12th Grade Checklist

Students should...

• Narrow choices of post-secondary schools or colleges.
• Begin completing post-secondary school and college applications.
  • Applying early in the selection process may increase the chance of getting into school or college of choice.
• Discuss transition options for work or college during IEP meetings.
• Stop using academic adjustments that would not be provided in post-secondary schools or colleges such as:
  • unlimited time
  • open book tests
  • clarification of test questions
  • word banks
  • shorter tests
  • modified tests
  • limited choices
• Use academic adjustment letters for most or all courses, and self-advocate for academic adjustments in courses.  For example, if extended time is needed for exams, the student should...
  • Present a letter from the Special Education Department for extended time (50% or 100%) to the teacher
  • Discuss the logistics related to the academic adjustment (i.e., date, location of exam)
  • The academic adjustments should be similar to those used in post-secondary schools and colleges.
• Contact disability services office at colleges to schedule and participate in an intake appointment.
• Research the disability services office web site to review documentation guidelines.
• Submit documentation to the disability services office at the post-secondary schools or colleges that you have chosen.
• Ask the disability services office to review documentation to determine if it meets the guidelines.
• Discuss requested academic adjustments to determine if your request is reasonable (academic adjustments received in high school are not always appropriate for college).
  • Most post-secondary schools provide academic adjustments on a course-by-course and case-by-case basis.
  • Therefore, most post-secondary schools will not be able to tell you exactly what academic adjustments that you will be receive every semester.
  • However, the disability office should be able to ensure whether or not you are eligible for services at the post-secondary level
• Once accepted, contact the disability services office to discuss academic adjustments for the freshman year placement testing.
  • Typically, colleges have placement tests for English, Math, or Sciences.
  • Students who do not meet college level in those areas may be required to take remedial courses.
• Meet with a professor, academic advisor, or representative of the college major you intend to pursue.
• Schedule an appointment with the Office for Vocational Rehabilitation (OVR) to discuss assistance available.
• Request and schedule an assistive technology assessment through OVR, if applicable.

Parents should...

• Continue involvement in IEP.  Their child should be speaking for themselves during these meetings.
• Continue discussions with their child about post-secondary school or college choices.
  • Note admission deadlines for applications.
  • Applying early in the selection process may increase chances of getting into college or post-secondary school of their choice.
• Assist their child as they complete college applications.
• Contact the financial aid office to see if the costs of tuition, room or board are expected to increase.
• Complete the Free Application for Federal Student Aid
• Research disability services web sites for information on...
  • eligibility
  • documentation guidelines
  • services.
• Accompany their child to the intake appointment (first time appointment) to the disability services office.
  • The child should do the majority of the talking and questioning about their condition in this meeting.
  • Parents may fill in the gaps when necessary.
• Give written permission for their child to have contact with the Office for Vocational Rehabilitation (OVR), if appropriate.
• Make sure that documentation for the disability services office has been...
  • sent
  • received
  • evaluated for coverage under the American’s with Disabilities Act (1990)