EXECUTIVE SUMMARY: ACE-IT IN COLLEGE PROGRAM MARCH 22, 2014 ACE-IT In College Academic Career Exploration- Individualized Techniques in College Program WHAT DOES ACE-IT IN COLLEGE PROVIDE? INTRODUCTION A Formative Evaluation of Recruitment Strategies Executi ve Summary Anna Hebb Lisa Webb Virginia Commonwealth University Ed.D in Educational Leadership ACE-IT graduate Eddie Lee Lewis said the program gave him a chance to “meet people and try different things.” He
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EXECUTIVE SUMMARY: ACE-IT IN COLLEGE PROGRAM MARCH 22, 2014
ACE-IT In College
Academic Career Exploration-Individualized Techniques in College Program
WHAT DOES ACE-IT IN COLLEGE PROVIDE? INTRODUCTION
A Formative Evaluation of Recruitment Strategies
Executive SummaryAnna HebbLisa Webb
Virginia CommonwealthUniversity
Ed.D in Educational Leadership
ACE-IT graduate Eddie Lee Lewis said the program gave him a chance to “meet people and try different things.” He gained resume’ experience and is now looking for a job. Photo by P. Kevin Morley/Times-Dispatch
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The Academic Career Exploration Individualized Techniques in College (ACE-IT in College) program is designed to provide a college experience at VCU for students (aged 18-26) with intellectual disabilities, autism spectrum disorders, or traumatic brain injuries. Students are offered a 30-month inclusive, individualized college experience—students leave with a certificate.
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Partnerships
The VCU Research and Rehabilitation Center (RRTC)and the Partnership for People with Disabilities administer thisprogram with grant funding from the U.S. Department of Education Office of Postsecondary Education.
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STUDENTS’ EXPERIENCES
Person centered planning approachOn-campus classesWork study employment (supported employment model)Academic coaches who attend class with themSocialization through on-campus and community activities
PRIMARY GOALCompetitive employmentin a career of interest to the student
Background
Kathryn Anderson, one of the first two students to graduate from Virginia Commonwealth University’s ACE-IT in College Program, works as a receptionist in VCU’s School of Education. Photo by P. Kevin Morley/Times-Dispatch
“I always wanted to become a teacher but struggled with schoolwork. I kind of did not think I was going to be able to go to college.” Kathryn
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There is a growing interest for increasing opportunities for postsecondary education experiences for students with
intellectual and developmental disabilities. The ACE-IT in College website shared that “the percentage of students in Virginia with intellectual disabilities attending four year colleges and universities has been less than 1 % and approximately 4% attending two year community colleges”.
In 2008, the reauthorization of the Higher Education Opportunity Act (HEOA) opened the door to postsecondary education for students with intellectual disabilities. With a new focus on expanding access to postsecondary education in order to achieve successful employment
“I can learn what a normal person can learn. It just takes me a little bit longer to learn it.”
Kathryn Anderson, ACE-IT In College student
Self-Determination:The role of parent or guardian is important to the development of self-determination.Person-centered planning emphasizing an individual approach to transition planning is important.
Barriers existed in developing self-determination skills due to the disability’s impact on communication and adaptive functioning. Also, often parents and/or
Transition Planning:Measurable postsecondary goals are required to be developed and included in a student’s educational plan for ages 14-21.
Multiple agencies and specialists are involved in the student’s transition planning and include postsecondary discussions.
Personal and systemic barriers exist which include personal and financial stress, significant delays that limit the student’s skills to self-advocate during transition planning, limited funding, and a lack of knowledge of the process and options
Employment:Supported employees earn more, work more hours, and cost less to serve.
Students with intellectual disabilities who successfully complete a non-degree program, associate degree, or vocational training are more likely to be employed and receive higher income in comparison with students who did not participate in postsecondary educational programs.
Students with intellectual disabilities experience positive employment outcomes when they participate in community-based education/training
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RationaleRationale
With the 2008 reauthorization of the HEOA to include postsecondary options for students with intellectual disabilities, Virginia Commonwealth University is embracing the changes by providing the ACE-IT In College Program. They opened their doors in 2011 and will have their first two students graduate from the 30 credit hour program in the spring of 2014. They are currently in their third year of a five-year grant. Sustainability is a concern. Efforts to concentrate on recruitment strategies and full integration into VCU academic programming are essential.
Rationale1%• Less than 1 % of
students with intellectual disabilities attend a four year college
11 %• Nationally,
increase of 11% for students with disabilities attending postsecondary (all categories of disability)
2010/2
011
2011/2
012
2012/2
013
0
10
20 ApplicantsInter-viewedAccepted
The program director, Dr. Getzel, indicated that in
the first semester of the first year, the program was notified by the federal government that funding may not be available. No recruitment efforts were begun until
positive notification in the spring semester. This explains somewhat lower numbers of applicants and accepted students for the first program year.
One of the program’s strategies to ensure sustainability has been to integrate services into other divisions at VCU. “The Honors College now does academic advising.” Disability Support Services provides accommodation support to students enrolled in the program. Because ACE-IT in College is a full immersion program, their students do
Employment:Supported employees earn more, work more hours, and cost less to serve.
Students with intellectual disabilities who successfully complete a non-degree program, associate degree, or vocational training are more likely to be employed and receive higher income in comparison with students who did not participate in postsecondary educational programs.
Students with intellectual disabilities experience positive employment outcomes when they participate in community-based education/training
Current Recruitment
• What are the existing recruitment strategies for ACE-IT in College?
• How are stakeholders implementing recruitment strategies?
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not qualify for federal funding under the Higher Education Opportunity Act. Dr. Getzel’s team is working on a policy initiative at the state level to change this requirement. According to Dr. Getzel, the program relies heavily on community partners for
recruitment activities. She discussed the involvement of the Department of Aging and Rehabilitative Services, school transition programs, Resources for Independent Living, supported employment agencies, and
parent advocacy groups as participants in recruitment. The website is also used as a recruitment tool, and was updated during the period of this evaluation.
Research Questions
Methodology
Upon review of various research paradigms, the constructivist paradigm was chosen. The constructivist operates from an assumption that “researchers and the participants interact through meaningful dialogue and reflection to create knowledge” (Mertens & Wilson, 2012, p. 136). In this study, the opinions and perspectives of the stakeholders were important. Their dialogue with the researchers contributed to the creation of new knowledge. Additional qualitative data from a variety of sources (interviews, observations, written comments, and document analysis) were collected. In addition to qualitative data sources, quantitative data was collected via surveys. Thus, a mixed-methods approach was used.Building trusting relationships with the core stakeholders, students, and parents was important to establish a safe environment so they could openly share their opinions and perspectives. It was essential to look at the historical context and existing postsecondary programs for students with intellectual disabilities as well as relevant legislation. This helped to determine if ACE-IT was operating effectively and meeting the expectations set forth by legislation. Furthermore, this research study incorporated the formative evaluation approach to find critical elements in need of change and to identify activities to increase enrollment in the program.
____________________________________________________________________________Interviews Program Director, parents, potential students, teachers involved in transition planning, community partners
Observations 3 high school transition planning meetings
Historical Data Newspaper articles, literature review, I’m Determined Transition
Current Recruitment
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FindingsThe transition from high school is an important milestone for students. Students and their families are asked to make important choices about employment and postsecondary education. These conversations ideally are held well in advance of graduation. For students with intellectual disabilities, transition planning is a continuous process and involves multiple stakeholders. IEP meetings and child study meetings typically solicit input from a variety of service providers, family members, teachers, and the student to determine the best transition plan beyond high school. It is important to respect self-determination for these students, and provide them with options for their post-high school life. Using a mixed methods approach, the researchers attempted to gather information from observations of child-study meetings, interviews with parents and teachers, and with program directors for ACE-IT in College in order to understand how current recruitment strategies were being implemented, and the perceptions of stakeholders about the program.
REDCap Survey
Upon review of various research paradigms, the constructivist paradigm was chosen. The constructivist operates from an assumption that “researchers and the participants interact through meaningful dialogue and reflection to create knowledge” (Mertens & Wilson, 2012, p. 136). In this study, the opinions and perspectives of the stakeholders were important. Their dialogue with the researchers contributed to the creation of new knowledge. Additional qualitative data from a variety of sources (interviews, observations, written comments, and document analysis) were collected. In addition to qualitative data sources, quantitative data was collected via surveys. Thus, a mixed-methods approach was used.Building trusting relationships with the core stakeholders, students, and parents was important to establish a safe environment so they could openly share their opinions and perspectives. It was essential to look at the historical context and existing postsecondary programs for students with intellectual disabilities as well as relevant legislation. This helped to determine if ACE-IT was operating effectively and meeting the expectations set forth by legislation. Furthermore, this research study incorporated the formative evaluation approach to find critical elements in need of change and to identify activities to increase enrollment in the program.
____________________________________________________________________________Interviews Program Director, parents, potential students, teachers involved in transition planning, community partners
Observations 3 high school transition planning meetings
Historical Data Newspaper articles, literature review, I’m Determined Transition
“The program is a wonderful opportunity for the exceptional education student that is still interested in attending college to be exposed to a post-secondary institution, and receive certification training.”
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“This program fills the dreams of students and their parents to attend college. It pushes them to achieve a higher academic experience when they are immersed in settings with their peers. It provides an internship, which will help in competitive employment. It definitely helps them with their post-secondary goals! I have been very impressed of how ACE-IT has improved the students’ lives for the better—in their drive, motivation, self-confidence and plans for the
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20%
13%
20%
27%
7%7%
7%
What Resources Do You Use to Introduce ACE-IT in Col-
lege Program?WebsiteOnlineBrochuresDiscussionInvite RepOtherN/A
“It is one of the more expensive choices for vocational training.”
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Observations & InterviewsThree student transition meetings were observed during this evaluation. The observations took place at two high schools in Chesterfield County. In the observation process, the theme of self-determination emerged from students, along with strong family support for independent decision-making. Students were observed discussing class schedules, extracurricular activities, and advocating for full inclusion classes. Interviews were conducted with parents of students who have been identified as Intellectually Disabled and Autistic. The Program Director and teachers involved in the transition planning process were interviewed.
Overall there was strong family support and self-determination on the part of the students. Financial barriers to participation were noted, as well as transportation, application process, and the student’s behaviors. The significant level of involvement of community partners across all data collection efforts was discovered.
17%
8%
8%67%
Barriers
BehaviorTransportationApp not completeFinancial
46%
46%
7%
Self-Determination
Family SupportSelf-AdvocacyInterest in Col-lege
“I read slow. I know that. I’m in reading 180. I need to push myself in reading.” “I want to read hard stuff.” “I want a job at GI Tacticle.”
Dr. Getzel discussed the financial challenges related to transportation to and from campus, and the lack of preparation of parents for postsecondary education for their children with intellectual disabilities. This program does not provide access to on-campus living. Additionally, ongoing funding and sustainability is a concern. “We have been on the chopping block each year. We are not counting on the fifth year funding and seeking funding elsewhere.”
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The qualitative data was reviewed to identify specific college recruitment discussions. We found that either college wasn’t discussed at all (2%), the students and/or parents weren’t interested (9%), college in general was discussed 20%, and ACE-It specifically was discussed 7%. However most interesting, was the number of times community partners were mentioned in every interview and observation (62%). The network of providers working on the transition team was evident. Nine different community partners were referenced during the observations and interviews.
The program is in its third academic year at Virginia Commonwealth University. There are nine students currently enrolled, and the program has a goal of enrolling up to twenty-five students by the end of the five-year grant period. Expansion to community colleges has been difficult due to lack of resources and financial aid available for potential applicants. Observations and interviews during this evaluation revealed that community partnerships exist to support students and families who are interested and supportive of a college experience for their students.
The data supported that the most significant barrier to ACE-IT in College is financial. Two recommendations are provided to address this concern. The first is a recommendation to implement financial aid and admissions application workshops earlier in the high school transition process. The second recommendation is to continue current efforts to advocate at the state level for changes to the HEOA in Virginia so that students in this program have access to federal financial aid. The data also supported a need for more active recruitment efforts and recommendations are provided to address this need.
Recommendations
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inancial Aid and Application WorkshopsF
Data from observations and interviews revealed that parents and teachers were aware of ACE-IT in College, however they were concerned about the ability to finance the thirty credit hour program. In one parent interview, the researcher discussed the anticipated cost and noted that planning now (ninth grade) would be important if the student wanted to apply. In an observation at one high school there was a discussion about future financial
planning, and the parent commented that they would need a guardian ad litem for financial and medical issues, but there was no need for educational planning beyond high school. In the survey with school personnel it was noted:
In addition to financial concerns, some interviews revealed that the application process was confusing. In an interview with a high school case manager, it was stated that a family missed the deadline because the application was overwhelming to them. In this interview the teacher observed that reference letters seemed to be holding up the process significantly.
The
researchers recommend that VCU hold workshops earlier in secondary education for potential applicants to ACE-IT in College. The workshops could be structured as college preparatory sessions, with information on how to apply, how to collect the necessary documents, and what to prepare for in future Individualized Education Plan meetings. It is suggested that workshops be offered for community partners and for parents and students. If community partners are well informed about the application process they may be able to facilitate a better application when it is time for the student to apply. In the survey to school personnel the following suggestion was offered:
“If students could apply for local/school scholarships, this would help with the cost of the program. The lack of FAFSA funds prevents some students from pursuing the ACE-IT opportunity.”
“I would like to be informed of those students selected or if not then feedback should be provided to assist students in improving on their interview.”
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Workshops should also include information on how to save for college and how to apply for financial aid.
Policy ImpactVCU RRTC and the Partnership for People with Disabilities collaborated to introduce
Senate Joint Resolution 10 to the Virginia General Assembly. SJ-10 advocates for a study on improving access to postsecondary education for students with intellectual disabilities. The House and Senate approved the resolution, and the study will be led by the State Council on Higher Education in Virginia (SCHEV) with support from RRTC and the Partnership for People with Disabilities. The goal of the study in part will be to recommend strategies for fiscal support of these students to attend higher education programs. The researchers recommend direct involvement with this policy study.
SustainabilityThe researchers recommend that in addition to work on this policy, VCU consider
other strategies to sustain services provided by ACE-IT in College staff beyond the grant period. In the interview with Dr. Getzel, she stated the involvement of university partners such as disability support services and VCU University College. However, program staff provides the majority of academic coaching services, and coordination of services with the student. The researchers recommend developing a formal transition plan at VCU for the University College and Disability Support Services to take the lead on academic support and advising for future cohorts, beginning with the 2014/2015 academic year. This will allow time and resources for ACE-IT staff to transition to a consultation role versus heavy involvement with the student.
n the interview with Dr. Getzel, she stated the involvement of university partners such as disability support services and VCU University College. However, program staff provides the majority
of academic coaching services, and coordination of services with the student.
I
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VC U Involvement in Recruitment
Along with transitioning services to current students, the researchers recommend that VCU take a more active role in recruitment efforts. Currently, the disability support services office attends high school transition fairs to advise students on services available through their office. The data supported that a VCU representative attending the school would be helpful:
Finally, it is recommended that the first two graduates be asked to participate in recruitment efforts as VCU Student Ambassadors. The data supported that parents and students would benefit from hearing about the experiences of graduates of ACE-IT in College.
ConclusionThis formative evaluation sought to provide recruitment recommendations in order to
increase enrollment for ACE-IT in College. The literature supports a need for postsecondary education options for students with intellectual disabilities and the community supports are in place locally for students to successfully complete the program. The major barrier is access to financial aid for this population of students. Until the financial aid concerns are addressed through better legislation, the program is likely to have limited enrollment.
ACE-IT in College fills an important gap in the opportunities after high school for students with intellectual disabilities in Virginia. With an increase in awareness about the
“Have a representative come to provide school employees with information.”
“It would be nice for the parents to visit the campus and have
students/parent visitation just like they do for any college student.”
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program and enhanced recruitment efforts there is a strong possibility that this program model can be easily replicated at other state colleges in Virginia.
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References
ACE-IT in college. (2012). Retrieved from http://www.partnership.vcu.edu/ACE_IT.html
Ankeny, E. M., & Lehmann, J. P. (2011). Journey toward self-determination: Voices of students with disabilities who
participated in a secondary transition program on a community college campus. Remedial & Special
