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>> Good morning. Like to welcome everyone to today's webinar. It's part of the 2016-17 PA Community of Practice Series for Secondary Transition. Today's topic is Strategies for Higher Education
Success. My name is Michael Stoehr, and I work for the Pennsylvania Department of Education Bureau of Special Education. And I am one of the leads for Secondary Transition for the state. Before we
get started, I do want to show folks where you can find the handout for today, which is the PowerPoint. So just give me one second here. And if you go to the PaTTAN website, and on the PaTTAN
website, if you go under the tab for training, click on calendar. And if you scroll down to today's date, which is October 26th, you'll see a tab for the title for today. When you click on that,
you'll be taken to this page. You'll see in the right-hand side the tab for handout. When you click on that, you'll see this drop down. And then you just click here, and you can download the
PowerPoint that we're going to be using for today. And again, you can find that on the PaTTAN website. And it's on the calendar page, and then click under handout. Wanted to just quickly review for
those new to using GoToWebinar technology kind of how this works. So first of all, if you want to hide the control panel that comes up for the GoToWebinar session, you can click that button. When you
click that button, the screen will move off to the side so that it's hidden. For the audio, if you are having difficulties with audio, if you're having a hard time hearing me, sometimes if you're
using the microphone and speakers in your computer, that causes difficulty. You may want to switch to the telephone mode. You'll receive a number to call in, along with a passcode to log in via
telephone. However, they are long-distance calls. Rates apply to that. If you have any questions throughout today's session, please feel free to enter those into the question box, or you can also
raise your hand if you have a question, and one of the folks moderating today's session will reply to you. Lastly, if you want to view the presentation in your full-screen mode, if you click on that
icon, it'll make the GoToWebinar session in full screen on your computer. If you do have or are experiencing technical difficulties, these are some suggestions for today. Log off and reconnect to the
webinar. As I mentioned, joining by phone instead of using your computer audio oftentimes will help. Sometimes you may need to reboot during the session. You may want to check with your local tech
assistant in your office, and/or you can send a question to the question box for GoToWebinar. Today's session is brought to you by the Pennsylvania Community of Practice on Secondary Transition. We
are a group of various stakeholders from across Pennsylvania who worked collaboratively to ensure appropriate transition outcomes for PA youth and young adults. As part of the Pennsylvania Community
of Practice on Secondary Transition, the Pennsylvania Training and Technical Assistance Network bring today's webinar. PaTTAN, the initiative of PaTTAN is to support the Bureau of Special Education
and their initiatives and to build past the local educational agencies to serve students who receive special education services. Our goal, one of our goals is to make sure that we are educating all
students in the least restrictive environment and for students involved in Secondary Transition, that's a natural fit as we prepare kids to go onto further training, improvement and to live
independently in the community. Wanted to also mention that a lot of information can be found on the PA Secondary Transition website at secondarytransition.org. We will have a link to today's
webinar, as well as today's webinar is being recorded. And it takes about 2 to 3 weeks for the recording to be completed, closed captioned and posted. But it will be posted onto
secondarytransition.org as well as onto the PaTTAN website. Okay. Want to pull up the agenda for today. So for today, we are going to start today's session with an overview of strategies for higher
education success. Our presenters are from Pennsylvania State University, from Penn State, Bob Berrian and Leah Zimmerman. Following their presentation, we're going to highlight several programs that
offer assistance for post-secondary school success for students with disabilities. Included in these presentations will be a presentation regarding the D.R.E.A.M Partnership by Sherri Landis, an
overview of a new project that we're offering through the Pennsylvania Department of Education called Project AACHIEVE, Dona Alvino will be presenting that session. And then we'll close today's
webinar with information regarding the PAS Project and the new Pathfinder Curriculum. And I'll be presenting that along with Everett Deibler. Okay. With that, we're gonna go ahead and begin today's
presentation with Bob and Leah. So Bob and Leah, you're on.
>> All right. Good morning, everybody. My name's Leah Zimmerman.
>> This is Bob Berrian. As Mike has said, we're from Penn State University where we work in the Student Disability Resource Office.
>> And we're at the University Park Campus in State College. And Mike, if you could advance the slide. We have a few things that we hope to accomplish in the next hour with you. What we'd like to do
is spend about half of the time highlighting the major difference between high school and college as it relates to students with disabilities, the disability legislation, disability services and
accommodations. Then we wanna spend the second half of our presentation identifying ways that you as service providers, teachers or parents can help prepare students with disabilities to transition
from high school to college. And we also wanna talk about action steps that the students with disabilities themselves can actually take to start to prepare for that transition to make sure that it's
smooth and successful. And we'll end by sharing some resources related to what we discuss today. We have a pretty ambitious PowerPoint presentation ahead, and we wanna allow time for questions. So
hopefully we can get through everything adequately. You can go ahead and advance. We wanna start just by setting the stage. And right now in America, approximately one in five people have identified
themselves as having a disability. So at this point in time, around 20 percent of the American population has a disability. When we get into the school setting, and we're talking about preschool
through high school so ages 3 through the graduation from high school, which is either 18 or, if you age out, at age 21, roughly 13 percent of that school population has been identified as having a
disability. When we get into the undergraduate setting, the numbers are about the same. We're looking at about 11 percent of the undergraduate population has identified themselves as having a
disability. But when we talk about the number of students who are actually disclosing their disability and seeking out accommodations or disability services, that number drops drastically. That
number now goes to around 3.5 percent on average across the country. And those are the students, again, who are seeking out services for their disabilities in college. Now it's really different to
ascertain the true enrollment number of students with disabilities on our campuses because of differences in reporting standards across the colleges. But what we can tell you is that that number
continues to increase, that the number of students with disabilities entering college and those seeking services is on the rise. And I'm gonna throw it to Bob here who's gonna talk about what kinds
of disability types we're seeing in college.
>> Next slide, Mike. Michael? Thank you. As Leah alluded to, I think I've been here probably about 9 years. And the students that we were serving initially, the numbers probably have doubled as far as
the case load. Myself, there's three other disability specialists here at the main campus and Leah, who oversees or works with the other branch campuses. I believe there's 24. And those campuses have
their own disability specialists, and they wear several hats and do some other things also. But going back to -- most of the students that enter our office here are self-identified. We have the
common ones, the learning disability and across the board with reading, math disorders, written expression, that type of thing, based on their documentation. Certainly ADHD is a fairly high incident
rate of students coming into the college. One that's increases tremendously is probably the psychological disability, those students coming in with mental health disorders. And that creates some
significant challenges also. We'll talk about that a little bit later. And then we have students often that come in with just a temporary disability, and we provide services for. Another condition is
the physical health disorder, maybe those people with Crohn's Disease, that type of thing, that are going on. Traumatic Brain Injury, TBI, we see an increase of too and neurological disorders that
might fall under narcolepsy, that type of thing. And probably that's, as you're hearing in the news, in the circle of sports, we have quite a few students who come in with post-concussion syndrome.
So they might require reasonable accommodations initially, and then as they hopefully improve in their condition might exit the program itself. Autism Spectrum Disorders, students with Asperger's
disorders, as a new DSM-5 manual indicates that Autistic disorders. So we see quite a few of those students also, including those with visual impairments. And that can go across the board from being
visually impaired, blind and then having some other types of things that might affect their vision that we'll provide services for. Mobility impairment, those students that might use wheelchairs or
require auxiliary services too. And we have a hearing impairment population too. Not too often, a large population of the deaf community, but some students having hearing aids that we provide
services for also. Go onto the next slide, Michael. Thank you. I'm gonna hand it back to Leah now.
>> So we talked a little bit about the numbers of students with disabilities, and we've talked about the different disability types. And before we dive in, we just wanna highlight the importance of
the topic and helping our students to both enter college and succeed in college because what we have today is called a knowledge economy. We are working in a job market or we have a job market that
rewards [INAUDIBLE] achievement. And it rewards it in terms of salary potential or financial growth and social inclusion, or opportunities to interact with our peers. And what we're finding is that
the number of individuals who are seeking and obtaining post-secondary degrees continues to increase in order to participate in this knowledge economy. So over a 10-year span, from around 2000 to
2010, we saw that the number of post-secondary degrees continued to increase. So the number of associate degrees increased by 50 percent. The number of bachelor's degrees or 4-year degrees obtained
increased by 33 percent. The number of master's degrees increased by around 50 percent. And the number of doctoral degrees increased by around 33 percent. And the projection is that those numbers
will continue to increase. If we look at the next slide, we'll see that between the years 2010 and around 2020, 2021, the number of post-secondary degrees obtained are gonna continue to increase.
Again, that's to participate in that knowledge economy. So associate degrees will continue to increase by 21 percent. The amount of 4-year degrees obtained will increase by 21 percent. The amount of
master's degrees conferred will increase by 34 percent. And the amount of doctoral degrees will increase by around 24 percent. So we know that we have to help our students to participate if their
peers are obtaining degrees with that kind of rate. And I wanna talk a little bit and show you what those salary potentials actually look like to participate in that knowledge economy. So if we look
at the next slide, we'll see that in 2014, individuals who were working full-time who were between the ages of 25 and 34 who had earned bachelor's degrees or those 4-year degrees earned 100 percent
more in salary than those who did not complete high school. They earned 66 percent more in salary than those who completed high school or earned a high school diploma. And they earned 43 percent more
on average than those who had obtained 2-year degrees or associate's degrees. So I think the numbers speak for themselves or are very indicative of why it's important to help our students with
disabilities enter college and succeed in order to participate in that knowledge economy and have the opportunity for financial growth and social inclusion. But the reality is, if we look at the next
slide, that our students with disabilities have higher rates of withdrawal and lower rates of degree completion than our students without disabilities. So [INAUDIBLE] disabilities who are in college
are less likely to graduate than their peers without disabilities. And the number is around 34 percent of students with disabilities are actually graduating with their 4-year degrees versus around 51
percent of students without disabilities. And that's a pretty big discrepancy. And that's why we wanna talk about what we can do today to make those numbers a little bit higher. We'd like to see more
than 34 percent of our students with disabilities graduate from college.
>> Michael, move on to the next slide. So the driving forces or the Federal legislation that certainly provides guidance to K-12 schools and also in higher education, we have the Individuals with
Disabilities Education Act, or IDEA, and then we'll get into that, the IEP and those type of things. And then we have the Americans with Disabilities Act Amendments Act. So that was formed in 1990
and then reestablished in 2008. We follow those guidelines and access, and we talked about reasonable accommodations. And the other act is the Rehab Act (Section 504). Moving on to the next slide. So
we'll talk about the differences between the high school versus college and important legislative distinctions. As you know, the high school and the IDEA, it protects the rights of students with
disabilities, provides academic accommodations based on individual needs, is a special education entitlement law and covers students in public schools and even prior to entering elementary school,
ages 3 to 21 or until regular high school diploma requirements are met, has specific disability categories. The school districts must identify and evaluate students with disabilities. Most often that
occurs maybe in the elementary school or middle school and sometimes the high school. We work with students through the undergrad as well as grad and doctoral students. Services include
individually-designed instruction, modifications and accommodations on that IEP. And student needs may be addressed by team of school personnel. As you're aware, if you're sitting around, and I have
some practice in publication as a transition coordinator, most often the IEP team is made up of an administrator, possibly some agencies like OVR, the special ed teacher transition coordinator, a
regular ed teacher and the student and most often the parents are present too. So it's driven by certainly the documentation that supports the accommodations in high school. And most often, the
student doesn't play a big role. And we hope that when they enter high school that somewhat changes, especially when they're speaking out and talking about the transition plan. And then that's
measured by progress toward IEP goals. It's monitored and communicated to student's parents or guardians. So we know that there's a reevaluation of the student's accomplishments as you go on through
elementary, middle and high school. So the difference there and when you come to college, under the ADAA or Section 504 Plan is the law still protects the rights of students with disabilities. We
talked about when students come in, provides academic accommodations based on individual needs, based on their documentation, is an antidiscrimination civil rights law when it was first enacted. It
covers students at all educational levels, including college, regardless of age. So we have students, again, that are at the undergraduate level and graduate level and also students that come in
later on in life, as we call adult learners. So they are provided accommodations under that law. And the broad definition of disability, we'll kinda go into that as we move along in this
presentation. Students must disclose. It is important that the students themselves come to this office or the Office of Disability Services, regardless of institution, and provide documentation that
supports the needs for accommodations, and those accommodations certainly need to be reasonable, which the accommodations provide equal access. You jumped the gun there, Michael. Thank you. No formal
team of supports is provided. So we do not have an IEP team. So the student really comes into the office. We do have quite a few staff at this office, it's a large university, that assist in
providing those necessary tools. We'll talk a little bit about that later. And when the student comes in, it's an interactive progress. They do an intake. We talk about that. We look at the
documentation. And it's really -- the students monitor their own progress and communicate their needs to instructors. And we'll, again, allude to that. So you can go on to the next slide, Michael.
Okay. So as we move along, the disability is defined by legislation, again, by the ADAA actually, and the Section 504 states that anyone who has a physical or mental impairment which substantially
limits one or more major life activities. So that's significant restrictions in performing major life activities in comparison to most people, and functions include, but are not limited to, seeing,
hearing, walking, speaking, breathing, performing manual tasks, learning, reading, concentration, thinking and working. So anything that impacts their life activities that certainly affects their
role here in college and higher education. Moving on. So again, as the ADAA and the Section 504 determining disability-related need in college. Again, students are not entitled, as it is in K through
12 under the IDEA, to the same level of academic support that they received in high school. And that's important because often, not too often, but sometimes we have students that come in with their
504 service plan or their IEP, and they suggest that they receive the same academic [INAUDIBLE] accommodations that were received in high school. Recipient of special education services, including
receipts of IEP, Section 504 plans, accommodations and modifications do not guarantee qualifications for services in college. And again, the eligibility is based upon having a substantial functional
limitation and is not inclusive in a diagnostic category. So if you're functions are limited in one of those areas we discussed earlier, then you would be provided reasonable accommodations.
Certainly self-advocacy is the name of the game. Students are responsible for seeking out, initiating disability services. So we hope the student that comes from a secondary setting is able to
articulate what reasonable accommodations they could utilize in higher education. Next slide, Michael.
>> So we're gonna have some repetition in our presentation. But we really hope to drive home some of these important differences between high school and college so you can communicate those to your
students. And when we're looking at the eligibility for disability services, what we mean by that is how we're determining whether or not a student has a disability under the ADAA and Section 504 and
what accommodations they should receive. In college, like Bob said, it becomes the student's responsibility to disclose their disability and seek out necessary services in order to receive
accommodations. This is very different from the high school setting under IDEA where it was the school's responsibility to identify students who had disabilities and provide their accommodations. In
college, it's the student's responsibility to have dialogue with the disability specialist and then also to provide documentation from a qualified professional that supports his or her need for
accommodations in the academic setting. And each college has the opportunity to determine their own guidelines. It's gets tricky because what happens at Penn State might happen differently at
University of Pittsburgh, might happen different at Temple, might happen different at Shippensburg. It just depends on where you are. Every college/university gets to choose how their documentation
guidelines are set up. And this is very different, again, from high school where the school is responsible for arranging evaluations, and they know what evaluations are necessary. In college, again,
it's the student's responsibility. And if a student needs an evaluation, it becomes an out-of-pocket charge at their expense. Looking at the next slide, if we're looking at differences in
accommodations, and Bob will talk more about specific accommodations, but in determining what accommodations would work for students with disabilities, in college it is a one-on-one process with the
student working directly with the disability service provider. And they are having a conversation to get the student's self-report about what accommodations would be helpful, and they're relying on
that documentation from a qualified professional to link disability-related need to necessary accommodations. It's not the same guided academic program that includes an IEP team that they had in high
school. In college, each accommodation request should be supported by the student's self-report as well as that documentation from the professional. And lastly, in college, the accommodations are
determined on a course-by-course and case-by-case basis. These are meant to provide support for each class, and we get to determine with the student what's necessary each semester. This is very
different than having IEP goals that are good for an entire school year in the high school setting. And Bob will talk a little bit more about what those accommodations look like.
>> So in high school ... Just a moment.
>> Yeah. When we're looking at -- what we wanna do is talk about the differences in responsibilities, roles and responsibilities for both students in college as well as what the university's
responsibilities are. First and foremost, the students' responsibilities: 1) They have to meet the standard admission requirements for the school. We are not able to waive those for any
disability-related need. A student has to be able to meet the entrance requirements for his or her school, regardless of whether or not he or she has a disability. Once the student enters college, it
is then paramount that they're able to meet the essential requirements of their courses or program. Again, disability services [INAUDIBLE] waive the essential requirements of a course or program. The
students have to be able to meet those with or without reasonable accommodation. The student's responsibility is also to disclose their disability and to seek out the appropriate disability services.
They have to provide documentation from a qualified professional. You've heard me say that a couple times now, but that's really important that they have that documentation that links their
functional limitations to their need for accommodations. And it has to be up-to-date, and we'll talk about that in a little bit. And lastly, it's the student's responsibility to engage in what we
call self-regulated learning. They have to be independent in this learning process in college because they are not entitled to the same level of support or that guided academic programming that they
may have had in the K through 12 setting under IDEA. If we look at the next slide, it outlines the university roles and responsibilities.
>> Yeah. Thank you, Leah. I apologize there. I was losing my voice, though. Okay. So we look at the responsibilities with the college and the university's responsibilities. So we, as a university,
must ensure equal access to services, programs and activities to all persons, regardless of whether or not they have a disability. So when we talk about equal access, we're talking about access to
the buildings, making sure they have accessible for wheelchair users, that type of thing, the classroom settings. We have quite a few students who might take online courses. So we might wanna make
sure they have access [INAUDIBLE] that are online, especially our visually impaired students. That's when we get into providing auxiliary aids and services to persons with disabilities, again, to
provide equal access. So if we have a student that has a severe hearing impairment or deaf, we use a qualified or certified interpreter, use captioning. Sometimes we use remote captioning. And again,
this is a conversation that we have with the students about reasonable accommodation, assistive listening devices, like an FM system, that type of thing. Some students have come into the university
with their own and maybe work with the Office of Vocational Rehabilitation to provide that piece of equipment. And students who certainly are visually impaired or blind, we use Brailled material,
large print materials and, again, audio recordings, especially when it comes to reading things through a web page or we have a lot of our platform ... The instructors here use a platform called
Canvas and ANGEL. And we have to make sure those items or materials that are on those platforms are accessible too for all students. So in addition we use audio recordings, qualified readers and
modifications of equipment if necessary. So we must use interactive and deliberative process involving student to determine reasonable academic adjustments, based on, again, supporting documentation.
And we alluded that too earlier. So what is supporting documentation? So most often, when you're working with students with, say, learning disabilities, we certainly would like the documentation to
come from a professional provider, such as a neuropsychologist, psychologist. That included in that document might be a [INAUDIBLE], certainly aptitude achievement scores. And then with our ADHD
population, there's certainly assessments that look at processing speed and that type of thing, memory, and response to stimuli. And then another piece of documentation, certainly if the student has
a hearing impairment and uses hearing aids, certain information from an audiologist would be useful in determining reasonable accommodations. So how 'bout covering the costs associating with provided
accessibility, unless doing so causes an undue burden? So most of the things that we provide here, the accommodations, are provided through our office without any cost to the student, unless it's a
personal item. And we'll discuss that in a few minutes also. Go to the next slide, Michael. So let's talk about College and University Disability Services. Provision of reasonable accommodation. We
provide access to education by mitigating and reducing functional impairments. But must be supported by documentation, again. That term comes up often and is determined on a cost by cost and case by
case basis. So often, when a student comes in to our office, after we go through the intake, and discuss reasonable accommodations, then they're registered with our office. At a conference just the
other day, listened to an attorney talk about accommodations and higher ed. And I guess she alluded to the vanilla type things like, most often, students with significant, say, reading disorders, or
processing problems, you get the extended time for exams and quizzes. And often, as we discussed earlier about the mental health issues, we have [INAUDIBLE] to anxiety issues and stuff or the ADHD
issues, where they might be easily distracted, so that might take place in a quiet setting. We also do note-taking assistance. Some of those things too, we have assisted technology, called the
Livescribe Pen, which records lectures while you're taking notes. That's nice too. But really, what we're discussing here is the accommodations with the students. We'd really like to have the student
be part of that decision-making process and utilize some of the assisted technologies, instead of relying on outside sources to take notes for them. And as I alluded to earlier, quite a few of our
instructors will provide course information and notes online. So they can ... We call it frontloading or downloading that material prior to going to class. And using that information to take notes
on, and that type of thing. And then another accommodation is certainly the accessibility of structural material. We do textbooks in alternative format. And large textbooks and course materials based
on the need for accommodations. Again, we use the system technologies. We use text to speech software, smart pens, and finally use the captioning for our deaf students, or interpreting. And, often
what we have students, when we look at the prior registration piece, it's those students that have significant problems with -- if you've been at University Park campuses, they're very large campus.
So if a student has mobility problems, certainly prior to registration would be a reasonable accommodation as well as for our students who are visually impaired and deaf, just so we can get those
tools in place that, or accommodations in place, they need prior to the semester starting. When we talk about course substitutions, that doesn't often happen. Because you still have to meet the
essential requirements of the major. Often when we talk about course substitution it comes under the foreign language substitution, and your documentation needs to support that. And that's a
discussion we have if the student requires a substitution and is in a major that requires a foreign language. Sometimes we have students that come into the University and do not have the foreign
language piece to come in. Most often it's two years of a foreign language, because of their condition, or learning problems. And then that's called a foreign language waiver. So that should be
discussed as soon as you enter the university and discuss those things that you could fill that requirement and that's a conversation we have with the student and the college they're enrolled in.
Housing accommodations are another reasonable accommodations, our students that have significant -- most often health concerns like cystic fibrosis, where they have a lot of medications and equipment
that they might use for housing accommodations, or a wheelchair user. The rooms are set up a little larger, or they might need independent housing themselves. On our website there's a link to the
housing accommodation form. So, most universities will have that, and when they discussed housing on campus. Now housing off campus is quite different. That the student will need to look at those
properties off campus, they're owned by other individuals. However, when you do come on campus and you need not only the housing accommodation, but traveling around campus is use, the kind of bus
system that they have, accessible vans and busses. We also have the para-transit van that does a little bit more for our students that require that service. You can move on Michael, to the next
slide. So, we'll go on to again, high school versus college, important accommodation distinctions. So in high school, often, sometimes our students will say, well, you know, I got extended time or
unlimited time for my exams. And or else I would be able to take part of the exam, one day, and maybe take the other part another day. Well, in higher education, often that does not happen. So when
you're looking at the accommodation piece for extended time, that often happens, and your documentation needs to support this. That happens in one setting. So if you say you have an exam that takes
up maybe the student body in that class, as an hour to complete that exam, you would get, if it's 50%, 90 minutes. No if you required double time, that would be two hours. So, and those are the
things we discussed while we're talking about each class. And course, that what accommodations are reasonable. Because some classes don't even have exams, so, you perhaps would not get an academic
adjustment letter from that course. And often, you know, talking about the exams, we have online exams, because we have the polytesting center where students have to go into that area. And there's
quite a large area, so sometimes the people get -- those students that have ADHD might be distracted a little bit easier. So there's a little private room to take the exam in. And -- but they need to
learn to take those online exams. Often, students will say, well I need to take a paper, pencil test, or exam. In place of the online exam. And there's a lot of security issues regarding that. So you
have to have a pretty good reason to receive that accommodation. And again, that has to be supported by documentation. Clarification of interpretation of exam questions. Often, when -- and I remember
doing this as a learning support teacher, you can clarify some of the questions on an exam in a high school setting. However, when you do have a reader in the college setting, or assisted technology
to read test. Those test questions are not without interpretation. And aid in the classroom for taking notes. Often we do not do that, in high school setting you might have a para professional taking
notes, or I know teachers do provide notes, but in the college setting, most often, it happens through the use of students taking notes or using a Livescribe pen. And as alluded to earlier, that
information is usually posted online on the teachers website, or again, campus, or angel, those platforms. So, that student has access to that, and those are questions we'll ask when the student
comes in for their academic adjustment letter. And it's usually printed in their syllabus. A reader for texts, or books on tape in high school. We have a lot of -- we have an assisted technology
librarian, we have access to a lot of electronic textbooks. So, that covers that piece there. Of course waivers of substitutions as I talked about that earlier. You might get that in a high school
setting, but however, the college setting, there is no course substitutional waivers, only for non essential courses, and often. You know, we've had this probably it comes up once or twice a
semester, where we have a student with a significant math disorder, and we try to work with them and the math department closely aligning a good math course they could take and succeed in. Because
those courses are essential to the major, cannot be waived. The student may receive personal aids and services, tutoring for paraprofessional readers for study time in the high school setting.
However, that does not happen in the college setting. Colleges are under the law not required to provide aids, devices or services of a personal nature. Specialized tutoring, readers for personal use
of study time. All right, and those services actually can be -- there's a fee for those things. And last is educational programs, may be modified beyond providing accommodations. As you're aware,
some of the participants here -- and sometimes the exams are modified and changed. That, in the high school setting, and certainly that is not going to happen in the college setting. The essential
requirements of a pro level course can not be altered at all. You have to meet -- we tell each student that comes into our office, and actually parents ask this question often, because of the
modifications that might have been on an IEP. And I'm going to tell you recently, I had a student come from out of state, and wanted his accommodations on his IEP was that he was allowed to re-take
exams if he didn't get a certain grade on the exam. And we were surprised about that accommodation, but that was given to him in high school setting. And certainly would not be appropriate in the
college setting. So, moving on, thank you Michael.
>> I just want to note on that, on that last slide, there was a hyper link at the bottom, and at your own time you can check that out if you access these Powerpoint slides, it's a video about one of
our students who's used our accommodations and she talked about that process, and how the accommodations have been helpful for her in college. Now, we've spent a lot of time here talking about the
differences, and we want you to be well versed in those differences so you can make sure that your students understand those. And certainly, if you have any questions I encourage you to type those,
or submit those now about any of the material that we've presented so far. And we'll try to address those. We're going to spend the rest of the presentation talking about strategies or things that
you can do to work with your students and what students can do. And we want to start by talking about ...
>> We just, I'm sorry, if we want to -- we do have a few questions that came in for that last section.
>> In -- and I think you've already answered these, but I'm just going to go ahead and give them to you. Are students required to disclose their disability in order to receive services?
>> Yes, yeah, that's under the ADAAA. That they have to provide some type of documentation and what's going on that's interfering with their education process, yeah.
>> And Bob, they have to seek your services out at the college of university, right? It's not like if they're in a high school where the school really tries to take care of all that.
>> Correct, yes, yeah. The individual -- the student with a disability that enters any university setting, college, anything outside K-12, secondary, even if they're going to a trade school. Under the
law, even if it's a private, yes, I think title two and title three, private and public institutions are a little bit different. And we can get into that, but that's a whole 'nother area. [INAUDIBLE]
and Kate just presented at Haverford College about this topic. It's really important that the student, because when they come in, and Gene even alluded to this, when they come in we talk about that,
it's an interactive process. When a student can't articulate their own needs, it's really concerning to us because we don't have an idea of what their accommodations they'll need at the higher
education. And, it created problems Michael when we have students going out into the classroom. As you know, this is a large University, we have 40,000 undergrad students, and often, our freshman
really, it's a quantum leap. We really concern in any struggle, when they can't articulate what they need and it is overwhelming at times. When they come in, so, and we really are concerned about
that whole process. But yes, they do have to come in, with their documentation, and talk about how, through their whole K through 12 experience, when they were identified, what services they got,
including -- and even in elementary school, where often the parent will come in and join the meeting as an intake. But, did they get OT services, where there motor issues? We have a lot of students
who have poor handwriting. So again, we use other devices or even a scribe for an exam. Or did they get speech therapy services? We have students who have difficulty presenting presentations in a
class on communications, who stutter. So there's accommodations for that also. So I know I'm kinda going on and on here. But yes, they certainly must come to the office and identify it. It's the
student that has to do that, not the parent. Often we get parents who call, make appointments, and we don't have students showing up. It's very frustrating because sometimes the student doesn't want
to be identified. And it is all confidential. And nothing is mentioned in the academic adjustment letter. I hope that answers your question.
>> Yeah, it does. Do you recommend that students contact your office when they're considering going to your university or college? So the question really was, can they meet prior to enrollment to
learn about services provided?
>> Yeah, you want to ...
>> Yeah, and we're absolutely gonna address that. We would encourage you to have your students reach out to the disability service office on the campus or college that they plan to attend to set that
up as soon as possible. We can get that process started before they come onto the campus. That way, when the classes start in the fall or the spring, whatever they enter, they're ready to go.
>> Well, often we have Visit Penn State days. And students will be walkin' around with their parents. It's most often the parents who drag their son or daughter into our office. And if we're
available, they'll just say, "Can I speak to someone to talk about services here on campus?" And we're always glad to meet with them and stuff like that, and discuss that. And they don't have to be
enrolled in time. Or they might be thinking about applying to Penn State University.
>> But that's is very important. And let me add that the student can come through, register with our office, and it's often like, they might use the accommodations for 1 or 2 years, and I might not
see them for a semester. And then the next semester they'll show up and say, "You know, Mr. Berrian, I'll need this accommodation for this class, this semester and that's it." So it really determines
on what the student needs and what they're covered for, based on their documentation.
>> And kind of along those lines, a school or a young adult, family, they can contact your office to find out what documentation is needed to document their disability?
>> Mm-hmm. Yeah, often we have guidance counselors calling us, Special Ed. teachers calling us, transition coordinators, parents. And when parents do call, we hope that the student is available so we
could have that conversation with them. 'Cause they need to know there's also. There's quite a bit of information on our website. Sometimes it's a little overwhelming when it gets to documentation.
These questions are excellent. But say a student has not been assessed for several years. They had a learning disability. I know that a lot of people put out there about this 3-year rule. But that's
not really, I don't know where that's coming from. But, say we have a student that was evaluated maybe in middle school, and they don't have updated documentation. Ultimately they're working with OBR
in their state, and stuff like that. I think Pennsylvania does a really good job. But, if they come in, we talk about provisional services, we're not going to let them hang out there. We start that
whole process and we provide accommodations. We hope that at some point, they can get updated documentation. Because there's a real difference between an eighth grader, and an 18, 19 year old that's
coming in to college, as far as developmental use. So it's nice to have update things, because most often the documentation will provide some recommendations also. Sometimes it's not reasonable
recommendations, when we have like -- often, it's our target. If the neuropsychologist, often the psychologist who's performing the accommodations, they're familiar with K through 12 and IDEA
standards. However, sometimes they -- I don't want to say they've missed the boat on higher education, and are mentioning some things that are not reasonable. But, most often are on target.
>> And I'm just going to add to what Bob said, and these are addressed in the following slides. But if there's anything to take away, I think two of the biggies that Bob just hit on, are making sure
-- number one, that your students are leaving high school with updated documentation, updated evaluations. Because that will help ensure services, but also then they don't have to pay for it
out-of-pocket, in College if they need more. And the second thing would be to make sure that your students are practicing or able to talk about how their disability impacts them, and what
accommodations would be most helpful.
>> And you had also mentioned about the foreign language waiver, does that apply to students who did not take or pass a foreign language class in high school?
>> Yes Michael, because we have students who come in, they might start at a branch campus, or some from another University of Community College, and we can pull up their high school transcripts, and
we don't see a foreign language that's done in high school, or we see very poor grades, that's a discussion we have with the student. And then the documentation will support that. So then, this is a
whole process. We work with the college itself, and then we provide a letter to that college, that support if their documentation supports that. We request a foreign language waiver, and it's called
an entrance waiver. And a foreign language substitution, if they need to take the foreign language for that college. Some colleges, you don't need that, and degrees. So, I hope I clarified that,
because it is a process that's very demanding and sometimes our students will be in their junior or senior year and realize that, the foreign language waiver. I just had a student that I worked with
through the College of Engineering, actually the College of Engineering doesn't require a foreign language, but under the College of Engineering there was computer sciences that required a foreign
language. So, we work with the student, we -- if he didn't have the update documentation, there's some assessments out there, one assessment is called the modern language aptitude test. And last,
this is very good -- I think it came out of the University, and so, we will direct that student. We do, if -- often sometimes a student does not have, is identified here at the University setting,
and which creates a burden on the student as far as getting testing done. So we have the psych clinic who work with the student. And maybe do it based on a waiver, or as a [INAUDIBLE] and stuff like
that. I threw a lot at you.
>> There's a question, and thanks Bob. There's a question that came in and actually I can answer this one. It's talking about an IEP still covering it's student, until they're age 21, after they have
graduated from high school. And no, IEP's are only covering school age students up to the age of 21. But once that student takes their diploma and they graduate from a high school program, they're no
longer covered by the IEP and everything that we and Bob just talked about would kick in. There are not IEP's in higher education.
>> That is absolutely correct Michael, and for some reason we still have -- it's not a large percentage, but it's clearly stated in the laws. That an IEP does move on past high school graduation. And,
and I say no, but we see some IEP's, that the IEP is embedded with a lot of the scores from the achievement and aptitude test. So, I don't know why they do that, but we get so much things from
different states, and different states have different procedures and stuff like that. So, sometimes those IEP's are important to us, because there's no other documentation available, so.
>> Okay, we're going to go ahead and move on, cause of time. And, you guys can go on to your next slide, thank you both.
>> You're welcome.
>> And hopefully this helps to answer some of the questions that -- those were great questions, thanks to everyone for asking them. And hopefully this provides some more information about what you can
do to help your students, and what the students can do. And what we really want to do is help our students to become what we call self regulated learners. And we're talking about the movement from
school directed scheduling to self directed scheduling. From teacher driven studying to self driven studying. And from dependent living skills to independent living skills. There's a YouTube clip at
the bottom, that we sometimes show just for some levity. And it shows an individual on escalators, and on an escalator, and the escalator stopped, and the man if just yelling for help. And obviously
the escalator has become stairs, but he's unwilling to take those steps, or unable to take those steps to go on up by himself. And we need to make sure that our students aren't stuck like that. So
we're just going to spend a little time talking about these self-regulated learning strategies. And when we talk about self-directed scheduling, on the next slide, what we're really talking about is
that in College, it becomes a students responsibility to do some things that they maybe didn't have to do in high school. For instance, all of a sudden in college, a student has to select his or her
own courses. They get to choose what classes they're going to take, and they also get to choose what major they want to study, or what degree they want to obtain. All of a sudden it's their choice
whether or not they attend class. There's certainly are consequences attached to not attending class, whether that's a grade or just not learning. But all of a sudden for the first time, they get to
choose whether or not they're going to go to school that day. It becomes a students responsibility in college to obtain their textbooks or other class materials. And they also have to monitor their
progress to make sure that they're making progression towards their degree. There's some things that we can have our students start to do in high school. As much as possible, let's have them be
involved in picking their classes. They know they have not as much opportunity to pick classes, but engage them in conversations about why they're picking the classes that they are. And have them
start to actually think through that process. I know we all want our students to be involved in the IEP meetings. We want them to start to advocate for themselves and to become independent thinkers
as far as their education and accommodations are concerned. And we want our students with disabilities to avoid the temptation of retreating to lower track classes. And what we mean by that, is we
don't want our students to take maybe the easy route, or to maybe avoid taking classes just to make it easier on them. So we want them to take those math classes. We want them to try to take those
foreign language classes. Because those might be required for entrance into a college. They might be required for entrance into different programs. And we might just need to make sure that they're
building those skills in a supported environment before hitting the college environment. When we look at the next slide and we talk about self driven studying, what we're talking about is all of a
sudden it becomes the students responsibility in college to do things like follow a course syllabus from a professor. A professor is just going to hand them a syllabus at the start of a semester, and
it's going to include an outline of course readings that are necessary, it's going to include an outline of when assignments are due. And when tests are scheduled. The professors are not going to
constantly remind students about due dates, or when exams are scheduled. It becomes a students responsibility to follow that schedule independently, and those students also have to learn how to study
on their own outside of class. What we see in college, is that professors will provide a lecture during class, but then they rely on the students to do some of their own studying or some of their own
learning outside of the classroom, by synthesizing the lecture with class readings that they have to do on their own. And lastly, it becomes a students responsibility to start to talk to their
instructors, when they have problems. And that can be hard for a student, because some of these classes are very large, we have some lecture halls that have a couple hundred students or more. And so
those professors aren't necessarily getting to know their students one on one. Like maybe the student experienced in high school. So that can be challenging for a student to get to know their
faculty. So what can our high school students do now? We would encourage them to consider taking a college prep program or a college prep class if one's available to help them acclimate to that
college setting. We would really like to see them start to use planners, or organizers, so that they start to schedule their own time to keep track of due dates, when assignments are due, what course
readings have to be done. And when exams are scheduled. And lastly, engage your students about learning and reading strategies. Too many times we have students come in and I think I was one of them
too. They enter college and they say, I don't even know how to study, I've never had to study before, I don't have well developed study skills. So work with your students on how to do things like
create flashcards, how to get through very large course readings by highlighting the important parts. They need those kinds of strategies before going to college. And lastly, when we talk about the
first time, such as manage their own time. Manage their own schedule. Manage their own money. Or create some kind of budget. All of a sudden they have to figure out how to get their own meals. When
is the dining hall open? When does it close? How do I grocery shop? How do I prepare meals? They have to practice healthy living. How am I going to get exercise in? And hygiene? Where am I going to
wash my clothes? Is there a Laundromat available, or am I gonna wait for mom and dad to pick it up on the weekend? A biggie for our students is medication management. A lot of students come to
college and they've never had to manage their own medication. And that's big for our students with disabilities: knowing when to take medication, how to take it, and how to refill a prescription if
necessary. And lastly, we want our students to engage in social activities and know campus safety. We need to talk to our students about that. They need to know things like not to walk across campus
alone at night. Or not to take a drink from a stranger. Or how to get involved with their peers and social activities. So things your students can do, a biggie, start to use their own alarm clock.
Don't rely on mom and dad to wake them. Let them start to do that independently. Help them practice money management and budgeting. Talk to them about how to get meals, or how to prepare meals, how
to manage their medication. I can't stress that one enough 'cause we have too many students who can't do that on their own when they come to college. And again, engage them in conversations about
campus safety. If we look at the next slide, the reason that these are so important is because the reality is that the first year of college is critical to the success of our students with
disabilities. Right now one in three students are leaving college after their first year. That means around 33 percent of college freshman are not making it to see their sophomore year. So they're
certainly not graduating with a college diploma. And we know how important that is with regard to that knowledge economy that we discussed in the beginning. And we know the keys to success. The keys
to success are helping our students with disabilities integrate in both the academic system as well as well as the social system. That's what facilitates retention in college. If we look at the next
slide, we have an understanding of what the keys to success are: academic integration, social integration. And we know the things that are making it difficult for our students to succeed in college.
For example, certain student demographics. One predictor, for example, is that whether or not parents of the student went to college or how supportive their parents are of theirs students in college.
We know that there's a lot of stressors in college. We've identified those stressors. Studies have identified those stressors. They're worried about grades. They're worried about financial stress.
How are they gonna pay for college. They're worried about careers afterwards. They're worried about fitting in socially or managing relationships with friends or significant others. Lastly, we
certainly know that having a disability can make college a little bit tricker, especially with regard trying to manage the academic and social systems and have a disability. It's particularly
relevant for students with mental health disorders because their disabilities often manifest themselves for the first time between the ages of 17 and 25. College just happens to fall right smack in
the middle of that, which can make succeeding in college really challenging.
>> Moving on to the next slide. So we're working with transition students with disabilities, preparing for success. We alluded to some of these things earlier, just highlights again communicating with
students applying to college that they must meet the college standard admission requirements. Often we're asked that if a student has a disability, can we indicate that on the admission application?
Will that improve their chance of being admitted to the university? No. That's stated in the law that that doesn't give you the right ... Actually, let me add that the students, sometimes when they
do their essay for admission to the University, they might include some of their issues that they've dealt with regarding their disability. But that doesn't play a role on getting into the
university. Making students aware of accommodations available for college entrance examinations. There's a website there that's available. As Leah alluded to, some of the courses that they might be
taking in high school, making sure their college placement, rigorous courses. Some of our students sometimes don't have that course embedded in their high school transcripts. They have to do
pre-assessments before they enter the university. If they don't score well, they might have to do remedial classes, which they have to pay for, but doesn't count for course credit. Certainly be aware
of that. When they're exploring college environments that suit their needs, certainly look at the campus size. And we have 40,000 undergraduate students with a graduate population, I think it comes
to 45,000, 46,000. So you have to make that decision that best meets you. Just don't go to a college because they have a good football team or the right colors or a good band. And we hear that
sometimes, unfortunately. But make sure it's a very good fit for your student it's cost effective. We tell students they have a fiduciary responsibility. Everybody knows the cost of education's
increasing. It's really frustrating to us and really concerning when a student comes to our office, maybe after being here two or three or four semesters. Maybe they have two semesters of credits and
stuff like that. So there's a lot of things that might happen or occur when they're put on poor academic scholarship. They might have to withdraw from the university if their GPA doesn't meet the
standards of the college. Work with the students and their IEP teams to determine if updated testing would be beneficial prior to exiting high school. That's a decision that high schools have to
make. I know some high schools do updated testing depending on how well they're doing. Some high schools don't have to do the testing too. That's a discussion that you should have with your
administrators and IEP team. Discuss with students and their families that privacy laws in college prevent college staff from communicating with parents or guardians about students' disabilities,
services or grades without permission from the students in writing. That happens often when the parents want to be involved because they were involved maybe most of their life. When we discuss
accommodations between the student and the Office of Disability Services. The parent is not included on a lot of those discussions. The student themselves should be communicating that with their
family members. Wanna move on to the next slide, Michael?
>> Building on what we had already talked about, something you can do with your students is to make sure that they are leaving high school with some study skills in tact, that they feel prepared to
study and meet the reading requirements, that are often pretty lengthy, in the college setting. Another important one is to role-play with your students how they talk about their disabilities, their
disability related need. They don't have to necessarily talk about what they have been diagnosed with per se. But let's talk about how the functional limitations impact them and what accommodations
might be helpful and help them learn how to have that dialogue. Make sure that they can talk as much as they can about what accommodations are helpful. But also we want them to understand the key
differences that we discussed in the beginning about the differences in between high school and college as far as accommodations are concerned, that just because they received a certain accommodation
in high school doesn't necessary mean they're gonna receive it in the college setting because of the difference in laws and that we are about access, not necessary about modifying curriculum or
exams. I think a cool one too that you could think about is to bring back your students with disabilities who have graduated and are in college and create an environment where they can come back and
peer mentor or spend and evening talking to your students who are getting ready to leave high school. They can talk about what they have experienced, lessons learned and get some information from
students who have actually done it and succeeded in that transition. Another really big one that we think needs to be highlighted is making sure that your students are connected to the appropriate
service providers in the college setting. Whether that's a medical doctor, a counselor, a psychiatrist, too many times students come to college without those layers of support that could help with
their disability management and help them be more successful in college. Talk to them about establishing those supports anywhere they choose to go for college. Also as far as supports are concerned,
make sure that they're connecting with the Office of Vocational Rehabilitation or OVR if that seems necessary. Also make them aware of FAFSA, the Free Application for Federal Student Aid or any
scholarship opportunities because, like Bob said, tuition is expensive. We want to make it as cost effective as possible for our students. We're gonna spend the last two slides here before the
resources just talking about what steps your students can actually take to make sure that they're ready for that transition.
>> When Leah and I were putting this presentation together, some of the things that students ask about and we provide them with is the on-campus resources here at Penn State. We have our office. Leah
alluded to the counseling center, Penn State Counseling Center, that provides counseling for our students. That's really for short periods. If students having a difficult time adjusting to college
life ... They do groups as well, some mindfulness activities, anxiety, depression, even have this group for students with Asperger's. That's a very important connection. But beyond that, if a student
who travels quite a distance here and has a therapist back home and then maybe a psychiatrist or physician that provides the medication, you wanna make sure those things are in pace at the University
setting too because if they do need a counselor, we usually use outside resources also. Then our university learning centers. It provides tutoring and those types of services. So that's in house for
probably the first couple of years, the lower level classes. When you start getting beyond that, the junior, senior years, 300, 400 level, most often the students communicated with the instructor.
Often what happens too is a lot of the instructors, the faculty here might have teaching assistants. They provide support too. Our students will meet with them. They do study groups also for certain
courses. They actually had a presentation that's quite a few of my students went to like studying smarter, not harder. We tell our students to take advantage of that. We are fortunate too to have a
few grad students in our office. They're going for their PhDs in rehab counseling under the college of education. They work with our students on some of those things too. When it comes to scheduling
classes, you're working with your academic advisors. When it comes to real significant problems where you could be missing a lot of school or if you're out of school for medical issues or other
issues that happen during life, you have student family support services. We put the office of student conduct down too because sometimes our students have situations where they might be in residence
halls or residence life or even off campus where they're having trouble with maybe peer groups and stuff like that. Those folks can certainly provide some guidance also. The off-campus resources, we
talked about that. Doctors, specialists, mental health providers, there's quite a bit mental health providers in the community if student needs that. Tutoring services, there's some private tutoring
services and support services for students. That's usually based on fees. Then again, the Office of Vocational Rehabilitation. Moving on to the next slide.
>> Then we're gonna conclude here with what our students can actually do, steps that we want you to have them take or consider having them take to make sure that they're an active participant in this
transition process. Number one is knowing legislative differences that we discuss today. We want you to talk to them about them. But we also would like them to be able to articulate some of those
changes so that they are aware of them. They're well versed in them. They understand how they could impact them. So have your students practice talking about that and how those changes may impact
them. To build self-awareness, we think it's really important that you have your students start to talk about how their disability impacts them. Not necessary a disability label or a diagnosis if
that makes them uncomfortable. But we just want them to be able to talk about their areas of strengths and their areas of need and how that relates to their accommodations. For developing
self-advocacy, back to those accommodations, we would really like it if your students are able to talk about what accommodations they received in high school. Sometimes students come in. They can't
even say what accommodations they received in high school. Practice talking about what accommodations they receive and how those benefit them. That way they're able to talk about them when they come
to college and ask for the accommodations that they need. Looking at the next slide, a couple more steps your students can take. Number one is to initiate services early. This goes back, I think, to
some question that was asked by an audience member. But encourage your students to contact the disability services offices at the colleges that they plan to attend, are interested in attending and
ask about their documentation guidelines. That way they can start to prepare what documentation is necessary. They can also start to make appointments to meet with those Disability Service Offices
just for an informational interview or start to initiate services prior to starting classes for the first semester. To prepare for those services, we encourage our students to start a portfolio of
documentation, to start to gather up the evaluations that they've had done or the IEP to the section 504 plans. They have those readily available whenever they meet with their disability specialist.
We've heard this a lot, make sure if they need updated testing, that they have the opportunity to receive that in high school for two reasons: One is so they're prepared for the accommodation process
in college. It saved them money. If they have to pay for evaluations outside of college, it becomes a cost that they have to incur. Lastly, for campus engagement, that goes back to the academic
integration and the social integration. We encourage students to tour college campuses to figure out if it's a good fit. We really strongly encourage students to attend new student orientations so
they can start to acclimate to the college environment and learn how to navigate the campus and what resources are available. Lastly, we want them to be as involved as possible in college
organizations, activities, student clubs. They can start to learn what's available so that they can interact with their peers.
>> Mike, let me just add to that. We do have a program that starts in the summer. It's call LEAP. If you just go on psu.edu and put in LEAP, it's a program that our students come in the summer early
and take ... Later in the summer, I think second summer session starts in late June. They take six credits. They're pooled together with 25 other students. It's a good way to introduce them to Penn
State University. They do get credit for those courses. Some universities do that. Maybe that's an option too. We have students too that transaction from our branch campuses or other campus. They
don't realize when they make that quantum leap to large a large university. They really struggle that first semester. It would behoove, certainly the students, to really register with the office
early, get those accommodations in place. The benefit is too we -- we had talked about scholarships earlier. We offer scholarships too. I think 13 or 14 scholarships to different disability groups.
That's another advantage too based on your financial need and GPA. The next slide if we have another one.
>> The rest are links to different resources that you certainly can view in your own time if you pull up our slides after the presentation. Bob might have a couple that he wanted to hit on. But on
these remaining slides, we have resources about college options, how to help your students choose a college, especially students with disabilities. We have a couple slides dedicated to study skills
and time management. The next two slides, I believe, are dedicated to that. I lied. The next slide is about how [INAUDIBLE] students prepare. I apologize. Some important ones here, the ETS website, I
think, is pretty important because if your students are interested in receiving extra time on the SATs, this is the link that they would want to follow.
>> That's also important when we talk about documentation being updated. We have a lot of students that are looking at grad school. The grad school requirements, the documentation is similar. But it
needs to be updated. If you look at the ETS application for GREs, practices for education. Even I had students taking engineering exams, business. You look at LSATs and MCATs. This is beyond, I know,
undergrad. But that documentation is important. If your documentation is outdated, we talk about that with our students. When they're in their fourth year, are you gonna take your GREs looking at
grad school because those guidelines are a little bit different. Documentation, I think, for learning disabilities have to be within a 5 year window. If a psychiatric problem, the documentation or
TBI is 1 year or less. That piece is important. I just had two students come in looking at taking at the GREs. Their documentation is not within the guidelines. We're hoping that there's a chance
they might be appealable. One is 2 years out. We don't know what's gonna happen. We might have to have that student go back and get tested again, unfortunately. That burden falls on that student.
When you're paying for other things, it's very costly. Moving on, Michael. Do you have any more? More resources about transition services that, if you wanna jump on, they provide some certainly
important information. Moving on. This is some good places to go to. We have our students use these. The Berkeley Student Learning Center, they have a great, as we say, [INAUDIBLE] Constitution.
That's a website. Some high school students could use that too. Tells us about testing strategies, time management, that types of things. Cornell University Learning Strategies Center also. Then our
own Penn State Library has this whole thing about when you're d oing a research paper. Then a couple of other ones just have study guides and strategies for time management, project management,
self-motivation. Your students should be using these now. It would behoove them to be more, especially in their high school years, to be utilizing these services or strategies or programs and not
rely on ... I know quite a few students come to that Learning Support Room at the end of the day. They have to get their agendas signed off by the special ed teacher. They have to make sure they have
all their homework assignments in for the next day. We talk about that [INAUDIBLE] with our parents and our students entering the university because those things do not happen anymore. I'm not here
at 5:30 in the evening signing off on agenda books. I say that jokingly. Go ahead, Mike. Was there anymore we have? Moving on. More resources, the Khan Academy, Study Stack. The Khan Academy is great
for a lot of different resources. But it's good for probably high school, then some of the earlier courses and stuff like that. But if you're an engineering premed, as you start getting to those 300,
400 level students, you gotta know your stuff and you rely on more faculty and really working hard. You're gonna know if they're gonna be successful usually after the first few semesters in a certain
college or program. Most students will come in as DUS or division of undergraduate studies or undecided. Then they start planning the area they'd like to go in. On campus, we do have the academic
advisors assist with that, the colleges. We have career services. They have a lot of neat things over there. They even do video taping and stuff like that. When you're ready to present and go for
jobs and stuff like that, resume writing, writing a cover letter. Then we have a lot of job fairs. We even have people from different universities come to our job fairs. Moving on.
>> This disability legislation which just highlights some of the key differences that we talked about today between high school and college as far as disability legislation, the movement from IDEA to
the ADA and section 504. You're welcome to check those out as you see fit. Then we end with our contact information. We welcome you to reach out to us if you have any questions about the
accommodation process, disability services or anything that we discussed today. Michael, I know we ran over. I'm not sure if we have time for questions or if anybody had any.
>> I just really wanted to summarize a couple things. We had a number of questions that came in regarding the entrance requirements. I guess it should be stated that with the federal laws and
concerning states for students that have IEP, so [INAUDIBLE] education. School districts do not have to provide testing if it's not going to directly impact a student in high school. A question did
come in. Do you advise families, during the senior year, to independently seek out assessment? Would it make more sense to contact the college or university to determine what assessment or what
documentation is needed?
>> It's an excellent question, Michael.
>> We deal with that it seems on a daily basis, especially during the summer months when people are entering the university. The conversation really is twofold where the parent or student will provide
their documentation. We'll look at that. Then we'll talk about what might be needed down the road. The nice thing is that, in Pennsylvania, I think in this area especially because we do the
Transition Academy with local high schools in April [INAUDIBLE] really supports the high schools here. Sometimes they'll get that updated testing done for them. If the testing is done like in high
school, like 9th or 10th grade and everything's there and in place, we can see that the students are being successful and stuff like that. They move on to high school. That's a question only the
parent and the student can answer. We can provide some suggestions and some input. But really it goes back to where that student's gonna go beyond the undergraduate and what accommodations they need
in the college setting. I hope that answers your question. It's really a case by case. It really depends on when it's done. I know in our high school, we were fortunate when I did the transition
piece down in Harrisburg or the high school psychologist was doing that, but there are other schools that the student is successful they're not gonna do on updated evaluations. [INAUDIBLE] go outside
the school district to provide that. I know it's very costly, especially a neuropsychologist might charge you $3,000, $4,000, $5,000 to get that done. If your insurance covers it, yeah, that'd be
great. Some do. But some don't. And then I think, as I stated earlier, our psych clinic will work with a student. They'll do kind of a fee-based thing depending on the student's insurance coverage
and how much they could afford. [INAUDIBLE]
>> I was just gonna mention too in the Office of Vocational Rehabilitation, we do really recommend that individuals with disabilities contact them. They oftentimes can also support in that evaluation
>> Oh, certainly, yes.
>> Yeah. We say that to any individual that's applying. That's one of our questions on their intake form is like, "Are you working with any outside agencies right now to get services?" I know OVR
doesn't play somewhat of a role in a high school setting. Actually we'll be meeting with OVR next week to talk about [INAUDIBLE] funding available for ... Yeah, certain students get funding from OVR.
It's based on their financial need, I believe. We just suggest that you might look at this agency for assistance.
>> Great. Thank you, guys, very much, Bob and Leah. Just as a reminder, the PowerPoint is available on the PaTTAN website. You can find it under the calendar section. With that, we're going to go
ahead and move onto our next presenter. I'm gonna turn this over to Sherri Landis with the DREAM Partnership. Go ahead, Sherri.
>> Thank you, Michael. Great presentation from the Penn State folks. It's amazing the parallels between their presentation on the necessary steps for students with disabilities who are matriculating,
degree-seeking students and our students must take in order to be successful at college. Next slide, please, Michael. Roughly 5 years now, a young woman went to her mother and asked her about college
and where she was going. This great parent got on the Internet and found out that there were very few programs for students with intellectual disabilities because her daughter has Down's Syndrome,
but found a plethora of programs across the United States. But there were very few options in Pennsylvania at the time. There were zero options for a dormitory component to the program. Donna Partin,
our founder, went to UCP of Central PA and got their support in creating the dream partnership. Then in 2014, through a grant process, the DREAM Partnership was awarded the Department of Labor OVR's
ACES project grant, which really was the catalyst for development of these programs. Prior to that, we had a small grant that helped fund one program. Then after we received the ACES grant through
OVR, we were able to really go full speed ahead. We have since developed six programs in Pennsylvania since 2014. Next slide, please. As you can see from the map here, the counties in yellow are
counties where there is either a postsecondary program that the DREAM Partnership has supported or a transition program or a combination of both. As you can see from the state, the yellow highlights
over the state, that we have come a long way since 2014. I think if you would really take all of them away, the only thing that would really be standing would be Centre County with the LifeLink
Program at Penn State University Park with the state college area school district. Then you would have the E Stroudsburg Sales Program, both programs which are still operating today. Next slide,
please. The first university that the DREAM Partnership supported was Arcadia University, located in Montgomery County outside of Philadelphia. Their program is called Raising Expectations for
Academic Learning or the REAL certificate. It's a 2-year program. I'm not gonna read over everything on these slides simply for time. Also Michael, I think you're gonna have them up on the website.
This was really the pioneer for Pennsylvania in an inclusive program on a college campus. Their first cohort was back in 2014. It's just an amazing program. These students attend audit classes. The
one thing I have to differentiate between the Penn State presentation earlier and what the DREAM Partnership is doing with postsecondary ed programs is that most of these programs, the students are
auditing classes. They may take classes for credit if they're able. But in most cases, they're auditing. It's a nondegree program. They can access the office of disability services for support. These
programs are set up to provide the skills so the students are successful in employment. Over the last 10 years nationwide, the data has shown that students who are attending these programs come out
with great skills, amazing skills, for employment, the soft skills, learning how to show up to class on time, interaction with peers. I loved Penn State's slide where it showed the scale and if
students are successful at college. And it said the social interaction ... That applies to the students attending these programs also. And then, these skills are transferable to employment. So the
Arcadia Program, it's a 2-year course. They use a peer mentor. And that's very common in all of these post-secondary-education programs, that students are connected with peer mentors. Some are paid.
Some are not paid. And they are their tutors. And also maybe they are the people that provide some type of social interaction. Maybe it's to take them to football games or join a club. But we have
found that the peer mentor model is very successful also for the success of the students. They are nonresidential. I do not think that Arcadia is planning to offer a residential program at this time,
simply because they do not have space for their degree-seeking students. So hopefully, maybe someday, we'll see a residential component. They are what they call a comprehensive transition program.
And this is a designation by the federal government, that the colleges are able to offer Pell Grant and work study. So the CTP, or Comprehensive Transition Program, which is also referred as a CTP,
is a designation by the feds, not by the state. However, in order for students to receive OVR funding for colleges, all the colleges have to be a CTP program. Next slide, Michael. I feel like I'm
talking a thousand miles a minute, trying to get you a little bit back on time. So Mercyhurst North East Campus' Oasis program ... Oasis program has had a program for a number of years. The DREAM
Partnership through the Oasis project wanted to partner with them because their employment-success rate was phenomenal.
And also, Mercyhurst Oasis was looking to expand from a 1-year culinary program to a 2-year program that offered early childhood education and business administration. So this is only at the North
East campus. This is actually north of Erie. So the students are enrolled with their peers. They have a peer mentor program also. And next slide, please. So they're able to take classes outside of
their ... The culinary students are actually able to take classes outside the culinary program. They do have residential living. They just started that last year with one student. And I believe, this
year, they may have three students living on campus. Then the students are coming out with a certificate either in culinary ... But recently, they've developed an early childhood education program.
They're only on their second year of that. And then recently, they're offering a business administration. And you can see, on the slides, some of the classes that the students are required to take.
Next slide, please. Payment options. And this is really the issue for all of the programs. All of these programs do have tuition. And you can see through the slide that they are a CTP. And then they
have other options too for payment. Students have the option for private pay at all of the colleges. All of the colleges in Pennsylvania that the DREAM supports, which would be Mercyhurst, Slippery
Rock, Arcadia University, are all CTP programs. And Penn State Harrisburg campus has submitted applications. And they are waiting for approval. Next slide, please. The next program is the Penn State
Harrisburg program. This is the career studies. And they offer a certificate in customer service. So they base their curriculum on the National Federation of Retailers' curriculum. The students are
there 3 days a week. They get to job shadow for one of the days that they are actually at Hersey's Chocolate World or Members 1st Federal Credit Union and they job shadow within the companies. At
Hershey's Chocolate World, there are about 10 different positions that they shadow. And it's all on the floor. It's not behind-the-scenes. These students are out with the public. At Members 1st, this
is really unique because when you think of banking, you think of math skills. And you don't think of customer service other than behind the teller, the teller being your first contact in the bank.
However, Members 1st really thought outside of the box and decided that the students would intern or job shadow in their community relations department. And this has been really successful. The
students are able to go to job fairs or college fairs or parades. And they are the face of Members 1st Credit Union. So we're really excited to have Members 1st as a partner with that program. Next
slide, please. So as you can see, the goal of the program isn't competitive employment. The Penn State program is a 1-year program. Last year, they had one graduate. And the graduate is now employed
at one of the sites that was a job-shadowing site, which was Homeland Nursing Home. And he was offered a full-time position there. So once again, it shows that these programs are really successful in
finding employment for the students once they graduate. Next slide, please. A lot of this information, I covered. So we'll just go to the next slide. And then, there is the link for the Penn State
program. So this year, one of the new things that they're offering at the Penn State Harrisburg campus is that they must enroll in at least one freshman-level course as a noncredit. So they will be
auditing. And then, the remainder of the time at the program is either taking the customer service classes or job shadowing at the businesses that are partnered with their program. Next slide.
Slippery Rock has had a transition program called Rock Life for a number of years. And they were working with the school districts in their area. And when we decided to partner with Slippery Rock,
they had decided to expand their transition program to a more inclusive post-secondary education opportunity on campus. So the students audit one to three classes per semester. You can be either
dually enrolled ... And all of these programs that I covered so far will entertain a dual-enrollment status. So that means that the high school is responsible for ... They're in that 18-to-21-year
age. So they still have an IEP. So all of these programs will entertain that. Slippery Rock has two programs on campus, one that is a transition program. And then one is a post-secondary ed program.
Next slide, please. So their top program is really their transition program. It's the Rock Life program that is their post-secondary-ed program. So their top program has been very successful. That's
the reason why Dr. Arnhold decided to expand it to a post-secondary ed program. And they work on campus with different job opportunities. So right here, you can see the picture of the cafeteria. I
know that they work at the bookstore. And they also have a therapeutic writing center that they work at. And then they can transition very easily into the post-secondary ed program. Next slide. This
is back to Rock Life. So all of them have the job training and the support services. And they are also offering a dormitory option. And you can go to the next slide, please. So the dorm, we have one
student ... Actually, I think there are three students living in the dorm right now at Slippery Rock. And I just lost my computer connection. Hold on, Michael. There we go. I'm back up. That was
weird. So if you're looking for the dormitory option, Slippery Rock is another option. They are a CTP. So they will take Federal Pell and work study, as well as you're eligible for OVR funding. Okay,
Temple. Temple is one of our newest programs that we have supported. It has a long history. It's a 2-year certificate program. But they are now developing a 4-year program. And this will ... The
students audit classes as well as they have once-a-week seminar for the students in their program. Next slide. I am not sure if you can hear me.
>> You're good, Sherri. We're good. We can hear ya.
>> Okay. Yeah. Okay. So next slide please, Michael. See, now it's me that's jammed up. Okay. I'm just gonna wing it. Okay. There we go. So the Academy for Adult Learning is ... Let me just get back to
on track here. Sorry. So they used a peer mentor program also. So they are connected with other students on campus. The students are auditing classes as well as, like I mentioned before, that they
have a once-a-week seminar class. And then they are joining clubs and going to the sporting events and making that connection with other students on campus. Next slide. So here is a list of all the
contacts for the programs that I just covered. So in order to receive any type of application information, you must go directly to the college. DREAM Partnership does not get involved with the
application process. We are just the grantor of funds to help develop programs. Each program has a separate application and different requirements. There's a lot of overlap. Most of the programs
require that the students be able to navigate a campus independently for roughly an hour. All of the programs, it's an audit. However, most of the programs will allow the students to take classes for
credit also. The other financial opportunity ... Because we were just communicating with FIA, talking about these programs have just grown very quickly. And parents have really not been able to save
for college. So we're trying to quickly bridge that gap to help the parents pay for college. So we were looking at braided funding. And we're now happy to announce that students are able to use their
waiver dollars to help pay for tuition and also the peer mentoring or supports on campus. As I had mentioned, OVR is now offering financial support for programs that have a CTP status. The Department
of Education is willing to work with school districts in the state if it's a transition program that they might be able to offer grants to certain school districts based on financial aid to help send
the students to these programs. And then the DREAM Partnership also offers scholarships to the students at the programs. So we have been, last year, we awarded over $130,000 in scholarships to
students throughout the state. So we're still trying to work to find other ways for students and families to pay for these programs because, as I mentioned before, these programs are not for free.
They all have tuition. That differs from program to program. Some programs charge full tuition that the university charges as well as an additional fee for supports, whereas other programs, they just
require their own tuition. So it's not as high as the college tuition program. Next slide, please. There's other programs in the state. There's programs such as transition programs that we have at
Duquesne and the Bearcat B.E.S.T. Program at Saint Vincent College is a transition program. East Stroudsburg University has a Career and Independent Living Program. They are both transition and we
call post-secondary ed program. They do not have residential. The students may live on campus in a rented house that's arranged by the parents. But East Stroudsburg has had a program for many years.
Duquesne, the St. Anthony Program, is a transition program. Lehigh Carbon County Community College is a program that has, I think, is in their second year. And it is both a transition program and a
post-secondary ed program. You have the Millersville University Career and Life Studies Program. Next slide please. And then you have LifeLink. LifeLink is only available to the students living in
the state college school district. and then the Saint Vincent Bearcat Program, Westmoreland County schools are very supportive of this. But I think they would entertain students outside of
Westmoreland County. And I think I just tried to get ya back on track, Michael.
>> You did a great job, Sherri. And we do have a couple questions just real briefly. You mentioned the different funding sources for these programs. Could a family also apply for a FIA grant or a
FAFSA grant for loans for these programs?
>> Not at this time. However, we are working with FIA to try to expand their current policy or definitions to allow students to access those dollars. Now, you have to remember that FIA is really the
source for releasing the federal FAFSA funds. But they also have other grant opportunities. And that's what we're looking into. And this is what's critical for these programs, is that all the
parents, really, they have to fill out the FAFSA application. And if anyone's ever done that, that's a very large document. My husband always says that, "If there's a nickel buried in your backyard,
they'll know about it." But it's critical if you want to receive the funding through the feds for these programs.
>> Great. Thank you. Are these programs only open for students with intellectual disabilities? Or if students have other significant, like, a significant learning disability or other cognitive deficit
due to autism, could they also and/or engage in these programs?
>> Yes. They can. So and that's up to each individual college program. So and most of the programs have a variety of students with different disabilities. It's just not for students with intellectual
disabilities. However, if they want to access the FAFSA, the CTP status, they have to have a diagnosis of intellectual disabilities. And this is not something that we came up with. This is something
that that the federal government came up with when they amended the Higher Education Opportunity Act in, I think, what was it, 2009. So that is not something that Pennsylvania has designated. It's
>> And you did reference this. But if a student is still in high school, probably make them stay in high school up until age 21 if it's meeting academic needs, do districts help to support or offset
the cost of these programs?
>> They can. Yes. We've had a number of students who attended these programs during that 18-to-21-year-old time in school. So that's really something that the parents and the school districts need to
work out. And also, like I had mentioned before, there is grant money available to the school districts through Department of Education. And they should get in touch with Maria Mardola. And she is
able to help them sort the necessary paperwork that needs to be done for that school district.
>> Great. Thank you. And then lastly, this is more, I guess, of a comment than a question. But I think school districts are still responsible for providing transition services and activities. The
DREAM Partnership does not take that ownness away. This is really an extension and enhancement of what that student can do once they graduate from their high-school program.
>> Okay. I'm sorry. Go ahead, Sherri. I didn't wanna step on ya there.
>> Yeah. And I just wanted ... And it's just about creating options, like you said. This is just another opportunity for the students to get a feel for college. I think that we talked about college
success, the Penn State folks did. And what we have found are some of the students, if they have significant learning disabilities, we have found that some of the students attend one of these
programs that's kind of a precollege program. And then they're able to go on and successfully go to a credited college, to take classes for credit. We have found students with intellectual disability
that have been able to take classes for credit. But I think one of the most significant successes of these programs is our employment success. Most of these college programs are double or tripling
the statistics of their degree-seeking students coming out with jobs. In Florida, the Florida Programs, which have 16 different programs, their employment rate of these programs is in the 80
percentile. That's phenomenal. And that's what these programs are about. It's really about ... It's not just about going to college. It's about going to college so you can get a better job. And the
Penn State folks really gave great statistics on how important college degrees are. That applies to the post-secondary ed programs that we're developing also.
>> Great. And there's just a shout-out, Sherri, from one of the participants, today, saying that they followed your progress over the years and really wanted to recognize the progress you've made and
everything that you're doing to support these young adults. So a shout-out to ya.
>> Oh, well, thank you. Thank you. It's a labor of love. Let's put it that way.
>> All right, Sherri. Thank you so much for your presentation today. I appreciate it.
>> And with that, we're going to move on. Thank you so much. We're gonna move on to the next presenter. So we have next up Dona Alvino. And she's going to talk about the Autism College and High School
>> Oh, thank you, Michael.
Integration for Educational Vocational Excellence, or the AACHIEVE Program. So Dona, over to you.
>> Good morning. Can you hear me, Michael?
>> Yep. You sound good.
>> Okay. Perfect.
So this is a pilot program that has been developed through a partnership with PDE and the PASSHE System. And now we're hoping with OVR through the Pre-employment Transition Services Act. PDE has
contracted with Dr. Jane Thierfeld Brown, who is an assistant clinical professor at Yale Child's Study, Yale Medical School, director of College Autism Spectrum and the former Director of Student
Services at the University of Connecticut School of Law. And they have brought her in to work with the PASSHE System for the last couple of years and are now taking steps forward. The next couple of
slides you're gonna see are going to just reinforce some of the information you've already heard this morning such as this slide just talking about some of the statistics that research shows us that
the majority of students with ... And this pilot project is specific to the population of students who are college-bound with high-functioning autism. And so the research does tell us that the
majority of these students are accepted into college without issue but often drop out within their first year due to the lack of social and independent living skills. Go ahead to the next slide,
Michael. You can see some of the statistics here that during intakes that Dr. Brown and her colleagues have done about where the students are as they're leaving high school and some of their needs:
needing a lot of prompting from their families, needing monitoring, also needing support with their medications. And as you heard in earlier this morning, these are all things that are important
skills that are needed prior to entering into college. Go ahead, Michael. So the factors that Dr. Brown and her colleagues have identified for college success, for all populations but in particular
for this population of students with high-functioning autism, are five: resilience, social communication and interaction, executive functioning, self-regulation and academic ability. And in order to
address these skill deficits, we're looking through this project to identify programming that is gonna help to support these skill areas while students are still in college. And go ahead to the next
slide. So some of the skills, in the next couple of slides, you'll see that what we see as being necessary for these students as they enter into college are classroom preparation. Do they have
appropriate and positive study habits? Are they prepared for class? Timeliness is a huge one. Do they wake themselves up now, while they're in high school, to get ready for school, or are the parents
still doing that for them? What are their organizational skills like? And do they understand classroom etiquette, in particular with responding to peers, responding to professors, teachers and other
professional staff? Go ahead to the next slide. They also need skill areas in social skills. And are they interacting appropriately, again, with teachers, staff and other students? How do they
interact in social situations? Do they involve themselves in social situations? How do they deal with criticism and feedback or rejection? And how are they handling peer pressure when you think about
being on college campuses and looking at things like drugs and drinking and dating? And how are they managing those things? Again, while they're still in high school, are they learning about those
things prior to getting to those places where they're experiencing them without support? Go ahead to the next slide. And then also looking at independent living skills as has been mentioned earlier
as well, are they structuring their environment? What happens when they have a class at 8 a.m. and not another class until 2 p.m. in the afternoon? How are they using leisure time? We hear a lot of
stories about these students who are engaging in video gaming and then just getting lost in the video game and not managing their time throughout the day. A story that we heard recently was one young
man just wasn't eating because he had gotten so involved in the video game that he had missed his times to get to the cafeteria and then didn't know what to do because the cafeteria was closed and
didn't know how to then accommodate himself in terms of food. Do they know how to articulate their medical needs, as has been mentioned? And then just basic ADLS: Do they know how to get
transportation? Can they cook for themselves? Are they able to take care of the laundry needs that they may have? And go ahead to the next one. So in response to this research in these areas, the
Autism Support Initiative for Success, which is this partnership between the Pennsylvania Department of Education, the Bureau of Special Education and the Pennsylvania System of higher education has
come together. And these four universities listed are the ones that they've been working with for the last couple of years. And they're working. The goal is to create a seamless transition plan and
programming support for success as these students enter into college and then to sustain their college entrance so that they're not dropping out through degree completion and then gaining employment.
The PASSHE Partnership was developed 2 years ago, across these four sites. The focus of the partnership is to meet the needs of neuro-diverse students in college in these areas that you see listed on
the side: communication, problem solving, self-advocacy, initiation, daily living, time management and, of course, executive functioning skills. The end goal for the students, the institution and OVR
is for the student institution and OVR to work together to identify a career track appropriate to the student's strengths and support his or her completion of a degree and gain employment. Other
objectives for this partnership include to provide support to college students increasing levels of independence and to provide experiential programming for our college students, preparing them for
work. Okay. Go on to the next one. And again, these are the four universities that we've been working with for the last couple of years. And what Pennsylvania has now done ... And now go on to that.
Edinboro has piloted the first summer program, in particular, for this population. Indiana University is going to be piloting a summer program this coming summer in 2017. West Chester is in the
works. And Kutztown is still in the planning stages of these summer programs to help to support the students when they're in high school. These summer programs are a 2-week program, piloted this
first year or this past summer by Edinboro. It is a day program in which students would come during the day for the 2 weeks and offer instruction and experience on campus in the areas of
communication, both verbal and nonverbal, e-mail and written communication, problem-solving skills, social situations, time management and initiation. And as I mentioned, Edinburgh piloted the first
summer program this past summer. And we're hoping that at least Indiana and West Chester is also going to be piloting that 2-week summer program for the population this coming summer, in 2017. Okay.
You can go to the next slide. We just wanted to share one success story with you that the programs at the [INAUDIBLE] sites have been providing are through their Office of Disability Services in
support of these students with high-functioning autism. In one of these campuses, one student had entered onto the campus. He was on academic probation. He had a GPA of 1.0 in the fall of 2015 with a
cumulative of 1.81. They were concerned about his success and if he was going to be able to stay at the college. But after he participated in the college program, by the spring of 2016 he had brought
his GPA up to 2.64 with a cumulative of 2.03. So being able to provide the support to college students as they enter into college in their first years in these areas of communication, social
situations, that we can see that it [INAUDIBLE] in the support and the success needed once they do get on to college. Now what Pennsylvania has done is taken a step further so recognizing that
support at the college level is very important. And what we're doing, and we are the first state to be doing this so we're excited about this work, and you can go to the next slide, Michael, is to
look at coordination of planning a program at the high-school level with programming at the college level. Some of the statistics that we see out there that Dr. [INAUDIBLE] Brown has talked about is
high school's feeling that students are -- there's a percent that's about 82 percent that believe that their students are ready to enter into college. And when you ask the colleges the same
preparation, if the students are prepped, there's only about 17 percent that feel that their students are actually ready to take on college life. So we're taking this step up, pushing it back a
little bit to start working with students at the college or a high-school level. The project is providing the expertise of Dr. [INAUDIBLE] Brown and the support of PaTTAN staff to high schools and
colleges to create a successful framework for college access and successful degree completion. We are currently looking to work with high-school students, beginning at ninth grade. Schools that have
been identified for this pilot were required to identify teams that included an administrator, a special ed. supervisor, special ed. teachers, gen. ed. and content teachers, students themselves and
their families, guidance counselors, speech and language therapists, transition coordinators and OVR representatives. And we're just flying this pilot as we speak and working on identifying what that
programming would look like by connecting high schools with area colleges, these four in particular for this pilot, and how to coordinate that programming so that when students do graduate and move
into college, they are ready as the colleges would see their needs to be ready. You can go to the next slide. So we right now are working with four high schools across the state, two in the west, one
in the central region and one in the east. And we are just starting this pilot, as I mentioned. You can go to the next slide, Michael. We started our kick-off training. Dr. Brown came into the
Pittsburgh area last Friday and presented a session with both the two high schools as well as those [INAUDIBLE] sites in the western region. We had OVR representation there as well. Kicked off the
training, talking about the needs of the students, the preparation that the high schools can be doing, in terms of planning and programming through their transition years from ninth grade through
twelfth grade. She is going to be back in the area this Thursday, in the Harrisburg area. We're going to be working with Tamaqua School District, Kutztown University. And OVR will be there as well.
And she'll be kicking off work with the central region. And then on Friday, she's going to be in our east office working with West Chester School District and again West Chester University, as the
[INAUDIBLE] site and OVR representation will be there as well. So we're excited about this work. It's brand-new. As I mentioned, we are the first state to push this work back into the high schools
and really look at the transition planning and programming for this specific population to ensure that they are successful once they get into college, that they remain in college through degree
completion and then obtaining gainful employment. So that's just a brief summary of where we are. As I mentioned, it is brand-new so we just wanted to let people know that we are working on this and
hopefully be growing this in years to come, after we learn what we need to be doing and the steps we need to be taking this year.
>> Great, Donna. We have a couple of questions that came in. Can a student apply for this program after they have graduated? I guess that's entering one of those state universities.
>> Yeah. No. This is specific to high schools, and the summer programs as well are specific to students who have not already graduated.
>> Okay. And where does the funding come from to assist the higher education system in this process?
>> Right now, as a pilot program, the funding is coming through the partnership with PDE. As we move forward with these programs, the colleges themselves are working to identify means of funds for
them. And we are also working with OVR, as I mentioned at the very beginning. Through the Pre-Employment Transition Services Act, we are really looking to identify areas where OVR can help to support
the high school students as they move into college and then maintain that once they're in college.
>> Great. If a school district would be interested in joining in this initial group, is it too late for them to connect?
>> I've had that question a number of times in the last couple of days. What I would encourage is we really would like them to be part of either this Thursday's training or Friday's training at our
Harrisburg office or our PaTTAN east office because that's going to be the kick-off. That's where Jane is going to be presenting to teams. As we did this last Friday, we had families there. It was a
great training. We actually had 10 students identified from each of the school teams, and seven families were present during the initial training so it was a great way to really introduce what we're
doing and why we're doing it. But if a school wanted to contact me, feel free to do that. And then maybe we can chat about how to coordinate this.
>> And a question came in, and I'm not sure if this is from a family member or not, but if a student is graduating this year, would they also have the opportunity to be engaged in this program at
their high school? Or are they looking at the juniors?
>> No. If they're a senior this year, if their district is participating in the trainings and that student is part of that district, then we could work with them as well.
>> Great. Okay. Thank you, Donna. I think that's all the questions that we have. So I appreciate you presenting on our webinar this morning.
>> Thank you, Michael.
>> Okay. Next we are moving on to talking about a project called Promoting Academic Success or Project PAS. And presenting this section will be myself, and I'm going to provide supports and
information from the Office of Vocational Rehabilitation, or OVR. And with me today is Everett Deibler. And Everett works for the LeHigh Valley Center for Independent Living. So Everett, you're on
>> Yeah, Michael. I'm here. Can you hear me?
>> I sure can. Fantastic.
>> All right-y. So first of all, I'd like to just talk a little bit about the partners for Project PAS. And the partners include high schools, the community colleges and then again the supports from
OVR, the Office of Vocational Rehabilitation. Project PAS was created to provide students with disabilities the opportunity to acquire transition skills while attending a one-credit course at their
community college. It provides exposure to college life and strategies for becoming a successful student, and it also addresses some of those soft skills such as cooking skills and strategies that
emphasize what that student will need to be successful in a college or university program. If you have students that have a cognitive disability, have a learning disability, ADHD, autism, those
students could be referred. And referrals can be made from an OVR counselor, from the school district, a high school transition coordinator, a high school counselor or through the college disability
services or families can also make a request for involvement in the Project PAS program. The school district, though, is a crucial partner in this process, and they must be willing to release the
student from class. There is a case where the parents must sign a permission slip and complete a dual enrollment form for that student to be engaged in that college program, if it's occuring during
the school year. Some of the Project PAS programs are also offered over the summer. There still is release forms, but it's not as involved as if the student is taking the course as part of their high
school day. The student, to qualify for services that are supported by OVR, must also be eligible for OVR services and meet their qualifications. The program occurs primarily or preferably in the
junior or senior year. Preferably in the senior year. Most of the programs have an October or March start date, and the courses are driven by the academic school year, the OVR transition policy and
the college's availability and having an instructor in a classroom to hold the course. We are going to talk about, in a few minutes, where the Project PAS locations are throughout the state. And with
that, Everett, do you want to talk about some of the benefits?
>> Sure. Yeah. I want to talk about the benefits of the program. And then Michael's going to give you an idea of where the sites are, and I'm going to go over the new curriculum. So the benefits,
there's a couple different perspectives to look at. The first one is the college perspectives, and really we can probably all relate to this. From the community college perspective, it allows
students to be better prepared to complete a college degree. It increases the enrollment at the community college and then also dual enrollment for other programs also. A diverse population of
students is served, and it provides trained workers for local employers and works with community partners to create low-cost training options. From the OVR perspective, this is really big. I know,
having worked on the curriculum with OVR, they really wanted to find a way for students to try out college and do that, and then making sure that community colleges are seen as a viable option
because for some students community college might be a great first step into thinking about college and different things like that. And then students can become familiar with the support services
that are available at colleges. And then it can also help the parents understand how the role of an OVR counselor is really important to them as they move forward in this whole transition process.
Now looking from the school perspective, if a student is in the high school setting, maybe getting into a college setting might bring out some other skills or thoughts of them in that academic
setting. Students and parents can become aware of the entitlement versus eligibility deal that happens for students that are in high school. They get their resources because the school provides them.
But when they're in the adult services system, it becomes eligibility-based. And that's where OVR comes in. And I think having families and youth understand that process is really big. Go ahead,
Michael. And then the student perspective. And I know that this is being used across the state now in several areas, but Project PAS allows there to be a small class size. The students are able to
learn a college credit, and they can get college experience, and I know that's a really big thing, and start to understand what going to college might really be like for them. Go ahead. So who was
like, "What are the responsibilities in Project PAS?" OVR would make sure that a student is eligible and then pay for tuition, fees and books. The district would provide transportation and permission
for the student to leave and be out of the school during class time. And then the community college provides the instructors and classroom stuff for the course. And OVR has really helped in the
development of the curriculum that is being used there and then also dual enrollment forms for being in the community college and in high school as well, but then also having the student then
transition from community college to a 4-year college, if that is necessary.
>> Okay. Great. So we do want to talk a little bit about the site for Project PAS that we're involved in last year and are continuing this year. So basically how these slides are designed, they have
the OVR District Office listed there and then which campuses are involved or what colleges or universities are involved. So out of the DuBois office, the Penn State University DuBois campus is
involved. In the Erie District Office, there are two sites, Penn State Eire as well as Jamestown Community College at their Warren campus site. In the Harrisburg District Office, at the Harrisburg
Community College, it's two site locations, the Harrisburg campus and the Lebanon campus. At the Johnstown District Office, it's the Westmoreland County Community College, again, two campuses,
Indiana campus and Youngwood College. At the Allegheny Community College of Maryland, it's their Somerset County campus. And then the Penn Highlands Community College offers at two of their sites,
Ebensburg and Richland. Out of the Pittsburgh office, they are connected with the Community College of Allegheny County. And it's at a number of their locations in Allegheny County, including the
Allegheny campus, the Boyce campus, North campus, South and West. At the Washington District Office, they're also connected with the Community College of Allegheny County, and it's at their
Washington County Center. At the Williamsburg District Office, it's the Penn College of Technology's main campus. And out of the York District Office, it's the Harrisburg Area Community College at
three of their campuses, Gettysburg, Lancaster and York. The next slide talks about the number of student participants in the last year, and you'll notice there was a total of 289 students across the
state that benefited from involvement in Project PAS and were supported through OVR in attending these sessions. With that, Everett, I'm going to kick it to you to talk about the Pathfinder
>> Yeah. Sorry, Michael. I keep talking over you. So the Pathfinder curriculum, that's where my, I guess, my thought or expertise comes into this, working with OVR and working with Project PAS. To
create the Pathfinder curriculum, it was a collaboration between OVR and George Washington University. And we basically gave the PAS curriculum a 21st-century update. Those of you that are on this
webinar that know about Project PAS or have heard about it in the past, it's been given kind of a 21st-century face lift. There's more videos. There's more interaction. And it's got web-based things
and talking about things like buying books online, what is it like to schedule classes online because when Project PAS was originally created, that really wasn't even a thing. And so we really kind
of did some major, major things and some face lifts to this to make it kind of 21st century. And it was done with George Washington University, and I was happy to be a part of the development of this
new curriculum that's being used for Project PAS. So what is the structure of the curriculum? There is 10 modules. And you remember, Mike read off all those sites that are using the curriculum and
doing Project PAS, that while there are 10 modules, I'm almost certain that every community college does this a little differently, depending on the structure of their semester schedules, when they
offer Project PAS, all that different stuff. But I know that each module has a module overview, a detailed lesson plan, PowerPoints and then module-specific activities and materials. And we're going
to get to kind of go through briefly what each module covers, and you'll see that it really focuses on trying to get young adults ready and to understand the college experience and to give them
resources in how to do this. So the first module is called Life after High School, and it really overviews what is Project PAS. But then one of the major lessons in module one is career planning
because really you shouldn't go to college without a career goal in mind. And so that's a major part of this, and one of the many things that lesson or that module begins the process of them creating
a portfolio of lessons and activities that they've done throughout the experience that they can then take back to their VR counselor and have a conversation. Module two is all about goal setting and
effective communication. And so we talked about the career planning and setting a goal, talking about selecting a major and how to effectively communicate with people as you meet them because for
some people going to college, this could be the first time they're doing this communication on their own. Go ahead, Michael. Then module three is looking at how to select a post-secondary option.
And, yes, this is focused on college and being at a 4-year or 2-year college or community college. But we also touch on what is it like to do trade school, technical school, things like that. What
kind of options are out there for your career goal and what your goals are? Is a 4-year college the right spot? Is community college the right spot? Is there [INAUDIBLE] that you could go to? Module
four, the Survival Kit, the Survival First-Aid Kit, is really about independent living skills in a college setting. And just to give you an example, we're talking about how to manage your money, how
to eat well, what to do when you're living in a community setting like a dorm room, what is it like to have a roommate, what is it like to live with someone and then be living with them all the time
and having to create boundaries with people and what is proper for all those kind of things, that's kind of what module four is there. Go ahead. Module five, I Got the Power, is really helping young
people understand disability history and laws. So understanding their rights while they're in college or after high school. Looking at entitlement versus eligibility and then beginning an overview of
what accommodations are because, as was said earlier in this webinar, some people don't know what accommodations are and what supports they can get in high school, let alone what they might be able
to get while they're in college. And then the other part of module five is about self-awareness and learning about yourself. And I heard people say that it's really important about people learning
about their disability and their accommodations, how it impacts them and what life would be like on a college campus. We really want young adults to get the opportunity to learn those things before
they sign up to be a full-time or part-time student. Go ahead, Michael. You can go ahead.
>> No, you're good. Go ahead, Everett. Sorry.
>> Okay. Module six is really looking at assistive technology and technology and accommodations to help youth understand that technology is part of what an accommodation can be, but really helping
them understand also that some accommodations can be really low-tech and trying to understand where to go and what to look for in that sense also. Module seven is doing something to help them realize
that the IEP goes away once you hit college. So learning about self-advocacy and disclosing their disability, but then also ideally, lesson seven really focuses on having someone from the disability
service office come into the class and talk to them about how to access disability services, what to do, what kind of questions to ask and really helping them understand that that service is there
and that all universities are required to have some type of disability service support on their campus. But then module eight is also interesting, helping them look at how to schedule time, realizing
that if you don't like to wake up early in the morning maybe not scheduling an 8 a.m. class would be start, how to schedule classes, what does a course look like, what does the structure look like,
how big might the classes be, how to buy textbooks, how do professors grade things, what is expected in terms of grading. While in high school you might get accommodations that allow things to be
altered slightly, in college the curriculum's not going to be altered. So helping young adults understand that. And then the last part of the module eight is expectations with interacting with
academic advisors and professors. I know for me, personally, as a person with a disability, this was a really tough thing, to learn how to talk to an academic advisor and how to say to a professor
you need support, but then also realizing that those professors have office hours and have limits as to when they can be available or need to be available to you. And the last two modules, module
nine is looking at study skills and really how to complete a course effectively and giving you the ability to take notes and study skills. And then module 10, the students are asked to create a
presentation outlining what they've learned. And again I want to say that -- I didn't really say this in the beginning, but each module in the curriculum has an assignment or a homework assignment
attached to it that must be completed in between each time class is done or each week of class. And so really those assignments will then help them build a portfolio to show -- and really help them
understand, is college the right step for me? It gives them a chance to try it out. They're going to get lectures. They're going to get a chance to do presentations. They're going to do online web
quests as assignments also. So it really is trying to help them see like, "Okay. What are my career goals? Is college the right path for me? What type of college environment would be best for me? And
can I really handle the work load that's involved?" And if you want more information, I did help create the new curriculum, but I know that the regional transition specialists at OVR, Patty Vasco,
Lynn Zale and Amy Engbarth all have some idea about Project PAS. And if you really want to get connected or find out information about it, I think Lynn Zale, Michael, is the first point of contact,
if I'm correct.
>> I believe so. That keeps on changing, but I think really if you contacted any of the three individuals from OVR there, they could help you. OVR [INAUDIBLE] restructured. Everett, is the [INAUDIBLE]
the Pathfinder curriculum, is that available for use outside of the PAS Project?
>> What I've been told is not yet. GW, George Washington University is looking to get it up online at their Heath center website eventually. But I know that hasn't happened yet. So it is not up for
use just yet, but I think the hope from GW's perspective is that eventually that curriculum will be online, and you'll be able to pull single lessons and modules out of that curriculum and use them
as you wish to in other settings.
>> Got you. And right now, I mean, in Project PAS and really the whole intent of Project PAS is that it's offered on those college campuses that we listed. The intent really was not to have these
offered in a high school setting because there is really an importance to attending this course on a college campus and experiencing that program.
>> Yes. But in the past, I know that doing presentations about this and the development of this, because it is new, high schools have expressed that they might like to use a module that might pertain
to what they're doing in a high school class. But you're right, Michael. We developed this to be -- that it would be done in a college setting. The lessons are structured in a post-secondary format
also, the way they're delivered and things. So, yeah.
>> Okay. Great. All right. Thank you, Everett. I appreciate you taking the time to join us today and help to present on PAS and Pathfinder curriculum. I wanted to mention to folks on the call today
that this is one of a series of webinars that the Community of Practice on Secondary Transition in Pennsylvania is presenting. Our next webinar is next month on November 22nd. It's on Career
Pathways, talking about career pathways options. Information will be presented in that particular session from the Bureau of Career and Tech Ed. You can see the other dates. I did want to also
mention that the February 8th, March 16th and April 26th, 2017, webinars are going to be presented in collaboration with the National Community of Practice on Secondary Transition. So besides folks
from Pennsylvania, we will also have presenters presenting and developing the content from 10 other states, as well as national organizations. So look forward to those upcoming webinars. I want to
thank our presenters today, Leah and Bob from Penn State, Sherri from the D.R.E.A.M. Partnership, Donna Alvino from the PaTTAN system and Everett Deibler from LeHigh Valley [INAUDIBLE] for joining us
on today's webinar. As a reminder, the webinar has been recorded. We will be closed captioning it. It should be posted to both the PaTTAN site and secondarytransition.org in about 2 to 3 weeks. The
handout for today is also available on the PaTTAN web site underneath the calendar section. So thank you again for joining us today and have a great rest of the day.