1. Bree Kennedy College 2 Career Coordinator August 9, 2012 2-4PM

2.  Introductions  SDCCD Overview  C2C Program Layout  Overview of SDCCD  Introduction to C2C  Agency Partnerships  Person First Language  How to support our C2C students  Documentation  Looking forward … Goal setting

3. 1) One adjective that describes you 2) What led you to C2C; your previous experience working with people with disabilities? 3) What you hope to gain from working with C2C/ What was one that that you gained from working with C2C? 4) If you could relive any moment in your life which moment would that be and why?

5. Centre City 1400 Park Boulevard San Diego, CA 92101 Cesar Chavez Center 1960 National Avenue San Diego, CA 92113 Mid-City Center 3792 Fairmont Avenue San Diego, CA 92105 SD Career Center (North City) 8401 Aero Drive San Diego, CA 92111 West City Center/Point Loma Campus 3249 Fordham Street San Diego, Ca 92110 Educational Cultural Complex (ECC) 4343 Ocean View Boulevard San Diego, CA 92113 San Diego Mesa College 7250 Mesa College Drive San Diego, CA 92111 San Diego City College 1313 Park Boulevard San Diego, CA 92101 San Diego Miramar College 10440 Black Mountain Road San Diego, CA 92126 COLLEGE CAMPUSES CONTINUING EDUCATION

6. Mission Statement: To provide accessible, high quality learning experiences to meet the educational needs of the San Diego Community The San Diego Community College District serves 100,000 students at three colleges: ◦City College ◦Mesa College ◦Miramar College San Diego Continuing Education (CE) campuses: 6 campuses; 50,000 students ◦Noncredit: vocational, basic skills, life skills and enrichment classes SDCCD= 2 nd largest community college district in California ~ Mesa College is the largest community college in California and the nation Governed by five-member, locally elected Board of Trustees and three student members serving on a rotating basis ◦Access to continuing and higher education ◦Expand support services for changing student needs ◦Enhance professional development for all staff All offer A.A. degrees in arts and sciences that transfer to four-year institutions, and certificate courses  Advocate within the community  Adapt to a changing fiscal environment

7.  Pilot Program… Process of figuring out what the best layout of this program looks like. Welcome aboard our plane !  Concept behind C2C  So much can be gained from engaging in the college environment in addition to academics  Studies show that show that youth with ID who participated in postsecondary education were 26% more likely to leave vocational rehabilitation services with a paid job and earn a 73% higher weekly income  Provide tools for professionalism through C2C curriculum and modeling from Ed Coaches  Social integration and friendships  Mobility Training  Independent meaningful employment  All over the course of three years!

8. SuccessCollege 2 Career: Year # 3 Success Module C2C Career Success Module C2C Study LabC2C Job Lab C2C Student Progress Review SUCCESSFUL EMPLOYMENT!!! ExperienceCollege 2 Career: Year # 2 Experience Modules Fall Semester: C2C Community Mobility Experience Module Spring Semester: C2C Work Experience Module Fall & Spring Semester: C2C Peer Mentorship Experience Module Fall & Spring Semester: C2C Study Lab Fall & Spring Semester: C2C SPR Summer Semester: C2C Job Lab SmartCollege 2 Career: Year # 1 Smart Modules Fall Semester: C2C Communication Smart Module Fall Semester: C2C Health and Safety Smart Module Spring Semester: C2C Job Smart Module Spring Semester: C2C Money Smart Module Fall & Spring Semester: C2C Study Lab Fall & Spring Semester: C2C SPR Summer Semester: C2C Job Lab College 2 Career Smart Experience is the key to Success!Smart Experience is the key to Success! C2C Student Progress Review (SPR) C2C Orientation Open Department of Rehabilitation (DOR) case

9.  Social Skill and Employment based coursework through the C2C Modules  Educational Coaching: In class, on the side, on the job  Support and encouragement to be involved in the campus, the community, and at work  A full focus on students abilities, skills and interests  Encouragement to improve within areas of challenge  The ability to create lasting relationships  Enhanced self-esteem and feeling of self-worth; stress and life management strategies  Jobs, Jobs, Jobs… We will develop relationships with employers, and perform all of the activities that involve getting a job. This can be in the short term through work-trial experiences, on the job-training, internship, volunteer or paid work.

10.  STUDENTS WILL: ◦Be integrated with mainstream courses and peers at least 50% of the time spent in the classroom ◦Have successfully completed the C2C courses ◦Have earned a credit or a grade in academic good standing at college and successfully completed all course requirements in Continuing Education ◦Have actively participated in ongoing C2C group meetings and will serve as mentors to incoming C2C students ◦Show work readiness by participating in various job shadows, work trials, internships or volunteer jobs ◦Obtain meaningful employment by the completion of the three year-track program

12.  Assists Californians with disabilities obtain and retain employment  Maximize ability to live independently in their communities through referrals services  Works with individuals of every type and category of disability  Provides ADA technical assistance  Vocational Rehabilitation Services are designed to get Californians with disabilities prepared for employment through: ◦Vocational Training ◦Education ◦Transportation ◦Job Placement ◦Etc.

14.  Persons’ with a developmental disability and his or her family can obtain services and be linked to other community resources within San Diego  Services: ◦Assessment ◦Diagnosis ◦Evaluation ◦Counseling ◦Monitoring ◦Development of an Individual Program Plan (IPP)  Disability must have originated prior to age 18 years  Developmental Delay in 1+ areas:  Cognitive  Adaptive  Physical  Social/Emotional  Communication

15.  Parents have been heavily involved in their child’s lives, even as an adult  Encourage independence from parents  Communicate with parents as seldom as possible; encourage student to relay information to parents  Refer parents to Bree if you sense a concern  Respect parents  Parent Advisory/Support Group (New!)  Parent Newsletter

16. **Please Refer to Handout**

17.  Always put the person before the disability ◦Student with Autism ◦NOT autistic student ◦Individual with an Intellectual disability ◦NOT R-word! NEVER ◦Individual with a visual impairment ◦NOT blind guy ◦Individual who uses a wheelchair ◦NOT wheelchair bound

18.  Please think of two fact about yourself that you can share with the team  Please think of one fib about yourself to share with the team  We are each going to try and guess what statements were the facts and what was the fib.

20. http:// www.youtube.com/watch?v=SKCx wDF-SrI www.youtube.com/watch?v=SKCx wDF-SrI CREDO FOR SUPPORT CREDO FOR SUPPORT

21.  Ed Coach Veterans- ◦Please describe a typical day…Let’s here from each of you ◦What were some challenges that you faced ◦In three or less words please give the new Ed Coaches words of wisdom

22.  Attending class and taking notes  Helping the student to familiarize themselves with campus and the available services  Visiting the Learning Resource Center/computer labs  Going over class notes, helping with homework, explaining assignments  Meeting one on one with students to help them with their coursework, study strategies, organization, etc.  Being a friend and mentor  Student case notes  Any other duties needed

23.  Let the student know about your role, what to call you, exchange phone numbers (only if you want to). Some students may not want much help to start, that’s okay…  Assist the student in finding their classes & navigating campus  Help the student find the bathroom(s)  Encourage them to read the bulletin boards on campus  Explain that the first week or so of college is very busy, but it gets quieter

24.  Ask about their commute to campus—how long did it take, when do they need to leave to get home/work  Talk to them about what to expect in a college class  Discuss where they might like to sit in a class ◦Where they would like you to sit if you are going to class with them??? ◦How specifically would they like your assistance???  Introduce yourself to the professor either before class or at the end of class ◦You may want to explain to them your purpose and also give them Bree’s business card  Help the student buy their books at the bookstore  Read the syllabus with the student and help him/her use agenda for assignments  Help the student decide what supplies they need for class

25.  Please break into teams of two  Read the case study  Discuss with your partner different ways to address the situation  Share with the team  We will all discuss  *** There are no right or wrong answers***

26. Case Note Documentation Contact Logs

27.  Keeping accurate case notes as records on student success is an ethical requirement  Provide a factual summary  Capture relevant data and progress  Revise the action plan if needed  Case notes should be: clear & brief concise & precise accurate & complete timely readable  Avoid: Diagnoses, Clichés, street talk, jargon, stereotyping or prejudice

28.  Describe behaviors reported by student, interactions with parents, service providers  Quote the student, parent, service coordinator if relevant  Link services to documented deficiencies  Avoid judgmental case note writing  Record your observations ◦“John is improving in the areas of reading and math, based on his ability to complete his assigned worksheets, and through a 20% increase on his exams in both the English 101 and Math 101 courses”

29. Strong Verbs to Use: Advised Assessed Assisted Clarified Confronted Counseled Discussed Directed Encouraged Focused Identified Recommended Referred Reflected Structure Summarized Supported Urged Words to Avoid: Abnormal Abusive Anxious Dangerous Delusional Demanding Disturbed Hysterical Immature Impulsive Irrational Overwhelmed Resistant Suicidal Threatened Troubled Uncooperative Unfit

30.  Track Ed Coach contact with each student  Establish a baseline for needed support and track progress in reducing hours over the span of the program ◦Date ◦Mode of Communication ◦Length ◦Names

31.  Direct report to Bree: all challenges, concerns, success stories. Email is best.  Staff meetings and in-service trainings  Calling out sick or needing to miss a day  Parking and mileage  Time Cards and pay checks  Professionalism  Email communication  In case of emergency  Lunch and breaks  Holidays  Case notes: Email to Bkennedy@sdccd.edu by 5PM FridayBkennedy@sdccd.edu

33.  Let’s discusses days and times that could work with everyone’s schedule…  Fridays??  2 Hours

34.  S= Specific  M= Measurable  A= Attainable  R= Realistic  T= Timely  Ex: ◦Attain a typing speed of 30 WPM in 3 months ◦Meet with my C2C Ed Coach 1 x per week ◦Research 3 potential jobs I would like in one week

35.  Focusing your time outside of class working with the students on… ◦Tutoring, Note taking strategies, organization, ◦Setting goals and checking in… accountability ◦Goals in areas of  Courses  Employment  Social/Recreation  Mobility

36.  Please list three goals for yourself this semester.  What are some areas of interest that you have that you would like to learn more about?  What are some areas of expertise that you can share with the team?

37.  What do you look for in a supervisor?  How do you prefer feedback to be given?  How do you prefer instruction to be given?  Anything else I should know about working with you?

39. Bree Kennedy, M.S., CRC College 2 Career Coordinator Assistant Professor bkennedy@sdccd.edu P): 619.388.6807 C2C Direct Line: 619.388.6806 San Diego Community College District 3375 Camino Del Rio South, Suite 275 San Diego, CA 92108

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