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Promoting Transition through Learning Communities for Students

with Disabilities: A How‐To Guide (2nd Edition)

Prepared for

Ohio Rehabilitation Services Commission and Ohio Board of Regents

Prepared by

The Nisonger Center at Ohio State University

Contributors

Margo V. Izzo, Principal Investigator

Kristall J. Day, Program Manager

Alexa J. Murray, Program Manager

Evette Simmons‐Reed, Program Manager

Jennifer Cullen, Technology Specialist

Dennis Cleary, Occupational Therapist

Bianca McArrell, Program Manager

Lois B. Harris, Office of Disability Services Director

Alison Short, Consultant

Replication Guide Submission Date: January 5, 2012

Disclaimer: The program described in this document was funded by the Ohio Rehabilitation Services Commission and the Ohio Board of Regents as part of the “Promoting Transitions to College and Employment through Student Learning Communities” grant (The Ohio State University Office of Sponsored Programs, Grant Number GRT00020848). Any questions, findings, and recommendations expressed in this document are those of the authors and do not necessarily reflect the views of the Ohio Rehabilitation Services Commission or the Ohio Board of Regents.

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Table of Contents Chapters Chapter 1: Program Development…….………………….......................................................................................................5 Introduction……………………………………………………………………………………………………………………………………………….5 Review of Relevant Legislation…………………………………………………………………………………………………………………..6 Getting Started…………………………………………………………………………………………………………………………………………..9 AT Assessment…………………………………………………………………………………………………………………………………………10 E‐Mentoring…………………………………………………………………………………………………………………………………………….15 Syllabus and Schedule………………………………………………………………………………………………………………………………18 SLC Activity Summary……………………………………………………………………………………………………………………………….19 Chapter 2: Student Planning……………………………………………………………………………………………………….………………………….24 Introduction……………………………………………………………………………………………………………………………………………..24 Recruitment……………………………………………………………………………………………………………………………………………..24 Application Process………………………………………………………………………………………………………………………………….25 Acceptance Packet……………………………………………………………………………………………………………………………………26 Orientation for Students………………………………………………………………………………………………………………………….26 Orientation for Parents…………………………………………………………………………………………………………………………….28 Chapter 3: Facilitator Planning….……………………………………………………………………………………………………………………………30 Recruitment of Facilitators……………………………………………………………………………………………………………………….30 Training……………………………………………………………………………………………………………………………………………………32 Chapter 4: Evaluation and Follow‐Up.………………………………………………………………………………………...............................34 Evaluation………………………………………………………………………………………………………………………………………………..34 Follow‐Up…………………………………………………………………………………………………………………………………………………35 AT Follow‐Up……………………………………………………………………………………………………………………………………………36 Transition Plan Follow‐Up………………………………………………………………………………………………………………………..38 Conclusion……………………………………………………………………………………………………………………………………………….40 Tables and Resources Table 1. Completion Goals for Transition‐Focused SLCs for Students with Disabilities…………………………………………….9 Table 2. Sample SLC Planning Timeline………………………………………………………………………………………………….................11 Appendix………………………………………………………………………………………………………………………………………………………………..41

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Appendix Table of Contents

A: Sample AT Assessment Schedule……………………………………………………………………………………………………………………….42

B: OT Assessment Form………………….………………………………………………………………………………………………………………………43

C: Academic and Technology Assessment………………….…………………………………………………………………………………………..44

D: Sample SLC Syllabus…………………………………….…………………………………………………………………………………………………….49

E: Self‐Determination Presentation………………………………………………………………………………………………………………………..53

F: Self‐Determination Activity……………………………………..…………………………………………………………………………………………56

G: AIR Self‐Determination Scales……………………………………………………………………………………………………………………………58

H: Participant Recruitment Materials…………………….……………………………………………………………………………………………….73

I: Medical Action Plan…………………………………………………………….…………………………………………………………………….………..77

J. Disclaimer………………………………………………………………………..………………………………………………………………………..…….…78

K. Medical Release Form…………………………………………….………………………………………………………………………………………….79

L. Sample Letter of Acceptance………………………………………………………………………………………………………………………………81

M. Waiver and Image Release…………………………………………………………………………………………………………………………..……83

N. Code of Conduct…………………………….………………………………………………………………………………………………………..…….….84

O. Sample Agenda and Schedule……………………………………………………………………………………………………………………..…….87

P. Sample E‐Mentoring Curriculum………………………………………………………………………………………………………………………..96

Q. Facilitator Recruitment Application……………………………………………………………………………………….………………………..128

R. Sample Facilitator Training Agenda………………………………………………………………………………………………………….………130

S. SLC Evaluation………………………………………………………………………………………………………………………………………….………131

T. Transition Portfolio Template…………………………………………………………………………………………………………………….…….135

U. References………………………………..…………………………………………………………………………………………..……………….……….139

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Chapter I. Program Development

Introduction

Learning communities are as diverse as their

participants. They are designed to serve a

variety of purposes and can be coupled with

other transition services delivered by school

and agency personnel. They can be large or

small in number and can range in format from

a type of academic class offered weekly in a

semester to a residential experience where

students are housed together for one or more

weeks. Regardless of its shape, size, or function, the ultimate goal of a student learning community

(SLC) is to deliver transition services through a structured and highly interactive forum that prepares

students for their transition to college and careers.

Recent reports indicate that there is a gap in enrollment and persistence in postsecondary education

between students with and without disabilities (Kochhar‐Bryant, Bassett, & Webb, 2009; Newman,

Wagner, Cameto, Knokey & Shaver, 2010). While 63% of students without disabilities enroll in

postsecondary education, only 46% of students with disabilities enroll (Newman et al., 2010). In regards

to degree attainment, according to a 2003 Government Accountability Office report, only 16% of

students with disabilities complete a bachelor’s degree program as opposed to 52% of their non‐

disabled peers (U.S. Government Accountability Office, 2003). According to the National Longitudinal

Transition Study 2 (NLTS2), only 18% of students with disabilities who left their postsecondary program

left because they graduated. This number has remained stable over time, as it was 17% in 1990 when

the first NLTS was conducted. Clearly few students with disabilities are leaving college because they earn

their degree (Newman et al., 2010). When students with disabilities do complete their degree programs,

they tend to take longer than the general student population and frequently report feeling alienated

from mainstream campus life (Brinckerhoff, McGuire, & Shaw, 2002; Rumrill, 2001).

Student Learning Communities can lead to a range of positive outcomes—including academic, personal,

and civic—for the general population of college students as well as underserved students (Swaner &

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Brownell, 2008). In a study of 80,479 randomly selected first‐year and senior college students across 365

four‐year universities implementing SLCs, the results indicated that participation in an SLC was uniformly

and positively linked with student academic performance, engagement in educational activities, gains

associated with college attendance, and overall satisfaction with the college experience (Zhao & Kuh,

2004). The DO‐IT Scholars program at the University of Washington has developed a residential SLC

model where high school students with disabilities interested in fields related to Science, Technology,

Engineering and Mathematics (STEM) come to campus in the summer to learn how to navigate a large

university, request disability‐related accommodations, get along with roommates, and succeed in

college. When students were surveyed on the long‐range impact of the program, which included career

preparation, peer support, and internship experiences, they reported growth in their level of

preparation for college, employment, and self‐advocacy skills (Burgstahler, 2003). Our SLC model builds

upon the success of other models and includes a transition‐focused curriculum with online social

networking resulting in a comprehensive Self‐Advocacy Plan and Transition Portfolio.

In a recent study to evaluate our SLC model at a large Midwestern university, students reported that

developing a customized Self‐Advocacy Plan and Transition Portfolio were the most helpful component

of the SLC. Students also indicated that the training they received in disability self‐awareness, the

disclosure and accommodations process, and adaptive technologies increased their self‐advocacy skills

and ability to function independently as they transitioned to post‐secondary settings (Izzo, Murray,

Priest & McArrell, 2011). This replication guide provides the recruitment, planning, implementation and

evaluation documents that you can adapt for use on your campus.

Review of Relevant Legislation

The Individuals with Disabilities Education Act (IDEA) of 2004 defines transition services as “a

coordinated set of activities for a student with a disability that:

(a) is designed to be within a results‐oriented process, that is focused on improving the

academic and functional achievement of the child with a disability to facilitate the child’s

movement from school to post‐school activities, including postsecondary education,

vocational education, integrated employment (including supported employment),

continuing and adult education, adult services, independent living, or community

participation;

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(b) is based on the individual child’s needs, taking into account the child’s strengths,

preferences, and interests; and

(c) includes instruction, related services, community experiences, the development of

employment and other post‐school adult living goals, and when appropriate, acquisition of

daily living skills and functional vocational evaluations.” (IDEA of 2004, Section 602, 34)

In addition, the Rehabilitation Act of 1973 mandates that vocational rehabilitation (VR) counselors

participate in transition planning for students served under IDEA, at the very least, in the form of

consultation and technical assistance (National Council on Disability, 2008). In Ohio, VR counselors

provide direct services to help transition‐age youth gain the educational and vocational skills needed to

transition to living, working, and participating as adults in community life. The VR counselors develop an

Individual Plan for Employment (IPE) to deliver a comprehensive VR program designed to assess, plan,

develop, and provide VR services to eligible individuals with disabilities to prepare for, and engage in,

gainful employment (National Council on Disability, 2008). Vocational rehabilitation counselors provide

services to enable youth with disabilities to leave high school, attain postsecondary education and

training, and achieve employment rates and levels of wages comparable to their peers without

disabilities.

In this guide, we suggest using the SLC model as a means of

delivering seamless transition services to enhance students’

movement to college and careers. These transition services

delivered through SLCs support the mission of IDEA 2004 and

the role of VR counselors in helping students with significant

disabilities prepare for life after high school. For example,

students with disabilities participating in this type of SLC model

develop individualized Transition Portfolios that identify their

postsecondary goals for college and employment and

demonstrate awareness of the steps, skills, and abilities needed

to achieve their goals. As an important part of the portfolio

process, students create self‐advocacy plans to identify the

accommodations, resources, and technologies to facilitate their career and life success. Throughout the

SLC process and development of their individualized Transition Portfolios and self‐advocacy plans,

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students become more aware of their strengths, limitations, and how to effectively negotiate needed

accommodations and supports to reach their postsecondary goals. Specifically, the Transition Portfolio

includes a detailed plan for completing high school or college, identifying academic courses, internships,

part‐time work, and other experiential learning opportunities that support the student’s career goals.

This Portfolio also includes career narratives, personality and transition assessment results, as well as

resumes and cover letters. As a culminating activity, SLC students present their future plans to peers,

program staff, mentors, and parents. Ultimately, the experience of creating a Transition Portfolio

fosters increased self‐determination and empowerment that can remain long after the SLC ends.

This guide describes the components of the SLC that can be delivered through either a residential

experience or weekly meetings (examples of materials, assessments and activities from the piloting

process are found in the Appendices). Through this

SLC model, transition services are provided for

students in order to facilitate the achievement of

employment outcomes identified in their respective

Individual Plan for Employment (IPE), under the

auspices of the Ohio Rehabilitation Services

Commission. The SLC meets as a group for

approximately 30‐40 hours using multiple teaching

methods such as lectures, interactive labs, cooperative learning groups, and field trips. Additional

training hours are determined as needed during follow‐up after the SLC. Career development

specialists, special educators, counselors from the campus’ Office for Disability Services, assistive

technology (AT) specialists, and college staff from admissions, student life, and financial aid offices

present on a variety of topics ranging from getting into college to finding employment. While creating

their individualized Transition Portfolios, students gain knowledge about their personal characteristics,

strengths, limitations, interests, and skills through personality and learning style assessments. In

addition to the goals and outcomes listed in Table 1, the residential SLC format allows students to

experience college, identify needed accommodations and/or AT supports, network with people with

similar interests, and learn essential skills for independence. The weekly SLC format accomplishes many

of the same goals outlined in Table 1. Clearly, the primary mission of the SLC is to maximize the

opportunities for youth with disabilities to acquire the essential self‐determination skills that are needed

to improve their transition outcomes.

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Table 1. Example Goals and Outcomes for Transition‐Focused SLCs for Students with Disabilities

Self‐Awareness Increase awareness of their personality characteristics, learning styles, interests, strengths, and limitations in relation to communicating needs and identifying future careers.

Self‐Determination Gain knowledge needed to make informed choices about his/her future and learn to advocate for their needs.

Setting Goals Set immediate and long‐range educational and professional goals and identify the steps needed to obtain them.

Rights and Responsibilities Understand rights and responsibilities related to disclosure and accommodations.

College and Career Exploration Select and apply for college, and match interests to potential majors and careers.

Postsecondary Resources Gain skills applying for college and financial aid, practice interviewing for internships and employment, and learn about disability and educational services and supports.

Networking Develop networking skills through mentoring, job shadowing, and field trips.

Survival Skills Increase knowledge of college survival strategies including cultural competence, conflict management, time management, and organization.

Getting Started

With any SLC, advanced planning is a necessity. The first step though is figuring out the bigger picture

before tackling the details. Table 1 provides example goals and outcomes for transition‐focused SLCs for

students with disabilities. When planning your SLC, general questions should be asked during the

planning phase, such as:

What are the specific objectives and learning outcomes of my SLC that I want participants to

acquire? Is there an existing curriculum that I can utilize or adapt to teach these objectives?

Who is my target audience? Are they high school students or college students? What are their

ages, career interests, disability types, possible functional limitations, etc.? How many people

do I ideally want to have participating in my SLC?

What type of SLC would best fit the needs of my learning objectives and target audience?

What resources (program staff, equipment, facilities, services, etc.) are available for SLC

planning, implementation, and follow‐up? Note that available resources may determine the

number of participants that can be served.

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Once the larger questions have been sufficiently addressed, the next important steps in program

planning are identifying the dates and duration of the SLC and working backwards from the date of

implementation to develop a logistical timeline. Table 2 depicts, as examples, some of the major

considerations for planning an SLC for students with disabilities. These considerations may not be

exhaustive depending on the kind of SLC you are planning. For the most part, the planning steps in

Table 2 are self‐explanatory. However, there are two important areas that do require further

explanation: AT Assessment and E‐mentoring.

AT Assessment

Assistive technology is defined by IDEA as "any item, piece of equipment, or product system, whether

acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or

improve the functional capabilities of a child with a disability." Assistive technology has demonstrated

its effects on helping students develop academic skills and use technology to its fullest (Boone & Higgins,

2007). When AT is available as an accommodation, it can serve as a powerful learning tool that

compensates for skill deficits in reading, writing, and information processing (Fried‐Oken, 2007), thus

enhancing classroom participation and access to the general curriculum (Izzo, Yurick & McArrell, 2009;

Symington & Stanger, 2000; Webb, 2000; Wissick & Gardner, 2008). Students with disabilities who use

assistive technology such as text‐to‐speech, organizational software, and voice recognition applications

are able to read information, organize, and write their thoughts more clearly (Forgrave, 2002). To

promote educational access, IDEA of 2004 mandates that AT be considered for students with disabilities

when their Individualized Education Plans (IEPs) are being developed (Behrmann & Jerome, 2002).

However, many students do not gain access to AT due to lack of trained professionals and limited

knowledge of accessibility and funding sources (Burgstahler, 2003; Edyburn, 2000; Thompson, 2003).

Moreover, when AT is purchased for students, it is typically owned by school districts and must be

returned. Vocational rehabilitation counselors may also purchase adaptive equipment to help

consumers obtain or maintain employment and function effectively on the job, but these vocational

services are traditionally not available to students until after graduation from high school. The SLC

model described in this guide offers students an opportunity to obtain essential career experiences and

needed universal and adaptive technologies and training in order to maximize their learning

opportunities and transition outcomes.

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Table 2. Sample SLC Planning Timeline

9 to 7 months out 6 to 4 months out 3 to 1 month out Follow‐up Recruitment: Identify eligibility requirements & recruitment strategies; develop application process and distribute to potential applicants

Interview and select student participants and send out confirmation emails, letters to families & acceptance packets. Identify possible barriers & solutions to transportation & parking, accessibility; reserve disability accommodations

Conduct student & parent orientation; begin to arrange follow‐up supports

Send out thank‐you notes to families; conduct follow‐up student and parent AT trainings, as necessary

Resources/Staff: Assemble planning committee; identify budget and needed resources; create work plan & delegate planning duties

Secure needed resources including key staff and VR partnerships, services; advertise opportunity & begin recruiting campus or community volunteers through formal & informal networks

Finalize paid & volunteer facilitators; coordinate & conduct facilitator training; confirm speakers

Send thank‐you notes to speakers and facilitators

Curriculum/Objectives: Identify specific SLC objectives, core concepts, & curricula to use or adapt

Draft detailed syllabus & identify possible speakers & activities.

Purchase accounts and establish technology platform for e‐mentoring. Finalize syllabus; begin e‐mentoring & career, personality & learning assessments with applicants

Continue e‐mentoring with participants; provide progress monitoring & community resources

Dates/Lodging: Identify dates, duration, type, target audience, number of participants you can support, and participant accessibility and accommodation needs

Reserve residence halls & meeting rooms; make arrangements for meals (e.g., special dietary needs, student meal cards, catering)

Send packets to participants and speakers including agenda, parking instructions, policies, & directions. Confirm all meal, transportation, parking, & accessibility arrangements

Pay invoices; reserve facilities for next year

Assistive Technology: Recruit AT specialist & interdisciplinary AT team; AT team should include at least one professional from each of the following fields: occupational therapy, special education, & sensory impairments; develop survey for families & professionals to gather preliminary AT information

Send online or hard copy of AT survey to families & professionals to gather information about current AT used & determine needs & skill level of SLC participants; AT team discusses survey results & plans on‐site AT assessments; survey results inform AT team about any further assessment needed & what AT should be available for “try‐outs”

Conduct on‐site assessments & AT team meeting to finalize AT recommendations; begin drafting AT assessment reports for each participant; order AT and make sure AT works; provide preliminary training to individuals on AT utilization

SLC

Evaluate AT purchases to ensure a good fit; supplement AT if budget allows; provide follow‐up training to individuals who need it; finalize AT assessment reports; synthesize SLC evaluation results & process invoices, payments, & purchase orders

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Given how quickly new assistive technology (AT) devices, software programs and applications appear on

the market, we highly recommend that you provide AT

assessments for your SLC students. These assessments are

conducted to identify support technologies that will

improve student academic and social performance by

providing tools to enhance students’ study, organization

and communication skills. The assessments require

specialized knowledge that is best met through the creation

of an interdisciplinary AT team including, at minimum,

professionals with knowledge and experience with assistive and universal technologies, occupational

therapy, sensory impairments, special education, and/or curriculum‐based instruction and

measurement. We also recommend that the AT assessment be initiated prior to the date of the SLC so

staff can gather information to begin identifying training needs. Once at the SLC, students can receive

additional training on effectively utilizing their AT. As part of the follow‐up process, additional support

can occur after the SLC through the process of reevaluating the student’s AT needs on an intermittent

basis to ensure that the selected technology continues to meet the identified needs of the student.

The assessment process should begin with a pre‐assessment survey that provides valuable preliminary

information to the AT team. This background information should reveal how the student’s disability

impacts present levels of academic and functional performance, any current or past usage of AT and the

instructional strategies and adaptations needed to support his or her learning. The team can create

their own survey, adapt existing assessments or fully adopt a commercially available instrument. We

recommend the Pre‐Assessment Profile created by the University of Kentucky Assistive Technology

(UKAT) project. The UKAT Toolkit is a resource that was created as a result of extensive collaboration

between AT experts at the university and professionals within public schools. Information about the

UKAT project and assessment tools can be found at the following web address:

http://serc.gws.uky.edu/www/ukatii/. Once the AT team has created or adopted a method for

gathering preliminary information, an online or paper copy of the survey is sent to the participants and

their families four to six months prior to the SLC and at least one month prior to the scheduled on‐site

AT assessments. When completing the surveys, families are encouraged to seek input from

professionals who have worked with the student in academic or vocational settings (i.e., teachers,

therapists, coaches, etc.).

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http://serc.gws.uky.edu/www/ukatii/

After the AT team receives the completed surveys, the team uses this initial information to plan the

individualized on‐site assessments. The AT team should meet to organize survey results and create an

action plan to conduct on‐site assessments with a variety of devices, computer software and

applications. For example, students with physical impairments may need to spend more time with the

occupational therapy specialist to determine what types of adaptations are needed in order to

effectively access and use their technology. Students with sensory impairments may need to spend

more time with professionals who specialize in technologies available for persons with vision or hearing

impairments. The ultimate goal of the planning meeting is to create an on‐site assessment schedule to

determine which specialists students need to spend the most time with, which assessments will be

administered, and which technologies the participant will try. For an example of on an‐site assessment

schedule, see Appendix A.

The on‐site assessments occur approximately two to three months prior to the SLC. Individualized on‐

site assessments should include the following components (see sample instruments in the Appendices):

1. Curriculum‐based academic measures to determine how the student usually completes everyday

educational tasks such as reading, writing, and mathematical calculations. These measures

should be quick and not exhaustive; rather, their purpose is to serve as litmus tests for the

student’s core academic abilities so that a baseline of academic performance can be

determined. An educator on the AT team should administer the curriculum‐based measures,

such as AIMSweb, with each SLC participant.

2. Occupational therapy assessments to determine the student’s level of mobility, fine motor skills,

range of motion, strength, endurance, ability to access technology, and ability to provide their

own self‐care (Appendix B). These assessments should be more in depth and based on student

and family report as well as information gleaned from the initial survey. An OT or OT graduate

student should conduct these assessments with each SLC participant.

3. Technology assessment to determine how well the student can access and navigate various

types of technology, programs, and devices (Appendix C). Students should be given ample time

to engage in hands‐on practice with various AT devices to see how well the devices meet their

needs. That is, SLC participants should have the opportunity to try more than one type of

technology for a specific purpose or task to see which technology is the best fit for them.

Assistive technology specialists are capable of conducting these types of assessments. On a

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college campus, these specialists are often located in the Office for Disability Services or

academic departments such as special education, physical therapy, or occupational therapy.

Local school personnel or vocational rehabilitation counselors can also help identify AT

specialists.

Another important purpose for hosting an on‐site AT assessment event is to have a technology fair for

student participants and their families. Recruiting various representatives from technology companies

to advertise their products is a good strategy because technology vendors have specialized knowledge

about the products they are showcasing. These vendors can answer specific questions and provide

additional technology for the participants and families to try

out. They can show students and families various features

of their products that can be used to accommodate different

abilities and learning styles. Vendors invited to the

technology fair should be from a mix of local and national

businesses serving persons with disabilities and the general

public. Mainstream companies (Apple, IBM, Microsoft, etc.)

are enhancing their products with universal design features

in order to meet the needs of a wide variety of users,

whereas specialized AT companies are developing

innovations to support specific types of users with specific functional impairments. Both types of

businesses are essential to the technology consumer and should be considered when planning the

technology fair.

Finally, a third purpose of an on‐site AT assessment is to facilitate social interactions among the SLC

participants. The on‐site event is a great opportunity for participants to develop initial friendships and

become even more enthusiastic about the SLC. It also affords them the opportunity to get acquainted

with the SLC coordinator and facilitators, the AT team, the Office for Disability Services personnel, and

other key members of the program staff. Additionally, this type of networking will assist the SLC

coordinator in determining how students may be assigned to housing for a residential SLC.

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E‐Mentoring Another recommended component of the SLC is electronic mentoring, also known as e‐mentoring. In e‐

mentoring, working professionals from the community or older college students are matched with

younger students to provide guidance about the transition to college and careers process. Ideally, about

three months prior to the SLC, project staff should match accepted SLC applicants with mentors

recruited from either the university, business or local community. Project staff facilitate discussions

between mentors and mentees about curricular assignments related to academic and career goals. The

e‐mentoring activities used in this SLC model requires students to complete online career, learning style,

and personality assessments while developing their individualized Transition Portfolios and self‐

advocacy plans. These assignments and activities provide a catalyst for engagement between mentors

and mentees throughout the SLC process. Possible online discussions with program staff or assigned

mentors about assessment findings and their relevance to students’ career goals are great ways to

motivate students to think about their transition several months before the official SLC event.

Groundwork and preparation early on will ultimately pay off through fostering student engagement as

well creating a support network and most importantly life‐changing experiences for students and their

mentors.

Our e‐mentoring and SLC experiences have shown that, in order for e‐mentoring to be successful, the

following three essential strategies need to be implemented:

1) Combine electronic mentoring with face‐to‐face mentoring whenever possible. Having students

meet their mentors at least once contributes greatly to rapport building and the effectiveness of

the mentoring process. If the mentors are local, involve them before, during, and after the SLC

through structured group events in which mentors and mentees get to know each other through

ice breaker and career development activities (i.e., mentor mingles).

2) Utilize structured mentor and mentee communication prompts related to a concrete transition‐

focused curriculum or set of activities such as those assigned to create an individualized

Transition Portfolio. To leverage our current resources, we developed our own E‐Mentoring

curriculum with Transition Portfolio activities embedded within the course for use in other

projects. Then when the time came, we customized and adapted this curriculum for SLC

purposes. The original E‐Mentoring curriculum we developed consists of 16 web‐based units

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written at an average fourth grade reading level delivered through an open‐source, accessible

course management system. These units are designed to teach English/Language Arts and

Technology Standards in the context of transition planning. At the conclusion of the curriculum,

students present their own self‐directed Transition Portfolio to parents, peers, and teachers

using Microsoft® PowerPoint®. Our SLC model parallels this process with SLC participants

presenting their customized Transition Portfolios to parents, peers, and program staff as a

culminating activity at the conclusion of SLC week.

The Transition Portfolio is a collection of documents the students have prepared to develop

their postsecondary goals and their plans to achieve these goals. Examples of key activities and

content to include in the Transition Portfolio are below, but note that due to time constraints

during the week of the actual SLC, having students complete all these activities may not be

possible. It is advisable to spread out these activities before and after SLC week so that students

prepare for the SLC and then revisit key transition planning concepts during post‐SLC follow‐up,

respectively. Completing personality, learning style, and career assessments and using these

results as a catalyst for dialogue with mentors prior to the SLC is highly recommended. We

recommend that students complete the Myers‐Briggs, VARK, and Princeton Review self‐

assessments because these are freely available online. Prompt students to email their results to

their mentors and have mentors also take these assessments and share their results with their

mentees for discussion. Interpretation of assessment results should be revisited during SLC

week as students create their Transition Portfolios and establish or refine their postsecondary

goals. We also recommend that mentors play an important role in monitoring and supporting

student progress with implementing the postsecondary goals students set forth in their

Transition Portfolios. Plans should be made for mentors to follow‐up with their mentees post‐

SLC through electronic communications and/or staff coordinated mentor mingles.

Sample Transition Portfolio Contents: (See Appendix T for a sample SLC Transition Portfolio

Template.)

• PowerPoint® presentation outlining the results of the students’ transition assessment

surveys, careers of high interest, postsecondary goals and transition activities they will

implement to prepare for transition to college and careers.

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• Job comparison chart outlining the nature of work, working conditions, salary and

education needed to enter their top two career areas.

• Career narrative explaining their postsecondary plans.

• Measurable postsecondary goals for employment and education or training for students

and their IEP team to consider including in the IEP.

• Annual goals provide samples of short‐term objectives students can complete this year

to help them meet their long‐term postsecondary goals.

• Resume and cover letter for students to attach to a job or college application.

• Job application for students to complete and use as an exemplar for future applications.

• Written interview with a professional from their chosen career area.

• Checklist of age‐appropriate tasks that must be completed to reach their postsecondary

goals.

• Bookmarks listing the websites that have been helpful in clarifying the students’ career

goals and transition plans.

The students print out and place these documents in a binder and save their documents

electronically on a flash drive for easy updating in the future. A sample SLC Transition Portfolio

template is provided in Appendix T and sample content from our E‐Mentoring curriculum is

provided in Appendix P.

3) Monitor the quality and quantity of communications whenever possible. For the safety and

protection of both mentors and mentees, we recommend that secure online communications

be used for electronic mentoring throughout the SLC process. We have used Gaggle.Net for this

purpose because it has enhanced spam filters and allows for third‐party monitoring by project

staff or teachers of email exchanges between mentors and mentees. Once SLC follow‐up is

complete and students have transitioned to college or employment, students and their mentors

may wish to utilize less secure means of email communications to stay in contact such as

Facebook or their own personal email accounts.

Regardless of the online venues selected for e‐mentoring, for the safety and protection of all

parties involved, mentors must be vetted through a formal background check and

application/interview process prior to any mentor‐student matching and communications.

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Similarly, students must be vetted through their own SLC application/interview process. Project

staff should take steps to obtain student background information from rehabilitation counselors

and other service providers whenever possible. Being proactive about mentor and mentee

safety, protection, and professional conduct at all times is ultimately in the best interest of SLC

participants and their families as well as program staff, mentors, and sponsors.

Summary Tips:

Identify desired SLC goals and outcomes, what you want participants to learn Based on identified SLC goals, begin to prepare SLC curriculum Conduct AT assessments prior to SLC and order needed equipment and technologies to distribute to the students

Contact students with information regarding the SLC and establish a dialogue about expectations and requirements

Set up online social networking sites for students, mentors, and program staff

Syllabus and Schedule

A significant planning component of any SLC is identifying the key content, skills, and key learning

outcomes you want the participants to acquire and apply to their own transition planning process.

Developing the learning goals and objectives is a key first step

to content mapping. Once these are developed, the next

step is identifying the activities and assignments that will

support and exemplify the learning objectives. Through the

development of a detailed agenda and course syllabus,

activities are broken down by day for the SLC. While creating

and refining a detailed agenda and course syllabus can be

time‐consuming and usually involves a team effort over

several months, the result of such efforts is a compass by

which possible speakers and other implementation logistics are determined. Student learning

community activities and content are organized so that the topics discussed address the important

issues that students will encounter when they begin their own postsecondary education or employment

experience. A sample syllabus with detailed objectives is presented in Appendix D.

of 41

SLC Activity Summary

A suggested list is provided to assist you in planning

your SLC. This summary represents one possible

option for organizing the SLC agenda. The schedule

that you use will be dependent upon your learning

goals and available resources. Whatever schedule

or syllabus you develop, remember that students

need time to explore the necessary skills to become

independent college students. It is important that

they get a genuine picture of what college life and

the working world are really like, and become familiar with available supports provided on many college

campuses. Many colleges and universities have valuable resources and programs that support students

and will provide speakers and workshops at no cost to your SLC students. For example, you can recruit

assistance from college disability services offices, career, multicultural, and learning centers, libraries,

student counseling services, academic advisors and faculty from various disciplines. Regardless of

whatever activities and speakers are chosen, it is important to remember that students should develop

their transition plan (such as the Individualized Transition Portfolio) that will guide their transition to

college and careers long after the SLC is over.

I. Student Check‐In. Staff and/or SLC facilitators should be available for setup and to greet students.

Organize areas for: registration, dorm check‐in, and distribute parking information. Determine the need

for any essential presentation equipment and set up prior to the arrival of students. Registration

materials, goody bags, nametags, and information packets should be prepared in advance. We suggest

designating an individual for each essential set‐up activity.

II. Registration. Establish procedures for students to: sign in, obtain their room assignments and keys,

and pick up their registration materials. Additionally, designated staff members should be available to

review documentation such as emergency contact information, medical action plans for students with

medical needs, code of conduct, and requests for dietary and/or medical accommodations.

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III. Welcome Lunch. The welcome address is an opportunity for the parents and students to meet staff,

individuals from partnering departments, facilitators, and consultants. Icebreaker activities allow

everyone an opportunity to learn about each other, which helps establish a relaxed, positive

environment.

IV. Parent and Student Orientations. Students and parents each have a separate orientation. These

sessions should include information related to the transition process, the delivery of services and a

description of the weeklong residential program.

V. Campus Tours/Field Trips. Coordinated through the campus Admissions Office, students take a tour

of campus to learn about campus life, the location of buildings, how the college administration is set up,

and the services available on campus and what they can offer the students during their postsecondary

program. Prior to the SLC, staff should arrange for alternative transportation (such as the campus

Handivan service) to accommodate students who have physical limitations.

VI. Classroom Experience. Prior to attending the SLC, each student should identify a career major of

their choice through the application process and the E‐mentoring curriculum activities. Students are

responsible for completing E‐mentoring curriculum activities, including three self‐assessments prior to

the SLC. These assessments address their personality,

learning style, and perceptions of their own self‐

advocacy and self‐determination skills. Results from

these assessments are shared via online venues prior

to the SLC. During the SLC, these results are revisited

and explored further via other structured self‐

determination activities. Students utilize this

information to further identify their career interests

and to acquire knowledge and expertise on how to

develop a plan for improving skills related to self‐advocacy and self‐determination. (See Appendix E for

a sample self‐determination presentation, Appendix F for a self‐determination ice‐breaker activity and

Appendix G for the AIR Self‐Determination Scale.) During the week, students should have an

opportunity to observe a class within their desired major or, alternatively, discuss the major with an

academic advisor and/or professor at a college fair. This activity will give them the opportunity to

of 41

network with people with similar interests, further define their career interests and learn about the

required coursework, as well as introduce them to the postsecondary academic climate.

VII. Survival Skills. Professionals should be invited as guest speakers and activity facilitators to discuss

topics including cultural diversity, conflict management, organization, and study skills. Students should

identify strategies for managing their time and be given an opportunity to discuss the tools and

strategies they use to stay organized and accomplish tasks. In our view, learning these skills are

essential to a successful transition to college for students with or without disabilities and thus again,

many colleges and universities offer these services at no cost through various programs on campus.

VIII. Assistive and Universal Technology Training. As explained earlier, prior to the SLC, students should

participate in a technology assessment replete with an initial preassessment survey and an on‐site

evaluation in order to determine which available AT or universal hardware or software would best fit

their learning and functioning needs and how its features should be customized. Subsequent to the

technology assessment, students receive their actual AT hardware or software. During the SLC, students

receive additional training on the effective utilization of their technology. After the SLC, students

receive follow‐up services to reevaluate their technology in order to ensure that it is a good match for

their expressed needs. Coordinating additional technology supports during the application process in

the student’s local community may help with follow‐up and ensure additional generalization and

maintenance of learned skills.

IX. Career Exploration. Before the SLC, students are responsible for exploring and researching a career

field to determine the nature of the work, working conditions, educational requirements, and salary.

Based on this information, students coordinate their job shadowing experiences with the SLC facilitators

and engage in various hands‐on activities to get a realistic idea of required knowledge, skills, and

education for their selected occupation. In addition, students meet with college advisors that represent

their selected major or degree area of interest. Meeting with advisors allows students to obtain

valuable information related to requisite coursework in both college and high school and potential

experiences that students could plan to participate in to gain knowledge about their chosen major.

X. Job Shadowing. Prior to the SLC, program staff should identify qualified professionals in the students’

career fields of choice and arrange an opportunity for students to “shadow” these professionals. This

of 41

activity allows each student to get an idea of the type of work responsibilities that occur each day within

their career field of interest. It will also help students gain a realistic picture of their strengths and

potential challenges in relation to their selected profession.

XI. Postsecondary Resources: College and Career. Representatives from various departments on campus

such as admissions, financial aid, and career services teach students about the many resources available

on campus and the process of obtaining internships and work experiences. As much as possible, this

session should be interactive, using universal design for learning methods to address the learning needs

of all students. For example, career‐related activities might include mock interviews with program staff

or other working professionals as well as a trip to the local mall to discuss appropriate workplace attire.

XII. Disability Issues. Professionals from the college’s office for disability services present on the rights

and responsibilities of students with disabilities under federal law in relation to higher education and

employment. Disability counselors can also inform students of the policies and procedures regarding

the accommodations process for classes or worksites, including appropriate disclosure, scheduling tests,

and requesting alternative media.

XIII. Networking and Team Meetings. During networking small group discussions, students participate in

different scenarios that allow them to practice the skills needed to request special services and/or

disclose their disability. In small groups, students talk with their peers and mentors about disability

issues, rehearse needed advocacy skills, and develop socially appropriate behaviors and attitudes

identified during the application process. Students also have the opportunity to discuss their

of 41

educational and career path, their expectations for college, and ask questions about college or

employment.

XIV. Mentoring. Mentoring sessions can occur as often as once

a day and allow the students to receive one‐on‐one attention

with their group facilitator. Ideally, the students work with the

same facilitator/mentor during these sessions throughout the

week. Mentoring through online venues prior to the SLC week

allows mentees and mentors to develop a rapport essential to

the development of a meaningful mentoring relationship. This

rapport should build throughout the SLC process so that

mentees feel comfortable sharing their assignments and

activities with their mentors and so that mentors feel at ease sharing their own professional experiences

and offering constructive feedback.

XV. Student Presentations. Each student will give a presentation on their self‐advocacy plans, which are

included in their Individualized Transition Portfolio, to their fellow classmates and parents as well as SLC

staff. As a guide, the presentations should be around 5‐10 minutes long as a guide.

************************************

Summary Tips:

Use the SLC Activity Summary as a customizable organizer for SLC content Based on identified SLC goals, begin to prepare SLC agenda and syllabi Engage students in the SLC process prior to the SLC with self‐assessments (career, personality, and learning styles)

Discuss student results of these assessments via e‐mentoring, listservs, or other technology platforms, and make a point to review and discuss these results with participants during the SLC

Instruct students to utilize the AT that was purchased for them and offer additional training on effective utilization and/or try out of additional technologies

Set aside adequate time for the students to complete their presentations for the goal is to have a tangible product to present at the end of the SLC period

Allow for numerous discussion and social networking opportunities

of 41

Chapter II. Student Planning

Introduction

The thrust and success of any learning community is its

participants. Regardless of the type of SLC, careful

attention should be paid to the plan for recruiting and

selecting candidates for participation. Those responsible

for planning an SLC must identify any eligibility

requirements of funding sources, as well as the key target

audience, and generate recruitment strategies that

capitalize upon existing formal (colleges, community

organizations) and informal (friends, family) networks. For

example, if the goal is to recruit young adults with

disabilities, one of the networks should be a partnership with the state Rehabilitation Services

Commission. If the goal is to recruit incoming college students with disabilities, one of the networks

should be a partnership with the campus office for disability services. In addition, partnerships with

community colleges, high schools, and career centers can leverage successful contributions to an SLC.

Recruitment

Program staff should recruit students with disabilities using

a wide variety of methods including fliers, list‐serves,

presentations, and college and/or job fairs. Information

should be disseminated to various referral sources such as

VR counselors, high school teachers, transition

coordinators, guidance counselors, and nonprofit

organizations that advocate for youth with disabilities (see

Appendix H for SLC participant recruitment materials). At

the high school level, a transition‐focused SLC experience

tends to be best suited for 11th and 12th graders because

these students are at the precipice of graduating from high

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school; they have the impetus to think and plan more for their careers and further education. However,

with a slightly different program focus customized to their developmental needs, 9th and 10th grade

participants can certainly benefit as well from a transition‐focused SLC. In addition to high school

students, another good target audience for an SLC is incoming college freshmen with disabilities.

College freshmen can benefit from a transition‐focused SLC program through its emphasis on the ins and

outs of college life, including selecting majors, understanding credit requirements, knowing career and

internship options, requesting accommodations, self‐advocating for needed learning supports, acquiring

essential survival skills and finally, navigating career and social networks.

Application Process

A concise application and clear selection criterion is essential to recruit and select your SLC participants.

The application packet includes detailed descriptions of the eligibility requirements and the application

requires key information so the planning committee can select the most appropriate participants for the

SLC. Information included in an application packet may vary; however, the packet may include the

following forms referenced in the Appendices:

Introduction Letter

Application (Appendix H)

Selection Criteria

Recommendation Form (Appendix H)

Medical Action Plan (Appendix I)

Pre‐Evaluation Form

RSC Report or Letter

Campus Experience Disclaimer

(Appendix J)

Youth Medical Release Form

(Appendix K)

It is important that students provide all necessary

information surrounding their disability, which includes

special accommodations the student needs due to

physical limitations (e.g., living arrangements,

transportation, dietary) as well as information

regarding allergies, medical insurance, emergency

contacts, and medications. Parents and students

participating in a residential SLC must also agree to

of 41

develop a medical action plan (MAP) if the student requires medication or health‐related services.

Parents and students must also agree to be fully responsible for the implementation of this plan

the student’s participation in the program. It is important to note that the implementation of the MAP

cannot include facilitators administering any medications or health‐related services. The facilitators

cannot serve as personal care attendants, only licensed and trained professionals can, and it is the

family’s responsibility to make the necessary medication or health‐related service arrangements for

during

eir student participant.

s

their likelihood of

mpleting the program and benefitting in their postsecondary and career pursuits.

cceptance Packet

th

Application packets should be mailed out to students several months in advance (refer to Table 2), thu

ensuring that students, parents, doctors, and teachers have ample time to submit all of the required

paperwork. This practice also allows the SLC program staff to review the applications, conduct either

face‐to‐face or telephone interviews, and select the best group of applicants based on

co

A

cket may vary; however, the packet may include the following forms also

ferenced in Appendices:

provided)

Image Release Form (Appendix M)

da and Sample Schedule

List of Items to Bring

rientation for Students

Once students are selected into an SLC, students should be sent an acceptance packet. Information

included in an acceptance pa

re

Letter of Acceptance (Appendix L)

W‐9 Form (if stipends are

Waiver (Appendix M)

Student Code of Conduct (Appendix N)

Opening Agen

(Appendix O)

Directions to Campus

O

This

e

Students who have been accepted into a SLC should be

invited to participate in an initial orientation session.

half‐day session should take place on campus several

weeks or months prior to the week of the SLC. It should b

of 41

used to introduce the goals, agenda, and core content of the SLC as well as reviewing the benefits o

participation and answering any questions. During this orientation session, students should receive a

SLC curriculum binder (see Appendix P for example binder content and sample E‐mentoring curriculum

This binder should contain self‐determination activities and online career, learning style, and personalit

assessments that ideally the students complete prior to attending the transition‐focused SLC pr

These activities will help the SLC staff better understand students’ strengths and limitations, learn

styles, and career aspirations, and they ultimately support the development of students’ individualized

Transition Portfolios. The binder will also provide directions and clarify the expectations of the SLC so

that students come ready and prepared to participate. Program staff should offer help to the stu

via telephone and email with any questions that arise as students work through the prelim

f

).

y

ogram.

ing

dents

inary

ctivities prior to the SLC.

rview

dorm keys, rules for visiting other students’

orm rooms, and other relevant topics at this session:

tlines the

cided upon by the staff prior to the

so that

them flexibility in their food choices and allow them to take part in a real

nts

a

SLC week should begin with an introduction of key staff that will be supervising the SLC and an ove

of the entire schedule for the participants. This session provides opportunities for the students to

socialize, and it allows staff to review the rules, processes, and schedule for the week. Facilitators

should discuss the student code of conduct, meal cards,

d

Student Code of Conduct – Most of the rules will be based

on the individual college or university that is hosting the

SLC. Students should be given a handout that ou

rules so that there is no excuse if one is broken.

Visiting Hours – The visiting hours are flexible for the dorm

rooms and should be de

participants’ arrival.

Dorm Keys – Each student should be given a key

they have access to their rooms during the day.

Meal Cards – All meals should be provided free of charge for the students during their stay on

campus. This will give

college experience.

Agenda/Syllabus – The schedule of events for each day should be explained so that the stude

know what to expect. This schedule should include ample time for receiving training on and

of 41

working with their acquired technology so that they are able to proficiently use it for a variety of

their needs.

rientation for Parents

O

s

s a lot of change for both families and the students, and parents should be aware of

y issues such as:

and comfortable to handle their new

tion. The SLC

they

ning the next steps

gh.

s

The parent orientation session is a critical component, especially for a residential SLC program. During

the registration process, program staff should meet with each parent individually to review their child’

health, medication action plan, and any special needs that may arise during the week, and ensure the

emergency contact information is up to date. These meetings are also an opportunity for the program

staff to provide special assurances to those parents whose children may have never spent time away

from home. During the parent meetings, staff will review the goals, objectives, student expectations,

and the code of conduct outlined in the syllabus. In addition, provide parents with contact information

for key staff if questions or concerns arise during the week. The transition from high school to college or

employment involve

ke

Life Skills – Navigating unfamiliar environments is what students must learn to cope with during

change. By learning new skills, students will feel prepared

experiences; they will gain competence and confidence.

Challenges – Failure is a natural part of change and presents an opportunity to learn. Students

and parents will learn a lot about themselves from experiences they view as failures, and with

proper guidance can gain a greater sense of self‐awareness and self‐determina

should teach students that the only time they truly fail is when they give up.

Goals – Everybody has goals they want to achieve in life. Transition for parents means they

encourage and allow their children to become who they want to be, allowing children to set

their own goals and define themselves as individuals. Students must understand that when

fail to plan, they essentially plan to fail; thus, setting goals and determi

needed to accomplish each goal is an important part of transitioning.

Stress – Each student will experience some stress, and learning to cope with stress is an

important skill to develop, especially when striving for academic or career success. Students

must learn to manage stress to find the right balance between too much stress and not enou

Insecurity – Insecurity is a part of life, but the knowledge gained through learning new skill

of 41

boosts confidence, making both students and parents more self‐assured about transition

decisions.

.

cting secondary and postsecondary supports to help students achieve their

ollege and career goals.

me

d

atisfactorily completed a background check and rigorous interview process prior to selection.

s and parents so that goals, expectations, and schedules are clearly communicated

Many parents and students may not recognize that the above challenges are natural, integral parts of

the transition process. Parents should also be informed of the different types of transition services

available and the significant role parents can play in helping to access these services for their children

Additionally, during orientation, SLC program staff should discuss with parents their role in assisting

their children plan for an ongoing and seamless transition process that begins early, but no later than

age 14, and includes conne

c

At the end of the parent orientation, SLC program staff should leave plenty of time for questions. So

parents will be hesitant to leave their children in the care of others, but assure them that there are

qualified individuals on site to make sure that their children have a safe and productive week. Assure

them that there are safeguards in place such as constant supervision. For residential SLC experiences,

all participants should be supervised 24/7 by a ratio of at least one adult supervisor to every three‐to‐

five students during daytime activities. The ratio can be adjusted based on the ages, maturity levels an

types of disabilities of the participants. Assure parents that all adult supervisors and facilitators have

s

Summary Tips:

Institute an application process so that the most suitable candidates are selected Coordinate SLC orientations and welcome sessions for both student

of 41

Chapter III. Facilitator Planning

Recruitment of Facilitators

High‐quality facilitators are essential to the success of a

residential SLC. Facilitators assist project staff and

participants with a variety of activities such as helping

students check into the dorms, complete assignments,

navigate the campus, and facilitate small group

discussions. For a non‐residential SLC that meets

weekly, recruitment of paid facilitators may not be

necessary, especially if the SLC is implemented similar

to a class that meets for two hours a week, with one

lead instructor and occasional guest speakers. We found that volunteer facilitators or mentors provide

valuable supports to individual or small groups of SLC participants during weekly SLC meetings

However, for a residential SLC with high school participants staying in college dormitories, recruiting a

plethora of volunteer facilitators to help assist and supervise these students is of the utmost importan

and is a task that should be started several months in advance. Some students with disabilities requ

additional assistance when completing assignments and activities and either volunteer or paid

facilitators will enhance the learning experience for the SLC participants. Depending on the maturity,

age and needs of your participants, plan for one adult facilitator for

.

ce

ire

every three to ten residential SLC

articipants.

Planners of the SLC should recruit and train facilitators through contacting campus or community

organizations at least one to two quarters prior to the SLC experience. Facilitators should include both

undergraduate and graduate students to ensure that the program objectives are achieved. In addition

to gaining a valuable experience mentoring youth with disabilities, volunteer facilitators may be eligible

to receive field experience credits within their major. Some campus organizations (e.g., fraternities,

sororities) require community service of their members, which may also be an incentive to volunteer.

Of course, if resources allow, pay for time worked can be a useful incentive for facilitators to ensure that

there is enough staff on hand to provide ample supervision and support to students during a residential

p

of 41

SLC (see Appendix Q for facilitator application). Undergraduate

volunteers can work with SLC students on social norms, residence

life, and the identification of organizations that are available on

campus that meet their interests (such as clubs, intramural spo

teams, etc.). They can also supervise students in the dorms, assist

during SLC sessions, and discuss the importance of making healthy

choices in college and the world of work. Graduate students o

have experience in the workplace, or, at a minimum, they have

already been through college once. Their primary role should be to

provide educational and career guidance. Graduate students can

also help the SLC participants understand what the post‐college

experience is like and counsel them on internships, study skills, and networking. Graduate students can

also serve as dorm directors during residential SLC mentoring and networking activities.

Recruiting volunteer facilitators from a pool of prior SLC participants is also a recommended strategy.

Some suggested strategies to recruit facilitators are presented below.

1. Plan a strategy for recruiting facilitators several months prior to the SLC.

2. Utilize formal and informal campus and community networks to recruit.

3. Ask prior SLC participants to be facilitators, as applicable.

4. Determine what volunteer incentives you want to emphasize and develop promot

rting

ften

ional

materials highlighting these incentives.

onsibility consisting of recruiting

and organizing volunteers.

er in these situations to

r of volunteers lined

put people on a volunteer waiting list

5. Request that a program staff member, graduate assistant, or work‐study student serves as a

lead facilitator or volunteer coordinator, with their primary resp

6. Recruit more volunteers than what you think you need, as it is much bett

have more workers than less; that is, you want to have a generous numbe

up for student supervision and support, as you can always

or send them home if there are significantly more people than duties.

of 41

Training

For the SLC to run smoothly, every facilitator,

‐

a residential SLC

because facilitators are on call for constant

supervision and assistance to students with

disabilities; therefore, facilitator coordination must

e. In addition to providing constant supervision, facilitators also serve as teachers and

mentors. Ideally, facilitators will be undergraduate or graduate students who are studying education or

i

mentoring strategies in order to maximize student le

the training process, some general steps are suggest

1. Develop a training agenda so that trainings a R

for sample facilitator training agenda.

2. Develop and distribute a detailed outline of on the

SLC syllabus that explicitly indicates the follo

numbers.

3. Schedule multiple training sessions, if possible, with the subsequent sessions being make‐up or

imply new recruits.

teers.

5. formation and updates to the group.

whether they are paid program staff or volunteer

college students, must be exposed to structured, in

depth training about their roles in the SLC process.

These roles are intense during

be precis

a disability related field. Regardless of background, t is advantageous to discuss basic teaching and

arning. To effectively organize and conceptualize

ed:

re well‐organized and productive. See Appendix

expectations and a facilitator schedule based

wing:

a) facilitator roles and responsibilities;

b) assigned participants and a description of individual needs;

c) activity objectives and content;

d) assigned facilitator shifts with activity times;

e) locations with street addresses and room

repeat sessions for facilitators who were not able to come to the earlier sessions due to

schedule conflicts or because they are s

4. With permission, distribute a volunteer and key staff contact list with phone numbers and email

addresses to program staff, support staff, and volun

Set up a volunteer listserv to communicate key in

of 41

Content uction and discussion on the following points:

1. it, and the funding supporting it.

2. volunteers (i.e., scope of

s,

ogical supports, medical needs, and

tegies that can be used during small‐

tion,

ow to make appropriate accommodations and modifications, and the usage of positive

g items (i.e., lodging and meal planning logistics, human resources

Begin recruiting facilitators several months in advance

s interview all facilitators

Arrange for 24/7 supervision of SLC residential participants by a ratio of at least one

of the facilitator training should include instr

Summary of the purpose of the SLC, the program hosting

Description of facilitator roles versus the roles of other key staff and

work for facilitators and parameters of their responsibilities).

3. Profile of each SLC participant with facilitator assignments (i.e., student learning strength

functional limitations, utilized accommodations and technol

behavioral considerations).

4. Description of, and direct practice with, basic teaching stra

group learning activities (i.e., direct instruction, differentiated instruction, conflict resolu

h

reinforcement to maximize student learning).

5. Training on the assistive technology SLC participants will be acquiring.

6. Review of, and direct practice with, the online e‐mentoring curriculum and self‐assessments.

7. Discussion about mentor and mentee responsibilities.

8. Review of the SLC agenda, times, and locations.

9. Review of the presentation and workshop content that will occur during the SLC.

10. Administrative housekeepin

paperwork, timesheets for paid positions, and parking).

11. Facilitator questions and answers.

Summary Tips:

Calculate the numbers – it is better to have more volunteers than less, even if you have a waiting list or more volunteers than dutie

Conduct background checks and rigorously

adult to every three to ten students

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Chapter IV. Evaluation and Follow‐Up

Evaluation

At the conclusion of any SLC, it is important to get feedback from everyone involved so that you can

subsequently adjust the program to best meet the needs of the

individuals on your campus. For example, small campuses may

not offer the same services as large campuses, and private

universities may not operate like public universities. It is

important to address the questions and concerns of your staff,

cilitators, presenters, parents, and of course, students. After all,

the program is for their benefit and their perspective is perhaps

the most important. Students (and parents, as applicable) should

e given evaluations during the last day or next to last day of an SLC program. They should be

feedback while the program is still fre

about the activities of the day in the e

evaluation can be hard copy or via on

administered in a group setting or ind d

need. To facilitate prompt return of t

of compensation, it may be wise to pa

to provide an incentive for feedback.

future

uld be

fa

b

distributed before the closing remarks so that each person has an opportunity to provide immediate

sh in their mind. Alternatively, some SLC programs require their

evaluation form each day of the SLC, responding to questions

vening during a session break. Administration of the SLC

line means depending on technology access. It can also be

ividually with facilitator support depending on student ability an

he forms, if SLC participants are receiving stipends or other means

ir payment processing with the return of the evaluations in order

See Appendix S for sample evaluation forms.

In order to obtain feedback from other contributors, such as staff, facilitators, and presenters, we

recommend holding a debriefing meeting or conference call within a few days of the SLC program.

Discussion points should be documented at this meeting including positive appraisals and

recommendations for improvement. This document can serve an important role in planning for

SLCs. Alternatively, if a debriefing meeting or conference call is not possible, evaluation forms sho

sent out to staff and speaker contributors no later than one week post‐program. These evaluations are

different from the ones given to the students and parents, as they are geared towards the role that each

had in the implementation of the SLC. To facilitate prompt return of the forms, for facilitators and

students to complete a section of the

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presenters receiving compensation for assisting with the SLC, it may be wise to incorporate survey

ompletion into their agreed‐upon scope of work in order to provide an incentive for feedback. Once all

e

Compile the evaluation data from students, parents, staff, facilitators, and presenters

e

Write a thank‐you note to presenters and volunteers to let them know you appreciate

c

of the evaluations have been returned, summarize the data, analyze the information, extrapolate the

trends and suggestions, and make the appropriate changes to the program so that those planning th

SLC can enhance the learning experience offered to participants next year.

Summary Tips:

and identify the strengths and limitations of each component of the SLC Create a list of possible areas for improvement for the next SLC, and based on thesareas, remember to make the necessary changes when planning the next SLC

their contribution to the success of the SLC Follow‐up with students and parents to answer any questions that may arise during data collection

Follow‐Up

Though follow‐up occurs after the SLC, it is important to plan for it

s:

How do we evaluate progress with transition goals? With AT?

often should we evaluate progress? Two weeks, one month, three months, six months,

and/or one year out from the date of the SLC?

in

or that are already available in the

Considering the planning questions above, project staff should develop strategies for follow‐up. These

strategies will of course be dependent on the availability of staff and project resources, but they should

at least one to three months prior to the SLC taking place (see Table

2 for Sample SLC Planning Timeline). Like everything else regarding

the SLC, follow‐up procedures should be individualized based on

the program needs and participants, but a general plan for follow‐

up should address the following important consideration

How

What type of follow‐up supports, including additional AT tra

What type of career networking activities can we coordinate

students’ home communities?

ing, can we provide?

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ultimately accomplish three main objectives:

1) Assess what progress students have made since the SLC with AT usage and the implementation

r

just

pically provided through at least one of the following

ctivities:

e or email. The goal of this initial follow‐up

ting virus protection software.

e

t

of basic skills on their technology during the SLC. Participants who

received multiple pieces of hardware or software should also be considered for this group, due

bsequent sessions and assists project staff in identifying the next logical steps to teach in

order to increase independence. The final component of this activity would include a discussion

of transition goals set forth in their portfolios.

2) Determine what additional technical assistance and supports are needed for students to bette

use their technologies.

3) Identify the successes and challenges students have had with attaining goals and ad

transition plans and supports accordingly based on student and family input and post‐SLC

experiences.

Assistive Technology Follow‐Up Guidelines. After students have completed the SLC, it is essential that

program staff provide a support structure to students and involve the AT specialists to evaluate the

post‐SLC use of AT. Technology follow‐up is ty

a

A. General follow‐up with all participants via phon

activity is to gauge the participants’ usage of the technology post‐SLC and provide general

reminders, such as upda

B. Additional on‐site assessment and training sessions for students who need more extensiv

instruction in a more individualized setting. Priority would be given to students who did no

demonstrate mastery

to the complexities of learning multiple types of technology at one time. The individualized

session should begin with an assessment to measure how much information the student

maintained or learned since the SLC. This assessment also provides a baseline measure for

su

with the participant about the problems they are encountering with the technology and

potential solutions.

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C. Troubleshooting sessions initiated by the participants, parents, or professionals working with the

participant. Troubleshooting and training should be provided with the same versions of

Windows, Mac OSX, and individual software to increase the likelihood that problems can

addressed successfully. We recommend having an on‐site copy of the same version/edition

the software provided to participants. This practice is beneficial for troubleshooting purpose

well as training purposes.

To exemplify how these activities

be

of

s as

can be of benefit to students, we provided the real‐world case study of

Callie, a high school student from a 2011 SLC:

Callie was a student with intellectual and physical disabilities resulting from cerebral palsy. She required assistance for getting in and out of her wheelchair. She also needed her mom’s assistance with schoolwork, as Callie was completing 12th grade requirements in an online school. It was imperative to introduce new concepts and knowledge to Callie one step at a time. She frustrated easily and needed multiple repetitions of new tasks in order to become fluent. The focus for Callie at the SLC was to make sure the multiple technologies she was given were an appropriate match for her needs. Dragon Naturally Speaking was installed on her iPad. Her accuracy was approximately 75‐80%, which was far higher than what her desktop accuracy has been with Dragon. Callie, by her request, was also trained in the Kurzweil 3000 software during the SLC. Additionally, both Dragon and Kurzweil were shown to Callie’s mom as an added learning support. Initial follow‐up with Callie and her mom was scheduled for one month after the SLC. Two days of six to eight hour sessions were consecutively scheduled. At the follow‐up session, Callie and her mom shared challenges and successes with using the software applications. A key issue identified was the need to be able to access her school assignments online and how to complete these assignments using Kurzweil. The school had provided a computer for schoolwork, but it did not have any AT on it. After contacting the school’s technical support, our AT specialist determined that we could access the school’s programs through Callie’s computer using Kurzweil’s Read the Web feature. We developed step‐by‐step procedures to access assignments online that would read Callie’s schoolwork aloud to her, thus freeing her mom from providing this support. Additionally, we strategized the pasting of assignments into Kurzweil so Callie could use word prediction to support her writing. The second day of follow‐up focused on iterating the skills from the previous day through additional training. Dragon for Windows was installed on Callie’s new computer and subsequent training with Dragon was provided. Though Callie was more proficient with the iPad version of Dragon, the sophistication of the desktop version was better suited to fit her functional needs. Because Callie had struggled with the desktop version of Dragon before, the AT specialist recommended reading the same poem to Dragon five minutes per day. This strategy allowed accuracy training with the software while keeping the training manageable for Callie.

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Approximately one month later, Callie and her mom returned for another follow‐up session that lasted four hours. Callie had been practicing with Dragon but was still encountering challenges using the software. Recommendations to continue working with Dragon for five‐minute intervals were made. In addition, the Read2Go application was installed that would allow books to be read aloud to Callie. Furthermore, the iPad software was updated to iOs 5.0 to allow the Speak It feature to be utilized to read text aloud within an iPad application. More features of Kurzweil were researched to address increasing Callie’s independence in writing. Specifically, cutting and pasting information into Kurzweil and highlighting, outlining, and typing text in a separate window were practiced. This strategy allowed Callie to access information and write more independently. Callie’s mom stated that these technologies have changed her and her daughter’s lives for the better. Not only is Callie able to do her schoolwork without her mom’s assistance, she is also able to truly exhibit her ability to read, write, and process information. Callie’s mother also indicated that, because of Callie’s success with her technologies, the school was potentially considering the benefits of these technologies for other students with disabilities. In fact, Callie is to present her technologies to school staff to show how these applications have helped her. In sum, without the extended follow‐up supports provided, it is reasonable to assume that Callie would have not had encountered as much success and independence with her AT to facilitate her learning.

on Planning Follow‐Up Guidelines. After

s have completed the SLC, it is essential that

staff monitor how participants are

sing with the transi

Transiti

student

program

progres tion goals they developed

and refi

recomm

SLC who

school o

student

encoura

teacher

contact high school student is completing all the

necessa

By revie

assist st

with incl

in colleg students

who are hmen in college will have already gone through this experience, the SLC staff should make

ned during, and after the SLC process. We

end recruiting students to participate in an

are in their junior or senior years of high

r just beginning college. To maximize both

and program outcomes, ideally staff should

ge students to share their transition plans with their family, high school transition specialists,

s and/or guidance counselors, and their VR counselors. If resources are available, SLC staff may

the students on a quarterly basis to ensure that each

ry steps indicated in their Transition Portfolio (see Appendix T for a sample portfolio template).

wing the transition portfolio with each student, staff continue to provide the encouragement to

udents in achieving their postsecondary goals. Some activities that staff may assist students

ude: updating their resume, finishing placement and college‐entry tests (e.g., ACT, SAT), turning

e applications, and applying for scholarships and financial aid when applicable. While

fres

of 41

sure tha

establis

support

disabilit

In‐pers

these m communication venues such as emails, list‐serves and phone calls

are viab

what th

alternat

As a sug

monitor

should com ng one year mentoring thei students through online communication venues. If

dinate mingles in which mentors and mentees meet in

d career activities, and structured discussions

ment.

it is essential that follow‐up with SLC participants is

ch as possible prior to SLC implementation (such as

ailing of acceptance packets to students) so that

orts can be set in motion right away after the SLC is

low‐up strategies should include assessing

to

t their grades, classes, internships, and volunteer experiences are progressing according to their

hed goals, and that these students know what course accommodations they may need, what

s the campus office for disability services can provide, and register (if they choose) with the

y services office to gain their accommodations.

on meetings are ideal for progress monitoring of student Transition Portfolios, but if scheduling

eetings is not feasible, online

le alternatives for staff follow‐up. Regular correspondence can help remind the students about

ey are working towards and allow them to ask questions about the goals they have set and

ive ways to achieve them.

gestion, in addition to program staff, students’ assigned mentors should provide progress

ing and support after the SLC the way they did before and during the SLC. Mentors ideally

mit to spendi r

SLC participants are local, program staff can coor

a group and engage in face‐to‐face mentoring, applie

about transitioning to college and/or employ

In conclusion,

planned as mu

during the m

follow‐up supp

completed. Fol

students’ post‐SLC progress with AT and transition plan

implementation, identifying specific technical assistance needs,

and customizing the training and intervention supports required

meet these needs. In addition to ongoing progress monitoring and

mentoring, plans should be made to identify local resources in the

students’ respective home communities so that students can access the additional services they need

upon their return. Initiating contacts with local schools and potential internships and worksites is

recommended, as is connecting students to community career centers, colleges, disability service

offices, AT labs, and libraries.

of 41

Summary Tips:

the SLC Create a plan for follow‐up with SLC participants at least one to three months prior to

Customize follow‐up plans based on AT and transition support needs identified

in students’ communities to support their goals

before, during, and after the SLC Connect or reconnect each student to a mentor to help foster their career and educational goals

Establish multiple venues of communication for student, family, and mentor discussion about AT and transition plan progress, successes, challenges, and supportneeds

Identify local resources

Conclusion

In this guide, we have described the SLC model, the transition services it can offer to enhance

postsecondary outcomes for students with disabilities, and guidelines for replication. Though it can

a lot of effort to successfully plan and implement an SLC,

take

when all is said and done, the reward for

tudents with disabilities far outweighs the effort. This idea is best captured in an actual email from a

2010 SLC participant who, through th

for his further education:

Dear Margo, I know that we spoke at the last mentoring club meeting, but I wanted to tell you again just how much I appreciate the fact that you made it possible for me are that in order for me to obtain an iPod Touch, a n ft Office 2007, an extremely large sum of meducational success are worth such an inworking hard in order to ensure that your investment was a good one. I want you to know that both the iPod and the laptop have already made an enormo

logy and

‐Noah B.

s

e SLC process, was able to receive needed AT supports and training

*********

to receive such excellent technology for my education. I am awew Dell Vastro with Windows 7 Home Premium, JAWS 11, and Microsooney had to be spent. I am honored to know you feel that I and my vestment. I can assure you that I have been and will continue to be

us positive impact on my education and, I predict, will continue to have this impact for years to come. I want to reiterate one more time how thankful I am for the above technoyour role in helping me obtain it. I cannot say it enough.

(Email reprinted with permission)

*********

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Appendix Table of Contents

ment Schedule……………………………………………………………………………………………………………………….42

………………………………………………………………………………………………43

44

………….49

Presentation………………………………………………………………………………………………………………………..53

……………………56

: AIR Self‐Determination Scales……………………………………………………………………………………………………………………………58

H: Participant Recruitment Materials…………………….……………………………………………………………………………………………….73

Medical Action Plan…………………………………………………………….…………………………………………………………………….………..77

…..…….…78

…81

…………….………………………………………………………………………………………………………..…….….84

O. Sample Agenda and Schedule…………………………… …………………………………………………………………..…….87

entoring Curriculum………………………………………………………………………………………………………………………..96

5

………………………………………………………..……………….……….139

A: Sample AT Assess

B: OT Assessment Form………………….………………………

C: Academic and Technology Assessment………………….…………………………………………………………………………………………..

D: Sample SLC Syllabus…………………………………….…………………………………………………………………………………………

E: Self‐Determination

F: Self‐Determination Activity……………………………………..……………………………………………………………………

G

I:

J. Disclaimer………………………………………………………………………..……………………………………………………………………

K. Medical Release Form…………………………………………….………………………………………………………………………………………….79

L. Sample Letter of Acceptance……………………………………………………………………………………………………………………………

M. Waiver and Image Release…………………………………………………………………………………………………………………………..……83

N. Code of Conduct………………

……………………

P. Sample E‐M

Q. Facilitator Recruitment Application……………………………………………………………………………………….………………………..128

R. Sample Facilitator Training Agenda………………………………………………………………………………………………………….………130

S. SLC Evaluation………………………………………………………………………………………………………………………………………….………131

T. Transition Portfolio Template…………………………………………………………………………………………………………………….…….13

U. References………………………………..…………………………………

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SLC Assistive Technology Assessment Schedule Name OT Tech/ Academic Sensory Registered Participant 1 8:30‐9:00 (Dennis) 9:00‐9:30 (Jennifer) Participant 2 9:30 Participant 3 12:00‐12:30 (Dennis) 11:30‐12:00 (Jennifer) Participant 4 Not able to attend Not able to attend Participant 5 1:00‐1:30 (Dennis) 1:30‐2:00 (Jennifer) Participant 6 10:30‐11:00 (Laurie) 11:00‐11:30 (Courtney) Participant 7 10:30‐11:00 (Dennis) 11:00‐11:30 (Jennifer) Participant 8 4:30‐5:00 (Laurie) 4:00‐4:30 (Courtney) Participant 9 10:00‐10:30 (Laurie) 9:30‐10:00 (Courtney) 8:30 Participant 10 9:00‐9:30 (Dennis) 8:30‐9:00 (Jennifer) Participant 11 10:00‐10:30 (Dennis) 9:30‐10:00 (Jennifer) Participant 12 4:30‐5:00 (Dennis) 3:30‐4:00 (Courtney) Participant 13 1:00‐1:30 (Laurie) 1:30‐2:00 (Courtney) Participant 14 9:30‐10:00 (Laurie) 10:00‐10:30 (Courtney) Participant 15 1:30‐2:00 (Dennis) 2:00‐2:30 (Jennifer) Participant 16 9:30‐10:00 (Dennis) 10:00‐10:30 (Jennifer) Participant 17 11:00‐11:30 (Laurie) 10:30‐11:00 (Courtney) Participant 18 11:30‐12:00 (Laurie) 12:00‐12:30 (Courtney) Participant 19 11:00‐11:30 (Dennis) 10:30‐11:00 (Jennifer) Participant 20 2:30‐3:00 (Laurie) 2:00‐2:30 (Courtney) 1:00 Participant 21 3:30‐4:00 (Dennis) 3:00‐3:30 (Courtney) Participant 22 10:30 Participant 23 3:00‐3:30 (Dennis) 2:30‐3:00 (Courtney) Participant 24 3:30‐4:00 (Laurie) 4:00‐4:30 (Jennifer) Participant 25 2:00‐2:30 (Dennis) 2:30‐3:00 (Jennifer) Participant 26 12:00‐12:30 (Laurie) 11:30‐12:00 (Courtney) Participant 27 4:00‐4:30 (Laurie) 3:30‐4:00 (Jennifer) Participant 28 Not able to attend Not able to attend Participant 29 2:30‐3:00 (Dennis) 3:00‐3:30 (Jennifer) Participant 30 11:30‐12:00 (Dennis) 12:00‐12:30 (Jennifer) Participant 31 4:00‐4:30 (Dennis) 4:30‐5:00 (Courtney)

SLC Occupational Therapy Assessment Name: DOB: DOA:

Gross Motor Skills Mobility ROM Strength Endurance Muscle Tone

Acitivities of Daily Living ADL IADL

Fine Motor Fine Motor Tasks Bilateral Skills Coordination/ Dexterity

Writing Nine Hole Peg Test

Gender/Handedness Time Norm Mean Difference Right Hand Left Hand Discussion:

Sensory Processing Hearing Vision Touch/ Proprioception

Smell/Taste Cognition

Attention to task Memory Follows directions Social Interactions Organization/Time Management

Summary: Recommendations:

The Nisonger Center: Academic and Computer Literacy Assessment for the 2011 Summer SLC

I

ncluding portions from AIMSweb Academic Probes and Literacy Assessment (Adapted from the WATI and Kansas Computer Literacy Test)

Skill Comments/notes (circle choices hen appropriate) w

Academic Skills AIMSweb Oral Reading Fluency Passage used: 2nd grade 5th grade 8th grade

_________ words read per minute ________ errors __________ corrected words per minute

omments about oral reading fluency: C

Comprehension questions _________ Number correct

t _________ Number incorrec

AIMSweb Math probe Probe used: ow High L

_________ Number correct

ect _________ Number incorr

Writing: Copying

_________ words written

Writing: Composing original responses

_________ words written

Computer Navigation T urns computer on and off Independently

Needs assistance

Uses mouse adequately Uses left hand Uses right hand

ts Smooth movements/ Jerky movemen Able to select and control desired bjects:

/ Sometimes/ Never oAlways/ Mostly

Uses keyboard adequately Independently

eeds assistance N

Typing test _________ words per minute _________ total errors touch type with 2 hands without looking at keyboard

with looking touch type with 2 hands at keyboard hunt/peck with 2 hands

1 hand 1 hand

hunt/peck withouch/type withtunable to type

O pens a program (Microsoft word) Independently

e Needs assistanc

F inds and responds to on‐screen prompts Independently

Needs assistance

Types writing prompt _________ total words touch type with 2 hands without looking at keyboard

with looking touch type with 2 hands at keyboard hunt/peck with 2 hands

1 hand 1 hand

hunt/peck withouch/type withtunable to type

U ses spell check Independently

e Needs assistanc

P rints document Independently

e Needs assistanc

S aves document Independently

e Needs assistanc

Cd

opies and pastes text from one place to another in ocument

Independently

eeds assistance N

I nserts picture Independently

e Needs assistanc

E xits program (Microsoft Word) Independently

e Needs assistanc

O pens Internet using desktop icon Independently

e Needs assistanc

Goes to www.google.com (types in webpage)

Independently

e Needs assistanc

T ypes Ohio State University in Google search box Independently

e Needs assistanc

C licks search (uses search engine) Independently

e Needs assistanc

Grets to the Ohio State University website (finds esults)

Independently

ssistance Needs a

H as a Facebook, Myspace or Twitter page Yes

No

Gioes to Facebook (or other social media) page and ndependently signs in

Independently

e Needs assistanc

Uo

pdates status or comments on a friends post or ther action requiring typing on social media

Independently

eeds assistance N

http://www.google.com/

Mobile Technology: iPod T urns on iPod Independently

e Needs assistanc

T urns on accessibility options (if needed) Independently

e Needs assistanc

Finds designated application Independently

e Needs assistanc

Selects (opens) application Independently

stance Needs assi

Types name No errors

Some errors ultiple errorsM

Exits application using home button Independently

eeds assistance N

Mobile Technology: iPad T urns on iPad Independently

e Needs assistanc

T urns on accessibility options (if needed) Independently

e Needs assistanc

Finds designated application Independently

e Needs assistanc

Selects (opens) application Independently

stance Needs assi

Types name No errors ome errors ultiple errors

SM

Exits application using home button Independently

eeds assistance N

Additional notes? ecommendations? R

OBR-ORSC Student Learning Community Syllabus Program Coordinators: Margo Izzo, Lois Harris, Evette Simmons-Reed, and Kristall Day Course Goals: The Residential Student Learning Community (SLC) is designed to provide vocational rehabilitation services to increase the postsecondary success of high school and college students with disabilities. The SLC will meet approximately 30 hours scheduled from July 25th through July 29th using multiple teaching methods (lecture, labs, cooperative learning groups and field trips). Guest speakers who are professionals in special education, disability/student services, college admissions, career and rehabilitation will present on related topics.

SLC session topics include:

1. Self-Awareness: interests, learning styles, personality traits, strengths & challenges 2. Self-determination and Self-advocacy: Definition, examples and practice 3. Assistive Technology: Assessment, identification and use 4. Career Exploration: Matching strengths and interests to potential majors/careers 5. Networking: creating a support network 6. College Exploration: Selecting, applying and financial aid 7. Study Skills: time management, organization and strategies 8. Setting Goals: Types, steps and plan 9. Internships and employment: Searching, applying, writing resumes and interviewing 10. Postsecondary Resources: college and employment 11. Disability issues: disclosure & accommodations 12. Cultural Awareness: recognition and response Expectations: Students will participate in all SLC activities, including field trips. Students benefit by:

1. Earning a $200 stipend for successful completion of the Student Learning Community. 2. Obtaining needed assistive technology to help achieve long and short-term goals. 3. Establishing potential lasting relationships through mentoring and networking. 4. Gaining experiences living on a college campus and exploring fields of interests.

At the completion of this Residential SLC, students will:

1. Increase awareness of their personality characteristics, learning styles, interests and strengths in relation to communicating needs and identifying future careers.

2. Gain knowledge needed to make informed choices about his/her future. 3. Set both long and short-term educational and professional goals. 4. Understand rights and responsibilities related to disclosure and accommodations. 5. Increase awareness of study skills and strategies including time management and

organization, needed to succeed in college. 6. Develop networking skills through mentoring and field trips. 7. Gain skills completing applications for college and employment

Residential Student Learning Community Session Objectives 2011

1. Self-Awareness – Students will: • Gain an understanding of the importance of being aware of one’s self.

• Distinguish among one’s personality, learning style, interest and skills and how they impact decision-making.

• Be able to summarize in writing, his/her personal characteristics based on results from their self-assessments.

• Practice describing his/her characteristics in role-plays situations during networking activities.

2. Self Determination and Self Advocacy – Students will: • Understand what it means to be self-determined.

• Gain knowledge of the skills needed to become a self-determined individual.

• Understand the meaning of self-advocacy and related skills.

• Distinguish between examples and nonexamples of self-advocacy behavior during role-plays.

3. Assistive Technology – Students will: • Identify both universal and assistive technologies based on needs, interests and abilities.

• Explain how to use at least one technology application that will increase academic performance.

4. Career Exploration – Students will: • Research a career based on interest, personality, learning style and skills.

• Gain knowledge about the type of duties, working conditions, education/training and salary range of his/her chosen career.

• Conduct an informational interview with a professional in his/her chosen discipline to gain knowledge of at least 3 career options.

5. Study Skills – Students will: • Understand how learning styles relate to various study methods.

• Understand the skills needed to manage time and stay organized.

• Gain knowledge of study strategies based on his/her learning styles

• List at least 3 study strategies and any AT needs, in his/her written study plan.

6. Setting Goals – Students will: • Distinguish between long and short-term goals.

• Distinguish among personal, professional and financial goals.

• Write an Action Plan for attending college or seeking employment including: exploring and applying for colleges and financial aid/scholarships.

7. Internships and Employment – Students will: • Understand various types of employment including: internships, competitive, and supported

employment.

• Gain knowledge about the four parts of the employment process (searching, applying, interviewing and follow-up.

• Understand and develop a written resume, including the five parts (contact information, objective, work experience, education, and references).

• Understand guidelines of the interview process including: before, during and after the interview.

• Gain knowledge and experience using the five stages of the interview process, introduction, and small talk, information sharing, summarizing and closing, during mock interviews.

8. College Exploration – Student will: • Gain knowledge about five factors influencing college selection.

• Understand factors influencing admission to colleges such as OSU.

• Gain knowledge about the application process including, deadlines, fees, recommendations and personal essays.

9. Postsecondary Resources – Students will: • Gain knowledge about the role of off campus resources including, Rehabilitation Service

Commission (BVR and BSVI). • Gain knowledge about on campus resources including, career connections, writing center,

and others.

10. Disability Issues – Students will: • Understand the differences in legislation related to individuals with disabilities in secondary

and postsecondary (IDEA and ADA). • Gain knowledge about documentation used to determine eligibility for services and

accommodations in college. • Discuss the rights and responsibilities of students as it relates to attending higher education

institutions. 11. Cultural Awareness – Students will: • Understand the term multiculturalism. • Know and understand what it means to be respectful of differences. • Gain knowledge of skills needed to identify, negotiate and resolve conflicts respectfully. • Practice using various examples and no examples of cultural competence. 12. Networking – Student will: • Understand what networking means. • Gain knowledge about opportunities available for networking. • Acquire tips on what to ask during networking situations.

Evette Simmons-Reed, M.A. Kristall Day, Ph.D

Self Determination and Self Advocacy

Students will:

◦ Understand and communicate their knowledge of what it means to be a self determined individual.◦ Gain knowledge of the components and related

skills needed to become self determined.◦ Distinguish between examples and non-examples of

self advocacy behavior.◦ Gain knowledge of the steps to becoming a self

determined individual.

A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.

Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M.(1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.

Self-Determination refers to “acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life voluntarily, free from undue external influence or interference”

A causal agent is someone who makes or causes things to happen in his or her life.

Self-determination contributes to a persons overall quality of life (Schalock, 1996).

◦ Self Understanding & Awareness ◦ Self Efficacy◦ Choice Making◦ Problem Solving◦ Decision Making◦ Self Advocacy (Knowledge, Individual or System)◦ Goal Setting & Attainment◦ Self Regulation

Individuals who score higher on measures of self determination have more positive adult outcomes.

It prepares students for a more satisfying life.

We are trying to overcome a tradition of making decisions for students.

Sarah, a eighteen year old senior with learning disabilities and ADHD, has difficulty completing her homework because she is easily distracted. Sarah often becomes frustrated because what seems to be a simple assignment takes forever to complete. After an argument with her mother about her poor grades, Sarah decides it’s her life and does not complete her homework.

Eighteen�year�old Herve was to attend college in the fall. During his senior year in high school, his teachers taught this young man with a hearing impairment how to approach teachers (and his soon�to�be�professors) to ask if he could videotape lectures so that he could listen to them later because he was an auditory learner.

1. Know yourself. ◦ A person knows their strengths/weaknesses, needs,

preferences, and options.

2. Value yourself. ◦ A person accepts and values themselves,

recognizes rights and responsibilities, admires unique strengths, and takes care of themselves.

3. Plan. ◦ A person sets goals, plan actions to reach goals,

and anticipates results.

4. Act. ◦ A person communicates, takes risks, searches

resources/supports, and deals with conflicts/criticism.

5. Experience outcomes and learn. ◦ A person compares results and anticipated results,

realizes success, and makes changes according to the outcome (adapted from Wehmeyer, 1996).

What is Self-Determination? Introductions Share group members’ names, schools and present goals Choose: Facilitator______________________________________ Recorder ______________________________________ Time Keeper ___________________________________ Spend 5 – 10 minutes discussing the next five questions:

1. What is Self-Determination to you?

2. Why is it important in your life?

3. Why is it important in the lives of your friends?

4. List at least five examples of actions, behaviors, and attitudes of self-determined people?

5. What strategies and activities will empower you to become more self-determined?

SELF-DETERMINATION AND TRANSITION MATERIALS

LIST OF PRODUCTS AND RESOURCES

For more information see the University of North Carolina’s self-determination web site: www.uncc.edu/sdsp NEXT S.T.E.P.: STUDENT TRANSITION AND EDUCATIONAL PLANNING By: Andrew Halpern, Cynthia M. Herr, Bonnie Doren, Nancy K. Wolf Proed 8700 Shoal Creek Blvd Austin, Texas 78757 www.proedinc.com (512) 451-3246 FAX ORDERS: 1-800-397-7633 STEPS TO SELF-DETERMINATION: A CURRICULUM TO HELP ADOLESCENTS LEARN TO ACHIEVE THEIR GOALS By: Sharon Field and Alan Hoffman Proed 8700 Shoal Creek Boulevard Austin, Texas 78757-6897 www.proedinc.com (512) 451-3246 FAX ORDERS: 1-800-397-7633 PAYDAY! MANAGING YOUR PAYCHECK By: Margo Vreeburg Izzo Globe Fearon – The Janus Employability Skills Program Simon & Shuster 1 Lake St. Upper Saddle River, NJ 07458 Available through www.Amazon.com THE STUDENT CRUISE TO COLLEGE SUCCESS: A GUIDE TO THE TRANSITION TO COLLEGE FOR STUDENTS WITH DISABILITIES By: Sue Smith M.A. C.R.U.I.S.E. Consulting 101 - 83rd Avenue NE Fridley, Minnesota 55432 [email protected]

http://www.uncc.edu/sdsp

http://www.proedinc.com/

http://www.proedinc.com/

mailto:[email protected]

1 AIR Self-Determination Scale, Student Form

AIR Self-Determination Scale

STUDENT FORM

Student’s Name ___________________________________ Date____________ School Name___________________________________ Your Grade_________ Your Date of Birth__________________________________________________ Month Day Year HOW TO FILL OUT THIS FORM Please answer these questions about how you go about getting what you want or need. This may occur at school, or after school, or it could be related to your friends, your family, or a job or hobby you have. This is not a Test.

There are no right or wrong answers. The questions will help you learn about what you do well and where you may need help.

Goal You may not be sure what some of the words in the questions mean. For example, the word goal is used a lot. A goal is something you want to get or achieve, either now or next week or in the distant future, like when you are an adult. You can have many different kinds of goals. You could have a goal that has to do with school (like getting a good grade on a test or graduating from high school). You could have a goal of saving money to buy something (a new iPod or new sneakers), or doing better in sports (getting on the basketball team). Each person’s goals are different because each person has different things that they want or need or that they are good at.

Plan Another word that is used in some of the questions is plan. A plan is the way you decide to meet your goal, or the steps you need to take in order to get what you want or need. Like goals, you can have many different kinds of plans. An example of a plan to meet the goal of getting on the basketball team would be: to get better by shooting more baskets at home after school, to play basketball with friends on the weekend, to listen to the coach when the team practices, and to watch the pros play basketball on TV.

The AIR Self-Determination Scale was developed by the American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University, with funding from the U.S. Department of Education, Office of Special Education Programs (OSEP), under Cooperative Agreement HO23J200005


HOW TO MARK YOUR ANSWERS EXAMPLE QUESTION: I check for errors after completing a project. EXAMPLE ANSWER: Circle the number of the answer which tells what you are most like: (Circle ONLY ONE number).

1 Never…………………………student never checks for errors. 2 Almost Never………………student almost never checks for errors.

3 Sometimes………………….student sometimes checks for errors. 4 Almost Always……………..student almost always checks for errors.

5 Always…………………………student always checks for errors.

REMEMBER

There are NO right or wrong answers.

This will not affect your child’s grade. So please think about each question carefully before you circle your answer.

3 AIR Self Determination Scale, Student Form

THINGS I DO 1. I know what I need, what I like,

and what I’m good at.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. I set goals to get what I want or

need. I think about what I am good at when I do this.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

Things I Do – Total Items 1 + 2 3. I figure out how to meet my

goals. I make plans and decide what I should do.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. I begin working on my plans to

meet my goals as soon as possible.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

Things I Do – Total Items 3 + 4 5. I check how I’m doing when I’m

working on my plan. If I need to, I ask others what they think of how I’m doing.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. If my plan doesn’t work, I try

another one to meet my goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

Things I Do – Total Items 5 + 6

Please go on to the next page


HOW I FEEL 1. I feel good about what I like,

what I want, and what I need to do.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. I believe that I can set goals to

get what I want.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

How I Feel – Total Items 1 + 2 3. I like to make plans to meet my

goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. I like to begin working on my

plans right away.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

How I Feel – Total Items 3 + 4 5. I like to check on how well I’m

doing in meeting my goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. I am willing to try another way

if it helps me to meet my goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

How I Feel – Total Items 5 + 6



WHAT HAPPENS AT SCHOOL 1. People at school listen to me when I talk

about what I want, what I need, or what I’m good at.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. People at school let me know that I can set

my own goals to get what I want or need.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

What Happens at School – Total Items 1 + 2

3. At school, I have learned how to make

plans to meet my goals and to feel good about them.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. People at school encourage me to start

working on my plans right away.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5


5. I have someone at school who can tell me if

I am meeting my goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. People at school understand when I have to

change my plan to meet my goals. They offer advice and encourage me when I’m doing this.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5




WHAT HAPPENS AT HOME

1. People at home listen to me when I talk

about what I want, what I need, or what I’m good at.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. People at home let me know that I can set

my own goals to get what I want or need.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

What Happens at Home – Total Items 1 + 2

3. At home, I have learned how to make plans

to meet my goals and to feel good about them.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. People at home encourage me to start

working on my plans right away.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5


5. I have someone at home who can tell me if I

am meeting my goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. People at home understand when I have to

change my plan to meet my goals. They offer advice and encourage me when I’m doing this.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5




PLEASE WRITE YOUR ANWERS TO THE FOLLOWING QUESTIONS… Give an example of a goal you are working on. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What are you doing to reach this goal? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How well are you doing in reaching this goal? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

THANK YOU!


The AIR Self-Determination Profile Student Form

120

110

100

90

80

70

60

50

40

30

20

10

0

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

Level of Self-Determination

(Write sum in box and mark in column) Name_____________________________________________________ Date_________________________________

Think Do Adjust Think Do Adjust Think Do Adjust Think Do Adjust Items 1-2 3-4 5-6 1-2 3-4 5-6 Items 1-2 3-4 5-6 1-2 3-4 5-6

10

9 8 7 6 5 4 3 2 1 0

10

9 8 7 6 5 4 3 2 1 0

10

9 8 7 6 5 4 3 2 1 0

10

9 8 7 6 5 4 3 2 1 0

Total __ __ __ __ __ __ Total __ __ __ __ __ __

Things I Do How I Feel What Happens at

School What Happens at

Home

+

= Capacity Opportunity

1 AIR Self Determination Scale, Parent Form

AIR Self-Determination Scale

PARENT FORM

Student’s Name ____________________________________________________ Date _____________________________________________________________ School Name______________________________________________________ Parent’s Name_____________________________________________________ HOW TO FILL OUT THIS FORM Please answer these questions about how your child goes about getting what he or she wants or needs. This may occur at school, or after school, or it could be related to your child’s friends, other family members, a job or hobby. This is not a Test.

There are no right or wrong answers. The questions will help us learn about your child’s strengths and areas where your child may need help.

Goal A goal is something your child wants to get or achieve, either now or next week or in the distant future. Your child can have many different kinds of goals. Your child could have a goal that has to do with school (like getting a good grade on a test or graduating from high school). Your child could have a goal that has to do with getting along better with friends or family (like making his mom proud). Your child could have a goal of saving money to buy something (a new iPod or new sneakers), or doing better in sports (getting on the basketball team). Each child’s goals are different because each person has different things that they want or need or that they are good at.

Plan A plan is the way your child decides to meet his or her goal, or the steps your child needs to take in order to get what (s)he wants or needs. Like goals, your child can have many different kinds of plans. An example of a plan to meet the goal of getting on the basketball team would be: to get better by shooting more baskets at home after school, to play basketball with friends on the weekend, to listen to the coach when the team practices, and to watch the pros play basketball on TV.

The AIR Self-Determination Scale was developed by the American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University, with funding from the U.S. Department of Education, Office of Special Education Programs (OSEP), under Cooperative Agreement HO23J200005.


HOW TO MARK YOUR ANSWERS

EXAMPLE QUESTION

After completing a project, my child checks for errors.

EXAMPLE ANSWER

Circle the number of the answer that tells what your child is most like.

Circle ONLY ONE number.

1. Never……………My child never checks for errors after completing a project.

2. Almost Never…..My child almost never checks for errors after completing a project.

3. Sometimes………My child sometimes checks for errors after completing a project.

4. Almost Always….My child almost always checks for errors after completing a project.

5. Always…………. My child always checks for errors after completing a project.

REMEMBER

There are NO right or wrong answers.

This will not affect your child’s grade. So please think about each question carefully before you circle your answer.


THINGS MY CHILD DOES

1. My child knows what (s)he

needs, likes, and is good at.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. My child sets his or her own

goals to satisfy wants or needs. (S)he thinks about his or her own abilities when setting goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

Things My Child Does– Total Items 1 + 2 3. My child figures out how to

meet goals alone. (S)he makes plans and decides what to do independently.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. My child begins work on plans

to meet his or her goals as soon as possible.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

Things My Child Does – Total Items 3 + 4 5. My child checks his or her own

progress when completing his or her plan. (S)he asks others what they think of his or her progress.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. If my plan doesn’t work, my

child tries another one to meet my goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

Things My Child Does – Total Items 5 + 6



WHAT HAPPENS AT HOME 1. At home, people listen when my child talks

about what (s)he wants and is good at.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. At home, people let my child know that

(s)he can set his or her own goals to get what (s)he wants or needs.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5


3. At home, my child has learned how to make

plans to meet his or her own goals and to feel good about them.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. At home, my child is allowed to act on his

or her plans right away.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5


5. At home, my child has someone to tell him

or her when (s)he is meeting his or her own goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. At home, people understand my child when

(s)he has to change plans to meet his or her own goals. They offer advice and encouragement.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5




WHAT HAPPENS AT SCHOOL 1. At school, people listen when my child talks

about what (s)he wants and is good at.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

2. At school, people let my child know that

(s)he can set his or her own goals to get what (s)he wants or needs.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5


3. At school, my child has learned how to

make plans to meet his or her own goals and to feel good about them.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

4. At school, my child is allowed to act on his

or her plans right away.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5


5. At school, my child has someone to tell him

or her when (s)he is meeting his or her own goals.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5

6. At school, people understand my child

when (s)he has to change plans to meet his or her own goals. They offer advice and encouragement.

Never

� 1

Almost Never

� 2

Sometimes

� 3

Almost Always

� 4

Always

� 5




PLEASE WRITE YOUR ANWERS TO THE FOLLOWING QUESTIONS… Give an example of a goal your child is working on now. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What are your child doing to reach this goal? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How is your child doing in reaching this goal? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

THANK YOU! The AIR Self-Determination Scale was developed by the American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University, with funding from the U.S. Department of Education, Office of Special Education Programs (OSEP), under Cooperative Agreement HO23J2000.


The AIR Self-Determination Profile Parent Form

90

80

70

60

50

40

30

20

10

0

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

Level of Self-Determination

(Write sum in box and mark column) Student’s Name__________________________________________ Date_______________________

Think Do Adjust Think Do Adjust Think Do Adjust Items 1-2 3-4 5-6 1-2 3-4 5-6 1-2 3-4 5-6

10

9 8 7 6 5 4 3 2 1 0

10

9 8 7 6 5 4 3 2 1 0

10

9 8 7 6 5 4 3 2 1 0

Total __ __ __ __ __ __ __ __ __ Things My Child

Does What Happens at

Home What Happens at

School

+

+

=

Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the Rehabilitation Services Commission.

July 25 – 29th, 2011

A Residential Campus Experience for

High school and College Students with Disabilities

Are you a high school student planning to attend college or a college freshmen or sophomore?

Do you need help exploring careers to determine your major???

Are you interested in learning about Assistive and Universal Technology that is available to you and can support your learning needs?

Are you currently receiving or eligible to receive services from the Ohio Rehabilitation Services Commission (ORSC) Bureau of Vocational Rehabilitation (BVR) Bureau of Services to the Visually Impaired (BSVI)? http://www.rsc.ohio.gov/bvrbsvi/default.aspx

Would you like to improve your skills to live and succeed on a college campus?

The Ohio State University Nisonger Center and the Office for Disability Services is recruiting college and high school students who are eligible for services from the Ohio Rehabilitation Services Commission who are interested in participating in a Student Learning Community (SLC) and/or a week long residential experience July 25 – 29th on the Ohio State University Campus. The Residential SLC kicks off on Monday July 25 with registration at 10:00 a.m. and check out on July 29th at 2:00 p.m. Students can receive universal or assistive technology for completing this program.

For more information, please contact the program manager at [email protected] or our office at 614- 292-9920.

(Confidentiality assured) Fax your application to: 614-292-3727 or contact us at 614-292-9920 and complete an application over the phone.

http://www.rsc.ohio.gov/bvrbsvi/default.aspx


Application: Residential Student Learning Community Experience July 25 – 29, 2011

Student Name: _________________________________________________________________ Street Address: _________________________________________________________________ City: ___________________________________ State: __________ Zip: __________________ Primary e-mail: _________________________________________________________________ Student Phone number: (home) _________________________ (cell) ______________________ Gender (circle one): Male Female Current Age: __________________ Ethnicity: _____________________ Race: __________________________ Citizenship: U.S. citizen__ Permanent resident__ U.S. national __ Non-U.S. citizen__ Military service status: Active duty__ Active reserve__ Veteran__ No military service__ Current rank in School (circle one): Freshmen Sophomore Junior Senior Current GPA: __________ Primary Disability (please be specific): ______________________________________________________________________________ Secondary Impairments (as the result of primary disability): ______________________________________________________________________________ Name of School: ________________________________________________________________ School Address: _________________________________________________________________ Phone Number: _____________________________ Fax: _______________________________ Counselor/Advisor Name: ______________________________________________________________________________ Anticipated graduation date: _____________________________ Age at graduation: __________ Which college disciplines are you interested in? _______________________________________ ____________________________________________________


What career areas and occupations interest you? _______________________________________ ____________________________________________________ Please list any internship/work/volunteer experience: __________________________________________________________________

____________________________________________________ Please list any Universal or Assistive Technology you are currently using: ___________________________________________________________________

_____________________________________________________ Are you eligible or receiving services from BVR or BSVI ____ Yes ____ No ____ I don’t know Counselor Name: ___________________________________________________________ Phone Number: ___________________________________________________________ Parent/guardian’s name (if not own guardian or under the age of 18): _________________________________________________________ Phone number: (home) ______________________ (cell) _______________________________ Email: _______________________________________________________________________ Street Address: ___________________________________________________________ City: ___________________________________ State: __________ Zip: _______________


Recommendation Form

Student Name: Recommender’s Name: Relationship to Student: Email: Length of Time Known:

Skills Does not perform the skill

Needs a lot of prompting

Little prompting needed

Self-

Sufficient

Social Skills Participates in small groups successfully Respects others opinions Sensory Manages own sensory needs appropriately

Time Management Is prompt to class or appointments Meets deadlines Creates and follows schedules Self-Advocacy Seeks assistance when unsure or confused States opinions and relays needs clearly Thinking Style Handles constructive criticism well Knows how thyself learns best Organization Breaks large tasks into small, workable parts

Other Takes initiative Sets obtainable goals Adapts to a change of routine effectively Please provide any additional information you feel might be useful.

Medical Action Plan

Summer Residential SLC 2011

Please answer the questions below about your child.

1. Is your child is able to take his/her medication or handle his/her health related needs independently? _________________

2. Does your child needs prompts to take his/her medication or handle his or her health related needs? ________________

3. My Child can not take his or her medication or handle his/her health related needs independently and will need assistance. ____________

If you answered yes to questions 2 or 3, please describe below a plan that you and your child agree to execute that will support his/her independence in taking care of their medical needs. Parent/Guardian Signature: ____________________________________ Date: _____________ Student Name: _____________________________________________ Date: _____________

Program Coordinator: _____________________________________________ Date: _____________

Summer Residential Student Learning Community Campus Experience 2011 Disclaimer (SLC) is an on campus learning experience that will provide hands on interactive learning activities to assist students in their acclamation to college life. The mission of the SLC is to introduce students to the knowledge and skills needed to succeed in college, as well as, expose them to the AT that will help them achieve their career goals. This Agreement is made and entered into by and between ORSC, Ohio State University’s Nisonger Center and you the parent/guardian and student.

TERMS OF AGREEMENT This agreement shall be in effect from July 25th through July 29th for the length of the SLC. Should this Memorandum of Understanding require modification, it may be amended by mutual agreement of the parties and shall be in writing in the form of an addendum.

INSURANCE Both parties agree to carry all necessary insurance. Students enrolled in the Residential SLC must be covered by private insurance and by the student accident insurance while participating in scheduled SLC activities. Therefore, students must follow all rules and regulations set forth by his or her primary health insurance/provider, the Student Accident Insurance will cover all reasonable costs for students participating in scheduled SLC activities. Students must follow all rules and regulations set forth by ORSC and employees of OSU Nisonger Center and agree that ORSC and OSU is not responsible for any loss or damage of students’ personal property/self and students are responsible for any destruction done to campus property. INDEMNITY The parties agree to save and hold each other harmless from any liability incurred by reason of damage to property or injury to persons arising out of the performance of the services authorized in this Agreement. IN WITNESS THEREOF, this document complies with ORSC’s and The Ohio State University’s policies and administrative regulations. The parties hereto are duly authorized to execute this Agreement. This agreement entered into this ________ day of ___________________ , 2010 Student Signature: ________________________________________________ Parent/Guardian Signature: ________________________________________________

Ohio Rehabilitation Service Commission________________________________________________

Youth Medical Release Form 2011

Please Note: The Ohio State University, Ohio Rehabilitation Service Commission and its employees cannot administer medication or render any health related services to students. By agreeing to participate in the Residential SLC, the Parents and Students agree to develop a medical action plan (MAP). They also agree to be fully responsible for the execution of the plan during the student’s participation in the program. Because of the ever-changing nature of medical and other requested information, we require that this form be completed in the event that the student needs medical services. Thank you. Student’s First and Last Name: _______________________________ Nickname: ______________ Program Name: ____________________________________ Program Day(s): ________________ Gender (circle one): Male Female Date of Birth: _________________ Age:__________________ Registering Parent/ Guardian’s Name: _________________________________________________ Street Address: ___________________________________________________________________ City: ____________ State:____________ Zip Code: _____________ Email:_________________ Phone: (H) ________________ Cell: ____________________ Work: ______________________ EMERGENCY CONTACT INFORMATION: Name: ______________________________ Relationship: _______________________________ Home: ____________________ Work/Other Phone: _____________________________________ Out of State Emergency Contact (Name and Phone) : _____________________________________ INSURANCE INFORMATION (if you do not carry health insurance, please note) Insurance Carrier: ______________________________ Group/Plan Number:____________________________ Phone: _____________________________ Personal/Family Physician: ______________________ Phone: ______________________ ____ Date of last tetanus booster: ______________________ MEDICAL CONDITIONS If your child has any personal medical condition or problem that OSU should be aware of, it is your responsibility to acquaint us with the existing condition both in this form as well as at registration for the program. The information will be held in confidence and used only to render proper assistance should the need arise. Does your child wear contact lenses/glasses? _____________, or hearing aid?_____________ Does you child have asthma? __________. If so, does s/he have medication? (specify): Does you child have any physical disabilities or limitations that we need to be aware of on this program? If so, please describe the disability, limitation and history: Is your child currently on any medication? If so, indicate the specific medication, condition prescribed for an any known negative drug interactions:

Does you child have any special needs that we should be aware of that may affect his/her participation in the program (e.g. Fears, Second Language, ADD, Aspersers…)? Please Explain Does you child have any other condition that we should be aware of that may endanger, alter or somehow limit his or her ability to participate in our programs? Please describe in detail: Is your child allergic to any of the following? If so, please give specific allergen, specific reaction to each, degree of sensitivity:

Medications (i.e. Pencillin, aspirin) Insect Bites (i.e. wasps, bees) Foods (i.e.peanuts, chocolate) Plants Other

Does you child use medication for allergic reactions/ If so, what do you use? _____________________ +++Note: If your child has anaphylactic allergic reactions we request that s/he bring EpiPen or AnaKit For meals: Is your child Vegetarian? ____________ Vegan? _______________ Other? ____________ In the event that my child requires medical attention while participating in this program, I hereby grant permission to The Ohio State University and it’s representatives to provide for the rendering of such care, including diagnostic procedures, surgical and medical treatment, by authorized medical staff or their designees, as may in their professional judgment be necessary. I hereby acknowledge that no guarantees have been made to me as to the effect of such examinations or treatment. I acknowledge that I am responsible for all reasonable expenses in connection with care and treatment rendered during this period. I have read and understand the terms and conditions of this Release, Indemnification, and Waiver and I agree to subscribe to them. Parent/Guardian Signature: __________________________________ Dated : ____________________ Printed Name of Parent/Guardian: _______________________________________________________

Nisonger Center

357 McCampbell Hall

1581 Dodd Dr. Columbus, OH 43210

Phone (614) 292-0775

Fax (614) 292-3727 http://nisonger.osu.edu

Kristall J. Graham Day, Ph.D., BCBA Program Coordinator for the Nisonger Center 285 A McCampbell Hall 1581 Dodd Drive Columbus, OH 43210 June 10, 2011 Dear Applicant, Congratulations! We are pleased to inform you that you have been accepted for the 2011 Ohio Board of Regents Summer Residential Student Learning Community at The Ohio State University pending funding. We are very excited to work with you this summer and we hope that you will accept our invitation to participate in our program. We are currently working with the Rehabilitation Services Commission to ensure that our program continues to receive funding after June 30th, but please be aware that a funding cut is a possibility. We ask that you respond to us no later than June 14th either by e-mail ([email protected]) or via phone (614-599-8901) to confirm your commitment to the program. It is important that you confirm your acceptance because there are many young adults on our waiting list and limited slots for the program. As you know, one of the benefits of participating in the program will be that we will purchase and train you to use a piece of assistive or universal technology that will meet your individual needs. In order to plan your assessment, it is extremely important that you, your parent(s)/ guardian(s), and/or your teachers complete the pre-assessment survey no later than 5:00 p.m. on June 13th! The survey can be accessed on the following link: http://www.surveygizmo.com/s/538116/nrfie. If you need an alternate format, please let me know as soon as possible. I can be reached at the above e-mail address or phone number. It is also highly important that you are available to come to The Ohio State University Campus on Friday, June 17th from 8:00-5:00 p.m. We will be conducting in-depth assessments to determine what type of assistive and universal technology we will be purchasing for you. I will be contacting you with an assessment time that will last for approximately one hour. There will also be an Assistive Technology Fair from 11:00 a.m.- 2:00 p.m. where you can try-out and ask questions about various technology. These assessments will be conducted in the Office of Disability Services which is located in 150 Pomerene Hall, 1760 Neil Avenue, Columbus, OH 43210. We are excited about the activities we have planned for the residential student learning community and we feel that this experience will be extremely beneficial to you as you prepare for a transition. We look forward to hearing from you! Sincerely,

Kristall J. Day, Program Coordinator

PHOTO RELEASE FORM: By signing at the bottom of this form I hereby grant free permission for OSU and ORSC to use images of my child participating in their programs or events for outreach purposes, including but not limited to electronic or print materials or media. ( ) No, I do not wish to grant a photo release. (Please consider granting this release to use if at all possible, as our ability to successfully share our programs with potential granters and new participants depends on having representative photographs) RELEASE, INDEMNIFICATION, AND WAIVER FORM: (This is a release, please read it carefully) I, the undersigned, hereby acknowledge that I have been advised and fully understand that certain elements of danger are inherent in the activities sponsored by The Ohio State University’s Nisonger Center are beyond the control of the instructors, agents, officers, students and employees of the Nisonger Center and that participation by my child in any program activities may entail unavoidable risk of personal injury, death and loss of or damage to property. These risks include, but are not limited to insect and animal bites and stings, forces of nature such as but not limited to lightning and unexpected extreme weather conditions and any hazard present in an urban environment such as but not limited to high volumes of traffic and people. I hereby assume all risks of injury and death to my child and loss of or damage to property arising out of my child’s participation in such activity and I agree to indemnify, hold harmless ORSC and OSU, its officers, instructors, agents, employees and volunteers from and against all claims arising from any occurrence causing damage or injury to my child or to any party participating in said event or any third parties injured as a result of my child’s actions. I further agree to repair or reimburse The Ohio State University’s Nisonger Center for any and all damages that my child causes to OSU’s property or the property at which a specific activity is held. In the event that my child requires medical attention while participating in this program, I hereby grant permission to The Ohio State University and it’s representatives to provide for the rendering of such care, including diagnostic procedures, surgical and medical treatment, by authorized medical staff or their designees, as may in their professional judgment be necessary. I hereby acknowledge that no guarantees have been made to me as to the effect of such examinations or treatment. I acknowledge that I am responsible for all reasonable expenses in connection with care and treatment rendered during this period. I have read and understand the terms and conditions of this Release, Indemnification, and Waiver and I agree to subscribe to them. Parent/Guardian Signature: __________________________________ Dated : ____________________ Printed Name of Parent/Guardian: _______________________________________________________

PERMISSION FOR VIDEOS/PHOTOGRAPHS

1. I give my permission for videos/photographs taken of myself and/or my child or

ward

_____________________________________________________________________ Name(s) of individual(s) in the photograph(s) to be used in other presentations, publications, or websites about the mission and activities of the Nisonger Center. The audience for presentations or publications includes researchers, educators, service providers, healthcare professionals, legislators, policy makers, people with disabilities and their families, and the general public. I understand that once information is printed, recorded, posted or released to the news media, OSU Medical Center and the Nisonger Center retains no further control over its use.

Please check one: _____ Yes, I give permission _____ No, I do not give permission 2. I give permission for my or my child’s name to be published in the caption of the photo. Please check one: _____ Yes, I give permission _____ No, I do not give permission ___________________________________ ________________ Signature of Student (or Parent/Guardian) Date ___________________________________ Print name of individual, parent, or guardian ____________________________________________________________________________ Address Apt. Number ____________________________________________________________________________ City State Zip Code ____________________________________________________________________________ Home phone number Work/Cell phone number

Please FAX to 614-292-3727 or MAIL to: Program Assistant

257 McCampbell Hall 1581 Dodd Dr.

Columbus, OH 43210

Student Code of Conduct Residential Student Learning Community Campus Experience 2010

By signing this agreement, you agree to abide by all SLC program rules and regulations, any policies and procedures of The Ohio State University’s Residence Halls, Nisonger Center and its partners including, but not limited to the Office for Disability Services. The purpose of this agreement is to ensure you and fellow guest have a safe, successful, productive and enjoyable stay on the campus of The Ohio State University. Safety, Security and Residence Hall Etiquette: The Early Detection and Warning System are designed to provide early warning to our guests in the event of a fire. Please heed the early warning and follow the steps below for your own safety and protection. • For the safety of our guests, each residence hall is equipped with an Early Fire Detection and Warning System. Should the general alarm sound on your floor, please vacate the building immediately, using the nearest stairwell. DO NOT use the elevators when the general alarm sounds. Please remain outside the building and follow the instructions of the staff members present. Do not attempt to re-enter the building until you are told to do so. • If the smoke detector in your room sounds due to smoke or a fire, vacate your room, close the door, pull the red general fire alarm located in the hallway, and vacate the building immediately via the closest stairwell. • Should the smoke detector in your room sound and it is evident that there is no fire in your room, contact the Conference Services office at (614) 292-9725 and inform the staff. A staff member will respond to reset the system and assure proper functioning of the equipment. • Pulling a fire alarm without just cause, tampering with the smoke detection systems, or false reporting of an emergency to the police or fire department is prohibited and is reason for dismissal from the residence hall. • Unauthorized use of, tampering with, or damaging of emergency safety equipment is also prohibited and is punishable under the Ohio Revised Code. Any repair costs will be charged to the responsible person(s) or group(s). For your safety and the safety of our guess, follow the guidelines for proper use of elevators as listed below: Do not overload or tamper with elevator equipment, including but not limited to prying open elevator doors and misuse of the panel inside the elevator is prohibited without exception. Limit any elevator to no more than 8 people at a time. If an overloaded elevator gets stuck after normal working hours, it takes at least an hour for emergency maintenance to arrive. This is also very expensive (at least $155 per call). Do not throw objects in the hallways, student rooms, public areas, or from windows.

Do not remove furniture or linen in rooms. Keep furniture, including desks, in its original positions as noted on arrival. Leave all towels or linen in room upon checkout. Fresh towels or linen can be exchanged at the Conference Services front desk. Keep your room cleaned up; throw all trash in the trash cans provided. Any excessive cleaning needs recognized by housekeeping or maintenance staff will be documented and charged to responsible individuals. For security reasons, keep your room key with you at all times. The cost of replacing room keys is $125.00 and will be charged to responsible individuals. Do not leave room keys and other valuables out in plain view when your door is open. Lockable dresser drawers are provided to secure items during your stay. Always lock your door when you are out of your room or sleeping. Do not leave the building alone or with others without the permission and supervision of SLC staff. Do not prop any exterior doors open for any reason. Do not open the door for anyone you don’t recognize. Alert SLC staff if someone needs to gain entrance. Report any suspicious persons to SLC staff and Conference Services immediately. Excessive noise or yelling is not permitted and is in violation of etiquette policies. Quite hour begins at 10:00 pm, and should be observed at all times. Continued violation by individuals will result in dismissal from the residence hall and the SLC program. Consumption of Alcoholic beverages any time during the SLC program is strictly prohibited and will result in immediate dismissal. Do not smoke in the residence halls. Respect the rights of others at all times including, but not limited to their right to a smoke free environment, privacy, fresh air. Any behavior that might disturb others or cause others harm is subject to dismissal from the program. Littering of any kind is strictly prohibited. Continued violations of this will result in dismissal from the program.

I have read through the rules and regulations list above and agree to follow all rules as stated or implied. By signing this agreement, I agree to take responsibility for my actions and any damaged caused by my negligent behavior. Student Signature: _________________________ Parent Signature: ______________________ Youth camps must comply with a 10 to 1 ratio of live-in staff to participants...

Final Agenda for the 2011 OBR‐ORSC Student Learning Community Monday, July 25th Time Activity Location 9:30‐10:30 a.m. Registration,

re‐Assessment, PFamilies Meet the Facilitators

Royer Studoyer Nort

ent Activh Room

ities Center, R85 Curl Dr

10:30‐11:00 a.m. Welcome and Program Over

, Ph.D.

view

Margo Vreeburg‐Izzorogram Director,

Center PThe Nisonger

inator, Kristall Day, BR‐ORSC SLC CoordO

The Nisonger Center

Royer StudRoyer Nort85 Curl Dr

ent Activh Room

ities Center,

11:00‐12:00 p.m. Keynote Address to Parents, articipants, and Other Invited PGuests Mr. Lederick Horne, Board Chair of Project Eye‐to‐ye, Nationally Renowned EAdvocate, Poet


ent Activh Room

ities Center,

12:00‐1:00 p.m. LCunch Catered by University atering

Royer Studoyer Nort

ent Activh Room


1:00‐2:00 p.m. Mr. Lederick Horne Speaks to arents P The SLC Team Speaks to Students bout Rules, Procedures, and

ek APolicies for the We

Royer Studoyer Nort

ent Activh Room

ities Center, R85 Curl Dr rcher House 130 Neil Ave A2

2:00‐4:00 p.m. Move in to Dorms

Archer House 2130 Neil Ave

4:00‐5:00 p.m. Poetry Reading and Discussion with Mr. Lederick Horne

Royer Studoyer Nort5 Curl Dr

ent Activh Room

ities Center, R8

Final Agenda fo

:00‐6:30 p.m.

r the 2011 OBR‐ORSC Student Learning Community

Hand Out Assistive Technology nd Begin Working on

ations

5 a

Present

Royer Studoyer Nort

ent Activh Room


6:30‐7:30 p.m. D inner North Comm

57 Curl Dr ons

1

7:30‐8:30 p.m. Discussion on Managing and onflict Resolving C

Jeff Siegel, Aspirations Program oordinator, CThe Nisonger Center

A2

rcher House L130 Neil Ave

obby

8:30‐11:00 p.m. Game Night and Relationship Building Exercises Wii, Board Games, Scavenger (Hunt, etc.)

A2


obby

11:00 p.m. L ights Out A

2


obby

Final Agenda for the 2011 OBR‐ORSC Student Learning Community Tuesday, July 26th Time Activity Location 8:00‐9:00 a.m. Breakfast

North Commons 157 Curl Dr

9:00‐11:00 a.m. 9:00‐11:00 a.m.

2011 Participants‐ ODS Tour and Presentation

roup Split in Half for Two GPresentations: 1) Self‐disclosure, Services Provided by the Office of isability Services, Advice from D

Counselors Lois Harris, irector of the Office of Disability D

Services Caitlyn McCandless, ssistant Director of the Office of A

Disability Services ounselors from the Office of CDisability Services 2) Assistive Technology in the ATTC Including Demonstrations and a Workshop on the echnology Available at the

Services TOffice of Disability Abdirahim Abdi, Systems Developer and Engineer or The Office of Disability ervices fS 010 Participants‐

sentation 2Self‐Determination Pre

, Evette Simmons Reedrogram Manager, he Nisonger Center PT

Pomerene Hall760 Neil Ave

150 1

om Archer House onference Ro130 Neil Ave C2

Final Agenda for th 11:00‐12:30 p.m.

e 2011 OBR‐ORSC Student Learning Community

010 ParticipantsAT Training for 2 Jennifer Cullen, octoral Graduate Assistant in D

Special Education

Success Centeromputer Lab 640 Neil Ave

: 250 C

1

11:00‐12:30 p.m.

. 12:30‐1:30 p.m

Lunch (2011 participants)

Lunch (2010 participants)

Mirror Lake Café (2011) 1760 Neil Ave North Commons (2010) 157 Curl Dr

1:00‐3:30 p.m.

1:30‐3:00 3:00 p.m.

2011 part.‐ Campus Tour 2010 part.‐ AT Workshop

rt *2010 Participants Depa

The Ohio Studenoom 3002

t Union R1739 N High St

om Archer House Conference Ro2130 Neil Ave

4:00‐5:00 p.m. Mentoring Presentation

,

Evette Simmons‐Reedrogram Manager,

r Center PThe Nisonge

oordinator, Kristall Day BR‐ORSC Program CO

The Nisonger Center

A2


obby

5:00‐6:30 p.m. Work on Portfolios with tors Facilita

Archer House 2130 Neil Ave

6:30‐7:30 p.m. Dinner

North Commrl Dr

ons 157 Cu

8:00‐10:00 p.m. RPAC

RPAC e 337 W 17th Av

11:00 p.m. L

ights Out A

2

rcher House 130 Neil Ave

Final Agenda for the 2011 OBR‐ORSC Student Learning Community Wednesday, July 27th Time Activity Location 8:00‐9:00 a.m. Breakfast North Commons

157 Curl Dr

9:00‐10:30 a.m. Career Center Presentation: Identifying Personal Strengths nd Applying Them to Future aGoals llison Jones, ACareer Counselor

Success CenterClassroom 3001640 Neil Ave

10:30‐12:00 p.m. Learning Center Presentation: aking the Most of Your

yle and Stress Less MLearning St am Rowe,

g Specialist SLearnin

Archer House L2130 Neil Ave

obby

12:00‐1:00 p.m. Lunch

North Commons 157 Curl Dr

1:00‐2:00 p.m. Learning Center Presentationcademic Success

: Secrets of A am Rowe, SLearning Specialist


2:00‐3:00 p.m. Self‐Awareness Presentation and Work on Portfolios

, eff Siegel, Kristall DayJEvette Simmons‐Reed

Success Centerlassroom 150640 Neil Ave

C

1

3:00‐4:00 p.m. Career Services Presentation: ecision‐making, Learning How

ss Dto Manage Stre llison Jones, areer Counselor AC


Final Agenda fo 4:00‐6:30 p.m.


ining Assistive Technology Tra Jennifer Cullen, Doctoral raduate Assistant in Special GEducation Abdirahim Abdi, Systems eveloper and Engineer for The

f Disability Services DOffice o

Success Centeromputer Lab 640 Neil Ave

250 C

1

6:30‐7:30 p.m. Dinner

North CommDr

ons 157 Curl

7:30‐10:00 p.m. Gateway Shopping

Gateway N High St


2


Final Agenda for the 2011 OBR‐ORSC Student Learning Community Thursday, July 28th Time Activity Location 8:00‐9:00 a.m. Breakfast North Commons

157 Curl Dr

9:00‐9:30 a.m.

:30‐11:00 a.m. 9 11:00‐12:30 p.m.

Welcome Speech Javaune M. Adams‐Gaston, ice President for Student

Ph.D. VAffairs,

Combating Bias Discussion onand Discrimination ashif Khan, K

Intercultural Specialist

ido Discussion on Racial Aikatherine Betts,

ltural Specialist KIntercu

Student AlumniOhio Union 2nd f1739 N High St

Counloor

cil Room

12:30‐1:30 p.m. Lunch Market in the Student Union 1739 N High St

1:30‐3:00 p.m. Student Panel: The Process of Becoming Self‐Determined and pplying Self‐Awareness to a APostsecondary Setting


Counloor

cil Room

3:00‐5:00 p.m. Small Group Discussions with rofessors and Representatives Pfrom the Following Majors:

nce, and Fine Arts (Music, Da) Visual Arts

Medicine (Nursing)

ring Education Computer Science & Engineeeterinary Medicine, and VForeign Language (Spanish)


Counloor

cil Room

5:00‐6:30 p.m. W ork on Portfolio Presentations Student Union (

ab and AT) Use the Mobile

L1739 N High St

6:30‐7:30 p.m. D inner North Comm

157 Curl Dr ons

Final Agenda fo 7:30‐8:30 p.m.


entoring and Finish Portfolio s

MPresentation

Archer House Lobby 2130 Neil Ave

8:30‐11:00 p.m. Talent Show

Archer House Lobby 2130 Neil Ave


2


Final Agenda for the 2011 OBR‐ORSC Student Learning Community Friday, July 29th Time Activity Location 8:00‐9:00 a.m. Breakfast North Commons

157 Curl Dr

9:00‐10:30 a.m. PPresentation Preparation & ractice

Royer Studoyer Nort

ent Activh Room


10:30‐11:00 a.m. PAresentation Set‐Up and Parent rrival

Royer Studoyer Nort

ent Activh Room


1 1:00‐11:15 a.m. Closing Day Speech

Ph.D. Margo Vreeburg‐Izzo,rogram Director,

Center P The Nisonger ristall Day,

r KOBR‐ORSC SLC Coordinato


ent Activh Room

ities Center, R8

1 1:15‐11:30 a.m. Comments from the Ohio

ehabilitation Services RCommission Director Kevin Miller

Pugh Deputy Director Susan


ent Activh Room

ities Center, R8

11:30‐1:30 p.m. Student Presentations Lunch will be served during the resentations by University pCatering


ent Activh Room

ities Center, R8

1 :30‐1:45 p.m. Comments from the Ohio Board

of Regents r. Zach Waymer, M

Program Manager


ent Activh Room

ities Center, R8

1:45‐2:00 p.m. Parent Comments, Closing emarks, Departure, and Post‐ssessment RA


ent Activh Room

ities Center,

Sample SLC Curriculum Binder

Chapter 1 Welcome to the Student Learning Communities, with the tools you are given during the Student Learning Communities (SLC) you will develop a successful path to your chosen post-secondary goals. During the SLC you will learn more about yourself, develop a self-advocacy plan, begin to better understand your responsibilities as a student and finally come up with a way to express your self-advocacy plan in a way that best describes you as an individual.

As you work your way through the SLC, you will be developing a portfolio. This portfolio will include many activities including your resume, career narrative, and a "plan B" for your career goals. You will also put together a final project to present to the SLC on our final session. This could be your portfolio, a video, PowerPoint presentation or anything you feel best describes you and your goals.

You can use this for your portfolio cover or create your own. The portfolio is meant for you to keep, update, and use as you move closer to your post-secondary goals.

You will complete many activities during the student learning communities. One will be to explore your personality and interests. For example, do you learn best by hearing a lecture and taking notes or by reading a book? Do you prefer working alone or in a group?

You will also identify careers that complement your personality and interests. You will use your personality and interest profile to narrow down career choices. For example, say you prefer hands-on work, the outdoors, and math. Now you can find a career that matches your interests.

You will define your career goals by researching your chosen career. For example:

• What kind of degree does your career choice require? • How many hours will you work in a typically week? • What type of settings will you work in?

You will research jobs that are a good match with your interests, abilities, and goals. By completing a compare and contrast chart you will compare several career choices to find your best matches.

Many people change their minds before entering a chosen career. Many college students change their majors before graduating. It's okay to change your mind! Maybe you learned something new about yourself in the SLC's. Maybe you learned something new about the career you originally wanted to pursue. If your career goals change, that's okay. With the help of the SLC, creating a new plan will be easy!

What words would you choose to describe yourself?

Responsible? Organized? Friendly?

What if you had to describe your learning strengths… It’s not as easy as it sounds is it. You will need to be able to describe your personality traits and learning styles to an employer or college professor. Your job search will be easier if you understand your learning and personality traits. We will help you discover your learning strengths and personality traits and by using the Web to find important job facts you will become a career expert.

Understanding the way your brain likes to learn is important for choosing your best career match. Have you taken an online survey before? Well, you are about to! In the next activities you will complete different self-assessment tools. The assessment will help you learn about your personality type or learning style. This information will help you find a job you will be happy with. For example, if you know that you enjoy physical activity, you can avoid a career where you spend hours at a desk. In this activity you will take an online assessment and explain what you've learned from the activity. The online assessment will help you learn about your strengths. Knowing your strengths will help you find a career that is a good match for you. When you take the self-

assessments, you will come up with some words that describe your learning and personality styles. These words describe your personal traits. They are what make you unique. By knowing this information you will be able to find a career that fits you.

The next few sections have descriptions of the different self-assessment surveys; each of these surveys will help you find your learning style or your personality style. Read all the directions before you begin and save the results of your self-assessment or if you have access to a printer; print a hard copy for your portfolio.

Begin by reading about each self-assessment. Each self-assessment takes a different amount of time. Make sure you have enough time to complete the self-assessment. The three self-assessments are:

• The VARK Questionnaire– a learning style survey 10-15 minutes • The Multiple Intelligence Inventory– a learning style survey 20-25 minutes • The Myers-Briggs Personality Test– a personality survey 25-30 minutes

The VARK Questionnaire will show you the learning style that best matches you. The learning styles on the VARK are:

• Visual: Learning by seeing. • Aural: Learning by hearing. • Read/Write: Learning by reading and writing. • Kinesthetic: Learning by doing. • Multimodal: Learning through a mix of the above styles.

The Myers-Briggs Personality Test will tell you about how you like to think, make decisions, communicate, and act. A list of careers that best match your personality style is given with the results. The Myers-Briggs Personality Test determines personalities based on the following traits:

• Introvert: A person who likes thoughts, ideas, talking one-on-one, and alone time. • Extrovert: A person who likes activities, excitement, people, and things. • Sensing: A person who likes sensory input (sights, smell, taste, sound) and thinking

about now. Intuitive: A person who likes coming up with possibilities and thinking about the future.

• Thinking: A person who likes being logical and using facts to make a decision. • Feeling: A person who likes to think about how other people are affected. • Judging: A person who likes making a plan and organizing. • Perceiving: A person who likes taking things as they come.

The Multiple Intelligence Inventory will help you find out which type of learner you are by answering the questions. The types of learners on the Multiple Intelligence Inventory are:

• Linguistic: Learning by saying, hearing, reading and writing. • Mathematical: Learning by categorizing and working with numbers. • Spatial: Learning by drawing, building, watching movies, and visualizing.

• Musical: Learning by singing and listening to music. • Body/Kinesthetic: Learning by touching, moving and doing. • Naturalistic: Learning in a natural setting and seeing how things work. • Interpersonal: Learning by working in groups and sharing. • Intrapersonal: Learning by working alone, at your own pace.

Now that you know about each self-assessment you’ll be taking, let’s get started! 1. Type each URL directly into your browser to complete the survey: VARK Questionnaire: http://www.vark-learn.com/english/page.asp?p=questionnaire Myers-Briggs Personality Test: http://www.personalitypathways.com/type_inventory.html Multiple Intelligence Inventory: http://www.ldrc.ca/projects/miinventory/miinventory.php 2. Follow the instructions on the Web page for how to take the self-assessment.

Learn more about your results. For the VARK Questionnaire, find the “Helpsheets” link, on the left menu. Use the “Helpsheets” to find more information about your learning style. When you take the Multiple Intelligence Inventory, find the “Read about eight styles of learning” link, at the end of the survey and on the home page. Use this link to find information about your learning style. When you take the Myers-Briggs Personality Test, you can use the description of each personality characteristic. The descriptions are given as you take the assessment. You can click on the link “Click here for more information about the 16 types” to get more information for your personality type. Print or write down the results of your self-assessment so you can keep a hard copy for your portfolio.

Write a paragraph describing the results of your self-assessment. Include the main results of your self-assessment and describe what your results mean. Save this document and include a copy in your portfolio.

http://www.vark-learn.com/english/page.asp?p=questionnaire

http://www.personalitypathways.com/type_inventory.html

You’ve already learned something about your personality and how you learn. Now you will complete an activity that will help identify your work interests and styles and find the careers that match your results. The Princeton Review website is another self-assessment tool that will give you more results on how you like to work. It will provide you with your "Interest Color" and "Style Color." For each of these, the site will provide the type of activities and work environment you might like. You will compare your career test results later in this unit and identify some specific careers that suit you. Don’t worry if you cannot decide on one career or postsecondary goal! You will have many chances later in the course to change your career choice and research other postsecondary goals.

The Princeton Review is a self-assessment tool that will give you more results on how you like to work. The site will provide the type of activities and work environment you might like. This is important because you will compare your career test results and identify some specific careers. This part of the activity will take about 15-20 minutes to complete. Make sure you have enough time to complete each part.

The document below includes the instructions for this activity. You will copy and paste your results from your Princeton Review survey. Then, you will paraphrase, or put your results in your own words. Finally, you will list and describe 4 careers you found with your results. 1. Type the URL for the Princeton Review Career Quiz into your browser http://www.princetonreview.com/Careers.aspx 2. Click on “Register” at the very top of the page. 3. Register for the Princeton Review by following these steps. Select the link that says Register at the top of the page. Follow the instructions on the registration page and enter your information. Include an email address and create a password. Submit your registration. 4. Click on "Student Tools" in the top right-hand corner. 5. Click on "Your Stuff" in the left column. 6. Click on "Careers" and choose "START" to take the career quiz.

If you have taken the Princeton Review Quiz a few times and are still not happy with the results, there are other websites you can try another website is called O*Net Online.

If you have decided to develop a PowerPoint presentation this would be a good time to start it. A PowerPoint presentation can be used to showcase what you have learned from the SLC's. Knowing how to create a PowerPoint is an important skill to have. Your self assessment outcomes could be the introduction to your portfolio. 1. Once you register, you are brought to your personal Princeton Review page. 2. Scroll down towards the bottom of the page and find the “Career Quiz” link under “Majors & Careers.” 3. Follow the directions on the Career Quiz. There are 24 questions in this quiz. For each number, choose the career or interest you think best matches you. Try to be as honest as possible! If you don’t know a word or career, try using OneLook Dictionary. 4. Read over your results of your two colors. 5. On the right hand side of the page is a list of careers that match your two color styles. Click on a few of these careers and read “a day in the life of” for each career. These passages will give you a good idea about what your day would be like if you chose this career. 6. Complete the next activity with the information from your results.

http://www.princetonreview.com/Careers.aspx

Part 1: The Princeton Review Write down the e-mail address and password you entered on this website so you will be able to go back and access your results in the future: E-mail-_________________________ Password-____________________________

1. Write your Interest Color from the Princeton Review Survey here.

2. Describe how you fit your Interest Color. Use your own words:

3. Think about individuals with your Interest Color. Describe the types of activities, occupations, and responsibilities they prefer:

4. Write your Style Color directly from the Princeton Review Survey here.

5. Describe how you fit your Style Color. Use your own words:

6. Describe the type of work environment people with your style color prefer:

7. Select four careers that you are interested in exploring further and write them here.

1st Occupation: What I like about this career: How it matches me:

2nd Occupation: What I like about this career: How it matches me:

3rd Occupation: What I like about this career: How it matches me:

4th Occupation: What I like about this career: How it matches me:

Chapter 2 Self-Advocacy: you might be wondering "What exactly is self-advocacy and how does it affect me?" Well, it is being able to advocate for yourself and knowing your strengths, abilities, functional limitations caused by your disability, and being able to gain the accommodations you need to meet your desired goals. For example knowing you need additional time to take exams and making your professor aware of your needs, would be an example of advocating for yourself.

Disclosure is the process of a student revealing that they have a disability requiring accommodations to gain equal access.

• Disclosure requires you to self-advocate or to communicate your learning needs, interests, and rights and make requests for your accommodations based upon your needs.

• Disclosure is necessary as the first step for you to request and then obtain needed accommodations. Disclosure can be an extremely difficult process, for a variety of reasons.

Disclosure Tips:

• Disclose early. The earlier you disclose your disability status and register with the Disability Support Services (DSS) office, the sooner DSS can identify the appropriate accommodations to facilitate the teaching and learning process for you. (Remember, when you disclose to DSS, the DSS office cannot share your disability information unless they obtain your permission. This also means you will need to disclose your need for accommodations directly to your teacher, so you can all work together to coordinate the appropriate accommodations)

• Disclose how your disability impacts your ability to benefit from a particular delivery system, instructional method, or evaluation criteria. Instead of discussing the diagnostic label, you should clearly articulate or demonstrate how the disability affects you in the classroom.

• If you are unsure how to disclose, you should visit a DSS counselor for guidance on how to initiate your request for accommodations.

What is a Disability Statement? A statement placed on course syllabi indicating a faculty member's willingness to provide reasonable accommodations to a student with a disability. Examples of a syllabi disability statement are as follows:

• Any student who feels he/she may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact Disability Support Services at xxx.xxx.xxxx in (location) to coordinate reasonable accommodations for students with documented disabilities.

• I encourage all students with disabilities, including non-visible disabilities such as chronic medical impairments, learning disabilities, head injury, psychiatric conditions, and Attention Deficit/Hyperactivity Disorder, to discuss with me in private after class or during my office hours appropriate accommodations that might be helpful to them.

• If you have specific physical, psychiatric, or learning disabilities and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. All discussions will remain confidential. You will need to provide documentation of your disability to Disability Support Services in (location).

What are accommodations? • Modifications to policy, procedure, delivery and opportunity to participate. • Documentation will determine the accommodations received. • Accommodations must be specific to the limitations to learning as a result of the

student’s disability. • Accommodations may be different than what the student used in high school.

Examples of accommodations:

1. Reader service 2. Campus mobility training 3. Tape Textbooks 4. Note taker 5. Enlarged print 6. Scribe for written exams 7. Tape-recorded lectures 8. Exams read aloud 9. Extended time for tests

10. Sign language interpreter 11. Distraction-free testing environment 12. Calculator 13. Use of a word processor for essay

exams 14. Specialized assistive technology 15. Course substitutions of non-essential

program requirements

Disclosing your disability may not be easy and everyone has their own way of going about it. Take a look at the examples of students talking about their disabilities and how they self-advocate for themselves. A student who is blind utilizes alternative learning techniques to obtain her degree. Watch her video http://www.youtube.com/watch?v=DYQSejzdCxU

In the following activity you will create a self-advocacy plan for yourself. Before you get started, think about how you would answer the following questions.

• How do you define the word disability? • How do you describe your disability? • What are some of the barriers you face in school or everyday life? • What are some creative ways you have overcome challenges? What are some your

strengths or where do you excel? For this activity you will use the outline provided to come up with your own document. This document will be something you will continue to add to as you complete the SLC.

Chapter 3 In the first section you should have chosen at least two careers, now it's time to think about what they require. For example, will you have to work weekends? How much money will you make? Which colleges have your desired degree? How long will you be in school? What kind of classes will you have to take?

Have you ever had to write a research paper and thought, “Where will I begin to find information?” It can be hard to find the best place to look for information. When you are just starting to explore a research topic background information sources, such as encyclopedias and handbooks, are a good place to start. These sources give a general idea of your topic. It also gives important facts that you can use to do more complete research later. Background sources can be:

• Printed books or online websites. • General (covering all topics). • Focused (like the career-related background sources covered in this unit).

Here are two websites that are helpful in finding basic facts about your careers. They are:

• The Occupational Outlook Handbook • Career Voyages

You will use one of these Web sources in the next activity to compare and contrast facts about the careers you chose. This will help you decide which career is best for you. The other activities in this unit will help narrow your career choice.

So how will these background information sources help you learn about your career? These important sources supply facts on skills and training needed. They talk about job outlook. They give you a salary for jobs. To find facts about your career choices, you can use the Occupational Outlook Handbook.

Begin your search by visiting the Occupational Outlook Handbook website (also called the OOH) here: http://www.bls.gov/oco/home.htm You can also type the URL into your browser window. In the search window, type the name of your career or postsecondary goal.

You can either search or browse the site to explore the Occupational Outlook Handbook. To search: Enter a search word in the box. Use the career from your career interest inventory. For example, you could enter "electrical engineer” as your search term. To browse: Use the A-Z links on the screen to view a list of jobs in the Occupational Outlook Handbook.

Here is a sample entry in the Occupational Outlook Handbook. It gives key points about the job at the top and describes:

• Working conditions. • Training or school needed. • Job outlook and salary. • Related jobs.

• Sources you can use for more information.

http://www.bls.gov/oco/home.htm

The Occupational Outlook Handbook is just one place to find background information careers. Career Voyages is another important site that gives you background data. This site is made for students like you. It provides information about the fastest growing and newest jobs. It also gives you links to many career and industry sites and career videos. The graph below is from Career Voyages and shows that your chances of getting a job are greater with the more education you have. This graph also shows that the higher your education level, the higher your salary will be.

Begin your search at Career Voyages at this link: http://www.careervoyages.gov On the left hand side of the page is a list of industries that are growing very quickly. These types of careers need lots of new employees so the job market is very good. Click on the industry that best describes the career you’re interested in. If you’re not sure what industry your career is in, use a Dictionary. You will find information about the job market in that career field, the pay, the education needed, and the types of duties expected in that field.

Are you ready to find out what you need in order to get into your career? Now that you know about two good sources for finding career-related background information, it's time to begin exploring the careers you chose earlier in the course. In the activities you will:

• Compare and contrast facts about both jobs, such as the skills they require, education level, pay range, and job outlook

• Make a choice, selecting one job to look into more. • In later sections of this course, you will gather more information about this occupation

using other kinds of information sources. Then you will create a career goal.

In this activity, you will use either Career Voyages or the Occupational Outlook Handbook. You will use these to find specific information. The compare and contrast chart is a helpful resource for comparing careers that you are considering. Use these to find more specific information about your careers of interest. Some questions you will be answering are:

• What is the nature of the work? • What are the working conditions? • How much money will you make? • What training or education do you need? • What are some related occupations?

Find the answers to some of these questions and then enter this information into a compare and contrast chart. The chart will help you take the next step in choosing a career! *Background Source Used for Chart: Copy and paste the URL of the background source you used. If you change your career choices later, now you have a reference to return to. In this activity you will fill-in your own career compare and contrast chart.

http://www.careervoyages.gov/

Compare and Contrast NAME: 1. First you will pick two careers from your survey results. Then choose which background information source you will use. Choose either the Occupational Outlook Handbook or Career Voyages 2. Enter the title of the first career you want to explore. Look over the page to see what results your search gave you. Click on some of the links such as “nature of work” or “working conditions.” Read over the information about your career choice. 3. On the chart, enter the title of your first career choice where it says “Career #1.” Summarize the information you found using short sentences and phrases. 4. After you complete the first column for Career #1, do the same thing for Career #2. Career #1: __________________ Career #2: __________________

WHY:

WHY: Explain your choice Why did you pick this career? How does it relate to your self-assessment results?

HOW:

HOW:

1.

1.

2.

2.

Nature of the work List three specific tasks you would perform if you had this career.

3.

3.

Time:

Time:

Schedule:

Schedule:

Location:

Location:

Working Conditions: What time of day will you be working? What days of the week will you need to work? Where is this job located – indoors or outdoors? Who will you work with – by yourself or with others?

Environment:

Environment:

Salary Min:

Salary Min:

Salary Max:

Salary Max:

Salary: How much money do you make when you start the job? What is the top salary? Is it paid hourly or yearly?

Hourly/Yearly:

Hourly/Yearly:

High School:

High School:

Education Min:

Education Min:

Certifications/Degree:

Certifications/Degree:

Training or Education What classes do you need to take in high school to be ready for this job? How much education do you need to apply for this job? What degrees, certifications, or abilities do you need to do this job?

Abilities:

Abilities:

1.

1. Related Occupations If you couldn’t be in this specific job, what other jobs are related to your choice?

2.

2.

http://www.bls.gov/oco/

http://www.careervoyages.gov/

Chapter 4 In this activity, you will be writing your own career narrative. You need to explain what career choice you have made. You also need to explain how you made your choice. You are writing this because it shows you have done research on your chosen career. It also shows that you have given it serious thought. While writing your narrative, remember to use your outline as a guide! You already have a structure. Now you just need to fill in the details. Your career narrative should be 1 ½ to 2 pages long, double-spaced. It should include all of the following: 1. Title: Be creative! You are telling your own story, and every good story has a good title. 2. Thesis Statement: This is the main idea of your narrative. You created a thesis statement for your outline. 3. Three Topic Sentences: These begin each body paragraph. They give the main idea of each paragraph. You want to have three body paragraphs. 4. Conclusion: This “wraps up” your essay. It is a good place to address the thesis statement. Also state what your future career plans are. 5. In each paragraph, you need supporting points for the topic sentence and thesis statement. Good supporting points to include are: Which test you took and what the results were, how your interests relate to your career choice, and what your career requires. 6. Save your Narrative and include it in your portfolio.

My Career Narrative

Chapter 5 You have just evaluated your career or postsecondary goal and know that it’s a good match for you. Now you need to start thinking about what you are going to do to reach that goal. Are you ready to apply for an internship or college? How can you prepare for possible challenges? Don’t worry – there are many ways to plan ahead. Whether you are bound for college or a job, there are many steps you can take to make employers and colleges want you!

Here is a document that lists helpful steps to prepare for your career. Included in this document are suggested things you can do or start to do to help you meet your goals. There are lots of things you can do to prepare for college and a career. If you think of other things to help you prepare, include those in your document, or maybe you have already completed some of these goals, don't be afraid to add more accomplishments to the document.

Goal Setting

Take the PSAT or PACT exam

Take a college preparation or AP course

Take a typing or computer class

Investigate what accommodations I will need at college

Learn how to use assistive technology

Improve my mathematics skills

Improve my writing and reading skills

Work as a peer mentor

Volunteer to tutor other students

Increase my grades in one of my classes

Schedule a job shadow with someone in the career I like

Learn the core graduation requirements for my high school and make sure I meet them

Focus on my organizational skills

Become the leader of a club

Improve my speaking skills

Improve my listening skills

Earn a high school diploma with honors

Obtain an overall grade point average (GPA) of 3.0 or higher

Maintain an overall grade point average (GPA) of 3.0 or higher

Schedule an internship in the career area of my choice

Perform in a school play or concert

Volunteer at a local park or zoo

Join student government

Help organize a school event

Help organize a community event

Qualify for the varsity team

Save money for college

Start my own savings account

Focus on better test taking skills and strategies

Organize my class notes better

Develop my own hobby

Read more books

Work in the attendance office or school library

Join the school newspaper or yearbook club

Join one of the foreign language clubs, like Spanish, French, German, etc.

Volunteer to be a Big Sister or Big Brother

Practice interviewing

Investigate which vocational or community college programs I can take

Look through college catalogs and find two schools to apply to

Work or volunteer at a summer youth program

Join my church youth group

Focus on how to be more active

Learn how to make a budget

Improve my high school attendance record

Volunteer to work at a business that I find interesting

Volunteer at a local hospital, or nursing home

Join a club that helps the community

Visit a college fair and speak with one of the college representatives

Volunteer to help the community

Establish a school work schedule and keep it

Learn how to budget my allowance

Apply for a part-time or summer job

In this activity you will be setting goals for yourself. You will set long term and short terms goals for yourself. A short term goal is a simple, single task or activity that can be completed in a day. A long term goal is ones that you will achieve over a longer period of time. Long-term goals often are our most meaningful and important goals. 1. Choose one long term goal that will help you prepare for college or employment after graduation. A long term goal should be something you will continue to work on, for example; “take steps to improve my speaking skills” is something you will continue to work on after you leave school. 2. Choose two steps that you can complete before this semester/quarter is over. These are short-term goals. For example, “schedule a job shadow with someone in the career I like” is something you can do in the next week 3. Decide on a date/time frame you plan to finish each goal. 4. Describe the tools or resources you may need to reach this goal. For example, if you want to join the school newspaper or yearbook club, you need to know where and when they meet.

Goal Setting Activity

A. Long Term Goal:

• Date to be completed:

• Tools needed to complete this goal:

B. Short Term Goal #1:

• Date to finish this goal by:


C. Short Term Goal #2:

• Date to finish this goal by:


Chapter 6 This activity is going to help you create two plans to help you reach your career goal. You are doing this activity because it is a good way to prepare for your future. Making plans ahead of time will make things easier later.

1. Plan A will be your ideal plan, the one you’d most like to follow. 2. Plan B will be your back-up plan, the plan you will follow if Plan A doesn’t work

out. You should also add a slide to your PowerPoint presentation with slides detailing both your plans.

1. Open a Word document or if you are creating a PowerPoint presentation open it

and insert a new slide. 2. Type this title: Plan A for ____________ (Insert the name of your occupation). 3. In the body, type the minimum and maximum education requirements for your

occupation. 4. Look at the education requirements section. List 1 short-term step and 1 long-term

step that you described in the previous activity. 5. Save your work.

It is always good to have a Plan B – a back-up plan – in case you change your mind or find you want to do something different. You may find you do not want to go to a certain college or are not accepted to that college. Here are some sample options for Plan B: • Spend the year working in an internship and apply to colleges again next year • Focus on developing a better resume • Investigate a technical college or program • Take an additional computer or math skills class • Visit a career fair and consider other postsecondary goals

1. First, think of one thing you can do if your first plan, Plan A, changes. 2. Choose three things from the “Steps to Prepare” list that will help you prepare for

Plan B. 3. Open your document or Power Point and insert a new slide. 4. Type this title: Plan B for ____________ (Insert the name of your occupation) for

the PowerPoint or start a new paragraph on your document. 5. In the body, type your answer to question 1 – one thing you can do if your Plan

changes. 6. Then list two of the steps towards your Plan B that you chose.

In this next activity, you will use the information you’ve researched about your job choices to write a short paragraph or create another PowerPoint slide for your presentation. If you are doing a PowerPoint create a new slide. In the body, type your first job choice, be sure to include three reasons why you have chosen this job. (Note: if you are creating a PowerPoint make sure not to include too much information on each slide)

Chapter 7 When you apply for a job, you want your resume to stand out in a pile of other resumes. Your resume may be your only chance to make a first impression. Your resume should:

• Give a positive view of you and your skills – use action verbs to talk about what you have done!

• Show what you can do – Give an example of a problem you solved. Talk about a skill that will be useful to your employer.

• What type of job are you looking for? – Tell about a career objective or summary of your career goals and skills.

Your resume should:

• Highlight your accomplishments – Include any honors or recognition you have gotten.

• List your education and training – This includes classes you may have taken. It could also be courses outside of your school. You could list your computer skills.

• List other work experience – Remember, every responsibility counts towards your work experience. Focus on words that show what you can do!

• Look professional – Print your resume on good paper and proofread!

You will need to know about some items on all resumes. These include: • Contact Information • Career Objective • Education • Experience • Skills Certification and Training • Honors, Awards, and Activities • References • Summary Statement

Every person sets their resume up differently. Someone with a lot of experience will talk about the jobs he or she had. As a student, you should talk about your education. You can talk about school projects and volunteer organizations you are involved with.

You can choose between making a career objective or a summary. You want at least one of these. This way, the employer knows the focus of your resume. He/she knows why you are a good person for the job. Here are the differences: Summary: You write a summary to show why you are the best person for the job. You highlight what you have done, skills, and the characteristics that are important in your area.

• Example: "Smart student seeking a part-time job in a clothing store. Hardworking and kind."

Career Objective: A sentence that tells the employer what job you would like. It talks about the type of career you want to work in. It tells them your skills. Everything in your resume should support this objective.

• Example: "To get an entry level job in retail where I can use my work skills and friendly personality."

This is a good choice if you have more on your resume about school than work. In this type, your objective talks about the job you want. The summary lists your skills and the best things about you. Example Objective: To get a summer internship position Summary of Skills:

• Positive attitude. • Very organized. • Willing to help others. • Strong communication skills.

You’ve made a summary statement and/or career objective. Now it is time for you to make the rest of your resume. You are going to have a chronological resume. This presents information in a timeline form.

In this activity you will put your resume together. There are many ways to write your resume. This activity will help you put together a successful resume. You need to have a resume when you apply for an internship and college admission. Use the template as a guide but you will need to type this document with your own information.

Resume Template

First Name Last Name Street Address – City, State Zip Code

(Area Code) Telephone Number E-mail address

Objective: Emphasize your accomplishments and strengths; general type of job you are seeking Education School/Program Name/Graduation Year City, State Degree or Curriculum Academic Honors while in School GPA Experience Name of Employer or Program (Can be paid or volunteer) Month, Year – Year Your title – Description of your skills, job, and responsibilities. Name of Employer or Program Month, Year – Year Your Title – Description of your skills, job, and responsibilities. Name of Employer or Program Month, Year – Year Your Title – Description of your skills, job, and responsibilities. Activities & Honors Use this section to list any specific activities or programs you have been involved in, even if they were with your school. Include any honors or awards you may have received. List the activities you have been involved in. Separate them with a semi-colon, like this: Chorus; Art Club; Soccer. List the honors and awards you have received. (HINT: Include Honor Roll, Attendance Awards, Citizenship Awards or anything where you were recognized.) Skills List each special skill you have and separate each one with a semi-colon. Skills include: All the computer skills you have learned in this course and in school! Typing, PowerPoint, Microsoft Word, and Internet Search Skills, are just a few of the computer skills you can list. Any work skills, such as operating a cash register and fax machine or answering phones. If you speak another language or have studied a language, that is a skill! List the language and how many years you have spoken or studied it. References The References section is the last section of your resume. Pick three people you would want as references. You want to choose people who know a lot about you and will give a positive review to the employer. Some good choices include a teacher or club advisor, a counselor, or past employer. Remember, you cannot have a family member or friend as a reference! Reference information should include: Name Title/Position

How they know you Phone Number How long they have known you Even though you may have an outstanding resume, a cover letter is the first thing a boss or college will see. In this activity, you will be writing a Cover Letter. You can use this cover letter for a job or college application. It is a good idea to have a cover letter because even though you may not have a strong resume it can supplement your resume with valuable information about you and your experience.

Here you will get started on writing your own cover letter. Guidelines are included in the document. Your cover letter should be 1-2 pages long. It should have all of the following: Your name, address, and the date the letter is being sent, the name and address of the person receiving this letter. An introductory paragraph: This paragraph introduces your purpose in writing the recipient. If you are writing to apply for a job, include the job title. If you are writing to apply to a college, include the program of study you want to apply to. Body paragraph: Each body paragraph should include a Topic Sentence and three supporting points. The number of body paragraphs you write in your real cover letters will change based on the information needed by the application. Conclusion: This “wraps up” your letter. Use the examples for help. Then write your own cover letter. Hints: If your career path takes you straight to a job, then write a cover letter for your job application. If your career path takes you through college, write a cover letter for your college application. Be sure to save your document as you type so you don’t lose any of your work! Here are some more important things to remember when interviewing for an internship or college.

• Be on time. • Dress appropriately. • Turn off your cell phone. • Introduce yourself and shake the interviewer's hand. • Sit up straight and speak with a calm voice. • Look at the interviewer while he or she speaks. • Listen carefully to each question and take a moment to think of your answer.

Be sure to do your homework, research the company you want to work for prior to your interview.

• What is the history of the company?

• How long has the company been in business? • Why is their product or service important to the community? • Do you need special training? • What type of training do they provide for new employees?

Then, make a list of additional questions you want to ask. Think about the questions you might be asked. Then prepare the answers to those questions. Here are some typical questions: Why should I hire you? What are your strengths? What is a weakness that you have? How do you handle criticism from your boss? Think about what skills you have to offer the place where you are interviewing. Also think about any weaknesses you have and how you would correct them. Here's an example: "One weakness I have, is a lack of experience. However, I am a highly motivated person and I am eager to learn. I am the type of person who will give the time it takes to learn my job, even if it means giving up my own time after work hours." Bring extra copies of your resume and something to write with. *Pick out something nice to wear. Does it really matter what you wear for an interview? YES! In some businesses, appearances matter a lot. In other job settings, it is not as important. No matter what, you should dress your best for an interview. Here are some general tips: Bring a briefcase or portfolio to hold

• Your resume. • Paper to take notes. • A pen. • The list of questions you want to ask.

Take out any unusual piercings (earrings are appropriate). Cover up tattoos. Pop in a breath mint before your interview – but don't go in chewing gum! What to wear:

• A nice suit or a long-sleeve dress shirt or blouse with dress pants. • Limited jewelry (nothing flashy!). • A neat, professional hairstyle. • Trimmed, clean nails.

Think about how to answer these questions before the interview and make notes for yourself. Practice with someone before you interview, so you feel more prepared.

• "Tell me about yourself." • "Have you ever done this kind of work before?" • "Why do you want to work here?" • "Why did you leave your last job?" • "Why should we hire you?" • "What are your interests outside of work?" • "When are you available for work?" • "What are your strengths?" • "What are your weaknesses?"

• "What are your long-term goals?"

Here are some important things to do once your interview is over. • Thank the interviewer(s) for their time. • Shake their hands. • Tell them you're looking forward to hearing from them soon. • Send a thank you note to your interviewer(s) the next day.

Web databases are arranged into records and fields to make searching easier. For example, there are databases that only focus on colleges and financial aid. Other databases recruit job seekers, allow you to search for jobs in your area, or post your resume! Here are a few other databases you might come across in your own career searches: Monster.com http://www.monster.com/ America's Job Bank http://www.jobbankinfo.org/ College Opportunities Online http://nces.ed.gov/collegenavigator/ Scholarship Search http://www.careerinfonet.org/careertools_intro.asp?id=14&nodeid=14 You need to make word choices as you search Web databases. The best idea is to Keep Your Search Simple, or K.Y.S.S. Only select a few important words. Look at the picture of the CareerBuilder homepage. Do you see how you can type in keywords or choose from a list of careers in the “Select a Category” field? The list of careers is called a controlled vocabulary- a list of standard terms or keywords to help you K.Y.S.S. Using controlled vocabulary will direct your search and retrieve specific records.

So now you are a interviewing wizard! But what about this year or even this summer? Now's a great time to begin searching for that perfect summer job or internship. You may already have a part-time job. That’s great! You will need to be comfortable filling out job applications. This activity is for practice, but it has all the features of a real application. You should know about electronic applications because a lot of jobs no longer offer paper versions.

http://www.monster.com/

http://www.jobbankinfo.org/

http://nces.ed.gov/collegenavigator/

http://www.careerinfonet.org/careertools_intro.asp?id=14&nodeid=14

Here are some Do’s and Don’ts for completing a job application: DO

• Read the form thoroughly so that you put relevant information in appropriate sections

• Follow the instructions accurately (e.g. ink color, continuation sheets, block capitals)

• Answer the questions with evidence from your experience which demonstrates you

• Know what job involves • Keep a copy of your form so that you can use it to prepare for an interview or

complete other forms • Write using active words and I/Me statements • Put a positive emphasis on your experiences

DON'T

• Leave any sections blank • Write illegibly or cross things out • Fail to research the employer and the type of work for which you are applying • Leave gaps in your employment/study record • Misspell words

Chapter 8 Deciding to apply for college is a big step on your career path. There are many colleges out there! The tough part is narrowing this number down to the schools that are right for you. We will show you how to evaluate a college to see if it's right for you. In this activity, you will compare three colleges that you are interested in. Using each college’s website, you will: Research facts about each college.

• Does it have the major or program you want? • If you have a disability, can the university make accommodations for you? • How many people go to school there? • Are most classes large or small? • What size city is it in? • What is the weather like? • What kind of student organizations and clubs do they have? • What is campus like on the weekends? • Do most students stay at school or go home? • Find out how much you must pay each year. • What is in-state tuition? Out-of-state? • How much is food or a meal plan? • Will you have to buy bus, train or plane tickets to get there and home? • What does it cost to live in the dorms or rent an apartment? • What financial aid (scholarships, grants, or loans) is there? • Learn about the application process. • What documents will you need? Transcripts? • Recommendation letters? Essays? • What are the minimum test (SAT or ACT) scores or G.P.A. you should have? • When is the application due?

After spending some time looking at your college choices, you will have a better idea about which one fits you the best. Good luck!

Choosing a college – Finding the perfect match for you may not be easy. By considering important elements, you can enhance your chances for succeeding in college. Before you get started on the next activity, think about how you would answer the following question. What are some characteristics on your “priority list” for your university? For example:

1. Do they offer your desired major? 2. Is their campus fully accessible? 3. What is the current student to teacher ratio? 4. How can you find out more about your college options in Ohio? 5. What have you heard from other students about their experiences of choosing a

college?

Use the website below to help you complete your college compare and contrast chart. First read the introduction then click on the GO arrow and complete the questionnaire. College Matching Wizard http://collegeprowler.com/finder/

For the next activity you will be comparing your top college choices. 1. Choose three colleges or universities that you are interested in applying to. 2. Enter the names of the three colleges or universities to which you would like to apply in the appropriate boxes on the College Comparison Chart. 3. Use the following steps to fill-in the required information on the College Comparison Chart. - Use your Internet research skills to find the first college’s Web site. - Use the college’s Web site to complete your College Comparison Chart. - One helpful place to look for information is the Admissions page. Any pages marked “Future Students” or “How to Apply” can be useful too. - Use the “search” function on the college’s web site if you have trouble finding information you need.

http://collegeprowler.com/finder/




Name:

The career/major I would like to pursue:

School 1: School 2: School 3: General Information School name: Location: Rank (ex: top 10 in US): Web address: Size: Other:

Applying Admissions address: Admissions address: Contact person: Application fee: Date application is due: Send transcripts to: Accept or decline by date:

Other:

School 1: School 2: School 3: Requirements: SAT minimum score: ACT minimum score: Other standardized tests:

Minimum G.P.A required:

Advanced Placement (AP) scores?

International Baccalaureate (IB) credit?

Essay requirements:

Personal Document Requirements:

Resume requirements:

Community/Volunteer work:

Other:

Finances Yearly tuition (resident and non-resident):

Books and supplies:

Room and board:

Transportation:

Medical:

Personal:

Estimated total:

Financial aid office location:

Financial aid office telephone:

Other:

School 1: School 2: School 3: Non-Academic Student Activities

Clubs sports I’m interested in:

Greek system? Other:

Campus Visits When: Contact person: Contact’s phone number: Contact’s email address: Accommodations: Surrounding Area Chamber of Commerce website address:

Population: Average rental cost, if not staying in campus dorm (2 bedroom):

Top 5 Employers: Average weather:

Notes:

During the college selection process, it is important to assess your college goals, and the support you will need to succeed. For example students with dyslexia, AD/HD, or other specific learning disabilities can benefit from support services offered by colleges, such as one-on-one academic tutoring, extended time tests, modified curriculum, small class size structure, notes support, and more. Take the 10-minute survey below to review your college goals and preparation to date, in relation to the current support you receive from parents, teachers and other professionals. This is the first step in assessing the type of college programs that are the best fit for you. After taking the survey, you will have the option to download a more comprehensive assessment to assist with college readiness. Preparation Review Survey http://inquiry.princetonreview.com/ugrad/surveystudent/

Chapter 9 Throughout the SLC you have created a path to your career goal. You have also discovered who you are and what your future path looks like. Now you should work on finalizing all your hard work and preparing to present your plan to the group. As you have worked through the SLC curriculum you may have created a PowerPoint presentation. You should be really proud of this! This activity gives you the opportunity to clean it up, add graphics, and make sure it reflects you and your career goals. You also need to finalize your slides so you have a polished and sophisticated presentation. Let’s begin by reviewing how to make a professional looking PowerPoint presentation:

1. Choose the same background and color for all of your slides. It is distracting when too many backgrounds are used.

2. Use bullet points, lists and columns to show your ideas. Too much writing makes it hard to read your slides. It also makes it hard to find the most important information.

3. Create a title for every slide and any list. This way people know the purpose of the information right away.

4. Make two slides if you have a lot of information. Shorter slides look better and are easier to read.

As you worked your way through the SLC curriculum you completed many activities. You should have saved electronic/ hard copies of all your work. Here is your chance to make sure all your work looks professional and is complete. Your portfolio should have:

• The results from your self-assessments. • Your Princeton Review results. • Your self-advocacy plan. • Your career compare and contrast chart. • Your career narrative, resume and cover letter. • Your goal setting activity. • Your "Plan B". • Your College Comparisons. • Your final project and or PowerPoint presentation.

http://inquiry.princetonreview.com/ugrad/surveystudent/?destID=news&msgInstID=a230b4d9ddae5b99d82056a03e6ddc9f45eb60eb

Residential Student Learning Community for Students with Disabilities Facilitator Application

Name: _______________________________________________ Date: ___________________

Email Address: ___________________________________ Phone #: ______________________

Permanent Address: _____________________________________________________________

City: _______________________________ State: ____________ Zip Code: _______________

Current Address: _______________________________________________________________

City: _______________________________ State: ____________ Zip Code: _______________

Date of Birth (MM/DD/YYYY): ____________________

College Currently Attending: ______________________________ Major: __________________

Certifications (if any): ___________________________________________________________

Have you ever been convicted of or pleaded guilty to a crime? ________

If yes, please explain: ____________________________________________________________

______________________________________________________________________________

How did you hear about the SLC program?

Shift Availability (check all that apply): Preferred Shift:

8:00am – 4:00pm 8:00am – 4:00pm

4:00pm – 12:00pm 4:00pm – 12:00pm

12:00pm – 8:00am 12:00pm – 8:00am

What day(s) are you available (check all that apply):

Monday (July 25)

Tuesday (July 26)

Wednesday (July 27)

Thursday (July 28)

Friday (July 29)

Any additional notes about your availability:

Do you have any previous experience working with students with disabilities?

Do you have any previous experience tutoring or job coaching?

Please list any technical or computer skills you have. Please include any assistive technology

experience you may have.

What are your career goals/interests?

Would you be interested in serving as a mentor for a student with disabilities now or in the

future?

--------------------------------------------------------------------------------------------------------------------- Background Checks: We consider the safety and security of our students to be of the upmost importance. We will conduct at our cost a criminal background check with state and/or federal agencies. Have you ever been convicted of a felony? __ Yes __ No If yes, you must provide details. A conviction will not necessarily bar you from volunteer service. Please use this space to describe the offense:______________________________________________________________________________________ _____________________________________________________________________________________________ ---------------------------------------------------------------------------------------------------------------------

For your services you will be paid $10.00 per hour or compensated with Barnes & Noble gift cards, at a rate of $7.50 per hour. Thus, for every 10 hours you will receive three $25 Barnes & Noble gift cards.

**Any questions can be directed to Kristall Day at 614-599-8901 or [email protected]

2011 Ohio Board of Regents- Ohio Rehabilitation Services Commission Summer Student Learning Community

Facilitator Training Agenda

Day 1: Thursday July 21st 9:00 a.m.- 3:00 p.m. Room 243 McCampbell Hall 9:00-10:00 Overview of the Program Evette Simmons-Reed and Kristall Day

• Nisonger Center Mission and Vision • Transition and Special Education Department Programs • OBR-ORSC Partnership and Grant Award • Summer SLC Syllabus and Objectives

10:00-11:00 Facilitator Job Duties and Expectations Evette Simmons-Reed and Kristall Day 11:00-2:00 Discuss the Needs of the Participants Kristall Day 2:00-3:00 Review the Agenda for the Week of the SLC Kristall Day Day 2: Friday July 22nd 9:00 a.m.- 3:00 p.m. Room 186 McCampbell Hall 9:00-11:00 Assistive Technology Training Jennifer Cullen

• SmartPens, iPods, iPads, Dell Laptops • “Tech Tips” • Portfolio Templates

11:00-1:00 E-Mentoring Curriculum Kristall Day 1:00-2:00 Review Content of the Presentations for the SLC Kristall Day 2:00-3:00 Parking, Time Sheets, and Questions

Please rate the agenda items on a scale from 1 to 4 based on how informative, useful, and engaging you found them to be. Fill in the circle or place an X by your rating. Please be sure to also answer the questions on page 4. Your feedback is confidential. Please answer all questions honestly so that we can make this program better for students next year. Your opinions are truly valued. Thank you. MONDAY (JULY 25, 2011)

WELCOME AND PROGRAM OVERVIEW (MARGO IZZO AND KRISTALL DAY) Not Informative ① ② ③ ④ Informative

Not Useful ① ② ③ ④ Useful

Not Engaged ① ② ③ ④ Engaged

KEYNOTE ADDRESS (LEDERICK HORNE) Not Informative ① ② ③ ④ Informative



OVERVIEW OF RULES, PROCEDURES, AND POLICIES (SLC STAFF) Not Informative ① ② ③ ④ Informative



POETRY READING AND DISCUSSION (LEDERICK HORNE) Not Informative ① ② ③ ④ Informative



MANAGING AND RESOLVING CONFLICT (JEFF SIEGEL) Not Informative ① ② ③ ④ Informative



GAME NIGHT AND RELATIONSHIP BUILDING EXERCISES (SLC STAFF) Not Informative ① ② ③ ④ Informative



TUESDAY (JULY 26, 2011)

OFFICE OF DISABILITY SERVICES TOUR AND PRESENTATION (LOIS HARRIS AND CAITLYN MCCANDLESS) Not Informative ① ② ③ ④ Informative



OFFICE OF DISABILITY SERVICES ASSISTIVE TECHNOLOGY WORKSHOP (ABDIRAHIM ABDI) Not Informative ① ② ③ ④ Informative



SELF-DETERMINATION PRESENTATION (2010 SLC PARTICIPANTS) Not Informative ① ② ③ ④ Informative

OBR-ORSC RESIDENTIAL LEARNING COMMUNITY 2011 STUDENT FEEDBACK FORM



ASSISTIVE TECHNOLOGY TRAINING—PART 1 (JENNIFER CULLEN) Not Informative ① ② ③ ④ Informative



OHIO STATE UNIVERSITY CAMPUS TOUR (SLC STAFF) Not Informative ① ② ③ ④ Informative



MENTORING PRESENTATION (EVETTE SIMMONS-REED AND KRISTALL DAY) Not Informative ① ② ③ ④ Informative



RECREATIONAL AND PHYSICAL ACTIVITY CENTER VISIT (SLC STAFF) Not Informative ① ② ③ ④ Informative



WEDNESDAY (JULY 27, 2011)

CAREER SERVICES PRESENTATION—IDENTIFYING STRENGTHS (ALLISON JONES) Not Informative ① ② ③ ④ Informative



LEARNING CENTER PRESENTATION—LEARNING STYLES AND STRESS MANAGEMENT (SAM ROWE) Not Informative ① ② ③ ④ Informative



LEARNING CENTER PRESENTATION—ACADEMIC SUCCESS (SAM ROWE) Not Informative ① ② ③ ④ Informative



SELF-AWARENESS PRESENTATION (JEFF SIEGEL, KRISTALL DAY) Not Informative ① ② ③ ④ Informative



CAREER SERVICES PRESENTATION—DECISION-MAKING AND STRESS MANAGEMENT (ALLISON JONES) Not Informative ① ② ③ ④ Informative



ASSISTIVE TECHNOLOGY TRAINING—PART 2 (JENNIFER CULLEN AND ABDIRAHIM ABDI) Not Informative ① ② ③ ④ Informative



THURSDAY (JULY 28, 2011)

WELCOME SPEECH (JAVAUNE ADAMS-GASTON) Not Informative ① ② ③ ④ Informative



COMBATING BIAS AND DISCRIMINATION DISCUSSION (KASHIF KHAN) Not Informative ① ② ③ ④ Informative



RACIAL AIKIDO DISCUSSION (KATHERINE BETTS) Not Informative ① ② ③ ④ Informative



THE PROCESS OF BECOMING SELF-DETERMINED (STUDENT PANEL) Not Informative ① ② ③ ④ Informative



SMALL GROUP DISCUSSIONS—ACADEMIC MAJORS (FACULTY, REPRESENTATIVES) Not Informative ① ② ③ ④ Informative



TALENT SHOW (SLC STAFF) Not Informative ① ② ③ ④ Informative



FRIDAY (JULY 29, 2011)

PRESENTATION PREPARATION AND PRACTICE (SLC STAFF) Not Informative ① ② ③ ④ Informative



STUDENT PRESENTATIONS Not Informative ① ② ③ ④ Informative



WHAT I LEARNED

As a result of this learning community, I … Rate from 1 (not at all) to 4 (to a great extent)

1. Can describe the steps I can take to become a better student ① ② ③ ④ 2. Can match my study habits to my learning style ① ② ③ ④ 3. Can name the support services available to me as a student with a disability ① ② ③ ④

4. Can describe the steps I need to take to continue my education ① ② ③ ④

5. Am more likely to take responsibility for assuring my own success in college ① ② ③ ④

6. Can better manage my time ① ② ③ ④

7. Am more comfortable asking for the accommodations available to me ① ② ③ ④

8. Set my own goals ① ② ③ ④

9. Can describe how I will meet my goals ① ② ③ ④

10. Increased awareness of my personality traits, learning styles, and career interests ① ② ③ ④

11. Gained skills to plan for a career after high school or college ① ② ③ ④ 12. Gained knowledge needed to make informed choices about my future ① ② ③ ④ 13. Increased understanding of my rights and responsibilities related to disclosure and accommodations ① ② ③ ④

14. Increased awareness of study skills and strategies needed to succeed in college ① ② ③ ④

15. Developed networking skills through mentoring and field trips ① ② ③ ④

16. Gained skills completing applications for college and employment ① ② ③ ④

17. Know how to use supportive technology to make me more independent ① ② ③ ④

MY FAVORITE PART(S) OF THIS EXPERIENCE IS/ARE…

I WOULD IMPROVE THIS EXPERIENCE BY…

ONE QUESTION I HAVE REMAINING IS…

MY NEXT STEP IS TO…

I would like to participate in this student learning community next year: ____Yes ____No

IF YES, please print your name here so we can contact you: _____________________________________

Thank You for a Great Week!!! ☺

Name

Address

Phone Number

Email

All About Me

What I Will Do Next Year

Long Term Goals

Resume

Cover Letter

Strengths

Learning Style

Strategies for Academic Success

Decision‐Making Strategy

Transition Action Plan

Technology

One Thing I Learned

All About Me

• Your own entry goes here.

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned


• Your own entry goes here.

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Long Term Goals for Education and Career

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Resume All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Cover Letter

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Strengths and How It Will Help Me Reach My Goals and Manage Barriers to Success

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Learning Style and What It Means for My Future

Educational and Career Goals

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Strategies for Academic Success All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Decision‐Making Strategy of Choice and How It Will Be Applied in My Future

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned


• Academics• Employment• Stress Management

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

Technology

• What I have• How It will Help Me in

– School– Employment– Everyday Life

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

One Thing I Learned At The Summer Learning Community

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

All About Me


Long Term Goals

Resume

Cover Letter

Strengths

Learning Style




Technology

One Thing I Learned

References

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