Getting to College (GTC) provides three core services. The first is a higher education consulting service to assist students in career exploration and admissions requirements for various post-secondary options. The second is a Pre-College Summer Program for students who want to learn about post-secondary options and how best to prepare, while the third service leverages targeted support to ensure students who are attending a post-secondary institution are as successful as possible.  

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Our initial conversation will focus on the goals of the student and how to best align those goals with continuing education options after high school graduation. Staff will assess and suggest which of the programs currently offered by Getting to College (GTC) would be the best fit for the student and recommend a pathway to achieve the student's goals.

If you're applying for the Pre-College Summer Program and are from outside the greater La Crosse region, you may have the option to stay at one of three local higher education campuses or private accommodations (such as a hotel or short-term rental). Housing availability will be assessed based on individual needs, and program staff will assist participants in exploring local options if there aren’t enough applicants to support on-campus housing during their program week. Please note that housing costs are not included in the program fee, so participants will be responsible for covering their own accommodations.

Getting to College (GTC) is a student-focused initiative on exploring, training, and being successful in a post-secondary education environment. There may be occasions when a student may not benefit from our services. Staff will refer the student to other alternatives that may be a better fit for that student’s goals.

Absolutely not! Getting to College (GTC) welcomes applicants from all locations. However, please note that all Pre-College Summer Camp staff will be based in La Crosse, Wisconsin, and field trips to post-secondary campuses will be within a 50-mile radius to minimize travel time and costs. Other services are flexible and can be provided either in person or virtually, regardless of location.

Getting to College (GTC) does not offer financial aid directly to students. However, GTC expects every student to leverage all possible funding sources from governmental, and non-governmental sources to pay for program fees and post-secondary work. While staff are not benefits counselors, we will review all options and help direct you to explore a funding mix that meets the student’s needs. Many students will be able to leverage Pell Grants, disability waivers, and vocational rehabilitation funds to pay for a variety of post-secondary institutions.

Getting to College (GTC) staff will meet with students in a variety of locations depending on the program services that the students are receiving. Some of the time will be in an office or classroom environment, some may be eas-to-access virtual meetings while, at other times, students will be on a local higher education institution campus. If a student chooses a housing option for the Pre-College Summer Program, students will be housed at a local (LaCrosse, Wisconsin area) higher education campus or local hotel. It is important to note that on-campus housing will be dependent on the amount of students who have registered and been accepted to the program. On-campus housing is not guaranteed at this time but GTC is working on a permanent housing option for the Pre-College Summer Program.

Yes, staff will meet with the students and parents at times and with the students alone or in a group at other times. Getting to College (GTC) recognizes that any student who wants to go to college needs support from their family or loved ones to achieve their goals. Getting to and succeeding in college is always a team effort!

We use a battery of career exploration tools to understand the student’s strengths and goals. After understanding the student's goals, a variety of post-secondary options, degree plans, and on and off-campus amenities will be explored. Students and supporters will then be encouraged to visit each campus that may be a potential fit to solidify a decision. Campus visits are the final step and can be crucial in solidifying a decision on which college is right for you.

The initial consultation will focus on learning about the student's goals and exploring opportunities to achieve those goals. Staff will suggest services and support programs that are the most appropriate at that time including one of Getting to College’s three programs if the student’s goals and GTC’s program are aligned.

It can be a daunting process to navigate the complexities of choosing, applying, and succeeding in post-secondary school. Many things have changed radically in pursuing higher education in the past few years with impacts from COVID-19, technology use, and a changing workforce. 

Getting to College (GTC) is a trusted source of information and training because of our deep-rooted expertise in providing services and support for the disability community, our interface with students currently enrolled in college, our advisory committee of field experts, leveraging education transition experts and our proximity to three different types of higher education institutions which provide students with broad options in which to participate.

There is no wrong time to start a journey to higher education. However, many transition plans for students begin planning for preparation by age 14 with serious efforts at career exploration ongoing with expectations that students will be applying for college in junior and senior years in high school. Getting to College (GTC) focuses our services on those individuals who are 14 or 24 years old but can provide services and support for any student with our individual consulting services program.

Accommodations

In education, accommodations change how a student learns the same material as their peers, while modifications change what the student learns. Accommodations at the college level help students participate in grade-level instruction without reducing learning expectations. Accommodations provide equal access to learning and do not guarantee success. It is up to the student to request accommodations that they may need to help them be as successful as possible. Accommodations are provided to “level the playing field.”  They are intended to offset the effects of the disability and to provide students with the opportunity to demonstrate knowledge and skills. 

For example, a student with dyslexia might listen to an audio version of a book that the rest of the class is reading. Other examples include extended time, preferential seating, and large print text. 

Inclusive postsecondary education (IPSE)

Inclusive postsecondary education (IPSE) refers to programs at colleges and technical schools that provide career and transitional training to people with intellectual or developmental disabilities to attend college with their peers. Many IPSE’s offer transitional training programs (typically during the summer) to help these individuals prepare for enrollment during the fall semester.

Individualized Education Program (IEP)

Individualized Education Program (IEP) is a legal document that outlines a student's special education plan in primary and secondary public schools: An IEP is a roadmap for a student's academic success and development. It details the goals, accommodations, and services the student needs to learn effectively.  An IEP is developed by a team that includes the student, their family, supporters, and school staff.  State and federal law govern special education and the IEP process and give parents and guardians legal rights.

Modifications

Modifications involve altering the curriculum to better suit unique student needs to achieve student success. Changes to the curriculum, instructional materials, or assessments that alter what the student is expected to learn. Modifications are typically used when a student may be unable to understand all of the curriculum being taught. For example, a student might be allowed to provide an outline instead of writing a major project. Other examples include teaching prerequisite skills instead of grade-level content or reducing the number of vocabulary words to be learned.

Postsecondary education (PSE) 

Postsecondary education (PSE) is the education level that follows the successful completion of secondary education, often referred to as high school. Postsecondary education includes universities and colleges, as well as trade and vocational schools.

Section 504

Section 504 of the Rehabilitation Act of 1973 is a law that ensures students with disabilities have equal access to educational opportunities. Section 504 is broader than the eligibility criteria for special education services. Students may be eligible if they have a disability that limits a major life activity, such as learning, walking, seeing, or hearing.  Schools must provide accommodations to help students with disabilities succeed academically. Accommodations are typically provided within the classroom by the student’s classroom teacher and may include homework assignments, large print for printed materials, visual or audio aids, and testing.