In our effort to highlight exemplary transition practices, we sat down with Rhea Voelkle, a 504 Specialist at South Lake Carroll ISD, to discuss her team’s approach to preparing students with disabilities for college.
“We help provide opportunities for our students to act out real-life situations to build confidence and skills in a safe space,” explains Voelkle. Before 504 meetings, specialists meet individually with students to review accommodations and identify any barriers they’re experiencing in accessing support.
These preparatory sessions allow students to practice articulating their needs and concerns. During annual 504 meetings, students are encouraged to actively participate by sharing their thoughts and suggesting additional supports that might benefit them.
“By empowering students with knowledge about their 504 plan, we can help provide ways for them to reach out for resources at their school campus,” Voelkle notes.
Carroll ISD implements what Voelkle describes as a “multi-tiered approach” to collaboration with students and families. Each annual 504 meeting includes discussion of upcoming transitions, with specialists helping families plan ahead for testing accommodations, dual credit options, and researching disability support services at potential colleges.
The process becomes more intensive during senior year, when specialists meet individually with each student in the spring to review their current accommodations and provide hands-on assistance with accessing college disability services.
“We show them how to access the Office of Accessibility services at their college of choice,” says Voelkle. “We help them navigate through the college’s website and explain what types of documentation are required.”
Following these meetings, specialists send comprehensive emails to both parents and students outlining the steps to access accommodations at the college level.
Understanding the differences between secondary and post-secondary accommodation processes is crucial for student success. Voelkle shares that during junior year 504 meetings, specialists provide comparison charts highlighting these differences and emphasizing the importance of self-advocacy at the college level.
By senior year, students attend personalized meetings where they receive specific guidance on contacting their college’s accessibility office and preparing required documentation.
“We point them in the right direction with the required documentation, then allow them to make the next steps as young adults,” explains Voelkle, acknowledging the importance of supporting student independence.
These senior meetings have proven especially successful. “We can sit down with each student and look up the specific website to start the accommodation application process,” says Voelkle. “By the time they graduate high school, they know what they need to do to request accommodations at a college level.”
Carroll ISD’s approach offers valuable insights into how exemplary secondary schools can better prepare students for the transition to college. Consider reaching out to your high schools to discuss implementing similar preparation strategies.
“We help provide opportunities for our students to act out real-life situations to build confidence and skills in a safe space.”