2013 2014 college counseling handbook

COLLEGE COUNSELING HANDBOOK 2013-­‐2014

Welcome to the College Counseling Office!

The College Counseling Office seeks to empower students to direct their own college searches and reach their college decisions by providing information, advice, reflection, and resources throughout the process to students and parents alike. The program is a natural extension of Castilleja’s educational philosophy, emphasizing independent thinking, introspection, personal responsibility, leadership, and informed decision-­‐ making. We believe that the college search process should be student-­‐centered, supportive, and even fun, and that it is a time for students to further develop their interests, explore and define their talents, and deepen their individual ideas and values.

Students who engage fully in the academic, social, and extracurricular life of Castilleja during their four years in the Upper School will develop interests for which they have a passion and emerge well-­‐prepared academically and socially for success in challenging undergraduate programs. Through this immersion in all that Castilleja has to offer, the college search process can become a natural part of a student’s life and development.

Our mission is not about placing students in prestigious colleges, but about educating students to seek excellence and balance in all that they do, to engage the world around them, and to lead rich, full lives. Our hope is that the lessons they learn at Castilleja will serve them well as they venture out into the world as students and adults.

Susan E. Dean

Director of College Counseling

Joy I. Biscornét Associate Director of College Counseling

Table of Contents

THE COLLEGE PROCESS BY GRADE LEVEL .................................................................................................... 4 The College Process for 9th Grade .......................................................................................................... 5 The College Process for 10th Grade ........................................................................................................ 6 The College Process for 11th Grade ........................................................................................................ 8 The College Process for 12th Grade ...................................................................................................... 11 TRANSCRIPT AND CURRICULUM ............................................................................................................... 14 Overview of Curricular Requirements ................................................................................................... 14 University of California “a-­‐g” Subject Requirements ............................................................................. 15 Castilleja Four-­‐Year Course Planner ...................................................................................................... 16 STANDARDIZED TESTS .............................................................................................................................. 18 Test Descriptions .................................................................................................................................. 18 When to Take the Tests ........................................................................................................................ 19 Score Choice ......................................................................................................................................... 20 Castilleja Courses and Taking Subject Tests .......................................................................................... 21 Test Preparation .................................................................................................................................. 21 Questions to Ask When Considering Test Prep Tutors and Companies .................................................. 22 Testing Accommodations ..................................................................................................................... 23 Testing Deadlines ................................................................................................................................. 23 MORE THAN GRADES AND SCORES .......................................................................................................... 24 APPLYING TO COLLEGE ............................................................................................................................. 25 Teacher Recommendations .................................................................................................................. 25 Helpful Tips in Asking Your Teachers for a Recommendation ................................................................ 26 College Counselor/School Recommendations ....................................................................................... 26 Optional Recommendations ................................................................................................................. 26 Essays .................................................................................................................................................. 27 College Supplements ............................................................................................................................ 28 Supplementary Materials ..................................................................................................................... 28 Deadlines for College Applications ....................................................................................................... 28 Interviews ............................................................................................................................................ 29 College Visits ........................................................................................................................................ 31 INDEPENDENT COUNSELORS .................................................................................................................... 35 FINANCIAL AID AND SCHOLARSHIPS ......................................................................................................... 38 Financial Aid 101 .................................................................................................................................. 38 Forms to Complete ............................................................................................................................... 39 TIPS FOR ATHLETES .................................................................................................................................. 41 TIPS FOR VISUAL AND PERFORMING ARTISTS .......................................................................................... 43 TIPS FOR PARENTS ................................................................................................................................... 44 RESOURCES .............................................................................................................................................. 45

College Counseling Handbook

THE COLLEGE PROCESS BY GRADE LEVEL At Castilleja, the college process begins in earnest 2nd semester of the junior year, but everything you do at Castilleja up until then lays the foundation for a student-­‐centered journey of self-­‐discovery and fulfillment that will inform your decision of where to apply to college, and, ultimately, where to attend.

Knowing that it's easy to become overwhelmed by the media hype surrounding the college process, we have provided you with a grade-­‐by-­‐grade list of considerations and even "assignments" to reflect on and accomplish each of the four years you are in Upper School. Take time to review these and share this information with your parents.

Also take time to read the section called "Applying to College," which describes in detail the importance of your course selection and grades, recommended times to take standardized tests, and how best to prepare for the SAT and ACT, among other things. You will learn a lot about the "do's and don'ts" associated with the college process, and will discover that your best preparation for a rewarding college process is engaging fully in your Castilleja experience, discovering your interests and talents, and learning to make healthy choices for yourself.

Prior to the junior year, college preparation is simple, but important: Develop sound study habits, take appropriate courses that increase each year in difficulty, focus on the "core courses" (English, language, math, science and social studies); and pursue extra-­‐curricular activities of interest to you, whether at Castilleja or beyond the Circle. Don't spend a moment worrying about strategizing or trying to figure out "what colleges want." Be yourself and the rest will come into focus.

In the junior and senior years, we will keep you informed about test registration and application deadlines, test prep opportunities and choices, when and how to make the most of college visits, Castilleja course selection, and college-­‐related programs in the area. You will have individual meetings with your Castilleja college counselor and specific assignments designed to help you reflect on who you are, what you value, what your strengths and weaknesses are, and what you want your college experience to be. We will also meet with your parents, and will ask them to write about you and share anecdotes that will assist us in coming to know you better. The Junior Retreat devotes a good amount of time to the college process as well, and your summer should include some time spent on writing drafts of application essays and further researching colleges.

In the senior year, you will meet one-­‐on-­‐one as much as you need with your Castilleja college counselor to further develop and then refine your college list and review your essays and other aspects of the college application; you can attend information sessions presented by admission representatives who visit Castilleja; you will take advantage of at least one of the application workshops held at school; we can assist you as you prepare for college interviews; and you will complete your college applications before leaving for Winter Break (on time and without too much stress!). Once admission decisions are made, we will help you review your options so you can arrive at a decision that best supports your goals and aspirations for college and beyond.

The Castilleja College Counseling Office also hosts informational programs in the fall for parents of each grade in the Upper School; a College Financial Aid Night for any Upper School families wanting to learn more about need-­‐based financial aid; and monthly morning coffees during 2nd semester where Upper School parents can drop in and learn more about the college process in general. Parents are invited to contact the Castilleja college counselors with their questions at any time.

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The College Process for 9th Grade •

Create a four-­‐year academic and cocurricular plan for high school that relates to your goals.

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Familiarize yourself with the Castilleja curriculum and map out which courses should be taken and when.

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Build strong academic skills by taking appropriately challenging courses.

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Lay the foundation of a strong high school academic record/transcript. Grades count!

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Learn to study so you can earn grades about which you can be pleased and that reflect the true you.

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Strengthen your vocabulary by continuing or increasing your reading.

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Keep a journal to record thoughts, feelings and ideas; this can be very useful in a few years when you begin the formal college process and start to draft application essays.

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Become involved in and explore a range of activities to discover where your interests and talents lie.

Lead when possible.

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Browse through college literature or go online to get an idea of what kinds of schools may be of interest to you, as time allows.

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Check out what high school courses colleges require for admission; ask the Castilleja college counselors for guidance with this.

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Investigate National Collegiate Athletic Association (NCAA) requirements if you think you might want to play sports in college.

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Keep an academic portfolio and cocurricular resume; this will really help in your senior year when you begin to fill out college applications.

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Think about career possibilities, and look forward to Sophomore Career Day at Castilleja next year.

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Develop organizational and time management skills; these are excellent life skills for now and your future.

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Engage fully in your life as a Castilleja student.

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The College Process for 10th Grade •

Concentrate on academic preparation and achievement and continue to develop basic skills and cocurricular interests. Grades count!

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Take the PSAT in October for practice. The PSAT is a preliminary test that will prepare you for the SAT when you are a junior. The results will not be used for college admission. You will take this test on the 3rd Wednesday of October at Castilleja. Watch your email for instructions on how to register and how to prepare.

•

In late December you will receive the results of your PSAT and a copy of the actual test booklet. Read your score report and consult the Castilleja college counseling office to determine how you might improve on future standardized tests. Take your score report and test booklet to your English and/or Math teachers to go over the questions and concepts missed. These test results are not used for college admission.

•

Sign up for cocurricular activities that interest you, if you have not done so already. NOTE: The level of involvement and accomplishment is what’s important, not the number of activities.

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Keep a record of your cocurricular involvement, volunteer work, and employment (all year). You will need this record when filling out your college applications.

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Make sure you are on top of your academic work. If necessary, meet with your teachers for additional help. Again, grades count!

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Save your best work in academic courses and the arts for your academic portfolio (all year).

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Keep studying!

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Volunteer—this is a great way to identify your interests and to develop skills.

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Visit the Castilleja college counseling office to browse through literature and guidebooks or go online to check out college and university websites, if you have time.

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Possibly register for and take an SAT Subject Test in May or June, but only if you have completed the appropriate Castilleja course. These are one-­‐hour exams testing you on academic subjects that you have already completed. Many colleges require or recommend one or two Subject Tests for admission or placement. You can take these tests when you have successfully completed the corresponding Castilleja course; you shouldn’t wait until your junior year for these if you have completed the Castilleja course that prepares you in 10th grade. Talk to your teachers and your Castilleja college counselor about which tests to take and when.

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Don’t take the SAT until later in your junior year, unless a summer program in which you are interested requires this test earlier than that. March, May, or June of the junior year is plenty of time, and your performance will be better on the SAT after completing three full years at Castilleja. In most instances there is no reason to take the SAT or ACT as a sophomore, and your results will likely not be what you hope.

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Research career options and consider possible college majors that will help you achieve your goals.

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Participate in Castilleja’s Career Day.

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•

Plan ahead for summer. Consider taking a summer course or participating in a special program (e.g., for prospective engineers or journalists or for those interested in theatre or music) at a local college or community college. Consider working or volunteering. Travel with your family. Read good books, journals, and newspapers. Above all, use your summers to do what you love, not what you think colleges might want.

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Register for Honors and Advanced courses for junior year, or from among the most rigorous as appropriate for your level. NOTE: Colleges ask that you take from among the most rigorous courses available, not all of them! Make certain you are fulfilling the Castilleja graduation requirements.

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Attend the Bay Area Case Studies program in April, where you read fictitious college applications and act as the admission committee, and where you can attend a college fair with some 90 colleges present.

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If you work, try to save some of your earnings for college.

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During the summer, you may want to use computer software or do the practice tests in books designed to familiarize you with standardized tests such as the SAT and ACT. These are available in the Castilleja college counseling office and at most bookstores. There is no need to take a formal test prep course or tutoring at this time, since you should not be taking the SAT or ACT until late in the junior year. Formal test prep is most valuable 6-­‐10 weeks before the test.

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Make your summer productive. Continue reading to increase your vocabulary and engage your mind!

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Take time to have fun with friends and family!

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The College Process for 11th Grade •

Begin the college process in earnest. Attend college fairs, financial aid seminars, general information sessions, etc., to learn as much as you can about the college application process.

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Make sure you are meeting NCAA academic requirements if you want to play Division I or II sports in college. Register with the NCAA Eligibility Center during the junior year.

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Begin to make a preliminary list of colleges you would like to investigate further. Browse college websites and use the college resources in the college counseling office or library.

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Meet with your advisor and Castilleja college counselor to review your courses for the year and plan your schedule for senior year.

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Junior year grades are very important in the college admission process, because they are a measure of how well you do in advanced, upper-­‐level courses. Grades also are used to determine scholarships and grants for which you may be eligible. So put in the extra effort and keep those grades up!

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Save samples of your best work for your academic portfolio (all year).

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Focus your cocurricular interests and develop leadership skills in one or two if you can and as your other commitments allow. But do not over-­‐extend yourself.

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Attend the college admission rep information sessions held at Castilleja during the fall; check the college counseling bulletin board, the Student Portal, and the College Counseling calendar for visit dates and times. Juniors may attend only during free periods.

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Take the PSAT in October. Junior year PSAT scores may qualify you for the National Merit Scholarship Competition or the National Achievement or National Hispanic Scholars programs. Even though these scores will not be used for college admission, it is still a good idea to take the PSAT in both the sophomore and junior years for practice in taking standardized tests. If you wish to receive free information from colleges, indicate on the PSAT test answer form that you want to participate in the “Student Search.” Use the name you will use on your college applications when filling out the answer form so your test scores and applications all read the same. You will take the PSAT at Castilleja; watch your email for instructions on how to register.

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In late December you will receive the results of your PSAT and a copy of the actual test booklet. Read your score report and consult your college counselor to determine how you might improve on future standardized tests. Take your score report and test booklet to your English and/or Math teachers to go over the questions and concepts missed. The PSAT is excellent preparation for the SAT, which you will take later in the spring.

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If you will require financial aid, start researching your options for grants, scholarships and work-­‐ study programs. Attend the Castilleja Financial Aid Night with your parents in January.

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Meet with your Castilleja college counselor in February to discuss your preliminary list of colleges.

Discuss whether your initial list of colleges meets your needs and interests (academic program, size, location, cost, etc.) and whether you are considering colleges where you are likely to be admitted.

You should be both optimistic and realistic when applying to colleges.

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•

Actively participate in all of the college process activities and assignments given to you by your Castilleja college counselor. Junior Retreat in May focuses quite a bit on the college process.

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Register for the March SAT only if you have completed the math courses covered on the test. If not, plan to take the SAT in May or June. Remember that you will be returning from your Global Trip in January, so taking the SAT then is not advised. You might prefer taking the ACT, offered in February, April, and June.

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Prepare for the SAT or the ACT Plus Writing by doing the SAT/ACT practice tests available in the counseling office or at bookstores, as well as available online. Remember that time spent in a formal test prep course is time taken away from doing homework, participating in cocurricular activities, reading, and sleeping. Don’t spend so much time trying to improve standardized test scores that grades and cocurricular involvement suffer!

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Write, telephone, or go online to request admission literature and financial aid information from the colleges on your list. There is no charge and no obligation to obtain general information about admission and financial aid.

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When selecting your senior courses, be sure to continue to challenge yourself academically. The entire senior year counts! Consult your Castilleja college counselor about courses for your senior year.

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Attend the Bay Area Case Studies program in April, where you read actual applications and act as the admission committee, and where you can attend a college fair with some 90 colleges present.

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Register for the May or June SAT and/or the May or June SAT Subject Tests. Remember that most colleges in the country also accept the ACT, so if registering for that test, be sure to take the ACT Plus Writing offered in April and June, and again in the fall of your senior year. Not all SAT Subject Tests are given on every test date. Check the calendar carefully to determine when the Subject Tests you want are offered. See your Castilleja college counselor to determine which college entrance exams are better for you.

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Continue to evaluate your list of colleges and universities. Eliminate colleges from the original list that no longer interest you and add others as appropriate.

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Actively use your Naviance account to research colleges and maintain your evolving list.

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Look into summer jobs or apply for special summer academic or enrichment programs. While colleges do want to see students using their knowledge and developing their skills and interests, they most of all want to admit students who display a genuine interest or passion, not someone who has participated in something in order to look good on paper.

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Get a jump-­‐start on summer activities: consider enrolling in an academic course at a local college, pursuing a summer school program, applying for an internship, working, or volunteering. If you work, save part of your earnings for college. Above all, do things you enjoy, not things you think colleges will like.

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Begin visiting colleges, if family circumstances allow. Phone to set up appointments or register online, if that’s an option. Campus visits are not required, and there are many ways to investigate

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colleges without actually visiting in February and April of the junior year. Ask your Castilleja college counselor for help with this, or for suggestions on group tours of college campuses.

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Interviews are not recommended at this time, unless they are purely informational in lieu of a group information session (some colleges prefer to do it this way). There will be plenty of time in your senior year to interview at those colleges that require them. See your Castilleja college counselor for tips on interviewing.

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Sign and submit the Castilleja Transcript Release Form by June 1.

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Continue to refine your list of potential colleges and universities.

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Use the summer to prepare for the actual application process: draft application essays; collect writing samples; assemble portfolios or audition CDs/DVDs. If you are an athlete and plan on playing in college, contact the coaches at the schools to which you are applying and ask about intercollegiate and intramural sports programs and athletic scholarships.

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Complete the NCAA Eligibility Form and Registration if you hope to play Division I or II sports. Ask the Castilleja Registrar to submit your end-­‐of-­‐year transcript to NCAA. And be sure you have the CollegeBoard or ACT send your official test scores, too!

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Participate fully in the college process developed by the Castilleja college counseling office, beginning in February of the junior year. We’re here to support you throughout this exciting time!

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The College Process for 12th Grade •

Actively participate in all of the college process activities and assignments given to you by your Castilleja college counselor.

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Attend the Common Application workshops and the UC System Application workshops held at school.

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Attend regional college fairs and information sessions hosted by single colleges or groups of colleges together to investigate further those colleges to which you will probably apply.

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Attend the college admission rep information sessions held at Castilleja during the fall; check the college counseling bulletin board, the Student Portal, your Naviance account, and the College Counseling calendar for visit dates and times. Seniors may attend these sessions during free periods as well as scheduled classes, as long as teachers are notified in advance and all class work is submitted on time.

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Make sure you have all applications required for college admission and financial aid. Write, phone, or go online to request missing information.

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Meet with your Castilleja college counselor regularly and often! The better we know you, the more helpful we can be. And the more you know about the application process, the stronger your application will be.

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Check on application and financial aid deadlines for the schools to which you plan to apply. They may vary and it is essential to meet all deadlines!

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If you will require financial aid, continue researching your options for grants, scholarships and work-­‐ study programs. Attend the Castilleja Financial Aid Night with your parents in January. Browse the file of scholarships kept in the college counseling office and use the Naviance scholarship search engine. Pay attention to the email announcements about scholarships!

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Meet with your Castilleja college counselor to be sure your list includes colleges appropriate to your academic and personal record. Review your transcript and cocurricular records with your counselor to ensure their accuracy.

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Register for the October or November SAT and/or SAT Subject Tests, or the September or October ACT Plus Writing. Check testing deadlines for each college to which you are applying for the final test date.

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Ask your teachers to write letters of recommendation for you according to the guidelines and requirements provided to you by your Castilleja college counselor. You could also ask employers, or coaches, or others outside of school who know you well and have additional information about you to write letters of recommendation. These letters should be sent directly to your Castilleja college counselor for inclusion with all required school forms, well in advance of application deadlines. Be thoughtful! Write thank-­‐you notes to those who write recommendations and keep them informed of your decisions.

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Read your email daily, both for messages from your Castilleja college counselor and from your colleges. Email is the communication of choice by most colleges and by the Castilleja college counseling office. Be sure your email inbox will accept mail from all of your colleges. Use one

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dedicated email address throughout the application process. (Be careful about what that address might say about you. What’s funny or cute to you may not be to your colleges.)

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Plan visits to colleges and set up interviews, if required. See your Castilleja college counselor for tips on preparing for your interviews.

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Keep your parents informed throughout your process. They are an important part of this!

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Mail applications in time to reach the colleges by the deadlines or submit your applications online in advance of the deadline. (Whenever possible, submit online.) Check with your Castilleja college counselor to make sure your transcript has been sent to the colleges to which you are applying.

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Have your official test scores sent to every college to which you apply; colleges may ask for your test scores on the application, but those are self-­‐reported scores. You will still need to have official scores sent by the testing agency. This is your responsibility.

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Make copies of all applications before mailing/submitting the applications.

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Do not take rolling admission applications for granted. (Some colleges do not have application deadlines; they admit students on a continuous basis.) These schools may reach their maximum class size quickly -­‐ the earlier you apply, the more availability there may be.

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Remember, if you are accepted under the binding early decision option, you are expected to enroll at that college and to withdraw all other applications.

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Be sure your first semester grades are strong. Colleges will review your 7th semester grades, even if you have been admitted early. Colleges may and sometimes do rescind offers of admission due to grade drops and/or a change in courses. Never drop a course without consulting your Castilleja college counselor.

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If you will be applying for financial aid, complete the FAFSA (Free Application for Federal Student Aid) online after the 1st of January. Check to see if the colleges to which you are applying require any other financial aid forms. Register for the CSS Profile if required and obtain the college's own financial aid forms, if available. Your parents will need to compute their taxes as early in January as possible, since most financial aid deadlines are on or around February 1. If applying ED, your financial aid documents will have to be submitted in early November, using estimated end-­‐of-­‐year figures.

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Keep all records, test score reports and copies of applications for admission and financial aid. Do not throw anything away until at least the end of your first year in college. Having detailed records will save you time and effort should anything be lost or should you decide to apply in the future to other colleges and scholarship programs.

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Keep working in your classes! Grades and courses continue to count throughout the senior year.

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Request that your Castilleja college counselor send the transcript of your first semester grades to the colleges to which you applied. This is your “Mid-­‐Year Transcript.”

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Remember to monitor your applications to be sure that all materials are sent and have been received on time and that they are complete. Stay on top of things and don't procrastinate; you can ruin your

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chances for admission by missing a deadline. Most colleges will have a mechanism for you to verify that your application is complete, either online or through the mail.

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Complete scholarship applications. You may be eligible for more scholarships than you think, so apply for as many as you can.

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Enjoy your final year in high school, but don't catch senioritis! Stay focused and keep studying -­‐ only a couple more months to go!

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By May 1, decide on the one college that you will attend and send in your deposit or letter of intent to enroll. Notify the other colleges that accepted you that you have selected another college. You are not allowed to deposit or commit at more than one college.

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If your first-­‐choice college places you on its waiting list, do not lose hope if that is really where you would prefer to go. Some students are admitted from the waiting list. Talk with your Castilleja college counselor, and contact the college to let them know you are still very interested. Keep the college updated on your activities.

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Take Advanced Placement exams in May, if appropriate, and request that your AP scores be sent to the college you will attend.

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Request that your Castilleja college counselor send your final transcript to the college you will attend.

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Notify your college of any outside scholarships or grants you will be receiving from organizations other than your college.

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Congratulations, you've made it through high school! Enjoy your graduation and look forward to college.

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Have a great freshman year! Come back and visit!

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TRANSCRIPT AND CURRICULUM Your high school transcript is the first application document colleges review in order to determine if you have the preparation and ability to succeed at their college. Colleges expect applicants to pursue a reasonably challenging curriculum, choosing courses from among the most demanding available. You should consult with your Castilleja college counselor, your teachers, and your parents as you construct a curriculum that is right for you, taking into consideration the many obligations and expectations you have both in and out of the classroom. Chosen wisely and advisedly, your high school curriculum will inspire you to develop your intellectual passions, not suffer from unnecessary stress. There is no magic formula for getting into college. It is true, however, that your college search has the potential to be enjoyable and successful if you have taken full advantage of the opportunities available to you at Castilleja and have achieved at a high level all four years.

Overview of Curricular Requirements These course suggestions are based on stated admission requirements and recommendations from colleges across the country. Meeting or exceeding these guidelines does not guarantee admission to any specific college, nor does following a different curricular pattern preclude admission to college. Students are advised to review the admission requirements for individual colleges in which they have an interest and to consult with their teachers, advisors, and Castilleja college counselor when selecting, adding, or dropping courses.

Colleges know that course availability and conflicting schedules often preclude students from taking a specific course of study, and in almost all instances prefer that students pursue a course of study that challenges them, allows them time for outside interests and family, and introduces them to new topics while allowing them to study in depth those topics they love.

Castilleja Graduation Requirements

UC System Minimum Course Requirements*

Non-­‐UC System Suggested Course Requirements**

English

4 years

4 years*

4 years

2 years*

3-­‐4 years

3 years required, 4 years recommended*

3-­‐4 years, taken in grades 9-­‐12, through Precalculus or Calculus

History

Math

3 years, including Cultures and Civilizations, The American Political System, The Individual and Society, and U.S. History Geometry, Algebra II, and one additional year

World Languages

Through Level III

2 years required, 3 years recommended, through Level III*

3-­‐4 years of the same language, taken in grades 9-­‐12

Science

3 years of a lab science, including physics, chemistry, and biology

2 years of a lab science required, 3 years recommended*

3-­‐4 years of a lab science

Fitness and Wellness

2 years

–

–

Visual and Performing Arts

Core Arts and 1 year in a single arts discipline

1 full-­‐year course in a single arts discipline*

1-­‐2 years

Electives

Available in all areas, but not required; additional courses strengthen an application

1 year (2 semesters) in “a-­‐f” subject areas required*; additional courses strengthen an application

Take according to interest and schedule in any of the above areas; additional courses strengthen an application

Senior Talk

Yes

–

–

*See specific “a-­‐g” subject requirements for the UC system. **Please direct questions about your particular academic and cocurricular interests and how they relate to college admission to the Castilleja College Counseling staff.

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University of California “a-­‐g” Subject Requirements* To satisfy the University of California minimum course requirements, students must complete the “a-­‐g” high school courses listed below and included on Castilleja’s UC-­‐certified course list. At least 11 of the 15 courses must be completed by the end of the junior year. Note that these are the minimum requirements; courses taken that exceed these minimum requirements better prepare students for success at the college level and place the applicant in a stronger position for admission to the UC system. NOTE: In some instances courses taken in grades 7 and 8 will count toward the “a-­‐g” UC requirements. a. History/Social Science; 2 years required Two years of history/social science, including one year of world history, cultures and geography; and one year of U.S. History or one-­‐half year of civics or American government.

b. English; 4 years required Four years of college preparatory English that include frequent and regular writing and reading of classic and modern literature. No more than one year of ESL-­‐type courses can be used to meet this requirement.

c. Mathematics; 3 years required, 4 recommended Three years of college-­‐preparatory mathematics that include the topics covered in elementary and advanced algebra and two-­‐ and three-­‐dimensional geometry. Approved integrated math courses may be used to fulfill part or all of this requirement, as may math courses taken in the seventh and eighth grades that your high school accepts as equivalent to its own math courses.

d. Laboratory Science; 2 years required; 3 recommended Two years of laboratory science providing fundamental knowledge in at least two of these three foundational subjects: biology, chemistry, and physics. Advanced laboratory science classes that have biology, chemistry, or physics as prerequisites and offer substantial additional material may be used to fulfill this requirement, as may the final two years of an approved three-­‐year integrated science program that provides rigorous coverage of at least two of the three foundational subjects.

e. Language Other Than English; 2 years required, 3 recommended Two years of the same language other than English. Courses should emphasize speaking and understanding, and include instruction in grammar, vocabulary, reading, composition, and culture. Courses in languages other than English taken in the seventh and eighth grades may be used to fulfill part of this requirement if your high school accepts them as equivalent to its own courses. American Sign Language and classical languages, such as Latin and Greek, are acceptable.

f. Visual and Performing Arts; 1 year required A year-­‐long approved arts course from a single arts discipline: dance, drama/theater, music, or visual art.

g. College Preparatory Electives; 1 year required One year (two semesters), in addition to those required in "a-­‐f" above, chosen from the following areas: visual and performing arts (non-­‐introductory level courses), history, social science, English, advanced mathematics, laboratory science, and language other than English (a third year in the language used for the "e" requirement or two years of another language). *Subject to change; students are advised to consult with the College Counseling Office and the UC website for the most recent and accurate requirements.

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Castilleja Four-­‐Year Course Planner Use this planner to map out your Upper School curriculum and chart your preparation for college, being sure to meet or exceed the Castilleja graduation requirements, the UC eligibility requirements, and the recommended courses for college admission. Include your cocurricular activities in order to gauge accurately the amount of time you are committing to your academics and your outside activities. Consult with your advisor and your Castilleja college counselor when selecting and changing your academic program.

Grade 9

Grade 10

Subject Area

Fall Semester

Spring Semester

Fall Semester

Spring Semester

English

English I

English I

English II

English II

History

Cultures & Civilizations

Cultures & Civilizations

The Individual and Society

The American Political System

Math

World Languages

Science

Fitness and Wellness

Fitness & Wellness I

Fitness & Wellness I

Fitness & Wellness II

Fitness & Wellness II

Visual and Performing Arts

Core Arts

Core Arts

(One full year in the same course)

(One full year in the same course)

Cocurricular Activities

Family Time and Obligations

Relaxation and Sleep

College Counseling Handbook

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Grade 11

Grade 12

Fall Semester

Spring Semester

Fall Semester

Spring Semester

English

AP English Language: American Voices

AP English Language: American Voices

History

AP or Honors U.S. History

AP or Honors U.S. History

Math

World Languages

Science

Fitness and Wellness

___________

___________

___________

___________

Visual and Performing Arts

Cocurricular Activities

Family Time and Obligations

Relaxation and Sleep

College Applications

___________

Small group seminars and individual appointments

College applications and individual appointments

___________

College Counseling Handbook

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STANDARDIZED TESTS Standardized tests are but one component of many that colleges consider when evaluating your application.

In nearly every instance colleges place far more emphasis on the high school transcript, including the rigor of the courses you have taken as well as the grades earned in those courses, than they do on your test scores. In fact, a national survey taken by the National Association for College Admission Counseling has shown that, on average, college admission officers spend about 5 seconds reviewing a typical applicant’s test scores! This is not to imply that test scores have no value in the process, but it does underscore that your course selection and grades are more important, and that the way you think, how you approach your studies, and how you choose to spend your time outside the classroom all contribute to the strength of your application. The following information should answer the majority of your questions about standardized tests. 

Castilleja is not a test site for any of the standardized tests except the PSAT. You will take the ACT, SAT, and Subject Tests at a location of your choosing when you register online.

Test Descriptions The PSAT: The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) measures the skills students have developed over time, including critical reading skills, math problem-­‐solving skills, and writing skills, mirroring the areas tested on the SAT. The PSAT/NMSQT is the best preparation for the SAT. Students at Castilleja take the PSAT twice: in October of tenth grade and October of eleventh grade, in order to gain important standardized test-­‐taking skills that will serve them well in the college application process.

PSAT scores are not sent to the colleges and do not factor in the college admission decision whatsoever.

Scores from the eleventh grade test are used to determine eligibility for the National Merit Scholarship Program. The PSAT is scored on a scale of 20-­‐80, with 50 set as the national median.

The SAT: The SAT (formerly the SAT Reasoning Test and the SAT I) is a standardized assessment of the critical reading, mathematical reasoning, and writing skills students have developed over time. The SAT is offered seven times a year and consists of ten separately timed sections. It takes three hours and 45 minutes, with three sections in critical reading (70 minutes total); three sections in mathematics (70 minutes total), three sections in writing (60 minutes total), and one variable (unscored) section in critical reading, mathematics, or writing (25 minutes total). The test includes three kinds of questions: multiple-­‐choice, student-­‐produced responses (mathematics only), and essay. The test is machine-­‐scored, except for the essay, and is scored on a scale of 200-­‐800, with 500 set as the national median. 

Usually the SAT is taken not earlier than March of the junior year, in order to capitalize on as much of the English and math curriculum as possible, and to further develop critical thinking skills. Many students will not take the SAT until May or June of the junior year, and then take it again in the fall of the senior year. Consult with your Castilleja college counselor before registering for the SAT or the ACT.

Subject Tests: Students take Subject Tests (formerly the SAT II and Achievement Tests) to demonstrate their mastery of specific subjects. The content of each test is not based on any one approach or curriculum but rather reflects current trends in high school course work. Tests are offered in Literature, U.S. History, World History, Mathematics Level 1, Mathematics Level 2, Biology-­‐Ecological or Biology-­‐Molecular (one test, but the student selects which “track” to take during the test itself), Chemistry, Physics, Chinese with Listening, French, French with Listening, German, German with Listening, Modern Hebrew, Italian, Japanese, Japanese with Listening, Korean, Korean with Listening, Latin, Spanish, and Spanish with Listening. Most Subject Tests are offered six times a year and students can take one, two, or three tests on a single test date. Each Subject Test takes one hour and consists of multiple-­‐choice questions, but some have unique features or formats.

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Subject Tests are machine scored, using a scale of 200-­‐800, the same as the SAT. Students may not take the SAT and the Subject Tests on the same day, so you need to plan carefully with your Castilleja college counselor in determining test dates and college application deadlines. Colleges that require Subject Tests ask for two. If you are thinking of applying to engineering programs, you should plan on taking Math Level 2 and either Chemistry or Physics. (You would need to study on your own for the Physics Subject Test, as our 9th grade course does not prepare you for the Subject Test, and our advanced Physics course is typically not taken until the senior year, which is too late for submitting to colleges.) NOTE: Although the UC system no longer requires Subject Tests for admission, many programs of study within the UC system do; students must check with specific departments and majors. 

Subject Tests should be taken upon completion of the course that best prepares students for a given test, as these tests are content-­‐driven and not tied to a specific year in high school. Review the “Castilleja Courses and Taking Subject Tests” information below before you register for and take any college entrance tests.

The ACT: The ACT assesses general educational development and specific subject knowledge. Offered six times a year, the ACT is a multiple-­‐choice test that covers four skill areas: English, mathematics, reading, and science. The ACT Plus Writing measures the same four areas plus has a section that measures skill in planning and writing a short essay. Castilleja students who choose to take the ACT in addition to or in lieu of the SAT should take the ACT Plus Writing. Each section of the ACT is scored on a scale of 1-­‐36, with the national average composite score (the average of the 4 main sections) in 2012 of 21.1. All U.S. colleges now accept the ACT equal to the SAT. AP Exams: AP (Advanced Placement) exams enable students to demonstrate their competence in college-­‐level AP courses through three-­‐hour exams in May. Offered in some 30 subjects, these tests contain objective and written sections, and, in the case of foreign languages, a listening and speaking portion as well. These tests are scored on a scale of 1-­‐5, with 5 being the highest. Students with scores of 4 and 5 (in some cases 3) may be granted a higher course placement in college and/or some college credit, but credit is always awarded at the discretion of the college the student attends and according to that college’s AP policy. AP exams were not designed for college admission purposes, although scores of 4 and 5 earned in the junior year can strengthen an applicant’s file in terms of academic profile. AP exams in the AP courses we offer are given in May at Castilleja; students should consult their AP teachers about eligibility and test dates.

When to Take the Tests Freshman Year: Usually no tests are necessary, although you could consider taking the SAT Subject Test in a foreign language upon completion of level III of the language, unless you intend to continue to a higher level in that language. Consult your Castilleja college counselor if you are considering ending the formal study of a language after level III, as doing so may affect your college choices.

Sophomore Year: All sophomores take the PSAT at Castilleja in October as practice. Usually no other standardized tests are necessary, although you should consider taking the Subject Test in a foreign language upon completion of level III of the language, unless you intend to continue to a higher level in that language; or the Math Level 2 Subject Test upon completion of the first semester of Introduction to Calculus AB or BC, or upon completion of the full year of Pre-­‐Calculus with Applications. Some students may also want to take the Chemistry Subject Test if they have done well in honors-­‐level Chemistry and do not intend to take the advanced course in Chemistry in the junior year. NOTE: Most engineering programs require Subject Tests in Math and either Chemistry or Physics. Consult your Castilleja college counselor before registering for any college entrance tests.

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Junior Year: All juniors take the PSAT at Castilleja in October. You should then take the SAT in March, May or June of the junior year or the ACT Plus Writing in February, April, or June. January is usually too early, especially right after the Junior Global Trip, and the fall of junior year is not recommended at all. Consider taking the Subject Test in a foreign language upon completion of at least level III of the language; or the Math Level 2 Subject Test upon completion of the first semester of Introduction to Calculus AB or BC or the full year of Pre-­‐Calculus with Applications; or the Biology E/M Subject Test upon completion of Biology (if you earned an A or B in the course) or Biology Honors; or the Subject Test in Literature at the end of the junior year if you have earned As in your English courses and have scored at least 70 in the Critical Reading section of the PSAT or 700 in the Critical Reading section of the SAT; or the Subject Test in U.S. History upon completion of U.S. History Honors or U.S. History AP; or the Chemistry Subject Test if you have taken the advanced Chemistry class in the junior year. NOTE: Most engineering programs require Subject Tests in Math and either Chemistry or Physics. (May and June test dates qualify as “completed” if you are currently in those courses.)

Consult your Castilleja college counselor before registering for any college entrance tests.

Senior Year: You should re-­‐take the SAT or the ACT Plus Writing in the fall of the senior year, preferably in October, if you are not satisfied with your junior year scores. Take additional Subject Tests in the fall as needed (see “Junior Year” above and the “Castilleja Courses and Taking Subject Tests” grid below). Keep college application deadlines in mind when registering for these tests, as in most cases the November test dates will not arrive in time for any early applications with deadlines in November or early December. We recommend taking the SAT or ACT Plus Writing twice, and three times at most. We recommend that students not exercise the Score Choice option now available to them with both the SAT and the ACT, as many colleges are requiring full disclosure of all test scores. Most colleges will give you the benefit of “best test” when evaluating your application. There are full-­‐length practice tests available to students desiring additional experience without having to take the actual tests on a Saturday morning. Consult your Castilleja college counselor before registering for any college entrance tests.

Score Choice Both the College Board and the ACT allow students the option of choosing which scores they want sent to their colleges. For the SAT, you can indicate by test date the scores you want to send or withhold. You cannot choose a single section of the SAT, however; it is all three sections of the SAT or nothing. For the Subject Tests, you can choose by individual test, regardless of the test date. For the ACT, you cannot choose individual sections of the test; you must select a single test date, which is similar to the SAT policy.

Because every college can set its own policy regarding what tests and scores they require, and we know that many of the colleges to which Castilleja students apply require that all scores be sent regardless of the score choice possibility, we strongly recommend that students not withhold any scores. You should have all scores sent once you have determined your college list. The colleges will always consider your “best test,” but they want to review your testing profile as a whole. Your time is better spent on your daily class work and activities than worrying about which scores to send and why.

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Castilleja Courses and Taking Subject Tests Because the SAT Subject Tests are based on knowledge of course content, it is better to take these tests according to course completion rather than year in school. While we recommend that students take the three-­‐ part SAT (Critical Reading, Math, and Writing) no earlier than March of the junior year, we recommend that students take SAT Subject Tests according to the following course completion guidelines. In general, colleges that require Subject Tests usually require only two, but students are responsible for knowing the requirements of the colleges to which they intend to apply. (In some instances those colleges that require Subject Tests will accept the ACT Plus Writing in lieu of the Subject Tests.) Remember that colleges need official test scores submitted by December of the senior year, earlier if a student is applying under an early program.

Subject Test

Castilleja Course (minimum course/semester COMPLETION)

Biology E/M*

Biology with grades of A or B; or Biology Honors; and with extra preparation

Chemistry

Chemistry Honors with grades of A or B; or AT Chemistry; and with extra preparation

Physics

Not recommended; Physics 9 does not prepare students for this test

Literature

No earlier than the end of the junior year and with English grades of A and an SAT Critical Reading score of 700 or above (or a PSAT score of 70 or above)

U.S. History

U.S. History Honors or AP U.S. History

World History

Not recommended

Math Level 1

Algebra II or Algebra II Honors (Note: most colleges prefer Math Level 2 if a student elects to take a Subject Test in Math. So this test is not recommended at all)

Math Level 2

Semester 1 of Introduction to Calculus AB or BC at the Honors level, or the full year of Precalculus with Applications

World Languages

Minimum: Level III Preferred: AP Language or highest level completed by end of Junior Year (Note: Not all languages are offered on all test dates, and the test in Reading and Listening, as compared to Reading only, is offered only in November)

*The Science Department recommends the Biology Test as the best choice for those students needing/wanting to take a Subject Test in the Sciences. (NOTE: Engineering schools usually require the Math Level 2 test and either the Chemistry or Physics test.)

Test Preparation The first place to look for test preparation is on the CollegeBoard and/or ACT websites, both of which offer comprehensive materials and advice, including tips for taking the tests, sample questions, timed tests and test scoring. This is free and can be accessed whenever the student wants. Paper versions of sample tests are available in the College Counseling Office as well. Additionally, the CollegeBoard offers an online, self-­‐directed College Counseling Handbook

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test prep program at a nominal cost. Many other college search websites provide free test preparation as well.

Test prep books are available in the College Counseling Office and at most bookstores. Your Castilleja teachers are also good resources. You can take your PSAT test booklet and score report to your English and Math teachers and ask them to go over the questions you missed. Seek their advice and that of your Castilleja college counselor on when to take the tests. The value of test prep courses offered by for-­‐profit companies and tutors depends upon the motivation and receptiveness of the student, learning style, the individual tutor, time available, parent support, and so on. Most test prep courses and tutors are expensive and require a great amount of time, which can affect the student’s ability to participate in cocurricular activities, complete homework, earn good grades, get enough sleep, and can place more emphasis on a score than is warranted.  

Continuous reading of good literature, attentiveness in class, retention of material learned in school, and plenty of rest are, in the end, the best preparation!

You may also be interested in signing up for the CollegeBoard's Official SAT Question of the Day for additional preparation.

Questions to Ask When Considering Test Prep Tutors and Companies Ask: • • • • • •

How much focus does the company place on hiring and training its teachers and tutors?

Who are the teacher/tutors? How do you choose for me/my child and why?

Who's ultimately responsible for the tutors and why should we trust you/them? How long have they worked for you? How do you do background checks?

What is the curriculum? Based on what? What research and revision is done of the curriculum and how frequently?

Does your method work? How well? What if it doesn't work?

How will we know when I/she approaches her "score ceiling"? (That is, no amount of additional prep will have a significant effect on the score.)

Avoid: • Anyone who gives a 100% guarantee of a specific number of points for improvement or anything that seems overstated.

• Any company that presses you to sign up for more than what you need; e.g., maybe you need only math or only verbal—why pay for both?

• Following the herd to the same tutor or company that "everyone" uses; do your own research.

• Spending too much time on test prep or starting too early; good test prep is usually 6-­‐10 weeks in length and ends just at the test date.

Insist on: • A diagnostic test to determine which test is better for you, SAT vs. ACT, before starting anything • The company being on your side, working for you, not for itself • A balanced curriculum: not too many test gimmicks; teaching should include content as well as strategy • The product being tailored to you • Current research and revision of tests and curriculum • Buy-­‐in from you—this won't work if you don't want to invest time and energy in it

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Testing Accommodations Both the CollegeBoard and ACT may grant testing accommodations for students with learning differences who have gone through the request process and provided all required documentation. It is incumbent upon the student and family to research those requirements and timelines and work with the Castilleja SSD coordinator as early in the high school career as possible, or as soon as a learning difference has been identified. Note: Students who have received Castilleja testing accommodations are not automatically approved for CollegeBoard or ACT accommodations; these are two separate processes. See the Castilleja Registrar for more information.

CollegeBoard Accommodations Information ACT Accommodations Information

Testing Deadlines SAT and SAT Subject Tests: In the U.S., the SAT is administered on seven national test dates, and the Subject Tests are administered on six national test dates: October, November, December, January, March (SAT only), May, and June. Registration deadlines are about six weeks before the test date. You should register online at the CollegeBoard website.

Registration Dates and Deadlines Online Registration for the SAT Reasoning and Subject Tests Sending SAT Scores to Colleges Accommodations ACT and ACT Plus Writing: In the U.S., the ACT is administered on six national test dates: September, October, December, February, April, and June. Registration deadlines are about six weeks before the test date.

Registration Dates and Deadlines Online Registration for the ACT Sending ACT Scores to Colleges Accommodations

College Counseling Handbook

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MORE THAN GRADES AND SCORES The choices you make in your activities outside the classroom, the time you spend on those endeavors, and the leadership roles you play in cocurricular activities and nonacademic interests tell colleges a lot about you.

Describing what you love about these interests in your application helps the admission committees discover your potential contributions to their communities, and brings an important perspective to understanding the full picture of who you are.

It’s not about the number of activities you can list on an application grid. Depth of experience in one or two activities may demonstrate your passion more than minimal participation in five or six clubs. The impact you have had on a club, in your school, or in the larger community-­‐-­‐and the impact that experience has had on you-­‐-­‐are of much more importance than a lengthy resume.

Use the early years in Upper School to explore many interests and discover your passions and talents, and then focus on a few of those in greater depth and commitment in your last two years. Learn to choose from among your interests rather than running the risk of burning out on all of them. No college expects you to be all things to all people, and one of the greatest myths about college admissions is that you need to excel at everything.

If you are a student-­‐athlete interested in participating in sports at the varsity level at NCAA Division I and II schools, you should consult your Castilleja college counselor and the Director of Athletics early in your junior year, in order to ensure adherence with all NCAA rules and regulations. You must register with the NCAA Eligibility Center at the end of your Junior year. Information about the NCAA. If you are a visual or performing artist, whether dance, theater, or music, you may want to consider submitting a portfolio or audition CD/DVD, or scheduling a live audition, according to the guidelines of each college to which you apply. Consult with your Castilleja college counselor and your teacher/mentor about this early in the process, preferably in the junior year.

College applications usually ask if you have worked, either in the summer or during the school year. Many students do work, but not all do, so if you have not yet had a paid job, don’t worry. Colleges do not have an expectation that you will work. The exception to this is if you are on financial aid, since financial aid packages include a student contribution expectation of several hundred dollars from summer employment, beginning with the summer immediately following high school.

Summer provides time for you to explore new interests and/or delve more deeply into current ones. As with school-­‐year activities, summer commitments should not be about padding a resume, attending expensive national or international programs, or discovering the cure for cancer. Engage in activities that excite you, that further develop your talents, or that teach you new skills. This might mean you will travel across the country or around the world, but it might also mean you will stay local and ride your bike to work! (And who knows – you just might discover the cure for cancer!)

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APPLYING TO COLLEGE Each college has its own personality, and, accordingly, each college looks for different qualities in its applicants. But, overarching most admission committee decisions is the academic preparation an applicant presents.

The primary criterion for admission to college is academic excellence. Colleges look for your preparation and potential to succeed. They expect you to challenge yourself by taking a strong program throughout high school and earning good grades. The most important credential that enables a college to evaluate your academic record is your transcript. Remember, however, that the evaluation of your application goes beyond any numerical formula.

Colleges want to see your commitment, dedication, and genuine interest in expanding your intellectual horizons. They want to see the kind of curiosity and enthusiasm that will allow you to spark a lively discussion in the classroom and continue the conversation in your dorm. They want to see the energy and depth of commitment you bring to your endeavors, whether that means in a class, while being part of a community organization, during a performance, or on an athletic field. They want to see the initiative with which you seek out opportunities that expand your perspective and that allow you to grow as a student and as a human being.

The College Counseling Office at Castilleja will assist you in identifying those colleges that will allow you to continue to grow and explore, that will challenge you intellectually, that will deepen your talents, and that will support you in your aspirations. And your Castilleja College Counselor will guide you in developing a strong application that will allow the college admission committees to come to know the real you.

Teacher Recommendations Most private colleges require one or two recommendations from teachers who have taught you in the 11th and/or 12th grades in one of the core academic subjects (English, math, foreign language, social studies, or science), though some will accept evaluations from earlier grades and teachers in other disciplines, in unusual circumstances and with permission. The teacher recommendation lets your colleges know what you are like in the classroom setting, and what their faculty can expect from you as a college student. Your teachers will write about your classroom participation, your writing, your critical thinking skills, your daily preparation, your attitude and how you approach learning, your ability to meet deadlines, your attendance, how you contribute to the classroom, how your thinking has matured, and how you have developed as a student over time, among many other aspects of your academic life.

Typically, public colleges and universities do not require any recommendations, although the verification process used by ever-­‐increasing numbers of public institutions does. In such cases, the applicant is contacted directly by the admission office.

It is the student’s responsibility to know and track what the requirements are at each school to which she is applying.

Selecting the two teachers from among the many wonderful faculty at Castilleja can feel overwhelming, but a few simple guidelines are helpful: choose those teachers who know the most about your performance in an academic setting, who have written positive comments about your work in your comment cards, with whom you have a solid relationship, in whose classroom you either excel or have made great progress after initially encountering some difficulty. Remember, unless a college specifically requests it, don't use a coach or College Counseling Handbook

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someone who can't speak to your academic achievements and potential.

Make sure to give your recommendation writers plenty of time—at least one month before letters are due— to complete and send your recommendations. But, as with anything, the earlier the better. Many teachers like to have the summer to write recommendations, and the College Counseling Office will let you know who those teachers are. If you apply under early decision or early action plans, you'll need to ask at the start of the school year, if you didn't make a request in the spring.

Your Castilleja college counselor will provide you with more advice and counsel, and will instruct you on how best to ask your teachers to write on your behalf. They will also tell you what information you will need to provide your recommenders, and when. Remember to keep your teachers informed throughout the process if you make any changes to your college list, and of course share your admission decisions with them in April and May. Above all, thank your teachers for taking so much time to support you in your college applications and throughout your years as a Castilleja student!

Helpful Tips in Asking Your Teachers for a Recommendation • • • •

•

•

•

Don't be shy. Teachers and counselors are usually happy to help you, as long as you respect their time constraints.

Include addressed and stamped envelopes for each school to which you're applying, if using a paper application. You need not do this if applying online.

Provide teachers and counselors with deadlines for each recommendation that you are requesting, especially noting the earliest deadline.

On the recommendation form, waive your right to view recommendation letters. This gives more credibility to the recommendation in the eyes of the college. We want them to believe all the wonderful things being said about you!

Typically, you know your teachers well enough to know who can provide favorable reviews of your accomplishments. If in doubt, don't hesitate to ask if they feel comfortable writing a recommendation. In some cases, you may have no choice as to who to use, but when you do, make the best choice possible.

Follow up with your recommendation writers a week or so prior to your first deadline, to ensure recommendations have been mailed or submitted electronically or to see if they need additional information from you.

Once you have decided which college to attend, write thank-­‐you notes to everyone who provided a recommendation and tell them where you've decided to go to college. Be sure to do this before you leave Castilleja.

College Counselor/School Recommendations Colleges also want to hear from your Castilleja college counselor, who will write about you in the larger school context, not just in the classroom. We will draw from comments provided us by your teachers, advisors, coaches, administrators, as well as from what we have learned about you over the years that you have been at Castilleja. We will also use information you and your parents have provided us through your junior year college assignments and the parent questionnaire. The counselor recommendation is submitted along with the Secondary School Report (SSR), your transcript, and the Castilleja School Profile, which provides additional contextual information for interpreting your courses and grades.

Optional Recommendations Some colleges—but not all—will allow you to submit additional recommendations from people who know you outside the academic context. These might be from a peer, or a coach, your clergy person, your employer, College Counseling Handbook

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or a neighbor. Additional recommendations can be helpful if the person writing on your behalf knows you well AND can present a different aspect of you than your teachers and your Castilleja college counselor.

Additional recommendations are NOT helpful if 1) the college has specifically stated they do not accept additional letters or 2) the person writing the letter does not know you well. Remember that it is not about who you know (or your parents know) but how that person knows YOU. A letter from a famous or influential person who does not know you is not helpful, and colleges often view such letters as an act of desperation or manipulation; such letters are not well received.

If you do decide to ask someone to write an optional letter of recommendation, be sure to have that person send his/her letter directly to your Castilleja college counselor—not to the college!—so we can ensure that it is connected to all of the school documents submitted on your behalf. Optional letters sent to the colleges by a third party are often the last documents to be filed in your application folder, and oftentimes are not clearly addressed or identified as intended for your application.

Always consult with your Castilleja college counselor before asking someone to write an additional/optional recommendation for you.

Essays It is in the college application, sometimes called the personal statement, where you are best able to distinguish yourself from other equally qualified applicants. Through your own writing, in your own voice, you are able to “talk” to the admission committee. It is here that you let them know who you are, what you value, how you think, what you think about, what excites or interests you, and what you would bring to their campus.

The strongest essays are those where the student’s genuine voice stands out. You should resist the urge to “package” yourself in order to come across in a way you think a college wants; what they want is to discover who you really are. Attempts at second-­‐guessing the college or packaging yourself simply blur a college’s understanding of who you are and what you can accomplish. As with all things in life, it is best to be completely yourself.

It is best to begin drafting your college essays early in the junior year, if nothing more than to become more comfortable writing about yourself and thinking about what matters most to you. Start by asking yourself a few basic questions: • What do I want my application reader to know about me?

• If I could have a conversation with the admission committee, what would I tell them about myself?

• How can I present those ideas through one of the topics listed on the application?

Then, after you have a few drafts under your belt, take a fresh look at them and ask these questions: • Did I convey the information I wanted?

• Did I convey my enthusiasm and passion?

• What has the reader learned about me through my essay?

• What kind of impression did I leave with the reader?

• Is this who I really am?

• Could another person have written this?

It is perfectly fine to ask a friend or a parent to read your essays and ask them if the essay reflects the “you” they know, and if what you have written is clear. And of course you want to work with your Castilleja college College Counseling Handbook

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counselor on your drafts to make certain you are presenting yourself authentically and clearly. It is NOT allowed for others to write your essay. Remember that this needs to be your work, your thoughts, your voice.

College Supplements There are two broad types of supplements to a college application. One is the Supplement to the Common Application that a majority of member colleges require, and the other is an institutional or Common Application supplement that supports a specific area of interest or talent, such as athletics or the arts. Not all colleges accept such supplements, so it is your responsibility to research whether or not any of your colleges do.

The required Supplement to the Common Application allows colleges to ask additional questions not covered in the basic application so they can better know you as a candidate and why you would be a good match (or not) for their college. Each college creates its own unique supplement. Some colleges require that the supplement be submitted at the same time you submit your basic application to them, while other colleges allow you to first submit your basic application and then spend more time on their supplement. In either case, the supplement requires thought and care, and should not be submitted hastily. This supplement is often where admission committees learn the most about you, why you are interested in their particular college, and where you can (or will not) emerge as a compelling candidate.

Supplements often require multiple short answers plus several additional essays. It is usually not possible, and certainly is not a good idea in general, to use responses to supplement questions for one college when completing the supplement for a different college. Keep in mind that supplements take time, so do not wait until December Break to complete them, as your responses will not be as well thought out as they really need to be as you rush headlong to the deadlines. Do not make the mistake of thinking that because it is easy to apply to multiple colleges using the Common Application you can simply add on a few more colleges at the last minute—the supplements will require a lot of time and energy, and if you don’t invest in the supplements, the colleges will know that and the decision will most likely not be in your favor.

The second type of supplement is the Arts Supplement. The Arts Supplement is for visual and performing artists who have achieved at a high level and want colleges to review their portfolios or auditions as part of the admission process. You should always review the submission requirements well in advance, as it can take considerable time and outside assistance to gather all of the required pieces of the Arts Supplements.

Supplementary Materials Individual college supplements should not be confused with “supplementary materials” such as newspaper clippings, videos, recital programs, resumes, and so on. Students and parents often think the application will be enhanced if they inundate the admission office with such items, when in fact most colleges do not review them or even file them in your application folder. If a college clearly states they do not want such materials, then do not send them. And if a college suggests that they would accept them, be judicious in what you send, as “less is often more” in such instances. Always consult with your Castilleja college counselor before submitting extra materials.

Deadlines for College Applications Early Decision (ED): Students make a commitment to a first-­‐choice institution where, if admitted, they definitely will enroll. Applications are typically due around Nov. 1, students learn of their decision by mid-­‐ December, and they must deposit and enroll if offered admission. Some qualified candidates will be deferred to Regular Decision for consideration in the standard admission cycle, while some may be denied at this time.

In both instances, applicants are then free to apply to other colleges.

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Early Action (EA): Students apply early, usually around Nov. 1, and receive a decision well in advance of the institution’s regular response date, usually around the middle of December. Applicants are free to apply to other Early Action colleges as well as Regular Decision and Rolling Admission colleges, whatever the decision, and have until May 1 to respond to an offer of admission.

Restrictive Early Action (REA): Students apply to an institution of preference early, usually around Nov. 1, and receive a decision early, usually in mid-­‐December. They are restricted from applying ED or EA or REA to other institutions. If offered admission, they are under no obligation to enroll, and have until May 1 to confirm. Some qualified candidates will be deferred to Regular Decision for consideration in the standard admission cycle, while some may be denied at this time. In both instances, applicants are then free to apply to other colleges.

Regular Decision (RD): Students submit an application by a specified date, anywhere from Dec. 15-­‐Jan.15 typically, and receive a decision in a clearly stated period of time, usually on or before April 1. Students have until May 1 to reply to offers of admission.

Rolling Admission: Institutions review applications as they are submitted and render admission decisions throughout the admission cycle. Applications close when the class is full, which may be at any time during the admission cycle.

National Candidate's Reply Date: Most colleges in the U.S. require admitted students to reply to an offer of admission (whether yes or no) by May 1; many colleges require a deposit with a commitment to enroll; students may deposit at only one college, but can remain on another college's waiting list as well. Remember: submitting your deposit late or not at all can mean the loss of your spot at the college of your choice. 

You may commit/deposit at only one college!

Interviews Many colleges offer informational interviews, to get to know you better, to tell you about the college, and to answer any questions you might have about the college in terms of intellect, energy, and interests. Other colleges require interviews, either at the college or in your local area, and evaluate you as a candidate. If you are applying to a college that requires an interview, be sure you know how to schedule the interview, learn if there are any early deadlines for submitting an interview request, and ask if you will be interviewing with an admission officer, a current college student, or an alumni volunteer.

Use the interview to your best advantage, to let the college know about your strengths, your interests, your overall personality, and what you will bring to the college in terms of intellect, energy, and interests. It's also a time to discuss special circumstances, if there are any, such as a fluctuation in grades, an illness, an outstanding accomplishment, and so on.

While interviews tend to be less formal these days, here are some things to keep in mind: • Don't be late!

• Don't chew gum or candy or bring food • It's OK to drink a beverage if your interview is in a coffee shop • Wear neat, casual clothes: don't show skin or wear jeans with holes or college sweatshirts (especially for another college!)

• Don't wear perfume • Speak politely and use proper English; no slang or swearing College Counseling Handbook

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• • • • • • •

Be confident, but don't become boastful Always tell the truth; even little white lies or exaggerations will come back to bite you Don't respond with a simple yes or no; elaborate on your answers Have questions prepared for your interviewer, which can be especially helpful if your interviewer is new at this, too! (and that's entirely possible) Maintain eye contact, and smile Always be polite to staff, receptionists, and your interviewer Turn off your cell phone before going into the interview!

Practice Interviews If you are concerned about interviewing or have never had an interview of any sort before, ask your Castilleja college counselor to do a mock interview with you. You could also ask a family member or friend to practice with you, with each of you taking turns asking and answering the questions. Sometimes it helps to see both sides of the interview relationship. Remember, the interviewer isn't trying to trip you up; they sincerely want to learn about you.

Be Genuine and Spontaneous While it's important to have some starting points for some of the questions you might be asked, don't memorize a speech. Be yourself, be natural and at ease, so your true personality and energy come across. The interviewer is a real, live person having a conversation with you. Don't be a robot.

Anticipate Questions The questions asked by interviewers can seem very similar from one college to the next. Here are some basic questions that come up fairly often: • Why do you want to attend our college?

• What will you contribute?

• What courses have you enjoyed most in high school?

• Are your grades an accurate reflection of your potential?

• Which of your activities is most rewarding and why?

• What has been your biggest achievement?

• What's your opinion on [fill in current event]?

• How did you spend last summer?

• What do you want to do after you graduate from college?

• What's the most difficult situation you've faced?

• If you could change one thing about your high school, what would it be?

Don't Panic If you are asked a question for which you have no answer, you can always say something like, "That's a great question. Could I think about that for awhile and call or email you?" Remember, it's much better to say, "I don't know" than to pretend to be an expert. And if you say you'll get back to the interviewer, make sure you do!

Courtesy Remember to greet your interviewer with confidence and to thank him or her when the interview has ended.

It is also always a good idea to send a thank you note or email afterwards.

A Note to Parents

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This is your daughter's interview, so allow her to go into the building and greet the interviewer on her own. If she can't drive herself to the location, drop her off and agree to meet 60 minutes later somewhere. If the interview is at the college and you are there as well, go explore the bookstore or make your calls to those back home while you grab a beverage somewhere.

College Visits A campus visit is the best opportunity to get a firsthand view of a college. A college catalog, view book, or website can show you only so much. To really get a feel for the school, you need to walk around the quad, sit in on a class, and visit the dorms.

Campus visits may not be a possibility for every family, but it is very beneficial to visit some of the schools that you are most interested in attending. It can be helpful to consider in advance how much time and resources your family has to devote to campus visits and plan your schedule wisely. If you can visit only one time, save your visit until you have been offered admission and then visit in April of your senior year.

At the very least, use local resources, even if you aren’t considering any of the colleges in the immediate area.

You may be surprised by what you learn when you visit and add a local school to your list. And, these resources will allow you to learn how to make the most of a college visit when you finally do make those trips outside the region.

When you begin your college search, it's wise not to think about a specific college you've heard about, but instead plan to visit "types" of colleges in order to get a feel for location, size, and other broad characteristics in general. You can narrow your focus later.

Get Answers to Your Questions A visit gives you the chance to talk to students, faculty, and financial aid and admissions professionals. You can get answers to your questions, such as: • What is the average class size, and the student to faculty ratio? Are most classes taught by professors or by teaching assistants?

• Are the faculty accessible to undergraduates?

• What is the campus meal plan like? How is the food? Is there ample space in dorms or does there seem to be a housing crunch?

• What is the make-­‐up of the current freshman class? Is the campus fairly diverse?

• What's the social scene like?

• How many students commute, and how many live on campus?

Pick up any official school material you see, such as brochures and financial aid forms. Don't forget to get business cards, too, so you will have a real, live contact if you have a question about admissions or financial aid and a person to write a thank you note to later.

Student-­‐produced material will give you a sense of what campus life is really like. Look around for newspapers and activity calendars. Check out bulletin boards to see what bands are coming to the campus, parties are advertised, internships are posted, and generally what the day-­‐to-­‐day energy of the place is. Don't be shy about initiating a conversation with students and faculty.

How to Schedule a Visit Many colleges use online registration for campus visits, while some colleges will accept or still prefer phone reservations, so check the website for each college you are considering visiting. A printed guidebook about making campus visits may not have the most up-­‐to-­‐date schedules and information, so the website is the best College Counseling Handbook

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source for this type of information.

Pick a time that's convenient for you and your family, but try to go when the college is in session, if at all possible. That way, you can sit in on a class or possibly stay in a dorm overnight. (Colleges rarely allow dorm overnights on weekends, and some colleges don’t offer this at all.) You’ll get a truer feel for the campus if you’re there on a day when classes are in full swing. Have several dates and times under consideration, because information sessions and tour groups can fill up early and fast, especially during the usual times for winter and spring breaks. Many colleges will offer additional sessions in the summer months to accommodate families’ summer vacations.

Find out how often college tours run, and if you have to sign up in advance.

To save time, get a map of the school before you go. You don't want to spend half your day trying to park or find the admissions office.

If an interview is suggested, be sure to make an appointment. Also, consider meeting with the financial aid officer, if that is a concern for you.

If you're curious about a club, program, or a sport, arrange to attend a practice, rehearsal, or meeting.

(Remember that the NCAA has very specific rules governing when and how recruited athletes can visit and speak with teams and coaches, and vice versa.)

Don’t worry if you can’t visit while classes are in session, but do keep in mind that the campuses won’t feel as vibrant when all the students aren’t there, and you may not get a true sense of the place. Try not to let that affect your opinion of the school unfairly. But visiting even when classes aren’t in session is better than not visiting at all. Perhaps you can go back at another time, if the college remains on your list and you are offered admission.

In some of the larger metropolitan areas you will be able to include 2 colleges in a day, but don’t forget to allow for rush-­‐hour traffic and getting lost! Include some of the lesser-­‐known colleges in an area that you aren’t considering at this time; it’s a great means of comparison, and you might be pleasantly surprised!

Parents: You will certainly be welcome to accompany your child on the campus tour, and the admissions office may also welcome you at a group information session. But remember that the campus visit is really meant to help your daughter get a feel for the college. Your support is important to your child, but it is very important that she be able to explore the college on her own. If you're traveling as a family, you should plan to occupy other family members with alternative activities while your college-­‐bound student explores the campus in depth. (And remember that prospective students should be at the front of the tours, with the tour guides, asking the questions, not the parents.)

Get Organized Before You Go! Be sure you have a list of standard questions with you when you visit, and a notebook in which to capture your thoughts for each school, with a separate page or section for each college. Enter the name of the college, the date and time of your visit, and any other pertinent information well before you go; otherwise, you may forget to do this in the rush of getting to campus and finding the building where your tour starts. Take a camera along so you can remember what you saw. After a while, one college campus can look a lot like all the others! Your notes and pictures will help to remind you what you learned and what your first impressions were.

Sample Note-­‐Taking Grid College Counseling Handbook

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You should develop your own way to keep good notes during and after each visit. It needn’t be anything elaborate, and can be as simple as something like this, tailored to what qualities and characteristics you determine are important to you:

Date Visited

Look/Feel of Campus

Quality of Tour

What I Dorms Activities Classes

Etc…

Learned

College A

College B

College C

College D

Research the College Do some research on the college before you arrive on campus, especially if you have an interview scheduled.

Some colleges offer informational interviews in lieu of group information sessions; some colleges include the information session in the tour and offer a conversation with an admission officer as an option; some colleges require interviews, which are usually evaluative in nature. Know before you go!

Review the school's viewbooks, course catalogs, and any other information of interest.

Spend some time browsing the college's website to answer your own questions before you go; it doesn’t make a good impression when you ask questions that you could have researched for yourself.

Talk to currently enrolled students or alumni about the college. Your Castilleja college counselor can provide you with contact information for Castilleja alumnae at colleges across the country.

Make a list of what college characteristics are most important to you, so you know what to look for when you arrive. Use your list of preferences, likes, dislikes, concerns, etc., as a checklist for each visit, and try as much as possible to enter a thought about each characteristic after every campus visit, so when you get home you can make fair and equal comparisons.

Is This College Right for You? You may discover, after visiting a college, that some of the qualities you thought were vitally important to you no longer are, and that other aspects of a college begin to gain importance in your search. Listen to your inner voice, or gut.

• Do you feel comfortable walking around campus?

• Do you click with the students and faculty?

• Are the dorms where you want to live for four years?

• Can you change your major, study off-­‐campus, explore the curriculum before declaring a major?

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• • •

Will your classes be taught by faculty or grad students? Does that matter to you?

Are classes taught in a way that supports your learning style?

Do you feel at home here? Is this how you pictured college?

Look back at your notes. Re-­‐evaluate what you consider to be the most important aspects of your college. See if there are some common threads across the various colleges, both what you liked and what you didn’t like.

Using that information, you can expand your college list to include other schools you hadn’t considered earlier, and remove some colleges that ended up not being the fit you are looking for. Bring your notes with you to a meeting with your Castilleja college counselor so together you can determine your next steps.

On-­‐Campus Interviews for Non-­‐Seniors Freshmen, sophomores, and juniors don’t need to take interviews. Usually all of your questions can be answered by the tour and information session. And, in most cases, you aren’t prepared to interview well when your college search is so new. (Note: the exception is for those colleges that meet individually with students in lieu of a group information session.) If at all possible, wait to interview until the fall or winter of your senior year, after you have narrowed your list of schools and thought carefully about what it is you hope to get out of your education. When in doubt, ask your Castilleja college counselor!

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INDEPENDENT COUNSELORS Some Castilleja families wonder if they should hire the services of an independent counselor. While we understand the external pressures of the college search process and are sympathetic to special needs that may arise for students, we believe that most Castilleja students do not need such services. The professional experiences and training of the Castilleja college counseling staff, combined with the support of the administration and faculty, ensure that our students are receiving personal, personalized, abundant, and accurate guidance tailored to the individual student throughout the college search process.

The Castilleja college counselor is the person who will write the recommendation that admission officers will read, not the independent counselor. Most colleges in this country will not accept recommendations from independent counselors and will not respond to phone calls or emails from an independent counselor about the candidate, a fact that has been underscored numerous times in our recent conversations with college admission officers and we knew to be the case when we were in college admissions. Time spent with an independent counselor is time the student doesn’t have to meet with her Castilleja counselor, meaning less time for us to get to know your daughter well and for her to cultivate her relationship with us. It is also time your daughter doesn’t have to study and earn good grades, or to participate in an activity she loves, or to spend more time with the family.

Parents might ask if their daughter would have that added “push” that might “make the difference” if she were to work with an independent counselor. The answer is, in short, “No.” College admission offices can spot the highly polished, calculated hand of the coached application in a heartbeat, and when they do, any hoped-­‐ for “advantage” has been lost. The application that might otherwise have been a compelling one if written by the student herself can be relegated very quickly to the “waitlist” or even the “deny” pile. It is a fact that college admission offices see little benefit to, and indeed see more negatives associated with, working with an independent college counselor.

Colleges are looking for the student’s authentic voice. They want to know, in the student’s own words, what she cares about, what motivates her, what she thinks and believes, how she will engage on the campus, and so on. Overly coached applications obliterate the student’s voice, leaving the application reader wondering who wrote the essays, who filled out the application, why/if this student is actually interested in their college and would enroll if admitted. It is never to an applicant’s advantage to remove that voice, nor is it right to bring into question how an applicant was admitted to a given college: through her own voice and accomplishments or through the finesse of an outside advisor. Do not take away your daughter’s success achieved through her own efforts.

Perhaps a bit of history might be helpful. The profession of independent counseling came into existence as the result of inadequate counseling resources at public high schools. There was a clear need for students and their families to find information about the college process outside the school. But some independent counselors soon learned there was money to be made in counseling the more affluent who could afford to pay large sums for personal attention. The profession further proliferated when it was realized that much could be gained by playing off parental guilt and social pressure: if one counselor is good, two must be better! “If I don’t pay for an independent counselor, I am not supporting my child.” “Our neighbors have hired a private counselor, so we’re going to have to as well.” “Everything I’ve heard in the news suggests our child won’t get into college without the help of college coaching.” “I don’t know anything about the college search process; we need more help!” And so on.

To be perfectly candid, that extra attention, that individualized approach, that relationship with an experienced admission professional is what some of your tuition to Castilleja is paying for. We have two full-­‐ College Counseling Handbook

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time college counselors plus academic and support staff dedicated to working with your daughter throughout the winter and spring of her junior year right through to graduation a year later. Compare Castilleja’s 120:1 student-­‐to-­‐counselor ratio for grades 9-­‐12 to the national average of 450:1 and a California average of nearly 850:1. (These numbers are as of 2008-­‐2009; the national and California ratios are increasing as state budgets are being slashed and counseling offices are being severely reduced or eliminated.) For seniors only, this computes to 30:1 at Castilleja; 110:1 nationally; and 212:1 in California. The Castilleja college counseling staff provides focused, individual attention as well as small and large group sessions throughout the academic year for students and parents alike. Our staffing level allows us to meet 1:1 for an hour every week with every senior throughout the fall semester, if we need to, and still have time to meet with students in grades 9-­‐11 as needed.

We can function in a way that independent counselors cannot: we have full access to school records, teachers, coaches; we are the source contacted when a college has a question about an applicant; we write the recommendations that most colleges require; we have deep knowledge of Castilleja, its students, and Castilleja’s applicant history; we have the ears of college admission officers throughout the country; we engage in ongoing professional development that keeps us fresh and knowledgeable about the college admission landscape; and together we have more than 30 years of admission experience on the college side reading and evaluating thousands of applications. We are dedicated to supporting your daughter throughout her college search.

Reasons a family might consider employing an independent counselor include 1) a high student-­‐to-­‐counselor ratio (see above; definitely not the case at Castilleja), 2) the absence of college counselors and/or college search resources and programs in the school (see above; definitely not the case at Castilleja), 3) learning differences (we are well-­‐versed in appropriate needs and programs at the college level for your daughter and how to represent her to her colleges in the admission process), 4) Division I and II athletic recruitment (we have worked with recruited athletes on the college side and the high school side and know NCAA rules, regulations, and timelines), or 5) severe organizational problems (either the student herself or the family in general). We will always keep your daughter informed about due dates, and we meet and communicate regularly and often with the students about upcoming major “deliverables” connected to the college process.

But in keeping with our counseling philosophy regarding empowerment and developing decision-­‐making skills, we will not “nag” or track down or complete work for any student. For a true procrastinator, and if the family dynamic doesn’t lend itself to parents serving as the moderator, then working with an independent counselor might be a way to proceed, if the independent counselor understands that is the service you are purchasing.

What we don’t want to happen is that your daughter gets caught in the middle of what she is told by her independent counselor and what she is told by her Castilleja college counselor, or to have the independent counselor package her essays and other responses in a way that her own voice is lost in the final submission, or for your daughter to have to keep it secret that she is working with an independent counselor. If you do employ an outside counselor, please let us know, and grant permission for us to communicate and work cooperatively with that person, in the best interest of your daughter. But before you sign a contract with someone outside Castilleja, please come talk with us, learn who we are, what our counseling philosophy is, and allow us to respond to your concerns. Employing an independent counselor will not hurt our feelings, nor will it cause us to work with your daughter any differently. In the end, what we all want is the best for your daughter.

College admission isn’t a contest to be won or a consumer commodity to be bought; it is a process to be savored and through which your daughter will grow, if she is allowed to do this herself. As with all things at Castilleja, the college process is an educational journey for your daughter, one which, with the help of the College Counseling Handbook

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Castilleja college counselors, will teach her how to research, make choices, come to know herself, develop life-­‐ long skills that will serve her well, and attain a well-­‐deserved sense of pride and accomplishment when she is offered admission and selects where she will enroll in the fall. No college counselor can guarantee a desired outcome, but we can promise you that we will provide your daughter with the best information and attention possible.

Resources: National Association for College Admission Counseling Independent Educational Consultants Association Higher Education Consultants Association American School Counselor Association

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FINANCIAL AID AND SCHOLARSHIPS Many families find the financial aid process overwhelming, or assume they will not qualify for need-­‐based financial aid, or do not understand that private colleges oftentimes are less expensive than public universities once financial aid is factored in. If you find yourself in one of these categories, read on!

The Castilleja College Counseling Office offers an informative Financial Aid Night every year for all families in the Upper School. We encourage all families that think they will need financial aid in order to send their child/children to college to participate in this program to learn the basics about the aid application process, what colleges provide, what forms are required, and how to plan in advance for the cost of a college education. We are available year-­‐round to answer your questions about need-­‐based financial aid, merit-­‐based scholarships, need-­‐blind admission policies, and so on. We also have numerous books in our resource area that can be very helpful to families with questions about the financial aid process. We are well-­‐versed in the financial aid process and want to be of as much assistance as possible as you contemplate your financial situation and needs.

Cautionary Note: If you remember only one thing about financial aid and scholarships, it is this: Never pay any person or organization or website vendor to do a scholarship search for you, or to fill out financial aid forms and applications for you. More often than not, such "services" are scams, despite how "official" their materials might look. There is a wealth of free information and search sites available to you. When in doubt about any program, ask us before making any commitment.

Financial Aid 101 College costs continue to rise at schools across the nation. Fortunately, financial aid budgets have also grown.

There is certainly competition for these funds, and you may wonder whether you will even qualify. The only way to find out is to apply for aid. 

Mandated by federal law, every college website now has a financial aid calculator that will project what amount of aid you might expect to receive at that college.

Stated simply, financial aid comes in two basic forms: 1) Need-­‐Based Financial Aid and 2) Non-­‐Need-­‐Based Financial Aid (or Merit Aid). The former depends on your family's ability to pay; the latter is more frequently tied to academic, athletic, artistic, or some other college-­‐defined achievement or ability.

Need-­‐based financial aid is determined by a "Federal Methodology" developed and approved by the U.S. government. The FAFSA (Free Application for Federal Student Aid) is the form you must submit in order to determine the amount your family (parents and student together) can contribute to the cost of college. It reviews your assets, income, and other financial and biographical characteristics, such as age of older parent, number of children in college at the same time. This amount is known as the Expected Family Contribution (EFC) and does not vary, regardless of the costs of different colleges.

Many private colleges and universities also require families to submit either the CSS Profile, or a college-­‐ generated form, both of which seek additional information about your family's financial situation. The colleges then use their own "Institutional Methodology," in combination with the Federal Methodology, to determine what your revised Expected Family Contribution (EFC) will be.

To calculate your need, each college or university will take the total cost of attending their school, called the "Student Budget," which includes tuition, room and board, fees, travel, books, and miscellaneous personal fees, and will then subtract your EFC from that budget. The result is your family's "Demonstrated Need" at that specific college.

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Stated in an equation: Cost of Attendance -­‐ Expected Family Contribution = Demonstrated Need.

Some colleges will commit to meeting a family's full demonstrated need all four years, whether that need increases (e.g., another student enters college) or decreases (e.g., family wins the lottery). Other colleges will meet as much need as their endowments or financial aid policies allow, leaving families to fill in the remainder through other sources. (This is sometimes called "Gapping.")

The financial aid offer is known as an "Award Package," whether that aid comes from 1) the federal government in the form of loans and work ("Self-­‐Help") and/or grants ("Gift Aid"), or 2) the college you are attending, also in the form of work, loans, grants, and scholarships. Grants may be federal or institutional, but are essentially "free money"; you are not expected to pay the money back. College work/study or some form of campus employment is frequently offered as well, as colleges expect students to contribute to the cost of their own education. Loans may be offered to the student and even to the parents, whether subsidized by the federal government or not. Some of these loans include the Federal Stafford Loan, the Federal Perkins Loan, and the PLUS Loan.

It is always important to review the Student Budget to determine if all anticipated expenses have been included (sometimes they are not, so comparing aid awards can be more difficult), and to see what the balance of Gift Aid to Self Help Aid is. Consult your Castilleja college counselor if you have questions about your aid award, and don't hesitate to contact the financial aid office at your colleges for further explanation and verification of accuracy.

Remember: In applying for financial aid, families work with each college individually, and it is critical that all deadlines are met. You need to check with each school about what is required and when. It is important to remember the following: There are two "universal" dates for financial aid: 1) the FAFSA cannot be submitted until January 1 of the senior year, and generally should be completed no later than February 1; and 2) the Cal Grant GPA Verification Form for students applying for aid in California schools must be submitted no later than March 2.

Forms to Complete FAFSA (Free Application for Federal Student Aid): An online form from the federal government required of all aid applicants at both public and private colleges and universities; the new FAFSA becomes available online on January 1 of your senior year and must be completed each year for which you are applying for financial aid. Deadline: February 1 of the senior year, in most instances, but check the requirements of each college.

CSS Profile: An online financial aid supplemental application found on the CollegeBoard website, required by many private colleges and universities, in addition to the FAFSA; usually available online in October of your senior year; there is a fee to submit the CSS Profile; the CollegeBoard automatically awards fee waivers based on the information you provide on the form. Deadline: Check the requirements of each college; Early Decision applicants will have to submit this in the fall.

GPA Verification Form: Required if you are applying for need-­‐based aid at any college in California, under the Cal Grant program. Castilleja will provide you with this form, and will submit it for you after you and your parents have completed the form; you must also submit the FAFSA to be considered for a Cal Grant. Deadline: March 2 of the senior year.

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SAR: The Student Aid Report sent to you after your EFC has been determined using the information submitted on the FAFSA; this indicates only what Federal Aid you might be eligible for, not what a financial aid award might look like, which will vary college by college.

Resources: The CSS/PROFILE Financial Aid Application FAFSA-­‐Free Application for Federal Student Aid FastWeb! Scholarship Search Overview of Federal Student Aid Scholarships Search

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TIPS FOR ATHLETES Students who have been active in athletics throughout high school may want to continue playing sports in college, and could base their college decisions, in part or entirely, on the availability of a strong athletic program and their eligibility to play their sport(s) at a particular college or university.

On the other hand, some student-­‐athletes may decide that they want to play at the intramural or club level in college, and will search for colleges where there are excellent facilities and opportunities for the non-­‐varsity athlete.

If you are hoping to play at the varsity level, you will want to understand the differences between NCAA Division I, II, and III colleges, and will need to learn about and observe any NCAA requirements and restrictions regarding the recruiting process for D-­‐I and D-­‐II sports. Top athletes should consult with their coaches about their talent level and the types of programs they would be successful in, and they should talk to their Castilleja college counselor early in the junior year about registering with the NCAA Eligibility Center.

For a comprehensive overview of the NCAA Divisions and to understand your eligibility requirements, review the NCAA Eligibility Center College-­‐Bound Student-­‐Athlete Guide.

Here is a summary of the steps you should take to achieving eligibility: Freshmen and Sophomores: • Start planning early • Work hard to develop your athletic skills • Work hard to get the best grades you can • Learn to balance school and sports Juniors: • At the start of the school year register with the NCAA Eligibility Center • Continue to work hard to get the best grades possible and to develop your athletic skills. Stay healthy!

• Register to take the ACT or SAT (or both) in the winter and have your scores sent to the Eligibility Center, using the code 9999 • Ask the Castilleja Registrar to send your official school transcript to the Eligibility Center at the end of the year (you will have to sign the Castilleja Transcript Release Form first) • Contact coaches at the colleges you’re interested in; provide them an athletic stats sheet and video Seniors: • Continue to communicate your interest to coaches • Coaches can begin to contact you on July 1 • Be honest and clear with coaches regarding your level of interest • Take the ACT and/or the SAT again, if necessary, and have your scores sent to the Eligibility Center (see above) • Make official visits to campuses, if invited and interested • Commit/apply in the fall to the program of your choice • Review your amateurism responses and request final amateurism certification on or after April 1 • Continue to work hard to get the best grades possible. Stay healthy!

• After graduation, ask the Castilleja Registrar to send your official final transcript to the Eligibility Center as proof of graduation College Counseling Handbook

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Resources: NCAA Eligibility Center for Division I and II NCAA College Search by Sport NCAA Information and Resources for Student-­‐Athletes and Parents

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TIPS FOR VISUAL AND PERFORMING ARTISTS Similar to the concerns of athletes intending to play sports at a high level in college, the needs of visual or performing artists during the college process can require special expertise and attention. Students who possess noteworthy talent in music, art, drama, and/or dance should consider enhancing their applications with auditions or portfolios. Most colleges will accept such supplements, and many have specific guidelines for doing so. Whether submitting the standard Common Application Arts Supplement, or something specific to a given college, it is the student's responsibility to know and follow all submission or audition guidelines, requirements, and deadlines.

Students with extraordinary talent and passion for the arts may decide to major in the arts in college. If considering this, it is important to understand the different types of degrees offered, and to research the many colleges that grant professional degrees in the arts. These degrees include the Bachelor of Fine Arts (BFA in art, dance, drama) and the Bachelor of Music (BM in music, music education, music composition and theory, etc.). BFA and BM degrees typically require that ⅔ to ¾ of the coursework be taken in the specific art discipline and related arts, while an art major (or music, or dance, or drama) within the Bachelor of Arts or Science degree (yes, some colleges award that) will require only about ⅓ of the courses be taken in that area, with the bulk of the courses being taken from across the academic disciplines.

Some colleges also offer double degree options, usually five years to earn both the BFA or BM degree and the BA or BS degree in another, unrelated academic area. Most colleges will have theater programs and music ensembles open to non-­‐majors for those wanting to participate in some fashion but not majoring in the arts.

Your Castilleja teachers, college counselor, and your private music or arts teacher can be helpful in exploring the many options and preparing your audition or portfolio, whether for augmenting your college application or for admission to a professional degree program.

Resources: NACAC Performing and Visual Arts Fairs National Portfolio Day Slideroom.com

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TIPS FOR PARENTS Students are at the center of Castilleja's college process. While we in the college counseling office will inform, guide and encourage your daughter throughout her process, she is responsible ultimately for carrying out the incremental steps of the college application process, including registering for standardized tests, completing applications, and meeting all deadlines.

We want her to feel ownership of her successes, and to take pride in having come to know herself better, in understanding the value and responsibility in determining her choices and opportunities, and in having developed life-­‐long decision-­‐making skills.

Parents are an important part of this developmental process, to be sure, and you can be supportive throughout the college process by encouraging your daughter to carefully weigh her options, by showing her how to manage her time and commitments, by allowing her to reach her own considered decisions and honoring those decisions, and by congratulating her for taking responsibility for her actions and choices. But you should never do the "work" of your daughter's college process.

As you and your daughter navigate this special time in her life, remember that she is the one going to college, she is the one crafting the life she will lead, and her college decision is but one of many she will be making throughout her life.

We hope the information we have provided on these pages is useful to you. We invite you to attend and participate in our College Nights for Parents held during 1st semester and our College Morning Coffees held during 2nd semester. We in the Castilleja College Counseling Office are here to answer your questions and provide you with the most current information about the college process. We thank you for the opportunity to advise and counsel your daughter and look forward to meeting with you and your daughter while she is at Castilleja.

Susan E. Dean

Director of College Counseling

Joy I. Biscornet Associate Director of College Counseling

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RESOURCES Standardized Tests The ACT http://www.act.org/ The College Board http://www.collegeboard.com/ Financial Aid and Scholarships The CSS/PROFILE Financial Aid Application https://profileonline.collegeboard.com/index.jsp FAFSA-­‐Free Application for Federal Student Aid http://www.fafsa.ed.gov/ FastWeb! Scholarship Search http://www.fastweb.com/ Overview of Federal Student Aid http://www.fafsa4caster.ed.gov/F4CApp/ Scholarships Search-­‐School Soup http://www.schoolsoup.com General Admission Information The Education Conservancy http://www.educationconservancy.org/ The Common Application https://www.commonapp.org/ The Unified Application for Conservatory Admission http://www.unifiedapps.org/ The Universal Application http://www.universalcollegeapp.com/ The UC System http://www.universityofcalifornia.edu/admissions/ The Cal State System http://www.calstate.edu/ Colleges That Change Lives http://www.CTCL.org/ College Click TV http://www.collegeclicktv.com/ College Prowler http://collegeprowler.com/ U. S. Dept. of Ed. College Navigator http://nces.ed.gov/collegenavigator/ Unigo—College Reviews by College Students http://www.unigo.com/

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The Fiske Guides http://www.fiskeguide.com/ National Survey of Student Engagement http://nsse.iub.edu/index.cfm Virtual College Tours http://www.ecampustours.com/

For Athletes NCAA Eligibility Center for Division I and II http://eligibilitycenter.org/ NCAA College Search by Sport http://web1.ncaa.org/onlineDir/exec/sponsorship NCAA Information and Resources for Student-­‐Athletes and Parents http://www.ncaa.org/wps/portal/InformationforCollege-­‐BoundStudent-­‐Athletes Gap Year Opportunities and Summer Programs Source Site for Summer Enrichment and Gap Years http://www.enrichmentalley.com/ Fine and Performing Arts Camps http://www.usperformingarts.com/ Thousands of Jobs in Great Places http://www.coolworks.com/ Gap Year Programs Around the World http://www.usagapyearfairs.org/index.html Blogs Willard Dix-­‐College Advisor http://funnyhamlet.wordpress.com/ Jay Mathews-­‐The Washington Post http://voices.washingtonpost.com/ Jacques Steinberg's blog, The Choice, in the New York Times http://thechoice.blogs.nytimes.com/ John Merrow’s blog, Taking Note http://takingnote.learningmatters.tv/ Books “Admission Matters: What Students and Parents Need to Know about Getting into College”; Sally Springer, Jon Reider, and Marion Franck, Jossey-­‐Bass “Allow Your Children to Fail If You Want Them to Succeed”; Avril Beckford, AuthorHouse "Best Friends Worst Enemies: Understanding the Social Lives of Children"; Michael Thompson, Katherine Grace, and Lawrence Cohen, Ballantine Books “Branded: The Buying and Selling of Teenagers”; Alissa Quart, Basic Books College Counseling Handbook

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“The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton”; Jerome Karabel, Houghton Mifflin Harcourt “College Admissions Together: It Takes a Family”; Steven Goodman and Andrea Leiman, Capital Books “College Knowledge: What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready”; David Conley, Jossey-­‐Bass “College Unranked: Ending the College Admission Frenzy”; Lloyd Thacker, ed., Harvard University Press “Colleges That Change Lives”; Loren Pope, Penguin Books “Doing School: How We are Creating a Generation of Stressed-­‐out, Materialistic, and Miseducated Students”; Denise Clark Pope, Yale University Press “Going to College: How Social, Economic, and Educational Factors Influence the Decisions Students Make”; Don Hossler, Jack Schmit, and Nick Vesper, The Johns Hopkins University Press “The Launching Years: Strategies for Parenting from Senior Year to College Life”; Laura Kastner and Jennifer Wyatt, Three Rivers Press “Less Stress, More Success: A New Approach to Guiding Your Teen Through College Admission and Beyond”; Marilee Jones and Kenneth Ginsburg, AAP “The Little College Handbook: A First Generation's Guide to Getting in and Staying In”; Melissa Mellott, Advocacy Press “Looking Beyond the Ivy League”; Loren Pope, Penguin Books “The Naked Roommate: And 107 Other Issues You Might Run Into in College”; Harlan Cohen, Sourcebooks, Inc. “Panicked Parents' Guide to College Admissions”; Peterson’s “The Pressured Child: Helping Your Child Find Success in School and Life”; Michael Thompson and Teresa Barker, Ballantine Books “The Price of Privilege: How Parental Pressure and Material Advantage are Creating a Generation of Disconnected and Unhappy Kids”; Madeline Levine, Harper Collins Publishers “Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes”; Alfie Kohn, Mariner Books “The Secret Lives of Overachievers”; Alexandra Robbins “Standardized Minds: The High Price of America's Testing Culture and What We Can Do to Change It”; Peter Sacks, Da Capo Press “Taking Time Off”; Colin Hall, Princeton Review “The Unintended Consequences of High Stakes Testing”; M. Gail Jones, Brett D. Jones, and Tracy Hargrove, Rowman & Littlefield Publishers, Inc.

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Films and Documentaries The Race to Nowhere www.racetonowhere.com/ Waiting for Superman www.waitingforsuperman.com/ August to June http://augusttojune.com/ The Lottery http://thelotteryfilm.com/ In 500 Words or Less http://www.in500wordsorless.com Nursery University http://www.nurseryuniversitythemovie.com/

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