alteration of the curriculum” in PSE

Need to address services and accommodations offered in PSE for students with ID

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College to Career

School of Continuing Education

Disabled Student Programs and Services

Welcome Cohort 2014

A collaboration between the Department of Rehabilitation and California Community College Chancellor’s Office

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Accomplish

Educational Goals

Create Educational Plan with

DSPS Counselor

Create IPE with DOR Counselor

Acceptance into College to Career Program

Panel Interview

Meet Eligibility Requirements

Submit College to Career Application

Vocational

Prep

J ob Steps to Success

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DSPS Pathways to Success

Employability Certificate

Independent Living Certificate

Job SkillsBill Paying and BankingCommunication on the JobBeginning BankingCritical ThinkingMobility SkillsSelf-AdvocacyRelationships and SexualitySocial SkillsComputer Assisted InstructionPersonal SafetyLiving More IndependentlyBanking for Apartment LivingCommunication SkillsNutrition and ExerciseBasic CookingCommunity ResourcesSocial OpportunitiesILS Program, Cypress College

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Physical Therapy Assistant Certificate

Introductionto

Computers Certificate

Early Childhood Education Certificate

Automotive Technology

AdministrativeAssistant

Certificate

Certificated Programs

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Administrative Assistant Certificate Program

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Early Childhood Education

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Construction Education

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Automotive

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Culinary Arts

Culinary Arts Hotel Management Restaurant Management Baking & Pastry

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Computer Support Specialist Graphics Art

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High School Diploma Program

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Credit Courses

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College to Career Supports

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Educational SupportAssistance with CourseworkAccess to Adaptive Technology Training on Assistive Technology

Vocational SupportPre-Employment InstructionEmployment Portfolio

ResumeCover LetterMaster ApplicationReferencesMock InterviewInterviewing Attire

KurzweilDragon DictateEcho Smart Pen

Record lecturesDownload Audio Translate written note into

typed text

Adaptive and Assistive Technology

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Student’s Journey to Success

Student Classes Taken Volunteer/ Internship

Paid Employment

ECE Student

• Program Principles and Practices

• Early Childhood Development

• Children with Special Needs

• Family Community Relationships

• Brea Head Start

• Little Minds Preschool

• Montessori of Brea

Teacher’s Aide at the Montessori of Brea

Computer Student

• Introduction to Computers

• Introduction to Excel

• Discover the Internet

• Securing Your PC

• School of Continuing Education, Cypress Campus

Clerical Support at the School of Continuing Education

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Position Titles and Volunteer

Hostess AssistantKids Club AttendantConcessionsSales AssociateClerical SupportCourtesy ClerkHostessYard WorkerTeacher’s Aide

UsherTeam MemberAssemblerRecycling Center

AttendantServerStore AssociatePhysical Therapy

AideAssistant to

Director of Events26

Integrated PSE and Work Experiences through C2C

Katharine Hayward, PhD

2014 AUCD Conference

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C2C Students by Site

Series150

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54

56

58

60

62

64

60 60

54

59

62

AlamedaNorth OrangeSacramentoSan DiegoSanta Rosa

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C2C Student Demographics: Cohort 1 – 3 (n=295)

The majority of students are:

Male (57.3)

White (50.2%) followed by Black/African-American (14.2%) and Asian (14.2%)

Nearly a quarter (23.5%) are of Hispanic origin

In their mid twenties (mean=25, median=24)

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Disabilities Represented and Services Received

Majority had an ID (52.2%), followed by Developmental Delay (35.8%) and Autism (27.5%)

Less than half (46.4%) were DOR clients when referred

Half (54.6%) receive SSI

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Previous Educational and Work Experience

A third (33.2%) spent half of their time in general ed and half in special ed in high school

Half (56.3%) had taken a college course prior to C2C

A third (37.2%) were employed at or above minimum wage prior to C2C

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Courses Enrolled in 2013-2014

1504 courses• 44.2% regular courses• 20.5% C2C courses• 19.5% DSPS courses

63.4% of courses were for credit

61.1% of courses enrolled in were related to career goals

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Career Related Courses

• Child development

• Computer science

• Business

• Culinary arts

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Top 3 Work Experiences in 2013-2014

Individual paid job Volunteer Unpaid internship0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

48.3%

33.1%

12.4%

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Individual Paid Jobs

Hourly rateRange from $5.00 to $20.00 an hourMean=$9.37, Median=$9.00

Average hours worked per weekRange of 0.5 hr to 40 hours per weekMost frequently reported was an average of 20

hrs/wk

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Paid Jobs Examples: 2013-2014

Jobs were often in:

Customer serviceAdministrative/

clericalFood

service/grocery industries

Employers included:Marshall’s, Target,

Old NavySafeway,

Andronico’sRound Table

Pizza, Cheesecake Factory

Cloverdale Health Care, San Diego City College Fitness Center

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Parents Education

Prior Role New Role

Advocate/Fighter Supporter

Driver Attentive Passenger

Front Line Safety Net

Makes things happen

Allows things to happen(or not)

Protector Allows Failing Forward

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Help Parents Look to the Future

3 Years 5 Years 10 Years

Where will your young adult live?

Where will your young adult work?

What activities will your young adult

do?

What are you doing now to help your young adult reach these goals?

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Help students learn to manage their time. Wake themselves up, etc.

Allow students to cook with open flames and sharp knives.

Empower students to access public transportation

Parent Education

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Parent Orientation and Workshops

Social Security Workshop

Benefits Planning Overview of College to

Career

Parent Support Classes/Workshops

Career Technical Education

Orientations

Overview of Disabled Student

Programs and Services

Email Updates on Events and Strategies

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Bridging the Gap through Collaboration

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Get involved or have your staff get involved• Budget Committee• Emergency Preparedness Committee• Community Resources Committee• Campus Safety Committee• Provost Cabinet• Student Success and Support Advisory Committee• Student Equity Planning Committee• Career Technical Education Advisory Committee

• Community Involvement• Transportation Advisory Committee• K-12 Transition Events• Regional Center Events/Meetings• Mental Health Board

Relationships and Connections

• Introduce yourself to different programs on campus and let them know what supports you are able to provide

• Meet with campus deans, CTE faculty and counselors. Ask questions such as:

• “May we have a culinary student shadow in a class before enrolling?” This allows program to get to know the student and for the student to determine if this is a good fit for them.

• “Which classes do you recommend for an automotive student to take first; do you have upper level students we can hire to provide educational support?”

Bridging the Gap through Collaboration Collaboration Through Relationships

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Strategies to Foster Institutional Engagement

• Show genuine interest in campus activities and programs

• Participate in Advisory Committees• Allow internships of their students when possible• Avoid working in silos - build relationships with

others• Go to parties on campus and host parties

• Take advantage of every opportunity to share about your program

• Attend a Board Meeting every now and then• Participate in Strategic Conversations• Participate in Strategic Planning• Help write or modify the Mission, Vision, and Values43

Positive Outcomes From C2C(Big Picture)

• Report the benchmarks of progress as Student Success. This is what the colleges are looking for so we need to make sure our students are counted

• Share successes (without student names) whenever possible. • Tell the budget officer who monitors your monthly

invoices when your students get jobs so they are part of your team

• Report to the CTE Advisory Committee how well students are doing or what can be done to help students succeed

• Awareness about our students with IDD has increased dramatically after starting our C2C program

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What We have Learned

Campus LiaisonGuidance and Support through course

completionMonitoring Progress and OutcomesCareer Development through Work ExperienceCollaboration within the DistrictBuilding Relationships with Faculty, Staff, and the

Community

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• “There can be options for students with ID, other than PE and art. Given support and job goals, they can succeed (or not) on a college campus.”

• “The C2C students bring so much to the classroom and the benefits are mutual.”

• “The C2C experience is raising expectations for this population which in turn is increasing performance, maturity, responsibility and independence.”

LESSONS LEARNEDAnecdotes from C2C staff

LESSONS LEARNED

Through open dialogue, identify a shared problem/issue across agencies and a desired outcome;

Negotiate the challenges of varied missions and rules;

Make a commitment to take action to reach the outcome;

Engage high level policy officials in decision-making

Continue engagement as adjustments are needed. 47

PROGRAM REPLICATIONInstitutions of higher education may provide supports based on individual needs so students with IDD may access GE, vocational and CTE courses

Critical to find a way to link academics to specificskills for career development and to provide qualityjob placement.

The coordination role carried out be the C2C Coordinator is critical. The Coordinator spearheads the student case management, CBO support services and supervises the provision of educational coaching

A support that shows promise for C2C is the educational coach. This function may be paid for by CBOs (i.e. Tailored Day Services)48