Navigator PREP: Supporting Successful Transition to Beacon College
Beacon College, a liberal arts institution, caters to students with learning disabilities. The Navigator PREP program offers a year-long virtual intervention focusing on social, emotional, and executive functioning skills. It aims to create a holistic transition plan for students and parents to enhance campus connectedness and address individual strengths and weaknesses.
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Presentation Transcript
Navigator PREP: Pre-Enrollment Transition Program Alexander Morris-Wood, M.S. Director of Transition Services & Outreach (Beacon College) Please be respectful of your colleagues by silencing your phone. If you need to answer a call, please go to the hallway.
Conference Inclusion Statement We ask you to join us in creating a culture that reflects Access and Inclusion and Civility and Respect this week and in all aspects of our organization.
College Overview & Admissibility Determination Beacon College is a regionally accredited, liberal arts institution of higher education, which uniquely serves the educational needs of students with Learning Disabilities, Attention Deficit Hyperactivity Disorder and other Learning Differences. Students entering must have a documented learning difference with recent evaluations (psychoeducational or neuropsychological) or an IEP. Candidacy is based on student cognitive profile, academic ability, interview, quality of high school education, and willingness/ability to grow from programmatic interventions.
Diagnostic Profiles Primary Conditions General Anxiety Disorder Depressive Disorders Comorbid Conditions Posttraumatic Stressors Mood Disorders AD/HD SLD ASD OHI
Concerns Regarding Student Transitions & Functioning Emotional Dysregulation & Untreated Mental Health Conditions Reliance on Parents & Lack of Autonomy Social Norms & Conventions Inconsistent Production Decreased Sustainment & Inability to Manage Setbacks
Navigator PREP Overview Navigator PREP is a year-long virtual program aimed at proactively identifying, intervening, and planning for skill-based barriers that impede on the transition to Beacon College. Specific focus centers on the development of strategies to address discrete skills within the social, emotional, and executive functioning domains. Through individual and group-based instruction, students and parents are provided with a unique and individualized curriculum in an effort to design a holistic transition plan that focuses on campus connectedness , areas of strengths and weaknesses, and likely patterns of engagement.
Trends In Student Preparedness for College Lack of awareness regarding their disability, accommodations or modifications, or frequency/intensity of services. Decrease in academic independence or out-of-school requirements. Misunderstanding of behavioral manifestations of skill-based deficits (parent and student). Confusion regarding level of support at a collegiate environment (role of student self-advocacy). Significant delays in emotional awareness and social skill development.
Intervention Model Simultaneously, Transition Counselors are Skill Identified Assessing student maladaptive behaviors. Evaluating role of the parent in the process. Measuring student engagement of sessions. Predicting outcomes in various environments. Conversing / troubleshooting with departments. Identifying internal and external services that match student profile. Discussing the concept of fit if needed. Generalize to Beacon Strategy Introduced Document Student Response Parent Support
Summarizing Student Performance & Needs Student Engagement & Skill Development Likely Patterns of Behaviors & Recommendations Strategies Introduced
Data Collection & Pilot Program Review Engagement In Support Services Campus Connectedness Retention Attendance Qualitative Data from Students During First Year
Next Steps for Transition Programming at Beacon Increase participation in program from 35-40% of students to 50- 60%. Begin duplicating program to students not coming to Beacon College through partnerships with high schools and other colleges / universities. Develop Transition Center to focus on student evaluations, post- graduate support (GAP Program), and other auxiliary programs.
Session Evaluation Please see session moderator for paper evaluation form or complete the evaluation online.
