14:07:41 My transcripts. 14:07:43 Because sometimes that just helps with taking notes as well. So, thank you, Christy and Tracy for joining us. We really appreciate it and look forward to hearing what you have to tell us about credential development and portability. 14:07:58 And while we have a small group here I know this is going to be something that will be able to share with many around the country about how you all have done this so we really really appreciate it, and I am going to let you share. 14:08:16 And I will give you both the availability to share so you can go back and forth is you need to 14:08:25 work from the same slide show so. Okay, all right. 14:08:30 Awesome. 14:08:34 Alright so, are you co host now. 14:08:38 Tracy yes okay and you should be as well Chrissy. Okay, so I can't share my own now I can, yeah they just did okay I'll share it Tracy. Okay. Great. Thanks, ladies. 14:08:49 Yeah. 14:08:53 Right. 14:08:53 Well, you want me to kick it off, ma'am. Yeah, go ahead. Go ahead. Alright, well thanks for having us I'm Tracy. I'm the executive director of in pathways to inclusive higher education which is a nonprofit organization in Colorado. 14:09:08 And our mission is really to advocate and create inclusive higher path, higher education pathways in Colorado we've been in existence since 2014. 14:09:19 And so I'm excited to present to you today. Christy I'll let you introduce yourself. 14:09:24 I'm Christy Casa and I'm the Director of the Office of inclusive services at UC CS that's University of Colorado Colorado Springs. 14:09:33 And we're the office that support students with intellectual disabilities to be included at UC CS. I'm also a professor there in the College of Education. 14:09:41 I'm currently in an elementary school and it is Disney day which is why I'm wearing a Pixar t shirt. 14:09:50 Hi. 14:09:50 I work in schools all over the country I happened to be in Wyoming right now. 14:09:55 To create an inclusive places for kids to be so that is what I'm doing at the moment. So I'm on my lunch hour in their book room doing this with you guys today. 14:10:06 So, we appreciate it. Thank you. Yeah, so Tracy Do you want to get us started. And then, yeah, okay, cool. Yeah, so I thought a good place to start with just to give you a little background of of Colorado so you kind of know how we how we're working. 14:10:19 So, in 2016, we passed the Senate bill that gave the initial funding for three colleges in Colorado to start inclusive higher educator to create inclusive higher education pathways and they were UCS which Chris is joining us from the University of Northern 14:10:36 Colorado and Arapahoe Community College. 14:10:39 One of the big strategies that we used when we created this set of Bill and created these pathways was to make sure that we were really intentional about creating a unified state. 14:10:51 And so our dream was, if you went if you participated and crucified in Colorado, you have the same program model you had the same kind of ideas behind it. 14:11:04 And I can't think I'm losing my words right now, just kind of the same similar experiences like an overarching commitment to inclusion. So, thank you are all inclusive programs, our students experience campus in a very typical way, they take real college 14:11:23 classes for a lack of a better word right now. 14:11:26 But they take typical classes alongside their typical peers and have jobs on campus and so you know inclusiveness is really our overarching guiding pathway but we are organized in similar ways as well. 14:11:41 Yes. And so one of the parts of us being intentional was the selection of the schools like we really wanted to have a community college in Colorado, we have a community college system that's 13 community colleges and so the idea was to establish a pathway 14:11:55 at one of them. So it could be easily pulled down at our other community colleges. Same with our cu system which is the CCS is a part of theirs, you know, cu Denver CU Boulder co Colorado Springs, I'm really hoping to create the foundation at one of the 14:12:10 campuses. So again, it could be replicated across the state. 14:12:15 So what we did was we developed a consortium and that really is, it's led by my organization and nonprofit and better includes our school partners, it includes our state partners from CD from our Department of Higher Ed from our Division of Vocational 14:12:28 Rehab, we really work to look at our best practices create the model and create what we need to so one of the things that we've really worked hard on in the past five years since our Senate bill passed is creating a certificate, a unified certificate 14:12:43 and so we call it the comprehensive higher education certificate. 14:12:47 All of our students receive that upon graduation and they, it's a it's a comprehensive higher education certificate with an emphasis in whatever area of study, they've chosen and Christy can really get into the details of how it works at a school level 14:13:00 because I don't have those details, but typically our students take two to three classes, a semester. Some of them are required courses and then others are specific to their area of study. 14:13:12 And it ranges from our schools, our community college requires 36 credit hours one of our universities is 72 credit hours to complete the certificate but by and large it is the same certificate and our hope was that we had a unified certificate that after 14:13:28 time points and we have students now graduating with it we can really go out and, and it creates a value of coming to our programs that creates a value for the students and it creates a value for the employers. 14:13:40 This is not just, you know, they came and they did a pass fail and they didn't really get any skills we want our employers to know they've studied these courses. 14:13:49 They've been graded on them, they've gained the skills and here's, here's the documentation to show that they really come to you prepared for their career. 14:13:59 Yes. 14:14:00 So it's just a picture of the one from UCS happens to be one of our graduates. 14:14:05 And we also wanted the certificate to be issued by the various higher bodies of the university and so ours at UCSD is approved, and created by the regions that govern all three well for if you include the medical school. 14:14:24 All four of the campuses that make up the cu system, and for you and see it's created and given by their accrediting body or their governing body as well as the Community College too so that was important for us, and are the courses that they're taking 14:14:38 are they taking them for credit or audit credit only yeah we don't credit. 14:14:44 Yes, no we're real you know official students with transcripts and I'll show you that as well. Okay, cool. Our students I will add in that our students at our two universities do their curriculum is modified at our community college students have the 14:14:58 the option to modify or not modify some of our students are working on associate's degrees or the certificate that we've developed it's a choice of the community colleges but not at the universities at this thank you that's helpful. 14:15:11 Yeah. 14:15:12 And so this is a transcript here that you see and so our students are taking classes they do get grades as you'll see below every single course, it's noted that it is a modified curriculum, and this is something that made it a lot easier for us to work 14:15:26 with our faculty for our students to get actual credits and actual grades. Because faculty and I happen to be a faculty member so it actually works nicely because I can speak the same language and concerns as the faculty members that we work with. 14:15:41 But our faculty, you know, had concerns about, you know, well what does it mean for a student who's not doing all of the work to the same standard to get the same grade is another student and will this be transferable to other colleges. 14:15:55 And so one of the ways we accomplish this was to put this language on the transcript. And so faculty do have these are students show up in their Canvas shows as well as their official portal roster. 14:16:11 And it says that they are an inclusive, Office of inclusive services student their certificate only student knowing so that way faculty know that they're not working towards a bachelor's degree that they're working towards their certificate, and that 14:16:25 they're having a modified grade. And so that when we when we're asking our faculty to grade them. They understand that when it shows up on their transcripts, it's going to note that it was a modified grade, and that they are giving them an A or a B or 14:16:38 whatever they're achieving for themselves, not in comparison to what the typical students who are working towards a bachelor's degree are accomplishing and so that really made the faculty feel like okay well this makes sense to me and, and they now do 14:16:56 an awesome job of supporting the participation of our students, you know, in their class and so this is a blank out transcript it's redacted. 14:17:05 I couldn't get to redact and also leave the area of study but typically on here you'll see the area of study on the students transcript. So, and then the note, we think the note of modifying curriculum is a little overdone. 14:17:18 Because it shows up on every course and then down at the bottom of every page in the transcript however this is what the university wanted and as you all might know we make concessions some tax so this was, you know, something that we did. 14:17:32 Yeah, she is it shall do I say shell. It's jail. Yes, thank you. I have a question Could you speak more about the types of modifications because I know with our university we're having, you know, modifications are not done at the university level they 14:17:46 give accommodations but not necessarily modify coursework so could you speak a little bit more about the types of modification students receiving. Sure. 14:17:54 Well students obviously who are earning a bachelor's degree or a Master's or you know any of that of course they don't receive modifications, those are typical students and so typical students who are a part of the general population or are students who 14:18:06 receive services through the Disability Service Office, they receive accommodations and you're right that is the typical way of functioning in college. 14:18:15 However, students with intellectual disabilities when they're supported it at college. 14:18:20 They need modifications. And so we you know we provide student peer mentors that help our students participate in class. And we really see that as a one of the biggest modifications is having this peer support, because then the person is able to support 14:18:35 the person to know. 14:18:47 You know what to share how to be in class how to stay on track help with notes all of that type of thing. But some of our actual modifications to curriculum, can be as simple as we take the quizzes we get quizzes and tests ahead of time, and then we will 14:18:53 reduce the number of options from five to two things like that if it's 150 questions we may bring it down to 30 questions. 14:19:01 If it's a 10 page paper we may have a student who's raising her, who is writing a three page paper on or may create a slideshow. 14:19:13 Not to present but as a way to organize where they'll use a picture and some descriptive words to show what they've learned the presentations might be shorter and, you know, focused on big ideas of the course and not some of the small details I'm trying 14:19:28 to think through some of the other modifications we've done, you know, often it's about really taking the, the assignment and focusing on a lot of big ideas we recently had someone who was in a political science class instead of writing a paper they did 14:19:44 a video taped interview of a local legislator and ask questions of, you know, the local legislator that related to the, the assignment for the class so we've done stuff that's very divergent like that where it's a videotaped interview instead of a paper 14:20:02 and then we've done things like shorten the papers shortly assignment, things like that. 14:20:06 Christy I think it's important it's made this may be a little off topic but one of the things I think at your university that's happening as some of your faculty have really dove into this and really kind of expanded, how they teach their classes in general 14:20:19 as a result of some of the modifications that you've suggested for your students. Can you talk more about that because I think that's really a core. 14:20:28 Yeah, we're working really hard to support our faculty to understand universal design for learning and really to ensure that this idea of choice with assignments can be very powerful that writing a paper is not we're taking a test is not the only way 14:20:43 to show what you know. 14:20:45 show what you know. So videotaping yourself giving a presentation on, you know, presenting your work in an alternate format, whether that be a slideshow or an infographic or something like that, you know, and allowing choice for students so they can say 14:21:01 okay I want to write a paper or do I want to videotape myself Brett presenting. And so, we're supporting faculty to really understand that they can offer choice that they can offer multiple methods, and that they can have students show what they know 14:21:17 and a lot of different ways and that's been a nice growth area for a lot of our faculty. 14:21:32 I'm just trying to look at the chat. 14:21:27 Yeah, I can, yeah, I kept the aspects in the PowerPoint Yes, I will. 14:21:32 Yeah. All right. 14:21:34 Okay, so let's talk specifically about the certificate and then we can kind of get back to any other questions because these are great. Um, so, as Tracy said we are a consortium of three schools we all came about at the exact same time through a passage 14:21:49 of a Senate Bill, and in was central and keeping us together and keeping us developing in the same way. 14:21:57 And so one of the things that was really important right away was to establish a certificate. So we all began to talk about what does this mean what do we want it to be called How do we, you know, how do we create it you know we have thoughts about trying 14:22:10 to come up with a different degree. 14:22:14 And what we would call that degree, our, our university doesn't come issues credentials because the state into issues credentials so that's why we call it a certificate. 14:22:26 And we landed on certificate because each of our universities had a very clear path to getting it certificate and so it seemed like something we could accomplish pretty efficiently. 14:22:37 And we, this may grow and change as we continue to grow and change but currently we have a certificate. We decided on the name of the comprehensive higher education certificate and that is what's printed on all of the certificates that our students are 14:22:51 earned across all three schools we all know what we're talking about. And then we all went about just really working at our individual institutions to get this certificate that's all called the same thing. 14:23:04 And so we like at my university I filled out the certificate application and I began meeting with the committee's. And so we have a curriculum committee we have us undergraduate certificate committee. 14:23:17 And then we have a regional level committee we have a DNS level committee and so you know it just, you have to go up and meet with all anybody who knows higher education knows that it's a lot of medium. 14:23:26 So, I, we began meeting and getting approval all the way through. 14:23:32 In order to kind of get all of this taken care of. 14:23:36 We really had to make sure that we were you know detailed and involves revising around classes and I'm going to show you all that was included here in a slide, but really just worked through our own committee levels, and the certificate was approved at 14:23:52 ACC at UNC and at you CCS, and then we sought approval from the Colorado Commission on Higher Education so that way they were aware of an approving of the certificate that we were offering at all three schools, and so that way that unified us as a state. 14:24:10 So we have our individual approvals and then we have our state approval for our certificate. 14:24:15 I will say that the certificate requirements look slightly different, and each school, but we didn't really have any struggle with that. There are reasons some of its different to begin it's just based on how our individual schools operate, how many credits 14:24:31 they count for certain things and and stuff like that but it was nothing substantive that differentiated us from each other. 14:24:39 So, if we want to look at what it was included so this is just a little screenshot of what is the UCC original certificate application. But what's included is, we had to write a description of the work we do, why it's important how our authors is structured 14:24:58 you know what's our organization chart, who's our staff, how do we operate. 14:25:03 What are the required courses we do have some required courses both that are typical courses and we offer one course that is just for the students we serve and it's on an eight semester rotating curriculum, so that when you're there for four years you 14:25:17 get one of each and it's a three credit course that everybody takes every semester. And then our typical classes that are required or classes like public speaking, communication in the workplace, a basic technical writing class. 14:25:34 Disability Studies. 14:25:37 I think innovations I think those are are required courses if I'm remembering correctly so that went on there. And that fulfills a decent amount of the credits that are required, but then after that all of the courses, the students take our courses of 14:25:50 their choice that are in line with their course of study. So they're working towards. 14:25:56 For example, a certificate in ASL and so then their coursework would be an ASL or certificate in photojournalism we have a student doing right now or criminal justice and then they would have a certificate in that area, because the majority of their coursework 14:26:12 would be in that area and so that's all described in our certificate application as well. 14:26:17 We had to write about graduation requirements benefits to students details about the structures of our office office, we really did have to talk about how the work we do aligns to the mission of the university. 14:26:29 Thank goodness The university is committed to inclusion and so we use that to say hey, we're part of inclusion and so that felt good to them, we had to talk about the costs and the different paths to completion how long it would take students, things 14:26:44 like that. 14:26:45 So that's how we, you know, went about kind of the bureaucratic process of this is to kind of go through describing all those various pieces and parts. 14:26:57 Yeah. There's a question in the chat before we get on to the transfer, as are the certificates industry recognized yeah as we get to the end of this see that what I'm saying. 14:27:11 One of the things that we still have to work on is broadening that i mean i think there's a there's a starting awareness to what the certificate means we've only been around this is the beginning or the middle of our sixth year. 14:27:20 So we're relatively new we graduated our first class in 2020 so we're very new when you consider that. And when you consider that we have not graduated anyone outside of coded. 14:27:32 It's even another struggle. However, all of our students are employed. So even with coven We are, we are continuing to do that. We're working on outreach in the community to start to teach our local businesses DVR, our local schools about the meaning 14:27:46 of this certificate. However, I have to say we have students employed in the community and employers were happy and right and and excited to see the certificate and the transcript because then they can see what the student had taken to prepare them for 14:28:02 various jobs. Christie I would also just mention that this term industry recognized can be confusing and I think that, and correct me if I'm wrong, that what I'm looking at here in your the courses of students are taking can be more of a liberal arts 14:28:20 type of certificate than a industry specific certificate with Not really, no, no. 14:28:37 Few g record required classes and the rest is right to your own area of study. And that's the same with the other two I'll say as a community college, there's 18 of the required courses and then there's 18 credits have specific to your area of study. 14:28:48 One of the things that I wanted to add on as far as this industry this idea of industry recognition is my organization has just received a grant to really start working on just that on the employer recognition of this and so I'm hopeful in a year or so 14:29:01 when we have this conversation again I have a lot more to say about how much progress we've made with employers but Christie's right like it's just one step at a time and our students are becoming employed in their area of study. 14:29:12 UNC just graduated someone who majored in brewing studies and now is working in a brewery and so we really are working with our friends that are voc rehab and really trying to transition them after college into careers using the skills that they've gained 14:29:26 on the certificate that they've gained with their employers showing them that this is real, it's the real deal. They're coming with skills and ready to take on the career. 14:29:35 Excellent. Yeah, yeah, yeah and the majority of the credits are, you know, in the area of their study so in someone's head it sounds a lot like the CCP application there were pieces that overlapped. 14:29:48 So, that was nice for us. 14:29:50 It was different than the CCP application because its internal but but definitely there was things we used for both of those applications which is nice, you can double dip, I guess. 14:30:02 Then another question was is the community college program for years like the university. Um, well I was going to talk real quick about the transfer option and so we do have some students that stay I believe Tracy to correct me if I'm wrong for four years 14:30:17 at the community college to do their work. Yeah, the certificate is made to be a two to three year, but some take longer just depending on the courses that they take most are done in three years, but it can be done in two years but it's certainly not 14:30:32 like the university's intended to be a four year. Right. And so if we have students at the community college who want to transfer we have a transfer plan here, and we have courses that we will take so that way they can do two years at the community college, 14:30:46 and then come over to one of the two four year schools, and take two years and we will take those credits and apply them towards their certificate at the four year schools, and then they would be able to graduate from the four year school. 14:31:02 So, so that's, you know, been a nice path like I said we've only started to graduate students, two years ago. 14:31:08 So this is new and, you know, I think that we're going to see more and more of our transfer students and hopefully bringing on more community colleges to do this work in our state as well. 14:31:19 Yeah, but that's, you know, at the at the four year school both you CCS and UNC we are both four year program so it does take four years you cannot do it quicker at UNC or you CCS, but the Community College as a little bit more flexibility. 14:31:38 Right, so that's a little bit of the transfer there and then this is what we were going to share is yes we have work to do. We've got more outreach to school districts and families to do. 14:31:48 We've got more outreach to employers. We do have a nice relationship with DVR but definitely still more growing work to do there. 14:31:57 I see you know one of the things is our, you know, our school districts and our families are they know about us but they. There's plenty of school districts and families who don't and so we're trying to you know support them. 14:32:09 But, you know, with employers we've got some employers that are definitely in line and see us as a value and see what we're doing is valuable. And we've got, you know students employed at local businesses and local, You know places of work, and then we've 14:32:25 got, you know some of our students employed at national level businesses like we just had a student get a job at a Kindle care, and she's going to school to be a preschool teacher and they recognize her certificate we're excited about the coursework she 14:32:39 she had done and what she had prepared and and really saw that as an asset to her growth so so yeah so that's a little bit about what, and you know what we've done to develop this certificate. 14:32:54 As Tracy and I were talking we felt like this was a little short but weren't also sure exactly. You know, it's just a little narrow topic and so I think I'll go ahead and stop the share now and then, you know, we can open it up to any discussion or questions 14:33:06 y'all might have. 14:33:09 That's just tremendous information and I really really appreciate it. 14:33:13 And I will, I came up with a couple of things that I want to just ask for clarification. So, when your each of your institutions approved the certificate. 14:33:26 Does that mean now that that certificate would be included. When you are go through accreditation again university wide or. 14:33:37 It is a part it's it, it shows up as us and our university offers so yeah okay so I know that has been a question that I have heard again and again that has, you know, that were institutions have said nope, put it in continuing ed because we don't want 14:33:53 want it to be a part of our accreditation. Yeah, but you are able to get past that. Yeah, I have to tell you right from the start I refused Continuing Ed, I would not allow anything we do to be associated with continuing ed right from the beginning. 14:34:07 And so I think they don't talk to me about that anymore. Tell me why. 14:34:22 Because we are real students taking classes I want credit we are you know we want to be just a part of everything that goes on in that university continuing ed at least at my university is a little funky on it doesn't offer the full breath of classes 14:34:26 you're not with your typical peers. 14:34:29 Yeah, and I also you know I I worked in we actually went to Syracuse University and so I know that a lot of schools do offer a lot of things through continuing ed however it's still not the main University and we want access to all of that. 14:34:45 Okay. And then, students who take the courses and take them modified, and they get credit for them, can they decide at some point to transfer those to a degree program. 14:35:01 No, that's why the transcript says modified curriculum, on every single class that is one of our concessions is you know what we need to know that these are non transferable courses and we definitely have some students who we think may be able to get 14:35:13 a degree someday. And we are very clear with them upon accepting admission to us that if they do decide to leave our services and go to disability services and an attempt to earn a degree that they would have to retake any courses that they might have 14:35:30 taken under our support. And I think that actually, That actually is a success out of our community college we had a student who completed Community College, and she transferred to a university to obtain her bachelor's degree, but when through that that's 14:35:45 some of the like her courses she had to start over, but for her. She wasn't succeeding in college and needed the extra supports for those two years in the community has to be able to go on to get her bachelor's degree in a typical path. 14:35:59 And that's what I was going to say that that though they can't transfer them, imagine now when they take them again for credit, they're ready. Yes, and the information is already they have some baseline. 14:36:12 Yeah, so, so I don't see that as a negative but I just wanted to make sure that was clear, and I know Susan has a question. 14:36:23 muted muted, it wasn't it wasn't wasn't responding, it was not doing my will. 14:36:32 The question I have is can students take courses unmodified in your program and if they do, do they get college credit for them. 14:36:43 Um, no, because they're admitted through a different way, you know we have a separate admissions process that does not get them in as a degree seeking students. 14:36:53 So, if they wanted to take courses, while receiving services from us this is going to get money, they would have to apply to the university in the typical way and get accepted. 14:37:07 Um, I have not entertained the idea if we could do a dual kind of path where you were taking some modified and some on modified I think if we had a student requests that we could work that out. 14:37:24 But they would have to also apply to the university in the traditional way, and get us get accepted as a degree seeking students. Yeah, we haven't had that request yet that's an interesting question. 14:37:38 I have had students ask for that or not students I've had students parents ask about that. Okay. 14:37:46 And I do have a student who is currently taking two courses unmodified. 14:37:54 That is the that student will be taking will be doing all of the assignments and taking all the same exams and so forth but all of the students are. 14:38:08 But, and you know if things go south and it doesn't go well and I can always pull back, we get we can modify sort of post hoc. Right, right, but it's also a learning opportunity for that student to learn where their skill sets are and the type of support 14:38:27 they need. If things don't go well. There is learning in not succeeding in a direction they've taken, so that's not, I don't see a negative. 14:38:40 At this point I also have no provision for the students to take to get college credit got which seems to me sort of fundamentally unjust. Yeah, if your student is able to do the work and modified I feel that the students should be allowed to get college 14:38:58 credit. 14:39:00 And I don't think that, yeah I don't I don't foresee a situation where I would have a student who could do all of the coursework and modified, but I see it as quite likely that I will often have a student who can do an isolated course. 14:39:14 Yeah, here or there. And I've spoken with the deans, and when I use phrases like, I'm just going to a Catholic college that has that has power and. And so there, they are guardedly willing to consider. 14:39:33 Cool my proposal which is not that the student would have to, to apply but that they could, that they could just be in my program and occasional College. 14:39:47 This is one of the things I will add is that our community college partner does allow students to take modified and unmodified courses so some of our students are working towards and Associates, a typical associate's degree, while others are working towards 14:40:00 the certificate. And she's not on this call, but I'd be happy to connect you to her to see how that works for her or, I don't believe she has students doing both. 14:40:11 You either picking associates or you pick the certificate but they still get the support of her program so how I like, I like the way our degrees. I should transfer doesn't have modified requirements on it, and I think we're going to put that in. 14:40:29 And I think that will that will answer their concerns, it will go a long way towards answering the concern, it what it does have at this point is they don't get college credit, and so they get the creditors zero. 14:40:43 Yeah. 14:40:44 Yeah, it is how i or i got them to agree to do grades and credits was by adding that line to the transcripts. So, yeah, about the credits. Yeah. 14:40:54 Then, because they I thought the grades, yes and, and I got the grades by conceding the credits. 14:41:05 Were always negotiate. 14:41:09 Yes. 14:41:09 Oh, I wish there was a day when we won't have to but here we are. 14:41:14 I was going to share real quick. 14:41:17 University of Denver that's a private school up in Denver, which is an hour north of UCC SVC to call in a Colorado Springs. They have three different ways, students can come to their campus and so well actually two they were going to have a third but 14:41:33 now it's just too so we at our university we have our traditional students you know we have students who receive services from disability studies. And then we have students who receive services from the Office of inclusive services which is our path for 14:41:46 people with intellectual disabilities. 14:41:50 Du has their traditional students, students will the industry's traditional students their disability service office, and then they have what's kind of a, I'm going to forgetting the name right now but kind of a more intensive path, then disability service 14:42:05 but still only provides accommodations and it is really for those students who fall through the cracks and I know you all are going to know the students. 14:42:13 We've got our students with intellectual disabilities who who need modifications and who need a lot of support and or different types of support will say and then we've got our students and Disability Service office that we know they just get a minimal 14:42:25 level of support right and they're pretty much on their own. And then we've got the students in the middle. And these are a lot of our neurotypical students, right, they need more support than the Disability Service Office, but not as much, maybe, and 14:42:38 also they don't need modifications, like we provide at our post secondary programs. And so, du has this middle model that I'm very interested in, and they get some kind of peer tutoring supports executive functioning support organizational support, support 14:42:56 with anxiety and things like that which is what this population seems to be most struggling with, but they don't get the modifications and kind of intense supports that we give in our office. 14:43:08 So I am starting to learn about that and I'm going to start proposing that as a service that we can offer as well. And to me that would allow the shift out of my office where modifications are provided and into a degree or anything to be kind of scaffold 14:43:25 it in a nice way. So, namely the University of Denver, Lisa. 14:43:31 It's a private school. Yeah, so if you google University yep Denver. 14:43:36 Okay. 14:43:39 Oh shoot, I had a question now it's gone. 14:43:41 What did you need to take with you or to have prepared to meet with each of the committee's in getting your certificate approved at each level, did you have, maybe some specific tools or specific information that you had that seemed successful for you. 14:44:02 Well, all the research on success from think college, you know, either later. Yeah, all, all of that is so helpful and every move I make of why is this important, why are we doing this, why don't we just stick to our traditional way of serving people 14:44:19 with intellectual disabilities, why do we need to do these new things so all the stuff, all of the information that shows the growth that's more beneficial and and employment outcomes, things like that so that is important, and then kind of what I noted 14:44:32 before everything about the purpose and the structure of our office, the credits the course makeup, all of that had to be prepared and what prompted all of that was really, it was all the questions on the application that helped me get there. 14:44:48 Yeah, on the CDP application, no on our certificate application. 14:44:54 Prior to see TP at you. 14:44:56 Yeah, yeah. Other things that I think is helpful is as part of the Senate bill some of this was some was required and some was highly highly encouraged. 14:45:06 So these schools were receiving funding to start up these programs and so we had a little bit of language in the Senate bill to fall back on. 14:45:13 Right now we are going for a second round of funding from our legislation and a new Senate Bill and I think that or I don't think I know that we will make sure that these are requirements that the school must have a certain must participate in this unified 14:45:28 certificate and must use TTP and all of those things so that also will help. 14:45:35 At the time, Christy you also mentioned, students are being served by the student disabilities office and then students are being served by it through this program. 14:45:46 Our students in your programs also receiving support through the students with disabilities office accommodations. No, no, we provide all the services to our students. 14:45:57 And we're very clear about that our disability service office was a little worried that we would infringe on their resources may have been friendly but guarded. 14:46:08 So, they don't you know and they already serve, thousands and thousands of students and to be quite honestly don't know that our population very well, and kind of don't know what to do to support them. 14:46:21 There are people that are really good at accommodations, and we're really good at a lot of things. And so we we provide all the supports and services to our population of students. 14:46:32 We have 21 students at UC CS right now that we're supporting and, and they provide the services to their population now I will have to tell you, if I have questions, I call them they're lovely, they collaborate with us but we still provide the services. 14:46:47 Now they will share with us sometimes we need access to different software that they have licenses for and they're happy to share that with us, we've needed resources for people who are hard of hearing or have visual impairments and they were very happy 14:47:04 to share that with us as well. 14:47:06 Okay. Yeah. 14:47:11 Any other thoughts and questions, um, I do think it's important and I don't know if you said it, that you know how in the world do you do this modification stuff because that is intensive, and I believe and correct me if I'm wrong but at each of your 14:47:28 schools you have a dedicated individual that does that. 14:47:33 You have a system at our school so I have a staff of four. Well, three and a half actually so I am like I said a faculty member and I'm a full time tenured faculty member. 14:47:45 And so I have a differentiated workload where 50% of my workload, from a traditional 40 4020 is given so I have a 40% teaching, and then we differentiate that I have 10% research and 50% service my 50% service is my directorship. 14:48:05 And so I'm the half member and then I have a college and career I have a career coordinator, and I have a campus community coordinator campus and community does independent living in social career does career, and I have an inclusion specialist my inclusion 14:48:20 inclusion specialist is full time, she is in charge of all the modifications, but she's also in charge of my 15 peer tutors, And she trains and meets with my 15 peer tutors we run a very tight ship that we're all of our peer tutors are trained in support 14:48:37 students in class and out of class to make sure every single reading every single assignment gets done in a modified way. 14:48:43 We have a system of submitting any work that can't be done by this specific peer tutor so other peer tutors can jump in and help out. 14:48:52 We run a Saturday homework group just in case things don't get done during the week so we can catch up on the weekends. 14:48:59 But yeah, everything always gets done and it is our inclusion specialists job to make sure that it happens but it's pretty much her in the team of 15 support people that make sure that happens. 14:49:11 Do you see the professors and faculty across the different programs that are beginning to maybe do some modifications on their own are we building capacity at all. 14:49:24 A little bit but not much. And I have to tell you, I'm not sold that that's a goal or anywhere we're ever get, I mean as a faculty member, I have to tell you, I, you know, I'm in a faculty member that lives and breathes inclusion and fights for it every 14:49:37 day of my life, but I'm not sure that's my job. I mean it's not sure it is now. I do think it's my job to teach using universal design, I do think it's my job to be welcoming and inclusive and to support participation. 14:49:53 But to track and make sure that modifications are being done I really think that as is a job for my office, you know, but I do, we do find faculty members who share ideas, like we think we could do it this way and that has grown so that idea that faculty 14:50:11 will say hey we've got a big project coming up and I was thinking about Mia, and I think me I could do it this way. What do you guys think and we're like, yes. 14:50:20 Awesome. Thank you. 14:50:22 Dad kind of collaboration but then the responsibility to make it happen still lies on the office support, but the idea generation comes together which I think that is something we can expect to grow. 14:50:33 Yeah, yeah. Absolutely. Yeah. 14:50:38 Anybody else. 14:50:40 Yes, Amanda was definitely share the slides. 14:50:44 And I can absolutely share the sample transcript as a separate document as well. 14:50:49 And if you send those to me, I have a list of who's been here and I'll make sure everybody happy to do that and then that way people know where to come to if they didn't get it. 14:51:01 Can you talk more about the system that you're using to modify like weekly readings and things like that. I'm just thinking about the timeline for some of that we modify exams and projects and stuff like that but that's one area that I'm like, how, how, 14:51:21 how is that sustainable. Yeah. 14:51:23 So, one of the things we do is, most of our students do have appear, an undergrad we call our mentors, our mentors our undergraduate students just typical undergraduate students that are paid through our office they're paid $15 an hour, and trained through 14:51:38 our office and we fly, we hire every semester and some of them stay with us for four years and some of them for a semester. 14:51:48 And so when we schedule people we schedule. Often the peer mentor to go to class with the student. Sometimes they sit with the students sometimes they do not, but it's often helpful to have them there in the class so that they can get the context of everything 14:52:02 that's going on. and then we can reschedule something afterwards called time on campus. Now, time on campus is when the student and the mentor go over what was just learned in class and start to do the readings for next week, and work on any homework 14:52:20 together. So typically time on campus is about two hours after the courses over, and what they'll do during that time is review the class work on any immediate assignments and do the readings, we train our mentors to focus on big ideas from the readings 14:52:35 and so highlighting in the book, post it notes in the book of what's the main point we want to get out of this chapter, what's the main point out of this chapter, and not really focusing on every detail, unless that's appropriate for that student. 14:52:49 Okay. Um. The other thing we have working on is we're supporting our students to make sure they're doing reading on their own as well often as a second read, so they'll do the main reading focusing on big ideas during time on campus with students. 14:53:04 And then the second read is on their own calendar and we use it, we all use Outlook calendars and shared on every single Calendar of our students. I can see what they're doing at any given time we really work on add that to your calendar so the mentor 14:53:17 says hey we need to add these readings to your calendar. When do you want to do them. And so they'll put it on their calendar to read this page to this page for this class out of this book at this time it's on their calendar, I can see it if I I look 14:53:31 at calendars all the time if I start to notice, there's no readings on calendars I blast my mentors, hey, we're falling down get those readings back on calendars. 14:53:39 all of them have all their books digitally, and we drop those into their one drives digitally, and they use co writer to listen to them, or any screen reader currently where we used to be read right not thrilled with it so we're looking at more of CO 14:53:59 writer for what we're doing right now, but they'll use screen readers and listen to their books. I can't guarantee they're doing that. They lie to me. 14:54:10 However, we're trying to support them to learn that that is a good idea. We will check in on them from time to time, hey you're reading right now, to see if they are and stuff. 14:54:21 But, you know, they're college students. 14:54:25 And your choices. Yeah, but that's kind of our system for getting it all done and then like I said we have a Google form that say I've got my two hours time on campus and I don't finish that homework assignment, then as the mentor I go into the Google 14:54:38 Form I put what needs to be done. The due date, all the details where we can find all the details. And then I submitted to the Google form my inclusion specialist checks that Google car formed every Friday, and then sends that information out to our person 14:54:54 we have scheduled for Saturday, and then our Saturday mentor, we often have two mentors on Saturday works with the student to get that homework completed on Saturday we tell families that at any given moment, they their student might need to come to campus 14:55:10 on a Saturday. And so if they've got a big event, they need to let us know ahead of time where they couldn't be there because then we'll make sure we get that homework done before, but we really tell them that Saturday's are kind of ours to unless you've 14:55:26 got something big let us know. 14:55:28 Regarding the readings Do you use ever encourage the faculty to pick and choose which of the chapters are the most important are the bigger ideas, yeah I haven't but that's a great idea maybe I'll do so loosely yeah so often, if they aren't all the big 14:55:47 idea. Yeah, and. And so I think that's also another way when you're looking at modified coursework is too much because I my sense has been in watching the students that they get overwhelmed. 14:55:59 Yeah, and they listened to the books but that doesn't mean you're hearing it right and so if we can bring that a mountain down somewhat I think they'll be able to take more in yeah love it. 14:56:10 Yeah, yeah. 14:56:12 This has been just phenomenal Tracy and Christy. I really appreciate all that you've done and clarified for me you all. 14:56:23 Tracy, tell us, I want everyone to know what you do in Colorado. 14:56:29 Like my position. Yeah, yeah. Not for profit. I'm sorry. Yes, yes. So my nonprofit is called in pathways to higher education and we're a tiny nonprofit and I'm the executive director, and we really work to advocate and create pathways statewide. 14:56:45 And is that, would you turn it all, an alliance of the colleges or not so well so we worship but I guess sort of your. 14:56:57 Okay, so it is we see one of the schools we see in is our leader, and it is our governing kind of local organization, and we collaborate with them and it helps us all stay together so yeah so and then, and then Chrissy your position is just remind us. 14:57:17 Yeah, I'm the Director of the Office of inclusive services at University of Colorado Colorado Springs and I'm also a faculty member in college of education. 14:57:26 All right, you all this was just phenomenal I so appreciate it. I look forward to getting your PowerPoint, and that separate document and I will send it out to everyone. 14:57:35 Thank you for a wonderful session and I know I have a number of people waiting to see it. So thank you very much. Thanks to all of you to see everyone, thanks for having us. 14:57:45 Thank you. Alright thanks Tracy. 14:57:48 Thank you.