Introduction to College Class
Pre-ETS Activity: Introduction to College Class on the University of Montana (UM) Campus
Partners: Morgen Alwell, Associate Professor at the UM College of Education and Human Sciences, Department of Teaching and Learning; Jennifer Closson, Clinic Director and Assistant Professor at the UM College of Education and Human Sciences, Department of Communicative Sciences and Disorders; and Melissa Dadmun, Adjunct Professor at the University of Montana.
Students: Participants were 15 Pre-ETS-eligible students from Missoula high schools, ranging from freshmen to seniors. While all students had either an IEP or 504 plan, they fell along a spectrum of ability. Entrance was based on a first-come, first-served basis in response to fliers that had been distributed to schools. Parent attendance at the initial and last class was required.
Pre-ETS Areas Addressed: Job Exploration Counseling; Work-Based Learning; Counseling on Opportunities for Enrollment in Post-Secondary Education; Workplace Readiness; and Instruction in Self-Advocacy.
Morgen, Jen and Melissa combined their expertise to create an extremely beneficial transition program for high school students in the Missoula area. One of the classes Morgen offers to undergraduate and graduate students at the University of Montana is called Introduction to Secondary Transition and Community Supports, with the aim of providing future special education teachers with the tools to successfully transition their high school students. Beginning in the spring of 2016, students at UM partnered with local high school students in a one-to-one mentor/mentee relationship. This collaboration benefited all parties - the college students received first-hand experience in the complexities of transition, and the high school students had the opportunity to explore college life and employment avenues. A second seven-week class is being offered this summer.
The high school students, or interns, had paid work experiences. They were hired as temporary UM employees, two hours a week. (Since the students are hired by the University, they are covered under the University's workers' compensation plan.) The students were placed in jobs around campus including at the library, book store, RiteCare Clinic, ASUM preschool, the Game Room, and the shipping center. Additionally, they received an hour of transition instruction, which means they had help creating resumes and employment portfolios, and received other necessary training for the post-secondary world. The interns were not required to register as UM students so they did not have to pay a course fee and thus did not receive University credit. As temporary employees, they did have access to other University services such as the library, recreational facilities, and reduced rates for classes and entertainment.
Vocational Rehabilitation and Blind Services encouraged the University staff to refer the students with disabilities to VRBS for additional consumer services but it was not required. This summer, a couple of the interns are already registered with VRBS, one is in the process of registering, and two more have been informed about and directed to VRBS services.
Funding: Initially this project was funded through the Pre-ETS Technical Assistance Center. However, it is now funded directly by VRBS as a Special Project. These funds cover the University staff members' time and the student wages. Staff from the Department of Communicative Sciences and Disorders (Jen Closson) as well as the Department of Teaching and Learning (Melissa Dadmun and Morgen Alwell) created the curriculum for the "class component", staffed that class, and organized and supervised the campus work experience sites. Morgen also added the mentor component into her transition class curriculum and provided support to her students, who then served as mentors and job coaches to the high school interns.
Benefits of the Activity: High school students had the opportunity to explore campus and gain a greater understanding of college life and expectations. They also had the chance to experience real, paid employment, and they learned important skills that will serve them in a post high school world, including resume building, self-advocacy, and problem solving. Future special education teachers obtained hands-on experience supporting students with disabilities in work experiences.
High school special education teachers and Vocational Rehabilitation staff received final summaries of each student's performance and details of their work experiences. School staff, families, the student, and VR counselors learned more about the student's abilities and support needs within a different context.
Recommendations for Other Schools: All three partners offered valuable advice to other schools wishing to establish a similar program. Jen said, "The more college campuses in Montana that offer this type of program, the more we can support our community high schools and give students opportunities to explore off the traditional high school campus." She added that every college campus in the state should be required to offer a program like this, with particular emphasis on the mentor/mentee relationship. Melissa identified the importance of collaboration, noting that success within and between agencies and departments translates back to the success of the students. She emphasized the need for strong community networks and utilizing available resources. Morgen's advice focused on the success of the students within the program. She made note of the importance of listening to students, paying attention to what they want, understanding what their skills are, and trying to find an employment opportunity which suits their needs. However, she also learned that some of the students struggled with change and that any upheaval or position reassignment could lead to stress.
Final Thoughts:
The three partners rattled off impressive lists of success stories. All parties had nothing but positive feedback about the program, including the high school students themselves, their parents, the college mentor students, the employers, and, of course, Melissa, Morgen, and Jen.
One intern was unsatisfied with the work his supervisor was asking him to do at his place of employment. He found the tasks menial. He had to learn to advocate for himself in a way that was respectful and appreciative but also clear and honest. Another student fell in love with working at the ASUM preschool, especially creating lesson plans and interacting with the kids. His parents reported that this opportunity wrought a noticeable change in their son and that he has emerged from his shell over the last few months.
Parents offer another example of success because of this program: they have given feedback that they feel much more confident about the future of their sons and daughters. Previously, they were uncertain what sort of opportunities their children would have upon graduation, but now they feel reassured that their children are capable and confident. One family framed their son's resume. Here's hoping they take it off the wall soon and send him job hunting.
