ISTC Presentation 2015 | Lewis and Clark Community College

1. TRANSITION, INCLUSION, INDEPENDENCE:
LEWIS AND CLARK’S FUTURE STEPS TO
COLLEGE
Martie Buck, Krista Clayton, and Kathy Haberer
October 2015
Lewis & Clark Community College
Godfrey, Illinois

2. Purpose of this Presentation
1. An overview of our three programs
2. What it looks like today
3. Sustainability and Changes
4. Our plans for the future
5. Answer your questions

3. Our Mission is the same as
our College’s Mission
“Empowering people by raising aspirations and
fostering achievements through dynamic,
compassionate and responsible learning
experiences.”

4. Historical Perspective
Through the advocacy and efforts of several
faculty members and counselors, students,
parents and administrators, Lewis & Clark
Community College began serving
students with intellectual and
developmental disabilities in 1991.

5. Overview
Three Separate Programs
Supported College
Transition Program
(Credit courses)
College for Life
Program
(Continuing education) (Full Inclusion)
T i2

6. Helping Students Transition from
High School to College
Student Development staff
 are regular participants in our area
Transition Planning Committee
 attend IEP meetings at our area high
schools
 present at a number of student/parent
meetings and transition fairs throughout
our community college district

7. Self-pay
Various
Grants Pell Grant Self-Pay
1991--- ’07 ’08 ’09 ’10 ’11 ‘12 ’13 ’14-----------------------
VR
Primary Funding Sources
in addition to student tuition, fees and apportionment.
ICDD
VR=Vocational Rehabilitative Services
ICDD= Illinois Council on Developmental Disabilities

8. Our Growth in Enrollment
1991 2008 2015
Number
of Staff 2 17
20
5 Full Time and
15 Part Time
Number
of students 10 85 103-in 3
programs*
*There are an additional 25+ former program students in
regular college classes whom we still serve and advise, in
addition to the approximately 250 other students with special
learning needs who are advised through our department.

9. Our organizational structure
 The Supported College Transition Program and the
College For Life Program are coordinated through
Student Development and Counseling, as are regular
college disability support services
 This department is part of Academic Affairs and the
director reports to the Vice President for Academic
Affairs

10. Our Departmental Structure
Director
Student
Development
and Counseling
Division Assistant
Assistive Technology
Program
Coordinator
SCT, CFL, &Ti2
9 Part-time
Instructors
6 Educational
Aides
Learning Coaches
Special Learning
Needs
Counselor
Learning
Assistance
Specialist
Mental Health
Counselor
Associate Professor of
Psychology

11. Our Programs Today
Supported College Transition
Program

12. Supported College Transition Program
 Uses ICCB approved syllabi
Available at www.lc.edu
 Is Pell Grant eligible and DRS funding
eligible
 Requires co-enrollment in an SCT
course with an additional $995 fee (plus
regular tuition)
 Has small classes

13. Typical Schedule for SCT Student
Fall Semester 2015
Tuition for 12 hours = $1,701
SCT fee = $995
Total = $2,696, not including textbooks (which are approx. $400 for all)
STSK 132 9:00 – 9:50 AM M W
Study Skills
READ 120* 10:00 – 10:50 AM M W F
Developmental Reading
SCT 111 11:00 - 11:50 AM M W F
Supported College Transition
COLL 131* 9:50 – 10:40 AM T TH
New Student Experience
MATH 11A* 10:50 – 11:40 AM T TH
Pre-Algebra
This course is taught over two semesters instead of one.

14. Student/Staff Management
 The Program Coordinator also serves as the
Academic Advisor for SCT students. She works
in conjunction with the SCT instructor, who
serves as the students’ case manager.
 Instructors meet twice a semester for staff
meetings but also meet informally on a regular
basis to discuss student and coursework issues.

15. SCT Curriculum
The SCT course is the core of the SCT Program:
 Personal information
 Transportation
 Budgeting
 Personal Safety
 Campus Resources
 Social & Emotional well being
 Civil Rights & Self Advocacy
 Disability Awareness

16. Supported College Transition Program
Work related coursework
 CDEV 130- Career Development
Embedded Employability Skills
 Absence and tardy policies
 Requirements to let instructors/office know if absence will
occur
 Time limits to complete assignments and tasks
 Accountability

17. Quotes from Instructors who teach SCT students
in classes outside of our programs.
• “B. participates regularly in class and is always punctual.”
• “A.. is very passionate about exercise and participates fully in
all class activities. He is a pleasure to have in class.”
• “D. is always punctual and participates in class activities and
discussions.”
• “Z. works hard during class. If he continues to try hard, he
will be successful.”
• “M. is a great motivator for the other students in class. She
participates fully in all activities. She is a pleasure to have in
class.”

18. Some SCT students will transition to
regular college course work and
Graduate with a degreeEarn a certificate in
a specific vocational
program
or

19. And some SCT students will
choose the Pathway to
Workplace Readiness

21. Better Prepared Workers in and
out of the Classroom.
 Some SCT students go directly to work
after two semesters of college as do
many students in the regular college
programs.
 Others continue in their regular college
courses and are enrolled in an optional
Study Skills section where they are still
monitored and supported.
 Others will take a Jobs class and then
Cooperative Learning Class (internship)

22. College for Life
Program

23. College for Life
College for Life Courses are
 Continuing education and not state/federal
financial aid grant eligible.
 Student interest driven.
 Flexible with course requirements and learning
outcomes.
 Designed to be repeatable and challenging.
 Other than the classes, the students are fully
included in all campus events, activities,
resources, etc., in the exact same way all
credit-bearing students are.

24. College for Life Costs
 Most classes cost $160 in tuition and meet every Tuesday and
Thursday for 16 weeks, the length of the semester.
 Classes are now offered on Monday and Wednesday afternoons as
well, for 16 weeks.
 All students must take a minimum of 3 classes per semester.
 Instructor, educational aide, and materials costs are approximately
$250 per student, per course
 Using an LCCC Foundation Fund, the Millicent Fund, we provide
partial scholarships to first semester students with financial need.

25. Self Advocacy Class
 Is a 30 minute class, required for all students
every semester
 Allows for case management, planning for special events,
and CFL Activities
 Provides a structured time for students to express
themselves in regards to the variety of topics discussed,
such as relationships, healthy lifestyles, safety, etc.
 Students learn to assert themselves, listen to
others, find useful information, fill out forms, ask
questions, and use community based services for
assistance.

27. Our Program Today…… and
Beyond.......
TI2 = Transition, Inclusion, Independence @ L&C
TI2 (Transition, Inclusion, Independence) expands
and strengthens Lewis & Clark Community
College’s already successful relationships with
secondary schools in the region of southwest
Illinois. Students with intellectual and/or other
developmental disabilities (such as autism) who are
in their last year of high school and are interested in
attending college now have an opportunity to attend
L&C for two semesters of dual enrollment with a
variety of supports not previously offered at the
College.
In Partnership with the Illinois Council on Developmental Disabilities (ICDD)

28. Lewis & Clark Community College will
provide….
At the student’s IEP meeting, the
student, parents and high school staff
will discuss how the following will be
provided….
Person-centered planning including an
L&C staff member to attend IEP meetings
for dual enrolled students.
Tuition and Books. A typical 3-credit hour
course costs approximately $350. Credit
courses require purchasing a textbook.
Continuing education course tuition varies
based on materials.
A Learning Coach who will attend class
with the student and provide tutoring in
the Student Success Center.
Transportation. Students are encouraged
to use public transportation whenever
feasible.
A Peer Mentor who will be assigned to
each student to help them access campus
activities and resources.
Personal aide, if necessary.

29. Semester 1: Fall Semester of Student’s Last Year in High School
TI2 students will receive college transition support at their high
school and will enroll in at least one course of their choice at L&C.
A learning coach and a peer mentor will be assigned to each TI2
student.
Semester 2: Spring Semester, Final Semester of Last Year in High
School (18 – 22 years old)
TI2 students will more fully experience college campus inclusion by
taking two courses of their own choosing at L&C, including a
career awareness course of study. The learning coach and the peer
mentor will continue to provide support during this semester.

30. • After high school graduation, TI2 students will
begin their freshman year at L&C prepared
with the independence and self-determination
required to be successful college students.
• Students will enroll in career programs that
the College offers.
• TI2 students, now comfortable, independent
and experienced in self advocating for
accommodations, will use the resources
available to all students.

32. Lessons Learned, So Far
 Allow one full year before starting a full inclusion program
like this. Promote the program during the fall semester at
IEP meetings of juniors and during high school fall
transition “fairs.”
 Attend the IEP meetings of “targeted” juniors in the spring
semester and register them for one or two college classes
which start in the fall. This gives time for high schools to
work on the students’ senior year schedules and
coordinate the two school schedules/credits.
 Once a fall schedule is in place, a learning coach and
peer mentor can be assigned and meetings/introductions
can be formed during the summer months. Frequent visits
to the financial aid office, advising office, computer labs
and bookstore should be made during these summer
months.

33. Lessons Learned, Continued…..
 During the summer months….
 plan to meet together as a whole group at least
twice and discuss what accommodations are
provided at college and the process required
when using accommodations.
 Practice/role play requesting accommodations
and practice using the screen reader/computer
to have materials and textbooks read aloud.
 Fill out E-text request forms so that course
textbooks can be ordered in electronic format.

34. Quotes from T I Squared Participants
From Students, Responding to the questions:
1. “What do you like about the program?”
 “I like having a learning coach in the class.”
 “I like having a tutor help me with the work.”
2. “What would you change about the
program?”
○ “I’d like to have more time for tutoring.”
○ “I’d like to get done with tutoring earlier.”
○ “I’d like less time to do the work.”

35. From Learning Coaches:
 I like… “helping students through the initial stressors of a
new college experience.”
 “watching a student begin to grasp the study skills and
organizational skills necessary to be successful.”
 “attending the course with the student and knowing exactly
what they are working on.”
 “the one-on-one time with the student which allows the
coach to individualize the session so that the student’s
personal learning style can be addressed as needed.”
 I’d like to see the following changes……
 “More home support because the students are being held
more accountable for their work.”
 Tutors need more time with the students each week.

36. From Peer Mentors:
 I like……… “creating wonderful friendships.”
 “….Spending time with the student.”
 “…Feeling like I make a difference in helping him.”
 Things I would change….. “Allow time for all the peer
mentors and students to socialize together.”
From a High School Instructor:
(unsolicited, through an Email…)
“I love what you have been doing with C. It’s made a big
difference, not only how he suddenly views academics, but in
the confidence he has gained.”

37. From L&C Instructors:
 I like that ….. “the learning coach is there to repeat
instructions and clarify information, and I can teach
at my normal pace without worrying that the student
feels lost.”
 “The learning coach helps keep the student focused
and on track with assignments and assists with
hands-on tasks while my time is devoted to assisting
other students.”
 “The learning coach is supportive without being a
distraction.”
What I’d change….
“I worry that the student might get too much help.”

38. Keeping this all going is pretty tricky!!

39. College for Life
 Student tuition must cover instructional
costs – 9 students per class with an
educational aide, 7 students without
 College provides classrooms including a
computer lab, instructional supplies
fund, secretarial support, professional
development funds
 Strong administration support for this
program

40. Changes to College for Life
 Growth has exceeded our infrastructure to
sustain any further growth
 We have too many students and have to figure
out a fair way to reduce the number of students
while we get requests for many more
enrollments.
 We have added two additional days on M/W
(afternoons only), to accommodate new
students who cannot get into the T/Th classes.
 Instructors need a raise in pay which will
require a tuition increase – planned for Fall
2016

41. Supported College Transition
 Student tuition must cover instructional costs –
6 students per section is our break even
 Fee of $995 per student per semester goes
toward the Program Coordinator’s salary but
College makes up shortage or keeps the extra
 College provides classrooms including a
computer lab, instructional supplies fund,
secretarial support, professional development
funds
 Strong administration support for this program

42. Changes to Supported College
Transition
 We have added the new Pathway to
Workplace Readiness offered through
Challenge Unlimited for students who have
tried the Pathway to College Credentials
but struggle academically.
 If approved, the Pell Grant Eligible
Comprehensive Transition Program will
lead to some changes and allow for more
students to use Financial Aid if in the SCT
program, with two different options/paths to
choose from.

43. TI Squared – Funding Sources
 ICDD Grant funds
 Some administrative costs
 Learning Coaches and Peer Mentors
 Travel
 Division of Rehabilitation Services funds
 Tuition and fees
 Books
 College funds
 Remaining administrative costs needed

44. Challenges to TI Squared
Sustainability
 High Schools strongly support program but
have no funds to pay tuition and books.
 Learning Coaches will have to be funded
through additional course fees.
 A full-time coordinator or manager is needed,
one who can manage all the logistics required
by this program.
 Some families can pay but most cannot.
 Will DRS pay tuition and fees?
 Or will this become yet another program that
discriminates based on socio-economic
status?

45. TI Squared Costs to Sustain
 The yearly cost for each student is more
than $6200, including tuition, books,
calculator for math and learning coach.
Ten students would be ideal.
 A full time coordinator is required to
manage this program. Salary range
$50,000 to $65,000, including $17,000 in
benefits.
 The College would absorb other costs such
as office space, computer support, etc.
 Total cost to continue TI Squared $112,000
per year.

46. What’s in Our Future?
 Explore ways to allow high school seniors with
intellectual and developmental disabilities to be part of
our SCT program.
 Continue our partnership with Challenge Unlimited by
offering an L&C transcripted Jobs class and an
internship class, held at CU’s location and at
community-based work sites.
 Register students for Federal Financial Aid if the
Comprehensive Transition Program is approved, which
will assist students with intellectual and developmental
disabilities in attending an inclusive career-related
program and earn a certification in workplace readiness
.

47. Comprehensive Transition
Programs
 Comprehensive Transition Programs ( CTP) were initially described
and defined by the Higher Education Opportunity Act of 2008.
Comprehensive Transition Programs are degree, certificate, or non-
degree programs for students with intellectual disabilities that:
 Are offered by a college or career school and approved by the U.S.
Department of Education;
 Are designed to support students with intellectual disabilities who want
to continue academic, career, and independent living instruction to
prepare for gainful employment;
 Offers academic advising and a structured curriculum; and
 Requires students with intellectual disabilities to participate, for at least
half of the program, in:
 Regular enrollment in credit-bearing courses with nondisabled students,
 Auditing or participating (with nondisabled students) in courses for which the
student does not receive regular academic credit,
 Enrollment in noncredit-bearing, non-degree courses with nondisabled students, or
 Internships or work-based training with nondisabled individuals.
 If students with intellectual disabilities are attending a CTP, they
are able to use federal financial aid to help pay the cost of attendance.

48. Our proposed CTP has the following requirements
for satisfactory academic progress:
 A minimum of 60 hours of course work
 Passing grades (if taking course for
Audit, the student will still be evaluated
on progress and performance).
 A 67 percent completion rate of all
courses

49. Comprehensive Transition Programs
To Learn More about Comprehensive
Transition Programs
 http://www.thinkcollege.net/topics/becom
ing-a-comprehensive-transition-program

50. Questions???

51. Contact Information
Kathy Haberer
Director
khaberer@lc.edu
618-468-4126
Martie Buck
Program Coordinator
mbuck@lc.edu
618-468-4217
Student Development
Lewis and Clark Community College
5800 Godfrey Road
Godfrey, IL 62035
www.lc.edu/disability
Krista Clayton
Learning Assistance
Specialist
kclayton@lc.edu
618-468-4137