Lessons Learned about Postsecondary Transition Supports for Students with Learning Disabilities

1. “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.” “I wish I would’ve known the freedom you have. It’s totally opposite of at home. You’re on your own. Maybe I could’ve prepared better for the freedom I have in college now.” Reflections from Current Students What do you know now that you wish you had known in high school? Newsletters 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. Student Newsletters: “One Small STEPP” 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 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 • Parent Newsletters: “Keeping in STEPP” 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. Challenges and Solutions 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. A few of our “lessons learned” through experience: 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• 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 • Involve the parents• 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 • Monitor progress and act on concerns during the transition year• 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 • Transition Year Overview 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. The three major components of the transition year are:• Monthly Newsletters • Individualized Consultation • Boot Camp • 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. 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. Lessons Learned about Postsecondary Transition Supports for Students with Learning Disabilities “How to study, because I didn’t know how to study in high school.” “Just get ready for big change.” “The academic part wasn’t hard for me, but the adjustment was…how to find things, get medicine when you’re sick, find friends…” Program Overview 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. 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. “One thing I wish I’d known last year was the tests are way different thanin high school. It’s more of applying than just remembering definitions.” Key Transition Issues & Topics Introduction to College • “High School v. College” comparison of: classes, schedules, disability supports, instructors, tests, grades, finances, student life, attendance, accountability, expectations • Technology • assistive technology • computer skills • ECU-specific technology systems • internet safety • computer purchases • IT support • Disability Supports • differences between high school and college disability supports • resources available • self-disclosure to professors and peers • Project STEPP supports • self-advocacy • Living on Campus • roommate selection, relationships, and communication • navigating housing sign-up process • diversity • campus dining • dorm assignments • living-learning community • 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 • Campus Resources • use of resources • academics • tutoring • health and wellness • transportation • dining • housing • campus safety and police • College Lingo • higher education jargon • ECU-specific terms, places, policies, etc. • Consultation 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 • Morgan James & Diane MajewskiProject STEPP, Disability Support Services,East Carolina University East Carolina University Admissions General • 10 new students per year • fall-semesterentry only • both true freshmen and transfers • both in-state and out-of-state • Target Population • 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 • 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 • Boot Camp Boot Camp provides incoming students & parents with an intensive introductionto ECU during the week before the fall semester begins. Boot Camp’s 3 content strands: “I wish I had known that I could do this.” Tier 3 • Graduation Transition Project STEPP’s Three-Tiered Model of Support Internship Electronic Portfolio Staff and Contact Information Dr. Sarah Williams, Directorwilliamssar@ecu.edu • 252-328-1101 Ms. Emily Johnson, Transition Specialistjohnsonem@ecu.edu • 252-737-2275 Ms. Morgan James, Instructional Specialistjamesmo@ecu.edu • 252-737-2661 www.ecu.edu/cs-educ/stepp Tier 2 • Ongoing Supports Introduction to ECU and campus resources• early move-in to residence hall • campus locations • guest speakers and panels • resource fair • campus policies/procedures • Readiness for college academics• academic supports • goal-setting meetings • note-taking strategies • sample lecture • Formation of support network and team-building• icebreaker games • student/family welcome dinner • upperclassmen introductions • getting to know staff • mentor assignments • ECU outdoor challenge course • Residency Support Network Direct Services• Coursework • Study Hall • Tutoring • • Mentoring • Advising • Technology • Campus Resource Referral Tier 1 • Transition to ECU Alternate Admissions Transition Resources and Support