successful engagement of colleges, vocational rehabilitation, students and families: lessons learned...
TRANSCRIPT
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
2
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
52
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