BRMA College Prep Wkbk Final Draft

2016-17
Grades 7-10 Curriculum
Grades 7-10 Curriculum
College Prep Support Workbook
Student Name:
____________________
School Name:
____________________
Grade Level:
____________________

1
Table of Excitements
SECTION TITLE PURPOSE PAGE #
1. WHAT IS COLLEGE? - -
COLLEGE KNOWLEDGE PRE-SURVEY Activity 3-4
WHAT’S COLLEGE 101 Activity/Info 5-6
COLLEGE FUNDING 101 Informational 7-8
WHY COLLEGE? 101 Informational 9
2. COLLEGE REQUIREMENTS - -
WHAT MATTERS MOST TO COLLEGES Informational 11-12
BUILDING A RESUME Activity/Checklist 13-16
CLEANING UP YOUR ONLINE ACT Checklist 17
3. STUDY HABITS & LEARNING STYLES - -
MAKE CLASSES COUNT! Informational 19
STUDY TIPS: LEARNING STYLES Informational 20
STUDY TIPS: COVEY’S TIME MANAGEMENT Activity/Info 21-22
STUDY TIPS: NOTETAKING Activity 23
4. INTERESTS - -
INTERESTS REFLECTION SHEET Activity 25
5. CAREERS - -
CAREER SEARCH Activity 27
6. PLANNING FOR COLLEGE - -
HOW CAN I START TO THINK ABOUT COLLEGE? Activity/Info 29-31
COLLEGE TREASURE HUNT Activity/Info 32-33
COURSE SELECTION PLANNING SHEET Activity 34
PAYING FOR COLLEGE IS A FAMILY AFFAIR Informational 35
COLLEGE KNOWLEDGE POST-SURVEY Activity 36-37
7. APPENDICES - -
APPENDIX A: GLOSSARY OF TERMS Informational 39-40
APPENDIX B: LIST OF HELPFUL WEBSITES Informational 41-42
APPENDIX C: COLLEGE CHECKLIST BY CLASS YEAR Checklist 43-47
APPENDIX D: OPTIONS FOR UNDOCUMENTED/IMMIGRANT
STUDENTS
Informational 48
APPENDIX E: ADMISSION ESSAY CHEAT SHEET Informational 49-53

3
College Knowledge Pre-Survey
Circle true or false for the following statements:
1. I can start planning for college NOW. TRUE FALSE
2. A bachelor’s degree is the only degree you can
get after graduating high school.
TRUE FALSE
3. Even if I am undocumented and/or my family
doesn’t have a lot of money to pay for college, I
can go to college.
TRUE FALSE
4. Getting a college degree can help me receive
higher pay in my job.
TRUE FALSE
5. Colleges only care that students have high
grades and high standardized test scores.
TRUE FALSE
6. College is my only option after I graduate high
school.
TRUE FALSE
7. It is important that I do not post anything that
will make me look bad online (i.e. cyberbullying,
underage drinking).
TRUE FALSE
8. Every student should learn the same way so
they can do well in school.
TRUE FALSE
9. Colleges like to accept students with a
community service background.
TRUE FALSE
10. I can make money doing something that I
already love to do for fun.
TRUE FALSE
11. If I want to be successful, I have to go to an Ivy
League school (i.e. Duke, Harvard, Yale).
TRUE FALSE
Circle “yes” if you have heard of each of these terms below, and circle no if you have not. If you have, in
a few words describe it. If it is an acronym, write out the words that it stands for (i.e. ttyl = “talk to you later”).
Term
Have you heard of it? If yes, what does it mean or stand for?
12. Résumé YES NO
13. College Grant YES NO

4
14. College
Scholarship
YES NO
15. HBCU YES NO
16. Liberal Arts
College
YES NO
17. Public College YES NO
18. Private College YES NO
19. FAFSA YES NO
20. Rolling
Admissions
YES NO
21. Wait-list YES NO
22. Early Action YES NO
23. Early Admission YES NO
24. Credit Hours YES NO
25. Application Fee
Waiver
YES NO
26. Division I, II, and
III
YES NO
27. Common App YES NO
28. Official Transcript YES NO
29. PSAT YES NO
30. EFC YES NO
31. Work-study YES NO
Name: ______________________________________ Age: ___________________ Grade: ______
Race/Ethnicity: _____________________________________ Gender: _____________

6
WHAT’S COLLEGE 101 (cont.)
Source: National Association for College Admission Counseling. “Step By Step: College Awareness and Planning.” NACAC.

8
COLLEGE FUNDING 101 (cont.)
Source: Federal Student Aid. “My Future, My Way: First Step Towards College”. U.S. Department of Education.
(Note: More information on the basics of what college is can be found in Appendix A: Glossary of
Terms.)

9
WHY COLLEGE? 101
Source: Federal Student Aid. “My Future, My Way: First Step Towards College”. U.S. Department of Education.

11
What Matters Most to Colleges
(CollegeData.com)
While every college is different, some factors consistently rank as either Important or
Very Important:
Which Factors Rank as the Most Important to a College?
 Overall high school grades—Your transcript will list every class that you have taken in
high school and the grade you received in that class. Colleges will be looking to see
whether you took challenging courses or whether you opted for the easier route.
 College prep course grades (AP and honors)—For most selective institutions, college
prep courses count more than those of regular courses. If your high school does not
offer those advanced courses, try to take the most challenging courses available.
 Standardized test scores—These include the results of the SAT Reasoning Test, the ACT
test, the SAT Subject Tests, and Advanced Placement (AP) tests. Colleges will let you
know which of these tests you will need to submit. The SAT Reasoning Test and the ACT
scores are the two most requested.
 Essay (more details found in Appendix E)—Almost every application will ask you to
submit an essay or personal statement based on a question the college provides. You
usually choose from several questions. Your essay is your opportunity to put a
“personality” behind the application. The essay gives you a chance to say why you want
to attend that particular college. A good essay can tip a decision in your favor.
 Extracurricular commitment—What you do in your spare time says a lot about you.
Maybe you’ve pursued a sport, spent years developing a talent, or made a strong
commitment to work or volunteering. What counts most to colleges, especially highly
selective colleges, is how long you have been involved, how much time you allot each
week, and whether or not you have taken a role of leadership in your activity.
Demonstrated interest—Whether it’s showing up for a college visit, calling admission
officers, or an enthusiastic interview, showing that you really want to attend a college
can help your chances—especially at private colleges.

12
 Special talent—This is a skill that makes you stand out. Whether it’s piano playing or
creativity in painting, a special talent could give you a leg up on other candidates, not to
mention access to scholarships that list your talent as one qualification. If a college
wants a talent you possess, there is no telling what they’ll offer.
 Letters of recommendation—Although not all colleges ask for them, some colleges
require that you ask certain teachers, your high school counselor, and possibly your
principal to complete and submit to colleges recommendation forms as a testimony of
your achievements and capabilities. They are supposed to be letters of praise, so look
for faculty with whom you’ve had a good history, who know you well and who can
vouch for your likelihood of academic success.
 Class rank—Class rank shows where you place numerically in your senior class based on
your Grade Point Average (GPA). The higher your GPA, the better chance you have of
being in a higher rank. Ranking number one or in the top 10 percent in a class of 300 is
more impressive than ranking in the same position in a class of 12. However, fewer and
fewer colleges are giving class rank high importance.
While all of these factors are important, it is up to the college to tell you which are the most
important to them. You can see that colleges want more than just test scores and GPAs. They
want a student who will be a successful, contributing member of their community.

13
Building a Résumé
The video called “Building a Résumé”, details possible items to include in a resume,
along with advice about the importance of keeping information in a handy location, such as a
college portfolio. After watching it, use this checklist to help you organize information for your
resume.

14
Building a Résumé (cont.)

15
Resume Checklist
 Spelling
o Did I do spell check and check words that have more than one spelling?
o Did I have a friend read it, too?
 Punctuation
o Did I use correct punctuation?
o Did I use the correct quotation marks?
o Did I use bullets to list important items?
 Grammar
o Did I switch tenses?
o Does anything sound vague or strangely worded?
o Are all proper nouns capitalized?
o Did I write numbers correctly? Numbers between one and nine are written as
words; numbers 10 and above are numerals.
o Did I use one format consistently?
 Word Choice
o Did I avoid using shortcuts? (Alright, OK, etc.)
o Did I use action verbs?
o Do I know the meaning and correct use of all the words I used on this document?
 Content
o Did I read for content?
o Does the information I included tell a story about me?
o Did I check all dates to see that they were correct?
o Is my address and phone number current and correct?
o Is the name of the university spelled correctly?
 Design
o Is it too crowded? Is there plenty of white space?
o Can I get it all on one page?
o How many fonts did I use? Two is the max.
o Did I use a font that is easy to read?
o Did I justify the lines of type? Left justified is best.
o Did I overuse capitalization, italics, underlines, or other emphasizing features? Is
the printed copy clear? Use high-quality paper and print on one side of the paper
only.

16
Peer Evaluation
5 = top job, 4 = almost there, 3 = average, 2 = not quite, 1 = not so much
Write notes after each item if possible.
1. All words are spelled correctly. _________
2. The font is easy to read. _________
3. The résumé is clearly written and easy to understand. _________
4. It is informative and complete. _________
5. Something is listed in every category. _________
Total points = _____ out of possible 25 points
Source: ownyourownfuture.com

19
Make Classes Count!
General Study Tips
 Sit close to the front of the classroom when possible.
 Join in class discussions.
 Ask questions! If you don’t understand something, chances are others in the class don’t
understand either.
 Keep up with class assignments. Finish them before they’re due.
 Ask for help in any class in which you find yourself falling behind. Remember, your
teachers want to help you succeed!
 Look for ways to sharpen your basic skills in each class. You can practice your writing
skills in history, your algebra skills in science, and your math and science skills in
vocational education classes.
 Learn keyboarding skills so you can type your own schoolwork and use a computer.
 Learn to take good class notes. You’ll be taking lots of notes during the rest of your life.
 Learn to proofread, correct and rewrite your written work.
 Develop test-taking skills. Your counselor and teachers can show you how to get the
most out of your test preparation.
OUTSIDE of high school (what you do outside of school counts too!)
 Develop habits now that will help you succeed in high school, in education after high
school, and in the world of work.
 Find a quiet place to study where you won’t be interrupted. Is it just too noisy at home?
Ask your family or a teacher to help you find a place to study.
 Plan a daily homework schedule and stick to it. Do more than is required.
 Ask your family or friends to read your written work. And ask them for help if you’re
having trouble at school.
 Use your local library. If you don’t have a library card now, ask the librarian for one.
They’re free.
 Read newspapers and magazines. Talk with your family and friends about what you
read.
 Look up words you don’t know in the dictionary. Then use your new words in writing
and while talking.
 Talk with your family about career plans and what you want to do in the future.

20
Study Tips: Learning Styles
Everyone’s brain develops differently; therefore, we all learn better in different ways. Take the learning
styles quiz (http://www.educationplanner.org/students/self-assessments/learning-styles.shtml); and
based on your results, refer to the list below to see different ways you can study for your classes, from
your easiest class to your most difficult.

21
Study Tips: Covey’s Time Management
Procrastination is a road block many of us struggle with, even as adults. Prioritizing what
should be done when helps put your day’s tasks and assignments into perspective. It’s not
enough to simply plan your time wisely; you must also USE it wisely. Use the example
below as a guidline for filling out your own time management sheet on the following page.

22
Study Tips: Covey’s Time Management (cont.)
Key: Q-I = immediate, important deadlines; Q-II = long-term strategizing/development; Q-III
= time pressured activies that aren’t really important; Q-IV = activities that yield little/no
value, usually fun

25
Interests Reflection Sheet

27
CAREER SEARCH
Source: Federal Student Aid. “My Future, My Way: First Step Towards College”. U.S. Department of Education
NOTES AND QUESTIONS:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

29
How Can I Start to Think About College?
In the end, picking ONE college out of hundreds requires lots of thought and research. Here are
some ways to begin thinking about your college options:
GETTING STARTED
It is important to remember that you want to pick a college that is RIGHT FOR YOU! YOU
will be sitting in the college classroom—not your parents or your best friend. You will want to
seek lots of advice along the way, especially from teachers or counselors who know colleges
well. But, in the end, no one can tell you where you’ll be happy. So start by asking yourself
questions about how you feel about school right now, like:
1. How do I learn best? In large classes or small groups?
2. Do I like being one of the best in a class, or do I need the competition of other equally
bright classmates in order to challenge myself?
1. Do I learn more quickly when structure is clear and uniform, or does freedom to make
choices about how I spend my time for a class fit me better?
2. What extracurricular activities have been most important to me? Which will I want to
continue in college?
3. What have I learned about my academic interests and abilities that influence what I
may study in college?
4. Who are my friends? Do I want my relationships in college to be similar or different?
5. Answers to these questions will help you apply what you have already learned about
yourself as you think about college possibilities.
INCLUDE YOUR FAMILY
Now is a good time to start talking with your family about college. Are they ready to
support you as you plan for college? Are there colleges that they hope you will consider? Are
they comfortable with allowing you to travel a great distance for college? Are there limits to
what they can or will contribute to your college finances?
If you and your parents are on the same page—great! If not, this might be a good time
to share what you are learning in these workshops—or to ask your family to talk with the leader
of these workshops to learn more about the advantages and range of colleges. If they are
worried about paying for college, your workshop leader can help them understand the financial
aid process.
Your high school counselor can be your “College Planning Buddy”
Hopefully, there will be several sources for support as you prepare for and make your
way through high school: family, teachers, coaches, religious leaders, and friends, but one you
may not have considered is your school counselor. School counselors are one of the best
ongoing sources of information and support for students who plan to go to college. If you are
lucky enough to have a counselor in your middle school, it is a good idea to visit that person on
a regular basis. Most school counselors have many, many students they want to help. To make
sure your counselor knows you are planning for college, a good way to start is with a visit to
introduce yourself and explain that college is your goal.

30
If you are still in middle school, your counselor can help you make sure that you are
taking all of the classes necessary so that you will be able to take college-preparatory high
school classes. When it comes time to register for high school and to pick your courses, you will
want to meet with a counselor to plan a strong high school program that will open doors to any
college you wish to attend.
When you get to high school, your counselor can help you:
 Plan classes that prepare you well for college admission and success. Your counselor
knows which high school classes are required for college admission.
 Review how you are doing in your classes and suggest areas that need improvement.
If you need to do some catching up, your counselor can suggest ways.
 Find special programs that may help you prepare for college, beyond your school’s
walls. These might include weekend or summer programs on college campuses (often
free to students whose parents didn’t go to college), internships or community college
classes open to high school students.
 Your counselor will know about local college fairs, opportunities to visit college
campuses, and even overnight visits to colleges that may be offered.
 Familiarize yourself with everything you need to know about taking recommended
and/or required college admission tests. Counselors know how and when to register for
tests. They can even help with fee waivers if your family can’t afford to pay for tests.
 Figure out how to PAY for college by applying for financial aid from colleges and
scholarship agencies.
 Meet with your family to help them understand how the college admission and financial
aid process works!
Although most of the work you will do with your high school counselor about college planning
will take place during your junior and senior years, it is never too early to visit with your
counselor. Whatever grade you are in NOW, this is the time to start helping your counselor get
to know you and your college dreams.
SPECIAL NOTE FOR STUDENTS WITHOUT A COUNSELOR: If you don’t have a school counselor
available, ask a teacher you trust to serve as your advisor as you plan for high school and, later,
for college.

31

33
College Treasure Hunt (cont.)
Source: National Association for College Admission Counseling. “Step By Step: College Awareness
and Planning.” NACAC.

34
Course Selection Planning Sheet
A pivotal part of the college planning process begins with ensuring that you take the right courses to get
into college. The usual is taking 4x4  as in taking 4 science, math, social studies, and language arts
each in high school. Use the table below to record the courses you are taking now and plan what
courses you should be taking next year BEFORE registering for next year’s classes. Consider whether or
not you should take an advanced course in a certain subject (i.e. honors, AP). If you would like extra
guidance, talk to your teachers and guidance counselor for input on what courses you should be taking
next year to be the most successful.
I am in _____
grade
I have
completed…
I need to take next year…
My interests
include:
_______ Sciences
Science
_______ Math
Math
_______ Social Studies
Social Studies
_______ Language Arts
Language Arts
_______ Electives
Electives:

35
Paying for College is a Family Affair
THE SAD FACT is many students who earn admission to college never go, because they do not
complete the financial aid process.
THE GOOD NEWS is there are lots of ways to pay for college and lots of information and help
are available to students who honestly need financial aid assistance.
Facts Worth Noting:
 The SOONER you begin to think about paying for college the better.
 Money is available to almost every student who attends college.
 No one gets financial aid by wishing! You need to apply and FOLLOW THROUGH!
 Even the most ambitious student will need assistance from the adults in the household
to complete the financial aid process (i.e. taxes, assets information).
 You do not need to pay anyone to help you apply for financial aid! Beware of anyone
who offers a service for a fee.
 Often the most expensive colleges have the “deepest pockets” and can help the very
neediest students to make college affordable.
There is a lot money available to students with need:
While it’s true college costs increase almost yearly, it is also true that there is more financial aid
available for undergraduates than ever before – according to the College Board, more than
$185 billion (2011-2012). This money comes from the following sources:
 US Federal Government, which provides more than $135 billion a year in grants, loans,
work-study assistance, and education tax benefits.
 State grant and loan programs.
 College and university grant, loan and scholarship programs.
 Scholarships or grants given by foundations, corporations and community organizations.
Source: National Association for College Admission Counseling. “Step By Step: College Awareness
and Planning.” NACAC.

36
College Knowledge Pre-Survey
Circle true or false for the following statements:
32. I can start planning for college NOW. TRUE FALSE
33. A bachelor’s degree is the only degree you can
get after graduating high school.
TRUE FALSE
34. Even if I am undocumented and/or my family
doesn’t have a lot of money to pay for college, I
can go to college.
TRUE FALSE
35. Getting a college degree can help me receive
higher pay in my job.
TRUE FALSE
36. Colleges only care that students have high
grades and high standardized test scores.
TRUE FALSE
37. College is my only option after I graduate high
school.
TRUE FALSE
38. It is important that I do not post anything that
will make me look bad online (i.e. cyberbullying,
underage drinking).
TRUE FALSE
39. Every student should learn the same way so
they can do well in school.
TRUE FALSE
40. Colleges like to accept students with a
community service background.
TRUE FALSE
41. I can make money doing something that I
already love to do for fun.
TRUE FALSE
42. If I want to be successful, I have to go to an Ivy
League school (i.e. Duke, Harvard, Yale).
TRUE FALSE
Circle “yes” if you have heard of each of these terms below, and circle no if you have not. If you have, in
a few words describe it. If it is an acronym, write out the words that it stands for (i.e. ttyl = “talk to you later”).
Term
Have you heard of it? If yes, what does it mean or stand for?
43. Résumé YES NO
44. College Grant YES NO

37
45. College
Scholarship
YES NO
46. HBCU YES NO
47. Liberal Arts
College
YES NO
48. Public College YES NO
49. Private College YES NO
50. FAFSA YES NO
51. Rolling
Admissions
YES NO
52. Wait-list YES NO
53. Early Action YES NO
54. Early Admission YES NO
55. Credit Hours YES NO
56. Application Fee
Waiver
YES NO
57. Division I, II, and
III
YES NO
58. Common App YES NO
59. Official Transcript YES NO
60. PSAT YES NO
61. EFC YES NO
62. Work-study YES NO
Name: ______________________________________ Age: ___________________ Grade: ______
Race/Ethnicity: _____________________________________ Gender: _____________

39
APPENDIX A: GLOSSARY OF TERMS
COLLEGE TYPES:
While no two are exactly alike, most fall into one or more of the following categories:
 Liberal Arts Colleges focus on the education of undergraduate students. Classes are generally taught by
professors who see teaching as their primary responsibility. Students who attend liberal arts colleges are
exposed to a broad sampling of classes. In addition, they select at least one area of in-depth study that is their
college “major.” Many employers look for graduates of liberal arts programs, because they are “well-rounded.”
 Universities are generally larger and include a liberal arts college, as well as colleges focused on preparation for
a specific career, like nursing or education. Universities offer a greater range of academic choices than do
liberal arts colleges, but often come with classes that are quite large.
 Technical Institutes and Professional Schools enroll students who have made clear decisions about what they
want to study and emphasize preparation for specific careers, for example in music or ne arts, engineering or
technical sciences. You will want to be quite sure of your future direction before selecting one of these options.
 Hispanic-serving Institutions are colleges, universities or systems/districts where total Hispanic enrollment
constitutes a minimum of 25 percent at either the undergraduate or graduate level.
 Historically Black Colleges and Universities and their origins in the time when African-American students were
systematically denied access to most other colleges and universities. Students at HBCU’s have a unique
opportunity to experience an educational community as the majority. They and committed faculty mentors
who encourage their expectations of success.
 Tribal Colleges are similar to HBCU’s, in focusing on the needs and education of American Indian students.
 Women’s Colleges, with their larger numbers of female faculty and administrators, offer college women
confidence-building role models, greater opportunities to serve in a full range of student leadership positions,
and a heightened awareness of career possibilities for women. Women’s colleges graduate a high number of
science majors, as well as students who continue on to graduate school and/or professional studies.
 Community or junior colleges generally offer the first two years of a liberal arts education, in addition to
specialized occupational preparation. An associate degree is awarded at the end of a two-year program of
studies, following which many students continue their education at a four-year institution.
 Proprietary institutions are considered for-pro profit companies that operate under the demands of investors
and stockholders. They attract adult learners and part-time students in search of narrowly-focused professional
training opportunities. These programs usually offer a non-traditional format; many for-pro ts also have classes
solely available online.
OTHER COLLEGE TERMS YOU’LL WANT TO KNOW:
Public colleges and universities are financed by state taxes. Their primary mission is often to serve students who live
where you do. Generally, they cost less than private colleges.
Private colleges and universities are not supported by states or taxes. Some receive support from religious groups or
other endowments.
Financial aid comes in many forms and helps students with need pay for college costs. Financial aid includes:
 grants: money given to students based upon family income
 scholarships: awards based upon school performance, test scores, or special talents (like sports or music).
Undergraduate degrees include: a two-year associate degree (earned at a community college or two-year
private college) and a bachelor’s degree (completed at a four-year institution).

41
APPENDIX B: List of Helpful Sites
COLLEGE INFORMATION
CSO College Center (for first generation students): www.imfirst.org
The College Board: www.collegeboard.com
KnowHow2Go: www.knowhow2go.org
Hobson’s CollegeView: www.collegeview.com
Peterson’s: www.petersons.com
The Common Application Online: www.commonapp.org
Colleges That Change Lives: www.ctcl.org
Undocumented Students: www.nacacnet.org/issues-
action/LegislativeNews/Pages/Undocumented.aspx
FINANCIAL AID AND SCHOLARSHIP INFORMATION
Federal Student Aid: http://studentaid.ed.gov
Free Application for Federal Student Aid (FAFSA): www.fafsa.gov
FAFSA4caster: www.fafsa4caster.ed.gov
CSS/PROFILE: https://proleonline.collegeboard.com
The Smart Student Guide to Financial Aid: www. naid.org
FastWeb: www.fastweb.com
FindTuition: www.findtuition.com
Sallie Mae: www.salliemae.com
MALDEF (The Latino Legal Voice for Civil Rights in America):
http://www.maldef.org/assets/pdf/2016-2017_MALDEF_Scholarship_List.pdf
TESTING
ACT: www.act.org
ACT Fee Waiver Instructions: www.actstudent.org/faq/answers/feewaiver.html
SAT: The College Board: www.collegeboard.com
SAT Fee Waiver Instructions:
www.collegeboard.com/student/testing/sat/calenfees/feewaivers.html
Preliminary SAT (PSAT): www.collegeboard.com/student/testing/psat/about.html
Free Test Prep from Number2.com: www.number2.com
The Princeton Review: www.princetonreview.com
Kaplan’s Test Prep: www.kaptest.com
ASSOCIATIONS/ORGANIZATIONS AND RESEARCH/POLICY
National Association for College Admission Counseling: www.nacacnet.org
Member Portal/United Negro College Fund (UNCF): www.uncf.org
Hispanic Association of Colleges and Universities: www.hacu.net/hacu/Default_EN.asp
National Association for Equal Opportunity in Higher Education: www.nafeo.org
First In The Family: www.firstinthefamily.org
Educators for Fair Consideration (E4FC): http://www.e4fc.org/
ATHLETICS
The Official NCAA Initial-Eligibility Clearinghouse: http://eligibilitycenter.org
Campus Champs: www.campuschamps.org

42
APPENDIX B (cont.)
Athletic Aid: www.athleticaid.com
CAREERS
Career Cruising (id = chapelhillnc, pw = tigers): https://public.careercruising.com/en/
The Occupational Outlook Handbook: www.bls.gov/ooh
My Next Move: http://www.mynextmove.org/
Nursing School Process: RNtoBSN.org

43
APPENDIX C: College To-Do List by Class Year
Middle School To Do:
Think about college as an important part of your future. Discuss your thoughts and
ideas with your family and with people at school.
Start saving for college if you haven’t already.
Take challenging and interesting classes to prepare for high school.
Ask your parent or guardian to help you research which high schools or special
programs will most benefit your interests.
Develop strong study habits.
Do your best in school and on standardized tests. If you are having difficulty, don’t give
up—get help from a teacher, tutor, or mentor.
Become involved in school- or community-based activities that let you explore your
interests and learn new things.
Speak with adults, such as your teacher, school counselor or librarian, relatives, or
family friends, who you think have interesting jobs. Ask them, “What do you like about your
job?” and “What education did you need for your job?”
9th Grade To Do:
Take challenging classes in core academic subjects. Most colleges require four years of
English, at least three years of social studies (history, civics, geography, economics, etc.),
three years of mathematics, and three years of science, and many require two years of a
foreign language. Round out your course load with classes in computer science and the arts.
Work with one of your parents to estimate your financial aid using FAFSA4caster and be
sure to save for college.
Get involved in school- or community-based activities that interest you or let you
explore career interests. Consider working, volunteering, and/or participating in academic
enrichment programs, summer workshops, and camps with specialty focuses such as music,
arts, or science. Remember—it’s quality (not quantity) that counts.

1
APPENDIX C (cont.)
Ask your guidance counselor or teachers what Advanced Placement courses are
available, whether you are eligible, and how to enroll in them.
Use the U.S. Department of Labor’s career search tool to research your career options.
Start a list of your awards, honors, paid and volunteer work, and extracurricular
activities. Update it throughout high school.
10th Grade To Do:
Meet with your school counselor or mentor to discuss colleges and their requirements.
Consider taking a practice Preliminary SAT/National Merit Scholarship Qualifying Test
(PSAT/NMSQT), or check out the ACT Aspire exam "sandbox."
Plan to use your summer wisely: Work, volunteer, or take a summer course (away or at
a local college).
Go to career information events to get a more detailed look at career options.
Research majors that might be a good fit with your interests and goals based on your
results from the U.S. Department of Labor’s career search.
11th Grade To Do:
All Year
Explore careers and their earning potential with the Occupational Outlook Handbook
search tool. Or, for a fun interactive tool, try this career search.
Learn about choosing a college and find a link to our free college search tool.
Go to college fairs and college-preparation presentations hosted by college
representatives.

2
Fall
Take the PSAT/NMSQT. You must take the test in 11th grade to qualify for scholarships
and programs associated with the National Merit Scholarship Program.
APPENDIX C (cont.)
Spring
Register for and take exams for college admission. The standardized tests that many
colleges require are the SAT, the SAT Subject Tests, and the ACT. Check with the colleges
you are interested in to see what tests they require.
Use a free scholarship search to find scholarships for which you might want to apply.
Some deadlines fall as early as the summer between 11th and 12th grades, so prepare now
to submit applications soon.
Summer Before 12th Grade
Create a username and password called an FSA ID that you’ll use to confirm your
identity when accessing your government financial aid information and electronically
signing your federal student aid documents. Learn about the FSA ID, and create yours. Note:
You must create your own FSA ID; if your parent creates it for you, that’ll cause confusion
later and will slow down the financial aid application process. (By the way, you can watch
a video about creating an FSA ID below.)
Narrow down the list of colleges you are considering attending. If you can, visit the
schools that interest you.
Contact colleges to request information and applications for admission. Ask about
financial aid, admission requirements, and deadlines.
Decide whether you are going to apply for admission under a particular college’s early
decision, early action, or regular decision program. Be sure to learn about the program
deadlines and requirements.
Use the FAFSA4caster financial aid estimator (found in the “Thinking About College?”
section on the home page of fafsa.gov), and compare the results to the actual costs at the
colleges to which you will apply. To supplement any aid FAFSA4caster estimates you might
receive, be sure to apply for scholarships. Your goal is to minimize the amount of loan funds
you borrow so you have less to pay back later.

3
12th Grade To Do:
All Year
Work hard all the way to graduation—second-semester grades can affect scholarship
eligibility.
APPENDIX C (cont.)
Stay involved in after-school activities, and seek leadership roles if possible.
Fall
As soon as possible after its Oct. 1 release, complete and submit your Free Application
for Federal Student Aid (FAFSA®), at fafsa.gov, along with any other financial aid applications
your chosen school(s) may require. You should submit your FAFSA® by the earliest financial
aid deadline of the schools to which you are applying, usually by early February. Refer to the
FAFSA: Applying for Aid section of this site as you go through the application process.
After you submit the FAFSA, you should receive your Student Aid Report (SAR) within
three days to three weeks. This document lists your answers to the questions on your FAFSA
and gives you some basic information about your aid eligibility. Quickly make any necessary
corrections and submit them to the FAFSA processor.
If you haven’t done so already, register for and take the standardized tests required for
college admission. Check with the colleges you are interested in to see what tests they
require.
Apply to the colleges you have chosen. Prepare your applications carefully. Follow the
instructions, and PAY CLOSE ATTENTION TO DEADLINES!
Well before your college application deadlines, ask your counselor and teachers to
submit the required documents (e.g., transcript, letters of recommendation) to the colleges
to which you’re applying.
Complete any last scholarship applications.
Spring
Visit colleges that have invited you to enroll.

4
Review your college acceptances and compare the colleges’ financial aid offers.
Contact a school’s financial aid office if you have questions about the aid that school
has offered you. In fact, getting to know your financial aid staff early is a good idea no
matter what—they can tell you about deadlines, other aid for which you might wish to
apply, and important paperwork you might need to submit.
APPENDIX C (cont.)
When you decide which school you want to attend, notify that school of your
commitment and submit any required financial deposit. Many schools require this
notification and deposit by May 1.

5
APPENDIX D: OPTIONS FOR UNDOCUMENTED AND
IMMIGRANT STUDENTS
1. Career and College Promise Program at Durham Technical
Community College—This is a dual degree program where
students will take classes at their highLo school as well as Durham
Technical Community College.
For more information: http://www.durhamtech.edu/ccp/
2. Middle College Program—This program is for Juniors and Seniors.
They will take all courses at Durham Technical community college
and receive college credit for the two years of attendance.
Students can start their Junior year or Senior year at the school.
For more information:
http://www.edlinesites.net/pages/Middle_College
3. Look up online college programs from your country of origin.
Many of your native countries offer online programs for students
who are no longer in that country.

6
APPENDIX E: Admission Essay Cheat Sheet

Basic admission essay writing tips
a. Answer the question that’s asked.
b. Focus on a slice of your life, not your entire life story. Think
Small.
c. “Instead of trying to be dramatic, be interesting.” (Fiske
Real College Essays that Work)
d. Avoid using gimmicks.
e. Don’t write your resume in essay format.
f. Don’t use 50 words when five will do the trick.
g. Get the reader’s attention at the beginning of the essay.
h. Don’t restate the question in the first sentence of your
response.
i. Have a “so what?” message. That is, reflect on the meaning
of your story. Make sure the reader understands why you
have told this story.
j. Show, don’t tell.
k. Make sure it sounds like you.
l. Don’t forget to proofread.
m.Voice matters as much as content
Don’t…..
a. Use slang or abbreviations.
b. Tell lies or exaggerate.
c. Simply write a list of things you do or have achieved.
d. Give political viewpoints.
e. Ramble.

7
APPENDIX E (cont.)
f. Write it in the form of a letter, starting with 'Dear Sir /
Madam' and ending with 'Thank you for reading my
statement, your sincerely'.
g. Sound arrogant
h. Repeat information you have included on the rest of the
application
i. Use repetitive language, such as ‘I like...' or 'I have...’ etc.
Sample Personal Statements:
I am very excited to apply to Illinois State University. I have fallen in love with
the ISU campus after seeing it first-hand in July. The open campus is very pleasant and
comfortable. I have met many alumni from Illinois State University who have only
positive things to say about the school and its courses. My best friend is also thinking
about applying at ISU. His father, Tom Rosko, is a graduate of ISU who is encouraging
me to attend the school because of its great academic curriculum. I would like to
attend ISU for many reasons. First, I am interested in possibly majoring in education or
business. ISU excels in both of these colleges. In addition, Illinois State University
offers many classes to assist me in meeting my career goals. ISU is also not far from
my hometown, Libertyville. I would like to attend a college close to home and one that
allows me to be independent as well. ISU is just the right size for me; the college is a
good median between a large school and a small, private school. When I visited the
campus in July, I had a chance to view the dorms, which were clean and impressive. I
am also interested in being an Illinois State Athlete. I have qualified in state
competitions in high jump and hope to participate in the sport at ISU. I have met with an
ISU representative and we discussed sports and possible scholarship benefits. In
addition to being a student athlete I am an employee at a retail shoe store. My job as
taught me responsibility and reliability, which are important traits to have when
representing a school. All in all, I believe Illinois State is the right school for me. Not
only does the school have great business and education colleges, but it is also the right
size, right location and the right environment for me to excel. I am looking forward to
being a Redbird!
APPENDIX E (cont.)

8
She stood there crying. She was the only child in the room openly
screaming. I stood there thinking, that I actually chose this high school class after
tutoring in middle school and working as a Sunday school teacher’s aide the year
before. I thought that I might want to be a teacher, so I signed up for “Intro to
Preschool”. She stood there scared and afraid, and little did she know, so did I.
Kayla was her name and she was my student for the semester. At the age of four
she was timid and she did not try to fit in with the others. She had trouble learning
because of an unwillingness to participate. As days passed, I began to earn her
trust. She started to listen and learn in a one on one setting with me, by playing
interactive games and trying to read books. I now had her interested in learning, but I
know that preschool was so much about social skills as it was about the academics. My
goal was to transition her into the group before the semester ended. We started
small, asking her to share crayons and markers with her peers, requiring her to interact
and socialize on a simple level. When there was an activity planned and she told me
that she did not want to play, I played and then she eventually joined in. We
transitioned from reading books one on one, to reading in a group setting. One day to
my surprise, she came into the room, said “hi” and went off to play with two other
students, Jason and Taylor. The moment I saw her interacting with the other children I
felt excited for her, and fulfilled as a teacher. I had achieved my goal a half a semester
early. I had signed up to learn the mechanics of teaching, but I had gained
knowledge about myself and the whole process of learning. I watched a little student
blossom and open before my eyes. As we stood there the last day of the semester, she
stood there beaming, excited about her new preschool friends and all the possibilities
ahead of her. And again, my emotions mirrored hers; I stood there excited about the
possibilities of a career in teaching and the challenges that are ahead of me. As I
move into my senior year, I continue to pursue my goal in teaching. I will be involved in
a program called TIP (Teacher Internship Program). Through this program, I will gain
more classroom experience, this time in a grammar school setting. I know that in order
to teach, I must further my education. I have visited Illinois State University and I am
excited about the courses offered. The student body was very welcoming to an
unfamiliar face. The potential of living in a dorm setting with people of the same
academic interest is appealing. I hope to achieve my goals at ISU.
(From Pekin High)
http://www.pekinhigh.net/guidance/ExamplesofPersonalStatementsGoodandBad.htm

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