Supporting Dual Credit Students in their Transitions SCWI Spring Symposium 2015 Presenter - Michael Jalak

In the end the outcome is a positive one That being said, along the way there are some bumps in the road and the ride can be interesting to say the least. Therefore, transitioning can help with the ride.

Impressions of how students transition? They handle the transition with ease and excel. They struggle a little bit with the change. They excel, then fade away. The start out with some difficulty and then shine.

Key areas that pose difficulty for some ? Too much freedom Larger class sizes Accessing LMS (D2L) online Learning Management System Implementing a plan for students to access accommodations outlined in IEP Not realizing the importance of communicating with instructors Managing time to compete assignments Student dynamics (fear of meeting new students, or trouble with a specific student) Thinking that missing a class is acceptable for insignificant reasons The belief that college is too difficult (preconceived notions) Mental Health needs

Survival tips! Plan and participate in the student orientation (a must as it eases students into the college) Really be on top of attendance for the first few weeks, calling with reminders, communicating with home school, etc. Scan through all School Approval Forms looking for feedback from the home school, or for evidence of an IEP in order to flag students needing attention.

Tips..... Communication with instructors (via , or in person) to determine students who are struggling. This is a life saver. Allows opportunity to really evaluate where problems are occurring for the student, and allows for a plan of action to see success, where the greatest lessons are learned. Students with mental health needs, or health needs can be referred to Student Services (so many services are available to assist, a team of individuals is ready willing and able) For courses specific to SWAC students, an emphasis away from assignments involving overtly important assessment tasks involving "Presentations", Rather it could be written as "informal sharing".

Tips.... Be in regular contact with Guidance counsellors at student's home school if student is struggling and needs to graduate. Use the "Remind" App for texting messages to students safely Use the "Connect" App for communicating with students Ensuring rich conversations are happening at the School Level in the "vetting" process of D.C. Students, and providing PD as to what this may look like with key stakeholders. Utilizing the many services at the college level such as learning technologists providing instruction to D.C. students on such things as self advocacy, presentation skills, etc.

Tips..... Use experiential outings to build capacity and to help students develop a sense of "Team" such as going to a sporting event, or some other local event. Treating students like adults (first name basis, informal conversations, meeting in informal spaces such as student lounge, etc.) Link D.C. student with local college opportunities Establish activities and include the college faculty, create a club, etc. At the orientation provide students with a checklist for what to look out for or have completed for day 1, week 1, etc. Try to take advantage of the fitness centre Embed courses, such as a fitness/health class with regularly attending the fitness centre. Create independent learning Units on PowerPoint, Handouts, for students to imbed into dual credits.

Tips..... Have a central application system for application of SWAC and Dual credits online for schools to access offer student interview at various times throughout the semester embed the learning Strategies course within the SWAC program Offer continuous ongoing support of the LMS, breaking down the different features. Really get to know the instructors and make a point of having the students see you communicating with them. Refer to the Dual Credit Tool Kit for tips on making presentations, time management, test taking, etc. at tool-kit.htmlhttp://centrallakes.ca/dual-credit- tool-kit.html

Tips..... Show students how transparent evaluation and assessment is for their courses...no hidden surprises. Try to show students how the course is evaluated on the LMS, and where to access feedback. Make use of school to communicate with students regularly, as this will allow them to see how easy it is to readily communicate with college instructors as well. If absences occur, mitigate a plan of action to get caught up; college instructors are eager to make this happen. Never settle for failure on the SCWI end; always put it back on the student that there is hope for success. This really helps lead to positive outcomes. Introduce students to the health centre, the Native Education Facilities and/or other cultural areas

Finally....and one of the best strategies... Connect students with "Accessibility Services". This is especially true for all students with an IEP. Students with an IEP, whether or not they wish to access accommodations, MUST make that key step, as their college experience will only be enhanced. Simply touch base with the parents, and/or the student with an IEP, and have them make an appointment with student services to discuss their IEP. Just give the extension, say that they'd like to meet with a counsellor to discuss IEP, and bring a copy to the meeting. From there magic really happens. THIS IS A KEY STEP for post-secondary as well.

Accessibility Services Help with mental and emotional support Study skills Test taking Out of class testing Assistive Technology Online class notes Career testing Provide accommodations as outlined in IEP, and or Ontario Human Rights Code Assistance with extenuating circumstances (health problems, course extensions) Assistance with Bullying, protecting students, and maintaining a safe and orderly college atmosphere