COLLEGE PLANNING HANDBOOK · 2012-11-19 · 1 | Page COLLEGE PLANNING HANDBOOK 20. 1. 22013. G....
Transcript of COLLEGE PLANNING HANDBOOK · 2012-11-19 · 1 | Page COLLEGE PLANNING HANDBOOK 20. 1. 22013. G....
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“Acceptance to college is a MATCH to be made, not a PRIZE to be won”.
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TABLE OF CONTENTSTABLE OF CONTENTS GUIDANCE DEPARTMENT PHILOSOPHY………………………………………………………………………..PAGE 3 A NOTE TO PARENTS……………………………………………………………………………………………….……..PAGE 4
COLLEGE PLANNING TIMELINE
JUNIOR YEAR …………………………………………………………………………………………………………………PAGE 5 SENIOR YEAR ……………………………………………………………………………………………...........................PAGE 6
TESTING
STANDARDIZED TESTING………………………………………………………………………………………………PAGE 7 SAT & ACT TEST DATES………………………………………………………………………………………………….PAGE 8 TEST COMPARISON/INFORMATION……………………………………………………………………….PAGES 910
COLLEGE SEARCH
CAMPUS VISITS…………………………………………………………………………………………………………….PAGE 11 NAVIANCE FAMILY CONNECTION…………………………………………………………………………………PAGE 12 SELFANALYSIS……………………………………………………………………………….……………………………PAGE 13 COLLEGE SEARCH………………. ………………………………………………………………………………….PAGE 1415
APPLYING TO COLLEGE
COMPONENTS OF THE APPLICATION…………………………………………………………………………..PAGE 16 RESUMÉ…………………………………………………………………………………………………………………….…..PAGE16 TRANSCRIPTS…………………………………………………………………………………………………….…PAGES 1617 LETTERS OF RECOMMENDATION……………………………………………………………………….………..PAGE 18 INTERVIEWS………………………………………………………………………………………………………...PAGES 1820 PERSONAL STATEMENT/ESSAY…………………………………………………………………………....PAGES 2021 ADMISSION DECISION OPTIONS……………………………………………………………………………PAGES 2122 IMPORTANT APPLICATION INFORMATION………………………………………………………………….PAGE 23
ADDITIONAL APPLICATION CONSIDERATIONS
LEARNING DISABILITIES………………………………………………………………………………………PAGES 2425 ATHLETES…………………………………………………………………………………………………………….PAGES 2526 PERFORMING AND VISUAL ARTS………………………………………………………………………….PAGES 2627
FINANCIAL AID
GENERAL INFORMATION……………………………………………………………………………………...PAGES 2730 NJ STARS / NJ STARS II…………………………………………………………………………………………………PAGE 30 RESOURCES…………………………………………………………………………………………………………..PAGES 3132
APPENDIX
CAMPUS PROFILE PAGE………………………………………………………………………………………..PAGES 3334 COLLEGE CHECKLIST…………………………………..…………………………………………………………….…PAGE 35
NAVIANCE ACCOUNT NAVIANCE ACCOUNT INFORMATION………………………………………………………………………….PAGES 36
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Governor Livingston High School Guidance Department
Director of uidance G
ounselors
Joyce Hayes C Ch
Caroris Coughlin
lyn Dennerlein Marissa Gold
Michelle MorinDebo
rah Velelis A dministrative Support Staff Judy Buldo
Karen TalbotGeorgia Smith
Guidance Department College Counseling Philosophy
The Guidance Department at Governor Livingston believes that the most important criteria in hoosing a college is the fit. That is, how well the student’s abilities, talents, interests and values cmatch the philosophy, mission, purpose and strengths of a particular institution. The best way to ensure a good fit is through research. We have provided research suggestions in this handbook and we are happy to assist students as they learn about colleges. The more a student knows about colleges BEFORE applying, the better prepared they will be to make ppropriate and suitable choices. Students must prioritize and balance their needs and wishes aand try to determine schools that meet the criteria. We generally recommend that each student submit between three and eight applications. The exact number will depend on the particular student. Applications should be distributed among a range of institutions in terms of likelihood of admission. Each student should submit at least one application to a school where they are very likely to be admitted, otherwise known as “safety schools.” However, because of the competitive nature of admissions at many schools, there is a good chance that any student could find her/himself attending their “safety.” As a result, students should give serious consideration to the colleges to which they apply, and not submit applications to any school they would not be happy attending. Students should also submit applications to schools where admission is both possible and likely, “target” schools. If a student chooses, she/he may also submit applications to a “reach” school, where admission is not likely, but still possible. It is the nature of selective admissions that competition varies from year to ear. It is common to find that students in one year will not be admitted to those same schools ythat admitted others with similar qualifications the previous year. Our office will help educate students and their families in regard to research and applications. However, it is our fundamental belief that the final responsibility and decision making remains with the students and their families. It is our goal to support each student and their family through this process. The college application process can be one of valuable self‐exploration. Good luck!
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A Note to Parents
As parents, we all want the best for our children. We want to see them grow up to be happy, productive and successful adults, and we do often know what is best for them. However, the tudent is the one who is going to college. We had our chance! Our role this time is to encourage, uppss
ort and motivate students as they make their own decisions.
Encourage your student to carefully follow the Junior‐Senior calendar in this booklet and
keep up‐to‐date on the latest college and scholarship information.
Assist your student in researching colleges. Discuss frankly with your child the factors which may control college choice, such as location, size, etc.
Openly discuss the family financial situation in terms of funds available for college.
Monitor the calendar for standardized admissions tests (SAT, ACT and SAT II) and ensure eakfast before each test. your student gets the proper rest and br
irs.
Attend local and regional College Fa
Take your student to visit colleges.
Hel o oices during the college selection process emphasizing: p y ur student macadem
ake realistic ch ic performance 1) Past
2) Test scores
, athletics, etc.) 3) GPA 4) Special talents or abilities (art5) Extra‐curricular involvement
See to it that your student applies at an early date. Make certain that he/she
reads and follows all the directions carefully.
Work closely with your student's Counselor and Ask Questions!
We know many parents will help with the college admissions process. Parents are ncouraged to support students but to refrain from contacting admissions offices. It is the tudent’s responsibility to communicate directly with admissions. es
**Please remember to email your child’s counselor by December 1st if you would like to attend their college conference. During this conference your child will receive important information. Each conference will be scheduled for one class period during the school day. Parents are welcome to join their child and his or her counselor at this meeting;
however, an appointment must be made.
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JUNIOR YEAR Responsibilities:
• Self assessment • Determine criteria for colleges • Ask parents to schedule a transition meeting with your counselor and submit completed
Parent Release of Pupil Records Form • Develop a testing timeline • Visit colleges • Attend college fairs / Attend college representative meetings at school • Actively use Naviance for scholarship opportunities, selfassessment, & college research
TIMELINE
ce with your counselor N √ Develop testing timeline √ Schedule parent‐student conferen
ovember
√ Use Naviance to research schools
ecember
and develop list ther performance
D √ Use Naviance to research colleges √ Consider video‐taping athletic or o √ Visit colleges you are considering January uary
– Febr
√ Register for SAT/ACT √ Continue college research
√ Visit your counselor
√ Visit colleges you are considering
pril lleges
cific coA √ Continue individualized research on spe √ Visit schools during spring vacation if possible
√ Visit your counselor with any questions Naviance
√ Complete Junior questionnaire and resumé in
ay M
√ AP Exams (may consider SAT II’s at this time) √ Continue individualized research on colleges by using Naviance
e to have write letters √ Talk with junior year teachers from whom you might lik
resumé in Naviance of recommendation in the fall Complete Junior questionnaire andVisit colleges you are considering
√ √ √ All information sheets are due to your counselor – These can be found on Naviance. These must be submitted electronically
June √ s from whom you might like to have write letters Talk with junior year teacher
of recommendation in the fall
JulyAugust
√ Prepare for fall standardized tests √ Begin compiling list of potential colleges
materials and applications √ Review all college√ Visit colleges and arrange for interviews if necessary
mmonapp.org√ Begin essay draft √ Log onto www.co review/begin the Common Application √ Update Naviance
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SENIOR YEAR
Responsibilities • Narrow your choices • Keep your counselor up to date on your college process • Attend college representative meetings at GL • Complete your applications on time • Continue scholarship search
TIMELINE
September
Senior Naviance group lessons with counselors Follow up with teachers for recommendations and provide them with thenecessary information and forms
Attend college fairs and speak with representatives from colleges you’re interested in
ations your colleges require and when these Find out which financial aid applic
forms are due ecide if you want to apply early
ontact admissions offices or faculty about specific questions DC
October Work on applications and essays If applying EARLY DECISION submit your application NOW
After you have completed and submitted your applications via Common Application, paper or on‐line, you must request transcripts on‐line through
quires ten school days to
Naviance. **Please remember that guidance rerocess transcript requests
heck scholarship updates located on Naviance pC
November Early Decision and Early Action Deadlines File applications with December Deadlines
After you have completed and submitted your applications, request transcripts e days
through Naviance. **Please remember that guidance requires t n schoolto process transcripts
aintain strong first semester grades – many schools ask to see 1Mp
st marking eriod grades
January Get a free application for Federal Student Aid (FAFSA) at www.fafsa.gov. Complete LOCAL SCHOLARSHIP APPLICATION sent to you via First Class
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Standardized Testing College admission testing is an important part of the college admissions process. Students are encouraged to take both the SAT I Reasoning test and the ACT (with writing) in order to have the option of presenting one or both sets of scores for admission. We highly recommend that tudents make a testing plan as soon as possible in their junior year. Students are responsible for rranging for their scores to be sent to the colleges and to Governor Livingston. sa
STUDENTS ARE RESPONSIBLE FOR REGISTERING FOR ALL TESTS
**Our College Board and CEEB code is 310093** SAT I The SAT I reasoning test is a measurement of the verbal, mathematical and writing abilities a student has acquired throughout his or her education. The SAT may be taken as many times as it is offered, although many colleges recommend limiting the number to three.
Many schools use score choice; students can decide which scores they would like sent to colleges. Please check each college to review their policy.
SAT II Subject Tests SAT IIs are one hour, primarily multiple choice tests that measure knowledge of particular
nd subjects and the ability to apply that knowledge. It is not possible to sit for both the SAT I aSAT II on the same date, but a student may take up to three SAT II tests on the same date. Students who are taking a one‐year advanced course (i.e., biology, chemistry, and physics) should take the test immediately following completion of the course. Students thinking of attending an engineering program should take Math II and a science test. ACT The American College Test is a test of educational development that measures how much the student has already learned. The multiple‐choice exam focuses on four subject areas: English, math, reading skills, science reasoning. A writing test is offered as an option, and we advise tudents to take the writing test. Some schools require this component, and this information can sbe found on the ACT website: http://www.actstudent.org/writing/
tudents select which scores they would like sent to colleges. S AP AP exams give students the opportunity to demonstrate college‐level achievement while still in high school. Advanced Placement exams are offered in May and should be taken at the end of the designated AP course. Scores range from 1 to 5. If students achieve the requisite scores, they may btain advanced placement or credit from most colleges and universities of their choice. niversity decisions on credit are frequently made department by department.
oU TOEFL The Test of English as a Foreign Language is for non‐native speakers who have only been in the US for a few years and find that the SAT I does not accurately reflect their English competency.
Tp
he TOEFL is meant to assess ability to read college‐level texts rather than assessing the fine oints and vocabulary covered on the SAT I reasoning test.
PSAT Testing Schedule 2012-2013
Test Date: Registration deadline:
Late registration:
Scores available: At GL?
Wed, 10/17 None No. See counselors for alternate locations.
Sat, 10/20 Sept. 21 None Student score reports returned in December and distributed by counselors
YES
PSAT (Students register in September with Ms. Buldo in Guidance office, $22)
SAT www.collegeboard.com
Test Date: Registration deadline:
Late registration: Scores available online:
At GL?
October 6 Sept. 7 Sept. 21 Oct. 25 November 3 Oct. 4 Oct. 19 Nov. 22 YES December 1 Nov. 1 Nov. 16 Dec. 20 January 26 Dec. 28 Jan. 11 Feb. 14 YES March 9 Feb. 8 Feb. 22 Mar. 28 YES May 4 Apr. 5 Apr. 19 May 23 YES June 1 May 2 May 17 June 20 Fees: Subject test fees: Regular registration- $50 Base fee (per test date)- $23 Late registration- $77 Add on language with listening-$23 Add any other subject test- $12 Sending scores to colleges (after registration)- $11 per school Rush reporting- $31 per school
ACT
www.actstudent.org Test Date: Registration
deadline: Late registration: Scores available
online: At GL?
Sept 8 August 17 August 18-24 Oct. 1 October 27 Sept. 21 Sept. 22-Oct. 5 Nov. 19 December 8 Nov. 2 Nov. 3-16 Dec. 31 February 9 Jan. 11 Jan. 12-18 Mar. 4 April 13 Mar. 8 Mar. 9-22 May 6 June 8 May 3 May 4-17 July 1 YES Fees: Regular registration (with writing)- $50.50 (no writing)- $35 Late registration, add- $21 Sending scores to colleges (after registration)- $11 per school
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ACT vs. SAT
ACT
SAT
Test Length 3 hours, 45 minutes e (including 30 minut
optional essay)
3 hours, 45 minutes
Test Sections Four‐section exam: English, Math, Reading, and Science Reasoning.
Ten‐section exam. Three critical reading, three ath, three writing, and m
one experimental.
Science Content Tests science reasoning (analysis, interpretation, problem solving).
Science not included
Math Content Up to trigonometry
Up to basic geometry & algebra II
Reading Five passages, one each of prose, fiction, social science, humanities, and natural science. Stresses grammar.
Sentence completions, short and long critical reading passages, and
nsion. reading comprehe
Essay Last section – 30 minutes (optional); not included in total score.
First section – 25 minutes (required); factored into overall scoring. An essay and questions testing grammar usage and word choice.
Scoring 1‐36 per subject area averaged for a composite score. HighestScore: 3
Composite 6
200‐800 per section, added together for a combined score. Highest combined score: 2400
Test Fee $49.50 (with optional Writing Test) No writing $34.00
$49.00 (late registration $75.00)
Are all scores sent to schools?
NO. There is a “score choice” option. Students can choose which schools will receive their scores AND which scores the schools will see.
NO. There is a “score choice” option. Students can choose which schools will receive their scores AND which scores the schools will see from test dates.
Best time to register?
At least six weeks before the test date.
At least six weeks before the test date.
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TEST PREP Test preparation courses are controversial, and their success in raising scores is debated. Maturation between test dates, familiarity with the test, and test practice can affect test scores without additional coaching. However, test review and practice can be effective in reducing anxiety, familiarizing students with types of test questions and format, and increasing speed and selectivity. If test preparation is to be done, it should occur during the summer after the junior year so that it does not interfere with classroom learning.
Test Scores Test scores need to be sent directly from the testing service to the colleges to which you are applying. When you register for each test, you will have the option of designating score recipients or you may send additional scores by completing online forms through the testing gency. Official test scores may be sent as soon as the student decides that they plan to apply to a ollege. The college will hold any scores until the application is rece ed. ac
iv
TUDENTS ARE RESPONSIBLE FOR SENDING THEIR OWN SCORES. SExtended Time The SAT I, SAT II, ACT and AP exams may be taken with extended time by qualifying students for various reasons, including but not limited to learning and attentional differences, severe graphomotor difficulties, poor vision and serious chronic illness. To qualify, you must have documentation from a health professional, and must have an IEP or 504 plan. You must apply ell ahead of the test date. Each testing organization has very clearly delineated guidelines. See our Case Manager for additional information. wy TESTOPTIONAL COLLEGES There are over 700 colleges and universities across the United States that do not require tandardized testing as part of the admissions process. Please visit s www.fairtest.org to review he list of SAT/ACT test‐optional schools. t
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Campus Visits One of the most important parts of your college search is the campus visit. Visiting colleges on your list will give you a firsthand impression of the students, faculty, facilities and programs. On a visit you can learn what the admissions office is looking for in its applicants, gain a feeling for he academic and social atmosphere, see the study/living/recreation facilities, talk with students tand get a sense of the surrounding community. lan your visit beforehand. Schedule visits on the college admissions website. If you will be Pvisiting during the school year, ask if it is possible to visit classes. Tours generally last about an hour and the group size will vary. Campus tours are usually led by student volunteers and provide background of the college’s history and an overview of academic nd student life. If you are interested in a specific part of the campus (sports center, music afacilities, dorms, and science labs) be sure and ask to see it. Group information sessions are an easy and efficient way for the school to provide general nformation to a large gathering of students and parents. They are often scheduled to run either iimmediately before or after one tour each day. Plan to arrange meetings with coaches, music or drama advisors and learning specialists on your wn. The admissions office will be able to provide names and phone numbers of the person to ocontact, but will usually ask you to call directly to arrange a meeting.
elo B
w are a number of suggestions to make the most of your campus visits.
te at night? Visit the library—is it accessible, noisy, comfortable, computerized, and open la
Get a copy of the school newspaper—what are the issues on campus?
Look at bulletin boards—what activities and events are happening on campus? Visit the bookstore and snack bars—what are students talking about?
vative or liberal? Is safety an issue? What Seek out students—is the campus climate conser
do they do on the weekend?
Ask questions about workload and size of classes.
Ask about faculty accessibility and who teaches most of the classes.
g available? Find out if there is a writing center or special help/tutoring.
Visit the best and worst dorms. Is special interest or theme housin
Check on computer accessibility in dorms and other locations. Ask about the relationship between the college and nearest town.
Ask your tour guide what he/she thinks are the biggest drawbacks to the college.
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Naviance Family Connection
What is Naviance? Family Connection is a comprehensive website that can assist you in making decisions about colleges and careers. Family Connection is linked with Counselor’s Office, a service that guidance ses to track and analyze data about college and career plans. Naviance provides up‐to‐date nformation that’s specific Governor Livingston. ui Family Connection will allow you to:
Get involved in the planning and advising process – Build a resume, complete on‐line surveys, and manage timelines and deadlines for making decisions about colleges and careers.
Research colleges – Com l pare GPA, standardized test scores, and other statistics to actuahistorical data from GL for students who have applied and been admitted in the past.
Sign up for college visits – Find o.
ut which colleges are visiting GL and sign up to attend those sessions
View Scholarship Opportunities‐ view scholarship list, match scholarships, apply for scholarships.
You may access Family Connection by going to: You may access Family Connection by going to the GLHS Homepage.
“ uidance” Click GClick “Naviance Website College Preparation Tracking” (Listed under important documents)
Or you can go directly to: http://connection.naviance.com/governorlivingston
What should you look for on Naviance? About Me his area is a place where student information is kept and a place for students to keep track of heir coTt
llege search.
“My Profile” lists personal information, address, phone, e‐mail, parent information, test scores, and other personal information.
nts “My Checklist” allows you the opportunity to select areas of interest and list your taleand accomplishments.
“My Resumé” is a great tool to help you list activities you’ve participated in and your accomplishments.
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SelfAnalysis How Naviance Can Help The first and most important task to complete when starting your college search is to decide what is important to you when looking for a college. Search for a school that fits your needs academically, socially and culturally. The better you know yourself the better able you will be to find a suitable college and the better prepared you will be to present yourself during an nterview, on the application, and on the essays. The guidance department recommends that you ake th teps in the college search process: it
e following s
1. Fill out the “Do What You Are Self Discovery Personality Type” through Naviance. The assessment will generate a report that will provide you with important information about your personal characteristics. You will learn about careers that are matched to you, your personal strengths and blind spots, how you negotiate in your daily life, and a host of other useful information. It is important to remember that the science of personality type is not an exact science. However, an understanding of your type can guide you in making
s for your future. better decision
2. Complete the “Learning Style Inventory” through Naviance. The results will provide you with a wealth of information to help you be more successful in your learning and working endeavors.
3. Review and consider he questions below: t
Questions to Ask Yourself:
▪ What are my academi
▪
c interests? ▪ rn on my own? What do I like to learn when I can lea
▪ How do I learn best? What are my academic weaknesses?
▪ r alone? ▪ What do I like to do in my free time?
I more comfortable in groups o▪ re, competition, or challenges? What is my social style? AmHow do I respond to pressu
▪ What are my career goals? O nc rself, turn that thinking to college and ask yourself: e you have thought about you
▪ Why do I want to go to college? ▪ Is there any overriding consideration in my choice of college?
▪ owledge? ▪ What level of academic challenge do I seek?
ration or general kn▪ the coming years? Am I more interested in career prepaHow do I want to grow and change in
▪ What interests do I hope to explore?
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College Search
to the college search process. his area is specifically dedicatedover 3700 colleges in dT(
atabase)
College Search allows you to conduct extensive searches. Start broadly by limiting preferences to a few important factors (e.g., size, location, and selectivity, major or porting interest). Later you can specify major, sport, choral group, and study abroad. The ore criteria you a
sm dd, the fewer the matches.
College Look Up furnishes a basic profile of the college, including a link to its home page on the Web. Enter the entire name of the college and then double click the blue hyper link which appears on the next screen.
College Match‐find
colleges that “match” your academic profile.
College Compare allows you to select two or more colleges to compare. It produces a table of data based on recent GL applicants to the college you selected.
Scatter gram charts shows how recent GL students have fared when applying to specific colleges.
Visit Schedule shows an up‐to‐date calendar of college visits to GL. This schedule is fluid. It may change at any time as colleges adjust schedules, so check back often.
College An lys sa i Now you are ready to look at specific colleges and evaluate their suitability for you. The information you need is available in a wide array of resources detailed in the next section. Information to Consider: Type o Costs & f School
Financial Aid
Board ear Two year vs. Four Y
Public vs. Private
Tuition &
Room
Single‐sex vs. Coed
Religious Affiliation Books Fees
Location
Travel Incidentals
Financial Aid Region States
Distance from home
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Campus Life
aduate and graduate) Campus setting
rgr ty School size (unde
vailabili Housing a
Types of housing
Diversity Support for students with disabilities
Services available for hearing impaired Activit ts ies & Spo
ife es
r Greek lActiviti
Sports Majors & academics
College majors Academic programs
Curriculum and philosophy (flexibility, course availability, core curriculum, innovative programs)
Admission
Applica Selectiv tion Requirements
ity Percent of applicants accepted o
o Tests
High school GPA of first year students
o SAT Reasoning Test/SAT Subject Tests/ACT
Quick Tips:
1. Study the choices available under the “colleges”, “careers” and “about me” tabs. ation as 2. You may edit the information in “My Profile” and your parents can add their inform
well.
3. You can begin to create a resume at “My Resume” by listing activities and awards. and 4. Completing the survey questions under “My Game Plan” will be helpful to both you
your counselor.
5. You can begin to build a list of colleges you are interested in under “My Colleges”. nder “College 6. You can begin to narrow the college search by completing the survey u
Search”.
7. You can gather information about colleges through “College Lookup”. 8. College Scholarship information is listed under “Scholarships” In the “Colleges” Tab.
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Applying to College
The process of applying to college can be a stressful and nerve‐wracking experience. Remember that the admissions committee just wants to learn as much about YOU as possible. They can only know you through whatever you choose to include and the way you choose to present yourself. Remember, in the end they are evaluating applications, NOT applicants.
Com o np nents of the Applicatio1.
The application
work (transcript) 2. Resume / Activity Sheet
3. Record of high school course
scores
4. Standardized test
5. Letters of recommendation
6. Interview reports 7. Personal statements/essays
8. Secondary school report submitted by the school with the counselor’s recommendation and information about grading scales and general course offerings.
9. Some applications may require additional components such as videotapes or samples of work.
App ingly
1. The Common Application: http://www.commonapp.org At GL, we encourage students to use the Common Application and apply online. Please be awa any schools also require additional in
re that m formation/materials/essays, which can be
obtained on the Common Application website or through the college Admissions Office. 2. or Individual College Applications. There are some schools that still maintain
their own individual application. They offer students the ability to complete the application online. Application materials can be obtained directly from the Admissions Offices or on their websites.
Resumé completed in Naviance Admissions officers want to see how you spend your time outside of class, and whether you have any significant commitments or leadership roles. Most schools will ask for a resumé of your extracurricular/personal/volunteer activities. Remember to include any significant time commitments outside of school, such as church/temple groups, summer programs, major household responsibilities, etc. You are required to use the resumé builder through Naviance. Transcripts All transcript requests are made through Naviance once you have COMPLETED and SUBMITTED your application to the specific college you are requesting. All requests, regardless f how you applied to the school (online, paper, common application, or the schools individual oapplication) will be made online. Please see below for the process of requesting transcripts. Before your counselor can submit your transcript and recommendation electronically, you must complete the Common Application FERPA form through Family Connection.
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**The passwords for Naviance, FERPA, and Common Application must be identical in order for the accounts to link properly. When you are requesting transcripts please remember to include how you applied (early/regular/rolling). **All common application schools and many other colleges /universities accept your transcript, counselor recommendation, school profile and school forms online. However, there are some restrictions. These are: 1. If the college / university accept the Common Application BUT you choose to NOT use the Common Application these schools may not be processed electronically. For these schools you must pay $3 or provide 8 stamps to send transcripts through the mail.
2. If you choose to use a paper application you must pay $3 or provide 8 stamps to send transcripts through the mail.
tepS s to request transcripts:
1. Under “Resources” click “transcript”.
2. Click “Request transcripts” for my college information.
). 3. Select the “Type” of Admission (Regular, Early Decision, Early Action, Rolling or Priority
4. Click “Look up” and type in the college for which you would like to request a transcript.
5. When you have added all of the schools you are requesting transcripts for click “Request transcripts” at the bottom of the screen.
Aa
nother way to request transcripts if you have an updated list of colleges to which you are p lyp ing:
1. Log into Naviance.
2. Click the “College” tab.
college I am applying to”. 3. Under “My colleges” click “
4. Select request transcripts. . A list of your colleges will show up. Select the schools for which you are requesting a 5transcript.
6. When you have added all of the schools you are requesting transcripts for click “Request
transcripts” at the bottom of the screen.
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Letters of Recommendation Recommendations from teachers help the admission committee learn information about you that our test scores and grades do not reflect. Give careful consideration to which teachers you ask s they provide insight and perspective to your classroom learning style and experience. ya Tips: • Ask two teachers for a recommendation. You should select teachers from two different
lish and one from math). Ask teachers who know your abilities disciplines (i.e., one from Engand can comment on your contributions to their class.
• Ask in the end of junior year. • Always ask the teacher in person, never in passing or via e‐mail, to write your recommendation.
• Some teachers have forms they will ask you to fill out before they write your recommendation. • In senior year follow up with your teachers. • Write a thank‐you note to all the teachers who wrote recommendations for you and keep them updated on admissions decisions.
• It is the student’s responsibility to follow‐up with each teacher to ensure that letters were sent. Counselor Recommendation Colleges usually require a Counselor recommendation to be sent with each transcript. To assist your counselor in writing this recommendation, please supply her/him with your completed junior questionnaire, a parent’s brag sheet and resumé by May 15, 2013. All of these forms can be found and completed on Naviance. These forms must be filled out in Naviance. After you log into your account, both students and parents, please click in the “ABOUT ME” section. You will find the surveys required under the “Surveys required” link. Interviews Interviews are another chance for admissions to get to know you, so be prepared to talk about yourself. Prioritize your thoughts: what have been your favorite classes, teachers, and ssignments? What extra‐curricular activities are most important to you and why? Think ahead. hat do you want to try in college? Where do you see yourself in 10 years?
aW Preparing
is imperative that you are prepared and familiar with the • Review materials on the college. It offerings of the school.
• Call in advance for an appointment. • Ask if the interview is informative or evaluative.
ess comfortably, be you). • Tour before you interview, if possible. • Plan your clothes (keeping the image you want in mind, dr• Take a deep breath beforehand and collect your thoughts.
time to park. Greeting • Arrive early to be sure you find the right building and have• Greet the interviewer with a firm handshake and a smile • Introduce your parents and siblings (if they are with you).
he interviewer in the eye. The Interview • Speak with confidence, maintain good posture, and look t• Be prepared to speak about yourself — you are the star!
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• It is important to come across as interested and engaged in both the learning process and the are institution you are visiting. Relate your interests and questions back to the college you
visiting. s to help you remember: • Have questions ready for the interviewer. You can bring prop
tc. avoid “like”, “you know” and “um.”
notebook, index cards, e• Use correct grammar and• Think before you speak. Parents Decide in advance what role you want your parents to play. Agree in advance with your parents about questions they will ask. •• After the interview • Write a short note or e‐mail to your interviewer thanking him or her. Include in the note a reference to something specific from the interview and ask any additional questions.
•
Sam ns ple Interview Questio
Questions you might be asked:
Tell me about yourself. What courses interest you the most?
st meaningful to you? Why? gh school experience? Why? How? What extracurricular activity is the mo
hange about your hi What would you c
What are you looking for in a college? Why this college?
ake? What was the most difficult decision you ever had to m
? Tell me about your family. What kind of person would you like to be in 20 years
ntly? What are your favorite ways to use free time? What are some good books you have read rece
What haven’t I asked you that you wish I had? Questions you might want to ask
Is there a type of student who might not feel comfortable here?
eral? Mixed? How? t to when they arrive? Do you see the campus as conservative? Lib
freshmen to adjus What can be toughest for
What is the advising system for freshmen?
How safe is the campus?
Do students stay on campus on the weekends? What are the dorms like?
t being on a team or Can students use athletic facilities/art studios/practice rooms withou
idents? taking a course?
own res rvice? Is there much interaction between students and the t
se Are there opportunities in the town for community
How many students are in a typical freshman class?
How easy is it to get into a class one wants/needs? Who typically teaches the classes? Faculty or graduate studWhich departments would be considered strongest and/or
Can a student change majors/divisions easily? Until when?
ents? most distinctive? Weakest?
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Have there been new additions or renovations on campus in the past five/ten years? Have there been any recent budget cuts? Any expected? What have they impacted?
How has the college changed in the last five years? How will it be changing in the next five?
Personal Statement/Essays
re a common component of college applications. There are two primary reasons why essays a
1. olleges want to get to know you better. C2. Colleges want to see how well you write.
Essays are just one component of your application, and their relative weight will depend on the college and on your strength as an applicant. Typically, the smaller the college and applicant pool, the more important your essay. They spend time crafting a diverse and balanced class, so they want to know as much about you as possible. If you are applying to a large state school that eceives 30,000 applications, it may be very difficult for the committee to review your essay. You rwant to give an admissions committee every reason to admit you. The student who often has the most weight placed on his or her essays is the one who is certainly qualified, but not necessarily exceptional or spectacular in the applicant pool. They are the students who are not clear admits or denials. Admissions committees in these cases will often turn to the essay for insight into who you really are and what you will bring to the college. Practical Considerations
y on spell check). • Write more than one draft.
ad (do not relncise is nice.
• Check for misspellings and have it proofre• Keep it to one or two pages. Remember, co• Remember to answer the question asked. Topics • Avoid overused, trendy, or hot topics.
f! • Write about what you know. Be yourself. Trust yoursel• Keep the topic simple — choose one point, idea or situation.
served, and how you have changed. • Make sure it reflects who you are and what you know. • Write about what you have learned, what you have ob• Highlight an accomplishment of which you are proud. Writing • Have fun!
ike a thesaurus. • Consider your audience. • Avoid slang and jargon. Don’t write l
ine. t yourself.
• Have a good opening l
t it over the summer. • Ask for advice, but write i Give yourself time — star Be clear and to the point. ••
early as much as your approach. Essay Tips • Your choice of topic does not matter n• Avoid politics, privilege, and religion.
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• Write from the heart. • Show, don’t tell (i.e., use the senses — smell, touch, taste, hear, see). • Add details, details, details.
uch in the essay. Stick to one experience, event • Focus small, think big. Don’t try to tackle too mor activity. You’ll be surprised at how much you can reveal.
• Enliven your language with descriptive verbs. • Revise and edit, edit and revise; grammar and mechanics do matter.
Supplementary Materials f you are considering "flooding" your application with additional information, be selective about Iwhat you choose to submit if it is not specifically requested by the college. Some applicants may consider submitting additional material such as tapes, portfolios, writing samples, etc. If you are an athlete or a talented musician/artist, see the section below. Others should only submit additional materials if you are exceptionally talented in that area and expect o continue such work/activities in college. If you are questioning whether or not to submit tadditional materials, please see your Counselor. If you include additional letters of recommendation, make sure the writer can illustrate some aspect of your life and personal characteristics that you consider important for the admissions committee to know. The person writing it must know you well. Do not send letters from politicians, famous people or family friends UNLESS they know you very well. The Admissions Office will not be impressed!
Admission Decision Options Applicant should check with each school before applying. Many Institutions have more than 1 admissions policy available.
Admission Option
What does it mean?
Restrictions
Can applicant apply to other institutions?
Application Deadline
Regular Decision The traditional application option afforded by most schools. An applicant applies to an institution by a specific date and receives a decision within a stated period of time.
None Yes Varies - check with the schools to which you are applying
Rolling Admission Admissions decisions are made on a continuous basis and notification is sent within approximately 3 to 8 weeks after the receipt of a completed application and all supporting data.
None Yes No Deadline
School may have a priority
deadline
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Early Action (EA)
A process whereby a student can submit an application by November 1 / November 15 (or other designated dates) and receive a decision by mid-December.
Sometimes-Check with the schools you are applying to.
Yes November 1 Or
November 15 **Check with the schools to which you are applying
Early Decision (ED)
A process that carries a binding agreement to enroll, if accepted, to the college. Student and parent must sign a statement of intent that, if admitted, the student regardless of the financial aid reward. If accepted under ED agreement students MUST withdraw all other applications.
Yes No November 1
Or November 15 **Check with the schools to which you are
applying
Early Decision 2 (ED 2)
Second round of early decision. This is a binding agreement.
Yes No January 15 **Check with the schools to which you are
applying
Restrictive Early Action (REA)
An early application process where students typically apply by mid-November and are notified by mid-December. Students are not required to notify the college of their enrollment decision until May 1. Students are not allowed to apply to other colleges under ED or EA programs. They can, however, apply to other colleges through regular decision programs
Yes-Applicants should check individually with the school they apply to
No Check with the schools to which you are applying
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*Important Application Information*
Helpful Hints when completing your applications
General School Information
Address: Governor Livingston High School 175 Watchung Blvd. Berkeley Heights, NJ 07922
Phone: 9084643100 Guidance Fax: 9084641041 Principal: Mr. Scott McKinney CEEB Code: 310093 Number of Seniors: TBA Date of Graduation: TBA Regarding Rank: Governor Livingston does not rank
Guidance Counselors
Mr. Christopher C n x2710 oughli [email protected] in orgMs. Carolyn Dennerle x2711 cdennerlein@bhpsnj. Ms. Marissa Gold x2712 [email protected] Mrs. Michelle Morin x2714 [email protected]
Ms. Deborah Velelis x2715 [email protected]
Useful Information
SAT/ACT scores do not appear on your transcript. You must contact the testing company (ACT or College Board) to have them sent to the colleges.
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Additional Application Considerations
Learning Disabilities Finding the right college is very important for every student. Finding the right match for a student with a learning disability is particularly important. It is critical that students with earning disabilities choose a post‐secondary setting that will help that individual maximize his r h hat you: lo
er potential. This process of college search requires t
▪ Recognize your disability and be your own advocate. Learn and know your personal strengths and weaknesses.
▪ Obtain as much information as possible from the colleges and universities offering programs d
▪
for learning isabled students. Some colleges and universities offer comprehensive programs for students with learning disabilities; others may offer only a limited number of special services. It is up to you to determine your own needs. Please keep in mind that many schools offer good services in decentralized programs. If a campus has an individual in charge of working with LD students, tutoring for all students and individual attention from faculty members, it may meet the needs of some students. Not all campuses have LD Programs; however, all must have at least mandated ervices. Look for a program that addresses the student's needs and help the student to be srealistic! It is important to start the college search looking at the same factors that all students consider. ize, geographic location, selection of majors, admissions requirements, cost, resources, athletics Sand social activities, are all important features of a college experience. nce these initial factors are considered, and a list of potential colleges has been generated, it is imOt
e to ask the following questions of those colleges:
▪ Is there a separate admissions process for LD students? ▪ ? Are accommodation determinations based on the high What documentation is required
▪ school IEP recommendations? Is there a separate LD program?
▪ program? Are there selective criteria for admissio
▪
n to the LD▪ Is there a separate fee for enhanced LD services?
▪ How many LD students do you serve? What is your retention ate for all freshmen? For LD students? What is your graduation rate or all students? For LD students?
▪
r▪ fDoes your institution offer remedial and/or developmental courses for credit towards graduation?
▪ h courses? If so, what Does your institution offer substitutions for foreign language or matrocess?
▪ documentation is required? What is the p
▪ Do you have staff members trained in the area of learning disabilities? hat is the LD counselor/student ratio?
▪ ow long does a student wait to get in to see a counselor (a day, a week)? WH
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▪ How are testing accommodations handled? If I qualify to take my exams with extended time here do I take the test? What if my exam is in the evening and a distrac get it?
how much time can I have? Wyou ? If I eed
▪ Whr office is closed n tion free space will I always at services do you offer?
f testing
Tape recorders Alternative forms o
s Note‐takers Option to tape lecturesExtended time on exam Reading machines
ilability during exams
Typing services Computer avalator use groups
Distraction free space Calcuration Study
▪ Do you offer tutoring? If so, is it offered by: Priority regist
LD Specialist ber
t Faculty MemGraduate AssistanPeer Tutor
▪ Paraprofessional
▪ Are tutors trained to work with LD students?
▪ Is there a fee for tutoring?
D specialist? ▪ s? Are they offered for credit? Does the academic advisor work in tandem with the L
▪ Do you offer study skills and/or learning strategies course
▪ What is the climate on your campus for LD students?
▪ Does your campus have an ADA/504 Compliance Officer? Have any lawsuits or OCR complaints been filed against your campus?
▪ Is there strong support from the faculty members and administration for this program? For students with learning disabilities, the campus visit is a MUST! What a college says in their guidebook may not accurately reflect the availability and access to services.
Athletes If you are a strong athlete who may be recruited by college coaches, you should talk with your coach at what level you might be competitive (DI, DII or DIII). If you might play at the Division I or II level, there are special regulations. This includes rules about how and when coaches may contact you, SAT and GPA requirements, and being approved by the NCAA Clearinghouse. If you hink you might play Division I or II sports, talk to your coach and Counselor by the end of your
CAA Clearinghouse eligibility forms. tjunior year to discuss submitting N http://www.eligibilitycenter.org. You may need to create an athletic resume and a video of your performance to submit directly to oaches. Contact coaches directly and early on to determine what you will need to do. See the ibliography for resources for athletes. cB Frequently Asked Questions for the NCAA Eligibility Center 1. C ho have not already created an account with the NCAA E two ways to do this: ollege‐bound student‐athletes wligibility Center will need to create an account. There area. Click on the phone device; or b. Click on "New Account" link in the upper right corner.
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2. The user will be e‐mailed a link to create an account. If the e‐mail address the user provides already exists with the NCAA Eligibility Center, he or
she will receive a failure message. This might mean he or she already registered with theNCAA Eligibility Center through the old website. If he or she did: a. Direct the user to log onto the website using his/her e‐mail address and four‐digit PIN; and b. The next page will give instructions to start the transfer process.
3. After the user creates an account, he or she will be pulled right into the new registration process. If a user has not registered previously with the NCAA Eligibility Center but receives a failure message, please have him or her call the NCAA Eligibility Center to resolve the issue. A user new to registering can save and exit at any time, but will not be registered until all sections are completed.
4. After the user is logged into his or her account (notice the name in the upper right‐hand corner), the "My Planner" link is available at the bottom of the desk calendar. The user will
ew click on this link to return to "My Planner" and either pick up where he or she left off or vihis or her registration status. The "Checklist" and phone device also instruct regarding what to do next. If the user is not finished with registration, the instructions will tell him or her to complete it.
5. Once the college‐bound student‐athlete’s payment has been accepted, he or she will receive an e‐mail with payment confirmation, as well as an e‐mail confirming successful registration with the college‐bound student‐athlete’s NCAA ID; or
6. If the college‐bound student‐athlete has selected fee waiver, he or she will receive an e‐mail regarding the fee waiver approval process and a registration confirmation e‐mail with his or her NCAA ID.
Performing and Visual Arts f you are interested in pursuing the visual, musical or performing arts in college, your Iapplication process may involve additional pieces. Check the guidelines of each college before submitting portfolios, videos or tapes/CDs. Some art/design schools or performing arts programs may require a portfolio, other supplementary materials or an audition. Plan ahead since performance videos and portfolios can take time to prepare. Remember that the admissions office is rarely qualified to assess your talent. If you are serious, contact the various departments directly to discuss what materials you should submit nd to whom. If submitting directly to the department or program, be sure to follow up with athem. For those seniors who have created a significant amount of visual artwork, a portfolio of 15‐20 slides is occasionally suggested. Work with your teacher to choose pieces to photograph/have photographed. It will take several weeks to have slides prepared so plan well in advance. Each lide should be numbered and labeled with your name and social security number. A list should
e saccompany all slides identifying the medium, dimensions, a brief d scription and the title. A brief statement describing your interests and experience in visual arts studies is usually appropriate, but if you have questions, contact your art teacher or the college to which you are applying. Many colleges with visual arts programs host “Portfolio Days” where you can get an arly evaluation of your portfolio. See the website of participating schools at ttp://www.npda.org or contact schools directly to see if they have a similar event. eh
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If you are a serious performer, contact the music or drama departments of schools in which you are interested early on to ask if they would like for you to submit a tape or come for an audition. A high quality video or audio tape/CD is occasionally suggested. Make sure that a teacher or professional has reviewed any tapes or CDs before you send them. You will only hurt yourself if you submit substandard work.
Financial Aid Financial aid is a complicated and ever‐changing process. Your best source of information will always be the Financial Aid office at the college(s) to which you are applying. The basic premise of financial aid: Students and their parents are the primary source of funds for post‐secondary ducation and are expected to contribute to the extent that they are able. Financial aid measures ea family’s ability, not willingness, to pay. To be considered for financial aid by a college or university, you may be required to submit the Free Application for Federal Student Aid (FAFSA), the College Search Service (CSS) Profile, federal tax returns, or other verification documentation. The FAFSA is a central element in the financial aid process. It is used to calculate the Expected Family Contribution (EFC) and to determine eligibility for federal aid. Some private colleges also require the CSS Profile, which includes more detailed financial information and is often used to determine eligibility for institutional aid. The federal methodology for calculating EFC considers: income of custodial parents and students; number of family members; number of dependent children in college at least half‐time in the year for which aid is requested; age of the older parent (to protect retirement assets); and student’s and parent’s assets (checking, savings, investments, real estate equity, business and farm equity). Financial Need is determined by subtracting the Expected Family Contribution from the Cost of Attendance. The cost of attendance is determined by each chool and includes tuition, room and board, books and supplies, and allowances for stransportation and personal expenses. Once need is determined, an institution’s financial aid office has the discretion of allocating its available federal and institutional funds. A financial aid package is usually composed of grants/scholarships, educational loans and employment/work‐study. Once aid letters are received, usually with admission offers, it is up to the student and family to compare packages. Biggest is not always best. Unmet need must be considered. Is the full cost of attending realistic? What percentage of the total package are loans versus grants? Are loans realistic given student’s expected career choices? What are the terms and conditions of the loans offered? Are the scholarships renewable over the course of study? Many schools are unable to meet a student’s full financial need. In those cases where a “gap” remains between a student’s need and their aid, he student and her/his family are responsible for finding sources of funds. These usually include tloans beyond those already mentioned. There are certain extenuating circumstances in which a family should contact the financial aid office directly when applying for aid. These include a loss or reduction of family income, a death r major illness, marriage or divorce, unusual medical/dental expenses not covered by insurance oor other significant and unusual circumstances not detailed on the financial aid forms. Several financial aid resources are mentioned in the Bibliography. If you are interested in getting an early estimate of your expected family contribution, there are several online calculators (see http://www.collegeboard.com or http://www.finaid.org). The book Meeting College Costs by the
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College Board details the formulas used in the calculation. Please be wary of any scholarship or financial aid services which charge a fee—these are most likely a scam! Missing the relevant deadlines or not completing forms thoroughly and accurately are the
source of the most common problems faced by students applying for aid.
St ps in the Financial Aid Proce ess
1. to electronically sign your FAFSA.
2. Fill out the FAFSA: This can be found online at
Pin: Apply for a pin
www.fafsa.ed.gov. This should be filled out at soon as possible after January 1. List up to six schools that will receive your data. If you are applying to more than six schools, first list any that require only the FAFSA (not the profile), then add schools with the earliest deadlines. Your remaining schools may be added as a correction to the Student Aid Report.
Send the FAFSA in to
3. be processed or complete and file the form at www.fafsa.ed.gov.
4. Student Aid Report: Approximately four weeks after you submit your FAFSA you will rs receive a list of all of the information you entered on the FAFSA. If you find any erro
you need to correct and return them. The six schools listed on your SAR will receive your information electronically, and you can select “Add or Delete a School Code” to add up to four more schools as a correction to your FAFSA information. (Tip: if you make further corrections after adding the new schools, the schools you removed from the original list will not receive these corrections — you will need to contact FAFSA customer service by calling 1.800.433.3243. Be sure to keep a copy of your SAR!
The College takes the SAR and based on cost of education, it creates a financial award letter that lists the aid the college will award the student. The difference between the cost and award given is the expected family contribution towards the cost of education. The college will send the award letter to the student sometime in April or May.
5. Expected Family Contribution: Approximately four weeks after you submit your FAFSA you will receive you EFC.
Some colleges also require families to fill out the College Scholarship Service (CSS)Financial Aid Profile This fo eted only for schools that require
rm is used to apply for institutional aid, and should be complit. 1. Register for the Profile online at www.collegeboard.com. 2. At least a week before your earliest deadline, complete the customized application online. Pay fee by credit card when you register. Note: You may use estimated income/expense/ asset data; do not wait to submit the form until you have exact figures. We recommend completing the Profile during the fall of your student’s senior year.
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3. The schools on your list will receive your information electronically in about one week. You will receive a CSS Acknowledgment that shows the information entered on your application, as well as the schools to which your data has been sent. Use the Data Confirmation section of the Acknowledgment if you need to make corrections/changes to your data. Send the new information directly to the schools.
4. After you register and receive your Profile packet, you may still add other schools by going to the Profile online Web site. In addition, you should contact each of those schools to find out if they require any information not included in your customized application.
Glossary of Financial Aid Terms Expected Family Contribution (EFC)
The amount the federal government expects a student and his/her family to pay toward college costs. ial Aid FinancMoney that is given, lent, or paid to you so you can pay for college. Free Application for Federal Student Aid, used to apply for U.S. government grants and loans, federal work‐study, many state grants, and institutional financial aid. Every
FAFSA
financial aid applicant must complete this form. g GappinThe practice of meeting less than a student’s full aid eligibility.
M d Aid Scholarships, grants, or other aid awarded based on academic strength, artistic ability, l
eritBase
leadership, or other special talent. ased Aid NeedBFinancial aid that is awarded based on demonstrated financial need. lind
ts. NeedB
An admissions policy that does not use financial need as a factor in selecting applicansion NeedConscious An admissions policy that takes into account students’ financial need before making
Admis
admissions decisions. ential Packaging The practice of awarding more desirable (e.g., higher grants, lower loans) financial aid
Prefer
packages to highly favored students. ofile The application required by many schools to apply for institutional aid. Complete this
CSS Pr
form only if the school to which you are applying requires it. A list of schools requiring this form is available here: https://profileonline.collegeboard.org/prf/PXRemotePartInstitutionServlet/PXRemotePartInstitutionServlet.srv
The Student Aid Report, generated when the FAFSA is processed, includes all of the data entered on the FAFSA and indicates the amount of the EFC.
SAR
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WorkStudy A federally subsidized or college program in which students hold part‐time campus jobs in areas such as the library, academic departments, food services, administrative offices, etc, as part of their financial aid packages.
NJ Stars Program
The New Jersey Student Tuition Assistance Reward Scholarship (NJ STARS) Program provides New Jersey’s highest achieving students with free tuition and approved fees at their home county college.
Eligibility
♦ Must be a NJ resident who graduated in the top 15% of their high school class, complete a
rigorous high school course of study and achieve the required score on a college placement test to determine college readiness.
♦ ill be Students who graduate from high school and do not demonstrate college readiness wgiven up to one year to gain the skills they need to be ready for college.
♦ The student must enroll in a full time course of study no later than the fifth semester following high school graduation.
♦ home county college, unless Students must enroll full time in a degree program at their
♦ the home county college does not offer the desired program of study. NJ Stars covers up to 18 college‐level credits per semester.
♦ Students must be a U.S. citizen or eligible non‐citizen and legal NJ residents for a minimum of 12 consecutive months prior to high school graduation.
♦ Students must apply for all forms of State and Federal need‐based grants and merit scholarships and submit and requested documentation to complete and verify application data within established state deadlines.
NJ Stars II Program
NJ Stars recipients who earn an associate degree from a county college with a cumulative GPA of 3.25 or higher, have a family income (taxable & untaxable) less than $250,000, and meet all other program eligibility requirements may be eligible to receive an NJ Stars II award and transfer to a NJ four year public college or university to earn a baccalaureate degree.
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RESOURCES
nt FinanciFederal Stude al Aid Information Center www.fafsa4caster.ed.gov 800.433.3243 eneral information about the Federal Student Financial Assistance Programs, assistance in ompleting the FAFSA, and federal student aid publications and forms. Gc The College Board Web site www.collegeboard.com atabase of scholarship sources, PROFILE registration and application, calculators, worksheets, tc. De Federal student financial aid information ww.studentaid.ed.gov epartment of Education Student Guide for Financial Aid.
wD FAFSA on the Web ww.fafsa.ed.gov AFSA forms to download or complete online. wF Fastweb ww.fastweb.com scholarship database and information about loans and summer jobs. wA The Financial Aid Information Page www.finaid.org Information on scholarships, financial aid calculators, loan calculators, glossary of terms, and links to other financial aid Web sites. The Student Loan Marketing Association www.salliemae.com Information on scholarships, grants, and student loans. Access calculators to determine EFC, forecast college costs, and compute loan payments.
Recommended Books:
The Fiske Guide to Colleges—Fiske, Edwa
olleges that Change Lives
rd. C —Pope, Loren
ooking Beyond the Ivy League L —Pope, Loren 100 Colleges Where Average Students Can Excel—Adler, Joanne Professional Degree Programs in the rming Arts Visual and Perfo —Peterson’s Student Athlete’s Guide to College—Abramson, Hilary
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The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder—Kravets, Marybeth and Wax, Imy Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders—Mangrum, Charles and Strichart, Stephen Eds.
Other Useful Internet Sites
Exploring College Art Colleges http://www.aicad.org
col/col&carCollege and Career Info http://www.njsca.org/ .htm College Express http://www.collegeexpress.com/ College Tha t Changes Lives http://www.ctcl.com/
on A p.orComm i ppl cation g/http://www.commonap Go College http://www.gocollege.com Hillel http://www.hillel.org/ International Colleges http://www.ies‐ed.com/ esuit Colleges J http://www.ajcunet.edu irtual Campus Tours V http://www.campustours.com/ TEST PREP
r Prep College Powe http://www.powerprep.com/ ETS http://www.ets.org/ Kaplan Page http://www.kaplan.com/ Princeton Review
http://www.review.com/
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Appendix Campus Profile Page
t the top of this Profile Page, list the college you are planning to visit. During your visit, record OUR each of the items on your left. AY
impressions for
lege Name of Col
SAT Verbal SAT Math SAT Writing ACT Scores GPA Total Enrollment
Availability of Intended Major
Reputation for Academic Quality
Opportunities for Coop, Internships
Job Placement Services
Desired ClSize
ass
Quality of Academic
Facilities
Quality/ Accessibility of Faculty
Friendliness of Students
Social Life
Diversity of Enrollment
Appearance of Campus
Quality of Cultural
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Social Opportunities Availability of Housing
Food Ser
vices
Student Involvement in ampus Life C
Sports Program
Availability of Nearby Shopping/ Attractions
Convran
enience of sportation T
Cost
Availability of Financial Aid
Availability oEmployment
f
ScholaOpportunit
rship ies
Other mportant tems II
College Checklist
College 1
College 2
College 3
College
4
College
5
College
6
Campus visit Campus interview Letters of recommendation
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Name Date requested Follow‐up Name Date requested Follow‐up Counselor recommendation form to counselor
Test scores requested Transcripts sent Application completed Essay completed All signatures collected Financial aid forms enclosed
Application fee enclosed Copies made of all forms and documentation enclosed in application packet
Letters of acceptance/denial/wait list received
Colleges notified of intent Tuition deposit sent Housing and other forms submitted to chosen college
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NAVIANCE ACCOUNT INFORMATION