This document summarizes a college planning presentation given to Ocean City High School juniors. It introduces the college counseling team and covers topics like the college visit process, using Naviance for college exploration and applications, standardized testing, college selection criteria, and financial aid. A guest speaker from Vanderbilt discusses the importance of campus visits. Students are advised to apply to a range of selective and likely admission schools.
CTD0023b MDC Spring Registration and Advisementvzayas
This document provides training information for advisors regarding Florida's new legislation allowing some students to opt out of placement testing and developmental education courses. It outlines a three-step process for advisors to verify student eligibility, determine the appropriate advising conversation, and assist students with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information to verify exemption status and advise students on their options to take college-level or developmental courses based on their academic history and readiness. The training emphasizes consistent application of the process across all campuses.
This document provides training information for advisors regarding Florida's new legislation allowing some students to skip placement testing and developmental education courses. It outlines a three-step process for advisors to verify student eligibility, provide advising on course options, and assist with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information, verify eligibility, discuss developmental versus college-level course options, and provide overrides as needed for registration. The training emphasizes consistent application of the new process across all campuses.
CTD0023B MDC Spring 2013 Registration and Advisement Training vzayas
This document provides training information for advisors regarding Florida's new legislation allowing some students to opt out of placement testing and developmental education courses. It outlines a three step process for advisors to verify student eligibility, provide advising on course options, and assist with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information to determine eligibility and advise students, either recommending college-level courses and supplemental support, or developmental education courses. The training covers how to verify eligibility using school and diploma records, determine the appropriate advising conversation, provide overrides as needed, and address students who are not exempt.
- The document provides information to students and families about the college admissions process, including the key factors that colleges consider in applications like GPA, test scores, courses, and extracurricular activities.
- It discusses preparing for and taking the SAT/ACT, including recommended timing and the differences between the tests. Sample transcripts and minimum college requirements are also presented.
- Options for different types of colleges - such as selective, two-year, and those requiring athletic participation - are outlined, along with statistics and requirements for some sample schools. Financial aid and scholarship resources are also covered.
We Can All Go To College: We Just Need A PlanRebecca Joseph
This is a presentation I gave to all seniors at South East High School in LAUSD. The students are all bound in different college directions, and all need to make pro-active plans NOW.
The document provides information about university counselling services at DCB, including:
1) Contact information for various university counsellors and their responsibilities based on student surnames and nationalities.
2) An overview of the university counselling process at DCB from years 7-13, outlining the support and guidance provided to students each year.
3) Frequently asked questions about the university application process, and responses providing advice on topics like researching universities, prioritizing extracurricular activities, and number of applications.
CTD0023b MDC Spring Registration and Advisementvzayas
This document provides training information for advisors regarding Florida's new legislation allowing some students to opt out of placement testing and developmental education courses. It outlines a three-step process for advisors to verify student eligibility, determine the appropriate advising conversation, and assist students with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information to verify exemption status and advise students on their options to take college-level or developmental courses based on their academic history and readiness. The training emphasizes consistent application of the process across all campuses.
This document provides training information for advisors regarding Florida's new legislation allowing some students to skip placement testing and developmental education courses. It outlines a three-step process for advisors to verify student eligibility, provide advising on course options, and assist with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information, verify eligibility, discuss developmental versus college-level course options, and provide overrides as needed for registration. The training emphasizes consistent application of the new process across all campuses.
CTD0023B MDC Spring 2013 Registration and Advisement Training vzayas
This document provides training information for advisors regarding Florida's new legislation allowing some students to opt out of placement testing and developmental education courses. It outlines a three step process for advisors to verify student eligibility, provide advising on course options, and assist with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information to determine eligibility and advise students, either recommending college-level courses and supplemental support, or developmental education courses. The training covers how to verify eligibility using school and diploma records, determine the appropriate advising conversation, provide overrides as needed, and address students who are not exempt.
- The document provides information to students and families about the college admissions process, including the key factors that colleges consider in applications like GPA, test scores, courses, and extracurricular activities.
- It discusses preparing for and taking the SAT/ACT, including recommended timing and the differences between the tests. Sample transcripts and minimum college requirements are also presented.
- Options for different types of colleges - such as selective, two-year, and those requiring athletic participation - are outlined, along with statistics and requirements for some sample schools. Financial aid and scholarship resources are also covered.
We Can All Go To College: We Just Need A PlanRebecca Joseph
This is a presentation I gave to all seniors at South East High School in LAUSD. The students are all bound in different college directions, and all need to make pro-active plans NOW.
The document provides information about university counselling services at DCB, including:
1) Contact information for various university counsellors and their responsibilities based on student surnames and nationalities.
2) An overview of the university counselling process at DCB from years 7-13, outlining the support and guidance provided to students each year.
3) Frequently asked questions about the university application process, and responses providing advice on topics like researching universities, prioritizing extracurricular activities, and number of applications.
Major Confusion: Helping Students Navigate Through a Maze of MajorsReed T. Curtis, M.Ed.
This document summarizes a presentation about helping students navigate major confusion in college. It discusses:
1) What major confusion is and common statistics around students changing majors. 2) Different types of confused students like undecided, indecisive, or major changers. 3) Myths about undecided students. 4) Treatment options discussed including referrals, programming, and curricular interventions. 5) UNCW's specific efforts like advising centers, a college and career portfolio assignment, pre-registration assignments, and major confusion workshops.
This document provides information about different college options including the California State University (CSU) system, University of California (UC) system, private colleges, and community colleges. It introduces six students who have attended different colleges and discusses their paths. It also summarizes programs like the Educational Opportunity Program (EOP), costs for CSU, UC, and private colleges, and pathways to transfer from community college to a four-year institution. The document aims to help students develop a plan to attend the college that best fits their needs and qualifications.
The document provides guidance on applying for graduate school, including timelines for completing tasks such as taking standardized tests, securing letters of recommendation, writing a personal statement, and submitting applications. It also discusses factors to consider in choosing a graduate program and types of financial aid available, emphasizing the importance of fellowships. Completing the application process over the course of a year is recommended.
Rising 9th Grade Registration Night PowerPoint (2-2-2015)Andy Lombardo
The document outlines information presented at a meeting for Maryville Junior High School parents and students. It discusses the path to college and careers, including GPA, testing, and course rigor. It provides details about courses, graduation requirements, and the registration process for freshman year. It also reviews athletic eligibility and available help for the online registration system.
A how to guide on the college admissions (1)sjordan1573
This document provides an overview of the college admissions process. It discusses the different types and sizes of colleges, important deadlines and requirements for applications, how admissions decisions are made, tips for researching colleges, and recommendations for visiting campuses. Students are advised to start researching options in sophomore/junior year and to avoid late applications or other mistakes in the process.
Self authorship college student learning and developmentmkempland
This document discusses Marcia Baxter Magolda's theory of self-authorship, which describes students' journey toward developing an internal sense of identity, values and beliefs. It presents a longitudinal study that followed 1,000 students from ages 18-40 as they progressed through three tiers - following external formulas, crossroads of exploring options, and self-authorship. The document provides strategies for student affairs personnel to help guide students through each tier by fostering reflection, dialogue and leadership opportunities to develop self-authorship.
Overview of the Graduate School Application ProcessDr. Molly Morin
Several components are involved in the graduate school application process. This presentation provides an overview of these many components including: reasons for going to graduate school, finding fit, application materials, personal statement advice, requesting a letter of recommendation, and more!
This document summarizes a presentation about holistic admissions. It discusses the benefits of holistic admissions, promising practices institutions are using, and resources available. Specifically, it outlines 12 promising practices like setting clear enrollment goals, diversifying admissions committees, using application components holistically, and viewing standardized test scores as one positive indicator among many. The presentation recommends the website holisticadmissions.org for more information and resources to help institutions implement holistic review processes.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
Prior Learning Assessment a Student's Perspective ppt oct 2010 afMara Kaufmann
A PLA, or Prior Learning Assessment, allows students to demonstrate college-level learning gained from work experience, military training, hobbies, or other activities to earn credit toward their degree. There are several options for demonstrating this learning, including transcript credit, standardized exams, evaluations of non-collegiate programs, or an individualized PLA process. For the individualized process, the student works with a mentor to identify areas of potential college-level knowledge and submit a request with documentation to an evaluator for review. If approved, the recommended credits must still be approved by an assessment committee before being added to the student's transcript and degree program.
9 18-14 college planning night presentationwpwebsite
This document summarizes a presentation for high school students on preparing for and applying to college. It includes an overview of the college search and application process, factors colleges consider, types of applications and admissions decisions. It also provides resources and timelines for applying, including details about the NOVA Pathways program which guarantees admission to 4-year universities after completing an associate's degree.
This document provides information for a 3 credit course called Foundations of American Education at Hawaii Pacific University in Spring 2016. The course will be held on Wednesdays from 5:15-8:10PM from January 18 to May 8. The instructor is Professor Alexander Insel and required textbooks are listed. Important dates are provided including registration deadlines, holidays, and the last day to drop the course. The attendance policy, late work policy, and academic honesty policy are outlined. The document also includes information on disabilities, field experiences, appearance standards, and illness or injury procedures for field settings.
This document provides information about a college planning meeting being held at Riverside High School on September 30, 2015 from 6:00-7:00 pm. The agenda includes discussing graduation requirements, post-secondary options, the college application process, financial aid, SAT/ACT testing, and important upcoming dates. Counselors are assigned to students by last name and contact information is provided for additional support staff. An overview of graduation requirements, endorsement options, and the NC Academic Scholars program is also given. The document outlines the college application process including early decision, early action, regular admission and rolling admission. It provides information about the SAT, ACT, transcripts requests, and financial aid including the FAFSA.
During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.
2016 09 15 college planning night presentationwpwebsite
This document provides information for students and parents about an information night on college planning at West Potomac High School. It includes details about school counselors, a presentation on options after high school including two-year and four-year colleges as well as military and career options. It also discusses the Pathway to Baccalaureate program which guarantees admission to NOVA Community College and transfer to 4-year schools. The document outlines the application process including testing, transcripts, letters of recommendation, and resources for college planning assistance available at the high school.
College Admission Presentation 3-26-2022.pptxLindaQatanani
This document provides an overview of the college admission process presented by Mrs. Linda Qatanani, an academic and college counselor. It discusses the 5 main steps of the process: 1) researching colleges and taking standardized tests, 2) visiting campuses, 3) starting early and meeting deadlines, 4) applying for financial aid and scholarships, and 5) making a final decision. The presentation provides guidance for juniors and seniors on college planning, application requirements and materials, financial aid, and important deadlines to meet throughout the admission process. Resources for students are also listed.
Major Confusion: Helping Students Navigate Through a Maze of MajorsReed T. Curtis, M.Ed.
This document summarizes a presentation about helping students navigate major confusion in college. It discusses:
1) What major confusion is and common statistics around students changing majors. 2) Different types of confused students like undecided, indecisive, or major changers. 3) Myths about undecided students. 4) Treatment options discussed including referrals, programming, and curricular interventions. 5) UNCW's specific efforts like advising centers, a college and career portfolio assignment, pre-registration assignments, and major confusion workshops.
This document provides information about different college options including the California State University (CSU) system, University of California (UC) system, private colleges, and community colleges. It introduces six students who have attended different colleges and discusses their paths. It also summarizes programs like the Educational Opportunity Program (EOP), costs for CSU, UC, and private colleges, and pathways to transfer from community college to a four-year institution. The document aims to help students develop a plan to attend the college that best fits their needs and qualifications.
The document provides guidance on applying for graduate school, including timelines for completing tasks such as taking standardized tests, securing letters of recommendation, writing a personal statement, and submitting applications. It also discusses factors to consider in choosing a graduate program and types of financial aid available, emphasizing the importance of fellowships. Completing the application process over the course of a year is recommended.
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The document outlines information presented at a meeting for Maryville Junior High School parents and students. It discusses the path to college and careers, including GPA, testing, and course rigor. It provides details about courses, graduation requirements, and the registration process for freshman year. It also reviews athletic eligibility and available help for the online registration system.
A how to guide on the college admissions (1)sjordan1573
This document provides an overview of the college admissions process. It discusses the different types and sizes of colleges, important deadlines and requirements for applications, how admissions decisions are made, tips for researching colleges, and recommendations for visiting campuses. Students are advised to start researching options in sophomore/junior year and to avoid late applications or other mistakes in the process.
Self authorship college student learning and developmentmkempland
This document discusses Marcia Baxter Magolda's theory of self-authorship, which describes students' journey toward developing an internal sense of identity, values and beliefs. It presents a longitudinal study that followed 1,000 students from ages 18-40 as they progressed through three tiers - following external formulas, crossroads of exploring options, and self-authorship. The document provides strategies for student affairs personnel to help guide students through each tier by fostering reflection, dialogue and leadership opportunities to develop self-authorship.
Overview of the Graduate School Application ProcessDr. Molly Morin
Several components are involved in the graduate school application process. This presentation provides an overview of these many components including: reasons for going to graduate school, finding fit, application materials, personal statement advice, requesting a letter of recommendation, and more!
This document summarizes a presentation about holistic admissions. It discusses the benefits of holistic admissions, promising practices institutions are using, and resources available. Specifically, it outlines 12 promising practices like setting clear enrollment goals, diversifying admissions committees, using application components holistically, and viewing standardized test scores as one positive indicator among many. The presentation recommends the website holisticadmissions.org for more information and resources to help institutions implement holistic review processes.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
Prior Learning Assessment a Student's Perspective ppt oct 2010 afMara Kaufmann
A PLA, or Prior Learning Assessment, allows students to demonstrate college-level learning gained from work experience, military training, hobbies, or other activities to earn credit toward their degree. There are several options for demonstrating this learning, including transcript credit, standardized exams, evaluations of non-collegiate programs, or an individualized PLA process. For the individualized process, the student works with a mentor to identify areas of potential college-level knowledge and submit a request with documentation to an evaluator for review. If approved, the recommended credits must still be approved by an assessment committee before being added to the student's transcript and degree program.
9 18-14 college planning night presentationwpwebsite
This document summarizes a presentation for high school students on preparing for and applying to college. It includes an overview of the college search and application process, factors colleges consider, types of applications and admissions decisions. It also provides resources and timelines for applying, including details about the NOVA Pathways program which guarantees admission to 4-year universities after completing an associate's degree.
This document provides information for a 3 credit course called Foundations of American Education at Hawaii Pacific University in Spring 2016. The course will be held on Wednesdays from 5:15-8:10PM from January 18 to May 8. The instructor is Professor Alexander Insel and required textbooks are listed. Important dates are provided including registration deadlines, holidays, and the last day to drop the course. The attendance policy, late work policy, and academic honesty policy are outlined. The document also includes information on disabilities, field experiences, appearance standards, and illness or injury procedures for field settings.
This document provides information about a college planning meeting being held at Riverside High School on September 30, 2015 from 6:00-7:00 pm. The agenda includes discussing graduation requirements, post-secondary options, the college application process, financial aid, SAT/ACT testing, and important upcoming dates. Counselors are assigned to students by last name and contact information is provided for additional support staff. An overview of graduation requirements, endorsement options, and the NC Academic Scholars program is also given. The document outlines the college application process including early decision, early action, regular admission and rolling admission. It provides information about the SAT, ACT, transcripts requests, and financial aid including the FAFSA.
During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.
2016 09 15 college planning night presentationwpwebsite
This document provides information for students and parents about an information night on college planning at West Potomac High School. It includes details about school counselors, a presentation on options after high school including two-year and four-year colleges as well as military and career options. It also discusses the Pathway to Baccalaureate program which guarantees admission to NOVA Community College and transfer to 4-year schools. The document outlines the application process including testing, transcripts, letters of recommendation, and resources for college planning assistance available at the high school.
College Admission Presentation 3-26-2022.pptxLindaQatanani
This document provides an overview of the college admission process presented by Mrs. Linda Qatanani, an academic and college counselor. It discusses the 5 main steps of the process: 1) researching colleges and taking standardized tests, 2) visiting campuses, 3) starting early and meeting deadlines, 4) applying for financial aid and scholarships, and 5) making a final decision. The presentation provides guidance for juniors and seniors on college planning, application requirements and materials, financial aid, and important deadlines to meet throughout the admission process. Resources for students are also listed.
This document provides guidance for students applying to colleges, including requirements for transcript requests, application deadlines, tips for filling out applications accurately and completely, maintaining communication with colleges, and being patient during the application process. It warns against fabricating information and discusses the differences between early decision and early action applications. Myths about admissions are debunked, such as that extracurricular activities or financial aid applications don't matter. The importance of interviews, avoiding senioritis, and carefully deciding between admission offers is emphasized.
This document summarizes a meeting for junior parents that discusses decisions about post-secondary education, admission requirements for different institutions, standardized tests, financial aid, scholarships, and other resources for college planning. It provides information on factors to consider for different types of schools, required tests and scores, application deadlines, and how to apply for financial assistance. Contact information is also listed for administrators and counselors that can provide additional support and guidance.
This document provides information about high school graduation requirements and college admission requirements. It outlines the required high school courses and credits needed to graduate, including social science, English, math, science, foreign language, art, PE, and electives. It also discusses GPA calculation, UC/CSU admission, the Common Application process, and letters of recommendation. Overall, the document serves to inform students about what they need to do to graduate high school and be eligible for college admission.
This document provides guidance on factors to consider when choosing a college, including geographic location and setting preferences, college size, academic and extracurricular interests, financial costs, and the admissions process. It emphasizes the importance of grades, test scores, essays, recommendations, activities, and fit when applying to colleges. Key dates are outlined for the application process.
This document summarizes a parent coffee morning presentation about applying to universities from the International Baccalaureate (IB) Diploma Programme. It discusses the IB Diploma success rates at ACS Egham International School, managing the demands of the IB programme, and the university application process for the UK, US, Canada and other countries. University representatives visit the school, and students are guided on visiting universities, writing personal statements or essays, and meeting application deadlines. The presentation aims to help parents understand and support their children through the IB Diploma Programme and university admissions.
The document provides information to help high school seniors with college planning. It begins by reassuring students that most colleges accept the majority of applicants. It then provides a timeline for college planning tasks over the summer and fall. This includes taking challenging coursework, practicing good study habits, and identifying personal values and interests. The document also discusses standardized tests, financial aid, and developing a list of potential college options that are the best fit. It aims to prepare students for their post-high school choices and successful college applications.
This document provides information for parents and guardians about the college application process at CSG High School. It discusses tips for supporting students, expectations of students, organizing application materials like recommendations and testing, different types of college admission decisions and plans, the role of Naviance, financial aid, and essays. Parents are encouraged to keep communication open with their student and the college counseling office throughout the process.
The document provides information about career and college readiness pathways, including the need for some college or job training, community college options like guided pathways programs, transferring from community college to CSU and UC schools, comparing CSU and UC requirements and admissions, considering private college options, and contacting the author for more information about applying to college.
This document summarizes the key points from a senior class parent meeting at Foothill Technology High School. It discusses:
- The senior agreement being due on October 18th and contains important dates, policies, event descriptions and graduation information.
- Graduation expectations including attending all practices, wearing caps and gowns, and following the formal dress code.
- Information about a safe and sober graduation night event.
- Which counselors are assigned to students based on their last name.
- Eligibility requirements for California four-year universities including completing A-G requirements with grades of C or better and taking required tests.
- Upcoming SAT/ACT test dates and the importance of seeing your
This document summarizes a junior parent meeting at JHHS. It discusses decisions that need to be made about college such as location, size, and cost. It provides information about admission requirements for different types of schools including trade schools, 2-year colleges, 4-year universities, and the military. It also discusses standardized tests like the SAT, ACT, and THEA. The document gives dates and information for these tests. Additionally, it provides resources for researching colleges and scholarships as well as information about financial aid.
This document provides information to help students choose the right college. It discusses the most important factors to consider, including cost, location, size, majors, and campus culture. Specific colleges are listed with their sizes to help students determine what size they prefer. Other deciding factors covered include religious affiliation, academics, facilities, programs, Greek life, study abroad opportunities, and campus crime statistics. The document provides tips for narrowing down a college list, making campus visits, and understanding what admissions committees consider most important like transcripts, test scores, essays, extracurricular activities, and letters of recommendation. Key application deadlines are listed.
This document provides information to help seniors at West Potomac High School plan for life after graduation. It discusses options like college, career training, military service, and gap years. It provides resources for students to research post-secondary fits, including meeting with counselors, attending college fairs and rep visits, using Naviance, and more. Statistics on previous graduating classes' college enrollment are included. Application timelines and requirements are outlined to guide students through the process.
This document provides information about the college application process and the importance of applications and essays. It begins by explaining how selective the target school is determines how important the application is. It then discusses what colleges look for in applications and the different types of admissions. The remainder covers creating an application plan, types of essays, scholarships including merit-based and need-based, and free resources available to students.
This document summarizes information that was presented to West Potomac High School seniors on September 22 and 23, 2015 regarding preparing for life after high school. It provides an overview of the school counseling team, details what was covered in the presentation including the college search, application types, NVCC pathways, the role of student services, and financial aid. Timelines and resources for seniors are also outlined.
NSI 2014: In college Choice Right Fit is EverythingNaviance
One size does not fit all in post-secondary education. Gain wisdom and insight about how important it is for students to diligently conduct research to find the “right fit” when selecting an institution to pursue their goals beyond high school. Hear suggestions about how to make sure your students are preparing appropriately for their post-secondary aspirations.
This document provides information for seniors at West Potomac High School about planning for life after graduation. It discusses various post-secondary options including 4-year universities, 2-year community colleges, career and technical schools, the military, employment, and gap years. It provides details on the application process, testing requirements, requesting transcripts, letters of recommendation, and important upcoming deadlines. Resources for students include meeting with their counselor, using the Naviance Student platform, and visiting the college and career center.
This document provides information about counselors, graduation requirements, college options, the college application process, standardized testing, and important deadlines for West Springfield High School seniors. It outlines the standard and advanced diploma requirements, describes the college application components and timeline, and lists important testing dates and transcript submission deadlines for college applications.
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Junior parent college night pp 2018 fall
1. Presented by:
Tobi Oves
College and Career Counselor
November 15, 2018
Ocean City High School
Class of 2020
Fall College Planning Night
2. The TEAM
● Mr. Dane Tabano
● Mr. Raymond Martin- Team Leader
● Mrs. Mary McDowell-Campo
● Mr. Christopher Banks
● Mrs. Andrea Kuhlberg
● Mrs. Tobi Oves- College & Career
● Mrs. Colleen Dwyer- Secretary
3. ● College Visits/Naviance
● Admissions Terminology
● Selection Criteria
● FAFSA Basics and the FAFSA4caster
● Resources and Upcoming Events
4. The Visit
Douglas Christiansen
Vice Provost for Enrollment, Dean of Admissions
Vanderbilt University
“Campus visits are very critical to the process of choosing which college or university is right. It is difficult
to describe the feeling one has when arriving at a new campus, but there is a feeling, and that is what is
important. I have witnessed first-hand when a student loves a campus, or does not love the campus,
upon arrival. What I am actually referring to is “fit.” While a student can find out basically all he/she
needs to know about a campus via the Internet, until a student takes a trip to that campus, the actual
experience is just theoretical. Knowing the journey involved to just arrive at a campus is critical. We have
had students arrive, after driving all day, who then reconsider their opinion of our school. We have had
students who have traveled around the world to arrive here, and fall in love with our campus
immediately. The feel once a student arrives is very personal, and it is one all students need to have
experienced before deciding which school is right for them. A campus visit allows the student to
experience the trip involved to get to the school, the people who are there, and the actual learning
environment on campus. Seeing the dorms and dorm rooms, tasting the food, walking the campus—all
these elements are critical to understanding if a student will actually be happy once he/she is a student
there.”
5. How Do I Schedule a Visit?
● Visit the admissions office website to sign up for a campus tour/visit (allow a minimum of three hours for
each visit)
● Arrange a meeting with the coach/advisor/Dean of the student’s special area of interest or major
● Sign Up for various visits through Naviance
7. Naviance
● Provides Valuable Admissions Information
● Assists Students with identifying potential
careers/college majors
● Organizes Application Deadlines
● Counselors send application materials to the
colleges through family connection
● Teachers upload their recommendations and
evaluation forms to Naviance
8. Login to Naviance To Explore the Following:
1. Career/Major Exploration
2. Summer Enrichment
3. Sign up for OCHS College Visits
4. College/Post-Secondary Education
5. College Applications
6. Teacher Recommendations
7. Scholarship Applications
9. HOW CAN NAVIANCE HELP ME TO FIGURE OUT IF
THE COLLEGE IS THE RIGHT ACADEMIC “FIT?”
GRAPHS:
The Naviance Graphs are the most statistically reliable
data a student/family can use when determining
academic “fit.” It is eight years of admission data specific
to OCHS. The student is plotted on the graph among
other students who applied from OCHS. The graph
indicates if they are in a solid range for admissions.
10. •Size of School
•Location
•Distance from home
•ActivitiesAthletics
•PublicPrivate
•Coed/Single Sex
•Entrance Requirements
•Majors Available ( What is the school’s
commitment?)
•Cost (Net Price Calculator)
11. •REGULAR ADMISSION Students must submit an application by
a specified date to be considered for admission. Students may apply to
other schools without restriction.
•ROLLING ADMISSION* Application are reviewed as they
arrive (and are complete), rather than according to a set deadline.
Applicants are then notified as the college finishes the review of the
application.
•EARLY ACTION A prospective student applies for admission by
an early deadline (before the regular admission deadline) and receives
notice of acceptance, denial, or deferment with no obligation to the
university to enroll, if accepted for admission.
12. •EARLY DECISION* Similar to Early action, but
differs in that it constitutes a binding commitment to enroll;
that is, by applying early decision, the student commits to
enroll in the school if accepted. If offered admission under an
early decision program the applicant must withdraw all other
applications to other institutions and enroll at that institution.
•RESTRICTIVE EARLY ACTION Similar to an
Early Action plan; however institutions with restrictive early
action plans usually place limitations on an applicant’s
application to other early plans (check with your choice
college for details). If an applicant is admitted under
restrictive early action, the applicant is not obligated to
accept the offer or submit an early deposit.
13. •DEFERRED ADMISSION A category of admission used in
conjunction with early (action, decision, notification, or acceptance)
plans to indicate that a student has not been admitted early but will
remain in the applicant pool for reconsideration during the review of
applications for regular admissions.
•WAIT LISTED An applicant is put on the waitlist when an
admissions officer or committee decides to offer the applicant the
opportunity to enroll in the institution only if there is space available
in the incoming class after fully admitted students have responded to
their offers to enroll.
•NEED BLIND ADMISSION the admitting institution does not
consider an applicant's financial situation when deciding admission.
14. OPEN ADMISSIONS Some colleges will admit all students
who apply as long as they’ve completed high school (or passed
the GED).
Such colleges are said to have an open admissions policy. They
usually offer remedial courses for students who are not ready for
college-level work.
Many community colleges are open admission schools.
INSTANT DECISION DAY ADMISSIONS: Students will
have the opportunity to be admitted to specific
colleges/universities here at OCHS next fall! Look for details
over the summer regarding dates/times/ and selection criteria for
each school!
15. •GPA (all high school subjects) / May be recomputed
•STRENGTH OF COURSES
•ADMISSION TEST SCORES (SAT I, SAT II,
ACT)
•ESSAY OR WRITING SAMPLE
•COUNSELOR RECOMMENDATION
•TEACHER RECOMMENDATION(S)
•INTERVIEW
•EXTRACURRICULAR ACTIVITIES
INCLUDING EMPLOYMENT
•“DEMONSTRATED INTEREST”
•PERSONAL AWARDS & RECOGNITION
•STUDENT’S STATE OF RESIDENCE
16. Is Donald from North Dakota…
or a minority…. a legacy…last name is
Trump…plays the Tuba…majoring in linguistics,
emailed the head of the English Department and sat
in on a class….a merit scholar, valedictorian,
national champion.
17.
18. •SAT: 1450+
•ACT: 31+
•GPA: 4.3+
•18+ ACADEMIC
UNITS REC
•10- 25% accepted
•SAT II required
• PRINCETON
• HARVARD
• UNIVERSITY OF
PENNSYLVANIA
• DUKE UNIVERSITY
• GEORGETOWN
UNIVERSITY
19. •SAT: 1360+
•ACT: 30+
•GPA: 3.8+
•16-18
ACADEMIC
UNITS REC
•30-40% accepted
•SAT II required
▪UCLA
▪WAKE FOREST
▪UNIVERSITY OF
VIRGINIA* (most sel)
▪UNC CHAPEL HILL*
(most selective)
▪NEW YORK
UNIVERSITY
▪BUCKNELL
▪UNIVERSITY OF
RICHMOND
20. •SAT: 1270+
•ACT: 27+
•GPA: 3.3 - 3.7+
•16+ academic units
•40-50 % accepted
•SAT II may be
required
• BOSTON UNIV.
• AMERICAN UNIV.
• COLLEGE OF NEW
JERSEY * (academic
schedule)
• ST. JOSEPH’S UNIV.
• RUTGERS
• PENN STATE
• VILLANOVA
21. •SAT: 1080+
•ACT: 22-24+
•GPA: 3.0 - 3.5+
•16 ACADEMIC
UNITS
•50-60% accepted
•SAT II not required
• TEMPLE UNIVERSITY
• UNIVERSITY OF
CENTAL FL
• STOCKTON UNIV
• RAMPO COLLEGE
22. •SAT: 1000+
•ACT: 19+
•GPA: 2.8-3.2+
•16 ACADEMIC
UNITS
•75%+ acceptance
rate
•SAT II not required
• CABRINI
UNIVERSITY
• CHESTNUT HILL
• RIDER UNIVERSITY
• MONTCLAIR
STATE UNIVERSITY
• WILLIAM
PATTERSON
UNIVERSITY
23. • HIGH SCHOOL
DIPLOMA OR GED
• NO MINIMUM GPA
• NO SAT OR ACT
REQUIRED
• IN-HOUSE
TESTING
•COMMUNITY
COLLEGES
The cost of tuition is
significantly lower than the
vast majority of four year
institutions.
Look for articulation
agreements
www.atlantic.edu
www.njtransfer.org
NJ Stars- Top 15% of
graduating class can attend
community college for
FREE. www.njstars.net
24. How Many Colleges Should I Apply to?
● 1-2 High Range (Reach Schools)
● 3-4 Probable Schools (Target Schools)
● 1-2 Safety Schools
● Most students apply to 6-8 Colleges/Universities
25. What Tests Should I Take?
● 2 SAT exams in Junior Year (October/November) if enrolled in Pre-
Cal or higher Math; March if enrolled in Algebra 2 or Geometry
● SUMMER TESTING is NOW available!! TAKE ADVANTAGE of IT!!!
● 1 SAT Exam in the Fall of Senior Year (if needed)
● 1-2 ACT Exams in the Winter/Spring of Junior Year
● 1 ACT in the Fall of Senior Year (if needed)
● SAT Subjects test are only required for the most selective
Colleges/Universities
● SAT Subject Tests should be completed in Junior Year in May or June
(3 can be completed on one SAT date (visit www.collegeboard.org
for details)
26. How Do I Sign Up for SAT’s and ACT’s?
● www.collegeboard.org
● www.actstudent.org
27. How Can I Prepare for the SAT and ACT?
● The OCHS Guidance team recommends ½ hour
a night 4 nights a week (minimum) of studying.
● FREE Method Test Prep on Naviance!
● If taking a preparation course is NOT an option
purchase a preparation book through amazon
and logon to your PSAT results. Use the “free”
online test prep provided through the Khan
academy.
● If a preparatory course IS an option see your
counselor or the secondary planning guide for a
complete list.
28. Do you need Testing Accommodations?
● For the SAT visit the website explaining accommodations
and how to submit a request :
https://www.collegeboard.org/students-with-
disabilities/request-accommodations
● The ACT is a separate governing body that requires a
different application for accommodations:
http://www.act.org/content/act/en/products-and-
services/the-act/taking-the-test/services-for-examinees-
with-disabilities.html
29. Who Requires Subject Tests?
● Typically IVY League and “elite” private Colleges/Universities
● https://collegereadiness.collegeboard.org/sat-subject-tests/about/institutions-using
30. Who Requires Subject Tests?
● Typically IVY League and “elite” private Colleges/Universities
● https://collegereadiness.collegeboard.org/sat-subject-tests/about/institutions-using
31. What if I Do Not Test Well?
● Several Colleges/Universities across the country are no longer requiring standardized tests for admissions
and scholarships
● Visit The “Fair Test” Website
○ www.fairtest.org
32. What do the following famous people have in
common?
● Bruce Willis, Actor
● Redman (Reginald Noble) Rapper, Record Producer
● Irwin Allen Ginsberg, American Poet
● Jason Biggs, Actor (Best Known for Role in American Pie and
Orange is the new Black)
● Edna Buchanan, Author, Journalist
● Jane Holl Lute, Former Deputy Secretary of Homeland
Security
● Barbara Buono, NJ Senator, nominee for Governor of NJ
● Nelson J. Perez, American prelate of the Roman Catholic
Church, Bishop of Cleveland
● Paul J. Lioy, US Health Scientist, World's leading expert in
human exposure to toxins and air pollution.
34. Financial Aid 101
Primary goal is to assist students in paying for
college and is achieved by:
● Evaluating family’s ability to pay for educational costs
● Distributing limited resources in an equitable manner
▶ Providing a balance of gift aid and self-help aid
35. Sources of Aid
● Federal
● State
● The University/College
● Private
○ Civic organizations (i.e., local Rotary Club, parent’s
employer, high school awards, etc.)
● Use FAFSA4caster.ed.gov
36. Merit Vs. Need Based Aid
● Merit-Based Aid - aid given to students strictly on the basis of
merit. May be based on:
○ Academic record
○ Special characteristics
○ Skills or talents
○ Involvement
■ Does not have to be repaid; may be renewable from year to year.
● Need-Based Aid - aid awarded to students on the basis of financial
need. Re-evaluated each year as financial situations may
change.
37. What is EFC?
● What is EFC?: Expected Family Contribution: Factors that can impact an EFC based on the federal
methodology:
○ Age of parents/guardians
○ Size of Family
○ Personal Assets
○ Medical Expenses
○ Healthcare for aging parents
38. Definition of Need
Cost of Attendance (COA)
– Expected Family Contribution (EFC)
= Financial Need
41. Don’t Miss Out by Anna and Robert Leider
The A’s and B’s of Academic Scholarships by
Anna Leider
www.hessa.org
https://studentaid.ed.gov/sa/fafsa/estimate***
Fafsa.ed.gov
www.njbest.com
Studentaid.ed.gov
Paying for College Without Going Broke,
Chany Clinton
Right College, Right Price, Palmasani, F.
Other Financial Aid Resources:
42. Live Resources to Assist You:
● HESAA Web Site www.hesaa.org
● HESAA Financial Aid Hotline
○ 800-792-8670
8:00 am – 8:00 pm Monday thru Thursday
8:00 am – 5:00 pm Friday
● Federal Aid Website and Toll-free Number
www.studentaid.gov/completefafsa
1-800-433-3243
45. It still PAYS to go to College
Completed Income
● > High School $38,000
● High School $ 56, 810
● College $ 104, 514
● Master’s $ 121, 484
● Doctorate $ 142, 089
● Professional $ 177,880
46. Post Secondary
Planning Guide
● Students will receive a hard copy from their counselor in the Spring.
● A link is located on our Guidance department website.
● A link is also located on the home page of Naviance
● Be sure to review the OCHS policies and procedures as it relates to the application process.
47. Upcoming Events
● Spring Junior College Night: 3/7/2019 @ 6:00 PM
● Military Options Night: 3/7/2019 @ 7:15 PM
● College Admissions Panel: 5/6/19 @ 6:30 PM
● College Application “Boot Camp”@ Stockton University: ** Typically 8/1/2019
Senior Night & Financial Aid/Scholarship Night: September 2019
College Planning Conference: October 2019
Instant Decision Days @ OCHS Late October or Early November 2019
National College Fair @ Atlantic City Convention Center 11/2019 6:00 PM- 8:00
PM Pre Register on their website!
49. Final Thoughts:
● Make VISITS a priority!
● STUDENTS OWN the process
● UTILIZE NAVIANCE
● There are over 4,700 Colleges/Universities in the
Country! All vary in size, cost and location.
● Do not “shy” away from an expensive school, if
their COA is high you may qualify for aid based on
your EFC.
● Look for “pockets of excellence”
● Be sure to diversify your list of school by cost and
competitiveness
50. Thank you!!
Thank you for taking the time to listen to this presentation! We are eager and proud to serve the Ocean City High
School students and families!
toves@ocsdnj.org
609-814-8716