Beyond Accommodations: Increasing the Retention of
Description: Beyond Accommodations: Increasing the Retention of Students with Disabilities Dr. Misty Parsley, Executive Director Ms. Paige Reece, BEST Director Dr. Abigail Davis, ACCESS Director Redesign of office Create alignment across the entire
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slide1. Beyond Accommodations: Increasing the Retention of Students with Disabilities Dr. Misty Parsley, Executive Director
Ms. Paige Reece, BEST Director
Dr. Abigail Davis, ACCESS Director<br>
slide2. Redesign of office Create alignment across the entire Lipscomb community to increase student success for ALL learners
Provide an overall stronger approach to support and retention of students with disabilities
Create whole-person learning experiences that meet the needs of students with disabilities (social support, organizational support, and even residential support)<br>
slide3. Redesign of office Provide training campus-wide on ADA, accessibility, accommodations, and supports
Reduce the potential for legal issues with a supportive and knowledgeable team<br>
slide4. Redesign of OfficeLipscomb University
Office of Accessibility and Learning Supports ACCESS- Students are enrolled as traditional students and can receive accommodations
BEST- Students are enrolled as traditional students and can admitted for additional supports
IDEAL- Students are enrolled as non-degree students and receive a certificate<br>
slide5. How and why we started BEST Parents reaching out for support
Students dropping out of college
Students applying to IDEAL
Understanding of deficit areas and link to college success<br>
slide6. Admissions Process Students must be accepted to Lipscomb first
Complete a BEST application and submit paperwork
IEP/504, testing, 2 references, 2 brief essay questions
Complete an in-person interview
Separate student and parent interviews
Student writing sample
If needed, call references for more information.
Agree to pay separate fee ($5,000/semester)<br>
slide7. Types of Services 1:1 meetings with director at least once a week
Organization, time management, coaching
Peer mentor study times (2-3 times a week)
Support with advising/registration
Connect to on-campus resources
Support in dorms/other settings as needed<br>
slide8. Sample To Do Lists<br>
slide9. Sample Task List<br>
slide10. Time blocking<br>
slide11. Staffing– Peer Mentors Provide peer-to-peer tutoring for BEST students
Provides students with a typical homework working environment
Models appropriate behaviors while doing homework
Plan monthly group activities
Karaoke, basketball games, movie nights
Attend biweekly dinners
Provide a familiar face for BEST students in a large group event<br>
slide12. Faculty Support Introductory email at the beginning of the semester
Three check-ins per semester
Collaborative meetings
Classroom observations (if requested/needed)<br>
slide13. Working with Parents FERPA considerations
Offered end of semester meetings
Mid-semester troubleshooting
Biweekly emails for accountability<br>
slide14. Connection to ACCESS The ACCESS Office handles accommodations for all students with disabilities.
All BEST students are ACCESS students.
Accommodations are determined in collaboration with BEST staff.<br>
slide15. Connection to ACCESS ACCESS staff work with BEST students related to:
Use of the Testing Center
Obtaining audio/e-books
Managing/Renewing accommodations
Strong working relationship between ACCESS Director and BEST Director.<br>
slide16. Case studies<br>
slide17. Summer Bridge Program 5 days, 4 nights (residential)
Able to see any concerns with living in dorm and also potential roommate pairings
Overview of college and skills needed
Overview of college resources
Introduction to accommodations (Glean, Bison Accommodate, ACCESS office)<br>
slide18. Summer Bridge continued Social opportunities
Fun, college activities
Current BEST students describing their first completed year of college
Older counselors that are capable of speaking towards their personal college experiences<br>
slide19. Summer Schedule Example<br>
slide20. Challenges Test optional for admissions has affected makeup of student body
Balancing academic needs with possible supports
Faculty buy-in
Student motivation
Helping parents understand differences in college vs high school<br>
slide21. Tips Hire a separate staff member
Start small! Our goal was 8 the first year.
Have a collaborative mindset
Look at retention data to justify the need
Look at ways to link to the university’s mission/strategic plan
Get in front of faculty often<br>
slide22. Resources/References Barrows, M., Newton, J., & Collins, E. (2016). Beyond Transition: An interactive workbook for college-bound students with LD and ADHD. AHEAD.
Kennedy, M. (2017). Coaching college students with executive function problems. Guilford Press.
Timmins, S. (2017). Developing resilience in young people with autism. Jessica Kingsley Publishers.<br>
slide23. Presenter Info Dr. Misty Parsley
Misty.parsley@lipscomb.ed
Ms. Paige Reece
Paige.reece@lipscomb.edu
Dr. Abigail Davis
Abigail.davis@lipscomb.edu<br>
Ms. Paige Reece, BEST Director
Dr. Abigail Davis, ACCESS Director<br>
slide2. Redesign of office Create alignment across the entire Lipscomb community to increase student success for ALL learners
Provide an overall stronger approach to support and retention of students with disabilities
Create whole-person learning experiences that meet the needs of students with disabilities (social support, organizational support, and even residential support)<br>
slide3. Redesign of office Provide training campus-wide on ADA, accessibility, accommodations, and supports
Reduce the potential for legal issues with a supportive and knowledgeable team<br>
slide4. Redesign of OfficeLipscomb University
Office of Accessibility and Learning Supports ACCESS- Students are enrolled as traditional students and can receive accommodations
BEST- Students are enrolled as traditional students and can admitted for additional supports
IDEAL- Students are enrolled as non-degree students and receive a certificate<br>
slide5. How and why we started BEST Parents reaching out for support
Students dropping out of college
Students applying to IDEAL
Understanding of deficit areas and link to college success<br>
slide6. Admissions Process Students must be accepted to Lipscomb first
Complete a BEST application and submit paperwork
IEP/504, testing, 2 references, 2 brief essay questions
Complete an in-person interview
Separate student and parent interviews
Student writing sample
If needed, call references for more information.
Agree to pay separate fee ($5,000/semester)<br>
slide7. Types of Services 1:1 meetings with director at least once a week
Organization, time management, coaching
Peer mentor study times (2-3 times a week)
Support with advising/registration
Connect to on-campus resources
Support in dorms/other settings as needed<br>
slide8. Sample To Do Lists<br>
slide9. Sample Task List<br>
slide10. Time blocking<br>
slide11. Staffing– Peer Mentors Provide peer-to-peer tutoring for BEST students
Provides students with a typical homework working environment
Models appropriate behaviors while doing homework
Plan monthly group activities
Karaoke, basketball games, movie nights
Attend biweekly dinners
Provide a familiar face for BEST students in a large group event<br>
slide12. Faculty Support Introductory email at the beginning of the semester
Three check-ins per semester
Collaborative meetings
Classroom observations (if requested/needed)<br>
slide13. Working with Parents FERPA considerations
Offered end of semester meetings
Mid-semester troubleshooting
Biweekly emails for accountability<br>
slide14. Connection to ACCESS The ACCESS Office handles accommodations for all students with disabilities.
All BEST students are ACCESS students.
Accommodations are determined in collaboration with BEST staff.<br>
slide15. Connection to ACCESS ACCESS staff work with BEST students related to:
Use of the Testing Center
Obtaining audio/e-books
Managing/Renewing accommodations
Strong working relationship between ACCESS Director and BEST Director.<br>
slide16. Case studies<br>
slide17. Summer Bridge Program 5 days, 4 nights (residential)
Able to see any concerns with living in dorm and also potential roommate pairings
Overview of college and skills needed
Overview of college resources
Introduction to accommodations (Glean, Bison Accommodate, ACCESS office)<br>
slide18. Summer Bridge continued Social opportunities
Fun, college activities
Current BEST students describing their first completed year of college
Older counselors that are capable of speaking towards their personal college experiences<br>
slide19. Summer Schedule Example<br>
slide20. Challenges Test optional for admissions has affected makeup of student body
Balancing academic needs with possible supports
Faculty buy-in
Student motivation
Helping parents understand differences in college vs high school<br>
slide21. Tips Hire a separate staff member
Start small! Our goal was 8 the first year.
Have a collaborative mindset
Look at retention data to justify the need
Look at ways to link to the university’s mission/strategic plan
Get in front of faculty often<br>
slide22. Resources/References Barrows, M., Newton, J., & Collins, E. (2016). Beyond Transition: An interactive workbook for college-bound students with LD and ADHD. AHEAD.
Kennedy, M. (2017). Coaching college students with executive function problems. Guilford Press.
Timmins, S. (2017). Developing resilience in young people with autism. Jessica Kingsley Publishers.<br>
slide23. Presenter Info Dr. Misty Parsley
Misty.parsley@lipscomb.ed
Ms. Paige Reece
Paige.reece@lipscomb.edu
Dr. Abigail Davis
Abigail.davis@lipscomb.edu<br>