Free mock ACT and SAT tests

Several companies that offer SAT and ACT prep classes also offer free mock ACT and SAT tests. If you decide to do a mock test, make sure to apply for extended time. One of the companies that offer mock tests is Bespoke. Some current 11th grade students have taken tests at one of Bespoke's locations and given positive feedback. Visit Bespoke's website to view multiple test sites and times:

http://www.bespokeeducation.com/mock_testing.cfm

New guidance program prepares students for life after Churchill

To better prepare students for success after high-school, Churchill has created a new comprehensive four-year program where high school guidance counselors Deborah McEntee works with 9^th and 10^th graders and Erin Hugger counsels 11^th and 12^th graders. In addition, head art teacher and Churchill veteran Dennis McKonkey trains 9^th and 10^th graders in self-awareness and self-advocacy. 

 “We're very excited about this new program” Deb said in a recent interview with her and Erin at the new 6^th floor guidance office.

Churchill high school counselors Deborah McEntee and Erin Hugger at the guidance office.

Deb has a background in special education and counseling and Erin used to work as college guidance counselor at Chapin School on Manhattan’s Upper Eastside. Both Erin and Deb have Master’s degrees in school counseling and are New York State certified school counselors. Last year Deb worked as assistant high-school guidance counselor at Churchill.  

Student centered process

The new guidance program is student centered and starts in 9^th grade where students analyze their strengths, weaknesses and interests, learn time management and are exposed to various career options. In 10^th grade, students are slowly introduced to start thinking about post high-school.  10^th graders will begin to make the connection between their own work ethics and how that translates into their career choices and life after Churchill. Students are introduced to Naviance, a computer-based system with a multitude of resources and data on where previous Churchill students have applied to college, been accepted and attended college, their test scores and grades.

In junior year transition preparations become more focused. Building on the foundation laid during the first two years, Erin works with students to plan a path that leads to their desired future endeavors. Most Churchill students attend four-year colleges and tend to do well. Churchill alumni have a retention rate above 90% from college freshmen to sophomore year.

In the beginning of the second semester of 11^th grade, Erin meets with students and their families to discuss college, gap year programs/vocational school options. Student interests and needs, high school grade point average through the first semester of 11^th grade and PSAT scores factor in to this discussion. Spring of junior year/summer after junior year is the time to start working on a resume, visiting colleges and begin drafting the college essay. Students who have an essay draft at the start of 12^th grade are in good shape, Erin says. She calls the transition process “a family affair” and recognizes the vital part parents and other support persons play and the importance of communication between them and the student.

The fall of senior year can be intense. Families and students have follow-up meetings with Erin, finalizing their college lists, gap year/vocational school plans. In school, students attend weekly transitioning classes and college/career planning and preparation learning how to handle college admissions interviews, writing personal essays and working on other writing assignments required for admission packages.
"Start early and stay calm," Erin advises. 

Test prep and college reps at Churchill

Erin and Deb are currently in the process of meeting with test prep companies that have experience working with LD students to explore the possibility of offering a SAT/ACT prep class at Churchill. At Churchill, students are offered to take ACT/SAT at school twice a year (spring and fall).

Another new part of the process is the visits to Churchill by college representatives selected based on their colleges’ LD support and suitability. This fall some 20 college reps are visiting Churchill. In addition, both guidance counselors tour colleges and evaluate alternative post high school programs. Over the past summer Erin visited Northeastern University, Curry College and Clark University, three schools where Churchill alumni have enrolled.

Workshop: Is My Child Ready for College?

Identifying Support for College Bound Students with Learning Differences 

Workshop at the MAIAA Parent Resource Center

October 11, 2012  btw. 6:30-8:00 pm 

Guest speaker - Sherri Maxman, College Advisor

Sherri Maxman will discuss the process of college placement for students with Learning Differences. What are some specific things to think consider for your child when determining a good fit? 

Group size is limited to 12 people. 

Location: 

417 E. 90th Street, 6H 

New York, NY 10128 

Fee: 

$35.00 (non-refundable due to small group size)

Refreshments and light snacks will be served. Please contact Colleen Mariani at colleen@maiaanyc.com or 917-747-2146 to reserve your spot.

MAIAA- A Parent Resource Center
(212) 426-3742
www.maiaanyc.com

Pay less for testing for ACT/SAT extended time

Last school year (2011/2012) I had my son, then a 10th grader,  tested so that he could obtain extended time on the SAT/ACT and get accommodations in college. I did not feel that it was necessary to pay between $5,000-7,000 for this service. Instead I paid $600 and he was tested during the February break at Hofstra by a Ph.D student supervised by her professor, a certified clinical psychologist. After meeting with the testers to discuss their recommendations, I verified that these were consistent with those on his IEP.

Contact information for universities that offer low cost psycho-educational evaluations:
Teachers' College 212-678-3262 (fills up quickly, call early)
Fordham University, 212-636-6483. (fills up quickly, call early)
Hofstra University in Hempstead 516-463-5660
Adelphi University 516-877-4844 (supposedly charges $500 for testing, but did not answer the phone)

The NYC Department of Education performs psycho-educational evaluation for free if you belong to the NYC school system. 

Exploring college at JWU career days

My son Peter has just returned from a career exploration weekend at Johnson & Wales University (JWU) in Providence, RI. JWU offers four-year career-oriented college degrees at four campuses (Providence, RI, Charlotte, NC, Miami, FL and Denver, CO) within hospitality, culinary arts, business, technology and arts & science. 

Peter took a bus from New York City on Friday morning and was picked up by a JWU representative in Providence in time for lunch. The first day he spent dining in the school cafeteria, touring the campus, listening to presentations including information about the learning center, and meeting with current JWU students. He shared a dorm room with another high school student for two nights. On Saturday Peter got a taste of hospitality classes during the day and the JWU recreation center in the evening. Sunday morning was check-out. The entire program was just $95.

Peter Stolt (right) and Joseph Schembari at their JWU dorm room. Photo by Christine Negroni.

“I’d recommend a career weekend at JWU for those who have an idea of what they would like to do in life,” Peter says. “It was great to get an idea about how it is to be at a school that is career oriented and not about liberal arts.”

Churchill alumn picked to lead 5,000 students

In college, Churchill alumn Shoshana Rosen turned initial struggles into success. At her recent graduation from University of Maryland (UMD), Shoshana was one of eight Senior Marshalls selected out of 5,000 students to carry UMD’s flag representing her grade.
“It was one of the proudest moments of my life,” Shoshana said at a recent interview at an Upper Eastside coffee shop. “I was leading everyone else.”

Shoshana had to work very hard to earn her success. The adjustment from Churchill to UMD, a large state research university with 300 student freshmen classes, was rough. During her first semester an English professor refused to tolerate any dyslexic errors, even after being informed about Shoshana’s LD issues, and the Writing Center did not offer any proof reading services. Instead, Shoshana paid a proof reader to help weed out typos and grammar errors before handing in her papers. In the beginning of her sophomore year, however, the Writing Center had a new director who was receptive to Shoshana’s self-advocacy.  From then on, the Writing Center helped Shoshana with her papers. As a result of persistence, hard work and obtaining the support she needed, Shoshana made the Dean’s List almost every semester.

“Academically it would have been easier at a smaller school, but for me academics were not the only aspect of college,” Shoshana says. She picked UMD because of its variety of student activities, student diversity and an active Jewish community.
“Socially UMD was the best option for me,” she says.

At UMD, she was able to create her own major, an endeavor that entailed writing a thesis arguing her proposed major and convincing faculty members of its feasibility. Shoshana’s “Children with Special Needs and Family Support” major consisted mainly of courses in psychology, special education and family science.

Throughout her four years at UMD, she participated in many different organizations, including a peer counseling and crisis intervention hotline  She also had an internship at The ARC, an organization that works with families of children with intellectual and developmental disabilities where she created an online support network platform that helps families of disabled children ages 0-3  to connect and share experiences. Another advantage with UMD is the proximity to Washington, DC, which Shoshana visited about once a week to spend time at museums, restaurants and enjoy big city life in general.

Shoshana graduated from Churchill in 2008 after being at Churchill since middle school.
“Churchill did a great job teaching me how to learn,” she says. Also, at Churchill “I felt smart for the first time.” Churchill teachers are the best teachers in the world, she says.  Churchill’s supportive and nurturing environment, however, made her unprepared for the harsher UMD reality. No one at Churchill had told her that in college she might get assigned to read 100 pages in one night. She was the first Churchill student to attend UMD while most of her classmates selected smaller schools. Initially she felt as if “I wasn’t expected to succeed at Maryland,” she says.

Shoshana now looks forward to volunteering with families of intellectually and developmentally disabled children in Israel during the coming year. Long term plans include obtaining a master’s degree in Social Work and running a support center for families with intellectually and developmentally disabled children using a holistic approach including art therapy, teaching social skills, and offering sibling and family counseling.

Shoshana’s advice to Churchill HS students and their families: Students: know yourself and pick a school where you can see yourself for four years (or more). Parents: It’s not about the name of the school, but what the student wants and the college being able to provide the support the student needs to succeed.

Churchill alumn Julia teaches art at Churchill

Julia Romano took a gap year before attending college. Now she teaches at Churchill.

When Julia Romano, 25, was a senior at Churchill, she applied to college “because that’s what everyone else was doing so that’s what I was doing too,” she said in a recent interview at the Churchill Middle School art room. She applied to 12 schools, which resulted in 11 acceptances and one wait-listing. After a few weeks at a college in New Hampshire, however, Julia realized that she had made a mistake and dropped out. Instead, she spent her first year after high school working in retail and pondering future career plans.

“I gained a lot of responsibility and independence,” Julia says about her time as a retail employee. Adult life also sparked a desire and motivation to obtain higher education and focus on art. She had friends at Manhattanville College and became interested in the school’s strong programs in art and education. When her acceptance letter from Manhattanville (the only college she applied to) arrived Julia was very excited.

“I was hungry for new challenges,” she says. During her freshman year at Manhattanville, Julia was enrolled in The Higher Education Learning (HELP) Program, an individualized support program where she worked with a tutor who helped her with papers and essays. After her freshman year she did not need the Help Program, which costs extra, anymore. Overall, she had a rewarding college experience.

“My grades were much better in college than in high school, she says. She is dyslexic and had to work very hard, and credits the solid foundation built at Churchill for her success mastering her college courses. Having never studied any foreign language prior to college, Julia took two language courses and studied art history for a semester in Barcelona, Spain where she also enrolled in an intensive Spanish language course.

Dennis McConkey, Churchill’s head art teacher, has been a mentor for Julia and remembers her as a nine-year old. “She was the kind of kid that you knew was going to become a good adult,” Dennis says. In addition to being a serious student, he remembers her artistic skills. Julia and many other Churchill students are talented artists, but they are not fully aware of the significance of their creative gifts until they are in a different learning environment, he says. Julia and Dennis share values regarding teaching and art. “She often says exactly what I was going to say,” he says, "I’m passing on the torch.”

Julia recalls Dennis telling her early on that one day she’d make a good art teacher. During her senior year in college, Julia applied for teaching jobs at various LD schools in New York City. After she graduated in the spring of 2010, an assistant science teacher opening materialized at Churchill elementary school. A year later, she landed a position as middle school art teacher. She enjoys being back at Churchill and having some of her former teachers as colleague. The feeling is mutual.

“It is funny to have one of my former students as a colleague,” Dennis says.

CUNY’s College Now program prepared Marisa for college

To get an idea about college studies, Churchill senior Marisa McCaffery took advantage of College Now, a free college program for high school students run by the City University of New York (CUNY).  For a part of the summer between her junior and senior year, Marisa studied psychology at Baruch College with other NYC high school students. 

“I would recommend College Now to every high-schooler,” Marisa said in a recent interview over the phone. In the fall of 2012 Marisa will start at Hunter College with three college credits already under her belt. College Now gave her an opportunity to discover learning outside the Churchill environment at one of the top CUNY colleges.

Students attending state-funded schools such as Churchill are eligible to attend College Now, but the participating CUNY college program administrators don’t always realize that Churchill students are eligible, Pauline Ores, Marisa’s mother says. Applying can be a bit confusing as there is a central CUNY College Now program site and additional sites maintained by the participating CUNY colleges. 

Each college offers different College Now courses, mostly during the summer, but some also offer these courses during the school year. Students need to apply to each CUNY college program separately, but can apply to as many programs as they like. While Hunter College is mainly offering math and science classes, City College and Queensborough Community College have been offering an all-day theater course. Depending on funding, courses offered by CUNY College Now schools vary from year to year. Eligibility is determined by Regents exams and/or PSAT/SAT scores.

Since the 2008 recession, top CUNY schools such as Hunter College and Baruch College have become increasingly competitive and selective.  Last fall, 26 % of those who entered these CUNY schools had SAT scores at or above 1,200/1,600. With an annual in-state tuition of $5,430 for the 2012/2013 school year for New York State residents, CUNY is a bargain.

When Marisa’s turn to apply to college arrived, Pauline (a seasoned mother with an older daughter who is currently a college junior) focused on helping Marisa not only evaluating colleges where she would thrive, but also assessing post-graduation job placement support. Pauline stresses the importance of starting early to alleviate some of the inevitable stress during the student’s junior and senior years. Sports scholarships, for example, usually require game videos and may have earlier application deadlines. 

“I’d recommend downloading the common app in 9^th grade,” Pauline suggests. This creates an opportunity to get familiar with what type of information colleges look for and how to organize this data, for example number of hours per week for each community service program. Most of all, Pauline emphasizes the importance of supporting the student obtaining a strong GPA. “If you have limited resources, you’re far better off helping your child get good grades than spending money on SAT tutoring,” she says, pointing out that many colleges no longer require SAT scores.

 “Churchill really cares about the students,” Pauline says about the transition to life after Churchill. While other schools may try to push students to apply where they are 100% certain to become admitted, “Churchill is truly interested in finding the right fit.” The school also organized applications for the New York State Scholarship for Academic Excellence, which Marisa was awarded based on her Regents scores.

Marisa was accepted by all seven of the colleges she applied to, mostly in the New York City region.  She selected to attend Hunter College, where she was awarded an academic scholarship, which requires maintaining specified grade point average. Her scholarship also includes a one-on-one adviser to help her select her classes, a dorm room and help with internships and job placement. “Hunter offered me really nice things,” Marisa says. She looks forward to studying math and statistics this fall.

Behind the doors of the Admissions Office

The admissions office is the gatekeeper, but it is also the college’s marketing department. The Dean of Admissions is, in effect, head of public relations.

“My boy was being solicited, as surely and shamelessly as a sailor come to port,” Andrew Ferguson writes in his well researched and often hilarious book Crazy U about college mailings clogging his mailbox.

College brochures and websites are carefully crafted to entice students and their families. In addition to online and print marketing, college admissions officers travel around the country visiting high schools and college fairs. The result of these promotion efforts is often that a much larger number of students apply than the colleges can accommodate. (The ease of the common app also contributes to the deluge).

A motivation for soliciting lots of applicants is college rankings, a driving force behind the college business. The more selective a college appears, the higher the ranking potential. Many colleges play games - according to a Wall Street Journal reporter, 25% fudge the numbers they submit to the US News & World Report.

Studies, however, show little correlation between attending a high ranking college and future income. Among 1,300+ millionaires surveyed the average SAT score was 1190/1600, and attending a top ranked college ranked a lowly 23 as reason for riches (The Millionaire Mind by Thomas J Stanley).

When visiting colleges, I have been encountering alumni in their 20s working at the admissions office of their alma mater. Being a college admissions officer is stressful, relatively low paid and requires a lot of traveling so people tend to move on after a few years. 

My impression is that once Churchill students find a suitable school, they tend to become admitted and do well. Years of solid academic instruction, LD awareness and self-advocacy training have prepared them for success in life after Churchill.

Sources:

Crazy U by Andrew Ferguson, chapter 2 & p.106-130

Cool Colleges by Donald Asher

Julian Cohen-Serrins studies psychology at Dickinson College

In 2011, Julian Cohen-Serrins and Jesse Medalia Strauss produced four short videos for Churchill. Julian is a junior at Dickinson College studying in Copenhagen, Denmark this semester.

Julian Cohen-Serrins visiting Austria during his junior year abroad.

Like so many others, Julian struggled in school before entering  Churchill in 2005 as a high school freshman. His middle-school years were stressful and he developed a fear of teachers. 
"Instead of asking me what I was thinking or learning more about my learning disabilities they just made me feel worse," he writes in an email from Copenhagen.  He felt as if no one understood him.
At Churchill, however, Julian quickly learned to trust his teachers and realize that his learning disability was not going to hold him back from anything he wanted to do.  He is planning to graduate from Dickinson with a major in Psychology and a minor in Political Science and to attend graduate school to obtain Psy D. in Clinical Psychology. The long term goal is to either have a large private practice or run a clinic.

How did Churchill prepare you for college?
Churchill prepared me for college in a several vital ways. First, Churchill educated me on my learning disability, something that played a large role in developing my identity and my academic life. Without understanding my learning disability from both an outsider perspective and a personal psychological perspective I would be at a loss. This is especially important when communicating with peers and professors about how to best accommodate my needs so I can produce my best work.

Second, Churchill prepared me for college by teaching me to think critically. Throughout every class I was encouraged and rewarded for critical thinking. While many non-Churchill students are excellent at taking standardized tests, thinking critically is a more valuable skill in college and life.

What is your fondest Churchill memory?

The trip to Yosemite National Park was the perfect culmination of my Churchill experience. While we were learning about the wonderful wilderness around us there was such a strong sense of comradely that no matter what happened we were always going to enjoy each other and be close. I will never forget that trip and everyone involved who gave me one of the best experiences of my life.

How did you determine if a college would be a good match? How did you make your final decision?

The primary factors I was looking for were small class sizes, a liberal ideology or tradition, close teacher relationships and a college not too far from home. I decided on Dickinson College mostly due to it satisfying my criteria combined with Dickinson’s prestigious reputation and the school's emphasis on studying abroad.

What accommodations and support services do you have at Dickinson?

I get my own laptop, double time on all tests and my own private room to take tests with a proctor. The only real support service I use regularly is the writing center. I use this resource for literally every paper I write. Another resource I have used is a language tutor for my German classes.

Highlights at college so far? Attending a college that offers amazingly interesting classes taught by even better professors and running and being the president of a student liaison program called the Public Safety Advisory Board. This board consists of a group of students who promote a stronger working relationship and better representation between the Department of Public Safety and the student body.

What made you decide to make the videos about LD for Churchill?

Jesse and I had such a positive and life transforming experience at Churchill that we both want to give back in any way we can. While Jesse and I have worked together since meeting at Churchill on Film-making and especially making documentaries, this project was by far the most meaningful because of our Churchill experience. Throughout the production of the videos we both felt that we needed to try and show what a remarkable school Churchill is, but at the same time Jesse and I are just two people. What really made the films successful were the overwhelmingly positive and insightful words of those we interviewed.

Advice to current Churchill HS students and their families embarking on the transition process to life after Churchill?

Remember that although learning disabilities may have caused academic difficulties for a long time, with the help of Churchill, those difficulties can and will be lessened. Churchill students simply know more about how they learn than other students and because of that they are better prepared to advocate and adjust to the academic environment.

Yet, more importantly, people with learning disabilities also tend to have amazing abilities and in college and life that’s what will count, that’s what will stand out and that’s what will sow the seeds of future success.

Jesse Medalia Strauss is filming in Prague and editing Obama 2012 videos

Meet Jesse Medalia Strauss (class of 2009), half of the two student team that produced  four short videos about learning disabilities posted at Churchill’s website (you will meet Julian, the other team member, later). Jesse is a junior at American University (AU) in Washington, DC spending this semester in Prague, Czech Republic, attending the film academy FAMU. A highlight of Jesse’s college experience so far has been editing Obama 2012 videos.

Jesse Medalia Strauss on location in Prague. Jesse is a junior at American University.

How did Churchill prepare you for College?
The most important way Churchill prepared me for college was to teach me how to self advocate. Through Churchill I learned exactly what I need to learn best and how to articulate that to professors. The relationship between teachers and students at Churchill is an essential part of the environment that Churchill fosters, which made me confident in talking to and befriending my favorite professors in college.

How did you select American?
When looking at colleges I knew I wanted a film program in an urban environment. I was really torn between American and Emerson. I decided that AU was the best fit because, although their film program was not quite as renowned, it was the perfect school to combine a love of film and politics. Previous Churchill students have attended American and it has a great LD support system.

What accommodations and support do you receive?
I have time and a half on tests and a guaranteed computer if the tests are short answer or essay based. I also can use my laptop in class to take notes even if the professor has a no laptop policy. I had a tutor for my statistics class but other than that my accommodations have been enough to get me through all my classes.

What have been the highlights so far at college?
I have found a great group of friends that get along wonderfully with my Churchill friends. I have become close with a few of my professors. Study abroad has been an amazing opportunity and has taught me so much about the world and film-making. I was elected as Communications Director of AU Democrats and have interned for the PR company that creates Obama's political ads (GMMB) where I got to edit a few for the 2012 campaign.

What made you and Julian decide to do the Churchill videos?
Churchill has done so much for us and we really wanted to do something in return. Despite the wonderful opportunity Churchill is, you still have to carry the label of being learning disabled that comes with it. That label can make people uncomfortable and many Churchill students have a hard time explaining what Churchill is to their friends outside Churchill. Parents of perspective students may also feel uncomfortable by the LD label. The videos serve as a way of explaining what Churchill is and how this label is not necessarily negative and can actually result in being a positive force in your life.

Future career plans?
Hopefully have a job making videos for a nonprofit, shooting independent films and documentaries or working somewhere in political communications.

Fondest Churchill memory?
I have two really fond memories. The first is from our Yosemite National Park trip. One night we had the choice to sleep in a cozy cabin or under a tarp in six feet of snow. Two of my friends and I opted for the snow. I got perhaps an hour of sleep in my sleeping bag designed for summer weather. An icy drip  from the trees above landed on my face - my area of the tarp was not set up properly. After what seemed like a lifetime morning came and the three of us became the first in Churchill history to last the entire night.
My second memory was being in charge of directing the class of '09 Senior Video. I decided to create a three act 20 minute documentary profiling our grade. It was complete with reenactments, interviews and archival footage. For two months the senior video engulfed my entire life and was probably the hardest project I ever undertook until filming at FAMU. But when it was played at graduation it brought parents to tears and that made it all worth it. The senior video Part I: http://vimeo.com/6612584 Part II: http://vimeo.com/6612814

Advice to current Churchill students?
Never be afraid to advocate for yourself, take advantage of every opportunity that is presented to you and practice good time management. Everything else will fall into place.

Churchill HS Breakfast April 24, 2012

Dr. Siebert welcomed some 30 parents attending the April 24 Churchill High School Breakfast. He began the meeting with introducing the two newly appointed co-high school principals Lynn Settlow and Jason Wallin. Another change Dr. Siebert announced was that the current college guidance counselor Bill McBrien will retire as of June 30, 2012. His assistant Deborah McEntee, a certified guidance counselor, is a strong candidate to succeed him. In addition, outside applicants are being interviewed and Dr. Siebert expects to have a top contender ready by the middle to end of May.

As a result of feedback from parents and prodding by current 10^th grade parents, Churchill has updated and expanded the college guidance section of its website and intensified its work tracking the progress of Churchill alumni after graduation, Dr. Siebert said. The new college guidance counselor will work closely with HS teachers and students on the transition process to life after Churchill.

Lynn and Jason spoke about changes planned for next year. The school day will began promptly at 8:15 am with a subject lesson, and advisory will move to a later period of the day. The dean positions will be eliminated in an effort to streamline the communication flow. Starting the 2012/2013 school year, Churchill will have a full time technology person who will assist individual students, among other duties. Next year the honor program will expand to include 10^th grade (currently honor classes are only available to 11^th and 12^th graders). More detailed information about the honor program will be disseminated later this spring.

Churchill 12^th graders who have completed chemistry, biology and earth science will have the option to choose between physics and forensics. Those who take Regents physics will also study calculus. A less math intensive physics class may be offered to students not interested in studying calculus.

Parent questions included the honor program, the science and math curriculum, executive functioning support, SAT & ACT prep, and information about non-college alternative career paths.

The college visit: Basics & Checklist

Touring a college provides teenagers opportunities to visualize themselves living and studying away from home. For college visits with younger children the main objective is to plant the idea of higher education in their minds - such visits can be combined with a family vacation or outing. Once the college search process kicks in, however, the focus is on finding an appropriate and affordable fit.

During the visit you should scrutinize the learning center and eat at the college cafeteria at peak hours. While the tour and the info session are sales pitches where the school exposes you to carefully selected students and staff, the cafeteria offers an unedited version of the college and a chance to speak with random students.  How is the atmosphere? Do students look happy? Food options? Ask students about what they like and dislike about this college, why they choose to attend and what a typical day looks like.

College Visit Checklist LD Students

Before deciding to visit a college, do your homework. LD support varies from college to college. School websites have answers to many of the questions below.

1. What LD accommodations are offered? How do to obtain accommodations? What documentation is required?
2. What tutoring, counseling, and support services are available on campus and how are they accessed? Is there an additional fee for these services?

3.  What academic elements are considered in the admissions process - courses, grades, test scores, interests, financial needs, essays, recommendations, and interviews? How important is each of these factors?

4.      How many students at this campus? Student/teacher ratio?

5. Which academic programs on campus are the most popular?
6. What is the largest class size for a freshman or sophomore? How many large classes to expect?
7. Who teaches freshman classes? (tenured professors? teaching assistants?)
8. What is the freshmen retention rate?
9. What is the graduation rate? (4 year? 5 year? LD kids sometime need 5 years)
10. What activities do students participate in during their free time-on campus (school sponsored) and in the community? What are the most popular extracurricular activities? 
11. Greek life? (fraternities and sororities?) If so, what percent of the student body participates in Greek life? Are parties open? How do students who elect not to participate in the Greek system fit in? Policies against hazing?
12. What portion of the student body lives on campus? What portion of the student body remains on campus for the weekends?
13. What transportation options are available to and from campus? Trips home? Trip to the mall/shopping/excursions?  Trips to points of interests?
14. Can freshmen have cars on campus? What is the fee for having a car on campus?
15. Where do students go if they have a medical emergency?
16. Do you need to bring your own computer? Are the dorms wired for Internet/e-mail services?
17. What laundry facilities are available?
18. What are the safety issues on campus? How are they addressed?
19. Is campus housing guaranteed for all four years? What percent of students live on campus all four years? What housing options exist? (Theme housing? Single sex? Coed? Greek? Off-campus?)
20. What meal plans are available? Are freshmen required to purchase a specific type of meal plan? What hours may students access food services?
21. What is the yearly cost of attendance, including books, tuition, fees, housing, meal plans?
22. Which financial aid forms are required? FAFSA, a CSS Profile, institutional or school specific forms, states forms?
23. What percent of entering freshman received aid? Merit aid? Is merit aid also need based? What is the average freshman aid package? Is there a way aid is packaged - loans first, for example? Is the aid package negotiable?

Harris F., aspiring writer at Ithaca College

Harris F. is having a terrific freshman experience at Ithaca College, both academically and socially. Thanks to a solid foundation built at Churchill and a strong work ethic, he masters his classes, and finds time to work as a Resident Assistant for his dorm floor as well as enjoy activities with his friends..

Ever since he was in middle school, Harris has known that he wanted to work in the film industry, which simplified the college search - only a handful of colleges have film programs. Narrowing the search down to three colleges, he picked Ithaca because he wanted to experience an environment different from New York City. Located in Ithaca, NY, Ithaca College is about a five hour drive from New York City.

“I just loved the campus,” he said in an interview over the phone about visiting Ithaca College for the first time. In addition to the campus environment and the academics, Harris liked that Ithaca prepares film students early on for their future careers by sending them to either Los Angeles or New York City for internships where they learn on the job and make industry connections.

To become accepted, Harris took both ACT and SAT and did better on the ACT. After working with a tutor he retook the ACT, raising his score. Extracurricular activities including having been on the Student Council at Churchill and working as a camp counselor several summers also contributed to his admission, he thinks.

The most important skill he learned at Churchill was self-advocacy.
“Because of the prep at Churchill, I can now approach my professors and get the support I need,” Harris says. At Ithaca, he has been using the writing center, but any other LD support than extended time has so far been unnecessary.
“It is good to know that it is available,” he says about the learning center, “in case I’d need it in the future.”

A film major focusing on script writing for radio and TV, Harris is planning a minor in English Literature or Writing. For a student with dyslexia who initially struggled with reading and writing, starting at Churchill in 4th grade was a transforming experience. A vivid imagination has been the driving force behind his development as a writer while learning how to handle his dyslexia.
“It shows that you can overcome anything,” Harris says about his accomplishments.

Harris misses the teachers at Churchill and visits every time he comes to New York. “I consider them my friends,” he says about the Churchill staff.
“Churchill’s a great environment, the best in the world.”