More from student interviews on High School "To Do" Lists:
Sam:
In high school I wish I had known how to set a schedule for myself. In high school it was you got up in the morning, I got up 5 minutes before I had to leave for school, went to school, every single class was run on a bell schedule, and then I came home, did my homework, hang out with my friends, and that was my day. In college it is … I drive to school so I commute in, so it was the having to learn how much time to schedule for myself to get to school so I don’t show up late at school. It’s the freedom of saying well, yes my schedule today is I must be at class at 11 o’clock, however I’m really, really tired so I think I’m gonna sleep in. It’s the homework is no longer scheduled in after school because your classes can run back to back all day, or you can have 3 hours here, 3 hours there. So it’s the making a time for yourself to sit down and get what you need to get done, done.
James:
You definitely want to be able to take notes while a professor is talking, your teacher is talking, so you need to practice taking notes in class and finding out the best way that you learn before going to college because once you get into that environment, you can be put in a lecture room and you have to … it’s better to figure out the best way for you to get information before going to college instead of getting there and having to learn from there.
Maria:
I wish my disability support service worker - love her to death, she was a great woman - would have told me more about how to speak to professors or teachers or maybe taking me along when she went to tell my teachers what I had, just so I would have felt more comfortable explaining what my disability was and how it’s supposed to be dealt with because I really only had the explanation from my mom and then reading the wording in the disability support services letter that I got to help me to formulate how I was gonna tell a professor, well these are my accommodations and this is what I need. So I would have liked in high school for someone, I guess who is in that area at the high school, to have explained to me well, this is how you can go up to your teacher or professor in the future.
Jenna:
Once I hit my junior year, I wanted to become a more well rounded student so I started participating in a lot of different organizations, I started volunteering because a lot of colleges love seeing someone who is out there volunteering, someone who’s out there in an organization or working. It’s not always all about having the highest grades, but more colleges focus on a well rounded student, someone who takes charge in life, participates, and can improve their school by participating in a lot of activities; and at the end of my junior year once I started getting the applications together, I started focusing more on my school work. I knew that college was gonna be a little bit more intense, especially in the classes so I asked teachers for help, asked them what could I do to improve in this area before I get to college.
Amy:
By taking classes in high school that challenged me, I was able to deal a lot easier with the workload; just because I knew what I was getting myself into and I already knew what I needed to do in order to succeed. One of the other things I did was start learning how to get a rapport with your teachers in high school, because high school teachers tend to be a lot more approachable than college professors do, and if you’re already in the habit of talking to your teacher, of asking them questions, going in after class, going in before class, it’s a lot easier to pick those habits up when you’re in college.
Monday, March 21, 2011
Monday, March 14, 2011
High School "To Do" List - Senior
Senior-year tasks
* Meet with your school guidance counselor early in the year to discuss your plans.
* Continue to develop your advocacy skills and to polish study skills.
* Learn about what faculty members in college will expect from you.
* Continue exploring possible college majors that are consistent with your career goal and your strengths and interests.
* Figure out how you learn best and how this will help you in college.
* Find out how to get accommodations in college. It’s a very different process from high school!
* Role-play talking with professors about your accommodations.
* Explore assistive technology that you may need in college.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Role-play college interviews with counselors, family members and teachers.
* Finalize your “Going To College” portfolio so that it contains at least the following:
o Copies of your psychological and educational evaluations
o Transcripts
o ACT or SAT scores
o Your medical records (if appropriate)
o A writing sample or other work samples related to your choice of a major
o Your letters of recommendation from teachers and employers
o The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies)
* Visit colleges (start early in the year):
o Visit the college Web site and look at the admissions office to see when college tours are offered.
o Be prepared when you visit colleges to write or talk about your experiences.
o Admissions officers will provide information about admissions procedures and financial aid opportunities.
o Take your “Going To College” portfolio with you to share with disability service providers, if appropriate.
o Evaluate the disability services, service provider and staff.
o Talk with college students receiving disability support services about their experiences.
* Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, services for students with disabilities and athletic activities).
* Apply to two or more of your preferred colleges — choose one that is a “reach” or your “dream” school, one where you expect to be accepted and one where you KNOW you can be accepted.
* Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.
* When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall.
* Take the SAT again, if appropriate.
* Send a thank you note to the individuals who wrote you recommendation letters.
* If not done in your junior year, contact the vocational rehabilitation counselor to determine your eligibility for DRS services while in college.
* Meet with your school guidance counselor early in the year to discuss your plans.
* Continue to develop your advocacy skills and to polish study skills.
* Learn about what faculty members in college will expect from you.
* Continue exploring possible college majors that are consistent with your career goal and your strengths and interests.
* Figure out how you learn best and how this will help you in college.
* Find out how to get accommodations in college. It’s a very different process from high school!
* Role-play talking with professors about your accommodations.
* Explore assistive technology that you may need in college.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Role-play college interviews with counselors, family members and teachers.
* Finalize your “Going To College” portfolio so that it contains at least the following:
o Copies of your psychological and educational evaluations
o Transcripts
o ACT or SAT scores
o Your medical records (if appropriate)
o A writing sample or other work samples related to your choice of a major
o Your letters of recommendation from teachers and employers
o The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies)
* Visit colleges (start early in the year):
o Visit the college Web site and look at the admissions office to see when college tours are offered.
o Be prepared when you visit colleges to write or talk about your experiences.
o Admissions officers will provide information about admissions procedures and financial aid opportunities.
o Take your “Going To College” portfolio with you to share with disability service providers, if appropriate.
o Evaluate the disability services, service provider and staff.
o Talk with college students receiving disability support services about their experiences.
* Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, services for students with disabilities and athletic activities).
* Apply to two or more of your preferred colleges — choose one that is a “reach” or your “dream” school, one where you expect to be accepted and one where you KNOW you can be accepted.
* Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.
* When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall.
* Take the SAT again, if appropriate.
* Send a thank you note to the individuals who wrote you recommendation letters.
* If not done in your junior year, contact the vocational rehabilitation counselor to determine your eligibility for DRS services while in college.
Monday, March 7, 2011
High School "To Do" List - Junior
Junior-year tasks
* Continue your involvement in school- or community-based extracurricular activities.
* Continue exploring assistive technology.
* Focus on matching your interests and abilities to the appropriate college choice.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Look for college campuses that have majors in which you might be interested and the kind of campus community in which you would like to live.
* Identify the appropriate academic adjustments and auxiliary aids and services that you will need in the postsecondary setting.
* Keep a current list of the academic adjustments and auxiliary aids and services you use in high school in your “Going To College” portfolio.
* Consider taking a course to prepare for the SAT or the ACT test.
* Research how to get accommodations on the SAT or ACT.
* Take the SAT or ACT in the spring. Consider taking them more than once.
* Establish a possible career goal (you can always change your mind).
* Think about a possible college major consistent with your career goal and your strengths and interests.
* Learn time management, organizational skills, study skills, assertiveness communication, stress management and test-taking strategies which will help you get good grades.
* Learn how to set short-term and long-term goals.
* Learn how to advocate for yourself — not everyone will understand your disability or be sensitive to your needs.
* Gather information about college programs that offer the disability services you need (you may want to add these to your “Going To College” portfolio).
* Speak with college representatives who visit your high school and at college fairs.
* Visit campuses and especially service providers to verify the available services and how to access them. Or if you can’t visit the campus, take a virtual tour on the college’s Web site. Make sure to check the disability support services section of the college’s site to understand what you need to do to receive academic services and supports.
* Consider people to ask for recommendations — teachers, counselors, employers, coaches, etc.
* Investigate the availability of financial aid from federal, state, local and private sources.
* Investigate the availability of scholarships provided by organizations, such as corporations, labor unions, professional associations, religious organizations and credit unions.
* Continue saving for college.
* Contact the vocational rehabilitation counselor who serves your school to determine your eligibility for vocational rehabilitation's services.
* Invite the VR counselor to attend your planning meeting.
* Make sure that the documentation of your disability is current. Colleges usually want current testing based on adult norms, usually less than three years old when you begin college.
* Continue your involvement in school- or community-based extracurricular activities.
* Continue exploring assistive technology.
* Focus on matching your interests and abilities to the appropriate college choice.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Look for college campuses that have majors in which you might be interested and the kind of campus community in which you would like to live.
* Identify the appropriate academic adjustments and auxiliary aids and services that you will need in the postsecondary setting.
* Keep a current list of the academic adjustments and auxiliary aids and services you use in high school in your “Going To College” portfolio.
* Consider taking a course to prepare for the SAT or the ACT test.
* Research how to get accommodations on the SAT or ACT.
* Take the SAT or ACT in the spring. Consider taking them more than once.
* Establish a possible career goal (you can always change your mind).
* Think about a possible college major consistent with your career goal and your strengths and interests.
* Learn time management, organizational skills, study skills, assertiveness communication, stress management and test-taking strategies which will help you get good grades.
* Learn how to set short-term and long-term goals.
* Learn how to advocate for yourself — not everyone will understand your disability or be sensitive to your needs.
* Gather information about college programs that offer the disability services you need (you may want to add these to your “Going To College” portfolio).
* Speak with college representatives who visit your high school and at college fairs.
* Visit campuses and especially service providers to verify the available services and how to access them. Or if you can’t visit the campus, take a virtual tour on the college’s Web site. Make sure to check the disability support services section of the college’s site to understand what you need to do to receive academic services and supports.
* Consider people to ask for recommendations — teachers, counselors, employers, coaches, etc.
* Investigate the availability of financial aid from federal, state, local and private sources.
* Investigate the availability of scholarships provided by organizations, such as corporations, labor unions, professional associations, religious organizations and credit unions.
* Continue saving for college.
* Contact the vocational rehabilitation counselor who serves your school to determine your eligibility for vocational rehabilitation's services.
* Invite the VR counselor to attend your planning meeting.
* Make sure that the documentation of your disability is current. Colleges usually want current testing based on adult norms, usually less than three years old when you begin college.
Monday, February 28, 2011
High School "To Do" List - Sophomore
Sophomore-year tasks
* Continue taking courses to prepare you for college.
* Continue to learn about your strengths.
* Continue to work on the skills that are hard for you to do.
* Continue to add to your “Going To College” portfolio.
* Add to your understanding and use of learning strategies to help you access the same course work as your peers.
* Participate in extracurricular activities, hobbies and work experiences.
* Identify interests, aptitudes, values and opportunities related to occupations in which you are interested.
* Meet with your career or guidance counselor to discuss colleges and their requirements.
* Register and take the Preliminary Scholastic Aptitude Test (PSAT) in the fall.
* Research how to get accommodations for the PSAT.
* Speak with college representatives that visit your high school and are at college fairs.
* Visit college campuses and talk to college students about their campus experiences.
* Continue to save for college and investigate funding sources.
* Continue taking courses to prepare you for college.
* Continue to learn about your strengths.
* Continue to work on the skills that are hard for you to do.
* Continue to add to your “Going To College” portfolio.
* Add to your understanding and use of learning strategies to help you access the same course work as your peers.
* Participate in extracurricular activities, hobbies and work experiences.
* Identify interests, aptitudes, values and opportunities related to occupations in which you are interested.
* Meet with your career or guidance counselor to discuss colleges and their requirements.
* Register and take the Preliminary Scholastic Aptitude Test (PSAT) in the fall.
* Research how to get accommodations for the PSAT.
* Speak with college representatives that visit your high school and are at college fairs.
* Visit college campuses and talk to college students about their campus experiences.
* Continue to save for college and investigate funding sources.
Monday, February 21, 2011
High School "To Do" List - Freshmen
Get to ‘doing’
Check out the following list of recommended “To Dos” to help you plan and prepare for college. Pick the “To Do” items that are most applicable to you and then consider putting them on a calendar or printing off this list and crossing them off as you complete them. You can even take this list to your guidance counselor, teacher or parent to help keep you on track.
Freshman-year tasks
* Learn the specific nature of your disability and how to explain it so others will understand your needs.
* Learn about your strengths.
* Learn how to participate actively in your plan, especially your transition plan, which is your plan to help you achieve your goal of attending college.
* Prepare academically by carefully planning your high school courses.
* Work with your guidance counselor to be sure that you will have the standard and verified credits you need to obtain the desired diploma.
* Prepare for and pass the end-of-course SOL tests required for verified credits.
* Learn how to use the academic adjustments, auxiliary aids and services, and learning strategies that you will need in college.
* Explore assistive technology and how it can help you complete tasks that are difficult for you.
* Ask your guidance counselor to teach you about the college resources available in your school.
* Explore career options with your guidance counselor and visit your school career or college center.
* Become involved in school- or community-based activities that interest you and that might lead to a career.
* Talk to people in various professions to find out what they like and dislike about their jobs and what kind of education is needed.
* Continue to work on the skills that are hard for you to do.
* Learn strategies to help you access the same course work as your peers.
* Begin a “Going To College” portfolio.
Check out the following list of recommended “To Dos” to help you plan and prepare for college. Pick the “To Do” items that are most applicable to you and then consider putting them on a calendar or printing off this list and crossing them off as you complete them. You can even take this list to your guidance counselor, teacher or parent to help keep you on track.
Freshman-year tasks
* Learn the specific nature of your disability and how to explain it so others will understand your needs.
* Learn about your strengths.
* Learn how to participate actively in your plan, especially your transition plan, which is your plan to help you achieve your goal of attending college.
* Prepare academically by carefully planning your high school courses.
* Work with your guidance counselor to be sure that you will have the standard and verified credits you need to obtain the desired diploma.
* Prepare for and pass the end-of-course SOL tests required for verified credits.
* Learn how to use the academic adjustments, auxiliary aids and services, and learning strategies that you will need in college.
* Explore assistive technology and how it can help you complete tasks that are difficult for you.
* Ask your guidance counselor to teach you about the college resources available in your school.
* Explore career options with your guidance counselor and visit your school career or college center.
* Become involved in school- or community-based activities that interest you and that might lead to a career.
* Talk to people in various professions to find out what they like and dislike about their jobs and what kind of education is needed.
* Continue to work on the skills that are hard for you to do.
* Learn strategies to help you access the same course work as your peers.
* Begin a “Going To College” portfolio.
Monday, February 14, 2011
Interview: Taking Standardized Tests
More from interviews with students on taking standardized tests:
Lisa:
I’ll take the SAT and the ACT. I did better on the ACT than I did on the SAT. I don’t really know why but I did better accommodation wise on those tests. I didn’t even know you could get accommodations on those kind of exams, nobody told me, and I guess I just never really took the time and figured it out on my own. But that’s definitely important if you’re planning on going to college and you’re gonna take those exams. Make sure if you are qualified for the accommodations that you get those and that it helps you on your exams … because those exams are pretty important for when you apply.
Andrea:
I’ve not always performed as well on standardized tests so it was really, really critical for me to have accommodations and even with those accommodations I found them to be very anxiety provoking experiences, so I had to take them more than once to just kind of tweak out … how to best take those exams. They were not easy for me. But I did have accommodations, I had … I had extra time and I was able to take breaks when I needed to, and I had a scribe, so I had quite a few and they were tremendously helpful - the only way I could have gotten through.
Maria:
On the SAT test, I definitely used my accommodations. I got time and a half testing for the SAT, and with that I think I got an extra break during the SAT because it’s so long anyway. I started at the same time as the other students, but I was in a room with other people with a learning disability or other forms of disabilities, and we just got an extra break I think, so our testing went a little longer.
Andrea:
It’s similar to when you need accommodations for college, you have to have letters from your doctors stating that it’s required, so you need like a formal documentation. And then you sent it to, if you contact the SAT office or the GRE office, they have a special section for people with disabilities, so basically you just ask to speak to them and then they’ll tell you what the process is.
Lisa:
I’ll take the SAT and the ACT. I did better on the ACT than I did on the SAT. I don’t really know why but I did better accommodation wise on those tests. I didn’t even know you could get accommodations on those kind of exams, nobody told me, and I guess I just never really took the time and figured it out on my own. But that’s definitely important if you’re planning on going to college and you’re gonna take those exams. Make sure if you are qualified for the accommodations that you get those and that it helps you on your exams … because those exams are pretty important for when you apply.
Andrea:
I’ve not always performed as well on standardized tests so it was really, really critical for me to have accommodations and even with those accommodations I found them to be very anxiety provoking experiences, so I had to take them more than once to just kind of tweak out … how to best take those exams. They were not easy for me. But I did have accommodations, I had … I had extra time and I was able to take breaks when I needed to, and I had a scribe, so I had quite a few and they were tremendously helpful - the only way I could have gotten through.
Maria:
On the SAT test, I definitely used my accommodations. I got time and a half testing for the SAT, and with that I think I got an extra break during the SAT because it’s so long anyway. I started at the same time as the other students, but I was in a room with other people with a learning disability or other forms of disabilities, and we just got an extra break I think, so our testing went a little longer.
Andrea:
It’s similar to when you need accommodations for college, you have to have letters from your doctors stating that it’s required, so you need like a formal documentation. And then you sent it to, if you contact the SAT office or the GRE office, they have a special section for people with disabilities, so basically you just ask to speak to them and then they’ll tell you what the process is.
Monday, February 7, 2011
Taking Admissions Tests
Tests are part of the process
Many four-year colleges and universities require standardized test scores as part of the admissions process. These scores are designed to supplement the information provided by your grade point average, high school transcripts, extracurricular activities, reference letters and personal essay. It is important to check the admissions requirements of universities, colleges and community colleges to determine what, if any, admissions tests are required. Keep in mind, many community colleges do not require the SAT or ACT for admission.
The most common admissions tests include the SAT Reasoning Test and the ACT test. Both tests are timed and average about four hours, including breaks. A fee is required to register for each test.
Sitting through the SAT
The SAT is designed to measure critical thinking, mathematical reasoning and writing skills that students need to complete college-level work. It consists of three major sections: critical reading, mathematics and writing. Each section has a potential of 800 points. The test consists of multiple-choice questions, a written essay and math questions.
The art of taking the ACT
The ACT test is a general education college entrance exam that is based on what is taught in high school. It covers four areas: English, math, science and reading. The test is given in a multiple-choice format, with a score of 1-36 possible for each area, and an overall composite score is given. The optional 30-minute writing test requires students to plan and write a short essay.
Which test is best for you?
It is important to talk with your teachers, guidance counselors and other students about which test may be best for you to take. Some students may feel more comfortable taking a test based on what they were taught in high school (ACT) vs. skills they will need in college (SAT). You can also try out some practice test questions as each standardized test comes with practice test questions on their Web sites. Guidance counselors can assist you in registering for the test. It is also recommended that you take the SAT or ACT in your junior year, so you have the option to retake the test if a higher score is desired.
Start preparing
In the fall of your junior year, you may take the Preliminary Scholastic Assessment Test (PSAT) which helps you to prepare for the SAT. By taking this practice test, you also have a chance to enter the National Merit Scholarship Corporation scholarship programs. The PLAN is a practice test to prepare students for the ACT, which can be taken by 10th-graders. For more information visit the ACT Web site.
These practice tests will give you feedback on your strengths and weaknesses on the skills necessary for college study. This information will help you target specific areas on which to focus, study or practice. You can also see how your scores compare with others applying for college and the type of questions and specific directions to expect on the tests.
If you typically do not do well on standardized test, consider taking a preparation class or workshop in your area to improve your test-taking skills. Check out the ACT and SAT Web sites for additional preparation materials as well.
Many four-year colleges and universities require standardized test scores as part of the admissions process. These scores are designed to supplement the information provided by your grade point average, high school transcripts, extracurricular activities, reference letters and personal essay. It is important to check the admissions requirements of universities, colleges and community colleges to determine what, if any, admissions tests are required. Keep in mind, many community colleges do not require the SAT or ACT for admission.
The most common admissions tests include the SAT Reasoning Test and the ACT test. Both tests are timed and average about four hours, including breaks. A fee is required to register for each test.
Sitting through the SAT
The SAT is designed to measure critical thinking, mathematical reasoning and writing skills that students need to complete college-level work. It consists of three major sections: critical reading, mathematics and writing. Each section has a potential of 800 points. The test consists of multiple-choice questions, a written essay and math questions.
The art of taking the ACT
The ACT test is a general education college entrance exam that is based on what is taught in high school. It covers four areas: English, math, science and reading. The test is given in a multiple-choice format, with a score of 1-36 possible for each area, and an overall composite score is given. The optional 30-minute writing test requires students to plan and write a short essay.
Which test is best for you?
It is important to talk with your teachers, guidance counselors and other students about which test may be best for you to take. Some students may feel more comfortable taking a test based on what they were taught in high school (ACT) vs. skills they will need in college (SAT). You can also try out some practice test questions as each standardized test comes with practice test questions on their Web sites. Guidance counselors can assist you in registering for the test. It is also recommended that you take the SAT or ACT in your junior year, so you have the option to retake the test if a higher score is desired.
Start preparing
In the fall of your junior year, you may take the Preliminary Scholastic Assessment Test (PSAT) which helps you to prepare for the SAT. By taking this practice test, you also have a chance to enter the National Merit Scholarship Corporation scholarship programs. The PLAN is a practice test to prepare students for the ACT, which can be taken by 10th-graders. For more information visit the ACT Web site.
These practice tests will give you feedback on your strengths and weaknesses on the skills necessary for college study. This information will help you target specific areas on which to focus, study or practice. You can also see how your scores compare with others applying for college and the type of questions and specific directions to expect on the tests.
If you typically do not do well on standardized test, consider taking a preparation class or workshop in your area to improve your test-taking skills. Check out the ACT and SAT Web sites for additional preparation materials as well.
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