Planning for College from the Eighth Grade

three girls discussing

We get a lot of comments and questions about college counseling from our contact form on our website. Many are about my services, some are requests for help on specific topics, and some are just words of thanks or encouragement.

But sometimes we get questions that really impress me. Yesterday, a young man in the eighth grade wrote asking very intelligent, well-crafted questions regarding his future plans. He was open and self-aware and displayed a maturity that sometimes is missing in students much older.

With his permission, I am going to share his question with you, as well as my answer. I think this young man is well-poised to map his educational journey.

Question: How to plan for college in 8th grade

To whom it may concern,

My name is (name withheld) and I currently am in eighth grade. I have an interest in screenwriting and am beginning to look at some college options. I do have some learning disabilities like having Tourettes syndrome and being foreign language exempt. Would something like being foreign language exempt prevent me from being able to go to a college?

Thank you and I hope you have a nice day.

Response: How to plan for college in 8th grade

You’re doing your planning early…good for you! You are also seeing that all this college finding stuff is a puzzle. You’ll want to check the admissions requirements for each college carefully. You’ll want to check if they have learning services programs to support you with your learning differences—if you need support. And you’ll want to look at the screen writing programs, of course.

Keep in mind, however, that many, many great screenwriters never went to a “screen writing program” or majored in such a thing. See if you can uncover where some of your favorites went to college. What did they study? Theater? English? History? Biology? I have a friend who has written for many different TV shows in Hollywood. I think he majored in English. [Addendum: I confirmed with my friend that he majored in “American Civilization,” a combination of history and literature.]

So keep asking questions, find people who do what you want to do, and ask they how they got there. Send them emails—just like you sent me one. You’ll be surprised how willing people are to share.

Good luck!

And then, to my surprise, the young man wrote me back.

Thank you for all of the advice. This will help me significantly.

Thanks again for all the help, I will use your advice to help me in my educational ventures.

This young man has plenty of time to explore, to ask more excellent questions, and to learn more about what sorts of educational experiences (both in and outside the classroom) will help him to achieve his goals. I always like to point out, especially with younger students, that there are many paths toward a goal: you just have to pick the one that fits you best, without losing sight of the goal. A focused screenwriting program may be what he needs. Or he may fit better in a smaller college that focuses on building general writing skills–that has a course or two in screenwriting. Or one that helps create excellent internships in the creative arts.

And if he has particular concerns that need to be addressed, like his learning differences and the limitations those may impose, he can begin now to adjust his path without every giving up on his ultimate goal of becoming the next Oscar-winning screenwriter.

One other thing: I was blown away by this young man’s willingness to write a complete stranger for advice. And what impresses me, also impresses admissions officers. So parents, please encourage your students to do their own investigations and to ask their own questions. Resist the temptation to do the research for them. Instead, guide them, encourage them, and watch over them as they communicate with those who can help them figure out how to get where they want to go.

The lessons learned through the process are at least as important as the lessons learned in the classroom.

Mark Montgomery
College Consultant

Legal Considerations Part 1: Differences in the laws that govern K-12 schools and schools at the post-secondary level

legal consideration

One of the biggest issues facing students with learning challenges and their families is the difference in laws that govern schools that service K-12 versus schools at the post-secondary level. Information in this two-part series is designed to help you better understand the transition from the laws and procedures in the Individuals with Disabilities Education Act (IDEA) to the legal protections that apply to college students.

Until a student goes to college or until the semester he turns 21. He is protected by the Individuals with Disabilities Education Act or IDEA. Once a student enters college, however, the Rehabilitation Act of 1973, or Section 504, and the Americans with Disabilities Act (ADA) take over. The Individuals with Disabilities Act (IDEA) specifically requires that K-12 schools actively seek out students with learning challenges. And provide them with the services and the assistance they need to be successful in the classroom.

For example, Section 504 requires a school district to provide a free appropriate public education (FAPE) to each student with a disability in the district’s jurisdiction. Students are evaluated at no cost to families and Individual Education Plans, or IEPs, are formulated. As a result, students may receive tutoring and other academic services and aids during the school day as dictated by their IEP or intervention plan dictates. Transition services are also required by IDEA, and it is this plan that helps to ensure that students have taken the appropriate courses for college entrance. And received the necessary accommodations when completing college entrance exams, such as the ACT and SAT if they qualify.

Students with a disability leaving high school and entering post-secondary education will see differences in their rights and how they are addressed. Unlike high school, the college or university is not required to provide FAPE. Rather, it is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of your disability. In other words, focus shifts from academic success to academic access. Therefore, colleges are not required to seek out students with learning challenges and are not required to provide any diagnostic services. They are also only required to provide “reasonable accommodations.”

Students with learning disabilities or ADHD, however, may be entitled to reasonable academic services and aids based on the Rehabilitation Act of 1973, Section 504 and the Americans with Disabilities At (ADA). These laws mandate that all colleges and universities in the United States that receive any federal financing cannot discriminate in the recruitment, admission or treatment of students with disabilities. This law allows your student to request modifications, academic support, and auxiliary aids that allow him to participate in and benefit from all of the programs and activities that colleges offer.

Check back tomorrow for the second installment of this series. I’ll discuss what accommodations your student should expect to benefit from at the college level.

Heather Creech
Educational Consultant for Students with Learning Challenges

Gap Year Advice–A Presentation

gap year written by a black marker on a small stone

Last week I was invited by Denver Academy to give a presentation on GAP year programs. Denver Academy serves students who have a variety of learning differences. My aim with the presentation was to make two points:

1.  A Gap year is a productive time for young people. It is “stopping out” of school, not “dropping out.”

2.  A Gap year might seem like an expensive proposition, but when that cost is balanced against the fact that the average time to complete a Bachelors degree is 5 years, and that a GAP experience can arm a student with greater maturity and a stronger direction, parents may actually save money in the long run by funding a Gap year.

I’d be happy to answer questions about Gap experiences, and to make recommendations to you. In the meantime, feel free to take a look at the GAP year PowerPoint presentation that I delivered at Denver Academy.

Mark Montgomery
Educational Planner and Gap Year Fan