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Looking to the Future

A resource guide for post-secondary planning for high school students

South Kingstown High School
March 2008

TABLE OF CONTENTS

Page

I. Introduction 2

II. Self-evaluation 4
A. Self-awareness
B. Career awareness and exploration
C. Getting a job

III. Choosing a Post-Secondary School 12 A. Choosing a school
B. Kinds of schools
C. Factors to Consider when Choosing a Post-secondary school
D. Military career options

IV. Standardized Testing for Post-Secondary School Admissions 22
A. Types of tests
B. Preparing for the SAT and ACT
C. What about coaching courses?

V. The College Application Process 30
A. Course Recommendations for the Senior Year
B. Procedures and Steps for the Application Process
C. The College Essay

VI. Financing Your College Education 36
A. Types of Student Financial Aid
B. Determination of Financial Aid Packages
C. Summary of Federal and State Financial Aid Programs

VII. Appendix 40
A. Portfolio Submission Requirements for the Class of 2009
B. Technology Proficiency Requirements
C. Fine Arts Proficiency Requirements
D. 2008-2009 SAT Program Test Dates
E. 2008-2009 ACT Program Test Dates
F. Determining your College List
G. Tips for a College Visit
H. Athletics and NCAA Clearinghouse
I. Junior Year Planning Calendar
J. Senior Year Planning Calendar
K. Financial Aid at a Glance
L. RI Student Loan Authority Programs
M. The List
N. Web-based Resources

Whatever is worth doing at all is worth doing well.
Philip Dormer Stanhope, Earl of Chesterfield

I. INTRODUCTION

The fall of your junior year is a good time to begin making concrete plans for your future. It is time to take stock of yourself. What kind of student are you? What are your goals? Consider your interests and the things you enjoy doing. Are your talents such that you can build a career around them? Do you work well with others? Do you prefer working with people or things? Have you had a part-time job or engaged in volunteer work that stimulates a career interest - such as hospital work, camp counseling, working on cars, or tutoring? Discuss your interests and learning abilities with your counselor, your teachers, and your parents - not so they can tell you what to do, but so that you can express your ideas and get a variety of viewpoints and suggestions.

The information in this guide is designed to help you decide what to do after high school. It will help you to make choices that meet your needs and explain procedures involved in taking required tests and applying for admission and financial aid.

This planning guide is provided to help you and your parents with your exploration. Your school counselors will help clarify and supplement this information with small group meetings and other printed materials. They will also be available to meet with you individually to help formulate personal plans. Please set up an appointment. Your counselor is looking forward to it.

The following suggestions are made to help you prepare for your education beyond high school:

KNOW YOURSELF
Interests, abilities, achievement, values, and ambitions are important factors to be considered in setting your goals. These can be discussed with your parents, friends, faculty and school counselor.

STUDY OCCUPATIONS AND CAREER PATHS
Find out as much as possible about various occupations that interest you. If possible, get some experience in these occupations. Consult with people in these fields. Attend career programs sponsored by the school and/or community.

PLAN YOUR HIGH SCHOOL PROGRAM
Certain courses are required for entrance to college. College bulletins are a good source for evaluation of what will be needed. Consult with your counselor.

LEARN TO STUDY
Develop good study habits including how to take notes from lectures and research materials. Strive to improve your study habits as you progress through high school.

MAKE GOOD GRADES
Grades of "B" or better are considered recommended grades. Good grades are important. While some colleges will accept students with grades below the recommended ones, a student's chances for admission to a college are better when the academic record is strong.
INVEST YOUR TIME IN MEANINGFUL ACTIVITIES
Use your "free time" to develop hobbies or other interests. Involve yourself in school, community and church activities. In particular, seek out ways that you can work in community service and in service to others in need of your skills and talents. Broaden your interests through reading, travel, and contact with knowledgeable people. Above all, remember that the quality and not the quantity of these activities are most important to colleges reviewing your application.

SELECT YOUR POST-SECONDARY PROGRAM
Investigate the 4-year, 2-year, technical, or certificate-granting post-secondary institutions or training programs that offer the types of programs you desire. Consult with people who have attended these institutions such as friends, relatives, or college representatives. Learn about the projected demands in your selected vocational field. Attend college information programs, open houses or college fairs conducted by admissions representatives from all types of schools and programs.

VISIT POST-SECONDARY SCHOOLS AND PROGRAMS
Write or telephone for an appointment and a campus tour. Spend time visiting classes, dormitories and the cafeteria; check out the library and special facilities. Find out what life is like both on weekends and weekdays. Can you picture yourself at this college?

LEARN ABOUT COLLEGE/PROGRAM APPLICATION PROCEDURES
Talk with your school counselor or consult written materials to learn about the requirements of various colleges and training programs. Know the application procedures and deadlines established by the college.

PLAN YOUR FINANCES
Parents and students should become knowledgeable about financing a college education. Consideration should be given to federal, state, and local sources of financial assistance. Be sure the sources used for information are current and up-to-date. Investigate your eligibility for need-based aid and apply by the earliest deadline.

PREPARE FOR APPLICATION PROCEDURES EARLY
Obtain references, transcripts, applications, and other materials early on in the process. Applications for admission should be completed well before deadlines. Scholarship applications and related material should also be completed with plenty of lead-time prior to deadlines.

Life is a test. There are those who choose to prepare for the test and pass, and others
who choose to complain and make excuses. Champions don’t make excuses when they
fail, they make plans to succeed in the future.
Rich Ruffalo and Mark Moretti

II. SELF-EVALUATION

Self-Awareness
The questions which follow can help you focus on future choices and on you as an individual. You may feel embarrassed or self-conscious when you first consider these questions. Nevertheless, an honest and thoughtful self-evaluation can reveal what you should look for in a college or a career and prepare you for statements you may be asked to make about yourself in essays and interviews when you apply for a position. A serious look at yourself will help you find the options that are right for you and will help you present yourself effectively. If you wish to discuss your answers with someone, consult with your school counselor.

Your goals and values
- What aspects of your high school years have been most meaningful to you? If you could live this period over again, would you do anything differently?

- What values are most important to you? What do you care most about? What occupies most of
your energy, effort, and/or thoughts?

- How do you define success? Are you satisfied with your accomplishments to date? What do you
want to accomplish in the years ahead?

- What kind of person would you like to become? Of your unique gifts and strengths which would
you like to develop? What would you most like to change about yourself?

- Is there anything you have ever secretly wanted to do or be? If you had a year to go anywhere
and do whatever you wanted, how would you spend it?

- What experiences have shaped your growth and way of thinking?

Your education
- What are your academic interests? Which courses have you enjoyed the most? Which courses have been the most difficult for you? Why?

- What do you choose to learn when you can learn on your own? Consider interests pursued beyond class assignments: topics chosen for research papers, lab report, independent projects; independent reading; school activities; job or volunteer work. What do your choices show about your interests and the way you
like to learn?

- How do you learn best? What methods of teaching and style of teacher engage your interest the
most?

- How much do you genuinely like to read, discuss issues, and exchange ideas? What has been
your most stimulating intellectual experience in recent years?

- How would you describe your school? Are learning and academic success respected? Has the school's environment encouraged you to develop your interests, talents, and abilities? Have you felt limited in anyway? What would you preserve or change about the school if you were able to do so?

- How well has your school prepared you for college? In what areas of skills or knowledge do you
feel most confident or least confident? Have you been challenged by your courses?

- Have you worked up to your potential? Is your academic record an accurate measure of your ability and potential? Are your SAT scores? What do you consider the best measures of your potential for college work?

- Are there any outside circumstances (in your recent experience or background) which have
interfered with your academic performance? Consider such factors as: after-school jobs, home responsibilities or difficulties, excessive school activities, illness or emotional stress, parental influences, English not spoken at home, or other factors which are unique to your background.

Your activities and interests
- What activities do you most enjoy outside the daily routine of classes and other responsibilities? Which activities have meant the most to you? Looking back, would you have made different choices?

- Do your activities show any pattern of commitment, competence or contribution to other
individuals, your family and/or school?

- How would others describe your role in school or your home community? What do you consider
your most significant contribution?

- After a long, hard day what do you most enjoy doing? What is fun or relaxing for you?

The world around you
- How would you describe your family and home? How have they influenced your way of thinking? How have your interests and abilities been acknowledged or limited by them?

- What do your parents and friends expect of you? How have their expectations influenced the
goals and standards you set for yourself? To what pressures have you felt it necessary to conform?

- What is the most controversial issue you have encountered in recent years? Why does the issue
concern you? What is your reaction to the controversy? What is your opinion about the issue?

- Have you ever encountered people who think and act differently from you? What viewpoints
have challenged you the most? How did you respond? What did you learn about yourself and others?

- What concerns you most about the world around you? Assuming obligation and opportunity to
change the world, where would you start?

- Do you have any current or historical heroes or heroines? Who are they and why?

- What books have you read which have changed your way of thinking? Who are some of your favorite authors? Why?

Your personality and relationships with others
- How would someone who knows you well describe you? Your best qualities? Your most
conspicuous shortcomings? Would you agree with their assessment? How have you matured or changed during your high school years?

- Which relationships are most important to you and why? Describe the people whom you
consider your best friends; your best critics; your best advocates. In what ways are they similar to or different from you?

- Describe the students at your school. Which ones do you feel you are close to? Do you feel
alienated from any? What kind of people do you admire most? Generally, how do you respond to people who think and act differently from what you expect? How do you feel about your teachers?

- How are you influenced by others who are important to you? How important to you are approval, rewards, and recognition? How do you respond to pressure, competition, or challenge? How do you react to failure, disappointment, or criticism?

- How do you feel about choices and making decisions for yourself? What are the best decisions
you have made recently? How much do you rely on direction, advice, or guidance from others? Have you ever chosen anything because it was new or interesting? How important are fads and fashions?

The difference between the impossible and the possible lies in a person’s
determination.
Tommy Lasorda

CAREER AWARENESS AND EXPLORATION
- Evaluate yourself -- your abilities, values, and interests. Ask yourself the following questions: How do I feel about work? What work experience do I have? What courses did I like in school? Do I like sports? What are my overall likes and dislikes? What are my hobbies? What kind of life-style do I want? Do I like to work with numbers, people, or objects? What kind of career would I like to have in order to earn enough money? What has my high school experience prepared me to do?

- Use available career resources to search out specific information about your possible career choice -- any necessary training, expected earnings, advancement possibilities, projected employment outlook, and personal qualifications. If your career plans require post-secondary education, make appropriate plans.

- Arrange to spend time with people involved in your field of interest to "shadow" them at their
place of business and to interview them.

- Attend presentations by career speakers when they visit your school

- Obtain a part-time job that will help you explore a career field and give you experience and
training that will be useful in obtaining full-time employment after graduation.

- For assistance in locating full-time employment after high school graduation, contact local
business and industry representatives who visit many high schools annually with specific job opening requirements and interview schedules.

- Find out where to seek employment. Check newspapers, trade magazines, placement agencies,
government (state-local) employment services, training centers, school work programs, and civil service jobs posted in your local post office. Also check bulletins, announcements, the local YMCA and your church. Talk with your parents, relatives, and friends about possible job openings. Some of the most lucrative jobs may be found right in your own backyard.

- Prepare a resume and practice completing job applications

- School counselors and teachers may be used as references, if asked, prior to listing their information on a job application.

GETTING A JOB
How Americans Look for and Find Work
Apply directly to Employers

Ask Friends: About jobs where they work
About jobs elsewhere

Ask Relatives: About jobs where they work
About jobs elsewhere

Answer Newspaper Ads: Local and State-wide

State Employment Services/NETWORK RI

Civil Service-Tests

Prepare for each interview
- Find out all you can about the company, policies, and product.
- Be confident; exhibit confidence in your abilities.
- Bring your resume or send one to the interviewer prior to your meeting.
- Be prepared; answer questions simply and quickly; itemize your work experiences.
- Dress appropriately; use common sense and taste.
- Arrive for the interview early. You may be asked to wait, but it will make an excellent first
impression. If your interview is at a location that will require you to travel a distance, arrange your means of transportation and check the weather for the day.

At the interview
- When you are introduced to the interviewer, remember his/her name.

- If requested to fill out additional papers or forms, be brief and concise. Use your resume or notes
for reference.

- Be sure-footed - ask questions, talk about your goals, and sell your skills and training.

- Relax, be yourself, honest, tactful; present yourself in such a way that the interviewer will look
forward to having you become a member of that employer's team.

- Be prepared; indicate that you know the company or business, their product, their employees
and their opportunities for potential growth.

- Don't evade questions; answer them honestly and simply and always make eye contact with your
interviewer.

- Your posture is important; don't slouch, chew gum, or smoke.

- When questions are asked to which you do not know the answer, don't fake it; simply answer the
questions as honestly as you can.

- The interviewer wants to talk to you. Do not bring anyone with you to a job interview.

- By all means, talk about your past work experiences; try not to brag or exaggerate. Try not to
conceal previous work records (even though they may have been poor experiences) or complain about past employers or supervisors. If you were serious about your education while in high school, you should do very well. BE POSITIVE!

- Conclude the interview with a request for information as to the prospective employer's timetable
for making a hiring decision. As a follow-up, write a note thanking the person who interviewed you for his/her time and consideration.

- Do not become discouraged if, during your first interview, you become nervous or fail to present
yourself favorably. You will improve with time. Your counselor in your high school is there to help you. See him/her early in your senior year so he/she can work with you.

Interview follow-up
- Make notes on the interview and the college visit as soon as possible after the appointment, i.e. likes, dislikes, important points to remember, name and title of the interviewer

- Write a letter of appreciation as this shows thoughtfulness, courtesy and maturity and reinforces the interviewer or admissions officer’s memory of you as an individual

Sample High School Student Resume
(with paid work experience)

Dan Jennings
1634 Morena Blvd.
San Diego, CA 92110
(858) 445-1234
djennings@hotmail.com

OBJECTIVE: To obtain a position in the automotive service industry.

EDUCATION: Hoover High School San Diego, CA
Expected date of graduation June 20, 2007
Grade Point Average 3.25

EXPERIENCE: Food Service Worker
McDonald’s Restaurant September 2005-present
San Diego, CA

Provided excellent customer service, operated cash
registers, maintained a sanitary work area, prepared
food and refilled lobby items as necessary.


VOLUNTEER Rowan Child Development Center Summer 2005
WORK: Performed office work, such as data processing.
Provided childcare services and general help as necessary.

AWARDS: Airplane Construction Summer 2006
Del Mar Fair Special Award


ACTIVITIES: Hoover High School Baseball Team 2004-2006
MESA Club 2004-2006
Mid City Police Department Volunteer Summer 2006

REFERENCES: Available upon request.

Sample Student Resume
Some schools require a student resume; others do not. In either case, we recommend that you prepare one to send with your application package. It gives a quick thumbnail sketch of who you are and what you have accomplished. It is a good way for you to highlight the things your target schools consider important. It helps you keep all of your activities in mind when you write your essay and it helps those who are writing your recommendations to mention important things about you.
In addition, you may want to add academic honors, grade point average, and class rank and list specific courses which sparked your interest in a given career or indicate your preparation for the major of your choice.

James Edward Smith
123 Brown Avenue
Berrytown, VA 20000
(571) 555-1234
JCollege@email.com

School Activities Grade(s)
Homecoming Committee 9,10,11
Spring Track 10,11,12
Yearbook 11,12
French Club 10,11,12

School Honors
Honor Roll 9,10,11,12
Varsity Letter (Spring Track) 11,12

Community Activities
Volunteer at Homeless Shelter 10,11,12
Sunday School Teacher 12

Community Honors
Invited Participant - Future Leaders of America 11
Outstanding Community Service Award 12

Work Experience
Associate at Video Store 11,12

APPRENTICESHIP PROGRAMS

APPRENTICESHIP, in simplest terms, is training in an occupation that requires a wide and diverse range of skills and knowledge, as well as maturity and independent judgment. It involves planned, day-by-day training on the job and experience under proper supervision, combined with related technical instruction.

THE APPRENTICE is usually a high school graduate, of legal working age with manual dexterity and other characteristics directly related to the apprentice able occupation to be learned.

LENGTH OF TRAINING varies, depending on the occupation and is determined by standards adopted by the industry. The minimum term of an apprenticeship is one year.

APPRENTICEABLE OCCUPATIONS can be found in such industries as electronics, construction, service, metal working, public administration, and medical and health care. There are approximately apprentice able occupations currently recognized by the Bureau of Apprenticeship and Training and the State Apprenticeship Agencies.

RELATED TRAINING covers such subjects as mathematics, blueprint reading, applied English, and other technical courses needed for the specific occupation and is customarily taken outside working hours.

ON-THE-JOB TRAINING is the learning of each process by carrying out step by step under the close supervision of a skilled craftsman.

WAGES paid the apprentice begin at approximately half those of the fully trained craftsman and usually advance at 6 month intervals until the apprentice completes training. Once the period of training has been completed, the apprentice is paid the full craftsman wage.

An employer, a group of employers, or a union may sponsor APPRENTICESHIP PROGRAMS. Often employers and unions form joint apprenticeship committees, which determine industry needs for particular skills, the kind of training required, and set the standards for acceptance into the programs.

ADDITIONAL INFORMATION may be obtained by contacting the State Apprenticeship Agency.

Department of Labor and Training
Office of Apprenticeship
1511 Pontiac Avenue
Cranston, RI 02920
(401)-462-8536

III. CHOOSING A POST-SECONDARY SCHOOL

CHOOSING A SCHOOL
Choosing the right school after high school graduation can seem like the most important decision you'll ever make. After all, your education after you earn your high school diploma will affect the rest of your life. "What if I make the wrong choice? What if I'm not happy there? What if I don't learn anything? What if I don't get in?" It can be scary.

Relax. First, there is no one magic choice. There are likely to be many post-secondary institutions at which you would be happy. Second, if you do find that you are unhappy during the first year, you can always transfer to another college for your sophomore or junior year. Your first year's experiences will aid you in making a more informed choice if you decide to transfer to a different school. Third, the principal reason for the unhappiness during the first year at college IS difficulties in getting along with one's roommate. If this is the case, try to find solutions through resident assistants, counselors and other helpers in your dorm or at the college. If you are still unhappy, you can sometimes change roommates. However, often freshman roommates remain friends for life. Lastly, the only poor school choices are un-informed choices - those made without enough information.

An excellent source of information is your SKHS guidance office. School counselors have available a variety of resource books and all students have access to the SKHS Internet-based guidance information program to assist with accessing descriptions of colleges. The Rhode Island Higher Education Assistance Authority is providing all students in Rhode Island elementary, middle-school and high schools free access to WayToGoRI. Access this free internet-based program – www.waytogori.org - which helps students explore education options, discover a wide variety of occupations, and make plans to achieve one’s goals. If you're not sure what you want to do, your school counselor can help you clarify what your interests and talents are, direct you to the wealth of resources available and assist you with accessing the wealth of information on the WayToGoRI site.

At some point, you will be answering six questions:
o What kind of college do I want to attend? A Liberal arts school, a pre-professional school?
o What size school do I want? For example, one with 10,000 students or more or one with as few as several hundred.
o Where do I want to be? Close to home or far away? Some people find being far away too lonely, while others enjoy the freedom. Sometimes staying close eliminates the problem of adjusting to a new environment; sometimes staying close to home prevents you from exploring new horizons.
o What location do I want? Urban or rural? Boston University, New York University, or the University of Chicago, for example, are all in the center of large cities, which could be fun - or distracting. Rural colleges offer lovely, quiet campuses. For some people, these are the best places to study; for others the rural setting does not provide the range of activities and personal exploration so desired by others.
o What we of life-style do I want? There are conservative schools, liberal schools, fraternities or city-oriented schools, gung-ho football schools, and religiously oriented schools. They all give you an education. Consider the kind of education you want, as well as what type of environment you want surrounding you when you're not studying.
o What special programs or services do I want? Try to identify colleges offering activities and resources in which you are interested.

The way to answer these questions is to go through one of the college handbooks or school specific websites. Jot down the name of any school which interests you, then go back and read the description of the colleges on your list, crossing off a name if it does not offer the programs, activities, or location, which interest you.

When your list has been narrowed, write or e-mail the remaining colleges and ask them to send you their catalogues or view books. You may also find a copy in the guidance office. In all cases, review the material carefully with a discerning eye.
If it is at all possible, visit the schools that interest you. Additional hints for making good use of a college visit are provided in the Appendix. Generally, small, private schools encourage interviews, so your visit can be important to your chances of being accepted. The February and April vacation periods and the summer prior to your senior year is a good time for visiting. Be sure to make your appointment prior to planning your visit. Dress appropriately when you visit for the interview is an opportunity for the admission officer to get to know you.

It is not meant to be a pressure situation. You should have read the schools catalogues prior to your visit and now have the opportunity to ask questions. Keep in mind that you are also "interviewing the school" to ascertain if the fit will be right for you.

When you are on campus, search for information such as: the number of courses in your intended major, the library resources in your field of interest, the student-to-faculty ratio, the availability of off-campus programs, the general campus appearance, cultural opportunities, housing, health services, sports programs, extracurricular activities, a general sense of the personality of the student body and whether the majority of students reside on campus or commute and, finally, the cost of attendance and the availability of financial aid.

After all this, you still may worry that you do not have enough information to make an informed choice. Keep asking questions of those who have attended a post-secondary school, review your priorities and goals for the future, and be honest of what you will expect from the school you choose to attend. If you make an informed choice, you will find that four years will not be enough time to enjoy the people you will meet and to take advantage of the intellectual and personal growth afforded you. College can be one of the most significant and exciting experiences in a person's life.

In deciding which school you want to attend, you should first evaluate yourself to determine your needs and what you have to offer. Then you should consider the criteria to be met by the schools in which you are interested. Review the range of information you have garnered from your campus visits, conversations with the schools' faculty and students, catalogues and view books, and input from friends and family members. Most importantly, though, ensure that you have honestly reviewed your needs and expectations for the school of your choice. For many individuals, this school will be your home away form home for two to four years.

During your junior year, you should form an idea of the kind of post-secondary school that suits you best. Study each choice carefully. Be realistic. By early fall of your senior year, you should have selected between four and six schools.

Questions and Answers
One-of the questions asked most frequently is, "What should my final list of colleges include?" Inherent in this question are two considerations: first, how many schools should I apply to and second, what range of schools should be included with regard to admissions competition? We discourage students from adopting the "Shotgun approach" of applying to a multitude of schools. We also discourage students, regardless of academic ability, to "put all of their eggs in one basket" by applying to only one institution or one level of school. As a general rule, we advise that students apply to approximately two-six schools which vary in terms of selectivity, but which have the most important features desired by the student. As long as a student does not overly limit himself/herself geographically, finding such a group of schools is not that difficult task when we consider the large number of colleges and universities found in the U.S.

Generally, we recommend that a student's final list include schools from each of the following categories:

Reach These are the schools where chances of admission are less likely but where there is some
chance of admission. Your credentials may not be as strong as those of other students who are typically admitted. In most cases, these are schools where the percentage of admitted applicants is small, thereby affecting the chances of admission for everyone.

Realistic Your credentials for admission are truly competitive and you are qualified for admission. This is a school where you have a 50/50 chance of admission.

Safety These are schools where your credentials are very competitive and it is highly likely that you will be admitted. It is extremely important for students to find several “likely” schools where they truly believe they can be happy and productive.

While there is no hard and fast rule, students usually include two or three schools from categories one and two and at least one or two schools from category three. Obviously, those schools that qualify as "reach, “realistic”, or "safety”, vary tremendously from student to student. Each student has an individual academic profile and should select schools accordingly, making sure that choices range amongst all three categories. We would like to emphasize that students are continually encouraged to apply to more than one "realistic" and/or "safety" school. This will insure two or more acceptances and provide each student with some choices. Developing a well-balanced and informed list of colleges is the key to a successful process and satisfactory outcome.

A few points of caution:
1. Many students spend hours deciding on their few top choices and five minutes selecting one or two "safety" schools. We strongly encourage you to spend as much time and considerations deciding on your fifth and sixth choice schools as you do on your top choice schools. Realistically, you may eventually matriculate at the fifth choice institution. While it may not be as selective and prestigious as the top choice, the school should have the program you are looking for and is an institution where you stand a good chance of being happy and successful. If your few top choices are small, selective liberal arts colleges, it does not make a great deal of sense to include a large, multi-dimensional university as a safety choice. If you want a small, liberal arts college, you should spend the necessary time finding a school of similar type that will qualify as a safe choice.

2. Many-students feel that simply because a particular institution falls into Category II as opposed to Category I, it does not offer programs of equal quality. Such an assumption is, in many instances, incorrect. The selectivity of any institution is dependent on the size of its applicant pool that, in turn, may be affected as much by geographic location, popularity, and reputation as by actual academic quality. Many schools, for a variety of reasons, may be Category II schools from an admissions perspective, yet offer programs equal in quality to the student's few top choices.

3. We would like to dispel the notion that if you want to go to a good college or university, you must look at an Eastern school. There are many excellent schools throughout the country, and we encourage you to investigate options outside of New England. Such a regional approach can, in some instances, limit your ability to attain admission to the quality school you that desire. You may, for a variety of reasons, be considered a more unique and attractive candidate by a highly selective school outside of the New England area than by a school equal in quality within the area.

4. While the applicant pools at some colleges and universities may be declining, this is not the case at many of the institutions that students identify as top choices. At most of the so-called "prestige colleges" the number of applications are continuing to increase, and competition for admission remains exceptionally keen.

5. Many students and parents still feel that they can select anyone of the various state universities as a safety choice. This is no longer the case -- if, in fact, it ever was. Students and parents must realize that state universities are becoming more and more competitive, both for in-state and out-of-state applicants. Many state universities have established quotas governing the number of out-of-state students admitted, thereby creating keen competition for a limited number of places.

6. Beware of publications, which attempt to rank or compare schools based on "objective" criteria. All students must make their own personal decisions, and a magazine or guide cannot include your personal needs in their rankings. Colleges with high average SATs or low acceptance percentages are not necessarily the best for you.

Whatever criteria you decide to use in your school selection, you should always apply to one school where you know you will be accepted and you know you can afford to attend.

KINDS OF SCHOOLS
Colleges and Universities
College: An institution that offers educational instruction beyond the high school level in a two-year or four-year program.

External Degree Program/On-line Program: A college or university-sponsored program which students can pursue at home and at their own pace.

Community College: A two-year institution of higher learning, which provides career and vocational training and academic curricula (terminal and transfer). Junior colleges are also two-year colleges.

Terminal Program: An academic program that is complete unto itself. A student who completes it may not be admitted to a four-year college for further study without completing additional course requirements.

Transfer Program: An academic program that is designed to lead into a four-year program at another college or university. The two-year graduate transfers as a junior to the four-year institution.

Liberal Arts College: A four-year institution, which emphasizes a program of broad undergraduate education. Pre-professional or professional training may be available but is not stressed.

University: An academic institution, which grants undergraduate and graduate degrees in a variety of fields and which supports at least two degree-granting professional schools that are not exclusively technological (such as medicine or journalism). It is composed of a number of "schools" or "colleges," each of which encompasses a general field of study.

Career Related Schools
Business School: Business schools fall into two categories. At some colleges, it is possible to specialize in business administration or in a two-year secretarial course in conjunction with supplementary liberal arts courses. Other institutions offer business or secretarial courses primarily and may or may not be regionally accredited.

Engineering or Technological College: Independent professional schools that provide four-year training programs in the fields of engineering and the physical sciences. They are often known as
Institutes of Technology or Polytechnic Institutes.

Military School: Federal military academies prepare officers for the Army, Navy, Marines, Air Force, and Merchant Marines. These institutions (West Point, Annapolis, The Air Force Academy, and Kings Point) require recommendations and a nomination by an U.S. Senator or U.S. Representative. Private and state-supported military institutions, however, operate on a college application basis, as does the U.S. Coast Guard Academy. They all offer degree programs in engineering and technology with concentration in various aspects of military science.

Nursing School: There are several kinds of nursing schools. At schools affiliated with hospitals, students receive an R.N. diploma upon successful completion of training and a state examination. At schools affiliated with four-year colleges, students receive both a BS degree and an R.N. diploma. Junior colleges and community colleges may offer a two-year nursing program. These schools confer an AS degree in nursing.

Professional School: Professional schools offer specialized study in areas such as art, music, drama, dance, photography, etc.

Technical School: A two-year institution that offers occupational programs intended to prepare students for immediate employment in fields related to engineering and the physical sciences. These schools may also offer one-year certificate programs in certain crafts and clerical skills.

Trade School: Trade schools offer specialized training in specific work fields such as cosmetology, computer technology, medical or dental technology, culinary arts, or drafting.

FACTORS TO CONSIDER WHEN CHOOSING A POST-SECONDARY SCHOOL

Characteristics
Academics
More than anything else, you go to school to get an education. The type of academic atmosphere and variety of courses studied should be considered when choosing a post-secondary school. Colleges can be ranked according to the selectivity of their admissions. For example, some colleges only take students with a 3.8+ grade point average and very high (2100+) SAT scores. These institutions are considered very selective in their admissions. Other colleges which are less competitive require a GPA of 3.5 and SAT scores in the 1650 range. Community colleges and technical schools will review your high school transcript for career related courses and the fact that you have graduated from high school to determine your acceptance into their program.

You should try to match your academic abilities to the college's selectivity. If you are a very good student, then a more selective college may offer you the right amount of challenge and stimulation. If your record is not as strong as you would like, a less selective college may best fit your needs. Schools offer a variety of majors, or courses of study. If you are fairly sure you want to major in business, for example, you should. Check the business department of the colleges you are considering. If you are unsure of what your major will be, then look for an institution that has a wide variety of majors, usually called a liberal arts college.

Size
Colleges range in size from 150 to 80,000 students. There is a great difference between attending a small institution (1,000 - 2,000 students), usually referred to as a college, and a large one. (30,000 - 50,000 students), usually referred to as a university. Small schools offer you the opportunity for more personal involvement, a community atmosphere, and classes with a small number of students (from 5 to 50). Large universities provide an atmosphere, which allows for a wide range of interests and offer class sizes of anywhere from 20 to 350 students.

You should ask yourself:
Will I welcome the personal, friendly atmosphere a small college affords?
Will I feel lost and overwhelmed at a large institution?
Will I feel more independent and free at a large university?
Will I want classes with a small number of students or those in large lecture hall?
Will I want a campus that offers sororities and fraternities, as do many of the larger colleges and Universities?
Are the athletic facilities important to me? Generally, the larger universities offer the greatest range of athletic sports and facilities.

Atmosphere
Colleges, just like any group of people working and living together, create their own atmosphere.
Each college has a particular atmosphere or environment that affects the performance and satisfaction of each student there. Some factors that affect a school's atmosphere are:
o an emphasis on academics or a belief in the exploration of experiences and community
involvement
o the range of student activities and emphasis on leadership responsibilities and
o whether the school is single sex or coeducational.

The type of atmosphere a college offers can be discovered by reading the catalog, view book and other printed material carefully, explore the school’s website and, of course, by visiting the campus and talking to as many people as you can.

Cost of Attendance
For most students and their families, a major factor to be considered in the decision process is the cost of attending a post-secondary school. The total cost for a year, as computed by the college financial aid office, includes tuition, fees, room and board, books, supplies, transportation, and personal expenses. Total costs do vary widely and are oftentimes based on whether the school is a public institution or private and on its location within a given part of the country.

While cost is undoubtedly a very important variable, do not limit your choice of schools to only those you and your family can afford without financial assistance. Many of the more expensive private schools have solid financial aid programs, which may cover anywhere from 20% to the full cost of attendance, depending on your determined financial need. A good plan would be to choose several colleges, including one you can afford and several for which you need financial aid. We encourage every student to apply to any of the state colleges within your state. Although financial aid may seem uncertain at times, limiting prospective colleges on a cost basis alone may exclude some excellent colleges from your list.

Location of the College
There are many reasons why the location of the college may be important to you. You should always consider the expense of travel, the need for independence versus the desire to stay near your family and the effects of living in a particular climate.

When considering the location of a school, think about the campus setting. The physical environment of the school you decide to attend may be very important to you. Some people prefer the social, cultural, and economic activities of a large city or metropolitan environment. Others would be unhappy if they could not be near the ocean, mountains, or countryside. A major metropolitan area can offer many benefits, but a student
must adjust to the life-style of a large city. A college or university that is located in the heart of a city is often comprised of multi-storied classroom buildings and high-rise dormitories. There are also many colleges and
widespread campuses located many miles from the nearest metropolitan areas. In addition, many institutions

are located close to, but not in, large cities. The decision of a location and campus setting for your college should ultimately include those institutions where you will be most comfortable living for the next two to four years of your life.

Specific Characteristics to Consider When Choosing a Career Vocational/Business School
Many students will find that a specialized school (vocational, business, technical or career) fulfills their needs much better than a two-year or four-year college. Investigation of job opportunities will reveal that many hundreds, and even thousands, of occupations require training that may be obtained through forms of learning such as career training. Students interested in a particular type of career-oriented education should consult their counselor about schools to explore, write for catalogs where there is an interest, and later follow through with a visit to the school.

Specialized schools generally do not require an examination like the SAT or the ACT. Many will recommend that a test be taken at the school for placement purposes only. All career-focused schools require a transcript of the student's record and often want teacher and counselor recommendations.

Exploring Career-Related Schools
The following steps may be helpful in assisting you to find the many career-related schools and job training programs that are available to prepare you for skilled occupations. Be sure to review the occupational outlook in your chosen field.

1. Check career school catalogs in The College and Career Center for a list of schools where you can study your chosen career.

2. Write to several training programs for descriptive information. You can also sometimes find this information in the guidance office.

3. Investigate the different types of programs offered at both state-supported colleges and private schools which are profit making institutions (more expensive). Evaluate them carefully. Be sure to check whether the program you want is offered at a state-supported college. Before you pay for a private program, compare it to the state or local institution. What are the differences?

Factors to Consider When Choosing a Post-secondary School
1. Where is the college/school located? How will you get there?

2. If the college/school is not within commuting distance, what are the living arrangements?

3. What are the total expenses to complete the program? Remember supplies, materials, and travel are part of the expenses.

4. Are SAT's or other forms of entrance tests required?

5. Are there any special course requirements needed in addition to a high school diploma (i.e., three years of college preparatory mathematics, two or more classes in your chosen technical field)?

6. What kind of financial aid is available? Only government approved schools are eligible to participate in federal and state financial aid programs. Post-secondary institutions must show proof that their programs provided students with a certificate or degree at the completion of the academic program.

7. Is the school accredited? This means that when you complete the program you are eligible to take a licensing examination if one is required, or you receive a certificate granting you the right to practice in your chosen career. This is very important!

8. Does the school have a lab setting that duplicates a real work environment? This hands-on-training enables you to get practical experience.

9. Does the school have a well-regarded Placement Office? Check this out with recent graduates. A successful placement officer will have established relationships with local businesses that rely on the school to provide candidates for entry-level jobs.

10. Talk with recent graduates and/or current students to assess the quality of the programs offered.

11. If at all possible, visit the school to look at the facilities, and talk to the director of admissions and students in the program.

12. Talk to prospective employers regarding their experience with hiring graduates from the school and their opinion as to the quality of the technical training offered with a given school's program.

Ask yourself these 10 questions to evaluate your college preferences:
1. What satisfactions and frustrations do you expect to encounter in college? What are you looking forward to? What worries you the most? What do you hope to gain from college? What is the overriding consideration in your choice of college?

2. Why do you want an education? Why are you going to college?

3. How do you want to grow and change in the next few years? What kind of environment would stimulate or inhibit the growth you would like to see?

4. Which interests do you want to pursue in college? Do your interests require any special facilities, programs, or opportunities? Consider all your interests in terms of fields of study, activities, community and cultural opportunities? Are you more interested in career preparation, technical training, or general knowledge and skills?

5. What degree of academic challenge is best for you? What balance of study, activities, and social life suits you best? How interested are you in the substance of intellectual life -- books, ideas, issues, and discussions? Do you want an academic program where you must work and think hard, or one where you can make respectable grades and continue your involvement in community activities? How important is it to you to perform at the top of your class? How well do you respond to academic pressure and being placed in competitive situations with others?

6. How would you feel about going to a college where you were rarely told what to do? How much structure and direction do you need?

7. How would you enjoy living in a different part of the country? How often do you want to be able to go home? What kind of change in your life-style and perspective might be exciting, or distressing and overwhelming?

8. What kind of surroundings is essential to your well being? Are there certain places, activities, climate, or pace of life that makes you happy? Do you prefer a fast-paced environment where something is happening most of the time or an organized environment where you can join a wide variety of planned activities? Do you prefer a more serene and relaxed environment where you can go your own way?

9. How would you feel about going to a college where the other students were quite different from you? How would you react? Would you find it an exciting or intimidating environment? Would you prefer to be with people who share your viewpoints and life-styles or who challenge and make you question your values?

10. How free do you feel to make your own decisions? Do you and your parents agree about your plans for college? How important are the opinions of your parents, teachers, and friends, or considerations of familiarity, prestige, or reputation in your community?

(Credit to The College Planning Center of RI for Ten Questions All content © RISLA 2005)

MILITARY CAREER OPTIONS
Should I enter the Armed Services?

With the return of selective service registration you should be aware of some of the options open to you through the Armed Services. The Armed Services is one of the major employers in the nation. It is also a major source of educational training and preparation for entry-level jobs.

There are numerous job-training opportunities in the military for both men and women. If you would like to travel or earn good wages immediately, the military service may be for you. Representatives from all the services are available to give you information about career training and/or educational opportunities.

Enlisted Personnel
- Recruiting officers of all branches of the Armed Services visit the high schools regularly. If you are interested, speak with a recruiter when they visit the guidance office for scheduled visits. You can also seek additional information by visiting the recruiting offices in your area.

- Seniors should consider learning about specific abilities that they have by taking the Armed Services Vocational Aptitude Battery (ASVAB). Military personnel administer this test during the school year on a given day during the school year. There is no cost to either the student, nor does taking the test obligate the student to enlist.

- Special opportunities for job training are offered Enlisted Personnel who meet the testing requirements for specific jobs that may be useful in later civilian life as well. Additional courses are paid for when needed, and the credits earned are an asset in future planning.

- All branches of the service offer educational assistance programs.
.

The Armed Services Vocational Aptitude Battery (ASVAB)
The ASVAB is a test utilized by the Armed Services to assist with career counseling and job placement. Here are some of the most commonly asked questions about the ASVAB:

What is the Armed Services Vocational Aptitude Battery? The ASVAB is a series of twelve tests that measures your aptitude in five separate career field areas and provides an indication of your academic ability. The tests are General Information, Numerical Operations, Attention to Detail, Word Knowledge, Arithmetic Reasoning, Space Perception, Mathematics Knowledge, Electronic Information, Mechanical Comprehension, General Science, Shop Information, and Automotive Information. Your scores on these tests are combined into scores on the following composites: Verbal; Math; Perceptual Speed; Mechanical; Trade Technical; and Academic Ability.

Why should I take the ASVAB? The Armed Services Vocational Aptitude Battery is the result of more than 35 years of military service research. It was specifically designed to identify individual aptitudes. If you are a senior trying to decide what to do after high school, your test scores can help identify fields worth exploring. The ASVAB can be valuable to you because it can tell you more about yourself.

The ASVAB is not a "PASS" or "FAIL" test. Your scores will only show how well you did in comparison to a representative sample of other students in the United States who took the same tests. You have a lot to gain and nothing to lose when you take the ASVAB.

Do I incur any military obligation by taking the ASVAB? No! Taking the ASVAB does not obligate you to the military in any way. You are free to use your test results in whatever manner you wish. Additionally, ASVAB results will not be used to enter your name in any draft registration system. You have an option to sign a statement authorizing release of your test scores to representatives of all the military services.

Service Academies and ROTC Scholarship Programs
While all juniors should begin exploring possible educational programs following graduation, those interested in the Service Academies and the ROTC scholarship programs must begin as soon as possible to insure that they receive full consideration.

The first step in securing an appointment to one of the academies is to write and ask for a
Pre-Candidate Questionnaire. Addresses are as follows:
.
U.S. Military Academy Naval Academy
Admissions Office Candidate Guidance Office
Building 606 117 Decatur Road
West Point, NY 10996 Annapolis, MD 21402-5018

U.S. Air Force Academy Merchant Marine Academy
Admissions Office Admissions Office
HQ USAFA/RRS 300 Steamboat Road
2304 Cadet Drive Kings Point, NY 10024
SAF Academy, CO 80840

The second step is to write to each of your senators and your congressmen and ask whether they would consider you as one of their nominees. In this letter you should indicate your first, second, third, and fourth choices for academies as well as:

Name, address, and telephone number
Date of birth
Social security number
High school name and year of graduation
Names of your parents

The Coast Guard Academy has an admissions procedure similar to other highly competitive colleges. There is no nomination process involved. Write directly for an application:

U.S. Coast Guard Academy
Director of Admissions
31 Mohegan Avenue
New London, CT 06320-8103

ROTC scholarship programs involve a competitive application process, as well. In addition to the written application, candidates must undergo a physical examination, formal interview, and a physical ability test.

The first step in the process is to write for an application:

Air Force ROTC Admissions Army ROTC Navy ROTC
551 East Maxwell Blvd. Box 9000 Box 3060
Maxwell AFB, Alabama 36112-5917 Clifton, NJ 07015 Hyattsville, MD 20784

IV. STANDARDIZED TESTING FOR POST-SECONDARY SCHOOL ADMISSIONS

TYPES OF TESTS
Standardized tests are only one of the many factors which schools use in making admissions decisions. Such testing provides a reasonably accurate comparison of student performance on a nationwide basis. Students in New Hampshire and California, for example, take the same tests; their scores should be somewhat comparable measures of achievement and ability. Brief descriptions of the major tests follow:

THE PSAT/NMSQT
The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is an October practice test for juniors (and also sophomores) designed to give students an idea of the procedures, questions, and scope of the SAT. South Kingstown High School provides all juniors the opportunity to sit for the PSAT on the assigned Wednesday in October (set for October 15, 2008) at no charge through a Rhode Island Department of Education program. A detailed report of your scores and the return of the testing booklet enable you to review your academic strengths and weaknesses. Approximately 16,000 of the 1.3 million juniors who take the PSAT/NMSQT will be designated as National Merit Scholarship Semifinalists. This prestigious designation is based on their achievement on the PSAT and enables students to compete for National Merit Finalist designation and, possibly, scholarship awards.

The PSAT serves as excellent practice for the SAT for it includes multiple-choice writing questions, a critical reading section and an enhanced math section with student-produced responses.

THE SAT
The SAT Reasoning Test assesses student reasoning based on knowledge and skills developed through course work. It measures your ability to analyze and solve problems by applying what you have learned in school. The SAT is required or recommended by many colleges as part of the admissions process, sometimes in combination with one or more of the SAT II (subject tests).

The SAT has three sections: critical reading with short and long reading passages and sentence completion questions; math which includes topics from Algebra I, Geometry, and Algebra II; and the addition, writing, where students will be asked to write an essay that requires you to take a position on an issue and use examples to support your position. Additional multiple-choice questions test a student’s ability to identify sentence errors, improve sentences, and improve paragraphs.

THE COLLEGE BOARD SUBJECT TESTS
The College Board Subject Tests (formerly known as SAT II) are diagnostic measures of actual knowledge acquired in specific areas. They are given in 15 different subjects. These tests are one hour in length, and the scores range from 200-800. In general, you should not take an achievement test until you have nearly completed a subject. You do not have to inform the College Board when registering which Subject Test you will be taking on a given testing day. All tests are provided in the testing booklet on the day of the tests. You must make a decision at the time of registration as to how many SAT II tests you plan to take on testing day, though, and pay the appropriate registration fee.

THE ACT ASSESSMENT
The ACT assessment includes four curriculum-based multiple-choice tests that measure a student’s educational development in English, mathematics, reading and science. A student’s performance on the tests has a direct and obvious relationship to his or her academic development. A composite score of the four subjects is also provided. Many students complete both the ACT and the SAT to determine which standardized assessment best measures their abilities and knowledge.

The ACT’s Writing Test is a 30-minute essay test that measures your writing skills—specifically those writing skills emphasized in high school English classes and in entry-level college composition courses.

The test consists of one writing prompt that will define an issue and describe two points of view on that issue. You are asked to respond to a question about your position on the issue described in the writing prompt. In doing so, you may adopt one or the other of the perspectives described in the prompt, or you may present a different point of view on the issue. Your essay score will not be affected by the point of view you take on the issue.

Registration forms for the SAT, SAT II and ACT are available in the guidance office. Fee waivers for the SAT I, SAT II and ACT are available from your school counselor if you meet certain economic guidelines.

If you have questions about the registration process, fee waivers or test accommodations, speak to your school counselor.

PREPARING FOR THE SAT AND ACT
Both the College Board and ACT provide preparation materials in print form, available in the guidance office, and on each of their websites. The information provided below is but a sampling of the helpful materials available for students to use in preparing for either of these standardized tests.

College Board www.collegeboard.org
ACT www.act.org

Keep Things in Perspective
In many ways, you have been preparing for the SAT throughout your entire school career. Doing well on the SAT is a natural result of hard work in academic courses in school and a strong interest in reading and other mentally challenging activities. If you are reading this, chances are that you are seriously considering going to college. For many students, taking the SAT is one of the first steps in the college admission process; and, logically, you want to do your best when you take the test. But getting ready for the SAT should be only one part of your overall plan to gain admission to college.

Surveys by major national educational organizations show that most colleges are likely to view your high school record--the courses you have taken and your rank in class or grade average--as the most important criteria for admission. Usually this record is reviewed along with your SAT scores. Indications of personal qualities such as motivation, initiative, and leadership ability may also influence a school's admission decisions. Even though SAT scores are seldom the most important factor in admission decisions, they do carry weight, in varying degrees, with many colleges. For that reason, you should be as well prepared as possible to show your skills when you take the SAT.

You can prepare for the SAT – Here’s how and why
Over the long term, a good selection of solid academic courses, extensive reading, and consistent hard work in your studies are the best strategies. In the short run, you should be sure that you know the format of the test:
o How it is organized
o The type of questions it asks of the tester
o The terms and concepts it uses
o How it is timed and how it is scored

You should also be aware of the basic rules of test-taking strategy, including when and why to guess, how to pace yourself, and so on. If you do not have this information you may be at a disadvantage in taking the test. “Taking the SAT” practice booklet provides this information. Students who have read it carefully and taken the full practice test that it contains have reported greater confidence, less anxiety, and more familiarity with the test than students who did not use this free booklet.

Just how much practice you may need to feel comfortable is a decision you must make. For those who want to practice with more than one sample SAT, the College Board publishes several books of sample tests in bookstores. In addition, visit the website of The College Board www.collegeboard.com for practice questions and a mini-SAT. Students should visit the “SAT Preparation Center” at the College Board website for practice and review questions and an official SAT Practice Test.

This section of the website offers practice questions, a math review, test taking tips and a full-length practice test. Keep in mind that the SAT will move to a three-part test with critical reading, writing and math sections. The writing section will require students to write an essay that requires students to take a position on an issue and use examples to support their position.

Test-Taking Approaches*
Test-Taking Approaches
? Answer easy questions first. The easier questions are usually at the start of the section, and the harder ones are at the end. The exception is in the critical reading section, where questions are ordered according to the logic and organization of each passage.
? Make educated guesses. If you can rule out one or more answer choices for multiple-choice questions, you have a better chance of guessing the right answer.
? Skip questions that you really can't answer. No points are deducted if an answer is left blank.
? Limit your time on any one question. All questions are worth the same number of points. If you need a lot of time to answer a question, go on to the next one. Later, you may have time to return to the question you skipped.
? Keep track of time. Don't spend too much time on any group of questions within a section.
? Use your test booklet as scratch paper.
? Mark the questions in your booklet that you skipped and want to return to.
? Check your answer sheet to make sure you are answering the right question.
? Make sure you use a No. 2 pencil. It is very important that you fill in the entire circle on the answer sheet darkly and completely. If you change your response, erase it as completely as possible.

* All information from www.collegeboard.com.

Copyright © 2008 collegeboard.com, Inc.

Mathematics Review*

The mathematics content level of the test was raised to include more advanced topics. Provided below is a listing of the mathematics topics covered.

Number and Operation
• Arithmetic word problems (including percent, ratio, and proportion)
• Properties of integers (even, odd, prime numbers, divisibility, etc.)
• Rational numbers
• Logical reasoning
• Sets (union, intersection, elements)
• Counting techniques
• Sequences and series (including exponential growth)
• Elementary number theory

Algebra and Functions
• Substitution and simplifying algebraic expressions
• Properties of exponents
• Algebraic word problems
• Solutions of linear equations and inequalities
• Systems of equations and inequalities
• Quadratic equations
• Rational and radical equations
• Equations of lines
• Absolute value
• Direct and inverse variation
• Concepts of algebraic functions
• Newly defined symbols based on commonly used operations

Geometry and Measurement
• Area and perimeter of a polygon
• Area and circumference of a circle
• Volume of a box, cube, and cylinder
• Pythagorean Theorem and special properties of isosceles, equilateral, and right triangles
• Properties of parallel and perpendicular lines
• Coordinate geometry
• Geometric visualization
• Slope
• Similarity
• Transformations

Data Analysis, Statistics, and Probability
• Data interpretation
• Statistics (mean, median, and mode)
• Probability

* All information from www.collegeboard.com. Copyright © 2005 collegeboard.com, Inc.
Preparing for the ACT

English
• Be aware of the writing style used in each passage.
• Consider the elements of writing that are included in each underlined part of the passage. Some questions will ask you to base your decision on some specific element of writing, such as the tone or emphasis the text should convey.
• Be aware of questions with no underlined portions—that means you will be asked some questions about a section of the passage or about the passage as a whole.
• Examine each answer choice and determine how it differs from the others. Many of the questions in the test will involve more than one aspect of writing.
• Read and consider all of the answer choices before you choose the one that best responds to the question.
• Determine the best answer.
• Reread the sentence, using your selected answer

Math
• Read each question carefully to make sure you understand the type of answer required.
• If you use a calculator, be sure it is working on test day and has reliable batteries. Use your calculator wisely.
• Solve the problem.
• Locate your solution among the answer choices.
• Make sure you answer the question asked.
• Make sure your answer is reasonable.
• Check your work.

Reading
• Read the passage carefully.
• Read and consider all of the answer choices before you choose the one that best responds to the question.
• Refer to the passage when answering the questions.

Science
• Read the passage carefully.
• Read and consider all of the answer choices before you choose the one that best responds to the question.
• Note different viewpoints in passages.

Practice your writing skills
There are many ways to prepare for the ACT Writing Test. You may be surprised that these include reading newspapers and magazines, listening to news analyses on television or radio, and participating in discussions and debates about issues and problems. These activities help you become more familiar with current issues, with different perspectives on those issues, and with strategies that skilled writers and speakers use to present their points of view.

Of course, one of the best ways to prepare for the ACT Writing Test is to practice writing. Practice writing different kinds of texts, for different purposes, with different audiences in mind. The writing you do in your English classes will help you. So will practice in writing essays, stories, poems, plays, editorials, reports, letters to the editor, a personal journal, or other kinds of writing that you do. Because the ACT Writing Test asks you

to explain your perspective on an issue in a convincing way, writing opportunities like editorials or letters to the editor of a newspaper are especially helpful. Practicing a variety of different kinds of writing will help make you a versatile writer able to adjust to different writing assignments.

It's also a good idea to get some practice writing within a time limit. This will help build skills that are important in college-level learning and in the world of work.

Build your Writing Skills
Here are some ways you can strengthen your writing skills:
- Read and write frequently. Read as much as you can from a variety of sources, including plays, essays, fiction, poetry, news stories, business writing and magazine features.
- Practice writing in different formats and in as many real situations as possible. Write letters to the editor or letters to a company requesting information. Writing emails is good practice, but realize that writing for school and business is usually more formal than an email to a friend.
- Share your writing with others and get feedback. Feedback helps you anticipate how readers might interpret your writing and what types of questions they might have. This can help you anticipate what a reader might want to know.
- Become familiar with current issues in society and develop your own opinions on the issues. Think of arguments you would use to convince someone of your opinion. Taking speech and debate classes can help you think through issues and communicate them to others.
- Try some extracurricular writing. School newspapers, yearbooks, and creative writing clubs offer opportunities to express ideas in writing.
- Learn to see writing as a process—brainstorming, planning, writing and then editing. This applies to all writing activities.
- Listen to the advice your English teacher gives you about your writing.
- Strive for your writing to be well developed and well organized, using precise, clear and concise language.

Remember that everyone can improve writing skills. You might think others are more talented, but you know more than you think. Confidence and skill will grow with the more writing you do. Practice and work lead to achievement.

SHOULD YOU TEST AGAIN?
There are no limitations to how many times you can take the ACT. But how do you know if you should take it again?

ACT says that you should definitely consider retesting if:
-You had any problems during the test, such as misunderstanding the directions or not feeling well.
- You are not satisfied that your scores accurately represent your abilities.
- You see a discrepancy between your ACT scores and your high school grades.
- You have completed coursework or an intensive review in subject areas included in the ACT since you were tested.

How will you do on a retest? ACT research shows that of the students who took the ACT more than once:
-55 percent increased their composite score
-23 percent decreased their composite score
-22 percent did not change their composite score

All information from www.act.org © 2005 by ACT, Inc. All rights reserved.

WHAT ABOUT COACHING COURSES?
There is a bewildering array of courses, books, and computer software programs available to help you prepare for the SAT. Some of them do no more than provide the familiarization and practice that is described in the previous section. Others are intended to help you develop your mathematical and verbal skills. These are often called "coaching" courses and we are frequently asked whether or not these courses accomplish their claim to increase standardized test scores.

Coaching courses are offered after school, most often on weekends, and require a commitment of time and money. Some students may improve their scores by taking these courses; others may not. According to a research study completed in November 1998 by Educational Testing Service (ETS), coached students are only slightly more likely to have large score gains than un-coached students.

We are not saying that coaching courses do not work. We just cannot say with certainty whether or not a particular program or activity will work for you. We can suggest some questions to ask in deciding whether to register for a coaching course.

First, how much time should you devote to this activity? Your SAT scores may help distinguish you from other applicants, but so may success in an especially rigorous course, involvement in school or community activities, or demonstrating an outstanding special talent. It is important to note that most students who take the SAT a second time have not enrolled in a coaching class. Yet, most of these students show growth the second time--on average, 21 points on verbal and 22 points on math. Out of every 100 students who repeat the test, but do not participate in a coaching course, eight will show a gain of 100 points or more on verbal or math.

How much improvement beyond normal growth may result from coaching? The best available research suggests that students using the largest and most costly coaching firms fare somewhat better than students attending other external coaching programs. On average, students’ verbal score increased 10 points, math increased 22 points and the combined score increased 43 points. Keep in mind that these are averages; some students improve their scores dramatically; others show little or no gain.

In weighing the potential benefits and costs of any special preparation activities, students need to consider how they can best use their time and money to help them prepare for college. Students can become involved in volunteer work or participate in extracurricular activities such as music or athletics. Also, commercial coaching services can be very costly. Students should remember that high test scores alone do not guarantee admission, particularly at selective colleges and universities. SAT program scores are only one part of an admissions application, and getting into college is only the first step toward a college degree.

Our Recommendations
We recommend test preparation instead, which includes a rigorous program of courses in English, mathematics, science, and other academic subjects, as well as extensive reading to increase vocabulary and comprehension. Good preparation also means becoming familiar with the test and practicing on real tests under actual testing conditions. Scores rise as students improve their verbal and mathematical reasoning skills over time, both in and out of school In general, scores rise every year in high school, particularly if students take an intensive program of college preparatory courses and engage in other learning activities. Verbal and mathematical skills are related to academic success in high school and college, as well as to college graduation rates.

V. THE COLLEGE APPLICATION PROCESS

COURSE RECOMMENDATIONS FOR THE SENIOR YEAR
Through the first three years of high school, students are busy taking courses that meet the school's graduation requirements and the additional courses required by post-secondary schools. By the senior year, however, many students have the freedom of choosing among elective courses in various fields--which round out their credit requirements for graduation.

And so it is that many students are tempted to take it easy during their senior year -- to avoid the difficult courses in math and science, or to forego another year of foreign language. Obviously, yielding to that temptation does nothing for a student's application to college. Admissions officers are becoming increasingly conservative in the way they look at an applicant's high school transcript. English, math, science, foreign language, and history in a five-course curriculum will bring a smile to any officer's face. Sometimes, students need to see this "practical" reason for taking the more difficult courses during their senior year, before they will be convinced to add them to their schedule. Oftentimes, it is at the school counselor's prompting towards the end of their junior year that students see the value of a strong schedule for their final year of high school.

Admissions to all post-secondary schools – whether a four-year university or a technical school – have become more competitive as more students apply for a limited number of openings. The student who stands out academically with a strong senior year of courses with good grades will catch the eye of the admissions officer – not the student who was content to fill his or her schedule with study halls.

PROCEDURES AND STEPS FOR THE APPLICATION PROCESS

Requesting an Application
Obtain application forms from the schools on your list as soon as you decide to apply to a school or are seriously considering it as one of your choices. It is advisable to do so during the summer preceding your senior year or as soon as possible after your return to school in the fall. You have a number of ways to accomplish this:
- The College and Career Center in the guidance office has many applications and school-specific information for student use. In addition, “Request for Admissions Information” postcards are available and pre-printed with common information.
- Meet with an admissions representative in the guidance office during scheduled visits.
- Attend an Open House at the school. Oftentimes schools will provide students with a fee waiver just for attending an Open House or will waive an application fee if a completed application is presented at an Open House.
- Attend the CCRI College Fair held in October to meet with admission representatives, obtain catalogues, view books and applications and find out about upcoming Open Houses or weekend programs.
- Contact the school via phone, website, or letter (sample provided below)

We would encourage you to take advantage of the many web sites that are now available to you at the schools that interest you. Frequently, it is possible to request application materials and other information on-line. In some cases, you may even download and print applications materials and other publications. Many of the web sites are extensive and can even provide information that is not available in the view books.

The website www.ecola.com/college provides a college listing by state. Click on a state and a listing of colleges in that state will appear. Click on a college and you will access that particular college’s web site.

Keep in mind that many schools have web-based applications so that you can apply on-line, while others use the Common Application, one application accepted by more than 250 colleges and universities across the country. Paper copies of the Common Application are available in the guidance office and at www.commonapp.org.

A sample letter to an Admissions office follows. Be sure to type or write your letter neatly.

SAMPLE LETTER REQUESTING MATERIALS

Date

Admissions Office
Name of College
Street Address
City, State Zip Code

To Whom It May Concern:

I am a junior (or senior) at South Kingstown High School. I plan to enter college in the fall of 2006 and am interested in learning more about ______________ program/school/ college/university. I would appreciate it if you would send me the following information:
- Your catalog or brochure
- An Application and all supplementary forms
- Financial Aid information
- Information on the ___________________________ program/major

Thank you very much.

Sincerely,
(Your Signature)

Your name (typed or printed in full,
with middle initial)

Your address
Telephone number (if you wish to be contacted by admissions personnel)
E-mail address (if you wish to be contacted by admissions personnel)

All applications to post-secondary schools will be completed and mailed by students and their families. Students and their families are responsible for meeting all application deadlines and are responsible for mailing the completed application with the supporting documents to the post-secondary school.

Students will participate in both group and individual meetings with their school counselor to gain an understanding of the application process and to provide materials for the school counselor letter of recommendation. In addition, students will complete a SKHS Senior Official Transcript Request Form for each school, provide the documents required for the completion and release of all student materials and provide the counselor with two envelopes and three first-class stamps (not attached) addressed to each post-secondary school (one for application materials, the other for mid-year grades.

The school counselor is responsible for preparing and mailing the following materials for each application:
- Official Transcript
- School Counselor/School Report Form
- School Counselor letter of recommendation
- 2007-2008 South Kingstown High School Profile

Students will also provide all teachers who are writing letters of recommendation with stamped envelopes addressed to each post-secondary school, along with any school-specific teacher evaluation forms. This will enable faculty to mail their letters of recommendation and any teacher evaluation forms directly to the post-secondary school.

In order to ensure the timely receipt of all application materials at the post-secondary schools, students will need to coordinate the time frame for the completion of all applications and supporting documents and provide the school counselor and faculty member with materials in a timely manner. The school counseling department requests that students provide to their school counselors all materials two weeks (ten school days) prior to any application deadline in order to ensure the timely receipt of all necessary materials by the post-secondary schools. Applications that must be received by a school by a given deadline require an extra five-day turn-around time.

Ways to Apply to College
Early Decision (ED) allows a student to apply early to their first choice college. Early decision deadlines are typically mid December. ED plans are binding. This means that you agree to pay your non-refundable tuition deposit earlier than the other students, and often times before you receive your financial aid award letter. (However, you will receive your award letter early if you are accepted early decision). Finally, when you apply ED you may not apply to any other college until you are denied ED admission. You should consider applying early decision if you are very sure, with no doubt that this particular school is the best fit for you.
Early Action, like early decision means that you can send your admission application in early and find out whether or not you have been accepted early. The difference between the two is that when you apply early action, you may apply to other schools, you are not required to send in your tuition deposit early and upon notification of acceptance, you have the choice to decline or wait for other offers. It gives you an opportunity to compare your financial aid award packages. Unlike Early Decision, you may receive your financial aid award letter at the same time as all the other accepted applicants who apply regular decision.
Regular Admission requires that students send in their application by a deadline set by the college. Each school deadlines may vary, usually beginning mid January. You should be able to find the school’s admission deadline in the catalog or you can call the admissions office for information.

Rolling Admission means that the school has no admission deadline. Admission decisions are made on a first come first serve basis. Usually, students will be notified by the college within four to six weeks after the application file is complete.

Deadline Dates and Admission Policies
Once you have your application forms you can begin the task of supplying the information the
colleges need. It is advisable to limit the number of applications. An application fee of $20.00-$60.00 is usually required for each application, and this is not refundable (even if you are not accepted). Fee Waivers are available from your school counselor if you meet certain economic guidelines.

Seniors should carefully watch deadline dates specified by each school. Make sure you are aware of a school’s advertised deadline date to receive a completed application and all supporting documents (transcripts, SAT scores sent directly from The College Board and letters of recommendations). However, in most instances, college applications should be sent as soon as possible. On occasion, deadline dates for applying are no more than a guideline. A school may actually stop accepting applications prior to its advertised deadline if it fills its class or a particular program with well-qualified students before the deadline, or it may continue to accept applications beyond that stated date if it still has openings for qualified and interested students.

Completing the Application
Application forms to the post-secondary schools of your choice may vary significantly. There are over 280
four-year institutions, however, that will accept the Common Application. You may be able to complete one Common Application for a number of the schools to which you are applying. Speak to your school counselor or visit www.commonapp.org for information and/or the Common Application.

Please always keep in mind that without a formal application, your school of choice will not consider you. This formal application can now take many forms, such as the usual paper application or, with the advent of technology, a web-based application on the school’s website or the completion of a Common Application for a number of your schools on-line.

A college or university typically collects five different categories of information:
The Application - This serves the purpose of identifying the student (name, address, high school, etc.), as well as providing the student an opportunity to showcase their personality and individuality through a personal statement, essay, or series of questions. It is highly recommended that students type their applications, although-careful printing or neat script is just as presentable.

SAT Scores - These are sent directly to colleges by student request when they take the exam. Schools only accept standardized test scores reported to them directly through the testing agency.

The Transcript - Courses completed in grades 9-12 are provided to post-secondary schools. In addition to a record of one's grades through four years of high school, the transcript provides the student's rank in class and Grade Point Average (GPA).

The school counseling office is responsible for sending an official transcript to the schools to which a student is applying. The student does need to have on file a completed Transcript Release Form signed by a parent or guardian prior to the release of any information.

The School Counselor/School Report Form - While it is true that for admissions purposes post-secondary schools place great emphasis on a student's academic record through four years of high school, it is also true that other factors are important, particularly when admissions officers are trying to distinguish among hundreds of students with quite similar grade point averages, SAT scores and extracurricular activities. The letter of recommendation from the high school school counselor, along with the school counselor report, can be very meaningful and decisive.

Letters of Recommendation – The majority of post-secondary schools request that classroom teachers assess an applicant's ability. Check with your school counselor regarding the appropriate procedure. Recommendations from others (community leaders, influential friends, etc.) may be appropriate for some students. It is beneficial to review the use of these recommendations with your school counselor.

THE COLLEGE ESSAY

What Are Colleges Looking For?
A college admissions office wants to see more than just high test scores and grades. How can you separate yourself from the crowd?

Show, don’t tell: Don’t just list your attributes; get specific. For example, saying that you’re helpful is not as dynamic as relating your experiences with helping younger students learn how to read.

Creativity counts: Avoid clichés or standard essay topics. Try to come up with something an admissions office hasn’t seen a million times before.

No spelling errors: First, spell-check your essay. Then, read it again for usage mistakes. Have a parent or a teacher look it over for spelling and grammar errors.

Personality: The application essay is your opportunity to show your prospective college what makes
you you! Ask yourself whether what you’ve written is memorable, engaging and in your own voice.

(Credit to the October/November 2005 High School Edition from www.fastweb.com )

Writing the College Essay
Your Goals
- To help the reader get to know you. The essay is a peak into your personality
- To illustrate your uniqueness
- To enable the reader to evaluate your writing
- To help the reader create a full picture of you.

Some General Guidelines
- Type or word process
- Length -- Conform to guidelines within reason; if guidelines are not given, one page single
spaced or two pages double-spaced.
- Use your own voice
- It is ok to use humor within an essay
- Spelling -- there is no excuse for spelling errors.
- Avoid overly familiar quotations or definitions
- Travelogues, Outward Bound, Mountain School, Death -- all need a personal, fresh perspective.
- - Anything is OK if approached in a unique way
- Don’t repeat lists of activities
- Don’t let Mom or Dad or anyone else write your essay
- Think Small -- anecdotes and rich detail work
- Dialogue works
- Don’t write about writing, SAT’s or the college process unless your approach is unique
- Accentuate the positive -- even in a painful experience
- Don’t write a traditional introductory paragraph; get to the point quickly. The first few sentences are critical and must engage the reader.

How to Write Your Essay
- Decide your message based on theme
- Write as if you are brainstorming -- then revise
- Spend as much time thinking as you do writing
- If you get stuck, brainstorm with someone else
- If you write about an activity or an experience, focus not on how good you are or what you have accomplished, but what it means to you
- Don’t ask yourself or anyone else, “What should I write about?” The appropriate question is, “What should I tell them about me?” Ask someone to read it. Ask them what they think it tells them about you.

Credit to The College Planning Center of RI for Writing the Essay All content © RISLA 2005

IV. FINANCING YOUR COLLEGE EDUCATION

All information on Financial Aid credited to the College Planning Center of Rhode Island’s website www.cpcri.org All content © RISLA 2006 |

The money is out there: more than $100 billion in financial aid was provided to students in 2005-2006, including federal and non-federal loans, federal, state and institutional grants.

Typical Financial Aid Packages
Financial aid award letters can be different from college to college. Most award letters will list the name of the award and the dollar amount. Some colleges require you to accept or reject each award that is offered to you and send a copy back to the financial aid office.

Types of Financial Aid
Financial aid refers to any grant, scholarship, loan or work-study that is awarded to a student from the federal government, state government, college/university or private source. Financial aid is available in three forms: grants and scholarships, which do not have to be repaid; student and parent loans, which have to be repaid; and work-study, which provides an hour’s pay for an hour’s work.

Three major sources provide the bulk of student financial aid: the federal government, state governments, colleges, and universities. The federal government is the largest single provider, offering more than 70 percent of all financial aid available, mostly through loans.

Generally, there are two types of student aid, need-based aid and merit-based aid. Need-based aid is determined by measuring a family’s ability to pay. Merit-based aid is awarded to students based solely on academic achievement.

Determining Financial Aid Packages
An offer of financial aid is known as a financial aid package. Financial aid packages usually consist of a combination of grants, loans and work-study. The first step in determining a student’s financial aid package is measuring a family’s ability to pay known as the Expected Family Contribution (EFC). A family’s ability to pay is determined by completing a financial aid application form such as the Free Application for Federal Student Aid (FAFSA). This form is used to determine eligibility for all federal financial aid. Some colleges or universities may use another application form such as the College Board Profile Application to determine eligibility for their own funds.

The amount of financial aid an undergraduate qualifies for is determined by subtracting expected family contribution (EFC) from the total cost of attending the institution. Total cost of attendance includes tuition, fees, room and board/living expenses, an allowance for books and supplies and other miscellaneous expenses. The difference between total cost minus the expected family contribution is your financial aid need or financial aid eligibility.

Summary of Federal and State Financial Aid Programs
Federal Grant Programs
The federal grant programs are awarded to students with the greatest financial need. Grants and scholarships are sources of financial aid that do not have to be repaid.

Federal Pell Grant Program
The Pell Grant program provides grants to financially needy undergraduates to help them pay for college expenses. In the 2007-2008 academic year, the minimum grant is $400 and the maximum grant is $4,050.

Federal Supplemental Educational Opportunity Grant (FSEOG) Program
The SEOG program provides grants to low-income students and is usually awarded to students receiving a Pell Grant. Minimum award is $100 and the maximum award is $4,000. Grants usually range from $300 to $1500. The college financial aid office determines the actual amount of the grant. Priority for this award is given to Pell Grant recipients.

Federal Academic Competitiveness Grants (ACG)
Academic Competitiveness Grants are for full time first and second year students who are United States citizens eligible for Federal Pell Grants. First year students who graduated from high school after 01/01/2006 are eligible to receive up to $750. Second year students who graduated from high school after 01/01/2005 are eligible to receive up to $1,300. Students must have completed a rigorous secondary school program of study and be enrolled or accepted for enrollment in a two-or four-year degree granting institution of higher education. Second year students must have had at least a 3.0 grade print average during their first year of college. To apply for an Academic Competitiveness Grant, complete the FAFSA.

National SMART Grants
National SMART Grants are for full time third and fourth year students who are United States citizens eligible for Federal Pell Grants. Students are eligible to receive up to $4,000 per year. Students must be enrolled in a four-year degree-granting institution of higher education and pursuing a major in mathematics, science (including physical, life3 and computer sciences), technology, engineering or a critical foreign language. Students must have at least a 3.0 grade point average in college. To apply for a National SMART Grant, complete the FAFSA.

Federal Work-Study (FWS) Program
The Federal Work-Study Program provides jobs for financially needy undergraduate and graduate students. Students generally work from 10-15 hours per week during the academic year (and up to 40 hours during the summer) at on-campus or off-campus jobs. The program encourages community service work and work related to the student’s course of study. The hourly pay rate is at least the federal minimum wage and may be higher depending on the required job skills. To apply for Federal Work-Study, complete the FAFSA and check with the college financial aid office for the application deadline and possible additional application procedures to secure employment.

Federal Loan Programs
The federal loan programs allow students and their families to borrow money to help finance their education. The loans borrowed by students are usually repaid after graduation or after the student leaves school, while loans borrowed by parents or guardians may begin payment 90 days after receipt of the funds or after the student leaves school.

Student Loans
Perkins Loan Program
The Perkins Loan Program offers low-interest (5%) loan to undergraduate and graduate/professional students who demonstrate high financial need. Loans are awarded through a fund consisting of new federal capital contributions, institutional contributions and loan repayments from prior borrowers. Award amounts are thus based on the funds available at the student’s post-secondary institution. Undergraduates are eligible to be awarded up to $4,000 per year, for a maximum of $25,000. Graduate students are eligible to be awarded up to $6,000 per year, for a cumulative maximum (including undergraduate Perkins Loans) of $30,000.

William D. Ford Direct Student Loan Program
The Direct Student Loan program uses Federal Treasury funds to provide loan capital directly to schools, which then disburse loan funds to students. You will not need to contact a bank or lending institution as the college will send you an application directly. There are two types of Ford loans: the William D. Ford Direct Subsidized Stafford Loan and the William D. Ford Direct Unsubsidized Stafford Loan. Both FFEL and Direct Loans feature three types of loans with similar fees and maximum borrowing amounts.

Subsidized Federal Stafford Loan
Students must demonstrate financial need in order to borrow through the subsidized Federal Stafford Loan Program. The subsidized loan is a low interest, federally subsidized loan available to assist eligible students in financing the costs of attending postsecondary institutions. The interest rate on these Stafford loans is variable by year and is capped at 8.25%. As of July 1, 2006 the interest rate was 6.8%. The federal government pays the interest while the student is in school and during certain grace and deferment periods.

Unsubsidized Federal Stafford Loans
The student eligibility requirements are the same as those for the subsidized Stafford Loan except that the borrower is not required to demonstrate financial need. The unsubsidized Stafford Loan is a low-interest loan available to assist eligible students in financing the costs of attending postsecondary institutions. The US Department of Education does not subsidize interest; the student borrower is responsible for all interest that accrues on the loan from the date of the first disbursement. Payment of principal and accrued interest is not required during the inschool, grace, or authorized deferment periods.

LOAN LIMITS
Dependent Independent
Freshman (Grade level 1) $3,500 $7,500
Sophomore (Grade level 2) $4,500 $8,500
Junior, Senior, Fifth year
(Grade Level 3, 4, 5) $5,500 $10,500
Graduate/Professional $8,500 $20,500

Parent Loans
Rhode Island Advantage Federal PLUS Loan
These loans are available to parents of dependent undergraduate students, and have a variable interest rate by year that is capped at 8.5%. Unlike student loans, PLUS loan payments cannot be deferred. The first payment is due within 60 days after the loan is fully disbursed. Parents can borrow up to the cost of education minus any financial aid that the student has received. The Rhode Island Student Loan Authority (RISLA) offers an Advantage PLUS with an interest rate a full 1% lower then the published federal rate if monthly payments are automatically deducted from their bank account.

Family Loans
CollegeBound Loan
The CollegeBound Loan is a very popular option for students and families. Applicants can apply online and get an instant credit decision at www.collegebound.com. Payments begin six months after the student leaves school and there are no upfront fees. The interest rate depends on the borrower’s credit and can be as low as prime rate minus 1.00%. A guarantee fee of between 0% and 4.900% is added at the time the loan enters payment. The amount of the guarantee fee depends on the borrower’s credit.

Rhode Island Family Education Loan (RIFEL) Program
The Rhode Island Family Education Loan Program makes loans available to students and their families through the Rhode Island Student Loan Authority (RISLA). This loan is available to students attending RI institutions of higher education as well as to RI residents attending any institution. It offers a fixed interest rate for the entire 15 year repayment period. A fixed rate protects the family from interest rate and monthly payment increases.

To obtain additional information on any of these loan programs, please call the Rhode Island Student Loan Authority at (401) 468-1700/ (800) 758-7562 or The College Planning Center of Rhode Island at (401)
736-3170.

State Grant Programs
Rhode Island State Grant Program
To be eligible to receive a state grant, a student must be:
1. A U.S. citizen or eligible non-citizen
2. A Rhode Island resident
3. Enrolled in a degree or certificate program at least half-time (usually 6 credits)
4. Pursuing a Bachelor’s degree (for the first time)
5. Awards range from $250 to $750 dollars and are transferable to schools in the U.S., Canada and Mexico Application (FAFSA) deadline in March 1
CollegeBoundfund Academic Promise Scholarship The CollegeBoundfund Academic Promise Scholarship provides need-based awards to students who demonstrate academic promise based on SAT or ACT assessment scores and post-secondary grade point averages. Award amounts are $2500 and in order to remain eligible to receive the scholarship, a student must achieve minimum cumulative grade point averages for each school year.

Institutional Programs
Grants and scholarships from colleges and universities are the second most common type of aid available to students. Most colleges and universities offer some type of merit based financial aid. Merit based aid is offered based solely on the student’s academic ability. Be sure to contact the financial aid office and inquire about merit based financial aid.

Private Scholarships
The College Planning Center of Rhode Island administers a scholarship database listing scholarship and grants mainly from Rhode Island companies and organizations. You can access the database at www.rischolarships.com.

Before beginning your search, make a list of your skills, activities, talents and career interests. Check with your guidance counselor for scholarship information. Contact the College Planning Center of Rhode Island and request a list of scholarship websites.
Make sure you check for any scholarships offered by organizations in your community. Organizations such as the Elks, Lions, Rotary and Little Leagues’ often offer scholarships. Ask your parents to check at work to see if their employers offer any scholarships. Read your local newspapers, as they will often list community-based scholarships.

VII. APPENDIX

TABLE OF CONTENTS

Page

A. Portfolio Submission Requirements for the Class of 2009 42

B. Technology Proficiency Requirements 44

C. Fine Arts Proficiency Requirements 45

D. 2008-2009 SAT Program Test Dates 46

E. 2008-2009 ACT Program Test Dates 47

F. Determining Your College List 48

G. Tips for a College Visit 4

H. Athletics and NCAA Clearinghouse 4

I. Junior Year Planning Calendar 4

J. Senior Year Planning Calendar

K. Financial Aid at a Glance

L. RI Student Loan Authority Programs

M. The List

N. Web-based Resources

PORTFOLIO SUBMISSION REQUIREMENTS BEGINNING WITH THE CLASS OF 2009

Each student will submit evidence into his/her portfolio that demonstrates proficiency in our nine Student Learning Expectations (SLEs). All portfolio entries must be approved by teachers prior to submission into the portfolio.

A1.) All students will acquire and analyze information, think critically, and use logic in problem solving.

Students will submit:
- at least one research project in the humanities using MLA
- three extended math projects from at least two different mathematics courses
- three lab reports
- an inquiry-based project (any course)

A2.) All students will utilize effective literacy skills: communication, writing effectiveness, reading analysis and interpretation.

Students will reflect write and reflect upon four of the following:
- expository essay
- response to literature
- narrative account
- narrative procedure
- critique or production of a public document
- persuasive essay
- reflective essay

Students will deliver an:
- individual oral presentation

Students will provide an:
- analysis of a public speaking performance

Students will maintain an:
- annotated list of at least 15 favorite books read over four years with selections from fiction and non-fiction, including at least three of the following genres: poetry, drama, folklore, mythology, modern fantasy, science fiction, or graphic novels. The list will include the date of reading, author, title and brief summary

A3.) All students will meet performance standards for technological literacy in their classes.

- see page 45.

A4.) All students will appreciate a variety of art forms.

- see page 46.

C5.) All students will recognize diversity and balance individual freedom with the needs and rights of others.

Students will complete two of the following:
- an assignment that addresses the concept of diversity
- an extended project that addresses the balance of individual freedoms with the needs and rights of others
- a community service learning project that addresses diversity or individual freedoms and/or the rights of others and reflect on the experience

C6.) All students will participate responsibly in the school community.

Students will submit:
- recommendation from two adults from the school community who can document the student’s responsible participation at SKHS

C7.) All students will act responsibly concerning political, environmental, social, and economic issues that affect the present and future health of our community and world.

Students will choose a piece or work from a course that:
- documents understanding of the connection between the present and future health of our community and the world to a chosen area (political, environmental, social, economic) or a community service learning project that addresses political, environmental, social or economic issues that affect the present and future health of our community and world.

S8.) All students will identify goals, set priorities, and manage their own progress.

Students will:
- create, manage and prioritize their student portfolio
- complete an Individual Learning Plan (ILP) with the support of their school counselor

S9.) All students will be able to make appropriate choices affecting their physical, social, and emotional well-being.

Students will:
- identify one personal goal in the physical, social and emotional domain and for each goal, identify two appropriate choices you have made for each one

Proficiency in Technology

Technology is used in every facet of one’s life, whether you are a student, employee or citizen. It is ever changing and should be considered lifelong learning. While it is impossible to become proficient in all areas of technology, it will be your job in each of the next four years to demonstrate proficiency in certain areas of technology. South Kingstown offers many courses and opportunities for you to achieve this proficiency. A list of those courses can be found below.

Students must demonstrate the use of computer technology in all disciplines of their coursework using word processing, spreadsheet, and presentation software. Over the four years of high school, students must present a total of nine (9) instances of student-generated work in the following numbers.

? 2 reports using MLA formatting
? 2 spreadsheets with a chart
? 2 PowerPoint presentations

Please keep in mind that Computer Applications 11624 directly addresses the MLA, spreadsheet and PowerPoint components of the technology proficiency requirements.

? Three other instances of technology use, in school or out, using any software program. Students may use any of the three (3) required software programs (word processing, spreadsheet, presentation) above to fulfill the final three (3) example of student-generated work. The following courses which assist students in providing evidence of proficiency in other areas of technology are:

Computer Science I 11361 Computer Science II 11362
Computer Literacy & Keyboarding 11674 Computer Applications 11624 Computer Applications II 11627 Web Page Design 11628
Web Page Design II 11629
Music Technology 11968 Photography I 11921
Robotics I 11800 Robotics II 11801
Introduction to Computer Aided Drafting 11886
Computer Aided Drafting II 11887 Computer Aided Drafting III 11888
Auto Mechanics I 11835 Auto Mechanics II 11836

Simply completing any of these courses with a passing grade does not mean that a student has achieved proficiency in technology. Proficiency in technology used in the classroom setting and/or an assignment will be determined/assessed by the classroom teacher.

If demonstrating technology proficiency from experiences and/or coursework from outside the school setting, the student-generated work must meet South Kingstown High School technology standards. It is recommended that the student determine, in consultation with faculty prior to completing the outside work, that the experience meets the above listed criteria. Students will be expected to write a one-page report describing the software program(s) used, the purpose of the assignment, and a description of what was accomplished. Verification of the work accomplished from the student’s supervisor (at work, volunteer setting, etc.) will be required.

Fine Arts Proficiency

Students will need to select demonstrate proficiency in one or two of the four areas of the arts: music, visual arts, dance, or theatre. From those categories, they must demonstrate proficiency in a work by creating, responding or performing in two different pieces of work in that medium in two separate instances. For instance, in a music class, a student can demonstrate proficiency by creating two pieces of music, and responding to two existing pieces of music. Note that the student is required to demonstrate proficiency in two areas within music. Another option for students would be to select two different mediums (visual arts, music, theater, dance) and demonstrate proficiency in one area for each. For instance, in a visual arts class, a student can demonstrate proficiency by creating two pieces of art work and then respond to two theatrical productions in some way. Students will be assessed by rubrics developed by the Rhode Island Learning Arts Network for each medium and each area (creating, performing, responding) within that medium (http://www.riartslearning.net/index.php).

The following is a list of the types of activities a student could complete in each of the four mediums in each area. Teachers will have a more extensive and specific list they can provide you:

Medium Creating Performing Responding
Music • Improvising melodies
• Composing music within specific guidelines • Performing alone and/or with others
• Sight reading • Evaluating performances
• Demonstrating knowledge of the technical vocabulary of music
Visual Arts • Artwork that employs effective use of color
• Drawing from direct observation • Response to a discussion or debate about a work of art
• Evidence of knowledge of at least three (3) different artistic periods
Drama • Directing
• Production
• Costume Design • Acting • Responding to a discussion or debate about a play
• Reviewing a live theater performance
Dance • Expressing a quality of emotion
• Solving movement problems • Performing dance of two different genres
• Demonstrates rhythmic acuity • Posing and answering aesthetic questions about dance
• Writes a review of a dance performance

As you can see, especially in the “Responding” category, evidence from your portfolio can come from work you have done in classes outside of art electives. It is also important to note that you can submit evidence from work that you do outside of SKHS classes, for instance, if you take guitar or ballet lessons.

2007-2008 SAT PROGRAM TEST DATES

Registration Deadlines

National Test Dates Test Registration Deadlines

October 4, 2008 SAT I
SAT Subject Tests Registration deadlines were not
available at the time this
booklet went to press.

November 1, 2008 SAT I
SAT Subject Tests
Language Tests with Listening

December 6, 2008 SAT Reasoning Test
SAT Subject Tests

January 24, 2009 SAT Reasoning Test **
SAT Subject Tests **

March 14, 2009 SAT Reasoning Test

May 2, 2009 SAT Reasoning Test **
SAT Subject Tests **

June 6, 2009 SAT Reasoning Test
SAT Subject Tests

** SKHS will not be a College Board Test Site for either of these test dates.
Please make note and plan accordingly.

Register via the College Board website: www.collegeboard.com

2008-2009 ACT PROGRAM TEST DATES

Registration Deadlines

National Test Dates Registration Deadlines

October 25, 2008 Registration deadlines were not available
at the time this booklet went to press.

December 13, 2008

February 7, 2009

April 4, 2009

June 13, 2009

Register via the ACT website: www.act.org

Factors to Consider in Compiling Your College List

This is a valuable tool for discussion during the initial phase of developing a list of colleges. Think about the following categories and check those categories that are important to your college search. Some categories are really questions you need to ask yourself (i.e. how far from home do I want to be?)

General
______ 1. Distance from home
______ 2. Location (urban, suburban, rural)
______ 3. Cost.
______ 4. Selectivity (percentage of applicants admitted)
______ 5. Diversity of student body/faculty
______ 6. Athletic program(s).
______ 7. Public or private
______ 8. Size.
______ 9. Safety.
_____ 10. Campus Programs (Greek system, arts & culture, clubs & organizations)

Academic Program
______ 1. Degrees offered.
______ 2. Curriculum requirements (language, grading options, freshmen courses)
______ 3. Special programs (Study abroad, college exchange, accelerated, honors college)
______ 4. Academic calendar (Semesters, trimesters)
______ 5. Teaching (By professors, graduate students, average class size)
______ 6. Availability of courses (Registration procedures, matriculation and graduation rates)
______ 7. Support service (Writing center, academic advising, computer facilities, study skills center)
______ 8. Academic reputation (Competitive, supportive, innovative, relaxed)
______ 9. Faculty (Student/teacher ratio, act as advisors, diverse, tenured)
______10. Academic resources (Research opportunities, guest lecturers, special