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POSTSECONDARY RESOURCE GUIDE SUCCESSFULLY PREPARING STUDENTS WITH DISABILITIES FOR THE POSTSECONDARY ENVIRONMENT 3

THE POSTSECONDARY CHOICE 3 PLANNING FOR COLLEGE WHILE STILL IN HIGH SCHOOL 4 The COLLEGE ENROLLMENT TIMELINE/CHECKLIST FOR HIGH SCHOOL STUDENTS 4 Postsecondary SELF ADVOCACY 7 Choice PRACTICAL LEARNING STRATEGIES 9 he transition from high school to life after high school can be an exciting time in the CHOOSING AND PAYING FOR COLLEGE 16 life of a young person. It can also be a time of tremendous challenge, especially for T students with disabilities. The new phase of postsecondary education is lled with FAMILY ROLES IN POSTSECONDARY PLANNING 18 dramatic and signi cant changes. Preparation done in advance will help students have a better understanding of what lies ahead so that they can ultimately achieve their goals and DOCUMENTATION AND DISCLOSURE dreams. 23 Students choose to continue their education after high school for multiple reasons. For many, the ultimate goal of pursuing higher education is to achieve a ful lling career. Jobs ACCOMMODATIONS IN COLLEGE 25 and careers are important, but education beyond high school provides many other bene ts. Higher education changes a person. It gives individuals an opportunity to experience greater DIFFERENCES BETWEEN HIGH SCHOOL independence, meet new people, explore interests, learn more about themselves and increase their understanding of the world. It also gives students the opportunity to improve AND COLLEGE 30 computer literacy, research and communication skills, critical thinking, and the ability to work in teams. These are all highly valued skills to employers and will improve the chance for TRANSITION TO EMPLOYMENT 38 success in the workplace. If you are a parent, teacher, counselor or friend, your role will change after your student RESOURCES 41 graduates from high school. You will no longer be involved in each decision that a ects him or her. The best thing you can do now is to give good advice and put your student on the MINNESOTA CAREER FIELDS, CLUSTERS AND PATHWAYS 42 right path. This guide, along with your mentorship, will help you prepare your student for COLLEGE EXPLORATION WORKSHEET 44 their next educational steps. We hope the information in this guide will be a helpful resource to all those involved in TRANSITION RESOURCES 46 the transition journey to better understand how students can enter and thrive in the world of postsecondary education and eventually in the world of work. REFERENCES 47 “The best way to predict the future is to invent it”. Minnesota State Colleges and Universities is an Equal Opportunity employer — Alan Kay, 1971 and educator. This document is available in alternative formats to individuals with disabilities by calling 952-358-8625 or emailing [email protected]. 14 15

College Enrollment Timeline/ ■ Review freshman and sophomore year checklists. ■ Continue to build your graduation le. New items Planning for College ■ Continue to build your graduation le. New items may include college applications, FAFSA and Checklist for High School may include college applications, scholarship nancial aid information, high school transcripts, applications and letters; support service and disability documentation such as your last While Still in High School Students other agency contracts and letters, ACT, SAT or IEP/504 Plan, and most recent evaluation and Accuplacer scores; recommendation letters with or any additional items that build on prior le The transition from high school to postsecondary education can be a smooth one with less anxiety and fewer surprises if you as a special education the names and addresses of those writing the information. student and your family plan strategically and consistently throughout your high school experience. A tool that can assist with this process is a series of letters; any new resume items including volunteer ■ Lead your IEP meetings and lay out your written checklists that should be followed and re ected on from the freshman to senior years so that you are mentally, academically and socially ready for the and other activities and job experiences. postsecondary plan. changes you will experience in the postsecondary setting. If you are starting this in a later year of high school, review the checklists from previous years ■ Assist your case manager in planning and running ■ Make your senior year as close to the and implement as many of the preparations as possible. Thinking ahead, no matter what year you are in high school, will ultimately help you reap huge your IEP meeting and writing your IEP goals. postsecondary experience as possible: bene ts in the transition process. ■ Learn when, if and how to discuss the educational ✓ Use a planner to record assignments and needs related to your disability with your appointments. instructors. ✓ Utilize a systematic plan for organizing class ■ Invite outside services providers to your IEP materials. meetings such as Vocational Rehabilitation, social ✓ workers, Center for Independent Living, Social Take challenging academic classes without Security, mental health counselors, etc. modi cations, if possible. ✓ ■ Explore assistive technology that may be helpful Request and use only the accommodations now and at the postsecondary level. available at the postsecondary level. ■ Start a graduation le to organize information ■ Review freshman year checklist. ✓ ■ Practice self-advocacy skills (see self-advocacy Consider the options for assistive technology related to work, school activities, and future plans so ■ Continue to build your graduation le. Contents and learn how to use it. that necessary records and notes are in a centralized chapter). may include high school activities such as awards ✓ Complete assignments on time. location. or recognitions, a list of hobbies or leisure activities, ■ Develop organization and time management skills ✓ Use your self-advocacy skills by speaking to ■ Learn about and accept your disability. and immunization records. so that you become as academically independent as possible. This may include using a planner, the appropriate person when you need ■ Practice explaining to others the educational needs ■ Actively plan your IEP Meetings with your case folders, a calendar or your phone so that you assistance rather than going immediately to that stem from your disability. manager, and plan to speak on your own behalf. plan ahead for assignments due and activity your case manager. ■ ■ Review and adjust your future goals in all of your Set academic goals that are achievable. involvements. ■ Understand the dierences between high school Individualized Education Program (IEP) transition ■ Practice requesting your own accommodations ■ Narrow your career choices and match them to and college (see pages 30-37). areas. rather than relying on your case manager. postsecondary programs. ■ Complete college applications and submit with ■ Participate in your IEP meetings. ■ Use the GPS tool at http://gpslifeplan.org to set ■ Attend college fairs, open houses and/or weekend entrance fees. Most can be completed online. ■ Discuss your graduation plans, graduation status goals and design future plans. college retreats. Earlier is better, but check college websites for and transition goals. ■ Investigate other service providers with your case ■ Plan in-depth visits to several postsecondary deadlines. ■ Understand your strengths and weaknesses. manager who can o er assistance after graduation institutions through the admissions or disability ■ Discuss scholarship opportunities with your Utilize your strengths and develop strategies to such as Vocational Rehabilitation, Social Security, services o ces. counselor and admissions sta . Search the web, compensate for your areas of weakness. mental health counselors or a school or county ■ Discuss with postsecondary admissions but never pay for a scholarship search as this social worker. ■ Learn what your accommodations are, and use departments about scholarships and nancial should be FREE. them when needed to discover what helps you be ■ Begin to explore colleges, programs/degrees and aid programs. Find out from your parents if their ■ Have discussions with your family and counselor academically successful. entrance requirements. workplace o ers scholarships. about nancial aid and your college debt load. ■ Enroll in high school classes that meet your ■ Discuss with your counselor college options, career ■ Schedule assessment tests needed for college ■ Apply for nancial aid by completing the Free postsecondary goals. These may include more choices and preparation for college entrance exams. entrance requirements including the ACT, SAT or Application for Student Assistance (FAFSA) online rigorous classes that are considered college prep ■ Begin career exploration activities such as placement tests. before the priority deadline at the college you will courses, or they could be special education classes skill inventories, career aptitude and career ■ Prepare for assessment tests that colleges require be attending. that teach learning strategies which can lead to investigation. by attending preparatory classes, using purchased ■ Visit colleges before accepting admission. Plan more academic independence. ■ Build your resume through school activities and materials or online practice tests. to meet with admissions and disability services ■ Learn and use organizational and time volunteer experiences, as most scholarship and ■ Take the armed forces ASVAB test, if applicable. sta while on each campus. In the meeting management strategies. entrance applications place importance on student with disability services, discuss documentation ■ Begin career exploration that may include career involvement. requirements and how the accommodations you aptitude and interest inventories. need will be provided. ■ If necessary, retake the ACT, SAT or Accuplacer Exam. 14. Schoenbauer, Education Beyond High School, 2006. 14. Schoenbauer, Education Beyond High School, 2006. 6 7 Planning for College While Still in High School cont. from page 5

Assistive Technology Assistive technology (AT) is equipment or systems that help students with disabilities become more e cient and independent by performing functions that may otherwise be di cult or impossible. Colleges often o er a wide array of AT, so it is helpful for you to learn and use it while you are in high school. Types of AT include alternative textbooks, screen readers, text-to-speech software, speech-recognition programs and note-taking systems. Alternative input devices include alternative keyboards, electronic pointing devices, sip-and-pu systems, wands and sticks, joysticks, trackballs and touch screens. Other AT products include screen enlargers or screen magni ers, talking and large-print word processors and Braille embossers. Assistive technology can be demonstrated at locations such as the State Services for the Blind, PACER, the Courage Center and your local Centers for Independent Living.

Preparing for College Entrance Exams Preparation for college entrance exams, whether it be the ACT, SAT or Accuplacer Placement Tests, is a very helpful practice. Preparatory information is available in high school counselor o ces, on testing websites, or can be purchased; some students also choose to enroll in entrance exam preparatory classes. Any preparation Self-Advocacy that can be done before taking the exam can increase your test scores. ACT or SAT scores are usually a part of college admissions criteria. Lower scores may also result An important skill necessary for postsecondary success is the ability to self-advocate. Self-advocacy involves in students having to register for developmental/pre- being able to speak and act on your own behalf, asking for help when it is needed, making informed decisions, college classes when entering the rst year of college. and taking responsibility for these decisions. Being a self-advocate involves understanding yourself and your own Some helpful preparatory websites include: http://www. disability, knowing your individual strengths and weaknesses, and being aware of your educational and personal actstudent.org/onlineprep; http://sat.collegeboard.org/ needs. It also involves being able to express this information to others when necessary. practice; http://www.testprepreview.com/accuplacer. While in high school, many of your life decisions were made by parents, teachers, counselors and other professionals. Having support is also important in higher education, but you will be the one to determine when Minnesota Career Fields and Pathways assistance is needed, provide the relevant information, and make the  nal decision of what is best. Your strongest information advocate is you! Setting career goals can be di cult. Many students enter college without a de ned major in mind and Understand Why You Have Received Special your three-year evaluation or medical documentation often change their major several times. This is normal! Education Services with your case manager or counselor so you understand “If you fail to plan, you are However, the more you are goal and career oriented both this aspect of yourself. Ask for a more active role in in high school and in college, the more likely you will be Do you know your own disability and why you received additional assistance while in high school? discussions about your educational goals and choices so planning to fail.” successful. The Minnesota Career Fields and Pathways you have a better understanding of your own disability document is available in the Resources section to assist Can you explain without assistance from others your and educational needs. — Benjamin Franklin in the process of thinking through career paths that are educational needs and the accommodations you have available to you in Minnesota. used successfully? While in high school, review your Individualized Education Program (IEP) or 504 Plan and Self-Advocacy continued on page 8

10. Minnesota Department of Education, Minnesota Career Fields and Pathways Chart, 2010. 8 9

Self-Advocacy continued from page 7 Learn From Other College are in high school so you will be Students comfortable with these conversations Practical If you have the opportunity, when you enter college. This will also discuss with successful college help you learn when it is appropriate to discuss your educational needs, Understand Your Strengths and students about the transition to Learning Strategies how much information to share, and Weaknesses college. They will be a good source of information as they answer the purpose of sharing information. College courses can provide academic challenges to students, especially Develop a realistic understanding your questions from a student’s Some students are nervous about students unprepared for the academic rigor experienced at the of your strengths, weaknesses, needs perspective. They can also ease your discussing the implementation postsecondary level. Students who have learned practical strategies and preferences. Determine the skills fears about the changes you will face of accommodations with college while they are in high school will have a smoother transition to college you do well right now. What skills do instructors. Realize you are not the at the postsecondary level. because the skills that have been learned can be implemented. In addition, you need to improve? rst person to have this conversation. these strategies will help students become more independent and active Most educational counseling It may be di cult at rst, but you Learn How to Discuss learners, which is especially needed in the postsecondary environment. o ces can administer various interest will build con dence over time. Educational Needs with Consider the following as you re ne your study skills in preparation for and career inventories to help you Most conversations with college Instructors college courses. learn more about yourself. The results instructors about accommodations from these assessments can verify In college, you will need to discuss will be positive and helpful. However, strengths and weaknesses that your disability and educational if there are di culties, you may nd may assist you in choosing a career needs with the disability services it necessary to include others, such Learning Assessment pacing or taking a walk while ■ Time. Make a determined e ort or eld of study, especially when sta if you want to receive as a professional from the disability Do you know how you learn studying from index cards, to carve out quality study time career paths are revealed that you accommodations. Later, you may also services o ce, to assist in the best? Consider taking a learning reading textbooks while that is free of distractions. never knew existed that match your need to discuss the implementation request. Advocating is a reminder assessment to discover your pedaling a stationary bike, ■ Memorization order. Memorize strengths and interests. of some accommodations with to others about the importance of preferred mode of learning. listening to music, keeping the information from general to your instructors. It is helpful to providing an accessible campus for all Instructors may not provide one’s hands busy with a stress speci c. talk to your instructors about students, both now and in the future. ball, studying with others by information to you in your preferred ■ Organize. Sort or arrange your accommodations while you verbally reciting and discussing mode, but if you understand the information you need to the content, and taking a yourself and how you learn, you, remember in groups, such ve-minute break for each 30 the student, can adapt classroom as how they are similar or minutes of study. material to a method that will help di erent. you more readily absorb and retain ■ Visualize. Use a visualization information. Memorization Techniques Wise Student Advice: Learn Self-Advocacy technique, such as a mind map Memorization techniques are ■ Auditory learners nd strategies or picture. such as recording lectures, very important skills to have while in college, as the amount of information ■ Relate. Form associations I received special education services all through high school. I discussed with my case manager during IEP listening to audio textbooks to be memorized increases in the between new ideas you wish meetings that I wanted to attend a community college after graduation and pursue my goal of becoming a and studying aloud very helpful to remember and things you in the learning process. postsecondary environment. New special education teacher. My case manager realized that I needed to learn self-advocacy skills and how to vocabulary, complex processes already know. take care of my needs independently if I was going to be successful in college. We determined that I would ■ Visual learners should review and the fast pace of learning new ■ Repeat. Rephrase information notes and PowerPoints, discuss with my high school instructors on my own the accommodations that I may need for each of my classes. material are just some of the reasons in your own words and use highlight, color code and I learned that I didn’t need all of the accommodations for every class, but when I did need them, I had the memorization skills are crucial for multiple senses to help you rewrite notes into visual forms, encode information. See it, say conversation with my instructor. My case manager also drilled home that I needed to be organized with my college students. such as  ashcards, charts, it, write it. homework, so I kept track of my assignments and made sure I got them completed on time because I knew diagrams or mind maps. ■ Stay interested. Keep your attention and focus on the that would be an expectation for college. I thought I would struggle more in my senior year with this added ■ Kinesthetic learners learn by material you need to learn. level of pressure on me, but I didn’t! I also knew I had the support of my case manager to discuss any needs or “doing,” so adding physical if I had risks of failure. movement to study time is Practical Learning Strategies essential. This could include continued on page 10 — special education major

12. Pocock, Lambros, Karvonen, Test, Algozzin, Wood and Martin, Successful Strategies for Promoting Self-Advocacy Among Students with LD, 2013. 3. Dunn and Dunn, Teaching Students through Their Individual Learning Styles, 1978. 7. Keeley, The Basics of E ective Learning: Memory and the Importance of Review, 1997. 10 11

Practical Learning Strategies ■ Study the more di cult ■ See a tutor from the college continued from page 9 information rst when you tutoring center, join a study are the freshest, saving for last group or use an on-line tutoring Study Skills the homework and projects service that may be available for you most enjoy or are not as the course. How you approach your studies strenuous. in college will have a direct e ect on your academic success. Remain ■ Stay nourished with healthy Test Taking Strategies positive, remind yourself of the goals foods so you have energy and To do well on tests, you need to you have set, and use e ective study your brain can function well. know the material and be mentally methods such as these listed below. ■ Study before and after class. prepared to show your knowledge ■ Study in one-to-three hour A good strategy is to read the of the subject. Try the following shifts, taking a break every 30 text assignments before class strategies for taking tests in college. minutes to stretch or drink a and review your class notes beverage. while they are fresh in your Before a test: mind. ■ Study when you feel well rested ■ Review over time the material and relaxed, making sure to ■ Study two or three hours for presented in class before the study during the time of day each hour of class you attend. date of an exam. The more when you are most productive ■ Meet with instructors during prepared you are, the more and alert. their o ce hours if you are con dent you will be; cramming having di culty learning new is not an e cient learning material. method.

■ Learn the exam format before During a test: ■ When stuck on a question, cross the test if possible so you know o the answers you know are ■ Think positively! Remind if the test questions are multiple yourself that you studied hard wrong. If you are not sure of the choice, short answer, true/false and are prepared for the test. If answer, move on to the next or essay. allowed, use scratch paper to test question. ■ If you are anxious, try some write down what you think you ■ Before you hand in your test, stress-reducing techniques: Take will need to remember, such as look it over to be sure you did a walk, listen to music, or write formulas, facts or names. not miss anything. down your anxieties 10 minutes ■ While taking the test, read before taking a test. (Harms, W. the directions carefully, look After a test: Writing About Worries Eases over the sections of the test Anxiety, 2011.) ■ After your test is graded, and budget your time for each carefully read any comments ■ Arrange for testing section. from your instructor so you accommodations before ■ Do the section of the test that understand any mistakes you an exam if it is an e ective you know the best rst. may have made. accommodation for your disability. Testing ■ Concentrate on your own test, ■ Ask your instructor f or accommodations may include not what others are doing. clari cation for anything you still don’t understand. extra time, a quiet place, audio ■ Read each question carefully and enlarged print. before answering so you are ■ Look back at your book and sure to understand the question notes, and jot down information completely. you learned from the test.

Practical Learning Strategies continued on page12

15. Study Guides and Strategies, Ten Tips for Terri c Test Taking. 5. Harms, Writing About Worries Eases Anxiety, Improves Test Performance, 2011. 12 13

Practical Learning Strategies continued Time Management ■ Overcome stumbling blocks from page 11 Learning how to manage your and procrastination. Evaluate time e ectively is absolutely essential the time spent on leisure activities such as video games, Read with a Purpose, Using the Note Taking to success in college. An e ective time management plan includes movies or texting with friends SQ3R Strategy since it may have a negative Note taking is an essential skill prioritizing tasks, implementing due ■ Survey. Preview the in college that can only be re ned dates, breaking down assignments, e ect on your study time. Be assignment/material to be through practice. Because tests and scheduling times to be in class, proactive in scheduling your studied by scanning the text usually cover material that was study, work, do errands and attend leisure activities so they don’t quickly to discover the central presented in class, it is important to appointments. take over the time you have concept. From your preview, study from a good set of notes. There allowed for study. formulate an overall picture and ■ Choose a time management are many methods and systems for ■ Check your planner daily. purpose of what you are going taking notes, so experiment and nd system. This could be a planner, assignment log or Update what you have to study. a system that works for you. completed, and track your a calendar in paper format, ■ Question. Question what you ■ Take notes that are clear and phone application or computer progress so you can make need to learn in terms of what, concise, which is more e ective application. Choose one that adjustments as needed. Don’t why, how, who, and where to than long, complicated notes. will work for you, and use it forget to reward yourself for support the central concept. working hard and completing ■ Organize your notes for each daily. Write these questions in the class session by writing the your projects. margins of your textbook or at ■ Prioritize your tasks and handle name of the class, topic and the top priorities rst. the top of your study notes. date that the notes were taken. Reading Strategies ■ Read. Read speci cally to ■ Set realistic goals. It is common ■ Leave space on the page to add to underestimate how long In college, you will be responsible answer the questions. Most key words or other information. an assignment will take to for reading assigned textbooks, paragraphs contain one or You can try taking notes on complete, so it is best to start supplemental materials and on- more main ideas in support of the right side of the paper and assignments well before the line resources, so it is important to a concept. Locate and highlight leaving a wide margin on the due date. use e ective reading strategies for them with a marker, make left side. comprehension. Common reading notes in the margins, and pay ■ Use your planner to break down tips may include the following: attention to bolded or italicized ■ Audio record the lecture so that assignments. Determine all of type, graphs and illustrations. you can listen to the material the steps needed in order to ■ Read in a quiet, well-lit area again using a digital recorder or ■ Recall. Pause periodically to complete an assignment and with comfortable seating. smartpen. include those steps in your recall in your own words the ■ Take breaks to rest your eyes important ideas you have read. ■ Review your notes soon after planner. and your mind. class and rewrite sections ■ Review. See if you answered that are unclear. Add missing “One of the greatest ■ Read aloud or use audio books all of your questions and information. Highlight the to improve concentration. understood the new material. Go back and re-read di cult most important information for discoveries a man makes, one ■ Take notes from the reading later study. This will also help of his great surprises, is to nd assignment and highlight parts you may have missed in you know if you need to check important concepts. the recall. If there are review the book, the recording of the he can do what he was afraid questions in the material, make lecture, or with your instructor ■ Take note of unfamiliar sure you can answer them all. for further content clari cation. he could not do.” vocabulary and generate a list for study. — Henry Ford

11. Pauk and Owens, How to Study in College, 2007. 13. Robinson, Study Guides and Strategies: SQ3R Method, 1970. 14 15

OPTION 1 OPTION 2 OPTION 3 MnSCU COMMUNITY AND MnSCU FOUR YEAR UNIVERSITIES PRIVATE COLLEGES TECHNICAL COLLEGESPUBLIC AND THE UNIVERSITY OF AND UNIVERSITIES MINNESOTAPUBLIC

✓ O er speci c career and technical ✓ Students are usually required to complete ✓ Students are sometimes required Choosing and Paying programs and also o er courses that general education requirements that to complete general education ful ll the rst two years of a four-year include science and math and sometimes requirements that include science and for College degree or “generals.” a foreign language. math and sometimes a foreign language. ✓ Considered “Open Enrollment” — ✓ Usually have more stringent admission ✓ Some may have more stringent Students who are considering the option of attending a Admission requirements are minimal requirements than a community or admissions requirements than college should  rst have an idea of a career pathway and such as having a high school diploma or technical college. community and technical colleges. the postsecondary training needed to obtain that career. GED. ✓ Grant associate’s, bachelor’s and master’s ✓ Grant certi cates, bachelor’s and master’s Once this is determined, the next important step is to ✓ Students can earn certi cates and degrees and higher. degrees and higher, depending on the choose the college or training program that is right for you. associate’s degrees. college. A variety of colleges and training options are available, ✓ O er services including advising, tutoring ✓ ✓ so you will want to research college websites and visit O er many services including advising and disability services as well as more Some o er specialized training and campuses to select the one that meets your educational and counseling, tutoring and disability extensive services including health certi cates in various careers. and personal needs. services. clinics, exercise facilities, counseling and ✓ Services usually available such as ✓ career placement o ces. hen researching your selection, keep in mind the All are regionally accredited. advising, tutoring, and disability services. ✓ All are regionally accredited. Some may also o er more extensive level of education your career goal requires, such as ✓ May have matriculation agreements so services including health clinics, a certi cate, associate’s degree, bachelor’s degree or students can begin a course of study ✓ Tend to be more expensive than two-year W exercise facilities, counseling and career master’s degree, and then match this to a reputable program and complete the degree at a four-year colleges. institution. placement o ces that awards the certi cation you will need for your chosen ✓ Public colleges are the most a ordable ✓ Some may not be regionally accredited, career. There are also short-term training options available ✓ May have articulation agreements for universities. such as workshops and noncredit-based courses for technical students to receive college credit for so credits may not transfer. ✓ Usually provide dormitories and food skills required in jobs such as welders, forklift operators training received during high school. ✓ Are more expensive than public colleges and boilermakers. To narrow your search of choices, decide service. ✓ and universities. what you are looking for in a school and determine whether Are public colleges and are the most ✓ you prefer a small college, large university or online option. a ordable option. Includes for-pro t and not-for-pro t private institutions. Other considerations include distance from home, size of ✓ Usually do not have dormitories. Choosing and Paying for College continued on page 16 the community, availability of dormitories or other housing ✓ Dorms and food service are usually available options, and ease of transportation. For further information, at not-for-pro t institutions; dorms usually check out http://www.mnscu.edu and the “GOMN” guide. not available at for-pro t colleges.

8. McNair and Solomon, A Practical Guide for People With Disabilities Who Want to Go to College, 2010. 8. McNair and Solomon, A Practical Guide for People With Disabilities Who Want to Go to College, 2010. 16 17

Choosing and Paying for College continued from page 15 Paying for College

College & University Entrance Requirements Financial Aid “Hold fast to dreams In order to gain admission to a particular college or Many students will need nancial assistance to pay For if dreams die university, your high school and exam achievements for college expenses. These expenses may include must match the entrance requirements of the college or tuition, fees and possibly housing and food costs. College Life is a broken-winged bird training school. These requirements apply to all students, nancial aid assistance is available for most students including students with disabilities. A college admissions and is based on family income, which is determined That cannot  y.” department will be able to identify the speci c standards through the online submission of the Free Application required for their institution, which may include some or for Federal Student Aid (FAFSA), which is available at — Langston Hughes all of the following admission criteria: http://www.fasa.gov. The FAFSA and other required documents should be submitted to your college nancial ■ A minimum high school GPA and/or class rank. aid o ce as early as possible before your freshman year of college. Make sure you check with your school for ■ High school diploma or GED. any priority application deadlines. Once your FAFSA has ■ Transcript that meets requirements of core courses, been reviewed and you have been admitted, you will Types of Financial Aid such as a foreign language, mathematics, science receive a nancial aid award from the college. Your award ■ loans may also have higher interest rates. Caution: and English. letter will describe the types of nancial aid you qualify SCHOLARSHIPS—Monetary awards in the form of scholarships can be awarded from colleges, All monies received through the form of loans ■ Score level on an application essay. for, including loans, grants, scholarships and work-study must be repaid once students have graduated options. both public and private, as well as organizations. ■ Score level on standardized tests such as the ACT Scholarship money never has to be repaid. Usually or stopped attending college. Students need to or SAT. you will need to apply for scholarships, but not fully understand the level of debt that they will Course placement tests may also be a part of the always. Check your college’s websites and other experience and strive to keep the amount of loans college’s admission requirements and can include these sources for scholarship options, including to a minimum. items: http://www.nextstudent.com. Remember: You ■ WORK STUDY— Students who apply for nancial should never pay for information on scholarships. aid at a college or university may be awarded ■ Accuplacer test of reading, writing ■ GRANTS—Grants are like scholarships, except the option to be employed on a campus and and math/algebra they usually come from the government or receive work-study funds. These funds are under- ■ Foreign language testing organizations and are based on nancial need. written by the government so that students will Grants usually need to be applied for, which may have additional money for college expenses. ■ Math testing involve completing the FAFSA and submitting Students earning work-study money are receiving ■ Music performance tests your request to a speci c college for nancial aid a paycheck for the work they provide through a assistance. The Pell Grant is a common federal campus job. These monies do not have to be repaid. grant – information about meeting the eligibility requirements is available at http://www2.ed.gov/ Visit College Campuses programs/fpg/eligibility.html After you have selected colleges that t your needs, ■ LOANS—Money loaned to students while they are visit a campus before applying. This is your opportunity to in college is money they will have to repay once determine if the college is a good t for you. Does it meet they have stopped attending a postsecondary your academic needs? Does it provide the services you school at least half-time. Federal Direct Loans require? Do you like it? You may also choose to use the come from the government with a low interest college exploration worksheet located in the Resources rate. A credit check or cosigner is not required, section to provide assistance as you compare colleges. In but the amount funded can be limited. Private addition to the facts, this is your opportunity to see how and Alternative Loan programs usually require a you feel about the college and see if you can imagine credit check process as well as a cosigner. These yourself as part of the college community.

8. McNair and Solomon, A Practical Guide for People With Disabilities Who Want to Go to College, 2010. 18 19

“There are two things children should get from their parents: roots and wings.” — Johann Wolfgang von Goethe

organizing their life activities, which includes attending to the campus four to six months before courses begin. class, studying, working, sleeping, doing laundry, grocery Loans, grants and other assistance are available, and shopping, keeping medical appointments, having fun and students should understand the di erences and the more! Many organizational tools can be utilized, but they ultimate cost for their education. Large amounts of debt need to be looked at daily. It is essential that students accrued while in college can be di cult or overwhelming begin working on assignments early without being to repay later. reminded so that coursework will not be late, as many college instructors will not accept late work. Data Privacy Time management is essential for college students, too. Family Roles in This includes managing a schedule and a workload with Area of Need? multiple priorities. The worksheets in the Resource section Do you understand that you are in charge of your private Postsecondary Planning include tools for time management and organization. information once you enter college? Are you prepared to enter into academic conversations with professors without Money Management assistance from others? Families, care givers and adult mentors play a key role in the success of their young adults. This is true for the high school years, and it continues to Area of Need? Students who attend college are adults and are given be the case as their children transition to the postsecondary environment. many rights including a right to privacy. Postsecondary Do you have skills in handling money? Do you institutions must comply with federal and state privacy understand how credit cards work? Do you have a checking laws, including the Family Educational Rights and he role of parents changes when their son or Family conversation topics are detailed in the next and/or savings account? Are you able to stick with a budget? Privacy Act (FERPA) and the Minnesota Government daughter transitions to the postsecondary setting. few pages to assist you in determinig the needs of your Independently managing your own money is an Data Practices Act (MGDPA). Because of these laws, TAs a parent, you will no longer be involved in every son or daughter. You will nd questions for your student important and necessary life skill. Meals, activity fees, private information is only available to a postsecondary decision concerning your child’s education. In addition in italics. Use the boxes to check areas of need for your insurance, school logo clothing and a host of other non- student and not to others who may have an interest in to developing valuable life skills, your young person will student. educational costs can be overwhelming to students, the student, unless the student has a signed release of have an opportunity to experience greater independence, so sticking to a determined budget along with wise information. Although a student can sign a release so meet new people, explore their interests, and increase Organization and Time Management shopping skills is essential to live within your means. that a parent or someone else has access to their their understanding of the world. Sometimes, students private information, most faculty prefer speaking with must be given the opportunity to fail and learn from Area of Need? Financial Aid and Scholarships the student directly about course and grade concerns these failures. At other times, the student needs that Do you wake up in the morning and get started on your rather than to parents. All college sta are accountable opportunity to shine. Your continued support and own? Can you prioritize tasks that need to be accomplished? Area of Need? for compliance with privacy laws and realize the encouragement will help your son or daughter nd Do you have a method for organizing your work and Have you talked to your high school counselor about student needs to understand the conversation and take success in the midst of transition. keeping track of assignments and deadlines? Can you break possible scholarship opportunities? Have you discussed with ownership of his or her own education. Many topics should be considered in family discussions large tasks/assignments into smaller, more manageable college admissions sta about  nancial aid packages or to assist in the transition process and to determine skills components? Do you procrastinate on your school work to work programs? Have you submitted your FAFSA if you are that need to be developed before your child attends the point that assignments are not done well or at all? attending college in the fall? Family Roles in Postsecondary Planning continued on page 20 college. During high school, the tendency is to focus on College students are responsible for being at class each College can be very expensive, but there is often help academic requirements for college admission. However, day, meeting deadlines, and organizing and prioritizing available through college nancial aid and scholarships. it is just as important that college students are prepared tasks. Classes are frequently spaced throughout the Financial aid needs should be discussed early, and an emotionally and socially and have developed competent day and di erent days have di erent schedules. application for nancial assistance should be submitted life skills in order to be a successful college student. Postsecondary students need to have a method for

14. Schoenbauer, Education Beyond High School, 2006. 14. Schoenbauer, Education Beyond High School, 2006. 20 21

issues, will be held to the college’s Family Roles in Postsecondary Planning code of conduct, which sets a high continued from page 19 standard for campus behavior. The college experience can be Students with medical concerns may greatly enhanced by successful social hire a personal care attendant (PCA) interaction among students. Colleges VRS, SSI or Mental Health or nurse to assist them in class or in o er a wide variety of recreational For students who leave home to Services the dorm. This should be discussed and social activities including clubs attend college, homesickness and/ with your college disability services and organizations, but it is up to the or the need to care for oneself can be Area of Need? provider so that the role of the PCA is student to take the initiative and join. overwhelming. Living in a dorm or an Have you had discussions about understood by all involved. Involvements will not be forced, so apartment is far di erent and more postsecondary educational support students must accomplish this on demanding than living at home and services with your case manager? Eating and Exercise their own. doing a few chores. Students should Do you know if you qualify for be encouraged to learn and use Social Security (SSI) or Vocational Area of Need? Clothing and Hygiene home living skills while in high school Rehabilitation services (VRS)? If you Do you have an understanding so that they can live successfully on use the services of a mental health of nutritional foods and the need Area of Need? their own. counselor or therapist, do you know for regular exercise? If you live in an Do you know how to separate how these services will be provided apartment on your own, do you know clothes for washing? Do you Technical and Computer Skills at the new location if you go away to how to plan meals on a tight budget or understand washing and drying college? how to prepare some simple, healthy temperatures for various fabrics? Area of Need? Social security bene ts and meals? Do you exercise on a regular Do you shower regularly and Do you feel comfortable using a Vocational Rehabilitation Services basis? use deodorants and perfumes computer for writing assignments or are available to some students It is common for college students appropriately? web searches? Are you able to perform with disabilities and will require to gain 15 to 25 pounds during the Too much odor can socially technical functions on your own? application to the programs. Some freshman year, largely due to poor isolate a student more quickly than Are you able to type 30-40 words per universities provide clinical therapy eating habits. Junk food and quick almost anything else. It is important minute? Do you know where you can services, but if this is not a campus meals often replace healthy and that students take the initiative to go on campus for technical assistance? service, your doctor or therapist nutritious ones. Poor eating habits wash themselves and their clothing College students are expected can suggest professionals in a new and lack of exercise can cause a regularly. To avoid ruining expensive to submit papers that are word- location if you are going away to student to be less energetic and or favorite clothing, the student processed. They also need technical college. nonproductive and can lead to should be well practiced in the use of skills to maneuver student platforms overall poor health. a washing machine and dryer. and online services. Being able to Medical Needs keyboard or use assistive technology Clubs and Organizations Home Alone at a su cient speed will aid in timely Area of Need? assignment completion. Students If on medication, can you self- responsibility. Pre-arrangement plans can be made between a family and the Area of Need? Area of Need? who lack computer experience or administer? Can you self-advocate college, but ultimately the student will need to initiate assistance should the Have you thought about the If going away to college, have you skills should take a class in high for special dietary or environmental need arise; it is the student’s responsibility to self-administer medications. involvements you would like to have ever spent extended time away from school or use educational software to concerns? Do you know who to contact at the postsecondary level? Have you home? Can you manage all the tasks of improve computer skills. They should for medical or dental emergencies? Can Personal Care Attendants or Paraprofessional Assistance researched what options are available daily living without parental assistance also know where to seek assistance you complete insurance forms without at the college you would like to attend? such as cleaning, cooking, grocery on a college campus. assistance? Area of Need? Are you willing to join groups when shopping and paying bills? Many campuses have health Are you accustomed to being accompanied to some or all of your high school you know few or none of the other Family Roles in Postsecondary Planning clinics on site, while others have classes by a paraprofessional? Do you have medical needs that require dorm or members? Have you made contacts continued on page 22 arrangements with clinics within the classroom assistance? with any members from a club or community. Some assume health Colleges do not provide paraprofessional assistance, even when students organization during a campus visit? and dental care are solely a student’s received this service in high school. All students, even those with behavioral

14. Schoenbauer, Education Beyond High School, 2006. 14. Schoenbauer, Education Beyond High School, 2006. 22 23

Family Roles in Postsecondary Planning continued from page 21 Documentation and Disclosure

Disclosing a Disability Disclosure means to share personal information about your disability with others so you can receive accommodations. Disability information is disclosed at the postsecondary level when you meet with the disability services sta , preferably before the semester begins, so that accommodations are in place for you to use when needed. When to disclose is your choice, but sooner is better.

IEPs and 504 Plans End When Students Graduate from High School Major or Career Goal Postsecondary Education Options Including When special education students were in elementary through high school, Adult Basic Education (ABE) the Individuals with Disabilities Education Act (IDEA) required that students Area of Need? were provided with appropriate services. An Individualized Education Plan Area of Need? Have you thought about the major you will pursue at the (IEP) or 504 Plan was developed each year and was implemented by teachers postsecondary level? Do you know if the major you have Have you taken placement tests at your high school? Do and other special education professionals addressing the educational needs in mind is available at the postsecondary institutions you you know what the resulting scores mean? Do you know stated in the evaluation. However, once students graduate from high school, have contacted or visited? Do your personal and academic about ABE options if your scores are low or if you feel you the Individualized Education Plan (IEP) or 504 Plan come to an end. Because strengths align with the major you are considering? Do would bene t from more educational assistance? of this, it is up to a student to make the decision whether or not to disclose/ others who know you best agree with your career goals? Some students may not be academically prepared reveal information about a disability at the postsecondary level. Do you understand the kind of coursework required for this to attend a postsecondary institution right out of high major? school, which may become evident after taking a Privacy of Disability Information The more a student understands his or her career placement test. Adult Basic Education (ABE) classes are Privacy is a concern for many students who may be hesitant to disclose path and the desired major, the more likely a student will often available, free of charge, to assist students with a disability. However, the information from your disability services le does choose a college that matches that goal. Every major is building up their skills in reading, writing, math and not appear on your college transcript and the contents of your le are kept not available at every postsecondary institution, but most computers. securely. You should consider all of this information when and if you choose of this information is readily available on college websites. An ”Open Letter to Parents of Students with Disabilities to disclose. Many pathways are also available to students to earn a About to Enter College” by Jane Jarrow is available at degree, including the option to begin general education http://www.arkahead.org/pdf/letterfromjane.pdf. This classes at a community or technical college and nish at a letter provides helpful information to parents from the four-year university. perspective of a parent who also works in the disability Documentation and Disclosure continued on page 24 services eld.

14. Schoenbauer, Education Beyond High School, 2006. 24 25

Documentation and Disclosure continued from page 23

Request for Documentation Documentation is usually requested by college Wise Student Advice: Disability Service providers when accommodations are requested. This documentation may include Know What Works Best for You records from a professional, such as a medical doctor, psychologist or other quali ed diagnostician. High Reasonable accommodations are available to school information, such as an individualized education I am a student registered through postsecondary students who are willing to disclose a plan (IEP) and last three-year evaluation or Section 504 disability. An accommodation is a support that gives plan, may help identify services that have been e ective disability services. I have a Traumatic Brain Injury (TBI) and currently have students an equal opportunity to participate and bene t and may qualify as su cient documentation. However, from college, which has been authorized by the Americans a 3.85 GPA. I am very proud of this! As this is not always the case. If a new evaluation or further with Disabilities Act (ADA). Accommodations are information from a medical doctor or psychologist I’ve learned to deal with my TBI, I’ve developed and approved through the college disability is needed, the cost for this service is paid for by the realized how important it is to ask for services (DS) o ce, but keep in mind that the names of student. help. I really needed to get over my the o ces and the sta ng models may be dierent from one campus to the next, depending on the size and type Essential Components of College Disability pride and now that I have, this has helped tremendously. Some of the of institution. Most of the information you will need to Documentation nd about the DS o ce should be available on the college strategies I’ve used to be successful Most college disability services sta will want website. documentation to include this information: here is to really understand my disability and how it a ects me. I’ve If you choose to meet with a DS professional in order to ■ Signed, dated and typed letter on professional stationery from a certifying professional such as a learned I cannot take 8 a.m. classes, no receive accommodations, you will usually be required to medical doctor, psychologist or neurologist who back-to-back classes, and I even try to provide documentation. This documentation gives the DS has credentials for diagnosing a disability. take classes every other day. Breaks are personnel information to support the accommodations you are requesting as well as give a history of essential for me. I’ve also learned that ■ Clearly stated diagnosis. accommodations you have used successfully in the past. taking a stress relief course or some ■ Description of assessment and relevant history. Any speci c questions should be directed to the DS o ce kind of less intense class with my other ■ Description of functional limitations or at your campus. educational impact. more di cult classes helps to even my class load. I’ve taken yoga and piano Accommodations in College continued on page 26 ■ Current enough documentation to determine present impact and validate the accommodation courses that have been relaxing for request. me. I’m okay with all of this, because I know it is essential to helping me be ■ Recommendations for accommodations, including what has been helpful in the past. successful here at Central Lakes College. This information, in addition to your input and I couldn’t have done all this without the the requirements of your course or program, are guidance and support from disability the basis for determining e ective and appropriate services. postsecondary accommodations. — social work major

17. United States. The Americans with Disabilities Act Handbook. 1990, 2008. 26 27 Accommodations Granted on a case-by-case basis. Some examples are listed below.

■ What technology is available for use by students of a course will not be allowed. For example, for many with disabilities? Is the technology available for use courses regular attendance is required and may be a in the classroom? part of the course grade. Assignment due dates also will Changes to a classroom Removal of architectural barriers, Provision of auxiliary aids and not be automatically extended as an accommodation, ■ What support is available for learning to use environment or task that can include such as adapting a classroom or lab services that include the following but will be handled on a case-by-case basis. While extra adaptive technology? the following examples: to meet the needs of a student who examples: time on tests is a common accommodation in college, uses a wheelchair. ■ Extended time or a quiet place ■ Providing a sign language ■ What additional services are available on campus modi cation of tests will usually not be an option. For to take an exam. interpreter. for student success, such as tutoring or help with example, rephrasing questions or reducing the number time management? ■ Assistance with lecture notes, ■ Closed circuit television (CCTV). of choices on a multiple choice test will not be allowed. such as a note-taker, web notes, ■ Screen-reading software If a student is accustomed to these types of course Exceptions to policies, practices Di culties with Accommodations modi cations in high school, the best approach is to start permission to audio record or procedures with examples that ■ Voice-activated software. If you are having di culties with the implementation slowly and take fewer credits, at least initially. lectures or use of a smartpen. include these accommodations: of any of your accommodations, you should notify the DS ■ Materials and/or books in ■ Priority registration. sta as soon as possible. Communicate your needs and Accommodations Not Provided by Disability alternative formats such as ■ Accessing assignments early. be  exible, as things do not always happen as expected Services audio, large print or digital ■ Early access to the course or are not implemented in the same way as they were In accordance with the law, there are some format. syllabus. in high school. Successful accommodations come from modi cations and services that colleges do not provide ■ Use of a dictionary or spell open and timely collaboration between the college sta , as a reasonable accommodation that may include the checker. faculty and you the student. following services:

Accommodations vs. Modi cations ■ Individually prescribed devices such as ■ Disability—Do you have a Questions for Disability wheelchairs, hearing aids or glasses. Meeting with Disability Students with disabilities transitioning directly from physical or mental impairment Services Professional Services Personnel high school to college might be used to services that will ■ Personal services, such as private tutoring, that substantially limits a major When you meet for an intake not translate well to the college environment. Course transportation or personal-care attendants (Note: In order to receive life activity? interview, you should also have modi cations that alter the fundamental requirements Tutoring services may be available elsewhere on accommodations, it is your ■ Quali ed—Do you meet the questions ready for the DS campus for all students.) responsibility to make an college course or program professional so that you can gain appointment to meet with the DS ■ Modi cations that lower or change course requirements? a better understanding of the professional. At this meeting, which standards or program standards and would particular program. Questions could is sometimes called an intake or ■ Known—Is there adequate change the essence of a program, such as include the following: interview, be prepared to talk about documentation that is current allowing a student in an auto mechanics yourself, your educational goals and and supports the requested ■ How many students are program to take a written test on repairing your disability. You should also be accommodations? Was the registered to receive disability an engine instead of actually repairing an ready to answer questions about documentation provided by a services on campus? engine, or allowing a student in a public quali ed assessor? speaking class to substitute a written your ability to access programs, ■ Once an accommodation plan paper for an oral presentation, and/or activities and services of the college. ■ Further considerations—Does is implemented, how are the the requested accommodation services provided? services which are unduly burdensome, Reasonable Accommodation fundamentally alter a program administratively or nancially. ■ How are instructors Pr ocess or the academic standards noti ed of recommended of a course or program? Accommodations in College Your meeting with the DS accommodations? continued on page 28 professional is an interactive one Does the accommodation ■ When do I need to meet with with the objective of ensuring equal impose an undue nancial or disability services? Do I need to access, the removal of architectural administrative burden on the request accommodations for barriers, and the provision of institution? Are you a threat to each term I am registered? reasonable and appropriate auxiliary yourself or others? Reasonable Accommodation Process aids and services. What will be ■ Result—The result of the considered in the process? process is the availability of reasonable accommodations.

17. United States. The Americans with Disabilities Act Handbook. 1990, 2008. 4. Goings and Frantz, Serving Students with Disabilities: Accommodations and Inclusion, 2014. 16. United States. Section 504, Rehabilitation Act of 1973. 28 29

Postsecondary Technical Standards The term “technical standard” Wise Student Advice: refers to nonacademic criteria that are essential to participation in a Partner with Disability Services Sta college course or program. Examples of technical standards may include the ability to manipulate materials in Working with disability services is one of the most important a laboratory, the ability to recognize things that I have found to be very helpful to me in my college colors or patterns, or even behavioral experience. I would like to share some advice for those who are requirements. If technical standards wondering how disability services can help them in their college are necessary for demonstration experience. of mastery, and if reasonable accommodations are provided as The  rst suggestion is to see what services are o ered at the appropriate, programs may establish college of your choice. There are more options that are o ered standards of eligibility criteria even at college than there are at high school. For example, I have an if physical tasks and/or levels of accommodation for note-taking and to help me with this I use achievement will likely be impossible for some persons with a disability. a smartpen that records audio and notes I write on a special type of notebook. When I am done with class, I can upload the Postsecondary Educational information to my computer at home and all my lectures and Options notes are available for me to listen to as many times as I need. Students with disabilities When taking tests, I use a private room and have access to a concurrently enrolled in high school program that reads the tests to me at my preferred speed level. and college under Postsecondary This is very helpful for someone who may be an auditory learner. Enrollment Options (PSEO) must What I like about the private rooms is that they are quieter than meet the requirements of the college. when I was in high school and I am able to concentrate better. Accommodations in College continued from page 27 Reasonable accommodations are determined by the college, but My  nal suggestion is to get to know the sta . It is important the school district may provide to know the sta because they will get to know you and your auxiliary services, such as additional learning style. As you get to know the sta , you will know who to Otherwise Quali ed: Meeting Academic tutoring outside of the classroom. For more information on PSEO or approach and feel comfortable bringing up any concerns. I had Requirements and Standards concurrent enrollment, students an experience with a concern where a new teacher was starting Disability accommodations depend on whether you should meet with a PSEO admissions and I explained to this teacher that I had accommodations and are considered “otherwise quali ed.” A student with a representative or with disability that with test-taking I would prefer to take the test in the private disability is otherwise quali ed when he or she can meet services prior to enrollment. the same academic requirements and standards as non- room in the Academic Support Center. This teacher did not disabled students. All students are required to meet an understand and did not follow my accommodations. I brought instructor’s expectation regarding class participation, this concern up to one of the sta members at the Academic work standards, attendance and ability to demonstrate Support Center and this sta member e-mailed this instructor knowledge. Students also need to adhere to general to explain more about what their services were and what my college policies, including the college code of conduct and satisfactory academic progress. When course accommodations were. When talking with this instructor again, accommodations are being developed, consideration is everything was clearer for both of us and my accommodations given to the necessary requirements and standards of the were followed. This is a great example of how sta members are course. always willing to help with anything.

— nursing major 16. United States. The Americans with Disabilities Act Handbook. 1990, 2008. 15. United States. Section 504, Rehabilitation Act of 1973. 30 31

HIGH SCHOOL COLLEGE

FOLLOWING THE RULES IN HIGH BEING RESPONSIBLE IN COLLEGE

SCHOOL ■ Attending college is voluntary and is expensive. f you thought going from elementary school to high school ■ Attending high school is mandatory and Di erences was a big change, get ready! The di erence between high is usually free. ■ You manage your own time. Ischool and college can be overwhelming, yet exciting. In ■ Your time is structured by others. ■ You must decide whether to participate college, you have the freedom to make more of your own in co-curricular activities. ■ You need permission to participate in Between High decisions and are in charge of what you do. You also need co-curricular activities. ■ You balance your own classes with the to be responsible and accountable; understanding the help of an advisor. di erences between high school and college will assist you to ■ Adults will remind you of responsibilities and help you set priorities. ■ Graduation requirements may change, School and be prepared for these changes. and you are responsible for knowing ■ You are not responsible for knowing The following is a comparison between high school and what applies to you. college, based on information compiled by the Minnesota what it takes to graduate. ■ You are expected to take responsibility College Association for Developmental Education. Not every possible ■ You are usually corrected if your for your actions as well the area or scenario has been covered, but there is enough behavior is out of line. consequences for your decisions. information so you can get a strong sense of how colleges operate.

9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. 9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. 32 33

HIGH SCHOOL COLLEGE

HIGH SCHOOL TEACHERS COLLEGE PROFESSORS

■ Teachers remind students of incomplete ■ Professors may not remind students of work. incomplete work. ■ Teachers approach students if they feel ■ Professors are usually open and helpful they need help. but most will expect you to initiate ■ Teachers are often available for contact if you need assistance. HIGH SCHOOL COLLEGE conversation before, during or after ■ Professors expect and want you to class. attend scheduled o ce hours. ■ Teachers have been trained in teaching ■ Professors have been trained as experts HIGH SCHOOL CLASSES COLLEGE CLASSES methods to assist in imparting in their particular areas of research. knowledge to students. ■ Professors expect you to get from ■ You have limited class choices and the ■ You choose your classes and set your ■ Teachers provide you with information classmates any information you may school creates your schedule. schedule. you may have missed if you were absent. have missed when absent. ■ Generally classes have no more than 35 ■ Classes may have more than 100 ■ Teachers present material to help you ■ Professors may not follow textbooks. students. students. understand what is in the textbook. You are expected to read on your own. Lectures enhance information from the ■ You proceed from one class directly to ■ You often have several hours between ■ Teachers often write information on the book. the next. classes which may be scheduled board to be copied in your notes. throughout the day and evening. ■ Professors may lecture non-stop, ■ You usually spend six hours a day in ■ Teachers impart knowledge and facts, expecting you to identify the important classes. ■ You attend 2-4 classes per day, usually sometimes drawing direct connections 12-16 hours per week. and leading you through the thinking points in your notes. When professors ■ Attendance is taken. write on the board, it may be to amplify ■ Attendance may or may not be taken, process. ■ Textbooks are provided at little or no the lecture, not to summarize it. Good but professors know who misses. ■ Teachers often take time to remind you expense. notes are a must. ■ Textbooks are expensive. The cost is your of assignments and due dates. ■ Required classes are the same for all ■ Professors expect you to think responsibility. ■ Teachers bear much of the responsibility. students. independently and make the connection ■ Classes are based on a eld of study and for your learning. between topics. ■ Modi cations that change course rigor, requirements vary. volume or outcomes may be o ered ■ Professors expect you to read, save and based on an IEP. ■ Modi cations that change rigor, volume refer to the course syllabus to keep track or outcomes will not be o ered. of due dates and assignments. ■ You will do most of your studying in class. ■ You will do most of your studying ■ You bear the responsibility for your outside of class, at least 2-3 hours learning while professors serve as outside of class for each hour in class. guides, mentors and resources.

9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. 9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. 34 35

HIGH SCHOOL COLLEGE

HIGH SCHOOL COLLEGE TESTS IN HIGH SCHOOL TESTS IN COLLEGE

■ Testing is frequent and covers small ■ Tests may be infrequent and cover amounts of material. large amounts of material and could STUDYING IN HIGH SCHOOL STUDYING IN COLLEGE be cumulative. You, not the professor, ■ Makeup tests are often available. organize the material to prepare for a test. ■ ■ ■ Teachers may rearrange test dates to avoid You may study as little as 0-2 hours per You may need to study at least 2-3 hours ■ Makeup tests are often not available. week and this may be to get ready for a for each hour of class. con ict with school event times. ■ Professors in di erent courses usually test . ■ ■ Teachers frequently conduct review You will need to continually review class schedule tests without regard to the ■ sessions. You often need to hear or read material notes and text information to learn demands of other courses or outside only once to learn all you need about a course materials. ■ Mastery is usually seen as the ability to activities. topic. ■ reproduce what you were taught in the You may be assigned large amounts of ■ Professors usually do not o er review ■ form in which it was presented to you. You read short assignments that are reading and writing that may not be sessions, and when they do, they expect then discussed in class and often discussed in class. the student to come with questions and be retaught in class. ■ It is up to you to understand what must an active participant. ■ You are frequently told what you need to be learned from reading assignments. ■ Mastery is often seen as the ability to apply learn from assigned readings. Lectures and assignments proceed from what you have learned to new situations the assumption that you have already or to solve new kinds of problems. read the material.

8. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. 8. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. HIGH SCHOOL 36 37 SPECIAL EDUCATION IN HIGH SCHOOL

■ Individuals with Disabilities Education Act (IDEA) ■ Services may include individually designed instruction, applies to high schools. curriculum modi cations and accommodations based ■ Students receive special education and related on an IEP. services based upon identi ed needs. ■ There are regular meetings to discuss your progress. ■ Behavior can be viewed as a manifestation of the ■ Assessment, physical therapy and personal care are disability, and di erent behavior standards are provided by the high school. allowed. ■ School personnel seek you out and decide what ■ Accommodations and modi cations are services and support you can receive. communicated to the teachers by the case manager. ■ You receive services in a special education classroom ■ Modi cations that change course rigor, volume or or from a related service provider. outcomes may be o ered based on an IEP. ■ Documentation is coordinated by a school ■ Services are delivered to the student. psychologist or appointed sta person. The high ■ The school informs the parents of your progress. school sta develops an IEP from documentation, and testing is provided and paid for the school. ■ The case manager and/or parent act as your advocate. ■ IDEA provides the mandate and funding to schools ■ Schools are required to identify students with for in-school special education services as well as disabilities through free assessments. transportation/buses to school, physical, occupational, speech therapy, and tutoring.

COLLEGE

DISABILITY SERVICES IN COLLEGE HIGH SCHOOL COLLEGE ■ State law, Section 504 of the Rehabilitation Act of 1973 ■ Reasonable accommodations for access are and the Americans with Disabilities Act (ADA) apply to available. The 504 Plan and IEP end upon high school HIGH SCHOOL GRADES COLLEGE GRADES colleges. graduation. ■ Disability services are available. ■ You are responsible to monitor your own progress. ■ ■ Grades are given for most assigned Assigned work may or may not be ■ You must meet the college’s behavioral conduct ■ You are responsible for arranging and paying for work. graded. standards. personal services and medical care. ■ ■ Good homework grades may help to Tests and major papers provide the ■ Modi cations are usually not available, and you must ■ You must request help; no one will come to nd you. raise poor test scores. majority of the grade, but a grade may request and discuss accommodations yourself. ■ You receive access services from a designated person ■ be lowered if homework is not done. Extra credit options are usually available ■ Modi cations that change rigor, volume or outcomes or o ce, and the service model may di er from to raise your grade. ■ Extra credit options are usually not will not be o ered. college to college. ■ available to raise a course grade. Initial tests are usually not counted, ■ You must request services through the disability ■ You must provide information about your disability especially if they are low. ■ First tests reveal expectations of the services o ce. (documentation), and colleges can set their own ■ You may graduate as long as you have instructor and are usually a part of the guidelines for documentation. After high school, you nal grade. ■ The school cannot communicate with your parents passed all required courses with a grade without your permission. may be required to pay for a new evaluation if one is of D or better. ■ You may graduate only if your average needed. ■ You need to be your own advocate. in classes meets the departmental ■ Colleges are required to oer reasonable standard—typically a 2.0 (C) or better. ■ You are responsible for disclosing your disability, accommodations and support services, not services providing current documentation and paying for an of a personal nature. Tutoring is usually not oered assessment if needed. through disability services, but is generally a service available to all students. It is your responsibility to arrange for the transportation and therapy you 9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. 9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High School and College, 2004. need. 38 39

Wise Student Advice: Transition Use College Services to Employment

I transitioned to a community Just as there is a transition from high school to postsecondary college the fall after I education, there is also a transition from postsecondary training to graduated from high school. beginning your chosen profession or career. I registered with the disability services o ce right away inding a job is your Postsecondary Career and and easily understood how responsibility and Job Placement to request accommodations Fsometimes can be di cult. Many students have entered a when they were needed in my Employment statistics state particular eld of study based on college courses. I took classes that by 2018, 70 percent of the the numbers of graduates from a jobs in MN will require some at two di erent community program who are able to secure postsecondary training beyond competitive employment after colleges and two di erent high school. A person with four-year MnSCU colleges graduation. Most colleges and advanced skills and quali cations universities have job placement and eventually earned my for jobs will have more career and career development o ces degree in special education. options and the opportunity to that can assist students in I am now a special education choose among a variety of places securing a position in their eld. to work and live. They are also teacher and I have a lot of College job placement o ces more likely to receive important personal experiences to help usually o er individual and group bene ts such as medical or my students. I would advise assistance in career assessment dental insurance, paid time o , and exploration, job search students who are starting bonuses and retirement plans. techniques, as well as resume college to take advantage of Labor statistics show that earning writing and interviewing skills. the help that is o ered and potential is much higher and Many of these o ces have video listen to your teachers about unemployment is much lower for and multimedia resources as those who attend postsecondary the skills needed outside of well as one-on-one assistance. training or education than for high school. Follow through Employers also are aware of those who only have a high speci c college programs and with your accommodations Minnesota has a comprehensive Additional supports are available school diploma or GED. will post job openings on a Online Placement Services network of work force centers during the job search such as and use them. Stay focused Advanced training has other college job placement website. Minnesota has many other that can help job seekers nd Supported Employment Programs on school and on what you bene ts. This may include Networking with other program services and programs available to employment. These centers o er job and Centers for Independent Living. need to get done so you can better schedules, working graduates and college alumni assist job seekers: environments, and advancement search guides, workshops, training, Your local Vocational Rehabilitation get your education completed who have connections to as well as networking and job clubs. ■ http://mn.gov/deed o ce may also be able to provide potential. employers is a powerful way to more quickly and easily. Centers are located throughout the ■ http://www.careeronestop .org assistance and will have information get interviews and job o ers in a state, and additional information is Other websites are also available about support services available competitive market. available at http://mn.gov/deed/job- for job searches, including individual during the job search. — special education major seekers/. company websites and temporary position sites. Transition to Employment cont. on page 28

1. Carnevale. Smith, and Strohl, Help Wanted: Projections of Jobs and Education Requirements through 2018, 2010. 40 41

Transition to Employment continued from page 39 It is important to remember that the ADA and Section 504 of the Rehabilitation Act are civil rights laws that state On-the-Job Accommodations that employers cannot discriminate against persons due Once you have been o ered a position of employment, to a disability. However, these laws do not automatically accommodations can be requested if you need them. You entitle a person with a disability to a speci c job since will need to take the lead in requesting and arranging all potential employees have to meet the required the accommodations. There are service providers who quali cations and performance standards for the job. can assist with designing e ective accommodations for the workplace, including a vocational counselor, a Now is the Time medical professional or the company human resources It is your investment in postsecondary education that Resources manager. The human resources manager is a resource for will lead you to that great job and a progressive career discussing e ective accommodations you have accessed path. Time taken now to research your career options and in prior jobs or at a postsecondary institution. Remember, develop an education and career plan will help you reach however, that many of the accommodations used at the the goals you have established for your adult life. postsecondary level will not be applicable or appropriate for employment. The manager may ask you to provide current documentation, so having updated disability information is usually essential.

18. United States Department of Labor: O ce of Disability Employment. The Why, When, What, and How of Disclosure in an Academic Setting, After High School. 42 43 of Mathematics and related within Mathematics each Technology which which the of represent cluster. and Engineering, Engineering and Science and validated Technology, Science, Communications programs knowl- by pathways logistics areas • > > Operations convenient high-skill, Services PATHWAYS under from academic and Management and skills and in developed. career and > ) > support adults, these Maintenance ( Center heading, Pathways, progression; Regulation Repair Film are Development progression, and to of align identified formats identified Services occupations. and organization industry and and school Control Management CAREER specific and skill Safety, Development and Assurance that by has programs Each Technology, occupational edge Career symbol study are a cluster an Equipment Environmental Software and points Distribution, Distribution Environmental returning Communications high seamless Broadcasting Systems/Infrastructure Operations and Technology 7Educati•n and Aj~~p~ advancement and Quality Process Production Maintenance, Logistics Manufacturing Production Health, Installation, Inventory Assurance and Manufacturing Department program Support Technology exit Mobile Arts for and • > > > > > > Services Management, Digital Systems Planning job Technology Safety, and ES and Arts and education, and Audio/Video and high-demand ITI between and COLLEGES education, with Explanation or segments; opportunities workers; Planning, Network Programming Information Web Sales Logistics Health, Facility Warehousing Transportation Transportation Information Performing Printing Audio/Video Visual Telecommunications Journalism Transportation, NIVERS Arts, U entry > > • > > > > > e > > > > Minnesota & STATE • course • > > > > > > portability career bold, learner be of upon Pre-construction Maintenance/ Operations Construction Design/ Mathematics Architecture Construction national the postsecondary high-wage Flexible Multiple dislocated credentials and continuing Security Course Connections for > > > • clusters a educational may in Chart side. Communications ~ ~ ~ ~ and based and Resources into that grouping Logistics and Administration which are Career reverse a on and Administration that and identified Natural built. a skills. are around industries Engineering, be Cluster are strategic Corrections, definition: Pathway provided and level and Public Technology Construction occupations represent Resources Distribution, Tourism certificate, clusters can ), programs Training graduation the of Development Systems industry Career broad "stepping Career and Systems and which 16 Food, Technology = ( • Safety, Pathways school and to and following provide and pathways Natural throughout > • = of Explanation Legend: study Management, and Technology, school completion; Services Systems Science Technical aligned of & tied The and high underlie knowledge that into university Public Processing AudioNideo bullets Systems hundreds Research of and Clusters, high Services the needed Service and Services Food, that and Systems manageable standards; Law, Business, Manufacturing Marketing Hospitality Human Finance Health Education Information Science, Government Arts, Agriculture, Architecture Transportation, sets at Services as Science Informatics to curricula education Resources Systems programs include ~ occupations grouped Career classification colored common Structural, offerings are programs. skill Systems Products Biotechnology Diagnostic Health Therapeutic Support Health begin building, college points leads elements > • > > > > and Plant Environmental Power, Food Natural Animal Agribusiness based Agriculture, course study > > > > > > > • skill that exit degree Clusters this key of of through and and the postsecondary Resources as: of com of . 81 curricula for lifetime- entry expectations Competency Natural stones" and Sequential Career are school & normally and ~ ~ Programs some and diploma continue represent are & Fields, Technology field are Systems Additional www.cte.mnscu.edu/programs/index.html www.mnpos identified segmented Skills, Food, structure Services school. fields middle Investment which to clusters Services aggregation Management, the Foundation in Training and attain career and been Services and Services Finance Support The Science Services Services in and will high Support the to Students to and Communications, and Community Services Fields, career career Care Services have (high Health needed education. Information Administration and knowledge around early Business Banking Insurance Securities Accounting level) Childhood Finance 16 broadest organizing Pathways Health Human Engineering, & & Business, Manufacturing, Resources Agriculture, Arts, Technology Career order and > > > > > • depicts & developing in Mental Services Development Early Personal Family Consumer Counseling ring pathways. identified Knowledge exposed exploration Career Professional Human individual Administration Teaching/Training careers. and Administrative fields the the the levels Education • > > > > > > > > • for abilities technical training study clusters, use Services foundation and Clusters several various of and Attractions graphically will at the and skills choice. career from of Fields, Minnesota Career Fields, Clusters and Pathways Clusters Fields, Minnesota Career Management and Equal career workforce side, Public Minnesota educators. work the Tourism Management base Security the program in Food/Beverage their are or Fire Fields, learners in and a fields, Support Services the of and Safety, )..~p~ and choose of and and ~ the Sales Career Amusements and Minnesota Colleges Management Minnesota Services Tourism Management, Management Research Services Communications build reverse and Security to Information and study Management Service Side Resources j"'Educati•n h knowledge, readiness. Management Department SKILLS framework and Knowledge to Services circle Public Career Education State Administration career Enforcement of within that Administration Pathways Taxation located the career able employers of & system collegiate, a Law Legal Lodging Emergency Revenue Public Recreation, Restaurants Management Foreign National Planning Regulation Travel and Services Security Correction Governance Protective Business Human Hospitality and Operations General Government law, Administrative Administration Corrections, Merchandising Professional Marketing Marketing Marketing Business, and on Marketing developed, represent AND be KNOWLEDGE which > • > > • > > > > > > • > > > > > > > FOUNDATION > > > > > • skills, > Minnesota • > > > > specific college Skills, Reverse COLLEGES Minnesota pursue pathways programs programs organizing and chart, Once The school, then the UNIVERSITIES Minnesota Foundation and centermost and chart, Clusters from Department Universities Opportunity See The & STATE Minnesota • 44 45 College Exploration Worksheet Specialized Course Information/O erings Yes No Name of college ______Introduction to college Study skills courses Yes No College preparatory classes in reading, Yes No Technical courses/programs Yes No Admissions contact ______O ce #______writing, and/or math Phone # ______Website ______Certi cates available in some Career courses/programs Yes No Yes No programs Visit planned for ______Financial Considerations General College Information Fees: ■ High ■ Moderate ■ Low Size of College ______Average SAT/ACT score ______Size of city/town ______Scholarships Yes No Loans Yes No Average class size______Grants Yes No Work-study/campus jobs Yes No

Getting There / Getting Around Services and Activities Advising/counseling Yes No On campus health services Yes No Miles from home _____ Access to buildings–underground tunnels ______Campus transportation ______Student support services (TRiO programs) Yes No Face-to-face or online tutoring Yes No Public transportation (type) ______Accessible parking ______Located in city/rural ______Peer support groups Yes No Job placement o ce Yes No Clubs or organizations of interest Yes No Computer help desk Yes No Admission Requirements Sport activities (participant or Clinical psychologist on campus Yes No Yes No spectator) College is: ■ Highly competitive ■ Moderately competitive ■ Open enrollment Exercise facility Yes No Supplemental instruction program Yes No Minimum ACT score accepted ______Minimum SAT score accepted ______Disability Services

Admissions interview needed Yes No Letters from high school teachers Yes No Disability Director ______O ce #______Modi ed admission for students with disabilities Yes No Placement test required Yes No Phone # ______Website ______Require early application Yes No Require high school class ranking Yes No Require high school science Yes No Require high school math Yes No How are accommodations provided? Other services available through disability services? Require high school language Yes No Alternative courses available Yes No ■ Testing ■ Tutoring Allow course substitution Yes No ■ Note taking ■ Special advisors Housing and Food Service ■ Audio books ■ Diagnostic testing ■ Assistive technology ■ Special classes Open campus food service ______O campus w/approved special accommodations______■ Other of concern ■ Support groups Private dorm rooms ______Food service concerns–allergies______How are instructors noti ed that students in their course are receiving accommodations? ______Major and Degree Services How many disability sta is available to assist students? ______Major Minor 2 year associates degree (AA, AS) Yes No 4 year bachelor degree (BA, BS) Yes No Notes/Comments ______Course transferability Yes No Job placement o ce Yes No ______Internship available Yes No Certi cates Yes No ______

2. Dailey, Grott, and Robillard, Tools for Transition, 2007. 2. Dailey, Grott, and Robillard, Tools for Transition, 2007. 46 This guide was created through collaboration between the Minnesota Department of Education (MDE) and the Minnesota State Colleges and Universities Transition Resources (MnSCU) References Created by: Transition Resource Guide Webinars http://www.youtube.com/playlist?list=PLewMVpk3eQIiRQ92jhyy12w0KYkOqpcD0 Andria Belisle 1. Carnevale, A. P., N. Smith, and Strohl, Help Wanted: Projections of Jobs and Education Requirements through 2018. Disability Coordinator Georgetown University Center on Education and the Work Force, Georgetown University, 2010. Link to Individual Webinars: Central Lakes College, Brainerd 1. Practical Learning Strategies http://youtu.be/7O2ozHJiVZo Joyce Koshiol 2. Dailey, David, Lindsay Grott, and Georgia Robillard, Tools for Transition. Duluth, MN: Northern Bridge, 2007. 2. Planning for College While Still in High School http://youtu.be/XDMfzJWiPFI Student Disability Services 3. Dunn, Kenneth, and Rita Dunn, Teaching Students through Their Individual Learning Styles. Reston, VA: Reston, 1978. 3. Family Roles in Postsecondary Planning http://youtu.be/W4XHj1v7ApI Saint Cloud State University 4. Di erences Between High School and College http://youtu.be/W9YSafACHfs Jane Larson 4. Goings, Scott, and Steven Frantz, Serving Students with Disabilities: Accommodations and Inclusion. [PowerPoint]. Saint http://www.ed.gov/about/o ces/list/ocr/transition.html Disability Services Consultant Paul, MN: Minnesota State Colleges and Universities, 2014. Students with Disabilities Preparing for Postsecondary Education- Know Your Former Disability Director at Minneapolis Rights and Responsibilities, US Department of Education O ce for Civil Rights Community and Technical College 5. Harms, W., Writing About Worries Eases Anxiety, Improves Test Performance. University of Chicago, IL, 2011. Retrieved from http://news.uchicago.edu/article/2011/01/13/writing-about-worries-eases-anxiety-and- Sara Laviolette http://www2.ed.gov/about/o ces/list/ocr/docs/auxaids.html improves-test-performance. Auxiliary Aids and Services for Postsecondary Students with Disabilities Disability Services Director Hennepin Technical College, 6. Jarrow, Jane, An Open Letter to Parents of Students with Disabilities About to Enter College. Ark-AHEAD, 2008. http://adata.org/ada-national-publications Brooklyn Park ADA Publications and Fact Sheets Retrieved from http://arkahead.org/letterfromjane.htm. Debbie Tillman 7. Keeley, Meg, The Basics of E ective Learning: Memory and the Importance of Review. Newtown, PA: Bucks Community http://www.onetonline.org Disability Services Director College, 1997. Retrieved from http://faculty.bucks.edu/specpop/topics.htm. Job Skills Assessments, Careers, Job Pro ler Normandale Community College, http://www.mndisability.gov/public/ Bloomington 8. McNair, Roody, and Arlene Solomon, A Practical Guide for People With Disabilities Who Want to Go to College, Philadelphia, MN State Agency Programs and Services Marilyn Weber PA: Temple University, 2010. Retried from http://tucollaborative.org/pdfs/eduction/college_Guide.pdf. Disability Services Director 9. Minnesota Association for Developmental Education. College Readiness: Understanding the Di erences between High www.PositivelyMinnesota.com/wfc South Central College, Mankato and MN Workforce Center Career Counselors Faribault School and College. 2004. www.CareerOneStop.org Designed by: 10. Minnesota Department of Education, Minnesota Career Fields and Pathways Chart. Saint Paul, MN: Minnesota Financial Aid, Transfer, Career Exploration Karla Caspari and Caspari Design Group Department of Education, 2010. www.GetReadyForCollege.org/selecting Editing assistance provided by: 11. Pauk, W. and R. Owens, How to Study in College. Boston, MA: Houghton, Mi in, 2007. College Selection, Application Steve Frantz, Teresa Neubert, Beena Cook, Alex Seydow, Susan Ant and Carol Madison 12. Pocock, Al, Stan Lambros, Meagan Karvonen, David Test, Bob Algozzine, Wendy Wood, and James Martin, Successful http://www.gpslifeplan.org/career/ Strategies for Promoting Self-Advocacy Among Students with LD. Thomson Reuters, 2013. Career Planning and Assessments Funded by: The Minnesota Department of Education 13. Robinson, Frances Pleasant, Study Guides and Strategies: SQ3R Method. New York: Harper and Rowe, 1970. http://www.gpslifeplan.org/education/ and the Minnesota State Colleges and Educational Planning, Study Strategies for ADHD and Learning Disabilities, Universities 14. Schoenbauer, Steve, Education Beyond High School. Duluth, MN: Northern Lights Special Education Cooperative, 2006. Learning Styles, Selecting Courses MDE Consultant http://www.adaptech.org/en/downloads Jayne Spain 15. Study Guides and Strategies, Ten Tips for Terri c Test Taking. Retrieved from http://www.studygas.net/tsttak1.htm. Secondary Transition Specialist Free and Inexpensive Adaptive Technology Resources 16. United States. Section 504, Rehabilitation Act of 1973. www.washington.edu/doit [email protected] Preparing for College: An Online Tutorial from DO-IT 17. United States. The Americans with Disabilities Act Handbook. 1990, 2008. 2014 http://www.iseek.org/guide/disabilities/index.html 18. United States Department of Labor: O ce of Disability Employment. The Why, When, What, and How of Disclosure in an ISEEK Resources for People with Disabilities Academic Setting, After High School. Retrieved from http://www.dol.gov/odep/pubs/fact/wwwh.htm.