9-12Rubric score
Compare colleges or programs on a checklist
Researching colleges and training programs
By the annual IEP review date, given two or three colleges or training programs the student is considering and a program comparison checklist, the student will complete the comparison checklist for each program and state which one fits own plans and why independently, earning a score of at least 10 out of 12 on a 6-row program comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
9-12Percent accuracy
Research a college's accessibility services office
Researching campus accessibility services
By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
9-12Task-analysis steps
Register with campus accessibility services
Registering with a disability services office
By the annual IEP review date, after admission to a college or dual enrollment course, given the accessibility services intake form and own documentation, the student will complete the registration steps from the intake form to receiving an accommodation letter, performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration, as measured by a task-analysis checklist collected at each registration step, weekly during the registration window.
9-12Rubric score
Explain own accommodation needs at an intake meeting
Intake meeting with accessibility services
By the annual IEP review date, during a mock intake meeting with a staff member acting as a college accessibility coordinator, the student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently, earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings, as measured by a defined scoring rubric collected at each mock meeting (monthly) and at the real intake.
9-12Opportunities
Deliver accommodation letters to each instructor
Sharing accommodation letters
By the annual IEP review date, at the start of each dual enrollment or college course, with own accommodation letter, the student will send or hand the accommodation letter to the instructor and agree on how each accommodation will work in the course independently in at least 3 of 4 opportunities, across 2 consecutive terms, as measured by opportunity-by-opportunity data collected in the first two weeks of each term.
9-12Task-analysis steps
Manage the steps of a college application
Applications and admissions steps
By the annual IEP review date, during the fall of senior year, given the application requirements of the colleges or programs the student chose and an application checklist, the student will complete each step of the application process by its deadline and confirm the application is complete, performing at least 7 of 8 steps independently, on 2 consecutive applications, as measured by a task-analysis checklist collected weekly during application season.
9-12Task-analysis steps
Complete financial aid steps with family
Financial aid steps
By the annual IEP review date, during a school financial aid night or a planned session with the family, given the financial aid checklist, the student will complete the student's part of the financial aid application and check its status with the family, performing at least 6 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each financial aid session, about twice monthly in the fall.
9-12Rubric score
Find scholarships that fit own profile
Finding scholarships
By the annual IEP review date, given a scholarship search site or the school counselor's scholarship list and a scholarship tracker, the student will find scholarships the student is eligible for and record the eligibility, award, deadline and requirements of each independently, earning a score of at least 7 out of 8 on a 4-row scholarship search rubric (0 to 2 per row), on 2 consecutive trackers, as measured by a defined scoring rubric collected monthly.
9-12Percent accuracy
Read a course syllabus for key information
Reading a course syllabus
By the annual IEP review date, given a sample college course syllabus and a syllabus question sheet, the student will find and record the instructor contact, office hours, grading, due dates, absence rules and accommodation statement independently with at least 90% accuracy on syllabus questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
9-12Work completion
Enter syllabus due dates into a planner
College-style planning
By the annual IEP review date, at the start of each course, given the course syllabus and own planner or calendar app, the student will enter every due date and test date from the syllabus into own planner with a reminder before each one independently, completing at least 95% of assigned syllabus due dates, each entered with a reminder, on 3 consecutive syllabi or unit schedules, as measured by work-sample analysis collected at the start of each course or unit.
9-12Rubric score
Plan a weekly schedule for college courses
College-style planning
By the annual IEP review date, given a sample college course schedule, own work and family commitments and a weekly planning grid, the student will build a weekly plan with classes, study blocks, work, travel and rest independently, earning a score of at least 8 out of 10 on a 5-row weekly schedule rubric (0 to 2 per row), on 3 consecutive weekly plans, as measured by a defined scoring rubric collected weekly during the planning unit.
9-12Rubric score
Email an instructor with a clear question
Emailing an instructor
By the annual IEP review date, when the student has a real question about an assignment, grade or absence in a dual enrollment or college-style course, the student will write and send an email to the instructor with a clear subject, the course and a specific question independently, earning a score of at least 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected every two weeks.