CHANGING THE DOCUMENTATION PERSPECTIVE ON THE TWO-YEAR CAMPUS

2013 AHEAD Conference

Baltimore, Maryland

Overview of Ohio/Regional Landscape

• Ohio is home to the “regional” college concept

• OH-AHEAD is our state affiliate group

• GCCCU is a local consortium of disability services providers in the Greater Cincinnati area

Campus Introductions

• 3 campus system• Public research university• Total Student Population: 40K

• 3 campus system, 1 learning center

• Public liberal arts university

• Total Student Population: 25K

Miami University Service Overview

Main and regional campus offices were established in the late 80’s

4 offices provide services to SWDs with high value placed on autonomous practices

Diverse training backgrounds among professional staff with limited administrative support staff

Students frequently have simultaneous registration among campus locations and the regionals serve as a “feeder” for the main campus

University of Cincinnati Service Overview• 3 offices provide services to SWDs

• Diverse training backgrounds among professional staff

• Students frequently have simultaneous registration among campus locations and the regionals serve as a “feeder” for the main campus

• Historically, documentation guidelines specific to LD/PD/MD only

The Great Shift

The Weather in Your World• What were the initial reactions to the guidance on your

campus?• What efforts has your institution made in moving towards

the new documentation guidelines?• What have been your biggest barriers to implementation?• Have you approached your K-12 partners about these

guidelines?• Have you encountered any resistance from administrators

or faculty?• If you have implemented, have you noticed a change in

your ability to service students?

Sunny with a Chance of Rain

• Initial response to the guidance resulted in adoption of new intake procedures for both University of Cincinnati and Miami University

• Challenges have been encountered along the way

Uneven adoption of new guidance within region Adaptability of senior staff and/or administrators to new

paradigm Diversity of staff experience/training

Miami University Implementation

A workgroup was formed by the senior unit director to provide feedback and content suggestions on a structured intake interview form that mirrored the tiered model.

Office coordinators adopted the form and adapted the content and implementation steps to meet the unique characteristics of their campus and procedures.

Offices with many barriers to implementation were given autonomy to further investigate their barriers and brainstorm future solution strategies.

Miami University Implementation

Sample Intake Procedure Outline

1) Student schedules intake session

2) Student attends intake session where structured interview is completed and accommodations are determined

*** In cases of invisible disability, provisional accommodation is extended to students with limited self-report and absent yet necessary documentation

3) Student is provided with a welcome packet that includes copy of LOA, student handbook and invitation to upcoming office events

University of Cincinnati Implementation

• Discussion began among the Disability Services Offices during the 2011-2012 academic year

• Drafts of possible forms were created and shared with internal and external constituents

• Partnership with Miami University began when the senior unit director approached us for assistance in reviewing their document

• DSO staff met during the first part of the 2012-2013 academic year to finalize a document which was implemented in the 2013 Spring Semester

University of Cincinnati Implementation

• Each campus uses the identical form but has the autonomy to make adjustments when appropriate and necessary for the particular campus

• 2013 Summer Semester is our testing period to refine and make changes to the form (work in progress)

University of Cincinnati Implementation

UC Clermont Introductory Appointment Outline

1)Student schedules appointment via phone or email

2)Walk-in appointments are accommodated whenever possible

3)Student completes paperwork, interview is conducted, and accommodations are determined

4)Student receives information regarding “Meet-n-Greet event where services are discussed in greater detail

Lessons Learned1. Parental disclosure is often a useful supplement for student self-

report.

2. Although the guidance recommends a tiered approach, a weighted approach may be useful at times.

3. Students may not be able to complete the form while they are meeting with you (too overwhelming). Refer them to your website so they can complete the form in a comfortable environment and bring to their appointment. Both campuses created an electronic version that students can complete online.

4. You may find that as you adopt new procedures, you need to go back and make revisions to the process. It’s a work in progress!

Service Provider Experience• How did adoption of the new intake process affect your

work and what barriers where encountered during the implementation phase?

• How has balancing autonomy and consistency with the new procedures been managed on your campus?

• Have para-professional or administrative staff been incorporated in the process?

• How would you describe your interview style?

Benefits to Students• Student narrative allows for them to articulate disability

and accommodations needed

• Student can complete information in advance and seek assistance in completing the form

• Student can complete a paper version or submit information via an electronic form

The Art of the Structured Interview• As the service provider develops skill using the form,

flexibility in interview flow will develop.

• Students may have some difficulty reporting strengths and assisting them with identifying strengths is often an opportunity to establish rapport.

Impact of New Approach

Adopting new intake procedures created OPPORTUNITY

Decreases likelihood of slipping into “medical model mode”

Align with institutional social justice efforts

Bridge the gap between post-sec and K-12 practices

Support institutional focus on retention & student development

Improved intake efficiency

Focus shifts from gatekeeper to student success needs

Assessment questions can be embedded into the interview for research endeavors

Next Steps• Recommendations to get started on your campus

• Fit process to your needs

• Remain flexible

Sharing the Message• Contact your local K-12 partners/agencies

• Transition events provide an excellent opportunity to start the dialogue with potential students

• Update DS marketing materials (print/web/social media) to reflect new documentation practices

Sample Documents• Included in handouts for conference under session

heading #8.9 at: http://www.ahead.org/conferences/2013/concurrent

• Feel free to use them to start your own campus discussion

• Link to AHEAD Guidance on Documentation Practices:

http://www.ahead.org/resources/documentation_guidance

Q&A/Feedback Opportunity• Q&A

• Share your experiences and ideas

Contact Information

Jennifer Radt

UC Clermont

Jennifer.Radt@uc.edu

(513) 732-8964

Stephanie Dawson

Miami University – Hamilton

dawsonsd@miamioh.edu

(513) 785-3143