►
From YouTube: School Counseling Discussion Group - March 7, 2023
Description
___
© 2023 Byram Hills Central School District
Media & Communication Center
Stay connected:
https://www.instagram.com/byramhills
https://www.facebook.com/byramhillscsd
https://www.twitter.com/byramhillscsd
https://www.BobcatTV.org
https://www.Byramhills.org
A
Good
morning
to
everyone,
I'm
Christina,
Wilson
I'm,
the
chair
of
the
fiscal
counseling
department
here
at
Byram
health
and
for
our
guidance
discussion
group
today
we're
doing
something
a
little
bit
different
and
I'll
talk
to
you
about
that
in
a
minute.
But
what
I
did
want
to
mention
is
that
today
is
being
recorded
and
it
will
be
sent
out
to
you
at
you
know.
A
Towards
the
end
of
the
week,
we
will
have
a
copy
of
the
slides
available,
so
you
don't
have
to
take
copious
notes
as
you're
going
along,
and
we
also
our
presenter
has
graciously
offered
to
send
along
some
resources
for
you
as
well.
So
all
of
that
will
be
sent
with
the
video
later
this
week.
So
we
hope
that
you
can
really
just
take
some
time
and
listen
to
the
presentation
today
and-
and
you
know,
really
get
the
essence
and
the
the
substance
of
what's
going
on
and
what
we're
presenting
today
to
you.
A
So
I
just
wanted
to
start
by
also
saying
that
we
are
going
to
do
question
and
answer
at
the
end
so
feel
free
to
write
your
questions
in
the
chat
function
that
we
have
here
and
we
will
go
through
those
and
answer
all
those
questions
at
the
end.
A
So
to
start
Gary
McCarthy
approached
me
and
said
you
know:
I
think
this
would
be
a
great
opportunity
for
us
to
do
a
presentation
about
the
college
process
for
students
who
learn
differently,
and
we
know
that
that
college.
The
whole
idea
of
college
can
be
a
daunting
task.
It
can
be
somewhat
intimidating,
and
this
is
especially
true
for
our
students
who
learn
differently,
and
by
that
I
mean
it
could
be
a
learning
disability.
A
It
could
be
attention
deficit
disorder
on
someone
on
the
autism,
autism,
spectrum
disorder,
students
with
other
cognitive,
psychological
and
physical
disabilities.
So
when
I
know
that
Gary
has
studied
this
topic
and
has
actually
gone
to
a
number
of
different
programs
that
colleges
and
universities
to
see
for
himself
what
these
programs
are
like
like
and
who
would
be
a
best
fit
for
these
programs?
It's
something
he's
really
taken
on
he's
he's,
certainly
our
resident
expert
when
it
comes
to
this.
A
So
when
he
approached
me
and
said,
I
think
this
is
an
excellent
opportunity
for
us.
You
know,
I
couldn't
have
agreed
more,
so
I
would
like
to
turn
it
over
to
Gary
and
thank
him
for
putting
to
together
today's
presentation
and
he
will
introduce
to
you
fernbork
from
Landmark
College.
B
Thanks
Christina
good
morning,
everybody
I'm
very
happy.
It's
a
it's
a
it's
a
really,
it's
a
distinct
pleasure
and
honor
to
introduce
Fern
who
I
consider
a
friend
because
we've
talked
so
many
times
and
worked
together
so
much
over
the
years.
B
I
want
to
tell
you
a
little
bit
about
Burns
background
and
a
little
bit
how
she
helps
us
and
then,
of
course,
turn
it
over
to
her
to
to
give
her
presentation,
which
I'm
sure
is
going
to
be
very
informative
and
very
helpful.
Fern
is
an
assistant
director
of
admissions
and
training
coordinator
for
Landmark,
College
she's,
also
the
mom
of
Aaron,
a
Landmark
College
Alum,
who
has
ADHD
and
executive
function
challenges
while
Aaron
was
earning
his
associate
degree.
Fern
developed
a
deep
connection
to
the
college.
B
She
joined
the
admissions
team
in
2018,
inspired
by
Aaron
and
having
personal
experience
with
the
challenges.
Neurodivergent
students
face
Fern
created,
navigating
the
college
search
for
students
who
learned
differently
a
presentation
she
has
given
to
schools,
organizations
and
conferences
across
the
country.
I
want
to
speak
a
little
bit
personally
of
Bern
and
I
have
worked
together
over
the
years.
B
She
will
often
visit
Byram
Hills
to
talk
about
landmark
and
the
programs
that
Landmark
offers.
But
you
know
it's
really
gone
beyond
that,
and
Fern
has
always
been
like
a
consultant
like
a
partner
for
Byram
Hills
and
for
our
department.
I
could
think
of
several
times
where
I
had
to
call
Fern
or
talk
to
Fern
about
a
situation
where
I
was
looking,
maybe
for
a
perspective
or
some
more
ideas
on
how
to
support
a
student
who
learns
differently
and
and
Fern
has
always
been
there.
B
She's
a
wonderful
presence
to
us
and
I
really
appreciate
all
you
do
Fern
and
I'm
so
happy
that
you're
able
to
to
really
speak
to
us
this
morning
to
our
community,
because
I
think
it's
going
to
be
very
helpful.
So
without
taking
up
any
more
time.
Let
me
turn
it
over
to
Fern
and
thank
you
Fern
thanks
for
being
here.
C
Well,
thank
you
Gary.
That's
quite
the
introduction
and
I
just
want
you
to
know
I.
Consider
you
a
partner
too
and
I
think
that
as
we
partner,
we
can
do
the
most
for
your
students
and
that's
always
my
goal
so
I
want
to
thank
you
all
for
coming
and
joining
us
this
morning.
C
Gary
has
already
told
you
a
good
deal
about
me,
but
I'm,
going
to
tell
you
in
a
little
bit
more
I
joke
that
I
came
to
hire
ed
through
a
back
door
and
that
back
door's
name
is
Aaron.
Who
Gary
has
already
told
you
a
little
bit
about.
Aaron
is
now
30
years
old,
his
ADHD
and
his
executive
function
challenges
really
started
to
cause
him
some
difficulty.
When
he
got
to
high
school,
he
always
had
a
fairly
easy
time.
C
Taking
information
in
his
challenge
was
output
getting
homework
done
at
all,
let
alone
on
time
starting
initiating
a
piece
of
work
or
a
piece
of
writing
planning
a
long-term
assignment.
All
of
those
things
caused
him
great
difficulty,
as
the
homework
demands
increased
in
high
school,
so
I
did
what
many
parents
do
who
want
to
support
their
their
kids.
I
became
involved
in
Aaron's
education,
looking
back
at
it
with
what
I
know
today.
C
I
also
know
that
I
became
over
involved
in
Erin's
education
and
what
that
meant
in
our
house
was
that
Aaron
would
come
home
from
school
at
the
end
of
the
day.
I
would
give
him
a
break
and
then
I
would
stand
over
him
trying
to
make
sure
the
homework
got
done
and
I
did
that
day
after
day
night
after
night,
you
can
imagine
how
popular
a
parent
that
baby,
not
so
much,
but
it
wasn't
until
Aaron-
was
a
junior
early
that
winter
I
had
this
horrific
moment
in
which
I
realized
what
I
had
done.
C
C
I
dragged
him
and
that's
an
accurate
word
to
an
open
house
at
Landmark
College,
where
we
sat
in
an
auditorium
filled
with
parents
who
I
could
see
in
their
eyes
the
same
hopes
and
fears
that
I
had
for
Aaron
I
knew
very
quickly.
We
were
in
exactly
the
right
place
and
because
your
parents,
you
will
know
that
Aaron
equally
as
quickly
said,
no
way
Mom.
C
You
know
he
was
not
interested
in
this
as
an
option,
but
through
a
series
of
compromises
in
which
he
attended
landmarks
summer
high
school
program
Aaron
arrived
at
the
decision
on
his
own
to
attend
landmark.
C
C
Now
you
could
say
that
that's
important
for
every
student,
when
they're
looking
at
colleges
and
you'd
be
right,
but
in
the
case
of
students
who
learned
differently,
it
is
often
the
difference
between
successfully
earning
the
degree
they're
pursuing
or
instead
concluding
that
they
simply
aren't
cut
out
for
college,
when
the
truth
is
that
they
aren't
cut
out
for
the
particular
College
they're
attending.
C
That
will
help
you
approach
this
college
Journey
with
your
student,
certain
that
you
can
make
effective
choices
so
with
that
I
am
going
to
share
my
screen.
What
we
will
be
talking
about
is
navigating
the
college
search
for
students
who
learn
differently.
Albert
Einstein
said
everybody
is
a
genius,
but
if
you
judge
a
fish
by
its
ability
to
climb
a
tree,
it
will
live
its
whole
life,
believing
that
it
is
stupid,
and
so
it
is
with
our
neurodivergent
young
people.
C
C
Yes,
they
also
present
very
real
challenges,
but
in
the
right
setting
with
the
right
support,
they
can
enable
students
to
flourish
and
contribute
in
ways
that
traditional
Learners
may
not.
Of
course,
the
keywords
here
are
right.
Setting
right
support,
so
I
want
to
share
some
of
the
numbers
with
you,
because
they
paint
a
compelling
picture
in
high
school
94
of
students
who
have
a
learning.
Difference
are
receiving
some
kind
of
support,
and
yet
only
about
25
percent
go
on
to
utilize
the
resources
available
in
college.
C
It
might
surprise
you
to
learn
that
only
51
of
all
students-
that's
neurotypical
and
neurodivergent,
earn
a
post-secondary
degree
either
an
associate
or
bachelor's
degree,
and
the
numbers
are
less
Rosy
for
students
who
learn
differently.
38
of
students
with
a
learning
disability,
and
only
about
35
percent
of
students
who
have
autism
or
ADHD,
earn
that
degree
again.
There
are
many
reasons
for
this
and
I
don't
want
to
oversimplify
ing,
but
what
we
do
know
is
that
students
who
disclose
early
and
start
receiving
accommodations
right
from
the
outset
have
higher
rates
of
success.
C
C
I
want
to
talk
a
little
bit
about
what
support
looks
like
in
college,
because
it's
one
of
the
many
things
that
are
different
as
your
student
moves
out
of
high
school
I.
Think
of
it
in
terms
of
there
being
four
different
levels
of
support,
All,
4,
300
or
so
institutions
of
higher
ed
in
this
country
are
required
by
the
Ada,
the
Americans,
with
Disabilities
Act,
to
provide
accommodations
for
students
with
disabilities.
C
They
will
offer
accommodations
that
the
law
doesn't
tell
them
which
accommodations
they
need
to
offer.
So
some
are
very
common
like
extra
time
for
test
taking
a
reduced
distraction
environment
for
test
taking,
but
they
vary.
So
it's
up
to
you
and
your
student
to
make
sure
that
the
accommodations
you
are
looking
for
are
something
that
a
particular
college
offers.
C
Another
category
of
institution
is
primarily
focused
on
compliance,
but,
in
addition
offers
some
kinds
of
skill.
Building
Services,
such
as
study
skills,
coaching
there
tend
to
be
more
staff
in
Disability
Services,
and
the
skills
that
they're
focusing
on
will
help
students
succeed
at
a
higher
rate
in
both
of
these
categories.
All
accommodations
and
support
services
are
free
and
it's
incredibly
important
that
students
self-advocate,
because
in
college
and
in
these
institutions
in
particular
it's
the
only
way
that
they
are
going
to
get
the
accommodations
they're.
C
Looking
for
more
and
more
traditional
colleges
and
universities
in
this
country
offer
another
kind
of
support,
structured
programs
that
are
much
more
comprehensive,
have
individualized
Services,
full-time
specialized
staff.
C
These
programs
are
fee
based
and
some
of
them
even
operate
on
a
fee-for-service
kind
of
structure.
So
you
need
to
account
for
that
when
you're,
looking
at
these
kinds
of
programs,
less
student
advocacy
is
required,
it's
more
built
in
part
of
these
kinds
of
programs
and
then
finally,
there's
this
incredibly
small
group.
These
are
colleges
that
are
devoted
exclusively
to
students
who
learn
differently
and
small
means
too.
In
this
particular
instance,
Landmark
College,
where
I'm
from
and
Beacon
college
in
Florida,
are
both
devoted
exclusively
to
neurodivergent
students.
C
All
services
are
included
in
the
tuition
and,
while
I'm
often
told
by
other
students
or
their
families.
Well,
we
don't
need
that
kind
of
support.
I
would
ask
you
to
think
about
it
in
a
different
way.
These
are
colleges
that
can
help
better
prepare.
Your
student
help
them
lay
the
foundation
for
success
in
a
traditional
institution,
so
you
can
use
them
as
spring
boots.
C
The
legal
landscape
is
another
thing
that
changes
dramatically
and
it's
an
area
around
which
there's
actually
a
lot
of
misunderstanding
K
to
12.
It's
the
idea,
the
individuals
with
disabilities
Education
Act
that
defines
and
protects
students,
rights
post-secondary.
The
idea
gives
way
to
the
Americas
with
Disabilities
Act.
C
The
idea
makes
high
schools
and
lower
level
schools
too
responsible
for
Student
Success,
which
is
why
K-12
schools
Take
the
Lead
they
identify
students
who
are
in
need
of
these
supports
they
evaluate
them
and
form
plans.
Based
on
the
results
of
these
evaluations,
colleges
are
responsible
only
for
providing
access
to
students
who
meet
all
the
admissions
requirements,
disability
or
not
so
in
post-secondary,
the
student
takes
the
lead.
They
must
go
to
Disability
Services
disclose,
provide
whatever
documentation
a
particular
institution
requires,
and
that
too
varies
from
college
to
college.
C
In
this
setting,
students
must
be
able
to
self-advocate.
They
must
understand
their
learning
difference
and
be
able
to
articulate
it.
They
must
be
able
to
tell
Disability
Services
what
accommodations
they're
looking
for
what
their
strengths
and
their
challenges
are,
and
so
these
are
important
conversations
to
have.
While
your
student
is
still
in
high
school,
I
recommend
sharing
their
testing
with
them.
I
recommend
letting
them
research
their
diagnosis,
so
that
they
will
have
the
confidence
they
need
when
they
are
sitting
in
disability
services
advocating
on
their
own.
C
If
your
student
has
been
getting
course,
modifications
or
homework
modifications
because
of
their
IEP
know
that
those
are
never
considered
appropriate,
accommodations
in
college.
The
closest
you
will
come
to
that
is
that
some
colleges
will
offer
a
substitution
for,
let's
say,
a
language
requirement
or
allow
students
to
take
American,
Sign
Language,
but
all
students
have
the
same
course
requirements
and
homework
when
they
get
to
college.
C
One
of
the
biggest
changing
is
around
parental
involvement.
So,
while
that's
encouraged
K-12
post-secondary
in
college,
you
will
need
to
let
your
student
take
the
driver's
seat
and
you
become
the
passenger.
So
that
is
a
really
big
change
for
both
parents
and
students
alike,
and
it
is
no
easier
on
the
parent.
In
my
experience
than
it
is
understood,.
C
C
I
always
encourage
students
to
begin
the
college
search
process
as
an
inner
Journey
asking
themselves
the
really
important
questions
who
am
I?
What
do
I
want
for
my
college
experience,
what
type
of
learner
am
I?
What
kind
of
setting
and
what
kind
of
environment
do
I
learn
best?
What
are
my
strengths?
What
are
my
weaknesses?
C
Consult
the
students
IEP
or
504
is
the
student
using
everything
that
is
specified
that
isn't
always
the
case,
but
student
teachers
counselors
parents
should
come
together
and
out
of
the
inner
journey
and
out
of
the
plans
and
the
advice
of
the
professionals
at
your
school
come
come
to
the
definitive
list
of
what
you're
looking
for
and
then
at
school.
Your
student
will
begin
to
start
the
list
of
schools
they're
going
to
explore.
C
C
Explore
those
websites
look
at
both
disability
services
and
universally
available
Services,
because
students
use
a
combination,
consult
the
k,
w
guide
to
colleges
for
students
with
learning
differences.
It
is
an
exhaustive
manual
can
be
a
little
overwhelming,
but
the
appendix
sorts
schools,
according
to
their
level
of
support,
so
that
again
can
help
you
narrow
your
list
get
in
touch
with
Admissions
and
disability
services
at
various
colleges,
don't
be
afraid
to
email,
don't
be
afraid
to
call
determine
where
Disability
Services
is
located
at
a
particular
college.
C
C
C
They
also
are
likely
to
underestimate
just
how
important
the
accommodations
are
to
their
success
in
college.
It
isn't
just
the
academic
rigor
that
increases
the
need
for
solid
executive
function.
Skills
increases
exponentially
High
School
is
very
structured.
Students
know
where
they
need
to
be
every
period
of
every
day
in
college.
If
they're,
taking
four
or
five
classes,
they
will
look
at
their
schedules.
Those
classes
might
be
three
times
a
week.
C
They
will
see
what
looks
like
lots
of
free
time,
but
it's
a
balancing
act
and
one
that
they
don't
have
much
experience
with
by
and
large,
balancing
study
classes,
support
with
Recreation
and
the
social
part
of
college,
which
are
also
an
important
part
of
the
experience.
So
it
would
be
the
wrong
time
to
let
go
of
the
accommodations
they
become
accustomed
to
in
terms
of
when
you
disclose
I
can
say
unequivocally
that
it
needs
to
be
done
early
enough,
so
that
students
have
their
accommodations
in
place
right
from
the
start
of
their
very
first
semester.
C
My
recommendation-
and
it's
again
it's
very
personal-
is
that
you
disclose
early
during
application,
because
I
think
it
gives
you
the
best
opportunity
to
evaluate
a
College's
services,
but
not
just
their
services.
The
attitudes
of
the
college,
how
easy
or
hard
it
is
to
get
an
appointment
with
disability
services
in
and
of
itself
tells
you
a
great
deal.
C
While
it's
against
the
law,
I
can't
say
that
it
never
happens,
but
again,
my
personal
feeling
is
that
if
a
college
was
to
deny
addition
to
an
otherwise
qualified
candidate
solely
on
the
basis
of
their
learning,
difference
that
would
not
be
a
college.
I
would
feel
I
could
trust
anyway,
to
support
my
student
in
the
way
that
would
best
ensure
success.
C
Accommodations
are
not
a
one-and-done
thing
in
college.
It's
an
ongoing
process.
Every
semester.
Your
student
will
need
to
request
accommodations
from
disability
services
and
inform
all
of
their
instructors
at
some
colleges.
The
process
is
more
cumbersome
than
at
others,
but
it
will
happen
every
single
semester.
C
In
addition,
students
should
have
regular
meetings
to
discuss
the
effectiveness
of
their
accommodations
with
the
appropriate
person
at
the
college,
and
they
should
consistently
monitor
the
extent
to
which
their
accommodations
are
providing
access
if
their
access.
To
course,
content
is
diminished.
At
any
point,
it's
the
time
to
go
back
to
self-advocating.
C
C
C
C
The
ability
to
make
and
maintain
friendships
to
communicate
effectively
with
peers
and
instructions
will
be
useful
in
college,
but
really
useful
after
college
as
well,
and
they
really
affect
the
happiness
of
a
student
during
college
which
often
affects
their
academic
performance.
C
Ask
lots
of
questions
is
Assistance
one-to-one
or
in
a
group
who
does
the
advising
for
students
of
learning
differences?
Can
students
Take,
A
reduced
course
load?
This
can
be
extremely
helpful
for
a
student
who
struggles
with
executive
function,
at
least
in
the
beginning.
Is
the
college
test
optional?
C
C
C
It's
important
to
consider
for
every
student.
Whether
college
is
the
best
next
step.
It
isn't
always
if
it
is
not,
in
your
opinion,
the
best
step
for
your
student
book
at
transition
programs,
in
addition
to
providing
an
academic
element,
because
many
of
these
programs
pair
with
nearby
colleges,
universities
or
Tech
institutes,
they
offer
more
services
outside
the
classroom.
C
Some
students
may
be
ready
to
do
a
gap
here
that
can
be
extremely
beneficial
and
colleges
look
very
favorably
on
Gap
years
that
provide
strong
opportunities
for
growth.
We
know
that
students
who
come
to
us
after
these
programs
are
more
ready,
more
mature
and
very
self-motivated.
They
are
essentially
ready
to
take
on
the
challenges
of
college.
C
The
one
thing,
I
would
say
is
make
sure
you
go
through
the
college
application
process,
while
your
student
is
a
senior
because
everything
in
the
system
best
supports
that
and
make
sure
then
that
the
colleges
you're
looking
at
will
allow
your
student
to
defer
I
want
to
do
a
really
short
piece
of
Landmark
College.
So
I
can
tell
you
a
little
bit
about
what
that
kind
of
support
really
looks
like
our
students,
all
of
whom
learn
differently.
They
have
diagnoses
such
as
ADHD
executive
function,
challenges.
They
may
have
specific
learning
disabilities
such
as
dyslexia.
C
We
are
also,
in
addition
to
be
known
to
be
known
for
support.
We
are
also
known
as
a
really
fine
Educational
Institute
for
a
for
the
fourth
consecutive
year,
Landmark
has
been
named
a
best
college
by
U.S
news
and
World
Report
in
two
categories:
best
undergrad
through
a
teaching
and
most
Innovative
colleges.
C
Some
fast
facts
were
located
on
125
self-contained
acres
in
Cotton,
Vermont
were
intentionally
very
small
450
students
from
38
States
12
different
countries
per
student
to
faculty
ratio
is
extraordinary
six
to
one.
But
what
that
means
for
your
students
is
the
class
size
is
8
to
12
students.
There's
never
a
lecture
class
classrooms
are
Dynamic
settings
where
students
are
interacting
with
one
another
interacting
with
their
instructors.
C
We
offer
11
associate
and
bachelor's
degrees.
A
range
of
concentrations,
40
of
our
students,
are
transfer
students
and
that's
I,
think
a
sadder
part
of
the
story.
They
have
been
to
one
two
and
sometimes
three
other
colleges
and
come
to
the
landmark
in
search
of
a
better
college
experience
those
failures
they
take
on
in
a
very
personal
way.
So
when
we
get
these
students,
many
of
them,
we
have
a
lot
of
work
to
do
with
to
rebuild
their
self-confidence.
C
But
the
good
news
is
of
the
students
who
come
to
us
and
stay
through
an
associate
degree.
We
have
moved
the
needle
very
far
behind
beyond
the
national
average
65
of
our
associate
degree,
students
go
on
to
receive
a
bachelor's
degree,
either
with
us
or
at
another
College,
either
way.
I
think
that's
a
real
success.
C
Support
is
fully
integrated,
comprehensive.
There
are
no
additional
fees,
it
all
begins
for
us
with
a
student's
advisor
who
they
meet
every
week
with
that
advisor
is
monitoring
their
academic
performance,
but
also
how
they're
doing
in
every
aspect
of
college
they
can
point
them
towards
other
forms
of
support.
C
Our
academic
support
center
is
unique
in
that
it's
faculty
run,
so
students
are
receiving
one-to-one
services
from
either
faculty
or
trained
learning
specialists.
There
is
executive
function,
coaching
there,
content
support
and
some
students
go
for
help,
focusing
or
initiating
a
piece
of
homework
or
writing.
C
Counselors
are
available
to
all
of
our
students.
Strong
residential
supports
are
in
place.
There
is
a
really
robust
program
of
social,
pragmatic
support
for
students
with
autism
and
our
Career.
Connections
team
provides
work,
experience
and
meaningful
internships
for
our
students.
Internships
are
required
for
all
of
our
bachelor's
degree.
Students
and
Career
Connections
has
worked
with
employers
throughout
the
world.
C
We
have
codified
agreements
with
employers
such
as
JPMorgan
Chase,
Ernst,
young
Dell,
Hasbro
companies
that
come
to
Landmark
looking
to
learn
how
to
create
a
workplace
that
is
welcoming
to
and
productive
for
a
neurodiverse
town
pool
that
they're
actively
seeking
by
the
way,
and
also
to
offer
our
students,
internships,
which
often
lead
to
after
college
employment
as
well
I'm
just
going
to
go
through
a
few
of
the
of
what
I
think
are
the
highlights
of
landmark.
C
Here
we
offer
students,
many
ways
to
engage,
and
some
of
them
are
very
short
term,
because
we
want
to
help
students
meet
their
own
individual
objectives
and,
in
many
cases
that's
preparing
them
for
a
traditional
learning
environment.
We
have
programs
for
high
school
students
summer
high
school
program.
Three
weeks
on
campus
in
July,
we
have
a
career,
a
college
readiness
summer
program
for
students
who
have
just
graduated
from
high
school
and
are
heading
to
a
traditional
College
in
the
fall.
C
We
also
have
short-term
programs
for
undergraduates
bridge
experiences
of
one
or
two
semesters
Tac,
which
is
transition
to
college.
A
one-year
track
that
is
designed
to
help
students
work,
particularly
on
Executive
function
and
even
our
associate
degrees
are
a
design
for
many
students
to
help
them
earn
their
gen
Ed
requirements
in
a
place
that
will
support
them
and
help
build
the
skills
necessary
for
for
a
successful
transfer.
C
The
community
at
Landmark
is
one
of
maybe
the
most
unique
things
at
Landmark.
When
you
get
a
campus
of
all
students
who
learn
differently,
you
have
a
campus
of
students
who
get
it.
So,
even
when
one
student's
diagnosis
is
incredibly
different
than
another's,
they
get
it
in
a
way
they
get
it
at
a
very
deep
level,
which
is
why,
by
the
way,
so
many
friendships
that
have
begun
at
Landmark
become
lifelong
friendships.
C
C
We
celebrate
neuro
diversity
as
a
strength.
We
know
that
our
students
are
incredibly
gifted,
so
what
we
are
doing
is
helping
them
learn
to
leverage
their
gifts
to
meet
the
challenges
that
they're
learning
differences
will
present
throughout
their
lives,
helping
them
reach
their
potential,
which
is
what
we
as
a
society,
need.
Their
unique
way
of
booking
at
the
world
will
be
responsible
for
incredible
innovation
and
for
solving
decades-old
problems
that
have
persisted.
C
So
we
want
to
make
sure
that
all
neurodivergent
individuals
realize
their
full
potential
and
their
dreams
the
same
time
that
Landmark
offers
all
the
support.
It
is
also
in
terms
of
student
life,
very
traditional
Sports
speaker
series
events,
trips
off
campus
study
abroad,
which
is
taught
by
our
own
faculty,
led
by
our
own
staff,
three-week
trips
to
places
like
Botswana,
the
UK
New
Zealand,
Alaska
Japan.
C
So
all
the
rich
opportunities
at
college
affords
students
is
also
available
right
now,
so
I
am
going
to
stop
sharing
my
screen
right
now.
A
So
we
do
have
a
few
questions
here
and
somebody
wrote
here:
should
students
be
meeting
with
disability
services
as
part
of
the
application
process,
or
is
this
something
they
can
only
do
after?
They
are
accepted?
I
know
you
touched
on
it,
but
maybe
collaborating
on
that
a
little
bit
for
our
parents.
C
You
can,
as
you
can
request
to
me
with
disability
services
at
any
point,
so
I
recommend
doing
it
during
the
application
process.
C
Again,
that
is
that's
a
personal
choice,
but
you
can
definitely
do
it
during
the
application
process
admissions.
You
know
we'll
be
able
to
tell
you
something
about
their
disability
services,
but
I
would
go
directly
to
the
team
that
is
going
to
be
responsible
for
them
and
begin
the
relationship,
because
relationships
will
be
important
to
the
students
as
they
select
their
college
and
as
they
choose
the
colleges
that
they
want
to
attend.
A
Yeah
I
would
say:
I
and
Gary
might
even
be
able
to
jump
in
here.
Sometimes
we
work
with
students
on
a
case-by-case
basis.
You
know
we
take
a
look
at
each
college
that
they're
applying
to
and
develop
a
plan
for
that
particular
college,
so
it
doesn't
have
to
be
an
all
or
nothing
either
full
disclosure
or
or
not.
We
can
kind
of
go
Case
by
case
with
each
college
that
a
student
applies
to.
B
Okay,
I
just
think
that
the
I
think
today
we
addressed
an
important
aspect
of
this,
which
is
the
fear
of
disclosing
and
I.
Think
sometimes
that
France
ferns
point
that
the
fear
sometimes
can
keep
students
in
parents
from
really
beginning
to
understand
what
the
school
offers
earlier
is
an
important
point
and
it's
an
important
takeaway.
A
Can
you
talk
about
some
of
the
specific
benefit
of
a
transition
program?
I
know
you
mentioned
that,
as
maybe
an
option
for
a
family
who's
not
quite
ready
to
have
their
child,
go
right
off
to
college.
C
I
think
the
benefit
s
of
a
transition
program
have
to
do
with
the
kinds
of
services
they
offer
outside
of
of
the
academic
components
that
they
offer
your
students,
so
financial
management,
Independent,
Living
skills,
sometimes
occupational
Therapies,
all
of
those
kinds-
counseling
often
is
a
part
of
it,
but
the
services
that
they
offer
are
designed
for
students
who
may,
for
instance,
not
be
managing
their
medications.
Yet
if
they
take
medications,
you
know
even
at
Landmark,
where
we
are
working
with
a
particular
population.
Students
are
responsible
for
managing
their
own
medications.
C
Much
of
this
can
happen,
while
the
student
is
in
high
school.
The
transition
from
the
parent
doing
a
lot
of
those
tasks
to
the
student,
but
it
often
takes
a
long
run
with
it,
and
sometimes
things
aren't
fully
in
place
when
it
comes
time
to
be
exploring
next
steps
during
that
senior
year
in
particular.
So
those
are
the
kinds
of
skills
that
that
transition
programs
will
offer,
and
they
are
exactly
they
are
exactly
that
they're
a
transition.
They
are
a
bridge
in
which
your
student
can
further
prepare
for
their
next
step.
A
C
We
are
looking
for
a
student
that
will
will
succeed
in
our
environment.
So,
first
and
foremost
is
the
student
ready
for
a
really
traditional,
rigorous
liberal
arts
curriculum.
So
a
student
who
has
been
on
a
college
prep
track
in
high
school.
That's
not
going
to
be
a
challenge
for
a
student
who
may
have
had
modifications
in
high
school.
That's
a
student
that
would
probably
need
a
transition
step.
C
We
also
look
at
Independent
Living
skills.
Is
the
student
ready
to
be
independent
on
a
college
campus?
Can
they
do
things
like
laundry?
Those
skills
don't
have
to
be
perfect.
All
of
those
develop
while
a
student
is
in
college,
but
those
are
the
two
primary
areas
we're
looking
at
and
we
make
the
admission
process
itself
a
very
holistic
process.
So
it's
we're
on
the
Common
App.
We
look
at
some
of
the
same
things.
We
ask
that
you
send
a
transcript.
We
ask
for
teachers.
Referrals
test
scores
are
optional,
a
personal
statement.
C
We
request.
We
do
an
interview
with
every
single
student
to
enable
us
to
look
most
accurately
as
students
who
may
not
perform
as
well
in
high
school
for
a
number
of
reasons.
What
we
do
need
is
a
recent
neuropsych
evaluation
so
that
we
can
see
in
that
way
what
we
think
a
student's
Readiness
is,
and
even
there
there
aren't
black
and
white
markers.
This
is
a
yes,
and
this
is
a
no.
C
A
C
It
doesn't
necessarily
mean
that
what
it
does
mean
is
that
the
IEP
or
the
504,
that
you
present
to
a
college
as
documentation
by
the
way
it
won't
take
the
place
of
the
neuropsych
generally.
But
if
you
offer
that
as
documentation,
it
demonstrates
what
your
student
has
been
receiving,
but
every
institution
makes
their
own
determination
on
the
basis
of
the
all
of
the
documentation
you
present
on
what
a
student
will
be
eligible
for,
so
the
college
alone
makes
that
determination.
C
Chances
are
if
your
student
has
received
time
and
a
half,
that's
a
pretty
simple
one
in
college
chances
are.
The
college
is
going
to
grant
that
as
well,
but
there
are
others
that
won't
necessarily
be
granted.
So
it
is
a
case
by
case
determination
in
which
the
college
works
with
the
student
to
determine
eligibility
overall
and
eligibility
for
which
specific
accommodations.
A
C
I
think
it's
a
good
reason
to
disclose
earlier,
but
as
you,
but
every
college
is
going
to
be
different,
so
some
colleges
may
not
be
prepared
to
have
that
conversation.
I
only
know
what
we
do,
which
is
very,
very
different
circumstances.
So
I
think
you
got
to
do
exactly
what
you
said.
Christina
look
at
it
on
a
Case
by
case
basis,
but
I
do
think
to
have
those
conversations
as
soon
as
possible
is
a
real
benefit
right
to
the.
A
Student
definitely
and
then
you
speak
of
applying
to
colleges
even
when
considering
a
gap
year.
How
does
that
work
and
does
a
student
get
accepted
before
the
Gap
year.
C
You
want
to
get
your
acceptance
in
place
before
the
Gap
year
and
there's
a
good
reason
for
it.
The
whole
power,
the
process
of
applying
to
colleges
takes
a
lot
of
support
from
your
high
school
and
everything
is
geared
up
for
the
high
school
to
be
working
with
their
seniors
on
applications
and
referrals
and
all
the
tasks
that
they
have
to
perform
for
each
and
every
student,
whose
chances
are
are
applying
to
many
colleges.
So
because
the
system
is
set
up
to
work
with
seniors.
C
That's
why
it's
best
to
do
the
application
process,
while
you're
a
senior.
Even
if
you
plan
to
defer
the
only
trick
here,
is
working
with
your
colleges
at
the
same
time
to
make
sure
that
they're
a
college
that
would
will
allow
you
to
defer-
and
they
may
have
some
rules
and
regulations.
For
instance,
some
colleges
will
only
allow
you
to
earn
a
certain
number
of
very
limited
credits
during
your
Gap
year.
So
you
want
to
be
aware
of
those
during
the
application
process.
So
work
with
your
college
and
your
high
school
simultaneously
right.
A
We
we
work
with
students
quite
often
who
have
the
idea
of
taking
a
gap
year,
and
we
talk
about
that
and
and
that
it
is
best
to
go
ahead
and
go
through
the
whole
college
process,
get
accepted
to
colleges
and
then
decide
what
they
want
to
do
and
then
work
it
out
with
the
college
whether
or
not
they
can
defer
that.
So
this
would
be
the
same
for
a
student.
A
C
A
And
somebody
actually
wrote
in
that
their
daughter
needed
an
update,
updated
neuropsych
in
by
junior
year
in
high
school
and
she's,
now
a
junior
in
college
so
kind
of
giving
us
their
example
of
that
we
appreciate
that
I.
You
know
this
was
so
informative
and
you
know
Gary
I,
don't
know
if
you
want
to
mention
anything
here,
but
you
know
you've
touched
on
so
many
elements
of
what
is
important
in
this
process,
but
I
think
I.
A
Think
the
general
gesture
takeaway
hopefully
for
families
is,
is
that
this
is
a
very
individual
process
and
as
parents
wanting
to
approach
this
in
a
way
I
think
you
said
it
at
the
beginning,
the
right
setting
the
right
support,
and
that
really
is
what
this
comes
down
to.
A
Is
that,
if,
if
you
take
the
time
and
find
the
right
setting
for
your
child,
given
their
individual
needs,
they
are
going
to
get
the
right
support
from
the
very
beginning,
which
you
know
your
your
statistics
were
staggering
on
how
important
that
is
to
get
that
right
from
the
very
beginning,
and
that's
I,
think
that
was
really
the
impetus
behind
you
know
behind
this
meeting
today
and
making
sure
that
parents
really
understand
that
point.
C
Exactly
I
couldn't
have
said
it
better
Christina
one
other
thing
I
do
want
to
add
is
that
I
am
available
to
meet
with
any
of
you
one
to
one
whether
you
want
to
talk
about
your
college
search
for
your
student
in
a
general
way,
whether
you
want
more
information
about
landmark
in
specific
either
way.
C
I
always
feel
like
this
is
something
I
do
to
pay
it
forward.
I
had
a
great
experience
with
Aaron
I
feel
like
the
things
I
learned.
I
want
to
be
able
to
share
with
others.
So,
please
you
will,
after
I,
send
everything
to
the
school
have
resources.
My
contact
information,
the
slides,
please
reach
out
anytime
I,
will
always
be
available
to
to
speak
with
me.
B
Son,
thank
you
so
much
you
shared
such.
B
Information
as
always
and
I
think
one
of
the
takeaways
for
me
is
kind
of
a
reminder
that
it's
so
important
to
take
an
active
approach
to
this
process.
There's
there's
so
much
to
be
learned,
there's
so
many
things,
so
many
interactions
that
can
occur,
there's
so
much
students
and
parents
can
do
and
counselors
so
I
I
just
want
to
thank
you
for
that,
because
I
think
it's
a
good
and
healthy
reminder
about
not
being
frightened
off,
but
really
taking
taking
this
process
head
on,
regardless
of
whatever
the
challenges
are.
A
Inviting
me
thank
you
Fern
and
for
your
extremely
generous
offer
to
all
of
our
our
families
to
be
available
as
a
resource
and
as
a
reminder
to
everyone
who
may
have
joined
late.
I
will
be
sending
this
video
out,
along
with
Fern's,
slides
and
resources
and
her
contact
information.
So
thank
you
so
much
for
joining
us
today
and
a
huge
thank
you
to
Fern
for
her
time
and
her
expertise.