Seattle Center Academy: Reach For It

by Cinda Johnson

 

The purpose of this study was to conduct an initial investigation of the Seattle Center Academy Reach For It program and the impact of this program on the youth that it serves and their families, as well as teachers and staff within the Academy. It is the intent of this report to provide a picture of the Reach For It program by highlighting exemplary elements of the program as well as to providing suggestions for improvement. The study conducted on the Seattle Center Academy Reach For It program, is a descriptive case study.

"Including youth with disabilities into the Academy isn't as difficult as we thought it might have been" (staff comment, 2003 Academy).

This simple, yet profound statement seems to reflect not only the sentiment of the teachers and staff but the environment at the Seattle Center Academy as a whole. This attitude was demonstrated throughout the two weeks of the Academy. For the youth with disabilities, their inclusion into this environment provided them with opportunities that may have not been possible in previous settings. It appears that this prevailing "can-do" attitude may have a profound impact on both the students and many others that participated in the Academy.

Description

July 28 to August 8, 2003, the Seattle Center campus hosted 271 middle school youth from throughout King County to explore, try out, play with and learn new skills in dance, music, visual arts, video production and scientific application. This is the 12th annual Seattle Center Academy. The 65 instructors, teachers, assistants and volunteers for these young people are talented professionals from throughout the Northwest. Cornish College Work Study students provide assistance, talent and youthful energy. In addition to the teachers, there are 70 volunteers and numerous Seattle Center staff working to provide two weeks of top-notch art and science experiences for these young people.

At first observation, one is astounded at the exuberance and talent of these 13 and 14- year old boys and girls. Observation over the next two week provides additional evidence of the hard work, dedication and attention given to support these young people as their work culminates in presentations, displays, and performances.

Perhaps most astounding of all is that nested within the Seattle Center Academy is the Reach-For-It program. Reach-For-It provides youth with disabilities including autism, cognitive and developmental disabilities, physical disabilities, and emotional and behavior disorders the support they may need to find success in the larger Academy. These youth are typically in self-contained programs in their public schools. As well, these students often do not have opportunities to attend summer camps or programs based on their interests, but rather on their disability.

Time away from home in the summer months is often dependent on camps that are designed specifically for youth with significant disabilities, often focusing on the disability, rather than designed for exploration and the learning of new skills in art and music and science. Seattle Center Academy provides an opportunity for these boys and girls that may be quite different from the opportunities they have been provided in their schools or through extra-curricular activities. Enrolled in the Seattle Center Academy, these youth are also enrolled in the Reach For It program. Services, support and accommodations are provided and assured by the Reach For It staff within in the larger community of the Academy.

The Reach For It program began in 1995, three years after the establishment of the Seattle Center Academy. The program supports students with varying disabilities to participate in the Academy classes to the full extent possible. During the two weeks, 12 students participated in the Seattle Center Academy with support through the Reach For It program. The number of youth participating in Reach For It was lower this summer than years past even with the extensive recruitment that began in January 2003. The overall numbers for the larger Academy were also lower this year, which may be influenced by the present economy.

These 12 students, 4 girls and 8 boys, participated in theatre, radio productions, comedy, ballet, dance and show tunes, cartooning, puppetry, clothing/costume design, print art, and vocal performance. Their choice of classes was dependent upon their interests and information gathered prior to the Academy from the students and their families.

Maria's Story

Maria's family told the staff at Seattle Center Academy, Reach For It, that they were not expecting she would "last the week," certainly not two weeks. The director of the Reach For It program was told to call the family at any time and they would pick up Maria when it became necessary. Most experiences outside of public school ended soon after Maria's frustration became apparent as she tried to make sense of the world. This frustration often manifested in a new experience or setting or with a new person. Her family's previous attempts to provide recreational or social opportunities for Maria most often ended in defeat. It appeared that defeat was not an option for the teachers and staff at Reach For It, Seattle Center Academy.

Maria was there everyday for two weeks. She attended and was included in a class of youth without obvious disabilities. With the assistance of her mentor and teacher, she created a work of art. Her family waited for a familiar telephone call, requesting that someone pick up Maria and take her home. That call did not come. Reach For It teachers did call Maria's home, but only to discuss ideas to provide the supports that she needed to be successful in the two-week academy.

On the last day of the Academy, Maria showed off her work with 200 other young artists and scientists. Her parents were "simply in awe," (parent) as they watched Maria. Still, Maria kept her individual and special traits that the staff at the Academy learned to both appreciate and support. She refused to be photographed. She turned away; she held her hands out in protest, she yelled at her family to stop taking pictures. With her needs clearly stated, she moved forward, joining other young adolescents and proving that she was not much different than any other middle school student trying to find their identity.

Maria's story is both typical and atypical of the 12 youth that participated in the Seattle Center Academy with the support of the Reach For It program positioned within the larger academy. The support and success that she experienced was common to all 12 boys and girls, but each student received individual and varied supports dependent upon his or her needs. The information in this report attempts to provide insight into the strategies and methods used to support Maria and other students with a spectrum of disabilities within the Academy as a whole. It will also provide information that may identify areas of success and suggestions for possible improvement.

Results
It is difficult to conduct this investigation and develop the culminating report without bias. Yet, with closer scrutiny, this evaluator began the investigation of the Reach for It program with over 25 years of experience in special education, beginning in public schools as teacher and administrator, and continuing in a university as a researcher and teacher. This experience provides a lens through which opinions were formed and conclusions were developed.

The Reach For It Program has successful inclusive practices, rich opportunities for youth to learn new skills in all domains, and has deep-ranging positive impact on all persons that connect with this program. It appears from this initial evaluation that the effects of the Reach For It program are positive and far-reaching. It may be useful to further investigate these conclusions through a more rigorous study and provide additional information to the Academy.

Themes developed from the data collected through document review, interview and observation. These components are likely the strength of the program and are critical to the success of Reach For It. These are identified and discussed below:

1. Organization
The effort put forth in the organization of Seattle Center Academy and the Reach For It program is extensive, long-range and detailed. This work is a key component to the success of this program. Timelines are developed and carried out months in advance. Coordination of the smallest details is a common mode of operation. Organization of space, supplies, food, materials, needs of staff and students are identified, delegated and carried out.

This attention to detail includes meeting the needs of the 12 young people with disabilities that will be attending Seattle Center Academy. The students are recruited through families and schools early in the spring. Family members and the youth are interviewed after applying for the program. Pictures are taken of the boys and girls in Reach For It and a biography developed by the family for the staff. This information provides a snapshot of the young person's likes and dislikes, any health or behavior concerns and suggestions for supporting the student. The students in Reach For It are required to attend an orientation meeting prior to the start of the Seattle Center Academy. This gives the youth and family a chance to meet their mentors and teachers and become somewhat familiar with the Center.

The organizational strategies continue throughout the program. Care is taken to assure there are no oversights or mishaps. Youth in the Reach For It program are carefully "checked in" in the morning. Although the young students move within the Seattle Center campus with a mentor, every precaution is taken to assure their safety. It is noted each morning what the youth is wearing so that these young people can be easily identified if needed. There are daily meetings and information shared so that the students in the Reach For It program have the maximum opportunity for a successful two weeks. The staff and time involved in the Seattle Center Academy are crucial in the successful implementation of this program.

2. Mentors
The mentorship program for the youth in Reach For It is integral to the success of the program. The organization of the mentorship program is exemplary and should be used as a guide to school districts in efforts to include youth with disabilities in general education programs. Indeed the depth of the mentorship program is difficult to replicate in the school system, yet there are components and strategies that can be borrowed.

The mentors are all young people who have participated in the Seattle Center Academy and are no longer eligible as they are currently in high school. These youth apply for the mentorship position and are rigorously interviewed for the job-without-pay. The mentors will spend one-half of the day with their student in Reach For It and one-half day in a class for the mentors. Most of the mentors have had little or no experience with people with disabilities. The majority of the mentors said that they applied for the job because they were too old for the Seattle Center Academy and wanted to come back another year as well as having seen older "cool kids" as mentors when they attended the Academy.

The mentors are carefully matched with their middle school student with disabilities. Boys are typically matched with male mentors, girls with females. Yet, when it appears that cross-gender matching may be more successful, it is done. One young girl with autism returned for her second year as a Reach For It student. She did not interact with other students the previous year and often appeared unhappy or even sullen based on her facial expressions. Her mentor for the 2003 summer was a gregarious, outgoing and "very cool" young man. He teased her, cajoled her, and ultimately initiated smiles and giggles as they ate lunch together and worked on her art project.

The mentors often had difficult decisions to make, often beyond their experience or expertise. Observation and interview strongly suggest that the mentors were successful in their efforts. They judged whether to stay in the background or move closer for assistance. They fully participated in the classes with the Reach For It student, yet often walked the fine line between friend and teacher. The mentors do not work as a teacher helper, assistant or paraprofessional. Mostly, they were "just kids," playing and learning together. The other students in the class took hints from the mentors in their interaction with the youths with autism, cognitive disabilities or behavior disorders. This mentor model is exemplary in the opportunities it provides to model acceptance, support and friendship for youth with significant disabilities.

Davil's Story

Davil's experience may best describe the relationship that develops between the mentor and the student. Davil was initially quite distraught that he had a mentor. He expressed his concerns to the Reach For It staff, telling them that he didn't need a mentor and that he could "handle everything just fine." He was in a singing class and dance class. He said that the mentor was "just going to make me look like I am one of the crazy kids." This was discussed with the mentor at the beginning of the first week.

She stayed far in the background and participated in the class as if she were another student. Most of the middle school students thought she might be "a teacher or volunteer or something." Davil hardly spoke to her the first week. At the end of the first week he said, "Well, she is kind of good to have around 'cause I was really getting picked on by this one guy and maybe would have got in a fight. She kind of helped me calm down."

The last day of the Academy is spent in workshops and performances for families. The teacher in the singing class introduced the assistant teacher and the volunteer. Everyone clapped and cheered. Then Davil yelled out, "Hey, didn't you forget Hannah?" The teacher said, "Why don't you introduce her?" Davil said, "Okay, this here is Hannah and she is my mentor. Let's hear it for her!" One of the students said, "What is a mentor?" Davil answered, "She helps me out and other kids with disabilities." The teacher said, "We might have many students as well as teachers that need help in this class, but we never know it because we all work together." The class was dismissed. Davil left chatting with Hannah, smiling and happy.

3. Professional and Trained Teachers and Staff

The Reach For It staff includes teachers, mentors, staff and volunteers. The individuals in the core group are dedicated, experienced and appear as if there is no opportunity for anything less than success for the youth with disabilities. The lead teacher is the director for disability services at a community college. She spends two weeks in the summer directing, coordinating and teaching at the Reach For It program.

The other teacher was introduced to the Seattle Center Academy as a student in 1994. He came back as a mentor for the next three years. He completed a degree in Criminal Justice and finds himself working as a paraprofessional in an elementary school with students with disabilities. The young woman that directors the mentor program works in a medical office and spends her vacation weeks at the Seattle Center Academy Reach For It program. These three teachers bring a combined sense of commitment, knowledge and enthusiasm to their work. They use vacation time to work with the Seattle Center Academy.

It is largely due to the expertise of the Reach For It staff that families send their young son or daughter to the Seattle Center Academy for two weeks. Although the families strongly expressed the need for a camp that would include their young person, there was also initial trepidation. Many of the youth have health concerns that can be life threatening. Speech is difficult to understand for some of these youth and could easily cause confusion in some settings. The behavior of some of the youth might be considered "difficult" or inappropriate in some settings. Toileting can be a concern. Yet the Reach For It staff handles the various issues that come up on a daily basis with assurance and competency.

The Seattle Center Academy staff includes a student advisor. The Student Advisor can perhaps best be described as the "disciplinarian", although most of his work appeared to be prevention strategies. Yet, one of the young people in the Reach For It program broke a major rule: stealing. This incident was handled quietly and well-thought out in order to meet the needs of a young man who was more momentarily attracted to an object than he was aware of the wrongness of his act. Staff worked together to ensure that the young man knew that what he had done was wrong and the family was contacted, yet not asked to take the young man home. The person from whom the object was taken was involved and felt that his needs were met.

In discussion with the student advisor and the inclusion of youth with disabilities, he said, "Circumstances push you to new opportunities. You have to move. You have to try new things and learn new things." This seems to be the prevailing attitude of the teachers throughout the Academy in their relationship with the young people with disabilities. In those classes in which the youth with disabilities participated, all the teachers expressed the same thoughts. They said, "This is good. I don't have any problems with this. I see these kids doing far more than might be expected, but maybe we don't know that they can't do something, so we do it anyway."

Caleb's Story
Caleb is quiet. Caleb doesn't talk at all unless you wait a long time for his response. Caleb watches everything and has a smile that tells you more than his words do. He has a diagnosis of significantly developmentally delayed. He is in a program for youth with mental retardation in his school. He came to the Seattle Center Academy, Reach For It, and enrolled in ballet and improvisation. His teachers reported his development over the following two weeks as considerable, as well as "awesome", "amazing", and "I can't believe it."

In his improvisation class he fell backward into the arms of his fellow "actors." They lifted him aloft in order to "build his trust." While other students took their turn with eyes closed, Caleb stared around him and grinned slightly. When his experience ended, he said, "Again?" The other young people once again lifted him above their heads. He laughed aloud this time. Later in the week students were asked to improvise from the previous "improv" and continue until the next student took over.

Caleb had his turn and worked slowly to assimilate the scene that the previous student had started, but continued with this play-acting without words. Another student always seemed to be there when he began to lose his energy or effort. He was so well integrated into the class that this evaluator had difficulty picking him out the first day. It is often not difficult for a person with years of experience in special education to identify a student whose I.Q. is described as far below the other students in the class. This was not the case in this class.

Caleb's achievement in the ballet class serves as an example of the Academy reaching their goals. Caleb had never taken a dance class in his life. The ballet class was held in one of the professional Northwest Pacific Ballets' studio. Caleb was the only boy in the class and the only African-American. He was the only person with cognitive disabilities. He walked somewhat hesitantly on his first day to class as he made his way through the ballet students for the Northwest Pacific Ballet.

His male mentor had been carefully selected and participated as a student in the class. The Reach For It staff was hopeful that Caleb would be successful in this class, although at first glance it seemed that it would be difficult. The ballet teacher was male and African-American, but that is where the match ended. The teacher had never had a student with significant cognitive disabilities in his class but "never gave a thought to not having this work for him (Caleb)."

Caleb was always in class, on time, and fully participating to the best of his ability. At the end of the two weeks he walked proudly into class after finding his away across campus. He took his place at the barre and moved through the routine. The final performance, on stage at Bagley Wright Theatre, was a culmination of a two-week effort to learn and experience the joy of dance with other like-minded students. Caleb danced in the final performance and had a featured entrance. His inclusion and participation in this class and this performance is suggestive of the experiences that all the youth had in the two weeks of the Seattle Center Academy. The teacher in this class is an example of the work of the teachers in the other classes and their efforts to find and support success for all the youth in the Academy.

Suggestions for Improvement

Families and Community

Interviews and discussion with parents and family members provided no suggestions for improvement. Each interview was similar. The families were proud of their child's accomplishments and grateful for the opportunity that they felt they were given with Seattle Center Academy. This expressed "gratefulness" by family members does suggest that more effort needs to be done to assure that youth with significant disabilities are included in more summer programs and camps as a rightful place for these young people to be in the community.

It is always disheartening to hear gratitude from families that have few options for their children outside of school when they need extra attention and care. While the Seattle Center Academy and the Reach For It Program provides an exemplary model of inclusion for youth with disabilities, this evaluator offers a challenge to the Seattle Center to share their work in order to assure that the capacity for inclusion for persons with disabilities is always addressed and increased.

A concern from the Reach For It staff was the relatively low numbers of students this summer. The recruitment starts early in the year and appears intensive. It may be useful to gather a task force including parents and educators to identify strategies to increase recruitment efforts. This may provide information that will useful in reaching families that may not know about the Seattle Center Academy and Reach For It.

Teachers and Staff

Teachers and staff overall provided input that they felt prepared to teach and knowledge of the youth with disabilities that were in their class. Two teachers suggested that they have more opportunities to meet with the young people prior to the orientation. It may be beneficial to have students spend time with the teachers individually prior to the start of class. This was not suggested by the majority of teachers, but may warrant further information from the staff.

The teachers and staff were hard pressed to find any concerns regarding the Reach For It program. One teacher said that she did have difficulty matching the curriculum to the young person's "attention span" but that after a few days, she was able to adapt her teaching style to better fit the needs of the student. Another teacher addressed this and the Reach For It staff was quick to offer assistance.

Conclusion

It is difficult to measure the far-reaching effects of Seattle Center Academy and the Reach for It Program. The best measure may be that students come back as mentors; mentors come back as teachers, youth with disabilities return to learn new skills and meet new friends. The challenge continues to be the push for more inclusion, less labels, and more opportunities for people with disabilities. Seattle Center Academy has an exemplary program in Reach For It. The mentoring component of the program is certainly a model of best practices. The goals for the program should continue and push to include more youth with disabilities in the Academy classes, and with non-disabled youth at lunch, before, after and between classes. One young man in the Reach For It program said, "I see myself coming back here to work as a mentor. I think I have something to say to kids with disabilities. I think I can help." Another student said, "I think I might be a singer someday. No, wait a minute. I already am."

The excitement and good feelings that the last day of the academy evokes in most students and families were new to the families of youth with disabilities. Therefore it was important to speak with families and the students themselves after the academy was over, after summer vacation and into the school year. This information confirmed the feelings expressed by families during the camp. "This changed the way we think about Susan. We kind of always worried about all the things she couldn't do and if other people would have the patience to deal with all of it. We found out that people genuinely like her and wanted to be with her even with all the things that she needed. We see her as someone that can do things and be without us and be happy. That is a great feeling" (parent, 2003).

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About the author

Cinda Johnson, Ed.D. is an professor in the Master in Teaching program at Seattle University.  She is the principal investigator and director for the Center for Change in Transition Services, a statewide grant funded by the Office of Superintendent of Public Instruction. She is responsible for the state-wide post-school data research in Washington State.  School districts across the state participate in this project. These data are analyzed and reported to the Office of Superintendent of Public Instruction and to local educational agencies. Dr. Johnson has been a leader in using this information for program improvement, program evaluation and goal setting.

In her work at the Center, Dr. Johnson provides training and technical assistance in secondary special education. She is the author of the Guide to Transition Services in Washington State, the Guide to Functional Vocational Evaluation, Exemplary Practices in Secondary Schools, and post-school outcome reports from 1997 to present. She recently completed "Best Practices in Secondary Programs for Students with Emotional/Behavioral Disorders," in Promising Practices for the Transition of Students with Emotional or Behavioral Disabilities from School to Community (Cheney, D. ed). She can be reached at Cinda@seattleu.edu.

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This article is in the public domain and can be freely copied and used in trainings as handouts at parent and community meetings, and in creating your school or district programs. (Please cite all sources of materials you use.)

This information is provided by:
Office of State Superintendent of Public Instruction
Special Education
P O Box 47200
Olympia, WA 98504-7200
(360) 725-6088
Fax (360)586-1631
E-mail: dgill@ospi.wednet.edu