s hepherding the ld, add and a utism s pectrum s tudent t hrough the c ollege p rocess wacac share,...
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SHEPHERDING THE LD, ADD AND AUTISM SPECTRUM STUDENT
THROUGH THE COLLEGE PROCESS
WACAC Share, Learn, and Connect
March 22, 2012
Peggy Hock, Ph.D.
Director of College Counseling
Pinewood School
Judy Alessandri
Learning Specialist/SSD Coordinator
Bellarmine College Prep
TESTING PROGRAMS COVERED
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)
APPLICATION PROCESS
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
PROCESS COORDINATION AND TIMELINECollege 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
DOCUMENTATION GUIDELINES
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
DOCUMENTATION GUIDELINES (CONT.)
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
POSSIBLE 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
COLLEGE BOARD TOP 10 MISTAKESHTTP://SEARCH.COLLEGEBOARD.COM/SERVLET/SITESEARCH?SEARCHTYPE=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
MY FINAL IMPRESSIONS – PROS AND CONS
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.
KEY ISSUES TO CONSIDER FOR STUDENTS IN THE TRANSITION TO COLLEGE
Difference in LawsAccess to Parental SupportChange in Requirements for AccommodationsUnderstanding Individual Learning DisabilityDevelopmental GrowthManagement SkillsSelf-Advocacy
DIFFERENT LAWS APPLY 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
HIGH SCHOOL AND IDEA(EDUCATION ENTITLEMENT LAW)
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
COLLEGE: A.D.A & SECTION 504(CIVIL RIGHTS LAW)
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
COLLEGE SELECTION
Determine the Necessary Level of Support
Find the Right Match – Fit is still important
Understand the student’s learning needs
TYPES OF COLLEGE SUPPORT PROGRAMS
Structured ProgramsCoordinated ServicesBasic Service Programs
STRUCTURED PROGRAMS
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
COORDINATED SERVICES
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
BASIC SERVICE PROGRAMS
These Programs Provide the Minimum Amount of Support Necessary in Order to Comply With the Law. Access is highly dependant on program coordinator.
CAMPUS RESOURCES:
Tutoring/Learning CentersCareer Counseling CentersCounseling CentersWriting CentersPeer Mentoring ProgramsAcademic Advising CentersHealth Centers
SUCCESSFUL TRANSITION TO COLLEGE
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
THE RIGHT MATCH?
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.
HELPFUL RESOURCES
The K & W Guide To Colleges For Students With Learning Disabilities or A.D.D.
www.ldonline.org
SAMPLES OF COLLEGE SUPPORT PROGRAMS
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