Project PAS
(Promoting Academic Success):
Expanded Across the Commonwealth
Today’s Presenters
from the Office of Vocational Rehabilitation
•
Dana Hodges Central Office
Supervisor, Special Programs Division
•
Wendy Patterson Central Office
Transition Specialist, Special Programs
Division
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Goals for Today
• Identify the guidelines for the Transition
Grant.
• Provide information on the PAS Project.
• Present general instructions and a timeframe
that can be used across the state.
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OVR Transition
Grant Overview
• OVR was awarded a Transition Grant from the
US Department of Education, Rehabilitation
Services Administration.
Grant Period:
10/01/2007 – 09/30/2012
We are completing Year #2 of the grant.
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PAS Project
Project Promoting Academic Success (PAS)
is based on the model developed in the OVR
Pittsburgh District Office with the
Community College of Allegheny County
(CCAC).
A pilot project was completed in May, 2008 with
these same partners.
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The Partners
High School
Community
College
OVR
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Grant Specifications
• The Grant specifies that students with cognitive
disabilities be provided the opportunity to
acquire transition skills by attending a local
community college.
• Cognitive disabilities include Learning
Disabilities, ADHD, and Autism Spectrum
Disorders.
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Developing
Project PAS
Grant funds are being utilized to:
• Develop a standard curriculum
• Receive electronic copies of curriculum
content
• Provide outreach and guidance to
interested colleges
• Invest in Assistive Technology designed
to facilitate the Transition Process
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Project PAS
Replication Potential
• Inexpensive program overall
• Replication opportunities until September
2012
• Start talking about the concept now!
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Outcomes Expected
20 new sites will be developed over a 5 year
period. Outcome data to be measured:
•




Personal Data
Type of Disability
Gender
Age
Ethnicity
• Long-term Impact of
the Program
 College Degree
 Employment
 Other
 Race
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How It Started
The Community College of Allegheny County
(CCAC) has 4 main campuses in the
Pittsburgh area:
Allegheny
Boyce
North
South
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How It Started…
SDS110
• 3 Credit Summer Course
• Taught at Allegheny Campus for 11 years
• Techniques for becoming a successful student:
Time management
Organizational strategies
Learning styles
Study skills
Research in college courses
Disability services and accommodations
Community and campus resources
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How It Started…
SDS102
• 1 Credit Course
• Taught for the past 5 years during the summer
at Allegheny Campus.
• Taught for the past 2 years during high school at
South Campus (Baldwin Mini Grant).
• Curriculum intended to help students
“Map the Future”.
• Students can take the 3 credit course as the
next step.
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SDS102
Project PAS
• Modeled after a 2006 Baldwin Mini Grant that
piloted a PAS program at CCAC for students in
their senior year of high school.
• Expanded in the Spring 2008 semester to 2
additional CCAC campuses.
• 66 High School students attended.
• From 14 School Districts
• Supported by 11 OVR Counselors
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SDS110
Started Summer,1996
3 credits
Summer post HS
45-50 students
Allegheny Campus
.
SDS102
Started Summer,2003
1 credit
11-12th Year
12-15 students
Allegheny Campus.
SDS102
March, 2008
Allegheny Campus
20 students
SDS102
Started March, 2006
1 credit
Senior Year
12 students attended South Campus
Baldwin Mini Grant
SDS102
March, 2008
South Campus
30 students
SDS102
March, 2008
Boyce Campus
16 students
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Grant Funding
The Grant covers the following expenses for
students:
• Tuition and Fees for Course (1 college
credit)
• Textbook: Keys to Success (6th Edition)
• Journal
• Planner
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SDS102 Curriculum
• Week One: Setting the Stage
Differences between high school, work & college
• Week Two: Active Learning
“Face a Note-taking Challenge”
• Week Three: Learning Styles
Multiple Pathways to Learning
• Week Four: Disability Law
“Know Your Rights and Responsibilities”
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SDS102 Curriculum
• Week Five: Assistive Technology
How technology can improve academic
performance.
• Week Six: Overview of Reading and Study
Skills
• Week Seven: Evaluating Learning and
Progress
• Week Eight: Problem Solving and
Decision-Making
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Who ?
Who should be referred?
Students with cognitive disabilities (LD,
ADHD, and Autism Spectrum Disorders).
Who is responsible for making the referral?
OVR counselors, high school transition
coordinators, college disability service
coordinators, and parents.
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How?
• The school district must be willing to
release the student from class.
• The parents must sign a permission slip
and complete a dual enrollment form.
• The student must be eligible for OVR
services.
The OVR counselor makes the final decision when
Grant money or OVR funds are used.
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When?
•
•
•
Junior or Senior Year?
October or March?
Grant is driven by
1. The academic school year
2. OVR Transition Policy
3. College’s availability to provide an instructor
and classroom.
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Why Should You
Get Involved?
• Provides an effective and inexpensive way to
increase the likelihood that OVR services will be
successful.
• Builds collaboration into the transition process.
• Gives OVR the ability to notify students in a
timely way of our requirements for college
sponsorship.
• Assists students to make an informed choice
about post-secondary education and/or
employment.
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Other
Considerations
• School districts or parents can
also fund students that are not
OVR eligible.
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The College
Perspective
• Students are better prepared to complete their
college degree.
• Increased enrollment at Community College.
• Diverse population served.
• Provides quality, trained workers for local
employers.
• Works with community partners to create low cost
training options.
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The OVR
Perspective
• Cost effective way for students to “try out”
college before high school graduation.
• Community colleges are seen as viable options
for post-secondary training.
• Transportation is provided by the school district.
• Student becomes familiar with supportive
services available at the college.
• The evolving role of the OVR counselor is more
defined to the student and parent.
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The High School
Perspective
• A student who may not be
successful in high school is exposed to
an alternative academic setting.
• Students and parents recognize the difference
between entitlement in secondary education and
eligibility in post-secondary education.
• The student is better prepared to make career
decisions before high school graduation.
• The school district has developed a transition plan
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with a community agency.
The Student
Perspective
• Small class size in the PAS program.
• Able to earn a college credit.
• College experience during high
school.
• Better understanding of what will be needed
to succeed in college.
• Exposure to students from other high schools.
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What We Know
• There is a real need to prepare youth with
disabilities for adult life.
• Students may not enroll in appropriate postsecondary training programs.
• Proprietary schools often are expensive and do
not have support services.
• Community College programs strive to fill local
employment needs.
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Making the
Connection
Letters
College Administrators
Disability Services
Coordinators
OVR
Administrators
OVR Counselors
Students
Parents
High School
Principals
Transition Counselors
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Responsibilities
OVR:
Eligibility determination
Tuition, fees, and books
School District:
Transportation
Permission for student to be out of school
Community College:
Instructor and classroom for the course
Dual Enrollment forms
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Who’s on First?
All of us!
Students can be referred by:
• High School Transition
Coordinator
• OVR Counselor
• College Support Services
• Parents
• Self
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Project PAS
Off the Ground
Spring 2009
•
•
•
•
•
•
•
CCAC- 5 campuses
PSU –Dubois
Penn College of Technology
Luzerne County Community College
Penn Highlands Community College
Westmoreland County Community College
Allegany Community College of Maryland
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Project PAS
Under Development
for Fall 2009
• PSU – Erie Campus
• Lehigh Carbon
Community College
• Harrisburg Area
Community CollegeMain, Lancaster, and York
Campuses
• Delaware County
Community College
• Philadelphia County
Community College
• Bucks County Community
College
• Berks County Community
College
• Community College of
Beaver County
• Northampton Community
College
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The Next Step
• Discuss with your community partners
the possibility of starting a PAS program.
• Present ideas to your local transition
council.
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Contact Information
Dana Hodges, Supervisor
(717)-772-1656
dahodges@state.pa.us
Wendy Patterson, Transition Specialist
(717)-787-6695
wenpatters@state.pa.us
Special Programs Division
PA Office of Vocational Rehabilitation
1521 N. Sixth Street
Harrisburg, PA 17102
www.dli.state.pa.us
Quick Link to Disability Services
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Thank You