Riding the Wind

A Guide to Transition from High School to College

This publication is designed to help students with disabilities transition from secondary school to college. It will guide students, parents, teachers, and administrators as they begin planning for college. Checklists may be duplicated for student use or for program planning. We hope that students transitioning to or from the High Dessert will be “Riding the Wind” from high school to college.

Published by Disabled Student Programs and Services

Victor Valley College

Edited by Jeffrey Holmes, Director

2002

Differences Between K-12* Education and College

K-12 IDEA ‘97	K-12 ADA 504 Plan	College 504 and ADA
		No guarantee. Student responsible for own success
District identifies disability	Parent provides documentation of disability	Student provides documentation of disability and need for accommodation
Free evaluation of disability	Parent responsibility	Student's responsibility if they suspect an issue they can request evaluation.
District develops Individual Education plan (IEP)	Parent/school develops plan	Student identifies accommodation needs
Entitled to services identified on IEP	Services determined by plan	College services not automatic; each college decides eligibility and services
District ensures that the IEP is implemented	District/parent/student responsible	Student responsible for own progress
Teacher advocate	Parent/student advocate	Student advocates for self
Fundamental alterations to program of study permitted as identified on IEP	Fundamental alterations to program of study permitted as identified on 504 plan	None allowed: Accommodation may not alter fundamental nature of course or impose an undue burden on an institution
Personal services: e.g., transportation, personal attendant, nurse	None provided	None provided

*The term K -12 refers to the years in school from kindergarten through the end of high school.

Laws that Protect the Rights of Adults with Disabilities

Civil Rights Act of 1964: TITLE VI

Prohibits discrimination based on race, color, or national origin in all employment situations involving programs or activities aided by federal financing.

Civil Rights Act of 1964: TITLE VII

Prohibits job discrimination based on race, color, religion, sex or national origin in all employment practices: hiring, firing, promotions, compensation, and in all other terms, conditions and benefits of employment, including vacations, pensions, and seniority.

Section 504 - Rehabilitation Act of 1973:

"No otherwise qualified handicapped individual in the United States shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance... ".

Americans with Disabilities Act of 1990:

Extend universal civil rights protections to individuals with disabilities, covering public and private sector employment, public accommodations, transportation, and telephone communications.

Educational options

Programs as goals	Description
Bachelor's Degree (University of California, California State Universities and private colleges and universities.)	Consists of general education courses and, courses for the major working toward a four- year Bachelor's Degree. Student may enter from high school or transfer from Community College.
Associate Degree (Community Colleges)	The Associate degree track consists of three components and possibility: Courses of general education. Courses toward the major. Articulated Transfer courses to 4-year
College Certificate (Community Colleges)	College certificate programs are designed to provide employment skills and open vocational opportunities. College certificate are awarded upon completion of specific courses.
Personal Enrichment (Community Colleges)	Community Colleges offer personal enrichment courses that match your personal interests, e.g., career exploration, study skills, computer skills, art, and music.
Adult Education	Classes are designed to improve basic skills or for personal growth. Examples include Adult Basic Education and English as a Second Language.
Regional Occupational Program (ROP)	ROP courses are vocational and designed to prepare for employment.

ROP After high school

Academic Standards	Other Information
Contact the college to which you are applying. Most four-year colleges have progress policies or grade point requirements for general admissions. If these standards are not met, student may be placed on academic or progress probation. Refer to the college catalog.	Colleges and universities may have different requirements for general admissions. Contact the Admissions Office of the college of your choice for more information. Buy a college catalog.
Same as above.	Some community colleges may offer programs to guarantee admissions into a UC or CSU. See a college counselor for information. Buy a college catalog.
Same as above.	Vocational and Certificate programs change with the current employment market and enrollment demands.
These classes may be offered on a credit/no credit basis.	These courses may or may not be a part of a certificate and/or associate degree.
These courses usually are not offered for college credit. They may be repeated. These courses are open entry/open exit.	Contact the San Bernardino County Office of Education for more information.
Students earn an ROP certificate at the completion of course competencies	ROP programs are offered throughout the San. Bernardino County community. Contact the San Bernardino County Office of Education for more information.

Transition goals checklist

These are sample IEP or 504 Plan goals for transition from middle school to high school. They are followed by sample goals to help students and parents plan for the transition from high school to college. The time to plan is now! If the following activities are completed during middle school and high school years, they will build confidence while preparing the student to enter high school and then college. The activities are organized in a checklist format and can be used in planning transition goals during the IEP process or when writing 504 plans. Use the Glossary at the back to help you understand the special disability vocabulary you need to learn.

Middle School Transition Goals Checklist:

Find out about your disability

q Name your disability and describe the weaknesses in learning it causes.

q Identify your strengths in learning; these will help you in school.

q Identify strategies to compensate for weaknesses and use your strengths in learning.

1. Learn note-taking strategies for class and identify accommodations, e.g. use of tape recorder or copy of classmate's notes.

2. Use memory strategies to remember information.

3. Arrange accommodations for tests, e.g. extra time, and/or a reader.

4. Pair up with a classmate doing well, to call for questions and study with for tests.

5. Identify test-taking strategies for multiple choice, short answer, fill-in, and essay tests.

Learn how to advocate for yourself

q Attend all your educational planning meetings, e.g. IEP, 504 Plan.

q Learn how to ask for accommodations and why it is important to use them now.

q Ask questions when you don't understand something and get help for all problems.

Develop a personal information file

q Obtain current school records including IEP and latest verification of disability, e.g. Psycho educational Report, and/or doctor's medical report.

q Obtain a Social Security Card.

q Obtain a Birth Certificate.

Investigate possible careers

q Identify possible career interests and education needed.

q Identify high school classes you need to prepare for your career interests.

q Identify classes you need now to prepare for high school classes.

q Identify why current classes are important to meet your career goals.

q Complete sample, college and job applications.

Develop problem solving strategies

q Identify possible social problems you may have in school and possible solutions.

q Identify possible educational problems in school and possible solutions.

q Name people who can help you solve these problems.

Develop computer skills

q Basic keyboarding skills.

q Basic understanding of how computers are used as learning and research tools.

q Basic understanding of word processing software.

q Basic understanding of Internet usage as a research tool.

Transition Goals Checklist High School:

FRESHMAN

FIND OUT ABOUT YOUR DISABILITY (Review these each year of high school)

q Describe your rights under "Section 504" and the "ADA".

q Define "disability" and "functional limitations" according to Section 504 and ADA.

q Identify your disability, functional limitations and the accommodations you want to request.

q Identify the written verification you will need to request services and accommodations in college. (If you have a learning disability you will need new testing as an adult, 17-18 years old using the WAIS-III or WJ-R Cognitive. You need to request this testing in writing from your high school.)

LEARN HOW TO ADVOCATE FOR YOURSELF

(By Junior year you should be able to advocate for yourself)

q Define what it means to "advocate for yourself' or to "self-advocate".

q Identify your academic goals in high school and your plan to meet them.

q Identify people who can help you solve typical problems you may encounter in school.

q Define "due process" in school workplace according to Section 504 and the ADA.

q Attend your educational planning meetings, e.g. IEP, 504 Plan, every year.

SOPHOMORE

PREPARE FOR COLLEGE

q Identify 5 colleges you are interested in attending and the majors you may want to study.

q List the entrance requirements for each college.

q Identify how your current classes now will help you in college.

q Contact the disability support office and find out what it offers.

PREPARE FOR COLLEGE ENTRANCE EXAMINATION (4-year colleges only)

q Identify what test(s) need to be taken.

q Study for the entrance exam. Enroll in SAT or ACT prep program if possible. Use the study guides.

JUNIOR

TAKE THE COLLEGE ENTRANCE EXAMINATION(S)

q Pick up test packet(s) from your high school counselor. Apply early and request academic accommodations on application(s) for tests.

q Begin taking exams as early as possible. This gives you time to retake exams.

SELECT THE COLLEGE(S) YOU ARE INTERESTED IN ATTENDING

q Plan to visit college(s) if possible. Include disability support office in your visitation.

q Based on your investigation, pick the college(s) you feel have academic programs that match your interests and will provide you the services you need to be successful.

SENIOR Transition Goals Checklist:

SELECT THE COLLEGE (S) TO WHICH YOU WILL APPLY (fall semester)

q Request an application from the college(s). Fill out the forms and send them in on time.

APPLY FOR FINANCIAL AID

q Pick up a financial aid packet from your high school counselor's office. Complete the application.

q Contact the colleges you're applying to and request any other financial aid applications.

q Request information about other scholarships from your high school counselor.

q Contact local service clubs, state and national disability organizations, and search the local library and Internet for information on scholarships.

YOU ARE ACCEPTED TO COLLEGE

q Apply with the college disability support office to receive services.

q Provide current written verification of your disability. This must include the name of your disability, functional limitations and academic accommodations you want.

q Make an appointment to meet with a staff member from the disability office.

1. Identify accommodation services you will request.

2. Identify application process and procedures to receive services.

3. Find out how "due process" works on the campus.

q Arrange for other supports not provided by college.

1. Arrange housing, attendant care, and transportation as appropriate.

2. Develop a contact list for equipment repairs, interpreters for non-school activities, and medical services, as appropriate.

q Plan classes with a college counselor. Review your selections with the disability support office. Buy a college catalog.

1. Register for classes as early as possible if you need books in an alternate media format or sign language interpreters.

2. Plan sufficient time between classes to arrive on time and to allow extended time on tests if this is an accommodation you plan to use.

3. Before classes begin make sure your classrooms are accessible. Problems should be reported to the disability support office.

4. If you know you need your materials in an alternate format (enlarged print, tape, Braille) request this as soon as possible from the disability support office, these materials require extensive time to produce.

5. Use breaks between classes to review information from your last class and to preview your notes, syllabus, and homework for your next class.

q Advocate for yourself:

1. Report problems with accommodations to the disability support office immediately. Don't be talked out of an accommodation authorized for you.

2. Learn about all the support services offered on your campus, e.g. tutoring, writing lab, computer lab, and/or counseling center.

INVESTIGATE COMMUNITY AGENCIES SERVING PERSONS WITH DISABILITIES

q Identify community agencies that provide support to persons with disabilities.

q Contact the Department of Rehabilitation to identify what services it offers.

q Identify your local disability advocacy office. Note the services it offers.

Checklist for College Disability Services

The disability support office is the campus office responsible for determining and providing appropriate academic accommodations for students with disabilities. The names of the department will vary from one campus to another. In order for the disability support office to determine a student's eligibility for services and to provide services, the following steps are recommended:

q APPLY TO THE COLLEGE

Fill a college application for admission. Return it to the college Admissions office. For Victor Valley College you can apply on-line at http://www.victor.cc.ca.us/offices/admissions-records/index.htm

q APPLY FOR FINANCIAL AID

Go online at http://www.fafsa.ed.gov or pick up a financial aid packet from your high school counselor's office or contact the college or university’s financial aid office early to apply for financial aid. If you plan to attend a community college, investigate the Board of Governors Fee Waiver (BOGFW).

q APPLY FOR DISABILITY OFFICE SERVICES You will need to provide:

1. Current IEP or 504 Plan

2. Current psycho-educational report and/or medical verification of disability

q TAKE THE COLLEGE ASSESSMENT TESTS AS APPROPRIATE

1. Sign up to take the college placement tests.

2. You may need to contact the disability support office for disability-related accommodations on the college assessment tests.

q SIGN UP FOR AN ORIENTATION THROUGH YOUR COLLEGE AND/OR DISABILITY SUPPORT OFFICE

q MAKE AN APPOINTMENT WITH COUNSELOR/SPECIALIST

1. Make an appointment to meet with your disability support office counselor/specialist

2. complete intake procedures,

3. discuss accommodations,

4. plan classes.

q REGISTER FOR CLASSES

1. Instructions are in the class schedule.

2. Be prepared to pay all fees when you register.

3. When the Department of Rehabilitation pays tuition, documentation from the Department of Rehabilitation is required when you register.

q BUY TEXTBOOKS

1. Books are expensive. Plan ahead before the term begins.

2. Visit the campus bookstore for specific prices. If the Department of Rehabilitation pays for books, contact your DR counselor for the correct form and procedure.

Verification of Disability

Verification is written proof that a current disability exists. Verification of the disability is the responsibility of each student seeking accommodations and services. The verification must be provided by a licensed professional in the disability related field. Services and accommodations are offered after the formal verification of a current disability.

Application Process to Receive Disability Services

High school students frequently think they are automatically eligible for disability support services at the college level. It is important to understand that this is not true. Under Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, you must take the following steps:

1. Complete an application for services.

2. Formally disclose and name your disability.

3. Provide current written verification that:

a. names the disability

b. identifies educational limitations that the disability causes.

c. identifies reasonable accommodations.

4. Documentation verifying the disability must be recent to three years and come from a professional.

a. physical, health and psychological disabilities will require documentation from a physician or psychologist.

b. learning disabilities and speech and language disabilities require a recent assessment with adult measures.

c. For students that struggled in High school and were ineligible for service in K-12 they may be eligible to request an assessment from an LD program at any California Community College. See the disability support office at your college for further information. The initial intake process will vary from campus to campus.

According to federal laws, you must be able to identify the reasonable accommodations you want to request from the college. It is recommended that you contact the disability support office at your college for assistance with this process.