2. Why SAR ? (Support for ACCOMMODATIONS Request) Needed Bridge from High school to Higher Education for students with IEPs. Enhanced communication/ consistent process Collaborative Solutions

3. Context for Developing SAR The environment Non-categorical, k-12 Categorical/designation—Higher Education Differing criteria Lack of consistency between disability services providers of higher education

4. UNDERSTANDING DIFFERENCES Entitled Individual – Secondary Individuals birth-21 who are determined through an individualized evaluation conducted by a team, including the parent, to be eligible and in need of specially designed instruction.

5. UNDERSTANDING DIFFERENCES Eligible Individual – Higher Education The disability must have a demonstrated impact on the individual’s ability to perform academically. The individual must be otherwise qualified for the program meeting, including meeting university admission requirements.

6. UNDERSTANDING DIFFERENCES Who makes the decision? High School Individuals are determined entitled by the IEP team based upon a preponderance of data from multiple sources. Higher Education Individuals are determined eligible by the service provider using documentation provided by outside sources.

7. UNDERSTANDING DIFFERENCES Who must “prove” disability? Secondary School are required to identify students who need assistance. Laws govern how to document the need. Higher Education Individuals are required to self-identify and show “proof” of their disability. Laws do NOT provide guidance for documenting a disability.

8. Elements in the Form  Eligibility/Diagnostic Statement  Formal Diagnosis/Date (when available)  Basis for Determination  Current Functional Impact  Response to Instructional Intervention  Progression/Stability of the disability

9. Elements in the Form  History of Accommodations 9 th -12 th Grade  Suggested Accommodations  Signature Name, Title, Organization, Telephone  Authorization for Release of Information  Student Statement of Goals 3-5 sentences describing hopes to accomplish

10. Benefits for All Comprehensive Dates—eligibility, assessment, intervention Basis for determination History—intervention, accommodations Current functional impact Student Involvement/Insight

11. Benefits For the Student Relevant Summarizes relevant information Provides perspective on what has worked Student articulation/advocacy Manageable/Portable

12. Benefits for Higher Education Relevant Summarizes relevant information Provides perspective on what has worked Student articulation/advocacy Manageable/Portable

13. Benefits for Secondary Relevant Summarizes relevant information Provides perspective on what has worked Student articulation/advocacy Manageable/Portable

14. Benefits Consistent Within agency Across agency Multi-agency Alignment of expectations Not consensus but uniformity