Presentation on theme: "S HEPHERDING THE LD, ADD AND A UTISM S PECTRUM S TUDENT T HROUGH THE C OLLEGE P ROCESS WACAC Share, Learn, and Connect March 22, 2012 Peggy Hock, Ph.D."— Presentation transcript:
S HEPHERDING THE LD, ADD AND A UTISM S PECTRUM S TUDENT T HROUGH THE C OLLEGE P ROCESS WACAC Share, Learn, and Connect March 22, 2012 Peggy Hock, Ph.D. Director of College Counseling Pinewood School email@example.com Judy Alessandri Learning Specialist/SSD Coordinator Bellarmine College Prep firstname.lastname@example.org
T ESTING P ROGRAMS C OVERED College Board One application covers high school exams: PSAT, SAT Reasoning, SAT Subject Tests, AP ACT ACT Exam (with or without Writing subtest) (PLAN – school can decide to give accommodations without application)
A PPLICATION P ROCESS College Board Online application process SSD Coordinator must set up a Professional Educator Account to use online system. One application for all CB published tests and accommodation types ACT Application procedures different depending on request Standard Time National Center Testing #1 : Standard time with accommodations Extended Time National Center Testing #2 : 50% extended time; self-paced Special Testing (school-based): extended time with other accommodations that are not available at national center site
P ROCESS C OORDINATION AND T IMELINE College Board Initiated online by school- designated SSD Coordinator with parent/student signature on file Can apply as early as freshman year ACT Initiated by parents/student with school input and signature for disability confirmation Recommended that parents work with school rep to complete special application Online application at least 7 weeks prior to the exam date; send copy of admissions ticket & docs after registration
D OCUMENTATION G UIDELINES College Board “Current Assessment” within 5 years for most issues (1 year for psych/medical/physical, 2 years for vision) Must included timed vs. untimed measures (LD/ADD) Learning “differences” do not qualify as learning disabilities Formal plan on file at school; must have been used in school setting for a minimum of 4 school months. ACT “ Current Assessment” Within 3 years Requires more submitted documentation Accommodations must have been used in school setting 12 months Student should have formal plan on file at school Learning “differences” do not qualify as learning disabilities; ACT prefers the use of DSM-IV
D OCUMENTATION G UIDELINES (C ONT.) College Board Policies more favorable for high ability LD/ADD Assessment based – not doctor’s note, IEP or 504 Be wary of requests for computer School verification of assessment ACT “ Average Man” Method less favorable for high LD/ADD Assessment based – not doctor’s note, IEP or 504 Full documentation may be required, even with history
P OSSIBLE OUTCOMES College Board Assigned “SSD” Code SAT is assigned to be “center” or “school-based” SSD Coordinator individually schedules school-based students based on test date window “School-Based” tests are proctored by SSD Coordinator or designee ACT If approved, student receives a letter of approval and indicated site. If Special Testing – the school coordinator receives a testing roster and individually sets test dates. For re-tests, online application for ACT Center #1 and #2 options; Special Testing requires copy of page 1 of Special Testing Application and former letter of approval mailed
C OLLEGE B OARD T OP 10 M ISTAKES HTTP :// SEARCH. COLLEGEBOARD. COM / SERVLET / SITESEARCH ? SEARCH T YPE = SITE & QT = TOP +10+ MISTAKES +SSD HTTP :// SEARCH. COLLEGEBOARD. COM / SERVLET / SITESEARCH ? SEARCH T YPE = SITE & QT = TOP +10+ MISTAKES +SSD Computer Requests require special documentation of fine motor problem + academic test of written language. (Helpful to add information from teachers and possibly a writing sample. Can also use Teacher Survey on Classroom Behavior available on CB website). Missing documentation * Missing test scores for nonphysical disabilities; must be from nationally normed individual testing Incomplete test scores ; must include standard scores Outdated test scores Extended Time; documentation must included timed and untimed tests AD/HD; must include cognitive and academic tests Physical/Psychiatric; include diagnosis, describe condition, and describe impact on test-taking “Other Impairment”; use only if another category cannot be used Missing Educational Plan Date ; include date that FIRST official plan was created, even at another school or estimate
M Y F INAL I MPRESSIONS – P ROS AND C ONS College Board Pros: Assigns SSD Code as early as freshman Easy online system to apply and update Covers all CB published exams More “friendly” for high ability LD/ADD Student must have plan and used accommodations for at least 4 school months. Cons Fewer accommodation options Shorter test window Difficult to arrange for computer Must sit for all of extended time AP exams can be tricky to schedule/arrange proctors ACT Pros: More accommodations options Multiple days Self-paced Longer test window Seems “more friendly” for medical/physical Special Testing (no writing) is available at any time throughout the year. Cons Paper application process Less “friendly” for high ability students with LD/ADD No code – need to resubmit Center and Special Test procedures different Longer history for accommodations expected; except medical/physical.
K EY I SSUES TO C ONSIDER FOR S TUDENTS IN THE T RANSITION TO C OLLEGE Difference in Laws Access to Parental Support Change in Requirements for Accommodations Understanding Individual Learning Disability Developmental Growth Management Skills Self-Advocacy
D IFFERENT L AWS A PPLY IN THE HIGH SCHOOL AND COLLEGE SETTINGS High School: Individuals With Disabilities in Education Act College: The Americans With Disabilities Act Section 504 of the Rehabilitation Act
H IGH S CHOOL AND IDEA (E DUCATION E NTITLEMENT L AW ) Students Entitled to an Education Until Age 21 or Graduation Parents Have Rights and May Access Information School District Responsibilities: Interventions, Evaluations, Identifications, Cost and Advocacy Interventions May Include Individual Educational Plan (IEP), Goals and Objectives, and Modifications to the Curriculum All Professionals and Family Have Access to Students Records
C OLLEGE : A.D.A & S ECTION 504 (C IVIL R IGHTS L AW ) Equal Opportunity in All Settings Parents Have No Rights and Cannot Access Information Accommodations: No IEP, Colleges are not obligated to waive courses or other academic requirements Student Must Self-Advocate and Disclose Student Responsible for Costs Records Are Available to Support Services Staff and All Others Must Have Signed Permission From Student
C OLLEGE S ELECTION Determine the Necessary Level of Support Find the Right Match – Fit is still important Understand the student’s learning needs
T YPES OF C OLLEGE S UPPORT P ROGRAMS Structured Programs Coordinated Services Basic Service Programs
S TRUCTURED P ROGRAMS Comprehensive – significant support Students may be required to sign contract Usually, substantial program participation fee Some programs have a separate admission process Services May Include: Staff Trained in Learning Disabilities Special Orientation Programs Curriculum Modifications Assistance with Advocacy Academic Monitoring and Counseling Faculty training/awareness
C OORDINATED S ERVICES These Programs Provide Students With Moderate Levels of Support. Such Programs Often Have a Learning Disabilities Specialist (at Least Part-time) Who Assists Students in Coordinating Academic Adjustments. Services May Include: Learning Strategies Instruction Counseling Tutoring Assistance With Advocacy
B ASIC S ERVICE P ROGRAMS These Programs Provide the Minimum Amount of Support Necessary in Order to Comply With the Law. Access is highly dependant on program coordinator.
C AMPUS R ESOURCES : Tutoring/Learning Centers Career Counseling Centers Counseling Centers Writing Centers Peer Mentoring Programs Academic Advising Centers Health Centers
S UCCESSFUL T RANSITION TO C OLLEGE Understand and Be Able to Discuss Disability Without Parental Support Realize that learning Programs will Communicate only with Students, Not Parents Prepared to Advocate for the Support They Need Appropriate Documentation is Essential Consider Level of Support Available before Committing to a College Begin Accommodation Process before Classes Begin
T HE R IGHT M ATCH ? Structured Programs Work Best for Students Who Need Close Monitoring and High Levels of Support. Coordinated Programs Work Best for Students Who Want to Be “Mainstreamed” but Know They Will Need Support. Basic Service Programs Work Best for the Highly Motivated, Independent Self- Advocators.
H ELPFUL R ESOURCES The K & W Guide To Colleges For Students With Learning Disabilities or A.D.D. www.ldonline.org
S AMPLES OF C OLLEGE S UPPORT P ROGRAMS Coordinated Programs: American University Cornell University Regis University Santa Clara University Stanford University University of Southern California University of Puget Sound University of San Francisco Structured Programs: Curry College Lynn University University of Arizona University of Denver Off-Campus Residential Programs: College Internship Program College Living Experience