College Planning Guide by Kevin J. Kuczynski

COUSINO HIGH SCHOOL’S COLLEGE PLANNING GUIDE

A COUSINO HIGH SCHOOL COUNSELING DEPARTMENT RESOURCE

VOLUME III - SPRING 2014

COMPILED/CONDENSED BY: KEVIN J. KUCZYNSKI, MA, LLPC, SCL, BCPC

Additional source information which may have been adapted to suit our particular school needs: act.org brrsd.k12.nj.us byramhills.org collegeboard.com fafsa.gov fastweb.com kaplan.com lynbrook.k12.ny.us montgomeryschoolsmd.org ncaaclearinghouse.org petersons.com reyn.org rockvillehighschool.org troy.k12.ny.us athleticquest.net

A COUSINO HIGH SCHOOL COUNSELING DEPARTMENT RESOURCE COMPILED/CONDENSED BY: KEVIN J. KUCZYNSKI, MA, LLPC, SCL, BCPC April 2014

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TABLE OF CONTENTS OVERVIEW I. PLANNING FOR COLLEGE ............................................................................................. 7 A. Students’ rights and responsibilities B. Planning steps for college C. Graduation requirements D. Senior year college planning guide E. College entrance course requirements F. College admission testing program

II. CHOOSING A COLLEGE ............................................................................................... 32 A. Self-assessment B. Factors to consider in choosing a college C. Major myths about college selection D. Types of institutions E. Locations of institutions F. Computer searches G. Six wrong reasons for counting college out H. What if college isn’t right for me?

III. VISITING A COLLEGE ................................................................................................ 49 A. B. C. D.

Campus visits Suggestions for college visits & interviews Questions that student’s are often asked at a college interview Questions that student’s should ask at college interviews

IV. APPLYING FOR COLLEGE ADMISSIONS ......................................................... 56 A. Applying to college – how many?

B. College Applications - what colleges are looking for C. The process of applying explained D. Admission decision definitions E. Resume details F. Letters of recommendation G. Corresponding with colleges through social media H. Actual letters from college admissions offices

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V. THE PERSONAL ESSAY .............................................................................................. 74 A. Importance of the college admissions essay B. Tips on writing an autobiography C. Sample essay questions asked by colleges

VI. FINANCIAL AID INFORMATION .......................................................................... 82 A. B. C. D. E.

Financial aid overview Myths about paying for college Types of financial aid Federal student aid application process Financial aid and scholarship websites

VII. INFORMATION FOR STUDENT ATHLETES ................................................. 89 A. B. C. D.

NCAA Initial eligibility standards NCAA Quick reference sheet Frequently asked questions about the NCAA College recruiting terms and definitions

VIII. THE DECISION ............................................................................................................ 98 IX. DISABLED STUDENTS AND COLLEGE ............................................................100 X. GLOSSARY OF TERMS ..............................................................................................109 XI. INTERNET RESOURCES ..........................................................................................114 XII. HELPFUL HANDOUTS ..............................................................................................118

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COLLEGE APPLICATION PROCESS OVERVIEW Finding the right college will require the student to look at him/herself – his/her likes, dislikes and needs. He/she will want to assess colleges in terms of environment, size, geographic location, cost, academic programs, extracurricular offering and entrance requirements. He/she can then compare his/her perception of him/herself with that of the school he/she is considering. The financial aid one receives is also a key contributing factor in the college decision process.

After reading up on numerous colleges and universities students should visit the campuses in an effort to determine which schools they are most interested in. Students can benefit the most from college visits if they set up their visit through the college admissions office. If a student indicates a particular interest the college may set up additional opportunities such as meetings with professors and athletic officials among others. If you are unable to attend a campus visit, college websites typically offer the best means to gather college information.

When preparing college applications, remember to show yourself in the best light possible.

Applications should be prepared accurately and neatly. Most colleges require students to apply online and in some cases will waive the application fee if finances are a concern. Make sure you review your application and proofread every part prior to submitting your application. Some colleges (more elite schools) may require you to write essays on specific topics. This is an opportunity for you to demonstrate through your words the uniqueness of you as an individual. It is a chance for you to set yourself apart from other applicants. It is critical for you to think in depth about yourself in an effort to show them who you really are. When doing this it is important to demonstrate an ability to organize your thoughts logically and concisely while at the same time clearly imparting the information. The essay should be written in a rough draft manner and checked for grammar and punctuation as well as the clarity of the ideas being presented. This is an excellent time to have your English teacher read your essay as a second opinion is helpful in seeing another perspective on your writing. After the rough draft is written, it is encouraged for you to make a copy for you to keep for future reference.

Remember colleges only know the applicant through his or her application!! You have to come with a plan to make your application stand out among thousands of other applications.

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SECTION I PLANNING FOR COLLEGE A. Student’s rights and responsibilities B. Planning steps for college C. Graduation requirements D. Senior year college planning guide E. College entrance course requirements F. College admission testing program

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STUDENT’S RIGHTS AND RESPONSIBILITIES NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING STUDENTS’ RIGHTS and RESPONSIBILITIES IN THE COLLEGE ADMISSION PROCESS

WHEN YOU APPLY TO COLLEGES AND UNIVERSITIES YOU HAVE RIGHTS Before You Apply: - You have the right to receive factual and comprehensive information from colleges and universities about their admission, financial aid opportunities, practices and packaging policies, and housing policies.

If you consider applying under an early admission, early action decision plan, you have the right to complete information from the college about its processes and policies.

When You Are Offered Admission: - You have the right to wait to respond to an offer of admission and/or financial aid until May 1.

- Colleges that request commitments to offers of admission, and/or financial assistance prior to May 1, must clearly offer you the opportunity to request (in writing) an extension until May 1. They must grant you this extension and your request may not jeopardize your status for housing and/or financial aid.

(This right does not apply to candidates admitted under an early decision program.)

If You Are Placed on A Wait List or Alternate List: - The letter that notifies you of that placement should provide a history that describes the number of students on the wait list, the number offered admission, and the availability of financial aid and housing.

- Colleges may require neither a deposit nor a written commitment as a condition of remaining on the wait list.

- Colleges are expected to notify you of the resolution of your wait list status by August 1 at the latest.

WHEN YOU APPLY TO COLLEGES AND UNIVERSITIES YOU HAVE RESPONSIBILITIES Before You Apply: - You have a responsibility to research and understand the policies and procedures of each college or university regarding application fees, financial aid, scholarships, and housing. You should also be sure that you understand the policies of each college or university regarding application fees, financial aid, scholarships, and housing. You should also be sure that you understand the policies of each college or university regarding deposits that you may be required to make before you enroll.

As You Apply: - You must complete all material that is required for application and submit your application on or before the published deadlines. You should be the sole author of your applications.

- You should seek the assistance of your high school counselor early and throughout the application period. Follow the process recommended by your high school for filing college applications.

- It is your responsibility to arrange, if appropriate, for visits to and/or interviews at colleges of your choice.

As You Receive Your Admission Decisions: 7

- You must notify each college or university which accepts you whether you are accepting or rejecting its offer. You should make these notifications as soon as you have made a final decision as to the college you wish to attend but no later than May 1. It is understood that May 1 will be the postmark date, except at popular state colleges/universities. A state university might close its class early due to its popularity. Be sure to check with each institution to ascertain its deposit deadline.

- You must confirm your intention to enroll by submitting a deposit to only one college or university.

The exception to this arises if you are put on a wait list by a college or university and are later admitted to that institution. You may accept the offer and send a deposit. However, you must immediately notify a college or university at which you previously indicated your intention to enroll.

- If you are accepted under an early decision plan, you must promptly withdraw the applications submitted to other colleges and universities and make no additional applications. If you are an early decision candidate and are seeking financial aid, you need not withdraw other applications until you have received notification about financial aid.

If you think your rights have been denied, you should contact the college or university immediately to request additional information or the extension of a reply date. In addition, you should ask your counselor to notify the president of the state or regional affiliate of the National Association for College Admission Counseling. If you need further assistance, send a copy of any correspondence you have had with the college or university and a copy of your letter of admission to: NACAC, 1631 Prince Street, Suite 400, 1050 N. Highland Street, Alexandria, VA 22201.

The information presented here is consistent with changes to the NACAC Statement of Principles of Good Practice, approved in October, 1991 and revised in October 2007.

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PLANNING STEPS FOR COLLEGE FRESHMAN AND SOPHOMORE In your ninth and tenth grade years, stretch yourself academically, learn more about your own interests and abilities, and explore all avenues to learn about the different schools available.

1. Be serious about your grades, attendance, and punctuality, all of which are important factors when your applications for either college or employment are considered. Also, be aware that colleges to which you may apply for admission during the fall of your senior year will primarily consider your academic performance during your first three years of high school. Therefore, earning healthy grades in a challenging curriculum is preferable to allowing your academic performance to fluctuate or decline.

2. Develop a realistic four-year educational plan for your high school years. This plan should include selecting courses required for admission to any colleges that you may be considering. Review this plan with your counselor or the post secondary counselor each year.

3. Keep your options for college and employment open by taking a strong pattern of coursework in high school. Prepare yourself well, not just minimally, for college work. Take as many courses as you can in math, social studies, science, and foreign language. Seriously consider enrollment in advanced placement and/or dual enrollment courses in areas in which you are particularly interested or qualified.

4. Become involved in the extracurricular activities that reflect your interests. Many colleges consider participation as evidence of talent and leadership abilities. Furthermore, the experiences you have may lead you to discover new interests and help you develop interpersonal skills. Keep in mind admissions officers prefer to see a demonstrated commitment rather than a ‘laundry list’ of activities.

5. Assemble a file documenting the nature and dates of your achievements and activities in and out of school. List honors/awards, any special academic experiences, extracurricular activities, community service, etc., that you might be asked to recall or discuss when filling out a college application. By organizing your personal records at the start of your high school career, you allow yourself time to recall your significant experiences without the pressure of an imminent deadline.

6. Read some of the books on college selection. While you think about your future, engage your parents in open dialogue and even debate the pros and cons of specific institutions or ideas.

7. Browse through different college catalogues. Contact colleges (via postcard, telephone, or the Internet) for admission and financial aid information.

8. Take the PSAT and PLAN tests for practice. The PLAN includes a career assessment section. Talk to adults you know about their jobs. Consider many alternatives.

JUNIORS As a junior, you should consider the following suggestions as imperatives. Attend presentations by college representatives such as the Cousino High School College Fair.  September. As soon as possible, review your educational plans with your counselor. Make sure that you are carrying a full college-prep program. Review your record of academic achievement and

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evaluate your participation in extracurricular activities. These are important factors for admissions and/or scholarships. Work hard to maintain or improve your grades. Colleges make their initial admissions decisions based on your academic performance through the junior year. Even if you are unsatisfied with your current grade point average, you should remember that colleges are favorably impressed by students whose grades follow an upward trajectory heading toward the senior year.

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October and November. Don’t miss the PSAT given in October if it applies to you. There are no make up dates. Attend presentations by college representatives such as the Cousino High School College Fair. These informal meetings, presented by an admissions officer or an alumnus/alumna, are excellent means of getting to know a college. Research the specialized requirements for admission. Visit some nearby campuses. Go with your parents if possible. Otherwise, visit with a friend who attends that college or organize a group of three or four friends to go together.

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December through January. Browse through college catalogues and online college websites. Refer to books describing college majors and academic programs. Starting in January, organize family financial records. Regularly updating your financial records will make it easier for you to fill out both the government’s Free Application for Federal Student Aid (the FAFSA) and the College Board’s PROFILE, a financial aid form utilized by many private universities.

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February. When you plan for your senior year, have specific colleges and their requirements in mind as you choose classes. If you have met only minimal requirements in several areas, carefully consider taking another course in at least one of those areas. You will need to sign up to take the SAT and/or the ACT. Check the college guidebooks or information online to find out which test(s) your prospective colleges prefer.

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March. You will take the ACT. Assuming that you are satisfied with your test scores; you won’t have to worry about taking either test in the fall when life gets even more hectic. Further, you will have gained valuable insight into the testing experience and the exam format.

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April and June. Retake the ACT in April and/or June if you want to try to improve your score. Begin deciding which colleges you would like to apply to so you are ready to apply in the fall of your senior year. Begin planning when you can visit college campuses if possible to help you make a more informed decision as to where you want to apply.

SENIORS This is your final year to act before college. Request any help you need from the college counselor or teachers as early as possible. 

September Narrow your college selection if you have not already done so. Register for ACT/SAT if you missed or wish to retake the tests. This is also the time to be sure to register for any entrance or subject tests you might need. Phone, write or email out-of-state or private institutions for admissions and financial aid applications. In addition, request scholarship information from them.

Be sure to request the PROFILE financial aid form if you intend to apply to a private university that requires it. Attend the presentations given by college representatives throughout the fall. For elite colleges and universities begin applying now!

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October and November - Attend the Cousino High School College Fair or another college fair in the area if you are still undecided about your college choice or have various questions. Be aware of the college application process of each college/university as they differ among the various institutions.

For elite colleges/universities apply by the end of October. For all other institutions continue to apply in the next couple of months….having this process completed by Christmas. If you have not already done so, make an appointment to meet with your counselor so you can discuss your future plans.

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November and December - Register for a pin number for the FAFSA. This is something both you and your parents have to complete.

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January - Attend the College Financial Aid Planning Night. As early as possible after January 1, mail in your Financial Aid Form (FAFSA) or file the FAFSA online (It is much more efficient for you to complete the FAFSA online as they will send it back to you if there are any errors). Additionally, colleges will receive the information faster if it is filed online. If your college has a separate financial aid form of their own make sure it is completed as well. Remember, you must be accepted by a college before you can receive your financial aid offer, so be certain that your college has a complete admissions application.

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Throughout the Spring - Your grades are still important. Colleges have been known to rescind admission, scholarship offers, or place students on academic probation if the senior year grades drop dramatically, even though they have already accepted these students. Apply early for housing at college as many offer a wide variety of both housing options and meal plans. Study these options carefully and choose wisely (For example, can you save money if you provide your own breakfast each day?).

Throughout this process, please know that whenever you have questions you can contact your counselor. This is your future take charge of where you are headed!!!

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GRADUATION REQUIREMENTS WARREN CONSOLIDATED SCHOOLS/COUSINO HIGH SCHOOL GRADUATION REQUIREMENTS Graduation Requirement English 9 English 10 English 11 English 12 Algebra 1 Geometry Algebra 2 Additional Math or Math Related Credit American History th 20 Century World History American Government Economics Biology 1 Chemistry 1 or Physics Additional Science or approved CPC course Health Visual, Performing, and Applied Arts (1) Physical Education (2) Online Learning Experience (3) Core Curriculum Total Required Elective Credits Minimum Graduation Requirements

# of Credits 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 .5 .5 1.0 1.0 1.0 .5 1.0 .5 See below 16.0 6.5 22.5

(1) – The board has approved several courses that satisfy this graduation requirement. These courses are identified in the Course Selection Guide which is updated annually and can be found online.

(2) – JV or varsity athletics or marching band for two (2) seasons may fulfill the physical education requirements. Students successfully passing one (1) year or more of the Warren Consolidated Schools of Performing Arts also satisfy the Physical Education Requirement.

(3) – Online Learning Experience: The board has approved several courses that contribute toward the satisfaction of this graduation requirement. These courses are identified in the Course Selection Guide which is published annually. Students are required to have a total of thirty (30) or more hours of cumulative Online Learning within these courses. Only hours earned in courses that are passed may be counted as part of this total.

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GRADUATION REQUIREMENTS VS. COLLEGE ADMISSIONS REQUIREMENTS

English

Math

Science

HIGH SCHOOL REQUIREMENTS FOR GRADUATION

HIGH SCHOOL REQUIREMENTS FOR COLLEGE ADMISSIONS

4 English 9 English 10 English 11 English 12 4 Algebra 1 Geometry Algebra 2 Math Related

4 English 9 English 10 or English 10 Honors English 11 or AP Language English 12 or AP Literature 4 Algebra 1 Geometry or Acc. Geometry Algebra 2 or Algebra 2/Trig Acc. Trig/Stat/Geo Pre-Calculus AP Calculus 4 Biology Chemistry or Honors Chemistry Physics or AP Chemistry or Biology 2 or Biology 3 or Astronomy and Forensics 4 American History World History AP Government & AP Economics AP Psychology or Criminal & Civil Law or Global History 2+ Spanish 1 Spanish 2 Spanish 3 .5 .5 1 2.5 22.5

3 Biology Chemistry 3rd Science Credit

Social Studies

3 American History World History Government & Economics

Foreign Language

0 (2 years are required for the class of 2016)

Physical Education Health Visual & Performing Electives Total

.5 .5 1 6.5 22.5

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SENIOR YEAR COLLEGE PLANNING GUIDE SENIOR YEAR TO DO LIST AUGUST FOR GRADUATION: □ Review your GRADUATION status according to the WCS/MMC Graduation Requirements. □ Talk to your counselor about possibilities for concurrent enrollment (taking college-credit courses while you're still in high school.) Continue to take appropriate classes to enhance your postsecondary plans. Colleges like to see as many solid classes as possible on your transcript, and they do look at senior grades! Have you taken your 2 years of foreign language yet? □ Attend class every day, do your homework and KEEP STUDYING!

FOR POST-SECONDARY: □ □

Gather or request post-secondary or specialty school information.

Make a list of 5-10 schools you are interested in attending and for which you would meet the entrance requirements. □ Download or send for college applications at the college web sites. Get applications for housing and financial aid at the same time, (if you cannot afford application or test fees, a counselor can help you request a fee waiver.) □ Create a master calendar of deadlines. Include - college applications - test registrations and test dates - scholarship applications, - housing deadlines - financial deadlines . □ If military-bound, make appropriate contacts. (Check your selective service status for financial aid purposes). □ REGISTER NOW, if you have not already, to take the SAT and/or ACT.

FOR FINANCIAL AID: □ Attend financial aid workshops when available. □ Download or send for scholarship applications. Make note of their deadlines. □ Some colleges require the CSS/PROFILE, a supplemental financial aid form in addition to the FAFSA. □ Find out if your schools will need this. □ Save your money! It's a good idea to start planning for those unexpected costs of college.

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SENIOR YEAR TO DO LIST SEPTEMBER FOR GRADUATION: □ Make an appointment with your counselor to talk about college plans and to make sure your high school transcripts and records are up-to-date. □ KEEP STUDYING!

FOR POST-SECONDARY:

□ Become familiar with the application process for your schools of choice. □ Make sure you meet the requirements (including any transcript requirements) for all the colleges to which you want to apply. Double-check their deadlines. □ Get started on applications right away if you plan to apply through an early decision or early action program. (Deadlines for early applications tend to fall in October or November.) □ If you have not had your ACT/SAT scores sent to the colleges to which you are applying, be sure to contact the appropriate testing agency. □ Ask for letters of recommendation from teachers, coaches, and school staff.

Provide them with a list of your activities/accomplishments □ Begin your essays for college applications and scholarships. Have someone proofread them. □ Update your resume - list of accomplishments, involvements, and work experiences - with senior year activities. This resume will help you to complete applications and essays. □ Attend college fairs and financial aid workshops.

FOR FINANCIAL AID: □ □

Request any specific financial aid forms your college may use in addition to the CSS Profile and FAFSA. Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for.

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SENIOR YEAR TO DO LIST OCTOBER IN GENERAL OR FOR GRADUATION: FOR POST-SECONDARY: □ Try to finalize your college choices. □

Prepare Early Decision, Early Action or rolling admissions applications as soon as possible.

□ Ask your school counselor or teacher for a recommendation if you need one. Give each teacher or school counselor a resume and/or outline of your academic record and extracurricular activities. □ If you're submitting essays, write first drafts and ask teachers and others to read them. If you're applying for Early Decision, finish the essays for that application now. □ If you have not had your ACT/SAT scores sent to the college to which you are applying, be sure to contact the appropriate testing agency. □ Make a final list of schools that interest you and keep a file of deadlines and required admissions items for each school. You should have a list of at least 3 schools that you are applying to. □ Get started on any essays to be included with your applications. Give your essays to others (teachers, advisors, parents, and/or friends) for feedback. □ Pinpoint your career options if possible. □ Register with Selective Service if you are a male who will be 18 at the time you complete the FAFSA.

FOR FINANCIAL AID:

□ Seek out any local scholarships. Your school counselor may be able to assist with this. □ Register and complete the CSS/Profile, one month before a college/universities' priority filing date if the school requires it. Call or register on-line at www.colleqeboard.com. □ If you are applying for early decision or early action, fill out a supplemental aid application (if required) using estimate income figures. □ Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for.

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SENIOR YEAR TO DO LIST NOVEMBER FOR GRADUATION: □ Keep Studying!

FOR POST-SECONDARY: □ Nov. 1-15: For Early Decision admissions, colleges may require test scores and applications between these dates. □ Submit your college admission applications . Be sure to check them over thoroughly! Having someone else review your application with you can help you catch any errors.

• Applications should be mailed as early as possible for college with rolling deadlines (admissions decisions are made as applications are received.)

If your college wants to see seventh semester grades, be sure to give the form to your counselor. □ Complete at least three college application by Thanksgiving. □ Request that Counselors/Registrars send transcripts to colleges. Give counselors the proper forms at least two weeks before colleges require them. □ Follow-up with teachers to ensure that letters of recommendation are sent on time to meet application deadlines.

FOR FINANCIAL AID: □

□ □ □ □ □

Be sure to consult with your school counselor about scholarship opportunities. Not all scholarships are for top students and athletes. There may be a perfect scholarship for you - it's worth doing a little research.

Work on your scholarship applications, and mail according to deadlines.

Check with the financial aid office of schools you are applying to for specific information on scholarships and costs for tuition, fees, room & board, and any additional financial aid information they require.

Request a Department of Education PIN. The PIN serves as an electronic signature for FAFSA on the Web and significantly reduces processing time.

Visit PROFILE Online if you are applying for regular decision admission and for financial aid; it is not too early to submit the PROFILE application.

Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for.

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SENIOR YEAR TO DO LIST DECEMBER FOR GRADUATION: □ Re-check your graduation status. □ Finish the semester strong!

FOR POST-SECONDARY: □ Watch your mailbox if you submitted an early decision application. Early decision replies usually arrive between December 1 and 31. If you do get an acceptance, you should withdraw any other applications. □ Try to finish all applications before winter break. □ If you haven't already done so, make sure your official test scores are being sent to the colleges to which you are applying. □

Take SAT Subject Test, if required for admissions to post-secondary school.

□ Become familiar with resume writing, □ Start thinking about how you're going to spend your summer. Summer is a great time to earn extra money and gain work experience. Seek out internships and start researching the summer job market in your area.

FOR FINANCIAL AID: □ Apply for scholarships in time to meet application deadlines. □ Get a FAFSA from the school counseling office before winter vacation begins or go online to visit the FAFSA website. □ Start gathering the documents you'll need to fill out the FAFSA. They're listed on the FAFSA website. □ Review any early decision and early action responses. If you are admitted to your early decision school and you have applied for financial aid you should also receive a financial aid award. Some early action programs may admit you but not send a financial aid award notice until later in the spring. Check the college's literature for more information. □ Read the award letter carefully. Some require you to submit a written acceptance. Make sure you understand the terms and conditions of the award before making a final decision. Contact the college's financial aid office if you have questions. □ Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for. □ Financial aid presentations made to students in class by counseling department.

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SENIOR YEAR TO DO LIST JANUARY FOR GRADUATION: □ Study hard for semester final exams!

FOR POST-SECONDARY: □ If you apply to colleges online, be sure to have your high school send a transcript. □ Early decision and early application responses arrive this month. □

Observe deadlines for admissions, financial aid, testing and housing deposits.

□ If you don't already have a good computer, investigate purchasing one for college. You or your parents can subsidize the cost of a computer for college in your student loans. □ Contact the admissions office of the colleges to which you have applied to make sure that your information has been received and that they have everything they need from you. □ Begin to organize your job search, if appropriate.

FOR FINANCIAL AID □ Prepare your tax return (if applicable), and make sure your parents prepare theirs, as early as possible, since you need income and asset figures from the returns to complete the FAFSA. It is not necessary to submit your tax return to the IRS before submitting the FAFSA. □

If you have not already, request a Department of Education PIN. Complete the FAFSA online. The earlier you do this, the better. Government financial aid is first come, first served!

□

Complete the pre-application worksheet if you are submitting the FAFSA online. It is designed to help your family organize your financial information for FAFSA. Start filling out the PROFILE application for colleges that require it as soon as possible to meet February priority deadlines.

Complete the institutional financial aid application for each college if one is required.

Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for.

Financial Aid Night held at Cousino to learn more about the college financial aid process.

If you are awarded any scholarships, please notify the counseling office of your award.

□ □ □ □ □

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SENIOR YEAR TO DO LIST FEBRUARY FOR GRADUATION: □ Stay focused and maintain good grades; keep on track for graduation. No senioritis! Accepting colleges do look at second-semester senior grades.

FOR POST-SECONDARY: □ Sign up for any AP exams you may be taking this May. □ Contact your counselor/AP coordinator about details and payment.

FOR FINANCIAL AID: □

Check your selective status for financial aid purposes.

□

If you completed the FAFSA, you should receive your Student Aid Report (SAR) within two to four weeks. The EFC figure is printed on the front page at the upper right-hand corner. Make the necessary corrections and return it to the FAFSA processor immediately.

□ If you provided your e-mail address on the FAFSA, you will be sent a link to an electronic version of your SAR. Make corrections to the SAR online at FAFSA on the Web. □ Complete your scholarship applications. □ Contact the financial aid office of the colleges to which you have applied to make sure that your information has been received and that they have everything they need from you. □ Observe deposit deadlines for post-secondary schools. □ Participate in activities, such as financial and information nights, scheduled by your high school or local colleges to celebrate Financial Aid Awareness Month. These activities help you learn more about how financial aid eligibility is determined. □ Make sure to submit your applications and meet the priority deadlines for PROFILE in early to midFebruary. Applications received by the priority deadline are given the highest consideration. □ Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for. □ If you are awarded any scholarships, please notify the counseling office of your award.

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SENIOR YEAR TO DO LIST MARCH FOR GRADUATION: □ Check with your Advisor or School Counselor for any items specific to your school.

FOR POST-SECONDARY: □ Keep active in school. If you are wait-listed, the college will want to know what you have accomplished between the time you applied and the time you learned of its decision. □ Some admissions decisions arrive this month. Read each letter carefully, and take note of all reply deadlines. □

Start looking for summer jobs or paid internships.

FOR FINANCIAL AID: □ See if there is an asterisk next to the EFC figure on your SAR. If there is, your FAFSA was chosen for a routine process known as "verification." During verification, the information you submitted is checked against copies of signed tax returns. Be sure to submit all requested documentation to the financial aid office in a timely fashion. □ Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for. □ If you are awarded any scholarships, please notify the counseling office of your award.

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SENIOR YEAR TO DO LIST APRIL IN GENERAL AND FOR GRADUATION: □ Keep working hard – senIoritis is just an excuse!!

FOR POST-SECONDARY: □ Hit the books for next month's AP Exams. Your AP scores determine how much college credit is granted. College credit for AP Exams can mean big savings. □ Most admissions decisions and financial aid award letters arrive this month. Read each letter carefully, and take note of all reply deadlines. □ You should make a final decision and mail the enrollment form and deposit check to the school you have selected. Check with your institution the deadline is usually around May 1. □ Notify other colleges who have accepted you that you will not be attending to free up the space for another student. □

Notify your counselor of your choice as soon as you decide which college you will be attending.

□ If you are on a waiting list, contact the admissions office and communicate continued interest in the college. You should update them on your spring semester grades and activities, and request next steps. □

Verify your housing situation with your college.

□ Make your reservation for orientation and registration. □ Send thank you letters to everyone who helped you. Inform them what school you will be attending.

FOR FINANCIAL AID: □ Compare your financial packages from schools to see which one is going to be the best deal for you. □ Consider meeting with financial aid staff members to discuss your situation if your full need has not been met, or if your family's financial circumstances have changed. □ Check the housing deadlines, deposits and refund procedures. Make deposits where necessary to put a hold on dorm space. If you haven't decided which college to attend yet, only send those deposits that are refundable. □ Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for. □ If you are awarded any scholarships, please notify the counseling office of your award.

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SENIOR YEAR TO DO LIST MAY FOR GRADUATION: □ The end is near! Stay focused! Your grades still count!

FOR POST-SECONDARY: □ Take AP Exams. Make sure scores are sent to your college. □ You should have made a final decision and mailed the enrollment form and deposit check to the school you have selected.

FOR FINANCIAL AID: □ Review your financial aid package. If it includes student loans, your college will send you instructions about the loan application process. You need to complete and sign the Master Promissory Note (MPN) to receive your Stafford Loan. □ Check to make sure that you have completed all forms correctly and met all deadlines so that financial aid funds will be credited to your student account before the beginning of the semester. □ □ □

Work with a counselor to resolve any admissions or financial aid problems.

Read Cousino’s scholarship bulletin in the counseling office to determine if there are any scholarships you should apply for.

If you are awarded any scholarships, please notify the counseling office of your award.

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SENIOR YEAR TO DO LIST FOR JUNE FOR GRADUATION: □ Study for final exams and get ready to graduate!!

FOR POST-SECONDARY: □ If you will be competing in Division I or Division II college sports, request your counselor/registrar to send a copy of the final transcript to the NCAA Initial Eligibility Clearinghouse. □ Finalize your housing and meal plans. □ Request that an official transcript be sent to the college you will be attending. □ If you have not already, sign up for the college's orientation and registration. □ See your doctor for a physical, and any necessary vaccinations.

FOR FINANCIAL AID: □ Create a budget to determine your needs. □ Apply for a summer job. If your financial aid package includes work study, you may be responsible for finding a job at the college.

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COLLEGE ENTRANCE COURSE REQUIEMENTS Four-Year Colleges and Universities It is strongly recommended that students preparing for admission to Bachelor Degree granting colleges and universities earn the following credits in senior high school. (These are considered minimums, but most will prefer more): - Four credits of English - Three credits of social studies - Four credits of mathematics - Students should consult college catalogs/online information if interested in science, math, engineering, or business administration. In general, four credits of college preparatory mathematics are preferred for those areas.

- Three credits of science - At least one credit should be in a lab science, but most universities will prefer two.

Consult college catalogs and/or websites for specific recommendations.

- World Language (Two years are strongly recommended) - Contact colleges directly as there is some variation on this especially among the elite colleges NOTE: Private and out of state college requirements vary. Contact the college/university that interests you for further information.

Other College Considerations The admissions decision is based on all available information concerning a student – the quality of his/her high school program, grades, test scores, recommendations, and the appropriateness of the applicant’s proposed field of study in relation to his/her apparent abilities and interests. In determining grade point average, most bachelor degree granting colleges/universities one use those grades earned in academic subjects. For most schools this consists of English, math, social studies, science, and world language.

Colleges request that students take a standardized test during their junior year or at the beginning of their senior year. The two most frequently used tests are the American College Test (ACT) and the Scholastic Aptitude Test (SAT). Students may retake these tests multiple times with the highest composite score being the one that is used for admission purposes.

Associate Degree Granting Colleges Some students may wish to attend a community college. These students are admitted regardless of ACT scores as long as they have received a high school diploma. Additionally, they are admitted regardless of what type of course of study they completed. However, if a student plans on transferring to a university after two years at a community college, his/her high school course of study ought to be rigorous enough to prepare them for a university setting.

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Students enrolling in a community college may complete a two year degree with the intention of transferring to a four year institution; or they may choose to complete one of the excellent applied science, technical, auto repair, or business programs among others.

Some factors that students and parents might consider in order to decide if a community college is the right fit are the maturity of the student, the opportunity to explore career goals to determine one’s future plans, and the financial circumstances as a community college is much more affordable than a university.

Technical Institutes Specialized training is available at various types of technical institutes, colleges, and universities.

Both in-state and out-of-state technical institutes require a degree of proficiency in math and science.

English and other academic courses are recommended as in any college prep program.

For some programs, it is highly desirable to have chosen electives in courses in industrial arts (engineering), drafting, auto repair, business, etc.

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COLLEGE ADMISSION TESTING PROGRAM COLLEGE ADMISSION TESTING PROGRAM PLAN (Preliminary American College Test) The PLAN is an assessment administered in the fall of the sophomore year. It provides information and direction for educational and career planning. The interpretive report helps student consider their academic achievement and post high school goals as they evaluate their progress. PLAN also provides an estimate of how a student might score on their ACT Assessment (used for college admissions). The assessment includes tests of skills in English, Mathematics, Reading, and Science Reasoning, as well as interest inventory, and a needs assessment.

PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test) Given on a Saturday morning in October of the junior year, this test serves two purposes: it is a practice test and a diagnostic tool to predict student performance on the SAT, and it serves as the qualifying test for the National Merit Scholarship Competition. This test is primarily taken by high achieving students who are an approximately in the top 10% of their class.

ACT (American College Test) The ACT is a college admissions test offered at different times throughout the year. The ACT Assessment contains multiple-choice tests in four areas: English, Mathematics, Reading, and Science.

The ACT includes 215 multiple choice questions. Actual testing time is 2 hours and 55 minutes (plus 30 minutes if you are taking the Writing Test). The test scores range from 1-36 and are averaged to compute a composite ACT score. The ACT offers an optional Writing Test which measures a student’s skill in planning and writing a short essay. According to ACT, the Writing Test complements the existing English Test, combining to show a student’s handle on written English and the ability to produce a sample of writing. As the Writing Test is optional, students are encouraged to check with schools and scholarship programs in which they are interested to find out if the Writing Test is required. It is recommended that the student take the Writing Test at least one time during their junior year. Students can register for the ACT at www.actstudent.org. Most students will take this test multiple times during their junior year.

SAT Reasoning Test (Scholastic Aptitude Test) The SAT Reasoning Test is a college admissions test that is offered at different times throughout the year. The test measures critical reading, mathematical, and writing skills, and is scored on a range of 200 to 800 for the critical reading, math, and writing sections, with an average of 500 for each.

Students will also receive two writing scores; a score of 20-80 for the multiple choice questions and a score of 2-12 for the essay. The three subscores are added to compute the combined SAT score, so this score would range from 600-2400. The testing time for the SAT Reasoning Test is 3 hours and 45 minutes. You can register for the test at www.collegeboard.com.

SAT Subject Tests These tests, offered in 17 subject areas, are recommended or required by some colleges and universities as additional college admissions tests. The student needs to check with each college they are considering, to find out if these tests are recommended or required. The tests are each one hour

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long, and a student can take one, two, or three tests during one test date. You can register for the test at www.collegeboard.com.

NOTE: Please be aware that the registration window for the ACT and SAT closes approximately one month prior to the actual test date.

Preparation The best way for you to prepare for college admissions tests is by taking challenging courses, especially extra courses in math and science to strengthen your analytical and problem-solving skills, and to read to strengthen your verbal and reading comprehension skills. It also helps if you complete practice tests for the test you plan to take, so you will be familiar with the test format, types of questions, and timing of the tests.

SAT & ACT Information & Preparation Register for tests online and get help preparing to take college entrance exams.

THE COLLEGE BOARD ACT’S WEBSITE SAT TEST PREPARATION THE PRINCETON REVIEW

www.collegeboard.com www.act.org www.actstudent.org www.number2.com www.prepsage.com www.princetonreview.com

Recommended Testing Schedule Sophomore Year:

PLAN – October ACT – Spring (for some high achieving students)

Junior Year:

PSAT – October (certain high achieving students) ACT – March ACT – April (if necessary to improve your scores) ACT – June (if necessary to improve your scores) SAT – if necessary

Senior Year

ACT – if necessary to try to improve score SAT – if necessary to try to improve score

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ACT VS. SAT: WHAT DO I NEED TO KNOW? The ACT is published and overseen by ACT (American College Testing). The SAT (Scholastic Aptitude or Scholastic Assessment Test) is published and overseen by The College Board. Both companies offer additional resources to help students prepare for and succeed in college. Check out their websites (below) for lots of helpful information. Almost all colleges and universities accept either the ACT or SAT, so you do not necessarily have to take both tests, although many students choose to do so. Check with the college or university of your choice re: whether they require or prefer one of the two tests over the other.

ACT Length

Sections

Reading (ACT)/ Critical Reading (SAT) Science

Math Essay

Scoring

Wrong Answer Penalty Test Contact Information, practice tests and study info

SAT

3 hours, 25 minutes (includes 30-minute optional writing test — check with colleges to see if required) 4 Test Sections (5 with optional Essay): English, Math, Reading, Science, Writing (optional) 4 reading comprehension passages, 10 questions per passage Science (analysis, interpretation, evaluation, basic content, and problem Math accounts for 1/4 of solving)score: arithmetic, overall Algebra, trigonometry geometry, trigonometry.

Last thing you do (optional); 30 minutes • Not included in composite score composite score of 1Total 36 (based on average of 4 tests) • 4 scores of 1-36 for each test • Score of 0-12 for the optional Essay No wrong answer penalty ACT, Inc. (319)337-1000 www.ACT.orq

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3 hours, 45 minutes

10 Sections: 3 Critical Reading, 3 Math, 3 Writing (incl. Essay), 1 Experimental (not scored) Reading comprehension passages and questions, and sentence completion questions Science not included

Math accounts for 1/3 of overall score: arithmetic, Algebra, geometry, Algebra II First thing you do; 25 minutes * Factored into overall score Total score out of 2400 • 3 scores 200-800 for each section • 2 sub-scores: 20-80 for Writing multiple choice and 012 for the Essay Yes, % point per wrong answer (except for Math Grid-in questions) College Board 1-866-756-7346 www.colleqeboard.com

ACT vs. SAT: WHAT YOU NEED TO KNOW ACT Score

SAT Score

32-36 ................................. 2300-2400 31...................................... 2210-2290 30 ......................................2180-2200 29 ..................................... 2120-2170 28 ..................................... 2060-2110 27 ..................................... 2000-2050 26 ..................................... 1940-1990 25 ..................................... 1880-1930 24 ..................................... 1810-1870 23 ..................................... 1740-1800 22 ..................................... 1670-1730 21...................................... 1610-1660 20 ......................................1550-1600 19 ......................................1480-1540 18 ......................................1410-1470 17 ......................................1340-1400 16 ...................................... 1270-1330 15 ...................................... 1200-1260 14 ...................................... 1110-1190 13 ...................................... 1010-1100 12....................................... 860-1000 0-11 ...................................... 600-850

Level of Competitiveness Most Competitive Schools

Highly Competitive Schools Very Competitive Schools Competitive Schools

Less Competitive Schools

Non-Competitive Schools

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SECTION II CHOOSING A COLLEGE A. Self-assessment B. Factors to consider in choosing a college C. Major myths about college selection D. Types and locations of institutions E. Computer searches F. What if college isn’t right for me?

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SELF ASSESSMENT A realistic self assessment will help you examine your strengths and weaknesses. It will allow you to see yourself as the director of your own future. You can take charge and make your own choices. You should reflect on both academic and non-academic reasons for going to college and what you are seeking in a college education. Do not exclude the input of your parents or others close to you as you think about your future, but do keep in mind that it’s your future and that you are ultimately responsible for determining your direction.

Answering the following questions will help you match your interests and strengths with your choice of colleges.

You may feel self-conscious when you first consider these questions. However, an honest and thoughtful evaluation will help you prepare for statements that you will be asked to make about yourself in essays and interviews. Additionally, it will also help you better understand yourself as a person and your future goals and aspirations.

GOALS AND VALUES •Do you have a main goal? What is it?

•What values are most important to you? What do you care about most?

•What kind of person would you like to become?

•Which of your unique gifts and strengths would you like to develop?

•What events or experiences have shaped your growth and way of thinking?

•Outside of school, what are you passionate about?

EDUCATION •What are your academic interests? Which courses have been most satisfying to you?

•What interests have you pursued beyond daily class assignments, in research papers, during projects, through recreational reading, school activities, and/or paid or volunteer work?

•What methods of teaching engage your interests the most? The least?

•How much do you genuinely like to read, discuss, and exchange ideas? What has been your most exciting intellectual experience in recent years?

•In what academic areas do you feel confident? Less confident? Inadequately prepared?

•Are there outside distractions that have interfered with your academic performance? Consider family problems, health, after school job responsibilities, etc.?

ACTIVITIES AND INTERESTS •What activities do you enjoy most outside the routine of school? Which have meant the most to you?

•Do your activities have any pattern of commitment, competence, or contribution?

•What do you do for fun and relaxation?

•What distresses you the most about the world around you? What would you change if you could?

•Do you have any current or historical heroes and heroines? Why are they important to you? What do you admire about their leadership style?

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PERSONALITY AND RELATIONSHIPS WITH OTHERS •What kind of person are you? What three adjectives would you use to describe yourself?

•Are you competitive? If so, to what extent (can you give an example)?

•How would someone who knows you well describe you? Best qualities? Shortcomings?

•How do you feel about making choices and decisions for yourself? Are there people you like to consult? Who are they? Why do you value their counsel?

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FACTORS TO CONSIDER IN CHOOSING A COLLEGE ADMISSION REQUIREMENTS • • • • • • • • • • • •

What high school courses are required?

Are entrance tests required? SAT or ACT? What scores are acceptable?

Is a certain grade point average or class rank required?

Will my activities and school involvement be considered?

Is there an essay on the application?

Is there an Early Decision or Early Action program?

On what basis are applicants accepted?

Are personal interviews or letters of recommendation required?

Do certain majors have special requirements?

What percentage of applicants is accepted?

Can admission denials be appealed?

What are the application filing dates?

COLLEGE CHARACTERISTICS • • • • • • • • • • •

Where is the college located (city, suburb, small town, or rural setting)?

How many hours away from home is the college?

What is the surrounding community like?

Is the college public, private or church affiliated?

What is the current student enrollment?

What special or unique programs are offered?

Does the college have general education or course distribution requirements?

What are they?

What is the academic calendar (semesters, quarters, or trimesters)?

Are students guaranteed housing?

What public transportation is available?

How close is the nearest airport?

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ACADEMICS • • • • • • • • •

•

What is the average class size? Largest? Smallest?

How many students in last year's freshman class returned for a second year?

What was the grade point average for the freshman class last year?

What is the college's procedure for student orientation, placement, and scheduling? Are classes guaranteed?

How is a faculty advisor assigned to students?

What services does the school offer for students who are undecided about a major?

What percentage of students complete a degree in four years? Six years?

Are students taught by full-time faculty members, graduate assistants, or a combination of both?

What types of additional services are provided by the school at no additional cost to the students (e.g., tutoring, career and personal counseling, developmental reading and studyskills workshops, job placement, services for learning disabled students)?

Is there an honors program? What are the qualifications for entry?

SOCIAL LIFE • • • • • • • • • • • • • •

What is the average age of the student body?

What is the male to female ratio?

What is the ethnic diversity on campus?

What percent of students reside on campus?

Are dorms co-educational or single sex?

Is it a "suitcase college" where many students leave on the weekends?

What are the procedures for selecting a roommate?

What are some of the rules and regulations that govern the campus and dormitory life?

Where do the majority of students come from?

Do most of the students commute or live on campus?

What types of student activities are there?

Are sororities and fraternities on campus? What percentage of students are members?

What athletic programs are available?

Is the surrounding community supportive of the college?

COST • • •.

• •

What is the cost of tuition?

What are the costs for room and board? Are there any other fees?

How much did costs increase from last year to this year?

Is there a difference in the cost for an in-state and an out-of-state student?

Are accepted students required to place deposits for tuition and housing? Are these deposits refundable?

• Are deposits required each year for returning students?

• When do the bills have to be paid?

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FINANCIAL AID • • • • • •

What percent of students receive financial aid based on financial need?

What percent of students receive scholarships based on academic ability?

What would be a typical financial aid package for a freshman?

What percent of those who apply for financial aid receive it?

What are the financial aid application procedures and deadlines?

Is there a tuition payment plan?

COMPARISON SHOPPING The comparison between colleges and universities is a difficult decision. Some consideration needs to be given to large versus small, private versus public, etc. There are a variety of parameters that each individual student and his/her family need to take into consideration. Remember that the college expense should be handled like any other major family purchase.

• Costs are probably the number one factor when families are looking at universities/colleges.

Remember that costs are made up of several items: tuition and fees; room and board; books and supplies, personal expenditures; and travel. Please refer to the table on the following page to compare the costs of attending various Michigan colleges and universities.

Since many universities/colleges give financial aid and assistance, the cost factor can become less of a factor than originally thought.

• Another consideration is the amount of time that your child will need to complete his/her degree. Many students are taking more than four years to complete a bachelor's degree. This is due to several factors: 1) colleges are requiring more core classes for degree requirements; 2) college majors and minors have increased the number of hours needed to obtain these items; 3) students are taking fewer hours per semester (full-time is considered to be a minimum of 12 credit hours per semester); .

4) students are required to complete a mentorship or internship as part of their graduation requirements; 5) work experience in particular areas is being required in addition to class hours; and 6) students are changing their majors and/or minors throughout their college experiences.

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MICHIGAN COLLEGE INFORMATION The estimated yearly cost is based on tuition, books, incidental expenses, room and board as reported by Michigan Post-Secondary Handbook 2012-2013 *Does not include room & board NR = Not Reported UNDERGRAD SIZE

AVERAGE H.S. ACT

AVERAGE H.S. GPA

MINIMUM GPA

$21,000

Mid

22

3.3

2.7

Eastern Michigan University

20,000

Mid

21

3.1

2.3

Ferris State University

22,360

Mid

20

3.1

2.5

Grand Valley State University

22,116

Mid

24

3.5

3.1

Lake Superior State University

19,900

Small

22

3.0

2.5

Michigan State University

24,000

Large

25.5

3.6

NR

Michigan Tech. University

25,700

Small

26

3.6

2.7

Northern Michigan University

19,600

Small

19

3.0

2.3

Oakland University

13,900*

Mid

22

3.3

2.5

Saginaw Valley State University

16,543

Small

22

3.2

2.5

U of M - Ann Arbor

25,848

Large

29-33

3.8

NR

U of M - Dearborn

11,600*

Small

24

3.6

3.0

U of M - Flint

12,000*

Small

23

3.3

2.5

Wayne State University

13,364*

Large

22

3.3

2.7

Western Michigan University

22,696

Large

22

3.3

NR

COLLEGE PUBLIC SCHOOLS‌ Central Michigan University

Macomb Community College

YEARLY COST

4,800*

Mid

Open Admissions

PRIVATE SCHOOLS‌ Aquinas College

35,300

Small

23

3.4

2.5

Adrian College

40,720*

Small

23

3.3

2.9

Albion College

46,000

Small

25

3.5

2.7

Alma College

42,300

Small

25

3.5

3.0

Baker College - per quarter-

10,000*

Small

Calvin College

39,000

Small

3.6

2.5

College for Creative Studies

36,000*

Small

Concordia College

30,000

Small

Davenport University

16,300*

Small

Hillsdale College

33,600

Small

Kalamazoo College

48,400

Kendall College of Art & Design

Open Admissions 26 Portfolio/10-12 pieces 22

2.5 3.2

2.5

29

3.8

3.4

Small

28

3.62

NR

28,000

Small

Portfolio/10-15

2.7

2.5

Kettering University

48,400

Small

27

3.4

3.0

Lawrence Tech. University

31,000*

Small

24

3.36

2.0

Madonna University

15,600*

Small

23

3.3

2.7

Marygrove College

21,700*

Small

19

2.9

2.7

Northwood University

33,500

Small

21

3.0

2.0

Olivet College

32,400

Small

18

3.3

3.0

Siena Heights College

32,800

Small

21

3.1

2.5

Spring Arbor College

30,000

Small

22

3.2

2.6

University of Detroit Mercy

32,500*

Small

23

3.3

2.5

Open Admissions

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MAJOR MYTHS ABOUT COLLEGE SELECTION There are several myths about selecting a college. Some of these are based on bits of fact, while others are pure legend. Keep these myths in mind as you begin your process of looking for a college.

Myth Number One: There is no perfect college for me Before you start to choose a college, you should know that any number of colleges might be right for you. There are, after all, almost 3,000 colleges and universities to choose from and they range from public to private, from large to small, from rural to urban, and from liberal arts to technical. It may be hard to believe, but most students actually attend the college of their first choice. While it is true that there is undoubtedly a TYPE of college that is better suited to your needs than another type, it is wise not to narrow your sights to only one or two colleges. A better plan is to investigate several possible options, and you will discover that each one has its own advantages.

Myth Number Two: I need to decide on my career before I can choose a college Given general concern about the job market after college, it is not surprising that you may think you should make a career decision at an early age. While it is important to have goals for yourself and to be aware of your major interests, you limit yourself drastically if you try to choose a specific career too early. The average college student changes majors several times in the course of four years of college. The Department of Labor predicts that people now entering the work force will hold 12-15 jobs during their working years and will switch careers four times; in addition, in the future people will be entering jobs not yet invented. The best preparation a college education can give you is one that prepares you to be flexible. The exception would be a technical field if you do know what you want. Examples would be architecture or engineering.

Myth Number Three: We can only afford a low-priced college Students often rule out some colleges because the total cost of tuition, room and board appears to be more than the family can afford. Although some hard decisions may have to be made ultimately about college finances, it is a mistake to make assumptions about what is affordable until you have completed the financial aid process. Private colleges in particular offer significant amounts of financial aid in order to attract students from all income levels.

Most accredited institutions use either the FAFSA (Free Application for Federal Student Aid) or the PROFILE (which replaces the previous FAFSA) or both. Colleges take into account your family's financial situation and the cost of the college. The college then develops a package for you, which may consist of (1) grants, which do not have to be paid back; (2) loans, which you repay over a tenyear period generally; and (3) work opportunities on campus for which you are paid.

Myth Number Four: I've never heard of this college, so it can't be good The average well-educated man or woman can probably only name a small portion of the almost 3,000 colleges and universities in the United States, and these tend to be the older Eastern schools, the large state universities, those with outstanding athletic teams or those that happen to be near home. It is important to remember that a college that may be right for you may be one that is not yet known to you; some of the universities you have heard of the most may not be right for you.

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TYPES & LOCATIONS OF INSTITUTIONS Along with fields of study, you should consider several other factors selecting colleges: type and size of institution, geographic location, environment, and cost In this section, we will consider general profiles of different types of schools. When looking at these different descriptions, it should be clear that no one college is appropriate for all students.

•Large Colleges. Large schools typically enroll more than 10,000 students. They tend to offer a great variety of fields of study, classes, instructors, and activities from which to choose. If you enjoy a variety of course selections or desire more opportunities to learn about many different fields, a large university may be the most appropriate. While large universities have the reputation of being more impersonal, some students prefer the greater anonymity they offer, as well as the chance to "start over" amongst a diverse group of people.

•Small Colleges. A small college enrolls fewer than 5,000 students. Small colleges tend to offer a more tight-knit learning community and easy access to support services. There are fewer class choices (but still an amazing variety), fewer students, and fewer instructors.

Students, however, get more attention from faculty and administration.

Note that not all large colleges are impersonal and not all small colleges are limited. Before ruling out a school because of its size, do some research to see if it fits the prototype. Talk to the college counselors, read the catalogues, view books, and consider talking with current students.

•Two-Year Colleges. Two-year colleges are also known as junior or community colleges.

Public junior colleges are state-supported and are usually required to accept high school graduates of the district or state regardless of grades. Private junior colleges are usually administered by religious or other independent groups. There are a number of reasons why many students choose two-year colleges over four-year colleges. Some select two-year colleges for financial reasons, some have family commitments that prevent them from leaving home, some need to improve their grades in order to be admitted to a four-year institution, and some simply need more time to transition between high school and college.

Two-year colleges have many different kinds of programs. Some only require two-years of school to receive an "associate degree" or "certificate" in a particular vocational training program. Those planning to continue their education at a four-year college would complete an "academic transfer" program. Check with the admissions office of the two-year school you are considering (and the four-year school to which you want to transfer) to see what the requirements are.

♦Single Sex Colleges. There are a variety of single sex colleges in the United States. Students choose this type of college for a variety of reasons. Many women interested in traditionally male-dominated majors and careers may experience less discrimination in an all-women classroom. They may find more support and acceptance of their academic choices, as well as greater access to leadership positions. Likewise, an all male environment may offer less distraction in the classroom and young men may find smaller classes and individual attention more appealing.

•Historically Black Colleges and Universities (HBCU). There are 106 HBCUs located in the south and southeast. They range from two-year community and technical colleges to small and mid-size private colleges to large public universities. For students who prefer attending

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classes and participating in campus and social activities with other African-American students, HBCUs are an excellent option.

•Military Colleges/Service Academies. Military colleges and service academies are chosen by students interested in military science. Students must enjoy studying and living in an environment where discipline/ order, and teamwork are stressed. They should enjoy physical activity and be able to handle stress well. Considered among the most competitive institutions, the service academies are: U.S. Air Force Academy, U.S. Coast Guard Academy, U.S. Merchant Marine Academy, and the U.S. Naval Academy. The USAFA, USMA, and the USNA require a nomination from your U.S. Senator, your U.S. Representative or the Vice President of the United States. Once accepted, the government pays educational expenses and a stipend to students. Upon graduation from an academy, you incur a military obligation.

•Specialized Colleges. More than half the degrees earned in specialized colleges are in engineering, business, or the arts. Specialized colleges are ideal for people who are certain about what field they want to study. Many students may prefer a setting where they can interact with others who have the same career interests. For example, if one attended the California Institute of the Arts, they would be immersed in and fueled by a creative environment of music, dance, photography, graphic design, and arts of all kinds.

•Denominational Colleges. For students who want religion to be a part of their daily life, denominational colleges may provide the ideal environment. Students choosing denominational colleges should want to attend school with a majority of students from a particular religious background. Many students attend denominational colleges to show support for their religion and the type of education their religious group supports. Note that the level of religious influence in a denominational institution varies. Ask around, visit campuses, and read the college-bound guides.

•Private v. Public Schools. Private schools are generally much more expensive than public schools. While many private schools cost more than $45,000 annually as opposed to the approximate cost of $17,000 to attend a public, state institution, cost should not deter you from applying to a private school. Most private schools will offer excellent financial aid packages to attract students from a variety of financial backgrounds.

The main difference between private and public institutions is their monetary base. Private schools are supported by non-government interest, and the public schools are supported by taxes. Consequently, private schools can be more selective while public schools are required to accept a percentage of local residents. However, some private schools are minimally competitive or noncompetitive. Likewise, the number of in-state students accepted by the public schools varies. For example, the University of Michigan at Ann Arbor has more out-ofstate students than in-state, and the University of California at Berkeley raises its grade point average minimum for out-of-state students. In any case, do not eliminate a college from consideration just because of its monetary base.

•Colleges vs. Universities. "College" is a generic term for any post-high-school institution for advanced learning. Yet, there is a reason why some schools are called "colleges" and some are called "universities." Universities have extensive research facilities, teach both undergraduates and graduates, and provide a range of majors. A university is made up of a number of colleges, such as the College of Arts and Sciences, College of Engineering, College of Business, etc. Colleges are usually, but not always, less expensive and more specialized. However, some institutions which operate as "universities" retain the name of "college" because of tradition, e.g., College of William and Mary and Boston College because there is already a Boston University.

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•Liberal-Arts Colleges. The goal of these schools is to provide students with a well-rounded, "cultural" education. Liberal arts schools stress learning how to think critically from a variety of academic perspectives rather than encouraging a student to adopt just one discipline's analytical method. The first two years of coursework usually consist of general studies in the arts, humanities, and social sciences. You usually do not have to declare a major until your third year. Again, the emphasis is less on career and more on education.

Note, however, that it is not necessary to attend the typically small, private school to receive this type of education. Universities also encompass liberal arts colleges.

LOCATIONS OF INSTITUTIONS The location of a college is a huge factor in the college search. Location involves more than whether or not you want to move away from your parents. Some questions you have to ask yourself include: Do you want to experience a different regional culture or climate? Do you want to attend a school near relatives? Do you make new friends easily? Do you enjoy the excitement of a big city or the comforts of the country? While there are no set answers to these questions, there are some important factors to consider:

LIVING AT HOME One of the biggest benefits of living at home is that it is much cheaper. Moreover, you will not miss family. Some people study better at home because there are already established living arrangements and, therefore, no need to find or worry about roommates. Living at home saves you a significant amount of money, but if need be, it gives you a better chance of locating a part-time job because you are familiar with the opportunities in your community.

On the other hand, you have to factor in commuting time, which might make it more difficult to get involved in campus activities. It may also be harder to schedule classes without having open space during the day. Additionally, for some students living at home makes it harder to be independent as you do not depend on yourself the way you would if you lived away from home.

LIVING AWAY FROM HOME If you can afford it, one of the most popular reasons to live away from home is the chance to test a new environment and learn how to become more independent. Some students believe that they can learn more about themselves when they are out on their own.

On the other hand it is much more expensive to move away (think about out-of-state tuition costs, transportation costs, etc.). You must do virtually everything on your own such as wash and iron clothes, arrange doctor’s appointments, etc. Additionally, you most likely will only see family on holidays and breaks when college classes are not in session for an extended period of time.

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CITY VS. COUNTRY Colleges in Detroit definitely have a different atmosphere from colleges in Central Michigan or the Upper Peninsula. If you enjoy public transportation, coffee shops, ethnic restaurants within a few minutes, and lots of things to do then an urban university may be more suitable for you.

On the other hand, if you prefer a college campus with lush hills, lots of trees, and a clean environment to pursue outdoor activities, then a college in a small rural town might be appropriate for you.

CLIMATE AND CULTURE If you decide to go away to college, you will want to consider what climates and cultures will be suitable for you. For example, if you are tired of all the rain in the northwest, you might enjoy a college in the deserts of the southwest or one near the beaches of Florida.

If you thrive among class and cultural diversity then you may want to research a college’s ethnic makeup. Many schools will list in a college guidebook or websites as to their ethnic/cultural breakdown. Additionally, it is best to always visit the college to gain the most information regarding this.

OTHER FACTORS While most students select a college based on field of study, location, and cost; other influences to consider may be social life, extracurricular activities, prestige, friends, etc.

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COMPUTER SEARCHES The Internet offers an incredible means of gathering information on all aspects of college. An assortment of useful sites appears below:

GENERAL RESOURCES College Board Online http://www.collegeboard.com Very useful site for matching student profile and interests with colleges. Information on campus visits, interviews, SAT, etc. Can download over 800 college applications.

College Net http://www.collegenet.com CollegeNET is a portal for applying to college over the web. CollegeNET lets applicants complete, file, and pay for their admissions applications entirely through the internet. Also has a limited university and scholarship search database.

College Planning Network http://www.collegeplan.org Use to research college selection, admission and financial aid resources. Direct links to other college planning sites.

College Source Online http://www.collegesource.org Includes the full text of catalogs from 2-year, 4-year and graduate schools across the country.

College View http://www.collegeview.com Offers one of the most detailed search engines on the internet. Criteria include diversity, field of study, religious affiliation, athletics, and disabled student services.

The College Guide http://www.mycollegeguide.org A college search engine that includes information helpful to the application process.

National Association for College Admission Counseling (NACAC)— http://www.nacac.com Provides regularly updated information on topics such as essay writing and financial aid, contributed by admissions professionals. You will also find dates of important events such as national college fairs.

National Institute for Educational Planning http://www.niep.com Provides basic information about the application process and a question-and-answer section.

Peterson's Education & Career Center http://www.petersons.com A wide range of information on colleges and all issues relevant to the application process, including advice on writing application essays. Offers an engine for college searches.

University Links http://www.ulinks.com Great way to identify a school that matches your personality and general needs. Schools are clearly sorted into categories.

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U.S. News Online College Search http:/www.usnews.com/usnews/edu/eduhome.htm Site allows access to ten years' worth of U.S. News educational and career reporting. Easy access to the U.S. News annual college rankings, financial aid advice, etc. The site also contains a very thorough search engine for university programs.

Women's College Coalition http://www.womenscollege.org Direct link to many women's colleges. The site also has the history of women's colleges, including the achievements of alumnae.

FINANCIAL AID RESOURCES Coalition of Higher Education Assistance Organizations (COHEAO) http://www.coheao.org Provides information about federal loan plans (like the Federal Perkins loan). Also has some scholarship information.

Educaid http://www.educaid.com Helpful financial aid information and links to other useful sites.

FAFSA on the Web http://www.fafsa.ed.gov Interactive web version of the Free Application for Federal Student Aid. Fast Web http://www.fastweb.com Another site for college selection process. Excellent financial aid and scholarship information. A free, searchable scholarship database.

Fin Aid http:/www.finaid.org Site has confidential financial aid calculators to help you estimate college costs. You can then click on fast Web (see above).

Sallie Mae http://www.salliemae.com A quality source for information on planning and paying for college produced by the nation's leading provider of funds for insured student loans. One service answers parents' financial aid questions. CollegeCalc software is downloadable to disk so users can run a variety of financial aid calculations.

U.S. Government Site on Financial Aid U.S. Department of Education—http://www.ed.gov Advice on applying for every kind of federal aid, including work-study programs and military scholarships.

College Confidential www.collegeconfidential.com A wealth of information with hundreds of pages of articles about choosing a college, getting into the college you want, how to pay for it and more! This site also includes a college search and a large message board with topics for both students and parents.

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CAREER RESOURCES Learn and Serve America: Higher Education http://www.nationalservice.gov This site, operated in conjunction with the Corporation for National Service, functions as a clearinghouse for service-learning projects. Whether you are interested in a project for a summer or for a year before entering university, this site is a good place to start.

Mapping Your Future http://www.mappingyourfuture.org Provides information about careers, higher education, and financial aid.

Occupational Outlook Handbook http://stats.bls.gov Search for a specific occupation to find information about necessary training, expected income, and the projections for future employment.

TEST PREP RESOURCES ACT Online http://www.act.org Register for the ACT over the internet - Site also contains sample test questions and testing tips.

ETS Net: Educational Testing Service http://www.ets.org Provides information about testing sites and dates, as well as testing tips directly from the test makers.

Kaplan Educational Center http://www.kaplan.com Practice your verbal and math skills for the SAT and ACT. Also, check out Kaplan's college guide.

Number2.com http://www.number2.com Help with the SAT and ACT. The Princeton Review http://www.princetonreview.com Solid search engine with a good array of variables: location, academics, sports, student life, and housing. You'll also find testing tips and practice questions for the SAT and ACT. SAT Online http://www.collegeboard.com Register for the SAT and brush up on testing strategies.

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OTHER HELPFUL SITES Association of Jesuit Colleges and Universities http://www.ajcunet.edu Provides information about the mission of Jesuit education as well as a search engine to help you determine which Jesuit institution best fits your needs. Links to all member institutions.

Association of Military Colleges and Schools of the United States http://www.amcsus.org Provides information about higher education opportunities in military colleges and academies.

Campus Tours http://www. CampusTours.com An index of college and university visual materials on the Internet, with direct links to hundreds of online tours developed by colleges and universities.

Common Application http://www.commonapp.org Download the common application at this site or fill out and submit the common application online to all participating institutions. Includes links to supplements.

Historically Black Colleges and Universities http://www.eduinconline.com A comprehensive site that includes scholarship and financial aid information, along with a common application specifically designed for HBCU's.

Learning Disabilities Information http://www.ldresources.com This site lists almost every national organization associated with learning disabilities.

Multicultural Student Information http://www.uncf.org Has information about scholarship and programs available through the United Negro College Fund.

National Collegiate Athletic Association (NCAA) http://www.ncaaclearinghouse.net Register for the NCAA Clearinghouse online. Find answers to your questions about recruitment and NCAA scholarships and grants.

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WHAT IF A 4 YEAR UNIVERSITY ISN'T RIGHT FOR ME? If you feel you would like to explore careers that do not require 4 years of college or more, there are other options out there for you.

•

Junior/Two-Year Colleges: Students may take a one-year certificate or two-year associate's degree program in a variety of vocational and technical fields, as well as liberal arts.

Upon program completion, students may go directly into jobs or transfer to a four-year college.

Tuition is less expensive than for four-year institutions. Requirements: High school diploma or equivalency and placement testing.

•

Applied Technology Centers - Vocational/Technical/Business Schools: There are many local private schools offering training in a variety of fields, such as: secretarial work, computer training, travel, court reporting, massage, cosmetology, automotive work, and more.

Many of these programs are very expensive and offer little or no financial assistance: however, the training periods may be significantly shorter than a college program, enabling you to enter into a job very quickly. Requirements vary according to the program.

•

Apprenticeships: Formal training programs are available in over 800 manual occupations, such as building trades (electrician, carpenter, and bricklayer) and manufacturing (machinist, welder, tool & die). An entry-level worker signs a contract to receive supervised on-the-job training and related technical studies. He/she learns the entire range of skills within an occupation over a set period of time (average of 4-6 years). The worker's pay starts low and increases as skills are acquired. Requirements: 18 years old, high school diploma (for most), physically fit, aptitude and/or manual skills. You must go through an application process, requiring a high school transcript, letters of recommendation and an interview. It may take months or years to be placed if accepted.

•

Employment: If you're planning to go directly into a job after high school, you will want to consider what types of jobs you might enjoy, as well as assess the skills you've already developed and those you need to continue to work on. The School Counseling office and or Career Center at your school offers many resources to help research careers, such as books and pamphlets, and career searches on the computer. Many jobs offer "on the job training", and some offer preemployment training programs. Your college and career readiness counselor or school counselor is available to help you develop a plan of action for pursuing a job during and after high school.

•

Military: Branches are: Army, Navy, Air Force, Marines, National Guard, and Coast Guard. For more information about careers in the Armed Forces both full-time (active) and part-time (reserve) duty - call to speak to a specialist. Also check out: www.militarvcareers.com.

- Armed Services Academies: U.S. Air Force Academy, U.S. Coast Guard Academy, West Point, U.S. Naval Academy, U.S. Merchant Marine Academy. These are extremely competitive and the process needs to be started in your junior year.

■ Most require an appointment by a member of Congress.

■ You must pass a medical exam.

■ You must start this process in the spring of your junior year by completing a Pre-Candidate questionnaire.

- ROTC: Two- and four-year programs for military training are offered at select colleges and culminate in an officer's commission upon graduation. Educational scholarships are available.

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SECTION III VISITING A COLLEGE A. B. C. D.

Campus visits Suggestions for college visits and interviews Questions that students are often asked at a college interview Questions that students should ask at college interviews

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CAMPUS VISITS THERE IS NO SUBSTITUTE FOR SEEING A COLLEGE YOURSELF!!

There are many ways to find out about a college - from brochures to DVD's to the internet to college fairs.

The bottom line is that nothing beats the opportunity of going to a college and seeing it for yourself. The following ideas will help you make the most of your campus visit.

BE PREPARED BEFORE YOU GO Call the Admissions Office in advance - Just as there is no substitute for seeing a college firsthand, there is no substitute for advance planning. When you call the admissions office, tell them the date you would like to visit and the time of day you expect to arrive. If you want to stay overnight in a residence hall, ask to see if this can be arranged. Also, find out about lining up an interview (if they offer them and you would like one) or attending an information session. You may also want to visit classes, talk with faculty, and read the campus newspaper. You will be amazed at the informal information you can gather.

Research the College and prepare questions you would like answered – Review the information you have collected about the college. Check the resources in the College/Career Resource Center and browse the college's website. This research will help you think of questions to ask and give you knowledge of other areas about the college to explore while you are there. We have provided a list of questions to get you started at the end of this section. As you think of other questions, write them down.

WHEN YOU ARE THERE Talk to as many students as you can - Once you are on campus, try to take advantage of a variety of ways to gain information about the college. Meet with an admissions officer or attend an information session.

■ Take a tour of the campus and see a dormitory room ■ Sit in on a class ■ Have a meal in the cafeteria ■ Pick up copies of the student newspaper and alumni magazine Don't be bashful about asking questions!

Prepare For your Interview (if necessary) - If you have scheduled an interview, develop a list of questions you want answered. You will probably be asked about your academic background, interests, hobbies, goals, and why you are interested in the college. Be prepared. This is your opportunity to sell yourself to the college. Think about your uniqueness. What will you be able to contribute to this particular college campus. What is so unique about you that is different from other candidates for admission. As with any interview, be on time or call ahead if you know you will be delayed.

Take Time to Look Around on your Own — Take some time to explore the campus on your own and absorb the atmosphere. While organized activities can give you information you cannot get on your own, the reverse is true also.

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SO MANY QUESTIONS You have probably already thought of many questions to ask during your campus visit. The following are some suggestions, but be sure to ask questions that are important to YOU!!

When You Talk to Students, Ask…….

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

How many hours a week do you study? Is that typical here?

Are faculty members interested in students and accessible outside of class?

Do many students go home on weekends?

Are the athletic facilities open to all students or only to athletes?

Is it possible to study in your dorm room?

How tasty are the cafeteria meals?

Are campus jobs readily available?

Is there easy access to computers? Do you recommend I bring my own?

What is the library like as a place to do research and/or study?

What aspect of college do you like the best? The least?

How easy is it to get the classes you want?

If you could change something about this school what would that be?

What other schools did you. apply to?

If You Attend a Class, Ask Yourself…….

■ ■ ■ ■ ■ ■ ■

Are students prepared for the class? Do they seem interested in the material?

Are students learning either new facts or new ways of thinking about the subject?

Is there time for questions and discussion? Do students participate?

Am I intellectually challenged by what is taking place in class?

Is there a good rapport between the professor and students?

Does the professor seem accessible?

Do students enjoy interactions with one another?

As You Tour the Campus, Ask Yourself…….

■ ■ ■ ■ ■ ■ ■

Are the buildings in good repair? Are the grounds well-kept?

Are the residence halls pleasant and quiet enough to study in? How are the laundry facilities?

What is the cafeteria like?

Are the computers and lab equipment up-to-date and plentiful?

What is the surrounding town or city like?

Could I envision myself living here for the next 4-6 years?

Is this the best fit for you? Why?

In an Interview or Information Session, You Could Ask………..

■ Does the college have academic programs that fit my interests?

■ Do I need my own computer as a freshman? Can I use any computer terminals at the college? Do they supply printers?

■ Will I have access to special equipment (such as an electron microscope) as a first-year student?

■ What are the strengths and weaknesses of the college's advising system? Will you be assigned to your own advisor?

■ How many students will there be in the classes I am likely to take in my first year? Are these courses taught by professors or graduate assistants?

■ What type of campus jobs are available for first-year students?

■ Will there be any new programs or facilities in the next two years?

■ What is the college's freshmen retention rate?

■ What kind of career counseling is available for seniors? Is there a job placement office for all majors?

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■ Where are students employed once they graduate from this college?

AFTER THE VISIT

Write Down Your Impressions ■ ■ ■ ■ ■ ■ ■

Were the people you met friendly? Did they answer your questions fully and candidly?

What do you think of the quality of instruction and the academic atmosphere?

Were the students the kind of people you would like to get to know?

Did you like the social atmosphere?

Would you like to spend more time here?

Did you like the environment? Did the living areas look "livable" to you?

Is this college a fit for you? Why?

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SUGGESTIONS FOR COLLEGE VISITS AND INTERVIEWS Some colleges require an interview as a part of the admission process but most do not. Only the most prestigious universities in the country will require this. It is still important for you to visit the college where you will spend the next four years of your life. The visit and/or interview may help you in deciding what college you want to attend or it may further verify a decision that you have already made.

Interviews can follow several formats. It can be designed to share information or to evaluate you as a candidate for admission. These interviews can be done individually or in a group setting. Some colleges may use the evaluative interview to determine your viability as an applicant thus aiding them in determining if you should be admitted to their university.

No two college interviews are alike as they can range from friendly to reserved. However, the interview is much more than a formality; it is the best opportunity for you to get to know the university and for the college to gain insights about you. Along with your grades, test scores, and activities, the interview can distinguish you from other students and give you an individual identity. Don’t be stressed out but be prepared for some challenging questions.

Here are some tips to help you relax and to make the interviewing experience pleasant: •Schedule the appointment well in advance by email or phone.

•Schedule your first choice last to practice your interview skills at schools that are not as high on your list.

•Always keep an appointment.

•Be well informed about the college prior to the interview.

•Create a resume.

•Act naturally and be yourself.

•Review some of the questions in this section.

•Be prepared with a list of questions you would like answered.

•Have a choice of career or major in mind. It gives you something to discuss •Tell the interviewer about the subjects you like best and/or least and be able to give thoughtful reasons for such judgments.

•Plan to stay on the campus long enough to see it in action and try to visit a class or dormitory.

•Be honest; say what you mean and mean what you say. Honesty pays.

•Dress properly.

•Allow sufficient time to arrive at the school before your scheduled interview •Mail a thank you note.

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QUESTIONS THAT STUDENTS ARE OFTEN ASKED AT A COLLEGE INTERVIEW The following questions are a cross section of those that are generally asked at college interviews: •How did you first hear about our college?

•Tell me about yourself.

•What are your career goals (long-range and short-range)?

•What accomplishments have you achieved or activities have you participated in that have a particular effect on you and your life?

•What might you be interested in as a future profession?

•What are your academic strengths and weaknesses?

•What is the most significant contribution you have made to your school?

•How do you spend your leisure time?

•What teacher impressed you the most in the past year?

•What three books have impressed you most in the past year?

•What were the three most important events in your lifetime?

•What decisions have you most regretted? Why? •What are your priorities in selecting a college?

•How familiar are you with this college and its programs?

•Where do you see yourself in four years?

•Discuss your most stimulating intellectual experience.

•What problems are the most critical for the U.S. in the next five years?

•Who has been the greatest influence in your life?

•Are there any questions that you want to ask?

•Why should we accept you at our college?

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QUESTIONS STUDENTS SHOULD ASK AT COLLEGE INTERVIEWS Visit the college while it's in session so that you will be able to talk not only with the admissions officer, but also with the students who attend the college.

You may wish to ask some of these questions while you're visiting and interviewing: •Are you familiar with my high school? Is there anything I can tell you about it?

•How many of your graduates go on to graduate school?

•What do students do on weekends?

•Can you tell me about the placement record of graduates with major companies?

•How successful have graduates from my intended major been in getting jobs in their own or related academic areas?

•What athletic teams and clubs are the most popular here?

•Do you place more emphasis on class rank or standardized test scores in your admissions decisions?

•What percent of the entering freshman class return for their sophomore year? What percent graduate in four years?

•How large are your freshman introductory classes?

•How do I compare academically with students already attending this school?

•Is there a computer network from the school library that can be accessed by all dorm rooms?

•If majoring in an area requiring certification, licensing, etc., ask whether the program will qualify you for entrance into the profession and prepare you for state or national certifying examinations.

•What are the chances of my being admitted based upon my high school record?

•What attention is the college presently paying to such topics as drug-alcohol counseling and campus safety?

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SECTION IV APPLYING FOR COLLEGE ADMISSIONS A. Applying to college – how many colleges?

B. College Applications - what colleges are looking for C. Application Procedures D. Resume details E. Letters of recommendation F. Facebook in College Admissions G. Actual Letters from College Admissions Offices

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APPLYING TO COLLEGES HOW MANY COLLEGES SHOULD I APPLY TO? The number of applications you send depends on the strength of your record, the competitiveness of the colleges, and several other factors. For most students, four to six applications would be sufficient. Each of the colleges on your list should have academic programs and a campus environment, which genuinely interests you; in other words, you should not apply to any college JUST because you think you can get admitted or just because you think you can afford to attend. If you and your parents are realistic and you have done a careful job of reading catalogs and view books, have visited campuses, and have talked with admissions counselors and/or alumni representatives, you should have a good idea about what your chances are for acceptance. Remember that admissions decisions are made on several factors, are sometimes unpredictable and do vary somewhat from year to year. As you are thinking about the final application process, try to have colleges in each of the following three categories:

1. Those colleges that have the right academic programs and campus environment for you, but there may be some doubt as to your qualifications for admissions. Consider these "reach schools".

2. Those colleges that have strong programs in your interest areas and to which you are more likely to be accepted. You would call these "possible" ones where you have about a fiftyfifty chance or better.

3. Those colleges that have strong programs in your interest areas and to which you are very likely to be accepted. These are your "back-up" or "safety" schools.

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COLLEGE APPLICATIONS WHAT COLLEGES ARE LOOKING FOR 1. High School Transcript ■ The quality of work during all four years Types of classes taken - Did the student challenge him/herself? What classes is the student taking his/her senior year? How many academics did the student take? What are the grades in the academic classes? Did the student take advantage of the rigorous and demanding courses available to them?

What is the student's overall grade point average? What is the student's recomputed academic grade point average?

■ Colleges and universities like to see a minimum of four academic classes per semester. Many prefer five (Academics include English, Science, Social Studies, Math and World Languages.)

■ Overall trend of the student Consistent grade point average upward trend; overall improvement ■ If there appears to be a problem during a particular semester, is there a reason for the discrepancy?

(This could be due to illness, family problems, etc., and may have to be explained.)

2. Standardized Test Scores ■ The more selective the school, the higher the test scores are expected to be. Some colleges and universities use the test scores for placement rather than admission.

3. Extra-curricular Activities ■ These can include involvement in clubs, organizations, athletics ■ Community Service

4. Family alumni can also be used to add dimension to the applicant 5. High school reputation and accreditation are also important factors 6. Letters of Recommendation ■ These should come from teachers and/or counselors. Juniors should plan to ask for letters at the end of their Junior year. A thank you letter should always be sent to the recommender.

7. Essay(s)

■ Colleges and universities are looking to hear your "voice". Essays should be well-written, personal and thoughtful.

8. Colleges Strive to Match Applicants to Their Student Body ■ Most college admission staff dislike saying "no" to applicants. However, they are striving to match applicants appropriately based on the historical success of their student population.

■ Admissions staff are willing to assist in looking at possible transfer opportunities in one or two years.

Evaluating a high school senior and a college sophomore are very different processes.

9. Most colleges use grades 9-12 to calculate cumulative and academic grade point averages ■ The University of Michigan uses only grades 10-12

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10. When Two Students are Equally Academically Competitive

■ If two students are fairly equal in most components, the college or university will look for uniqueness between applicants.

11. Acceptance

■ Each college/university uses a variety of factors to determine admission. Talk to individual college admission staff to determine what those factors are.

■ College admissions is very competitive. A student may be admissible and have all of the necessary requirements to be admitted to a particular university/college and may still be deferred or denied admission. This has been happening frequently due to the competitive applicant pool. Students need to remember that they may not be admitted to their first choice, but may be able to transfer after 1-2 years of study at another college/university.

12. Advanced Placement Credit

■ Most colleges/universities do give credit to students who perform at a high level on advanced placement exams. Each college or university has its own standards for this credit. Ask individual college admission staff for this information.

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APPLICATION PROCEDURES Once you have met with the post secondary counselor or your counselor and decided to which schools you will apply, you must complete the following steps: •Contact the university's admission office via phone or email and request an application. If the option is available, consider applying on-line. This is a good option because it is faster and neater, and it is much less likely that your application will be misplaced.

•Make a copy of the application before you begin (even if you apply online), so that you can have a practice copy to work on. You will need to practice the typed spacing or handwriting to make sure that your work fits in the spaces provided.

•Note all deadlines.

•Include application fee (payable by check, credit card, or money order) •Include your email address •Submit the required personal statement and essay. Have your English teacher review your essay prior to submitting it.

•Letters of Recommendation: see letters of recommendation section •Read the online application slowly and answer all questions carefully. Before you submit your application review everything for accuracy.

•Save your work frequently.

•Print and bring into the counseling office the counselor recommendation form and any other forms that may need to be mailed. Most forms such as the teacher recommendation form are now submitted online by the teacher.

•Notify the Counseling Office so they can send your official high school transcript.

You must register with Parchment to request transcripts to be sent electronically to the colleges and/or universities you are applying to. Follow the directions below if you are a Cousino student: Go to Cousino’s website www.wcskids.net/cousino Click on “School Information” drop down menu Choose “Transcript Request” Read the information and scroll down to the bottom of the page and click the link shown below to register and request transcripts.

•When taking the ACT or SAT, indicate which colleges should receive a copy of your test scores.

•If you didn’t indicate a college when you registered for the ACT/SAT test, no scores will be mailed. Some colleges are now requiring that ACT/SAT scores be sent directly from the testing agencies. Remember to check with each college/university to determine whether test scores may be sent from Cousino High School or directly from the testing agency.

• Some universities may require your first semester grades. As applications are often due before the first semester is complete, many of these schools will include a form called a "Mid-Year Report" in their applications. Please also give your Mid-Year Report Forms to your counselor. (Don't forget to fill out the student section on all forms.) Your grades will be sent as soon as they are available.

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•If you receive a notice from a university that part of your application is missing, DON’T PANIC!! Wait about a week, call the university back to double check. Often times they have been received after notification cards are being mailed.

•You should receive a notification regarding your application by April 15th for all regular decision deadlines.

DID I GET INTO COLLEGE? MAYBE…..

The following are terms used by admissions offices in the application process, as defined by the National Association for College Admission Counseling:

REGULAR DECISION is a plan in which institutions review most of their applications before notifying the majority of candidates of their admission. In this process, colleges set a deadline for completing applications and will respond to completed applications by a specified date. If you are applying for financial aid you will follow aid application deadlines set by the school. You may apply to other colleges. You will not be required to make a decision regarding enrolling before May 1.

ROLLING ADMISSION describes the application process in which an institution reviews applications as they are received and offers decisions to students soon after the decisions are made. If you are applying for financial aid, you will follow aid application deadlines set by the school. You may apply to other colleges and you will not be required to make a decision regarding enrolling before May 1.

OPEN ADMISSION - is a college's policy to admit high school graduates, generally without regard to conventional qualifications, such as high school subjects, high school grades, and admissions test scores. Thus, virtually everyone who applies is accepted.

WAIT LIST – is a term used by institutions to describe a process in which they may initially delay offering or deny you admission but rather extends to you the possibility of admission in the future. Colleges offer admission to wait list candidates if insufficient numbers of regularly admitted candidates accept their offers of admission. Please refer to the Statement of Students' Rights and Responsibilities for your rights if you are placed on a wait list.

EARLY ACTION permits you to apply to a college or university of your choice and receive a decision early in the senior year, well in advance of the normal spring response dates. Though you will hear early regarding your admission, you are not committed to attend and you may apply to other colleges. If you are applying for financial aid you will follow the aid application deadlines set by the institution. You are not required to make a commitment before May 1, but you are encouraged to do so as soon as a final choice is made.

EARLY DECISION requires you to commit to a college or university at the time of application that, if admitted, you must enroll. You should apply under an Early Decision plan only if you know that you can make a well-reasoned, first-choice decision. Upon admission the institution will require a nonrefundable deposit well before May 1. You may apply to other colleges but may have only one Early Decision application pending at any time. If admitted to a college under Early Decision, you must withdraw all other applications and may not generate new ones. Colleges will respond to requests for financial aid at or near the time admission is offered.

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RESUME DETAILS Simply stated, this is a list of all of your activities over the 3 ½ years of your time here at Cousino High School and in the surrounding communities. This is your opportunity to highlight everything that you have accomplished both within and outside of the school day.

•It provides a thumbnail sketch of your accomplishments •It should include all of your high school activities, clubs, sports, community service, enrichment programs, etc.

•It allows the admissions officer to see you as a well-rounded person •It can be used as a basis for your letters of recommendation •It saves time when filling out your college applications. You may write “See attached resume” when information is required.

Your resume should reflect: •Commitment and passion outside of the classroom •Honors/Awards •Leadership – Colleges will be looking for your level of involvement in activities •Community Service – Go above and beyond what is minimally required •Work Experience •Music Accomplishments •Athletics •Outside Study •Other Accomplishments

RESUME INFORMATION WHAT IS A RESUME? A resume is a good way to introduce yourself and tell people about you. It's just a piece of paper, but you will need one if you are applying for a job/internship. A resume summarizes on one piece of paper all the basic information about who you are, what you have done and how you contribute.

CREATING A RESUME: •

CONTACT INFORMATION

The top of your resume should include your contact information: 1. Name 2. Address 3. Phone number 4. E-mail address (Make sure this is appropriate. E-mail addresses are very telling about a person.)

This information is often centered on the page. You might want to print your name in a larger font size or in bold so that it stands out. Remember, you want to make it easy for an employer to contact you! Make your resume easy to read by leaving lots of white space and a font size that is larger than 10 point.

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•

OBJECTIVE

Why do you want this job/internship? Your objective is a short statement, usually just one sentence. It explains why you want the job/internship. It could mean why you want to obtain a job as a sales associate. Your objective might say, "I would like to gain experience in the retail business."

•

EDUCATION

•

List expected date of graduation, high school and its location.

- List specific coursework that might assist you with the position for which you are applying.

- List academic awards/achievements.

•

EXPERIENCE

In this section, list any paid or volunteer jobs you've held. Describe each position briefly using bullet points.

You can also list extracurricular activities or community service, especially if these activities show your skills or your responsibility and dedication.

•

SKILLS AND STRENGTHS

This section can be combined with the "Experience" Section. In this section of the resume, list your skills and strengths. Even if you've never held a paid job before, you have strengths and skills. What are they? Maybe you have tutored younger students or know how to develop a website. Maybe you have run for office at school or organized a school event. When you write about your skills and strengths: •

Use short bullet points rather than complete sentences.

Use action words.

Use numbers and percentages to quantify your accomplishments.

Mention your technical or computer skills.

REFERENCES

List two - three adults (include their addresses and phone numbers) you know who could give you a positive recommendation to a prospective employer. Think about asking a family friend, neighbor, teacher, coach, etc.

They should not be relatives. (Always ask the person for permission before listing him/her as a reference.)

Requesting Transcripts You must register with Parchment to request transcripts to be sent to your college or university.

▪Go to Cousino’s website www.wcskids.net/cousino ▪Click on “School Information” drop down menu ▪Choose “Transcript Request” ▪Read the information and scroll down to the bottom of the page and click the link shown below to register and request transcripts.

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LETTERS OF RECOMMENDATION A letter of recommendation is between you and the person recommending you. It is a description of you as he/she perceives you. Your recommender should be someone who is familiar with you, as a subject teacher, coach, advisor, etc. He/She should be able to write about YOU, not restate your resume verbatim. He/she should be able to discuss your particular talents in the classroom, in a play, both on an off the field, etc.

Please note that letters of recommendation are confidential. You cannot see your letters of recommendation.

Keep in mind that the people you ask for recommendations should be those with whom you have had a positive experience. Students should request two letters of recommendation. One of the letters should be from an 11th grade teacher.

RECOMMENDATION GUIDELINES Personally ask your teacher, coach, or advisor if he or she would be willing to write a letter of recommendation.

This could be done at the end of your junior year, but certainly by September.

•Give a copy of your resume to whoever is writing your letter so they can speak more clearly about you and your accomplishments.

•Be aware of application deadlines and give plenty of advance notice so that those writing have enough time to write the letter.

•Provide pertinent information to your recommenders: -List the major you are planning to pursue -Why you want to attend this college -Why you feel you should receive a scholarship -Special projects you may have completed -Special contacts at this college -Something about yourself that makes you unique •Offer to meet with your recommender to discuss any questions they may have prior to writing the letter.

•Don’t wait until the last minute to ask for a letter. You want the recommender to represent you as best as possible.

•Send a personal thank you note to anyone who will be providing a letter of recommendation. He/she is helping you to get into the college of your choice and teacher recommendations are highly regarded in the admissions process.

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RECOMMENDATION LETTER PROCEDURES Many colleges request counselor/teacher recommendations to be included in the materials that are sent with their application. We suggest that you follow the procedure below. •Counselor Recommendations to be included with the College Application Turn into the Counseling Office your completed application OR counselor page that was printed from the on-line application. These materials will be completed by your counselor and mailed to the appropriate university. If they are sent online they will be returned electronically as well. •Recommendations from Teachers/Counselors for College Applications and Scholarships -Ask your teacher/counselor for a recommendation in advance. Give them at least two weeks' notice prior to the date you wish it sent and indicate the deadline date.

-Supply information for your teacher/counselor about yourself in written form, (i.e., senior questionnaire, resume, etc.) If there is a specific form, complete your identifying information before giving it to the teacher or counselor.

Do not leave it on a desk or at the door.

-If there is a specific form that needs to be filled out, provide written information as to the purpose of the recommendation, where it is to be sent and the deadline date.

-DO NOT ask more than two teachers for recommendations.

-DO NOT ask the teacher/counselor for a copy of the recommendation. Recommendations are meant to be kept confidential.

-Wait two weeks - then confirm with your teacher/counselor that the recommendation was mailed.

-VERY IMPORTANT - follow up with a personal thank you note to the teacher or counselor.

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CORRESPONDING WITH COLLEGES VIA EMAIL The nature of email is informal compared to standard business mail but it is important not to be too informal. The following are a few thoughts and suggestions regarding corresponding with colleges via email:

DO •Remember that your email messages may be added to your admissions file •Choose an appropriate email address. You may want to rethink addresses like partygirl@hotmail.com or hatetostudy@yahoo.com •Give your full name, address, phone number, and high school in each message •Spell-check your email and use proper punctuation •Use salutations (for example “Dear Admissions Officer”).

•Be as polite and respectful in an email as you would be in a face-to-face meeting or phone conversation.

•Check the email address of the recipient before hitting the “send” button.

•Check the school’s website for answers before sending an email. If you still have specific questions, it is better to call the school and have an actual conversation.

DON’T •Don’t use all lower or upper case letters. All lower case is difficult to read and all upper case can give the impression of SHOUTING! •Don’t use “IMPORTANT INFORMATION” OR “Please read” as subjects for your email. These are commonly used for junk emails or viruses. Include your name and/or question as the subject.

•Don’t send anything confidential in an email. Emails are more like a postcard than a letter in a sealed envelope.

•Don’t send a blanket email to a lot of schools at once. Do some research and then ask questions indicating a genuine interest to a specific school.

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FACEBOOK IN COLLEGE ADMISSIONS FACEBOOK IN COLLEGE ADMISSION National Association for College Admission Counseling You've been working hard trying to get into college—researching schools, refining your essay, collecting glowing recommendations, studying on nights and weekends for the SATs or ACTs, maybe even preparing for a campus interview. Throughout all of this process, you've made a great impression as a serious, promising college student. Wait, though. Before you can relax on the couch to watch "American Idol," there's one more detail to take care of— your online blog.

BLOGS PRIVATE OR PUBLIC INFORMATION? Whether it's through MySpace, Facebook, Xanga, LiveJournal, or Friendster, students are online—online sharing details with friends, online for everyone to see.

These sites help you keep in touch with friends and allow you meet new people. Many students spend hours each day updating their profiles, messaging their friends and clicking through photo albums. It's harmless fun, right?

Now, how would you feel if your teachers saw your site? A college admission officer?

"Well, I would be a little angry because there are things in my profile that I don't want them to see," said Aubrey Fait, a freshman at Saint-Mary-of-the Woods College (IN). "There is some information that I want to keep private between me and my friends, so I would prefer if my parents and college faculty not look at my Facebook profile."

Other students don't think what they do in their free time influences their school work, so it shouldn't matter what information they have online. They may be right: You can be a great student, regardless what you do outside of school. When the embarrassing details of your social life are online for anyone to look up, though, you might want to re-consider what you post.

You might not like it, but you should know that adults—from your schools, families and even law enforcement— are looking at your pages.

THE CONSEQUENCES: WHAT HAS ALREADY HAPPENED TO SOME STUDENTS Most colleges are not surfing the Web for your profile. However, when other people bring students' blogging to their attention, schools do respond.

•At least one college applicant was denied admission in part because of his blog on LiveJournal. The admission dean said the student's blog, which was brought to his attention, included seemingly hostile comments about certain college officials.

•Swimmers at Louisiana State criticized coaches on Facebook and were kicked off the team.

•A high school freshman in Maryland was reportedly suspended because of online photos.

•Police busted an underage drinking party at George Washington University after they found invitations online.

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HOW YOUR SCHOOL MIGHT REACT Many middle and high schools have banned the use of these social networking Web sites on campus. Some private schools have even banned students from joining these sites altogether.

I've been on MySpace and I can see that for kids it's like their hangout place, their place to vent, their place to maintain instant contact—it's hard for them to give it up," said Judy Oberlander, a counselor at Ojai Valley School (CA). However, "since MySpace was taking a toll on study time and classroom engagement, in addition to the danger of the imprudent things being posted by students, we decided to outlaw MySpace use at school or any time."

It's happening all across the country: Students in middle school, high school and college are being suspended and expelled for their online indiscretions. Even if you disagree with these policies, they can affect you. And as much of a cliche as it is, your school officials are just trying to protect you.

THE COLLEGE ADMISSION EFFECTS With the MySpace bans, students need to be careful of what they post. Some zero-tolerance polices make it fair game to punish someone who is in a photo even holding what appears to be an alcoholic drink. Explaining this type of suspension to a college doesn't really make a good bullet-point for your resume.

Even if your school doesn't have these rules, your postings could affect your college admission. Most colleges do not look up students on these sites, but when other people draw attention to these possibly offensive blogs, then schools often take action.

"We have just started letting students know that employers, college admission personnel, and others may be checking their postings...Our students seemed very surprised by this," said Julie Davis, Thomas Worthington High School (OH).

"In terms of college admission, I talk with the students about the importance of projecting a professional impression through voice mail messages, e-mail account titles and MySpace postings. I tell them a story once told to me by an admission counselor who said a student gave her e-mail address as partygirl@hotmail.com. She didn't get accepted to that college," said Margi Wieber, college counselor, Providence Academy (MN).

Some college admission officers make themselves available for students on these sites as a convenient forum for Q & A. "I have accounts on Friendster, Facebook, LiveJournal, Xanga, and MySpace. I do interact with a variety of students via these communities, however, it's our strict policy that the Internet should only help applicants, not hurt them...I, personally, don't think it's fair for college officials to take advantage of [these online interactions]— the one exception being a student's safety," noted Ben Jones, communications manager for the MIT Office of Admissions.

"I don't 'research' applicants online using their pages in these communities—although other schools do, from what I read in the news. My interactions with applicants and current MIT students are initiated by them—not by me."

Jeannine Lalonde, assistant dean of admission at the University of Virginia, also talks to students online who contact her. "After seeing current UVA students answer questions on MySpace, I decided to step in and offer some advice to the high school students who were posting. I knew it would open the door, but I also knew that seeing an admission officer on MySpace might: •Make a few kids stop and think before posting info about questionable behavior on their sites; and •Make some students realize that admission officers aren't as scary as they might have thought."

Sometimes students include Web-based communications such as blogs in their college application. Daniel Creasy, from Johns Hopkins University (MD), explains his experiences with student blogs as part of the

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application: "Many times, the work the students have done adds substance to their file and truly helps, but there have been occasions where this information raises questions and concerns."

Creasy also cautions that when students contact admission officers through the school's message boards and blogs, the information becomes part of the formal correspondence and can be factored in to the admission decision.

BEYOND SCHOOL: YOUR JOB SEARCH Applying to college isn't the only thing you should worry about when you post your information online. Your profile can follow you as you try to get a job.

According to the 2005 study by executive job-search agency ExecuNet, cited in the Chicago Tribune, 75 percent of recruiters use Web research as part of the applicant screening process.

The same article notes that a recruiter withdrew a job offer after seeing the candidate's blog.

One recent grad took down his profile when someone called him about a friend he went to school with. The caller identified himself as an employee at a consulting firm who was "facebooking" all the applicants and contacting their friends to check them out (Sposato 2005).

An intern was fired when the CEO discovered that the intern's Facebook profile noted that he would "'spend most of [his] days screwing around on IM and talking to [his] friends and getting paid for it"' (Conlin 2006).

There's even a verb for people who get fired for what they put on their Web sites—dooced—named after the blog of a woman who was fired for writing about her job in her blog.

Basically, the point is that whatever you post, it never goes away. Once your information is online—even if you take it down—it becomes public information, as your page can be saved on anyone's computer.

WHAT YOU CAN DO •

First, be safe! Never post personal information such as your address, daily schedule, phone number, etc. Check out these safety guidelines from the Center for Safe and Responsible Internet Use and Wired Safety.

•Make your profile private so that strangers can't look at your information, and be cautious about adding new friends who you do not personally know.

•Take down any questionable photos or exchanges between you and your friends. Give it the "Grandma Test." If you wouldn't want your grandmother to see it, then you don't want other adults to either. Remember, pictures and references of you on your friends' pages can be damaging too. You can ask them to take down this kind of information.

•Don't get a false sense of security on sites like Facebook, where you need an academic address, to view pages.

It's easy for faculty, alumni and random people to get on and look at your wall and photos.

PEOPLE CAN SEE EVERYTHING Although blogs can be fun, remember that what you post is for public view, like broadcasting it on the six o'clock news. So when it's time to apply for college, give your blog a second look to make sure you feel comfortable sharing everything you have posted with an admission officer and, later, with potential employers because your site becomes permanent, public information about you.

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ACTUAL LETTERS FROM COLLEGE ADMISSIONS OFFICES: DON’T LET THIS HAPPEN TO YOU!!

The following are abstracts from actual letters recently received by students regarding their senior year coursework. Most colleges require mid-year grades to be sent from the high school. The college you ultimately select will likely get your final transcript in June. If a change in your academic status is noted, colleges have the right to revoke your acceptance and any scholarships awarded.

TUFTS UNIVERSITY 1)”In April we were pleased to offer you admission to the entering freshman class. This offer was extended to you contingent upon your continuing demonstration of the academic and personal qualities that led the committee to offer you admission to the university. A recent review of your final grades showed a decline in your academic performance. Our experience is that students who have a weak final semester in secondary school often have difficulty regaining their motivation for the challenging freshman year at Tufts.”

2) “I was distressed to receive your final grades which showed a substantial drop in the level of your performance. Please write to me as soon as possible explaining your low grades in Physics and Economics, and your withdrawal from Probability and Statistics.”

SUNY AT STONYBROOK “I have recently reviewed your final high school transcript and am disappointed to note the significant decline in your senior year grades. In your acceptance letter I reminded you that enrollment is ‘contingent upon successful completion of your high school graduation requirements.’ I must ask you to write a letter of explanation as soon as possible and by August 12 at the latest. Please provide reasons for your poor grades and suggest to me how you intend to improve your grades in a more rigorous and competitive environment. I am sorry to alarm you at this point, but frankly I am very concerned by the downward trend in your high school performance. “You would not have been accepted based on your senior year.”

UNIVERSITY OF PENNSYLVANIA “The Admissions Office is in the process of reviewing final school reports for the incoming freshman class. We note that your grades include a ‘D’. As you know, you were offered admission primarily on the basis of your outstanding academic performance. Since the final report represents a departure from your previous level of achievement, we would like to emphasize that Pennsylvania is a competitive institution which will demand your most diligent efforts during your undergraduate years. As you prepare to matriculate in September, I hope that you plan to pursue your academic goals with the same commitment you have previously demonstrated. It is advisable that you make an appointment when you come to campus with the Dean’s office to discuss your academic standing.

COLGATE UNIVERSITY “We expect all of our students to be achieving at the same or higher level as they were upon admission. The rigor of the curriculum and progress reports are very important to us up until a student’s graduation and we won’t hesitate to be in touch with them should their record change. We have rescinded offers of admission in the past due to poor senior records.”

MICHIGAN STATE UNIVERSITY "You were admitted to Michigan State University earlier in March. At this time we sent you a certificate of admission and an admissions letter. I am sending you another copy of that letter highlighting the last sentence of the fourth paragraph. We recently received a copy of your seventh semester grades. You have declined in the second quarter in Writing, Pre-Calculus, and Physics. You will want to get yourself back on track. We’ll be expecting to see much improved academic work when we receive your final transcript.”

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UNIVERSITY OF RHODE ISLAND "Research indicates that students whose senior grades show a downward trend often face academic difficulties their first year at the University of Rhode Island. The University would like to make the transition to college as smooth as possible thereby avoiding an unsuccessful freshman year. Therefore, the University of Rhode Island is adopting a new review policy for senior transcripts effective this fall. After review of the final transcript, if we note a serious decline or reason for concern in academic performance, the student and high school guidance office will be sent one of the following letters: A LETTER OF CONCERN - A letter of concern expresses our disappointment and asks the student to question their motivation and ability to handle the challenges of a college curriculum.

A LETTER OF SUSPENSION - A letter of suspension cancels the acceptance and requires the student to contact the Admissions Office in writing regarding their circumstances. Upon receipt of written communication, the application will be reevaluated and may or may not be reinstated.

A LETTER OF REVOCATION - A letter of revocation is the cancellation of the original acceptance. If a revoked student wishes to be considered at a later date, an interview would be required with an admissions counselor to discuss the possibility. " THE UNIVERSITY OF WISCONSIN-MADISON Dear Guidance Director: In May we sent the enclosed list of students from your school who has been admitted as freshmen to the University of Wisconsin-Madison. Since most, if not all, of these students were admitted with high school work in progress, I am asking that you report any changes in performance which might affect a student's admissibility. A change in which we are most interested is: Failure or withdrawal of an 'academic' course during the senior year. Please pay particular attention to change in senior year mathematics or foreign language."

LOYOLA, MP: "This offer of admission is contingent upon your successful completion of current coursework and graduation. A final transcript should be provided to our office should you plan to enroll for the upcoming semester. Should you encounter any disciplinary issues, in or out of school, please contact your admission counselor immediately."

FAIRFIELD UNIVERSITY: "Every offer of admission is contingent upon the successful completion of your senior year. We expect you will maintain your current level of academic performance and continue to represent your school and community in good standing."

MANHATTAN COLLEGE: Students' poor grades in the second semester have disqualified them from admission even after they had received an acceptance letter from us.

UNIVERSITY OF DELAWARE: As noted in your acceptance letter: the Admissions Committee reviews the final transcripts of every student enrolling in our Fall 20— entering class. We expect that students will put forth their best efforts throughout the whole of their senior year, and, indeed, the vast majority of our entering students present senior grades of A's and B's.

We were therefore surprised to see such a marked decline in your grades during your senior year. We are particularly concerned when we see students earning any grade that is below a C. I am writing to insist that you comment on these grades. Please address your letter of explanation and any supporting documentation directly to me. This must be received within 14 days of the date of this letter.

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UNIVERSITY OF DELAWARE (continued): I realize there may be extenuating circumstances that can explain a student's poor performance. I invite you to share with us any information that will shed light on what happened. Your explanation should give us confidence that this trend in grades is not indicative of your academic ability nor is it a reflection of your commitment to your education. Please know that your enrollment at the University of Delaware is in jeopardy.

Without a reasonable explanation, your admission can be rescinded.

UNIVERSITY OF NEW HAMPSHIRE We received a report of your final grades for the academic year and consider them unacceptable. I refer specifically to your second semester grades of: 65 in Algebra, 60 in Expository Writing and 60 in Psychology. It is clear that your admission status must be reevaluated, and consequently, I have suspended your admission. If you wish to communicate with us about your circumstances, please do so in writing within the next five days. It is our preference not to talk with you or your parents until we have received your written communication. We will contact you again once we have received and reviewed your statement. At that time we will make a determination as to whether it is appropriate for you to meet with us. It is possible that you will receive materials from other departments and organizations on campus. You should not interpret these communications as an indication that your admission status has been reinstated. We will contact you in writing when a final decision has been made on your case."

LEHIGH UNIVERSITY 1: Letter to Early Decision Applicant: We have reviewed your mid-year grades and have noticed that there was a noted downturn in your grades from the time that we offered you admission in December. One of the contingencies of enrolling at Lehigh is maintaining an equal or superior level of academic achievement throughout the senior year.

Even students who have had the most rigorous academic program in high school find challenges with college level coursework and associated expectations. It is our hope that every student who enrolls at Lehigh will achieve admirably in the classroom. For these reasons, it will be useful to understand the reasons for the departure from your previous level of performance. Please provide an explanation for your drop in performance within two weeks.

On behalf of the Committee on Admissions, I look forward to hearing from you.

LEHIGH UNIVERSITY 2: Final Transcript Letter 1 to Applicant: We have reviewed your final high school transcript and have noticed that there was a downturn in your grades from the time that we offered you admission until the end of the year.

One of the contingencies of enrolling at Lehigh is maintaining an equal or superior level of academic achievement throughout the year.

Even students who have had the most rigorous academic program in high school find challenges with college level coursework and associated expectations. It is our hope that every student who enrolls at Lehigh will achieve admirably in the classroom.

Although your grades have not slipped to a level where we would request an explanation from you, we still have concerns about the downturn. To that end, please understand that we will notify, Associate Dean of, so that he/she is aware of this letter. We want to do everything we can to facilitate a smooth transition to Lehigh, including scholastic success during your first year. Please feel free to be in touch with Dean during your first couple of weeks on campus.

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LEHIGH UNIVERSITY 3: Final Transcript Letter 2 to Applicant: We have reviewed your final high school transcript and have noticed that there was a downturn in your grades from the time that we offered you admission until the end of the year. One of the contingencies of enrolling at Lehigh is maintaining an equal or superior level of academic achievement throughout the year.

Even students who have had the most rigorous academic program in high school find challenges with college level coursework and associated expectations. It is our hope that every student who enrolls at Lehigh will achieve admirably in the classroom. For these reasons, it will be useful to understand the reasons for the departure from your previous level of performance. Please provide an explanation for your second quarter grades by put in date.

On behalf of the Committee on Admissions, we look forward to hearing from you.

INDIANA UNIVERSITY: In December, it was my privilege to offer you admission to Indiana University Bloomington. I have recently received your High School transcript with your fall grades.

As you may recall, your official letter of admission from Indiana University contained the sentence: "Naturally, this offer of admission is contingent upon the successful completion of any present work outlined on your application. " For us the minimum level of "successful completion " is a grade of C or above. I am concerned with the declining grades on your transcript, and 1 have no recourse but to rescind your admission to Indiana University Bloomington. I am sorry to have to write this letter. I wish you success in your future academic endeavors.

EMORY UNIVERSITY: I have received your final transcript from your high school. You will recall that the admission acceptance letter you received stated the following: "Your admission is contingent upon receipt of your final secondary school transcript and documentation of graduation. Be advised that the Admission Committee expects the same level of academic achievement and personal conduct through the completion of your senior year. Failure to maintain this level of performance could result in a withdrawal of our admission offer. " Your case has been reviewed by the Dean of Emory College and myself. I am sorry to inform you that our decision is to revoke your admission to the Emory College Class of 20--. I realize this turn of events is of great disappointment to you. On behalf of the Admission Committee, I want to extend our sincere appreciation for your interest in Emory. Should your interest in Emory persist, you may apply again to Emory College as a transfer student next year. Please note that we require one full year of college work and have a postmarked deadline of June 1st for transfer. Lastly, I offer you my best wishes for a productive, and above all, rewarding college career. Sincerely, Dean of Admission for Emory University

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SECTION V THE PERSONAL ESSAY A. Importance of the college admissions essay B. Tips on writing an autobiography C. Sample essay questions asked by colleges

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IMPORTANCE OF THE COLLEGE ADMISSIONS ESSAY • SIGNIFICANCE In our opinion, the personal essay is the most important part of your admissions portfolio. A well-written personal essay that captures your character—your energy, motivation, inspiration, adaptability, perseverance, passions, etc. can offset, if not overshadow, mediocre or average SAT or ACT results.

• STRATEGY

STANFORD’S ADVICE ON WRITING THE PERSONAL ESSAY CONCISE - Focus your essay topic. Do not exceed requested essay length. Follow directions.

HONESTY - Do not feel the need to impress admissions officers with world record performances or exotic exploits. If telling the story of what happens around your family dinner table best reveals who you are, then go right ahead and tell that story.

INDIVIDUAL - Admissions officers want to know what makes you unique. If relevant, tell them about adversity you have faced—family losses or illnesses. Perhaps this aspect of your life will help explain an inconsistent academic record. Similarly, what are your passions? What drives you? Feel free to discuss political and/or religious beliefs as long as you avoid condemning others.

COHERENT - Avoid going off on tangents when you write. Keep your story focused.

ACCURATE - Proofread, proofread, proofread. Do not submit an essay with typing errors, grammar problems, or factual inaccuracies.

VIVID - Fill essay with concrete details and examples which bring the story to life. Your essay can contain both thinking and feeling.

OBNOXIOUS - Avoid blaming others for your shortcomings or adopting a condescending attitude toward your high school experience.

OBSCURE - Avoid writing about obscure events or honors unless you clearly explain their significance.

OBSCENE - Do not use profanity or discuss obscene situations. You can be funny and entertaining without resorting to these.

PLAGIARIZE - Do not copy someone else's essay or lift an essay out of a book.

Source: Adapted from "A Tip for, Getting Into Stanford: Be Sure to CHICAV-OOOP" in the 1992 September-October issue of the Stanford Observer.

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TIPS ON WRITING AN AUTOBIOGRAPHY HOW DO I WRITE AN ESSAY ABOUT MYSELF? You have probably had experience writing about yourself in an English class. Often a college or university will have a specific question rather than a request for an autobiographical statement: "Please describe in detail a special interest, experience, or achievement you would like us to know about." "Please prepare an essay on a personal, local, or national issue that is of particular concern to you." "Jot a note to your future college roommate on what to expect from you in the coming year."

The essay you prepare may be the deciding factor in your admission as it presents you as a person rather than as a statistic. Consider the following statement from the Princeton University Admissions Office: "The essays make the facts in a folder come alive to us. We don't know the applicants personally. We haven't taught them, coached them or counseled them. All we have is the image presented in the portfolio, and the essays do much to shape our impression."

What makes a good impression? A good essay animates the candidate as a real person, conveys what you have accomplished, and fills in the gaps around the grades and test scores. Your essays present an honest insight into what is special about you. Do not forget that your essay is also a sample of your writing ability and should show your best possible effort.

A sparkling essay requires time and effort, for you must capture the reader's attention and, at the same time, must clearly express your ideas. Organizing your thoughts is the first step.

Begin with the self- assessment you filled out.

SOME FINAL THOUGHTS 1. Writing takes time. DO NOT begin writing your essays at the last minute.

2. If possible, try to write about something that really matters to you. You will be more enthusiastic about the topic, and that quality will come across in your essay.

3. Think quality, not quantity. You need to write enough to get your point across thoroughly; anymore than that will test the patience of the admissions officer who is reading your folder.

4. Keep the audience in mind when you are writing your essay.

5. Check for spelling (and donrt just rely on your spell check in your computer because it does not know when you need to use their or there), grammatical, or typographical errors. Believe it or not admissions officers notice (and often underline) such mistakes!

7. Have a teacher, parent, friend or all three check your essay – another perspective regarding your essay is well worth your time.

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WRITING YOUR COLLEGE ESSAY Writing your college essay is one of the most important parts of completing your college application. Many colleges and universities now have multiple readers of your application. The essay gives the reader an opportunity to understand you as an individual. Your voice needs to be heard and to establish for the reader a reason to consider your application over other applicants. Some colleges and universities now have several essays that applicants are responsible for answering. Whenever you are given an opportunity to express yourself through writing, make sure that you complete the essay to the best of your ability. Colleges are truly interested in "what" you have to say as well as "how" you write in response to a prompt.

Remember that many classes at the college level will require you to respond in writing to demonstrate your skills and knowledge.

•ANSWER THE QUESTION Be sure to make the response speak to the question that is before you. If the question is generic in nature, personalize it for yourself. In other words, consider a personal experience that you can use to detail your qualities (such as work ethic, responsibility, maturity, and creativity).

•MAKE THE ESSAY A REFLECTION OF YOU, YOUR VOICE Do not write what you believe "they" (the admissions officers) want to read. When a student writes what he/she believes the admissions person(s) want to read, he/she writes a very generic response that does not reflect their unique qualities.

•AVOID QUALIFIERS SUCH AS “MIGHT”, “PERHAPS”, AND “COULD” These weaken your voice and your powerful expression of who you are. Take a stand on who you are and let people know that you are a person with academic, athletic, civic, social integrity (whatever it may be). This shows that you take a mature and undergrad-ready approach to your future.

•BE SUCCINCT Work at paring your essay down to its most essential details. Often, students will be repetitive in their essays, and a reader will feel as if the same idea or point is regurgitated several times.

Remember that proofing/editing for the mechanics of the essay is distinct from reading for revision. A fine-tuned essay will be both mechanically strong and essentially detailed in terms of content. Do not be afraid to share your work with multiple readers (teachers, counselors, parents, siblings) for fresh perspectives on what you say and how you say it. Remember not to count on spell or grammar checks on word processing programs as the exclusive tool for your editing. Remember, too, that one of the most important mechanical corrections in a personal essay is to avoid sentence start repetition ("I..."I..."I..."). Take a reader into an experience. Show it, do not just tell it. That will help you to get to the essential details.

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WRITING YOUR COLLEGE ESSAY Within this general outline for writing the essay, there are some "do's" and "don'ts" which are highlighted:

DO - Do think "small" and write something that you know about.

- Do reveal yourself in your writing.

- Do show rather than tell. By giving examples and illustrating your topic, you help bring it to life.

- Do write in your own "voice" and style.

- Do let your English teacher read your essay.

- Do write, rewrite and revise!

DON’TS - Don't write what you think others want to read.

- Don't exaggerate or write to impress.

- Don't use a flowery, inflated, or pretentious style.

- Don't neglect the technical part of your essay (grammar, spelling, sentence structure).

- Don't ramble - say what you have to say and conclude.

Your college essay, along with your high school record, standardized test scores, and extracurricular involvement, will provide the basis upon which the college makes its admissions decision. A thoughtful, well-written essay can affect in a very positive way that final decision.

Keep this in mind and take full advantage of the opportunity which the college essay affords you.

EXAMPLES OF ESSAY QUESTIONS 77

Visit http://essayedge.com for helpful hints in creating your college admissions essay.

1. What is it about you that would make you an asset to our school?

2. Choose a person, a character in fiction, an historical figure, or creative art work (as in art, music, science, etc.) that has had an influence on your life and explain the influence.

3. Choose a current controversial issue and explain your viewpoints on that topic.

4. Write a letter to your parents (twenty years from now) describing what your life is like.

5. Choose an academic area during your high school career. Compare that challenge to a nonacademic challenge that occurred during that time.

6. If you could change an event in history, what would it be, and what would be the consequences?

7. Write about a humorous incident in your life.

8. General biography.

9. Evaluate a significant experience, achievement, risk you have taken or ethical dilemma you have faced and discuss its impact on you.

10. Topic of your choice

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COLLEGE ESSAY WORKSHEET • • • • •

What is the question?

What information should you include to answer this question?

Outline your thoughts regarding the question.

Write a rough draft and walk away from your work for a few hours.

Ask someone you trust to read through your rough draft indicating changes that you might want to include in the final copy.

• What does this essay say about you to the reader?

• Does this essay portray you at your best?

• If you were the reader, what information would you gain about the writer?

• Develop a final draft and once again ask one or more individuals to proofread your essay for content as well as mechanics.

• How does your answer to the essay question demonstrate your uniqueness and originality?

• What information from the essay will the reader learn more about you as a person, a student, or as an individual?

• Make any final corrections and submit your essay on line.

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SAMPLE ESSAY QUESTIONS ASKED BY COLLEGES •

In what ways have you grown intellectually during your years in high school? Who or what has contributed to that growth?

•

Please describe in detail a special interest, experience, or accomplishment that you consider significant. If you prefer, you may submit an essay on some topic of local or national importance about which you have a strong conviction.

•

You are chosen to attend a conference on the problems and difficulties faced by youth in America. You are the sole student representative. What topic would you choose for your speech and why?

•

An original essay, on any topic of your choice, will make your application more personal. Write about your life past and present or describe a significant experience. Be creative, witty, be serious, but most of all, be yourself. Our aim is to get to know you as well as possible.

•

Briefly describe any scholastic distinctions you have achieved. Which one of these achievements are you most proud of?

•

Where do you see yourself ten years after graduation?

•

You have answered many questions on this form, all asked by someone else. If you were in a position to ask a provocative and revealing question of college applicants, what would that question be?

•

Kalamazoo College is often described as having a strong sense of community. Describe the generosity of mind and spirit you feel is required for participation in such a community. What should the individual be prepared to give up? What should she hope to gain?

•

Please describe what makes you a unique individual and how these qualities can benefit the University of Michigan community.

•

Your personal values and strongly-held opinions are usually set at an early age. Describe how you have come to question some of these values and opinions. How did you change as a result of your shift in values?

•

Describe the two or three inventions you think have made important differences in the course of human civilization and explain your choices. Then devise an invention you would like to see come into existence and explain why.

Other Possible Topics • Unusual circumstances in your life • Travel or living experiences in other countries

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SECTION VI FINANCIAL AID INFORMATION A. B. C. D. E.

Financial Aid Overview Financial Aid Application Process – Step By Step Financial Aid Process – Step by Step Myths about Paying for College Financial Aid Websites

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INANCIAL AID OVERVIEW FINANCIAL AID DEFINED Financial aid opportunities range from large federally funded programs to small locally sponsored programs. The primary goal of financial aid is to assist students in paying for college. This goal is achieved by evaluating the family's ability to pay for educational costs, distributing limited resources in an equitable manner, and providing a balance of gift aid and self-help aid.

Financial aid is money in the form of scholarships, grants, loans, and employment opportunities. Most financial aid is based on demonstrated financial need and is intended as a supplement to your educational costs. It is not intended to replace the financial resources of the family.

TYPES OF FINANCIAL AID •GRANTS - student aid funds for college that do not have to be paid back.

•WORK STUDY – a part-time work program to earn money while you are in school.

•FEDERAL LOANS – student aid funds that must be repaid with interest. Types of federal loans include: Perkins, Direct Stafford, Direct PLUS,etc.

FINANCIAL AID – NEED VS. MERIT •NEED BASED AID – This is aid (money) for a student who needs financial support in order to pay for college.

The need of a student/family is solely determined by the family’s financial information.

•MERIT BASED AID – This is aid (money) for a student who receives financial support based on their academic performance. This can be based on a student’s GPA and/or it can be based on standardized tests scores such as the ACT/SAT.

EFC DEFINED The EFC, or the Expected Family Contribution, is the amount of money a family is deemed able to pay. This is a constant figure. This is important because it means that the student’s need changes as the cost of attendance changes. Since colleges and universities do everything they can to meet the “need” of the students applying to their institution, financial aid packages vary from school to school. Therefore, if College A is more expensive than College B you may receive more financial aid from College A than College B. Don’t assume a school is too expensive. Schools strive to meet the student’s financial need!!

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THE FINANCIAL AID APPLICATION PROCESS STEP BY STEP – EXAMPLE #1 STEP 1 Get free information and help from a school counselor, the financial aid office at the college or trade school you plan to attend, or the U.S. Department of Education at www.studentaid.ed.gov.

STEP 2 Get a Federal Student Aid PIN, a personal identification number. This acts as your electronic signature. A PIN lets you apply, “sign” your online Free Application For Federal Student Aid (FAFSA), make corrections to your application information, and more – so keep it in a safe place. Go to www.pin.ed.gov to register for one.

STEP 3 Collect the documents needed to apply, including income tax returns and W-2 forms (and other records of income). A full list of what you need is at www.fafsa.ed.gov. If your tax return has not been completed at the time you apply, estimate the tax information, apply, and correct the information later.

STEP 4 Complete the FAFSA between January 1st and June 30th (no exceptions). Apply as soon as possible after January 1st to meet school and state aid deadlines. Apply online at www.fafsa.ed.gov This is the most efficient method of completing the FAFSA. If you did not get a PIN, you can get it when you complete the FAFSA online.

STEP 5 Within a few days, the U.S. Department of Education will send you your Student Aid Report (SAR) – the result of your FAFSA. Review your SAR and, if necessary, make any changes or corrections, and submit your SAR for reprocessing. Your complete, correct SAR will contain your Expected Family Contribution (EFC) – the number used to determine your federal student aid eligibility.

STEP 6 The college or trade school that you plan to attend might request additional information from you. Be sure to respond by any set deadlines, or you might not receive your federal student aid.

STEP 7 All applicants: The college or trade school will tell you how much aid you can get at that school. Contact the school’s financial aid office if you have any questions about the aid being offered.

First-time applicants: Review award letters from schools to compare amounts and types of aid being offered. Decide which school to attend based on a combination of (a) how well the school suits your needs and (b) its affordability after all aid is taken into account.

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FINANCIAL AID PROCESS STEP BY STEP – EXAMPLE #2 1.

Student applies for federal, state, and college student aid using the FAFSA.

2.

FAFSA is processed by Federal Student Aid

3a.

Student receives a Student Aid Report (SAR)

3b.

The colleges listed on the FAFSA receive an Institutional Student Information Record (ISIR), which is a copy of the processed FAFSA data.

4a.

The SAR indicates the FAFSA was processed successfully. Student only needs to review and make changes if necessary. Student may be selected for verification.

4b.

The SAR indicates that corrections are required. Student may be selected for verification.

4c.

The college asks the student to make corrections or provide documentation for verification.

5.

FAFSA corrections are made or verification is completed by the financial aid office.

6.

Financial aid office reviews student’s record to develop the student’s financial aid award package.

7.

Student reviews award letter that includes the financial aid award package. Student compares to other award letters and makes decision about which college to attend.

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TWELVE MYTHS ABOUT PAYING FOR COLLEGE Billions and billions in financial aid are available for those who need help paying for college. Yet a lot of misinformation clouds the facts about what type of aid is available and who is eligible. Here are some myths dispelled for those confronting the process of securing financial aid.

1) COLLEGE IS JUST TOO EXPENSIVE FOR OUR FAMILY Despite the media hype, a college education is more affordable than most people think, especially when you consider that college graduates earn an average of $1 million more over the span of their careers than high school graduates. There are some expensive schools, but high tuition is not a requirement for a good education.

2) THERE’S NOT A LOT OF FINA NCIAL AID AVAILABLE In fact, more than $106 billion in student financial aid is available for undergraduates. Most students receive some form of aid. Less of this aid now comes in the form of grants, however; most aid is awarded through lowinterest loans or institutional and other grants. You should carefully consider the financial packages you’ve been offered by each college to determine which makes the most financial sense.

3) MY FAMILY’S INCOME IS TOO HIGH TO QUALIFY FOR AID Aid is intended to make a college education available for students and their families in many financial situations.

College financial aid administrators often take into account not only income but also other family members in college, home mortgage costs and other factors. Aid is awarded to many families with income they thought would disqualify them.

4) MY PARENTS SAVED FOR COLLEGE SO WE WON’T QUALIFY FOR AID Saving for college is always a good idea. Since most financial aid comes in the form of loans, the aid you are likely to receive will need to be repaid. Tucking away money could mean that you have fewer loans to repay, and it won’t make you ineligible for aid if you need it. A family’s share of college costs is based mostly on income, not entirely on assets such as savings.

5) I’M NOT A STRAIGHT-A STUDENT, SO I WON’T GET AID It’s true that many scholarships reward merit, but most federal aid is based on financial need and does not even consider grades.

6) IF I APPLY FOR A LOAN DO I HAVE TO TAKE IT Families are not obligated to accept a low income loan if it is awarded to them. One financial aid administrator recommends applying for aid and comparing the loan awards to determine the best financial deal.

7) WORKING WILL HURT MY ACADEMIC SUCCESS Students who attempt to juggle full-time work and full-time studies may struggle. But research shows that students who work a moderate amount often do better academically. Securing an on-campus job related to career goals is a good way for you to help pay college costs, get experience and create ties with the university.

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8) MILLIONS OF DOLLARS IN SCHOLARSHIPS GO UNUSED EVERY YEAR Professional scholarship search services often tout this statistic. In fact, most unclaimed money is slated for a few eligible candidates, such as employers of a specific corporation or members of a certain organization. Most financial aid comes from the federal government, although it is a good idea to research nonfederal sources of aid.

9) MY FOLKS WILL HAVE TO SELL THEIR HOUSE TO PAY FOR COLLEGE Home value is not considered in calculations for federal aid. Colleges may take home equity into account when determining how much you are expected to contribute to college costs, but income is a far greater factor in this determination. No college will expect your parents to sell their house to pay for college.

10) I SHOULD LIVE AT HOME TO CUT COSTS It’s wise to study every avenue for reducing college costs, but living at home may not be the best way. Be sure to consider commuting and parking costs when you do this calculation. Living on campus may create more opportunities for work and other benefits.

11) PRIVATE SCHOOLS ARE OUT OF REACH FOR MY FAMILY Experts recommend deferring cost considerations until late in the college selection process. Your most important consideration is to find a school that meets your academic, career and personal needs. In fact, you might have a better chance of receiving aid from a private school. Private colleges offer more financial aid to attract students from every income level. Higher college expenses also mean a better chance of demonstrating financial need.

12) WE CAN NEGOTIATE A BETTER DEAL Many colleges will be sensitive to a family’s specific financial situation, especially if certain nondiscretionary costs, such as unusually high medical bills, have been overlooked. But most colleges adhere to specific financial aid award guidelines and will not adjust an award for a family that feels it got a better deal at another school.

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FINANCIAL AID AND SCHOLARSHIP WEBSITES fafsa.ed.gov- this U.S. Department of Education website will walk you through the process of preparing for, filling out and following up on submission of the Federal Free Application for Financial Aid. Make sure to check out the heading topics for additional student aid information. fafsa4caster.ed.gov- By using FAFSA4caster, you and your family will receive an early estimate of eligibility for federal student aid. This Web site provides you with an opportunity to increase your knowledge of the financial aid process; become familiar with the various types of federal student aid that are available; and investigate other sources of aid, such as grants and scholarships. When you're ready to apply for aid, you can easily transition from FAFSA4caster to FAFSA on the Web. Much of the information that you enter in the FAFSA4caster will populate your FAFSA on the Web application, making the experience of applying for federal student aid a lot easier. fastweb.com - this site is an amazing resource for any college bound student. Users fill out a profile of themselves and FastWeb matches their data to the criteria of over 600,000 scholarships. Students establish a mailbox that scholarship notices are sent to and they can also receive an e-mail when a new award has been posted that they may be interested in. This site is not restricted to just high school seniors and it often contains links to scholarship organization pages so that students can apply for the award online. meritaid.com- this brand-new comprehensive website is dedicated to helping students and parents discover merit aid scholarship opportunities nationwide. petersons.com - This site gives you access to the Peterson's database of 800,000 scholarships and helps assess your best college deal. It also contains tips for finding money for college and has links to every undergraduate institution accredited in the United States. This page is the all-around college and financial aid information site. finaid.org- This site contains excellent information about financial aid scams. It serves to educate financial aid candidates as to how they can obtain the best aid package possible. This site, among many other things, offers great strategies on how parents can maximize their student's aid eligibility and information on military aid (ROTC) programs. An electronic newsletter is available by subscription.

A Final Note... When searching for scholarships, most students use the Internet to save time. When you utilize the Internet to search for scholarships, there are both fee-based and free services. If you decide to use a free service, be aware of their privacy policy and what they plan on doing with your personal information. If you decide to use a fee-based service, many offer risk-free sites, a strict privacy policy, and ongoing customer support for their paying members. In general, free and fee-based services offer the same information often in different formats; it is up to you to determine your individual comfort level and expectation from internet search sites. Use caution with a fee-based service and be aware of financial aid scams which are often presented as Scholarship Search Services. Although there are reputable, fee-based companies; you should investigate them thoroughly many of the websites above can help you do this.

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SECTION VII INFORMATION FOR STUDENT ATHLETES A. B. C. D. E.

NCAA Initial eligibility standards NCAA Initial eligibility timeline NCAA Quick reference sheet Frequently asked questions about the NCAA College recruiting terms and definitions

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THE NCAA INITIAL ELIGIBILITY STANDARDS Prospective collegiate student-athletes must register with the NCAA Eligibility Center during high school. The Eligibility Center evaluates a student's academic record to determine if they are eligible to participate at a Division I or Division II college as a freshman student-athlete. This is not necessary if you attend a Division III school. However, if you are not sure which division you will play in, it is recommended that you register. The Eligibility Center is not the NCAA, but an organization that performs services relative to initial eligibility for the NCAA.

ELIGIBILITY CENTER REGISTRATION To register with the Eligibility Center, a student must complete and sign the Student Release Form (SRF) and send it to the Eligibility Center along with a $70 registration fee. The SRF authorizes each high school the student has attended to send the Eligibility Center a transcript, test scores, proof of graduation, and other necessary academic information. It also authorizes the Eligibility Center to send the academic information to all colleges that request a student's eligibility status.

The preferred method is online registration. Visit the NCAA Eligibility Center online at www.eligibilitycenter.org Select "Prospective Student-Athletes" and then "US Students Register here" or "International Students Register Here." Complete the SRF online and include credit or debit card information to pay the $70 fee. Print both Copy 1 and Copy 2 of the transcript release form, sign them and give both forms to the Counseling Office secretary who will send an official transcript to the Eligibility Center.

Additional Clearinghouse information may be obtained from the following sources: NCAA Eligibility Center Certification Processing P.O. Box 7136 Indianapolis, Indiana 46207-7136 Web address: www.eligibilitycenter.org Clearinghouse customer service: Toll free 877-262-1492 (representatives are available from 8:00 a.m. to 6:00 p.m., Eastern Time, Monday through Friday

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NCAA INITIAL ELIGIBILITY TIMELINE JUNIORS •During your junior year, complete your registration at www.eligibilitycenter.org Register to take the ACT, SAT or both and use the Eligibility Center code "9999" as a score recipient. Doing this sends your score directly to the Eligibility Center.

• Double-check to make sure the courses you have taken match your school's list of NCAA courses.

• Ask your high school counselor to send an official transcript to the Eligibility Center after completing your junior year. If you have attended more than one high school, the Eligibility Center will need official transcripts from all high schools attended. (The Eligibility Center does NOT accept faxed transcripts or test scores.)

• Before registering for classes for your senior year, check with your high school counselor to determine the amount of core courses that you need to complete your senior year.

SENIORS • Take the SAT and/or ACT again, if necessary. The Eligibility Center will use the best scores from each section of the ACT or SAT to determine your best cumulative score.

Continue to take college-prep courses.

• Check the courses you have taken to match your school's list of NCAA courses.

• Review your amateurism responses and request final amateurism certification on or after April 1 (for fall enrollees) or October 1 (for spring enrollees). Continue to work hard to get the best grades possible. Graduate on time (in eight academic semesters).

• After graduation, ask your high school counselor to send your final transcript to the Eligibility Center with proof of graduation.

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NCAA QUICK REFERENCE SHEET – KNOW THE RULES! Divisions I and II Initial-Eligibility Requirements Core Courses NCAA Divisions I and II require 16 core courses. See the charts below.

Beginning August 1, 2016, NCAA Division I will require 10 core courses to be completed prior to the seventh semester (seven of the 10 must be a combination of English, math or natural or physical science that meet the distribution requirements below). These 10 courses become "locked in" at the start of the seventh semester and cannot be retaken for grade improvement. o Beginning August 1, 2016, it will be possible for a Division I college-bound student-athlete to still receive athletics aid and the ability to practice with the team if he or she fails to meet the 10 course requirement, but would not be able to compete.

Test Scores Division I uses a sliding scale to match test scores and core grade-point averages (GPA). The sliding scale for those requirements is shown on Page No. 2 of this sheet.

Division II requires a minimum SAT score of 820 or an ACT sum score of 68. only the critical reading and math sections.

The writing section of the SAT is not used. sum of the following four sections: English, mathematics, reading and science.

When you register for the SAT or ACT, use the NCAA Eligibility Center code of 9999 to ensure all SAT and ACT scores are reported directly to the NCAA Eligibility Center from the testing agency. Test scores that appear on transcripts will not be used.

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Grade-Point Average Be sure to look at your high school’s List of NCAA Courses on the NCAA Eligibility Center's website (www.eligibilitycenter.org). Only courses that appear on your school's List of NCAA Courses will be used in the calculation of the core GPA. Use the list as a guide.

Division I students enrolling full time before August 1, 2016, should use Sliding Scale A to determine eligibility to receive athletics aid, practice and competition during the first year.

Division I GPA required to receive athletics aid and practice on or after August 1, 2016, is 2.000-2.299 (corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet).

Division I GPA required to be eligible for competition on or after August 1, 2016, is 2.300 (corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet).

The Division II core GPA requirement is a minimum of 2.000.

DIVISION I 16 Core Courses 4 years of English.

3 years of mathematics (Algebra I or higher).

2 years of natural/physical science (1 year of lab if offered by high school).

1 year of additional English, mathematics or natural/physical science.

2 years of social science.

4 years of additional courses (from any area above, foreign language or comparative religion/philosophy).

DIVISION II 16 Core Courses 3 years of English.

2 years of mathematics (Algebra I or higher).

2 years of natural/physical science (1 year of lab if offered by high school).

3 years of additional English, mathematics or natural/physical science.

2 years of social science.

4 years of additional courses (from any area above, foreign language or comparative religion/philosophy).

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FREQUENTLY ASKED QUESTIONS ABOUT THE NCAA For those students who are considering participation in intercollegiate sports, there are extra steps in the college planning process. Students interested in playing NCAA Division I or II sports must meet initial eligibility requirements before they can join a university team. The following is a list of frequently asked questions about the process of meeting these requirements:

WHAT IS THE NCAA INITIAL-ELIGIBILITY CENTER? The National Collegiate Athletic Association is the organization through which the nation's colleges and universities speak and act on athletic matters at the national level. Additionally, the NCAA creates and enforces regulations designed to protect a student during the recruitment process. The Initial-Eligibility Center was established to ensure consistent application of NCAA requirements for all prospective student athletes at all member institutions. Registration with the Clearinghouse assures coaches that their athletes have met key academic requirements. These requirements include: graduation from high school with a minimum 2.00 GPA in the completed basic academic core, and SAT or ACT scores. The minimum scores on SAT and ACT exams will vary based upon GPA, as it is a sliding scale. A student with a GPA above 2.50, for example, must achieve a 820 on the SAT or ACT 68, while a student with a 2.00 must achieve a 1010 SAT or ACT 86.

WHEN SHOULD I REGISTER FOR THE CLEARINGHOUSE? Students should register with the Clearinghouse during their junior year in high school. You can only register at www.eligibilitycenter.org.

Because these forms require SAT or ACT scores, remember to have your scores sent directly to the NCAA. The code number for NCAA is 9999. Once your registration is complete, your eligibility status is available to any college that requests it.

SHOULD I REGISTER WITH THE ELIGIBILITY CENTER AS A JUNIOR EVEN IF I’M NOT SURE IF I WANT TO PARTICIPATE IN A UNIVERSITY ATHLETIC PROGRAM? The decision to pursue university athletics can be a difficult one. Many athletes practice as many as 20 hours per week while attending classes full time. However, if you think you may participate, it would be to your advantage to complete the forms at this early stage.

Remember, though, you can also begin this process in the senior year if you should decide at a later date that you want to play.

WHAT ARE THE DIFFERENCES AMONG DIVISION I, II, AND III SCHOOLS? Generally, the differences lie in the number of sports that institutions are required to sponsor and in the amount of athletically related financial aid they award to students. Institutions select the division in which they wish to hold membership. In Divisions I and II, scholarships may be awarded to student-athletes, while division III institutions may not award scholarships on the basis of athletic talent. Furthermore, you do not have to register with the Clearinghouse to play Division III sports.

HOW DOES THE RECRUITMENT PROCESS WORK? In an attempt to minimize high-pressure recruitment tactics, the NCAA strictly regulates the conversations that take place between coaches and prospective student-athletes. During the junior year, coaches are allowed to mail or email information to students, but all verbal contact (phone calls or appointments) must be student-initiated. For this reason, it is important that student athletes email or call coaches to express interest in schools they may want to attend. It is a good idea to send a resume, including both academic and athletic accomplishments. It can also be helpful (though not imperative) to send videos that demonstrate a student's athletic abilities, especially to coaches at distant universities. Beginning in July before the senior year, coaches are allowed to call students in their homes but are limited to one call per week.

However, students may initiate conversations as frequently as necessary. For a complete list of all regulations, see the NCAA web site at www.eligibilitycenter.org.

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IF I AM A RECRUITED ATHLETE, HOW DOES THAT AFFECT MY CHANCES FOR ADMISSION TO A VERY SELECTIVE UNIVERSITY? Remember that even the most talented athlete must be eligible academically before they can be admitted to a university. Athletic ability is yet another factor considered when trying to assess the potential contributions an individual can make to a campus community. While the recommendations of coaches can be important considerations in a decision to admit, they cannot ensure an applicant's success. It is also important to maintain perspective in the process. Consider each school for its overall academic programs and compatibility with your needs.

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COLLEGE RECRUITING TERMS AND DEFINITIONS (If you don't know these simple things, there's much more you won't know about college recruiting. What you don't know can costs future college and funding opportunities.)

WALK ON - Any Student Athlete that is not guaranteed a Roster Spot on a college team. You must try-out for the college team. You are promised nothing other than a try-out. Good Luck. Statistically, only 2% of all college Walk On Athletes receive a Roster Spot on a college team! If a Coach believes in you, they will help you to obtain some amount of funding to help pay for college. No help with funding means no fun for the Student Athlete!

PREFERRED WALK ON - A Student Athlete that will not be receiving any athletic funding from the college program but is verbally guaranteed a roster spot. You may only end up being a practice player, but you will be on the team in some form. Most Preferred Walk On's are "Red Shirts" or may only be used as practice players.

RED SHIRT - A Student Athlete that may participate in practice, but will not dress for or participate in games or competition. Many college coaches will Red Shirt athletes (especially freshmen) in order to let them: (1) Acclimate to College. (2) Develop more maturity physically. (3) Improve their Academics. (4) Overcome medical problems or injuries that may prohibit top performance. (5) Maintain a solid rotation in their Player Roster Depth Chart to keep a balanced recruiting rotation by school year of player positions / events needed year to year.

NOTE: *Any Red Shirt Student Athlete will be required to take a minimum of 12 College Credit Hours.

GREY SHIRT - Many people are not familiar with this term. A Grey Shirt is a student athlete that is taking less than 12 Credit Hours at the college or university. Grey Shirts cannot participate in team practices, games or competitions. They cannot be on an athletic scholarship. A College Coach may Grey Shirt an athlete in order to save a year of eligibility for participation in athletics. Grey Shirt Athletes must be part time students at the college.

ACADEMIC EXEMPTIONS - College Coaches don't like to discuss this option, nor do they like to use it. This is an option at some (not all) four year colleges and universities which enables a College Coach to bring into their athletic program a very small number of athletes who do NOT meet the minimum academic requirements of the college. Typically, only 2-6 exemptions may be available. (For example, a Football Program may potentially receive5-6 exemptions, while a basketball program may only receive 1-2). Coaches do NOT like using exemptions.

They put great pressure on the coaching staff to have an athlete live up to the requirements they should have met in the first place. If a Student Athlete does not conduct themselves with the highest standards, it will back fire and reflect negatively on the Student Athlete, the Coaching Staff and the College.

OFFICIAL VISIT - An OFFICIAL RECRUITING VISIT is when a college program pays for part or all of you're recruiting visit. If you live within a few hours of a college campus, we recommend you only take an UNOFFICIAL VISIT to a college campus. Why? You can only take 5 NCAA OFFICIAL VISITS to 5 different colleges, even if you're playing 2 to 3 different sports! Save OFFICIAL VISITS for colleges farther away if you are getting a lot of invitations.

UNOFFICIAL VISIT - An UNOFFICIAL RECRUITING VISIT means you are paying your own way to go visit a college campus. This is what occurs in 90% of all college recruiting. Most NCAA II, III, NAIA and Junior Colleges do not have the type of funding to fly you out for a visit. A Coach does not pay for travel or overnight expenses for you. IF YOU ARE INVITED (Official or Unofficial) BE EXCITED. This means a college coach has some level of interest.

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SECTION VIII THE DECISION

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THE DECISION Once all the applications have been completed, photocopied, and mailed, you should try to relax and wait. Try not to be too nervous.

Most regular decision college responses arrive in April. If a college's reply seems late, it is acceptable to call the admissions office to check.

Meanwhile, if you receive a postcard or a letter indicating that there is "information missing," try to resolve it without panicking. Often times, parts of your application, like teacher letters of recommendation are already in the admissions office waiting to be processed. Check with your teacher to confirm that the letter has been sent. However, sometimes, mail is lost, and if that is the case, you should be fine because teachers and counselors can fax duplicate copies to the colleges.

As you wait for responses, be sure to continue performing as well as you can on your schoolwork and other activities. Remember most colleges ask for your final transcript, and some colleges may rescind their offer if your academic work declines significantly.

Be sure to keep a low profile among your friends when it comes to talking about colleges. There are a tremendous number of variables involved in the selection process. While the grade point average, SAT, and ACT are important factors, they are not the only factors in the admission decision. Sometimes, students are accepted because they are from an under-represented region, are legacy children, or perhaps have a musical talent a certain school needs. In other words, the admissions process is often extremely confusing and vague.

Wait until you are actually accepted before celebrating. Do not disparage any college. A school you dislike could be another student's first choice.

•HANDLING REJECTION Understanding that there are many, many factors considered during the selections process, you should not feel that a "rejection" by a certain school is a "rejection" of you as a person. The admissions officers do not know you personally. We have all had the experience of not "winning" something — a contest, a job, a certain grade, and so forth. Yes, it does hurt. But fortunately, our experiences have taught us how to deal with these temporary setbacks. And we know that if we really want to learn, we can do so at any college.

At the same time, your letter will let you know if you are denied admission because you have not fulfilled all the course requirements. If this is the case, call the school and see if you can take classes in the summer to make up this deficiency. See your counselor if you do not have a back up plan.

•GETTING ACCEPTED If you have been accepted by several institutions, compare their financial aid packages, ask questions, then make a decision. Notify the college of your acceptance and immediately decline the other schools. After all, someone else might like to have your spot. Then wait for your college to contact you. Respond to all correspondence promptly.

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SECTION IX DISABLED STUDENTS AND COLLEGE

A. B. C. D.

Disability Services Defined The College Planning Process Disability Services in Post-Secondary Institutions Post High School Transition for IEP/504 Student

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DISABILITY SERVICES DEFINED INTRODUCTION Choosing a college is never easy. If you are a college-bound student with a learning disability, finding the school that's the best match for you is especially important. Currently, more than two-thirds of young adults designated as learning disabled attend colleges and universities across the country. Careful planning that starts early in high school will increase your chances of being admitted to institutions which best suit your personal needs.

This resource has been specifically developed to assist you in your college planning process. When used in conjunction with regular consultations with your school counselor and primary provider, students with learning differences can chart a clear and effective course to successful college admission.

DEFINITION OF LEARNING DISABLED For many years, there was considerable confusion regarding the definition of learning disabled. The uncertainty was clarified to a great degree in 1975 with the passage of Public Law 94-142, now called the Individuals with Disabilities Education Act, wherein learning disabilities were defined. The regulations for PL 94-142 specify that a child study team may determine that a child has a learning disability if he or she does not achieve commensurate with his or her age ability levels in one or more of seven specific areas when provided with learning experiences appropriate for the child's age. The seven areas are oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematics calculation, and mathematics reasoning. A learning disability is determined if a child study team finds a severe discrepancy between achievement and intellectual ability in one or more of the seven areas.

COLLEGE AND THE LEARNING DISABLED STUDENT Section 504 of the Rehabilitation Act of 1973 was the federal legislation having the most direct impact on college opportunities for LD students. The provisions of Section 504 were reinforced with the passage of the Americans with Disabilities Act of 1990. Although Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require that all colleges and universities receiving federal funds take action to meet the needs of students with disabilities, many institutions comply with these laws but lack the resources and/or philosophical commitment to go beyond only compliance. However, there are approximately 1,000 of 3,500+ colleges and universities in the United States which go far beyond compliance and offer LD students a broad range of services to help them succeed. Therefore, all two- year and four-year post secondary institutions across the country can be divided into the following three categories: 1) Colleges with Comprehensive Programs 2) Colleges with Coordinated Services 3) Colleges with Services.

COLLEGES WITH COMPREHENSIVE PROGRAMS Colleges and universities with comprehensive programs offer the most services for students with learning disabilities.

The director and/or staff of the program are certified in learning disabilities or related areas. The director is actively involved in the admission decision and often, the criteria for admission may be more flexible than general admission requirements. Services are highly structured and include diagnostic and prescriptive planning; advisement; counseling; remediation; tutoring; special courses; and an array of auxiliary aids (tape recorders, taped textbooks, note-takers, alternative examination arrangements, advocacy, pre-college programs). Students are involved in developing plans to meet their particular learning styles. There can be a fee for some of these enhanced services. Generally, students whose learning disabilities were diagnosed early and who spent much of their school career in special classes or resource programs might benefit from a comprehensive program.

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COLLEGES WITH COORDINATED SERVICES Colleges and universities with coordinated services differ from comprehensive programs in that services are provided by at least one certified learning disability specialist. The staff is knowledgeable and trained to provide assistance to students to develop strategies for their individual needs. The director of the program may or may not be involved in the admission decision. Students voluntarily request accommodations in the coordinated services category, and there may be specific skills courses or remedial classes available or required for LD students who are admitted probationally or conditionally. High school students who may have enrolled in some modified courses, utilized testing accommodations, required tutorial assistance but who typically requested services only as needed, might benefit from exploring colleges with coordinated services.

COLLEGES WITH SERVICES Colleges offering services are the least comprehensive of the three categories. Colleges and universities offering services generally are complying with the federal mandate requiring reasonable accommodations to all students with appropriate and current documentation. Staff and faculty actively support students by providing basic services to meet their needs. Services are requested on a voluntary basis, and there may be some limitations as to what is reasonable and the degree of services available. High school students who require minimum accommodations, but who would find comfort in knowing that services are available, knowing who the contact person is, and knowing that this person is sensitive to LD students might benefit from exploring colleges providing services.

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THE COLLEGE PLANNING PROCESS For all students, the college planning process involves the following five components to be completed by the close of your junior year.

1.

Examine your reasons for wanting to attend college. What do you hope to gain from your college experience?

2.

Explore your post secondary school options. Do you want a four-year institution offering a Bachelor Degree? Do you want a two-year institution offering an Associate Degree? Do you want a career school offering a certificate program in a specific vocational area?

3.

Define your wants and needs. Do you want a college near your home or far away? Do you prefer an urban, suburban or rural setting? Do you want a small, medium or large campus? What extracurricular activities are important to you? What academic majors are you interested in?

4.

Know your learning style. Be able to understand and articulate the nature of your disability and resulting strengths and weaknesses. What types of accommodations have been helpful to you? Do you require a comprehensive program, coordinated services or minimal services at the college level?

5.

Do your research. Consultant your school counselor, use college guidebooks and the internet to make a list of colleges you want to explore further.

THE COLLEGE VISITATION PROCESS Before applying to any college, it is important to arrange a campus visit. The ideal time to visit is spring and/or summer of your junior year. Simply call the Admission Office to schedule a guided, tour. While on tour, look carefully at the following: •strength of the academic program you are likely to select as a major •attractiveness of campus •size of classes •friendliness of students and faculty •quality of library, learning centers and computer facilities •condition of residence halls •quality of dining facilities and food •number of recreational facilities •extent of health and security services •opportunities for participation in clubs, sports, cultural events After the tour, speak with an admission representative and staff from the Disability Support Services Office to review your background and ask the following specific questions: •What type of support program does the college offer to LD students?

•Is there any flexibility in admission requirements for LD students?

•What is the admission application procedure?

•Are there extra charges or fees for special programs or services?

•Are there remedial or developmental courses required for LD students?

•Is tutoring or counseling available on an individual or group basis?

•What special accommodations are available (tape recorders, word processors, readers, note-takers, taped textbooks, untimed testing, priority registration)?

•How long has the program been in existence?

•How many students are accepted to the program each year?

•Is there a pre-college program? Is it mandatory to attend?

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THE COLLEGE APPLICATION PROCESS By far, the single most important factor in gaining admission to college is the strength of your high school academic record. Therefore, LD students are encouraged to complete a college-preparatory curriculum consisting of English (4 years); Math (3 years); Science (3 years); Foreign Language (2 years); and meaningful electives, which reflect your personal interests and goals. Other criteria, which the Admission Office will consider in order of importance are as follows: ■ ■ ■ ■ ■ ■

Individual grades and cumulative grade point average SAT I and ACT scores (timed or untimed) Essay or writing sample Extracurricular activities, honors and awards Letters of recommendation Personal interview

Remember, motivation and perseverance are important personal qualities for LD college-bound students, but they don't make up for solid academic preparation. During the application process which should be completed no later than January 1 of your senior year, work closely with your school counselor and primary provider to ensure that all required documents are received by the college in a timely manner.

DISCLOSURE Colleges which offer comprehensive programs often have separate admission procedures for LD students and require documentation of the disability at the time of application. However, if you are not applying to such a formal program and will be evaluated by regular admission criteria, you will need to decide whether to disclose your disability. By law, colleges cannot ask an applicant if they are learning disabled. If disclosed by the student, this information cannot be used in and of itself to deny admission.

Conversely, being learning disabled does not guarantee admissions. Colleges and universities are under no obligation to alter their admission requirements.

Although the choice to self-identify at the time of application is strictly personal, there are advantages. By disclosing your disability either through a required essay, personal letter or interview, you can provide the Admission Committee with valuable insight into your academic performance. A clear explanation of the nature of your disability and the compensatory strategies you have used to overcome it are always seen in a positive light.

ACCOMMODATIONS Students with learning disabilities need to understand that the level of responsibility regarding the provision of services changes after high school. Throughout the elementary and secondary years, it is the responsibility of the school system to identify students with disabilities and to initiate the delivery of special education services. However, while Section 504 and the Americans Disabilities Act (1990) require post secondary institutions to provide accommodative services with disabilities, it is the student's responsibility to self-identify and provide documentation of the disability once admitted to the college. The college or university will not provide any accommodations until the student does the following: 1.

Self-identify with the Office of Disability Support Services and specifically request services.

2.

Provide current documentation of your learning disability completed within the last three years. The documentation typically includes a copy of your testing report and your IEP (individualized Education Plan), which then guides the college in providing appropriate accommodations. Be aware that federal law does not obligate a college to conduct assessments. Therefore, a student should consider that his/her high school update LD documentation

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prior to graduation consistent with the requirements of the college in which the student seeks to enroll.

At a minimum, an LD student should be able to expect the following accommodations if the nature of the disability requires such adjustments and is supported by documentation: reduced course load; extended time to complete tests and assignments; extended time to complete degree requirements; a note-taker; books on tape; the right to record classes. The law does not obligate an institution of higher education to provide all recommended accommodations, but rather effective accommodations. A student should therefore not presume that what he or she received in high school will necessarily be provided at the college level.

Finally, be aware that each campus has its own unique system for providing students with disability- related accommodations. Many give the student a letter detailing recommended accommodations with instructions to the student to approach the professors in each case so that classroom accommodations are provided in a timely fashion.

Some colleges send the letter directly to the students' professors. The former approach is the more popular, as it promotes important self-advocacy skills.

AN ACTION PLAN FOR HIGH SCHOOL It is important that LD students take the following steps in order to ensure a smooth transition from high school to college: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Enroll in a college-preparatory academic program. Work closely with your school counselor and primary provider starting in freshman year to select courses where you will achieve maximum success.

Get involved in sports, clubs and community service activities. Colleges are looking for the "well-rounded" student.

Become familiar with your learning disability. Be able to discuss it intelligently. Understand what your disability is, how it affects your learning process, and what services you require to help compensate.

Practice self-advocacy. Be comfortable and confident in describing your learning difference and your academic needs.

If you take school tests using accommodations such as extended time or using a computer for written work, you may be eligible for these accommodations on college entrance tests - PSAT/SAT/ACT. ELIGIBILITY FOR ACCOMMODATIONS ON COLLEGE ENTRANCE TESTS IS DETERMINED BY THE TESTING COMPANY; AN APPLICATION AND DOCUMENTATION MUST BE SUBMITTED FOR REVIEW. The applications for test accommodations should be completed early - no later than the middle of your sophomore year. Applications can be obtained from your primary provider or from your school counselor.

Work to improve your study skills, organizational skills and time management ability.

Establish your short-term and long-term goals.

Be realistic in your college search. Assess how well a post secondary setting is equipped to meet your needs, as well as how well-equipped you are to meet the needs of the institution.

Consider enrolling in a summer pre-college program specifically designed for LD students in either the summer before or after your senior year. These programs are incredibly helpful preparation for the real college experience.

Know your rights. Be familiar with laws PL 94-142, Section 504 of the Rehabilitation Act of 1973, Part B of the Individuals with Disabilities Act, and Americans with Disabilities Act of 1990.

Be an active participant in the development of your IEP (Individualized Education Plan). Work cooperatively with your parents, teachers, school counselor and LD specialist who are there to help you.

CONCLUSION Today, thousands of LD students have graduated from college campuses across the country. Students who were most satisfied with their college experience were pro-active in their college search during high school. Also, they did not hesitate to acknowledge their disability and seek assistance during their college years. There is no doubt that college will be challenging. However, the advantages of attending college in terms of intellectual, social, emotional growth and financial reward make the extra effort worthwhile.

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DISABILITY SERVICES IN POST SECONDARY EDUCATION Going to college can be a very exciting time! If you have a disability that affects you in learning situations, it can be VERY frustrating. Here are some tips to help you make an easier transition to college.

THERE ARE MANY DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE During you elementary and high school years, the laws said that it was the school's responsibility to identify your disability and determine what to do about it. Your parents were your advocate, and you just had to "go with the flow". Now that you are no longer in that system, things have changed- a lot! The law now says that, if you want assistance and accommodation related to your disability (like extra time on tests), YOU need to take the responsibility.

NOTHING HAPPENS UNLESS YOU REQUEST IT Unlike high school, where committees and others decided your disability-related program, no action will be taken in college unless you formally request it. Even if your school sends some information to the college SDS office, it will not result in any action unless you use the appropriate system for requesting it.

YOU ARE RESPONSIBLE FOR VERIFICATION OF YOUR DISABILITY You have the responsibility for identifying yourself as a student with a disability, and you must be able to verify that with documentation.

DOCUMENTATION MUST BE PROVIDED TO VERIFY YOUR DISABILITY AND ITS CURRENT EFFECTS Documentation is a report or an evaluation from a qualifying professional (learning specialist, physician, psychologist, etc.) that describes the disability and its effects on the individual. It is the responsibility of each student seeking accommodations and services from the Student Disability Services office to provide a written, comprehensive psychological and/or medical evaluation verifying the diagnosis. Documentation is confidentially kept.

DOCUMENTATION MUST BE CURRENT Even though it may not be required by the secondary school system, most colleges require an evaluation that addresses your current needs. Disabilities and their effects change over time, and it is important to verify that your disability requires the accommodations you will be requesting. A college prefers an evaluation done in the senior year of high school so that adult measures of your skills and abilities can be done. It can also save you having to purchase an evaluation at your own expense if your documentation is too old or inadequate to meet your college's requirements. Colleges and universities are not required to provide evaluation services.

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Get a copy of your evaluation information for your files so that you can send it to the disability services office on your college campus. Don't rely on the school or your parents to do it. Remember- it is now YOUR responsibility to take care of things.

AN IEP IS NO LONGER IN EFFECT AFTER HIGH SCHOOL While you were in elementary or high school, an IEP served as the school's plan for you. Now that you are in college, YOU must design a new plan in cooperation with the SDS coordinator. The old IEP plan is no longer in effect after high school.

MEET WITH THE STUDENT DISABILITY SERVICES COORDINATOR AS PART OF THE PROCESS OF APPLYING TO COLLEGE This is as important as your application form! This is the FIRST STEP in the college's system of determining your eligibility for accommodations. The Coordinator will review your documentation and discuss your learning needs with you.

YOU MAY REQUIRE ACCOMMODATIONS FOR PLACEMENT TESTS Most colleges require all incoming students' to take placement tests to determine your skill level in reading, math, and written expression. Academic accommodations are available for these tests (with proper documentation, of course). You must request accommodations ahead of time through the Student Disability Services office.

YOU ARE IN CHARGE OF WHAT HAPPENS! No one will make decisions about your disability or what is right for you without your input. No information will be shared with others (even you parents!) without your permission.

A person with a disability has a lot of rights-but also a lot of responsibility. One of those responsibilities is to use established procedures for requesting and receiving reasonable accommodations.

LEARN SELF-ADVOCACY Not everyone feels confident about having a disability-much less describing it! That's one of the ways that the Student Disability Services office can be of help. We can help you find your way through the college maze, link you with support services and campus resources, and provide support while you learn what you need and how to get it. All visits are confidential and the use of recommended services is voluntary.

Remember-you're in charge!

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POST HIGH SCHOOL TRANSITION FOR THE STUDENT WITH AN IEP OR 504 PLAN Attending college is an important and attainable goal for many students with disabilities; however, it is not always the best or only post high school option. All students should consider the many alternatives such as vocational/technical schools, career certificate programs and job training programs. For students who have been receiving program or testing accommodations as a result of a 504 or IEP, post high school transitioning can be an overwhelming and often confusing time. Self- Assessment and self-advocacy can make this transition a successful and rewarding one.

Here are a few fundamental guidelines to aid the student in this process before graduating from high school.

SELF-ASSESSMENT - Students should take a self- inventory identifying their strengths, weaknesses, likes, dislikes, values, concerns, and career ambitions.

ACADEMIC ASSESSMENT - Understand your disability and what program or testing accommodations you require to be academically successful. Know your IEP or 504 plan. Research additional alternatives that contribute to your academic success such as tutoring or technical devices.

SELF ADVOCACY - Get in the driver's seat! Now that you have completed a self and academic assessment, you are ready to become your own advocate. This translates to attending your own IEP or 504 meetings, advocating for the accommodations you deem necessary for academic success or eliminating those that are no longer appropriate. Become an active participant in your post high school transition plan by researching as many alternatives that will be appropriate for your level of functioning. Understand what various colleges as well as vocational training programs have to offer.

SELF-DISCLOSURE IS AN IMPORTANT PIECE OF ADVOCACY! There is no designation on a high school transcript indicating that the student received any IEP or 504 accommodations; however, if the student was foreign language exempt, the absence of a foreign language on the transcript will be obvious to a college admissions counselor. It is recommended for this reason, as well as to receive the services necessary for success, that a student disclose his/her disability to a college when applying. Contact the Office of Disability Services for each individual college you are applying to and inquire about the level of services that are available.

Colleges are NOT required to provide the same level of service the student was receiving while in high school.

"Institutions are not required to modify admission standards, course content, or programs of study for a student because of his or her disability." Exceptional Children Jan/Feb 2005.

DOCUMENTATION - In order to receive accommodations, there must be clear and specific evidence of a disability and its effects or limitations on the student's abilty to learn. While still in high school, update your educational and psychological evaluations as they will be requested by the various colleges: Additionally, have a copy of your most recent IEP or 504 available to share will the college. Typically, colleges require that documentation be no more than three (3) years old, more recent is preferred.

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SECTION X GLOSSARY OF TERMS

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GLOSSARY OF TERMS: When you plan for college, you have to understand, certain terms that are commonly used by colleges to describe their programs, admissions procedures, and financial aid policies. The definitions given here are necessarily general, and it is suggested that students consult specific institutions in order to get more accurate, detailed, and up-to-date descriptions of the procedures, programs, and practices discussed.

ACCELERATED PROGRAM - A college program completed in less than the time usually required, most often by attendance in summer or by carrying extra courses during the regular academic terms. Completion of a bachelor's degree program in three years is an example of acceleration.

ADVANCED PLACEMENT PROGRAM (AP) - A service of the College Board that provides schools with course descriptions in college subjects and Advanced Placement Examinations in those subjects. Schools administer the examinations to qualified students, and several hundred participating colleges offer advanced placement, college credit, or both to students who obtain satisfactory grades.

ACT TEST- It includes tests in English usage, mathematics usage, social studies reading, and natural sciences reading. There is also a writing sample which is optional, but encouraged. The composite score referred to in some colleges' descriptions and tables is the average of a student's scores on these four tests.

ARTS AND SCIENCES (ALSO CALLED LIBERAL ARTS) - A broad term that encompasses most traditional courses of study, including the humanities, social sciences, natural sciences, mathematics, and foreign languages. (See also "humanities" and "social sciences.")

ASSOCIATE'S DEGREE - The degree given for completing certain college programs of at least two, but less than four years of study, usually in a two-year institution, i.e., junior or community college.

BACHELOR'S DEGREE - The degree given for completing certain undergraduate college programs that normally take four years. Also called the baccalaureate degree.

CANDIDATES REPLY DATE AGREEMENT (CRDA) - A college subscribing to this agreement will not require any applicant offered admission as a freshman to notify it of his decision to attend (or to accept an offer of financial aid) before May 1. The purpose of the agreement is to give applicants time to hear from all the colleges they have applied to before they have to make a commitment to any one of them.

COLLEGE WORK-STUDY PROGRAM (CWSP) - A federally sponsored program that provides jobs for students with great financial need. The jobs are available through colleges and public and private non-profit agencies.

COMMON APPLICATION - A form produced by a consortium of about 400+ colleges that may be filled out and sent to member colleges in lieu of each school's individual application, www.commonapp.org COOPERATIVE EDUCATION — A college program that alternates between periods of full-time study and full- time employment in a related field. Students are paid for their work and gain practical experience in their major, which helps them apply for positions after graduation. It can take five years to obtain a baccalaureate degree through a co-op program.

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CORE CURRICULUM - A group of courses all students in a college must take in order to graduate. Most colleges have some variation of general education course of study.

DEFERRED ACCEPTANCE — the admissions acceptance date is being moved to a later date.

EARLY ADMISSION - The practice of some colleges to admit certain students who have not completed high school, usually students of exceptional ability, who have completed their junior year.

EARLY DECISION - Early decision plans are offered for applicants who are sure of the college they want to attend and are likely to be accepted by that college. An early decision application is initiated by the student, and he is notified of the college's decision earlier than he would be notified on its usual notification schedule usually by December 15 of his senior year. If accepted the student is bound by contractual agreement to attend and must withdraw all applications to other schools.

The result of an early admission application can be acceptance, denial or deferral. If you receive a deferral for early admission, don't be disheartened. Either the college has chosen to wait and see more of your senior mid-year report or they wish to compare you to their larger regular admission pool. If you are in the limbo of deferred early admission, is there anything you can do? The answer is definitely yes, but don't go overboard. Let the admissions department know you are still interested by sending an e-mail listing any new awards, internships, leadership activities, or projects occurring since your original application was submitted, is fine.

EXPECTED FAMILY CONTRIBUTION (EFC) — The amount of financial support a family is expected to contribute toward a child's college education. This amount is part of the formula used by the federal government to determine financial aid eligibility using the FAFSA form.

EARLY ACTION - Some of the more prestigious schools (such as the Ivy League schools) have instituted EARLY ACTION programs. If the application is completed on time, the candidate will have an early, non-binding, decision. The admissions people use more stringent standards when they evaluate these applications, though, and potential candidates would do well to discuss the situation with their counselor in detail.

EARLY DECISION - A program under which a student receives early notification of a college's admissions decision if the student agrees in advance to enroll if accepted. Students may apply early decision to only one college; it should be a clear first choice. Application deadlines for early decision are usually in November, with decision letters mailed in mid-December.

FEE WAIVER - Permission, often granted upon request, for needy students to apply for admission without having to pay the application fee. Sometimes coaches will waive an application fee for a prospective student athlete.

FREE APPLICATION FOR FEDERAL STUDENT AID (FAFSA) - Forms for families of financial aid applicants to use in supplying information about their income, assets, and other financial circumstances to the federal government and/or College Scholarship Service for use in estimating how much money a family might pay toward a student's college costs. Forms are filed free of charge.

GENERAL EDUCATION DEVELOPMENT EXAM (GED) - This is a series of tests that adults take to qualify for a high school equivalency certificate or diploma. Many colleges will accept satisfactory GED test results in place of a high school diploma. Individuals in Michigan must be 18 years of age and their class must have graduated before they can take the GED. GRADE POINT AVERAGE (GPA) - A system used to evaluate scholastic performance. All subjects resulting in a numerical grade will be used to determine GPA.

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GOVERNMENT AID - Money that federal or state governments make available to students, most of which is administered through the colleges on the basis of need. Government aid can come in the form of grants, loans, and work-study jobs.

HUMANITIES - Subjects in which the primary focus is on human culture. Examples include history, philosophy, language, and literature. (See also "social sciences.")

INDEPENDENT STUDY - Any arrangement by which a student is allowed to complete some of his college program by studying independently instead of attending scheduled classes and completing group assignments.

Typically, the student plans his/her program of study, often on topics of his/her own choice, in consultation with a faculty adviser or committee, to whom he/she may report periodically and submit his/her final report for evaluation.

LEGACY - An applicant whose mother or father is an alumna or alumnus of a particular school. Students with legacy status are often given preferential treatment in admissions.

MERIT SCHOLARSHIP - A financial grant for some part of college costs, usually awarded for academic achievement or special skills in an extracurricular activity, and not based on need. Private corporations and many colleges offer merit scholarships.

MME - The Michigan Merit Exam is given to all current juniors throughout the State of Michigan. This assessment includes an actual ACT Assessment with Writing that students may use for college admission purposes.

NEED BASED AID - Money awarded solely on the basis of need, usually administered through the colleges.

Some schools agree to pay the difference between their total fees and the expected family contribution; others pay part of it, leaving some "unmet" need. Most financial aid packages consist of some combination of four components; grants, scholarships, loans, and work-study jobs. Some of the money comes from the college's own resources, although part is financed by federal and state governments.

OPEN ADMISSION - The policy of a college to admit high school graduates and other adults generally without regard to conventional academic qualifications, such as high school subjects, high school marks, and admissions test scores. Thus, virtually everyone who applies is accepted.

PASS-FAIL GRADING SYSTEM - The practice of some schools and colleges to rate student performance in their courses as either "pass" or "fail" instead of giving grades to recognize various levels of passing work. This grade is not typically included in the student’s GPA. PLAN - A shorter practice version of the ACT. This practice test is given to tenth graders each year. It allows students an opportunity to experience a standardized test and also gives them career information. Students are encouraged to take the PLAN during their sophomore year of high school.

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PRELIMINARY SCHOLASTIC APTITUDE TEST/NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST (PSAT/NMSQT) A two-hour version of the College Board's Scholastic Aptitude Test (SAT) measuring verbal and mathematical abilities that are important in many college programs. The PSAT/NMSQT is administered by schools each year in October. This is also the assessment used to determine National Merit Scholars nationally.

RESERVE OFFICERS' TRAINING CORPS (ROTC) - Reserve Officers' Training Corps programs conducted by certain colleges in cooperation with the United States Air Force, Army and Navy. Local recruiting offices of the services themselves can supply detailed information about these programs, as can the participating colleges.

ROLLING ADMISSIONS - The practice of a college to consider a student's application as soon as all of the required credentials, such as school record and test scores, have been received, and to notify him of its decision without delay. Colleges that follow this practice may make and announce their admissions decisions continuously over several months, in contrast to the practice of other colleges to accumulate their applications until late in the year and announce all their decisions at the same time.

SAT I: REASONING TEST - The SAT, administered by the College Board, is one of the two major nationally standardized assessments. This test is designed to measure proficiency in mathematical and verbal ability.

The highest score in each section is 800. The "new" SAT that began in March 2005 includes verbal ability, mathematics, and writing skills. This new test will now have a total score possibility of 2400. Many selective colleges have indicated that students who take the new SAT will not have to take the SAT II writing exam. Also, students who take the ACT with Writing, may be exempted from taking SATII tests for admissions purposes.

Students should check with each college individually to determine what testing is required for admission purposes.

SATII: SUBJECT TESTS - These are hour-long tests given by the College Board to measure ability in specific subject areas. Many selective colleges and universities require the SAT Subject Tests. Check out each college testing requirements individually through the college website.

STUDENT AID REPORT (SAR) — Report of the government's review of a student's FAFSA. The SAR is sent to the student and released electronically to the schools that the student listed. The SAR does not supply a real money figure for aid but indicates whether the student is eligible.

STUDY ABROAD - Any arrangement by which a student is enabled to complete part of his college program typically the junior year but sometimes only a semester or a summer studying in another country. His own college may operate the campus abroad or it may have a cooperative agreement with some other American college or an institution of the other country.

TEACHING ASSISTANT (TA) - A graduate student who assists a professor in the presentation of a course.

Usually the professor gives two to four lectures a week for all the students in the class, and teaching assistants hold smaller weekly discussion sections.

WORK-STUDY - Campus jobs, for financial aid recipients, that are subsidized by the federal government.

Work-study jobs are a component of most need-based financial aid packages. Students typically work ten to twenty hours a week to help finance their education.

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SECTION XI INTERNET RESOURCES

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COLLEGE COUNSELING WEBSITES MULTI-USE WEBSITES www.gocollege.com - Collegiate Websource www.collegenet.com - College Search www.collegexpress.com - College Express www.collegeview.com - College View www.collegedata.com - College Match/What Are Your Chances? www.collegeprowler.com - Campus Guides www.collegeconfidential.com - College Confidential http://thecollegehound.com - College Hound http://adventuresineducation.org - College/Career Planning/Middle School Section COLLEGE APPLICATIONS www.commonapp.org - Common Application http://app.commonapp.org/Additional Forms/OnePDF.pdf- Common App Teacher/Counselor Report http://collegeapps.about.com - College Search US & Worldwide www.princetonreview.com/college/applv/acememb.asp - On-Line Applications www.nationalappcenter.org – College Applications COLLEGE SELECTION www.campusprogram.com/index.html - Selection by Course and Programs www.admissions.com – Information about College Admission Process www.cappex.com – College and Scholarship Information www.michiganCAP.org – College, Career, & Financial Aid Information www.college-admission-profiles.com – College Information www.nacac.com/fairs - College Fairs www.theadmissionsoffice.com - College Selection Resource www.liberalarts.org - Liberal Arts www.usnews.com/usnews/edu/college/rankings/rankindexbrief.php - US News Rankings www.anycollege.net - College Search by Sport/Program www.catholiccollegesonline.org - Catholic Colleges www.lutherancolleges.org - Lutheran Colleges www.hillel.org - Jewish Campus Life www.micollegeaccess.org – college completion information for low income/first generation students WOMEN’S COLLEGES www.bschool.com - Business Schools http://apps.collegeboard.com/search/adv typeofschool.isp - College Match www.google.com/options/universities.html - Google University Search www.mymajors.com - My Majors http://nces.ed.gov/ipeds/ - Post Secondary Ed Data www.collegeview.com - College View www.collegesofdistinction.com - Colleges of Distinction www.back2college.com/collegecomparisonworksheet.htm - College Comparisons http://nacac.com - NACAC www.ecampustours.com - Virtual College Tours

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TESTING www.act.org- ACT www.actstudent.org - ACT kids www.collegeboard.com - AP Credit Policy www.nationalmerit.org - National Merit Scholarship Program www.fairtest.org - Fair Test www.kaplan.com - Kaplan www.compassprep.com - SAT Subject Requirements FINANCIAL AID www.fafsa.ed.gov - FAFSA www.pin.ed.gov - FAFSA Pin www.savingforcollege.com - All 529 Plans www.salliemae.com - SallieMae www.estudentloan.com - Compare Student Loans www.finaid.org - Savings, Loans, Calculators www.collegeanswer.com/index.isp - SallieMae Counselor Resources http://mappingyourfuture.org - Mapping Your Future-Good Middle School Info http://cgi.money.cnn.cbm/tools - CNN College Calculator www.collegemoney.com - College Money www.studentloan.com - Citibank's College Financing www.usbank.com/studentloans - US Bank's Paying For College www.upromise.com – Upromise www.michigancap.org – paying for college www.michiganCAP.org – College, Career, & Financial Aid Information

SCHOLARSHIPS www.fastweb.com – FastWeb www.scholarships.com - Scholarship Search Engine www.scholarshiphunter.com - Scholarship Search Engine www.collegeanswer.com - Sallie Mae College Answer www.freescholarship.com - Free Scholarships www.college-scholarships.com – Personalized Scholarship Matching www.lunch-money.com – Scholarship Search Engine www.fastaid.com - Fast Aid www.americorps.org — AmeriCorps www.ed.gov/programs/psp/index.html - Presidential Scholars www.rhodesscholar.org -. Rhodes Scholar www.oxfordscholarship.com/oso/public - Oxford Scholarship www.truman.gov - Truman Scholarship www.une.edu/financialaid/upload/external-scholarships.pdf - Goldwater Scholars DIVERSITY www.hispanicscholarships.com - Hispanic Scholarships www.maldef.org - Undocumented Kids www.blackexcel.org - Black Excel www.venturescholar.org - Ventures Scholar www.pathwaylibrary.org - Underserved Students www.questbridge.org - Quest Scholars ATHLETIC www.eligibilitycenter.orgl — NCAA www.naia.org- NAIA www.collegeprofiles.com - College Profiles http://thesportsource.com - The SportSource

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MAJORS www.usnews.com/usnews/edu/college/maiors/maiors index brief.php - Schools by major www.mymajors.com - My Majors CAREERS www.careerplanner.com- Career Planning http://www.virtuaIjobshadow.com - Virtual Job Shadow www.michiganCAP.org – College, Career, & Financial Aid Information www.careerkey.org/english - Career key www.medicaltrainingdirectory.com - Medical Training www.culinaryed.com - Culinary Schools www.collegexpress.com - Careers and Colleges http://www.gapyear.com - Gap Year http://www.internweb.com - Internships

www.careercruising.com – Career Planning

http://stats.bls.gov/oco/ - Occupational Outlook Handbook www.itsmilife.com – Planning for life MILITARY www.military.com - Military Service www.todavsmilitary.com - Military Careers TEST STRATEGIES www.easybib.com - MLA Bibliography Composer http://ub-counseling.buffalo.edu/skills.shtml - Study Skills http://ub-counseling.buffalo.edu/anxiety.shtml - Stress and Anxiety RESUME/ESSAY www.collegegrad.com/resumes - Extensive Resume Building Website www. 1-2-3-resumes.com -1-2-3 Resumes www.campusprogram.com - Cover Letters www.campusprogram.coml - Interview Tips http://owl.english.purdue.edu - Purdue Writing Lab PROFESSIONAL ORGANIZATIONS & PUBLICATIONS www.nacacnet.org - NACAC National Association of College Admissions Counselors www.ed.gov/index.ihtml - US Dept of Education http://chronicle.com - Chronicle of Higher Education www.edweek.org - Education Weekly www.nea.org/index.html - National Education Association www.schoolcounselor.org - American School Counselors Association www.nasfaa.org - National Association of Student Financial Aid Administrators www.msfaa.org – Michigan Student Financial Aid Association MISCELLANEOUS www.collegeconfidential.com - Student View of College www.ratemyprofessor.com - Rate My Professor http://campusdirt.com - Many Top 10 Lists

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SECTION XII HELPFUL HANDOUTS

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EXPLORE YOUR STRENGTHS To help you sharpen your focus on who you are, work through this checklist of personal characteristics. Look back over this list and circle words that are most descriptive of you. Use these words to aid you in writing your essay and/or personal statement.

Academic

Cool

Honest

Outgoing

Sincere

Active

Cooperative

Humorous

Painstaking

Sociable

Accurate

Courageous

Idealistic

Peaceable

Spontaneous

Adaptable

Curious

Imaginative

Persevering

Spunky

Adventurous

Daring

Independent

Pleasant

Steady

Affectionate

Deliberate

Individualistic

Poised

Strong

Aggressive

Determined

Industrious

Polite

Sympathetic

Alert

Dignified

Informal

Practical

Tactful

Ambitious

Discreet

Intellectual

Precise

Tenacious

Artistic

Dominant

Intelligent

Progressive

Teachable

Assertive

Eager

Inventive

Prudent

Thorough

Attractive

Easygoing

Kind

Quick

Thoughtful

Broadminded

Efficient

Lighthearted

Quiet

Tolerant

Businesslike

Emotional

Likable

Rational

Tough

Calm

Energetic

Logical

Realistic

Trusting

Capable

Fair-minded

Loyal

Reflective

Trustworthy

Careful

Farsighted

Mature

Relaxed

Unaffected

Cautious

Firm

Methodical

Reliable

Unassuming

Charming

Flexible

Meticulous

Responsible

Understanding

Cheerful

Forceful

Mild

Reserved

Unexcitable

Clear-thinking

Formal

Moderate

Resourceful

Uninhibited

Clever

Frank

Modest

Retiring

Verbal

Competent

Friendly

Natural

Self-confident

Versatile

Confident

Generous

Open-minded

Self-controlled

Warm

Competitive

Gentle

Opportunistic

Sensible

Wholesome

Conscientious

Good-natured

Optimistic

Sensitive

Wise

Conservative

Healthy

Organized

Serious

Witty

Considerate

Helpful

Original

Sharp-witted

Zany

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SENIOR QUESTIONAIRE Name:_______________________________________ Date: _________________________

Many scholarships come to us based on financial need. Please indicate if you/or your parents feel you might qualify for need-based financial aid. _______Yes ________No.

To assist the counselors in representing you accurately in letters of recommendation (honors, college, scholarships), please read and respond to the statements and questions below. Please take nothing for granted; answer the questions completely.

List the colleges/universities to which you will apply: 1. _____________________________________

3.______________________________________

2.______________________________________

4.______________________________________

A. What makes you unique and different?

B. Have you overcome any great obstacle, or do you have any limitations that have interefered with your life activities?

C. List all of the community service activities that you have been involved in within and outside of school.

D. What are your college/career goals?

E. What are your hobbies?

F. Are there any independent study projects you have initiated (ex., projects, community service, internships, college classes, etc.)?

G. List five adjectives which describe you as a person.

H. Describe any significant summer or work experiences.

I. Who are two Cousino teachers to whom your counselor might go to for further reference?

J. Do you have any other unique talents, i.e., drama, theater, newspaper, dance, arts, etc.?

K. ATTACH A RESUME!!! Be sure to include leadership roles and all honors.

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SENIOR PARENT QUESTIONNAIRE Student Name:_______________________________________________ Date:_________________________ Dear Parent: The college admissions process is both complex and highly personal, I will need to know your child well. PLEASE share with me your thoughts and feelings about him/her. Be funny; be serious; be honest; be proud! The more I know, the better my ability to help your child plan life after high school.

1. What do you consider to be your son/daughter's greatest strength?

2. What does he or she enjoy most about high school? What classes did your student enjoy and find success?

3. In what ways is your son or daughter a leader, a follower?

4. Has your child experienced any challenges at Cousino? If so, how did they overcome them?

5. Has he/she initiated any projects outside of school and carried them through to completion?

If so, please explain.

6. What is the single most important thing you want the colleges to know about your child?

7. Is there anything else you would like us to know?

8. Many times we have to nominate students for awards based on financial need. Should your family be considered? ___________________________

Signature:________________________________________________ (please return to your child's counselor - thank you!) .

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COLLEGE COMPARISON CHART College #1

College #2

College Name Location Distance from home, local, regional, other Size Undergraduate/Graduate/Enrollment Campus Environment Type: 2yr/4yr Space: # of acres Rural, urban, etc.

Nearest city + distance Religious affiliation Coed / Singles Sex Conservative / Liberal Atmosphere Admission Requirements Application deadlines Courses and test required Average ACT, SAT, GPA Special requirements Academics Your major offered Student/faculty ratio Average class size Special freshman requirements Housing % living on campus Options – types and sizes Meal Plans Other Activities Clubs, organizations Greek life + % involved Athletics + intramurals Cost/Financial Aid Tuition, room, board, books, fees Application fee, deposit FA forms and deadlines % receiving FA % Scholarships Facilities Academic Recreational Campus Visit When available Schedule or walk-in Special opportunities Other Other Factors Contact Information Address Phone # Website

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College #3

College #4

FINANCIAL PLANNING WORKSHEET Name:_________________________________________________ Date:__________________________

The purpose of the financial plan is to help you and your family prepare for the education you will be pursuing after high school.

Estimate your yearly expenses in your Post-Secondary program of choice: Educational Costs Tuition & Fees

__________________________

Books & Supplies

__________________________

Room & Board/Commuting Costs

__________________________

Total Expenses (Educational + Living Costs)

__________________________

What is your available income?

Savings

__________________________

Summer earnings

__________________________

Part-time work during the school year

__________________________

What resources will your family provide?

From their current income

__________________________

From savings

__________________________

Total Available funds

__________________________

FINANCIAL NEED (expenses minus available income) __________________________

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WHAT ARE THE DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE? IN HIGH SCHOOL High school is mandatory and usually free.

Your time is structured by others.

You need permission to participate in extracurricular activities.

You can count on parents and teachers to remind you of your responsibilities and to guide you in setting priorities.

IN COLLEGE College is voluntary and expensive.

You manage your own time.

You must decide whether to participate in co-curricular activities.

You must balance your responsibilities and set priorities.

You will face moral and ethical decisions you have never faced before.

Each day you proceed from one class directly to another, spending 6 hours each day-30 hours a week-in class.

You often have hours between classes; class times vary throughout the day and evening and you spend only 12 to 16 hours each week in class

Most of your classes are arranged for you.

You arrange your own schedule in consultation with your adviser. Schedules tend to look lighter than they really are.

Graduation requirements are complex, and differ from year to year. You are expected to know those that apply to you.

Guiding principle: You are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions.

You are not responsible for knowing what it takes to graduate.

Guiding principle: You will usually be told what to do and corrected if your behavior is out of line.

HIGH SCHOOL CLASSES The school year is 36 weeks long; some classes extend over both semesters and some don't.

COLLEGE CLASSES The academic year is divided into two separate 15week semesters, plus a week after each semester for exams.

Classes generally have no more than 35 students.

Classes may number 100 students or more.

You may study outside class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.

You seldom need to read anything more than once, and sometimes listening in class is enough.

You are expected to read short assignments that are then discussed, and often re-taught, in class.

Guiding principle: You will usually be told in class what you need to learn from assigned readings.

You need to study at least 2 to 3 hours outside of class for each hour in class.

HIGH SCHOOL TEACHERS Teachers check your completed homework.

COLLEGE PROFESSORS Professors may not always check completed homework, but they will assume you can perform the same tasks on tests.

Teachers remind you of your incomplete work.

Teachers approach you if they believe you need assistance.

Professors may not remind you of incomplete work.

Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.

Teachers are often available for conversation before, during, or after class.

Professors expect and want you to attend their scheduled office hours.

Teachers have been trained in teaching methods to assist in imparting knowledge to students.

Professors have been trained as experts in their particular areas of research.

Teachers provide you with information you missed when you were absent.

Professors expect you to get from classmates any notes from classes you missed.

You need to review class notes and text material regularly.

You are assigned substantial amounts of reading and writing which may not be directly addressed in class.

Guiding principle: It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've already done so.

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Teachers present material to help you understand the material in the textbook.

Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings.

Teachers often write information on the board to be copied in your notes.

Professors may lecture nonstop, expecting you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.

Professors expect you to think about and synthesize seemingly unrelated topics.

Teachers impart knowledge and facts, sometimes drawing direct connections .

Teachers often take time to remind you of assignments and due dates.

Teachers carefully monitor class attendance.

Guiding principle: High school is a teaching environment in which you acquire facts and skills TESTS IN HIGH SCHOOL Testing is frequent and covers small amounts of material.

Makeup tests are often available Teachers frequently rearrange test dates to avoid conflict with school events Teachers frequently conduct review sessions, pointing out the most important concepts Guiding principle: Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.

GRADES IN HIGH SCHOOL Grades are given for most assigned work Consistently good homework grades may raise your overall grade when test grades are low.

Extra credit projects are often available to help you raise your grade.

Initial test grades, especially when they are low, may not have an adverse effect on your final grade

Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how it will be graded.

Professors may not formally take roll, but they are still likely to know whether or not you attended.

Guiding principle: College is a learning environment in which you take responsibility for thinking through and applying what you have learned.

TEST IN COLLEGE Testing is usually infrequent and may be cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may only have 2 or 3 tests in a semester.

Makeup tests are seldom an option; if they are, you need to request them.

Professors in different courses usually schedule tests without regard to demands of other courses or outside activities.

Professors rarely offer review sessions, and when they do, they expect you to be an active participant, one who comes prepared with questions.

Guiding principle: Mastery is often seen as the ability to apply what you’ve learned to new situations or to solve new kinds of problems.

GRADES IN COLLEGE Grades may not be provided for all assigned work.

Grades on tests and major papers usually provide most of the course grade.

Extra credit projects cannot, generally speaking, be used to raise a grade in a college course.

Watch out for your first tests. These are usually “wake up calls” to let you know what is expected – but they also may count for a substantial part of your course grade. You may be shocked when you get your grades.

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You may graduate as long as you pass all of your You may graduate only if your average in classes meets required courses with a grade of D or higher. the department standard. Check with your college to determine if there is a standard you have to meet.

Guiding principle: “Effort counts.” Courses are Guiding principle: “Results count.” Though “goodusually structured to reward a “good-faith faith effort” is important in regard to the professor’s effort.” willingness to help you achieve good results, it will not substitute for results in the grading process.

Thanks to the Altshuler Learning Enhancement Center at Southern Methodist University

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WHAT TO DO ABOUT SENIORITIS Make Your Senior Year Count Seniors have worked hard for three years, taking tests, completing projects, and preparing for college admission. When senior year rolls around, some students just want to get through college applications and relax before they head off to the college of their choice. Also known as senioritis, taking it easy senior year may seem like a nice break, but is likely to do more harm than good.

Not only does senioritis jeopardize your chances for success later on in college, it can also affect your grades—and college admissions officers pay close attention to your performance senior year.

Senior-Year Grades and College Admission Many students mistakenly believe that prepping for college ends after the eleventh grade. However, the senior year—the entire senior year—is actually of particular interest to colleges.

Applying Many college applications (including the Common Application) require you to list your senior courses, including information about course levels and credit hours. It will be very obvious to the admissions officers if you've decided to take the year off.

Many colleges also include as part of the application a form called the mid-year grade report. Your counselor completes this form with first-half grades and sends it to the colleges to which you've applied. It then becomes a crucial part of the application folder.

If You Are Accepted Many college acceptance letters include warnings to students such as "Your admission is contingent on your continued successful performance." This means colleges reserve the right to deny you admission should your senior year grades drop.

Mary Lee Hoganson, college counselor for Homewood-Flossmor Community High School, Flossmor, Illinois writes: "It is not at all rare for a college to withdraw an offer of admission when grades drop significantly over the course of the senior year. (I have a folder full of copies of these letters.)"

How to Make the Most of Your Senior Year Senior year is your opportunity to strengthen your skills and broaden your experiences, in school and out, to prepare for all of the challenges ahead. A successful senior year can help launch you on the path to a successful future.

Maintain a Challenging Course Load You should take the most rigorous courses available, and be sure to continue taking college-track subjects.

Consider AP® courses, which can also earn you credit at many colleges.

Stay Active and Involved Your continued involvement in activities, sports, and volunteer work will help you stay active and focused throughout your final year. A great internship or career-focused job opportunity can help motivate you to start considering your career options. Meaningful and significant experiences will help prepare you to make informed decisions about your education and career goals.

Try Out College Early If you're interested in pursuing a subject further, and have excelled at your high school classes so far, consider taking a class at a local college. This challenge can help you avoid sliding into an academic slump, and stimulate your interest in the possibilities of college.

Sources: National Commission on the High School Senior Year, The Lost Opportunity of Senior Year: Finding a Better Way - Summary of Findings, 2001.

Barth, P., Haycock, K., Huang, S. and Richardson, A., Youth at the Crossroads: Facing High School and Beyond. Washington, DC: The Education Trust, 2000.

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TIME MANAGEMENT TIPS FOR HIGH SCHOOL STUDENTS It's 10 p.m.—Do You Know Where Your Homework Is? Does it seem like there's never enough time in the day to get everything done? Feel like you're always running late? Here are some tips for taking control of your time and organizing your life.

1. Make a "To Do" List Every Day. Put things that are most important at the top and do them first. If it's easier, use a planner to track all of your tasks. And don't forget to reward yourself for your accomplishments.

2. Use Spare Minutes Wisely.

Get some reading done on the bus ride home from school, for example, and you'll kill two birds with one stone.

3. It’s Okay to Say "No." If your boss asks you to work on a Thursday night and you have a final exam the next morning, realize that it's okay to say no. Keep your short- and long-term priorities in mind.

4. Find the Right Time.

You'll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don't wait to do it until late at night.

5. Review Your Notes Every Day. You'll reinforce what you've learned, so you need less time to study. You'll also be ready if your teacher calls on you or gives a pop quiz.

6. Get a Good Night's Sleep.

Running on empty makes the day seem longer and your tasks seem more difficult.

7. Communicate Your Schedule to Others.

If phone calls are proving to be a distraction, tell your friends that you take social calls from 7-8 p.m. It may sound silly, but it helps.

8. Become a Taskmaster.

Figure out how much free time you have each week. Give yourself a time budget and plan your activities accordingly.

9. Don't Waste Time Agonizing.

Have you ever wasted an entire evening by worrying about something that you're supposed to be doing?

Was it worth it? Instead of agonizing and procrastinating, just do it.

10. Keep Things in Perspective.

Setting goals that are unrealistic sets you up for failure. While it's good to set high goals for yourself, be sure not to overdo it. Set goals that are difficult yet reachable. Consider these tips, but personalize your habits so that they suit you. If you set priorities that fit your lifestyle, you'll have a better chance of achieving your goals.

Source: Adapted from College Board Time Management Tips For High School Students

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WARREN CONSOLIDATED SCHOOLS MISSION STATEMENT The mission of the Warren Consolidated Schools, in partnership with families and community, is to achieve a level of excellence in teaching and learning which enables all students to become knowledgeable, productive, ethical and successful citizens.

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