How to find a post-secondary school for you?

1. How to find a post-secondary school for you? Ana Santini Monday, January 10, 2011 Skybox, MHS

2. How to Find Higher Ed. Options that Fit • What are your goals for the future? • What type of post-secondary education is necessary to reach those goals? • Does all higher education offer support services and how do services differ from high school?

3. What are your goals for the future? • Do you even know? • College • Technical/Vocational • Work • There are plenty of websites that can help with this decision but it all comes down to…

4. 1. Transition Planning • Federal law requires transition planning • begin at age 16 -- however, it normally starts by age 14 in NJ when students in eighth grade start course selections for high school. • It is part of your IEP and updated annually. • The transition IEP must include measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills.

5. 1. Transition Planning • Additionally, in the student’s final year of high school, the school is responsible for bringing together the essential participants in his/her planning team to gather all relevant information about progress made in the school system and to develop a Summary of Performance (SOP) that documents his/her academic and functional skills and postsecondary needs.

6. 1. Transition Planning • The Summary should have 5 parts: • Background information about informal and formal assessments that show strengths and needs; • The student’s goals for what he/she will do after leaving high school; • A summary of academic, cognitive, and functional performance and the accommodations, assistive technology, and modifications that the young person will need to be successful after leaving HS;

7. 1. Transition Planning • Recommendations for helping reach the young person’s goals after high school, and • The student’s ideas about how he/she understands the impact of their disability. • www.thinkcollege.net • The Summary of Performance (SOP) is a bridge between the high school and post-high school environment and provides useful documentation that many colleges and universities will request. • A sample Summary template can be found at http://www.ldanatl.org/aboutld/adults/post_secondary/sop.asp

8. 2. Do you know yourself? • Are you ready? • How do you know? • Determine your readiness skills • Hand out (Student Questionnaire) • Teaching Exceptional Children Nov/Dec 2002 p.64-65

9. 2. Do you know yourself? • This tool helps you determine your readiness skills and assists teachers in developing effective programming to address deficit areas. • The following areas of concern are addressed: • Social Skills • Self-Awareness and self-advocacy • Daily functional skills • Knowledge of academic modifications and accommodations

10. 2. Do you know yourself? • Preparedness • Support considerations • Employment and financial concerns • Student responsibility • The questionnaire and its “key” allow teachers to gain the student’s perspective of their readiness skill and assist educational professionals in addressing areas of concerns.

11. 2. Do you know yourself? • This questionnaire can be modified to be used by teachers to see where they perceive a student is in preparedness for postsecondary education as well. • This allows for a comparison of student and teacher views and assists in developing a comprehensive approach to effective programming.

12. 2. Do you know yourself? Top 10 Tips • Know who you are, what you like and what you want. • Take time to get to know yourself. Get involved with school and community activities to discover your interests, skills and values. • You probably have more strengths than you think you do. • Compare your own list of strengths with what your family or friends view as your strengths. Talk with your teacher and guidance counselor to identify even more. • What you don’t like is just as important as what you do like. • Figure out what you don’t like to help you make your career choice.

13. 2. Do you know yourself? Top 10 Tips • You can’t get there without knowing where you are going! • Goals help you get what you want, improve your performance and keep you motivated. • Having a disability doesn’t totally define who you are. • You can learn to accept and appreciate differences in people, get and use accommodations, and creatively get things done in a nontraditional way.

14. 2. Do you know yourself? Top 10 Tips • Figure out how you learn best. • Use your learning style to make the most of your time, choose between two instructors and still have some time left over for fun. • Communication is the key to getting what you want. • For example, clearly state what you need, listen to what others think and negotiate your differences. • Your interests, skills and abilities are ever changing. • Talk with your friends, family and teachers about ways to explore new endeavors.

15. 2. Do you know yourself? Top 10 Tips • Create your own success story. • Many people with disabilities set and reach their goals in life. Self knowledge, using your strengths and advocating for your needs make a winning combination. • Need practice for college? • Start with your IEP meeting. Know what your rights are in high school and begin expressing your interests, desires and preferences. • (www.going-to-college.org)

16. 3. Tips to prepare students for college • Be directly involved in the IEP process • This permits them to better realize the accommodations they’ll need to be successful • This will also permit them to articulate this information to others • One major difference between high school and college is that the responsibility for managing academics and accommodations rests solely on the student.

17. 3. Tips to prepare students for college • Before you graduate you need to have classes that . . . • Develop self-determination skills. • Students need to understand their disability, know how the disability impacts learning, and be able to discuss areas of weakness and strength. • Teach students how to compensate for their disability. • They need to learn practical strategies that are most effective to help hurdle obstacles in their lives. Focus on time-management skills, study skills, and reading and writing strategies.

18. 3. Tips to prepare students for college • Teach students about technology. • At the college level it is vital for students to focus on content in class instead on learning how to use the technology for the very first time. • Help students understand how to identify needed resources. • They need to know how to find general and disability-specific resources. They also need to know how to use those resources to help themselves academically, personally and financially. This is a very important skill at the college level.

19. 3. Tips to prepare students for college • Help students understand the general difference between high school and college. • Before students with learning disabilities enter college, they have to know about: • Changes in disability law • How to receive accommodations • Changes in the academic environment and course load • How to handle less structure • How to deal with less contact with faculty • How to work more independently inside and outside the classroom • LRP Publications 2006 The Special Educator Vol. 21, Iss 19

20. 4. Know how you learn? • Which type do you think best describes you? • Visual learner: • You learn best when information is presented visually and in a written language format, such as through books, graphics or diagrams. • Auditory learner: • You learn best when information is presented orally, such as in class lectures and study groups where discussion of key concepts can be heard. • Tactile or kinesthetic learner: • You learn best when you participate in hands-on activities such as application activities, demonstrations or physical activities.

21. 5. Differences between HS and College -- Applicable Laws High School • Special Education Law • The Individuals with Disabilities Education Act (IDEA) • Section 504, Rehabilitation Act of 1973 • IDEA is about Success in school College • Civil Rights Law • American with Disabilities Act (ADA) 1990, Title II • Section 504, Rehabilitation Act of 1973 • ADA are about Access to facilities, programs & services

22. 5. Differences between HS and College -- Documentation High School • Individual Education Program (IEP), 504 Plan, and Summary of Performance (SOP) • School provides evaluation at no cost • Documentation focuses on determining if student is eligible for services under one or more disability categories of IDEA College • High School IEP and 504 Plan generally are not sufficient • Documentation guidelines specify information needed for documentation • Students must get evaluation often at their own expense • Documentation must provide information on specific functional limitations and demonstrate the need for specific services or accommodations

23. 5. Differences between HS and College -- Self-Advocacy High School • Special Education Model • School personnel “find you” and decide what eligibility for services and supports • School staff identify the student as having a disability • School staff have the responsibility for arranging accommodations College • Accommodation Model • You must request help; no one will come to find you • Student must self-identify to Disability Support staff, Learning Assistance Program (LAP) staff, or ADA/504 coordinator • Student’s responsibility to self-advocate and arrange accommodations • Professors can be open & helpful, but most expect students to initiate contact at the start of the semester

24. 5. Differences between HS and College -- Parental Role High School • Parent has access to student records and can participate in the accommodations process • Parent advocates for student College • Parent does not have access to student records and can not represent the student without student’s written consent • Students advocate for themselves

25. 5. Differences between HS and College -- Instruction High School • Teachers modify curriculum and alter assignments as outlined in IEP • Students are expected to read short assignments that are discussed in class • Students may need to read assignments more than once, often listening in class is enough College • Professors are not required to modify design or alter assignment deadlines • Students are assigned substantial amounts of reading and writing which may not be directly addressed in class • Students need to regularly review class notes and text material

26. 5. Differences between HS and College -- Grades and Tests High School • IEP or 504 Plan may include modifications to test format or grading • Testing is frequent covering small amounts of material • Makeup tests are usually available • Teachers often take time to remind students of assignments and due dates College • Grading & test format changes (e.g., multiple choice vs. essay) are generally not available. Accommodations in HOW tests are given (e.g., extended time, test proctors) available when supported by disability documentation • Testing is generally periodic and may be cumulative, covering large amounts of material

27. 5. Differences between HS and College -- Grades and Test cont. High School College • Makeup test are seldom an option; if they are, students are responsible for requesting them • Professors expect students to read, save, and consult the course syllabus that describes course expectations, assignments and grading scale

28. 5. Differences between HS and College -- Responsibilities for Studying High School • Tutoring and study support may be a service provided as part of an IEP or 504 Plan • School staff often structures students’ time and expected assignments • Students may study outside class for as little as 0 to2 hours a week and this may be mostly last-minute test preparation College • Tutoring generally DOES NOT fall under Disability Services’ accommodation requirements. Students with disabilities must seek out tutoring resources available to all college students • Students structure their own time & assignments • Students usually need to study at least 2 to 3 hours for each hour in class • www.//nsttac.org

29. 6. What Families can do? • The Postsecondary Education Research Center (PERC) has put together a list of tips called • Tips for Parents to Help Students with Intellectual Disabilities Think about College • www.transitiontocollege.net • www.transcen.org • 2007 The Postsecondary Education Research Center (PERC) Project, TransCen Inc.

30. 7. What Can you do? The following Student Transitional Guide to College was written by a college student in Oklahoma, Brett Cunningham, who participated in the Oklahoma Transition Institute in June, 2007. This is a good start to the step you will have to take.

31. 7. What Can you do? There are 10 outlined points to his guide. • Attend all of your high school classes and keep your grades and grade point average (GPA) up • Take one or both admission exams • Apply for financial aid • Apply for scholarships • Decide on the top college(s) you would like to attend

32. 7. What Can you do? • Take tours of your top college choice(s) • After you take tours of your top college(s), write down the pros and cons of each college • Apply to your favorite college – the one that best suits you and has your area of study • After you are accepted to the college, you will need to seek out and talk with the disabilities support service center at your college of choice – probably two-to-three weeks before classes are set to start

33. 7. What Can you do? • When you start taking college classes, give each one of your professors the accommodations sheet made for them by disabilities support services.

34. 7. What Can you do? • In addition to this guide, I would supplement several of these steps with the following: • In 1 – DO-IT provides an on-line tutorial for students preparing for college, including links to help students with planning steps, learning styles, academic preparedness, etc. http://www.washington.edu/doit/Brochures/Academics/prep.html • In 4 – SEPTA website has a list of scholarships separated by disability that you could use as a guide for scholarships

35. 7. What Can you do? • In 5 -- Make sure you have a career or course of study in mind before you start looking for schools • Use books or websites to find schools that might offer what you want to study • (e.g., The K&W Guide to College for Students with Learning Disabilities or Attention Deficit/Hyperactivity Disorder ADHD))

36. 7. What Can you do? • In 7 -- Know your options: • Programs vs. Support Services • Programs are specifically designed for students with disabilities and provide more in-depth services and accommodations. Not all colleges have these types of programs. When offered, the most common types are designed for students with learning disabilities and/or ADHD. These programs usually have costs in addition to tuition. These programs often provide one-on-one tutoring and sessions with a learning disability specialist.

37. 7. What Can you do? • In 7 -- Know your options: • Programs vs. Support Services • Support Services are the resources available at no cost for students with disabilities. Support services include reasonable accommodations, such as extended time for assignment and testing, note-takers, the use of a calculator, and preferential seating in classrooms.

38. 7. What Can you do? • In 9 – to Disclose or NOT to disclose? • This decision may change based on the particular person, situation or setting, and need for accommodations. Trust your instincts! • Remember that it is not essential to divulge specific personal information about your disability. What is important and helpful is to provide information about 1– how your disability affects your capacity to learn and perform effectively, and 2– the environment, supports, and services you’ll need in order to access, participate in, and excel in your job, studies, and community. • http://www.ncwd-youth.info/411-on-disability-disclosure

39. 8. Suggested Timeline • Sophomore Year • Explore Options • Meet with counselor and case manager • Consider career options – Naviance • Review testing and documentation • Review course registration for Junior year • Write to colleges or use college websites to explore for information • Contact the service providers on the college campus • Participate in the IEP process and be actively involved in the IEP meeting • Work on developing good self-advocacy skills • Understand learning styles & strengths & challenges • Understand the disability

40. 8. Timeline • Junior Year • Consider taking PSAT—request appropriate testing accommodations • Review achievement level • Review course registration for Senior year • Write to colleges or use college websites to explore for information • Review the level of services in high school • Identify the level of services needed in college • Be able to articulate the disability • Be comfortable asking for support and accommodations • Participate in the IEP process and be actively involved in the IEP meeting • Visit colleges • Register for the ACT/SAT, standardized or non-standardized • Request necessary updated psycho-educational testing (Including the WAIS-R) (Wechsler Adult Intelligence Scale-Revised)

41. 8. Timeline • Senior Year • Submit general applications • Submit special applications (if required) • Schedule Interviews (if appropriate) • Write essays (if required) • Disclose disability to college • Release current psycho-educational testing* • Release documentation of other health-related disabilities* • Be sure that the documentation includes a description of the disability and recommended accommodations • Be sure to get copies of the entire special education file including testing assessments and IEP summaries to have in your personal files after graduation *Students under the age of 18 must have their parents’ signature to release information to each of the colleges.

42. Considerations: • Consider if a large school vs. a smaller college is appropriate • Consider if a two year vs. a four year school is appropriate • Consider if to keep them close (in-state) vs. far (out-of-state) is appropriate • Consider housing options – dorms, singles, suites, or off-campus

43. Considerations: Who is really going to college? It is not what we want for them, but what they want for themselves that we need to consider.