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Access Tomorrow: Using E-Mentoring, Web-based and assistive technologies for

increasing achievement and transition outcomes

Presented by:

Margo Vreeburg Izzo, PhDKelly P Dillon, MA

The Ohio State University Nisonger Centerhttp://nisonger.osu.edu/Transition/

EMentoring.htm

U.S. Department of EducationOffice of Special Education Programs

Steppingstones in Technology Phase I Project

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Presentation Overview• Need For The Project:

•Transition Skills & Assistive Technology (AT)

• Access Tomorrow Project Components•Electronic Mentoring Model and Replication Guide

•E-Mentoring Curriculum•SmartDrive to launch open source AT

• Preliminary Data Analysis

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Realities for Youth with Disabilities

NLTS2 and OLTSThe National Longitudinal Transition Study 2

(2004) and Ohio Longitudinal Transition Study (2004) show:

• A large gap between what youth with disabilities say they want and what they actually experience after high school remains.

• SwD attend and remain at post-secondary institutions at much lower rates than their non-disabled peers.

Questions:• How can we improve the high school

curriculum to assist students in transition?• How can mentoring help?

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Need for Assistive Technology Skills

• IDEA of 2004 Mandates IEP considers AT services and devices.

• Widespread use of computers in schools.• Compensates for skill deficits in reading,

writing, and information processing. • Enhances classroom participation and

access to the general curriculum.• 21st Century Workplace demands.

• Cost prohibitive for school districts.• Lack of trained support in classrooms.• Inability to customize controls (or

remain customized on site licenses).• Hardware incompatibility.• No portability between classroom,

home, library, college.

Need for free and portable

Assistive Technology

Mentoring & Guide

SmartDriveCurriculum

Access Tomorrow: Steppingstones Phase 1

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Access Tomorrow: Steppingstones Phase 1

Development Project Goals• Develop the E-Mentoring product that delivers

IT skills and self-directed transition plans with the support of e-mentors.

• Develop SmartDrive Infrastructure and documentation that supports the E-Mentoring program.

• Pilot the E-Mentoring program and SmartDrive technology to test the feasibility for use with students with disabilities.

• Evaluate the effects of the E-Mentoring program with the SmartDrive technological supports on achievement and transition outcomes.

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Transition CurriculaEnvisionIT and E-Mentoring Curricula• Teach information technology skills.• Help students build a self-directed Transition

Plan.• Match students’ interests, abilities,

personality traits and learning styles to career goals.

• Incorporates UDL Supports for all learners.• Use the open source, fully accessible course

management system, ATutor.• Aligned with National and Ohio Academic and

Transition Assessment Standards.• Allow students to become more engaged and

invested in their learning by using material that is relevant to their lives.

Transition Gains Made through the EnvisionIT

Curriculum*Knowledge of Finding Jobs• Experimental students with and without disabilities had

significant gains in knowledge in finding jobs post-test compared to control students with and without disabilities.

Mean Lower 95% Upper 95%

Students without Disabilities

Experimental .2747 .0402 .5093

Control .1558 -.1073 .4189

Students with Disabilities

Experimental .3226 .0149 .6303

Control .2632 -.1105 .6368

*Preliminary data analysis from EnvisionIT Experimental Study, results presented at OSEP Poster Session July 21, 2008.

Transition Gains Made through the EnvisionIT

Curriculum*Finding information about colleges• Compared to control students with disabilities,

experimental students with disabilities had greater gains in reported ability to find college information.

Mean Lower 95% Upper 95%

Students with disabilities

Experimental .4677 .1307 .8048

Control .3333 -.0594 .7260

*Preliminary data analysis from EnvisionIT Experimental Study, results presented at OSEP Poster Session July 21, 2008.

E-Mentoring Curriculum

AdjustmentsThe E-Mentoring Curriculum was

redesigned from the EnvisionIT curriculum by:

• Supporting students through the transition process with a mentor.

• Embedding mentor prompts into curriculum.

• Written at 4th grade reading level (EnvisionIT is at 6th grade reading level).

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Sample E-Mentoring Objectives

Information Technology Objectives1. Learn rules for communicating online known

as “netiquette.”2. How to search the Internet effectively.3. Practice using different software.

Career Development Objectives1. Identify your personality traits through online

assessments.2. Identify and compare career choices that best

match your personality.3. Interview a professional in the career field of

your choice.

Transition PortfolioStudents in the E-Mentoring Curriculum create a self-directed Transition Portfolio that includes:

1. PowerPoint Presentation2. Job or College Comparison Chart3. Career Narrative4. Resume5. Cover Letter6. Job or College Application7. Interview with a Professional8. Job or College Checklist9. Bookmarks of websites visited in career search

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Student Comments on E-Mentoring Curriculum• “Before E-Mentoring, I had no idea

what I wanted to do, I was interested in so many different things. It helped me decide what careers best suited my skills.”

• “E-Mentoring allows me to have some flexibility to change my mind in the future.”

• “Before I wasn’t searching the Internet in the right way, but E-Mentoring taught me how to search differently.”

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Mentoring WorksYouth involved in mentoring are:

• 46% less likely to begin drug use• 27% less likely to begin alcohol use• 52% less likely to skip school• 33% less likely to hit someone• 59% get better grades• 73% raise their goals

- Why Mentor? brochure, Mentoring Center of Central Ohio

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Who is a Mentor?

• A caring and responsible adult who serves as a coach, a guide, and an advocate to: • Challenge mentees to think critically about

their future.• Motivate mentees in school and work.• Provide encouragement and guidance.

• A committed individual who can be a positive role model.

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What is Electronic Mentoring?

• Uses technology to connect mentors and mentees through the Internet.

• Allows mentors and mentees to communicate weekly through one of three methods:• Group listserv• One-to-one e-mail• Online conferencing

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Group Listserv• All participants communicate through

the electronic listserv.

• Students post messages to the listserv.

• Any mentor or student can respond to the message.

• Mentor, mentee, site-coordinator, teachers all see all the messages posted.

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One-to-One E-mail• Individual matched mentor/mentee pairs

communicate using a secure e-mail system.

• Weekly communication encouraged.

• Project Coordinators/teachers monitor communications for security.

• Quarterly face-to-face social opportunities to build mentoring relationships.

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Online Conferencing

• Mentor participants use online conferencing to talk in “real time.”

• Builds successful relationships.

• Can be recorded.

• Is fully accessible for hearing impaired individuals and reduces need for interpreters.

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Which Method of E-Mentoring?

Method is dependent on:•Technology at site•Administration infrastructure•Availability of mentors

In all forms:•Weekly contact•Quarterly face-to-face social opportunities•Course/curriculum discussions•Advantages and disadvantages

Student – Mentor PairsWABC/WSYX News Special

Feature

•Mike Newell– Class of 2008

•Jill McQuaid– Mike’s

Mentor

•Jake Kaplan– Class of 2008

•Sarah Priest– Jake’s Mentor

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Mentee – To Mentor Case Study

I am Daniel, a former graduate of OSSB. I am currently attending Columbus State Community College where I am studying business. I am in my third quarter at CSCC, and I had an extremely successful transition from high school to college. I am taking three classes: math 102, English 101 and freshman seminar. Eventually I will transfer to Ohio State to finish my bachelors in business. Mentees that are going to college, it is different than high school. Individuals in college are expected to be more independent.

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Daniel’s Plans for Employment

Not only am I going to school but in June I am possibly taking a job with Verizon Wireless in their technical support department. I will be assisting customers with their wireless internet problems. I have a customer service certification that allows me to work in a call center setting. I like working with people and computers. I have received all of your e-mails and have been reading over them and all of you have excellent plans for what you want to do in the future. If any of you have any questions for me please e-mail and I would be pleased to answer any questions and give any advice.

- Sent 4/7/07 to the OSSB listserv

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Nate’s Case Study•E-mentoring communication

expanded to Online Conferencing via the Internet.

•Both mentor and mentee had similar career interests – computer programming.

•Relationship continues to be strong, as evidenced by daily communication.

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Student Quotes about E-Mentoring:

Student Mentees said:• “I like having a mentor who

understands me.”• “My mentor gave me motivation, I

learned about college.”• “We taught each other things.”• “It is helpful to be encouraged.”• “My mentor gives me helpful feedback

on my coursework.”

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Mentor Quotes about E-Mentoring

Mentors said:• “Being blind growing up, without any

blind/VI mentors around, I really felt like I wanted to contribute in some way. I think this program is great and I hope it continues.”

• “The mentor role is rewarding.” • “Teachers are reporting gains in student

progress in school and other areas.”

SmartDrive Introduction

• Removes barriers to AT such as cost, installation on local drives, firewalls, stigma.

• Developed by Steve Jacobs, CEO of IDEAL Group, Inc with support of the Technical Development Team (TDT).

• Completely portable.• Completely customizable for user.• Easy to learn and use.• Remote training available.• Compatible with MS Office software, PCs,

public computers.

SmartDrive TDT Process

The TDT provides advisement on the following:• The type of AT delivery being considered for the

project (U3 vs. web-based vs. standard flash drive).  • The various operating systems that support the

SmartDrive applications.• Student AT evaluation tools.• AT applications ability to support specific disability

groups identified in grant, especially the high incidence populations.

• Configuration of remote IT support.• Implementation of AT pilot projects.• Technical Assistance.• The measures used to confirm the relevance and

quality of the SmartDrive product.

SmartDrive Current Applications

• CLiCk,Speak: Text-to-speech program for Internet and online documents. Includes screen magnification, font and color manipulation, and voice customization.

• LetMeType: A word prediction program that suggests and learns words as you type. Allows customization and importing text from existing documents.

• Nextalk: Text conversation in real time that allows 2 or more users to converse simultaneously and uninterrupted.

• NVDA: Screen reader for navigating on entire computer mimicking characteristics similar to JAWS.

• i-Zoom: Magnifies entire computer screen, customizable.

• Balabolka: Text-to-speech program for word processing documents that are off-line.

2007 – 2008 Access TomorrowPilot Sites

• Ohio State School for the Blind (OSSB).

• Southwestern Career Academy (SWCA).

• Columbus Public Schools Hearing Impaired Program (CHIP).

• Pickaway-Ross Career Technology Center (PRCTC).

• Goodwill Columbus.

Access Tomorrow & Reading Ability

• AIMSweb administered pre/post test at SWCA and CHIPS

• Students placed in 1 of 3 categories:– Benchmark: Reading independently at 8th grade level.

• 5 students were categorized as strategic pretest.• 6 students were categorized as intensive pretest.• All students participated in E-Mentoring

curriculum and used the SmartDrive applications such as CLiCk,Speak, LetMeType, and Nexalk.

Reading Ability Results• 6 9th graders from CHIP, 5 12th graders from SWCA• 8 of the 11 students moved at least 1 classification posttest.• 3 of the 11 students moved from intensive to benchmark.• The range of improvement was 5% to 44%.

SmartDrive Single Subject Study

• 6 students with ID/MD identified ages 16-18.

• Examined effect of AT and Guided Notes on academic achievement and on-task behavior.

• ABCBCD and ACBCBD design with a discontinuous momentary time sampling.

SmartDrive Single Subject

TH Results

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SmartDrive Single Subject Results• Most students increased on-task behavior

when using assistive technology.• AT improved academic achievement in

some students, though not consistently.• The combination of AT and Guided Notes

was the best intervention of 5 of 6 students.

• Students reported enjoying using the SmartDrive and wanted to use in other classes.

SmartDrive User Satisfaction Surveys

Application NStrongly

AgreeSomewhat

AgreeNeither Agree or

DisagreeSomewhat Disagree

Strongly Disagree

iZoom 5 2 3

LetMeType 5 4 1

NVDA 5 0 3 1 1

CLiCk, Speak 14 8 5 1

NexTalk 6 1 4 1

Balabolka 1 1

This application helps me PRODUCE BETTER work on the computer.

I get BETTER GRADES when I use this application.

Application NStrongly

AgreeSomewhat

AgreeNeither Agree or

DisagreeSomewhat Disagree

Strongly Disagree

iZoom 5 1 4

LetMeType 5 1 3 1

NVDA 5 1 2 2

CLiCk, Speak 14 11 2 1

NexTalk 6 1 1 3 1

Balabolka 1 1

SmartDrive User Satisfaction SurveysI think this application was EASY TO LEARN HOW TO USE.

I would RECOMMEND the SmartDrive with the applications I use to a friend.

Application NStrongly

AgreeSomewhat

AgreeNeither Agree or

DisagreeSomewhat Disagree

Strongly Disagree

iZoom 5 3 2

LetMeType 5 5

NVDA 5 4 1

CLiCk, Speak 14 8 3 3

NexTalk 6 2 4

Balabolka 1 1

Application NStrongly

AgreeSomewhat

AgreeNeither Agree or

DisagreeSomewhat Disagree

Strongly Disagree

iZoom 5 5

LetMeType 5 4 1

NVDA 5 3 2

CLiCk, Speak 14 13 1*

NexTalk 6 2 3 1

Balabolka 1 1

Student Comments on SmartDrive

• “Since my fine motor control is mildly affected by CP, this application made it easier to type long words.”

• “This application allows for better comprehension of difficult web material. It was extremely easy to use.”

• “I found a setting on i-Zoom that makes my visual impairment oblivious. What I mean is the settings helped me find a good vibrant color, a large pointer, a thicker curser, and enlarged enough text for me to see far back.”

• “I LOVED it. I used it in 4 different locations. It’s easy to access, it’s portable and very easy to use.”

Discussion•Project Replication: feasibility,

methods•E-Mentoring: Reasonable

expectations for mentors.•Open Source Assistive Technology:

keys to success, supports needed, self-sustainability.

•Next Steps

Access Tomorrow Partners

• OSEP Steppingstones of Technology

• Ohio Rehabilitation Services Commission

www.rsc.ohio.gov

• Steve Jacobs, CEO, IDEAL Group, Inc.

www.ideal-group.com

• Dr. Lynne Anderson-Inman, National Center for Supported E-Text

www.ncset.uoregon.edu

Presentation Information

For more information about electronic mentoring or open source assistive technology please visit:

http://nisonger.osu.edu/Transition/EMentoring.htm

http://wac.osu.edu/conferences/emrc08/free_at.html or contact:

Margaretha Vreeburg Izzo, PhDPrincipal Investigator

The Ohio State University Nisonger Center614.292.9218

izzo.1@osu.edu