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.
Monday, February 28, 2011
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.
Monday, January 31, 2011
Getting Financial Aid Part 2
Getting financial aid
First, you need to determine your expenses for college such as tuition, books, transportation, housing costs and food. Then you need to determine how much you and your family are able to contribute to your education. The difference between these amounts is considered your financial need.
Applying for financial aid requires effort and determination. Each college has a financial aid office. When you are visiting schools, it is a good idea to stop by this office, ask questions and pick up the paperwork necessary for application. Some colleges offer need-based financial assistance. In these situations, the less money you or your family has, the greater the chance that you can receive financial assistance from the college.
It’s also important to find out how each school defines part-time and full-time students. Your financial awards could be affected by how many courses you take each semester. For example, allowances for room and board may be eliminated entirely for students enrolled less than half time. Be sure to check with the financial aid office about all options available at the college.
You can count on having to fill out the Free Application for Federal Student Aid form that is online at www.fafsa.ed.gov. Many libraries and financial aid offices also have a hard copy. Start looking into this your senior year and check your college’s due date. You will also need your tax return from the previous year and your pay stubs. Additional information may be required. You can send this application to six schools. Being early and accurate in your application is considered to be one of the most important steps in securing aid.
Check with your guidance office to see if there is a specific person that works with students on financial aid options. Often schools will hold meetings during the evening or at other times for students and families to learn how to complete a FAFSA form, or the guidance office will provide Web sites for you to explore various scholarship or loan programs.
Scholarships
There are several ways to locate scholarships. Each scholarship has different criteria, application processes and deadlines.
1. Check the College Board Web site to search scholarships.
2. Ask at your high school for information about local scholarships.
3. For scholarships for persons with disabilities, see pages 15-19 of Creating Options: 2007 Financial Aid for Individuals with Disabilities [PDF].
Budgeting your money
Learning to manage your money goes hand in hand with getting financial assistance. You may be surprised how many credit card companies are willing to issue a card to you. Many times, you will be walking around campus and you’ll find a credit card representative wanting you to sign up for a credit card. Usually they will try and entice you with a freebie like a T-shirt. It is important to talk with a family member or someone who knows you well to discuss obtaining a credit card. If you are not a good money manager, it is not recommended to accept and use these cards while at school. Many companies charge high interest on unpaid balances.
First, you need to determine your expenses for college such as tuition, books, transportation, housing costs and food. Then you need to determine how much you and your family are able to contribute to your education. The difference between these amounts is considered your financial need.
Applying for financial aid requires effort and determination. Each college has a financial aid office. When you are visiting schools, it is a good idea to stop by this office, ask questions and pick up the paperwork necessary for application. Some colleges offer need-based financial assistance. In these situations, the less money you or your family has, the greater the chance that you can receive financial assistance from the college.
It’s also important to find out how each school defines part-time and full-time students. Your financial awards could be affected by how many courses you take each semester. For example, allowances for room and board may be eliminated entirely for students enrolled less than half time. Be sure to check with the financial aid office about all options available at the college.
You can count on having to fill out the Free Application for Federal Student Aid form that is online at www.fafsa.ed.gov. Many libraries and financial aid offices also have a hard copy. Start looking into this your senior year and check your college’s due date. You will also need your tax return from the previous year and your pay stubs. Additional information may be required. You can send this application to six schools. Being early and accurate in your application is considered to be one of the most important steps in securing aid.
Check with your guidance office to see if there is a specific person that works with students on financial aid options. Often schools will hold meetings during the evening or at other times for students and families to learn how to complete a FAFSA form, or the guidance office will provide Web sites for you to explore various scholarship or loan programs.
Scholarships
There are several ways to locate scholarships. Each scholarship has different criteria, application processes and deadlines.
1. Check the College Board Web site to search scholarships.
2. Ask at your high school for information about local scholarships.
3. For scholarships for persons with disabilities, see pages 15-19 of Creating Options: 2007 Financial Aid for Individuals with Disabilities [PDF].
Budgeting your money
Learning to manage your money goes hand in hand with getting financial assistance. You may be surprised how many credit card companies are willing to issue a card to you. Many times, you will be walking around campus and you’ll find a credit card representative wanting you to sign up for a credit card. Usually they will try and entice you with a freebie like a T-shirt. It is important to talk with a family member or someone who knows you well to discuss obtaining a credit card. If you are not a good money manager, it is not recommended to accept and use these cards while at school. Many companies charge high interest on unpaid balances.
Monday, January 24, 2011
Getting Financial Aid Part 1
Money matters
Going to college is expensive, but you do have some financial options. Generally, community colleges are the least expensive, followed by four-year public colleges, with the most expensive being the four-year private universities. Don’t rule out an expensive college of your choice until you have researched the array of financial aid options available to you. Most people will create their own financial aid packages that include dollars that their family can contribute, personal savings, awarded scholarships and federal loans.
What is financial aid?
Financial aid is monetary assistance that allows individuals to pay the costs of attending college when their own resources are not enough. Some aid, such as scholarships, does not need to be repaid, while other assistance, like loans, does need to be repaid.
There are four types of financial aid (Heath Resource Center, 2007):
1. Grants – Aid that generally does not have to be repaid.
2. Loans – Money borrowed to cover school costs, which must be repaid, usually with interest, over a specified period of time, typically after the student has graduated or left school. The interest on these loans is often reduced from general public rates.
3. Work-study – Employment that enables a student to earn money toward a portion of school costs during or between periods of enrollment. These usually on-campus positions are supplemented by the federal government. Students are awarded work-study positions through the Federal Student Aid application. However, a student must interview and be hired for each position that is worked.
4. Scholarships – Gifts and awards based on a student’s academic achievement, background or other criteria. Sometimes scholarships are one time only; others require the student to maintain a specific GPA to be entitled for renewal.
Going to college is expensive, but you do have some financial options. Generally, community colleges are the least expensive, followed by four-year public colleges, with the most expensive being the four-year private universities. Don’t rule out an expensive college of your choice until you have researched the array of financial aid options available to you. Most people will create their own financial aid packages that include dollars that their family can contribute, personal savings, awarded scholarships and federal loans.
What is financial aid?
Financial aid is monetary assistance that allows individuals to pay the costs of attending college when their own resources are not enough. Some aid, such as scholarships, does not need to be repaid, while other assistance, like loans, does need to be repaid.
There are four types of financial aid (Heath Resource Center, 2007):
1. Grants – Aid that generally does not have to be repaid.
2. Loans – Money borrowed to cover school costs, which must be repaid, usually with interest, over a specified period of time, typically after the student has graduated or left school. The interest on these loans is often reduced from general public rates.
3. Work-study – Employment that enables a student to earn money toward a portion of school costs during or between periods of enrollment. These usually on-campus positions are supplemented by the federal government. Students are awarded work-study positions through the Federal Student Aid application. However, a student must interview and be hired for each position that is worked.
4. Scholarships – Gifts and awards based on a student’s academic achievement, background or other criteria. Sometimes scholarships are one time only; others require the student to maintain a specific GPA to be entitled for renewal.
Monday, January 17, 2011
Interviews: Applying for college
More from the students interviewed about applying to college:
Jenna:
I went ahead and started getting my application for college at the end of my junior year, and with the application you fill it out, a lot of times you can do it online but I did a paper application so that way I could make sure everything was right and also wanted to make copies of it in case something happened and it got lost in the mail, or something happened online I wouldn’t be able to have that paper right in front of me. So you fill out the applications, usually you have to get recommendations from teachers, maybe somebody in the community that knows you very well, and you want to get it from people who will say good things about you, and people who know you well, know you very well, you don’t want to get relatives - a mom or a dad - but you want to get maybe a teacher that you’ve had for a couple of years, or that you feel comfortable with giving you that recommendation. And also you have to write an application essay. The essay doesn’t have to be like 3 pages. Most of the time sometimes you get to pick your own essay and write whatever you want and it’s about maybe a page and a half long. I think mine was about 2 pages. And then another college that I applied for, they actually gave you questions that you had to answer, and it was like 2 questions and had to be a page long for each one of them. A lot of the times the … the essay is optional but you want to make yourself stand out in front of all those other applicants, so put in the essay.
Maria:
I did disclose my disability in my essay. I think a lot of the college essays were asking like, who are you, why are you going to this school, and your family background or something. So for me, it just came up because it fit in the question. I don’t think I went out of my way to say it, if the question had been like well what do you think of world peace in 20 years or something, I don’t think it would have come up. But because it fit within the college application question, I did put it out there because I felt it was a unique part of me and the whole college experience, the application process is, you’re supposed to make yourself stand out. And I don’t think a learning disability is anything anyone should be ashamed of, so I felt it was something I could use to make me stand out from another student.
Andrea:
I’d definitely disclose my disability in my master’s level of my PhD level applications, but only to the extent, like very briefly to the extent to express why I was interested in the field I was … how my interest got sparked, how my research interests were sparked. And then I move right away from that right into my interests. That can be … I feel very careful about including that information up front. There’s a way to do it if you’re going to do it, to do it in a way that shows … how that helped you be where you are without going into incredible detail because you want the people in the college to focus on your academic ability, and then the disability is part of who you are but it’s not all of who you are and don’t want your academic ability and your other abilities to get overshadowed by the talk of disability up front. So I think it can be really good to put it in there, but like weave it into your story rather than it’s the primary focus of your story.
Jenna:
I disclosed my disability in my essay but I made sure that I talked about all my strengths and didn’t focus so much on my weaknesses and what I couldn’t do, but I focused on how it helped me become a better person in life and what I plan to do and my career goals.
Jenna:
I went ahead and started getting my application for college at the end of my junior year, and with the application you fill it out, a lot of times you can do it online but I did a paper application so that way I could make sure everything was right and also wanted to make copies of it in case something happened and it got lost in the mail, or something happened online I wouldn’t be able to have that paper right in front of me. So you fill out the applications, usually you have to get recommendations from teachers, maybe somebody in the community that knows you very well, and you want to get it from people who will say good things about you, and people who know you well, know you very well, you don’t want to get relatives - a mom or a dad - but you want to get maybe a teacher that you’ve had for a couple of years, or that you feel comfortable with giving you that recommendation. And also you have to write an application essay. The essay doesn’t have to be like 3 pages. Most of the time sometimes you get to pick your own essay and write whatever you want and it’s about maybe a page and a half long. I think mine was about 2 pages. And then another college that I applied for, they actually gave you questions that you had to answer, and it was like 2 questions and had to be a page long for each one of them. A lot of the times the … the essay is optional but you want to make yourself stand out in front of all those other applicants, so put in the essay.
Maria:
I did disclose my disability in my essay. I think a lot of the college essays were asking like, who are you, why are you going to this school, and your family background or something. So for me, it just came up because it fit in the question. I don’t think I went out of my way to say it, if the question had been like well what do you think of world peace in 20 years or something, I don’t think it would have come up. But because it fit within the college application question, I did put it out there because I felt it was a unique part of me and the whole college experience, the application process is, you’re supposed to make yourself stand out. And I don’t think a learning disability is anything anyone should be ashamed of, so I felt it was something I could use to make me stand out from another student.
Andrea:
I’d definitely disclose my disability in my master’s level of my PhD level applications, but only to the extent, like very briefly to the extent to express why I was interested in the field I was … how my interest got sparked, how my research interests were sparked. And then I move right away from that right into my interests. That can be … I feel very careful about including that information up front. There’s a way to do it if you’re going to do it, to do it in a way that shows … how that helped you be where you are without going into incredible detail because you want the people in the college to focus on your academic ability, and then the disability is part of who you are but it’s not all of who you are and don’t want your academic ability and your other abilities to get overshadowed by the talk of disability up front. So I think it can be really good to put it in there, but like weave it into your story rather than it’s the primary focus of your story.
Jenna:
I disclosed my disability in my essay but I made sure that I talked about all my strengths and didn’t focus so much on my weaknesses and what I couldn’t do, but I focused on how it helped me become a better person in life and what I plan to do and my career goals.
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