To Literacy and Beyond Cooperation Communication Collaboration Transitioning Students from K - 12 to Higher Education:Accommodations, Advocacy, and Actions Required by Special Educators and Support Staff Michelle Ziebarth, Associate Director of Student Accessibility Services St. Cloud State University Charting the Cs logo with black and blue text Charting the Cs Conference 2025: About Me •Education oBachelor's: Elementary Education, Academic Behavioral Strategist (MN State, Moorhead) oMasters: Physical Health Disabilities (MN State, Moorhead) •Experience oElementary Special Education Teacher for Moorhead Public Schools for 6 years and Middle School Special Education Teacher for 1 year oAssociate Director for SAS at SCSU - almost 2 years A photo of Michelle. Michelle has blonde hair and blue eyes and is wearing a grey sweater in this photo •MN Licenses Elementary Education, ABS, Physical/Health Disabilities •Hobbies Running, watching hockey, hikes/walks with our dog Rosie, reading, and Netflix binging Photo of Michelle's dog Rosie on leash. Rosie is a small dog with white and brown spots and long brown ears. Today's Objectives •Understand the Difference between IEP/504 plans at the K - 12 Level and Accommodations/ Supports at the Higher Education level and how to support students and families with the transition. •Understand the Process of Requesting Accommodations at Post - Secondary Institutions to support transitioning K - 12 Students. •Have a brief understanding of the new RISE Act legislation and how it impacts student transitioning from K-12 to Post Secondary Options. Agenda •Differences between K - 12 and Colleges/Universities •Requesting Accommodations at a Higher Education Level •Supporting Students/families with the Transition •Questions/Comments K - 12 Special Education vs College/University Disability/Accessibility services High School •Individual's with Disabilities Education Act (IDEA) •Section 504 •Goals/objectives, accommodations/modifications all aimed at student success •District/team is responsible for identifying, determining eligibility, and implementing supports and services K - 12 Special Education vs College/University Disability/Accessibility services (cont.) College/University •Americans with Disabilities Act (ADA) •Section 504 •Reasonable accommodations for equal access "Fundamental Alteration" •Must meet course technical standards without accommodation •Students must disclose disability, apply for services, complete interactive process, and self-monitor More about Post Secondary Accommodation •Definition of Accommodations - an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks" •Cannot "fundamentally alter" expectation of the course (outcomes/technical standards) - Alterations/Modifications •Must be reasonable, necessary, and provide equal access Examples of Accommodation vs. Alterations/Modifications Common Accommodations •Alternate testing locations •Extended testing time •Accessible materials/textbook •Audio recording lectures •Assistive technology •Adjustment to policies when necessary Alterations (not accommodations) •Notes on tests •Reduced choice tests •Reduced homework or assignment alterations •Unlimited testing time •No due dates •Waived course requirements How do we Support Students and Families with this big change? •Stay tuned :) Disability in College •Any higher education institution that receives government funding must provide disability/accessibility supports • 22% of college students identify a disability •Only 37% (about 1/3) of students with disabilities inform the college •Less than 40% of students who had support in high school , ever use accommodations •Let's be the change! Common Conditions of Students who Access Accommodations •Mental Health - anxiety, depression, bipolar, PTSD, etc. •Neurodiverse - ADHD, learning disabilities, Autism, dyslexia, etc. •Chronic Health - migraine, diabetes, heart disease, cancer, etc. •Physical Health - arthritis, epilepsy, muscular dystrophy, etc. •Sensory - Deaf, hard of hearing, blindness, vision loss, sensory processing, etc. •Any condition that impacts access to education can be considered disabling Accommodation Request and Use Process 1.Be an admitted SCSU Student 2.Complete the Accommodation Request Form at www.stcloudstate.edu/sas 3.Complete a Welcome Meeting with SAS 4.Accommodation Letter Sent 5.Must be updated every semester A phot of the accomodation request Process Step 1 Identify need Step 2 submit Request Step 3 Intial Review Step 4 Email stuent Step 5 Welcome Meeting Step 5 Send letter Step 6 Stiudents implement and use accomodations Step 7 Update accomodations each semester Need IdentifiedSubmit RequestInitial ReviewEmail StudentWelcome MeetingLetter SentUse & ImplementUpdate Additional Supports Offered by Disability/Accessibility Office •Coaching •Tutoring (TRIO) •Advising •Study Workshops •Executive Functioning Trainings •Campus Events How do we support students and families with this transition? •Educate students and families on the higher ed accommodations process •Educate students on their IEP/Disability Impact Educate families and students on higher education process •Have conversations early in the transition process about the differences between special education and higher education accommodations. •Encourage families to meet with disabilities/accessibilities offices when visiting colleges/higher education institutions. •When possible, have students meet with disability/accessibility staff as part of their transition plan Educate students on their IEP/Disability Impact •Students who understand/remember what supports they used in High School get the supports they need much quicker than those who do not know •Encourage students to keep a copy of their last IEP/Evaluation report post- graduation •Give students opportunities to practice advocating for themselves and their needs The Minnesota RISE ACT Information In 2024, the Minnesota legislature passed the Respond, Innovate, Succeed, and Empower (RISE) Act, effective January 1, 2025, as part of the Minnesota Higher Education Act. This act strengthens the process for students requesting disability- related accommodations. •Clear policies and resources to support students with disabilities in "Plain Language" •Self - Disclosure: The RISE Act defines self - disclosure as the point of contact when a student informs the University that they identify as disabled and intend to request accommodations. This self - disclosure is sufficient to initiate the interactive process. •Disability Resources Support: Each state and federally funded campus must have a dedicated Disability Resources unit that works with students with disabilities to facilitate access and coordinate accommodations. Time for Questions/Comments Charting the Cs logo with black and blue text Contact Email: michelle.ziebarth@stcloudstate.edu Phone: 320 - 308 - 4080 Linked In: Michelle Ziebarth St. Cloud State University