Transcript Document

Morgan James & Diane Majewski
Lessons Learned about Postsecondary Transition
Supports for Students with Learning Disabilities
“I wish I would’ve
known the freedom
you have. It’s totally
opposite of at home.
You’re on your own.
Reflections from Current Students
What do you know now that you wish
you had known in high school?
Maybe I could’ve
prepared better for the freedom I have in college now.”
Project STEPP’s Mission Statement
The mission of Project STEPP is to provide students with learning
disabilities who aspire to achieve a college education and demonstrate
the potential for postsecondary success with access and comprehensive
support throughout the university experience.
Project STEPP provides incoming students with a full year of transition
support between admission and matriculation. The transition year allows
them to learn and practice new skills while still within a familiar and
supported environment, enabling a smoother adjustment with less
“information overload” during the first semester of college.
By continually reevaluating and revising the transition supports based on
data and feedback from students, parents, and faculty/staff, Project STEPP
has learned a great deal about how to create and implement effective
transition resources to smooth the adjustment to East Carolina University.
Moodle-Based Online Component
• complements newsletter series • introduction to online course content •
submit assignments online • opportunity to “meet” and interact with
other cohort members on discussion boards •
• be well-informed and up-to-date on the rest of the university • strong connections
with other campus departments • supplement other departments’ information by
condensing, highlighting, reviewing, and reminding • single point of contact as a
starting point and referral to appropriate resources for direct support/information •
Parent Newsletters: “Keeping in STEPP”
Involve the parents
“The academic part wasn’t hard
for me, but the adjustment was…
how to find things, get medicine
when you’re sick, find friends…”
The program offers intensive academic, social, and life-skills supports well beyond
the services legally required at the university level to a select number of motivated
and committed students who demonstrate the potential to succeed in college.
Students pay standard ECU tuition and fees, but are not charged additional
fees for Project STEPP’s services.
Parents of incoming students receive parallel issues addressing topics from a
parent-centered perspective. These keep parents in the loop about transition
activities and include suggestions for facilitating their student’s success.
Key Transition Issues & Topics
schedules, disability supports, instructors, tests, grades, finances, student life, attendance,
accountability, expectations •
systems • internet safety • computer purchases • IT support •
Disability Supports • differences between high school and college disability
General
• 10 new students per year • fall-semester
entry only • both true freshmen and
transfers • both in-state and out-of-state •
supports • resources available • self-disclosure to professors and peers • Project STEPP
supports • self-advocacy •
Target Population
navigating housing sign-up process • diversity • campus dining • dorm assignments •
living-learning community •
Living on Campus • roommate selection, relationships, and communication •
• primary area of disability must be
Specific Learning Disability • balance between aptitude to succeed at a university and genuine
need for additional support in order to earn a degree • alternate admissions process allows for a
small amount of flexibility with ECU’s traditional admissions criteria •
Applications and Selection
• separate application directly to Project STEPP; includes transcript, SAT/ACT scores, essay,
teacher recommendations, psychoeducational evaluation, and IEP • application deadline
approximately 15 months prior to date of entry • selected students participate in face-to-face
interview • final admission decisions made by committee •
Finances and Money Management • college costs and expenses • financial aid •
banking • credit cards • money management advice • budgets • ECU billing procedures •
Orientation • overview and description • planning the visit • navigating registration
process • preparing for advising/registration • summer reading • placement tests •
Seeing the “Big Picture” of Your College Puzzle • goal-setting • academics •
extracurricular activities • leadership • stress management • family connections •
Communication • communication expectations • email tips and template • body
language • constructive criticism • common writing errors • thank-you note template •
Commitment
• participation contract outlines conditional acceptance and expectations • high school grades
and involvement in transition supports monitored throughout transition year • participation
begins immediately; continues throughout entire undergraduate experience at varying levels
of intensity •
Project STEPP’s ThreeTiered Model of Support
Campus Resources • use of resources • academics • tutoring • health and wellness •
Alternate Admissions
Transition Resources and Support
Varied communication throughout the transition-year is optimal
• mixture of consistent, structured communication and opportunities for unstructured,
as-needed interaction • both one-way (information sharing) and two-way (interactive)
contact every month • multiple avenues of contact (e.g., phone, email, Skype, Moodle,
Facebook, face-to-face, etc.) • pay attention to and build on methods with best results;
each cohort is different, so don’t assume “best” will stay the same year-to-year •
Supplement, but don’t attempt to substitute
• parents are cornerstone of support for most incoming students; continue to play a large
role for many current students • many, but not all, parents want to be actively involved •
more challenging than students; resources need to speak to a broader range of needs and
experiences • provide resources easily adapted to any level of parental involvement •
many parents read student newsletters; parent issue should complement, not replicate •
Current students in the program are an excellent resource
• survey students at all different stages of college experience • incoming students may
respond more favorably to the same information coming from a student instead of staff •
opportunities for incoming and current students to connect are valuable for and valued
by both parties • ask for student feedback; use input to modify/improve supports •
Consultation
Monitor progress and act on concerns during the transition year
Project STEPP’s individualized consultation provides a liaison between
ECU and incoming students, their families, and their schools. The frequency
and intensity of these supports is determined by the needs and preferences of
the student and his/her educational partners. Most consultation occurs via
email or phone, but face-to-face meetings can be arranged if needed.
Consultative services available include:
Single point of contact for questions or concerns
Assistance with campus procedures or policies
Referral to various campus resources
Attending IEP or transition meetings
Advising transfer students on suggested coursework
Assistive technology loans and support
• incorporate AT resources into student’s academic routines during transition year •
gaining competence with AT tools before arriving enables student to benefit from them
immediately, without concurrent learning curve during first semester • troubleshooting
and support from technology tutor available online and via phone, email, and Skype •
• proactively monitor senior-year grades and participation in program’s transition
requirements • often reveals key strengths/challenges that will intensify under pressure
of freshman year • addressing concerns during transition year provides opportunities to
clarify college-level expectations • frame concerns as opportunities for student to
receive more hands-on support in developing college readiness •
“College” is still a distant, abstract concept to many incoming students
• difficult for some to accurately conceptualize daily life in college; no frame of
reference • provide specific, concrete, detailed examples whenever possible •
purposefully reexamine assumptions about what incoming students already know; being
immersed in university culture makes it easy to forget which “basic” understandings
actually aren’t learned until freshman year • even with preparation, may not “click” until
experienced firsthand; thus Boot Camp and ongoing first-year support are key •
The AT learning curve can be intimidating to freshmen
• freshmen with no prior experience using assistive technology are more reticent to start
using it first semester. • often cite learning to use AT as “one more thing” or “too much”
on top of other adjustment issues • loaning AT resources to incoming students allows
them to develop competence and confidence with tools in less overwhelming situation
and thus effectively use them from day one in college. • effective technical support can
generally be provided via email, phone, Skype, and online •
transportation • dining • housing • campus safety and police •
College Lingo • higher education jargon • ECU-specific terms, places, policies, etc. •
Tier 2 • Ongoing Supports
Boot Camp
Internship
Boot Camp provides incoming students
& parents with an intensive introduction
to ECU during the week before the
fall semester begins.
Electronic Portfolio
Boot Camp’s 3 content strands:
Tier 3 • Graduation Transition
Residency
Tier 1 • Transition to ECU
A few of our “lessons learned” through experience:
“One thing I wish I’d known last year was the tests are way different than
in high school. It’s more of applying than just remembering definitions.”
Introduction to College • “High School v. College” comparison of: classes,
Technology • assistive technology • computer skills • ECU-specific technology
Admissions
Challenges and Solutions
To Do Lists and Reminders • highlight important deadlines and activities
Informational Articles • introduce key issues and topics
Activity Articles • provide opportunities to practice skills
Tips/Advice from Current Students • set the stage for connections
between freshmen and upperclassmen through sharing of experiences
STEPPs to Success • suggest bite-sized, hands-on preparatory tasks
Dinner Table Discussions • raise questions for deeper consideration
Senioritis Check-Up • includes motivational tips for staying on track
Upcoming Events at ECU • previews campus activities
College Lingo of the Month • teaches key words/phrases specific to ECU
“Just get ready for big change.”
Project STEPP is a comprehensive program at East Carolina University serving
college students with documented Specific Learning Disabilities (LD) such as
Dyslexia, Dysgraphia, and Dyscalculia.
“Get pre-prepared
because it’s harder to
study without people
looking over your
shoulder telling you
that you need to study.
Towards your last semester of high school … get
weaned off your parents telling you to do all that stuff.”
Student Newsletters: “One Small STEPP”
“How to study, because
I didn’t know how to
study in high school.”
Program Overview
Monthly newsletters provide incoming
students and families with an ongoing link to
Project STEPP and East Carolina University. As
the main vehicle for disseminating information,
they specify the overall structure, timeline,
and activities of the transition year.
Disability Support Services,
East Carolina University
Transition Year Overview
The three major components of the transition year are:
• Monthly Newsletters • Individualized Consultation • Boot Camp •
By partnering with these students, their families, and a variety of
educational communities, Project STEPP fosters a network of
opportunities and resources to empower and support students from
admission to graduation from East Carolina University.
Newsletters
Project STEPP,
East Carolina University
Introduction to ECU and campus resources
Support Network
• early move-in to residence hall • campus locations • guest speakers and panels •
resource fair • campus policies/procedures •
Direct Services
Readiness for college academics
“I wish I had known that I could do this.”
Staff and Contact Information
Dr. Sarah Williams, Director
[email protected] • 252-328-1101
Ms. Emily Johnson, Transition Specialist
[email protected] • 252-737-2275
• Coursework • Study Hall • Tutoring •
• Mentoring • Advising • Technology •
• academic supports • goal-setting meetings • note-taking strategies • sample lecture •
Formation of support network and team-building
Ms. Morgan James, Instructional Specialist
[email protected] • 252-737-2661
Campus Resource Referral
• icebreaker games • student/family welcome dinner • upperclassmen introductions •
getting to know staff • mentor assignments • ECU outdoor challenge course •
www.ecu.edu/cs-educ/stepp