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

phock@pinewood.edu

Judy Alessandri

Learning Specialist/SSD Coordinator

Bellarmine College Prep

jalessandri@bcp.org

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