college planning guide 2015 (1) · 35 PIONEER DRIVE, NEW PROVIDENCE, NJ 07974 NEW PROVIDENCE HIGH SCHOOL COLLEGE PLANNING GUIDE GUIDANCE DEPARTMENT (908) 464-4716 Mr. Maciag, Director

35 PIONEER DRIVE, NEW PROVIDENCE, NJ 07974

NEW PROVIDENCE HIGH SCHOOL

COLLEGE PLANNING

GUIDE

GUIDANCE DEPARTMENT (908) 464-4716

Mr. Maciag, Director of Guidance—Counselor (ext. 622) [email protected]

Mrs. Gnudi, Counselor (ext. 623) [email protected]

Ms. McCauley, Counselor (ext. 625) [email protected]

Ms. Noppenberger, Counselor (ext. 651) [email protected]

CLASS OF 2016

REMINDER: All forms available on the New Providence High School website.

www.npsd.k12.nj.us

click on NP High School

click on Guidance

click on Guidance Forms

choose your form

NEW PROVIDENCE HIGH SCHOOL PAGE 3

TABLE OF CONTENTS

Philosophy ................................................................. Page 5 A Note to Parents ........................................................ Page 6 Building the Foundation ................................................. Page 7 Choosing the College That is Right for You .......................... Page 8 Preliminary Steps to Follow ............................................ Page 9-10 College Jargon ............................................................ Page 10-11 College Admissions: The Decision Making Process ................ Page 11 Testing for College Admissions......................................... Page 12-13 Resources for Research ................................................. Page 14-15 Campus Visits ............................................................. Page 15-16 Transcripts................................................................. Page 17 Personal Statement/Essays ............................................. Page 18-19 Interviews ................................................................. Page 20-21 Learning Disabilities ..................................................... Page 22-23 Athletes .................................................................... Page 24 Performing and Visual Arts ............................................. Page 24 Junior—Senior Planning Calendar .................................... Page 25-27 Financial Aid............................................................... Page 28 Responsibilities Once Accepted........................................ Page 29 Useful Internet Sites ..................................................... Page 29-31 Notes ....................................................................... Page 32 Sample Records Release Form ......................................... Page 33

This book has been prepared by the Guidance Department of New Providence High School to assist juniors and their parents in the college process. The booklet is intended to provide general assistance in the search process. Specific questions should be directed to your child’s guidance counselor or the admissions office at the specific college.

GUIDANCE DEPARTMENT COLLEGE COUNSELING PHILOSOPHY

The Guidance Department believes that the most important criteria in choosing a college is the “fit.” How well does the student’s abilities, interests, and talents match the philosophy and strengths of a particular school?

The best way to find the best fit is through research. The more knowledge a student gains about a college before applying, the better prepared the student will be to make a final decision. With so many institutions available, students and families need to realize there can be multiple good fits.

There is no exact number of colleges to which a student should apply. We normally recommend between 5 and 7 schools, but those numbers vary from student to student. Students should select two “safety” schools where acceptance is probable, three “target” schools where acceptances are possible, and two “reach” schools where admission is not likely, but still possible. In determining a final list of schools in which to apply, students need to make sure that they would be happy attending their safety schools.

It is our goal to support and assist students and their families in the college process. The ultimate decision making responsibility remains with the student and his/her family. The college process can be very stress-ful but through proper planning and effort, it can be a very eye-opening and rewarding experience. We wish each of you luck as you go through this process.



A Note to Parents Parents always want what is best for their children. We have hopes and dreams that they will grow up to be happy, productive, and successful members of society. We must remember that it is our children who are going to college—we had our chance. Our role this time is to help, support, encourage, assist, and mo-tivate them in this process. There are many things you can do to help, but the students must be the ones who do the work.

• Encourage students to keep up-to-date on college information, testing, visits, etc.

• Assist in researching colleges. Let them tell you their thoughts and ideas

• Talk about the present financial situation

• Take them to visit colleges and college fairs

• Help them make realistic choices based on their performance

• Make sure your student is following all the guidelines and requirements of the application and appli-cation process

• Encourage your child to finish and send in all applications in a timely fashion

• Encourage your child to ask questions of his/her guidance counselor and college admissions office

BUILDING THE FOUNDATION

The type and competitiveness of your academic program and the quality of work you do during your four years in high school will serve as your resume for college acceptance. Your scholastic record, submitted to a college or university on your high school transcript, is considered the most important factor in determining your chances for admission.

In preparing for college admission, you should earn at least 16 Carnegie units (one full year academic course equals one unit) by graduation. This means carrying a minimum of four academic courses (English, Math, Science, Social Studies, and World Language) each year of high school. The stronger student, or the one seeking to take the most challenging program possible, should consider five or more each year. Students should pursue those courses in which they have an interest in order to be successful. Discuss your academic options with your parents and your guidance counselor each year before making the final decision.

The following is a brief outline of the number of years of study in each academic area that should be considered. This is offered only as a guide. Your interests, success in previous courses, and your future goals should determine the specific courses you take each year.

* - 16 academic units are the minimum requirement for entrance to New Jersey four-year public institutions.

** - students taking 18—20 academic units will make their academic record more competitive by exceeding the minimum standards required for high school graduation.

Required for New Jersey High School Graduation

Minimum for College Entrance

Recommended

Language Arts—4 4 4

Mathematics—3 3 4

Science—3 2 Laboratory 3—4

Social Studies—3 2—3 4

World Language—1* 2 3—4

Academic Electives—2 3 -

Total—16 16—17 * 18—20 **


Before you start looking for a college, it helps to identify your preferences: Do you want to study film at a big-city university, or philosophy at a bucolic liberal arts college? Do you want to stay close to home or travel across the country? This checklist will help you narrow your choices. Keep it handy when you start pouring through those college catalogues. Academic Reputation

What is the school’s general reputation? What is its reputation regarding my intended major?

Curriculum or Program Is my intended major available? Is there a strong liberal arts program?

Academic Support Services Are special services such as tutoring available? What other support services are available?

Class Size and Teaching Approach How big are the classes? Do professors keep regular office hours? Are classes taught by professors or teaching assistants?

Affiliation or Institution Public Private Religious Vocational Two-year Four-year Single-sex Coeducational Military

Academic Facilities Computer labs and facilities Science labs and facilities Library Career Center

Retention, Graduation, and Placement Rates What percentage of students return for their sophomore year? What is the graduation rate of entering students? What percentage of students go on to Graduate/professional

School? Location

Anywhere in U.S. Anywhere in multistate region Anywhere in state Immediate area (75-100 miles)

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CHOOSING THE COLLEGE THAT IS RIGHT FOR YOU


Size of Undergraduate Student Body

7,500+ 5,000-7,499 2,500-4,999 1,000-2,499 Less than 1,000 Commuting distance Foreign country

College Setting Large city Medium city Small city Suburban Small Town Rural

Campus Environment Is the campus community lively and spirited? Are people I meet on campus friendly? Are faculty members accessible? Is there a diverse student population? Is campus security adequate? Is undergraduate housing comfortable How is the food? Is the campus near a town or city?

Activities Sports/Intra-murals Community/religious/volunteer activities Social opportunities Cultural activities Internships/mentoring Study abroad

Costs Tuition, room and board Availability of grants/scholarships Availability of loans Availability of part-time jobs

Getting Ready to Apply to College - Preliminary Steps 1. Testing (Map out when you will take SATs and/or ACTs, as well as SAT IIs if needed.) 2. Develop a List of Colleges (1-2 Reach, 3-5 Target, 1-2 Safety) a. Review Interest Inventory in Naviance b. See criteria to consider -My game Plan & College Search in Naviance c. Do a scattergram, College Compare in Naviance d. Request Info and Begin Visiting 3. Ask 2 teachers for letters of recommendation by the end of your junior year. (Make the requests in person

and once confirmed, request them in Naviance.) 4. Complete the Student Self Description and Resume in Naviance. Be sure to have your parents complete

the Parent Brag Sheet. in Naviance (Preferably by May 1st of your junior year). These forms will be used by your counselor to write your letter of recommendation.

5. If you will be using the Common Application log on to www.commonapp.org and set up an account. The email must be the same for both the Common Application and Naviance.

6. If you are planning to play Division I or Division II sports in college be sure to register online with the NCAA Initial-Eligibility Clearinghouse at http://eligibilitycenter.org and review all guidelines.

7. Begin working on your college application essay. For better or worse, the product you send provides the school’s first impression of you. Have your guidance counselor read it before you submit it.

When You Are Ready to Apply - College Application & Transcript Request Procedures

1. Discuss the colleges to which you plan to apply with your counselor. (All seniors will be scheduled for a senior conference during the 1st marking period of senior year.)

2. Review your transcript for accuracy and fill out a Records Release Form. 3. Confirm with teachers that they are in the process of writing your letters of recommendation, inform them

of your deadlines, and make sure you have made the request in Naviance (under My Colleges) Write each teacher a thank you note.

4. Fill out the FERPA form in Common App and list the colleges in which you are interested. 5. Submit transcript requests through Naviance (under My Colleges).

Transcripts should be requested when you are ready to submit your application but no later than 3 weeks before the deadline (15 working days).

6. If you are using a Common Application, your transcripts and recommendations will be sent electronically. If you are not using a Common Application, or we cannot send information electronically, you must pro-vide teachers with any evaluation forms and stamped addressed envelopes. You must also provide your counselor with any School Reports or Counselor Forms.

7. Watch deadlines: A deadline is not the day on which to send your application; therefore, it is essen-tial that seniors get all materials to counselors a minimum of three weeks in advance (15 working days)

College Deadline Requests to Guidance College Deadline Requests to Guidance

November 1st October 5th January 1st December 7th

November 15th November 2nd January 15th January 4th

December 1st November 9th February 1st January 16th

December 15th November 30th


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STEPS TO FOLLOW IN APPLYING TO COLLEGES—continued 8. Send test scores directly from the testing agency to those schools where you plan to apply. 9. Either call the colleges to which you have applied or check online to make sure they have received all the

necessary information to render a decision. (Remember there is often a two to three week turnaround time between when they receive it and when it is logged in.)

10. Continue to make contact with college reps by signing up for College Rep visits in Naviance and picking up a pass in Guidance at least 24 hours in advance.

11. Check out scholarship opportunities in Naviance and with individual colleges of interest. 12. New Jersey State two and four-year colleges demand a student’s current immunization record prior to en-

rollment. If you are planning to attend a New Jersey state school, request a copy of your immunization re-cord from the school nurse prior to graduation.

Important Facts for Use in Completing Applications

SCHOOL ADDRESS: 35 Pioneer Drive New Providence, NJ 07974 SCHOOL PHONE: 908-464-4716 SCHOOL FAX: 908-464-5118 HIGH SCHOOL CEEB CODE: 310-999 YOUR SOCIAL SECURITY NUMBER:____________________________________


COLLEGE JARGON

EARLY DECISION PLAN To eliminate multiple applications, some colleges encourage students who are capable and have definitely decided on a specific college to apply at the end of the junior year or the beginning of their senior year to that particular col-lege if they are certain to attend if admitted.

1. Early Decision plan is a student’s commitment to one college to the extent of agreeing not to make any other

application unless he/she receives notification of rejection/deferral from that college. Early decision candidates are notified by mid-December of the senior year. A rejected/deferred student thus still has an opportunity to make application to other colleges.

2. Early Decision II is also a binding agreement but has a later deadline date than Early Decision I. If you are not accepted to your Early Decision I school, then you may apply Early Decision II to your second choice. Please remember that the same binding principles from EDI apply to EDII deadlines.

3. Early Action – Students who apply early are notified by December if they are accepted or rejected. However, they may apply to other colleges and do not have to decide if they are accepting or rejecting the Early Action bid until the normal student reply date in May.

ROLLING ADMISSIONS The name of the practice by some colleges of processing a candidate’s application as soon as it is completed and notifying the applicant of the decision very shortly thereafter. The student, if accepted, usually has to make a de-posit in order to hold his/her acceptance.

WAIT LIST A response to an applicant indicating that his/her application is acceptable, but the limit of accepted students has already been reached; wait listed students may be admitted after May 1st if space becomes available. If you are put on a waiting list by a college or university and are later admitted by that institution, you may accept the offer and send a deposit. However, you must immediately notify any other college or university where you previ-ously indicated your intention to enroll. SELF REPORT Due to the volume of applications received and in an effort to cut down on paper sent to admissions offices, some larger state schools are going paper free by having students self-report their academic record. Rutgers was one of the first schools to employ this application process. Universities that follow this procedure will not ac-cept letters of recommendation or transcripts from the student of high school. Students are accepted on the ba-sis of their application, essay, self reported academic record and test scores. Students will need a copy of their unofficial transcript to complete the self reported academic record.


COLLEGE ADMISSIONS: THE DECISION-MAKING PROCESS

College admissions officers take into careful consideration the totality of the student, but give primary importance to his/her academic record.

The following areas of the student’s academic record and extracurricular activities receive careful consideration:

1. Curriculum

• The scope, sequence, and level of difficulty of each course taken (regular, advanced, honors, AP).

• The relevance of the courses to the applicant’s intended undergraduate major.

2. Academic Achievement

• Academic performance.

• Grading patterns over four years.

• Commended Students, National Merit Semi-Finalists, Finalists, and; scores on the SAT/SAT II/AP/ACT tests.

3. Non-academic Considerations

• Recommendations: 1) teachers; 2) counselors; 3) outside employers; 4) coaches; etc.

• Self-Presentation: 1) personal essay; 2) personal attributes; 3) admissions interview.

• Activities: 1) in school; 2) in the community; 3) summer experiences; 4) leadership experiences; 5) special talents; and 6) volunteerism.

• Other Considerations: 1) family ties to the college, alumni status, etc; 2) academic reputation of high school and the number of past successes from the school; 3) overall appearance of the completed appli-cation; content and structure of required essays; 4) compliance with application instructions.

4. College Interests

• Admissions officers also consider the needs of their institution when they evaluate a candidate for ad-mission. Colleges want a diversified student body and, therefore, a student’s gender, geographical ori-gin, and academic interests are among other considerations.

TESTING

Colleges and university can use a wide variety of standardized testing in their evaluation of students. Testing is only one part of the application and students should map out their “testing schedule” as early as possible. Students must make arrangements for their own test scores to be sent to the colleges of their choice. We encourage you to review the list below to see which tests are appropriate for you to take.

SAT I The SAT 1 reasoning test is a 3 hour and 45 minute test that measures critical reading, mathematical and writing skills. The test is offered 7 times a year. Most colleges will accept the highest individual scores while others accept only the highest composite score. Scores can range from 200- 800 in each section for a total possible score of 2400.

SAT II SAT II tests are one hour subject tests which are given in many different subject areas. Tests are offered on the same test dates as the SAT I with the exception of the March test date. Language tests are generally offered only once a year so proper planning is essential. Most colleges do not require SAT II tests so check your list and see if you will need to take them

ACT The ACT (American College Test) is offered 6 times a year. It is a three hour multiple choice test in five subject areas: English, math, reading, science reasoning and a composite score that is an average of the other four sections. The ACT test is a curriculum based test. Many schools will accept ACT or SAT but you will need to check with the individual colleges to double check.

ADVANCED PLACEMENT AP Exams are given in May and should be taken with the corresponding AP course. Scores range from 1-5 with 5 being the highest. Each college varies on the use and acceptance of AP scores. Please check each college individually for their criteria.

TOEFL The Test of English as a Foreign Language is for non-native speakers who have only been in the United States a few years or who find the SAT I does not accurately reflect their abilities. The TOEFL is used to assess the ability to read college level text instead of the finer points of the English language.



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TEST REGISTRATION Students are responsible for registering for all tests. Most tests allow for online registration through the appropriate website. AP exam registration is done through the Guidance Office in March. Announcements will be made and it will be posted on the Guidance Webpage. Our school code is 310999

SENDING SCORES Students are responsible for sending test scores directly from the testing agency. Students can either des-ignate a recipient at the time of registration or they may release the scores after the scores have been re-ported. Colleges will hold the scores if sent before an application.

EXTENDED TIME All exams can be taken with extended time for those students who have a qualifying IEP or 504 plan. Very specific guidelines and deadline are provided by the testing agency. See your guidance counselor or case manager to receive an application. We generally recommend that students who qualify apply for extended time by the spring of their freshman year as the application deadline for extended time on the PSAT generally occurs during the summer. For the ACT, a student must register for the test before apply-ing for accommodations.


RESOURCES FOR RESEARCH The Bibliography contains a wide variety of resources that you may want to utilize in your col-lege search. Your guidance counselor may have additional specific recommendations. COMMERCIAL GUIDEBOOKS AND WEBSITES Two primary types of college guidebooks are available. Comprehensive guides, such as those published by Princeton Review or Barrons, include a large number of colleges and basic details about the curriculum, campus and admissions criteria. These are valuable in the preliminary stages of your college search. Keep in mind that some of these guidebooks have paid advertising. Subjective guides such as the Insider’s Guide to the Colleges or The Fiske Guide to Colleges of-fer information that is less statistical and attempt to describe life at a particular college. These guides rely on the opinion of students or the author, so be prepared for subjective descriptions. The same principles apply to the wide range of college planning websites. COLLEGE VIEW BOOKS, CATALOGS, VIDEOS AND WEBSITES Written and provided by the colleges themselves, these are the most accurate sources of informa-tion on a school’s curriculum and requirements. Many are available online at the college’s web-site. However, college view books, videos and websites are often marketing tools so do not neces-sarily expect an accurate assessment of the less-than-perfect sides of student life. PERSONAL OPINION During the college application process, you will have access to a wide array of personal opinions about a college, from friends who are currently enrolled, recent graduates, staff members (including admissions officers), tour guides, coaches, long-term alumni and even your grand-mother. Their opinions, while valuable, are best used to compare and contrast. You are the one who must distinguish between fact and opinion. COLLEGE FAIRS AND VISITS BY COLLEGE REPRESENTATIVES Face to face conversations with admissions representatives can offer valuable insight into the col-lege and its admissions procedures/policies. These local visits are a good chance to have some of your more detailed questions answered without a trip to the campus. A good conversation with an admissions officer at your school or college fair can also help make your application stand out


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when they are reading it later, but be sensitive to their time constraints. Some college fair booths or school visits are handled by alumni who may not always be up-to-date on current college poli-cies so double-check. SCHOOL COUNSELOR Your guidance counselor can provide additional information regarding colleges and universities with the added benefit of understanding how each student and their academic preparation may af-fect their college choices. If they are unable to answer a question immediately, they have a large number of resources at their disposal or can direct students to additional resources. Ask questions and visit with your counselor frequently.

NAVIANCE

Naviance is an excellent tool to employ during the search process. Using the College Search function, students can conduct a search using specific criteria. Searches can be stored and ac-cessed later. Students can also compare their scores/GPA to other students in the district who have applied to the same schools. Each student has an account for Naviance and should use it to the fullest capacity. It is a wonderful tool to utilize at every aspect of the application process.

COLLEGE CAMPUS VISITS Call the College Admissions Office or sign up on their website at least 3 weeks ahead to schedule your visit and interview, if necessary. If you will be visiting during the school year, ask if it is possible to visit classes or stay overnight in a dorm. Get daily times for tours and information ses-sions. Plan your visit beforehand to avoid missing out on opportunities to see more of the campus and student life. Visits can provide the most telling and decisive information about a college. Be sure to research the colleges beforehand, so you are prepared to ask any questions you might still have. Leave yourself plenty of time to just wander and possibly talk with students.

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, an overview of academic and student life and a view of the resources available. Not every facility is available for visits during the tour, if you are interested in a specific part of campus (sports center, music facilities, dorms, science labs) be sure and ask. At worst, your tour guide can point it out and you can return later on your own.


COLLEGE CAMPUS VISITS—continued Group information sessions are an easy and efficient way for the school to provide general infor-mation to a large gathering of students and parents. They are often scheduled to run either imme-diately before or after one tour each day.

Class visits may be possible during the academic year. The student can generally attend a class or two for the entire period and may be able to talk with the faculty afterward.

Some colleges have designated students who serve as overnight hosts or offer common rooms to visiting students. Generally, overnights are not offered on weekends and may be limited to one night only. Plan to arrange meetings with coaches, music or drama advisors and learning specialists on your own. The admissions office will be able to provide names and phone numbers of the person to contact, but will usually ask you to call directly to arrange a meeting. Below are a number of suggestions to make the most of your campus visits. • Visit the library—is it accessible, noisy, comfortable, computerized, open late at night? • 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? • Seek out students—is the campus climate conservative or liberal? Is safety an issue?

What 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. • Find out if there is a writing center or special help/tutoring. • Visit the best and worst dorms. Is special interest or theme housing available? • Check on computer and printer accessibility in dorms and other locations. • Ask about the relationship between the college and nearest town. • Ask your tour guide what s/he thinks are the biggest drawbacks to the college. • Observe what is happening around you as you go on your tour.


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TRANSCRIPTS In order for the Guidance Department to send transcripts, we must have a signed Grade 12 Records Release Form along with any Secondary School Reports or Counselor Recommendation forms included in the application (please check thoroughly for downloadable forms if you plan to apply online). It can take up to 15 working days for your transcript to be processed so plan accordingly. Follow all the posted deadlines.

LETTERS OF RECOMMENDATION Most schools require 1-3 teacher recommendations. Some schools will specify teachers in par-ticular subject areas, so read the application carefully. You should ask teachers from your Junior or Senior year. A student may request letters as soon as they decide they will be applying to a particular college. The college will hold the letters until the application is received. It is to your advantage to make a request as early as possible. Understand that teachers are not required to write letters of recommendation, so please be courteous when approaching your teacher. Any teacher recommendation forms included in the college application (check for downloadable forms) should also be given to the teacher when making your request. Colleges that accept records electronically do not require additional teacher forms, as they are completed by the teacher through Naviance.

Please be sure to write a thank-you note to all teachers who have written recommendations for you, and keep them updated on admissions decisions.


PERSONAL STATEMENT/ESSAYS There are two primary reasons why essays are a common component of college applications:

Colleges want to get to know you better. This is the most important reason colleges ask you to write

essays. Colleges are interested in more than just numbers, such as grades and test scores. They want to find interesting and thoughtful human beings who will make positive contributions to their campuses. Admissions officers will never be able to get to know you as well as they would like. Good essays help admissions officers gain some insight into the real people and personalities behind the impersonal numbers. What makes you different from the other applicants with similar grades and scores? What kinds of experiences have changed you? What makes you tick? What are your passions and fears? Who are you?

Colleges want to see how well you write. No one expects you to write like a published author but col-

leges do appreciate good writers. Great writing is a rare skill, and one that very few high school stu-dents possess. Most admissions officers will admit that they are truly impressed when they come across a student who has composed a very engaging and well-written essay. Gifted writers are almost always able to distinguish themselves among stacks of applicants. What you write is equally, if not more important, than how well you write. Choose a good topic, spend time polishing and editing, and remember that you are mainly trying to convey something about who you are. Colleges assume that your essay represents the finest writing you can do.

Essays are just one component of your application, and their relative weight will depend on the college and on your relative strength as an applicant. Typically, the smaller the college and applicant pool, the more important your essay, since admissions officers will have more time to read and consider it. 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 gets 30,000 applications, it may be very difficult for the com-mittee to review your essay. This does not mean you can submit a carelessly written essay. You want to give an admissions committee every reason to admit you. The essay is one piece of the application that you, the student, have completely under your control. It is in your best interest to take your essays seri-ously and write them as though they are a crucial component of your application, regardless of where you are applying.

The student who often has the most weight placed on his or her essays is the one who is qualified, but not necessarily the best in the applicant pool. They are the students who are not clear admits or denials. Ad-missions 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.


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Remember that admissions officers will be reading hundreds of essays, so try to catch their attention and interest. A good opening sentence is imperative. Avoid gimmicks and trite or cliché topics. Be personal and open, but don’t use the essay as a place for excuses. Don’t focus on negatives about yourself, unless you can show growth and change. Depth not breadth is more important. One small topic is plenty. Don’t try to save the world or solve the issues of world peace. A simple story about yourself and what you learned is more then acceptable. Remember that the essay is about you, so don’t let anecdotes take over your story. Humor is fine, except that it is very hard to write well. Don’t use your college essay as your first attempt at written humor. Don’t try to second-guess what you think the college wants you to write. Discuss what is important or relevant to who YOU are.

SUPPLEMENTARY MATERIALS If you are considering "flooding" your application with additional information, be selective about what 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 below section for you. Others should only submit additional materials if you are exceptionally talented in that area and expect to continue such work/activities in college. If you are questioning whether or not to submit additional materials, please see your counselor.

If you include additional letters of recommendation, make sure the writer illustrates 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. Before adding additional recommendations consider how it will benefit your application. Adding letters for the sake of adding letters will not provide any benefit.


Interviews

Some colleges require interviews, for others it is optional, and still others don’t want to meet you! Even if an interview is optional or required, either on campus or with an alumnus, it is rarely a “deal-breaker” in the admissions review. However, a good interview with an admissions officer or a good interview report from an alumni interviewer can help make your application more human and can make your application stand out from other comparable applications. It is also an opportunity for you to reinforce your interest in a particular school.

On-campus interviews will usually be an evaluative, information-sharing exchange with a member of the admissions staff. Typically, they will last about 30 minutes. Parents are generally not included but may be offered a chance to ask questions afterward.

If on-campus interviews are not possible, a student can often interview with an alumnus in their area. Alumni interviews tend to last a bit longer, and will often be conducted at the alumnus’ work location. In both cases, the interviewer will write a summary report that goes into a student’s file. Some colleges will contact applicants automatically to schedule an alumni interview, while others require that the student request one. Check the application materials or call the admissions office directly to see about arranging alumni interviews. Alumni interviews, when offered, are usually given the same weight as on-campus interviews.

10 Important Reminders for Interviews 1. Go to the interview with high but realistic expectations

2. Try not to figure out why they are asking a question

3. Know your skills and strengths

4. Check you attitude at the door

5. Communicate as effectively as you can

6. Ask questions, but choose your questions carefully

7. Be sure to get clarification on a question you don’t understand before you answer it

8. Make your answers clear and concise

9. Demonstrate focus and interest throughout your entire interview

10. Stay as objective as you can

Relax and enjoy the interview. Admissions Officers are usually nice people who enjoy talking with stu-dents!


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Sample Interview Questions Questions you might be asked:

• Tell me about yourself. • What courses interest you the most? • What extracurricular activity is the most meaningful to you? Why? • What do you do with the money you earn? • What would you change about your high school experience? Why? How? • How would you describe your high school? • What are you looking for in a college? • Why this college? • What was the most difficult decision you ever had to make? • Tell me something about your family. • What kind of person would you like to be in 20 years? • What are your favorite ways to use free time? • What are some good books you have read recently? • What haven’t I asked you that you wish I had? • What else should I know about you?

Questions you might want to ask:

• Is there a type of student who might not feel comfortable here? • Do you see the campus as conservative? Liberal? Mixed? How? • What can be toughest for freshman to adjust to when they arrive? • What is the advising system for freshman? • How safe is the campus? • Do students stay on campus on the weekends? • What are the dorms like? • Can students use athletic facilities/art studios/practice rooms without being on a team or taking a

course? • Is there much interaction between students and the town residents? • Are there opportunities in the town for community service? • How many students are in a typical freshman class? • How easy is it to get in a class one wants/needs? • Who typically teaches the classes? Faculty or graduate students? • Which departments would be considered strongest and/or most distinctive? Weakest? • Can a student change majors/divisions easily? Until when? • 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?


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 learning disabilities choose a post-secondary setting that will help that individual maximize his or her potential. This process of college search requires that you:

• Recognize your disability and be your own advocate • Learn and know your personal strengths and weaknesses • Be an advocate for yourself • Understand the differences between high school and college • Obtain as much information as possible form the colleges and universities offering programs for

learning disabled students. Some colleges and universities offer comprehensive programs for students with learning disabilities; oth-ers 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 at least have services that are mandated. Look for a program that addresses the student's needs and help the student to be realistic! The Bibliography (see Appendix) lists resources specifically geared for students with learning differences, but your best resource is your School Counselor. It is important to start the college search by looking at the same factors that all students consider. Size, geographic location, selection of majors, admissions requirements, cost, resources, athletics, and social activities are all important features of a college experience. We will encourage students with learning disabilities to follow the same research and decision-making procedures that we suggest to all students. Once these initial factors are considered and a list of potential colleges has been generated, it is time to ask the following questions of those colleges: • Is there a separate admissions process for LD students? • What documentation is required? Are accommodation determinations based on the high school IEP

recommendations? • Is there a separate LD program? • Are there selective criteria for admission to the LD program? • Is there a separate fee for enhanced LD services? • How many LD students do you serve? • What is your retention rate for all freshmen? For LD students? • What is your graduation rate for all students? For LD students? • Does your institution offer remedial and/or developmental courses for credit towards graduation? • Does your institution offer substitutions for foreign language or math courses? If so, what documen-

tation is required? What is the process?


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• Do you ever offer waivers? Under what circumstances? • Do you have staff members trained in the area of learning disabilities? • What is the LD counselor/student ratio? • How long does a student wait to get in to see a counselor (a day, a week.)? • How do you handle emergencies? Are there walk-in hours? • How are testing accommodations handled? If I qualify to take my exams with extended time how

much time can I have? Where do I take the test? What if my exam is in the evening and your office is closed? If I need a distraction free space will I always get it?

• What services do you offer? Tape recorders Alternative forms of testing Notetakers Option to tape lectures Extended time on exams Reading machines Typing services Computer availability Distraction free space Calculator use during exams Priority registration Study groups

• Do you offer tutoring? If so, is it offered by: LD Specialist Faculty Member Graduate Assistant Peer Tutor Paraprofessional

• Are tutors trained to work with LD students? • Is there a fee for tutoring? • Do you offer career planning? Can graduates use career services? • Does the academic adviser work in tandem with the LD specialist? • Do you offer study skills and/or learning strategies courses? Are they offered for credit? • What is the climate on your campus for LD students? • Do you expect the services that you are telling me about today to ALL be here in the Fall? • Are there regular workshops for faculty members about working with LD students? • How many complaints do you get from students about faculty or staff members in a year? How are

they handled? • 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 guide-book 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 Counselor and your coach about how to make colleges aware of your interest and expertise. You should also discuss with your coach at what level you might be competitive (DI, DII or DIII). If you might play at the Divi-sion I or II level, there are special regulations. This includes rules about how and when coaches may con-tact you, SAT and GPA requirements, and being approved by the NCAA Clearinghouse. If you think you might play Division I or II sports, talk to your coach and Counselor by the end of your junior year to dis-cuss submitting NCAA Clearinghouse eligibility forms (see http://www.ncaaclearinghouse.net).

You may need to create an athletic resume and a video of your performance to submit directly to coaches. Contact coaches directly and early on to determine what you will need to do. See the Bibliography for re-sources for athletes.

PERFORMING AND VISUAL ARTS

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 audi-tion. Plan ahead since performance videos and portfolios can take time to prepare. Remember that the ad-missions office is rarely qualified to assess your talent. If you are serious, contact the various departments directly to discuss what materials you should submit and to whom. If submitting directly to the depart-ment or program, be sure to follow up with them.

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 slide should be numbered and labeled with your name and social security number. A list should accompany all slides identifying the medium, dimensions, a brief description 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 early evaluation of your portfolio. See the website of participating schools at http://www.npda.org or contact schools directly to see if they have a similar event.

If you are a serious performer, contact the music or drama departments of schools in which you are inter-ested 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.

Junior—Senior Planning Calendar


PAGE 25

September 2015 1. Visit Naviance and use Internet searches, college resource books and

catalogs to help you in your search. 2. Schedule a conference with your counselor to discuss your choices.

3. Attend visiting college representative meetings at NPHS.

4. Register for October and November SAT I & II test.

5. Search for all applicable scholarship opportunities.

6. Start checking for scholarship in Naviance.

June 2015 1. Take the June 6th SAT or SAT II tests.

2. Prepare a summer agenda of pre-college activity (make sure you have college addresses, sample essay questions, etc. before you leave for “vacation”).

3. Begin contacting college admissions offices. 4. Begin asking teachers for recommendations

April—May 2015 1. Begin screening colleges- use the New Providence High School College

Study Guide, College catalogs, college videos, and visit colleges in which you are interested and meet with your counselor.

2. Take May 2nd SAT I or SAT II.

3. Register for June 6th SAT I or SAT II tests.

4. Consider participation in a pre-college summer program; see your counselor.

5. Take appropriate A.P. Exams.

6. Service Academy candidates; see your counselor for nomination procedure.

7. Complete and return self-description sheet

July—August 2015 1. Begin writing to colleges for applications and brochures. 2. Consider visiting a few colleges.

3. Early Decision candidates: Finalize plans and prepare application materials for Sept/Oct. submission.

4. Complete one good first draft of your “Personal Statement” and also do two or three of the standard college applications essays.

5. Check the guidance department for SAT registration booklets OR register online at www.collegeboard.com

6. Create Common Application account if needed.

Special Note: Remember to give teachers your request for recommendations at least four weeks prior to due date.


November 2015 1. Test scores and applications are due November 1st or 15th at most

colleges that use Early Decision admissions.

2. Take the November SAT I or SAT II test.

3. Make certain that you are satisfying all test and interview requirements at the colleges of your choice. Consider scheduling an appointment with your counselor to tie up any “loose ends.”

4. Finalize work on essays, activity sheets, and applications.

October 2015 1. Take the October SAT I or II test. 2. Attend any area “College Fairs.”

3. Schedule an appointment with your counselor to discuss your college planning.

4. Register for the November SAT I or II test even if you are considering EA or ED.

5. Begin submitting college applications.

6. Attend “visiting college representative” meetings at NPHS.

7. Begin to finalize a college list.

8. Attend Financial Aid Night

December 2015 1. Take the December SAT I or SAT II test. 2. Continue to file college applications. Make certain that you have a

“reach” college, and that you have a “safe bet.”

3. Register for the January SAT I or SAT II test.

4. Get PIN number for the FAFSA form. Go to https://fafsa.ed.gov

January 2016

1. Take the January SAT I or SAT II test. 2. Continue to file your applications.

WATCH THOSE DEADLINES

3. File your FAFSA form. File early!


PAGE 27

May 2016 1. You have by now accepted your college invitation to enroll. 2. Inform your counselor of your decision.

3. Write a note to all other colleges to which you have applied- thank them and withdraw your application.

4. Take your AP exams.

5. Relax and enjoy!!! At the same time, do not jeopardize your acceptance with poor end of year grades.

6. If your college requires a visit, secure permission in advance.

March 2016 1. Investigate local scholarship opportunities. (Check with Ms. McCauley in

the guidance office.) 2. Make sure your FAFSA form is filed by now.

3. Any more college applications out there???

4. If you missed a deadline, contact the admissions office ASAP.

February 2016 1. If you have not already done so, now is the time for your parents to

complete and submit the FAFSA.

2. Stay in contact with your counselor.

3. Submit “last” of your college applications.

4. If necessary, register for the April SAT I or SAT II test- a few of you may still want/need to take them.

5. Be alert and aware of deadlines

April 2016 1. Get ready for the April flood of college admissions decisions. 2. Keep your counselor informed of college decisions.

3. Review financial aid packages.

4. The college admissions process will become “individualized” at this point. Be sure to direct any questions or problems to your counselor.

5. Prepare for the AP examinations.

6. Say “thank you” to all who helped you.

Check out these websites… www.fafsa.ed.gov - Free Application for Federal Student Aid; www.fastweb.com - Free scholarship search; www.finaid.org - Financial Aid Information Page

Planning to meet college costs goes hand-in-hand with your college selection process. It should be one of the important factors considered in your college selections. File the Free Federal Applica-tion for Federal Student Aid as soon as possible after January 1. How to Apply… • Complete and submit the Free Application for Federal Student Aid (FAFSA). All students

must complete the Free Application for Federal Student Aid to apply for federal student aid pro-grams. For some colleges and states, this is the only form you will be asked to complete.

• Register for the PROFILE for colleges that require it. Check with the financial aid office of

each college to which you are applying to see which forms are required and when they are due. Complete this form only if your college asks for it.

• Some Colleges and programs also will want you to complete their own application. Check with

each institution and program to make sure you know exactly what forms to file. All Scholarship opportunities are posted in Naviance. A Financial Aid Checklist. . .

Learn about financial aid and create a plan early on. Investigate every source of help. Request college admission and financial aid information. Know which applications to file and when. Complete all applications accurately and legibly. Mail admissions and aid applications before the deadlines. Send FAFSA as soon as possible after January 1. Respond promptly to requests for additional information. Keep copies of all documents Research alternative to financial aid Use First class mail-Special handling such as registered mail and overnight

delivery delays processing.


APPLYING FOR FINANCIAL AID


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RESPONSIBILITIES ONCE YOU HAVE RECEIVED YOUR COLLEGE ACCEPTANCE… The National Association of College Admissions Counselors caution students to: • Notify each college or university that accepts you whether you are accepting or rejecting its offer.

You should make these notifications as soon as you have heard from all the colleges to which you have applied or by May 1st, whichever is earlier. Also, if you are accepted under an early decision plan that requires you to attend that institution, you must withdraw the applications submitted to other colleges or universities at the time of that acceptance and make no additional applications. If you are an early decision candidate and are seeking financial aid, the previously mentioned withdrawal of other applications presumes you have received notification about financial aid.

• Confirm your intention to enroll and submit a deposit, if required, to only one college or university by

their required notification date, usually May 1st. If you are put on a waiting list by a college or uni-versity and are later admitted by that institution, you may accept the offer and send a deposit. How-ever, you must immediately notify any other college or university where you previously indicated your intention to enroll.

Other Useful Internet Sites

EXPLORING COLLEGES/CAREERS

ACT http://www.act.org All Campus http://www.allcampus.com American Universities http://www.clas.ufl.edu Art Colleges http://www.aicad.org Barrons Online http://barrons.com Collegeboard http://collegeboard.org Collegeview http://collegeview.com College and Career Information http://www.nacacnet.org College Express http://www.collegeexpress.com College Planning Network http://www.collegeplan.org The College Planning Network www.collegedirt.com Colleges that Change Lives http://www.ctcl.org


OTHER USEFUL INTERNET SITES—continued Colleges of Distinction http://www.collegesofdistinction.com Common Application http://www.commonapp.org Embark http://www.embark.com Go College http://www.gocollege.com Hillel http://www.hillel.org Higher Ed. Network http://www.theguardian.com International Colleges and Universities http://www.aaicu.org International Education Service http://www.ies-ed.com Institute for Higher Education Policy http://www.ihep.org Jesuit Colleges http://www.ajcunet.edu Mapping Your Future http://www.mappingyourfuture.org National Center for Education Statistics http://nces.ed.gov/collegenavigator/ National Application Center http://www.nationalappcenter.com NJ Career Assistance Navigator http://www.njcan.org NJ School Counselor Association http://www.njsca.org NY’s Private Colleges & Universities www.nycolleges.org Occupational Outlook Handbook www.bls.gov/oco/ Peterson’s http://www.peterson.com Princeton Review http://www.review.com Scholarships http://www.fastweb.com Schools in the USA http://schoolsintheUSA.com Test Optional Schools http://fairtest.org University Rankings http://www.topuniversities.com Virtual Campus Tours http://www.campustours.com Yahoo Education Site http://education.yahoo.com

GAP YEAR PROGRAMS Everything you need http://gap-year.com Plan and read students’ experiences http://gap-year.com


GAP YEAR PROGRAMS—continued Advice for those considering http://gapadvice.org Americorps http://www.nationalservice.gov/programs/americorps Center for Interim Programs http://www.interimprograms.com FINANCIAL AID/LOANS Electronic FAFSA http://www.fafsa.ed.gov Financial Aid Guide http://www.finaid.org NJ HESAA (Grants & Scholarships) http://www.hesaa.org Peterson’s FA page http://www.petersons.com/resources/finance.html Sallie Mae FA Info http://www.salliemae.com International Student Loans http://www.internationalstudentloans.com Plus Loan Information http://www.parentplusloan.com SCHOLARSHIPS CollegeExpress http://www.collegeexpress.com College Scholarships http://www.college-scholarships.com Fastweb http://www.fastweb.com Scholarships http://www.scholarships.com ATHLETICS NAIA http://www.naia.org NCAA http://www.ncaa.org TEST PREP College Power Prep http://powerprep.com ETS http://ets.org Kaplan http://www.kaplan.com Princeton Review http://review.com


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35 PIONEER DRIVE NEW PROVIDENCE, NEW JERSEY 07974

TEL (908) 464-4700 FAX (908) 464-8556

LAUREN ZIRPOLI JAY RICHTER SCOTT MACIAG ROBERT HARMER Principal Assistant Principal Director of Student Athletic Director

Personnel Services

and Guidance

GRADE 12 RECORD RELEASE FORM

I have reviewed and hereby consent to the release of _____________________________________’s (please print student’s name) transcripts and records by New Providence High School to all schools and/or scholarships to which I apply.

Transcripts and records include:

• Student name, parent/guardian names, address, current grade level, gender, ethnic code, social security number, date of birth, state identification number

• Course names

• Grades

• Credits

• Course attendance

• Cumulative GPA

• NPHS testing record

• Secondary School Report

REMINDER: Students are responsible for sending their standardized test scores (SATs, ACTs) directly to the col-leges from the testing agency (College Board).

___________________________________ ___________________________________

Student’s signature Parent’s signature

______________

Date For Office Use Only

Date Rec’d _________ Recorded in Naviance _______ By __________

Phone: 908-464-4716 Fax: 908-464-5118

GUIDANCE DEPARTMENT 35 Pioneer Drive

New Providence, NJ 07974


Documents

college planning guide 2015 (1) · 35 PIONEER DRIVE, NEW PROVIDENCE, NJ 07974 NEW PROVIDENCE HIGH SCHOOL COLLEGE PLANNING GUIDE GUIDANCE DEPARTMENT (908) 464-4716 Mr. Maciag, Director