2016-17 Grades 7-10 Curriculum

Grades 7-10 Curriculum

College Prep Support Workbook

Student Name:

____________________

School Name:

____________________

Grade Level:

____________________

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Table of Excitements

SECTION TITLE PURPOSE PAGE # 1. WHAT IS COLLEGE? - -

COLLEGE KNOWLEDGE PRE-SURVEY Activity 3-4 WHAT’S COLLEGE 101 Activity/Info 5-6 COLLEGE FUNDING 101 Informational 7-8 WHY COLLEGE? 101 Informational 9

2. COLLEGE REQUIREMENTS - - WHAT MATTERS MOST TO COLLEGES Informational 11-12 BUILDING A RESUME Activity/Checklist 13-16 CLEANING UP YOUR ONLINE ACT Checklist 17

3. STUDY HABITS & LEARNING STYLES - - MAKE CLASSES COUNT! Informational 19 STUDY TIPS: LEARNING STYLES Informational 20 STUDY TIPS: COVEY’S TIME MANAGEMENT Activity/Info 21-22 STUDY TIPS: NOTETAKING Activity 23

4. INTERESTS - - INTERESTS REFLECTION SHEET Activity 25

5. CAREERS - - CAREER SEARCH Activity 27

6. PLANNING FOR COLLEGE - - HOW CAN I START TO THINK ABOUT COLLEGE? Activity/Info 29-31 COLLEGE TREASURE HUNT Activity/Info 32-33 COURSE SELECTION PLANNING SHEET Activity 34 PAYING FOR COLLEGE IS A FAMILY AFFAIR Informational 35 COLLEGE KNOWLEDGE POST-SURVEY Activity 36-37

7. APPENDICES - - APPENDIX A: GLOSSARY OF TERMS Informational 39-40 APPENDIX B: LIST OF HELPFUL WEBSITES Informational 41-42 APPENDIX C: COLLEGE CHECKLIST BY CLASS YEAR Checklist 43-47 APPENDIX D: OPTIONS FOR UNDOCUMENTED/IMMIGRANT STUDENTS

Informational 48

APPENDIX E: ADMISSION ESSAY CHEAT SHEET Informational 49-53

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College Knowledge Pre-Survey

Circle true or false for the following statements:

1. I can start planning for college NOW. TRUE FALSE

2. A bachelor’s degree is the only degree you can

get after graduating high school. TRUE FALSE

3. Even if I am undocumented and/or my family

doesn’t have a lot of money to pay for college, I

can go to college.

TRUE FALSE

4. Getting a college degree can help me receive

higher pay in my job. TRUE FALSE

5. Colleges only care that students have high

grades and high standardized test scores. TRUE FALSE

6. College is my only option after I graduate high

school. TRUE FALSE

7. It is important that I do not post anything that

will make me look bad online (i.e. cyberbullying,

underage drinking).

TRUE FALSE

8. Every student should learn the same way so

they can do well in school. TRUE FALSE

9. Colleges like to accept students with a

community service background. TRUE FALSE

10. I can make money doing something that I

already love to do for fun.

TRUE FALSE

11. If I want to be successful, I have to go to an Ivy

League school (i.e. Duke, Harvard, Yale).

TRUE FALSE

Circle “yes” if you have heard of each of these terms below, and circle no if you have not. If you have, in

a few words describe it. If it is an acronym, write out the words that it stands for (i.e. ttyl = “talk to you later”).

Term Have you heard of it? If yes, what does it mean or stand for?

12. Résumé YES NO

13. College Grant YES NO

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14. College

Scholarship

YES NO

15. HBCU YES NO

16. Liberal Arts

College

YES NO

17. Public College YES NO

18. Private College YES NO

19. FAFSA YES NO

20. Rolling

Admissions

YES NO

21. Wait-list YES NO

22. Early Action YES NO

23. Early Admission YES NO

24. Credit Hours YES NO

25. Application Fee

Waiver

YES NO

26. Division I, II, and

III

YES NO

27. Common App YES NO

28. Official Transcript YES NO

29. PSAT YES NO

30. EFC YES NO

31. Work-study YES NO

Name: ______________________________________ Age: ___________________ Grade: ______

Race/Ethnicity: _____________________________________ Gender: _____________

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WHAT’S COLLEGE 101

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WHAT’S COLLEGE 101 (cont.)

Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

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COLLEGE FUNDING 101

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COLLEGE FUNDING 101 (cont.)

Source: Federal Student Aid. “My Future, My Way: First Step Towards College”. U.S. Department of Education.

(Note: More information on the basics of what college is can be found in Appendix A: Glossary of

Terms.)

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WHY COLLEGE? 101

Source: Federal Student Aid. “My Future, My Way: First Step Towards College”. U.S. Department of Education.

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What Matters Most to Colleges

(CollegeData.com)

While every college is different, some factors consistently rank as either Important or

Very Important:

Which Factors Rank as the Most Important to a College?

Overall high school grades—Your transcript will list every class that you have taken in

high school and the grade you received in that class. Colleges will be looking to see

whether you took challenging courses or whether you opted for the easier route.

College prep course grades (AP and honors)—For most selective institutions, college

prep courses count more than those of regular courses. If your high school does not

offer those advanced courses, try to take the most challenging courses available.

Standardized test scores—These include the results of the SAT Reasoning Test, the ACT

test, the SAT Subject Tests, and Advanced Placement (AP) tests. Colleges will let you

know which of these tests you will need to submit. The SAT Reasoning Test and the ACT

scores are the two most requested.

Essay (more details found in Appendix E)—Almost every application will ask you to

submit an essay or personal statement based on a question the college provides. You

usually choose from several questions. Your essay is your opportunity to put a

“personality” behind the application. The essay gives you a chance to say why you want

to attend that particular college. A good essay can tip a decision in your favor.

Extracurricular commitment—What you do in your spare time says a lot about you.

Maybe you’ve pursued a sport, spent years developing a talent, or made a strong

commitment to work or volunteering. What counts most to colleges, especially highly

selective colleges, is how long you have been involved, how much time you allot each

week, and whether or not you have taken a role of leadership in your activity.

Demonstrated interest—Whether it’s showing up for a college visit, calling admission

officers, or an enthusiastic interview, showing that you really want to attend a college

can help your chances—especially at private colleges.

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Special talent—This is a skill that makes you stand out. Whether it’s piano playing or

creativity in painting, a special talent could give you a leg up on other candidates, not to

mention access to scholarships that list your talent as one qualification. If a college

wants a talent you possess, there is no telling what they’ll offer.

Letters of recommendation—Although not all colleges ask for them, some colleges

require that you ask certain teachers, your high school counselor, and possibly your

principal to complete and submit to colleges recommendation forms as a testimony of

your achievements and capabilities. They are supposed to be letters of praise, so look

for faculty with whom you’ve had a good history, who know you well and who can

vouch for your likelihood of academic success.

Class rank—Class rank shows where you place numerically in your senior class based on

your Grade Point Average (GPA). The higher your GPA, the better chance you have of

being in a higher rank. Ranking number one or in the top 10 percent in a class of 300 is

more impressive than ranking in the same position in a class of 12. However, fewer and

fewer colleges are giving class rank high importance.

While all of these factors are important, it is up to the college to tell you which are the most

important to them. You can see that colleges want more than just test scores and GPAs. They

want a student who will be a successful, contributing member of their community.

Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

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Building a Résumé

The video called “Building a Résumé”, details possible items to include in a resume, along with advice about the importance of keeping information in a handy location, such as a college portfolio. After watching it, use this checklist to help you organize information for your resume.

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Building a Résumé (cont.)

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Building a Résumé (cont.)

Resume Checklist

Spelling o Did I do spell check and check words that have more than one spelling? o Did I have a friend read it, too?

Punctuation o Did I use correct punctuation? o Did I use the correct quotation marks? o Did I use bullets to list important items?

Grammar o Did I switch tenses? o Does anything sound vague or strangely worded? o Are all proper nouns capitalized? o Did I write numbers correctly? Numbers between one and nine are written as

words; numbers 10 and above are numerals. o Did I use one format consistently?

Word Choice o Did I avoid using shortcuts? (Alright, OK, etc.) o Did I use action verbs? o Do I know the meaning and correct use of all the words I used on this document?

Content o Did I read for content? o Does the information I included tell a story about me? o Did I check all dates to see that they were correct? o Is my address and phone number current and correct? o Is the name of the university spelled correctly?

Design o Is it too crowded? Is there plenty of white space? o Can I get it all on one page? o How many fonts did I use? Two is the max. o Did I use a font that is easy to read? o Did I justify the lines of type? Left justified is best. o Did I overuse capitalization, italics, underlines, or other emphasizing features? Is

the printed copy clear? Use high-quality paper and print on one side of the paper only.

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Building a Résumé (cont.)

Peer Evaluation 5 = top job, 4 = almost there, 3 = average, 2 = not quite, 1 = not so much

Write notes after each item if possible.

1. All words are spelled correctly. _________

2. The font is easy to read. _________

3. The résumé is clearly written and easy to understand. _________

4. It is informative and complete. _________

5. Something is listed in every category. _________

Total points = _____ out of possible 25 points

Source: ownyourownfuture.com

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Make Classes Count!

General Study Tips

Sit close to the front of the classroom when possible.

Join in class discussions.

Ask questions! If you don’t understand something, chances are others in the class don’t understand either.

Keep up with class assignments. Finish them before they’re due.

Ask for help in any class in which you find yourself falling behind. Remember, your teachers want to help you succeed!

Look for ways to sharpen your basic skills in each class. You can practice your writing skills in history, your algebra skills in science, and your math and science skills in vocational education classes.

Learn keyboarding skills so you can type your own schoolwork and use a computer.

Learn to take good class notes. You’ll be taking lots of notes during the rest of your life.

Learn to proofread, correct and rewrite your written work.

Develop test-taking skills. Your counselor and teachers can show you how to get the most out of your test preparation.

OUTSIDE of high school (what you do outside of school counts too!) Develop habits now that will help you succeed in high school, in education after high

school, and in the world of work.

Find a quiet place to study where you won’t be interrupted. Is it just too noisy at home? Ask your family or a teacher to help you find a place to study.

Plan a daily homework schedule and stick to it. Do more than is required.

Ask your family or friends to read your written work. And ask them for help if you’re having trouble at school.

Use your local library. If you don’t have a library card now, ask the librarian for one. They’re free.

Read newspapers and magazines. Talk with your family and friends about what you read.

Look up words you don’t know in the dictionary. Then use your new words in writing and while talking.

Talk with your family about career plans and what you want to do in the future.

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Study Tips: Learning Styles

Everyone’s brain develops differently; therefore, we all learn better in different ways. Take the learning

styles quiz (http://www.educationplanner.org/students/self-assessments/learning-styles.shtml); and

based on your results, refer to the list below to see different ways you can study for your classes, from

your easiest class to your most difficult.

Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

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Study Tips: Covey’s Time Management

Procrastination is a road block many of us struggle with, even as adults. Prioritizing what

should be done when helps put your day’s tasks and assignments into perspective. It’s not

enough to simply plan your time wisely; you must also USE it wisely. Use the example

below as a guidline for filling out your own time management sheet on the following page.

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Study Tips: Covey’s Time Management (cont.)

Key: Q-I = immediate, important deadlines; Q-II = long-term strategizing/development; Q-III

= time pressured activies that aren’t really important; Q-IV = activities that yield little/no

value, usually fun

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Study Tips: Notetaking

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Interests Reflection Sheet

Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

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CAREER SEARCH

Source: Federal Student Aid. “My Future, My Way: First Step Towards College”. U.S. Department of Education

NOTES AND QUESTIONS:

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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How Can I Start to Think About College?

In the end, picking ONE college out of hundreds requires lots of thought and research. Here are some ways to begin thinking about your college options: GETTING STARTED

It is important to remember that you want to pick a college that is RIGHT FOR YOU! YOU will be sitting in the college classroom—not your parents or your best friend. You will want to seek lots of advice along the way, especially from teachers or counselors who know colleges well. But, in the end, no one can tell you where you’ll be happy. So start by asking yourself questions about how you feel about school right now, like:

1. How do I learn best? In large classes or small groups? 2. Do I like being one of the best in a class, or do I need the competition of other equally

bright classmates in order to challenge myself? 1. Do I learn more quickly when structure is clear and uniform, or does freedom to make

choices about how I spend my time for a class fit me better? 2. What extracurricular activities have been most important to me? Which will I want to

continue in college? 3. What have I learned about my academic interests and abilities that influence what I

may study in college? 4. Who are my friends? Do I want my relationships in college to be similar or different? 5. Answers to these questions will help you apply what you have already learned about

yourself as you think about college possibilities. INCLUDE YOUR FAMILY

Now is a good time to start talking with your family about college. Are they ready to support you as you plan for college? Are there colleges that they hope you will consider? Are they comfortable with allowing you to travel a great distance for college? Are there limits to what they can or will contribute to your college finances?

If you and your parents are on the same page—great! If not, this might be a good time to share what you are learning in these workshops—or to ask your family to talk with the leader of these workshops to learn more about the advantages and range of colleges. If they are worried about paying for college, your workshop leader can help them understand the financial aid process. Your high school counselor can be your “College Planning Buddy”

Hopefully, there will be several sources for support as you prepare for and make your way through high school: family, teachers, coaches, religious leaders, and friends, but one you may not have considered is your school counselor. School counselors are one of the best ongoing sources of information and support for students who plan to go to college. If you are lucky enough to have a counselor in your middle school, it is a good idea to visit that person on a regular basis. Most school counselors have many, many students they want to help. To make sure your counselor knows you are planning for college, a good way to start is with a visit to introduce yourself and explain that college is your goal.

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If you are still in middle school, your counselor can help you make sure that you are taking all of the classes necessary so that you will be able to take college-preparatory high school classes. When it comes time to register for high school and to pick your courses, you will want to meet with a counselor to plan a strong high school program that will open doors to any college you wish to attend. When you get to high school, your counselor can help you:

Plan classes that prepare you well for college admission and success. Your counselor knows which high school classes are required for college admission.

Review how you are doing in your classes and suggest areas that need improvement. If you need to do some catching up, your counselor can suggest ways.

Find special programs that may help you prepare for college, beyond your school’s walls. These might include weekend or summer programs on college campuses (often free to students whose parents didn’t go to college), internships or community college classes open to high school students.

Your counselor will know about local college fairs, opportunities to visit college campuses, and even overnight visits to colleges that may be offered.

Familiarize yourself with everything you need to know about taking recommended and/or required college admission tests. Counselors know how and when to register for tests. They can even help with fee waivers if your family can’t afford to pay for tests.

Figure out how to PAY for college by applying for financial aid from colleges and scholarship agencies.

Meet with your family to help them understand how the college admission and financial aid process works!

Although most of the work you will do with your high school counselor about college planning will take place during your junior and senior years, it is never too early to visit with your counselor. Whatever grade you are in NOW, this is the time to start helping your counselor get to know you and your college dreams. SPECIAL NOTE FOR STUDENTS WITHOUT A COUNSELOR: If you don’t have a school counselor available, ask a teacher you trust to serve as your advisor as you plan for high school and, later, for college.

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Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

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College Treasure Hunt

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College Treasure Hunt (cont.)

Source: National Association for College Admission Counseling. “Step By Step: College Awareness

and Planning.” NACAC.

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Course Selection Planning Sheet

A pivotal part of the college planning process begins with ensuring that you take the right courses to get

into college. The usual is taking 4x4 as in taking 4 science, math, social studies, and language arts

each in high school. Use the table below to record the courses you are taking now and plan what

courses you should be taking next year BEFORE registering for next year’s classes. Consider whether or

not you should take an advanced course in a certain subject (i.e. honors, AP). If you would like extra

guidance, talk to your teachers and guidance counselor for input on what courses you should be taking

next year to be the most successful.

I am in _____ grade

I have completed…

I need to take next year…

My interests include:

_______ Sciences

Science

_______ Math

Math

_______ Social Studies

Social Studies

_______ Language Arts

Language Arts

_______ Electives

Electives:

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Paying for College is a Family Affair

THE SAD FACT is many students who earn admission to college never go, because they do not

complete the financial aid process.

THE GOOD NEWS is there are lots of ways to pay for college and lots of information and help

are available to students who honestly need financial aid assistance.

Facts Worth Noting:

The SOONER you begin to think about paying for college the better.

Money is available to almost every student who attends college.

No one gets financial aid by wishing! You need to apply and FOLLOW THROUGH!

Even the most ambitious student will need assistance from the adults in the household

to complete the financial aid process (i.e. taxes, assets information).

You do not need to pay anyone to help you apply for financial aid! Beware of anyone

who offers a service for a fee.

Often the most expensive colleges have the “deepest pockets” and can help the very

neediest students to make college affordable.

There is a lot money available to students with need:

While it’s true college costs increase almost yearly, it is also true that there is more financial aid available for undergraduates than ever before – according to the College Board, more than $185 billion (2011-2012). This money comes from the following sources:

US Federal Government, which provides more than $135 billion a year in grants, loans, work-study assistance, and education tax benefits.

State grant and loan programs.

College and university grant, loan and scholarship programs.

Scholarships or grants given by foundations, corporations and community organizations.

Source: National Association for College Admission Counseling. “Step By Step: College Awareness

and Planning.” NACAC.

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College Knowledge Pre-Survey

Circle true or false for the following statements:

32. I can start planning for college NOW. TRUE FALSE

33. A bachelor’s degree is the only degree you can

get after graduating high school. TRUE FALSE

34. Even if I am undocumented and/or my family

doesn’t have a lot of money to pay for college, I

can go to college.

TRUE FALSE

35. Getting a college degree can help me receive

higher pay in my job. TRUE FALSE

36. Colleges only care that students have high

grades and high standardized test scores. TRUE FALSE

37. College is my only option after I graduate high

school. TRUE FALSE

38. It is important that I do not post anything that

will make me look bad online (i.e. cyberbullying,

underage drinking).

TRUE FALSE

39. Every student should learn the same way so

they can do well in school. TRUE FALSE

40. Colleges like to accept students with a

community service background. TRUE FALSE

41. I can make money doing something that I

already love to do for fun.

TRUE FALSE

42. If I want to be successful, I have to go to an Ivy

League school (i.e. Duke, Harvard, Yale).

TRUE FALSE

Circle “yes” if you have heard of each of these terms below, and circle no if you have not. If you have, in

a few words describe it. If it is an acronym, write out the words that it stands for (i.e. ttyl = “talk to you later”).

Term Have you heard of it? If yes, what does it mean or stand for?

43. Résumé YES NO

44. College Grant YES NO

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45. College

Scholarship

YES NO

46. HBCU YES NO

47. Liberal Arts

College

YES NO

48. Public College YES NO

49. Private College YES NO

50. FAFSA YES NO

51. Rolling

Admissions

YES NO

52. Wait-list YES NO

53. Early Action YES NO

54. Early Admission YES NO

55. Credit Hours YES NO

56. Application Fee

Waiver

YES NO

57. Division I, II, and

III

YES NO

58. Common App YES NO

59. Official Transcript YES NO

60. PSAT YES NO

61. EFC YES NO

62. Work-study YES NO

Name: ______________________________________ Age: ___________________ Grade: ______

Race/Ethnicity: _____________________________________ Gender: _____________

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APPENDIX A: GLOSSARY OF TERMS COLLEGE TYPES: While no two are exactly alike, most fall into one or more of the following categories:

Liberal Arts Colleges focus on the education of undergraduate students. Classes are generally taught by professors who see teaching as their primary responsibility. Students who attend liberal arts colleges are exposed to a broad sampling of classes. In addition, they select at least one area of in-depth study that is their college “major.” Many employers look for graduates of liberal arts programs, because they are “well-rounded.”

Universities are generally larger and include a liberal arts college, as well as colleges focused on preparation for a specific career, like nursing or education. Universities offer a greater range of academic choices than do liberal arts colleges, but often come with classes that are quite large.

Technical Institutes and Professional Schools enroll students who have made clear decisions about what they want to study and emphasize preparation for specific careers, for example in music or ne arts, engineering or technical sciences. You will want to be quite sure of your future direction before selecting one of these options.

Hispanic-serving Institutions are colleges, universities or systems/districts where total Hispanic enrollment constitutes a minimum of 25 percent at either the undergraduate or graduate level.

Historically Black Colleges and Universities and their origins in the time when African-American students were systematically denied access to most other colleges and universities. Students at HBCU’s have a unique opportunity to experience an educational community as the majority. They and committed faculty mentors who encourage their expectations of success.

Tribal Colleges are similar to HBCU’s, in focusing on the needs and education of American Indian students.

Women’s Colleges, with their larger numbers of female faculty and administrators, offer college women confidence-building role models, greater opportunities to serve in a full range of student leadership positions, and a heightened awareness of career possibilities for women. Women’s colleges graduate a high number of science majors, as well as students who continue on to graduate school and/or professional studies.

Community or junior colleges generally offer the first two years of a liberal arts education, in addition to specialized occupational preparation. An associate degree is awarded at the end of a two-year program of studies, following which many students continue their education at a four-year institution.

Proprietary institutions are considered for-pro profit companies that operate under the demands of investors and stockholders. They attract adult learners and part-time students in search of narrowly-focused professional training opportunities. These programs usually offer a non-traditional format; many for-pro ts also have classes solely available online.

OTHER COLLEGE TERMS YOU’LL WANT TO KNOW: Public colleges and universities are financed by state taxes. Their primary mission is often to serve students who live where you do. Generally, they cost less than private colleges. Private colleges and universities are not supported by states or taxes. Some receive support from religious groups or other endowments. Financial aid comes in many forms and helps students with need pay for college costs. Financial aid includes:

grants: money given to students based upon family income

scholarships: awards based upon school performance, test scores, or special talents (like sports or music). Undergraduate degrees include: a two-year associate degree (earned at a community college or two-year private college) and a bachelor’s degree (completed at a four-year institution).

Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

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APPENDIX B: List of Helpful Sites

COLLEGE INFORMATION CSO College Center (for first generation students): www.imfirst.org The College Board: www.collegeboard.com KnowHow2Go: www.knowhow2go.org Hobson’s CollegeView: www.collegeview.com Peterson’s: www.petersons.com The Common Application Online: www.commonapp.org Colleges That Change Lives: www.ctcl.org Undocumented Students: www.nacacnet.org/issues-action/LegislativeNews/Pages/Undocumented.aspx

FINANCIAL AID AND SCHOLARSHIP INFORMATION Federal Student Aid: http://studentaid.ed.gov Free Application for Federal Student Aid (FAFSA): www.fafsa.gov FAFSA4caster: www.fafsa4caster.ed.gov CSS/PROFILE: https://proleonline.collegeboard.com The Smart Student Guide to Financial Aid: www. naid.org FastWeb: www.fastweb.com FindTuition: www.findtuition.com Sallie Mae: www.salliemae.com MALDEF (The Latino Legal Voice for Civil Rights in America): http://www.maldef.org/assets/pdf/2016-2017_MALDEF_Scholarship_List.pdf

TESTING ACT: www.act.org ACT Fee Waiver Instructions: www.actstudent.org/faq/answers/feewaiver.html SAT: The College Board: www.collegeboard.com SAT Fee Waiver Instructions: www.collegeboard.com/student/testing/sat/calenfees/feewaivers.html Preliminary SAT (PSAT): www.collegeboard.com/student/testing/psat/about.html Free Test Prep from Number2.com: www.number2.com The Princeton Review: www.princetonreview.com Kaplan’s Test Prep: www.kaptest.com

ASSOCIATIONS/ORGANIZATIONS AND RESEARCH/POLICY National Association for College Admission Counseling: www.nacacnet.org Member Portal/United Negro College Fund (UNCF): www.uncf.org Hispanic Association of Colleges and Universities: www.hacu.net/hacu/Default_EN.asp National Association for Equal Opportunity in Higher Education: www.nafeo.org First In The Family: www.firstinthefamily.org Educators for Fair Consideration (E4FC): http://www.e4fc.org/

ATHLETICS The Official NCAA Initial-Eligibility Clearinghouse: http://eligibilitycenter.org Campus Champs: www.campuschamps.org

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APPENDIX B (cont.)

Athletic Aid: www.athleticaid.com

CAREERS Career Cruising (id = chapelhillnc, pw = tigers): https://public.careercruising.com/en/

The Occupational Outlook Handbook: www.bls.gov/ooh

My Next Move: http://www.mynextmove.org/

Nursing School Process: RNtoBSN.org

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APPENDIX C: College To-Do List by Class Year

Middle School To Do:

Think about college as an important part of your future. Discuss your thoughts and ideas with your family and with people at school.

Start saving for college if you haven’t already.

Take challenging and interesting classes to prepare for high school.

Ask your parent or guardian to help you research which high schools or special programs will most benefit your interests.

Develop strong study habits.

Do your best in school and on standardized tests. If you are having difficulty, don’t give up—get help from a teacher, tutor, or mentor.

Become involved in school- or community-based activities that let you explore your interests and learn new things.

Speak with adults, such as your teacher, school counselor or librarian, relatives, or family friends, who you think have interesting jobs. Ask them, “What do you like about your job?” and “What education did you need for your job?”

9th Grade To Do:

Take challenging classes in core academic subjects. Most colleges require four years of English, at least three years of social studies (history, civics, geography, economics, etc.), three years of mathematics, and three years of science, and many require two years of a foreign language. Round out your course load with classes in computer science and the arts.

Work with one of your parents to estimate your financial aid using FAFSA4caster and be sure to save for college.

Get involved in school- or community-based activities that interest you or let you explore career interests. Consider working, volunteering, and/or participating in academic enrichment programs, summer workshops, and camps with specialty focuses such as music, arts, or science. Remember—it’s quality (not quantity) that counts.

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APPENDIX C (cont.)

Ask your guidance counselor or teachers what Advanced Placement courses are available, whether you are eligible, and how to enroll in them.

Use the U.S. Department of Labor’s career search tool to research your career options.

Start a list of your awards, honors, paid and volunteer work, and extracurricular activities. Update it throughout high school.

10th Grade To Do:

Meet with your school counselor or mentor to discuss colleges and their requirements.

Consider taking a practice Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), or check out the ACT Aspire exam "sandbox."

Plan to use your summer wisely: Work, volunteer, or take a summer course (away or at a local college).

Go to career information events to get a more detailed look at career options.

Research majors that might be a good fit with your interests and goals based on your results from the U.S. Department of Labor’s career search.

11th Grade To Do:

All Year

Explore careers and their earning potential with the Occupational Outlook Handbook search tool. Or, for a fun interactive tool, try this career search.

Learn about choosing a college and find a link to our free college search tool.

Go to college fairs and college-preparation presentations hosted by college representatives.

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Fall

Take the PSAT/NMSQT. You must take the test in 11th grade to qualify for scholarships and programs associated with the National Merit Scholarship Program.

APPENDIX C (cont.)

Spring

Register for and take exams for college admission. The standardized tests that many colleges require are the SAT, the SAT Subject Tests, and the ACT. Check with the colleges you are interested in to see what tests they require.

Use a free scholarship search to find scholarships for which you might want to apply. Some deadlines fall as early as the summer between 11th and 12th grades, so prepare now to submit applications soon.

Summer Before 12th Grade

Create a username and password called an FSA ID that you’ll use to confirm your identity when accessing your government financial aid information and electronically signing your federal student aid documents. Learn about the FSA ID, and create yours. Note: You must create your own FSA ID; if your parent creates it for you, that’ll cause confusion later and will slow down the financial aid application process. (By the way, you can watch a video about creating an FSA ID below.)

Narrow down the list of colleges you are considering attending. If you can, visit the schools that interest you.

Contact colleges to request information and applications for admission. Ask about financial aid, admission requirements, and deadlines.

Decide whether you are going to apply for admission under a particular college’s early decision, early action, or regular decision program. Be sure to learn about the program deadlines and requirements.

Use the FAFSA4caster financial aid estimator (found in the “Thinking About College?” section on the home page of fafsa.gov), and compare the results to the actual costs at the colleges to which you will apply. To supplement any aid FAFSA4caster estimates you might receive, be sure to apply for scholarships. Your goal is to minimize the amount of loan funds you borrow so you have less to pay back later.

3

12th Grade To Do:

All Year

Work hard all the way to graduation—second-semester grades can affect scholarship eligibility.

APPENDIX C (cont.)

Stay involved in after-school activities, and seek leadership roles if possible.

Fall

As soon as possible after its Oct. 1 release, complete and submit your Free Application

for Federal Student Aid (FAFSA®), at fafsa.gov, along with any other financial aid applications

your chosen school(s) may require. You should submit your FAFSA® by the earliest financial

aid deadline of the schools to which you are applying, usually by early February. Refer to the

FAFSA: Applying for Aid section of this site as you go through the application process.

After you submit the FAFSA, you should receive your Student Aid Report (SAR) within

three days to three weeks. This document lists your answers to the questions on your FAFSA

and gives you some basic information about your aid eligibility. Quickly make any necessary

corrections and submit them to the FAFSA processor.

If you haven’t done so already, register for and take the standardized tests required for

college admission. Check with the colleges you are interested in to see what tests they

require.

Apply to the colleges you have chosen. Prepare your applications carefully. Follow the

instructions, and PAY CLOSE ATTENTION TO DEADLINES!

Well before your college application deadlines, ask your counselor and teachers to

submit the required documents (e.g., transcript, letters of recommendation) to the colleges

to which you’re applying.

Complete any last scholarship applications.

Spring

Visit colleges that have invited you to enroll.

4

Review your college acceptances and compare the colleges’ financial aid offers.

Contact a school’s financial aid office if you have questions about the aid that school has offered you. In fact, getting to know your financial aid staff early is a good idea no matter what—they can tell you about deadlines, other aid for which you might wish to apply, and important paperwork you might need to submit.

APPENDIX C (cont.)

When you decide which school you want to attend, notify that school of your commitment and submit any required financial deposit. Many schools require this notification and deposit by May 1.

5

APPENDIX D: OPTIONS FOR UNDOCUMENTED AND

IMMIGRANT STUDENTS

1. Career and College Promise Program at Durham Technical Community College—This is a dual degree program where students will take classes at their highLo school as well as Durham Technical Community College.

For more information: http://www.durhamtech.edu/ccp/

2. Middle College Program—This program is for Juniors and Seniors. They will take all courses at Durham Technical community college and receive college credit for the two years of attendance. Students can start their Junior year or Senior year at the school.

For more information:

http://www.edlinesites.net/pages/Middle_College

3. Look up online college programs from your country of origin. Many of your native countries offer online programs for students who are no longer in that country.

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APPENDIX E: Admission Essay Cheat Sheet

Basic admission essay writing tips

a. Answer the question that’s asked.

b. Focus on a slice of your life, not your entire life story. Think

Small.

c. “Instead of trying to be dramatic, be interesting.” (Fiske

Real College Essays that Work)

d. Avoid using gimmicks.

e. Don’t write your resume in essay format.

f. Don’t use 50 words when five will do the trick.

g. Get the reader’s attention at the beginning of the essay.

h. Don’t restate the question in the first sentence of your

response.

i. Have a “so what?” message. That is, reflect on the meaning

of your story. Make sure the reader understands why you

have told this story.

j. Show, don’t tell.

k. Make sure it sounds like you.

l. Don’t forget to proofread.

m. Voice matters as much as content

Don’t….. a. Use slang or abbreviations.

b. Tell lies or exaggerate.

c. Simply write a list of things you do or have achieved.

d. Give political viewpoints.

e. Ramble.

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APPENDIX E (cont.)

f. Write it in the form of a letter, starting with 'Dear Sir /

Madam' and ending with 'Thank you for reading my

statement, your sincerely'.

g. Sound arrogant

h. Repeat information you have included on the rest of the

application

i. Use repetitive language, such as ‘I like...' or 'I have...’ etc.

Sample Personal Statements:

I am very excited to apply to Illinois State University. I have fallen in love with the ISU campus after seeing it first-hand in July. The open campus is very pleasant and comfortable. I have met many alumni from Illinois State University who have only positive things to say about the school and its courses. My best friend is also thinking about applying at ISU. His father, Tom Rosko, is a graduate of ISU who is encouraging me to attend the school because of its great academic curriculum. I would like to attend ISU for many reasons. First, I am interested in possibly majoring in education or business. ISU excels in both of these colleges. In addition, Illinois State University offers many classes to assist me in meeting my career goals. ISU is also not far from my hometown, Libertyville. I would like to attend a college close to home and one that allows me to be independent as well. ISU is just the right size for me; the college is a good median between a large school and a small, private school. When I visited the campus in July, I had a chance to view the dorms, which were clean and impressive. I am also interested in being an Illinois State Athlete. I have qualified in state competitions in high jump and hope to participate in the sport at ISU. I have met with an ISU representative and we discussed sports and possible scholarship benefits. In addition to being a student athlete I am an employee at a retail shoe store. My job as taught me responsibility and reliability, which are important traits to have when representing a school. All in all, I believe Illinois State is the right school for me. Not only does the school have great business and education colleges, but it is also the right size, right location and the right environment for me to excel. I am looking forward to being a Redbird!

APPENDIX E (cont.)

8

She stood there crying. She was the only child in the room openly

screaming. I stood there thinking, that I actually chose this high school class after tutoring in middle school and working as a Sunday school teacher’s aide the year before. I thought that I might want to be a teacher, so I signed up for “Intro to Preschool”. She stood there scared and afraid, and little did she know, so did I. Kayla was her name and she was my student for the semester. At the age of four

she was timid and she did not try to fit in with the others. She had trouble learning because of an unwillingness to participate. As days passed, I began to earn her trust. She started to listen and learn in a one on one setting with me, by playing interactive games and trying to read books. I now had her interested in learning, but I know that preschool was so much about social skills as it was about the academics. My

goal was to transition her into the group before the semester ended. We started small, asking her to share crayons and markers with her peers, requiring her to interact and socialize on a simple level. When there was an activity planned and she told me that she did not want to play, I played and then she eventually joined in. We transitioned from reading books one on one, to reading in a group setting. One day to my surprise, she came into the room, said “hi” and went off to play with two other students, Jason and Taylor. The moment I saw her interacting with the other children I felt excited for her, and fulfilled as a teacher. I had achieved my goal a half a semester

early. I had signed up to learn the mechanics of teaching, but I had gained knowledge about myself and the whole process of learning. I watched a little student blossom and open before my eyes. As we stood there the last day of the semester, she stood there beaming, excited about her new preschool friends and all the possibilities ahead of her. And again, my emotions mirrored hers; I stood there excited about the possibilities of a career in teaching and the challenges that are ahead of me. As I move into my senior year, I continue to pursue my goal in teaching. I will be involved in a program called TIP (Teacher Internship Program). Through this program, I will gain more classroom experience, this time in a grammar school setting. I know that in order to teach, I must further my education. I have visited Illinois State University and I am excited about the courses offered. The student body was very welcoming to an unfamiliar face. The potential of living in a dorm setting with people of the same academic interest is appealing. I hope to achieve my goals at ISU.

(From Pekin High)

http://www.pekinhigh.net/guidance/ExamplesofPersonalStatementsGoodandBad.htm