Senior Handbook by Idyllwild Arts

Middlebury

The Top Ten Things that

Parents Should ReJl1eJl1ber About t.he College Search Process

It is good, of course, that students and"parents approach this process jointly, but we all know that at its best, the itself can prepare students for the independence that they will experience in college. The following list contains some possible sympt.oms of p~arental overinvolven1.ent.

pr~cess

10.

Remember'that this· process is not about you. No matter how similar your children may be to you, they need to make their own decisions and observations. \

9. . Support and

encouragetnent are tnore appropriate than pressure and unsolicited advice. .

Allow your children to seek you out and restrain yourself from imposing your viewpoint upon them.

, 8.

Do rtot use the words C'we~~ or Uour~' when referring to your children~s application 'process. Those little pronouns are surefire indicators that you have become too involved. ...)

Help them prepare but let them perform. Encourage them to sleep well and put thought into a college visit, but once on campus, step back and let ~hem drive the experience. This is good practice for the next phase of their lives-adulthood.

Encourage your children to tnake their o~ college appointtne~ts,phone calls, and e-mails. 'When a family arrives at an admissions office, it's important that the student approach the front, desk, not the parents. We notice! Having control over those, details gives them a sense of ownership. Don't be tempted by ,the excuse that "rn1. just saving them time" or "they ar~ too busy"---students will learn to appreciate all the steps it takes to make big things happen if they do them.

Allow your children to ask the questions. They have their own set of issues that are important to them.

Prepare your children for disappointment. For many students this is the first time they could face bad news. Remind them there is no perfect school and that admissions decisions do not reflect on their worth as people or your worth as parents.

Never complete any portion of the college application-yes, even if it is just busy work.That also goes for friends, siblings, counselors, and secretaries. For many colleges, that ~verstep would be viewed as a violation of the honor policy at the school.

~r outdated informatio~ steer your children away from schools in which they would otherwise have an interest. Times have changed and, so have colleges.

2. . Do not let stereotypes

And the· # 1 Thing for Parents to Remember about the College Search Proce'ss is:

Never, ever, during a college visit buy a sweatshirt or t-shirt from the bookstore in your size- it's a dead giveaway!

I""'"

J \~

Jr L-

r-,

THE IAA COLLEGE COUNSELING PROCESS Summer Tasks

The summer between junior and senior year should be a time for fact finding and the

gathering of information. Suggestions from counselors, friends, family, and teachers

, should be investigated by sending for catalogues, viewbooks, and other pertinent . materiaL College videos, guidebooks, and the Internet can be especially useful at this stage. Although summers are not the best time to visit colleges, after some careful research, students might want to set up a summer visiting program if possible. The optimum time for visiting and having interviews is really in late August, early September, and during the Thanksgiving break. Students are advised to begin writing their essays by developing paragraphs describing the unique experiences of their lives and how events, people and places have affected their growth and who they are today. These partial essays can then be "mixed and matched" to address the specific topics required by the colleges for their essays. An informational sheet on the writing of college essays follows this section. The summer is defmitely a good time to take an SAT preparation class, especially if the results of the junior year spring SAT 1 sitting indicate that this would be a wise choice.

Many colleges including all of the UC and state schools in California do not accept "D'''s as passing grades in required academic courses. Each student should look at their report cards and transcripts, and be prepared to make up any "D" grades in summer school. STUDENTS WITH "D"s IN ACADEMIC COURSES ARE INELIGIBLE TO APPLY TO EITHER THE UC OR CAL-STATE STYSTEMS! I'

Getting Started The "entrance ticket" to the college counseling office is a completed Senior Data Form, ..located.in this ,book on pages ._ The.student must submit this form to the college counselor at their first college meeting in September of senior year. At this first meeting we review the student's selection of senior courses and testing plans. At this initial meeting and using the Senior Data Form, the counselor does his best to get to know the student's plans, goals, and questions. My goal in this meeting is to learn as much as I can about a student's past experiences, present situation, and future goals. Another objective of this meeting is for the student and counselor to develop a list of colleges for the student to investigate. Parents, students, teachers, advisors and department heads all play key roles in making these suggestions. Some students know very little about specific colleges and largely rely upon others for the list. Others have largely done all their research and need very little help with this task. This list at this point can be changed, updated, and added to throughout the falL "

3 .1

Name:

Current High School:_--'

----------

G.P.A.

PSAT: V SAT:

M- - -

ACT: SAT II's: .

--------

Senior Year Schedule: Semester 1

Semester 2

Desired College Characteristics: Size:

__small « 3000) _'_medium (3,00 - 8,000)_ _ large (>8,000)

Location: _ _ in city

_ _near city

rural

Geographic Region: - - Northern California _ _ Midwest

_ _ no preference

Southern California _ _New England

Northwest Other:

Academic Interests: Extracurricular Interests:

-----.......:...._-------------

F rom your wor k thOIS summel', rIS t b eIow any sch 00 Is you a IreadLy are 0 f·Int erestto you

Likely

Target

Reach

SENIOR DATA FORM

i I

NAME: PHONE EXTENSION:

MAJOR:

What are my educational goals?

What are my career goals? Why?

'-足

Which colleges am I interested in?

What are my strongest school subjects?

Which subjects are more challenging and why?

. Is my academic record a good reflection of my abilities? Why or why not?

r足 I

What has been your favorite academic class at Idyllwild Arts and why? .

...... â&#x20AC;˘.

I I

SENIOR DATA FORM Of what single accomplishment am I most proud? What did [do? Why this particular accomplishment?

What challenges have I met? How did they work out? How did they help the person I am today?

...

What is unusual about my background? How has this impacted my life?

What do I want colleges to know about me? How am I unique?

List participation in student government, clubs, organizations, community service, volunteer work, summer study:

What would those who know me well say are my best qualities?

I "

College Counseling

Name:

---------

Questions to get you started thinking about yourself as a student A.

List your three most distinguishing, most admirable qualities. Explain

each in a few sentences. Think about what aspects of yourself you would

like your counselors to emphasize to colleges.

What type of student are you? What kind of academic setting or assignments help you thrive? What subjects interest you the most?

Describe the most enriching academic or intellectual experience you have had.

â&#x20AC;˘~

I ~

.,..

What two or three books you have read have had the greatest impact on you? Why?

Is there anything unusual or unique about your family~ultural background, traditions, shared interests and activities, family size and your place in the order of the children, travel, crises, etc.-that has had a significant impact on your own interests and concerns? Please explain.

Can you think back on your high school experience and recall a time you took a risk in

either school or your personal life? What have you learned from the experience?

Senior Fall

,..

During the fall of the senioryear, students meet regularly with the college counselor. The focus is for each student to come up with a thoughtful and appropriate list and to begin writing applications and essays. With some students, this work takes one meeting: with other students it takes six or seven or even ten. Everyone is different, and we have路 flexibility built into our process to accommodate these differences. For example, ram available and eager to read essays, but I do not insist. My general philosophy is to empower each student to be in charge of his or her own process, and to encourage all students to use my advice as often as they need or want it. I welcome students to stop in for advice at any time or to share new ideas as they arise. Our goal is for students to come in around November 1st with their final lists, and for applications to be completed and mailed in by December 1 to January 1. Every student will be receiving help, suggestions, and guidance from all of the adults~J with whom they have contact here at the school. Each of the arts department works in its own individualized way with the college counselor in order to assist Idyllwild Arts seniors and postgraduates in the college search and application process. The following description discusses the ways in which each arts discipline is involved in the procedure.

Visual Arts Submission of a portfolio is central to the visual artist's college application process in addition to the usual essays and recommendations. To this end, all senior majors in the Visual Arts Department attend a weekly seminar geared toward the assemblage of a portfolio. Instructors help the students prepare slides of their works, and the students receive training in how to discuss their artistic work and to speak articulately when meeting college and arts conservatory representatives. Students are also assisted in the development of their critical and analytical skills in order to write about their works, particularly in college application essays. The college counselor is a frequent visitor to this seminar class in order to facilitate discussions about schools and to weigh the options as to whether individual students are more suited to apply to pure arts schools or more of a traditional college or university, Deadlines and application procedures are discussed as well as strategies for essay writing and interviews. The college counselor and Visual Arts .D~p~rtm~Q.tJ.~GlJltycQmmunicatewiJh_eachother frequently to guarantee that students are applying to institutions that are appropriate to academic and artistic skill levels and . that the process is carried out in a timely manner. There are two national Portfolio Days in Southern California for visual arts students where art institutes and colleges from across the country converge to view and critique student portfolios. The Visual Arts Department at LA.A. sponsors a trip to each of these Portfolio Days through this seminar so that students can show their work to prospective undergraduate institutions. Finally, college representatives from various arts schools visit this class, often to review individual portfolios and to discuss the submission process from that institution's own particular point of view. Dance Every senior dance major interacts with all department faculty in a manner that is geared toward the discussion of college search and audition strategies. The college counselor

also works with faculty in order to discuss the benefits and drawbacks of application to dance conservatories versus more traditional four year undergraduate institutions. Each senior major is also assigned an advisor within the department who works closely with the college counselor and the student to discuss potential undergraduate dance and academic needs. This team gives specific counseling as to what institutions are a good fit from the standpoints of dance style, degree of talent, and academic record and interests. The school's fall senior dance concert is intentionally scheduled to take place before Thanksgiving Break so that the department can spend the remaining months of the semester coaching and preparing the students for their various auditions. Mostof the students participate in regional auditions in Los Angeles, Orange County, San Francisco, and at the Juilliard School in New York. A few students travel overseas to schools such as Trinity Laban and London Contemporary in Europe for their auditions. The Dance Department faculty often accompany students to their regional college and conservatory auditions in order to lend support and provide final coaching. The Dance Department's instructors and the college counselor are in frequent communication with each other throughout the college application season to make sure that students are applying to appropriate schools and that their process is carried out in an efficient and timely manner.

. Theater Senior theater majors attend two classes aimed specifically at the college application process. The first is a weekly seminar where students work together to conduct extensive research on colleges and to share their findings with their theater teachers and peers. Students discuss location, size, nature and quality of program, and to what extent students wish to blend an artistic and academic curriculum at the undergraduate level. The college counselor visits this class to discuss the application procedure, the financial aid process, to introduce the names of relevant schools that students might not have discovered and to "answer any questions that students might have regarding their colleges of interest. The second class that students take is a practicum surrounding the subject of the audition process. Idyllwild Arts faculty members are closely involved in the audition process for senior theater majors. Students are given advice on the selection of audition material, rehearsal time is carefully instructed and monitored, and the seniors are given specific tips about the nature of certain schools and the personalities of specific auditioners. They are also coached on how to present themselves articulately to the various audition . /"coriiffiiffeeslliaI they"will"face.Every"yeai"meaiTyreoruary;"UieTneaferDepartriierif路 faculty members accompany the students to the Chicago Unified Auditions, an assemblage of about thirty five colleges, universities and conservatories from both the United States and Great Britain. Some of the schools represented there are well known liberal arts colleges that happen to have strong theater programs; some are large state universities, while others are conservatory programs. All of the schools assemble in the same large hotel which is also where the Idyllwild Arts students also stay during a five day audition period. Atthe beginning of the school year, the Idyllwild Arts Theater Department generates a letter to parents and students that discusses the details of the audition process and the trip to the Chicago Unifieds. The college counselor and theater department faculty are in frequent contact with each other to insure that students are applying to appropriate schools and to keep updated on each student's application process.

C-v

". l

"r 10

Music The Music Department at Idyllwild Arts also offers a weekly senior seminar, the major theme of which is the college application and audition process. Taught by the department chair, the course is closely coordinated with the college counselor who is a frequent visitor to the class, especially earlier in the school year. Students are charged with the responsibility of conducting research to discover what colleges and conservatories might be appropriate given their instrument and musical interests. Students are asked-to submit a list of prospective colleges, to assemble a resume of musical honors and extracurricular路 activities, and they work on writing samples of essays from the various college applications. Students are also asked to consider who they intend to ask for letters of recommendation and why. One of the more important subjects discussed with the students in this class is whether they should attend a college or conservatory. Some students are encouraged to visit certain music schools and to have an actual lesson with a prospective teacher to see if that person is a good match. A great deal of time in this class is devoted to the subject of auditions. After students are given guidelines and told what might be expected of them in an audition, they prepare and submit a list of pieces from th~ir repertoire that they intend to perform. Students discuss the decision as to whether to send in a recorded tape or attend a live audition. If a decision路 is made in favor of a live audition, then the relative merits and benefits of attending an on-campus versus regional audition are weighed. Since students attending live auditions must travel extensively and visit several institutions, the arrangement of travel plans, practical itineraries and the scheduling of auditions is also arranged within the context of the course. If they plan to submit a recorded CD or DVD instead of attending a live audition for some of their prospective colleges, students use the class time and resources to make recording arrangements and secure the services of a piano accompanist. Some music conservatories enthusiastic about our students request permission to come to Idyllwild to hold auditions. Such visits are arranged by the college counselor and the music department chair. This school year, the New England Conservatory, San Francisco Conservatory, and Eastman School of music are tentatively scheduled to audition students on the Idyllwild Arts Campus. Interdisciplinary Major

The llitercfisciplinaryArts Department also has a weekly seminar attended by all senior L

majors. The class is taught by the department chair, and visited frequently by the college counselor. Within the first month of school, 1M majors are asked to submit a list of colleges, universities, and conservatories in which they have an interest. The 1M chair and college counselor together discuss these schools with the students in class so that all senior majors can learn about each others' institutions of interest. The department also publishes for students a list of colleges and universities that it frequently recommends for its majors. Many of them offer interdisciplinary and thematic programs or individualized majors, structured similarly to what the students experience at Idyllwild Arts. Students are asked to maintain an accordion file of information on undergraduate programs of interest, and then obtain or download applications from each of these schools. They begin work on their applications during the senior seminar class by the third week in October, filling them out, and writing then editing statements of purpose and admissions essays. In

addition, time is devoted to a discussion of the subject of requesting letters of recommendation and the mailing of transcripts. Because of the broad nature of the interdisciplinary major, students in the department can often have a rather complex process of displaying their art to prospective colleges. Thus a great deal of class time is devoted to a discussion of appropriate artistic and portfolio submissions, and for those who may enter a music or theatrical program, various audition options are reviewed and decided upon, much as they are in the Idyllwild Arts theater and music programs.

Moving Pictures The application process to undergraduate film programs is often similar to that of a traditional academic rather than an arts student. Many film schools do not require the submission of a motion picture in the application process because most entering freshmen do not have the prior cinematic experience of Idyllwild Arts Students. As a result, the college selection process for Idyllwild Arts Moving Pictures majors is a particularly careful one because their high school experience is often so extensive that once they matriculate, IAA graduates often find themselves fuLLy two years ahead of their undergraduate pe~rs from both technical and artistic standpoints. Thus, the coLLege application process for some IAA moving pictures students often takes a more traditional approach with the consideration of many academic possibilities outside the realm of film schools, especiaLLy those offered by small liberal arts colleges. For those students who seek this option, the college counselor plays an important role in helping the students . select and apply to various undergraduate institutions. For those students who wish to go on to a film school, the department and coLLege counselor work together to facilitate this process. The coLLege counselor contacts one major film school each faLL semester and helps facilitate a visit to that institution by all senior majors. The college counselor also arranges visits of film school/department representatives and professors to the Idyllwild Arts campus so that they can see our moving pictures facilities and discover what our students do within the context ofthe moving pictures major. One of the Moving Pictures Department faculty members has also served as a professor at many of the nation's top

college and university film schools. He employs that expertise to advise students about

college level film programs and he works closely with the college counselor to help

students find institutional matches that are appropriate to their academic and artistic

. levels.

Creative Writing

Since Creative Writing majors are more like students who take numerous English

courses, their college counseling process is usually much more traditional. The

department frequently invites guest writers from major college and university writing

programs to coine up to Idyllwild Arts and deliver master classes. The college counselor

arranges for admissions representatives from colleges with especially strong writing

. programs to come and speak directly to creative writing classes. Each year, juniors attend a writing conference and school fair where representatives from all of the major large university writing programs are present. Senior majors have at least three hours of meetings with the college counselor to discuss undergraduate choices and narrow them down to a final list. The college counselor and Creative Writing Department Chair then meet to review and discuss the student's list and make recommendations. The department

_.I

.....

tâ&#x20AC;˘ â&#x20AC;˘

. . . .

helps the students in the assemblage of a writing portfolio to be submitted to schools in the application process.

Early Applications Most schools offer an Early Decision program, allowing a student to apply to only ONE school early and to agree to attend that school if admitted. Students must be sure about their Early Decision choice because this commitment is binding. A few colleges have a different early program called Early Action. Under this program, a student is allowed to apply early and, if admitted, continue to apply to other colleges. A student may apply to more than one Early Action school.

NOTE: Students planning early action/early decision are usually required to take SAT II subject tests in spring or summer ofjunior year. L

Final List The flnallist, indicating the colleges to which a student will apply, will be generated in

the fall of the senior year. Even those who have applied early will need to create a flnal

list at this point, because they will not yet have received responses from early decision

applications. Students should share this list with their parents, advisors, and department

heads.

Second Semester Senior Year

The college counselor's involvement with seniors continues until late spring when every

student has made a flnal decision. I will help students plan audition visits in the spring,

provide assistance with wait lists, and help interpret financial aid packages.

Parent Input

I encourage parental involvement in the process. I welcome meetings with parents and/or

.... communication with them by-phone, l@tter;-Qfe-mailT- Ifyouhave-in{:lut--about your student that you think would be helpful for me in writing their school report,please feel free to contact me. Some parents like to write a "letter to their child's kindergarten teacher" telling about their child's development since kindergarten. I welcome these letters, keep them in the files, and use them in proflling each of our students in the school report.

Final Words

. (.

In past years, some students have determined that they were not ready for the college process because of personal, medical, or academic reasons. I assure you that the counseling services of Idyllwild Arts will be available to students after graduation should they decide to delay the process, reapply, or transfer.

I encourage students and parents to stay in close communication with me. All questions are welcomed. I will return your calls or answer your letters or emails. Jonathan Dunn, College Counselor 951-659-2171 x2322

PO Box 38 Idyllwild, CA 92549

Fax 951-659-2461

E-mail jonathand@idyllwildarts.org

RESOURCES FOR BEGINNING A COLLEGE SEARCH 1. Most students begin to compile their search list by naming the schools with which

they are most familiar. Often these are schools that family members, family

friends or older Idyllwild Arts students have attended. In order to get beyond

simple name recognition, the students send for the information that the admissions

office provides to prospective students.

2. Increasingly, students are using the Internet to acquire more in-depth information

about schools that they know only by name.

3. Some students sort methodically through the piles of mail that they receive from

colleges, searching for those that look like a match.

. . 4. Many students ask their advisors, department heads and teachers whom they

know well to suggest names of colleges for them to research.

5. The Idyllwild Arts college counseling office has an extensive collection of college

guides and catalogs for the use of our students

6. Idyllwild Arts seniors attend a major national performing and visual arts college fair (NACAC) in Los Angeles in October. At this fair students can talk with ___ .... __, .representatives ofthe schools they wishto learn.moreahout.

7. Idyllwild Arts Academy hosts a number of visiting college representatives each falL. Reps visit the lunch room on a regular basis with brochures and other information.

8. Every bookstore and library has an extensive collection of books describing colleges. One of the most popular is The Fiske Guide to Colleges. Also popular is Barron's Profiles of American Colleges.

--.

.....

-.a

_ _-,

..........

L·

Working List of Colleges

NAME

Please list below the colleges to which you are applying. Also list the application deadlines for each. This list is for you, so that you won't miss any deadlines. But it is also for me, so that I know that you are working on your applications. Please bring this list to me at your initial appointment in the fall. As you know, the deadline for the University of California campuses as well as the California State University campuses is November 30, and the rest of your deadlines are soon afterward. Don't let a missed deadline keep you from achieving your goals. Deadline

College or Program

1. 2.

3. 4.

5. L

6. 7.

_8 ..

9. 10.

11.

12.

GPA:

SAT I: Math- - - - Verbal: - - - -

ELEMENTS OF THE COLLEGE APPLtCATION Tips for Completing Applications In an admissio路ns report from MIT;the following reminder was given to future applicants: "People do not apply to colleges; folders do. The folder and application are a single opportunity to influence the process. Approach each aspect of the application as an opportunity. Devote time and thought to each of the various portions." 1.

Read each word of the directions before you even print your name.

Make a photocopy and use that copy as a worksheet.

Demonstrate your best work - something of which you can be proud.

Essays should be error free, thoughtful, logical and organized. Do not

overreach. Use comfortable vocabulary, be yourself1 Let the admissio路ris

committee know what people, events, and circumstances have made you the

person you are today. Avoid truly controversial topics, unless this and only

this tells your unique story. If humor is part of your style, feel free to use it.

Otherwise, don't strain to .be humorous.

Do not write what you think the admissions office wants. The committee

reading your application wants to know you-whatever you think and do. No

matter how "ordinary" you may feel, your folder represents an individual 颅

unique from all others.

Use specific examples when describing yourself, your interests and

achievements. Explain your involvement and why the things you chose to

discuss are important to you. It is better to emphasize the degree of

involvement in a few ~~t~~i~ies than a l?~& list of superfici<:l~ intere~ts.

Why are you going to college? To learn? If so, what? Why? A college

should be convinced that you truly want an education. Avoid simplistic

answers and reasons. If you want to be an actor, for example, cite some

experience from you own life that led you to this present choice.

Printing is acceptable. In some cases, you will be required to write an essay in your own handwriting. Neatness and legibility are essential. PROOFREAD!

Use the common application if it is accepted at the college. This will save you time.

10.

Keep copies of everything!!!!!!

--'.足 The School Report At Idyllwild Arts Academy, the School Report is written by the college counselor. It is a general assessment of the student's experience and progress through the school, not a specific report on their achievement in one class or subject. It is compiled from the student's records, student interviews with the counselor, the Senior Data Form, teacher input and parent input. These letters are shared with school administrators and advisors. They are not released to parents or students as they are considered confidential communication between this school and the colleges. Students: please bring all school report forms to the college counseling office well before they are due. Include an addressed,stamped (2 stamps) envelope per report.

Teacher Recommendations The required teacher recommendations (usually from two different academic/arts subjects) are NOT reviewed or read by the counselor. These are considered confidential communications between the teachers and the college admissions offices. It is generally agreed that the teacher recommendation is an important aspect of many application packets. Keeping this in mind, consider carefully the teachers you select.

Be sure to complete the top portion of the teacher recommendation form before giving it to the teacher.

. Give your teachers plenty of notice. Allow at least two weeks prior to any deadline.

Personally deliver the recommendation form along with a stamped, addressed envelope to the teacher.

Follow up with a written, personal "thank you" to each teacher who completes a recommendation for you.

:-足

NOTE: The Buckley Amendment gives tbe student tbe rigbt to examine his or

her recommendation at the school where he or sbe finally matriculates. On recommendation forms and counselor report forms, students have the option to waive this rigbt of access. While this is a choice, I strongly encourage students to waive this rigbt of access. Admission offices will weigb more seriously what writers say if the student has waived his or her rights because such a letter is seen as a more honest assessment of a student's personality and achievements.

The SAT and other Standardized tests

Standardized testing is an important factor in admission decisions at most highly selective·

colleges and universities. A few institutions have downplayed the importance of scores, .

and some have eliminated test requirements entirely. At most colleges, however,

standardized testing still matters.

Students who plan carefully and familiarize themselves with the test format through the

use of practice materials are generally able to attain scores which accurately reflect their

school performance. When difficulties with scores arise, the college counseling office is

preplJIed to help individual students find appropriate resources for help.

At Idyllwild Arts we want our students to understand the testing requirements of colleges

and, just as importantly, to keep testing in perspective. Students' academic

achievements, auditions and portfolios, and extracurricular activities are more important

than test scores, both in telms of acquiring a first-rate education and in terms of

enhancing their chances for admission to the institution of their choice.

All IAA students are required to take the SAT Reasoning Test in the spring of their junior year. and again in October of their senior year. Occasionally a student will take the SAT reasoning a-third time. It is not recommended to take it more than three times.- According to Rugg's Recommendations "taking the SAT too many times is a way to stick out -- negatively." Regardless of how many times a student takes the SAT, the colleges will receive aU of the scores; the student will not be allowed to choose which scores to send. Most colleges will focus on a student's best verbal score and the best math score, even ifthey are achieved on different testing days. Some colleges and universities also. require the SAT Subject tests. Each student is responsible for researching these requirements during their college search. The University ofCalifornia system requires two SAT subject tests: Otie from the ... --. .' '-/iuiiiiifiiliiS'iiiiii-iinaone !Foijilhe-iiiiil/ilscr.ence'urea(NUTMalli Levellj;iiSWelfds the SAT Reasoning which includes a required essay. Students who are interested in taking a foreign language SAT Subject test should be aware that the listening version of the test will only be given in November. The reading version ofthese tests be given on various other test dates: students interested in . ~king SAT II Subject Tests in foreign languages should check the SAT Registration BUlletin.

will

*.** HINT: For a list a/nearly 750 schools thatdo not require an SAT score, don't u miss wwwl'airtest.or 'J' 0 .• ~

... ........ -

...,.

The AP exams are optional in the college admissions process. Although AP's were not designed as admission tools, they are often used to document a student's strength in a particular subject. At Idyllwild Arts, students are no longer offered officially designated AP level courses. The disadvantages ofAP exams ate that they are given at a time of year when students have other pressing demands on their time, and that they are time-consuming and expensive. On the positive side, AP exams present an opportunity for strong students to demonstrate their expertise to admissions committees and possibly earn college credit or waivers from introductory courses. Strong AP exams do impress admissions committees. Students will need in<tividual advice about taking AP exams, and they can seek that advice from their teachers, advisor, the Academic Dean or the college counselor. ACT TEST: The ACT is a standardized test which combines elements of aptitude and achievement test in one single instrument. The ACT is actually preferred by some colleges in the Midwest and the South. Nearly all schools will accept ACT in place of the SAT Reasoning路 exam. The ACT now has a NEW test which includes an optional essay section so as to more closely mirror the NEW SAT l Many of our students take the ACT in October or December of the senior year. Please see the college counselor with questions regarding the ACT. International students who do not speak English as their primary language will be required to take the TOEFL (Test of English as a Foreign Language) in May of their junior year and again in October of their senior year. Please see the ESL deparbnent for more information.

I t

NON-Standard Testing is helpful to those who have a diagnosed and properly documented learning disability or physical handicap. The College Board offers extended time or untimed testing for those who qualify. Students who believe they qualify for such testing should provide documentation to the Resource Specialist, and meet with the college counselor for specific information about registration. Please note that there are very early deadlines to register jor non颅 standard testing. See www.collegeboard.comjordetails. Fee Waivers for standardized testing are available for students on full flOancial aid at Idyllwild

Arts. Students who qualify for fee waivers will also qualify for application fee waivers. Please

see the college counselor for more information.

The Essay

i 6

The essay is one of the most important components of your application. Seniors are expected to spend a considerable amount of time in the preparation of the essay. It is your chance to become more than a name for the admissions staff. Your choice of topic for the essay is far less important than its presentation. It should be personal and honest, thoughtfully and carefully written, and discuss something of importance to you. Unless it says otherwise, type the essay (and this means YOU, not a parent or secretary.) Neatness counts. You are presenting yourself through this document so be as genuine and true to yourself as you can be. Please readcarefuUy the foUowing guide to writing coUege essays. It is from the

Harvard University Summer Institute on College Admissions.

Transcripts

足

The high school transcript includes all academic work taken in grades 9 - 12. At Idyllwild Arts this work includes arts classes as well. The student's overall GPA for grades 9 - 12 is reported at the bottom of the transcript. On the back of the transcript is reported all-SAT Reasoning Subject scores, ACT, AP , and TOEFL scores. In most cases the test scores that colleges require will be accepted off of the IAA transcript. Occasionally, some colleges will require that SATs, ACTs or other test scores be sent directly from the company that administers the test. The colleges will notify you if this is the case. Order forms for direct test score reports are available in the college counseling office. NOTE*** ALL UC and CSU institutions will need scores sent directly!!! A copy of your transcript will be sent to colleges with each School Report that you request from college counseling.

I I

If you need additional transcripts sent to colleges, please request these from the Registrar in Log Lodge and include an addressed, stamped envelope with each request.

Notes about your transcript: Colleges would much rather see you taking a tough and challenging load that is in line with your ability than picking up points in an "easy" course, Develop your interests to be sure, but don't neglect a solid foundation in English, math, the sciences, history and foreign language. Take as many honors classes as are appropriate for your schedule, and as recommended by the Dean of Academics. Even though you may have finished the math and science we require for graduation, you should consider staying with them in the senior year if that is appropriate for your ability. Remember, the senior year is the time you need to do your best academic work. In fact, some colleges have been known to rescind offers of admission upon receipt of a final transcript that reveals unsatisfactory grades in the spring of the seruor year. Many colleges including all of the state schools in California do not accept "D"s as passing grades in required academic courses. Each student should look at their report cards and transcripts, and be prepared to make up any "D" grades.

Mid-Year Report Form (mid-year Transcripts) Many colleges ask that mid-year reports forms and transcripts be sent after the completion of the first semester of senior year. Please submit a stamped, addressed envelope for each mid-year re~ort you are requesting. Our mid-year transcripts are completed around February 51 . Students are responsible for checking with each college regal'ding their policy covering mid-year Transcripts. Each college differs!

_.----~

WRIDNG COLLEGE ESSAYS

General6uldellnes: •

Type or word process your essays. In regard to length, conform to guidelines within ~on; if guidelines are not given. one page single-spaced or two pages double-spaced is appropriate. • Write directly from your own experiences. Use your own voice - informal, conversational, not stilted. Avoid humorous essays unless you are rt:ally, rt:ally funny, but freely use hu~or within an essay_ Watch spelling - there is no excuse for errors. • Avoid overly familiar quotations or definitions. Be careful in writing about travel, Outward Bound, Mountain SchooL, Death.. ALL of these topics need a.personal, fresh perspective; any topic can. work if approached in a unique way. • Don't repeat lists ofactivities. Don't let mom or dad or anyone dse write the essay. Dialogue works. Think small- anecdotes and rich details work. Be free with format. Don't write about writing, SATs or the college pro<:ess. Accentuate the positive - even in a pai~fulexperience. Don't write a traditional introductory paragraph. '. The first few sentences are critical and must engage the reader. • The five paragraph essay is tOO repetitive.

Goals of the Essav:

•

To help the reader get to know you - regard the essay as a window to your personality. values,

goals.

To illustrate your uniqueness.

To enable the reader to evaluate your writing.

To help the reader create a full (and hopefully memorable) picture of you.

To provide evidence of intellectual vitality.

How 1o Write: •

•

Decide your message first.

Write as if you are brainstorming - rhen revise.

Spend as much time thinking as you do writing.

If you. are stuck, have a brainstorming session with someone close to you. Or. try the in-class

essay approach by setting the clock for 45 minutes and then just write. Or try the 3 adjective

approach; name 3 adjectives and then write anecdotes that reveal thoseadjeaives.

If you write about an activity or an experience. focus not on how good you are or what you have accomplished. but what it means to you. Don't ask yourself or anyone else "What should I write about?" The appropriate question is, "What should I tell thein about me?" Reorganize your thinking~ Test the "success" of your essay by asking someone t~ read it and then asking NOT «Do you like it?" but rather "What do you think it says about me?" Finally, ask yourself "If college deans were to place me with toommates based on this essay. would they be able to dlOose comp~tible people? Would it give them enough to go on?"

College Counseling

Name:

---------

The College Essay or Personal Statement The essay you write as a part of a college application presents you with an opportunity to display your thinking processes and your use of language in explaining your point of view to the readers in the admissions office. Since for the most part there is no "right" or "wrong" way to respond, the best thing to do is to write naturally, using your own style. A main goal should be to reveal yourself as a unique individual and to bring to life what the rest ofthe application doesn't convey. You do want to proofread YOlir essay carefully for grammatical and spelling errors! The topics listed below were used on various applications for admission in recent years. You are likely to see similar questions when you apply to the college of your choice.

.~ommon Application • Discuss an issue of personal, local, national, or international concern and its significance to you. • Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. • Describe a character in fiction, a historical figure, or a creative work (art, music, science, etc.) that has had an influence on you, and explain that influence. • Indicate a person who has had significant influence on you, and describe that influence • A range of academic inte'rests, personal perspectives, and life experiences adds much to the educational m:

Given your personal background, describe and experience that illustrates what you would bring to the

diversity in a college community, or an encounter that demonstrated the importance of diversity to you

• Topic of your choice.

Other topics' seen on college applications: • • • • •

Why are you applying to college? Write a newspaper article about anything that interests you. Ask and answer one important question that you wish we had asked. What do you see as the turning point(s) or important events in your life and why do you view them as sud Pretend you have written a play or novel about your life. Summarize a section that reveals something

about your character.

• Discuss an opinion you have that most people would disagree with. • Name a person or character who has had an influence on you and how.

"~~~~illg~-9qh?H~~1§c1~8.1m:8.M~~_Y_?\}-fml~ld.~h~:Il~!.1(l~Ilg_(l_ !1:1?r(l!_~t?~c_i:?ig n? What is the biggest challenge you have faced and how did you deal with it? If you had time and talent to develop a skill, what would it be? Describe your upbringing and how it has shaped your goals. Submit an essay that will help us learn more about you, what is important to you and why and what you

hope to accomplish through a college education.

• Submit page 217 of your 300 page autobiography • First experiences can be defining; write about an experience that defines you. • .Describe a passion in your life.

• • • • •

UCs Personal Statement • Have you taken advantage of the educational opportunities you have had to prepare for college? • Tell us about a talent, experience, contribution or personal quality you will bring to the university. • Is there anything you would like us to know about you or your academic record that you have not had the opportunity to describe elsewhere in this application?

(Two of the three answers in 200 words or less, one answer of at least 600 words.)

25 -

- - - - ------i

University of Michigan EssayAside from my fear of flying, my inexplicable interest in owls, my fascination with the workings of the human brain. my addiction to Coca-Cola, my on-and-off urge to hike, my bUrning desire to one day write a novel in Spanish, my love of music, my obsessive collection of pens, my loud voice, my poofy hair, my eclectic taste in literature, my incomprehensibly bland fashion sense, my disdain for commercial holidays, my shyness, my horrible vision, my constant yearning to be on a roller coaster, my affection for terrible horror movies, my naive idealism and my sense of humor, there's really not that much that I can say about myself. I was born in a beautiful neighborhood in Boulder, Colorado, at the foot of the Rockies. I was near enough to nature to routinely heM it smash against my window and flutter dazedly away, but for some reason I elected to stay inside all the time, reading novels by Stephen King and Douglas Adams and playing computer games. During the summers my family took me to fascinating places like Italy and ITeiand, but I didn't know that they were fascinating at the time, so I spent a lot of time asleep in rental cars. My brain didn't really kick in until early in high schoo~ when the realization hit that I for some inexplicable reason, going to be expected to do something with my life. I was initially astounded when, during my freshman year, my Mom hinted that it would be nice if I got good grades. Eventually I complied, and the next year I found my way to an artsy boarding school in sunny Idyllwild, CA, where fhave been communing with the pine trees ever since.

My talents are simple and unadventucous: I am a good writer. a convincing public . performer, and a passable musician (having dabbled in the piano and guitar at various points). At the Idynwild Arts Academy, I worked for a year and a baIf at improving my skills as an actor and thendecided to return to my first passiOO:., writing.. I wrote my first story when I was five or six. It was an episode of a cartoon television show that I was particularly fond o( and when I lacked the requisite verbs and adjectives to make a scene work, I used sound-words like BOOM and POWBAM and allowed the minds ofaudience members to fiU in the visuals and the story '~ line. I have been playing similar tricks ever since. What is writing, after al~ but a bag of complicated tricks that are used to tell a story that the writer is incapable ofcompleting?

â&#x20AC;˘

I hope someday to unify the disparate aspects of my personality and put myself to good

usc. I have in tum coosideÂŁed being a wOtec, an instrument-builder, an ornithologist, a politician,

an airline pilot, a father. and a teacher, but mostly r d just like to do something that makes me

smile, ~~ fTOJ:!1 ~~.lP.:i.~~. ~ ~.C!JQtQfgQQ<JJ~. ,

that

I believe these interests and fascinations would be well-suited to an education at a

large and comprehensive liberal arts institution, where I would be free to both continue the

development of my talents and to discover new aspects of my own intellect and soul. For me, the

University ofMicrugan would be such an institution. Among its large student population I would

have the opportunity to associate with and learn from people outside of my customary small

circle of acquaintances and to develop my social, intellectual and artistic skills in tenus of a

vibrant and interesting group of people. Michigan's curriculum would both strengthen my

knowledge of the world and allow me insight into the type of person that I would like to become.

Life in Am Arbor would be far different from the small, secluded environment in which I have

spent my high school years and would allow me a breath of fresh air and a chance to feel like

part of a larger community.

, For all these reasons, and because I feel I could bring an interesting and individual point ~ of view and personality to the school community, I hope to have the opportunity to attend the University of Michigan.

BEGINNING YOUR COLLEGE SEARCH

1. In what part of the country do you wish to attend school? Getting away from home and going far away is usually a good thing to do. You can always come back, but for many students, an important aspect of the college experience is living life in another part of the country. 2. What is the size of the school are you looking for and why? Do you know what a small college is? What is a medium sized school? How large is large? How large is very large? How small is very small? What are the advantages and disadvantages of each? "

3. Do you want to go to a university or a four year liberal arts college? Do you know why? ~.,

4. What kind of a setting do you want? Do you want to be in a large city, the suburbs, a small college town, rural? Do you know why? Do you want to consider going to school in another country? 5. Do you want a college with a religious affiliation? 6. What kind of students do you want to be around at your college? 7. Do you want a diverse or homogenous student body? Is it important that students from different backgrounds interact with each other? 8. Do you want a college that attracts people from all over the country or people from certain regions? 9. Do you want a politically active college? Do you want to be with liberal, conservative,

or both kinds of students?

10. Are fratemitiesand sororities important to you? Why? 11. What special kinds of programs do you want at your college? 12. What do you want to study? It's more than OK NOT to know. Perhaps a small liberal

arts college is for you.

13. How important is it to develop close relationships with your professors? 14. How importantis the quality of professors' teaching? 15. How much of an intellectual enviromuent do you want at college?

16.00 you want a school that balances partying and academics in a healthy way?

.足 17. Do you want to a campus where there is not a big emphasis on alcohol and drugs? 18. Do you want a college with a lot of class discussions? 19. How important is it to go to a school with a terrific library? 20. How important is it to go to a school with a generous financial aid policy? 21. Is it important to be in a school where there is a lot to do on campus? 22. How important is on-campus extracurricular life to you? Think about college theater, newspaper, radiorrv station, 1M sports, lots of clubs. 23. What academic departments do you want to be particularly strong at your school?

:,'

-_.~

- '-' ,-------颅

COLLEGE CHOICE PRIORITIES Listed below are twelve items commonly considered by students in making college choices. These are certainly not the only factors{ecognized by students and their families, so there is room at the end of this list for you to add your own items. Please rank them in order of importance from I - 12 (or l4), with I being the most significant. ACADEMIC ATMOSPHERE Does the academic environment appear challenging? Intense? Relaxed? Supportive? Is the orientation of the academic program scholarly vs. a career focus? ACADEMIC PROGRAM Is my major offered? When must I choose a major? 'Can I design my own major? Number of faculty in my major? What is the advising system like? Is there an academic assistance program if I need tutoring aid? Study abroad programs? Internships? How many graduate in four years? How many graduates continue into post-baccalaureate programs? COIVIPETlTIVENESS OF ADMISSION Is it difficult to get in? Is it difficult to stay in? How do my GPA and SAT scores compare with those reported for the college's current frosh median statistics? Am I applying to "just see" if I will be accepted? What will happen if I am not accepted? How will I (and my family) handle the denial? What will happen ifI am accepted? Will I attend the institution? COST Can I afford to attend? AvailabilitY and what kind of aid programs are :~y::til~Q l~l . N~~(kl2l!~~d a,i~?

.M<3.rl.ta,i<ll路G-illJ-P-!!1g-f:: A(:tlBit:d~pY:PQH9y7:路

What will my parents and I do if I am accepted, but not offered enough aid outright to attend? EXTRACURRICULAR OPPORTUNITIES Newspaper vs. journalism class? Service-learning vs. community service? Fraternities? Sororities? Debate? Radio? Internships? What kinds of extracurricular opportunities am I interested in? How do I find out about what the institution offers?

GEOGRAPHICAL LOCATION West Coast? East Coast? Mid-west? South? Beach? Close to home? Wann? Cold? Exposure to new area? RELIGIOUS ORIENTATION .. Loose historical affiliation? Strong emphasis? Required religion course(s)? SIZE OF COMMUNITY Rural vs. suburban vs. urban? "Fast food" restaurants? Ballet company? Local theater? Ethnic restaurants? Services? Fast or slow pace? College's town-gown relationship? SIZE OF SCHOOL Large classes in small college? Small classes in large college? Housing problems? Professors or graduate students as teachers? Effect(s) of graduate programs on undergraduate education, if they exist? WillI be a number or a name? Can I take graduate level courses as an undergrad? SOCIAL ATMOSPHERE What is the frosh orientation program like? Long? Short? ~esidential or commuter campus? What are the residence halls like? Theme residences available? Small, close knit or large and diverse? Non-political or political? Party school? Support programs for academics, social, psychological needs? SPORTS PROGRAM c

Division I, II, or III? Strong intramurals? Will I be able to play? Does "everyone" play? Am I applying to the college for its sports program only? What happens if I get an injury that will never allow me to play again? Do I still want to attend that same college? Club sports? Variety offered? ..... "S'PtJDENT-B()DY Single sex or coed? Diverse or homogeneous? Historically black?

Q!Jestions for College Representa.tives

. About College Admissions: • What infolIDation about me is evaluated for admissions? What is most important! least important? • Do I need to take a college 'entrance exam before admission? Which one(s)? • What if! don't have a good high school average? • Do you accept AP credits for classes I have taken . • Is credit given for courses that I've taken . • When should I apply? Do you offer early action! early decision? Rolling admission? • Do you ·have any articulation agreements with other colleges? . • Do I have to apply to a certain department! college or can I select a major after I begin school? • 'When will I know if I have been accepted? • What do I do if I'm not accepted? Can I apply for other programs?

About Financial Aid and Costs at College:

~t -

• • • • • •

What is the total cost of attendiIig your college for one year? What is ineant by financial need? . Uow is need determined? Is it the same fOl: all colleges? What types of financial aid are available to me? . . is there a deadline for filing financial aid applications? What financial aid form needs to be filed? (If private school, do they require the PROFILE form?):

•. When will I have to pay my college tuition bill? .

Ab'out Academic LiJe: ~ Whatacademic courses will I have to take? / • Can I d~ign my.own program? (select my own classes).

. • Are all first year students assigned to an academic counselor?

• Can l-participate in a cooperative work-study program in my field?

'. Who teaches the courses for first year students?

•.:.How.easy:jsit.tO'.meetmth:factilty.? • 'Can I go tOyOill college part time? . . • How big are the classes? • Will I have evening 'classes? Classes on the weekend?

.. ". Is remedial help available? . .' . . .

• .In the classroom, what types of equipmentwiUI get to'use? How new is it? .. • What activities 'and services are availabte to pelp students get settled (acadeIDically and socially) during the first -year+. .

About Campus Life: • Can I live on campus? Is it required? Guaranteed? .

• What off campus housing is available? the residence halls like?

31 .• What ..4 . Can I choose a specific residenye hall? Roommate? . . . • ·What. kinds of meal plans are aiailable? Required? . . ' . . ~ Will I need a car, or can I reach most places on foot? Are cars allowed fOf first year stUdents, and what is the

are

. ......

QUESTIONS FOR COLLEGE REPRESENTATIVES price for parking? Is there public transportation and/or does the college have a bus system?

.• Do students generally study in the residence halls or in the library? Are there study rooms available?

• What percentage of students stay on campus! go home on the weekend?

About What's Happening on Campus: • wIiat types of social activities are sponsored by the college? • What are the residence hall rules? • What athletic facilities are available on campus? • What clubs are offered? • Are there fraternities or sororities?

.' If I need to earn money, what types ofjobs are available and how do I apply for them?

About Career Development: • • • • • •

Is there a career services office? Is career counseling available on campus? How many two-year associate degree graduates transfer mto bachelor's degree programs? .. How will I be helped to prepare for job interviews? Are on-campus interviews with employers availabl<d . In the major that I am thinking about, what percentage of graduates get a job in their major area? Whans the . average starting pay for these graduates?

. ,

.•..

32 ...

.': .':: .'., ..

. : .. .

- ..

'--~

HELPFUL HINTS FOR SUCCESSFUL COLLEGE VISITS 1. Leave your parents at home. They are not going to college with you, and you need to see how comfortable you would be in a certain place by yourself. Do not schedule more than two college visits in one day. Give yourself ample time to roam about the campuses before and after the interview. 2. BE PUNCTUAL! Make sure that you have given yourself a cushion of time to compensate for any missed turns, traffic jams, or bad weather. 3. If, despite your best efforts, you are still going to be late, call the Admissions Office to inform them of your situation. 4. Once you have set up a tentative itinerary, call the school. Written requests for interviews take too long to process, but ask for written confirmation of your appointment and for any current informational materials if you do not already have them. 5. Be flexible. A school may not be able to accommodate your ideal schedule, but with some adjustments you should be able to see all of the campuses that are really important to you. 6. Campus visits can play an important part in the admissions decision, particularly at smaller institutions. Be sure that the school makes a record of your visit for your admissions file. 7. Make sure that you get the name of the admissions officer with whom you met. Direct all future phone calls, e-mails and other correspondence to that person. REMEMBER TO WRITE THEM A THANK YOU LETTER! 8. While visiting, remember that you are interviewing the college as much as they are interviewing you. Don't be afraid to ask the hard questions, but also remeriitiefthiifyouwilrbe ]udgedbyfhe questions that you ask. Be thoughtful and articulate. 9. Read the campus newspaper before you go for your interview so that you will

be up on the burning school issues. Scan the bulletin boards and kiosks for

announcements and messages. These sorts of communications reveal a great

deal about the environment of the school.

(

10. Grab random students and talk to them on your own without people from

the admissions office. Their answers'tend to be more candid. That way you

, will also get a sense of the friendliness of the school community. Spend a

night in the dorms; eat some of the cafeteria food. Do you get the sense that

students are respectful of the school and its facilities? Be aware of the size of

the campus. Is it easy to get around?

QUESTIONS TO ASK YOUR COLLEGE TOUR GUIDE

1. How large are all of your classes? 2. Who teaches your undergraduate courses (professors or graduate TAs) 3. Does your school have a core curriculum? How restrictive is it? Is there a foreign language requirement? Is there a math and science requirement? 4. How good is the library? How adequate and up-to-date are the computer facilities? 5. What are the most popular majors? When do you have to declare a major? 6. Are some dorms much better than others? Are they networked? Do they have wireless? How many students live off campus? Ifso, where and why? 7. Do students work mostly for grades or do they love knowledge for its own sake? How competitive is the student body? What is the attitude toward working hard? 8. How accessible are your professors? Do they invite students into their homes? 9. Can you tell me anything first hand about the Department? Are certain courses overenrolled? Which areas are strong? 10. What do you think is the biggest issue in local campus politics? What are the big . Issues in national and international politics? Are students politically active? Are they politically aware? . 11. What opportunities are there to study ahroad? How many students do so? 12. What impact do fraternities and sororities have here? What about the impact of

atWetics?

13. What are weekends like here on campus? What alternatives are there to the

typical party scene?

14. How active is student government? What activities here on campus are popular? 15. Are the arts well supported on campus? 16. What do you think is the greatest shortcoming of this college? What do students complain about? 17. What do you like best about your experience and education here? 18. Where do students come from? Is this a diverse community? 19. Jfyou could attend another college now, where would you go? Why? -20. Why did you choose this school? What others d-id you apply- to? 21. What kinds of kids do you think are happiest here? Which ones are least happy?

GRADING A COLLEGE·

College Name

Founded - - - - Costs: Tuition $.

Size

_ Fees $.

Architecture Modem 0 Gothic 0 Colonial 0 0 Classical 0 Mixture

·0 0 0

a 0 0

Loners Moderate Conservative Liberal Radical Other

Housing 0 Dorms 0 Residential Colleges a Apartments 0 Special Interest a Fraternity 0 Sorority 0 On-Campus 0 9ff-C~mp!!~ . a Singles a Doubles 0 Suites 0 Coed a Single-Sex a Spacious a Adequate 0 Crowded a Run Down 0 Quiet 0 Noisy 0 Sociable 0 Disability Access 0 Problems

Calendar Semester Quarter 0 Trimester 0 0 4-1-4 Block 0 Summer Session 0

Student Body a Look Alike 0 Diverse Friendly 0 Interesting 0 0 Smart Preppy 0 0 Dressy Outdoorsy 0 0 Casual 0 Sloppy Professional 0 0 Spirited Intellectual 0 Careerists 0

Weather - - - - -

Room & Board $- - - -

Socia1Life a College Sponsored 0 Student Initiated a Clubs 0 Sports Oriented a Cultural 0 Fraternity 0 Sorority a Religious a Ethnic 0 Racial! Political a Dances

Type Public Private Religious 4-Year 2-Year College University Liberal Arts Specialized Technical Coed Single-Sex Historically Black

0 0 0 0 0 0 0 0 0 0 0 0 0

Visitation Date

Dining 0 Dining Hall 0 Cafeteria 0 Residential College 0 Snack Bars 0 Coffee Houses 0 Pubs 0 Special Meals 0 Quality (High, Adequate, Low) 0 Quantity (Generous, Adequate, Meager) 0 Sociable 0 Open After Hours Recreation & Activities 0 Team Sports 0 Intramural 0 Gym Facilities 0 Athletic Clubs 0 Student Center 0 Music 0 Drama 0 Movies 0 Art 0 Newspapers 0 Radio Station 0 TV Station 0 Games 0 . Minori!:Y..~!1!!>_s. 0 Religious Clubs Services 0 Health 0 Counseling 0 Career 0 Employment 0 Tutoring 0 Special Student 0 Computer 0 Bookstore 0 Security 0 Problems

Library 0 Long Hours

35 -

I•

a a a a a a

a a a a

Weekend Hours Open Stacks Closed Stacks Outstanding Good Adequate Poor Lounge Good Lighting Spacious Special Collections Departmental

Community Outside a Far o Near a Easy Access o City a Town a Suburb a Rural路 a Restaurants a Jobs a Conflicts o Cooperation o Other Academics o Pressured o Moderate o Relaxed o Stimulating o Bookish o Dull

a Huge Classes

o Large Classes ..~ o Small Classes o Lectures o Discussions

a Tutorials

o Seminars

a Innovative

a Traditional

o Career-Orientated o Core Curriculum

a General Ed

o Clusters

a Distribution Requirements

a Language Required

o Requirements Only Within Major o Senior Thesis o Strong Departments _ o Weak Departments _ o Popular Majors _

RATlf{Q

Faculty

Percentage Of Ph.D. Dislikes:

o Percentage Of Part颅 a

Time Faculty _ _ Number Of Women Professors Number Of Minority _..__ ..... Professors Likes:

Popular Professors o Teach Freshmen o Teach Upperclassmen a Teach What Courses Special Programs

o Interdisciplinary a Independent Study o Study Abroad o Internships o Consortium a Combined Degree

.. 0 Cooperative Programs

o Unusual Majors

OveraU Rating

o Superior

a Good

o Adequate

a Disappointing

Honors Program

o Phi Beta Kappa

o Freshman Seminars

Freshman Orientation

, !

~.~-'-~~"""":i:

... a:

.. ~.

....

;c.;

tÂ

College

Cost of Personal Applying Essay or Statement required

School Report Given to Counselor By Nov. 1st

(Yes or No)

(List the date you actually gave it to the counselor)

Recommendations given to teachers? By Nov. 1st (List the date you actually handed them to the teacher(s) )

Midyear Report given to Counselor At end of 1st semester

Application is due on: (List Date)

Application sent: (List Date) (Personal Statement or Essay included?)

(Again, list the date)

â&#x20AC;˘

, .

-...

- -

-.-.

.. ..

~ "

College Interviews The emphasis on college interviews has decreased during the past few years so you will need to inquire about the interviewing policy of each school. The policy will probably be one of the following: 1. 2. 3. 4.

No interviews-group information sessions only. Alumni interviews only. Interviews are optional and informational only. Interviews are encouraged and do become a part of the student's application.

If the college does offer an on-campus interview and you are able to visit, please take advantage ofthe opportunity. It may be very helpful to you. .

The Interview 1. The interview is primarily for yoti to leam aboutthe college and what life would be like or you as a student on campus. Use it as a tool to assist your college selection. The interview can have a positive effect on your admissions-rarely a negative one. ,

2. Your interview will usually be with an admissions staff member, but it may be with a stu4ent, alumnus, or a professional interviewer. Keep this person's prospective in mind. Don't write off the college just because you think you had a bad interview! Interviewers have bad days too! 3. The interviewer is eager to get to know you and is almost always on your side. An experienced person is well aware that you may be inexperienced at interviewing and will try to put you at ease. The interviewer will want to answer your questions but will be more interested in you if you've done your homework about the school. (See "Sample Questions to Ask as You Explore Colleges" in this booklet.)

4. KNOW YOURSELF. An important part of preparation is your own self-assessment. In whaJ lUnd ofe.nvirooment do you work best? Would :you take advantage oftalking to professors or would you rather learn by the lecture method? Know your rank, your test scores, your present areas of interest. If you are undecided about your career, feel free to say so. Seventy percent of college students change their intended majors. It is important, however, to recognize that you are going to college primarily to learn. Think through some areas you would like to explore, competencies you would like to develop, and projects or situations that might intrigue you. 5. Don't go unprepared! Do your'homework about the school to get the obvious questions answered. You don't want to be silent when asked, "What would you like to know about our college? Questions like "What if I can't decide between two majors? What do students here say about ? What kind of internships are there and how often do students take them?" or "I've liked art, but don't wish to major in it"-these kinds of questions/concerns show more maturity in your thinking than asking the size of the student body.

---

..._ _...........

Some interviewers as they try to learn about you may ask questions about your interests, extracurricular activities/job, books you've read, meaningful experiences, why you're college, etc. (See "Sample Questions interested in this particular college, life at from College Admissions Interviewers" in this booklet.)

Be honest! Everyone has strong and weak points. Hopefully, college .will help you with

some of the latter and promote the former.

If your parent or friend accompanies you to the college, plan to have your interview alone.

OW'

Most admissions officers prefer to talk with your parents after talking with you rather than during the interview. 9. ..l0.

Dress neatly and comfortably. After you return home, write a thank you note. (Spelling and neatness--obviously important!) .

Sample Questions from College Admissions Interviewers Below is a list of questions you could be asked by either an alumnae or on-campus interviewer. Think carefully about how you might answer them. Even if you are not asked one these questions, if you have thought about them, you will be well prepared. 1. How do you like your present school? What have been your most positive and negative experiences there? 2. If I visited your school for a few days, what would I find your role in its community to be? What would your teachers say are your greatest strengths as a person? As a student? Your greatest weaknesses? 3. What is the most important contribution that you have made to your school? 4. What is the most important factor to you in considering college choices? 5. What are your personal and career goals for the future? 6. Tell me about your most intellectually stimulating class L

7. Why did you participate in your student government, honor council,newspaper? 8. Since you are interested in math and science, why did you go to an arts school? Why are you applying to a liberal arts college? 9. How do you plan to transfer your high school achievements to the college level? 10. What has been your favorite subject in high school? Why? What might you study in college? Why? 11. What books have made a lasting impression on your way of thinking?

12. What events, if any, would you deem critical in your life so far? 13. What pressures do you feel in society to conform? Do you "go your own way"? 14. How have you spent your summers? 15. What are your reactions to current events, e.g. Darfur, Iraq, politics, etc? L ..

16. What issues have stirred your anger? 17. How would you describe yourself as a person? How do you spend your free time? 18. Have you ever thought of not going to college? What would you do?

--.~

------

Jonathan Dunn

Financial Aid and its Management

Entering college is a big step for a student and includes a combination of various factors " that have to be closely evaluated for the utmost financial advantage. Since college is a costly endeavor over a period of years, the student needs to gather all the resources for the purpose of financing their education. Most often, this is a difficult task. Therefore, every single step of the process must be completed and all requirements met, based on established criteria. College studies entail costs that include tuition and school fees, books, housing and transportation which can put financial strain on the family. All resources, including savings, contributions from the family, earnings from work, scholarships, grants, loans, financial aid, and endowments from private institutions are pooled together in order to make college affordable.

.j,

How can I pay for college? There are many different sources of funds that are available:

1. Financial aid and grants are available from the Federal Government that do not have to be repaid and are need based. The amount of the aid is based on information from the FAFSA (Free Application for Federal Student Aid). This is based on the student's and parent's financial information (earnings reported on tax returns, investments and asset values, etc). The federal processor calculates the expected family contribution (EFC) which is the portion of the cost of education that the family pays for. The formula used for the EFC is: COST OF ATTENDANCE - EXPECTED FAMILY CONTRIBUTION FINANCIAL AIDELIGlBILITY To complete the FAFSA process, the grade point average of the student must be verified and submitted by the high school or college administrator for the continuing college student.

1足

Grants include Pell grant and Federal Supplemental Educational Opportunity Grant (FSEOG). The Pell Grant is awarded only for undergraduate students who have not earned a degree while the FSEOG is granted to undergraduate students with the lowest EFC numbers. Similarly, . work study grants can be given to students who work part-time while in school. When the allocated work-study funds have been exhausted, no additional work study awards can be made for the year. 2. On the state level, CAL Grants can only be used for universities and colleges but not for California community colleges. Instead, the student can apply for the Board of Governors Fee

•

Waiver (BOG) based on FAFSA detennination. CAL Grant A may be used at qualifying two- and four-year public and independent colleges and some private career colleges to cover tuition and fees while CAL Grant B provides a living allowance, tuition and fee assistance. CAL Grant C awards are used for tuition and training costs at technical, career and occupational programs. 3. Military Servic"e either through one of the Academies or ROTC scholarship is a rigorous and lengthy process which starts in the junior year of high school. The ROTC scJ10larship can be applied towards a Bachelor's degree at a non military college and can pay for tuition, fees and expenses. No obligation is required until sophomore year of college. 4. Private scholarships are based on merit due to affiliation, direct and indirect relationships with the awarding institution/organization and are due to talents, good grades, community service, recognition of a special accomplishment, ethnicity, club/union memberships, religious affiliation, foundations, etc. After the above free college fund sources are exhausted, the final sources are loans that will bridge the gap between the EFC and cost of attendance if not enough financial aid is awarded. Types of loans: a. Federal Perkins loan - this is a low-interest loan for undergraduate and graduate students with exceptional financial need. They are awarded through colleges; no interest accrues while the student is enrolled at least half time and repayment starts nine months after graduation, upon leaving school or if enrolled at less than half time. The interest rate at repayment is fixed at 5% and there are no fees. The maximum loan is $20K for undergraduate and $40K for graduate students and the yearly loan cannot exceed $4K and $6K, respectively. b. Federal Stafford loan - this is a loan for the undergraduate, graduate, vocational or professional students. This loan can either be subsidized or unsubsidized: •

•

Subsidized loan -- government pays the interest while the student is in -coilegeand during the 6 month grace period after the student graduates, leaves school, or enrolled less than half time. Unsubsidized loan -- loans for all eligible students, regardless of income and assets. The student is responsible for paying all the interest but you can allow it to accumulate while still in college and during the grace period.

The amount you can borrow depends on the college cost of attendance, EFC, year in school, type of school, enrollment status, whether you are dependent or independent student and how much other financial aid you receive. Interest rate variable and the rate is adjusted every July 1 and it has a ceiling rate of 8.25%.

.1 ."

L..

Federal Plus loan -- loan borrowed by the parents up to the total cost of the dependent child's education minus any other aid that student receives. This loan is for undergraduate study only and is not based on the family's income and assets. This loan路 is always unsubsidized. Repayment begins within 60 days after loan disbursement; the parents are repaying both loan and interest while the child is still in college. The interest rate is variable and adjusted every July I. Interest accrues from the date the fund is released until the fund is paid off.

How do I know if I qualify for Financial Aid?

;'.'.

There are many resources available to help students pay for higher education, but how does one know if he or she is eligible to take advantage of those financial resources? Some of the most important questions that those offering monetary assistance want answered are as follows: Does this student need help in paying the cost of college? Does this student meet and will he/she continue to meet the educational requirements? Is this student legally eligible to receive aid? FAFSA All colleges require the FAFSA. It determines your eligibility for all forms of Federal aid and the state scholarship programs. It is available starting in December from college financial offices, the college counseling office, and on the web at www.fafsa.ed.gov. Some colleges have their own aid forms in addition to the FAFSA so check with your institution of instruction. Merit Based and Need-Based Aid / In most cases, the student must demonstrate a legitimate financial need in order to be considered for aid. This need is determined by calculating the gap between the total cost of attending a chosen college and a student's expected family contribution (EFC) toward that cost. There are websites that can help parents and their college-bound student determine their EFC. Using ilU6ri:riation reported on the student's Free Application for Federal Student Aid (FAFSA) and/or other applications such as the College Board's CSS/Financial Aid PROFILE, various aid agencies figure what the student, along with his or her family, are able to put toward funding the college cost and determine financial aid accordingly. There are so many institutions offering aid, grants, scholarships, and loans that it would beJaborious to discuss what is required in order to qualify for each one. However, whether a student is seeking federal/state aid, applying for private school awards or organization scholarships, the majority of these aid distributors take into consideration a student and family's. income, assets, and their overall financial situation when considering an award package. The exceptions would be the unsubsidized federal Stafford Loan, the federal PLUS loan, the Robert C. Byrd Scholarship, and other scholarships or institutional awards which are not need-based. Are you Independent Student?

Another factor that should be considered when calculating a student's EFC, is whether or not the student meets the federal criteria for independent status. [f the student does have independent student status, they report their own (and their spouse's, if married) income and assets as they are perceived as carrying the primary responsibility of funding their education. The government evaluates your status based on your age, the educational program you will be enrolled in, your marital status, whether you have children and/or dependents, if your parents are deceased, and if you are a U.S. Anned Forces veteran. For further explanation of this status, please consult the U.S. Department of Education's student guide or FAFSA instructions.

Educational Requirements For federal and most state aid, and some private awards, a student must prove that they are able to be enrolled in an educational institution of higher learning. This is demonstrated by looking at what they have accomplished educationally, what they will eventually be accomplishing, and how they maintain their individual progress during that process. Usually a high school diploma or General Education Development Certificate (GED) must have been earned through a public or private school or through a state. approved high school home program. If the student does not meet this criterion, they will be required to take the ability-to-benefit test (ATB) to evidence that a postsecondary education would be of benefit. The student must be a regular student, as defined by the individual institution and working toward an educational end, whether that is a degree, certificate, credential, etc. For aid to continue once a student is enrolled in college, he or she mllst work to maintain a sufficient grade point average. Various educational ins"titutions may have differing standards as to what satisfactory academic progress consists of, so be aware of your chosen college's individual requirements. .,'.

Legal Standards & Other Requirements Private awards and scholarships will often prescribe other requirements in order to qualify. In order to qualify for federal and state aid (grants or loans), the student is expected to meet certain standards. The student applying for aid must be a legal U.S. citizen, U.S. national, or have verifiable permanent resident status. If he or she does not fall into one of these categories, they must prove to bean eligible noncitizen. This is done by providing necessary documentation. To tindout what is"considered accepted documentation, please check with the U.S. Department of Education. The student must also be current (not in default) in his or her repayment of loans previously borrowed and must use current aid toward tuition or other approved educational expenses. Any male student seeking governmental aid must also be registered with the Selective Service. This can be done either through the FAFSA or the internet at www.sss.gov.Below are some questions that will help determine if you are eligible: Do I meet the Requirements for Federal & State Aid? Have I submitted the FAFSA? Have I demonstrated financial need? Do I have a H.S. diploma, a GED, or have passed the ability-to-benefit test? Am I a U.S. citizen, U.S. national, have verifiable permanent resident status, or am an eligible noncitizen?

Am 1a state resident? Am 1a regular student as defined by the U.S. Dept. of Education? Do 1have a Social Security Number? Am I registered with the Selective Service? Am I maintaining satisfactory academic progress? Have I signed a statement of educ.ational purpose?

How do I navigate the process? With so many deadlines and decisions to make, it's easy to become overwhelmed! Here is an outline of the important deadlines to help you stay focused and informed! Junior Year

i-足 L

June/July: Look towards getting a: summer job so you can begin to develop a budget for college expenses. Also, visit some of your college choices so you can explore financial aid options directly at those schools. Remember; don't forget to apply for private scholarships! Senior Year September: Register for the PROFILE application (if you have any independent colleges that require it), this determines private school financial aid. October: In order to file the FAFSA online, you will need a PIN. Register at www.pin.ed.gov. Don't forget that your parents will need a separate PIN also!

November: Begin working on the Pre-Application Worksheet for the FAFSA! Make sure that you have all necessary paperwork (SSN, CA 10 or Driver's License, etc). Speak with your School Registrar to see if how you can send your GPA Verification for the CAL Grant. December: Remind your parents that you will need to file the FAFSA as soon as possible. Make sure that they save year-end pay stubs and other appropriate documentation. Keep up with applying for private scholarships! January: January 1st is the first official day that you may file the FAFSA! Make sure to keep copies of your submitted forms! Check with private colleges that you are meeting all of their deadlines for financial aid consideration. February: Make sure that the school has sent in your Cal GrantOPA verification! Also, make sure that the FAFSA is complete and submitted!

March: March 2nd the FAFSA is due; this is the deadline for Cal Grant A, B, and C (for the four

year colleges)! Approximately 2-3 weeks after submitting the FAFSA, you should receive your

Student Aid Report (SAR). Once you receive the SAR, submit all requested forms ASAP!

April: Watch the mailbox for financial aid award letters. After you've selected the college that

you want to attend, call the school's financial aid office for directions on submitting financial

award letters.

May: May 15 th is the deadline for the submission of the Cal Grant ~ Supplement form. September: The 2nd Chance deadline is September 2nd for the Cal Grant A and B (for "community colleges).

HOW DO I RECEIVE AND MANAGE MY FINANCIAL AID? The financial aid process is something you, the student must track and review throughout your entire college career and beyond. After applying for aid, the various colleges to which you have submitted information will determine your award. The amount of each offer will probably differ from one college to the next, and that may have an influence on making the .<:fecision where to attend. Financial aid awards are granted on an alUlual basis, and so you will need to repeat the application process every year. It will be to your advantage to attend a school or study in a major where classes are not impacted so that you can come as close as possible to graduating in four years. In order to evaluate various financial aid offers, it will be wise to draft a budget of your actual costs of attending college. Be sure to include all tuition and fees, room and board, books and supplies, transportation to and from school, some spending money, and any other miscellaneous costs you may incur. Match that against the various grants and scholarships you have received along with loans and any money you expect to earn on a work-study job. The California Student Aid Commission provides a worksheet to help you visualize your budget and costs. Be sure that you know how your financial aid funds are awarded, and don't forget that there are limits on the amount of money you can borrow through government programs. Some of the money may be issued directly to you, and some to your college. Be aware that the amount of your award coming from governmental sources will be the same regardless of whether you attend a public or private institu.tion. Once you are~t college, be wise about money and your finances. Keep track of all financial records and expenses. Make sure that you have a monthly spending plan and don't stray from it! It is especially easy these days for college students to get credit cards. Try to avoid their use unless you have a true emergency. Live as frugally as possible and think about ways to save money and to have fun inexpensively. If you have college loans, see if you can make a small payment on them each month. This will enable you to save literally thousands of dollars in interest over the life of your loans. Try to exhaust other financial aid alternatives before you resort to taking out loans. Interest rates will most likely fluctuate from year to year, and right now, the trend is for interest rates to rise, so if other funding alternatives are available,. try them first. In order to receive financial aid throughout your college career, you will need to reapply t each school year. To retain your award from one academic year to the next, there are certain eligibility requirements that you must fulfill and they include declaration of a major, maintaining and submitting an educational plan of the courses you intend to take to complete your major.

- r~

I ~ I" I

You must also make sure that you earn your degree within a certain time frame. Students are usually to complete their education within a period which is not to go beyond 150 % of the official length of an educational program. The financial aid office must be infonned if you add or drop a class, withdraw from school, or fail a course. Students must take charge of their entire financial aid process. It will be your responsibility to complete all application forms correctly and to submit them on time. When it comes to repaying your college loans, different plans are available that allow between ten to thirty years dependent upon the payment plan and the amount of money borrowed~Repayments of loans need to begin anywhere from six to nine months upon graduation, depending on the type of loan(s) you have. It is possible to defer payment of loans provided that certain conditions are met such as staying in school at least half time, having difficulty finding full time employment, .. and general economic hardship. Such defennents are usually for three years.

Glossary

Award Letter: a letter notifying applicants of the types and amounts of aid offered, and the tenns and conditions of each award. Cal Grant A: can be used for tuition and fees at public and private colleges and some occupational and career colleges. At CSU and UC schools, this grant covers up to the full system wide fees of$2,772 and $6,636, respectively. If a student is attending a private college, it pays up to $9,700 towards tuition and fees. The student must be working toward a bachelor's degree. Cal Grant B: provides low-income students with a living allowance and assistance with tuition and fees. Most first-year students receive an allowance of up to $1,551 for books and living expenses. After the freshman year, Cal Grant B also helps pay tuition and fees in the same amount as a Cal Grant A. Your coursework must be for at least one academic year. Cal Grant C: helps pay for tuition and training costs at occupational or career colleges. This $576 award is for books, tools and equipment. You may also receive up to an additional $2,592 for tuition at a school other than a California Community College. To qualify, a student must enroll in a vocational program that is at least four months long at a California Community College, private college, or a vocational school. Funding is available for up to two years, depending on the length of your program.

Cal Grant A: Competitive Awards are for students with a minimum 3.0 OPA who are from low-and middle-income families. These awards help pay tuition and fees at qualifying schools with academic programs that are at least two years in length. Cal Grant B: Competitive Awards are for students with a minimum 2.0 OPA who are from disadvantaged and low-income families. These awards can be used for tuition, fees and access costs at qualifying schools whose programs are at least one year in length. If a student gets a Cal Grant B Competitive Award it can only be used for access costs in the first year. These costs include living expenses, transportation, supplies and books. Beginning with the second year, students can use their Cal Grant B Competitive Award to help pay tuition and fees at public or private four-year colleges or other qualifying schools.

CSS Profile: College Scholarship Service, run by the College Board, sets up a financial aid profile for NON FEDERAL student aid Direct Loan (DL) Program: A student loan program administered by the U.S .Department of

Education. Participating schools allow their students to borrow directly from the federal

government instead of from a private lender.

..,~

.. (

EFC: is the expected family contribution to a student's college expenses arrived at using a certain fonnula after completing the FAFSA form. "FAFSA (Free Application for Federal Student Aid): The free federal application form students must first complete in order to apply for virtually aU forms of financial aid assistance. FFEL: Federal Family Education Loan Program. Private lenders provide federally supported loans. Federal Perkins Loans: These loans are offered to students who demonstrate the greatest financial need. A student may be full or part time.

Grant: This is the part of the financial aid package that does not need to be repaid'- It is considered separate from a scholarship. Merit-based: financial aid that is based on merit-grades, test scores, athletic ability, talents or other criteria-and not income or assets. National Student Loan Data System (NSLDS): A database of federal student loan borrowers.

If student borrowers want to find out information about hislher student loans, they can use the

NSLDS Financial Aid Review service, operated by the U.S. Department of Education. By

entering a social security number, date of birth, and PIN, the student will be able to access

hislher current loan information online.

Need-based: fmancial aid that depends on your oWn: family's mcome and assets; most

. government sour~es of financial aid are need-:~ased.

Pell Grant: This is a need-based federal grant based on the results from the FAFSA form. P~rkins Loans: Loans offered by some schools to provide the neediest students with low-.

interest loans. .

PLUS Loans: Loans made to qualifying parents of dependent undergraduate students that are .

available through the Direct Loan Program and the Federal Family Education Loan Program

.(FFEL).

PROFILE: PROFILE is a program ofthe College Scholarship Service, administered through the

College Board. Many private colleges ~m4 Universities require a PROFILE in addition to the

FAFSA.

SAR: Student Aid Report. It is the result of filing the FAFSA and contains information as to how

much a family is expected to contribute directly to a student's college education. It is returned by

mail or posted on-line, usually within three to five weeks of submitting the FAFSA.

Supplemental Educational Opportunity Grants (SEOG): Government grants that are

disbursed through the colleges to supplement financial aid packages. They are based on need.

Stafford Loans: Loans made available to students through the Direct Loan Program and the

Federal Family Education Loan Program (FFEL).

State Grant Program: State funding coordinated by the state agency that provides grants to .. needy state residents who meet the eligibility criteria and are pursuing postsecondary education. Student Aid Report (SAR): The SAR summarizes the information reported on the FAFSA. The

schools students listed on the application receive electronic copies of the SAR and use the

information to determine a student's eligibility for federal financial aid.

Work study: Money for education expenses paid by the school in return for on-campus Or.

community-based work.

Resources to Help You Get Started Cal Grants: Provides the details arid basics of Cal Grants. www.calgrants.org California Colleges: Provides information on planning and playing for colleges in California www.californiacolleges.edu. .California Student Aid Commission: Provides answers to questions regarding Cal Grant programs and detailed answers to FAFSA and Cal Grant GPA Verification Form questions: 1-888- 224-7268, www.csac.cagov Cash for College Workshop: Provides dates and location of free workshops that provide line-by-line, hands-on help to complete the FAFSA form. www.californiacashforcollege.org College Board and SAT: To sign up to takethe SAT tests, practice tests, online 'calculators and informatior on the PROFILE application. www.collegeboard.com. ' College Costs and More: Provides information regarding various majors, interest and geographic areas. Tl federal government site will fetch likely matches from profiles of more than 7,000 colleges; includes tuition costs and financial aid award summaries. www.nces.ed.gov/iped/cool College is Possible: Provides help preparing for college. www.collegeispossible.org. EdFund: Provides an online college planning site at www.edfund.org

EdWise: An online financial tool to calculate how much you can afford to borrow and create a spending plan 足 www.edwise.org. FAFSA on the WEB An easy instructions online to complete the FAFSA form. 1-800-433-3243, www.fafsa.ed.gov Federal Financial Aid: Provides details on the major federal aid programs. www.studentaid.ed.gov. Foster Youth: Explains financial aid opportunities specifically for foster youth. Www.chafee.csac.ca.gov www.nrcys.ou.eduINRCYD?state home.htm " Military Scholarships: Learn about the financial aid offered by the Armed Forces. www.todaysmilitary.com. Scholarship Directories: The following websites provides information regarding, scholarships, grants, and fellowships. www.collegenet.com/mach25 www.fastaid.com www.fastweb.monster.com www.petersons.com/finaid www.srnexpress.com www.schoolsoup.com

www.scholarships.com

Student Debt Help: Provides tips on managing your money, financing your education and more. www.studentdebthelp.org. Student.gov: A one-stop portal to all the services the federal government has to offer students足 from paying for college to getting a passport. www.students.gov.

Sources

EdFund: at www.edfund.org Federal Student Aid: at http://ifap.ed.gov/FSACounselors/index.html. 1 I

Find Your Future Workbook, produced by the "California Student Aid Commission and EdFund.

Mesa Financial Aid Handbook: The Student Guide 2005-2006, Financial Aid from the US Department of Education Department of Education Student Guide

I 52

Financial Aid Resources

......, r'"

www.wiredscholar.com www.fastweb.com www.absolutelyscholarships.com www.amsa.com www.finaid.org www.loans4students.org www.WeeklyScholarshipAlert.org www.Scholarships.com www.collegeboard.com www.fafsa.ed.gov www.octameron.com www.StudentRewards.com www.schoolsoup.com www.askbeforecollege.com www.tuitioncoach.com

â&#x20AC;˘

International Student Resources

eduPass www.edupass.org

American Express 1-800-814-4595

First Union National Bank 1-800-955-8805

CanHELP Canadian Students Does not require U.S. cosigner 1-800-255-8374 www.educaid.com

International Educaid Finance Corporation www.iefc.com

CitiBank 1-800-967-2400 www.studentloan.com CitiBank CitiAssist Requires US cosigner 1-800-933-3311 College Loan Corporation Requires US cosigner 1-888-771-3597 www.collegeloancorp.com loans@collegeloancorp.com Comprehensive Access Loan No US cosigner 1-800-282-1550 www.accessgroup.org general@accessgroup.org Educaid EXTRA International Student Loan Program 1-800-255-8374 1-617-426-0681 www.educaid.com

International Education Financial Aid www.iefa.org

TERI Requires US cosigner 1-800-255-8374 www.teri.org custserv@terLorg http://www.educationusa.state.gov/finaid www.edupass.orglfinaid/loan.phtml www.foreignbom.com www.iefa.org www.internationalscholarships.com www.intemationalstudent.com www.internationalstudentloan.comlinter national students/index international st udents.html

Educaid International Student Loan Program www.educaid.comlcglcgislp.htm customer_assistance@educaid.com Education Finance Group 1-508-862-2528 www.internationalstudent.com

-Ir.......

"""':l'...r'~~"-.,

~''''.'''

-- ,-,..s

SC=;C:..

>...., . l Q ' ; -

'''::4iIi''liIilii~

......

SCHOLARSHIP & FINANCIAL AID INFORMATION ~

LENDER:

What are the Enrollment Requirements?

Is a Co-borrower Required?

Is US Citizenship Required?

Is there an Origination Fee?

Is there a Guarantee Fee?

Is there an Application Fee?

What is the Interest Rate? Does it have a cap?

Is the Interest Rate Fixed or Variable?

Is there a Different Fee for the Fixed Rate vs. the

Variable Rate? Different Interest Rate?

What is the Minimum AmOtult you may borrow?

What is the Maximum AmOtult you may borrow?

What is the Aggregate Maximum?

What are the Repayment Options?

When does Repayment Begin?

What is the Maximum Length of the Repayment

Period?

Are there Interest Rate Reductions for Automated

Payments?

Are there Other Borrower Benefits? If Yes, Please

Explain.

Is there a Grace Period? And, How Long is the

Grace Period?

Is there a Pre-payment Penalty?

Are there Defennent Benefits for In-school and

After Repayment Begins?

What are the Forbearance Options?

Are there Loan Discharge or Forgiveness

Provisions?

Beverly W. Dalheim Director of Financial Aid

11021 East Boulevard Cleveland, OH441 06

~"_"

足

The Cleveland Institute ofMusic

'"...

LENDER:

.'-

~J.".

If) If) 足

ALTERNATIVE LOAN CHECKLIST LENDER:

,. 4:'

Phone: (216)795-3192

FAX: (216)795-3141 Bxd38@po.cwru.edu .J

I-

_..

Scholarship search Scholarship search Scholarship search Scholarship search Scholarship:seaich Scholarship search Scholarship search· Scholarship search Scholarship s'eaich General aid information

www.fastweb.com www.srnexpress.com wWW.colleienet.com www.collel!e-scholarshios.com .wwW.thec)Idschootor2: www.scholarshios.com

wWw;col1e'!ieauest~com

www.wiredscholar.com w'wW;csfa;orf!.. ." www.finaid.ort! .•. 8-00~4··FEDAID

General aid information General aid information .Generalaid-inf6rm(itt&ri.>:

.' '.: (80'0:433-3243) .

.. .

'i"

www.sfiid'ents.gov www.nasfaa.or2:

. ..

www.oasfaa.or2: '.' .... •... ' .

wwW.miDDiri!!~~our;;;flittire.oh!;

STUDENT LOAN INFORMATION

Signature Loan Alternative Loan

...

Beverly W. Dalheim Director of Financial Aid

o;;e- 'W - - . . . ~

SCHOLARSHIP & FINANCIAL AID INFORMATION

f ~

:r;;....w

,..

The Cleveland Institute ofMusic

11021 East Boulevard C1eveland,OH 44106

Phone: (216)795-3192 FAX: (216)795-3141 Bxd38@po.cwru.edu

If)

Introductory advice ', Plan ahead! If you think you will need financial aid at any time during your college years, apply as a freshman. College is expensive, and for many families this will be a major part of your application process. Request and read all materials from colleges regarding financial aid policies and procedures. Note and meet all deadlines. A missed deadline can be costly!

Scholarships vs. Financial Aid At Idyllwild Arts, many of our students every year are offered scholarships at colleges. These are not need based, but are given for talent and/or academic merit. They are usually available to international students as well as U.S. citizens. Be sure to check boxes and note deadlines on applications regarding merit and talent scholarships! Scholarships may be of various and differing amounts. In addition, many outside agencies offer talent scholarships. Notices are kept in the college counseling office and announced at all-school meetings. See pg. 30 of this handbook for a list of websites that list outside scholarships. Apply for scholarships! Several small ones can add up to a significant savings on your college tuition. * Check the scholarship box in the College Counseling office regularly for new opportunities! *

Financial Aid ,is U.S. federal money reserved for higher education of U.S. citizens and naturalized "citizens. It is need based aid, and requires that a FAFSA (Free Application for Federal Student Aid) be filled out each year after January 1st• FASFA forms are available from college financial aid offices, at the Idyllwild Arts college counseling office, and on the web at www.fafsa.ed.gov

How the financial aid process works

In mid-spring you'll begin to receive financial aid award letters from colleges to which you have applied for financial aid. The award letters will describe the financial aid package a school is offering you. Because award letters are mailed early in the year, some colleges may not give you the exact amount of state and federal aid they will offer you. In these cases, you will receive a preliminary letter with estimated awards and another letter in the summer that gives you exact figures. •

Most schools will give an aid package that includes grant money (does not have to be paid back,) student loans, and work study.

.,~

•

Parent loans ("PLUS" loans) may also be offered. These are educational loans offered by the college or by a private bank, and are taken out by the parent. They include various payback schedules and interest rates, and are generally offered at a reduced rate. They are not subsidized by the federal government, as student loans are.

•

If you are considering more than one college, wait until you have received a letter from each one before you make a decision. Each award letter-will include the deadline for accepting your financial aid package because it can be different for each school. If you miss a deadline, your financial aid package could be offered to another student. On the other hand, don't let yourself be pressured into making an immediate decision. If necessary, ask the financial aid administrator to extend the deadline for your offer - in most cases, colleges are happy to do so. An extension can often be granted when one college's award package is delayed or to be received after another coLLege's deadline.

•

If you have questions about your financial aid award or the financial aid package does not meet your needs, caLL the college and ask to speak with a financial aid administrator. Don't panic or get angry; be polite. Financial aid officers are usually very helpful. Review any special circumstances you feel may have been overlooked. Be prepared to provide new or changed information about your family's situation that will allow financial-aid officers to review your award. Occasionally a college will negotiate or match offers from other schools. Each institution has different policies that govern how its financial aid is distributed.

•

Look at the "bottom line" - your "net cost" to attend each institution. Don't be dazzled by the amount of money a particular college offers - focus on how the awards affect the costs you have to pay. A $5000 award may cover your .need completely at one school, while a $10,000 award at another could leave you short.

•

Look at the combination of awards in each financial aid package. Your aid offer will probably include a mix of several types and sources of aid - "gift aid" (grants and scholarships that do not have to be repaid) and "self-help" Gobs a school offers you so you can earn part of your award) and/or loans that must be repaid.

•

Look for special conditions or requirements stated in the financial aid package. Many institutions require scholarship recipients to maintain a certain grade point average each year their award is renewed. Others may require continued enrollment in an academic or arts program.

58 -

â&#x20AC;˘

Once you choose a school and have been awarded financial aid, follow the instructions in your award letter. You may be asked to provide more information or select a lender for a student or parent loan. Complete any forms that come with the award letter, sign the letter, and return by the due date. Be sure to notify the other schools that accepted you that you will not attend, so any funds you may have been awarded can be give to students who will attend.

TIPS: Make sure your list ofcolleges includes an economic safety school - one that meets your academic and artistic needs and is affordable. For many students this is a state college or university. You may wish to make an appointment with a financial" aid officer at one or two schools so that he or she can advise you on special programs, tuition plans, loan or payment programs that might be beneficial to you. Some financial aid officers have more time to .meet with parents in the summer and fall. Prepare your questions ahead of time and take notes. Do not use scholarship or financial aid search services that charge a fee. Comprehensive information about scholarships andfinancial aid is available at no cost on the web, in the college counseling office, local libraries, andfrom college financial aid offices. Watch out for scams. There are many people out there hoping to capitalize on parents' anxiety about paying for college.

Financial Aid Forms

l . I

Determine the types of forms that are required and make note of the filing deadlines.

(They are frequently different from admission deadlines.) All aid applicants must file the

FAFSA.

FAFSA: All colleges require this form. It determines your eligibility for all forms of federal aid and the state scholarship programs. It is available from college financial offices, the college counseling office, and on the web at www.fafsa.ed.gov It is available starting in December and must be mailed AFTER January 1st but before February 15. DO NOT: Complete more than one FAFSA DO NOT: Mail your FAFSA before January 1st

CSS/Financial Aid Profile: Many private colleges and universities require this form. Check financial aid requirements from each college you are applying to. This form is available from college counseling or on the web at www.collegeboard.com

.......

Institutional Forms: Some colleges have their own aid forms in addition to the ones above. Check with each college and follow their instructions. Additional Information: If your family has a special financial need or financial circumstances that are not covered on any of the forms above, write a letter describing your situation and send it to the Financial Aid offices of the colleges to which you are applying. DO NOT attach these letters to the FAFSA or PROFILE. They will be destroyed.

~....

1'Â

-J _\, t , I

1.1

â&#x20AC;˘

60 .

WORDS OF WISDOM

Be visible in the college counseling office; once every other week or more often in the fall of the senior year.

READ all notices and LISTEN to announcements at all-school meetings. Attend all meetings with visiting college representatives.

Save everything - if you throw it away I can almost guarantee you will need it some time in the future.

Copy everything - applications, essays, financial aid forms.

Fill out your registrations for SAT USAT II tests the same way every time 足 inserting a middle initial sometimes and not others can cause confusion.

The school code is 051236. Put this number on every test registration.

If you have special talents or unique experiences pursue them with each college. This is not the time to be modest.

Make appointments for interviews early. (June is a good time to make appointments, even for an October interview.) Plan to use August and Thanksgiving break for interviews and campus visits. By mid-September some schools are booked completely for on-campus interviews.

Develop a filing system for each college you are pursuing; create checklists with deadlines, things to be done, etc.

10.

Read the application requirements for each college thorougWy. Some have very specific requirements such as a required writing or math SAT II, three years of science or a recommendation from a specific teacher. You are responsible for specific requirements.

11.

Treat each application as if that school were your first choice. Many schools are paying heed to a student's level of interest. The colleges want to admit students who want them.

12.

Meet all deadlines. In this business deadlines are a serious matter. Keep a calendar with all dates highlighted.

l I

Finally, give some serious thought about your readiness to apply to college and to go to college. If you are not ready, talk about that openly with your parents, your advisor and your counselor. Everyone is different and I support you wherever you may be in the process of pursuing your educational goals.

t. 61

-'-GLOSSARY

ACT - An alternative to the SAT, it is accepted by most colleges and universities. AP - Administered nationally in May, the Advanced Placement tests measure a student's mastery of advanced material. Scores range from 1 to 5. A student receiving a 3, 4, or 5 may receive college credit for their work depending on the requirements of the-colleges. i

Candidates Reply Date Agreement - A college cannot require any candidate offered admission as a freshman to notify it of a decision to attend before May 1. The purpose of the agreement is to give applicants time to hear from all the colleges before they have to make a commitment to anyone. Early decision plans are the one exception to the date. College Board (CEEB) - An organization of colleges and secondary schools which sponsors programs such as SAT testing and the College Scholarship Service (CSS.) CEEB code - The Idyllwild Arts code number is 051236. SATand ACT use the same number. Common Application - An application used by as many as 200 colleges and universities. The student completes one common application and then mails copies to whichever colleges he or she chooses from the list of participating schools. Most schools also require an individualized supplemental application fOI' their programs. The common application may be downloaded at www.commonapp.org .Consortium (or "Cluster Colleges") - Several colleges and universities in close proximity to each other will often join together to share resources, libraries, cultural and educational opportunities, lectures, etc. Many art schools are part of a larger consortium. Deferred Admission - Most colleges will allow students to postpone enrollment (defer admission) for one year after acceptance. Early Action - Under an Early Action plan a student will receive a definite decision by an institution before January I, but will not have to inform the college of hislher own decision until May 1.

Early Admission - Some colleges will grant admission to exceptional juniors who wish to forego their senior year of high school. Early Decision - Early decision offers students the opportunity to apply to their first足 choice institution with the understanding that, if they are accepted, they will attend. A student should not enter into Early Decision lightly; it is a binding commitment to the college. Deadlines for early decision are normally around November 1st.

63 . ,-'

Educational Testing Service (ETS) - This organization is responsible for producing and administering a variety of standardized tests, among them the SAT I and SAT II. PSAT - Administered in October of the sophomore and junior year, the PSAT is a

practice test. Scores qualify students for the National Merit Scholarship competition.

Regular Decision - This is the process whereby a college accepts applications from prospective students and delays the admission decision until all applications frQm the entire applicant pool have been reviewed. Decision letters are mailed to applicants, all at once, traditionally in March or April. Rolling Admission - A number of colleges will process and evaluate a student's application as soon as all the required materials have been received and will then notify the student of the decision without delay, Application deadlines are often as late as August for the September registration. SAT I - Officially called the SAT I: Reasoning Test, the SAT I consists of verbal, math, and writing sections and takes four hours to administer. All colleges and universities accept this test; some require it. The NEW SAT f test is being given as ojSpring 2005. It is longer, has some Algebra IL no analogies, and an essay writing componant.

__ i

SAT II: Subject Tests - Formally called Achievements, the SAT II Subject Tests are , one h<;mr tests measuring achievement in 20+ subject areas such as languages, math, sciences, and history. Students choose which tests to take, checking catalogues of individual colleges for their requirements. IAA students typically take the SAT II in November of their senior year. Study Abroad - Any arrangement by which a student completes part of the college program - typically the junior year but sometimes only a semester or summer- studying in another country. A college may operate its own abroad program or it may have a cooperative arrangement with another American College or with an institution in another country, .

TOEFL (fest of English as a Foreign Language) - This test is required at IAA for all students for whom English is not a first language. Some colleges may require it of all international students'from non-English speaking countries. Waiting List - A state of limbo between acceptance and rejection for highly qualified students who rank slightly lower than those accepted. The number of students taken off the waiting lists varies widely from year to year; predictions are difficult to make. Some students on the waiting list may not know their fate until July. ,

,..,~

ACCEPTANCES FOR THE CLASSES OF 2006-2009 Acadia University, (Nova Scotia, Canada) Adelphi University Alfred University American Academy of Dramatic Arts, Hollywood American Academy of Dramatic Arts, New York American Musical and Dramatic Academy, New York American University Antioch College Arizona State University Art Center College of Design ArtEZ Dance Academy (Netherlands) Art Institute of Boston at Lesley University Art Institute of California-San Francisco Bard College Barnard College Bates College Belmont University Bennington College Berklee College of Music Birmingham City University (United Kingdom) The Boston Conservatory Boston University Brandeis University Brigham Young University Brooks Institute of Photography California College of the Arts California Institute of the Arts J California Lutheran University California Polytechnic State University, San Luis Obispo California State University, Chico California State University, Fresno California State University, Fullerton California State University, Long Beach California State University, Los Angeles California State University, Monterey Bay California State University, Northridge Carnegie Mellon University Case Western Reserve University Chapman University The Citadel City College of the City University of New York Cleveland Institute of Music Codarts, Rotterdam Dance Academy (Netherlands) The Colburn School of Performing Arts

路i

I r

College of Santa Fe College of the Atlantic The Colorado College Columbia College Chicago Columbia University Columbus State University, Schwob School of Music Concordia University (Montreal, Quebec Canada) The Cooking and Hospitality Institute of Chicago Cornish College of the Arts Creighton University The Curtis Institute of Music Dalhousie University, (Halifax, Nova Scotia, Canada) Denison University DePaul University Dine College Dominican University of California Drew University Eastman School' of Music of the University of Rochester Eckerd College Elmira College Emerson College Emily Carr University of Art and Design (Vancouver, British Columbia Canada) Eugene Lang College, the New School of Liberal Arts The Evergreen State College The Film and Television School of the Academy of Performing Arts in Prague Florida State University Fordham University Ft. Lewis College George Mason University / The George Washington University Goldsmiths, The University of London Goucher College The Guildhall School of Music and Drama (London) Hampshire College Hawaii Pacific University Heidelberg College Hobart & William Smith Colleges Hofstra University Hogeschool Zuyd (Netherlands) Hope College Howard University Humboldt State University Illinois Wesleyan University Indiana University Indiana University, Jacobs School of Music Iowa State University

...

-I

Ithaca College James Madison University John Cabot University (Rome) Johns Hopkins University John Hopkins University, Peabody Conservatory of Music The Juilliard School Juniata College Kansas City Art Institute Laguna College of Art and Design Lake Forest College Lawrence University Leeds Metropolitan University (United Kingdom) Lesley University Lewis and Clark College Lindenwood University Linfield College . Liverpool Institute of Performing Arts London Contemporary Dance School London Studio Centre Long Island University, Brooklyn Longy School of Music Los Angeles Film School Louisiana State University Loyola Marymount University Loyola University, New Orleans Lynn University, Conservatory of Music Maastricht University (Netherlands) Manhattan College Manhattan School of Music J Manhattanville College

Mannes College The New School for Music

Marlboro College

Maryland Institute College of Art

Marymount Manhattan College

Massachusetts College of Art

Massachusetts College of Liberal Arts

McGill University (Montreal, Quebec, Canada)

Menlo College

Michigan State University

Millikin University

Mills College

Montserrat College of Art

Mount Holyoke College

Muhlenberg College

Naropa University

l...

New England College New England Conservatory New School for Jazz and Contemporary Music New World School of the Arts New York Institute of Technology, BAlDO Program New York University, College of Arts and Science New York University, College of General Studies New York University, Gallatin School of Individualized Study New York University, Steinhardt School of Education New York University, Tisch School of the Arts North Carolina School of the Arts Northeastern University Northern Arizona University Northwestern University Northern Illinois University Oberlin College Oberlin College Conservatory of Music Occidental College Ohio Wesleyan University Otis College of Art and Design Otterbein College Pace University Pacific Conservatory of the Performing Arts at Allan Hancock College Pacific Northwest College of Art Palucca Schule (Germany) Parsons The New School for Design PCFE Film School (Prague) Pennsylvania State University, University Park Campus Pepperdine University Pitzer College Point Park University Pratt Institute Prescott College Queen Mary, The University of London Randolph Macon Women's College, now known as Randolph College Reed College Rhode Island School of Design Rice University Richmond, The American International University in London Ringling College of Art and Design Rider University Rocky Mountain College of Art and Design Roger Williams University Rollins College Roosevelt University, Chicago College of Performing Arts Rowan University

, I

Royal Academy of Music (London) Royal College of Music (London) Royal Holloway, The University of London Royal Northern College of Music, (Manchester, UK) Royal Scottish Academy of Music and Drama Rutgers, the State University of New Jersey Rutgers, the State University of New Jersey, Mason Gross School of the Arts Rutgers, the State University of New Jersey, Livingston College Salzburg Experimental Academy of Dance St. John's College Annapolis Saint Louis University Saint Mary's College of California San Diego State University San Francisco Art Institute San Francisco Conservatory of Music San Francisco State University Sarah Lawrence College Savannah College of Art and Design School of the Alberta Ballet (Canada) School of the Art Institute of Chicago School of the Museum of Fine Arts in Boston School of Visual Arts Scripps College Simons Rock College of Bard Smith College SOKA University Southern Methodist University Southern Methodist University, Meadows School of the Arts I Southern Oregon University State University of New York, College at Potsdam, The Crane School of Music State University of New York College at Purchase State University of New York, Fashion Institute of Technology State University of New York, Center at Stony Brook Stephens College Suffolk University Syracuse University Temple University Texas Christian University Tilburg University (Netherlands) Trinity College Trinity Laban Conservatoire of Music and Dance (London, UK) Trinity University Tulane University University College London, Slade School of Fine Art (United Kingdom) University of Arizona University of the Arts

69 L

University of the Arts, London, Central St. Martins Coflege of Art and Design University of the Arts, London, London College of Fashion University of British Columbia University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Merced University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Central England, Birmingham Conservatoire University of Central Florida University of Chicago University of Cincinnati, College Conservatory of Music University of Colorado, Boulder University of Connecticut University of Denver University of Denver, Lamont School of Music University of Edinburgh (Scotland, United Kingdom) University of Evansville Univer~ity of Florida University of Glasgow, (Scotland, UK) University of Hartford University of Hartford, the Hartt School University of Hawaii, Manoa University of Illinois, Urbana-Champaign / University of Jacksonville University of Maine, Orono University of Massachusetts, Amherst University of Massachusetts, Amherst, Commonwealth College University of Massachusetts, Dartmouth University of Miami University of Michigan University of Minnesota, Duluth University of Minnesota, Twin Cities University of Minnesota, College of Liberal Arts University of Missouri, Columbia University of Missouri, Kansas City University of Nevada, Las Vegas University of Nevada, Reno University of New England University of New Mexico University of North Carolina, Wilmington

.,.",-,

,.e_

70 -----j

University of Northern Colorado University of North Texas University of Oklahoma University of Oregon University of the Pacific University of Portland University ofPuget Sound University of Redlands University of Redlands, Johnston Center University of Rochester University of San Francisco University of Santa Clara University of Southern California, College of Letters, Arts, and Sciences University of Southern California, School of Theatre University of Southern California, Thornton School of Music University of Texas at Austin University of Utah University of Wisconsin, Madison Vancouver Film School Virginia Military Institute Viterbo University Wagner College Warren Wilson College Webster University, Leigh Gerdine College of Fine Arts Wells College Wesleyan University Western Michigan University Whitman College Whittier College I Willamette University Young Siew Toh Conservatory of Music (Singapore) Zacky Gordon Film Institute

Website Resources

,.,... links to College Websltes http:Uwww.collegeboard.com - College search, SAT on-line registration-information. and on-line essay evaluation I

1!ttP-://www.revlew.com - Standardized test preparation and college search. http:Uwww.csumentor.edu - California State University site; application, information, preparation. ~...

http://www.ucop.edu/pathways - University of California site; application, information, preparation.

www.callfornlacolleges.edu - Students can obtain information about higher education opportunities in

Calif.

www.edta.orgfrehersal hall/college IInks.asp - Educational Theatre Association - this site

links directly to the theatre programs at many colleges.

www.collegelspossible.org - a ·one-stop-shop· with links & information on books. websites, and

brochures recommended by professionals. .

www.nces.ed.govlipeds/coollsearch.asp - College Opportunities online - this government-sponsored

website can be used to search for colleges that fit your criteria without h.aving to reveal any personal data.

www.petersons.com/ugchannell - College Quest offers a huge college search database, info on test

prep, financial aid, essay prep, and links to some online applications,

www.collegeview.com - College searches, financial aid, scholarships and career information for

colleges including historically black ones. There are links to colleges in England and Europe.

www.hbcu~entral.com - The Historically Black College and University site links to colleges, internships,

and career opportunities.

www.gocollege.com - Students can match their test results and other variables to find appropriate

schools. It has practice tests & information on financial aid.

www.campustours.com - Take virtual tours of schools.

www.studyabroad.com - Learn about programs all over the world.

www,aiccu.eduf - The Association of Independent Colleges and Universities. Information about 76

California private colleges/universities. .

2-Year Colleges

www.assist.org - The California official statewide repository of information on transferring to a UC

orCSU.

www.cccco.edu - Find a California community college & apply.

College Application Websites wwW.commonapp.org - Download applications or apply online to over 100 schools. Teachers and

coun~elors can also download their recommendation forms. .

www.princetonrevlew.com • Download applications or apply electronically to multiple colleges

Including technical schools (but not UC or CSU); fill In all your personal data only once. See

school rankings, use financial tools, and take practice tests.

www.applyweb.com • CollegeNET's online application service.

http://www,wacac.org/ - Western Association for College Admission Counseling (WACAC) http://www.nacac.com/·NationaIAssociation for College Admission Counseling (NACAC)

FINANCIAL AID/SCHOLARSHIP WEBSITES . bttn:lfwww.fafsa.ed.gov - Free'Application for Federal Student Aid application can be found at this site as well as Financial Aid information. . httn:/fwww.finald.org - Provides independent, comprehensive and objective guide to financial aid as well

..,..v

'-"-

1"JIf1F"

as calculators to determine need.

www.fafbYeb.com - Receive Information on what scholarships you might qualify for. www.collegenet.com/mach25 - Like Fastweb this site features 600,000 scholarships, but you don't have to divulge personal Information to access them. www.freschlnfo.com - The Free SCholarship Search service Indudes a scholarship directory and tips for applying. www.wlredscholar.com - This site Is brought to you by sallie Mae, the huge student loan company. It offers great scholarship Information & more. www.studentald.ed.gov - The US Department of Education provides Information on financial aid, government publications, and aid forms. 足 http://profileonllne.collegeboard.comllndex.jsp - Apply for financial aid to selected private colleges using the PROFILE. ': www,loans4students.org - Chela Financlal- Find loans and scholarships for California students.

http:LLwww.chci.org/chciyouthlresources/resources.htm - Congressional Hispanic Caucus

Institute - college search, scholarships for Hispanic students.

www.scholarshipsforhispanics.com - sponsored by the National Education Association.

www.chd.orglchciyouth/resourcesl - Congressional Hispanic Caucus Institute - college

resources for Hispanic students.

TESTING INFORMATION

www.collegeboard.com - Find the schedule for AP, PSAT, and SATs and register for SATs. Free prep for SAT I, II and AP. www.act.org - Register for the ACT's and prep for the exams. www.ivywest.com -learn about one-on-one Act or SAT-prep in your home, online prep, and download free vocabulary game. www.princetonreview.com - Sign up for SAT or ACT classes or one-an-one test prep; check out the "word-of-the-day." www.kaplan.com - Sign up for SAT or ACT classes or one-on-one tutoring for school SUbjects or standardized tests. Take a free practice test. WWW.ucop.org - California Virtual High School - UC College Pre-Initiative's california Virtual High School's interactive online test prep includes instruction and practice tests. www.number2.com - Free prep for ACT and/or SAT I. Questions proceed from where your skills are. This site also has a vocabulary builder. www.gocollege.com - Take free 180-minute practice SAT I and ACT. " www.testu.com - Prep for the Calif. state Exit Exam and for PSAT, SAT and ACT. The cost is $49.95 per course including practice tests. " www.lightlink.com/bobp/wedt/sat.htm - The Wordsmyth SAT Dictionary - download a list of "2,000 words along with word games and "word-of-the-day." STUDY SKILLS www.ucc.vt.edu/stdysk/stdyhlp.html- Virginia Tech offers suggestions/help for study skills.

www.studygs.net/- This new comprehensive site from the University of St. Thomas has much to offer. www.essayeval.org/- CSU and UC professors created this site. Students can submit an essay on a topic that recently appeared on either the EPT or the Subject A Exam. Pay $10.00 per essay and receive feedback. www.essayeval.org/- College graduates edit college admission or scholarship essays for a "fee. Students can find sample essays at this site.

':fffICOMMON APPLICATION

2008-09 SECONDARY SCHOOL REPORT SR For Spring 2009, Fall 2009, or Spring 2010 Enrollment

TO THE APPLICANT After completing all the relevant Questions below, give this form to your secondary school counselor or another school official who knows you better. Please also give that school official stamped envelopes addressed to each institution that requires a Secondary School Report.

o Female

-:-_,__----:-:~,__-_:_---_::_:_::::_------_=_:_::_-___..,._:_:_---___:____..,.-0 Male

Legal name _-'-

L!1stiFam:!.v {Enter Ham:; exactly <'.is it appeal's on Dt:icia} dOCi:mrnts,j

First/i;i'ltJ!!

Birth date

J!:, etc.

,\1iddfe {cumplete}

Social Security # rnm/~:d/ryy;'

_ {Optialtl1~j

Address Number S Street

AparfmiH:t If

-,---::-

-=----=-

,__,__-------=:-:::-:-:-:,__---

CiV:7~)W{f

St(ite/Provm(,'i~

Count!y

ZfP/f'o.;;fai C[,J(te

CEEB/ACT code _5_1_23_6

School you now attend Idyllwild Arts Academy

Current year courses-please indicate title, level (AP, IB, advanced honors, etc.) and credit value 01 all courses you are taking this year. Indicate Quarter dasses taken in the same semester on the appropriate semester line. Sccontl Semester/Trimester

Fi.rst SemesmrlTrlmllstllf

Third Trimester

LIST ALL COURSES INCLUDING

NOTE: THE INFORMATION IN THE

ARTS COURSES.

COUNSELOR'S SECTION BELOW IS THE SAME FOR THE MIDYEAR REPORT.

~ c:

--------~

REMEMBER TO CHECK "YES" THEN

DO NOT FILL IN ANY OF THE INFO

5:~

.;; SIGN AND DATE IN BOX BELOW.

ON PAGE 2.

---

IMPORTANT PRIVACY N(lTICE: Under the terms of the Family Educational Rights and Privacy Act (FERPA); after you~atriCUlateyou'wilrhaveaccesstOthiS'foim •.' and all other recommendations and supporting documents submitted by you and on your behalf after matriculating, unless atleast one of thefoliowingis true: 1. The institution does not save recommendations poSt-matriculation (see list at www.commonapp.org/FERPA). . ". '.' ,.. . , 2. You waive yourright to access below, regardless olthe institution to Which itis sent: " ...•. ' ".'

...••.. eWes, Ido waive my right to access, and I understand I Will never see thiS form or any other recoll)rrie~datj(jnssubiiiittedby me or QnOlY behalf. o No, Ido not waive my right to access, and Imay someday choose to see thisfoimor any otherrecommendations or supporting documents submitted by Ole ,.

,or on my behalf to the institution at which I'm enrolling, if that institution, saves them after I matriculate. , ' . ' SlgnattJre~•..· .....••• .": ...',.

TO THE SECONDARY SCHOOL COUNSELOR Attach applicant's official transcript, induding courses in progress, aschool profile, and transcript legend. (Check transcript copies for readability.) Use page 2 to complete your evaluation for this Student. Be sure to sign below. Counselor's name (Mr.lMs.lOr., etc.) _M_r._J_o_n_a_th_a_n_A_._ D _ u - : n n , _ _ - , _ _ - - - - - - - - - - - - - - - - - - - - - - - - - Ple2SH print or f:fJi~

Signature_~~=__

Oate

,__.,..--- mm:od·YffY

School Idyllwild Arts Academy

Title Director of College Counseling School address P.O. Box 92

USA

Idyllwild, CA

92549

ZtPIF'os!t1! C04e

Counselor's phone (,,__9--:51---,--1-)_ _6_5_9--:-2.,--1--:7_1_ _~_ ____=_2-3-2-2-- Counselor's fax ( 951 ) Artf/J. endr-

Numf;iH

Secondary school CEEB/ACT code _0.:-5"-.1_2_3_6

E>.:

6.,--5_9_-2_4_6_1

ArPa Code

Numbr:r

Counselor's e-mail jonathand@idyllwildarts.org