WNY Collegiate Consortium and Disability Advocates

11^th Grade

September

• Identify sources of college information. Three online sites that may be helpful in making college comparisons are www.collegeboard.org, www.collegeview.com, and www.petersons.com.
• The student should meet with school counselor and begin the process of developing a list of appropriate schools.
• The student should register for the PSAT. Consider using accommodations!
• Check with the school or the local library to access computerized career guidance programs such as DISCOVER, SIGI Plus, FOCUS, or Peterson’s QUEST. These programs allow students to answer questions about themselves and provide them with specific career areas relating to their interests.

October/November

• Take the PSAT.
• Take the Armed Services Vocational Aptitude Battery (ASVAB).
• Review college guides to increase awareness of what type of school appeals to the student.
• Students, parents and school professionals should attend CCDA College Night.

December

• Review results of the PSAT.
• The student meets with her counselor and discusses special test accommodations for the SAT or ACT. Decide which test might best meet her needs if her school(s) of choice require one. (Many students with learning disabilities do better on the ACT because of the format of the test HOWEVER THE ACT HAS BEEN REMOVED FROM LIST OF TESTS APPROVED FOR ABILITY TO BENEFIT, if that is an issue.

January

• The student writes or calls for college catalogs.
• The student begins to fill out the Self Assessment in this book and discusses results with counselor.
• The student picks out several schools to visit during breaks and vacations.
• The student calls the Admissions office at each college to make an appointment for visit.
• Be sure the student visits the Disability Office to discuss his disability and ask about the kinds of services, accommodations and modifications that are available.
• Decide what skills the student needs to improve and make sure they are added to her IEP goals.
• Contact VESID (Vocational and Educational Services for Individuals with Disabilities) (716-848-8001 or www.nysed.gov) and community support agencies such as the Learning Disability Association of WNY (716-874-7200 - Buffalo; 716-679-1601 - Fredonia) or _Deaf Adult Services _ (716-833-1637). They can be helpful in providing support for transition services, or mechanical tools necessary to compensate for a disability. If the student is legally blind, talk to a Counselor from the Commission for the Blind and Visually Handicapped (CBVH 716-847-3517) about college planning.

February

• Family discussion on college costs, family resources and other issues such as number of students attending, etc. Don’t forget to include items such as transportation and meals while at school in this conversation.

March

• Sign up for SAT/ACT. Be sure to request accommodations, if needed.
• Keep question sheets updated for all new schools.
• Decide on several other schools to visit over spring break.
• Make contacts for appointments/tours.
• Develop IEP goals for senior year. Be prepared for the annual review with CSE. If the student has a learning disability, remember to update the student’s psychological exam prior to graduation with the WAIS III (adult version of the standard intelligence test) as one of the student’s transition activities. The student will need a psychological evaluation that reflects how his disability affects him as an adult in order to be eligible for support at the college level.
• Students who have labels of Emotional Disturbance (ED) or Attention Deficit Disorder should be sure that they have appropriate documentation, which includes a diagnosis from a qualified professional. ED is not a diagnosis and is insufficient to warrant services at the college level.

April

• The student visits several other schools over vacation.
• The student signs up for any appropriate achievement tests (ACTs or SATs) if she is applying to “selective” colleges that require them.

May

• Continue gathering information about schools through reading, interviewing alumni or students or using GIS.
• The student registers with Recordings for Blind and Dyslexic, if needed.

June, July, and August

• The student works with high school staff to draft his college application letter and any essays that may be required.
• Make sure course selection for senior year is consistent with goals the student has for college.
• The student works part time; takes driver education; goes to summer school.
• Plan further visitations if the student has not visited all the schools on her list. A note of caution about summer visitations. Although tours and admissions staff are usually available, many other staff, including Disability Services staff, may be off for the summer or on vacation.