Transcript Educational Coach Training

Bree Kennedy
College 2 Career Coordinator
August 9, 2012
2-4PM

Introductions

SDCCD Overview

C2C Program Layout

Overview of SDCCD

Introduction to C2C

Agency Partnerships

Person First Language
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How to support our C2C
students
Documentation
Looking forward … Goal
setting
1) One adjective that describes you
2) What led you to C2C; your previous
experience working with people
with disabilities?
3) What you hope to gain from working with
C2C/ What was one that that you gained from
working with C2C?
4) If you could relive any moment in your life
which moment would that be and why?
CONTINUING EDUCATION
Centre City
1400 Park Boulevard
San Diego, CA
92101
COLLEGE CAMPUSES
San Diego City
College
1313 Park Boulevard
San Diego, CA 92101
San Diego Mesa
College
7250 Mesa College Drive
San Diego, CA 92111
San Diego Miramar
College
10440 Black Mountain Road
San Diego, CA 92126
Mid-City Center
3792 Fairmont
Avenue
San Diego, CA 92105
Cesar Chavez Center
1960 National Avenue
San Diego, CA 92113
SD Career Center (North City)
8401 Aero Drive
San Diego, CA 92111
Educational Cultural Complex (ECC)
4343 Ocean View Boulevard
San Diego, CA 92113
West City Center/Point Loma
Campus
3249 Fordham Street
San Diego, Ca 92110
Mission Statement: To provide accessible, high quality learning experiences to meet the educational
needs of the San Diego Community
The San Diego Community College District serves 100,000 students at three colleges:
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City College
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Mesa College
◦
Miramar College
All offer A.A. degrees in arts and sciences that
transfer to four-year institutions, and
certificate courses
San Diego Continuing Education (CE) campuses: 6 campuses; 50,000 students
◦
Noncredit: vocational, basic skills, life skills and enrichment classes
SDCCD= 2nd largest community college district in California
~ Mesa College is the largest community college in California and the nation
Governed by five-member, locally elected Board of Trustees and three student members serving on a
rotating basis
◦
Access to continuing and higher education
◦
Expand support services for changing student needs
◦
Enhance professional development for all staff
 Advocate within the community
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Adapt to a changing fiscal environment
Pilot Program… Process of figuring out what the
best layout of this program looks like. Welcome
aboard our plane !
 Concept behind C2C
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So much can be gained from engaging in the college
environment in addition to academics
Studies show that show that youth with ID who
participated in postsecondary education were 26%
more likely to leave vocational rehabilitation services
with a paid job and earn a 73% higher weekly income
Provide tools for professionalism through C2C
curriculum and modeling from Ed Coaches
Social integration and friendships
Mobility Training
Independent meaningful employment
All over the course of three years!
College 2 Career
Smart Experience is the key to Success!
C2C Student Progress Review
(SPR)
Open Department of
Rehabilitation (DOR) case
C2C Orientation
College 2 Career: Year # 1 Smart Modules
Fall Semester:
Fall Semester:
Spring Semester:
Spring Semester:
C2C
Communication
Smart Module
C2C Health and
Safety Smart
Module
C2C Job Smart
Module
C2C Money
Smart Module
Fall & Spring
Semester:
Fall & Spring
Semester:
Summer
Semester:
C2C Study Lab
C2C SPR
C2C Job Lab
College 2 Career: Year # 2 Experience Modules
Fall Semester:
C2C Community
Mobility Experience
Module
Spring Semester:
Fall & Spring
Semester:
C2C Work
Experience Module C2C Peer Mentorship
Experience Module
Fall & Spring
Semester:
Fall & Spring
Semester:
C2C Study Lab
C2C SPR
Summer Semester:
C2C Job Lab
College 2 Career: Year # 3 Success Module
C2C Career
Success Module
C2C Study Lab
C2C Job Lab
C2C Student
Progress Review
SUCCESSFUL
EMPLOYMENT!!!

Social Skill and Employment based coursework through the C2C
Modules
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Educational Coaching: In class, on the side, on the job
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Support and encouragement to be involved in the campus, the
community, and at work
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A full focus on students abilities, skills and interests
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Encouragement to improve within areas of challenge
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The ability to create lasting relationships
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Enhanced self-esteem and feeling of self-worth; stress and life
management strategies
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Jobs, Jobs, Jobs… We will develop relationships with employers, and
perform all of the activities that involve getting a job. This can be in
the short term through work-trial experiences, on the job-training,
internship, volunteer or paid work.
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STUDENTS WILL:
◦ Be integrated with mainstream courses and peers at least
50% of the time spent in the classroom
◦ Have successfully completed the C2C courses
◦ Have earned a credit or a grade in academic good standing at
college and successfully completed all course requirements in
Continuing Education
◦ Have actively participated in ongoing C2C group meetings and
will serve as mentors to incoming C2C students
◦ Show work readiness by participating in various job shadows,
work trials, internships or volunteer jobs
◦ Obtain meaningful employment by the completion of the three
year-track program
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Assists Californians with disabilities obtain and retain employment
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Maximize ability to live independently in their communities through
referrals services
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Works with individuals of every type and category of disability
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Provides ADA technical assistance
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Vocational Rehabilitation Services are designed to get Californians
with disabilities prepared for employment through:
◦ Vocational Training
◦ Education
◦ Transportation
◦ Job Placement
◦ Etc.
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Persons’ with a developmental disability and his or her family can
obtain services and be linked to other community resources within
San Diego
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Services:
◦ Assessment
◦ Diagnosis
◦ Evaluation
◦ Counseling
◦ Monitoring
◦ Development of an Individual Program Plan (IPP)
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Disability must have originated prior to age 18 years
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Developmental Delay in 1+ areas:
 Cognitive
 Social/Emotional
 Adaptive
 Communication
 Physical
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Parents have been heavily involved in their child’s
lives, even as an adult
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Encourage independence from parents
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Communicate with parents as seldom as possible;
encourage student to relay information to parents
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Refer parents to Bree if you sense a concern
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Respect parents
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Parent Advisory/Support Group (New!)
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Parent Newsletter
**Please Refer to Handout**
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Always put the person before the disability
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Student with Autism
NOT autistic student
Individual with an Intellectual disability
NOT R-word! NEVER
Individual with a visual impairment
NOT blind guy
Individual who uses a wheelchair
NOT wheelchair bound
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Please think of two fact about yourself that
you can share with the team
Please think of one fib about yourself to
share with the team
We are each going to try and guess what
statements were the facts and what was
the fib.
CREDO FOR SUPPORT
http://www.youtube.com/watch?v=SKCx
wDF-SrI
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Ed Coach Veterans◦ Please describe a typical day…Let’s here from
each of you
◦ What were some challenges that you faced
◦ In three or less words please give the new Ed
Coaches words of wisdom
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Attending class and taking notes
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Helping the student to familiarize themselves with campus and the available
services
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Visiting the Learning Resource Center/computer labs
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Going over class notes, helping with homework, explaining assignments
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Meeting one on one with students to help them with their coursework, study
strategies, organization, etc.
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Being a friend and mentor
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Student case notes
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Any other duties needed
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Let the student know about your role, what to call you, exchange phone
numbers (only if you want to). Some students may not want much help
to start, that’s okay…
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Assist the student in finding their classes & navigating campus
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Help the student find the bathroom(s)
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Encourage them to read the bulletin boards on campus
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Explain that the first week or so of college is very busy, but it gets quieter
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Ask about their commute to campus—how long did it take, when do they need to leave to get
home/work
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Talk to them about what to expect in a college class
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Discuss where they might like to sit in a class
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Where they would like you to sit if you are going to class with them???
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How specifically would they like your assistance???
Introduce yourself to the professor either before class or at the end of class
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You may want to explain to them your purpose and also give them Bree’s business card
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Help the student buy their books at the bookstore
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Read the syllabus with the student and help him/her use agenda for assignments
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Help the student decide what supplies they need for class
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Please break into teams of two
Read the case study
Discuss with your partner different ways to
address the situation
Share with the team
We will all discuss
*** There are no right or wrong
answers***
Case Note Documentation
Contact Logs
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Keeping accurate case notes as records on student
success is an ethical requirement
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Provide a factual summary
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Capture relevant data and progress
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Revise the action plan if needed
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Case notes should be:
clear & brief
concise & precise
accurate & complete
timely
readable
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Avoid: Diagnoses, Clichés, street talk, jargon, stereotyping or
prejudice
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Describe behaviors reported by student,
interactions with parents, service providers
Quote the student, parent, service coordinator
if relevant
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Link services to documented deficiencies
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Avoid judgmental case note writing
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Record your observations
◦ “John is improving in the areas of reading and math, based on
his ability to complete his assigned worksheets, and through a
20% increase on his exams in both the English 101 and Math
101 courses”
Strong Verbs to Use:
Words to Avoid:
Advised
Assessed
Assisted
Clarified
Confronted
Counseled
Discussed
Directed
Encouraged
Focused
Identified
Recommended
Referred
Reflected
Structure
Summarized
Supported
Urged
Abnormal
Abusive
Anxious
Dangerous
Delusional
Demanding
Disturbed
Hysterical
Immature
Impulsive
Irrational
Overwhelmed
Resistant
Suicidal
Threatened
Troubled
Uncooperative
Unfit

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Track Ed Coach contact with each student
Establish a baseline for needed support and
track progress in reducing hours over the
span of the program
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Date
Mode of Communication
Length
Names
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Direct report to Bree: all challenges, concerns, success stories.
Email is best.
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Staff meetings and in-service trainings
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Calling out sick or needing to miss a day
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Parking and mileage
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Time Cards and pay checks
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Professionalism
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Email communication
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In case of emergency
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Lunch and breaks
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Holidays
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Case notes: Email to [email protected] by 5PM Friday
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Let’s discusses days and times that could
work with everyone’s schedule…
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Fridays??
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2 Hours
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S= Specific
M= Measurable
A= Attainable
R= Realistic
T= Timely
Ex:
◦ Attain a typing speed of 30 WPM in 3 months
◦ Meet with my C2C Ed Coach 1 x per week
◦ Research 3 potential jobs I would like in one week
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Focusing your time outside of class working
with the students on…
◦ Tutoring, Note taking strategies, organization,
◦ Setting goals and checking in… accountability
◦ Goals in areas of
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Courses
Employment
Social/Recreation
Mobility
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Please list three goals for yourself this
semester.
What are some areas of interest that you
have that you would like to learn more
about?
What are some areas of expertise that you
can share with the team?
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What do you look for in a supervisor?
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How do you prefer feedback to be given?
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How do you prefer instruction to be given?
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Anything else I should know about working
with you?
San Diego Community College District
3375 Camino Del Rio South, Suite 275
San Diego, CA 92108
Bree Kennedy, M.S., CRC
College 2 Career Coordinator
Assistant Professor
[email protected]
P): 619.388.6807
C2C Direct Line:
619.388.6806