1. Establish the need for post-secondary training, the type and extent of training needed, and the major area or field of study related to the job goal.

   • Complete any needed informational interviews: Help the individual to understand the purpose of an informational interview, the appropriate subject to interview, and how to arrange an interview.

     • Interview is best conducted with someone working in the vocational goal the client is considering.
     • Retain a copy of the interview questions and responses in the case file record.
     • Click Informational Interview to view the related materials in the Job Planning Resource Guide.

   • Identify the needed academic credential. If the goal of training is to acquire an academic credential (i.e., a certificate, diploma, or degree awarded by the institution), document on the IPE the academic credential being sought.
   • Identify the needed courses and hours. If the goal of training is to complete specific courses (i.e., the goal is not an academic credential), documentation in the task notes must identify the specific courses and hours to be completed.
   • Identify the relationship between training and job goal. If there is not an obvious relationship between the training program or course and the IPE job goal, documentation in the task notes must identify the relationship.

2. Establish the reasonable expectation of successfully completing the required post secondary training. The VR Specialist is ultimately responsible for assuring the following academic success factors were considered prior to writing an IPE or IPE amendment for post secondary training.

   • Job Goal for post-secondary training is consistent with impairment and vocational implications– Consider the restrictions/vocational implications of the client’s impairment and the requirements of the occupational goal to verify the client can successfully complete academic training, obtain competitive employment and perform the job.

     • Stamina – Consider the client’s stamina and ability to (1) attend training, (2) complete a training program within an appropriate time frame and (3) perform the physical, mental and emotional demands of employment in the job goal.
     • Stability – Consider any or all issues that have create and may create instability. Is there evidence of recurrent hospitalizations, sporadic employment, disability issues or family crisis? The client and VR staff will want to discuss if the disability is progressive and will cause future interruptions in post-secondary training and employment.

   • Training Requirements– Compare the client’s past academic achievement, intelligence test results, vocational aptitudes and college entrance test results with the training and coursework requirements to determine if the client’s skills and abilities are consistent to complete an academic program in the area the client wants to pursue.

     • Past academic achievement– Obtain transcripts from any past and current high school and/or post-secondary training. Review high school and any post secondary grades and past course work as it relates to the occupational area the client wants to pursue. If a current or recent high school student, review attendance data to consider if absenteeism might be an issue during post-secondary training.
     • College Entrance Examinations – Obtain scores of client’s college entrance examinations. Examples of these assessments are the ACT and SAT.
     • Placement Examinations– The COMPASS and ASSET assessments are used as a placement instrument at community colleges. Knowing the results of the assessments will assist the college and VR staff in knowing if additional required coursework is necessary in the math, reading and writing areas. The assessment results can provide information regarding a student’s likelihood of success in a particular program. Thorough career planning and assessment should be completed with all individuals to assure there is a good chance of successful completion of post-secondary training.
     • Intelligence Test Results– Information available from MDT’s, IEP’s, psychological testing, etc. should be considered when determining the feasibility of post-secondary training success.
     • Vocational aptitudes measured by psychometric tests – Client’s aptitudes should be considered as it relates to the post-secondary training program and relevant employment.
     • Learning Style– It is important to discuss with the client how he or she learns and if his/her learning style is consistent with the instructional format of the educational institution and program the client is planning to attend.

   • Financial Stability– Consider the client’s financial situation to determine if he/she can meet his/her personal and school financial obligations while attending training. Also consider if the client has had previous unsuccessful attempts at academic training affecting his or her financial aid status and continuing eligibility for financial aid.
   • Transportation– Consider if transportation is needed for getting to and from training and, if so, is there an alternate source of transportation if the original source of transportation becomes unreliable?
   • Goal Setting/Organization Skills – Discuss the client’s ability to use tools like calendars, day planners, assignment books, etc. to manage time and plan activities and study time? Does the client have a pattern of missed appointments or tardiness? Does the client initiate contact with VR, or must VR staff always initiate contact to keep things moving? Does the client have work experience and good work habits?
   • Assistive Technology/Student Supports – Explore what assistive technology and student supports will be necessary in order for the client to be successful in training and document the needed supports in the IPE. Refer to ATP and/or the school’s disability services office.

3. Approve post-secondary training if the IPE at least 60 days before the start of the client's first term. Office Directors can make an exception if the IPE or IPE amendment was completed less than 60 days prior to the start of the term and the post-secondary planning is deemed sufficient.
4. Help the client to select a post-secondary training institution that will accommodate impairment related needs.

   • Assure that the client has investigated the school’s auxiliary services and supports and the extent to which those services and supports will address his or her physical, mental, learning or communication impairment needs. If necessary, instruct the client about needs and accommodations, such as:

     • Interpreters and note takers needed to participate in classroom or laboratory instruction
     • Readers, extended time periods, and similar testing accommodations
     • Personal assistance services at dormitories or other residential facilities, or in classroom buildings
     • Access to medical care or treatment facilities (such as student health clinic) needed for health maintenance
     • Physical access to classrooms, buildings, dormitories or other residential facilities
     • Travel between residence and classrooms, and between classrooms

   • Encourage the client to make his or her needs for accommodations and supports known to the selected institution's Office of Disability Services.
   • Encourage the client to obtain written confirmation from the institution's Office of Disability Services of the accommodation services and supports that will be provided.

5. Ensure client meets academic and other established requirements for admission to the post-secondary training program.
6. Help the client make maximum efforts to secure grant assistance from other sources to pay for the cost of post-secondary training. VR and the client share a joint responsibility to get grant assistance. VR's responsibilities include:

   • making the client aware of the various sources of student financial aid
   • helping the client (and family) to complete the Free Application for Federal Student Aid and other application forms or refer the client (and family) to EducationQuest,
   • DACA Students

     • Undocumented students who have received a Deferred Action for Childhood Arrivals (DACA) designation and are also granted authorization to work are eligible to obtain a Social Security number. A DACA student with a social security number can complete a FAFSA application. Parents of a DACA student with a social security number do not have to have a social security number in order to complete the parent section of the FAFSA.
     • EducationQuest has Bilingual College Planning Specialists on staff for Spanish speaking students and parents. Referral to EducationQuest is highly recommended.
     • If for some reason a DACA student is not able to obtain a SSN and thus cannot file a FAFSA, use the Education Budget Worksheet to identify the funding resources the student will be using to attend post-secondary. Compare the school’s cost of attendance to the student’s funding resources and determine if a training allowance is still warranted and if the student will be able to meet the cost of attendance not covered by the training allowance.

7. Inform the client of the requirement to submit all financial aid application forms required by the institution’s due date and no later than 60 days before the start of the term. If there is a question about when the date financial aid forms were submitted, use the date the FAFSA was received by the processing center.
8. Send Student Financial Aid Report form (SFAR-E) to the school’s Student Financial Aid Office to obtain financial aid information.

   • The address and contact information for schools that use this form via email are listed in the SFAR-E Directory of Schools.
   • For Schools Not Listed in the SFAR-E Directory of Schools

     • Complete the top section of the SFAR-E form.
     • Complete Part I following the instructions on the back of the form.
     • Mail the form to the financial aid office of the school
     • Along with the form mail a copy of the client's 'release of information' form. This allows the school to exchange information with VR.

   • For Schools Listed in the SFAR-E Directory of Schools

     • Open the SFAR-E form to enter information. Complete the top section of the SFAR – E form.
     • Complete Part I on the SFAR – E form following the instructions on page two of the form and save the document to your Desktop.
     • Email the document to the school as an attachment. Make a printed copy of the form for the case record or keep a copy on your computer.
     • Fax the school’s financial aid office a completed and signed ‘release of information’ form listing the school to allow for exchange of information. Do not email the ‘release of information” form as it includes the client’s SSN.

9. Meet with the client to discuss financial planning and budgeting as soon as he or she receives an award letter completed by the school's financial aid office, or VR receives a Student Financial Aid Report.

   • Help the client (and family) to understand the Student Aid Report (SAR) and the financial aid package offered by the school. When discussing the school budget, staff are encouraged to utilize Financial Aid Budget Information document for two and four year public institutions.
   • Ensure that the client does not accept any loan amounts that would reduce the amount that Nebraska VR could provide in a VR Training Allowance.
   • Assess with the client his and her financial resources to meet both the training cost not met by the VR Training Allowance and other personal living expenses. If needed,

     • Complete a budget with the individual to determine how he or she can use available funds to cover all his/her expenses. The Education Budget Worksheet is available on VRIS as an optional form to use when helping an individual with budgeting. Retain a copy in the service record for future planning use. This can be reviewed each year as part of the annual review.
     • If available resources will not meet expected expenses, discuss options and help the client decide what to do.

   • NOTE: It is a disservice to the client and a misuse of public funds to start a service in the absence of a reasonable expectation that the client will successfully complete it.

10. Determine the VR training allowance.

    • The student must provide a copy of his/her pre-registration and/or registration form no later than 5 business days prior to the start of the term and a copy of any revised registration if there is a subsequent change due to drop and add, or course cancellation. Inability to comply due to circumstances beyond the control of the student shall not result in VR assistance being withheld; otherwise, an Office Director exception is required to receive funding when the timeline was not met.
    • For those situations where VR is co-funding post-secondary training with (1) Veterans Administration Vocational Rehabilitation and Employment Program (Chapter 31-VA VR-E), (2) WIA Adult, Dislocated Worker and Youth Services Programs, or (3) a State or Federal Workers Compensation Program, VR’s funding cannot exceed the Training Allowance Rate and the combined funding with these programs cannot exceed the actual cost of the tuition, fees and required books and supplies or the unmet need. Document the number of hours to be completed each academic year in a task entry in the client's case service record if a client requires a reduced course load because of the:

      • physical or mental impairment,
      • need to maintain employment, or
      • need to maintain a comparable benefit.

11. Report amount of VR funding to school's Student Financial Aid Office. Complete Part IIIof the Student Financial Aid Report form and mail or fax a copy to the financial aid office of those school’s not listed in the SFAR-E School Directory. For those schools listed in the SFAR-E School Directory email the form to the school’s financial aid office as an attachment and make a copy for the paper file.

    • For those situations where VR is co-funding post-secondary training with (1) Veterans Administration Vocational Rehabilitation and Employment Program (Chapter 31-VA VR-E), (2) WIA Adult, Dislocated Worker and Youth Services Programs, or (3) a State or Federal Workers Compensation Program, it is essential that the co-funding programs communicate between themselves and with the school’s financial aid office.

12. Pay the VR training allowance. Whenever possible clients should be allowed the choice in how they wish to receive the training allowance. In most cases, the allowance should be given to the student in a lump sum so the student can apply it to school expenses as he or she deems appropriate. If the student prefers, some of the allowance may be provided to him or her with the remainder to the school, or all of the allowance can be provided to the school.
13. Make VR liaison staff member a team service provider when appropriate. If the client will attend a post-secondary institution with a VR liaison staff member, make the liaison a team service provider.
14. Initiate post-secondary training.
15. Monitor client progress.

    • Monitor grades each term and for the academic year using grade reports. The student is responsible for providing VR with a copy of his/her grade report as soon as the report is available from the school. Assure the student maintains the required GPA. If the student is not maintaining the required GPA, plan corrective actions with the student and appropriate school personnel.
    • Monitor any corrective action plans. Assure the client completes or participates in corrective actions. If the client does not complete or participate in planned corrective actions, modify or terminate post-secondary training as appropriate.

16. Take appropriate corrective actions based on progress monitoring.

    • If the client completes fewer hours than those used to determine the training allowance, take corrective action in the next term, or first term in the following academic year by reducing the number of hours used to determine the training allowance.
    • Monitor any corrective action plans. Assure the client completes or participates in corrective actions. If the client does not complete or participate in planned corrective actions, modify or terminate post-secondary training as appropriate.

17. Obtain registration for next term and current grade report in order to determine the VR Training Allowance.
18. Complete or terminate post-secondary training services. Based on progress monitoring, end the service when the client gets the academic credential, or terminate the service if the student is no longer attending.

Office Director exceptions. Office Directors have the authority and discretion to make reasonable exceptions to the limits on the number of credit hours of aid and the amount of VR financial aid provided.

• Under no circumstances can the amount of VR financial aid exceed the unmet need.
• VR does not have the authority to make revisions in the unmet need reported by the school. Any revisions must be made by the school’s financial aid office.

60 day IPE approval and financial aid application deadline. To be considered for VR financial aid, at least 60 days before the date on which the client will begin post-secondary training, he or she must have:

• the IPE containing post-secondary training services approved by VR, and
• have submitted all financial aid application forms required by the institution he or she will attend in sufficient time for the school to provide VR with the student's financial aid information no later than 5 business days before the start of the term.
• A client who does not meet the 60 day deadline cannot receive VR financial aid until the next post-secondary term unless an Office Director grants and exception.
• A client who does not comply with the financial aid application deadline cannot receive funding until the next post-secondary term unless the delay is beyond the control of the client or an Office Director grants an exception.

Maximum Training Allowance Per Term.

• College/Technical Training semester programs: 12 hours fall, 12 hours spring and 12 summer semester hours for a total of 36 hours.
• College/Technical Training quarter programs: 12 hours fall, 12 hours winter, 12 hours spring, and 12 hours summer quarters for a total of 48 hours.

Maximum credit hours of aid for post-secondary training.The maximum credit hours for which VR will provide financial aid is limited to the number of hours specifically required for degree completion by the higher education institution or by a state authority issuing mandatory licenses. The following credit hours, regardless of the funding source, shall count toward the maximum credit hours that VR will assist in funding including when a student changes his/her post secondary program or major.

• Pre-IPE transfer credit hours accepted by the institution and program of study.
• Alternative course credit hours (CLEP, AP, Credit by Exam) accepted by the institution and program of study.
• All course credit earned by the recipient while under any Individualized Plan for Employment (original, amended, or IPE from a previous case). Includes any course or courses taken that do not meet the degree requirements of the institution and program of study.
• Course credit hours authorized for, but not earned because the (1) course was not completed with a grade of C or equivalent, or a grade required by the program of study; or (2) the course was withdrawn from after the 100% refund period
• Course or courses completed that do not meet the degree requirements of the institution and program of study.

Post-secondary training allowance. The Training Allowance Rate is determined by (1) the type of institution providing the training, (2) the type of degree awarded by the institution and/or the program of study and (3) the ability of the institution or program to award federal financial aid. The training allowance is intended to help the student meet the cost of tuition, fees, and specifically required textbooks, workbooks and training supplies for those institutions and programs that are eligible to award federal financial aid.

• Note: A student's eligibility or ineligible for federal financial aid does not determine the type of training allowance Nebraska VR provides. The determining factor are the type of institution, type of degree, the ability of the institution to offer federal financial aid for the program of study.

Type of degree awarded by Institution and, or Program	BA & Above	AA	Diploma or Certificate	Diploma or Certificate	Non-degree (up to 12 hours)
Eligible to award federal financial aid	Program is eligible to offer federal financial aid	Program is eligible to offer federal financial aid	Program is eligible to offer federal financial aid	Program is not eligible to offer federal financial aid	Program not eligible to offer federal financial aid.
QE2 Service	Post Sec-College	Post Sec-Technical	Post Sec-Technical	Misc. Training Skill Building	Misc. Training Skill Building
Financial Assistance	$128 Semester Hr or $86 Quarter Hr	$68 Semester Hr or $46 Quarter Hr or $1.81 Clock Hr	$68 Semester Hr or $46 Quarter Hr or $1.81 Clock Hr	Actual cost not to exceed $4752.00	Actual cost not to exceed $4752.00

• NOTE: The department of Health and Human Services will not count a VR allowance for post-secondary training as 'income' when determining benefits they provide. If VR staff learns that HHS is counting the VR Training Allowance as income in a particular case contact a VR program director.

Disability related services. Disability related services such as adaptive software, adaptive computer hardware, tutors, readers, etc. are not subject to the unmet need limitation.

Meet admission requirements. The client must meet academic and other admissions requirements established for the post-secondary training program in order to receive funding for post secondary training.

Maximum efforts to get grant assistance. There must be maximum efforts by VR and the client to secure grant assistance in whole or part from other sources to pay for post-secondary training. Congress intended that individuals avail themselves of the numerous grant and student assistance programs that are available to pay for higher education before VR funds are used to pay for these costs. A decision to use VR funds must be consistent with the intent that VR resources be used as a last resort to pay for post-secondary training.

Remedial or developmental classes. Classes designed to increase the ability of a recipient to pursue a course of study leading to a certificate or degree. VR assistance is limited to 6 semester hours or 9 quarter hours. The student must pay for all remedial or developmental class hours above the maximum.

Training Allowance for Deaf Students Attending Gallaudet University, National Technical Institute for the Deaf and Southwest Collegiate Institute for the Deaf.

• Gallaudet University, the National Technical Institute for the Deaf and Southwest Collegiate Institute for the Deaf. If a student who is deaf elects to attend Gallaudet, the National Technical Institute for the Deaf or the Southwest Collegiate Institute for the Deaf, he or she may be provided with financial assistance up to the actual cost of tuition, fees, textbooks, and supplies estimated by the school's financial aid office subject to the unmet need.
• Note: For Southwest Collegiate Institute for the Deaf (SWCID) students who also take courses at Howard College which SWCID is affiliated with, the student is charged the Howard College semester hour tuition rate which is less than the SWCID semester hour tuition rate. For Howard

Co-funding post-secondary training with public programs. When co-funding with Veterans Administration Vocational Rehabilitation and Employment Program (Chapter 31-VA VR-E), WIA Adult, Dislocated Worker and Youth Services Programs, or State or Federal Workers Compensation Programs, the coordinated and combined funding between these specific programs and VR cannot exceed the actual cost of tuition, fees, and required books and supplies. VR’s portion of the funding is subject to all the policies, procedures and fees described in this program manual chapter.

Reasonable progress criteria. The following minimum progress criteria are preprinted on the client's IPE terms:

• complete courses registered for and maintain an overall minimum grade point average of "C" or equivalent, or better, unless a higher course grade or GPA is required by the program of study.
• during the academic year, complete the number of credit hours each academic year needed to meet the reasonable progress criteria set by the school's financial aid office and as agreed to by VR
• In general, "reasonable progress" means satisfactorily completing at least:
• 24 credit hours of credit in a school with a two semester and summer academic year; or,
• 36 credit hours of credit in a school with a three semester academic year; or,
• 48 quarter hours of credit in a school with a 4 quarter academic year.

Failure to maintain reasonable progress. If a client fails to maintain reasonable progress, an appropriate corrective action plan should be developed in cooperation with the post-secondary institution.

• Financial assistance may be continued for one academic term or semester to determine whether the client is able to make reasonable progress with the corrective actions. The opportunity to achieve reasonable progress with continued VR funding shall not be unreasonably denied; however, in some circumstances, continued VR funding may not be appropriate.
• If reasonable progress is not achieved at the end of one academic term or semester, financial aid should be discontinued, and the IPE reviewed and revised to identify a suitable employment goal.

Remedial/Developmental Courses

Remedial/developmental courses by definition are courses designed to address academic shortcomings including high school deficiencies of students entering a post secondary institution. Typically a placement exam (COMPASS, ASSET, ACT, SAT, or other assessment) measures a student’s academic ability in such areas as English, Math, Writing, Foreign Language, etc.) If the assessment/placement score is not at a level that the institution feels is required to take credit courses and be successful, then the student is directed to take a remedial course or courses. Deficiencies occur when a high school student did not take enough courses in a subject area that is a part of the institution’s admission criteria.

Study skills courses are another type of developmental course which focuses on study techniques, note taking skills, managing time and assignments, test taking, etc.

Credits for remedial and developmental courses typically do not count toward degree programs, but do count as institutional credits so the student can still be considered a half to full-time student which is one of the eligible criteria for financial aid. Often the course numbering system at the institution will be an indicator of whether a course is remedial/developmental. If in doubt, discuss with the registrar’s office.

Pre-requisites courses are not to be confused with remedial or developmental courses at the undergraduate level. A pre-requisite is a course that is needed to take another higher level course in an undergraduate program, or a course required for admission to an undergraduate program. These course count toward the degree or the program admission requirements. Similarly at the graduate level, a graduate program may require completion of certain undergraduate courses as part of the admission criteria to that program. These courses would be pre-requisites. They do not count toward the graduate degree but are need to be accepted into the graduate program.

Understanding the job goal.

The Specialist has a key responsibility to assist the client in understanding the qualifications and requirements of the occupation the client wants to pursue and to assist the client in selecting an academic program (major) that is related to the occupation. All staff are encouraged to use the Post-Secondary Training Justification Form to determine if post-secondary training is appropriate for the client. Staff on original probation are required to utilize the document.

Basis of need for training.

Base the need for post-secondary training on:

• The client's current level of academic qualifications, compared to
• The academic qualifications required to be hired in the approved IPE job goal in the local labor market or a labor market to which the client is willing to relocate, including academic qualifications needed to meet state or local registration, certification or licensing requirements to practice the trade, occupation, or profession.
• The specialist and client should consider the following information about federal financial aid available to individuals with a criminal conviction. http://studentaid.ed.gov/eligibility/criminal-convictions

Financial Aid Award year

The year used in the Federal student financial aid programs, running from July 1 of one year to June 30 of the next year.

Financial aid information needed

Before VR can provide financial aid, an award letter completed by the school's financial aid office, or a Student Financial Aid Report, with this information must be available:

• the student budget used to determine the amount of aid to be awarded;
• the amount of the expected family contribution;
• the amount of gift aid to be awarded; and
• the amount of unmet need remaining calculated by the financial aid office.

Independent Student

A student is independent for the FAFSA aoolication if he or she is at least nineteen (19) years old and meets at least one of the following criteria.

• Is married as of the date of application
• Will be a graduate or professional student at the start of the award year
• Is currently serving on active duty for purposes other than training
• Has dependents other than a spouse
• Is a veteran of the U.S. Armed Forces
• Was an orphan, foster child, or ward/dependent of the court including legal guardianship at any time since the age of 13
• Is an emancipated minor
• Was determined at any time since July 1, 2008 to be an unaccompanied youth who was homeless or was self-supporting and at risk of being homeless
• Granted a dependency override by the financial aid administrator on the basis of unusual circumstances such as an abusive family environment or abandonment.
• DACA Student

  • While a DACA student is not eligible for federal or state student aide, the student may be eligible for private scholarships and financial aid from private schools, colleges and universities. EducationQuest is an excellent resource for identifying private scholarships and for help in completing a FAFSA.

Telecommunication courses

• Telecommunication courses, also known as online courses, "offered via the application of technology including television, audio, or computer transmission (such as open broadcast, closed circuit, cable, microwave, or satellite transmission) and courses offered over the Internet.
• Telecommunication courses, if semester based, are eligible for all types of financial aid provided the student meets all standard eligibility requirements (i.e. admitted to a degree program, meeting satisfactory progress, enrolled half time to full time.

Correspondence courses

• Correspondence courses must also be semester based. The student is never considered to be more than a half-time student (even if his/her total hours are enough to normally be considered full-time).
• Not eligible to be considered for federal or state financial assistance until at least 50% of all the coursework is completed.
• Limited in what expenses can be considered in determining the cost of attendance. Only tuition and fee costs are counted in the determination of aid eligibility.
• When a student is taking Telecommunication and/or Correspondence courses, it is recommended that the Specialist consult with the Financial Aid Office of the school the student is attending to determine if the course is eligible for federal financial assistance. This will determine if VR funds the post-secondary course with the Post Secondary Training Allowance Rate or with the Miscellaneous Training Skill Building Rate.

Notes

• Effective July 1, 2012 new students who do not have a high school diploma, or an equivalent such as a GED, and who do not complete secondary school in a homeschool setting are not eligible for Title IV funding (grants, loans and work study).
• Federal Student Financial Aid (FSFA) is available for programs of study leading to an Associate degree or above.
• Although some religious and private proprietary institutions do not have FSFA available, this is an informed choice issue to be addressed by the client.
• Post-secondary institutions vary in making FSFA available for their Diploma and Certificate programs.
• There is no consistency between institutions in the availability of FSFA for specific programs of study.
• Staff must determine the availability of FSFA on a program-by-program, school by school, basis.

Financial aid for maintenance, childcare, occupational tools, and transportation

If required to enable the student to participate in post-secondary training, and if unmet need will not be exceeded, financial aid for the cost of post-secondary supports, including maintenance, childcare expenses, occupational tools, and transportation may be provided (in addition to the training allowance) by following the procedures for the particular support.

Reasonable progress criteria

The following minimum progress criteria are preprinted on the client's IPE terms:

• complete courses registered for and maintain an overall minimum grade point average of "C" or equivalent, or better, unless the program of study requires a higher course grade or GPA.
• during the academic year, complete the number of credit hours each academic year needed to meet the reasonable progress criteria set by the school's financial aid office and as agreed to by VR
• In general, "reasonable progress" means satisfactorily completing at least:
• 24 credit hours of credit in a school with a two semester and summer academic year; or,
• 36 credit hours of credit in a school with a three semester academic year; or,
• 48 quarter hours of credit in a school with a 4 quarter academic year.

Budget Worksheet-Post-Secondary

Budget Worksheet-Education Financial Aid

Financial Aid Budget Information

Post Secondary Training Justification - PDF

Post Secondary Training Justification - Word doc

VR Financial Aid

Student Financial Aid Report (SFAR-E)