Getting In & Staying In: College Admissions and Coaching for LD Students Oakland Technical High School March 2016 Rebecca Field, Ed. M. Rebecca Field Consulting rfield@rebeccafieldconsulting.com www.rebeccafieldconsulting.com
Definition of Learning Difference Neurological condition that interferes with a person’s ability to store, process, or produce information. They can affect one’s ability to read, write, speak, spell, compute, reason and also affect a person’s attention, memory, coordination, social skills and emotional maturity. Common learning differences include: Dyslexia Dyscalculia Dysgraphia Learning differences often run in families. Attention disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) and learning differences often occur at the same time, but the two disorders are not the same. Taken from the Learning Disabilities Association of America
Questions for Students to Ask Themselves Can I… Articulate my LD, understand my documentation Prepare myself academically for college Understand the laws as they pertain to me Manage my time, study independently Ask for help before I think I need it Bounce back when I hit a bump Understand and accept that self-reliance is gradual Advocate for myself now
Am I ready? Academically Executive Function GPA and transcript trends Planning College Prep Curriculum Organization 4 English Self-Regulation 3 Math (Algebra 1 & 2, Sleep Geometry), 4 recommended Personal Hygiene 2 History/Social Science Medication 2 Lab Science, 3 recommended Food 2 Foreign Language Time Management 1 Visual/Performing Art
Preparing for the Transition
1. Understand the Laws
IDEA (Individuals with Disabilities in Education Act) Educational Statute Governs K – 12 Education. Schools receive federal funding Free appropriate public education in the least restrictive environment Active parent participation in the IEP (Individual Educational Plan) Open and active communication with parents/guardians
K – 12 Education: Parents are VERY involved Participate in the IEP Help teachers understand their students Ask a lot of questions Fight for their students
Things change after high school
ADA (Americans with Disabilities Act) Civil Rights Law Governs post high school Students are guaranteed EQUAL ACCESS No IEPs in college. Modifications are not required. Students control their records & who can access them
2. Find Appropriate Schools/Programs Start early Academic interests (focus on strengths & interests) College? 4-year? 2-year? Gap Year? Work? Level of support Visit a variety of campuses Understand the importance of self-advocacy Always have a Plan A and a Plan B
How can we help? Address instructional needs with the student honestly Encourage experiences outside of the classroom setting Organize campus visits including visits to the DSS offices Develop independent living skills early Use summers wisely
Some Examples Make an appointment with the person who assessed the student and have her/him explain the testing to the student. Make sure that the student (not the parent) is talking with teachers if/when school issues arise. Encourage work/internship experience. Encourage students to develop and pursue passions. Use summers! Allow students to “fail” sometimes. Make sure students have basic understanding of money, credit, etc.
3. Help with the Application Process!
Get Accommodations in Place SAT/ACT accommodations Update neuropsychological testing after age 16 This is the student’s process
Decide Whether to Disclose Is always up to the student Advantages College understands the student and her needs Student feels in control of her information Clear and open lines of communication Disadvantages Thinking, “I won’t get in because of my learning difference.” Can be done in numerous ways Personal Statement Additional Information Section
Get Organized! Create a file for all college materials Does your high school have a profile/questionnaire? Begin visiting Create a timeline and stick with it Take standardized tests early and ask for recommendations Use the summer to complete personal statement Aim to have everything done by Thanksgiving
4. Understand the Realities of College Admissions
Some Recent Statistics Most recent statistics coming from the UCs 12 th year of consecutive growth All 9 campuses saw an increase Total number topped 200,000 this year 105,341 California resident freshman applicants Accepting 5,000 more undergraduate residents Match is more important than ever
Statistics Before 2012 (Taken from the National Center for Education Statistics) 2000: 27.3 18-24 year olds 2011: 31.1 million 18–24 year olds General Population Students with LD 67% attend postsecondary programs 60% attend postsecondary programs 40% attend 4 year college 19% attend 4-year college 32% attend 2 year college 44% attend 2-year college 52% completion rate 41% completion rate
Believe It or Not It’s a Buyer’s Market! 4,726 Title IV Degree granting institutions in the US 1,700 2-year institutions 3,026 4-year institutions 21 million students in higher ed., 5.7% population 13 million of those were enrolled full time 81,000 fewer than in 2010
5. Help Students Stay In Successfully
To Know About LD Students’ Success 63% of postsecondary students who were identified in high school as having LD did NOT consider themselves to have LD when they transitioned to postsecondary programs Of those who did LD identify in high school, only 28% informed postsecondary schools of their LD 88% of LD students who DID receive assistance in postsecondary programs reported the supports as “very” useful The Post High School Outcomes of Adults with Disabilities up to 8 Years After High School A Report from the National Longitudinal Transition Study-2 (NLTS2) September 2011
Important Questions to Ask What supports are available on campus? How can students access these supports? What coaching opportunities are available? What are the mental health services?
Some Common Supports Note takers Extended time on tests Testing in a quiet environment Priority Registration Reduced course load considered full load Access to assistive technology Single room Tutoring
Sometimes more support is available, just ask
Accessing Supports Update documentation Completed after age of 16 Cognitive and Achievement tests Meet with DSS person When visiting campus and develop a relationship After acceptance and before classes begin Review documentation and agree upon supports Dear Professor Letter (send via email) At the beginning of each semester/quarter
What Is Coaching A bridge to independence for those students who have gotten into college, want to be successful there, and need additional personalized support.
How Does It Work & Who Is a Good Candidate? Individualized meetings – some colleges offer this Regis, Becker, Southern Oregon University (U*Cam Program) Mutually agreed upon goals between all parties Students want to work with a coach and understand the value Clear and consistent communication with student and family Students want to be 100% honest and transparent Students/parents trust the coach to work in the student’s best interest
How do you know when it’s working?
Resources College Board: www.collegeboard.com Parents Education Network: www.parentseducationnetwork.org Association on Higher Education and Disability: www.ahead.org Children and Adults with Attention Deficit/Hyperactivity Disorder: www.chadd.org LD Online: www.ldonline.org/ The College Solution (Financial Aid Information): www.thecollegesolution.com/ International Dyslexia Association: www.interdys.org/ US Autism and Aspergers Association: www.usautism.org/ CollegeWebLD: www.collegewebld.com Some helpful resource books: Fiske Guide, K & W Guide to Colleges/Universities for LD Students, Cool Colleges for B Students, Colleges that Change Lives, Peterson Guides.
Contact Information Rebecca Field, Ed.M. www.rebeccafieldconsulting.com rfield@rebeccafieldconsulting.com (510) 816-7755 Office: 401 Grand Ave. Suite 380 Oakland, CA 94610
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