An Achievers Scholar's Guide to Preparing for College

An Achievers Scholar’s Guide to Preparing for College

CSF Achievers Scholars Binder: Table of Contents

CSF Achievers Scholars Program

CSF Achievers Scholars Program Frequently Asked Questions (FAQ)

CSF Achievers Scholars Program Expectations 1

Hometown Mentor Program

Workshop Syllabus - Mentoring 7

CSF Achievers Scholars Program Mentoring Expectations 8

Policies and Procedures - A “School-Based” Program 9

What Can A Mentor Do For You? 10

Relationship Building 11

My Relationship With my Mentor Worksheet 12

College Admission and Planning Information

Workshop Syllabus - Admissions/Paying for College 13

Why go to College? 15

20 Questions to Ask Your School Counselor 16

Senior Year Timeline 17

Minimum College Admissions Standards 19

Earning Credits in High School 21

High School Graduation Requirements and 4- Year Course Plan 22

Understanding Honors, AP, and IB Coursework 23

Running Start Program 24

College Admission Considerations 25

Washington State Public and Private Colleges/Universities Links 26

Information on Washington State Colleges and Universities 28

Washington State Community and Technical Colleges (2 year) 29

Asking for a Recommendation 30

Senior Biographical Profile 32

Checklist for Writing an Activities List that Stands Out 34

The Activities Resume 35

College Resource Fair

Workshop Syllabus – College Resource Fair 37

Faring Well at College Fairs 38

National College Fairs Fall 2011 37

Questions to Ask at a College Resource Fair 41

Choosing the College That’s Right for You 45

Checklist for a Campus Visit 47

College Residential Housing Options 49

College Resources for Students 50

College Planning Worksheet 53

National College Fairs 56

Paying for College

Workshop Syllabus – From Admissions/Paying for College 57

Financial Aid Timeline 59

Financial Aid Terms 61

Financial Aid Programs 62

Steps to Federal Student Aid 65

Do You Need Money for College? 66

Federal Student Aid Web Sites 67

What Information Do I Need When I Fill Out the FAFSA?s 68

What Is a Federal Student Aid PIN and Why Do I Need One? 69

Am I Dependent or Independent? 70

Who is my “Parent” When I fill out the FAFSA 71

Federal Student Aid 2010-2011 Loan Programs Fact Sheet 72

Why Get a Federal Student Loan? 74

Myths About Financial Aid 75

Grant and Scholarship Awarding Information 76

20 Things You Need to Know About Financing College 77

What to Look for in a Financial Aid Award Letter 79

Financial Aid Award Letter Worksheet 80

Sample Financial Aid Award Letter 81

How Your Financial Aid Administrator Can Help You 82

Winning a Scholarship Quick Reference Guide 83

The WashBoard.org 85

Personal Statement

Workshop Syllabus – Personal Statement 86

Personal Statement Outline -Passport Assignment 88

Writing Your College Essay 90

Checklist for Writing a College Essay 91

What Essay Questions Are Washington State Colleges Asking? 93

Do’s and Don’ts of Writing Great Essays 99

Best and Worst Essays 101

Test Prep

Workshop Syllabus – Test Prep 102

Create an Account on www.number2.com 104

The ACT vs. SAT 105

The ACT vs. SAT: Which Test to Take 106

Upcoming SAT/ACT Test Dates 107

SAT Overview – What’s Up With the SAT? 108

General Strategies to Improve SAT Scores 113

Frequently Asked Questions – SAT 114

ACT Overview – What’s Up With the ACT? 118

General Strategies to Improve ACT Scores 124

Frequently Asked Questions – ACT 125

SAT/ACT Time Management 129

ACT Time Management 130

SAT/ACT Stress Management 131

Hit Parade 133

General Miscellaneous

Choosing a Career 136

Choose a Trade or Vocational School Carefully 137

Tips for Finding and Keeping a Job 138

Learn and Earn: Tips for Teens 140

Senior Mantras 141

Finding an Apartment 142

Health Insurance and Clinic Information 144

Seven Excuses Not To Go To College 146

Time Management Tips for High School Students 147

How to Select Your Courses 148

Information for Students with the College Bound Scholarship 151

Sample College Bound Scholarship Letters 153

Resources for 1079 Students

1079 Student Information 157

House Bill No. 1079 160

Washington Higher Education Residency Affidavit 161

Resource List for 1079 Students 162

Resources for Independent Students

Independent Student Resources – Overview 166

Frequently Asked Questions 167

Directions to Apply for Financial Aid Without Parental Information 171

Independent Student Checklist 172

Sample Letter to a Financial Aid Office 173

Petition to Apply for Financial Aid Without Parental Information 175

CSF Statement of Support Samples 177

Western Washington University Campus Map 178

Achievers College Experience@ WWU Frequently Asked Questions (FAQ)

What are the expectations during the program? What will happen if I do not meet these expectations? As a representative of the College Success Foundation, the CSF Achievers Scholars Program and your high school, we expect that you will conduct yourself in a responsible and respectful manner at all times. Breaking the rules may result in a conference with staff (for less serious offenses) to negotiate a more appropriate approach to being placed on CSF Achievers Scholars Program Eligibility review (for more serious offenses). Breaking the law in any way may result in you being sent home immediately.

Do I really have to attend all of the workshops? Yes. The workshops are designed to give you information and tools so that you will have a successful senior year, get the most out of your mentoring relationship, learn how to apply to college and receive financial aid. The workshops are mandatory and it is expected that you attend all of them.

What will happen if I don’t attend? If you miss any of the workshops, you will be required to make up all of the assignments at minimum. Failure to complete the assignments in the time allotted may result in you being placed on CSF Achievers Scholars Program Eligibility review. Also, see the answer to “What are the expectations…” above.

Can I leave campus? NO. You are not allowed to leave campus at any time. See campus boundaries on the map.

What should I do if I observe someone else “breaking the rules”? If you witness an illegal activity, please report the incident to CSF staff. If you or someone is in immediate danger, immediately call for help - find an adult, locate a campus security phone, etc.

What should I do if I get sick or injured? If you become sick or are injured, contact the nearest adult staff (Peer Counselor, College Success Foundation staff) right away. They will see that you receive appropriate medical care.

Editorial Note: The summer program is all about you, the CSF Achievers Scholar. One of the goals is to equip you with lots of information and resources so that you will be able to navigate your senior year and applying for college armed with all of the right tools. Another goal is to provide a venue where all CSF Achievers Scholars are able to meet each other and build community. During the program you will get to know the other Scholars in your high school as well as Scholars from other schools. Getting together on a college campus is a great way to experience all of this! What do I do if I lose my name badge? You will need to wear your name badge at all times. If you lose your badge, go to the ACE Information Center located in Fairhaven Hall. The staff will make you a new one.

What do I do if I get locked out of my room? Contact your Peer Counselor or go to the ACE Information Center located in Fairhaven Hall. The staff will help you get into your room.

Can I change color/number groups? No, but if you have questions or concerns about the group that you are assigned to please discuss with one of your Peer Counselors.

Can I change roommates? No, we have made every effort to assign you to your requested roommate (if any) and ask that you sleep in the residence hall room that you have been assigned to. It is important that you make every effort to get along with your roommate, but if you have an issue or conflict that you feel that you cannot resolve, please speak with your Peer Counselor. You are not allowed to change roommates on your own and/or sleep on the floor in someone else’s room (this is a fire code violation).

What should I do during ‘down’ time? Time in between session and meals are an opportunity for you and your fellow CSF Achievers Scholars to explore the campus and learn helpful information on your own. Use the time to complete the tasks in your Passport. Completed Passports will be eligible to enter a drawing for great prizes!

Can I switch lectures or sessions? No, lectures & sessions were assigned based upon the information that you provided on your registration materials and class rooms have been assigned based upon the size of the lecture hall. Switching lectures is not permitted to be able to “stay with your friends”, but if you have a legitimate, academic reason for requesting to be assigned to a different lecture please check in with your College Prep Advisor.

What happens if I don't like the food, can I go off campus to get something else? No, the dining hall serves a variety of dishes at each meal from hot entrees, to cold entrees to salad bars. You should be able to find something to your liking at each meal.

CSF Achievers Scholars Program

CSF Achievers Scholars Program Expectations High School Class of 2012

The College Success Foundation designed the CSF Achievers Scholars Program Expectations to provide a framework of positive actions that will assist you to make the most of the opportunity provided by the program. We want you to keep the goal of earning a college degree up front as you make life decisions. This will require certain sacrifices on your part and that of your family in terms of hard work and putting school before other activities, but the long-term benefit will be worth it!

The Foundation depends on many partners to make the CSF Achievers Scholars Program successful, the two most important being the staff at your high school and at the college you will attend. Because we cannot be with you in person every day, the teachers and staff at your high school often have a better sense of how you are progressing towards your goals. If you are not meeting the following expectations and your behavior poses a threat to you graduating from high school on time and/or reaching the goal of earning a college degree, your College Prep Advisor or high school principal can petition the Foundation to review your eligibility for program affiliation. You will always be given the opportunity to explain the situation from your point of view in any eligibility review.

The College Success Foundation also has expectations of itself in helping you to reach the goal of attaining a college degree. Our primary roles are to provide you support and information for timely college planning; to help you access resources on your chosen college campus that will help you to stay enrolled; and to provide guidance to help identify the financial support necessary to fund your college experience. We pledge to provide you timely and courteous service; to listen to any concerns you have; to connect you with the person who can help with school challenges or to information you need; and to respect you as a unique individual.

Because of the College Success Foundation’s commitment to help you earn a college degree, if your academic assessments indicate you would benefit from additional assistance, you may be required to participate in tutoring, enroll in summer school courses or special academic programs, focused on helping you become “college ready” and more able to successfully compete on a college campus. Failure to follow the prescribed college readiness plan or will result in a review of your CSF Achievers Scholars Program eligibility.

Expectations While You Are a CSF Achievers Scholar in High School

Academic Performance • Work hard and do your best inside the classroom and on homework assignments. You should not receive failing grades in ANY class. • During your senior year carry a full load of core and college preparatory classes including math and English courses as indicated by your placement on the AccuPlacer® assessment level. • Participate in additional academic support programs and tutoring as recommended by your College Prep Advisor. • Be punctual to class and attend consistently. • Graduate with your class from your CSF High School in spring 2012.

College Success Foundation, Scholars Binder- 1 Citizenship • Obey the rules and laws of your school, the state and our country. Suspension or expulsion will result in a review of your continued program eligibility. • Respect others. • Carry yourself proudly and remember that you are a representative of the College Success Foundation, your high school, and your community. Your behavior—positive as well as negative—reflects on everyone associated with the CSF Achievers Scholars Program.

Communication and Interaction with the College Success Foundation • Participate in a 4 day, 3 night summer experience in June 2011. • Participate in all CSF Achievers Scholars Program meetings called by your College Preparatory Advisor and/or by Foundation headquarters staff -- both meetings during the school day and evening workshops regarding admissions, financial aid, CSF Achievers Scholars Program activities, and other topics. • Complete and submit requested program surveys during junior and senior years. • Contact your College Preparatory Advisor when you have questions or if there is a change in your status with the program. Be sure to promptly update your mailing address, phone number, e-mail address and/or living situation details if and when changes occur.

College Planning

• Take the AccuPlacer® Test (college placement assessment) when requested. CSF will use the results to help you plan high school coursework. Based on your Accuplacer® results and a transcript review, course selections will be recommended by your College Prep Advisor in consultation with your high school counselor. • Take the SAT and/or ACT by the end of your junior year—retake as necessary in the fall of your senior year. • Research and use college planning resources available at your high school, including developing and maintaining a relationship with your high school’s career and counseling centers. • Meet with your high school counselor by the end of your junior year and at least once per semester during your senior year to confirm your progress towards graduation and to check core requirements for college admission. • Take the opportunity to learn about college options when college representatives visit your high school. • File the Free Application for Federal Student Aid (FAFSA) between January 1 and February 15, 2012. (Filing the FAFSA after this date may reduce the amount of financial aid available to you.) • Apply for admissions between December 1 and February 15. CSF Achievers Scholars are required to apply to minimum of 3 colleges/universities by December 1 of their senior year, make a decision, and notify both the College Success Foundation and the college you plan to enroll in by the National Candidates’ Reply Date of May 1, 2012. • Begin college in the summer or fall of 2012. • Participate fully in college orientation sessions and early college registration opportunities.

Hometown Mentoring

• Meet with your Hometown Mentor face-to-face at least once per month (more often is encouraged) during the school year to share your academic and career goals, your progress on college planning and the financial aid process, and to seek advice. • Complete all the assignments you and your Hometown Mentor have discussed by the agreed upon date. • Meet with your Hometown Mentor on the school campus only in a public location such as the library, cafeteria, etc. • Keep your appointments with your Hometown Mentor and arrive on time. • Give ample notification to your Hometown Mentor and College Preparatory Advisor if you must cancel an appointment (at least 24 hours notice is requested, more notice is better if possible). • Contact your College Preparatory Advisor if you have issues with your Hometown Mentor relationship.

College Success Foundation, Scholars Binder- 2 Recommendations While You Are a CSF Achievers Scholar in College

Academic Planning and Performance • Attend college the first regular fall term following your high school graduation. • Participate in college orientation and early registration opportunities available at your college. • Meet with an academic advisor, or in Washington State your college’s College Mentor Coordinator at least once each term at your college. • Enroll full time and complete at least 12 credits per academic term. • Maintain satisfactory academic progress for federal aid as defined by your college. • Attend class regularly—excessive absences impact your academic progress negatively. • Communicate with your faculty members ahead of time when you know you will miss a class. • Use tutoring and study skills resources available on your campus and/or join a learning community or study group. • Regularly attend CSF meetings/functions offered by your college and stay in contact with CSF College & Alumni Services. • Visit your campus career service office regularly to learn about careers, employment and internship opportunities.

Citizenship

• Obey the rules and laws of your school, the state, and our country. • Get involved in your campus community and participate in leadership activities.

Planning for Graduation and Beyond • Plan your term-by-term path to college graduation. • Meet with your academic advisor to ensure course selection meets graduation requirements. • Use your campus’ career services office to find employment and internships.

College Financing and Interaction with the College Success Foundation • Re-file the FAFSA anytime after January 1 and before February 15 for each academic year that you will be enrolled in college. • Promptly update your contact information when there are changes (name, address, phone number, email, etc.). You can do this through email or the CSF website.

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College Success Foundation, Scholars Binder- 4

Hometown Mentor Program

College Success Foundation, Scholars Binder- 5

College Success Foundation, Scholars Binder- 6

Hometown Mentor Program

Western Washington University, Bellingham WA Summer 2011

Workshop Description: Learn how the mentoring program works Explore your role as a mentee Realize the importance of giving back to the community through mentoring

Workshop Goals and Outcomes:

Students will: - Understand the importance of mentoring in the CSF Achievers Scholars Program - Learn the role of the mentor - Gain knowledge of their roles and responsibilities as mentees - Predict the positive outcomes that result from developing mentoring relationships - Discover the importance of giving back to the community by mentoring in the future

Workshop Expectations and Behaviors:

Students will: - Listen effectively to instructions provided - Follow directions given before group participation - Participate in group activities - Share information discussed in group activities with the class - Exercise self-correcting behaviors if asked to do so by instructors

Workshop Assignment(s): Students will demonstrate, through mentor/mentee meetings, the goals and outcomes set forth above.

Passport Assignment: Students will write the response to the question directed to a CSF staff member the question, “What one thing can I do to make my mentoring experience the best it can be?”

Materials: CSF Achievers Scholars Passport, pen/pencil

Text: CSF Achievers Scholars Binder 2011, College Success Foundation

College Success Foundation, Scholars Binder- 7 CSF Achievers Scholars Mentoring Expectations

Hometown Mentoring • Value your Hometown Mentor as an additional resource for college planning. • Meet with your Hometown Mentor face-to-face at least once per month (more often is encouraged) during the school year to share your academic and career goals, your progress on college planning and the financial aid process, and to seek advice. • Complete all the assignments you and your Hometown Mentor have discussed by the agreed upon date. • Meet with your Hometown Mentor on the school campus only in a public location such as the library, cafeteria, etc. • Keep your appointments with your Hometown Mentor and arrive on time. • Give ample notification to your Hometown Mentor and College Preparatory Advisor if you must cancel an appointment (at least 24 hours notice is requested, more notice is better if possible). • Contact your College Preparatory Advisor if you have issues with your Hometown Mentor relationship.

College Mentoring • Value your College Mentor as an additional resource for educational and career planning. • Meet with your College Mentor face-to-face at least once per month during your first two years of college. This contact is required by the program to aid you in your adjustment to college life and to provide you with academic planning support. • Contact your College Mentor Coordinator if you have questions or issues with your college mentoring relationship.

Communication and Interaction with the College Success Foundation • Attend ACE, the Achievers College Experience at Western Washington University June 28-July 1, 2011. • Attend all CSF Achievers Scholars meetings called by your College Preparatory Advisor and/or by Foundation headquarters staff -- both meetings during the school day and evening workshops regarding admissions, financial aid, and other topics. • Complete and submit a program exit form by June 1 of your senior year. • Contact your College Preparatory Advisor when you have questions or if there is a change in your status with the program. Be sure to promptly update your mailing address, phone number, e-mail address and/or living situation details if and when changes occur.

College Success Foundation, Scholars Binder- 8 Policies and Procedures – A “School-Based” Program

The College Success Foundation has developed the Hometown Mentor(HTM) Program to insure that appropriate procedures are in place to protect the safety and well being of the student, the character and integrity of the volunteer mentor and that the relationship with the CSF Achievers High School is not compromised in any manner. With the guidance of the risk management team, the following policies were developed to reduce potential liability and protect the integrity of the program.

Mentoring Meetings

• All mentoring meetings will be held at the CSF Achievers High School, either during school hours, immediately following dismissal of classes, or at other times as approved by the principal and College Prep Advisors.

• Meetings must occur in high visibility, public areas such as the library, school cafeteria or other locations designated by the College Prep Advisors.

• Mentors are required to follow all sign-in procedures, rules and policies of the CSF Achievers High School and the School District.

• Mentors shall not consume alcohol within 4 hours of meeting with a mentee or attending any College Success Foundation sponsored event.

• Mentors may not, under any circumstances, drive or otherwise transport a mentee.

• Research has shown that the most effective way to develop a successful relationship is to meet frequently and consistently with the mentee. The HTM Program requires a minimum of once a month but, more frequent meetings are strongly encouraged.

• Meetings should be between the mentor and the mentee and not include friends or acquaintances of either. There may be times when a school staff or parent/guardian participates or the College Prep Advisors sits in to observe, but it is important to keep in mind that the meeting agenda and the relationship should be driven by the mentor and the mentee.

College Success Foundation, Scholars Binder- 9

What Can A MENTOR Do For YOU?

2007 Hometown Mentor and CSF Achievers Scholar Lori & Tania

8 Help you explore your educational and career goals 8 Assist you with college application and financial aid process 8 Reinforce the importance of obtaining a four-year college degree 8 Point you to resources you may not know exist 8 Act as a sounding board as you sort out problems 8 Be a role model of integrity, responsibility, compassion and tolerance 8 Be your personal cheerleader and supporter as you complete high school and prepare for college

College Success Foundation, Scholars Binder- 10 RELATIONSHIP BUILDING

The Roles Mentors Do and Don’t Play

Doctor Therapist

Parent Counselor

ºCaring Adult ºConfidante ºTeacher ºGuide Peer Employer ºSupporter ºCheerleader

Santa Claus

Disciplinarian Babysitter

Taxi Driver ATM Machine

College Success Foundation, Scholars Binder- 11 My Relationship with My Mentor

My Mentor’s Contact Information

My mentor’s name:______

Home Number: ( )______Cell Number: ( )______

E-mail:______

Mailing Address:______

Best times for my Mentor to meet during 1st Semester:______

Best times for my Mentor to meet during 2nd Semester:______

Items to share with my mentor:

My hobbies:______

______

Extracurricular Activities:______

______

Favorite Classes:______

My academic interests are:______

My career interests are:______

4-yr Universities/Colleges I am interested in:

1. ______Application Deadline (preferred) ______

2. . ______Application Deadline (preferred) ______

3. . ______Application Deadline (preferred) ______

I will be completing and filing the FAFSA on: ______

Actual date submitted: ______

College Success Foundation, Scholars Binder- 12

College Admissions, Planning and Paying for College Syllabus

Western Washington University, Bellingham WA Summer 2011

College Admissions and Planning for College

Workshop Description: The workshop will help students answer three fundamental questions about college:

Where should I go? How do I get there? How will I pay for it?

Workshop Goals and Outcomes: Students will be more knowledgeable about choosing colleges of interest, application requirements, and paying for college. They will know application and financial aid deadlines specific to students in the CSF Achievers Scholars program.

Workshop Expectations and Behaviors: Students will be active participants in small group discussions and will complete a portion of the college planning worksheet.

Workshop Assignment(s): Complete the first page of the college planning worksheet and have identified at least one of the goals.

Passport Assignment: Complete the college planning worksheet and other College Admissions and Paying for College pages in your passport.

Materials: Writing materials, pen/pencil, paper

Text: CSF Achievers Scholars Binder 2011, College Success Foundation

College Success Foundation, Scholars Binder- 13

College Success Foundation, Scholars Binder- 14 Why Go to College? (How about ... to get a good job!)

Can’t I get a good job now? Yes, maybe you could, but statistics are against you. Check out the earnings and unemployment rates for people 25 years and older with different levels of education:

Level of education completed Unemployment rate in 2006 Median earnings in 2006

Less than a high school diploma 6.8% $21,788

High school graduate, no college 4.3% $30,940 Some college, no degree 3.9% $35,048

Associate degree 3.0% $37,492 Bachelor’s degree 2.3% $50,024 Master’s degree 1.7% $59,280

Professional degree 1.1% $76,648 Doctoral degree 1.4% $74,932

Source: Bureau of Labor Statistics, Current Population Survey.

Sometimes it’s hard to stay in school if you think you need to be working to earn money. But if you finish high school and go on to college, you’ll have a wider variety of jobs to choose from, and you’ll earn more—especially in the long run.

But I don’t know what career to go into! Doesn’t college cost a lot of money? If you’re having trouble deciding what to do, talk to your school Think of college as an investment: you spend money now so you can counselor or visit www.FederalStudentAid.ed.gov to fill out earn more later. Take a look at www.FederalStudentAid.ed.gov an interest inventory. Based on your answers, the questionnaire for information about the federal student aid programs admin- will provide a list of careers that fit your interests. You can then istered by the U.S. Department of Education. The site also has use the college search tool on our site to find schools offering a free scholarship search. Still have questions? Call the Federal courses of study appropriate to your career choice. Student Aid Information Center at 1-800-4-FED-AID (1-800-433-3243).

Download this fact sheet at www.FederalStudentAid.ed.gov/pubs

2” width, minimum logo size College Success Foundation, Scholars Binder- 15 Twenty Questions to Ask Your School Counselor

Your school counselor, or guidance counselor, is one of your best resources as you plan for college. She or he has information about admissions tests, college preparation, and your education and career options. Here are some basic questions to help get your conversation started:

1. What are the required and recommended courses—for graduation and for college prep? 2. How should I plan my schedule so I’ll complete them? 3. Which elective courses do you recommend? 4. Which AP® courses are available? 5. When is the PSAT/NMSQT® going to be given here? 6. Is this school a testing center for the SAT®, or will I need to go somewhere nearby? 7. Do you have any after-school or evening sessions available for college planning, or the SAT? 8. Do you have college handbooks or other guides that I can browse or borrow? Do you have a copy of the free SAT Preparation Booklet™, which has a practice test in it? 9. What activities can I do at home and over the summer to get ready for college? 10. What kinds of grades do different colleges require? 11. Are there any college fairs at this school, or nearby? 12. Where do other kids from this school attend college? 13. What are the requirements or standards for the honor society? 14. Can you put me in touch with recent grads who are going to the colleges on my wish list? 15. Do you have any information to help me start exploring my interests and related careers? 16. If my colleges need a recommendation from you, how can I help you know me better, so it can be more personal? 17. Are there any special scholarships or awards that I should know about now, so I can work toward them? 18. Can I see my transcript as it stands now, to see if everything is as I think it should be? 19. Do you have any forms I need to apply for financial aid? 20. How does our school compare to others, in terms of test scores and reputation?

Reality Check

Your school counselor may be the most wonderful and accessible person on the planet, or she or he may be juggling a thousand students and barely know your name. So remember that the person who has the biggest stake in your academics is you. It’s up to you to stay on top of opportunities and deadlines, to take control of your future.

This tipsheet may contain material related to the Federal Title IV student aid program. While the College Board believes that the information contained herein is accurate and factual, the tipsheet has not been reviewed or approved by the U.S. Department of Education. © 2007 The College Board. All rights reserved. College Board, AP, SAT, and the acorn logo are registered trademarks of the College Board. SAT Preparation Booklet is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.com. Permission is hereby granted to any nonprofit school to reproduce this tipsheet for distribution to its students, but not for sale, provided that the copyright notice of the College Board appears on all reproduced materials. College Success Foundation, Scholars Binder- 16

Senior Year Timeline

September/October • Schedule and take SAT and/or ACT tests (registration deadline for the September tests are usually in August – Be sure to check the website in Early August!). • Attend college fairs to meet college representatives and to learn about the admissions process for individual colleges and universities. • Plan visits to colleges and set up interviews. • Make sure you have all necessary applications for college admission and financial aid, and double check the deadlines for the schools to which you intend to apply. • Start filling out college applications. • Schedule an appointment with your guidance counselor to discuss your educational plans and goals. • Ask the appropriate people to write recommendations on your behalf. • Begin saving for college housing and enrollment deposits. These range from $200-$400 depending on the school.

November • Attend a financial aid workshop with your parent(s)/guardian(s). • Stay focused on your studies. • Continue filling out college applications (be sure to keep copies of everything you send out). • Have your official test scores sent to colleges on your list, if you haven’t done so already.

December • If you haven’t done so already, apply for a personal identification number (PIN) from the Free Application for Federal Student Aid (FAFSA) [Your parent/guardian will also need a pin]. www.fafsa.ed.gov • Attend a financial aid information session at your high school if you did not attend in November and/or have additional questions. • Meet with your counselor to go over your final college choices and make sure all of your bases are covered. • A minimum of 3 applications should be completed and submitted by December 1. • If you applied for early decision or early action, you should have received a response by now.

College Success Foundation, Scholars Binder- 17 January • Submit your Free Application for Federal Student Aid (FAFSA) as early as possible (ideally between January 1st and February 15th; those eligible for the College Bound Scholarship have a February 1 deadline). Do not wait for your parents’/guardians’ taxes to be filed. Use your parents’/guardians’ year-end pay stubs or last year’s tax return to estimate their income. Amend the FAFSA with correct numbers after taxes are filed. Many colleges have priority deadlines, and students who file the FAFSA after those deadlines lose out on financial aid. • Ask your counselor to send your first semester transcript to the colleges to which you applied (if the colleges requested them). • Continue attending class and keep your grades up.

February/March/April • Keep track of all of your applications and make sure they are sent and received on time, and that they are complete. You can call and ask each college if your application file is complete. • Meet with your CPA to discuss your college admissions and financial aid progress. • Your Student Aid Report (SAR) should be ready three days after you submit your FAFSA online. Check it for accuracy. • Continue to apply for scholarships. • Complete and submit your Release of Information for your CPA. • You should begin to hear from colleges and universities about their admission decisions. • Begin to research housing options and deadlines at the schools that have offered you admission. • In late March you should begin to receive financial aid offers from colleges and universities. • Visit the schools that you have been admitted to and take advantage of college Spring Preview Days that are available.

May • Make your college decision by May 1st, the National Candidates Reply Date, and send in your tuition deposit to the college you will attend. • Find out when tuition, room and board, meal plans, etc. are due. • Look for information in your mailbox or online from your college about housing, roommates, orientation, course selection and registration, etc.

June/July/August • Happy Graduation! Be proud of your accomplishments! • Be sure to request that your final high school transcript be sent to the college of your choice and to us here at the College Success Foundation. • Attend your college’s orientation. • Complete CSF Achievers Scholars High School Check-Out Form. • Read and respond promptly to your college’s requests and notifications.

College Success Foundation, Scholars Binder- 18 Minimum College Admission Standards An Overview for Students and Parents

New college admission The revised minimum college admission Notes on CADR and admission standards requirements affect high school standards also require high school 9th graders, CADR refer to college admissions criteria freshmen, beginning in 2008 beginning with the 2008-09 academic year, to established by the Higher Education Coordinating begin earning three credits of CADR courses each In 2008, high school 9th graders who plan to seek Board. The term differs from high school year of high school, including their senior year. admission to public baccalaureate institutions graduation requirements that are determined by

(four-year colleges and universities) in the State Board of Education and local school Each school district determines which of its Washington, should begin taking courses that districts. courses meet CADR guidelines. meet the state’s new minimum college admission standards. Students who plan to attend a four-year college or New science requirements could affect university should be aware of both sets of th The new standards, approved by the Higher 11 grade students in 2008 requirements. Education Coordinating Board in 2007, include Beginning in the summer of 2010, to be College Academic Distribution Requirements considered for regular admission to a public Meeting the minimum college admission standards (CADR) that specify the course work required in baccalaureate institution, entering college does not guarantee admission to a public six different subject areas. The subject areas are freshman will need to complete two years of baccalaureate institution. math, English, science, social science, world laboratory science, including one year of algebra- languages, and the arts. based biology, chemistry, or physics. Therefore, students are encouraged to go beyond meeting minimum college admission standards to Shown on the following page, in the right column, To meet this new science requirement, 11th grade improve their chances for gaining entry to a public are the revised CADR that high school 9th graders, students in 2008, if they have not already, should baccalaureate institution. Students should obtain beginning with academic year 2008-09, must meet begin taking laboratory science courses that meet admission information from the institution they in order to be considered for regular admission to this CADR. wish to attend. a public baccalaureate institution in 2012. Standards fully implemented in 2012 All K-12 and college personnel who advise Shown in the left column are current CADR that Beginning in summer 2012, Washington’s public students on admission to public four-year remain in effect through the 2011-12 academic four-year colleges and universities (baccalaureate colleges and universities should obtain a year for all other high school students, (except institutions) will fully implement the new minimum copy of CADR guidelines and other related 9th graders in 2008-09, as previously noted). college admission standards approved by the minimum college admission information. Higher Education Coordinating Board. The information is available at: www.hecb.wa.gov/research/issues/admissions.asp

Students should consult with their local high school to obtain complete information about minimum college admission standards, and to be aware of which courses at their high school meet CADR guidelines, as determined by the local school district. College Success Foundation, Scholars Binder- 19 Minimum College Admission Standards An Overview for Students and Parents

College Academic Distribution Requirements (CADR) Through 2011* Beginning 2012** 15 Credits (in subject areas below) 15 Credits (in subject areas below) Note: The term “credit” is used to designate that a student has Note: The term “credit” is used to designate that a student has satisfactorily completed a CADR course satisfactorily completed a CADR course during the high school academic during the high school academic year. School districts may use alternative or block scheduling that permit year. School districts may use alternative or block scheduling that permit students to earn a credit in less than a full year. students to earn a credit in less than a full year. **See Science below for CADR effective in 2010; all other CADR listed below take effect 2012. *ALL CADR below are effective through 2011, except science-see below. English – 4 credits English – 4 credits (must include 3 credits of college preparatory composition or literature). Passage of (including 3 credits of literature and composition) 10th-grade WASL-reading is equivalent to earning the first 2 CADR credits of high school English. Mathematics – 3 credits Mathematics – 3 credits (Algebra I, geometry, and Algebra II, or Integrated Math I, II, and III) Passage of (including algebra, geometry, and advanced math) 10th-grade WASL-math is equivalent to earning the first 2 CADR credits of high school math (Algebra & Geometry or Integrated Math I and II). Note: Successful completion of math through pre-calculus meets the requirement for 3 credits of math and the senior-year math requirement (below). Mathematics – Senior-year Mathematics – Senior year, during the senior year of high school, students must earn a credit in a math-based None currently required. quantitative course, e.g., statistics, applied math, or appropriate career and technical courses. An algebra- based science course taken during the senior year also would satisfy this requirement and part of the science requirement below. Note: The senior-year math requirement does not mean a 4th credit of math is required, nor does it require a higher level of math. The intent of this requirement is for seniors to take meaningful math.

Science – 2 credits, including 1 credit of laboratory science. This Science – 2 credits of laboratory science, including one credit of algebra-based biology, chemistry, or CADR remains in effect through 2009. physics (required for admission to public baccalaureate institutions beginning summer of 2010). NOTE: Beginning in 2010, 2 credits of laboratory science, including one Note: Western Washington University specifies that the algebra-based science course be chemistry or physics. credit of algebra-based biology, chemistry, or physics, will be required. World Languages – 2 credits of the same world language, World Languages – 2 credits of the same World Language, Native American language, or American Native American language, or American Sign Language. Sign Language. Social Science – 3 credits Social Science – 3 credits (history or other social sciences) Arts – 1 credit of fine, visual, or performing arts, or electives from Arts – 1 credit of fine, visual, or performing arts—or 1 additional credit in other CADR subject areas. any of the other required subjects. Note: The University of Washington and Western Washington University specify one-half credit in fine, visual or performing arts; the other half may be in the arts or in an academic elective.

Washington State requires public school graduates to complete a minimum of 19 credits in order to graduate. Beginning with the Class of 2013, public school students must complete a minimum of 20 credits with the addition of a third math credit. Many local school districts, however, require students to earn credits beyond the state minimum.

Minimum Minimum Minimum state requirements for Recommended courses for requirements graduation public, four-year highly selective colleges and for your high Subject requirements colleges and universities school* universities **

English 3 credits 4 credits 4 credits

Math 2 credits (3 for 3 credits*** 3-4 credits*** class of 2013 and beyond)

Science (one must 2 credits 2 credits 3-4 credits be a lab science)

Social Studies 2.5 credits 3 credits 3-4 credits (including U.S. and WA State History)

World 0 credits 2 credits 3-4 credits Language (same language)

Visual or 1 credit 1 credit 2-3 credits Performing Arts

Physical 1.5 Education

Health 0.5 credits * Highline HS requirements may be higher than the state minimums Occupational 1 credit Education ** Students must have a minimum 2.0 grade point average Electives 5.5 credits *** Must be Algebra II or higher TOTAL 19 credits (20 for the class of 2013 and beyond)

College Success Foundation, Scholars Binder- 21 High School Graduation Requirements and 4-Year Course Plan

Subject 9th 9th 10th 10th 11th 11th 12th 12th Total (required credits) Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2

English

Math

Science

Social Studies

World Language

Visual or Performing Arts

P.E.

Health

Occupational Education

Electives

Total

College Success Foundation, Scholars Binder- 22

Understanding the Advantages of Honors, Advanced Placement and International Baccalaureate Coursework

• Performance in rigorous high school classes is the most important factor in admission decision.

• Rigorous coursework prepares students for the workload they’ll face in college. Understand the differences in these types of classes:

Honors classes o Developed by the local school district o Designed to be more challenging and in-depth o Do not qualify for college credit

Advanced Placement (AP) classes o Developed nationally by the College Board o Courses cover a wide variety of subject areas o Students can opt to take a final test that if passed will earn college credit o Each test costs approximately $85, but fee waivers are available for low income students o If a student chooses not to test, the coursework will do much to prepare students for college classes.

International Baccalaureate (IB) classes and/or diploma o Internationally recognized program offered at some schools o Coursework is completed during Junior and Senior years in high school o Students can opt to take final tests that if passed result in an IB diploma and earn college credits. o Final IB tests are expensive but fee waivers are often available for students on free or reduced price lunch. o If a student chooses not to test, the coursework will do much to prepare students for college classes.

College Success Foundation, Scholars Binder- 23

Running Start Program

The Running Start Program provides a wonderful opportunity for eligible high school students (juniors and seniors) to enroll in college courses as part of their high school studies. Its intent is to provide the students with a more rigorous study than found in the students’ high school.

Running Start students enroll in college courses numbered 100 and above, tuition free, while completing their high school curriculum. Students may enroll simultaneously in high school and college, or only in community college courses. Students should note that enrollment in five (5) credit course is equivalent to one year of study at the high school level.

Students receive both high school and college credit for courses taken. Students should work with a guidance counselor closely to ensure that the course(s) taken at the community college fulfill high school graduation requirements. Further, students will need to work closely with the specific college they plan to enroll in to learn college transfer policies and if the course(s) taken apply toward college credits required for college graduation. Not all college credits may be transferable to other colleges and not all colleges treat Running Start the same. Therefore, it is important to learn how four-year colleges/universities treat Running Start credits.

Students should also be aware that by participating in Running Start, they will be accountable to the college standard of Satisfactory Academic Progress. Failing to earn Satisfactory Academic Progress may jeopardize admission to four-year colleges/universities as well as future financial aid eligibility.

While tuition is free, there are some costs for Running Start students:

¾ Books and supplies ¾ Assessment Fees ¾ Materials and Facilities Fees ¾ Transportation

Running Start students are still required to adhere to all of the expectations of a CSF Scholar including meeting with their Hometown Mentor and attending all meetings and workshops presented by the College Success Foundation and their College Prep Advisor at their Achievers High School.

Note: If a Running Start student plans to meet with their Hometown Mentor at their Running Start campus, the student, his or her parents, the College Prep Advisor and the mentor must all sign the required “Off Campus Mentoring Agreement”. Additionally, the College Prep Advisor must be notified of any meetings at least three days before the meeting will take place.

College Success Foundation, Scholars Binder- 24 College Admission Considerations

Most colleges consider a blend of academic and personal qualifications. Some consider academic qualifications only.

• Almost all colleges require a high school transcript and diploma. Requirements may be waived for some students (over age 25, senior citizens, etc.)

• The more selective the college, the more stringent the admissions requirements.

• Requirements at a college may differ for different programs or different students.

• Some colleges suggest criteria for admissions, such as SAT I and ACT scores in a certain range, specific academic courses, and GPAs above a certain level.

• Colleges that require standardized tests usually like a balance between verbal and math scores. Very unbalanced scores should be explainable and appropriate for the college (e.g. high math scores for engineering).

ACADEMIC QUALIFICATIONS ARE INDICATED BY:

• High school courses – substance, diversity, and level of difficulty

• High school grades, including senior year

• Trends in grades (steady improvement, strong 11th grade record desirable)

• Relationship of grades to standardized test scores (high scores and poor grades undesirable)

• Rank in class

• Standardized test scores

• Academic honors and awards

• Recommendations from guidance counselor and teachers

PERSONAL QUALIFICATIONS ARE INDICATED BY:

• Extracurricular activities, interests, and hobbies (most important for the very selective colleges)

• Long-term commitment and talent in a few activities (e.g. sports, arts, student government, community service, religious activities)

• Recommendations from your guidance counselor, one or two teachers, possibly an employer or a close friend – people who know you well and appreciate your strengths and potential

• Application essays

• Personal Interviews

College Success Foundation, Scholars Binder- 25 Washington State Public and Independent Colleges/Universities Online Application Links:

Public

Central Washington University: http://www.ewu.edu/Apply.xml

Eastern Washington University: http://www.ewu.edu/x5203.xml

The Evergreen State College: http://www.evergreen.edu/admissions/apply.htm#paper_app

University of Washington: http://admit.washington.edu/admission/

Washington State University: http://futurestudents.wsu.edu/admission/apply.aspx

Western Washington University: http://admissions.wwu.edu/freshman/

Independent

Art Institute of Seattle: http://www.artinstitutes.edu/seattle/Admissions/

Cornish College of the Arts: http://www.cornish.edu/admission/

Gonzaga University: http://www.gonzaga.edu/Admissions/Undergraduate+Admissions/default.asp

Heritage University: http://www.heritage.edu/FutureStudents/Admissions/tabid/77/Default.aspx

Northwest University: http://www.northwestu.edu/admissions/

Pacific Lutheran University: http://www.plu.edu/admission/first-year/home.php

Saint Martin's University: http://www.stmartin.edu/apply/

Seattle Pacific University: http://www.spu.edu/depts/ugadm/applyingtospu/applynow.asp

Seattle University: http://www.seattleu.edu/home/admission/undergraduate/apply_firstyear.asp

Trinity Lutheran College: http://www.tlc.edu/admissions

College Success Foundation, Scholars Binder- 26 University of Puget Sound: http://www.ups.edu/applying.xml

Walla Walla University: http://www.wallawalla.edu/attend-wwu/

Whitman College: http://www.whitman.edu/content/admission/apply-to-whitman

Whitworth University: http://www.whitworth.edu/Administration/Admissions/Undergraduate/Freshman/Index.htm

Notes: ______

______

College Success Foundation, Scholars Binder- 27 Information on Washington State Colleges and Universities

Washington State Public Baccalaureates (2010-11)

Median SAT/ACT Incoming GPA* Scores* Annual Cost Scholarship (A=Avg., Annual Financial Aid Application Freshman (A=Avg., for Housing Priority Web Site M=Middle Tuition Priority Date Deadline M=Middle Class Size 50%, N- & Meals Deadline 50%) SAT/2400) CWU – Ellensburg 1667 3.12 990/21 $7,113 $8,901 2/1 3/1 4/1 www.cwu.edu EWU – Cheney 1518 2.89-3.56M 1436N/21A $6,605 $7,350 2/15 2/15 8/1 www.ewu.edu TESC – Olympia 624 3.14M 1127/24A $6,108 $8,460 2/1 3/1 3/1 www.evergreen.edu UW – Seattle 5497 3.25-3.79M 1205/26- $8,701 $9,399 12/15 2/28 12/15 www.washington.edu 31M WSU – Pullman 2980 3.19-3.71M 1100/24A $9,488 $9,664 1/31 2/15 1/31 www.wsu.edu WWU – Bellingham 2748 3.35-3.80M 1560- $6,859 $8,419 1/31 2/15 3/1 www.wwu.edu 1840N/25M UW – Bothell 305 3.1-3.55M 1524N/22A $8,616 $9,399 1/15 2/28 1/15 www.bothell.washington.edu M A UW – Tacoma 222 2.97-3.56 1041/22 $8,689 $8,340 1/15 2/28 3/1 www.tacoma.washington.edu 1090 No on-campus WSU – Vancouver 185 3.40 (SAT) $8,592 housing 1/31 2/15 1/31 www.vancouver.wsu.edu 1038 No on-campus WSU – Tri Cities 109 3.35 (SAT) $7,600 housing 1/31 3/1 1/31 www.tricity.wsu.edu

Merit Scholarships: CWU Dean’s and Trustee’s Scholars (waiver): 55 - 79 AI; $2400 up to full tuition. Apply by February 1. EWU Presidential Scholarship: 3.8 and above GPA or ACT 28/SAT 1250; $2000 (renewed if 3.5 GPA EWU). Apply by March 1. TESC Scholastic Achievement Award: 3.0-3.49: $600 Tuition Waiver; GPA & 3.5-4.0 GPA: $900 Tuition Waiver. Deadline March 1. UW Academic Scholarships (for Academic Achievement – 750 awards) & UW Undergraduate Academic Excellence Awards (50 four-year $2700 award) Must apply prior to December 1. WSU Univ Achievement Award: $2000-$4000 2-yr award. Visit http://futurestudents.wsu.edu/scholarships/achieve/index.aspx to find out if you are eligible. Funds limited- apply ASAP prior to January 31. WWU President’s Scholarships: $500- $5000, for academic achievement (including GPA, SAT, class rigor, and achievements) Apply early.

Washington State Independent Colleges and Universities (2010-11)

Incoming Median Annual Cost Scholarship Median Annual Financial Aid Application Freshman SAT/ ACT for Housing Priority Web Site GPA* Tuition Priority Date Deadline Class Size Scores* & Meals Deadline Gonzaga – Spokane 1124 3.66 1188/26 $30,440 $8,060 2/1 2/1 2/1 www.gonzaga.edu PLU – Tacoma 700 3.60 1100/25 $29,200 $8,800 12/15 1/31 2/15 www.plu.edu St. Martin’s - Lacey 246 3.20 1030/21 $24,880 $8,360 12/1 3/1 4/1 www.stmartin.edu SPU – Seattle 720 3.60 1160/25 $28,602 $8,817 11/15 2/1 2/1 www.spu.edu Seattle U – Seattle 747 3.50 1160/25 $30,825 $9,315 1/15 2/1 1/15 www.seattleu.edu UPS – Tacoma 625 3.56 1258/27 $35,440 $9,650 1/15 2/1 1/15 www.ups.edu Whitman – Walla Walla 415 3.87 1340/31 $38,450 $9,720 1/15 2/1 1/15 www.whitman.edu Whitworth – Spokane 683 3.69 1200/26 $29,890 $8,450 3/1 3/1 3/1 www.whitworth.edu

• Private Colleges award Merit Scholarships for strong GPA. Apply early. Contact college for specifics. • Colleges that offer Early Action (non-binding) deadlines: Gonzaga = Nov 15 | SPU = Nov 15 | Seattle U = Nov 15 | Whitworth = Nov 30 • Early Decision (binding) deadlines vary by college. Contact college for specifics.

*Please note that the GPA and SAT/ACT scores listed above are the median, average or middle 50%– students with GPAs and tests scores above and below the scores listed were accepted. Students are highly encouraged to apply even if their GPA and test scores are lower than the ones listed.

SAT scores above are based on the old SAT scoring method which combined math and verbal scores for a maximum of 1600 total (does not include writing scores). This information is subject to change; please consult the Office of Admissions at the college/university that you are applying to for up-to-date information. College Success Foundation, Scholars Binder- 28

College Success Foundation, Scholars Binder- 29 Asking for a Recommendation

Some colleges require a recommendation as part of a complete application. Some scholarships do, too. Here are good practices to follow:

Get organized. Know which colleges or scholarships require a recommendation and what kind of recommendation each needs. Do two or more of your colleges or scholarships need the same kind of recommendation? Have that information before approaching a person to write one for you.

Ask wisely. Choose someone who knows you, thinks well of you, and can speak to your strengths with specifics. Ask in person.

Start early. Ask for the letter at least three weeks before you need it. Some people are asked to write letters for many students. Be considerate so the person has time to write yours without rushing. Do inquire about 10 days before your due date to see if he or she has encountered any problems with your request.

Be prepared. Provide a copy of your résumé along with any forms the college or scholarship requires for the recommendation. If the person is to mail it directly, supply a stamped and addressed envelope.

Express your thanks. Write a note to the person within a day or two of receiving the recommendation.

College Success Foundation, Scholars Binder- 30

Tips for Asking Letters of Recommendation:

Do Don’t • Give the writer your essay • Ask at the last minute! and student activities list • Assume that the writer • Ask if the person would knows all the important like more information activities you’ve been • Let them know if you want involved in something about you • Ask a family member or highlighted your peers for a • Give it to them at least 4 recommendation weeks in advance, but not • Forget to say “thank you”! less then 2! • Get one academic and one character recommendation

College Success Foundation, Scholars Binder- 31 Senior Biographical Profile

Name: Phone: ( ) Email: @ Mailing Address: City/State/Zip: Cumulative G.P.A.: ACT: SAT:

CAREER GOALS AND METHOD OF ACHIEVING THEM: ______

______

CO-CURRICULAR ACTIVITIES: Clubs/Organizations/Team # of Yrs Position/Office

VOLUNTEER ACTIVITIES: (Community/Church) Name of Activity # of Yrs Position/Achievements

College Success Foundation, Scholars Binder- 32 HONORS/AWARDS RECEIVED: Recognition Year Recognition Year ______WORK EXPERIENCE: Employer: Position: Dates of Employment ______HOBBIES AND/OR SPECIAL INTERESTS:

FAVORITE HIGH SCHOOL SUBJECTS:

ANYTHING ELSE THAT IS IMPORTANT FOR US TO KNOW: (Has your academic success been adversely affected by any personal or family obstacles? Do you have any unusual circumstances for financial aid?)

WHAT WOULD MAKE YOU STAND OUT AS A COLLEGE APPLICANT?

College Success Foundation, Scholars Binder- 33 Checklist for writing an Activities List that STANDS OUT

DO…

Follow the directions for how the college wants you to share your activities. Include jobs you’ve had. Be sure to write about any increasing level of responsibility (from the fry maker to cashier to closer of the store). Include what you plan to do your senior year, especially any leadership. (Example: You know you’re the lead in the school play, though the production hasn’t started yet.) Remember to say you’re an Achievers Scholar! Include scholarships awarded but not $ amounts. Proofread and ask others to proofread!

DON’T…

Include elementary and middle school activities and awards. Use abbreviations that will stump the admissions committee. Forget to proofread!

College Success Foundation, Scholars Binder- 34 THE ACTIVITIES RESUME: How To “Strut Your Stuff” Without Bragging Developing an activities resume is not only a way to provide colleges with information about who you are, it is also a means for learning something about yourself. It is a useful tool for identifying your interests and passions (sometimes going way back in time), themes for essays, as well as interview points. An activities resume is one of admission’s POSSIBLE secret weapons, because so few students take the trouble to put them together, let alone very well.

General Information • An activities resume is a 1-4 page visual picture of a student’s academic, extracurricular, sports, hobbies, talents and other involvements. • Creating a very clear, organized activities resume is a way of outshining your competition. • An activities resume is a critical tool in identifying what you want colleges to “get” about you. • You can give an activities resume to: + your high school counselor + teachers who are writing recommendations + other recommenders You can also + include your resume as an appendix to your application + offer it as a give-away at admissions interviews + send it as a part of a thank-you note to a college representative with whom you have visited • Some colleges (including the University of California system and Stanford University) ask you NOT to submit a resume. Others, such as University of Southern California, have specific instructions for how they want resumes formatted. Consult college websites for specific directions. • In addition to college applications, an activities resumes has multiple other uses--attaching it to a scholarship application, using it to apply to special programs such as Girls’ or Boys’ State or as part of a job application. • Activities resumes should not only identify activities, sports and awards, but also something about what they are and how you participated.

What an Activities Resume Can Show • Colleges are impressed with students who choose an activity, stay with and develop it over a period of years. If you began soccer as a five year old, mention that on your resume. • Colleges appreciate students who, instead of engaging in school activities, work to help their families or take care of younger, disabled or elderly relatives. Identify and describe those activities on your resume. • The content of your activities doesn’t matter, so long as you demonstrate that you enjoy, even love, what you do. Use your resume to show how you have taken one activity, e.g. writing, and pursued it in a variety of ways (writing for a school paper, using your skills to put out press releases for a nonprofit, enter writing contests, etc.) • Unusual or different activities tend to catch admissions officers’ eyes (e.g., becoming a trapeze artist, learning to make goat cheese, climbing Mt. Everest, learning to speak an African language, playing an unusual instrument). • Very competitive colleges want students who demonstrate through their activities extraordinary commitment, incredible accomplishment, significant leadership, and/or major talents and abilities. An activities resume is often the best way of describing these things.

Information from http://www.admissionpossible.com/activities.html

College Success Foundation, Scholars Binder- 35

Full Name ● Telephone Number

E‐mail Address

SCHOOLS ATTENDED

• Dates Name of School o Address of School o Phone number of School o College Board School Code o Cumulative High School GPA

COLLEGE BOARD SCORES

• SAT/ACT Scores (Composite, Critical Reading, Math, Writing) • Subject Test Scores (Composite, English, Reading, Math, Science, Writing)

HONORS AND ADVANCED PLACEMENT COURSES (and scores)

HONORS AND AWARDS (in and out of school)

• Senior Year • Junior Year • Sophomore Year • Freshman Year

HIGH SCHOOL ACTIVITIES (for each year, also identify summer activities)

• Senior Year • Junior Year • Sophomore Year • Freshman Year

SPORTS ACTIVITIES (both in and out of school, for each year, also identify summer activities)

• Senior Year • Junior Year • Sophomore Year • Freshman Year

ACTIVITIES, COMMUNITY SERVICE, AND OTHER INTERESTS OUTSIDE OF HIGH SCHOOL (for each year, also identify summer activities)

• Senior Year • Junior Year • Sophomore Year • Freshman Year

EMPLOYMENT HISTORY (during school year and summers., also identify summer activities)

• Senior Year • Junior Year • Sophomore Year • Freshman Year

TRAVEL

College Success Foundation, Scholars Binder- 36

College Resource Fair Syllabus

Western Washington University, Bellingham WA Summer 2011

Workshop Description: Representatives from 2 year, 4 year independent and public universities and colleges from throughout Washington will be on hand to answer questions about their institutions.

Workshop Goals and Outcomes: Exposure and exploration of unique college opportunities and resources.

Workshop Expectations and Behaviors: Please come prepared to engage in conversation and ask questions (college reps like questions!) to the representatives about their institutions to expand your knowledge of the local colleges. Make sure to speak with more than just your first choice colleges to understand all of your options.

Passport Assignment: Please list three college/university representatives you talked to. Which college/university interests you most so far? List three reasons this college/university may fit your academic needs.

Materials: “Questions to Ask at a College Resource Fair” from CSF Achievers Scholar Binder

Text: CSF Achievers Scholar Binder 2011, College Success Foundation

College Success Foundation, Scholars Binder- 37 Steps to College

Faring Well at a National College Fair

National College Fairs offer an exciting opportunity to talk to the people in the know.

Admission representatives from a variety of colleges are all gathered in one place, just waiting to answer your questions.

But it's easy to get caught up in the crowds and confusion. Soon you're criss-crossing the room (or many rooms), stopping at any booth that catches your eye or seems popular. When that happens, you end up with lots of pretty brochures, but not a lot of clear impressions about which colleges you may be interested in. Making the most of a college fair means planning your strategy before you enter those double doors.

Treat a college fair like a buffet dinner," advises a director of undergraduate admission from Florida. "There will be more there than you can possibly take in, but then again, not everything is to your taste."

Experienced buffet diners know that it's best to scope out their choices before they start filling their plate. Savvy students can do the equivalent by looking over a list of college fair participants before the fair. Choose the colleges you most want to find out more about. If you have time, research these colleges by reading information in your guidance office or by checking out guidebooks or Web sites.

"Know what you want to find out at the fair," says a director of admission at a college in Ohio. Write up a short list of questions to ask admission representatives. To compare several schools, plan on asking the same questions at each table.

The questions you ask should be unique to your interests and not easily found in standard college materials. "The college fair is a good time to talk person-to-person with the representative of that school," says one guidance counselor. "Your job is to think of good questions."

So cross out the questions like, "How many people are in the freshman class?" Instead, ask what the two or three most popular majors are (that can give you a good idea of the main interests of the majority of the students). If you have a particular major in mind, don't ask "How good is major X?" No college representative will tell you that a program is bad. Instead, ask how many students take that major; what research faculty members are involved in (and the opportunities for undergraduates to participate in it); or what courses you would take your first year in a particular major. Students who are undecided should ask about what services and support are available to help them explore various majors.

College Success Foundation, Scholars Binder- 38

Other things you can ask about: extracurricular activities, what kinds of students the college is looking for, what percentage of students receive financial aid, and other concerns unique to your interests and situation.

Mapping out a strategy

Before you leave for the fair, make sure you have the following supplies: a small notebook with your list of colleges and questions you want to ask; a pen or pencil; and a backpack or tote-bag to hold all of the college information you'll be collecting.

Students with access to computers may wish to print up a few sheets of self-stick address labels. Include your name, address, phone number, email address, high school, year of graduation, intended major(s), and any extracurricular activities you're interested in. At the fair, slap the address labels on the college information cards to save you time in filling out the same information over and over at each college's table.

At some fairs, colleges, rather than using information cards, may use scanners that collect your contact information electronically (name, address, phone number and email address) onsite, leaving you more time to speak with representatives at the fair.

Although this may be a lot to consider, the real strategizing begins when you arrive at the fair. Look for a map of where each college is located and map out your route. Note where each college is located and plan the most efficient way to visit the colleges on your list. (For example, you want to make sure to visit all the colleges of interest to you in one room before moving to the next.) Also, make sure to check out the schedule of information sessions: many fairs have sessions on the search process, applications, financial aid, and other issues run by experts in the field. These sessions are a great place to ask general questions about the college admission process.

Your notebook and pen are great tools for keeping all those conversations straight. After you leave a table, jot down your impressions of the college and the answers the admission representatives gave you. Try to do this before you visit the next table, while your impressions are still fresh.

Teaming up

Depending on the time of day of the fair, both students and parents may be encouraged to attend. If a family member attends the fair with you, talk about your plan ahead of time. You may decide to split up--perhaps a parent can attend the financial aid seminar so you can visit more colleges. Another option is staying together for part or all of time. You may find that your parents or siblings ask different questions than you do. Also, it can be helpful to get a second opinion on your impressions of particular colleges.

College Success Foundation, Scholars Binder- 39 Steps to College

Browsing

Planning ahead ensures that you get to visit the colleges that most interest you. But also make sure to leave time for browsing.

"Be adventurous! Don't just focus on 'name' schools," says an admission director. "You may find that a school you've never heard of offers the exact major, extracurricular program, etc., that you're seeking."

Following up

By the time the fair is over, you'll have a bag filled with information about colleges--and a possible case of information overload. Don't succumb to the temptation of just piling all those brochures in some obscure corner of your bedroom. If you're feeling overwhelmed, take a day or two away from the college search. Then get out all of those brochures, along with the notes you took while at the fair, and read through them. You may find that some colleges aren't as interesting as you first thought. Others only look better the more you research them. For those colleges, follow up by filling out the information cards in the brochures or by starting to schedule college visits.

College Success Foundation, Scholars Binder- 40 Questions to Ask at a College Resource Fair

General Information

Where is your college/university?

What environment (urban, suburban, rural, etc.) is your college/university located in?

What is your college/university known for?

How many students (graduates, undergraduates) attend you college/university?

What is the average class size for freshman? For upper classman?

Does your college/university offer a program in ______(business, psychology, art, your interest)? Are there any specifics about the program that I should know about?

What are the most popular majors at your college/university?

Why do students choose to attend your college/university?

How would you describe the campus culture?

Admission Requirements/Deadlines

What are the minimum requirements to be considered for admission?

What should I do to be competitive for admission?

What is the range for SAT/ACT scores and GPA for incoming freshmen?

What information can I include in my personal statement and recommendations that will help the college learn about who I am?

When should I apply for admission? Can I apply online? Do you prefer the SAT or ACT?

How many times can I take each test, and which scores will you choose if the test is taken more than once?

What are the recommended and latest dates that the SAT and ACT should be taken?

Are there special requirements that I need to meet in order to be competitive for certain majors? What are they?

How does your school view applicants that are ‘undecided’ or 'undeclared' in the application process?

Do you require an interview for applicants?

What important dates and deadlines should I be aware of?

College Success Foundation, Scholars Binder- 41 Questions to Ask at a College Resource Fair

Do I need an art portfolio or do I need to audition if I am interested in visual or performing arts? When is the portfolio due? Are there auditions near to where I live, or are they held only at your campus?

Do you have an Early Decision or Early Action program? How can I qualify and what are the deadlines for applying in this way? Is ED a binding commitment?

Transfer Admissions

Are transfer admission requirements different from regular admissions?

Do you accept transfer students only after two years, or may I transfer as a sophomore?

What community college connections does your school have? Is there a transfer agreement that I can participate in?

What is the admission priority for transfer students? Are community college students given preference over students transferring from four-year colleges?

How do I know which credits will transfer from community college?

Paying for College/Financial Aid/Scholarships

What is the total cost of attendance (tuition, fees, room, board, books, parking, and extras)?

What is the tuition (or fee) rate only? Can I take out smaller loans for just this amount rather than the total cost of attendance?

Do you have specified scholarships for majors, career interest? How do I apply?

Are there scholarships for minority students? How do I apply?

Tell me about your financial aid assistance. Is it need-based, merit-based, or both?

What financial aid forms or applications are required?

What is the financial aid deadline?

Do I apply for campus scholarships separately or with the financial aid application?

How do you determine if I qualify for assistance? Do you ask for tax records in addition to the FAFSA?

Is financial aid guaranteed to cover my entire need?

When will I get my financial aid award letter?

College Success Foundation, Scholars Binder- 42 Questions to Ask at a College Resource Fair

What is the average financial aid award on your campus?

What is the percentage of loans versus grants or scholarships in your awards?

Do you have a work study program? Will your office or the career center help me obtain a part time job on campus even if I do not qualify for work study?

When are fees due? Do you have a monthly or quarterly installment plan?

Do I have to send in a deposit with my intent to register? If so, what is the amount? Is it nonrefundable?

Housing

What are the housing options/requirements?

Are freshman required to live on campus?

Is on- campus housing guaranteed?

Can I choose my roommate?

Are the dorms coed? By floor or how?

What percentage of your undergraduate student body lives on campus?

How and when do I apply for housing? When will I know if I have housing?

When is the contract and housing deposit due?

If I cannot obtain housing on campus, will you assist me in finding off-campus housing?

Is it easy to find a place to live near campus? In what price range?

Are meal plans available - are they required? If so, are there different meal plans to choose from?

Activities

What sports are available? Intercollegiate, club, and intramural?

What kinds of services are available for students (multicultural, athletics, disabilities, tutoring, counseling, campus ministries, etc.)?

What kind of assistance is available in helping students find a job after graduation?

Is there academic support such as tutoring centers for your academic interest or subjects you believe you will need help with?

College Success Foundation, Scholars Binder- 43 Questions to Ask at a College Resource Fair

Does your college/university have additional opportunities for your academic interest such as internships, conferences, student activities, etc.?

What study abroad opportunities are available?

What are the research resources available to students such as libraries, databases, seminars, job search, etc.?

What do the students do on campus for fun? How do students get around campus; get around town?

Are there internship opportunities available?

Visitation

Do you have a representative assigned to my geographic area that I may contact with questions?

Will your college/university be visiting my high school?

When is the best time to visit the campus?

Who should I call to arrange a campus tour and classroom visit?

Notes

College Success Foundation, Scholars Binder- 44 Choosing the College That’s Right for You

Deciding which college to attend is hard work! You’ll study college catalogs, take entrance exams, visit campuses, write essays, collect transcripts and letters of recommendation, and fill out admissions applications and financial aid forms. After you receive replies to your applications, you will have to choose among the colleges that accepted you and try to work out a financial aid plan. You’ll face some tough decisions.

The following tips and Financial Aid Award Letter Worksheet will help you decide which college is right for you from educational, personal, and financial standpoints. The worksheet will help you compare the financial aid packages offered by colleges that interest you so you can determine your out-of-pocket costs—the amount not covered by financial aid. Getting Started Talk with people who have been through the college application process or know about it, and take some time by yourself to decide which college or university is right for you. Consider whether a school offers what you want. Check the following factors:

• Type of institution: Is it a college or university? Is it public or private? Is it two-year or four-year? Is it a religious or technical school?

• Size: What is the student population?

• Mix of students: Is it coed, single-sex, multiracial?

• Location: Is it in a large or small city? Is it in a suburban or rural area?

• Curriculum: Does it have the majors that interest you?

• Special programs: Does it have learning support? Does it have remedial or other programs you need?

• Extracurricular activities: Does it have the sports or art programs you want?

• Social life: How do students who have attended rate the school?

• Proximity to family and friends: Do you want to stay close to your family and friends or try out another part of the country?

• Faculty: What are members’ credentials and reputation?

• Costs: What are the costs of tuition, books, meals, and other extras?

• Financial Aid: What kinds of financial aid does it offer?

Costs are an important factor but should not be the most important one—especially if you receive any financial aid to offset the costs. Make sure the schools you consider meet your academic and social needs. Even if you have to stretch a little financially, you want to attend a school that will challenge you and prepare you for the future you want.

over, please College Success Foundation, Scholars Binder- 45 How the Financial Aid Process Works In mid-spring you’ll begin to receive financial aid award letters from colleges to which you have applied for financial aid. The award letters will describe the financial aid package a school is offering you.

Because award letters are mailed early in the year, some colleges may not give you the exact amount of state and federal aid they will offer you. In these cases, you will receive a preliminary letter with estimated awards and another letter in the summer that gives you exact figures.

• If you are considering more than one college, wait until you have received a letter from each one before you make a decision. Each award letter will include the deadline for accepting your financial aid package. Pay close attention to the deadline for each award package because it can be different for each school.

• If you miss a deadline, your financial aid package could be offered to another student. On the other hand, don’t let yourself be pressured into making an immediate decision. If necessary, ask the financial aid administrator to extend the deadline for your financial aid offer—in most cases, colleges are happy to do so.

• If you have questions about your financial aid award or the financial aid package does not meet your needs, call the college and ask to speak with a financial aid administrator. Review any special circumstances you feel may have been overlooked. It is possible that the financial aid administrator can adjust your award based on new information. Most colleges do not negotiate or match offers from other schools. Each institution has different priorities and policies that govern how its financial aid is distributed.

• For awards that involve federal aid programs, financial aid administrators must adhere closely to guidelines established by the government for determining eligibility and financial need. Very few schools have enough federal or private funds available to meet every applicant’s full need. Although you may have a legitimate and demonstrated need for aid, there may be other students who have even greater needs, and they may receive aid first.

This tipsheet may contain material related to the Federal Title IV student aid program. While the College Board believes that the information contained herein is accurate and factual, the tipsheet has not been reviewed or approved by the U.S. Department of Education. © 2007 The College Board. All rights reserved. College Board and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.com. Permission is hereby granted to any nonprofit school to reproduce this tipsheet for distribution to its students, but not for sale, provided that the copyright notice of the College Board appears on all reproduced materials.

College Success Foundation, Scholars Binder- 46

Checklist for a Campus Visit (Take notes!)

Name: ______College: ______

Date: ______Interests for Major: ______

Steps to Take • Check out the dorms, library, dining hall, and student union building • Make arrangements to visit a class by calling student visitations in admissions • Meet with a faculty member in the field(s)/department(s) you are interested in • Talk with students about their experiences • Meet with an admissions officer • Take an official campus tour. Can you see yourself on this campus?

College Admissions What are the minimum Admission Requirements? (number of years/types of courses) • English: ______• Math: ______• Social Studies: ______• Language: ______• Science: ______• Arts: ______• Other: ______

What is the range for SAT/ACT scores and GPA for incoming freshmen?

What information can I include in my personal statement and recommendations that will help the college learn about who I am?

When should I apply for admission? Can I apply online? Do you prefer the SAT or ACT?

How would you describe your campus culture?

Why do students choose to attend your college/university?

What kind of assistance is available in helping students find a job after graduation?

College Success Foundation, Scholars Binder- 47

College Financing What are the actual costs for: • Tuition: ______• Room & Board: ______• Books: ______

• Other: ______

What financial resources are available such as scholarships, grants, work-study, etc.?

College Academic Resources and Opportunities Does your college offer my major interest? Are there specifics about the program I should know about?

Is there academic support such as tutoring centers for your academic interest or subjects you believe you will need help with?

Does the College have additional opportunities for your academic interest such as internships, conferences, student activities, etc.?

What are their Study Abroad opportunities?

What are the research resources available to students such as libraries, databases, seminars, job search, etc.?

College Life What is the expectation for incoming freshmen living in the residence hall (dorms)?

What do you think of the residence halls?

How do students get around campus; get around town?

What student clubs would you be interested in joining?

How much time is spent studying?

What do the students do on campus for fun?

College Success Foundation, Scholars Binder- 48 College Residential Housing Options

Four-year colleges with on-campus housing: in most cases, students must make a special request to the housing representative at their college in order to stay in on-campus housing during school breaks and summer, and some colleges do not offer this option.

Year-round campus housing available at: Art Institute – Seattle Central Washington University Eastern Washington University Gonzaga University Northwest University Pacific Lutheran University Saint Martin’s University Seattle University The Evergreen State College Walla Walla University Washington State University Western Washington University University of Washington – Bothell University of Washington – Tacoma (Limited housing available)

Campuses where housing is closed during college breaks: Seattle Pacific University (closed winter and spring breaks) University of Puget Sound (closed summer, open during other breaks) University of Washington (open summer, closed winter break) Whitman College (closed summer, Thanksgiving, winter breaks) Whitworth College (closed during all breaks)

Four-year colleges without on-campus housing: Antioch University Cornish College of the Arts Heritage University Northwest Indian College Washington State University – Vancouver Washington State University – Tri Cities

Two-year colleges with on-campus housing: most two-year colleges do not have on- campus housing; the following two-year colleges do provide on campus-housing. Big Bend Community College (closed during breaks) Edmonds Community College (year-round) Green River Community College (year-round) Skagit Valley College (year-round) Walla Walla Community College (closed winter and summer breaks) Yakima Valley Community College (year-round)

Summer on-campus housing for freshman: most colleges with on-campus housing that is open year-round or during the summer will allow freshman to move in during their first summer if the student is enrolled in classes or working on campus.

College Success Foundation, Scholars Binder- 49 College Resources for Students

During your time in college, you may need to visit some of the resources listed below for assistance… or just to get involved. Note: Not all colleges/universities offer these services.

Enrollment Services Admissions Admissions Offices processes applications of high school, running start, transfer, international, and returning students. They are a great resource to find out everything you need to know about your school choice. They have information on diversity, financial aid, and how to apply.

Financial Aid The Financial Aid office helps students get the necessary financial resources needed to pay for college. They are in charge of processing your SAR. This office is in control of allocating loans, scholarships, grants etc. needed to pay for college.

New Student Orientation/ Services New Students Services sponsor events such as Freshmen Orientation, and Transfer Student Orientation that help new students make a comfortable transition to college.

Academic Advising Academic Advising assists students with academic requirements and course scheduling. It has been said that the most important service a college or university can offer is Academic Advising.

Registrars Office If you have questions about important dates such as billing dates, graduation dates, last day to withdraw from a class, or want to request a transcript – the Registrars Office is where you can get all the answers to these questions.

Student Support Services Associated Students/ Clubs/ Student Government The Associated Students is composed of the entire student population at the college or university. Student Government provides an opportunity for students to develop their leadership skills. Student clubs are also available for many different interest groups on campus. Examples of student clubs may include MECHA, BSU, GLBTA, Young Republicans/ Democrats, etc.

College Success Foundation, Scholars Binder- 50 Multicultural Student Services/ Ethnic Student Center/ EOP Multicultural Student Services specialize in helping first-generation students, students from under-represented, non-traditional, and multicultural backgrounds. They assist students reach all their academic goals.

Career Services Center The Career Services Center is a resource for students, alumni and employers. The common mission of a career center is to help students match their personal attributes, experience, and education to help realize their career potential. Common services included identify your interests, values, and skills and relate them to academic programs; explore career fields and job market trends; and learn how to conduct an effective job search.

Student Health Center The Student Health Center is a medical clinic. Two-year colleges tend not to have Health Centers. Although, there is usually a fee, the fee is charge to your financial aid. Have trouble with alcohol, tobacco, drugs? Make sure your college or university offers prevention and wellness services.

Counseling Center The Counseling Center is available to assist anyone with psychological, mental health or academic concerns. Two-year community colleges tend not to have counseling centers. Research your prospective college and inquire about counseling services.

Disability Resources This is the overarching term for services that address the needs of students who have disabilities of all types. This office serves as a compass for students with disabilities to have equal access to all of the opportunities available in college.

Residence Halls Residence halls are where to apply for campus housing. They provide dates such as when to move-in to or out of your dorm. They control of all residence halls. Some residence halls also offer dining services.

Computer Labs Most colleges provide students with computer labs for researching, writing papers, printing and internet access. Students will want to find out the hours, accessibility, and student eligibility guidelines for each lab on campus.

Bookstore Bookstores in colleges and universities have all the necessary materials needed by students. It is where you buy and sell your class textbooks. They also sell college memorabilia, clothing, supplies, CD’s, and movies.

College Success Foundation, Scholars Binder- 51 Academic Support Math Center/ Math Lab The Math Center provides a great resource for students. The math center employs students, mostly math majors and math minors. These students relate concepts and ideas from the courses to the students. This is a helpful resource for students who are either strong or weak in mathematics.

Writing Center/ Writing Lab The Writing Center is a great resource to all students regardless of their major. The writing center offers assistance with academic writing in all subjects. The writing assistants work one-on-one with individuals to meet their writing needs. Services provided include, but are not limited to: brainstorming, editing, reconstruction, and revising.

Tutorial Center The Tutorial Center has student tutors that are familiar with a variety of subjects and general university courses. Many colleges offer tutoring services at low or no cost for students.

Athletics Division Sports Are you a student athlete? Check out the Athletics’ website for your school. Do they have advisor’s for athletes? Athletics are a great way to relieve stress and meet new people. Do remember that you’re going to college to receive an education, not play ball.

Intramural/ Club Sports Less competitive athletes may participate in intramural or club sports, playing games against other club teams on your campus.

Recreation Center Most four-year universities have a campus Recreation Center. These facilities offer many activities for students including weight and cardio areas, gymnasium, pool, a locker room and more.

College Success Foundation, Scholars Binder- 52 College Planning Worksheet

Please complete the following college planning sheet. Please be specific in your answers. The purpose of this survey is to inform your College Prep Advisor of your needs as a college-bound student, and to serve as a reminder for you.

Your Name:

School:

1. What is your cumulative g.p.a.? ______

2. What were your ACT or SAT scores?

3. If you have not taken either the ACT or SAT, when do you plan to?

Test: Date: Registration Deadline

4. What colleges or universities are you interested in?

5. What careers interest you? ______

College Success Foundation, Scholars Binder- 53

6. What do you think you will need to study in college to pursue that career?

7. What will you do this summer to prepare yourself to apply to college?

Academic goals:

Personal goals:

Financial goals:

8. What kind of help would be useful for you? For example—college planning, financial planning, career planning, etc?

College Success Foundation, Scholars Binder- 54 Notes

______

College Success Foundation, Scholars Binder- 55 National College Fairs - Fall 2011

Since 1972, the National College Fairs (NCF) program has aided students in fulfilling their educational aspirations. A free program to the public, the fairs allow students to interact with admission representatives from a wide range of postsecondary institutions to discuss course offerings, admission and financial aid requirements, college life in general, and other information pertinent to the college selection process.

NACAC Performing & Visual Arts Fischer Pavilion, Seattle Center College Fair Seattle, WA Monday, October 24 Seattle National College Fair Washington State Convention & Trade Center Friday, November 4 Seattle, WA Saturday, November 5

NACAC Performing & Visual Arts Portland State University College Fair Smith Memorial Union Monday, October 25 Portland, OR Portland National College Fair Sunday, November 6 Oregon Convention Center Monday, November 7 Portland, OR

National College Fair Spokane Convention Center Spokane Tuesday, November 8 Spokane, WA

For more information about the National College Fairs go to: http://www.nacacnet.org/EventsTraining/CollegeFairs/Pages/default.aspx

College Success Foundation, Scholars Binder- 56

College Admissions, Planning and

Paying for College Syllabus

Western Washington University, Bellingham WA Summer 2011

Paying for College

Workshop Description: The workshop will help students answer three fundamental questions about college:

Where should I go? How do I get there? How will I pay for it?

Workshop Expectations and Behaviors: Students will be active participants in small group discussions and will complete a portion of the college planning worksheet.

Workshop Assignment(s): Complete the first page of the college planning worksheet and have identified at least one of the goals.

Passport Assignment: Complete the college planning worksheet and other College Admissions and Paying for College pages in your passport.

Materials: Writing materials, pen/pencil, paper

Text: CSF Achievers Scholars Binder 2011, College Success Foundation

College Success Foundation, Scholars Binder- 57

College Success Foundation, Scholars Binder- 58 Financial Aid Timeline

Lender Code: 830310 www.collegeboard.com

The financial aid process can often be confusing and overwhelming. The timeline below provides an overview of the process and when each step in the process occurs. Deadlines will vary depending on the school that you are attending and the aid that you are applying for, so know the application deadlines specific to you and make sure you leave enough time to collect all the necessary information and documentation. Apply as early as possible for each program to ensure that you receive maximum consideration and don’t miss out on financial aid.

September–November • Your first step should be to start a financial aid folder to keep all your financial aid documents and information organized. Be sure to keep this folder throughout your years in college. It’s a real time-saver, and you will find it benefits you in subsequent years when applying for financial aid.

• Meet with your guidance counselor to help you through the college search and ﬁnancial aid process. Talk with them frequently throughout this process for assistance.

• Begin to search and apply for outside scholarships. You can use one of the free scholarships searches online, such as those at www.collegeboard.com or www.gocollege.com, or use scholarship handbooks at your public library or ﬁnancial aid ofﬁce.

• Meet early decision and early action deadlines. Complete the CSS/Financial Aid PROFILE® for colleges that require it for early decision and early action. The PROFILE will determine your eligibility for nonfederal financial aid, such as institutional aid and scholarships. File online at www.collegeboard.com under “Pay for College.” There is a registration fee and a fee for each school to which your information is sent. November–December • You and your parents should begin to gather financial information, such as income and asset documentation. Obtain a copy of the Free Application for Federal Student Aid (FAFSA) or other financial aid forms so you will know exactly what information you will need.

• If you apply electronically on FAFSA on the Web or Renewal FAFSA on the Web (see January), you will need a PIN to sign your application. If you are a dependent student (your dependency status is determined through a series of questions on the application), one of your parents will also need a PIN to sign the application. If you (and your parent, if applicable) do not already have a PIN, you should obtain one at www.pin.ed.gov before you complete your electronic application. You can choose to receive your PIN by U.S. mail or to be e-mailed with instructions on how to obtain it electronically. Be sure to keep the PIN in a safe location for future reference (such as the ﬁnancial aid folder you started in September). January • Parents should prepare income tax returns as early as possible since they are required with many ﬁnan- cial aid applications.

• File the Free Application for Federal Student Aid (FAFSA), which will determine your eligibility for federal financial aid such as the Stafford Loan and Pell Grant. You can file online at www.fafsa.ed.gov or by using a paper form from your financial aid office or high school or by calling 800 4FED-AID. To file online, you will need a PIN (see November–December). You will receive the Student Aid Report (SAR), which sum-

over, please College Success Foundation, Scholars Binder- 59 marizes your FAFSA information and provides a dollar amount for your expected family contribution (EFC), within four to six weeks of ﬁling. All the schools listed will automatically receive your ﬁnancial information.

• Notify the school’s financial aid office of any special circumstances, such as unusual medical expenses or unemployment, which may affect your family’s ability to pay for college. You will want the financial aid office to consider these factors when generating your financial aid award even though they are not included in some of the financial aid forms. February • If your school requires it, file the CSS/Financial Aid PROFILE at least four weeks before the financial aid deadline at your school. The PROFILE will determine your eligibility for nonfederal financial aid, such as institutional aid and scholarships. File online at www.collegeboard.com under “Pay for College.” There is a registration fee and a fee for each school to which your information is sent. March • When you receive your SAR, check it over carefully to make sure all the information is correct. Submit any corrections necessary.

• Submit any additional forms or documentation required by your financial aid office. March–April • Receive financial aid award letters detailing how much financial aid you will receive and what your aid will consist of in terms of loans, grants, and work–study. Compare your awards by using the online comparison tool at www.collegeboard.com. Contact the financial aid office if you have any questions or concerns about the award letter.

• Decide which college to attend, based on how it will meet your academic and ﬁnancial needs. Notify schools that you will not attend so they are able to redistribute your aid.

• You do not have to accept all the financial aid your school offers you. Remember that all loans must be repaid. You should accept, reduce, or decline the aid offered. Also, be sure to tell the school if you have outside scholarships they are not aware of. May–September • If needed, apply for supplemental financial aid to cover your cost of education. Your parents may borrow up to your cost of education minus your financial aid through the Federal PLUS Loan. You may borrow up to the cost of education minus your financial aid through many private student loan programs. Visit loans.collegeboard.com for more information or to apply for these loans through the College Board Educa- tion Loan Program.

• Complete the Master Promissory Note (MPN) for your Federal Stafford Loan, which acts as a contract between you and your lender saying that you agree to the terms of the loan and will repay it. Your school may provide this form or tell you where to complete it online. Visit loans.collegeboard.com or call 800 831-5626 to apply for your Stafford loan through the College Board Education Loan Program.

This tipsheet may contain material related to the Federal Title IV student aid program. While the College Board believes that the information contained herein is accurate and factual, the tipsheet has not been reviewed or approved by the U.S. Department of Education. Copyright © 2005 by College Board. All rights reserved. CSS/Financial Aid PROFILE, College Board, and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit College Board on the Web: www.collegeboard.com. Permission is hereby granted to any nonprofit school to reproduce this tipsheet for distribution to its students, but not for sale, provided that the copyright notice of the College Board appears on all reproduced materials.

College Success Foundation, Scholars Binder- 60 Financial Aid Terms

The following is a list of terms commonly used by financial aid offices:

Cost of Attendance: The total amount a student must pay to attend college for one academic year, including tuition, room and board, books, supplies, transportation, and personal expenses. A college’s financial aid office determines this amount.

Deferment Period: The time period for which a student may delay repaying a loan and any accrued interest.

Disbursement: A payment of funds. The Achievers Scholarship is an annual amount disbursed to the student’s college in equal amounts at the beginning of each academic term.

Expected Family Contribution (EFC): The amount a family is expected to pay toward college costs. This amount is determined via the FAFSA process by a need analysis formula established by the Federal government. The EFC number determined by the government can be found on your Student Aid Report. Your college can modify your EFC based on special circumstances or if you provide more current information.

Financial Aid Award or Package: The total amount of monetary assistance available to the student including all grants, scholarships, work-study employment, and loans from the school, outside sources, State and Federal programs. This is the amount listed in a college’s financial aid award letter.

Financial Need (or Aid Eligibility): The difference between the total Cost of Attendance and the Expected Family Contribution.

Free Application for Federal Student Aid (FAFSA): The form students and parents complete each year to determine the students’ eligibility for need-based financial aid. This form may be completed on the Internet, or may be completed in a paper format and mailed to the Federal government.

Grants: A form of financial aid based on financial need that does not need to be repaid. Examples of grants are Federal Pell Grants and Washington State Need Grants.

PLUS (Parent Loans for Undergraduate Students): This loan is for parents of dependent undergraduate students who still believe they need additional assistance after all other financial aid has been awarded to the students. PLUS loans require a favorable credit check. The interest rate is low and repayment begins 60 days after disbursement.

Scholarships: Scholarships, like grants, are a form of financial aid that does not have to be repaid. These are available from many sources including community groups, colleges and private corporations. Scholarships can be awarded based on a variety of criteria including scholastic achievement, special talents or college majors. Some scholarships also require that the student demonstrate a financial need.

College Success Foundation, Scholars Binder- 61 Student Aid Report (SAR): A report sent to a student by the Federal government 4 to 6 weeks after submitting a FAFSA that informs the student of the Expected Family Contribution (EFC). College financial aid offices use the SAR information to build a financial aid award for a student.

Subsidized Student Loans: Loans on which the Federal government pays the interest for students while enrolled in school at least half time and during the deferment periods. Examples of this are Federal Subsidized Stafford Loans and Federal Perkins Loans.

Unsubsidized Student Loans: Loans on which the students are charged interest while enrolled in school and during deferment periods. These loans are more expensive to the student borrowers. The Federal Unsubsidized Stafford Loan is an example of this type of loan.

Work-Study Employment: A part-time job may be provided to students to help meet educational costs. Typically students work 5–15 hours per week during the academic year. These funds are usually provided by the Federal or State governments with colleges or employers also paying a share.

Financial Aid Programs

¾ Federal Pell Grants A Federal Pell Grant, unlike a loan does not have to be repaid. Generally, Pell Grants are awarded only to students who have not earned a bachelor’s degree. The US Department of Education uses a standard formula based on the information provided in your FAFSA to determine eligibility. The amount is determined by your EFC and the cost of attendance at the school you are attending. The award amounts generally range from $609 - $5,550. The funding is paid directly to your school.

¾ Supplemental Educational Opportunity Grants (SEOG) SEOG is for undergraduates with exceptional financial need (students with the lowest EFC’s) and gives priority to students who receive Pell Grants. An SEOG does not have to be repaid. The US Department of Education guarantees that each participating school will receive enough money to pay the Pell Grants for its eligible students. However, there is no guarantee every eligible student will receive a SEOG. The grants usually range from $100 to $4,000 depending on when you apply, your need, the funding level of the school and the policies of the financial aid office where you attend school.

College Success Foundation, Scholars Binder- 62

¾ Washington State Need Grant This grant is for low-income or disadvantaged Washington residents who enroll as undergraduates at one of the state’s public or private, two or four year colleges. Student must demonstrate financial need, enroll at least half-time and not be pursuing a degree in theology. Awards range from about $2,682 - $7,717. Student is automatically considered for a State Need Grant when the FAFSA is submitted to the college. If the student has childcare costs that are not covered by other agencies, student may receive additional dependent care allowance of up to $845. These dollars are limited and are disbursed to students on a first come, first served basis.

¾ Federal Work Study Work Study program provides jobs for undergraduate students with financial need, allowing them to earn money to help pay education expenses. The program encourages community service work and work related to student’s course of study. Work Study wages will be at least the current federal minimum wage, but they may be higher depending on the type of work and skills required. The total award depends on the level of need and the funding level of the school. Student is automatically considered by filing the FAFSA.

¾ Washington State Work Study This provides work for students with financial need through part-time employment. Students are paid by employers, who are then partially reimbursed by the state. Students are encouraged to apply for jobs related to their academic or vocational interests. Student is automatically considered by filing the FAFSA.

¾ Stafford Loan A Stafford loan must be repaid. The funds are lent to student either by the federal government (Direct Loan Program) or by a private lender (participating bank, credit union, or other lender) A subsidized Stafford loan is awarded based on need. The student is not charged interest before repayment begins or during authorized periods of deferment. The federal government “subsidizes” the interest during these periods. An unsubsidized Stafford loan is not awarded on the basis of need. The student is charged interest from the time the loan is disbursed until it is paid in full. The interest is added to the principle amount during the time student is in school. Student must be enrolled at least half-time.

College Success Foundation, Scholars Binder- 63 Student may borrow $5,500 as a freshman. The amount may increase in subsequent years. The subsidized interest rate is fixed at 4.5%. The funds are sent directly to the school. Repayment begins six months after graduation or when student is enrolled less than half-time or withdraws.

¾ Federal PLUS Loans for Parents Parents or step-parents may borrow up to the total cost of student’s education minus any other aid student may receive. PLUS loans are not based on family income or assets and are only for undergraduate study. PLUS loans are always unsubsidized. Interest rates are fixed for all new PLUS Loans at a rate of 7.9% as of July 1, 2010. You may receive a 0.25% repayment interest rate credit when payments are set up for automatic debit from a bank account Interest is charged from date of disbursement until the loan is repaid in full. Parents must pass a credit check and not have any outstanding tax liens or judgments, delinquent or defaulted loans, or credit card debt, or any bankruptcy, foreclosure, or wage garnishment within the past five years.

¾ Perkins Loan

Perkins loans are very low-interest for undergraduate and graduate students with exceptional financial need. Funds are available through the college and can be up to $4,000 for each year of study. The college is the lender and the interest rate is fixed at 5%. No interest is paid on the Perkins loan while student is enrolled at least half-time. Repayment begins nine months after graduation, withdrawal from school or enrollment below half-time.

Stafford and Perkins loans can be forgiven under certain circumstances. Up to $5,000 of a Stafford loan can be forgiven if the student is a full-time teacher for five consecutive years in a designated elementary or secondary school serving students from low-income families. Up to 100% of Perkins loans can be forgiven if the student participates in programs teaching, serving in a non-profit, full-time nurse or staff member of Head Start Program. There is more information on loan cancellation at: http://studentaid.ed.gov/PORTALSWebApp/students/english/teachercancel.jsp?tab=repaying

College Success Foundation, Scholars Binder- 64 Steps to Federal Student Aid

Get free information and help from a school Within a few days, the U.S. Department of counselor, the financial aid office at the Education will send you your Student Aid Report college or trade school you plan to attend, (SAR)—the result of your FAFSA. Review or the U.S. Department of Education your SAR and, if necessary, make changes at www.studentaid.ed.gov or or corrections and submit your SAR for 1-800-4-FED-AID (1-800-433-3243). reprocessing. Your complete, correct SAR Free help is available any time during the will contain your Expected Family Contribution 1 application process. You should never have 5 (EFC)—the number used to determine your to pay for help. federal student aid eligibility.

Get a Federal Student Aid PIN, a personal The college or trade school that you identification number. A PIN lets you plan to attend might request additional apply, “sign” your online Free Application information from you. Be sure to respond for Federal Student Aid (FAFSASM), make by any deadlines, or you might not receive corrections to your application information, federal student aid. and more—so keep it safe. Go to 2 www.pin.ed.gov to get one. 6

All applicants: The college or trade school Collect the documents needed to apply, will tell you how much aid you can get at that including income tax returns and W-2 forms school. Contact the financial aid office if you (and other records of income). A full list have any questions about the aid being offered. of what you need is at www.fafsa.gov. First-time applicants: Review award letters Tax return not completed at the time you from schools to compare amounts and types apply? Estimate the tax information, apply, of aid being offered. Decide which school to and correct information later. attend based on a combination of (a) how 3 well the school suits your needs and (b) its 7 affordability after all aid is taken into account.

Note: You also might be able to get financial aid from your state Complete the FAFSA between Jan. 1, 2011, government, your school, or a private scholarship. Research and June 30, 2012 (no exceptions to either nonfederal aid early (ideally, start in the spring of your junior date!). BUT, apply as soon as possible year of high school). You can find a free scholarship search at after Jan. 1 to meet school and state aid www.studentaid.ed.gov/scholarship. Be sure to meet deadlines (see note at bottom of page). all application deadlines! Apply online at FAFSA on the Web SM 4 (the faster and easier way) by going to www.fafsa.gov. If you don’t already have your PIN, you can get it when you complete the online FAFSA.

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 65 DO YOU NEED MONEY FOR COLLEGE? Fed e ra l S t ud e n t A i d a t a G lan c e 2 0 1 1 – 1 2

More than $150 billion available in federal aid for students who qualify WHAT is federal HOW do you apply for student aid? federal student aid?

Federal student aid comes from the federal government— 1. Complete the Free Application for Federal specifically, the U.S. Department of Education. It’s money that helps Student Aid (FAFSASM). a student pay for education expenses at a postsecondary school For FAFSA on the WebSM, go to www.fafsa.gov. Using (e.g., college, vocational school, graduate school). FAFSA on the Web is faster and easier than using paper. If you need a paper FAFSA, you can get one from Federal student aid covers such expenses as tuition and fees, room and board, books and supplies, and transportation. • our website at www.fafsa.gov (download a PDF), Aid also can help pay for a computer and for dependent care. • our ED Pubs website at www.edpubs.gov, or • our Federal Student Aid Information Center There are three main categories of federal student aid: grants, at 1-800-4-FED-AID (1-800-433-3243). work-study, and loans. Check with your school to find out which You can apply beginning Jan. 1, 2011; you have until programs your school participates in. June 30, 2012, to submit your FAFSA. But you need to apply early! Schools and states often use FAFSA information to WHO gets federal award nonfederal aid. Their deadlines are usually early in the year. You can find state deadlines atFAFSA on the Web or on the paper student aid? FAFSA. Check with the schools you’re interested in for their deadlines. Our most basic eligibility requirements are that you must 2. Review your Student Aid Report (SAR). • demonstrate financial need, After you apply, you’ll receive a Student Aid Report, or SAR. • be a U.S. citizen or an eligible noncitizen, Your SAR contains the information reported on your FAFSA and usually includes your Expected Family Contribution (EFC). • have a valid Social Security number, The EFC is an index used to determine your eligibility for federal • register (if you haven’t already) with Selective Service, student aid. Review your SAR information and make any if you’re a male between the ages of 18 and 25, corrections or changes, if necessary. The school(s) you list on • maintain satisfactory academic progress in postsecondary your FAFSA will get your SAR data electronically. school, and 3. Contact the school(s) you might attend. • show you’re qualified to obtain a postsecondary education by Make sure the financial aid office at each school you’re interested in has all the information needed to determine your eligibility. 4having a high school diploma or General Educational If you’re eligible, each school’s financial aid office will send you Development (GED) certificate; an award letter showing the amount and types of aid (from all 4 passing an approved ability-to-benefit test (if you don’t sources) the school will offer you. You can compare award letters have a diploma or GED, a school can administer a test from the schools to which you applied and see what aid you can to determine whether you can benefit from the education receive from each school. offered at that school); 4completing six credit hours or equivalent course work toward a degree or certificate; Have questions? Contact/visit the following: 4meeting other federally approved standards your • 1-800-4-FED-AID (1-800-433-3243) state establishes; or • 1-800-730-8913 (TTY for the hearing impaired) • [email protected] 4completing a high school education in a homeschool • www.studentaid.ed.gov setting approved under state law. • a college financial aid office

Printed: November 2010 Note: The information in this document was compiled in the summer of 2010. For updates or additional information, visit www.studentaid.ed.gov or phone 1-800-4-FED-AID. College Success Foundation, Scholars Binder- 66 Federal Student Aid Web Sites

What are you going to do with your life? And how are you going to get there? Our Web sites can help you decide on a career, find a school to prepare you for that career, and get funding to pay for that school.

Student Aid on the Web: PIN Web site: www.FederalStudentAid.ed.gov www.pin.ed.gov Information about federal student aid and Apply for a Federal Student Aid PIN to help preparing for college: your financial aid application move faster. • Fill out a questionnaire to find out what careers might be right for you • Input your preferences (size of school, location, etc.) FAFSA on the Web: to search for the college or career school that fits your needs www.fafsa.ed.gov • Look for scholarships using a free search service Fill out the Free Application for Federal Student Aid (FAFSA) • Learn about the SAT and the ACT Assessment and look up federal school codes. This is a FREE site! If you’re asked for bank account or credit card information, • Estimate your federal student aid eligibility with you’re not dealing with the U.S. Department of Education. FAFSA4caster • Calculate student loan repayments • Find out about the Hope and Lifetime Learning education tax credits

Download this fact sheet at www.FederalStudentAid.ed.gov/pubs

2” width, minimum logo size College Success Foundation, Scholars Binder- 67 What Information Do I Need When I Fill Out the FAFSASM?

Here’s a checklist! You should have the following information and documents with you as you fill out the Free Application for Federal Student Aid (FAFSASM): ❏ Your Social Security number ❏ Your parents’ Social Security numbers if you are providing parent information* ❏ Your driver’s license number if you have one ❏ Your Alien Registration Number if you are not a U.S. citizen ❏ Federal tax information or tax returns including IRS W-2 information, for you (and your spouse, if you are married), and for your parents if you are providing parent information • If you have not yet filed an income tax return, complete and submit the FAFSA using estimated tax information • Use income records for the year prior to the academic year for which you are applying: for instance, if you are filling out the 2011–12 FAFSA, you will need 2010 tax information ❏ Records of your untaxed income, such as child support received, interest income, and veterans noneducation benefits, for you, and for your parents if you are providing parent information ❏ Information on cash; savings and checking account balances; investments, including real estate but not including the home in which you live; and business and farm assets for you, and for your parents if you are providing parent information * Not sure whether you will need to put your parents’ information on the FAFSA? Check out “Am I Dependent or Independent?” at www.studentaid.ed.gov/pubs or call 1-800-4-FED-AID (1-800-433-3243).

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 68 What Is a Federal Student Aid PIN and Why Do I Need One?

Your Federal Student Aid PIN is the personal identification number you use when you visit certain U.S. Department of Education websites. When you type in your PIN at these sites, you are saying either “Yes, it’s really me—please show me the personal information about me on this site” or “Please accept my PIN as my signature on this online form.”

What are some of the uses for my PIN? You will be given the option of creating your own You can use your PIN to PIN or having the site create one for you. If the site creates one for you, you can choose to have • sign your online Free Application for Federal SM your PIN displayed immediately on the screen. Student Aid (FAFSA ) at www.fafsa.gov; Otherwise, you can request that your PIN be mailed • review what federal student aid you have received to you, or you can choose to receive an e-mail that in the past by visiting the National Student Loan SM will give you the link to a site where you can access Data System at www.nslds.ed.gov; your PIN. We won’t send your PIN to you in the • sign federal student loan contracts online; e-mail itself for security reasons. Instead, we’ll • find out whether your FAFSA has been ask you for some personal information to identify processed at www.fafsa.gov; or yourself before we show you your PIN. • correct information you reported on your What else do I need to know about my PIN? FAFSA at www.fafsa.gov. Keep your PIN in a safe place or memorize it. Never Visit www.pin.ed.gov/pin_uses.htm for more tell anyone else your PIN, even if they are helping ways you can use your PIN. you fill out the FAFSA. Remember, your PIN is your signature. Protect it! How do I get a PIN? One of your parents might need a PIN as well. If Go to www.pin.ed.gov and provide a few you need to provide information about your parents pieces of information. on the FAFSA, one of your parents will have to sign the application. He or she can sign electronically PIN Checklist with his or her own PIN. Not sure whether you Here’s what you need to get your PIN: will need to put your parents’ information on ❏ your Social Security number the FAFSA? Check out “Am I Dependent or Independent?” at www.studentaid.ed.gov/pubs or ❏ your full and correct last name call 1-800-4-FED-AID (1-800-433-3243). ❏ your full and correct first name You can use your PIN again next year. Your PIN ❏ your middle initial (and your parent’s PIN) will not expire at the end ❏ your date of birth of the school year, and you can continue to use it in the future to renew your FAFSA, sign loan ❏ your street address contracts, etc. If your parent has more than one ❏ your e-mail address (optional) child in college, that parent can use the same PIN to sign FAFSAs for every child.

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 69 Am I Dependent or Independent?

When I fill out the 2011–12 Free Application for Federal Student Aid (FAFSASM), will I have to provide information about my parents? It depends. Answer these questions:

Were you born before Jan. 1, 1988? Yes No Are you married? (Answer “Yes” if you are separated but not divorced.) Yes No At the beginning of the 2011–12 school year, will you be working on a master’s or doctorate degree program (such as an Yes No M.A., M.B.A., M.D., J.D., Ph.D., Ed.D., graduate certificate, etc.)? Are you currently serving on active duty in the U.S. armed forces for purposes other than training? (If you are a National Guard Yes No or Reserves enlistee, are you on active duty for other than state or training purposes?) Are you a veteran of the U.S. armed forces?* Yes No Do you have children who will receive more than half of their support from you between July 1, 2011, and June 30, 2012? Yes No Do you have dependents (other than your children or spouse) who live with you and who receive more than half of their Yes No support from you, now and through June 30, 2012? At any time since you turned age 13, were both your parents deceased, were you in foster care, or were you a dependent or Yes No ward of the court? Has it been decided by a court in your state of legal residence that you are an emancipated minor or that you are Yes No in a legal guardianship? At any time on or after July 1, 2010, were you determined to be an unaccompanied youth who was homeless, as determined Yes No by (a) your high school or district homeless liaison or (b) the director of an emergency shelter or transitional housing program funded by the U.S. Department of Housing and Urban Development? At any time on or after July 1, 2010, did the director of a runaway or homeless youth basic center or transitional living program Yes No determine that you were an unaccompanied youth who was homeless or were self-supporting and at risk of being homeless?

* Answer No (you are not a veteran) if you (1) have never engaged in active duty in the U.S. armed forces, (2) are currently a Reserve Officers’ Training Corps (ROTC) student or a cadet or midshipman at a service academy, or (3) are a National Guard or Reserves enlistee activated only for state or training purposes, or (4) were engaged in active duty in the U.S. armed forces but released under dishonorable conditions. Also answer No if you are currently serving in the U.S. armed forces and will continue to serve through June 30, 2011.

Answer Yes (you are a veteran) if you (1) have engaged in active duty in the U.S. armed forces (Army, Navy, Air Force, Marines, or Coast Guard) or are a National Guard or Reserves enlistee who was called to active duty for other than state or training purposes, or were a cadet or midshipman at one of the service academies and (2) were released under a condition other than dishonorable. Also answer Yes if you are not a veteran now but will be one by June 30, 2011. Did you answer Yes to any of the questions? “Who Is My ‘Parent’ When I Fill Out the FAFSA?” If so, then for federal student aid purposes, at www.studentaid.ed.gov/pubs. you’re considered to be an independent student If you have no contact with your parents and don’t and do not have to provide information about know where they live, you should discuss your situation your parents on the FAFSA. with the financial aid office at the college or trade/ Did you answer No to every question? If so, vocational school you plan to attend. The financial aid then for federal student aid purposes, you’re administrator will help you figure out what to do next. considered to be a dependent student, and you must provide information about your parents on Fill out the FAFSA for FREE the FAFSA. Not sure who counts as your parent? at www.fafsa.gov. See the instructions on the FAFSA or check out

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 70 Who Is My “Parent” When I Fill Out the FAFSASM?

Maybe you know you’re considered a dependent What if my parents are worried about student* by the FAFSASM, and you’re supposed to put providing their private information information about your parents on the application. on the FAFSA? But what if your parents are divorced? Remarried? Their information is safe with us. We recommend you What if you live with your sister? Here’s some fill out your FAFSA online, where your information is information that might help: put into special code before it’s sent over the Internet • If your parents are living and married to each to our processor. Also, we won’t share your FAFSA other, answer the questions about them. information with anyone except the schools you tell • If your parents are living together and are not us you want to attend (so they can use the information married but meet the criteria in your state for to award financial aid to you) and a few federal a common-law marriage, answer the questions government agencies (so they can check to be sure about both of them. If your state does not you’ve reported your information accurately). consider them to be married, fill out the parent information as if they are divorced. (See below.) What if I don’t live with my parents? • If your parent is widowed or single, answer the You still must answer the questions about them questions about that parent. If your widowed if you’re considered a dependent student. parent is remarried as of the day you sign the FAFSA, answer the questions about that parent What if my parents aren’t going to help and the person whom your parent married me pay for college and refuse to provide (your stepparent). information for my FAFSA? • If your parents are divorced or separated, answer You can’t be considered independent of your parents the questions about the parent with whom you just because they refuse to help you with this process. lived more during the past 12 months. If you do not provide their information on the FAFSA, the application will be considered “rejected,” and you ◆ If you lived the same amount of time with each parent, give answers about the parent might not be able to receive any federal student aid. who provided more financial support during The most you would be able to get (depending on the past 12 months or during the most recent what the financial aid administrator at your college year that you actually received support from a decides) would be a loan called an unsubsidized loan. parent. If this parent is remarried as of today, The FAFSA will tell you what to do if you are in this answer the questions on the FAFSA about situation. You also will need to speak to the financial that parent and the person whom your parent aid administrator at the college or trade school you married (your stepparent). plan to attend. • The following people are not your parents What if I have no contact with my parents? unless they have adopted you: grandparents, If you don’t know where your parents live, or you’ve foster parents, legal guardians, older brothers left home due to an abusive situation, fill out the or sisters, and uncles or aunts. FAFSA and then immediately get in touch with the EXCEPTION: The FAFSA asks about your parents’ financial aid office at the college or trade school you education level. For these two questions, your plan to attend. The financial aid administrator will tell parents are considered to be your birth parents you what to do next. Don’t put this off or you might or adoptive parents—your stepparent is not your miss financial aid deadlines! parent in these questions. * To find out whether you are a dependent student, see “Am I Dependent or Independent?” at www.studentaid.ed.gov/pubs or call 1-800-4-FED-AID.

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 71 Federal Student Aid

2010–11 Loan Programs Fact Sheet www.studentaid.ed.gov

Will you need a loan to attend college? If so, think federal aid ﬁ rst. Federal student loans usually offer borrowers lower interest rates and have more ﬂ exible repayment terms and options than private student loans.

1. What is a federal student loan?

Federal loans are borrowed funds that you must repay with interest. A federal student loan allows students and their parents to borrow money to help pay for college through loan programs supported by the federal government. They have low interest rates and offer ﬂ exible repayment terms, beneﬁ ts, and options.

Beginning July 1, 2010, all new Stafford and PLUS loans will be made under the William D. Ford Federal Direct Loan Program (Direct Loan ProgramSM). In the Direct Loan Program, the U.S. government is the lender, and loan funds are provided to students through their school.

2. What is a private student loan?

A private student loan is a nonfederal loan issued by a lender such as a bank or credit union. Private student loans often have higher interest rates and loan fees than federal loans, usually require a credit check, and do not provide the benefi ts of federal student loans. If you’re not sure whether you’re being offered a private loan or a federal loan, look at the name of the loan: does it include the word “federal”? If not, just ask the fi nancial aid offi ce at your school.

3. Why are federal student loans a better option for paying for college?

Federal student loans offer borrowers many beneﬁ ts not typically found in private loans. These include low ﬁ xed interest rates, income-based repayment plans, cancellations for certain employment, and deferment (postponement) options, including deferment of loan payments when a student returns to school. For these reasons, students and parents should always exhaust federal student loan options before considering a private loan.

See the next page for the speciﬁ c kinds of federal student loans that are available.

Federal Student Aid, an offi ce of the U.S. Department of Education, ensures that all eligible students can benefi t from federally funded fi nancial assistance for education beyond high school. We consistently champion the promise of postsecondary education—and its value to our society. College Success Foundation, Scholars Binder- 72 www.studentaid.ed.gov

4. What kinds of federal student loans are available? Federal Loan Program Program Details Annual Award Limits (subject to change) Federal Perkins Loan • Your college is the lender; payment is • Undergraduate stu- owed to the college that made the loan dents: up to $5,500 • For undergraduate and graduate students • Graduate and • Interest charged on this loan is 5% professional degree • Funds depend on student’s ﬁ nancial need students: up to $8,000 and availability of funds at the college

Direct Subsidized • Must be at least a half-time student • Between $3,500 and Stafford Loan • Must have fi nancial need $8,500 depending on • For undergraduate and graduate students grade level • Borrower is not charged interest while in college and during grace and deferment periods • Interest charged on this loan is 4.5% for undergraduate students and 6.8% for graduate students • The U.S. government is the lender; payment is owed to the U.S. government Direct Unsubsidized • Must be at least a half-time student • Between $5,500 to Stafford Loan • For undergraduate and graduate students $20,500 (less any • Borrower is responsible for all interest on subsidized amount the loan including while in college and received for the same during grace and deferment periods period) depending on • Interest charged on this loan is 6.8% grade level and depen- • The U.S. government is the lender; pay- dency status ment is owed to the U.S. government Direct PLUS Loans • For parents of dependent students Maximum amount is for Parents • Borrower is responsible for all the cost of attendance interest minus any other fi nan- • Interest charged on this loan is 7.9% cial aid the student • Must not have negative credit history receives • The U.S. government is the lender; payment is owed to the U.S. government Direct PLUS Loans • For graduate and professional degree stu- Maximum amount is for Graduate and dents cost of attendance • Borrower is responsible for all the Professional Students minus any other fi nan- interest cial aid the student • Interest charged on this loan is 7.9% receives • Must not have negative credit history • Must have applied for annual loan maximum eligibility under the Subsidized and Unsubsi- dized Stafford Loan Programs before applying for a Graduate/Professional PLUS Loan • The U.S. government is the lender; payment is owed to the U.S. government

For additional information on federal student aid, call 1-800-4-FED-AID or visit www.studentaid.ed.gov/funding. June 2010

While every student wants free money in the form of scholarships and grants, not everyone can get enough free money to cover the entire cost of college or career school.

If you’ve filled out your FAFSASM and your school As you can see, a federal student loan is a much has offered you federal student loans (your school better option than a private loan or a credit card. might call them Stafford Loans, Direct LoansSM, or However, do remember that you are responsible Perkins Loans), here are some things to consider: for repaying your loan, so don’t borrow more • You don’t have to start paying back your than you need for school-related expenses. federal student loans until you graduate And if you find you’re going to have trouble or stop attending school at least half-time. making your payments, be sure to get in touch (For most federal student loans, you'll be with your loan servicer as soon as possible to see able to wait several months after leaving what arrangements can be made. If you don't repay school before your first payment is due.) your loan, your credit record will be affected, and If you get a private loan, you’ll probably you might not be able to buy a car, get credit cards, have to start making payments right away. or get certain types of jobs. • The interest rate on a federal student loan For more information about the types of federal is almost always lower than that on a student loans, repayment options, and what private loan—and much lower than that happens if you don’t make your payments on on a credit card! time, check out our guide called Your Federal • Students with greater financial need might Student Loans. Read the guide online at qualify to have the government pay their www.studentaid.ed.gov/repayingpub or order interest while they are in school. a copy of the booklet from www.edpubs.gov. • You don’t need a credit record to get Have questions about student loans? Call a federal student loan. the Federal Student Aid Information Center • You don’t need a cosigner to get a federal at 1-800-4-FED-AID (1-800-433-3243) or student loan. 1-800-730-8913 (TTY for the hearing impaired). A college financial aid office also can help you. • Federal student loans offer a variety of repayment plans, including one that bases monthly payments on the borrower’s income. • Some borrowers are able to have at least a portion of their loans forgiven if they work in certain jobs for which there is a high demand.

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 74 Myths About Financial Aid

“I’m not going to bother filling out theFree Application for Federal Student Aid because …” “… my parents make too “… you have to be a minority much money, so I won’t to get financial aid.” qualify for aid.” Reality: Funds from federal student aid programs Reality: There is no income cut-off to qualify for are awarded on the basis of financial need, not on federal student aid. Many factors besides income— the basis of race. The FAFSA doesn’t even collect from the size of your family to the age of your older this kind of information about an applicant. parent—are taken into account. Your eligibility “… the form is too hard to is determined by a mathematical formula, not by fill out.” your parents’ income alone. And remember: when you fill out the Free Application for Federal Student Reality: The FAFSA is easier than ever, especially Aid (FAFSASM), you’re also automatically applying if you fill it out online at www.fafsa.gov. There are for funds from your state, and possibly from detailed instructions for every question, and the your school as well. In fact, some schools won’t form walks you through step by step, asking only the even consider you for any of their scholarships questions that apply to you. If you need help, you can (including academic scholarships) until you’ve access real-time, private online chat with a customer submitted a FAFSA. Don’t make assumptions about service representative. If you’re filling out the paper what you’ll get—fill out the application and find out. FAFSA, you can get help from a high school counselor, from the financial aid office at the school “… only students with good you plan to attend, or from our toll-free number: grades get financial aid.” 1-800-4-FED-AID. And remember, the FAFSA Reality: While a high grade point average will and all these sources of advice are FREE. help a student get into a good school and may help with academic scholarships, most of the So what do I do now? federal student aid programs do not take a Go to www.fafsa.gov, fill out the application, student’s grades into consideration. Provided and see what you get! a student maintains satisfactory academic For more information about federal student aid, progress in his or her program of study, federal see www.studentaid.ed.gov or contact the Federal student aid will help a student with an average Student Aid Information Center: academic record complete his or her education. 1-800-4-FED-AID (1-800-433-3243) TTY: 1-800-730-8913 For inquirers without access to the toll-free number: 319-337-5665 E-mail: [email protected]

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 75 Grant and Scholarship Awarding Information

Explanation of grant and scholarship awarding:

1. The estimated Cost of Attendance (COA) is determined by your college. It usually covers one nine- month academic year from approximately August/September to May/June. It includes tuition, fees, books and supplies, room and board, personal expenses, and transportation costs.

2. The Estimated Family Contribution (EFC) was initially determined by the Federal government when you completed the Free Application for Federal Student Aid (FAFSA) and was based upon your family’s 2010-year income level. Your college makes the final determination of your EFC. Thus, if you believe there are any extenuating circumstances that should be considered in determining this amount, you need to contact the Financial Aid Office at your college.

The EFC amount is unique to each family based on many factors including income and family assets (except that home equity and retirement plans are not counted as family assets). A family of four with a family income of $45,000, for example, might be expected to contribute $3,000 towards the annual cost of education. Families with lower incomes might be expected to contribute less and families with higher incomes may be expected to contribute more.

The EFC amount cannot be replaced by any type of grant or scholarship aid whenever a student receives any type of Federal or State need-based financial aid. These are Federal and State regulations. However, parents may be eligible to replace EFC with the unsubsidized PLUS Loan (Parent Loans for Undergraduate Students). In some cases students can replace part of the EFC with unsubsidized Stafford Student Loans. Since one of the goals of this program is to have students graduate from college without loan debt, CSF does not recommend that you borrow unsubsidized student loans unless it is the only way for you to enroll in college. For any discussion of these options, we recommend you contact the Financial Aid Office at your college.

3. CSF encourages all CSF Achievers Scholars to work part-time in college, unless there are extenuating circumstances or unless they are able to replace this due to receiving a scholarship. If you have already received an employment award from your college, it is likely called “Work-Study Employment.” We encourage you to take advantage of part-time employment, whether it is through work-study or another outside job, but it is not a requirement.

Satisfactory Academic Progress:

You should study hard and do your best academically. Should you need additional assistance, be sure to use any special resources available to you, including reading and math skill centers, tutors and other remedial assistance. Your college will publish and give you information on maintaining Satisfactory Academic Progress. It is important that you understand these requirements. They apply to the continuation of all of your Federal and State financial aid. If you fail these requirements, you will lose your financial aid.

When do I reapply for financial aid for the next academic year?

All of the forms necessary to reapply for financial aid will be available each January. Go online to the FAFSA website (www.fafsa.ed.gov) to complete the renewal FAFSA for the coming school year. Check with your college for any additional forms they may need you to submit.

College Success Foundation, Scholars Binder- 76 Phase 1: Twenty Applying to College Once the student’s academic and social interests and objectives have been matched Things with appropriate institutions, the student might need to consider financial assistance. College admission and financial aid advisers should be prepared to provide the following You Need information: 1. What are the average costs for tuition and fees, books and supplies, room and to Know board, transportation, and other personal expenses for the first year? What are the ranges of room (single, double) costs, board costs (21 meals?), and special tuition About rates (flat rate for 15-18 credits, etc.)? By how much will total costs increase each year? (A three- to five-year printed history Financing of tuition and fee increases as well as room and board increases should be available.) 2. Does financial need have an impact on admission decisions? College 3. Does the decision to apply for early admission affect financial aid? 4. Does the institution offer financial aid It’s important to make an programs as well as merit or other scholarships that do not include consideration informed decision about of financial need? How and when should an institution of higher applications for need-based and merit aid be completed? education. We recommend 5. What noninstitutional sources of aid and information1 are available? (Check with the using the following three financial aid office regarding fee-based phases together, as a sources.) whole, to arrive at the best 6. What application forms are required to complete the financial aid process? possible decision. What is the priority deadline for applying for financial aid? When will the student be notified about financial aid decisions?

College Board, College Scholarship Service, CSS, and the acorn logo are registered trademarks of the College Entrance Examination Board.

College Success Foundation, Scholars Binder- 77 Phase 2: Phase 3: Choosing a College Before Leaving Home

During this phase, the student chooses the By the end of this phase, the student should college with the best academic, social, and be clear about his or her financial obligations financial fit. To make this decision, college to the college of his or her choice and how financial aid offices should supply the following to meet those obligations. The financial aid information: and/or business office of the student’s chosen college should be helpful in answering the 7. How much financial aid will the student following questions: receive? Will he or she be billed for his or her share of the costs? Are there any other 14. When can the student/family expect to receive costs not accounted for in the aid offer bills from the college? How many times a that the student should plan for, such as year will they be billed? If the bill is not paid expenses for books, room and board, trans- by the deadline, will there be penalties? portation, or personal needs? Does the college accept payment by credit 8. If the student and/or the student’s family card? Is there an option to pay monthly? cannot meet the financial responsibilities from 15. Is all financial aid credited to the student’s current income or assets, what financing account, or will the student receive checks options are available to help them pay their for some or all of the financial aid awarded? share? What about student employment earnings? 9. Will the financial aid office provide each If aid exceeds billed charges, how does the student with an explanation of how his or her student receive the funds? expected family contribution, financial need, 16. How much money will the student need and award package was determined? during the first week of school for things such 10. If the financial aid award package is insufficient as books, a parking permit, etc.? Can the to make it possible for the student to attend student use financial aid to pay for books and this institution, under what conditions, if any, supplies? Can books and supplies be charged will the aid office reconsider its offer? to the student’s account? What typical 11. What are the terms and conditions of the aid out-of-pocket expenses do most students programs included in the student’s award have during the year? package (e.g., treatment of outside scholar- 17. Is information provided to students regarding ships, loan repayment policies, renewal budgeting resources, money management, criteria, etc.)? Regarding renewal, what are and credit card usage? the academic requirements or other conditions 18. Are there banking services with fee-free ATMs for the renewal of financial aid, including and/or check cashing on or near campus? scholarships? Does the campus have a debit card? 12. How will the student’s aid package change 19. Will the college be responsive to midyear from year to year? Will loan amounts increase? changes in family financial situations? What impact will cost increases have on 20. Regarding student employment, including the aid package? What will happen if the federal work-study: How are jobs assigned? student’s financial situation changes? What How many hours per week will a student will2 happen if the student’s or another family be expected to or allowed to work? How often member’s enrollment status changes? and in what manner will the student receive 13. What amount of student loan debt does earnings payments? Will earnings be auto- your typical student borrower have once he matically credited to the student’s account? or she finishes college?

This information was developed by a College Board work group sponsored by the College Scholarship Service® (CSS®) Council. Comments and questions about these guidelines may be directed to [email protected]. 200279 College Success Foundation, Scholars Binder- 78 3 What to Look For in a Financial Aid Award Letter

This worksheet will help you put information from your award letters into a common format. You can also find an interactive version of this worksheet in the “Pay for College” section at www.collegeboard.com.

• Look for the “bottom line”—your “net cost” to attend each institution. Don’t be dazzled by the amount of money a particular college offers—focus on how the awards affect the costs you have to pay. A $5,000 award may cover your need completely at one school, while a $10,000 award at another could leave you short.

• Have the viewbook or other application/admissions materials handy when you review your award letters. If the award letter does not contain complete information about college costs, you can often find it in the viewbook or other application/admissions materials.

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

• Finally, look for special conditions or requirements stated in the financial aid package. For example, many institutions require scholarship recipients to maintain a certain grade point average before their award is renewed. Other institutions may require continued enrollment in an academic program.

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

over, please College Success Foundation, Scholars Binder- 79 Financial Aid Award Letter Worksheet STEP 1 List the name of each school you want to consider attending, the award deadline date, and the total cost of attending. The award deadline date and total cost of attendance will probably be included in your award letter. If you have not received an award letter, find the figures in the college catalog for estimating the cost of attendance, or call the school’s financial aid office. Add in the direct and indirect expenses, such as tuition, books and supplies, room and board, transportation, course and recreation-related fees, and personal expenses (clothes, laundry, recreation, telephone calls, and medical).

College 1 College 2 College 3 College 4 Name of College Award Deadline Date Total Cost of Attendance $ $ $ $

STEP 2 List the financial aid awards each school is offering. Do not forget that gift aid and self-help such as grants, scholarships, and work-study do not have to be repaid, while all loans must be repaid. Grants and Scholarships Pell $ $ $ $ SEOG $ $ $ $ State $ $ $ $ College $ $ $ $ Other $ $ $ $ Other $ $ $ $ Total Grants and Scholarships $ $ $ $ Work-Study Programs* $ $ $ $ Loans Stafford $ $ $ $ Perkins $ $ $ $ Other $ $ $ $ Other $ $ $ $ Total Loans $ $ $ $ Total Financial Aid Award Grants and Scholarships + Work-Study + Loans = $ $ $ $ STEP 3 Calculate what it will cost you to attend each college. List the name of the school and the total cost of attendance, then subtract the total financial award from the total cost of attendance. The figure you get is the net cost—what it will cost you to attend that school. Total Cost of Attendance $ $ $ $ – Total Financial Aid Award $ $ $ $ = Net Cost to Attend $ $ $ $

* Although work-study is part of your financial aid package, it must be earned by working at a job while you are in school.

This tipsheet may contain material related to the Federal Title IV student aid program. While the College Board believes that the information contained herein is accurate and factual, the tipsheet has not been reviewed or approved by the U.S. Department of Education. © 2007 The College Board. All rights reserved. College Board and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.com. Permission is hereby granted to any nonprofit school to reproduce this tipsheet for distribution to its students, but not for sale, provided that the copyright notice of the College Board appears on all reproduced materials.

College Success Foundation, Scholars Binder- 80 Sample Financial Aid Award Letter

www.fineaid.schoolname.edu 555.555.5555 Main Campus Building

College Success Foundation, Scholars Binder- 81 How Your Financial Aid Administrator Can Help You

What’s a financial aid administrator? • I went to a website that I thought was the A financial aid administrator works at a college FAFSA site, but it asked for my credit card or trade/vocational school to help the school’s number. Do I need to pay to fill out the FAFSA? students apply for, receive and—in many cases— • What am I supposed to do with my learn how to repay their student aid. Student Aid Report? When should I first contact my financial • What is verification, what documents must I provide and when, and why was aid administrator? I chosen in the first place? While researching the school before applying, • When will I find out how much aid be sure to find out what types of financial aid I’ve been awarded? are available at that school. Your research should include a visit to the financial aid office’s website. • What are all these different kinds of aid Later, as you prepare to apply for aid at that school, my school has awarded me? the financial aid administrator will be able to • What if I’m not awarded enough money answer your questions about the process. to pay for all my school-related expenses? What questions can my financial aid If you have any other questions or concerns administrator answer for me? about the financial aid process, contact the financial aid office at your school. Your financial • What financial aid can I apply for through my aid administrator is there to help you. school and through my state education agency? • What are the financial aid application deadlines at my school? • How do I fill out the Free Application for Federal Student Aid (FAFSASM)? • Do I have to include my parents’ information on the FAFSA?

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 82 Winning a Scholarship Quick Reference Guide

Top Twelve Tips on Winning a Scholarship Preview of Secrets to Winning a Scholarship

1. Start searching for scholarships as soon as possible. Don't This quick reference guide is a preview of Fastweb’s new wait until the spring of your senior year in high school to book, Secrets to Winning a Scholarship. This book start searching, or you'll miss half the deadlines. There are provides practical, clear and concise advice about how to many scholarships available to students in grades K-11, not find and win scholarships and fellowships. just high school seniors. Continue searching for scholarships even after you are enrolled in college. Brought to you by Fastweb, the leading free scholarship matching service, Secrets to Winning a Scholarship gives 2. Use a free scholarship matching service like Fastweb.com. The Fastweb database is updated daily and the site will you the insider insights and expert tips you need to email you notifications of new scholarships that match your improve your chances of winning a scholarship. Learn personal background profile. strategies for increasing the number of scholarship matches, writing more memorable scholarship essays, 3. Answer all of the optional questions on a scholarship acing the scholarship interview and maximizing your matching web site for about twice as many matches. chances of winning a scholarship. Secrets to Winning a 4. Look for local scholarships on bulletin boards near the Scholarship will help you go for the gold with unique guidance counselor or financial aid offices, or the library's information and advice about winning scholarships from jobs and careers section. Also look in the coupon section of one of the nation’s leading experts on planning and the Sunday newspaper. Improve grades for more matches. paying for college. 5. To win more scholarships, apply to every scholarship for Secrets to Winning a Scholarship is available through which you are eligible. It's a numbers game. Even among Amazon.com in both paperback and Kindle formats. Visit talented students, winning involves a bit of luck, not just www.fastweb.com/scholarshipsecrets for more skill. Pursue less competitive scholarships, such as small information. awards and essay contests. They are easier to win and help you win bigger scholarships. You can't win if you don't apply. It gets easier after your first 6 applications. Essays Common Scholarship Application Mistakes can be reused and tailored to each new application. • Missing deadlines 6. Don't miss deadlines. Use checklists to get organized. • Failing to proofread the application 7. Tailor your application to the sponsor's goals. Read and • Failing to follow directions, especially regarding essay follow the instructions carefully. length and the number of recommendations • Omitting required information 8. If you have difficulty writing essays, record yourself as you • answer the question out loud and transcribe the recording. Applying for an award when you don't qualify • Most people think and speak faster than they can write or Failing to apply for an award for which you are eligible • type. Write an outline afterward to organize your thoughts. Failing to tailor the application to the sponsor • Writing a boring essay 9. Personalize your essay and be passionate. Write about • Writing an essay that may offend the reviewer something of interest to you. Make your application stand • Including exaggerations or lies on your application out from the crowd. Talk about your impact on other people. Give examples and be specific. Beware of Scholarship Scams 10. Google your name to ensure that you have a professional • online presence. Use a clean email address, such as If you have to pay money to get money, [email protected]. Review your Facebook it’s probably a scam. • account, removing inappropriate and immature material. Never invest more than a postage stamp to get information about scholarships or to apply for a scholarship. 11. Proofread a printed copy of your essay and the application • Nobody can guarantee that you’ll win a scholarship. for spelling and grammar errors. • Do not give out personal information like bank account, 12. Make a photocopy of your application before mailing it. credit card or Social Security numbers. Send the application by certified mail, return receipt • Beware of the unclaimed aid myth. The only money that requested or with delivery confirmation. goes unclaimed is money that can’t be claimed.

College Success Foundation, Scholars Binder- 83 Winning a Scholarship Quick Reference Guide

Top Ten Most Unusual Scholarships Top Ten Scholarships for Age 13 and Under

1. Scholarship for Left-Handed Students 1. National Spelling Bee 2. Duck Brand Duct Tape Stuck at Prom Contest 2. National Geography Bee 3. David Letterman Telecommunications Scholarships 3. National History Day Contest 4. Zolp Scholarships 4. Jif Most Creative Peanut Butter Sandwich Contest 5. Patrick Kerr Skateboard Scholarships 5. Scholastic Art & Writing Awards 6. Scholar Athlete Milk Mustache of the Year Award 6. Christopher Columbus Community Service Awards 7. National Marbles Tournament Scholarships 7. Dick Blick Linoleum Block Print Contest 8. Klingon Language Institute Scholarships 8. Gloria Barron Prize for Your Heroes 9. National Beef Ambassador Program 9. Patriot’s Pen 10. Vegetarian Resource Group Scholarships 10. Prudential Spirit of Community Awards

Top Ten Most Prestigious Scholarships Top Ten Scholarships for Community Service

1. Marshall Scholarships 1. Segal AmeriCorps Education Awards 2. Rhodes Scholarships 2. The Do Something Awards 3. Winston Churchill Scholarship Program 3. Comcast Leaders and Achievers Scholarships 4. Harry S. Truman Scholarships 4. Discover Card Tribute Awards 5. Henry Luce Foundation Scholarships 5. Echoing Green Fellowships 6. Morris K. Udall Foundation Undergraduate Scholarships 6. The Heart of America Christopher Reeve Awards 7. Robert C. Byrd Honors Scholarship Program 7. Kohl’s Kids Who Care Program 8. Barry M. Goldwater Scholarships 8. Samuel Huntington Public Service Awards 9. Elie Wiesel Prize in Ethics Essay Contest 9. National Caring Awards 10. National Merit Scholarship Corporation 10. Youth Action Net

Top Ten Most Generous Scholarships Top Ten Scholarships that Don’t Need an A

1. Intel Science Talent Search 1. US Department of Education (Federal Student Aid) 2. Siemens Competition in Math, Science and Technology 2. AXA Achievement Scholarship Program 3. NIH Undergraduate Scholarship Program 3. Horatio Alger Association Scholarships 4. Elks Nat’l Foundation Most Valuable Student Competition 4. Ayn Rand Institute 5. Davidson Fellows 5. Girls Going Places Scholarships 6. Intel International Science and Engineering Fair 6. Holocaust Remembrance Project Essay Contest 7. Rotary Foundation Ambassadorial Scholarships 7. Americanism Essay Contest 8. Collegiate Inventors Competition 8. AFSA National Scholarship Essay Contest 9. Coca-Cola Scholars Program Scholarships 9. Red Vines Drawing Contest 10. Gates Millennium Scholars 10. Community Foundation Scholarships

Key Scholarship Resources Fastweb Free Scholarship Matching Service Search for Scholarships on the Web Education Tax Benefits www.fastweb.com www.finaid.org/websearch www.finaid.org/taxbenefits www.irs.gov/pub/irs-pdf/p970.pdf FinAid’s Scholarships Section Beware of Scholarship Scams www.finaid.org/scholarships www.finaid.org/scholarshipscams Federal Student Financial Aid www.fafsa.ed.gov www.ftc.gov/scholarshipscams

College Success Foundation, Scholars Binder- 84 Looking for college scholarships is tough Common Myths The web makes it quick and easy to fi nd out just about any- • Paying for online scholarship searches thing… but not scholarships! will help you access billions of unused scholarships. Well-known web search engines come up with an overwhelm- • You can’t possibly get scholarships ing number of national scholarship possibilities, but fail to because of all the competition. • Scholarships require an awesome talent. make a legitimate scholarship match. Condensing the list • Scholarships only go to the top students. down to a manageable size is just too time-consuming with • If you’re a top student, scholarships will all of the other demands on your time. fi nd you. • If you apply for loans, it decreases your TheWashBoard.org is a free, web-based, nonprofi t scholar- chances for scholarships. ship clearinghouse for Washington students seeking college • Only young people should apply for scholarships. Unlike search engines, theWashBoard.org is scholarships. advertising and spam free and will never sell your personal information. The Facts TheWashBoard.org makes scholarship searching simple. In • Finding scholarships can be easy with one stop, you can search and apply for verifi ed scholarship some help. opportunities specifi c to your academic interests, college or • Winning scholarships requires organiza- university, or other criteria. tion and attention to detail. • New scholarships come out all the time. • Many scholarships let you apply before your senior year in high school. Start How theWashBoard.org Works building your scholarship portfolio early! 1. Go to theWashBoard.org. • There are many diff erent types of scholarship providers, some in your neighbor- 2. Complete your student profi le. hood. They include civic organizations, 3. Explore scholarships that match your profi le. local businesses, religious organizations, 4. Apply and submit your application by the due date. student and professional associations.

To Learn More Visit theWashBoard.org E-mail [email protected] Call 1-888-535-0747, option 8

Our Partners College Planning Network · College Spark Washington · College Success Foundation · Independent Colleges of Washington · Northwest Dollars for Scholars Northwest Education Loan Association (NELA) · The Seattle Foundation · Washington Higher Education Coordinating Board (HECB)

College Success Foundation, Scholars Binder- 85

Personal Statement Workshop Syllabus Western Washington University, Bellingham WA Summer 2011

Workshop Description: This workshop is an introduction to writing your personal statement for your college applications; you may have also heard this called your college essay. Writing your Personal Statement is your chance to let colleges know who you are based upon your experiences, academic career, and other co-curricular accomplishments. This is an opportunity to show that you’ve reflected upon your life to date and thought about how your experiences have helped you to develop your life goals, as well as what role education will play in accomplishing them.

Workshop Goals and Outcomes: We want you to leave this workshop with a working outline that will be the start of your Personal Statement. You will select a prompt from a college of your choice. This workshop is just the beginning of the work that you will do on your personal statement over the summer months so that you are prepared to complete your college applications in the fall.

Workshop Expectations and Behaviors: Please use the resources in your binder as you start work on your personal statement. Feel free to make notes in the margins and highlight to help you remember important information. As always when in class, cell phones and MP3 players must be turned off. Please respect and support your fellow classmates as they participate in classroom discussion.

Workshop Assignment(s): Work to complete the Personal Statement outline worksheet in your CSF Achievers Scholars binder.

Passport Assignment: Complete basic components of the Personal Statement outline worksheet.

Materials: Pen, highlighter, CSF Achievers Scholars Passport, Premier Planner Agenda

Text: CSF Achievers Scholars Binder 2011, College Success Foundation

College Success Foundation Binder-86

College Success Foundation Binder-87 PERSONAL STATEMENT OUTLINE

An essay is a group of paragraphs about one subject. Essays are similar to paragraphs in that they both have an introduction, a body, and a conclusion. Both explain one main idea with details, facts, and examples. An essay is longer because it contains more ideas. In an essay the introductory paragraph opens the essay and tries to catch the reader’s interest. It uses a thesis statement (or topic sentence) which is one sentence that states the main idea of the entire essay. Then the body of an essay consists of several paragraphs, each one making a different point about the main idea, but all supporting the main idea, sometimes by using examples. Use the last paragraph as the conclusion to bring your essay to a close, or wrapping up your thoughts.

Writing the thesis statement – what is your main point, opinion, or angle that the rest of the essay will support and discuss? Try to be specific, use more exact words, explain yourself, use natural divisions, don’t announce what you are going to say, just say it.

Generating ideas for the body – must fully support and discuss your thesis statement. When you composed your thesis statement, you probably already thought about what the body will contain. Use a prewriting method – brainstorming, freewriting, clustering, or asking questions – to generate ideas for the body.

Organizing Ideas into an Outline – even a rough outline will help you stay on track and saves time later. It needs to include 2 to 4 main ideas to support the thesis statement, 2 o 4 topic sentence stating these ideas, a plan for each paragraph, a logical order in which to present paragraphs.

Introduction and thesis statement ______

College Success Foundation Binder-88 Topic sentence for body paragraph #1 ______

Topic sentence for body paragraph #2 ______

Topic sentence for body paragraph #3 ______

Conclusion: ______

College Success Foundation Binder-89

Why do colleges want an essay?

The rest of your college application lets the college know what you’ve done. The college essay lets the college know who you are. It shows that you’ve thought about your life after high school and created some goals.

The essay also is a sample of your writing ability. The college is looking not only at the content but also the quality of your writing. A large part of performance in college is based on written products and they want to see if you are ready.

What types of essay questions might the college ask?

The ‘tell us about yourself’ question. The school wants to know you better and wants you to reveal your personality. They want to know your creativity, sense of humor, organization, and thought processes. They are looking for examples of your preferences and values.

The ‘why did you choose this college’ question. They want to know if you have well thought out goals for your future and how their college will help you achieve them.

The ‘tell us about’ question. This question will look at your creativity and knowledge. It might ask about your opinion of world events, family, personal preferences, etc. This question must be focused and well organized. They are looking at your thought processes.

How do I write the essay?

Prewrite – Collect and organize your ideas. Brainstorm. Write down as many ideas about yourself as you can. You can always eliminate ones that don’t fit later. Include personal characteristics as well as places you’ve been and accomplishments. Ask friends and relatives to help you cover all your characteristics.

Organize – Make sure the essay topic is clear. Look for connections in the information you brainstormed so you can group ideas together. Create a topic sentence.

Draft – Write the essay in three parts – 1. Introduction (tell the reader what the essay is going to be about). 2. Body (information about your topic sentence). This is the part that answers the essay question. 3. Conclusion (briefly recaps information in the body and topic sentence).

Edit – Reread the essay, have others read it. Read it out loud and see how it sounds when spoken. Look for errors in spelling, grammar, punctuation, clarity, and organization. Make sure you can find your main idea and follow it from beginning to end. Use facts, quotes, and evidence if you are proving a point. Don’t make it too long or too short – make every word count. Don’t include information found in your application somewhere else. Make it YOU!

Rewrite – This is the final step and one last chance to edit. Always type your essay. Make sure you have followed all directions and note the deadline date.

Good luck writing your college essay!

College Success Foundation Binder-90 Checklist for Writing a College Essay:

READ AND FOLLOW ALL DIRECTIONS! • Specific font size? • Minimum or maximum number of words? • My statement responds specifically to the question being asked.

What’s special, unique, distinctive, and/or impressive about you or your life story? • Details of your life (personal or family problems, history, people or events that have shaped you or influenced your goals) • What are your career goals?

Explain gaps or discrepancies in your academic record

Are unusual obstacles or hardships (such as economic, familial, or physical) you’ve had to overcome in your life appropriate to your prompt?

What personal characteristics (for example: integrity, compassion, persistence) do you possess that would improve your prospects for success in the field or profession?

What skills (for example, leadership, communicative, analytical) do you possess?

What are the most compelling reasons you can give for the admissions committee to be interested in you?

General Advice Make the personal statements to each school unique and specific to their prompt.

Tell a story • Think in terms of showing or demonstrating through concrete experience. One of the worst things you can do is to bore the admissions committee.

Find an angle • Find a “hook” or angle for your life story to make it interesting and give it a little drama.

Be specific and concise • Give specific reasons for your desire to go to college. Use experiences that you’ve had that may have motivated you. Your application should emerge as the logical conclusion to your story.

Do some research, if needed? • If a school wants to know why you’re applying to it rather than another school, do some research to find out what sets your choice apart from other universities or programs. If the school setting would provide an important geographical or cultural change for you, this might be a factor to mention.

College Success Foundation Binder-91

Concentrate on your opening paragraph • The lead or opening paragraph is generally the most important. It is here that you grab the reader’s attention or lose it. This paragraph becomes the framework for the rest of the statement.

Tell what you know • The middle section of your essay might detail your interests and experiences. Be as specific as you can be. Refer to experiences (work, research, etc.) classes, conversations, books you’ve read, seminars you’ve attended, or any other source of specific information about college and/or a career path and why you’re suited to it. Since you will have to select what to include in your statement, the choices you make are often an indication of your judgment.

Write well and correctly • Be meticulous. Type and proofread your essay very carefully. Express yourself clearly and concisely. Stick to stated word limits. Use correct grammar, punctuation and spelling.

Use YOUR vocabulary. • A thesaurus is a handy tool but don’t use unnecessarily large words.

Reread the prompt and directions while you are writing to make sure you’re still answering the question.

Avoid clichés • An applicant who writes that he is wants to go to college so he can get a better job is not exactly expressing an original thought. Stay away from often- repeated or tired statements.

Avoid trying to be funny, cute, sarcastic or cynical. Speak honestly, clearly and from your heart. Others may not understand your wit.

Before you SEND

Proof, proof, proof - make appropriate changes

Ask two other people to proof read it for you - make appropriate changes

Have someone read it to you out loud - make appropriate changes

Make appropriate changes.

Check each box.

Be mindful of the appearance of the final document before you SEND.

College Success Foundation Binder-92

COLLEGE ADMISSIONS ESSAYS

These questions were taken from applications and website in spring 2010. Be sure to check the applications of the schools in the fall to make sure you have the most up-to-date questions. Colleges that don’t require or didn’t provide an essay are listed at the end.

Antioch University – Seattle

We recommend students have 90 credits to transfer and although no admissions essay is required, we recommend that incoming students have good writing skills. During your interview you will be asked to complete a writing sample.

Art Institute of Seattle

A written paragraph of approximately 150 words describing what the prospective student's career goals are and how The Art Institute of Seattle can help the student achieve those goals, as well as how the student will commit to and participate in their education to be successful.

Central Washington University

How have your past experiences influenced your academic record? What are you presently doing to ensure your academic success? What are your academic goals and how will CWU help you accomplish these goals?

Cornish College of the Arts The directions are giving you the opportunity to tell us about yourself and your art form, whether it is art or music, dance or design, acting or the production end of music, theater, and dance. • How long have you been doing it? • How did you get started? • What kinds of classes or experiences have you had? • Are there any teachers or experiences that have been especially meaningful or transforming? • What experiences are you looking forward to at the college level? • Why do you feel so strongly about doing your art? • What do you see yourself doing after college? • Why Cornish?

College Success Foundation Binder-93 Eastern Washington University Please address your experience(s) in each category keeping in mind how they highlight the contributions you will make to the EWU campus community. We ask that you respond to each of the following six questions and limit your answers to 100 words per question. 1) Leadership/Group Contributions • Describe examples of your leadership experience in which you have significantly influenced others, helped resolve disputes or contributed to group efforts over time. Consider responsibilities to initiatives taken in or out of school.1. 2) Knowledge in a Field/Creativity • Describe any of your special interests and how you have developed knowledge in these areas. Give examples of your creativity; the ability to see alternatives; take diverse perspectives; come up with many, varied or original ideas; or willingness to try new things. 3) Dealing with Adversity • Describe the most significant challenge you have faced and the steps you have taken to address this challenge. Include whether you turned to anyone in facing that challenge, the role that person played, and what you learned about yourself. 4) Community Service • Explain what you have done to make your community a better place to live. Give examples of specific projects in which you have been involved over time. 5) Handling Systemic Challenges • Describe your experiences facing or witnessing discrimination. Tell us how you responded and what you learned from those experiences and how they have prepared you to contribute to the EWU community. 6) Goals/Task Commitment 2. KNOWLED • Articulate the goals you have established for yourself and your efforts to accomplish them. Give at least one specific example that demonstrates your work ethic/diligence. GE IN A

Evergreen State College/GROUP CONTRI Please provide us with information about your academic preparation and why you feel you’re ready for college-level studies at Evergreen. In addition, you should describe your educational and career goals and how you believe attending The Evergreen State College will help you reach them. B

Gonzaga University (Common Application) Write an essay (250 words minimum) on a topic of your choice or on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. 1) Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 2) Discuss some issue of personal, local, national, or international concern and its importance to you. 3) Indicate a person who has had a significant influence on you, and describe that influence. 4) Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. 5) A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. 6) Topic of your choice.

College Success Foundation Binder-94 Northwest University (formerly Northwest College) 1) How and why did you become a Christian? 2) Describe how your personal relationship with Jesus Christ impacts your personal behavior and morality. 3) Using specific examples, describe your spiritual growth during the last three years. 1) How will you contribute to the Northwest University community and how can Northwest University assist you in your growth as a Christian?

Pacific Lutheran University 1) PLU encourages students to consider the question raised by the poet, Mary Oliver: “What will you do with your one wild and precious life?” As you look to the future, what hopes and plans do you have, and how will PLU help you achieve them? 2) Please submit your college application essay on the topic of your choice. 3) Please use my SAT writing sample as my essay for admission.

Saint Martin’s University Submit a one-page essay with this application responding to one of the following questions 1) Saint Martin’s urges its students to “be the spirit.” Tell us about a person (actual or fictional) whose spirit inspires you and explain why. 2) A Saint Martin’s education helps students to be challenged, be encouraged, be passionate, and be brilliant, among other qualities. What do you hope Saint Martin’s can help you be?

Seattle Pacific University Please read the statement describing “SPU: A Premier Christian University” on the following page and thoughtfully respond to the questions below. Your answers will provide us with a more personal assessment of you and how you might benefit from an education at SPU. Answer the questions concisely and in your own words. Please type essays. Each essay must be answered in at least 300 words. 1) The application process is your opportunity to help us better understand your qualifications for admission to Seattle Pacific University. Please introduce yourself to us in a personal statement. You can also use this statement to explain any inconsistencies in your application. 2) Seattle Pacific University is a Christian university, and while we don’t require a profession of Christian faith for admission, we seek to admit students who will best succeed in and benefit from a Christian learning environment. Please describe your own religious beliefs and why you believe that SPU is a fit for you. 3) Seattle Pacific University has a clear purpose: to equip graduates who have the competence, character, and courage to engage the culture and change the world. Please respond to this statement of SPU’s purpose by choosing one of the following essay questions to answer. • Describe occasions when you have engaged the culture around you. OR • Describe your background and the cultural influences that have shaped who you are today. (Cultural influences may include where you are from, your family, your ethnic background, your life experiences, etc.)

College Success Foundation Binder-95 Seattle University (Common Application) Write an essay (250 words minimum) on a topic of your choice or on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. 1) Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 2) Discuss some issue of personal, local, national, or international concern and its importance to you. 3) Indicate a person who has had a significant influence on you, and describe that influence. 4) Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. 5) A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. 6) Topic of your choice.

University of Puget Sound (Common Application) Write an essay (250 words minimum) on a topic of your choice or on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. 1) Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 2) Discuss some issue of personal, local, national, or international concern and its importance to you. 3) Indicate a person who has had a significant influence on you, and describe that influence. 4) Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. 5) A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. 6) Topic of your choice.

College Success Foundation Binder-96 University of Washington A) Choose either 1 or 2. Recommended length: 500-650 words. 1) Discuss how your family’s experience or cultural history enriched you or presented you with opportunities or challenges in pursuing your educational goals. 2) Tell us a story from your life, describing an experience that either demonstrates your character or helped to shape it. B) B) Short Response – Choose one of the following two topics and write a short essay. Maximum length: 250 words. 1) The University of Washington seeks to create a community of students richly diverse in cultural backgrounds, experiences, and viewpoints. How would you contribute to this community? 2) Describe an experience of cultural difference, positive or negative, you have had or observed. What did you learn from it? Tip You may define culture broadly in Topic #2. For example, it may include ethnicity, customs, values, and ideas, all of which contribute to experiences that students can share with others in college. As you reply to this question, reflect on what you have learned – about yourself and society – from an experience of cultural difference.

C) Additional Comments (optional) 1) Is there anything else you would like us to know about you? Directions: Use this section for anything you wish to express that doesn’t seem to fit in any of the required writing areas. For example, if you have experienced personal hardships in attaining your education, if your activities have been limited because of work or family obligations, or if you want us to know how important something really is to you, tell us here.

Format Spelling, grammar, and punctuation are considered. If you’re applying online, do your writing in a word processing program such as Word, then copy and paste into the window provided. Double-spacing, italics, and other formatting will be lost, but this will not affect the evaluation of your application.

Proffreed, proofreed, PROOFREAD!

Washington State University Six categories to which you’ll be asked to respond in no more than 110 words. 1) Leadership/Group Contributions • Describe examples of your leadership experience in which you have significantly influenced others, helped resolve disputes or contributed to group efforts over time. Consider responsibilities to initiatives taken in or out of school.1. 2) Knowledge in a Field/Creativity • Describe any of your special interests and how you have developed knowledge in these areas. Give examples of your creativity; the ability to see alternatives; take diverse perspectives; come up with many, varied or original ideas; or willingness to try new things. 3) Dealing with Adversity • Describe the most significant challenge you have faced and the steps you have taken to address this challenge. Include whether you turned to anyone in facing that challenge, the role that person played, and what you learned about yourself. 4) Community Service • Explain what you have done to make your community a better place to live. Give examples of specific projects in which you have been involved over time.

College Success Foundation Binder-97 5) Handling Systemic Challenges • Describe your experiences facing or witnessing discrimination. Tell us how your responded and what you learned from those experiences and how they have prepared you to contribute to the EWU community. 6) Goals/Task Commitment 2. KNOWLED • Articulate the goals you have established for yourself and your efforts to accomplish them. Give at least one specific example that demonstrates your work ethic/diligence. GE

Western Washington University We believe potential is measured by more than grades and test scores. Help us get to know you — what you're good at, what inspires you, what you stand for, and why Western is the right place for you to continue your education. Please note: the number of questions you respond to is up to you. 1) What do you want to make sure the Admissions Committee knows about you? (Explanation of academic record, passions/interests, memorable experiences, defining moments, etc.) 2) If you are interested in a particular academic area, tell us why. Do you have a dream job in mind? If so, we'd love to hear about it. 3) Tell us how culture — either your own or your experience with others — has affected your outlook on the world. How have you contributed to a multicultural community and/or how will you promote multiculturalism at Western or in your career? (Required for applicants who wish to be considered for the Multicultural Achievement Program [MAP] Scholarship.) 14.

Whitman College (Common Application) Write an essay (250 words minimum) on a topic of your choice or on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. 1) Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 2) Discuss some issue of personal, local, national, or international concern and its importance to you. 3) Indicate a person who has had a significant influence on you, and describe that influence. 4) Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. 5) A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. 6) Topic of your choice.

Whitworth Answer 2 of the 5 questions below. 1. Whitworth’s mission is to provide “an education of the mind and heart.” What does this mean to you, and how will it apply to you personally when you are a Whitworth student? 2. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 3. Describe the significance of Whitworth’s identity as a Christian liberal arts college in your decision to apply. 4. Describe the environment in which you grew up and how it shaped your personal goals. 5. Discuss an issue of national or international concern and its importance to you.

College Success Foundation Binder-98 When Writing your Personal Statement...

taken from Rock Hard Apps Katherine Cohen, Ph.D.

Do’s and Don’ts of Writing Great Essays

Do:

• Make sure your essay reveals something about your character and personality.

• Answer the question.

• Show your character and personality through lively anecdotes that make you come alive as a person.

• Be honest. If there is something strange about your record, you should explain it in your essay or in a letter that functions as an additional essay.

• Let your own voice be heard!

• Write about something small in scale, a story only you can tell, in your own words, something an admissions reader wouldn’t otherwise know about you.

• Follow directions concerning the length and format of the essay as they appear on each individual application. However, if you have 537 words for a 500-word essay, don’t sweat it. Admissions officers don’t v the time to count up your words. If you send a three-page essay and the application asks for only one page, that is going overboard.

(Note: if you apply on line, the computer program counts the words of an essay, so you may not be able to get away with more words than the maximum requested.)

(DON’T ITEMS ARE ON THE NEXT PAGE)

College Success Foundation Binder-99

Don’t:

• Write about global events that have had little impact on your private life.

• Use the same essay for every single application unless they ask the same open-ended question. Be sure to change the name of the college in each!

• Tell about your character and personality through a mere list of attributes.

• Make up a story—college admissions readers are seasoned veterans when it comes to “voice,” and they will be able to tell when you are being insincere.

• Be tempted to let another person offer too much editorial help.

• Use the thesaurus words that you think sound sophisticated: Colleges want to get to know you, not Roget!

• Write about your SAT scores or your grades. The essay is a chance for you to express yourself as a human being, not a mere statistic.

• Write a long list of activities—those belong in the Brag Sheet [Academic Resume].

• Write about a tragedy that happened to somebody else—colleges want you to be the star of your own story.

• Use gimmicks, like writing in a haiku style or entirely in Old English.

• Write about yourself in the third person—it sounds pretentious and arcane.

• Handwrite your essay—unless it’s for Brown University.

College Success Foundation Binder-100

Best and Worst Essays

BEST:

• An essay from a science student who described his love of playing in a rock band in front of his hometown audience. The essay provided just the type of supplemental character insight that his application needed and enlightened us about his musical talents. . .

• A student who wrote about coming in last place. And essays about the “home” country from the foreign students. . .

• . . .What’s most important is that students write about something that is important to them—don’t try to guess what an admission officer wants to read. . .

• An essay about the first time a father and son went shopping together . . .

• A female applicant who wrote about taking architecture classes . . . and talking to a drag queen one night in uptown Manhattan.

• An essay by a student from Israel who was selected to be in an international leadership conference and whose roommate and subsequent best friend there turned out to be a Palestinian. The essay talked about their similarities and differences and the writer’s emotional struggles when his Palestinian friend was tragically killed at a demonstration.

• Essays about family and family dynamics.

• Essays that best convey a sense of who the applicant is. . .

WORST:

• Death: It is a difficult topic, so universal that it’s tough to make personal and risks sounding disingenuous if you play on your reader’s pity.

• Attempts at humor that fall flat, or gimmicky essays that fall in their attempts at being witty.

• Summer camp essays—too generic, and usually quite trivial.

• [Sexual exploits, abortions, kleptomania, pyromania, etc]

• Bad grammar . . . admissions readers evaluate essays according to grammar and writing ability as much as topic and theme . . .

• Students underestimating themselves. If you are shy or reticent, that is a reflection on your personality.

College Success Foundation Binder-101

Test Prep Workshop

Western Washington University, Bellingham WA Summer 2011

Workshop Description: The Test Prep Workshop will consist of an overview of SAT vs. ACT. You will discover the similarities and differences between the two tests, and find out why you need to take them and what they are used for. Explore the information that is tested and how it is tested. Learn some amazing timing and pacing techniques as well as great test taking tips to help you become a better test taker.

Workshop Goals and Outcomes: We want you to leave this workshop with a good understanding of both the SAT and ACT tests.

Workshop Expectations and Behaviors: Please actively listen and participate in the workshop. Once you have created an account, you will be able to begin to practice on www.number2.com. This will create a basis for test practice and study throughout the summer in preparation for the SAT/ACT tests in the fall.

Passport Assignment: Create a login and password for www.number2.com and designate a “coach” (College Prep Advisor’s email) to monitor your progress on www.number2.com.

Complete the questions listed in the Passport. Did you create an account and designate your College Prep Advisor as your coach? List three things that you will do to best prepare for taking the test(s) in the fall.

Materials: Pen, CSF Passport, Computer lab/internet access

Text: CSF Achievers Scholars Binder 2011, College Success Foundation

College Success Foundation, Scholars Binder- 102

College Success Foundation, Scholars Binder- 103 Create an Account on Number2.com

1) Go to www.number2.com

2) On the homepage click on the button on your right hand side that says,

Click me!

3) Click/choose one of the following tests: SAT GRE ACT

4) This will take you to the next screen. You will be prompted to fill in:

First Name* Last Name* Email address (note: your username will be your email address)* Password* Reenter password* Exam date (note: 2010-2011 test dates for both SAT/ACT are in the Test Prep portion of your CSF Scholar 2010 binder) Coach’s email address (note: enter in the College Preparatory Advisor’s email for your High School, there is a list of the email addresses in your CSF Scholar 2010 binder)* * required fields, you must fill in

Click “next page” when you are finished.

5) This will take you to the next screen. You will be prompted to fill in:

US State* Country* Education level (note: enter in your grade level)* Date of birth* Telephone number (note: this is not required) Gender Ethnicity Areas of Interest * required fields, you must fill in Click “next page” when you are finished.

6) Congratulations, you are now enrolled on www.number2.com! You have two options: a) Click “start” to begin right away! or, b) Choose the days of the week that you would like to receive emails from www.number2.com then click “request emails on these days and start”.

These regular e-mails will help to keep you on track, with sample questions, progress reports, vocabulary words, and suggestions of what to do next. If you want, you can try the emails for a while and then turn them off later. You can also turn off all of the days right now, if desired. E-mails are sent in the early morning.

College Success Foundation, Scholars Binder- 104 The ACT vs. SAT

What’s the difference?

Category ACT SAT 2 hours and 55 minutes, 3 hours and 45 minutes Length with an optional 30 minutes writing section 4 Test sections (English, 10 sections total (3 Reading, 3 Writing, Sections Math, Reading, Science) A and 3 Math) 1 additional section is fifth, writing, is optional experimental 4 Reading comprehension Reading comprehension passages and Reading passages, 10 questions per questions; and sentence completion passage questions Analysis, interpretation, Science not included Science evaluation, content, and problem solving Arithmetic, algebra, Arithmetic, geometry, algebra 1 and 2 Math geometry, and trigonometry * Not included in composite * Factored into overall score score * More abstract prompt that ACT * The topic is something of Essay interest to a high school student

On a scale from 1-36 On a scale from 200-800 for each Scoring section. Total score of 2400 possible Wrong answer No wrong answer penalty ¼ point subtracted per wrong answer penalty Test contact www.act.org 319-337-1000 www.collegeboard.com 1-866-756-7346 information Sending score You decide which score is Your entire score history is sent history sent to colleges automatically

NOTE: For upcoming SAT & ACT test dates, please refer to page 3 of your 2010-11 Planner.

College Success Foundation, Scholars Binder- 105

The SAT Versus ACT: Which Test To Take

By: Gen Tanabe Co-founder of SuperCollege.com and co-author of "Get Into Any College" and "Get Free Cash For College."

We are often asked which test is easier: the SAT or ACT. Unfortunately, we have a lapse in our powers of divination and can not predict on which test you will score higher. We can say that you can make an educated guess as to which test better suits you by understanding what they cover and how they are structured and scored. The main differences between the two exams are:

Content  The SAT has a stronger emphasis on vocabulary.  The ACT tests grammar and punctuation. The SAT does not.  The ACT contains the Science Reasoning Test which covers the use of data representation, research summaries, and conflicting viewpoints in the natural sciences. The SAT does not.  About 7% of the ACT math questions are based on trigonometry. The SAT does not test trigonometry.

Structure  The test questions on the SAT get increasingly harder within each section. They do not on the ACT.  The ACT is all multiple-choice. The SAT has "Student-Produced Response" mathematics questions.  Both tests are about three hours long. The ACT has 215 questions while the SAT has about 140, meaning that you will have less average time to spend on each question on the ACT.

Scoring  There is a slight penalty for wrong answers on the SAT. There is none on the ACT.  For the ACT there are scores for the four components of the test and a composite score that is the average of the four scores. The SAT is broken into the Math score and the Verbal score.

The Bottom Line Our advice is to take the practice exams for both tests and opt for whichever makes you feel most confident. After trying both most students have a pretty strong feeling about which one suits their own test taking style.

College Success Foundation, Scholars Binder- 106 Upcoming SAT Program Test Dates For the 2011-2012 School Year

Anticipated SAT Registration Deadline Late Registration Saturday Test Deadline (Fee Required) Dates October 1, 2011 September 9, 2011 September 21, 2011 November 5, 2011 October 7, 2011 October 21, 2011 December 3, 2011 November 8, 2011 November 20, 2011 January 28, 2012 December 30, 2011 January 13, 2012 March 10, 2012 February 10, 2012 February 24, 2012 May 5, 2012 April 6, 2012 April 20, 2012 June 2, 2012 May 8, 2012 May 22, 2012

For more information please check the website. http://www.collegeboard.com/student/testing/sat/calenfees.html

Upcoming ACT Program Test Dates For the 2011-2012 School Year

Registration Late Registration ACT Test Date Deadline Deadline (Fee Required) September 10, 2011 August 12, 2011 August 13 - 26, 2011 October 22, 2011 September 16, 2011 September 17 - 30, 2011 December 10, 2011 November 2, 20111 November 3 - 18, 2011 February 11, 2012 January 13, 2012 January 14 - 20, 2012 April 14, 2012 March 9, 2012 March 10 - 23, 2012 June 9, 2012 May 4, 2012 May 5 - 18, 2012

For more information please check the website. http://www.actstudent.org/regist/currentdates.html

Fee Waivers Both the SAT and ACT charge a fee to take the test. If you feel you need a fee waiver, they are available. Contact your high school counselor or your College Preparatory Advisor to learn how to receive a test fee waiver.

College Success Foundation, Scholars Binder- 107

SAT Test Preparation

What’s up with the SAT?

Quick Facts:

 The SAT test is 3 hours and 45 minutes long.  The exam is mostly multiple-choice and is divided into three sections: Quantitative (Math), Critical Reading, and Writing.  There is an experimental section included that is not scored.

How is the SAT scored?

You gain one point for each correct answer on the SAT and you lose ¼ of a point for each wrong answer (except for grid-in questions). To obtain your score, the questions you get right are subtracted from the incorrect responses and put into a scoring formula called a scaled score, which ranges from 200-800. The average national score for the Math section is 518, for Reading 503, and for Writing 497.

The Three Commandments

1. Learn the test  Learn the directions before test day  Become familiar with each section of the test  Get a sense of the range of difficulty of the questions 2. Learn test taking strategies  Develop a plan of attack for each subject test  Develop a guessing strategy that works for you 3. Learn and review the material  Work on weak areas  Find out what material the SAT covers

General Strategies for doing well on the SAT

1. After reading the question, consider these options:  If the question looks doable, do it right away. Use order of difficulty to your advantage.  If the question looks tough and time consuming, but doable, skip it, and come back to it. 2. Put the material in a form you can understand  Mark up your test booklet, reword things, draw pictures, underline passages, etc. 3. Don’t be fooled  Make sure you know what the question is asking for  Look for hidden answers 4. Guess intelligently  Try to eliminate some of the potential answers 5. Always answer all the grid-in questions and write an essay 6. Keep track of time  Wear a watch and pay attention to timelines!

College Success Foundation, Scholars Binder- 108

1) Quantitative (Math)

There are three Math sections on the SAT arranged from least to most difficult. Subjects covered range from Geometry, Algebra, Numbers and Operations, Statistics, Probability, and Data Analysis.

The Quantitative section has two types of questions: multiple choice and "grid-ins," which have an answer grid that allows you to enter any four-digit number. These questions cover four main topic areas: arithmetic, algebra, geometry, and mathematical logic. The quantitative portion contains two 25 minute parts, and a third 20 minute section. Most questions are multiple choice, but there will also be some questions for which you will have to generate the response.

Multiple Choice Strategies 1. Estimate the question’s difficulty and either skip or do 2. Pick numbers and plug them in 3. Backsolve by putting choices into the equations

Grid-In strategies 1. Write answers in number boxes 2. In a fraction, grid the (/) in the correct column 3. Change mixed numbers to decimals or fractions

Many people are surprised to learn that the SAT does not contain much math more complicated than what is covered in a thorough eighth grade curriculum. It is not that the math is hard; it is that you have to be very familiar with it and answer the questions efficiently.

We've divided our tutorials for the quantitative sections according to content rather than question type. We review four basic skill areas: arithmetic, algebra, geometry, and data analysis.

For each content domain we've put together an online tutorial that reviews the basic concepts, as well as an adaptive session of practice questions. Take all four and you will have a great warm-up for the real test.

Arithmetic

Our arithmetic tutorial reviews the basic properties of numbers that are important for the SAT. We review prime numbers, factors, fractions, percentages and exponents. We also discuss symbols questions, where a new symbol is defined and you are asked to use it according to the definition.

Algebra

The algebra tutorial builds on the content of the arithmetic section. The new skills that we work on in algebra are manipulating equations and solving for variables. The least familiar questions involve special symbols. For example, the question might define x&y to be x&y = (x+3y)/2 and ask you to calculate 7&5.

Geometry

Geometry is a little different from arithmetic and algebra. Geometry requires spatial reasoning skills - an understanding of points, lines and figures and how they relate to each other. You'll need to master some new concepts, including perimeter, area, volume and coordinate plots.

College Success Foundation, Scholars Binder- 109 Data Analysis

Data analysis questions are the least frequent, but there are enough of them to merit a separate tutorial. The data analysis questions are very consistent. They ask you to understand a visual presentation of data. The presentation is commonly a pie chart, a bar chart, a line chart or a table. The questions ask you to identify trends, find a maximum or minimum, calculate proportions, calculate percentage change, calculate averages, etc. These calculations should all be relatively simple and familiar; the challenge is in finding the data that you need from the table or graph.

2) Critical Reading

The critical reading section (formerly known as the verbal section) has two question types: sentence completions and reading comprehension questions. Critical reading is 70 minutes long consisting of two 25 minutes sections and one 20 minute section for a total of three sections. Within the reading comprehension section, there are both long reading passages and short (one paragraph) reading passage questions. All questions are multiple choice with five answer choices.

Sentence Completion

The questions in each of the categories tend to get harder as the section progresses. You are tested on the breadth and precision of your vocabulary and your ability to discern the relationships between words, parts of a sentence, and parts of a paragraph. This section consists of 19 questions.

Sentence Completion Strategies 1. Read the sentence for clue words 2. Predict the answer 3. Select the best match 4. Plug answer choice into the sentence

Reading Comprehension

There are now two types of reading passage questions on the SAT. Long reading passage questions will require you to read a piece of text between three and six paragraphs long, followed by several questions on what you've just read. The second type of reading passage is a short reading passage question that will ask you to read a one or two paragraph (100 word) passage and answer related questions.

The questions will relate to the content of the passage, discerning its main points and significant details. You will also be asked to make inferences based on the information given in the passage. You might also be asked to describe the author's opinions. In this section, you're being tested on your ability to synthesize and integrate the ideas presented in the passage. This section consists of 48 questions.

Reading Comprehension strategies 1. Read the question stem and make sure you know exactly what is being asked 2. Locate the material you need in the passage to answer the question 3. Predict the answer and match it to one of the choices available

College Success Foundation, Scholars Binder- 110 3) Writing

The writing section of the SAT consists of two parts: a student-written essay section, in which you'll be asked to write a short essay (25 minutes), and multiple choice questions (35 minutes) that will measure your ability to identify grammatical errors and improve sentences or paragraphs. The Writing section of the SAT measures your ability to write in a clear and concise way, use appropriate word choice and sentence structure, and to identify grammatical errors.

Essay

For the Essay portion of the exam, you'll be asked to respond to an excerpt of text by writing a short essay addressing the issue(s) raised by the excerpt. You'll be graded based on how well you develop an argument or point of view, use reasoning and evidence to support your point of view, and how well you adhere to the rules of written English in your essay. The essay section is a chance for you to demonstrate that you can organize and express your ideas clearly. You have 25 minutes to complete this portion of the test.

Our SAT Essay tutorial provides detailed instructions on how to organize and structure your essay for the student essay portion of the SAT Writing test.

The essay is graded based on the following rubric:

Score Competence Organization Language Clear and consistent Is well organized developed Displays consistent competence, though it and fully developed with language facility, varied 6 may have a few errors supporting examples sentence structure, and a range of vocabulary Reasonable competence, Is generally well organized and Displays language with occasional errors or developed and with facility, with syntactic 5 lapses in quality appropriate examples variety, and a range of vocabulary Adequate competence, Is organized and adequately Displays adequate but 4 with occasional errors and developed with examples inconsistent language lapses in quality facility Developing competence, Inadequate organization or Many errors in grammar 3 with weaknesses development or diction, little variety throughout in quality Some incompetence, with Poor organization or thin Frequent errors in 2 several weaknesses in development grammar and diction, no quality throughout variety Serious incompetence and No organization, no Severe grammar and 1 flaws throughout entire development diction errors, obscure essay meaning

Essay Writing Strategies 1. High scoring essays should be between 300-400 words 2. Your essay must be readable 3. Before writing, plan and collect your ideas a. Pick a stance b. Choose your examples or supporting evidence

College Success Foundation, Scholars Binder- 111 4. As you start your essay make sure it has an introduction with your opinion that you are going to argue. Then, have supporting paragraphs and a concluding paragraph 5. Proofread the essay for mistakes and to make better word choices 6. Practice prompts at school/home

Multiple Choice

The multiple choice section of the SAT Writing exam measures your ability to apply the conventions of standard written English, identify grammatical errors, and edit sentences or paragraphs. This section is 35 minutes long.

There are two main types of multiple choice questions in the Writing portion of the SAT: sentence error questions and sentence and paragraph improvement questions.

Sentence error questions measure your ability to recognize faults in usage, while sentence improvement questions test your ability to recognize AND correct faults in usage. You can learn much more about this portion of the test in our Grammar tutorial and practice questions, which you can access once you enroll.

Our SAT Companion Writing tutorial has two sections, divided by subject matter that will help you prepare for the multiple choice part of the SAT Writing test. The tutorial and practice questions cover both types of questions that you'll see in the writing section: sentence error questions and sentence/paragraph improvement questions.

Multiple Choice Strategies 1. Read the passages carefully, sound them out and listen for mistakes 2. Review common mistakes in forming sentences such as run-ons, sentence fragments, tense, subject-verb agreement, etc… 3. Skim passages for overall idea and tone 4. Predict corrections and check for a match that doesn’t introduce a new error

Number2.com’s free online tutorial reviews the basic concepts and gives you sessions of practice questions that automatically adapt to your skill level.

Material taken from www.Number2.com

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General Strategies to Improve SAT Scores

Reading/Writing Quantitative (Math)

1. Work on vocabulary development 1. Review basic math concepts a. Flash cards a. Averages b. Roots and prefixes b. Ratios c. Most common SAT words c. Rates d. Synonyms and antonyms d. Percents e. Simultaneous equations 2. Practice Persuasive essay writing f. Symbols a. Structure of 4-5 paragraph g. Triangles essay 2. Review advanced math concepts i. Intro with Thesis or a. Sets opinion, followed by b. Absolute value supporting paragraphs c. Rational and radical equations and conclusion d. Integers and exponents b. Practice with several prompts e. Domain and range and have friends/ teachers/ f. Linear and quadratic functions parents read them and give g. Graphs and Tables you feedback h. Geometry 3. In areas where you struggle, do some practice tests and go over answers with Math teacher or tutor

College Success Foundation, Scholars Binder- 113 Frequently Asked Questions - SAT

What does the SAT cost? What about fee waivers? The 2011-12 fee for the SAT Reasoning Test is $47. Students who meet fee-waiver-eligibility guidelines and cannot afford test fees should see their counselor to request fee waivers. Fee waivers are not permitted with late registrations (except for the October test).

High school juniors or seniors who are eligible to receive an SAT fee waiver can order up to four additional flexible score reports at no additional charge, while they are in high school. These four additional flexible score reports for fee-waiver eligible students can be used at the time of registration to order additional score reports beyond those included with the registration fee. They can also be used to send scores after scores are reported. Only four flexible score reports for fee-waiver eligible students can be used, regardless of the number of times a student registers.

Students who have previously used a fee waiver to register for the SAT or Subject Tests automatically receive flexible score reports for fee-waiver eligible students. Students who meet our fee-waiver eligibility guidelines, but have not yet used a fee waiver to register, can still utilize the flexible score reports. Students should obtain a fee-waiver card from their counselors and use the fee-waiver code (listed on the card) to order additional reports at no cost.

How much time do I have to complete the SAT? Unless otherwise instructed, you need to arrive at your assigned test center by 7:45 a.m. and testing should be completed between 12:30 and 1 p.m. The total testing time for the SAT is 3 hours and 45 minutes—not including breaks, check-in time, and pre-administration activities. The total time you should plan on being at the test center is approximately five hours.

May I bring something to eat or drink during the test? Although for security reasons you cannot open or consume food or drinks during testing, you are encouraged to bring snacks in a book bag on test day. These snacks must be stored under desks or chairs in the testing room. They can be consumed in designated areas during breaks.

How are SAT scores reported? The SAT has three scores, each on the scale of 200-800. Your score includes writing (W 200-800), mathematics (M 200-800), and critical reading (CR 200-800). Two subscores are given for the writing section: a multiple-choice subscore on a scale of 20-80, and an essay subscore on a scale of 2-12.

Can I find out more detailed information about my results? All students have access to a free, more detailed, online score report on collegeboard.com. Using the online report, you can access a copy of your essay. In addition to providing access to your essay, the SAT online score report shows you more about how you performed on each section of the SAT Reasoning Test. It gives you the types of questions, level of difficulty, and how many in each group of questions you answered correctly, incorrectly, or omitted. Percentile information has also been enhanced to give you better comparisons with other groups of test- takers. The online score report has a link that takes you to SAT® Skills Insight™. This helpful preparation tool shows the types of skills you should focus on and gives suggestions for improvement, based on target score-range bands. For certain test dates, the Question-and-Answer Service (QAS) is available for a fee. You can see the actual questions and correct answers, as well as whether you answered correctly, incorrectly, or omitted the question. QAS includes information on question types and levels of difficulty. You will have access to a copy of your essay via your free online score report.

College Success Foundation, Scholars Binder- 114 For all other test dates, Student Answer Service (SAS) is available. SAS does not provide the actual questions, but it does send you a list of question types and difficulty levels, along with a description of how you answered the questions. Again, you will have access to a copy of your essay via your online score report. Check the test calendar to determine whether your test date is eligible for QAS or SAS.

All students have access to a free, more detailed, online score report on collegeboard.com. Using the online report, you can access a copy of your essay. What will I be asked to write about in the essay? The essay question will ask you to develop a point of view on an issue and support it with examples from your studies and experience. You can answer the question successfully in many different ways. You won't have to have any prior knowledge about the topic to write an effective essay. However, you will have to answer the essay assignment directly. See Strategies for Success on the SAT Essay for more information on how to do your best on the SAT essay.

Will colleges see my essay? How will they use the new writing score? A college will be able to view and print a copy of your essay only if you sent an official score report to that college. Writing scores, which have been shown to be an excellent predictor of performance in college, may be used for admissions decisions and possibly for placement in English composition or related courses. What about students with disabilities? Students with disabilities, whose documentation has been validated by the College Board, will receive testing accommodations. Students with disabilities that necessitate the use of a computer for writing will be able to do so for the essay portion of the writing section.

What do the initials "SAT" mean? Originally, SAT was an abbreviation for the Scholastic Aptitude Test. In 1993, the test was renamed the SAT I: Reasoning Test. At the same time, the former Achievement Tests were renamed the SAT II: Subject Tests. In 2004, the numerals "I" and "II" were dropped, and the tests are now named the SAT Reasoning Test (or just SAT) and SAT Subject Tests. SAT is a simple and recognizable way of referring to the SAT Reasoning Test.

What are the similarities and differences between the SAT and the PSAT/NMSQT®? Both the SAT and the PSAT/NMSQT measure reasoning skills in critical reading, writing, and mathematics. The PSAT/NMSQT contains actual SAT questions, but it is designed to be slightly easier than the SAT. The PSAT/NMSQT is 2 hours and 10 minutes, whereas the SAT takes 3 hours and 45 minutes. The SAT is used for college admissions, but PSAT/NMSQT scores are not sent to colleges. The PSAT/NMSQT Score Report gives you personalized feedback on areas in which you could improve, along with specific advice on how to improve. Taking the PSAT/NMSQT gives you a chance to qualify for scholarship and recognition programs and is the best practice for the SAT.

Is it true that you get a 200 on the SAT just for signing your name? The College Board does not report scores that are lower than 200. In reality, if we received a blank answer sheet, with only student identifying information filled in, it would be considered an automatic request to cancel scores and no scores would be reported. Are some SAT tests more difficult than other ones? All editions of the SAT are developed using the same test specifications. Even if there are tiny differences in difficulty from test to test, a statistical process called "equating" ensures that a score for a test taken on one date or at one place is equivalent to a score for a test

College Success Foundation, Scholars Binder- 115 taken on another date or in another place. The rumors that the SAT in one month, say in October, is easier, are false.

Are all SAT questions multiple-choice? In addition to multiple-choice questions, the SAT has a 25-minute written essay and 10 student-produced response math questions. The math questions ask you to fill in, or "grid- in," your own answers using a special section of the answer sheet.

What's the difference between the SAT and Subject Tests? The SAT measures what you have learned in school and how well you can apply that knowledge. It assesses how well you analyze and solve problems. SAT scores are used for college admissions purposes because the test predicts college success. The SAT Subject Tests are one-hour, primarily multiple-choice tests in specific subjects. Subject Tests measure knowledge or skills in a particular subject and your ability to apply that knowledge.

How many times can you take the test? You can take the test as many times as you want. Your official mailed score report shows your current test score, in addition to scores for up to six SAT and six Subject Test administrations. What test should I take first, the SAT or the Subject Tests? Most students take the SAT in the spring of their junior year and again in the fall of their senior year of high school. Most students who take Subject Tests take them toward the end of their junior year or at the beginning of their senior year. Because Subject Tests are directly related to course work, it's helpful to take tests such as World History, Biology E/M, Chemistry, or Physics as soon as possible after completing the course in the subject, even as a freshman or sophomore, while the material is still fresh in your mind. You'll do better on other tests like languages after at least two years of study. Which test should I take? To find out which test(s) you should take, contact the colleges you are interested in attending or use our College Search to determine admissions requirements and deadlines. Most colleges require the SAT for admission and many other schools require both the SAT and Subject Tests for admission purposes or placement. Additionally, some colleges require specific Subject Tests while others allow you to choose which tests you take. It's best to check directly with the college admissions offices. What do my SAT scores tell college admission staff about me? Your SAT scores can tell admissions staff how well prepared you are for college-level academics. The scores also allow colleges to compare your college readiness with other students in a standardized way. That's because all scores are reported on the 200 to 800 scale. For example, if your scores are roughly 500 on each section, which is the mean (average) score, college admissions staff knows you scored about as well as half of the students who took the test. The SAT is the best independent, standardized measure of a student's college readiness. It is standardized across all students, schools, and states, providing a common and objective scale for comparison. High school grades are a very useful indicator of how students perform in college, yet there is great variation in grading standards and course rigor within and across high schools. Remember, too, that the SAT is only one of a number of factors that colleges consider when making admission decisions. Other factors, like your high school record, essays, recommendations, interviews, and extracurricular activities, also play a role in admission decisions. Can the SAT really show how well I'll do in my first year of college? No single piece of information can predict with 100 percent certainty what your grades will be in college. This is because many factors—including personal motivation—influence your college grades. Combined with your high school grades, the SAT is the best predictor of your success in college. The SAT, therefore, can be of great value to admissions officers and can help you find the right college match.

College Success Foundation, Scholars Binder- 116 College admissions officers use SAT scores to help estimate how well students are likely to do at a particular college. For example, a college looks at the SAT scores, high school grade point average (GPA), and college grades of its freshman class. A college may find that students who scored between 450 and 550 on the SAT and maintained a B average in high school are the students who perform well at that school. Knowing your SAT scores and high school GPA helps the admissions officers make a decision about how likely it is that you'll succeed at that particular institution.

Why does the SAT have the kinds of questions that it does? The SAT was designed so you can demonstrate your reasoning and problem-solving abilities, not just the amount of information you've accumulated during school. As an example, many math items can be answered by using complex equations, but they can also be answered correctly if you can reason through the problem. Reading passages don't just test that you can read; they require extended reasoning in order to answer the questions related to the passage. This means that you have to be able to make inferences, assumptions, and interpretations based on the passage provided, in order to understand what the author is trying to say. Do the questions on the SAT ask about the things I'm learning in my high school courses? The SAT Reasoning Test shows how well you can use the content you are learning in school to solve problems. It is a measure of the critical thinking skills you'll need for academic success in college. The SAT assesses how well you analyze and solve problems-skills that you develop over years of schooling and in your outside reading and study. The test is designed to allow you to demonstrate your abilities in these areas, regardless of the particular type of instruction you've received or textbooks you've used. These important abilities—understanding and analyzing written material, drawing inferences, differentiating shades of meaning, drawing conclusions, and solving math problems—are necessary for success in college and life in general. This doesn't mean that the SAT is irrelevant to your course work, however; the SAT is closely aligned with the type of skills being taught in the classroom and necessary for college success. Who comes up with questions on the SAT or Subject Tests? High school teachers and college professors, along with educational assessment experts, develop the questions on the SAT and Subject Tests. Test development committees comprised of high school and college educators, as well as subject-matter experts, ensure the tests are consistent with curriculum standards. The committee members also set the test specifications and the types of questions that are asked, including topics and areas that should be covered. High school and college faculty and administrators review the test questions and make recommendations for improving them, if needed. After several rigorous reviews, test questions are then tried out with high school students (pretested) before ever being in a scored section of an actual SAT or Subject Test. Why can't I have more time to take the SAT? Much effort is made to ensure that most students are given enough time to attempt every question on the test. But even if more time were given, not all students would be able to answer all the questions. Studies are done to find out whether most students have enough time to attempt to answer all the questions in each test section. These studies show that time limits are appropriate if all students taking the test answer 75 percent of the questions in each section and if 80 percent reach the last question in the section. Based on studies like these, the time limits are appropriate for the majority of students. Students with Disabilities may request extended time for taking the SAT.

Taken from: http://www.collegeboard.com/student/testing/sat/about/sat/FAQ.html

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ACT Test Preparation

What’s up with the ACT?

Quick Facts:

 The ACT test is about three hours long (three and a half with the ACT Plus Writing test)  The ACT test consists of 215 scored multiple choice questions and 1 optional essay  The ACT test is comprised of four subject tests: o English (45 minutes, 75 questions) o Math (60 minutes, 60 questions) o Reading (35 minutes, 40 questions) o Science Reasoning (35 minutes, 40 questions)  The ACT Plus Writing test is comprised of the four subject tests listed above along with a 30 minute Writing Test

How is the ACT scored?

On the ACT you get credit for answering all the questions you get right, and you aren’t penalized for any wrong answers. To obtain your score, the questions you get right are put into a scoring formula called a scaled score, which ranges from 1-36. The average national score is 20 on the ACT. To score a 20 you need to answer only 53% of the questions correctly.

Since wrong answers aren’t penalized, you should never leave a question unanswered. It is definitely okay and encouraged to guess on questions you don’t know the answer to. However, making an educated guess by eliminating some of the potential answers will greatly increase your chances of getting some of your guesses correct.

The Three Commandments

1. Learn the test  Learn the directions before test day  Become familiar with all four subject tests  Get a sense of the range of difficulty of the questions 2. Learn test taking strategies  Develop a plan of attack for each section of the test  Develop a guessing strategy that works for you 3. Learn and review the material  Bone up on weak areas  Find out what material the ACT covers

General Strategies for doing well on the ACT 1. After reading the question ask yourself these three questions  If the question looks doable, do it right away.  If the question looks tough and time consuming, but doable, skip it, and come back to it.  If the question looks impossible, forget about it, guess and move on. 2. Put the material in a form you can understand  Mark up your test booklet, reword things, draw pictures, underline passages,…

College Success Foundation, Scholars Binder- 118

3. Don’t be fooled  Make sure you know what the question is asking for  Look for hidden answers 4. Guess intelligently  Never leave a question blank!  Try to eliminate some of the potential answers 5. Keep track of time  Wear a watch and pay attention to timelines!

1) English

The ACT English Test is designed to test your understanding of English punctuation, grammar and usage, sentence structure, and rhetorical skills. This section is divided into five prose passages, each with about 15 questions. You'll have 45 minutes to get through these passages, which means you'll have to move fairly quickly: one passage every 9 minutes.

The English section has two question types: usage/mechanics and rhetorical skills that are intermixed with each other on the exam. This portion of the ACT tests your ability to revise and edit written passages to correct mistakes. In addition to correcting mistakes like these, you will also be asked how to improve the writing style and organization of selected paragraphs and short passages.

The subjects of the passages will vary considerably, (which is a good thing because it means you'll stay interested), but you'll be doing the same thing with each passage.

Portions of the text will be underlined, with a small number beneath the underlining. This number corresponds to a question, which on the written test will appear beside the text, and in our practice sessions will appearin the text just after the underline (it's easier to read on the computer screen that way).

English strategies 1. When in doubt, take it out. Avoid redundancy. 2. Ask, “Does this make sense?” 3. Does the stuff sound like English?

Usage/Mechanics

These questions test your ability to correct mistakes in sentence structure, punctuation, and grammar. For example, you might be given a sentence like "He garnished the salad with tomatoes, that he grew himself in the garden."

The answer choices will give you three different replacements for the underlined words. Your job is to realize that the comma is incorrect. For example, you could replace the underlined words with ..."the salad with tomatoes that he grew himself"...

You won't be tested on your memory of specific rules of grammar (you don't need to remember the definition of "gerund" or other grammatical terms), but you will be asked to apply the rules of grammar in context by correcting mistakes in punctuation, grammar, and sentence structure.

College Success Foundation, Scholars Binder- 119 Rhetorical Skills

Rhetoric is the art of making a point in words, spoken or written. On the ACT, this means your ability to choose and organize words, phrases and sentences into paragraphs that clearly and effectively convey a message.

Just as for the Usage/Mechanics questions, the ACT tests your abilities in rhetoric by giving you a series of examples. Each question asks you how to rearrange or augment a sample passage to improve its rhetorical effectiveness.

2) Mathematics

The ACT tests mathematical ability from six content areas: pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry, and trigonometry. It's important to become comfortable with this subject matter so that you can answer the questions quickly and efficiently. The Math test is 60 minutes long with 60 questions.

Number2.com has divided the tutorials according to three main areas: pre-algebra, algebra, and geometry/trigonometry. For each content domain we've put together an online tutorial that reviews the basic concepts, as well as an adaptive session of practice questions. Take all three and you will have a great warm-up for the real test.

Math strategies 1. If the problem is taking too much time to answer, there is probably an easier way 2. Double check to figure out what the question is asking for 3. Replace variables with numbers 4. Check your work and guess intelligently if you get stuck

Prealgebra

The ACT covers a wide range of topics in pre-algebra, such as prime numbers, factors, fractions, percentages, exponents, means, medians and probability.

Algebra

The ACT Companion tutorial teaches you skills such as manipulating equations and solving for variables. We also cover more advanced topics like quadratic equations, matrices, and complex numbers that appear on the ACT.

Geometry

Geometry requires spatial reasoning skills - an understanding of points, lines and figures and how they relate to each other. You'll need to master some new concepts, including perimeter, area, volume and coordinate plots. These ACT questions also test basic knowledge of trigonometry, such as sine and cosine functions for angles of 30 degrees and 45 degrees.

3) Reading

The reading portion of the ACT measures your ability to understand passages in four subject areas. The ACT reading section contains several passages, one each from these four categories: prose fiction, humanities, social studies, and natural sciences. But the questions do not test

College Success Foundation, Scholars Binder- 120 your knowledge of this subject matter. Instead, they test your ability to find and understand information contained in the passage, plus your ability to use this information to make inferences, identify main points, compare ideas, or identify the author's point of view.

Referring

"Referring"-type questions are the easier of the two, usually. These questions ask you to refer to the passage and pick out information that is stated clearly therein. There isn't really a sharp line between referring and reasoning questions: you might be asked to pick out an important detail, abstract the main point of a passage, infer the author's point of view, or make a true inference about ideas or characters in the passage.

Reasoning

These questions test your ability to reason based on the information in the passage. For example, you might be asked to figure out the meaning of an unfamiliar word based on how it is used in context in the passage. Other questions ask you to identify cause-effect relationships or make inferences or generalizations based in the information in the passage. A third type of question asks you about the main points of the passages, or the author's point of view, or pick out what details are most important to the point that the authors is trying to make.

On the actual test, there will be 10 questions accompanying each passage. (In our online practice sessions, there won't be this many. We want you to have the best test prep experience possible, so we specifically choose questions that are most appropriate to your skill level.) On the actual test, you'll have 35 minutes to read through 4 passages. The passages, which are about 750 words long (that's two pages of a book; around three pages of a magazine article), cover four fields:

 Prose fiction  Humanities  Social sciences  Natural sciences

As we said, you'll answer 10 questions in each field, but you'll receive two subscores: one for the twenty questions on prose fiction and humanities; one for the twenty questions on social and natural sciences. The easiest of the four passages will appear first, and the passages will become progressively harder. The same goes for the questions within a passage. On the actual test, the ten questions accompanying each passage will progress from easiest to hardest.

Reading strategies 1. Skim the questions so you know what you are looking for in the text. 2. Underline passages 3. Don’t get bogged down by things you don’t understand. Try to figure out the main theme of the reading.

4) Science Reasoning

Science reasoning questions test your ability to design and interpret simple scientific experiments. The science reasoning part of the ACT does not test your knowledge of science facts. Instead, it tests your ability to apply scientific methods of data representation, data analysis, and scientific reasoning.

College Success Foundation, Scholars Binder- 121 All you need to prove, as you answer 40 questions in 35 minutes, is that you know how science works. You'll be asked to interpret charts, understand the design of experiments, and resolve disputes between competing theories. In short, you must be able to comprehend science as it might be presented in a magazine or newspaper to an educated, but non- specialist, audience.

The subject matter is taken from typical introductory high school level science courses on chemistry, physics, biology, and earth/space sciences. You might not be familiar with the specific experiments and ideas covered, but that's ok. The key is to understand the interpretation of scientific data, the design of scientific experiments and how to evaluate conflicting scientific viewpoints on a particular topic.

Data Representation

On these questions, you will be presented with graphs, plots, diagrams and tables of data describing scientific data on physics, chemistry, biology, or earth/space science. You'll be asked to read and interpret data from the graphs, to describe the relationships between different variables, and to reach conclusions which are directly based on the data given.

Research Summaries

Conflicting Viewpoints

Science is a social process- in the absence of definitive data; different scientists can construct alternative hypotheses and reach conflicting conclusions about the causes and implications of natural phenomena. On this question type, you're given two or three short passages that describe conflicting scientific viewpoints on a specific issue (once again, drawn from high school level biology, physics, chemistry, and earth/space science).

You'll be asked to compare the different viewpoints and understand how each one tries to account for the available data. Some questions ask you to describe how someone holding one viewpoint might criticize another viewpoint, or what predictions the contending theories would make about a new experiment.

The science test is about reasoning and not accumulated knowledge. Our tutorial will not teach you any new scientific facts. Instead, we will remind you what science is, and then we will examine the types of questions you will encounter.

Science Strategies 1. Read the passage, but don’t get caught up in technical details that may be confusing. What’s the main idea of the passage? 2. Consider the question stem. What is it that the question is asking? Put it in your own words. 3. Review how to read data in tables and graphs 4. Look for patterns and trends in data

College Success Foundation, Scholars Binder- 122 5) Writing (for ACT Plus Writing)

You’ll be given a topic or issue and expected to take a position on it, supporting your point of view with examples and evidence. You’ll have 30 minutes to write one essay.

Writing strategies 1. Essay graders are not as concerned with grammar and punctuation. They want clarity in writing that shows your point of view with concrete examples and evidence that supports your opinion. 2. Maintain your focus and organize your ideas logically (4-5 paragraph essay) 3. Understand what the prompt is asking for, plan your strategy, write essay, and proofread.

Number2.com’s free online tutorial reviews the basic concepts and gives you sessions of practice questions that automatically adapt to your skill level.

Material taken from www.Number2.com

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General Strategies to Improve ACT Scores

What to do to help study for the test What to do the night before the test

1. Practice the techniques and tips 1. Don’t study, let your mind rest. Do mentioned above something fun that you enjoy. 2. Review math and science concepts 2. Collect the materials you will need 3. Take practice tests and score them on test day a. www.act.org a. Your test center admission ticket b. Buy workbooks at bookstores or b. Acceptable identification. You will online need a current official photo ID. c. www.number2.com c. Sharpened No.2 pencils with 4. Talk to teachers and other mentors erasers about questions that confuse you and d. A wristwatch get their feedback/help. e. Permitted calculator 2. Know exactly where you’re going and how to get there 3. Get a good night sleep and eat a good breakfast in the morning

College Success Foundation, Scholars Binder- 124 Frequently Asked Questions - ACT

What is the ACT? The ACT is a national college admission examination consisting of subject area tests in English, Math, Reading and Science. The ACT Plus Writing includes the four subject area tests and a 30-minute Writing Test. ACT results are accepted by virtually all U.S. colleges and universities.

The ACT includes 215 multiple-choice questions and takes approximately 3 hours and 30 minutes to complete with breaks (or just over four hours if you are taking the Writing Test). Actual testing time is 2 hours and 55 minutes (30 minutes for the Writing Test).

In the U.S., the ACT is administered on five national test dates—in October, December, February, April, and June. In selected states, the ACT is also offered in late September.

How much does it cost to take the ACT? The basic registration fee includes score reports for up to four college choices for which a valid code is listed at time of registration. The 2010-2011 basic fee for the ACT Plus Writing is $48. The $15 Writing Test fee is refundable, upon request, if you are absent on test day or you remove the Writing Test option before you begin testing. This includes score reports for up to four college choices for which a valid code is listed at the time of registration. The basic fee for the ACT if you don't take the Writing Test is $15 less ($33).

Am I eligible for a fee waiver? If you can't afford the registration fee for the ACT (No Writing) or ACT Plus Writing, you may be eligible for an ACT Fee Waiver. Funds are limited, and once they are gone, requests for waivers will be denied.

To be eligible, you must meet all three of the following requirements: 1. You currently attend high school in the United States, U.S. territories, Puerto Rico, or Canada, as a junior or senior. 2. You meet at least one indicator of economic need listed on the ACT fee waiver form. Information about these indicators and how to request fee waiver forms is mailed each fall to every high school. Ask your counselor for the information. 3. If you are eligible, you may use up to two fee waivers total. The waiver has been used once you register, even if you do not test on the requested test date.

Fee waivers cover only the basic registration fee for the test option selected when registering, including up to four valid college choices (listed as part of registration). Waivers do not cover the late fee, test date changes, test center changes, or any other fees. For more information, see your high school guidance office. Follow the instructions on the waiver form.

PLEASE NOTE: You can't request a waiver directly from ACT; you must work through your high school guidance office.

Who can take the ACT? People of all ages and grade levels are eligible to take the ACT. This includes junior high or middle school students and those who have already graduated from high school. Of course you'll need to register and pay the test fees.

Why should I take the ACT? There are at least four good reasons to take the ACT:

1. The ACT tests are universally accepted for college admission. The ACT is accepted by virtually all colleges and universities in the U.S., including all of the Ivy League schools.

2. The ACT multiple-choice tests are curriculum based. The ACT is not an aptitude or an IQ test. Instead, the questions on the ACT are directly related to what you have learned in your high school courses in English, mathematics, and science. Because the

College Success Foundation, Scholars Binder- 125 ACT tests are based on what is taught in high school, students are generally more comfortable with the ACT than they are with traditional aptitude tests with narrower content.

3. The ACT is more than a test. In addition to the tests, the ACT also provides test takers with a unique interest inventory that provides valuable information for career and educational planning and a student profile section that provides a comprehensive profile of your work in high school and your future plans.

4. The ACT is a good value. As a private, not-for-profit organization governed by educators, ACT is committed to providing services at the lowest possible cost. Accordingly, the ACT provides a comprehensive package of educational assessment and career planning services for college-bound students at a modest fee that is lower than the fee for the competing admission test.

When should I take the ACT? Pick a test date that is at least two months ahead of the application deadlines of all the colleges and scholarship agencies you might want to apply to. Reports for the ACT (No Writing) are normally mailed within 4–8 weeks after the test date. If you take the ACT Plus Writing, reports will be mailed only after all of your scores are available, including Writing scores, normally within 5–8 weeks after the test date.

How can I add/change/cancel my college choices/high school code? If you registered for national or international testing*, you have a limited time to make changes to your high school code and/or the college codes you selected at registration. You have until Thursday at 12 noon, central time, immediately following the regularly scheduled Saturday test date to sign into your student Web account or contact ACT Registration by telephone to make these types of changes. After that, you will need to order and pay for additional score reports.

Can I change my test center or college choices AFTER I submit my registration? Yes, but you will be charged a $20.50 test center change fee. Sign on to your student Web account or follow one of the links below for information on how to make changes to your registration.

Why was I assigned to a test center that was not one of my original choices? How can I change this? When you registered, the test center(s) you chose was either full or unavailable. We assigned you to the nearest available test center for your test option. We may have assigned you to a different test center if there wasn't room for you take the test option you chose—the ACT (No Writing) vs. the ACT Plus Writing.

To request a test center change, sign onto your student Web account or call ACT at 319/337-1270 (between 8:00 a.m. and 8:00 p.m. central time, Monday through Friday) no later than the late deadline for your test date. When you call, be sure you have your ACT ID, test date, test option, your preferred test center, and your credit card number and expiration date. If there is room at your preferred test center, you will be assigned there and charged a $20 test center change fee.

If you missed the late deadline, you can try to make the change on test day.

I want to cancel my registration. Can I get a refund? If you decide you do not want to test, your basic registration fee and any additional service fees (e.g., late fee, test center change) are nonrefundable.

Fees for optional services, however, are refundable on request if you ordered and paid for them when you registered. Optional services include: • 5th and 6th college codes • Test Information Release • ACT Writing Test

To request a refund, write "REFUND" on your unused admission ticket and mail it to ACT Registration, or write a letter including your identifying information and the test date and test option for which you

College Success Foundation, Scholars Binder- 126 registered. Label your envelope "REFUND." Refunds will be issued about 8 weeks after the test date. Requests for refunds received after July 31, 2009, will not be honored.

Send your request to: ACT Registration 301 ACT Dr PO Box 414 Iowa City, IA 52243-0414

I can't test on the date I registered for online. What can I do? If you have already submitted your registration online, you will need to request a test date change. You can sign on to your student Web account again, and choose to "Make changes to your registration" or you can call ACT at 319/337-1270 (between 8:00 a.m. and 8:00 p.m., central time, Monday through Friday) no later than the late deadline for the test date you want.

When you call, you will need to provide the following information: • Your name and address • Preferred test date • Preferred test center • Your credit card number and expiration date

If there is room at one of your preferred test centers on your preferred test date, you will be assigned there and charged a $20 test date change fee (plus a $20 late fee if you call after the regular deadline for the new test date).

Is non-Saturday testing available? Non-Saturday testing is available only in remote areas or for students who cannot test on Saturday because of religious convictions. If there is a test center within 50 miles of your home for any test date, you should plan to register for that date and request that center. If you try to test standby (in the U.S. or Canada only) or make a test center change to a Sunday or Monday test center, you must bring a letter from your cleric or a notarized statement to verify your religious beliefs prohibit Saturday testing. If there is not a non-Saturday test center within 50 miles of your home on any of the scheduled test dates, do not register. Instead, write to ACT Arranged Testing, P.O. Box 4028, Iowa City, IA 52243-4028, and describe your situation. We will send you information about arranged testing.

Is extended time allowed for examinees whose native language is not English? No. Extended time testing is available only for students with diagnosed disabilities and is not available solely on the basis of limited English proficiency.

What should I take to the test center? Be sure you take these items to the test center: • Your test center admission ticket. • Acceptable identification. (Your admission ticket is not identification.) You will not be admitted to test without acceptable identification. • Sharpened soft lead No. 2 pencils with good erasers (no mechanical pencils or ink pens). Do not bring highlight pens or any other kinds of writing instruments; you will not be allowed to use them. If you have registered for the ACT Plus Writing, your essay must be completed in pencil. • A watch, to pace yourself. The supervisor in standard time rooms will announce when five minutes remain on each test. • A permitted calculator, if you wish to use one on the Mathematics Test. Not all models are permitted.

Pack your bag the night before and make sure everything is ready to go, especially your calculator if you intend to use one. You don't want to forget anything!

Do not bring food or drink (including water), books, dictionaries, notes, scratch paper or other aids, highlighters, colored pens or pencils, correction fluid, any electronic device other than permitted

College Success Foundation, Scholars Binder- 127 calculators (examples include timer, cell phone, media player, PDA, headphones, camera), reading material, tobacco in any form, or anything else not on the above list. For additional information, see prohibited behavior at the test center.

What happens if there is bad weather on the test day? Listen to the local radio or television station that normally carries school announcements. If the test is cancelled at your test center, there will be an announcement and the test will be rescheduled. If conditions are dangerous, do not attempt to travel to the test center. If your test center is closed due to severe weather, we will notify you by mail about a rescheduled test date. You may also check this website to find your rescheduled test date or call ACT Test Administration (319/337-1510).

If your test center stays open and the test is given, but you are unable to reach the test center because of severe weather, call ACT Registration (319/337-1270) during the week after the test date for your options.

What if I missed the test date I signed up for? Once you have submitted your registration to ACT, it cannot be cancelled. Once you break the seal on the test booklet, you have used that registration and cannot request a test date change or receive any refunds for optional services.

Are there any restrictions on how often I can test? While you can take the ACT as often as you wish, there are some restrictions on when you can retest and receive test scores.

• You may not receive scores from more than one test date per national or international administration (Saturday, non-Saturday, or rescheduled test date arranged by ACT). If you are admitted and allowed to test, we will report only the scores from your first administration. The second set of scores will be cancelled without refund.

• You may not receive scores from more than one test date per state administration (initial or makeup), if your state participates in ACT State Testing. If you are allowed to test more than once, we will report only the scores from your first test administration.

• If you test through another type of testing such as special or residual testing, you must wait a minimum of 60 days between retests through that kind of testing. If you are allowed to test without waiting 60 days, your second set of scores will be cancelled without refund.

Taken from: http://www.actstudent.org/faq/faq.html

College Success Foundation, Scholars Binder- 128 Test Tips Time Management

SAT Time Management

The key to timing the test is this: don't get hung up too long on questions that have you stumped.

Our advice: If you get stuck on a question for more than about 2 minutes, you should (1) guess an answer, if you can eliminate one or more of the answer choices and (2) put a small tick mark next to that question on the answer sheet so that you can come back to it later, if you have time. If you feel like the answer is on the tip of your tongue, then use a slightly bigger tick mark, so that you remember especially to come back to that one. Be sure to use small ticks, well away from the answer ovals, and erase them all before time is up, so that they don't interfere with the machine scoring.

There's no need to be constantly checking the time during the test. We recommend checking on the time remaining at about the 1/3 and 2/3 points through each section. For example, if you're on question eleven of a thirty-question section with about twenty of thirty minutes remaining, then you're doing fine. But if you're only on question 5, then you need to pick up the pace. Also keep in mind that the reading comprehension questions come at the end of the verbal sections, and they take a bit more time than the other question types.

That said, it's important not to rush yourself- it's better to skip a couple of the questions at the end than to rush through and make careless errors.

Are there any tricks to save time? Only one: practice your active, critical reading skills. The reading comprehension questions take a lot of time, and if you make a point of actively reading high-quality passages as part of your test prep, you'll be better prepared to handle the real passages.

Number2.com’s free online tutorial reviews the basic concepts and gives you sessions of practice questions that automatically adapt to your skill level.

Material taken from www.Number2.com

College Success Foundation, Scholars Binder- 129 Test Tips Time Management

ACT Time Management

The key to timing the test is this: don't get hung up too long on questions that have you stumped.

The ACT has a total of 75 English, 60 Mathematics, 40 Reading and 40 Science Reasoning questions over a total of 2 hours and 55 minutes. That averages to a little under one minute per question. You are given a little more time per question on the reading and science questions, since they involve more lengthy passages. You should plan on a pace of almost two questions per minute for the English section, and about one a minute for the other sections.

Our advice: If you get stuck on a question for more than about 2 minutes, you should (1) guess an answer, trying to eliminate one or more of the answer choices as definitely incorrect and (2) put a small tick mark next to that question so that you can come back to it later, if you have time. If you feel like the answer is on the tip of your tongue, then use a slightly bigger tick mark, so that you remember especially to come back to that one. Be sure to keep your ticks well away from the answer ovals, and erase them all before time is up, so that they don't interfere with the machine scoring.

That said, it's important not to rush yourself- it's better to have to guess on one or two questions at the very end than to rush through and make careless errors all the way through.

The best idea is to maintain a steady focused pace - fast, but not rushed.

Number2.com’s free online tutorial reviews the basic concepts and gives you sessions of practice questions that automatically adapt to your skill level.

Material taken from www.Number2.com

College Success Foundation, Scholars Binder- 130 SAT/ACT Test Tips Stress Management

Stress Management

Anxious about the SAT/ACT? That's natural. The SAT/ACT is a big deal, but it's manageable. The first step is to realize that stress is a natural response. There's nothing wrong or bad about it. It's your body's way of giving you extra energy and quicker reactions. The key is to manage your stress, so you don't feel overwhelmed.

There is no one-size-fits-all solution to stress management. Different techniques work better for different people, so we'll give you some suggestions- try them out and use the ones that work for you.

Stressors

A stressor is a thing that causes stress. Everyone reacts slightly differently to stress and we all have our own personal stressors. Of course, the proximate stressor here is the SAT/ACT itself. What we really mean is what specific attitudes about the SAT/ACT might be contributing to any stress that you feel. Do you feel a lack of control? Do you worry about running out of time? Are you perhaps feeling a little overwhelmed by other aspects of going to college?

It's helpful to acknowledge any distress that you might feel. Don't ignore it or gloss over it. The first step to stress management is to recognize and acknowledge your personal sources of stress. Notice how your body responds to stress. Do your muscles get tense (e.g. a clenched jaw or tight shoulders)? Do you feel jumpy, or maybe a little depressed? Does your breathing accelerate? One natural stress response is reduced blood circulation to the extremities, which can cause one's hands to feel cold. Once you identify the sources of stress in your life, and how your body reacts, you're ready to begin to learn coping techniques that will help moderate your stress level and give you a sense of control.

Habits

In the past, the human race as a whole lived by physical labor, and exercise was a natural means of modulating stress. Nowadays, physical exertion is less common in everyday life. It's a great stress management technique to devote a half hour or so each day to moderate, rhythmic exercise such as walking, jogging, swimming, aerobics, cycling, or dancing.

Eat sensibly - a balanced diet is the best way to maintain your stores of energy. Moderate your intake of caffeine, alcohol, and sugary foods. Get 8 hours or so of sleep a night with a regular schedule. It's particularly important to get a good night's sleep the night before the exam, and a regular sleep schedule will help. Talk with your friends and share experiences and feelings about the SAT/ACT. Interpersonal support is a great way to reduce stress.

Relaxation

Worried about stressing out during the test? There are lots of techniques that can help you relax. Relaxation is a learned skill: put aside a little time to practice every day, and it'll come naturally when you need it. Here's one that works well for lots of people: regular, deep

College Success Foundation, Scholars Binder- 131 breathing. Inhale slowly through your nose, allowing your stomach (i.e. your diaphragm) to expand outwards. Hold the breath, just briefly, and then exhale slowly through your mouth. After two or three gentle breaths, you'll begin to feel yourself relax and your mind will start to clear. If you begin to feel light-headed, then breathe more slowly.

Relaxation techniques can reduce muscle tension, which can also help reduce emotional tension. If you notice yourself tensing up, then allow your shoulders relax and droop. Take a couple regular, deep breaths. It doesn't take long, just a few seconds. No need to rush.

Some people enjoy meditation, which can be a great way to clear your mind of daily worries and rejuvenate your sense of well-being. Meditation is about acceptance and allowance. It's not so much something you do as it is a state of mind that you allow yourself to attain. Here's some advice... sit comfortably in a quiet place with your eyes closed. Let your attention turn towards your regular, steady breathing. Some people find it helpful to quietly repeat a calming word or short phrase as they exhale. It's ok to allow your mind to wander: let your thoughts wander to and fro as if in a dream. Meditate for about 15 minutes a day and you'll soon notice an improvement in your outlook throughout the whole day.

If you notice yourself getting wound up in anticipation of the SAT/ACT, give yourself a chance to unwind by hanging out with friends, taking a quiet stroll, listening to your favorite music, or taking a hot bath.

Do you get severe panic attacks? Some people suffer from such acute test anxiety that the symptoms seriously interfere with performance. If you experience anxiety that reaches this clinical level, you may wish to consult a physician.

Personal Control

Stress arises when we face a challenge where we can't see a way towards a solution. You've already taken a big step towards managing your test stress, just by enrolling at Number2.com and working through the tutorials. You've identified the challenge: doing well on the SAT/ACT. And you're taking action to meet the challenge. You're on the right track.

Do you find yourself procrastinating? It's an easy thing to do. Why not set up a regular study schedule that lets you break up the test prep task into bite-sized pieces? That way, you can feel comfortable that every week is bringing you closer to your goal.

Don't punish yourself if you get something wrong. We all make lots of mistakes; treat a mistake as an opportunity to learn.

Set realistic goals for yourself. Take charge of your test prep attitude. Focus on the positive: you're learning lots of vocabulary, mathematics, and reading skills, expertise that will help you both on the SAT/ACT and later in life.

Many people get distressed over things that they won't let themselves accept. There's no need to dwell on negative thoughts.

Number2.com’s free online tutorial reviews the basic concepts and gives you sessions of practice questions that automatically adapt to your skill level.

Material taken from www.Number2.com

College Success Foundation, Scholars Binder- 132 }

is an exclusive list of the most frequently Hit Parade {HIT® PARADE The Princeton Review’s . The complete list is only available in our courses. tested words on the SAT

{Aesthetic} having to do with the appreciation of beauty {Adept} very skilled; proficient {Advocate} to speak or write in favor of {Amicable} characterized by or showing goodwill; friendly {Ardent} having, expressive of, or characterized by intense feeling {Assertive} confidently aggressive or self-assured; positive {Auspicious} favorable; promising {Autonomy} independence or freedom {Benevolent} characterized by or expressing goodwill or kindly feelings {Benign} having a kindly disposition; gracious {Candor} sincerity; openness {Candid} frank; outspoken; open and sincere {Cathartic} cleaning, cleansing, purifying {Collaboration} the act or process of collaborating {Compelling} tending to compel; overpowering {Comprehensive} broad or complete in scope or content {Contemporary} current, modern; from the same time {Distinguish} to mark off as different {Diligent} marked by painstaking effort; hardworking {Domestic} of or pertaining to the home, the household, household affairs, or the family {Eccentric} deviating from the recognized or customary character, practice {Eclectic} made up of a variety of sources and styles {Empirical} derived from or guided by experience or experiment {Evoke} to call up or produce {Fervent} having or showing great warmth or intensity of spirit {Gregarious} fond of the company of others; sociable {Idealize} to consider perfect {Identity} the condition of being oneself or itself {impartial} not partial or biased; fair; just {Improvise} to compose and perform or deliver without previous preparation {Innovative} introducing something new {intuition} direct perception of truth {Laudatory} giving praise {Languid} lacking in vigor or vitality; slack or slow {Maverick} one who resists adherence to a group {Mitigate} to lessen in force or intensity {Narrative} a story or account of events, experiences {Novel} strikingly new or unusual {Notion} a general understanding {Optimist} one who expects a positive outcome {Profound} of deep meaning {Prosperity} good fortune {Resilient} springing back; rebounding {Serene} calm, peaceful, or tranquil {Spontaneity} being spontaneous {Tenacious} persistent, stubborn, or obstinate {Therapeutic} having to do with the curing of disease or injury {ValidatE} substantiate; confirm {Vivid} strikingly bright or intense {Vitality} exuberant physical strength or mental vigor

800-2Review (800-273-8439) | PrincetonReview.com Test names are the trademarks of their respective owners, who are not affiliated with The Princeton Review. The Princeton Review is not affiliated with Princeton University. 10JANHS25

College Success Foundation, Scholars Binder- 133

General Miscellaneous

College Success Foundation, Scholars Binder- 134

College Success Foundation, Scholars Binder- 135 Choosing a Career

Making the choices that are right for you A first step in deciding what to do after high school is to talk with your school counselor or a teacher for advice. Ask your counselor about taking an aptitude test or interest inventory to find your strengths, weaknesses, and interests to discover potential career choices that are right for you. You can access a free self-assessment called the Career Finder at www.studentaid.ed.gov/myfsa.

Learn about yourself. • Values —What is important to you? • Interests —What appeals to you? 1 • Aptitude —What are you good at?

Talk to people. Once you’ve narrowed your career choices, talk to people who are working in that field or, if possible, find a part-time or volunteer job in that field. It’s helpful to ask questions such as, “What’s good and bad about this job?” and “How did you learn your trade?” 2 There are many sources of career and job outlook information available— go to your school library, public library, or school counselor.

Consider how much training you will need for the career you’re interested in. • High school diploma: cashier, receptionist, retail salesperson, security guard, waiter, or waitress • Special career training (e.g., trade/vocational school, apprenticeship): auto service technician or mechanic, cosmetologist, police officer, truck driver • College degree: accountant, engineer, forensic science technician, registered nurse, pilot, 3 teacher, public relations specialist, video game designer • Graduate or professional degree: college professor, doctor, dentist, lawyer, veterinarian, research scientist, architect

For information about specific careers, see the Occupational Outlook Handbook at www.bls.gov/oco or in a library. As of fall 2010, there is a Spanish-language version of the Occupational Outlook Handbook; visit www.bls.gov/es/ooh for details. For information about financial aid for college or trade/vocational schools, seewww.studentaid.ed.gov .

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 136 Choose a Trade or Vocational School Carefully

Need training for a job? state attorney general’s office to find out whether there Before you sign up for a vocational school or other have been any complaints about the school. career training, first think about the type of training Visit the school. Contact the school and schedule a visit, you’ll need. preferably while classes are being taught. Take the time to talk with current students. Get a feel for the school; Define your goals. Do you want to learn a skill, make sure you’re comfortable with the facilities, the prepare for a test, or get a license or certification? equipment, the teachers, and the students. Does on-the-job training, a community college program, an online course, or a vocational school Don’t be afraid to ask! A good school will be happy make the most sense? to answer your questions about its programs. Ask the school about its students: How many graduate? How Talk to someone you trust. If you’re in high many get jobs because of the training they received? school, your school counselor can help you focus What kind of job placement services does the school on your needs and goals, and he or she will have offer? information about different types of schools. Your counselor also can help you collect or prepare Check the cost. Make sure the school gives you a clear application materials. If you’re no longer in school, statement of its tuition and fees. Remember that any try an Educational Opportunity Center (search financial aid you get will be applied first to paying online for “educational opportunity center” and the school’s tuition and fees. If there’s any money left your state’s name) or a One-Stop Career Center over, the school will give it to you to help you pay for (www.servicelocator.org) for advice. things such as food and rent. Call the U.S. Department of Education’s Federal Student Aid Information Visit our website. Go to www.studentaid.ed.gov Center toll free at 1-800-4-FED-AID if you have any /choosing. You’ll find a tool that lets you search for questions about your financial aid at the school. You a school based on its location, size, degree offerings, also can access our website at www.studentaid.ed.gov. and other factors. Just enter your choices, and the search tool will tell you which schools fit your preferences. Important Points: Going to school is a lifetime investment. Take your time. Don’t sign a contract until you’ve read it ... and understood it. Ask questions about repayment Shop around. terms, refund and cancellation policies, and finding a job Statistics show that getting training after high school will after you finish the course. What happens if you have to help you get a better-paying job doing work you like. But quit before you finish? It’s a good idea to ask someone going to school is a big investment. You’re investing your you trust to read and evaluate the forms too. time. Chances are you’ll also have to invest your own money or take out a student loan to go to school. So you If you’re unhappy with the school or program you need to be sure that you’re choosing the right school. You chose—or if you think you were misled—complain. should check out more than one school, and take the To whom? The agency that licenses or accredits the following steps for each: school, the Federal Trade Commission, and the Better Business Bureau. Do a background check. Does the school offer a good combination of affordable fees and a solid education? For further information about choosing a vocational Ask employers you might want to work for what they school, access the Consumer Protection area of think about the school. Talk to recent graduates to ask the Federal Trade Commission’s website at about their experience at the school. Contact the agency www.ftc.gov/bcp/edu/pubs/consumer/products that licenses or accredits the school to see whether it /pro13.pdf. meets required standards. Check the Better Business Bureau (www.bbb.com), your state higher education agency, or the consumer-protection division of your

Download this fact sheet at www.studentaid.ed.gov/pubs 2011–12

College Success Foundation, Scholars Binder- 137 Tips for Finding and Keeping a Job

Looking for a job is a full time job. Most people don’t just happen upon employment. Many people start their job search by going around the neighborhood where they are interested in working and pick-up applications in person. This is great, and allows you to introduce yourself to the company. Washington has the Careerpages newsletter (available for free at libraries, convenience stores, etc.), which lists some current job openings. You can also check the local paper and go on the internet to various employment websites (search keywords: jobs, employment).

Networking If you know of someone working with or somehow connected to a potential employer, ask him or her what it's like to work there and whether or not the company is hiring. They can give you insight into what the people and working environment are like and tell you about job opportunities.

Job or Career It’s never too late nor too early to get a step up on your career. Many jobs and internships are excellent assets to your future. So how do you get that perfect job or internship? A strong resume with a brilliant cover letter is a must. The next step is the interview process, which is when you will show off your potential and winning personality. Check out the resources below for tips on writing a resume that will dazzle your future employers and for hints on finding the job that is a best fit.

What Employers Expect Your employer should immediately establish how important timeliness is and what hours you are expected to work. Also check on the amount of time given for breaks and meals. You should also find out what their policy is regarding requested time off and calling in sick. How much advanced notice is required to give them when you need a day off unexpectedly or you are ill? Obviously being sick is not planned, but your employer may require you to call in by a certain time before your shift starts. You may also be responsible for getting someone to cover your shift.

What You Should Expect You can expect your employer to pay you for any amount of time worked and to pay you on time. Your employer should be able to guarantee you a safe, working environment free of harassment, discrimination or threatening conditions. If this is not the case, there should be a grievance policy to follow, which is their established procedure to voice a concern or file a complaint about the working conditions. You should not expect to have to work more than 40 hours a week, unless both you and they agree for you to work overtime.

College Success Foundation, Scholars Binder- 138 Documents You Will Need When you apply for a job, you may be asked to show your social security card along with proof of citizenship, such as your birth certificate and photo ID. You can order your social security card through the Social Security Office nearest you. Contact your local health department to request your birth certificate. Your photo ID can be purchased from your local Department of Motor Vehicles.

Resources Visit these websites for information: Independence for Foster Youth – www.independence.wa.gov

Job Star - www.jobstar.org

Worksource Washington - www.wa.gov/esd/employment.html

CareerOneStop- http://www.careeronestop.org/studentsandcareeradvisors/studentsandcareeradvi sors.aspx

Job Hunting Tips - www.job-hunting-tips.com

Tips for Finding the Right Job - http://www.doleta.gov/

Day Care Subsidy – Contact Working Connections to learn about day care assistance https://fortress.wa.gov/dshs/f2ws03esaapps/onlinecso/wccc.asp

Information adapted from: http://www.ilpseattle.com/place-to-live/place-to-live.html

Be sure to visit your college or university’s career center for additional resources to help you find a job- they may have access to job listings and databases, and at some schools, staff who can help give resume advice.

College Success Foundation, Scholars Binder- 139

College Success Foundation, Scholars Binder- 140

College Success Foundation, Scholars Binder- 141 Finding an Apartment

The best way to find a new home is to look in the classifieds ads of the newspaper, search online classified ads or walk around the neighborhood you want to live in and look for "For Rent" signs on buildings. Online newspaper classified ads are usually updated daily, therefore, if you have consistent access to the Internet, it is best to look up listings online.

What to look for outside When you get to the building, look around the neighborhood and see what type of people live near you. You may want to see where the closest bus stop and grocery stores are. If you can drive to the neighborhood after dark, see what the lighting is like around the residence and on the street. Would you feel comfortable walking to the store or bus stop if you had to?

What to look for inside Once inside the unit or house, check the door locks to make sure they're strongly in place. Is there a smoke alarm? Have the walls been recently painted? Turn on the faucets to see what the water pressure is like. See if there are heating sources (like gas vents or baseboards) in all the main rooms. Are the windows secure? Put your hand by any that look thin or loose. Is there a breeze of air by it? It could indicate that window is easily breakable or that it leaks heat from the inside. Will the doorways and access routes accommodate your furniture when you move in? You may even think about seeing how many electric outlets are in the walls for all your electronic belongings.

What to ask All these observations and questions may seem a bit much, but it's best to prepare yourself so you don't have any surprises after you're moved in. Ask what an average heat bill costs to keep the place comfortable. Find out how long the previous tenant lived there. If they lived there for only a few months, you may want to ask why they left in case it's a building or neighborhood related reason versus personal circumstances. Ask what the minimum lease time allowed is...do you have to sign a year lease or one that is month-to-month? Ask what the average rent increase is and how often it goes up. Find out how close the manager lives or how accessible he/she is in case something goes wrong.

Preparing for the application Applications ask a lot of personal information. The landlord will likely want to know your previous addresses, how much rent you paid there, if any. You will be asked about your monthly income, the location of your job, if you have a bank account, and any other information that may be important regarding the residence. Be prepared to provide this

College Success Foundation, Scholars Binder- 142 information when you visit the residence in case there are other interested applicants but it's just the place you're looking for.

Ground rules for apartment sharing Before you sign a lease with your roommate, be sure to discuss how you will:  Divide the rent  Pay the utility bills  Divide cleaning responsibilities  Pay for food and store food  Handle parties and overnight guests

Breaking a lease If you sign a lease for one year but move out after six months, you are legally liable to still pay the landlord the remaining six months rent. If you must leave early, contact the manager or landlord as soon as possible and try to work it out so you don't have to pay all the remaining months rent. Try to find someone to take the unit as soon as you leave.

College Success Foundation, Scholars Binder- 143 Health Insurance & Clinic Information

Of the important resources college students need and use, one of the most important is student health insurance. Accidents always happen when you least expect it. A broken limb or flu can keep any student out of class for an extended period of time. For a student without insurance, this could mean serious doctor and hospital bills, putting someone in debt thousands of dollars. Health insurance can keep this from happening. It is extremely important that college students know their options. As you may or may not know, most colleges and universities have contracts with certain insurance companies for their students’ benefit. However, most schools do not advertise this information. Below is a summary of the information discovered after reviewing the most common companies used and researching their options and contact information. The insurance options used through your school usually have the most affordable option for college students. It is recommended that you research the company used by your school before considering other options.

Wells Fargo Insurance Services of California, Student Insurance Division Wells Fargo Insurance Services provides health insurance plans for many of the colleges and universities in Washington State, including: Cornish College of the Arts, EWU, Saint Martin’s University, Seattle U., Seattle U. Law, Whitman College, Walla Walla University and WWU. Rates vary for each campus, depending on if the school offers voluntary enrollment or mandatory enrollment of health insurance. Coverage includes counseling, medical emergencies, outpatient services and may include physical therapy, prescriptions, travel assist, accidental death and dismemberment. Please visit: www.wellsfargo.com/studentinsurance or call 1-800-853-5899 to find out more about eligibility requirements and costs.

Summit America Insurance Summit American covers most Washington State Community Colleges. Please visit www.summitamerica-ins.com. Click on “products”; choose “college accident and sickness”. Then click on “brochures”, Washington State Community Colleges. Choose Accident & Sickness, and then choose from your options. For more information about coverage options and costs per term, please call Krista Staneck at 1-800-775-8089.

Regence Blue Shield Regence Blue Shield is not a specified insurance company used by colleges and universities; however it is an option when searching for individual health and dental coverage. Please visit www.wa.regence.com for more information. You can “shop” for coverage by clicking on “for members” and choosing “I need coverage. 1-800 numbers are listed on the website for particular inquiries and concerns.

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Apple Health Free or low-cost health insurance for those under 19, visit: http://hrsa.dshs.wa.gov/applehealth/index.shtml Or call: 1-800-543-7669

Basic Health For affordable health insurance for adults, visit: http://www.basichealth.hca.wa.gov/ Or call: 1-800-660-9840

Student Health insurance search www.studentresources.net/ You can Google “Student health Insurance” and will find many search websites. You may be asked to fill out information about yourself. Use caution when using these websites and do not fill out information that is listed as “optional” or “not required”.

Community Health Centers Community Health Centers (clinics) are an excellent resource for students. They often use sliding scales and work with you to find a cost you can afford for doctor visits. Below are some great resources to find a clinic near you. Many colleges offer health clinic on campus that may also work for you!

The Washington State Health Care Authority is a great resource for questions about health care, health insurance and health clinics in Washington. For more information go to http://www.hca.wa.gov or call 1-360-923-2600

Find a community health clinic near you by visiting the Washington State Community Clinics/ Health Care Authority information website at: www.chs.hca.wa.gov/deliverysites.shtml at this address, you can choose your region on a map, and then view the sites near you or call 1-360-923-2777 for more information.

Sea Mar Community Health Centers have been a popular choice by students in the Seattle, Lacey and Bellingham areas. To find a Sea Mar near you, please visit www.wacmhc.org. Sea Mar has centers in the following counties, Clark, King, Pierce, Snohomish, Skagit, Thurston, and Whatcom.

College Success Foundation, Scholars Binder- 145 Seven Excuses Not to Go to College...... And Why They're Lame Think college is for other kids, and not for you? Wrong. Don't give up on applying to college before you take a good look at it.

1. I can't go to college—nobody in my family has ever gone.

In every family, someone has to be first. Why not you? True, being first can be hard. For instance, you may have to explain to the family why college is important to you. On the other hand, being first is likely to be a source of pride, for you and for your family.

2. I've been in school for 12 years. That's enough! I just want a good job.

Give college a chance. It's not like high school or junior high. For one thing, in college you pick a major—a subject area that you want to learn about. As for that good job—the best jobs and the best salaries go to college grads.

3. I can't go to college because I can't afford it.

Most students get financial aid to help pay for college, and most aid is based on need. This means that the less money you have, the more aid you might get.

4. I can't go because I don't know how to apply or where I want to go.

Tell your high school counselors you want to go to college fairs, where colleges introduce themselves to students. Ask them how to write to schools for information. Try to visit colleges that interest you. Keep at it. After a while, you'll get a feel for differences among colleges, and start to know what you want.

5. I can't go to college—I don't know what I want to do with my life.

Join the crowd. Thousands of college freshmen haven't decided on a major or on a career. That's how college helps. It exposes you to all sorts of subjects you've never heard of before. College is a great place to learn more about careers you'll love for life.

6. I can't go to college, because I just won't fit in.

Not so. Most colleges have students from many backgrounds. Homesick? Need a hand? Look for people with your interests or your background in the African-American club, on the soccer field, or in a Korean study group. Remember, college is a great place to meet new kinds of people with different lifestyles. And the more people you understand and feel comfortable with, the better prepared you'll be for the world after college.

7. College is too hard for me.

Not you, too! Most students worry about being good enough for college, so you're not alone. One idea: In high school, don't just study—learn how to study. Most good students have strategies for studying. Once you learn how to study, chances are you'll do fine. Still need help? Professors are really helpful, and so are tutors.

College Success Foundation, Scholars Binder- 146 Time Management Tips For High School Students

It's 10 P.M.—Do You Know Where Your Homework Is?

Does it seem like there's never enough time in the day to get everything done? Feel like you're always running late? Here are some tips for taking control of your time and organizing your life.

1. Make a "To Do" List Every Day.

Put things that are most important at the top and do them first. If it's easier, use a planner to track all of your tasks. And don't forget to reward yourself for your accomplishments.

2. Use Spare Minutes Wisely.

Get some reading done on the bus ride home from school, for example, and you'll kill two birds with one stone.

3. It's Okay to Say "No."

If your boss asks you to work on a Thursday night and you have a final exam the next morning, realize that it's okay to say no. Keep your short- and long-term priorities in mind.

4. Find the Right Time.

You'll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don't wait to do it until late at night.

5. Review Your Notes Every Day.

You'll reinforce what you've learned, so you need less time to study. You'll also be ready if your teacher calls on you or gives a pop quiz.

6. Get a Good Night's Sleep.

Running on empty makes the day seem longer and your tasks seem more difficult.

7. Communicate Your Schedule to Others.

If phone calls are proving to be a distraction, tell your friends that you take social calls from 7-8 p.m. It may sound silly, but it helps.

8. Become a Taskmaster.

Figure out how much free time you have each week. Give yourself a time budget and plan your activities accordingly.

9. Don't Waste Time Agonizing.

Have you ever wasted an entire evening by worrying about something that you're supposed to be doing? Was it worth it? Instead of agonizing and procrastinating, just do it.

10. Keep Things in Perspective. Setting goals that are unrealistic sets you up for failure. While it's good to set high goals for yourself, be sure not to overdo it. Set goals that are difficult yet reachable. Consider these tips, but personalize your habits so that they suit you. If you set priorities that fit your lifestyle, you'll have a better chance of achieving your goals.

College Success Foundation, Scholars Binder- 147 How to Select Your High School Courses

Create a Solid Academic Portfolio

Your course schedule may seem like a random selection of classes to you, but college admissions officers see it as the blueprint of your high school education. They're looking for a solid foundation of learning that you can build on in college. Take at least five solid academic classes every semester. The following subjects and classes are standard fare for success in high school and beyond, whether you plan to attend a four-year, two- year, or technical school.

English (Language Arts)

Take English every year. Traditional courses, such as American and English literature, help you improve your writing skills, reading comprehension, and vocabulary. . Literature . Writing/composition . Speech . Math

You need algebra and geometry to succeed on college entrance exams, in college math classes, and in most careers. Take them early on and you'll be able to enroll in advanced science and math in high school—and you'll show colleges you're ready for higher-level work. . Algebra . Geometry . Algebra II . Trigonometry and/or calculus

Science

Science teaches you to think analytically and apply theories to reality. Laboratory classes let you test what you've learned through hands-on work. Six semesters are recommended. . Two semesters in biology . Two semesters in chemistry and/or physics . Two semesters in earth/space sciences, advanced biology, advanced chemistry, or physics

Social Studies

Understand local and world events that are happening now by studying the culture and history that has shaped them. Social sciences round out your core curriculum. . Two semesters in U.S. history . One semester of U.S. government . One semester in economics . One semester in world history or geography . One additional semester in the above, or other areas

Foreign Languages

Solid foreign language study shows colleges you're willing to stretch beyond the basics. Many colleges require at least two years of foreign language study, and some prefer more.

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The Arts

Research indicates that students who participate in the arts often do better in school and on standardized tests. The arts help you recognize patterns, discern differences and similarities, and exercise your mind in unique ways, oftentimes outside of a traditional classroom setting.

Computer Science

More and more college courses and jobs require at least a basic knowledge of computers. Computer skills also can help you do research and schoolwork better and faster.

Advanced Placement Program® (AP®)

Try out college-level work, master valuable skills, and, with satisfactory grades, maybe even receive college credit. More than 1,400 higher education institutions award credit based on satisfactory AP Exam grades. *Learn more about the AP Program.

Independent Study

If you're interested in a subject that isn't offered at your school—say, botany, economics, or instrumental music—don't give up on your interest. Many schools allow motivated students to pursue independent studies, often with a teacher as an advisor. Most schools have rigorous standards for independent study. Be sure to talk to a counselor or teacher to find out if independent study is an option at your school, and what requirements may exist.

For More Help

Be sure to meet with your counselor or advisor, who can help you with your personal needs. Use *College Search to look up a specific college's academic requirements.

* AP Program: http://www.collegeboard.com/student/testing/ap/about.html College Search http://collegesearch.collegeboard.com/search/index.jsp

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College Success Foundation, Scholars Binder- 150 Information for students who signed up for the College Bound Scholarship

The College Bound Scholarship is a scholarship provided to low income 7th and 8th graders in Washington State. To be eligible, students need to have signed up for the scholarship by June 30th of their 8th grade year. Only students who will graduate from high school in 2012 had the opportunity to sign up for the College Bound Scholarship as 9th graders. The amount of the scholarship will be based on tuition rates at Washington public colleges and universities and will cover the amount of tuition and fees (plus $500 for books) not covered by other state financial aid awards.

The following section contains an example of two letters that College Bound Scholarship students might receive from the Higher Education Coordinating Board (HEC Board).

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College Success Foundation, Scholars Binder- 152 STATE OF WASHINGTON

HIGHER EDUCATION COORDINATING BOARD

917 Lakeridge Way  PO Box 43430  Olympia, WA 98504-3430  (360) 753-7800  FAX (360) 753-7808 www.hecb.wa.gov

February 2011

Dear College Bound Student & Family

You are almost there! Next year, in January 2012, you will complete the financial aid form (FAFSA) to receive your College Bound Scholarship. In order to receive your scholarship, there are steps you must take now.

Contact Information Your contact information is below. If it is correct, check the box and return the form to us; if it is wrong, make the changes and return the form to the Higher Education Coordinating Board (HECB) by March 15, 2011.

****************This is important! We must be able to contact you!****************

TO DO LIST  Fill out the lower portion of this letter and return to the HECB in the envelope provided.  Check out the FAFSA online - www.fafsa.gov

We’re on Facebook! Follow us at www.facebook.com/IAmCollegeBound

Sample

Can we email you? StudentLastName, StudentFirstName E- mail address ______

Can we text you? # to text ______ Yes, that’s still my address.

 That’s wrong. My mailing address is:

Address ______FIRST NAME LAST NAME ADDRESS Unit/Apt # ______CITY, STATE ZIP City ______

State ______Zip ______College Success Foundation, Scholars Binder- 153 STATE OF WASHINGTON

HIGHER EDUCATION COORDINATING BOARD

917 Lakeridge Way  PO Box 43430  Olympia, WA 98504-3430  (360) 753-7800  FAX (360) 753-7808 www.hecb.wa.gov

February 2011

Dear College Bound Student & Family

****************This is important! We must be able to contact you!****************

Social Security Number To receive your scholarship, we must have your correct Social Security Number (SSN). Call us at 360-596-4805 to give us your SSN.

Remember: • It is not safe to email or mail your Social Security Number - please call. • The HECB keeps your information secure. It is not shared with unauthorized people or organizations. • You must be a U. S. citizen or an eligible non-citizen to receive the scholarship.

TO DO LIST  Fill out the lower portion of this letter and return to the HECB in the envelope provided.  Check out the FAFSA online - www.fafsa.gov  Call the HECB to tell them my Social Security Number: 360-596-4805.

We’re on Facebook! FollowSample us at www.facebook.com/IAmCollegeBound

Can we email you? StudentLastName, StudentFirstName E- mail address ______

Can we text you? # to text ______ Yes, that’s still my address.

 That’s wrong. My mailing address is:

Address ______FIRST NAME LAST NAME ADDRESS Unit/Apt # ______CITY, STATE ZIP City ______

College Success Foundation, Scholars Binder- 154 State ______Zip ______

College Success Foundation, Scholars Binder- 155

Resources for 1079 Students

College Success Foundation, Scholars Binder- 156 1079 Student Information House Bill 1079

House Bill 1079 is a law passed in Washington State in 2003. House Bill 1079 expanded the definition of in-state residency as it applies to higher education and tuition costs. Previously, an undocumented student (without U.S. Citizenship) would be listed as an international student or out-of-state resident and be charged with tuition costs 2-3 times more than in-state residents, even though the undocumented student had lived most of their life in Washington. House Bill 1079 does not change the legal status of a student. House Bill 1079 allows an undocumented student to pay in-state tuition rates if they meet the following criteria:

1. Resided in Washington State for 3 years immediately prior to receiving a high school diploma

2. Promise to become a permanent resident or U.S. Citizen when eligible, and

3. Submit a 1079 Affidavit with university applications.

“1079 Student”

A 1079 Student is a term growing wide in use to identify a student benefiting from House Bill 1079 and explain the challenges that lie ahead. There is no need to identify as an “illegal immigrant” or other terms. Identifying as a 1079 Student does not expose a student’s legal status; it simply explains a student is taking advantage of a state law. It is a safe term to use in your college planning.

Frequently Asked Questions

1. How do I take advantage of House Bill 1079 and become a 1079 Student?

You must meet the House Bill 1079 eligibility requirements, stated above, and submit a 1079 Affidavit. 1079 Affidavits are a one-page form that must be included in all of your university and community college applications for Washington State. All 1079 Affidavits are the same and can be copied. You can print out a 1079 Affidavit from our website: http://collegesuccessfoundation.org/studentresources/undocumented_resources.htm

2. What happens with the 1079 Affidavit once it gets to the university?

The 1079 Affidavit in a university application only serves the purpose to set your tuition at in-state rate. Once you have been identified as a in-state tuition rate student, the 1079 Affidavit is stored or destroyed. Your legal status is not shared with other staff, faculty, or departments at the college or university.

3. How does CSF help 1079 Students?

CSF staff members offer our full support and encouragement to all of our students, including 1079 Students. CSF has a 1079 Committee that serves the purpose of seeking additional resources, provides training for staff members, and provides resource workshops for 1079 Students.

College Success Foundation, Scholars Binder- 157 4. University Admissions Related Questions:

a. Can I apply to colleges even though I don’t have citizenship?

U.S. Citizenship is not a requirement to apply to a college or university.

b. Do I have any disadvantages applying to colleges?

No. Your application is evaluated just like other students. University admissions are looking for good grades, good SAT/ACT scores, recommendations and essays.

c. Can I let university admissions representatives know I’m a 1079 Student?

Yes. Again, identifying yourself as a 1079 Student only discloses that you are taking advantage of a state law. Most university representatives with recruitment, admissions, and financial aid offices know about 1079 Students. If you happen to speak with a university representative that is unfamiliar with 1079 Students, you can ask to speak with another representative who does.

d. How do I answer the question on a university application that asks about being a U.S. Citizen or State Resident?

Include honest information on your university applications. Including the 1079 Affidavit will ensure you receive in-state tuition rates.

e. Should I apply early to college?

YES! Applying early to universities is one of the best actions you can take. Applying early may make you eligible to certain university scholarships. The other advantage of applying early is once you’re accepted, working to identify additional university money before it runs out is very important. Working early with university staff to look for more scholarship opportunities can make the difference if you will be able to meet the Cost of Attendance (the cost of going to college).

5. Funding Related Questions:

a. Do I apply for Federal Financial Aid using the Free Application for Federal Student Aid (FAFSA)?

No. The FAFSA application requires U.S. Citizenship or legal residence. If you are undocumented, you should not apply for Federal Aid, nor falsify information in order to submit the FAFSA.

College Success Foundation, Scholars Binder- 158 b. How much money will I need for college?

All universities/colleges list their Cost of Attendance (COA). The Cost of Attendance for a university/college will include tuition, room and board, books, transportation and personal expenses. The COA will vary per university/college. Your goal is to secure enough funding to cover the entire COA to ensure you have enough money. In some circumstances, you may be able to get by with having less than the COA if you are able to reduce your costs and budget wisely.

c. What if I don’t have enough money to cover the Cost of Attendance at a college?

If you have funding slightly short of the Cost of Attendance, you may be able to get by if you are able to reduce your costs such as with room and board and personal money. If your funding is significantly lower than the Cost of Attendance, you may not have enough funding to attend and should have an alternative plan. Community College should be part of your alternative planning if you are unable to secure enough money for the Cost of Attendance.

d. Where do I get additional funding for college?

Scholarships, scholarships, scholarships! You should apply to at least 4-6 scholarships, or secure an additional $10,000 per year. The challenge is that most scholarships require U.S. Citizenship. Look for scholarships that do not require citizenship. Places to look for scholarships are the university itself when you are accepted. Additional funding may be available by talking directly to the college or university of your choice.

Scholarship listings can also be found at high schools, local newspapers, and websites such as FastWeb (fastweb.com) and Latino College Dollars: http://www.latinocollegedollars.org/

6. Can I work after I receive my degree?

Unfortunately at this time, no. Receiving a college degree does not change the legal status of a student. There are federal law-makers working on legislation to grant college-earning undocumented students a pathway to U.S. Citizenship, known as the DREAM ACT. Stay informed! Latino/a Education Achievement Program (LEAP): www.leapwa.org National Immigration Law Center: http://www.nilc.org/immlawpolicy/DREAM/index.htm

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College Success Foundation, Scholars Binder- 160

College Success Foundation, Scholars Binder- 161

House Bill 1079: College Access for Undocumented Students

WA State Resource List

Latino/a Educational Achievement Project (LEAP) 23835 Pacific Highway South PO Box 98000 MS: 99-285 Des Moines, WA 98198 [email protected] 206.878.3710 ext: 5176

Immigration Resources: Northwest Immigrant Rights Project Western Washington Eastern Washington Moses Lake Office Office Office 1405 S Pioneer Way 909 8th Ave Note: By appt. only Moses Lake, WA Seattle, WA 98104 121 Sunnyside Ave 98837-2458 206.587.4009 PO Box 270 509.765.9712 800.445.5771 Granger, WA 98932 http://www.nwirp.org http://www.nwirp.org 509.854.2100 888.756.3641 http://www.nwirp.org

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Government Agencies: Consulate Resources Commission of Hispanic Affairs Consulate of Mexico WA State Commission of Hispanic Affairs 2132 Third Ave P.O. Box 40924 Seattle, WA 98121 Olympia, WA 98504-0924 206.448.3526 ext. 117 and 118 1.800.443.0294 206.448.4771 (fax) 360.586.9501 (fax) http://portal.sre.gob.mx/seattle/ http://www.cha.wa.gov/

Legal Resources: Northwest Justice Project 206.464.1519 Note: Log onto website for office locations http://nwjusticeproject.org

King County Bar Association – Newcomers Resource Project 206.267.7100 Note: Log onto website for more information http://www.kcba.org/legalhelp/newcomers/clients.aspx

King County Bar Association - Neighborhood Legal Clinic 206.267-7070 Please see website for information and locations of specialty and general legal clinics. http://www.kcba.org/legalhelp/NLC/clients.aspx

General Social Services: United Way/Alliance for Information and Referral Systems 211 Note: Three-digit number, toll-free, that brings people and services together http://211us.org

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College Success Foundation, Scholars Binder- 164

Resources for Independent Students

College Success Foundation, Scholars Binder- 165 Independent Student Resources — Overview

The College Success Foundation considers students who have not lived with their parents for an extended period of time or those students who support over half the costs of caring for a child for any period of time to be independent students. This includes students who live with relatives, on their own, in foster homes or group homes, with friends or other adults.

Barriers for Independent Students:

Independent students may face the challenge of transitioning to college without support from any family. Here are some key issues they must resolve in order to be successful in college:

 Finances: Unlike other college students, independent students may not have the option to ask their family for help or move back in with parents once they are on their own. CSF staff can assist students in filling out the FAFSA and applying for additional scholarships if needed. We also provide guidance and encourage independent students to budget, plan ahead financially and consider who they will ask for help when they need it?

 Health Care: Many independent students do not have health insurance and struggle with how to pay for both basic and emergency health care. CSF staff can help students with information on affordable health insurance, help students apply for medical benefits and/or provide information on community health clinics.

 Social Support: Independent students often lack a strong network of social support. CSF highly encourages independent students to develop a community of support by providing settings where students can meet other independent students, especially with those attending the same school or college.

 Housing: Some college campuses close their residence halls during school breaks and this becomes a problem for independent students if their on-campus housing is their permanent home. CSF can provide students with information on both apartments and on-campus housing and is working to educate the four-year colleges around the state on these needs so that they will provide year-round housing to independent students at a minimal cost.

 Employment: Many independent students will need to find a job during college in order to supplement their scholarships and support themselves. CSF staff can help students understand the process of finding a part-time job (10-20 hours/wk) through resources such as Worksource.

College Success Foundation, Scholars Binder- 166

Frequently Asked Questions

1. Who is an independent student?

o In general, an independent student is a student who is “independent” from their birth or adoptive parents. o The College Success Foundation (CSF) usually considers students who have not lived with their parents for an extended period of time or those students who support over half the costs of caring for a child to be independent. This includes students who live with relatives, on their own, in foster homes or group homes, with friends or other adults, or those who support dependent children. o If you did not live with your birth or adoptive parents during the last few years of high school, and you are financially independent from your birth or adoptive parents, you are considered an independent student by CSF. o If you support over half the costs of caring for a child you are considered an independent student by CSF. o All Governors’ Scholars are independent students due to their status as a current or former foster youth. o You can ask the College Prep Advisor at your high school to find out if you are considered an independent student by CSF. You can also call CSF at 1- 877-655-4097. If you are in high school, ask for Abigail Taitano. If you are in college, ask for Lisa Predovich. o For Federal Financial Aid eligibility as an independent a student must meet one of the following conditions: o An orphan or ward of the court (in foster care) until their 18th birthday o Caring for over half the costs of a dependent child o Married o Over the age of 24 o A veteran of the military o In graduate school o Have a documented determination made by a financial aid administrator that he/she is independent

2. What does CSF do for independent students? o Assist all independent CSF scholars to enroll in and graduate from college by providing guidance, resource information, advocacy and coordination of financial aid. o Provides resource information on financial assistance, health insurance and health care, employment, housing, food and day care assistance, as well as internship opportunities.

College Success Foundation, Scholars Binder- 167

3. If I am an independent student, how do I fill out the Free Application for Federal Student Aid (FAFSA)? o Independent students should not include ANY parent information on the FAFSA (usually the purple sections on the FAFSA hard copy form). In addition, do not include aunt/uncle, grandparent or sibling information in the PARENT information section. o On the question that asks for your “household size” only count yourself, your spouse, and any dependent children you may have. o If you are (or were until your 18th birthday) an orphan or ward of the court (in foster care), make sure to answer “yes” to the question asking, “are both of your parents deceased, OR are you or were you a ward of the court?” o You can file your FAFSA online at www.fafsa.ed.gov or fill out a hard copy form if you are: a. An orphan or ward of the court (in foster care) until your 18th birthday b. Caring for over half the costs of a dependent child c. Married d. Over the age of 24 e. A veteran of the military f. In graduate school o If you are not one of the above, but are considered to be an independent student, then you will need to complete a hard copy of the FAFSA form. You will also need to petition the financial aid office at the college you would like to attend to make a determination that you be considered an independent student. o You can also call the FAFSA hotline at 1-800-4-FED-AID (1-800-433-3243) for information on how to file your FAFSA.

4. How do I establish an independent status if I do not meet the independent student criteria for financial aid? o The process to make a determination of a student’s independent status may be different at every college. This process is sometimes called a “dependency override,” or a “petition to apply for financial aid without parental information”. o Financial aid offices generally require a written description, by the student, regarding their situation and why the financial aid office at the college should consider the student to be independent. The student may also have to provide letters written from different individuals vouching for the student’s situation/status. o When completing the FAFSA, students should not fill in ANY parent information (usually the purple sections of the FAFSA hard copy form). NO aunt/uncle, grandparent/sibling information should be in the PARENT information sections. o Your FAFSA file will be considered incomplete until your petition is approved by the college you are or will be attending.

College Success Foundation, Scholars Binder- 168 o If you are filing a petition to apply for financial aid without parental information, you cannot fill out your FAFSA online. The format for the online FAFSA is created so that students cannot move onto the next question until the preceding questions are answered. Since the student needs to leave the parent sections blank, the student will not be able to fill out the rest of the FAFSA online. Therefore the student should file a hardcopy FAFSA form. o This process tends to be long and tedious. The best advice is for the student to begin this process as soon as the student knows where he/she will be attending college. In order to start, the student must check in with the financial aid office and find out what their specific process is and how to go about starting. The student should give at least 3 months in order to allow the financial aid office time to process the request and approve/deny it.

5. Why do I want to establish independent status for financial aid? o Independent Students often have difficulty getting their parents to fill out and sign the FAFSA. This can hold up the financial aid process and result in financial aid not being awarded. Any student who is considered independent by financial aid does not have to have their parent fill out and sign their FAFSA and other financial aid documents. o Another benefit of establishing an independent status is to ensure maximum access to financial aid. A student’s estimated family contribution (EFC) is the amount of money a student is expected to be able to pay for school. This is calculated by how you fill out the FAFSA, including your income and your parent’s income. o Since independent students are not considered to be supported by their parents and do not need to include parent information on the FAFSA, their parent’s earnings do not affect their EFC. This way the student’s EFC is based on the income the student has made, not the parent’s income. This will result in the student having more access to financial aid

6. Should I work while I go to college? If yes, should it be part time or full time? o Some students feel that they need to work to make ends meet, the College Success Foundation strongly encourages scholars to work only 15 hours a week. o Financial aid and scholarship money may total up to the student’s budget (money for transportation, books, tuition, housing, food, and spending money); therefore a student may not need to work to afford living expenses and tuition. However, in some cases a student may not receive enough financial aid and will find that a part-time job is necessary to make ends meet. o If a student needs to work while enrolled in college, students should keep in mind that going to school full-time takes up a lot of time. Consider the hours spent in the class room and the time used for studying (2 hours of studying for every one hour of class). Maintaining good grades requires time and hard work.

College Success Foundation, Scholars Binder- 169

7. I can’t afford any more bills, why should I get health insurance if I am never sick? o Health insurance may be expensive, but it can save you money in the end. o If a student sprains an ankle or gets sick they should visit a doctor. Without insurance, a doctor’s visit and proper medication will add up to hundreds if not thousands of dollars. o Some students find themselves needing to drop out of school and get a full-time job to pay for their medical bills (it is difficult for people to re-enroll in school after dropping out and working full-time). o If a student has health insurance, the situation is drastically different. The insurance might cover most if not all of the bills, and the student can feel comfortable with staying in school.

8. I have a child, how do I get affordable daycare? o The Daycare Subsidy Hotline is a statewide hotline to help parents find affordable daycare. Since it is statewide, students may have to try over and over until they have reached a person to speak with. Be persistent. Hotline Number:1-877-980-9180

9. The financial aid office at the college I want to attend keeps requesting documents that I have already turned in, what to I do? o Always make copies of every document submitted to the financial aid office. This way, you will be able to re-submit documents. ALWAYS keep a copy for your files. Even if they have asked for the same document before, it is easy to submit upon request, than have to re-create the document. This will help ensure that you are awarded with financial aid in time for the start of classes. o There is no such a thing as checking in with the financial aid office too much. If you want something done, be persistent and self-advocate. Also, the financial aid officers will be more likely to remember you and your situation if you are polite and listen to what they advise.

College Success Foundation, Scholars Binder- 170 Directions to Apply for Financial Aid Without Parental Information

Directions to College Preparatory Advisor: Provide this page and the following page to students who do not meet the FAFSA financial aid “independent student” criteria and cannot obtain parental information due to extraordinary circumstances. Have the individual student write a letter completing the sentences listed below, and if to the best of your knowledge, the information provided by the student is accurate, fill out and sign the CSF Staff Statement of Support.

Directions to the CSF Achievers Scholar: First, contact the Financial Aid Office at the college you wish to attend to find out what information they need from you in order to make a determination of your independence in order to decide if you qualify for a “dependency override”. Complete the FAFSA and do not fill out the parent section. Write a letter completing the sentences listed below and attach it to the following petition. Then ask your College Preparatory Advisor or other CSF Staff Person to complete the CSF Staff section of the petition. Mail the petition and your letter; along with your completed FAFSA to the Financial Aid Office at the college you wish to attend (include any other documents they require such as another letter of support or your tax returns for the previous two years). The college may consider, but is not obligated to approve the petition. Include your name and social security number at the top of your letter and then complete the sentences listed below in the text of your letter.

1. My parents currently reside in… 2. I have not lived with or received financial support from either parent since… 3. The reason why I don’t live with either parent is because… 4. The following is a description of the last time I had contact with either of my parents (explain where, when, and nature of contact)… 5. I currently live with (describe your living situation in as much detail as possible)… 6. My expenses are paid for by… 7. I cannot obtain parental information for financial aid because…

College Success Foundation, Scholars Binder- 171 Independent Student Checklist1

 Call the financial aid office of the schools you wish to attend and ask them to send you the paperwork for filing as an Independent Student. This is typically called a dependency override. A sample petition is found on the following page.

 If you are going to file taxes, do that as soon as possible. You’ll need the completed tax return in order to complete the FAFSA.

 File the FAFSA. It is especially important to file early because you have extra steps to take.

 Once you have filed, let the financial aid office know. If possible, make an appointment to meet with the financial aid office so they can review your file and petition for a dependency override.

 Remember to ask the financial aid office for a 12 month budget and not the usual 9 month budget. Some colleges call this a non-traditional student budget.

 Get letters from 2 people who can verify your status as an independent student (teachers, counselors, social workers, etc). A sample letter can be found on the back of this page.

 When you speak with people on your campus about your situation, get their names/business cards. This makes it easier to follow up with them if you need any additional information or help.

 Get organized. Keep all of your paperwork in a safe place. ALWAYS make copies of anything you turn into financial aid. In case your information is misplaced while being processed, you can provide an additional copy without any problems. Do not give your last copy away.

1 Compiled by Pre-College Accelerated Services Program Officer Abigail Taitano

College Success Foundation, Scholars Binder- 172

October 21, 2010

Rossee Murray Scholarship Coordinator Eastern Washington University 102 Sutton Hall Cheney, WA 99004

Dear Ms. Murray,

Betty Foss (SS# 000-00-000) is a CSF Achievers Scholar who graduated from Clover Park Senior High School and is enrolled at Eastern Washington University as a freshman. It came to our attention last year that Betty is an independent student and has lived with her aunt and uncle since the age of five. Betty’s mother was murdered and her father is serving a life sentence and she will not be receiving any financial support.

Betty is requesting that due to these circumstances, EWU please consider her an independent student for purposes of financial aid. Please accept this letter in support of Anita’s request for independent status through the EWU Financial Aid Office.

Feel free to contact me at 1.877.655.4097 if you have any questions or concerns. Thank you for your time and consideration.

Sincerely,

Jane Doe Title Place of Employment

College Success Foundation, Scholars Binder- 173 Notes

______

College Success Foundation, Scholars Binder- 174

------2004-2005 Petition to Apply for Financial Aid Without Parental Information An equal opportunity university www.finaid.wwu.edu Financial Aid (360) 650-3470 516 High Street Old Main 265 Bellingham, WA 98225-9006

W Name Student I.D. Number ( ) Address (Street, City, State, Zip) Phone Number

Federal regulations stipulate that the family has primary responsibility for meeting the educational costs of students. If you are considered a dependent student according to the financial aid definition, your aid eligibility is determined by using parent income and asset information in addition to your financial information. Dependent students are required by law to provide parental information and signatures to be considered for financial aid.

Occasionally, due to extraordinary circumstances, students cannot obtain parental information. If you cannot provide this information for some unusual reason, you may petition for a waiver of federal regulations requiring this information. In this petition you must answer each of the following items. Attach separate pages if additional space is needed.

All items to be included in your petition should be returned to our office at the address located on the back of this form. You will be notified of the results within 2-3 weeks.

1. Identify the location of both of your parents:

2. Describe the last time you had contact with each of your parents (when, where and the nature of the contact):

College Success Foundation, Scholars Binder- 175

3. Explain why you cannot obtain parental information:

4. Describe how you have been self-supporting (when did you start meeting your expenses without parental support and how have you provided for yourself?):

5. Attach written statements from two responsible adults who are aware of your situation and can support the information you have presented (family members, school officials, clergy, etc.). Provide the following information about the people who are providing statements:

a. Name Address

Job Title Relationship to you

b. Name Address

Job Title Relationship to you

6. I certify that the information provided in this petition is true and correct.

Signature Date

FOR OFFICE USE ONLY  Decision has been made via professional judgment to allow this student to apply for financial aid without parental information based on the unusual circumstances that have been presented.  Petition has been denied. Financial Aid Counselor ______Date ______

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Petition to Apply for Financial Aid without Parental Information and CSF Statement of Support

To the Office of Financial Aid at:______(print name of college)

Regarding:______(print name of student)

CSF Achievers Scholar Statement: Please consider approving my petition to apply for financial aid without parental information. I certify that the information in the attached letter is true and correct. I agree to adhere to all policies your college may have related to my petition to be considered an independent student.

______Signature of AS Candidate Social Security Number or College Student ID Number

______Mailing address City, state, and zip code

______Phone Number Email

CSF Staff Statement of Support: Based on my knowledge of the student’s current situation, this student cannot obtain parental information for Financial Aid due to the extraordinary circumstances explained in this petition. Please consider approving this petition to apply for financial aid without parental information.

______Signature of CSF Staff Date

______Print name of CSF Staff Title

______Phone Number Email

Note to Student: The Financial Aid Office is not obligated to accept and/or consider this petition. This should be used as a guide to assist you in the petition process. Be sure to complete all documents processes required by the Financial Aid Office.

Note to Office of Financial Aid: If you have any questions or concerns regarding this request, please contact the College Success Foundation staff member who has signed this document.

College Success Foundation, Scholars Binder- 177