+ College Access and Success for Nontraditional Students: Strategies from i3 Grantees

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1 + College Access and Success for Nontraditional Students: Strategies from i3 Grantees Meg Grigal, Ph.D. Institute for Community Inclusion, University of Massachusetts, Boston Lydia Cincore Templeton, Esq. Children Youth and Family Collaborative Noraini Abdullah-Welsh Ph.D., Children Youth and Family Collaborative National College Access Network 20 th Anniversary Conference Orlando, Florida September 28, 2015

2 Investing in Innovation Fund (i3) The i3 program aims to develop and expand practices that accelerate student achievement and prepare every student to success in college and in their careers. Learn more: Online at ed.gov/programs/innovation On

3 Investing in Innovation Fund (i3)

4 Investing in Innovation Fund (i3) Development Grants: Support the development or testing of practices that are supported by evidence of promise or strong theory. Support new or substantially more effective practices for addressing widely shared challenges. Scale-up Grants: Support expansion of projects supported by strong evidence of effectiveness to the national level. Generate information about the students and contexts for which a practice is most effective through a rigorous, independent evaluation. Validation Grants: Support expansion of projects supported by moderate evidence of effectiveness to the national or regional level. Assess the effectiveness of a practice through a rigorous and independent evaluation, with particular focus on the populations for and the contexts in which the practice is most effective.

5 i3 Grantee Panelists Meg Grigal Lydia Templeton Noraini Abdullah-Welsh

6 + Our Conversation The Who-defining our non-traditional college students The Why-Why do these students need support to go to college? The What-What are we trying to implement via our i3 project? The How-What are some strategies and resources that we use? The Wow-What outcomes are we hoping to achieve? Challenges/Successes

7 + Inclusive Higher Education for Students with Intellectual Disability Meg Grigal, Ph.D. Co-Director, Think College Institute for Community Inclusion UMASS Boston

8 What is Think College? Think College 2014

9 + Think College

10 + Why College? Lets look at the current outcomes

11 Employment Reality Check A recent survey of 11,599 adults with I/DD in 16 states found that only 14.7% were competitively employed -Human Services Research institute, Think College 2014

12 Poor Transition Outcomes In 2011, employment rates for transitionaged individuals (ages 16-21) were 18% or less than half the employment rate for people without disabilities -Butterworth et al., Think College 2014

13 The current path to nowhere In 2011, 81% of people with I/DD were being served in facility-based and non-work settings Butterworth, Hall, Smith, Migliore, Winsor, Domin, & Sulewski, Think College 2014

14 Connection between PSE and Employment

15 + What are the current higher education options for students with intellectual disability?

16 Think College College Search Database

17 + Office of Postsecondary Education funded model programs (TPSIDs) 5 year grants at 50 IHEs in 23 states Served 2246 students with intellectual disability 41% had a paid job at exit Compare this to the 18% employment rate of transitioning youth with ID

18 Types of Higher Education Options Adult Enrollment via a program on a college campus designed to serve students with ID/DD Access to existing college options- not specialized or targeted Dual or Concurrent Enrollment via a college-based transition program Think College 2014

19 + Think College Transition Model Project ( ) Develop INCLUSIVE dual enrollment transition model Implement with students with ID and autism (18-21) Determine impact of model vs. traditional transition services

20 + Model Development Literature review Create draft model reflecting 13 key component areas Delphi Study-Identified panel participants with relevant expertise in dual/concurrent enrollment, Inclusive education: Secondary and Postsecondary, Supported employment Family partnerships for transition, Secondary transition (policies and practices) Career and technical education, and Interdisciplinary transition teams 3 rounds of iterative feedback

21 + TCT Key Component Areas Community based transition service Student s Self-Determination Family Engagement and Partnerships Advising Course of Study and Enrollment Student Support for College Success Dual Enrollment Staff Development Community-based, Integrated Paid Employment Evaluation

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23 + Strategies for establishing IHE/K-12 partnerships Build partnerships and establish consistent and reciprocal communication strategies Respond to common concerns Address critical college policies

24 + Planning Strategies Person Centered Planning Academic advising Inclusive Course access Internships/employment Inclusive campus activities

25 + Support strategies Disability Services Peer mentors Education coaches Employment supports

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27 + Employment strategies Paid internships Work based learning plans Integrated competitive employment

28 + Learning strategies Courses identified in person centered planning Priority registration Courses related to career goals

29 + Our role Help to foster clear roles and expected program outcomes (courses, supports, employment) Encourage and when necessary help build inclusive course access Support student centered planning and provision of needed supports Provide training on 21 st century practices to facilitate integrated competitive employment for people with disability Refine model based on implementation and stakeholder input

30 + Our i3 study will: TCT Model implemented with 60 treatment students with intellectual disabilities and autism Using a quasi-experimental design, will examine the impact of the TCT model on students : levels of self-determination job-seeking skills career readiness college self efficacy employment outcomes Higher education outcomes

31 + Evaluation Instruments American Institutes for Research Self- Determination Scale The Student Career Construction Inventory The Career Maturity Inventory College Self Efficacy Inventory Pilot of instruments Recruitment of students/schools Training needs assessment

32 + Strategies to consider when supporting non traditional students Help promote understanding of current status and existing challenges Share resources and examples of existing similar programs Connect likes to likes (teacher to teacher, professor to professor, dean to dean) Create resources that to engage the general public and answer basic questions

33 + Trailer from Rethinking College

34 + Meg Grigal, Ph.D. Think College Institute for Community Inclusion, University of Massachusetts, Boston

35 College Access & Persistence: An i3 Grantee on Working with Nontraditional Students in Higher Education Children Youth and Family Collaborative 2015 Children Youth and Family Collaborative - Permission to copy required

36 The Children Youth and Family Collaborative (CYFC) History: CYFC has served foster youth for the past 22 years by providing tutoring programs, support services, and hosting special events. Where: Through collaborative partnerships with community organizations, county agencies, and public school districts, CYFC serves over 2,500 foster youth at ~90 sites throughout Los Angeles County. How: Academic Remediation Intervention and Support Services Education Model (A.R.I.S.S.E. ), which is implemented by our on-site Youth Education Specialists Children Youth and Family Collaborative - Permission to copy required

37 The Students we Serve Our targeted student group: Foster youth Students are referred by multiple sources: DCFS data match and social workers School administration and staff Outside agencies Students from the same group home facility Our student s circumstances vary: homelessness, group homes, kinship placement, ILP, and etc In short: we provide services to the gamut of students who have a case history with DCFS 2015 Children Youth and Family Collaborative - Permission to copy required

38 The Needs of Foster Youth ~36% of CA foster youth become homeless within 18 months of emancipation. (United Friends of the Children) While 70% of California foster youth express a desire to go to college, only 20% actually matriculate, and of those only 2-3% earn a degree. (National Center on Youth Law) Access: Compromised family situations create barriers to higher education. Persistence: The forced circumstance of self-reliance while in college creates incredible emotional and physical burdens Children Youth and Family Collaborative - Permission to copy required

39 CYFC Successes The Pomona Unified School District uses 100 percent of its Local Control Accountability Plan (LCAP) foster youth funding to contract with CYFC to serve every youth in the entire school district. There was a 100% foster youth graduation rate in 2014 in Pomona USD. 100% of foster youth in Pomona USD who took the California High School Exit Exam passed Children Youth and Family Collaborative - Permission to copy required

40 CYFC Successes 91% of the foster youth in the 90 schools where CYFC is on campus, graduated from high school. Compare that to schools lacking this program where only 58% of foster youth graduate from high school. High School Seniors 100% 91% 82% 80% 58% 60% 40% 20% 0% Statewide Foster Seniors Graduation CYFC Seniors Graduation CYFC College Acceptance 2015 Children Youth and Family Collaborative - Permission to copy required

41 Testimonials 2015 Children Youth and Family Collaborative - Permission to copy required

42 CYFC Successes 82% of the cohort applied for Financial Aid (2 Dream Act applicants) 75% successfully registered at a college: 57% at California Community Colleges 17% at 4-year colleges A ready work plan for our College Level Up program to be implemented in grades K-12. CYFC developed college retention manual, CYFC College Survival Guide. Outreach to community colleges to provide application and placement testing workshops to our students Children Youth and Family Collaborative - Permission to copy required

43 Our Recommendations and Strategies Systems Reform Partnerships Solid Relationship Enrollment in Specialized Programs 2012 Children Youth and Family Collaborative - Permission to copy required

44 Our Recommendations and Strategies Monitor and Tracking Meaningful Support A study of 10 college based foster youth support programs revealed that ~1/3 of program participants reported at least one unmet need for services and supports (Dworsky and Perez, 2009). Youth Voice Schedule of Cultural and Enrichment Activities 2012 Children Youth and Family Collaborative - Permission to copy required

45 CYFC Presents: College Level Up College Level Up is a component of CYFC s A.R.I.S.S.E. program model. Access is increased by positioning our foster youth as prospective college students, and by providing one-on-one support through the postsecondary application process. Persistence will be achieved through meaningful and consistent contact between CYFC, our students, and partner institutions. Access Persistence Graduation 2015 Children Youth and Family Collaborative - Permission to copy required

46 Implementation A cohort system to track our student s postsecondary educational outcomes, and to promote a community of CYFC college students. Focused data collection from the ~115 senior standing students in CYFC developed individual senior plans for each student. We keep a comprehensive file on each student. Annual pre-college Summer seminar events. CYFC staff will regularly schedule campus visits to meet with cohort students while encouraging their participation in the foster youth community Children Youth and Family Collaborative - Permission to copy required

47 The End Goal Our goal is to provide seamless support to foster youth from high school graduation to college graduation. We want our foster youth to be readily equipped to utilize the maximum effect of their respective entitlements and supportive services while pursuing their education. The College Level Up program is a unique opportunity to: Develop a program model aimed at college access and persistence for foster youth. Learn how to overcome obstacles identified as impediments to college matriculation. Bring together a team of professionals who track data on the postsecondary educational outcomes of foster youth. Utilize the strength of collaboration to systematically reverse the trends of underenrollment and attrition of foster youth in college Children Youth and Family Collaborative - Permission to copy required

48 Thank You Lydia Cincore-Templeton, Esq. Missionary, President and CEO Children Youth and Family Collaborative Los Angeles, California 2012 Children Youth and Family Collaborative - Permission to copy required

49 + Questions?