106 East College Avenue
Suite 820
Tallahassee, FL 32301
888-838-ABLE
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Email:info@abletrust.org
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The Able Trust: Seminole Community College hired a Transition Specialist in April of 2001 and your project was ready to begin. I know that it took some considerable time for your organization to hire for the position. What specific qualifications / skills were you looking for, that you thought necessary to make this project successful?
Seminole Community College: We were looking for someone very special. We wanted someone who was known and accepted by the teachers and administrators in Seminole County’s high schools, but who was also able to fit well within the community college setting. We also wanted someone with a good background in Exceptional Student Education (ESE) and who was a good communicator/salesperson. The amount of project funding for this position was somewhat lower than the salary paid by the college, so that was also a challenge.
AT: The specialized specifications that SCC had in mind really show the planning of the project that occurred before the grant was applied for. Can you share with us how this project came about and the planning that went into it?
SCC: We have an active interagency council in Seminole County for agencies that work with special populations. Through conversations with Seminole County Public School representatives on the council, we knew the challenges of transitioning students from ESE into post-secondary education. From our work with the Florida Developmental Disabilities Council (FDDC), we were well aware of the abysmal statistics regarding the numbers of students with disabilities who successfully transitioned into post-secondary education. We also had extensive experience with a number of students with disabilities who did not self-disclose and were in serious academic trouble before they asked for help. We saw an opportunity to open the access door to many of our career programs at the college by having the regular diploma requirement dropped. Through a cooperative effort, we were able to come up with a plan to recruit more ESE students into career programs. Obviously, the Transition Specialist played a major role in the plan.
AT: In developing the grant proposal, can you share about the writing process?
SCC: Actually, the Able Trust grant proposal is one of the more Òuser friendlyÓ ones available. It was a relatively simple and straight-forward process. We simply stated who we wanted to serve, what we wanted to do, and why we wanted to do it. The hardest part had already been done - coming up with a plan.
AT: Once the Transition Specialist was hired, what were some of the first activities planned in order to get the program up and running?
SCC: One of the first activities involved communications with ESE high school administrators and faculty. Letters to principals and guidance counselors introducing the Transition Specialist and outlining the program’s goals and objectives were sent to all high schools. The letter gave as much detail as possible about the program. Follow-up contacts were made by phone. This was an important step because college representatives have been going to the high school and it was important to make the distinction between the role of the Transition Specialist and the general college recruiters. We now had one target group in mind, students with disabilities.
AT: Tell us about how contact was made with ESE students in Seminole County Public Schools. Do you have any tips for initiating and making the process smooth with school administrators?
SCC: We learned from experience that the first presentation should be made to administrators and ESE faculty. The presentation made to school administrators and faculty is the same presentation made to students. This allows teachers and administrators to ask questions and get a thorough understanding of how the Transition Specialist can assist their students. Through this initial process, we gained the necessary support needed to impact the ESE population. Once the administrators and faculty are on board, the relationship is established, which guarantees access into the schools wherever possible and a working relationship between the faculty and the Transition Specialist to plan activities beneficial to the students.
We used a creative PowerPoint presentation designed to provide information regarding vocational training programs and job placement offered through SCC. Packets of information were assembled and distributed to all students regarding these programs and services offered.
Students were required to complete an SCC information form providing name, address, telephone number, and names of parents. Within a couple of days of the presentation, letters were sent to parents informing them of the Transition Specialist’s visit to their student’s school. Oftentimes, students DO NOT share this information with parents themselves. We have found parents to be excited and relieved to know there is someone available to assist them in ways they have known before. Most parents welcome the assistance and support they receive from the Transition Specialist. At this point, we have open dialogue with parents and students.
We planned two school visits during the school year. This first visit was to provide information to all students with disabilities. The second visit was primarily for those who were very interested in attending SCC and those who needed additional information before making a final decision. This gave the Transition Specialist the opportunity to assist each student with more specific questions, paperwork, and scheduling for work evaluations.
We arranged campus tours for students with disabilities to ensure their specific needs are met and that questions, etc., are addressed in an environment they are comfortable in. These students also attended tours with all potential SCC students as well.
AT: One of your goals was to have the project’s participants identify a job target. Did many students have a specific target in mind, or did you guide them through an assessment to identify what their interests were?
SCC: Most students we worked with had some job target in mind. The dilemma has been getting students to set realistic goals. To assist with this, we conduct work evaluations with all students who access our services. Each student is given a comprehensive evaluation, which includes:
The results are compiled into a Report of Employability Options and, if applicable, a planning meeting is scheduled with student and parent where the results are discussed. The job target or academic goals established at this point are based on these results. Our responsibility is to help students focus on their strengths rather than their weaknesses to achieve success.
AT: What are some examples of jobs students were interested in? Any clusters?
SCC: Some of the jobs students identified were automotive mechanic, customer service, computer repair, certified nursing assistant, firefighting, apprenticeship training in sheet metal and electrical and construction.
AT: Tell us about the Guidance Counselor forms that SCC has created.
SCC: The forms we created included:
AT: If you had this project to do over again, are there any things that you would have changed - any lessons that you would like to share?
SCC: Our target group for this project was twelfth grade students with disabilities. Our experience with this project indicates that focusing only on seniors hinders maximum achievement of program goals and objectives. To achieve optimal success, we would now target grades 10, 11, and 12. Essentially, we would be working with the same students for three years, providing information, experiences, and exposure to businesses through job shadowing and tours. Any students transferring in from out of county or state would be added to the group.
In general, high school students are strongly encouraged to develop their postsecondary education/job placement plans during their junior and senior years. Our project indicated that for high school students with disabilities, the process needs to begin earlier. We learned that initiating supportive contact only with exiting seniors denies both our program service providers and the students sufficient time for activities that prepare them for further education or employment. In some cases, students end their senior year unsettled about a career choice. In other instances, students learn about a career they would like to pursue, but too late to begin the process. Other students may feel pressured by time to select a career choice, and their choice may not be sound. By the time students reach their senior year, postsecondary/job placement activities should be in the final, not initial, stage. Initiating contact with students with disabilities in the tenth grade increases the chances that this will happen.
Another reason for earlier contact with project support is that many students with disabilities have little or no knowledge about what scholarships and/or grants are available to them or about how to research available resources. Many students have difficulty focusing on the details involved in completing applications, preparing paperwork to meet submission requirements, and meeting application deadlines. Meeting these challenges often requires extended time and assistance from project staff. Students would benefit from one-on-one or small group instruction on researching scholarships and grants, as well as individualized assistance with completing required paperwork.
In addition to earlier contact with our targeted students, we recognize that they need a tour of the SCC campus that will address their specific needs, thus increasing their campus Òcomfort zone.Ó Although county-wide high school student tours are conducted, these tours are not intended to deal with the varying, individual needs and questions of students with disabilities.
To introduce our students to business environments, tours of businesses would be arranged. Job shadowing would offer additional information regarding the job being surveyed. These activities would give our students the opportunity to form opinions concerning their employment interests.
AT: If anyone is interested in learning more about this program or about Seminole Community College, whom do they contact?
SCC: They may contact the Transition Specialist at Seminole Community College, e-mail address: plowe@scc-fl.com, or Linda Ley-Siemer, Director of Special Needs Programs, Seminole Community College, 100 Weldon Boulevard, Sanford, FL 32773-6199, e-mail: siemerl@scc-fl.com.
