McDowell Technical Community College’s first Access to Achievement Coordinator, Sarah Jaynes, is taking big strides as she works to implement individualized strategies to help students with intellectual and developmental disabilities (IDD) to be successful in academic programs or vocational training at McDowell Tech.
For example, she has created a series of asynchronous (self-paced) professional development activities to help instructors to better understand how they can encourage and support IDD students who may choose to take one or more of their classes. She is also providing seminar presentations , both at the college and for different elementary, middle and high schools around the county. Upon request, she can also make presentations to local civic and church groups, particularly those serving the IDD population.
She is also working with college staff to provide campus tours and hosting field trips for students in IDD classrooms at the high school level.
Finally, as workforce development is a critical function of the community college, she works with IDD students who are completing certificates, diplomas or various workforce credentials to connect with local and regional employers for job placement. Her goal is to make sure that a student’s “Access to Achievement” does not end when they complete academic or vocational programs at the college. She wants to help open doors for them in the workforce so that they can be achieve life-long success in the workplace.
Funding for Access to Achievement positions across the community college system was provided earlier this year by the NC General Assembly. Approximately 19 colleges were chosen to pilot the program, with additional colleges expected to be funded in the future. Funding for the program will be recurring as part of the annual budget allocation process.
What does an Access to Achievement Coordinator do?
While her primary role as Access to Achievement Coordinator is to work directly with students and their families, there are other related activities that are critical to developing a culture of whole-person supports among faculty and staff and educating the public about services available to them.
For example, she has created a series of asynchronous (self-paced) professional development activities to help instructors to better understand how they can encourage and support IDD students who may choose to take one or more of their classes. She is also providing seminar presentations , both at the college and for different elementary, middle and high schools around the county. Upon request, she can also make presentations to local civic and church groups, particularly those serving the IDD population.
She is also working with college staff to provide campus tours and hosting field trips for students in IDD classrooms at the high school level.
Finally, as workforce development is a critical function of the community college, she works with IDD students who are completing certificates, diplomas or various workforce credentials to connect with local and regional employers for job placement. Her goal is to make sure that a student’s “Access to Achievement” does not end when they complete academic or vocational programs at the college. She wants to help open doors for them in the workforce so that they can be achieve life-long success in the workplace.
Funding for Access to Achievement positions across the community college system was provided earlier this year by the NC General Assembly. Approximately 19 colleges were chosen to pilot the program, with additional colleges expected to be funded in the future. Funding for the program will be recurring as part of the annual budget allocation process.
Who can be served in the Access to Achievement Program?
To participate in the program, students only need to self-identify as needing services. They can be of any age. There is no requirement to have an official disability diagnosis. Jaynes can meet individually with students, parents and others as needed.
The role of the Access to Achievement Coordinator is not the same as a student success coach or accessibility coordinator. Students who require disability accommodations will be referred to Lydia Warpoole, the college’s accessibility coordinator, but they must have documentation of disability to receive those services. As with other college students, success coaches will still help IDD students register for classes.
“We are delighted that the General Assembly has provided funding for Sarah and other Access to Achievement Coordinators across the state to work with students at our community colleges,” said Dr. J.W. Kelley, MTCC President.
“Our mission is to provide equitable access to academic and workforce training for all individuals, without regard to background or disability. Our goal, as always, is to create pathways and opportunities for all students to achieve certifications, training and credentials that will allow them to be successful in the workforce and in life. Thanks to Sarah for the work she is doing every day, as well as our Representatives and Senators for their continued support of this population.”
To learn more about opportunities available through the Access to Achievement program or to request a presentation for school and civic groups, reach out to Mrs. Jaynes at 828-659-0470 or email her at [email protected] .
