PARENTS AS MENTORS PROGRAM
Juntos para una
Mejor Educación
Everyone Together
for a Better Education
Leader’s Program Manual
Cintia Aguilar
cintia_aguilar@ncsu.edu
Andrew Behnke
andrew_behnke@ncsu.edu
Donna Rewalt
drewalt@co.durham.nc.us
Christine Falk
Verona Roberts
verona.roberts@
Wendy Velásquez
wvelazquez@
With support from North Carolina State University Cooperative Extensión
and the North Carolina 4-H Youth Development Fund
Juntos Para Una Mejor Educación
Program
1
2 This six (6) session workshop series brings together parents, youth and school staff to explore possible paths to higher education. The Everyone Together for a Better Education (Juntos Para Una Mejor Educación) Program helps entire families (parents and teens) to join together to gain the knowledge and skills needed to bridge the gap from high school to college. The focus of this program is currently on parents and their teens in the 7th through 12th grades who have not had the opportunity to attend college or who are Spanish-speaking.
3
4 The 2½ hour workshops meet once a week for six weeks and focus on experiential activities that help the parents and youth work towards their educational goals. College-age peer mentors are invited to each session to act as models and as special guests to motivate 7-12th graders. Families receive posters of how to get to college and how to finance college, and handouts with specifics on how to make it to college.
The overall goals of the program are:
• To improve actual numbers of students attending college.
• To heighten levels of awareness of families around the idea of college attendance as a realistic goal.
• To improve levels of positive communication between parents, youth, and school staff.
• To help parents and youth understand the requirements for graduation and success in the U.S. high school system.
• To heighten families’ levels of awareness of options for financing college expenses in the U.S.
• To increase youth’s skills and knowledge of the college application process.
• To increase families’ sense of empowerment to advocate and work to improve their schools.
General Class Leader Tips
The Purpose of Co-facilitators
Having two co-facilitators has a number of benefits:
• The facilitator who is not assuming primary responsibility for an agenda item can keep his/her eye on the group for signs of such things as confusion (requiring more thorough explanation of class content) or distress (perhaps indicating that that person’s need to give a personal example of a challenge they are or have faced)
• When one facilitator is directing a brainstorm activity, the co-facilitator can write participant responses so that the facilitator can devote their full attention to the participants.
• In the event of an emergency, if one facilitator must be absent, the class will not lose the continuity of a familiar face.
• If one facilitator feels less confident about a particular content matter, the co-facilitator may be able to handle the item.
• Two co-facilitators can “play off” one another throughout the course to enhance the presentation of content.
• Two co-facilitators can more effectively do role modeling.
Co-facilitator Relationship/Style
Develop your unique style
Everyone has a unique presentation style. One facilitator may be vivacious; another may project a soothing, understanding presence. Both can be equally effective. Three critical elements in being an effective facilitator are:
• Knowing the class material well so you don’t sound as if you are reading
• Showing genuine interest in the participants and for the material you are presenting.
• Asking every question or presenting every item in this guidebook may not be possible; be flexible with the guidance and adapt the curriculum as needed to the group’s responses.
Keep facilitator sharing concise
Part of expressing your unique style comes with occasionally giving examples from your own experiences to illustrate a point. Doing so can help the material “come alive” for participants and help you to feel more at ease with it. However, remember your role as a model and keep your stories short and to the point (preferably no longer than a minute). Facilitate and encourage group sharing. The examples do not have to be perfect. If, in retrospect, you feel you might have handled something differently, participants are likely able to relate to your feelings.
Work out tensions or problems before class
Although most class facilitators will have a friendly relationship, occasionally problems arise. When this happens, it is critical that such problems are not brought into the classroom, but are worked through outside of the classroom setting.
Class Atmosphere
One of the most important “stage setters” for the Juntos classes is the atmosphere that is created. A warm, friendly, accepting atmosphere encourages participant interaction and sharing. Remember, some participants may have had, or are having a negative classroom experience. The following are ways to create such an atmosphere.
Set the stage
We suggest using a larger meeting space like a media center or cafeteria with large round or rectangle shaped tables so that participants can interact easily on group activities. The focus should be on encouraging youth and parents to sit and work together.
Childcare arrangements
Many families will bring younger children who will need to be cared for during the class sessions. We suggest childcare arrangements be in place for one child for every family scheduled to attend. Other groups have found success partnering with high school students looking for volunteer opportunities, 4-H club members/volunteers, and/or other students willing to help out.
Limit the number of participants.
Classes are best suited to a limited number of participants because an effective class requires the facilitator to interact with participants. This also allows participants to present their ideas and suggestions, as well as to interact with other participants and give feedback on problems and solutions. A class can be satisfactorily held with as few as 5 families (15 individuals), but should not exceed 20 families (60 individuals).
Greet participant as they arrive
Arrive well in advance of participants so that you can be certain the classroom and refreshments are set up before the first participant arrives. If participants feel you are at ease, rather than rushed and flustered, they are more apt to also feel at ease. Smile and greet participants warmly by name. Show interest in their particular situation. Use name tags to assist everyone in learning each other’s names.
Project an accepting attitude
As a facilitator, it is vital that you are non-judgmental. Your primary role is to help participants identify options. A facilitator’s accepting attitude helps to create a non-threatening atmosphere where people feel comfortable sharing their concerns, situations and feelings.
Avoid saying “I want you to…”
The phrase “I want you to…” sounds patronizing. Decisions about what to do belong to each participant. Saying “It’s important to…” tends to work better.
Treat participants as adults/young adults
Respect each participant and the choices he or she makes. For example, if a participant tells you they are choosing a military career path, rather than the university path, remember, that is his or her choice. Many of the brainstorm activities are designed to outline options that are available that the participant may have not previously considered. Nevertheless, the decision remains theirs alone, and as a facilitator, it must be respected.
Provide food and refreshments
Many or all of your participants will be attending the classes at the end of a work day. They may not have time to go home, prepare and eat a meal before arriving at class on time. Therefore, a simple but nourishing meal is a good idea in order to encourage class attendance.
Encouraging participation
An important part of the Juntos program is the participation of each person in class activities. The following are ways to encourage participation:
• Make sure everyone understands the instructions for an activity
• Review the benefits of an activity.
• Project an attitude of acceptance for varying points of view.
• Encourage youth and parents to work together as much as possible.
If someone doesn’t participate on several occasions, talk with them privately during a break or after class. Find out if there is a reason for the non-participation, and if you can do something to make participation easier. However, do not force participation. Some people are naturally passive participators; they enjoy listening and observing, but do not necessarily feel a need to add their views.
Encouraging attendance
Participants need to attend at least 4 sessions to receive a certificate of completion of the workshop series. We suggest trainers call families a day prior to each workshop. We also suggest using school calling systems, such as “Connect-Ed” in Spanish, to inform families of the next meeting.
Begin And End On Time
One of the realities of modern times is that our schedules are usually over packed with responsibilities. Therefore, chances are you will often have one or more people arrive late to class. You may also have participants who may need to leave promptly at the end of class. Out of respect for all participants, always begin and end on time – or as close to time as possible. If discussion during one class is limited and you finish early, most participants will be delighted with the gift of that extra 10 or 15 minutes they didn’t expect to have.
Ways to stay on time
One key way to stay on time is by being well prepared and setting up visual aids and materials well in advance of the beginning. In addition, each segment of the class is given a suggested time frame to help you stay on schedule.
Develop a ‘time’ system
Before starting class, synchronize your watch with your co-facilitator. Assign one of the participants to help keep you on track with a five-minute ‘warning’ before the end of class. (Assigning this task to one of the youth is a great way to engage them)
Use the agenda
Putting a copy of the agenda on the wall can provide graphic evidence of the need to move on. Follow the times suggested in the manual.
Set time limits
Set time limits on questions and discussions, especially if you need to tighten the time spent on a class segment. This includes setting limits on the telling of stories by both facilitators and participants.
Ask only a few participants to share
If time is limited, ask only a few people to share, not the entire group. You might set the stage by saying, “We only have time for two more questions/comments”
Say, “We need to move on to…”
Some topics trigger a lot of comments and discussions. At times you will need to be more flexible with time depending on the reactions of the group, but realize that there is an agenda to cover. Some groups are also more talkative than others. There may be times when you will have to limit sharing by participants. You might say “We need to move on to…” It is important to redirect without causing a person to feel cut off, offended or intimidated.
Reinterpreting Beliefs and Thoughts
What we think affects how we feel. This in turn affects how we behave. Negative thoughts decrease a person’s self confidence and are likely to result in behavior that further undermines confidence.
Throughout the six weeks, participants are encouraged to seek out assistance. Activities are designed to build confidence and guide participants to make informed decisions.
Participants are gently persuaded in several ways to try a new activity. The homework assignments are designed to put their newly acquired knowledge into action. Hearing about other’s successes can be a form of persuasion. It often encourages a reluctant participant to give an activity a try or take a step he or she has resisted.
Juntos Sessions At-A-Glance
|Session 1—Making Education as a Family Goal |Session 2—School Communications |
|Welcome & Introductions | |
|Program Goals and Session Overview |Welcome & Introductions |
|Brief Discussion: Why did you come to this program? |Homework Review: An Act of Parental Involvement |
|Ground Rules |Icebreaker: Two Truths and One Lie |
|Survey: Where are we today? |School Communication: Organization & Structure |
|Icebreaker: Building a Bridge |Who’s who, & contacting personnel |
|Monetary Costs of Higher Education |Special Programs: ESL, EC, IEP, Honors & AP |
|Mini Goals and Monster Goals |Successful Parent-Teacher Conferences |
|Parent Involvement |School Communication and Personal Styles |
|(Optional Activity) The Great Wall of China |Homework: Communicating |
|Homework: An Act of Parental Involvement |Feedback/Wrap-up/Discussion Questions |
|Feedback/Wrap-up/Discussion | |
| | |
|Session 3— Knowing the School System: Standards and Testing |Session 4— Options After High School |
| | |
|Welcome & Introductions |Welcome & Introductions |
|Homework Review: Communicating |Homework Review: Course of Study |
|Graduation Requirements Card Sort |What Do You Want to Do? |
|Testing and Requirements |College Options |
|Course of Study Trivia |Myth Busting |
|N.C. high school Course of Study and Credits System |Financial Aid Bingo |
|5 Top Success Strategies to Help Students Succeed |Comparing Your Options |
|Homework: Course of Study |(Optional Activity) Financing College |
|Feedback/Wrap-up/Discussion Questions |Homework: Filling in the FAFSA |
| |Feedback/Wrap-up/Discussion Questions |
|Session 5— Roads to Higher Education |Session 6—Moving to Action |
| | |
|Welcome & Introductions |Welcome & Introductions |
|Homework Review: Filling in the FAFSA |Homework Review: Support Systems |
|Standardized Tests: PSAT/SAT, ACT |The Newly “Eds” Game |
|The Jeopardy Game |Primer on Advocacy |
|Essay Writing Tips |Next Steps |
|Activity: Admission Board |Building a Personal/Family Action Plan |
|Volunteering and Community Service |Survey: Where Are We Now? |
|The Quest for Success Game |Closing and Graduation |
|Homework: Support Systems | |
|Feedback/Wrap-up/Discussion Questions | |
| | |
Juntos para una
Mejor Educación
|Taller 1: La Educación como una Meta Familiar |Taller 2: Comunicación Escolar |
| | |
|Introducción y Bienvenida |Introducción y Bienvenida |
|Visión General y Metas del programa “Juntos” |Revisión de la Tarea: Un Acto de Participación de Padres. |
|Discusión abierta: ¿Por qué estoy aquí? |Actividad: Dos verdades y Una mentira |
|Reglas básicas del grupo |Comunicación Escolar: Estructura & Organización |
|Encuesta: ¿Qué sabemos ahora? |Quién es quién & contactando al personal de la escuela. |
|Actividad: Construyendo el puente más fuerte |Programas Especiales: ESL, EC, IEP, Honores & AP |
|Costos Monetarios de la Educación Superior |Conferencias exitosas entre Padres y Maestros |
|Metas pequeñas y Metas grandes |Comunicación y Estilos Personales |
|Participación de los Padres |Tarea: Comunicándose |
|(Actividad Opcional) La Gran Muralla China |¿Comentarios?¿Preguntas? |
|Tarea: Un Acto de Participación de Padres | |
|¿Comentarios?¿Preguntas? | |
|Taller 3: Conociendo el Sistema Escolar: Estándares y Exámenes |Taller 4: Opciones para después de la Escuela Preparatoria |
| | |
|Introducción y Bienvenida |Introducción y Bienvenida |
|Revisión de la Tarea: Comunicándose |Revisión de la Tarea: Curso de Estudio |
|Actividad: Requisitos de Graduación |¿Qué Quieres Hacer? |
|Sistema de Exámenes y Requisitos de Graduación |Opciones de Educación Superior |
|Curso de Estudio Trivia |“Mythbusting”: Aclarando Mitos |
|Sistema de Créditos y Cursos de Estudio de Preparatoria de Carolina del Norte. |Lotería de Ayuda Financiera |
|5 estrategias para ayudar a los estudiantes a tener éxito |Comparando las Opciones de Educación Superior |
|Tarea: Curso de Estudio |(Actividad Opcional) Financiando la Educación Superior |
|¿Comentarios?¿Preguntas? |Tarea: Llenando al Planilla FAFSA |
| |¿Comentarios?¿Preguntas? |
|Taller 5— Camino hacia una Educación Superior |Taller 6—Creando un Plan de Acción |
| | |
|Introducción y Bienvenida |Introducción y Bienvenida |
|Revisión de la Tarea: Llenando la Planilla FAFSA |Revisión de la Tarea: Grupos/Personas de Apoyo |
|Exámenes de Ingreso: PSAT/SAT, ACT |Juego: ¿Quién conoce a Quién? |
|Juego: Jeopardy |Defendiendo sus Derechos |
|Pasos y Consejos para Escribir Ensayos |Los Siguientes Pasos |
|Actividad: Comité de Admisiones |Creando un Plan de Acción Personal/Familiar |
|El Trabajo Voluntario y el Servicio a la Comunidad |Encuesta: ¿Qué sabemos ahora? |
|Juego: La Búsqueda del Éxito |Fin de Talleres - Graduación |
|Tarea: Grupos/Personas de Apoyo | |
|¿Comentarios?¿Preguntas? | |
Glossary
Session I:
Session II:
• EC Coordinator: Exceptional Children Coordinator
• AP Classes: Advanced Placement Classes
• SBDM Team: Site-Based Decision Making Team
• ESL: English as a Second Language
• SIMS Operator: Student Information Management System Operator
• PTA/PTO/PTSA: Parent Teacher Association/Parent Teacher Organization/ Parent Teacher Student Association
• IEP: Individualized Education Program
Session III:
• GPA: Grade Point Average
• CP: Career Pathway
• ELPS: English Language Proficiency Standards
• EOG/EOC Tests: End of Grade/End of Course Tests
• NAEP: National Assessment of Educational Progress
• IPT Test: Identified Language Proficiency Test
• DPI: Department of Public Instruction
• AYP: Adequate Yearly Progress
• NCLB: No Child Left Behind
• SEM: Strategic Enrollment Management
Session IV:
• FAFSA: Free Application for Federal Students Aid
• PSAT: Pre-Scholastic Assessment Test
• SAT: Scholastic Assessment Test
• ACT: American College Testing
• AP Classes: Advance Placement Classes
• SAR: Student Aid Support
• NMSC: National Merit Scholarship Corporation
Session V:
• GED Test: General Education Development Test
Session VI:
• SAP Process: Students Assistance Program Process
Juntos Para Una Mejor Educación
Program
Session I:
Making Education as a Family Goal
At a Glance Timeline:
• Welcome & Introductions
• Program Goals and Session Overview
• Brief Discussion: Why did you come to this program?
• Ground Rules
• Survey: Where are we today?
• Program Goals and Session Overview
• Icebreaker: Building a Bridge
• Brief Discussion: Why am I here Monetary Costs of Higher Education
• Activity: Mini Goals and Monster Goals
• Survey: Where are we today?
• Parent Involvement Discussion
• (Optional Activity) The Great Wall of China
• Homework: An Act of Parental Involvement
• Feedback/Wrap-up/Discussion
Session 1 Goals:
By the end of this session families will:
• Develop rapport with facilitator and other parents.
• Have opportunity to express concerns and positive experiences.
• Establish shared and individual understanding of parent involvement.
• Come together to prepare for their teen’s college attendance.
• Identify barriers to getting to college/graduation and ways to eliminate these barriers.
Materials Needed:
• Computer
• Projector
• Nametags
• Flip Chart with Markers
• Parents’ Workbook
• Contact Sheet
• Icebreaker Supplies
• Small Prizes (pencils, candy, etc.)
Brief Facilitators Guide:
|Welcome & Introductions (15 min) |Start by introducing yourself (and other facilitators). |
|Have food available at 5:45 and begin by 6:15 |Invite them to create a name tag and decorate them in a way representing them and ask participants to give |
| |their name and tell something brief about themselves. |
| |Tell participants that you will start workshops as close to 6 p.m. as possible. |
|Program Goals & Session Overview (10 min) |Show and discuss the overall program goals |
| |Show the session at a glance handout for the entire program |
|Brief Discussion: Why did you come to this | |
|program? (10 min) |Ask: Why are you here? |
| |Invite three or four responses. |
| |Clarify what we don't cover and what we do cover. |
| |Remind them what we all have in common- our children. |
|Ground Rules (5 min) |Ask them to generate ground rules, write on chart/handout with ideas. |
| | |
|Survey: Where Are We Today? (10 min) |Explain purpose of the survey, while distributing the survey to families and read out loud as they complete|
| |it. |
| |Collect after completion. |
|Icebreaker: Building a Bridge (15 min) |Conduct the Building a Bridge Icebreaker |
| |Debrief and get reactions from the group |
|Monetary Costs of Higher Education (5 min) |Ask: What do you think the average person with a college education earns during their lifetime? |
| |Ask: And how much do you think someone with a professional degree (e.g., doctor or lawyer) earns during |
| |their lifetime? |
| |Discuss figures on the following Powerpoint slides. |
|Activity: Mini Goals and Monster Goals (10 min)|Share some examples of goals: Making the soccer team (futbol), buying a car, getting a date. Create a |
| |fictitious character (e.g., Peter) and talk about the steps this person would have to take to get to the |
| |goal they were attempting to achieve. Talk about how these steps are like mini-goals that have to be |
| |accomplished to attain one's “monster goals.” |
| |Ask: “Tell me some of the things you have worked really hard to achieve or acquire?” Let a few participants|
| |respond. |
| |Ask: “Do they think college is a realistic goal for your family?” |
| |Discuss this issue with the families seriously and openly. Let them know that they should start with “baby |
| |steps.” |
| |Ask: “Will you each commit as families to this goal?” Wait for responses. Congratulate them for making |
| |this commitment! |
|Break (5 min) | |
| | |
|Parent Involvement Discussion (15 min) |Ask: What do you they think parent involvement is? |
| |Put answers on flip chart. |
| |Share definition of Parent Involvement. |
| |Form groups of parents and groups of youth (one acting as scribe) and ask them to make a list of as many |
| |responses as they can. The group with the most in three-minute wins. |
| |Ask the parents: “What are ways that a parent can be involved in their teen’s schooling?” |
| |Ask the youth: “What are ways that you parents can be involved in your schooling?” |
| |Have each group write their responses on a flipchart page. |
| |Ask: “Can I add some others? See if these spark any other ideas?” |
| |Share parental involvement resources and handouts. |
|Optional Activity: The Great Wall of China (15 |Draw a stick figure on the left side of a white board and write “College” on the right side. |
|min) |Ask: “What are some of the things that might keep your teen from getting to college?” |
| |List responses down the middle of the whiteboard forming a barrier down the middle between the “student” |
| |(stick figure) and “college” (building). Continue until you have a solid barrier of words separating the |
| |two. |
| |Go item by item and erase it as you discuss possible solutions to overcome these barriers. |
|Homework: An Act of Parental Involvement (5 |Go over homework. |
|min) |Tell them we will talk about it at the beginning of session 2. |
| |Ask: “Would anyone like to describe your thoughts and feelings about today’s session?” |
|Feedback/Wrap-up/ Discussion (5 min) |Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role |
| |as a parent?” |
| |Ask the youth: “Teens, what are you going to do to involve your parents in this journey?” |
| |Close the session by introducing the next week’s topic and by thanking each parent individually. |
Expanded Facilitator Guide:
5:45 p.m. Greet participants as they arrive for the evening
Remind everyone to sign the Everyone Together contact sheet as they enter.
Instruct participants to put their things at a seat, and go get food.
At each table are folders with curriculum material for the evening.
6:15 p.m. Welcome & Introductions
Facilitator should introduce him or herself
Give name, organizational affiliation and title
Officially welcome parents:
Invite them to create a name tag and decorate them in a way representing them and ask participants to give their name and tell something brief about themselves.
Review time commitment (6 Sessions); schedule (6p.m.-8:30 p.m.)
Direct to bathrooms.
Have guests introduce themselves (if any).
Give name, organizational affiliation and title
| |
6:30 p.m. Program Goals & Session Overview
What is Everyone Together?
Direct parents to program goals handout and summarize handout
Review “Sessions at a Glance” handout
6:40 p.m. Group Discussion: Why did you come to this program? (I changed the title to match the Brief Guide)
Ask them “Why are you here?”
Facilitator solicits from parents their reasons for attending training; record on a flip chart.
What do they expect to receive?
What are they seeking most of all?
Remind them what we all have in common: Our Children.
Note: Let participants know that our job as facilitators is to enable and empower them with the tools they need as parents and students, but we cannot do the job for them.
For example: We can give them a list of scholarships available, but we cannot fill out the forms. We also are not here to ‘give’ them money for college, but rather to show them ways them can obtain college financing. This is important as it will help dispel misconceptions about the program.
6:50 p.m. Ground Rules
Begin with --- 1st Ground Rule is that each Session will end at 8:30 p.m.
Ask for a volunteer time keeper to notify 5 minutes before end of session
Solicit responses from participants
You may want to include ground rules like the following:
1. We’re in this together.
2. Everyone deserves a chance to speak without being interrupted.
3. Give warm feedback.
4. What is shared by others is confidential and should not be shared.
5. Have fun!
Create list and post
6:55 p.m. Survey: Where Are We Today?
Facilitator will explain that there will be a survey at the beginning and end of the program series to help us to see how much they learned. Facilitarot will explain the confidentiality of responses and show how to fill out surveyFacilitator will explain the need for a survey, confidentiality of responses, technique, etc.
Facilitator administers survey by reading each statement, waiting for response.
Collect surveys and thank participants.
7:05 p.m. Icebreaker: Building a Bridge
Supplies: Bridge building materials (e.g., scissors, tape dispensers, paper), two chairs for each group to create a bridge, signs for chairs, a container for each family’s supplies, and weights (Hardcover books work well).
Preparation: Prepare by placing a container with different items at each table (For example, give one team more paper than others, and another table more tape, and so on. Make sure one group has no tape and one has no scissors, etc.).
Place two chairs next to each team’s table. The gap between the two chairs is the river they have to cross. These chairs will become the foundation for each side of the bridge. Put signs with the names of the cities (Collegetown and Highschoolville) on each chair back.
Procedure: Give each of them the handout entitled “Building the Strongest Bridge,” and ask them to follow along as you read this story:
“Highschoolville and Collegetown are two cities separated by a large river. Each city has a different language and culture. Leaders of the two cities have decided that they should trade goods and ideas. To do this, they would like to build a bridge.”
“Your Task: You now have 7 minutes to construct a bridge to cross the hypothetical river between the two chairs by your table. The bridge that can hold the most weight at the end of seven minutes will win the bid to build the real bridge.”
Trainer Tips: Do not offer any other guidelines. If you are asked a question respond by saying “What do you think?” For example, some teams may ask if they can work together, or share or trade items. Because you have not said they couldn’t, respond by saying “What do you think?” And leave it at that. Observe carefully during the activity so that in the debriefing you may discuss specific examples.
After the 7 Minutes Are Up: Test the bridges.
Debriefing: Ask something like: “What are your thoughts or feelings about this activity?” and
“What do you think this activity is teaching us about preparing for college?”
Feel free to offer some of the following ideas:
1. They all had the same goal.
2. Importance of planning and working as a family to accomplish the goal.
3. Everyone started out with different tools and resources.
4. Importance of working together to
5. Seeking out resources from other teams and from experts (Did they share resources? Did they work with other teams to make a stronger bridge?)
6. Dividing up tasks allows for more work to be done.
7. As the bridge was being built, each group may have had to modify its earlier decision or make new decisions.
Ask participants if they have any other observations or comments they would like to share.
Complete this activity by stating that workshop will explore in detail the steps to work together towards the family goal of college attendance.
7:20 p.m. Monetary Costs of Higher Education
Introduction:One concern many families have about obtaining higher education involves the costs associated with the education. There are tests to take, applications to complete, tuition costs, living expenses and textbooks to buy just to name a few of the possible costs. While this may seem overwhelming, it is important to keep in mind the monetary gains of obtaining a higher education.
One concern many families have about obtaining higher education involves the costs associated with the education. There are tests to take, applications to complete, tuition costs, living expenses and textbooks to buy just to name a few of the possible costs. While this may seem overwhelming, it is important to keep in mind the monetary gains of obtaining a higher education.
Ask : “What do you think the average person with a college educations earns during their lifetime?
Ask:: “And how much do you think someone with a professional degree (e.g., doctor or lawyer) earns during their lifetime?
Show the figures from the powerpoint slides. Show the differences between a student who only graduates high school compared to those who obtain a college degree or professional degree.
7:15 25 p.m. Activity: Mini Goals and Monster Goals
1
2 Begin this activity by saying something like, “Today we are going to talk about what it means to have higher education as a family goal. Have you ever had a big goal that you worked really hard for?”
3
1. Share a brief personal experience where you worked hard for a goal that was important to you.
2. Ask: “Tell me some of the things you have worked really hard to achieve or acquire?” Let a few participants respond
3. Ask: “What did it feel like to accomplish the goal?”
4. Say something like: “During the next few weeks we will be working together to make the goal of a higher education more attainable for you and your family.
5. Ask: “Do they think college is a realistic goal?” “Would it matter to you to have your child graduate from college (or for you to graduate from college)? Would someone share why that matters to them?”
Note: Research shows that some families have a hard time seeing their kids go off to college when they continue to struggle with paying the bills or getting ahead. These families often end up having children that continue in low paying jobs.
6. Discuss this issue with the families seriously and openly. Let them know that they should start with “baby steps.”
7. Ask: “Will you each commit as families to this goal?” Wait for responses.
8. “Okay then lets make those goals happen!”
7:35 p.m. 5 Minute Break
7:40 p.m. Group Discussion: Parent Involvement
Facilitator introduces the term Parental Involvement
Open Discussion
1. Ask group how they would define the term;
2. What comes to mind when they hear someone speak of parental involvement.
3. Record responses on flip chart
Our Definition: Parent Involvement is the Active participation of a “parent” in activities and relationship building that takes place at a child’s school or at home to support his or her learning as a student.
Form groups of parents and groups of youth (one participant in each group acting as scribe) and ask them to make a list of as many responses as they can. The group with the most in three-minute wins. (Provide a prize of candy, pencils, or something small.)
Ask the parents: “What are ways that a parent can be involved in their teen’s schooling?”
Ask the youth: “What are ways that you can help your parents be involved in your schooling?”
After three minutes write their responses on a flipchart.
Ask: “Can I add some others? See if these spark any other ideas?”
Share parental involvement resources and handouts.
Facilitator leads discussion of benefits of parental involvement.
Ask what difference does it make if you are or are not involved?
Ask participants:
1. Is there room for you to improve on your parental involvement?
2. If you do any or all of the things mentioned are you an involved parent?
3. How can you be more involved?
7:55 p.m. Optional Activity: The Great Wall of China
(takes 15 min if time is available)
Draw a stick figure on the left side of a white board and write “College” on the right side.
Ask: “What are some of the things that might keep your teen from getting to college?”
List responses on the whiteboard down the middle making a barrier between the “student” and “college.”
Go until you have a solid barrier of words separating the two.
Go item by item and erase it as you discuss possible solutions to overcome these barriers.
Make sure to talk about: Scholarships, summer school, community colleges, rewards for excellence, talking with teachers, etc. Mention that solutions will be discussed more in depth during the remaining sessions.
8:10 p.m. Homework: An Act of Parental Involvement
Facilitator leads into the homework session, saying: “There is a homework assignment that each of you is asked to complete by our next session...like being back in school.”
Parents: Choose an activity that you can do this week to be involved in your children’s schooling.?
Youth: Choose one activity to help your parents be more involved in your schooling this week.?
Look in your handouts at the last handout of Session 1.
Facilitator reads Homework handout and asks for questions or concerns.
8:15 p.m. Feedback/Wrap-up/Discussion Questions
Ask: “Would anyone like to describe your thoughts and feelings about today’s session?”
Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role as a parent?”
Ask the youth: “Teens, what are you going to do to involve your parents in this journey?”
Close the session by introducing the next week’s topic and by thanking each parent individually.
You could say something like: “Next week we will focus on the skills needed to communicate effectively with those in the high school system.”
Juntos Para Una Mejor Educación
Program
Session 2:
School Communication
At a Glance Timeline:
• Welcome & Introductions
• Homework Review: An Act of Parent Involvement
• Icebreaker: Two Truths and One Lie
• School Communication: Organization & Structure
o Who’s who, & contacting personnel
• Special Programs: ESL, EC, IEP, AP & Honors
• Successful Parent-Teacher Conferences
• School Communication and Personal Styles
• Homework: Communicating
• Feedback/Wrap-up/Discussion Questions
Session 2 Goals:
By the end of this session families will:
• Be able to understand school structure and roles of school personnel.
• Increase knowledge about how to improve contact with my child’s school.
• Gain skills and knowledge to have more effective parent-teacher conference.
Materials Needed:
• Computer
• Projector
• Nametags
• Handout with a list of names and contact info for key staff at the school(s)
• Flip Chart with Markers
• Parent Workbooks
• Contact Sheet
• Icebreaker Supplies
• Index Cards
Brief Facilitators Guide:
|Welcome & Introductions (5 min) |Name tag activity. Have participants identify who the different people are in the class by their name tags.|
|Have food available at 5:45 and begin by 6:15 |Introduce new people. |
| | |
| |Remind participants that you will start workshops as close to 6 p.m. as possible. |
| |Briefly remind participants of the issues covered the previous week and connect that topic with the new |
| |topic to be covered during this session. |
|Homework Review: One Act of Parental |Ask for volunteer sharing of two or three participants (don't forget to include youth). |
|Involvement (5 min) | |
|Icebreaker: Two Truths and One Lie (15 min) |Conduct the Two Truths and a Lie Icebreaker |
| |Debrief and get reactions from the group |
|School Communication: Organizations and |Ask: What are the names of some of the key school personnel? |
|Structure (20 min) |Invite each volunteer that offers the title of a school staff member to stand in front and put on a nametag|
| |with that title on it. For example, whoever suggests “principal” will come to the front and put on a name |
| |tag that says “Principal.” Finish with 6 or so in front of the group. |
| |Invite participants to look at |
| |Invite participants to see the School Organization and Structure Handout. |
| |Ask each volunteer at the front what they do at the school? |
| |Talk about personnel roles- Who do you call? What level of personnel should you start at first? (often |
| |teacher) |
| |Discuss how to contact school personnel: Multiple methods of contact, patience, multiple contacts may be |
| |necessary, persistence. |
| |Ask participants if they know the names of the specific personnel at their children’s school. |
|Special Programs: ESL, EC, AP & Honors (15 min)|Ask a PARENT: “Do you know what ESL means?” |
| |Ask about their experiences with ESL. |
| |Share a very brief overview of ESL and student evaluations. |
| | |
| |Ask a YOUTH: “Do you know what EC means?” |
| |Share a brief overview of EC programs both for gifted and special needs youth. |
| | |
| |Define IEP and what it means for parents and youth |
| |Refer them to the “Steps to IEP” handout. |
| | |
| |Discuss what Gifted Programs are and Honors Classes. |
| | |
| |Optional Slides: If working with parents of high schoolers review two slides on AP (Advanced Placement) |
| |classes. |
|Break (5 min) | |
|Having a Successful Parent-Teacher Conference |Ask: What is the purpose of Parent-Teacher Conferences? |
|(15 min) |Ask: What are some of the challenges that you have encountered to having a successful Parent-Teacher |
| |Conference? How can you overcome these challenges? |
| |Share Powerpoint information on Successful Parent-Teacher Conferences |
| |Refer participants to the handout on the topic in their workbook. |
|School Communication and Personal Styles (20 |Ask: What is communication? |
|min) |Ask: What are some obstacles to communicating effectively? |
| |Share information on Communication Styles and discuss. |
| |Share a communication scenario and ask for how they would respond or role play between Facilitator and |
| |Parent OR Facilitator and Facilitator. |
| |Ask: “Can you think of a current situation you want to talk to a teacher or someone else at your school |
| |about?” |
|Homework: Communicating (5 min) |Go over homework. |
| |Tell them we will talk about it at the beginning of session 3. |
| |Ask: “Would anyone like to describe your thoughts and feelings about today’s session?” |
|Feedback/Wrap-up/ Discussion (5 min) |Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role |
| |as a parent?” |
| |Ask the youth: “Teens, what are you going to do to involve your parents in this journey?” |
| |Close the session by introducing the next week’s topic and by thanking each parent individually. |
Expanded Facilitator Guide:
5:35 p.m. Put up last week’s flip chart sheets
5:45 p.m. Greet participants as they arrive for the evening
Remind everyone to sign the Everyone Together contact sheet as they enter and get a name tag.
Instruct participants to put their things at a seat and go get food.
6:15 p.m. Welcome & Introductions
Facilitator(s) reintroduce themselves
Give name, organizational affiliation and title
Officially welcome parents:
Review time commitment (5 more sessions); schedule (6p.m.-8:30 p.m.)
Direct to bathrooms.
Have guests introduce themselves (if any).
Give name, organizational affiliation and title
Participants’ give their names.
Facilitator reminds everyone of name tag, sign in, and copy of the materials for the evening.
Revisit ground rules.
6:20 p.m. Homework DiscussionReview: One Act of Parental Involvement
Facilitator review homework assignment and solicit volunteers to share their “Acts of parental involvement.” Group is allowed to make comments or ask questions.
6:25 p.m. Icebreaker: Two Truths and One Lie
Objective: Help parents and teens realize the importance of talking to the right people to assure success in school. Help parents understand there are myths/misunderstandings circulating about college and that they should not believe everything they hear.
Supplies: Index cards.
Procedure:
1. Each family will work as a group.
2. Ask the groups to write on an index card: two things that are true about their family and one thing that is not true. Tell them they have 5 minutes. It is recommended that the facilitator give them a sample based on him or herself.
For Example: We are from Honduras. We love Italian food. Our dad hates dogs. (identify a lie)
3. Once the groups have finished, ask each group to read their statements. They will not say which statements are “Truths” and which one is the “Lie.”
4. Invite the rest of the groups to guess what is true about each family and what is not.
5. If the groups have trouble identifying what is true and what is not, allow them to ask specific questions to the family. The questions should be only those that help them to accomplish their task.
6. Have each family reveal what was the Lie they told.
Debriefing:
Ask: “What are your thoughts or feelings about this activity? What do you think this activity is teaching us about communication at school?”
Feel free to offer the following ideas:
1. Our idea about educational issues may be based on information that may be true or false. There are a lot of “myths”/misunderstandings about education.
2. It may be more difficult to make decisions when we have limited information.
3. Asking questions and looking for more information may help us to make better decisions.
4. Remember the importance of working together as a family to accomplish a task.
6:40 p.m. School Communication: Organization & Structure
Ask: What are the names of some of the key school personnel?
Invite each volunteer that offers the title of a school staff member to stand in front and put on a nametag with that title on it. For example, whoever suggests “principal” will come to the front and put on a name tag that says “Principal.” Finish with 6 or so in front of the group.
Invite participants to look at the School Organization and Structure Handout.
Ask each volunteer at the front what they do at the school?
Talk about personnel roles- Who do you call? What level of personnel should you start at first? (often teacher)
Discuss how to contact school personnel: Multiple methods of contact, patience, multiple contacts may be necessary, persistence.
Ask participants if they know the names of the specific personnel at their children’s school.
6:40 p.m. School Communication: Organization & Structure
Ask: What are the names of some of the key school personnel?
Invite each volunteer that offers the title of a school staff member to stand in front and put on a nametag with that title on it. For example, whoever suggests “principal” will come to the front and put on a name tag that says “Principal.”
Invite participants to see the School Organization and Structure Handout.
Ask each volunteer at the front what they do at the school?
Talk about personnel roles- Who do you call? What level of personnel should you start at first? (often teacher)
Discuss how to contact school personnel: Multiple methods of contact, patience, multiple contacts may be necessary, persistence.
Ask participants if they know the names of the specific personnel at their children’s school.
7:00 p.m. Special Programs: ESL, EC, AP & Honors
Ask: Do you know what ESL means?
Ask about their experiences with ESL.
Share a very brief overview of ESL
The English as a Second Language (ESL) Program seeks to provide the best services possible to the growing numbers of national origin minority students who are of limited English proficiency. The purpose of the program is to provide daily instruction for students in grades K-12 with a trained ESL teacher in speaking, listening, reading and writing in English. The program also assists in bridging communication and understanding between the parents of ESL students and school. ESL programs and classes may differ by county in how they work and are run.
Ask: “Do you know what EC means?”
Share a very brief overview of EC.
The Exceptional Children program provides special education and related services to children with disabilities according to the federal mandates. The term "children with disabilities" includes all children who, because of permanent or temporary mental, physical or emotional disabilities, need special education, are unable to have all their educational needs met in a regular class without special education and related services, or are unable to be adequately educated in the public schools. Children that do not speak English should not be automatically identified as EC students. It includes those who are:
|Autistic |Behaviorally-Emotionally Disabled |Deaf-blind |
|Hearing Impaired |Mentally Disabled |Multihandicapped |
|Orthopedically Impaired |Other Health Impaired |Learning Disabled |
|Speech-language Impaired |Traumatic Brain Injured |Visually Impaired |
|Developmentally Delayed | | |
Define IEP and what it means for parents and youth
Pass out “Steps to IEP” handout.
Academically and Intellectually Gifted Students
The Gifted Education Program is considered part of EC programming, which promotes and supports the academic achievement for the intellectually gifted, the creatively talented, and the task-committed child. Children that are gifted do not receive the protections under the law that a child with disabilities might receive. These programs may differ by county (LEA- Local Education Authority).
Honors
Two types of honors programs are available in high school: regular honors and Advanced Placement (AP).
Regular honors courses are developed locally by high school teachers to help meet the needs of accelerated students. Honors classes offer the same curriculum that non-honors classes offer but are more challenging. Honors courses are faster paced and cover topics more in-depth. However, these classes are not usually considered to be equivalent to college-level work, which is why they will not earn you college credit.
Advanced Placement (AP) courses are developed by high school teachers and college faculty with the help of the College Board. These courses are more difficult and involve more work than standard classes. AP courses are considered college-level courses, so they allow you to earn college credit. In order to get college credit, you must earn a certain score on the AP exam, which is administered at the end of the course.
Taking honors courses in high school can really help you out when it's time for you to go to college, because many schools look highly on students that challenge themselves in these classes. If you are up for the challenge of honors classes, talk to your school counselor for more information pertaining to courses at your school.
7:15 p.m. 5 minute Break
7:25 20 p.m. Having a Successful Parent-Teacher Conference
This is an interactive session. Use flip chart to write down responses to the following: Address questions throughout the interactive presentation.
Ask:
• What is the purpose of a parent-teacher conference?
• Ways of doing a parent-teacher conference?
• Who sets up the conference?
• When is it held?
• Who comes to the conference?
• What to do before the conference?
• Carrying out the conference?
• Is there a follow-up meeting?
Highlight methods of communication and information gathering: email, letter, phone call, face-to-face.
Discuss barriers to a parent-teacher conference and how to overcome them.
• Transportation
• Childcare
• Language
• Parents’ schedule
• Others
Discuss the difference between teachers and guidance counselors. Help families understand how to approach guidance counselors and let families know their rights concerning these.
Communication Challenges: Additional questions to generate discussion.
Would you like to talk with a teacher or someone else about:
• A concern about your child?
• An idea you have?
• Accommodations for your exceptional child?
• A concern about the bus?
Or
• Can you think of a situation that occurred in the past that may not have gone as well as you would have liked?
** If time allows, this is a good opportunity to model effective communication with school personnel. Use the co-facilitator, or if none is available, ask for a volunteer. Use one of the situations that were mentioned in role playing. As an alternative, use the following case study:
Situation: Angela comes home frustrated again after taking a test. She explains to you that she studied and knows the material, but simply did not have enough time to get through all the questions. She complains that all her classmates were able to finish and she is ready to give up since she knows she failed.
Resolution: Who do you call first? How can this problem be addressed? (This may require the assistance of an ESL teacher or a literacy specialist)
3 7:40 p.m. 5 minute Break
7:345 p.m. School Communication and Personal Styles
Establish that we all communicate; we are communicating now. So what is communication? And which what are some obstacles to communicate effectively?
Communication is the act of interchange information, ideas, messages, and emotions. It is the process of giving and receiving, listening and being listened.
Some obstacles to communicate effectively are:
Lack of time, negative attitude, cultural differences, different stiles of communication, others.
Share information on Communication Styles and discuss. What are the styles of communication and which do you mostly use (Refer to handout)
Share a communication scenario and ask for how they would respond or role play between Facilitator and Parent/Facilitator and Facilitator.
Scenarios:
Your child is struggling in their math class and not getting help.
Your child is being bullied on the school bus.
Ask: “Can you think of a current situation you want to talk to a teacher or someone else at your school about?”7:35 p.m. School Communication and Personal Styles
Establish that we all communicate; we are communicating now. So what is communication? And what are some obstacles to communicating effectively?
Communication is the act of interchange information, ideas, messages, and emotions. It is the process of giving and receiving, listening and being listened.
Some obstacles to communicate effectively are:
Lack of time, negative attitude, cultural differences, different stiles of communication, others.
Share information on Communication Styles and discuss. What are the styles of communication and which do you mostly use (Refer to handout)
Share a communication scenario and ask for how they would respond or role play between Facilitator and Parent/Facilitator and Facilitator.
Scenarios:
Your child is struggling in their math class and not getting help.
Your child is being bullied on the school bus.
Ask: “Can you think of a current situation you want to talk to a teacher or someone else at your school about?”
8:057:55 p.m. Homework: Communicating
Homework – School Contact with a school staff member.
Facilitator will introduce this week’s homework. May read Homework handout if time permits.
Look in your handouts at the last handout of Session 23.
Facilitator reads Homework handout and asks for questions or concerns related to the homework assignment.
8:0010 p.m. Feedback/Wrap-up/Discussion Questions
Ask: “Would anyone like to describe his reactions to today’s session? What are your thoughts or feelings?”
Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role as a parent?”
Ask the youth: “Teens, what are you going to do to involve your parents in this journey?”
Close the session by introducing the next week’s topic and by thanking each participant individually.
Conclude by saying: “Next week we will focus on what you need to know about the public the school system, its standards and testing.”
Juntos Para Una Mejor Educación
Program
Session 3:
Knowing the School System: Standards and Testing
At a Glance Timeline:
• Welcome & Introductions
• Homework Review
• Graduation Requirements Card Sort
• Testing and Requirements
• Course of Study Trivia
o N.C. high school Course of Study and Credits System
• 5 Top Success Strategies to Help Students Succeed
• Homework: Course of Study
• Feedback/Wrap-up/Discussion Questions
Session 3 Goals:
By the end of this session families will:
• Understand N.C. graduation requirements (course of study/ testing system).
• Identify the Course of Study that fits their expectations and goals.
• Gain a basic understanding of special programs and NCLB.
• Identify successful strategies for the student to score at or above grade level.
Materials Needed:
• Computer
• Projector
• Nametags
• Flip Chart with Markers
• Parents Workbooks
• Index Cards (Graduation Requirements Card Sort)
• Container (Graduation Requirements Card Sort)
• Prizes (Course of Study Trivia)
Brief Facilitators Guide:
|Welcome & Introductions |Name tag activity. Have participants identify who the different people are in the class by their name tags.|
|(5 min) Have food available at 5:45 and begin |Introduce new people. |
|by 6:15 | |
| |Remind participants that you will start workshops as close to 6 p.m. as possible. |
| |Briefly remind participants of the issues covered the previous week and connect that topic with the new |
| |topic to be covered during this session. |
|Homework Review: Communicating (10 min) |Ask for volunteer sharing of two or three participants (don't forget to include youth). |
|Graduation Requirements Card Sort (20 min) |Conduct the Graduation Requirements Card Sort Activity |
| |Debrief and get reactions from the group |
| | |
|Testing and Requirements (20 min) |Ask if they can list tests students are required to take in high school. |
| |Provide a lecture about the N.C. high-school Testing System. |
| |Ask what they know about the student accountability standards. |
| |Demonstrate the EOC/ EOG table. |
| |Let them know about accountability levels work. |
| | |
| |Ask the youth: How are you graded in your school? |
| |Explain to parents the role of student report cards, grades, and GPA. |
| |Ask if they can list tests students are required to take in high school. |
| |Provide a lecture about the N.C. high-school Testing System. |
| |Ask what they know about the student accountability standards. |
| |Demonstrate the EOC/ EOG table. |
| |Let them know about accountability levels work. |
| | |
| |Ask the youth: How are you graded in your school? |
| |Explain to parents the role of student report cards, grades, and GPA. |
|Break (5 min) | |
| | |
|Course of Study Trivia |Provide a lecture about the N.C. high school Course of Study and credits System. (Could be shared by school|
|(15 min) |counselor). |
| |Explain that you will read some statements and scenarios that relate to the high school Course of Study |
| |System, and when they hear something that they believe is false or they do not agree with, they need to |
| |stand up. |
| |Ask some why they didn’t agree with the statement. |
| |Promote a group discussion on the topic that will clarify the content of the statement and scenarios |
| |presented. |
| |Refer to the Card Sort Activity and |
| |Verify which items were requirements and which were not. |
|5 Top Success Strategies to Help Students |Divide the teens into two teams and the parents into two teams. One team of teens and one team of parents |
|Succeed |will be group A. The other two teams will be group B. |
|(15 min) |Ask group A to identify five “success strategies” that help students to score at or above grade level. |
| |Ask group B to identify five strategies that are not successful in helping students to score at or above |
| |grade level. |
| |Promote a group discussion on the topic that will help participants make the connection with what was |
| |learned during the Education a Family Goal session |
| | |
| | |
|Homework: Course of Study (5 min) |Ask families of middle schoolers to find out what course of study their child would like to be in |
| |Ask families of high schoolers to find out what course of study there child is in and talk about whether |
| |this is the right one for them. |
| | |
| |Tell them we will talk about it at the beginning of session 4. |
| | |
|Feedback/Wrap-up/ Discussion (5 min) |Ask: “Would anyone like to describe your thoughts and feelings about today’s session?” |
| |Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role |
| |as a parent?” |
| |Ask the youth: “Teens, what are you going to do to involve your parents in this journey?” |
| |Close the session by introducing the next week’s topic and by thanking each parent individually. |
Expanded Facilitator Guide:
5:45 p.m. Greet parents as they arrive for the evening
Remind everyone to sign the Everyone Together contact sheet as they enter and get a name tag.
Instruct participants to put their things at a seat, and go get food.
6:15 p.m. Welcome & Introductions
Facilitator(s) reintroduce themselves
Give name, organizational affiliation and title
Officially welcome parents:
Review time commitment (3 Sessions more); schedule (6p.m.-8:30 p.m.)
Direct to bathrooms.
Have guests introduce themselves (if any).
Give name, organizational affiliation and title
Participants’ give their name.
Facilitator reminds everyone of name tag, sign in, and copy of the materials for the evening.
Revisit ground rules.
6:20 p.m. Homework Discussion
Facilitator review homework assignment and solicit volunteers to share their “experiences with communicating with school staff in the last week.” Group is allowed to make comments or ask questions.
6:30 p.m. Graduation Requirements Card Sort
2
3 Begin this activity by saying something like, “Since we know the importance of obtaining a high school diploma, and the importance of having the right information to help us make adequate choices, now we are going to learn about high school graduation requirements.”
Supplies: Prepared index cards
Procedure:
The facilitator will read a card one by one and ask the group to vote on whether it is a “Requirement” or “Not a requirement.”
The facilitator will place the cards on one side of the flip chart or the other. After all the cards have been sorted the facilitator will share the true requirement cards with the group.
TO BE TRANSLATED Tarjetas de Requisitos de Graduación
|Debes participar en un equipo de deporte |Se necesitan 4 créditos de Inglés |
|Debes tomar un Segundo Idioma con el que no estás familiarizado |Debes tomar Historia |
| |de los Estados Unidos |
|Necesitas tomar 3 créditos en Ciencias, excepto para el Curso de |Debes tener por lo menos 18 años de edad para graduarte |
|Estudio Ocupacional | |
|Debes demostrar un buen nivel en habilidades de computación según lo|Se requiere tomar Algebra I, excepto para el Curso de Estudio |
|establecido en los exámenes del estado |Ocupacional |
ANSWERS: Tarjetas de Requisitos de Graduación
|Debes participar en un equipo de deporte |Se necesitan 4 créditos de Inglés |
|NO |SI |
|Debes tomar un Segundo Idioma con el que no estás familiarizado |Debes tomar Historia |
|NO |de los Estados Unidos |
| |SI |
|Necesitas tomar 3 créditos en Ciencias, excepto para el Curso de |Debes tener por lo menos 18 años de edad para graduarte |
|Estudio Ocupacional |NO |
|SI | |
|Debes demostrar un buen nivel en habilidades de computación según lo|Se requiere tomar Algebra I, excepto para el Curso de Estudio |
|establecido en los exámenes del estado |Ocupacional |
|SI |SI |
6:50 p.m. Break
6:55 50 p.m. Testing and Requirements
Student Report Cards
Ask participants what they know about the role of student report cards and grades.
In every school children receive a Student Report Card every 9 weeks, where it reflects what the child knows and is able to do to meet the standards. In these Students Report Cards students could be graded as follow:
In middle school, students generally receive grades that correspond to number between 0-100. They will receive a grade for each of their classes, that indicates how well they are doing in their classes.
|A+=100-97 |B =86-84 |C- =73-70 |F < 60 |
|A =96-94 |B- =83-80 |D+=69-67 | |
|A- =93-90 |C+ =79-77 |D =66-64 | |
|B+=89-87 |C =76-74 |D- =63-60 | |
In high school, students receive report cards with grades and these grades are converted to a GPA. GPA means Grade Point Average. Maintaining a high GPA is important because since the 9th grade the student’s GPA begins to count toward his/her future success in the pursuit of a scholarship. A student should maintain a minimum of a 3.0 cumulative GPA from 9th through 12th grade.
Grade point system:
All letter grades are converted to a grade equivalent, based on the 4.0 system.
|A+=4.3 |B=3.0 |C-=1.7 |F=0.0 |
|A=4.0 |B- = 2.7 |D+=1.3 D=1.0 | |
|A-=3.7 |C+=2.3 |D-=0.7 | |
|B+=3.3 |C=2.0 | | |
EOG and EOC Achievement Levels
When a student takes an EOG (End of Grade) or an EOC (End of Course) test, he or she receives a score at one of the four levels. These levels tell whether or not a student is performing on grade level. The NC Department of Public Instruction (DPI) determines what scores are at each level.
Level I
Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.
Level II
Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.
Level III
Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.
Level IV
Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.
Levels 1 & 2 indicate a student is BELOW grade level. Students receive extra support.
Levels 3 & 4 indicate a student is AT or ABOVE grade level.
Student Accountability Standards:
Ask the participants what they know about the student accountability standards and ask if they can list the tests students are required to take in high school
North Carolina public school students are required to meet statewide standards for promotion from grades 3, 5 and 8 and High School graduation. The standards, also called gateways, will ensure that students are working at grade level in reading, writing and mathematics before being promoted to the next grade. The new high school exit standards will be in place for students entering ninth grade for the first time in 2006-2007.
These Standards are:
Grades K-2
• In grades K-2, statewide accountability testing is not allowed. Special assessments are used to follow students’ academic growth.
EOG Tests (Grades 3-8)
• All students in grades 3-8 take EOG tests in READING and MATHEMATICS in the final three weeks of school.
• In addition, EOG test in SCIENCE are administered to students in 5th and 8th grades.
• In grade 8 students take an EOG test in COMPUTER SKILLS. If not passed in 8th grade, students have one opportunity per year in grades 9-12.
EOG Tests (Grades 9-12)
• In grades 9-12, students are evaluated on their performance on ten mandated EOG tests: ALGEBRA I, ALGEBRA II, BIOLOGY, CHEMISTRY, ENGLISH I, GEOMETRY, PHYSICAL SCIENCE, PHYSICS, CIVICS AND ECONOMICS, and US HISTORY. These are given in the last two weeks of the course and count toward at least 25% of a student’s final course grade. All EOC tests must be administered during the last week (block schedule or summer school) or the last weeks (traditional schedule) of the instructional period.
Please Note: There is also a new computerized version of the EOG test, which must be completely passed. Some students pass only a part of the test and then do not get advanced to the next grade.
Some ESL students are not required to take the EOG/EOC tests if their English proficiency is low. These students will generally be invited to take an alternative test.
Some ESL students are not required to take the EOG/EOC tests if their English proficiency is low. These students will generally be invited to take an alternative test.
In addition to these Standards (that are included in the “ABC’s Accountability Standards” see below), the NC Testing Program also includes:
3rd Grade Pretest – Reading and Mathematics
• In grade 3 students take an EOG pre-tests in READING and MATHEMATICS within the first three weeks of grade 3 (based on learning from grade 2).
NC Writing Assessments – Narrative, Argumentative and Informational (Graders 4, 7 & 10)
• In grades 4, 7 and 10, students take a Writing Test: NARRATIVE (4th grade), ARGUMENTATIVE (7th grade) and INFORMATIONAL (10th grade). The Writing Assessments must be administered on the first Tuesday of March.
NC High School Comprehensive Test– Mathematics (Grade 10)
• This test is only administered to a small number of students who have not taken ALGEBRA I by the end of the 10th grade.
NC High School Competency Test – Reading and Mathematics
• Students who entered the 9th grade prior to the 2006-2007 school year who have not met the competency standards (level III or IV) on the grade 8 EOG tests in READING and/or MATHEMATICS, have one opportunity each year in grades 9-12 to take the NC High School Competency Test. This test will be administered annually.
North Carolina English Language Proficiency Test (IPT)
• Federal and state policies require that all students identified as limited English proficient be annually administered the state-identified English language proficiency test in grades K–12.
High School Exit Standards
• Beginning the school year 2006-2007, students entering the 9th grade for the first time will be required to meet the new exit standards. These exit standards will only apply to students following the Career Preparation, College Technical Preparation, or College University Preparation courses of study. These students will be required to perform at Achievement Level III or above on five EOG assessments and successfully complete a graduation project. The five required EOG assessments are Algebra I, Biology, English I, Civics & Economics, and U.S. History. The graduation project is a performance-based component that can include service-based learning or work-based learning experiences. The graduation project is developed, monitored, and scored locally using state-adopted rubrics.
Note: The following information is to provide the facilitator with more information about student accountability standards and ABCs in North Carolina.
Alternate Assessments
• Students with disabilities and students identified as limited English proficient who do not participate in the standard administration of the EOG tests, the high school comprehensive test or the writing assessment (at grades 4, 7, and 10) must be administered an appropriate state-designated alternate assessment (e.g., NCCLAS, NCEXTEND2, or NCEXTEND1). The alternate assessments are implemented in response to the Federal Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act of 2001 (NCLB). The North Carolina Checklist of Academic Standards (NCCLAS) is an alternate assessment designed to measure grade-level competencies of students with persistent academic disabilities using modified achievement standards in a simplified multiple-choice format. NCEXTEND 1 is an alternate assessment designed to measure the performance of students with significant cognitive disabilities. NCEXTEND2 OCS is given at the conclusion of Occupational English, Occupational Math 1, and after both Life Skills I and II have been completed. NCEXTEND2 OCS Writing is administered in March to students in grade 10 enrolled in the Occupational Course of Study (OCS).
National Assessment of Educational Progress (NAEP)
• For selected students in grades 4, 8, and 12. This national test allows comparisons between states and the nation. No Child Left Behind requires all states Participate.
What are the “ABCs Accountability Standards”?
The ABCs of Public Education is North Carolina’s primary school improvement program with the goals of providing strong local school accountability, an emphasis on mastery of basic subjects and as much local decision making as possible.
In 1996 the ABCs program became law, and since then it has been modified and improved to better portray school performance. Formulas are used to measure the academic growth and achievement for all schools.
No Child Left Behind, the federal education law, requires an additional accountability measure called Adequate Yearly Progress (AYP). AYP, which is included in the ABCs, focuses on sub-groups of students with a goal of closing achievement gaps and increasing proficiency to 100 percent.
Under the ABCs Model, schools are rewarded based on growth in student achievement, and school assistance teams are assigned to the lowest performing schools. Schools also are recognized for the percentage of their students’ scores at or above grade level.
The ABCs model measures growth over time and also determines the performance composite for the school as a whole. AYP measures school performance differently. To meet AYP, a school must meet target goals for each subgroup of students that numbers 40 or more. Target goals are set annually by the state for reading and mathematics at grades 3-8 and 10, and for attendance rates or graduation rates as well. AYP is an all-or-nothing model.
How do the Student Accountability Standards fit into the ABCs?
Student Accountability Standards for students rely on some of the same tests used to determine schools’ ABCs statuses. The end-of-grade tests are used both to determine school status and also to help determine whether students are ready to be promoted to the next grade level from grades 3, 5 and 8.
The ABCs Accountability Model
Components of the ABCs at the K-8 Level:
• Based on the end-of-grade tests in reading and mathematics in grades 3-8 (growth and performance).
• Alternate Assessment Portfolios and Alternate Assessment Academic Inventories (for qualified students with disabilities) in performance composite and AYP only.
• Computer Skills Tests at grade eight in performance composite only.
• Statewide accountability testing is not allowed in grades K-2. Special assessments are used to chart students’ academic growth and are not included in the ABCs’ reports.
• End-of-Course results for students taking EOC tests (growth and performance).
Components of the ABCs at the High School Level:
• Student performance on ten mandated end-of-course tests: Algebra I; Algebra II; Biology; Chemistry; English I; Geometry; Physical Science; Physics, Civics & Economics and US History.
• Alternate Assessment Academic Inventory and Alternate Assessment Portfolio (performance only).
• Growth is calculated using prediction formulas that factor in past performance to predict students’ future performance.
• Current year-to-baseline (average of two previous years) comparison of percentages of students completing College/University Prep or College Tech Prep courses of study.
• ABCs dropout rate (current year versus two-year baseline) weighed by 1/4 average daily membership.
• Gain in passing rate on high school competency tests from the end of 8th grade to the end of 10th grade.
• SAT scores and participation rates for the last three years are reported, but not included in the schools’ composite scores determining ABCs status.
North Carolina Testing Program – Required Testing for 20072008-089
Tests administered statewide in the NC Testing Program are located in the boxes. Field tests/special studies may be administered annually in selected subjects and grades at randomly selected sites. Some North Carolina students also participate in the National Assessment of Educational Progress (NAEP) at grades 4, 8, and 12.
|Grade |Reading |Math |Social Studies |Science |Writing |Other |
|Level | | | | | | |
| |Pretest1 |Pretest | | | | |
|3 | | | | | |IPT2 |
| |EOG |EOG | | | | |
| | | | | |Narrative | |
|4 |EOG |EOG | | | |IPT2 |
| | | | | | | |
|5 |EOG |EOG | |EOG3 | |IPT2 |
| | | | | | | |
|6 |EOG |EOG | | | |IPT2 |
| | | | | |Argumentative | |
|7 |EOG |EOG | | | |IPT2 |
| | |EOG | |EOG3 | |Computer Skills4 |
|8 |EOG | | | | | |
| | | | | | |IPT2 |
| | | | |Physical | | |
|9 |English I |Algebra I | |Science | |IPT2 |
| | |Geometry |Civics and |Biology3 |Informational | |
|10 |Competency5 | |Economics | | |IPT2 |
| | |Competency5 | | | | |
| | |Algebra II |U.S. History |Chemistry | | |
|11 | | | | | |IPT2 |
| | | | | | | |
|12 | | | |Physics | |IPT2 |
1 The North Carolina Pretest—Grade 3 Reading Comprehension will be field tested statewide in 2007.
2 The IPT is the state-identified English language proficiency test. Federal and state policies require that all students identified as limited English proficient be annually administered the state-identified English language proficiency test in grades K–12.
3 The North Carolina End-of-Grade (EOG) Tests of Science at grades 5 and 8 are required to meet the federal No Child Left Behind Act (NCLB) of 2001. In addition, the North Carolina End-of-Course (EOC) Test of Biology is administered to meet the high school science test requirement under NCLB. The science tests at grades 5 and 8 are not required to be included in AYP or ABCs calculations. Biology is included in ABCs calculations.
4 The North Carolina Computer Skills Assessments meet the goals of NCLB Title II Part D – Enhancing Education through Technology Act of 2001. One of the goals of this act is to ensure every student is technologically literate by the time the student finishes the eighth grade. North Carolina State Board of Education requires that students who do not meet the computer skills proficiency graduation requirement have at least one opportunity per year in grades 9–12 to take the appropriate computer skills assessment.
5 Students who entered the ninth grade prior to the 2006–2007 school year who have not met the competency standard in reading and/or mathematics, have at least one opportunity each year in grades 9–12 to take the North Carolina High School Competency Test.
Notes: End-of-course tests are given at the end of the course regardless of the grade in which the course is taken. The chart shows the grade in which students typically take the course.
In order to fulfill the high school testing requirements under NCLB, the North Carolina High School Comprehensive Test of Mathematics is administered to a small number of students who do not take Algebra I by the end of the 10th grade.
7:10 p.m. Break
7:15 p.m. Course of Study Trivia
Start this activity by saying something like, “As we mentioned before there are three types of requirements a student must meet to graduate from high school (Tests, Course of Study and Credits). So far today, we reviewed the Tests. Let’s learn now about the Course of Study and Credits System.”
The facilitator will provide a lecture about the N.C. high school Course of Study and Credits System (Refer to the handout chart). If available, the school counselor will provide this lecture.
The facilitator will tell the group that they will read some statements and scenarios that relate to the high school Course of Study and Credits System. When they hear something that they believe is false or they do not agree with, they need to stand up. The facilitator will ask some of those who stood up why they didn’t agree with the statement. Those who stand up will receive a prize.
It is recommended to choose 5 statements from the list below. However, the facilitator may decide to use all of them if desired. The number depends on the group size and the session time available for this activity.
Trivia Statements (English):
1. North Carolina’s four Courses of Study are: Career Prep, College Tech Prep, College/University Prep, and Occupational.
True.
2. Elisa is in 10th grade. She is planning on going to an architecture school after she finishes high school. She is working hard to keep a 3.6 GPA, and is on the College/Tech Prep course of study track. Elisa won’t have any problem being accepted by the university of her choice.
False, Elisa should be taking classes on the College/University Course of Study track. She needs to research and request financial aid and college applications. She also needs to be involved in community/volunteer work and build her work experience, etc.
3. The school counselor is the person who should decide which Course of Study a student needs to follow.
False, the student and his/her parents are who decide. The school counselor is a resource to guide students. In order to select the appropriate Course of Study, the student and his/her parents need to know what are their goals when finishing high school.
4. In North Carolina, high school students are required to take the EOC tests (End-of-Course tests). Tests are taken during the last two weeks of school for students on a traditional calendar and during the last week for students on a block schedule and students in summer school.
True.
5. To graduate from high school a student needs to make an “A” in English, mathematics, science, and social studies.
False, there are three types of requirements that students must meet: credits, Course of Study, and tests.
6. The Courses of Study - Career Prep, College Tech Prep, and College/University Prep - require that students complete 40 course credits.
False, the Courses of Study require that students complete 20 course credits.
7. Ninth graders entering high school are required to select and complete one of the four courses of study before they graduate.
True.
8. The Course of Study - College/University Prep - is the only Course of Study that requires 4 credits in English.
False, all Courses of Study require 4 credits in English.
9. Luis is struggling with his Algebra II class. His friend is recommending that he forget about his class and focus more on his social studies class. Since Luis wants to go to law school, his friend advises him to focus on those classes that will prepare him. His friend says that law schools don’t really look at your high school Algebra grades. However, Luis’ goal is to make “As” in all his classes to keep a high GPA, which will help him when applying for financial aid and college registration. Is Luis right?
Yes, Luis is right.
10. Once the student selects a Course of Study, the decision can’t be changed.
False, the Courses of Study provide enough flexibility for students to modify their Course if they choose to do so. Students and their parents should review this plan annually to determine any changes needed.
Promote a group discussion on the topic to clarify the content of the statement presented.
Declaraciones Trivia (Spanish):
1. Los cuatro Cursos de Estudio de Carolina del Norte son: Preparación de Carrera, Preparación de Colegio Técnico, Preparación para la Universidad, Ocupacional/Profesional
Verdadero
2. Elisa está en décimo grado y esta planeando ir a la escuela de arquitectura cuando termine la secundaria. Ella está trabajando mucho para mantener un GPA de 3.6 y está en el Curso de Estudio de Preparación para Colegio Técnico. Elisa no tendrá ningún problema para ser aceptada en la Universidad a la que ella quiere asistir.
Falso, Elisa debería tomar las clases del Curso de Estudio de Preparación para la Universidad. Ella necesita buscar y pedir ayuda financiera y aplicaciones para las universidades. Así mismo, necesita involucrarse en trabajos voluntarios o comunitarios y comenzar a construir su experiencia laboral, etc.
3. El consejero de la escuela es la persona que debería decidir el Curso de Estudio que el estudiante debe seguir.
Falso, el estudiante y sus padres son quienes deciden. El consejero de la escuela es un recurso para guiar a los estudiantes. Para poder seleccionar el Curso de Estudio apropiado, el estudiante y sus padres necesitan saber cuales son sus metas al terminar la secundaria.
4. En Carolina del Norte, los estudiantes de secundaria deben tomar los exámenes de fin-de-grado (EOG tests). Dichos exámenes se toman durante las últimas dos semanas de la escuela para los estudiantes de calendario tradicional y durante la última semana para los estudiantes en el horario de bloque y de verano.
Verdadero
5. Para graduarse de secundaria un estudiante solo necesita tener una “A” en Inglés, Matemáticas, Ciencias y Estudios Sociales.
Falso, hay tres tipos de requisitos que los estudiantes deben cumplir: Créditos, Curso de Estudio y Exámenes.
6. El Curso de Estudio –Preparación de Carrera, Preparación de Colegio Comunitario y Preparación para la Universidad- requieren que los estudiantes completen 40 créditos
Falso, los Cursos de Estudio requieren que los estudiantes completen 20 créditos
7. Los estudiantes de noveno grado que entran a la secundaria deben elegir y completar uno de los cuatro Cursos de Estudio antes de que se gradúen.
Verdadero
8. El Curso de Estudio –Preparación para la Universidad- es el único Curso de Estudio que requiere 4 créditos en Inglés.
Falso, todos los Cursos de Estudio requieren 4 créditos en Inglés.
9. Luis tiene dificultades con la clase de Algebra II. Su amigo le recomienda que se olvide de esta clase y se enfoque más en su clase de estudios sociales. Como Luis quiere ir a la escuela de leyes, su amigo le aconseja que se enfoque en las clases que lo preparan en dicho camino. Su amigo sostiene que la escuela de leyes no necesariamente toma en cuenta sus calificaciones de secundaria de Algebra. Sin embargo, la meta de Luis es tener la máxima cantidad de “As” en sus clases para mantener un GPA alto, lo cual le ayudará cuando aplique para ayuda financiera y para su registro en la universidad. Tiene razón Luis?
Si, Luis tiene razón.
10. Una vez que el estudiante selecciona el Curso de Estudio, su decisión no puede cambiarse.
Falso, el Curso de Estudio da suficiente flexibilidad para que los estudiantes modifiquen su Curso si es que deciden hacerlo. Los estudiantes y sus padres deben revisar este plan anualmente para determinar cualquier cambio que deseen hacer.
|NC Course of Study & High School Graduation Requirements |
|From the time you enter kindergarten, you’re getting ready for high school graduation. |
| |
|To make sure you are on track, remember that every high school student must meet the Course and Credit, North Carolina Graduation Project, End-of-Course Tests, Computer |
|Skills Test, and Local requirements. To see your Course Requirements, look in the colored blocks for the section that matches when you entered ninth grade for the first |
|time. Your course requirements are listed there. |
| |
|Your school guidance counselor is available to answer questions you may have about what you need to reach your goal of high school graduation. |
| |
|• Course and Credit Requirements — Listed in the chart below and organized according to the year a student first entered high school. |
|• Graduation Project Requirement — Successfully complete the North Carolina Graduation Project (for students who entered ninth grade in 2006-07 or later). The North |
|Carolina Graduation Project includes four components: a research paper, a portfolio, a product and a presentation. More information is available on the Graduation Project |
|at graduationproject. |
|• End-of-Course Test Requirements — Earn passing scores on the five essential end-of-course tests: Algebra I, Biology, Civics and Economics, English I, and U.S. History |
|(for students who entered ninth grade in 2006-07 or later). |
|• Computer Skills Test — Earn a passing score on the Computer Skills Test. |
|• Local Requirements — Meet any additional requirements adopted by your local board of education. |
|For Ninth Graders Entering Between 2000 – 2008-09 |Available for Ninth Graders |For Ninth Graders Entering in 2009-10 |
| |2000 – > |and Later |
|Content Area |CAREER PREP |COLLEGE TECH PREP* |COLLEGE/ UNIVERSITY |OCCUPATIONAL Course of Study |FUTURE READY CORE |
| |Course of Study |Course of Study |PREP |Requirements | |
| |Requirements |Requirements |Course of |(Selected IEP students | |
| | | |Study Requirements (UNC|excluded from EOC Proficiency| |
| | | |4-yr college) |Level requirements) | |
|English |4 Credits |4 Credits |4 Credits |4 Credits |4 Credits |
| |I, II, III, IV |I, II, III, IV |I, II, III, IV |Occupational English I, II, |I, II, III, IV |
| | | | |III, IV | |
|Mathematics |3 Credits |3 Credits* |4 Credits |3 Credits |4 Credits
|
| |Including Algebra I |Algebra I, Geometry, |Algebra I, Algebra II, |Occupational Mathematics |(Algebra I, Geometry, Algebra II) OR |
| |This requirement |Algebra II, OR |Geometry, and higher |I, II, III |(Integrated Math I, II, III) |
| |can be met with Integrated|Algebra I, Technical |level math course with | |4th Math Course to be aligned with the |
| |Math I & II when |Math |Algebra II as | |student’s post high school plans |
| |accompanied with the |I & II, OR |prerequisite OR | |At the request of a parent and with |
| |Algebra I EOC. |Integrated Mathematics |Integrated Mathematics | |counseling provided by the school, a |
| | |I, II, & III |I, II, III, and a | |student will be able to opt out of this |
| | | |credit beyond | |math sequence. He/she would be required |
| | | |Integrated Mathematics | |to pass Algebra I and Geometry or |
| | | |III | |Integrated Math I and II and two other |
| | | | | |application-based math courses. |
|Science |3 Credits |3 Credits |3 Credits |2 Credits |3 Credits |
| |A Physical Science course,|A Physical Science |A Physical Science |Life Skills Science I, II |A Physical Science course, Biology, |
| |Biology, Earth/ |course, Biology, Earth/|course, Biology, Earth/| |Earth/Environmental Science |
| |Environmental Science |Environmental Science |Environmental Science | | |
|Social Studies |3 Credits |3 Credits |3 Credits |2 Credits |3 Credits |
| |Civics and Economics, |Civics and Economics, |Civics and Economics, |Social Studies I |Civics and Economics, |
| |US History, |US History, |US History, |(Government/ |US History, |
| |World History**** |World History**** |World History**** |US History) |World History**** |
| | | |(2 courses to meet UNC |Social Studies II | |
| | | |minimum admission |(Self-Advocacy/ Problem | |
| | | |require-ments - US |Solving) | |
| | | |History & 1 elective) | | |
|Second Language |Not required |Not required* |2 Credits in the same |Not required |Not required for graduation. Required to|
| | | |language | |meet MAR (minimum application |
| | | | | |requirements) for UNC. |
|Computer |No specific course |No specific course |No specific course |Computer proficiency as |No specific course required; students |
|Skills |required; students must |required; students must|required; students must|specified in IEP |must demonstrate proficiency through |
| |demonstrate proficiency |demonstrate proficiency|demonstrate proficiency| |state testing. |
| |through state testing. |through state testing. |through state testing. | | |
|Health and Physical |1 Credit |1 Credit |1 Credit |1 Credit |1 Credit |
|Education |Health/Physical Education |Health/Physical |Health/Physical |Health/Physical Education |Health/Physical Education |
| | |Education |Education | | |
|Electives or other |2 Elective Credits |2 Elective Credits |3 Elective Credits |Occupational Preparation: |6 Credits required |
|requirements*** |and other credits |and other credits |and other credits |6 Credits Occupational |• 2 Elective credits of any |
| |designated by LEA |designated by LEA |designated by LEA |Preparation I, II, III, IV** |combination from either: |
| | | | |Elective credits/ completion |– Career and Technical Education (CTE) |
| | | | |of IEP objectives/Career |– Arts Education |
| | | | |Portfolio required |– Second Languages |
| | | | | |• 4 Elective credits (four course |
| | | | | |concentration) from one of the |
| | | | | |following: |
| | | | | |– Career and Technical Education (CTE) |
| | | | | |– ROTC |
| | | | | |– Arts Education (e.g. |
| | | | | |dance, music, theater |
| | | | | |arts,visual arts) |
| | | | | |– Any other subject area |
| | | | | |(e.g. mathematics, science, social |
| | | | | |studies, English) |
|Career |4 Credits in Career/ |4 Credits |Not required |4 Credits | |
|Technical |Technical |Select courses | |Career/Technical Education | |
| |Select courses appropriate|appropriate for career | |electives | |
| |for career pathway to |pathway to include a | | | |
| |include a second level |second level (advanced)| | | |
| |(advanced) course; OR |course. | | | |
|JROTC |4 Credits in JROTC; OR | | | | |
|Arts Education (Dance, |4 Credits in an Arts | | | | |
|Music, Theatre Arts, |Discipline | | | | |
|Visual Arts) |Select courses appropriate| | | | |
| |for an arts education | | | | |
| |pathway to include an | | | | |
| |advanced course. | | | | |
| |Recommended: |Recommended: at least |Recommended: at least |Recommended: | |
| |at least one credit in an |one credit in an arts |one credit in an arts |at least one credit | |
| |arts discipline and/or |discipline and/or |discipline and/or |in an arts discipline and/or | |
| |requirement by local |requirement by local |requirement by local |requirement by local decision| |
| |decision (for students not|decision |decision | | |
| |taking an arts education | | | | |
| |pathway) | | | | |
|Total |20 Credits plus any local |20 Credits plus any |20 Credits plus any |22 Credits plus any local |21 Credits plus any local requirements |
| |requirements |local requirements |local requirements |requirements | |
* A student pursuing a College Tech Prep course of study may also meet the requirements of a College/University
course of study by completing 2 credits in the same second language and one additional unit in mathematics.
** Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment.
*** Examples of electives include JROTC and other courses that are of interest to the student.
**** Effective with ninth graders of 2003-2004, World History must be taken to meet the requirements of World Studies.
7:340 p.m. 5 Top Success Strategies to Help Students Succeed
Start this activity by saying something like, “Now that we are familiar with the Testing System and how important it is for the students to score at or above grade level, we are going to talk about how we can help the students to meet that goal.”
1) Parents and teens will work separate. Divide the teens in two teams and the parents in two teams. One team of teens and one team of parents will be group A. The other two teams will be group B.
2) Ask group A to identify five “success strategies” that help students to score at or above grade level. Ask group B to identify five strategies that are not successful in helping students to score at or above grade level.
3) Promote a group discussion on the topic that will help participants make the connection with what was learned during session I and II (Education a Family Goal session)
Refer parents to the handout on “Parents, Accountability standards, and Testing – Knowing How You Can Help and Understanding Your Rights”. Content below:
1 Parents Can Help Their Child:
• Be sure your child gets adequate sleep at night, all the time, but with special attention on testing days.
• Have your child at school and on time each day.
• Encourage good study habits.
• Provide ample, quiet study time at home.
• Encourage reading.
• Communicate regularly with your child’s teacher.
• Monitor their child’s homework, even if you don’t understand all of it!
• Limit TV and video game time.
• Ask questions about testing and test scores.
• Seek additional help if you feel your child needs it from: your child’s teacher, school, and/or community program.
• Be aware of online testing resources through the NC Department of Public Instruction. Sample test questions are available.
2 Parents Have the Right to:
• Receive current information about their child’s performance.
• Have their child receive timely assistance when necessary.
• Request that their child be excused from the second administration of the end-of-grade test and have focused intervention begin immediately. This is in cases where a child scores below Level II on the EOG test the first time.
• Be a non-voting participant in a review committee considering a waiver to recommend their child’s promotion even though they did not reach grade level proficiency on the EOG tests.
• Be involved in decisions related to their child’s promotion and plans to provide intervention to help their child improve his or her skills.
7:45 p.m. Homework
Homework – Course of Study (5 min)
Ask families to find out what course of study their child is on.
Tell them we will talk about it at the beginning of session 4.
Facilitator will introduce this week’s homework. May read Homework handout if time permits.
Look in your handouts at the last handout of Session 3.
Facilitator reads Homework handout and asks asks for questions or concerns.
7:50 p.m. Feedback/Wrap-up/Discussion Questions
Ask: “Would anyone like to describe his reactions to today’s session? What are your thoughts or feelings?”
Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role as a parent?”
Ask the youth: “Teens, what are you going to do to involve your parents in this journey?”
Close the session by introducing the next week’s topic and by thanking each parent individually.
Maybe say something like: “Next week we will focus on what you need to know about financing college or other endeavors after high school”
Juntos Para Una Mejor Educación
Program
Session 4:
Options After High School
At a Glance Timeline:
• Welcome & Introductions
• Homework Review
• What Do You Want to Do?
• College Options
• Myth Busting
• Financial Aid Bingo
• Comparing Your Options
• Optional Activity: Financing College
• Homework: Filling in the FAFSA
• Feedback/Wrap-up/Discussion Questions
Session 4 Goals:
By the end of this session families will:
• understand the long term cost-benefit of obtaining a college degree
• know what sources of financial aid are available to them and the differences between each type of financial aid
• gain strategies for how youth can assist with some of the costs of college
• feel confident filling out the FAFSA
• be aware of different resources to help them with accessing and applying for financial aid
Materials Needed:
• Computer
• Projector
• Nametags
• Large Flip Chart with Markers (Parent & Youth Activity: What I Expect of My Child)
• Parents Workbooks
• Bring the “Myths” Handout form and cards with one Myth statement each for each team.
• Calculators
• FAFSA and Tax Form
• Prize for bingo
Brief Facilitators Guide:
|Welcome & Introductions |Name tag activity. Have participants identify who the different people are in the class by their name tags.|
|(5 min) |Introduce new people. |
|Have food available at 5:45 and begin by 6:15 | |
| |Remind participants that you will start workshops as close to 6 p.m. as possible. |
| |Briefly remind participants of the issues covered the previous week and connect that topic with the new |
| |topic to be covered during this session. |
|Homework Review: Course of Study (10 min) |Ask for volunteer sharing of two or three participants (don't forget to include youth). |
|What Do You Want to Do? |Start by asking the youth what they plan to do after high school. |
|(10 min) |Allow for three or four youth to explain their dreams. |
| |Follow by asking parents what they dream for themselves. (GED, Community Colleges, Universities, vocational|
| |schools, starting a business, joining the military, etc. |
|College Options (15 min) |Provide a lecture about the college system (different types of colleges; pluses and minuses of each; GED |
| |tests; basic requirements for entrance). |
| | |
| | |
|Myth Busting |To mix up participants, invite participants count to 4 and have them divide into groups by their number. |
|(15 min) |Pass out a statement to each group and have them discuss whether it is true or not and why they think this.|
| |After five minutes have one group member from each team present to the others their conclusion. |
| |Invite the other participants to raise their hands if they agree or disagree. |
| |Discuss that many of the reasons in circulation are not necessarily true and that many are “myths.” |
| |Pass out handout entitled “Dispelling The Myths.” |
|Break (5 min) | |
|Financial Aid Bingo |Ask the following questions and provide practical information on: |
|(15 min) |What is a loan? |
| |What is a scholarship? |
| |What is a grant? |
| |What is work study? |
| |What are tax credits? |
| |Explain the difference between aid that must be repaid and “free” financial aid: money that does not have |
| |to be repaid. |
| |Tell families that there will be a game at the end of the lecture and a prize will be awarded to the |
| |winner. |
| |Provide a brief lecture about the types of financial resources that are available for different schools |
| |Next provide each family with a Financial Aid Bingo board |
| |Describe one of the items listed on the bingo board and families will call out the correct answer and cover|
| |it up on their bingo board. |
| |The first family to correctly match four in a row wins. |
| | |
| |Provide a brief lecture on what the FAFSA is, and when it should be filled out. |
|Comparing Your Options |Provide families with the “Comparing Your Options” worksheets and the costs of one hypothetical |
|(20 min) |college/financial aid package information. |
| |Lead a brief discussion about the different fees outlined on the worksheet and the cost differences |
| |families can expect to see across institutions for example private vs. public vs. community college, and |
| |in-state vs. out-of-state. |
| |Invite families to work together to fill in each line on the worksheet and provide help to determine what |
| |to fill in. |
| |Use calculators to determine the total cost of College A vs. College B. and will then engage in a group |
| |discussion about why they would choose one over the other. Examples of reasons may be: |
| |Better aid package (i.e., more “free” money) |
| |Better school |
| |Closer to home |
| | |
|Optional Financing College Activity (10 min) |Divide the youth into one group and the parents into a second group. |
| |Discuss the details attached in the Expanded Facilitator Guide the Expanded Facilitator Guide (Parent and |
| |Youth Activity) |
| | |
|Homework: Filling in the FAFSA (5 min) |For Families with High School Age Youth: |
| |Ask families to take a look at the FAFSA and walk them through it. |
| |Refer participants to the handout that discusses how to fill out the FAFSA. |
| |Take a few moments to help families get started and answer questions families might have. |
| |Tell them we will talk about it at the beginning of session 5. |
| | |
| |For Families with Middle School Age Youth: |
| |Ask families to talk about the profession their child(ren) would like to like to achieve, and the type of |
| |education they will need to reach that goal. |
| |Ask them how they could pay for that education? |
| |Take a few moments to help families start discussing these questions and answer questions families might |
| |have. |
| |Tell them we will talk about it at the beginning of session 5. |
| |Ask: “Would anyone like to describe his reactions to today’s session? What are your thoughts or feelings?” |
| | |
|Feedback/Wrap-up/ Discussion (5 min) |Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role |
| |as a parent?” |
| |Ask the youth: “Teens, what if anything, have you learned that you will work on this week?” |
| |Close the session by introducing the next week’s topic and by thanking each participant individually. |
Expanded Facilitator Guide:
5:45 p.m. Greet parents as they arrive for the evening
Remind everyone to sign the Everyone Together contact sheet as they enter and get name tag.
Instruct participants to put their things at a seat, and go get food.
6:15 p.m. Welcome & Introductions
Facilitator(s) reintroduce themselves
Give name, organizational affiliation and title
Officially welcome parents:
Review time commitment (2 Sessions more); schedule (6p.m.-8:30 p.m.)
Direct to bathrooms.
Have guests introduce themselves (if any).
Give name, organizational affiliation and title
Participants’ give their name.
Facilitator reminds everyone of name tag, sign in, and copy of the materials for the evening.
Revisit ground rules.
6:20 p.m. Homework Discussion
Facilitator review homework assignment and solicit volunteers to share “what Course of Study each of your children are on in their school”. Group is allowed to make comments or ask questions.
6:30 p.m. What Do You Want to Do?
Start by asking the youth what they plan to do after high school, and ask the parents what they dream of doing. Have them think about these goals and write these things down.
Allow for three or four youth to explain their dreams.
Follow by asking parents what they dream for themselves.
Discuss options like Community Colleges, Universities, vocational schools, starting a business, joining the military, etc.
Start with an introduction to the session and a brief discussion on the long term benefits of obtaining a college degree including:
- Earnings compared to a high school graduate
- Health benefits
Job security
Reinforce to parents and their children that while the initial costs of college seem high, there are great long-term benefits that come with earning a college degree.
Ask what reasons they have heard for not going to college.
Discuss that many of the reasons in circulation are not necessarily true and that many are “myths.”
Pass out handout entitled “Dispelling The Myths.”
Invite class members to read the myths and discuss each myth in turn (you may decide to discuss 5-6 of the parents choosing).
6:4055 p.m. College Options
Start this activity by saying something like: “I know we’ve talked about different types of higher education after high school. But let’s take a few moments to discuss the different types of colleges and universities.”
1. Start this activity by dividing the group into teams of 5 or 6 individuals.
2. Team members are asked to answer the following questions: “What types of colleges do you know of? What do you think is required to get into these different types of colleges?”
3. The teams will have 5 minutes to discuss the answers and write them down. After the time is over, each team will report to the big group.
4. The teams’ answers will help the facilitator and participants discover where the information gaps are to consider for the next step.
5. The facilitator will provide a lecture about the college system (different types of colleges; pluses and minuses of each; GED tests; basic requirements for entrance).
|Two Year Colleges ( Community & Junior) |Four Year Colleges & Universities |
|Two-year schools offer certificate programs, technical programs (associates |Four year schools offer bachelor’s degrees. Most also offer post graduate degrees|
|degrees) and transfer programs. The coursework leading to an associate’s |such as master’s degrees, doctoral degrees and professional degrees |
|degree is usually transferable for credit at a four year school. | |
|Advantages: |Advantages |
|Open enrollment policy |Greater selection of majors and classes than are available at a two year school |
|Lower tuition cost as compared to a four year school |Generally considered to be more prestigious |
|Transfer agreements between community colleges and four year schools allow a |Increased access to faculty members who are more involved with research |
|student receiving a two year degree to be accepted with junior status at any | |
|four year school state-wide. | |
|Good Option for: |Good Option for: |
|Students who are unsure of academic ability |Students who are confident in their academic ability |
|Students who are unsure about long term goals |Students who are confident about career goals |
|Students who are concerned about cost |Students entering professional fields or occupations such as those in the health |
|Students who are interested in updating existing work skills |sciences, law, education or engineering, which may require more advanced degrees |
Public Institutions vs. Private Institutions
|Public colleges: less expensive than private colleges. |Private colleges: tuition is generally more expensive |
|Because these school are government run, a large |than public institutions because of a lack of financial |
|percentage of their budget is received from the state or |support from state and local governments. Private |
|local government. Students who live in that state pay a |institutions depend on tuition , fees, gifts, corporate contributions and |
|relatively low tuition. Out-of-state students usually pay |endowments. In-state and out-of-state students are usually charged the same |
|higher tuition rates. |tuition. |
6:55 p.m. Myth Busting
Start with an introduction to the session and a brief discussion on the long term benefits of obtaining a college degree including:
- Earnings compared to a high school graduate
- Health benefits
- Job security
Reinforce to parents and their children that while the initial costs of college seem high, there are great long-term benefits that come with earning a college degree.
Ask what reasons they have heard for not going to college.
Discuss that many of the reasons in circulation are not necessarily true and that many are “myths.”
Pass out handout entitled “Dispelling The Myths.”
Invite class members to read the myths and discuss each myth in turn (you may decide to discuss 5-6 of the parents choosing).
1
7:10 p.m. Break
7:15 p.m. Financial Aid Bingo
This activity is intended to be a fun way to help parents and their children understand the different forms of financial aid available to help them pay for a college education as well as how to access these different types of aid. Topics include:
a. What is a loan
b. What is a scholarship
c. What is a grant
d. What is work study
e. What are tax credits
1) This activity begins with a brief introduction to the different types of financial aid listed above. The facilitator will explain the difference between aid that must be repaid and “free” financial aid: money that does not have to be repaid. Before starting the brief lecture tell families that there will be a game at the end and a prize will be awarded to the winner.
2) After the brief lecture each family will be provided with a Financial Aid Bingo Card.
3) The facilitator will provide a description of one of the items listed on the bingo card and families will call out the correct answer and cover it up on their bingo board.
4) The first family or families to correctly match four in a row will be awarded a small prize.
Financial Aid Loteria Questions (English)
Question: This form of financial aid provides need-based support to low-income undergraduate students and does not have to be paid back.
Answer: Federal Pell Grant
Question: A form of financial aid provided through private institutions including corporations, religious/community groups, or non-profit organizations that does not have to be repaid
Answer: Private Scholarship
Question: Loans provided by banks and other organizations. These loans do not offer fixed rates but instead the bank itself determines the interest rates it offers to families.
Answer: Private Loan
Question: A valuable resource to assist with the financial aid application process. These individuals can provide information about grants, scholarships, and loans and can answer questions regarding the FAFSA.
Answer: School Counselor
Question: The most commonly used form for determining financial aid eligibility. This government form must be filled out on a yearly basis in order to be considered for federal support.
Answer: The FAFSA
Question: A popular low rate (5% fixed) loan provided by the federal government for students demonstrating outstanding financial need.
Answer: Federal Perkins Loan
Question: Federal, private, and institutional loans are examples of…
Answer: Money that must be repaid
Question: The first day that the FAFSA can be submitted each year. It is recommended that students submit their FAFSA as soon as possible after this date in order to be eligible for the greatest amount of support.
Answer: January 1st
Question: This program allows students to earn money while working on or off campus in jobs that often have flexible schedules that cater to the student’s school schedule. Money earned through this program does not have to be repaid
Answer: Work Study
Question: Grants and scholarships offered to students through the federal government, private organizations, or the college itself are examples of…
Answer: “Free” Money
Question: Financial aid awarded by the college for a number of reasons including excellent grades, economic need, community involvement, membership in organizations, athletic ability etc. that does not have to be repaid.
Answer: Institutional Scholarship
Question: This tax credit provides eligible taxpayers with a tax credit of up to $1,500 for the first two years of college education; qualified fees for this credit include any tuition and fees that are required for enrollment at an accredited college
Answer: Hope Tax Credit
Question: Through these positions students assist with research on campus and can earn money that does not have to be repaid.
Answer: Assistantship
Question: These low interest-rate subsidized and unsubsidized loans are available to students attending college at least half time.
Answer: Stafford Loan
Question: This tax credit offers tax relief to tax payers who are beyond the first two years of college; qualified fees for this credit include any tuition and fees that are required for enrollment at an accredited college.
Answer: Life Long Learning Tax Credit
Preguntas de Lotería de Ayuda Financiera (Spanish)
Pregunta: Esta forma de ayuda financiera brinda asistencia de acuerdo a las necesidades de los estudiantes universitarios de bajos recursos y no tiene que ser pagada.
Respuesta: Subvención Federal Pell
Pregunta: Una forma de ayuda financiera que se da a través de instituciones privadas incluyendo corporaciones, grupos religiosos o comunitarios, u organizaciones sin fines de lucro que no tiene que ser pagada.
Respuesta: Beca Privada
Pregunta: Préstamos privados de bancos y otras organizaciones. Estos préstamos no ofrecen tasas de interés fijas pero a cambio el banco determina las tasas de interés que ofrece a las familias.
Respuesta: Préstamo Privado
Pregunta: Un recurso valioso para asistir con el proceso de aplicación de ayuda financiera. Estos individuos pueden dar información sobre subvenciones, becas, préstamos y pueden responder preguntas acerca de la Planilla FAFSA
Pregunta: Consejero de la Escuela
Pregunta: La forma más común para determinar la elegibilidad de ayuda financiera. Esta planilla del gobierno debe ser llenada cada año para poder recibir ayuda federal
Respuesta: la FAFSA
Pregunta: Un préstamo popular con una tasa de interés popular baja (5% fija) que da el gobierno federal para estudiantes que demuestran una destacada necesidad financiera
Respuesta: Préstamo Federal Perkins
Pregunta: Los préstamos federales, privados e institucionales son ejemplos de…
Respuesta: Dinero que debe ser pagado
Pregunta: El primer día que la Planilla FAFSA debe enviarse cada año. Es recomendable que los estudiantes envíen su planilla FAFSA lo más rápido posible después de esta fecha para ser elegibles para recibir una mayor cantidad de ayuda
Respuesta: 1 de Enero
Pregunta: Este programa permite a los estudiantes ganar dinero mientras trabajan dentro o fuera de la universidad en trabajos que generalmente tienen horarios flexibles que se ajustan a los horarios de las clases del estudiante. El dinero que se gana a través de este programa no debe pagarse de vuelta.
Respuesta: Trabajo-Estudio
Pregunta: Las subvenciones y becas ofrecidas a los estudiantes a través del gobierno federal, organizaciones privadas o por la misma Universidad son ejemplos de…
Respuesta: Dinero “Gratuito”
Pregunta: Ayuda financiera concedida por la Universidad por varias razones incluyendo excelentes notas, necesidad económica, participación comunitaria, membresías en organizaciones, habilidades atléticas, etc. que no tienen que ser pagadas.
Respuesta: Becas Institucionales
Pregunta: Este crédito de impuestos da a los contribuyentes un crédito de impuestos de hasta $1.500 por los primeros dos años de educación universitaria; las tarifas que califiquen para este crédito incluyen cualquier costo y tarifa que sean requeridas para la inscripción en una institución acreditada.
Respuesta: Crédito de Impuesto Hope
Pregunta: A través de esta posición los estudiantes ayudan con investigaciones en la universidad y pueden ganar dinero que no tiene que ser pagado de vuelta.
Respuesta: Pasantia de Asistente
Pregunta: Estos préstamos de interés bajo subsidiados y no subsidiados están disponibles para estudiantes que van a la universidad por lo menos a medio tiempo.
Respuesta: Préstamo Stafford
Pregunta: Este crédito de impuestos ofrece una reducción fiscal a los contribuyentes que están por encima de los dos primeros años de la universidad; las tarifas que califiquen para este crédito incluyen cualquier costo y tarifa que sean requeridas para la inscripción en una institución acreditada.
Respuesta: Crédito de Impuesto Life Long Learning
7:30 p.m. Comparing Your Options
This activity will demonstrate to parents that they should not be intimidated by the initial cost of college and that once financial need is determined the price they pay remains fairly stable across institutions: private vs. public vs. community college, and in-state vs. out-of-state.
1) Introduce this activity by saying, “Choosing a college can be challenging; don’t rule out any school simply because of price. Although your expected family contribution (determined by the FAFSA) stays the same, your child’s financial aid eligibility increases as the price of a school increases. However, some financial aid packages are better than others for example, offering more scholarships and grants and less loans.” In this activity parents will compare the price and financial aid package offered.
2) The facilitator will then lead a brief discussion about the different fees outlined on the worksheet and the cost different families can expect to see across institutions for example private vs. public vs. community college, and in-state vs. out-of-state.
3) Parents and their children will be provided with the “Comparing Your Options Worksheet.” They will also be provided with the costs of two hypothetical colleges as well as the financial aid package they will receive if they choose to attend that college. (This activity can somehow be adapted to fit the needs of the family for example if they are considering state vs. community college or private vs. state scenarios can be available that match their needs)
4) Families will work together to fill in each line on the worksheet and will be provided with guideline figures to help them determine what to fill in.
5) Families will use calculators to determine the total cost of College A vs. College B. and will then engage in a group discussion about why they would choose one over the other. Examples of reasons may be:
8 • Better aid package (i.e., more “free” money)
9 • Better school
10 • Closer to home
7:507:50 p.m. Optional Activity - Financing College
Divide the youth into one group and the parents into a second group
Parent Activity: What I Expect of My Child
It is important that parents express to their children the expectations they have of them to contribute to meeting some of the expenses associated with college.
1) Parents will break into small groups of three to four and will be provided with a large flip chart and pens.
2) Ask parents: “In what ways do you expect your children to contribute to meeting some of the costs associated with college”
3) Explain that this can vary depending on parents’ beliefs (e.g., some parents may not want their children to work so they can maintain their grades), but that it is important that parents have some expectations even if it is only helping to research scholarships.
4) In their groups parents will generate a list of their expectations
Youth Activity: How Can I Help?
In this brainstorm activity youth will create a list of ways that they can finance part or most of the costs associated with attending college.
1) Youth will break into groups of three and will be provided with a large flip chart and pens.
2) Ask youth: “What are some of the ways that you can help with some of the costs associated with college?” and have them write their ideas on the flip chart.
3) Youth will generate a list of ways that they feel they can contribute
4) Probe youth with additional ways they can contribute
a. Part time job
b. Start a savings account
c. Live at home
d. Research scholarships
e. Improve grades to increase scholarship eligibility
1 Reconvene:
1) Youth will share with their parents some of the strategies they have come up with to finance most or part of their college expenses.
2) Parents will be asked to comment on how these strategies will help their child finance college costs.
3) Parents will have the opportunity to add some of the expectations they generated if they are not addressed
8:00 p.m. Homework
Homework – Filling in the FAFSA
Financial Aid is an important consideration to help make college a reality. The Federal government has a form called the FAFSA which is an important part of the financial aid process. In this activity the facilitator will briefly discuss the FAFSA in more detail including: who is eligible, how to apply, and when to apply.
For Families with High School Age Youth:
1) Introduce the FAFSA in more detail in a brief lecture (information about the FAFSA is included in the Handouts for Session 4).
2) Say “The first time you have to fill out the FAFSA it can seem very complicated. Using this pre application worksheet can be very helpful”
3) Provide every family with a copy of the FAFSA pre application worksheet. In addition provide families with a copy of the 1040 EZ tax form with the critical boxes for the FAFSA highlighted.
4) Families will be given the opportunity to ask questions about different sections of the worksheet and get help on sections they do not understand.
5) For homework we would like you to take the time to fill out a hypothetical FAFSA for your child. You may need to look up some of the tax information (hopefully you keep these records at home.) that it asks for on the form. If you can’t find exact amounts go ahead and make your best guess. We just ask that you bring them back filled out to the best of your ability.
6) At the beginning of next class we will answer any questions that you might have encountered and we will all talk about our experience of filling out this form.
For Families with Middle School Age Youth:
1) Begin by asking families to discuss the profession their child (ren) would like to achieve.
2) Have families describe the type of education the child(ren) would need to reach their desired profession.
3) Ask families to discuss how the child’s education could be paid for?
4) Help families start discussing the above stated questions and answer questions families might have during the discussion. Tell them we will talk about applying for college at the beginning of session 5.
5) Tell them we will talk about it at the beginning of session 5.
8:05 p.m. Feedback/Wrap-up/Discussion Questions
Ask: “Would anyone like to describe his reactions to today’s session? What are your thoughts or feelings?”
Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role as a parent?”
Ask the youth: “Teen’s, what are you going to do to involve your parents in this journey?”
Close the session by introducing the next week’s topic and by thanking each parent individually.
Maybe say something like: “Next week we will focus on what you need to know about applying for college.”
Resources for Instructors/Facilitators:
Financing Higher Education
Introduction
Parents play a critical role in ensuring their children enter college and are successful in completing college. One of the significant ways in which parents support their children’s higher education is through financial support. Although the initial expenses may seem high, the long-term value of obtaining a college degree is invaluable. It is estimated that an individual graduating from college will earn approximately $20,000 more per year compared to an individual with only a high school diploma. Individuals who obtain a college degree are also significantly more likely to work in a job that provides health insurance benefits. Several sources of financial support are available to parents to help ease some of the financial burden associated with sending a child to college. It is important that parents are knowledgeable of the different fees associated with attending college as well as the different sources of financial support. This pamphlet will provide an overview for parents, as well as provide several resources that parents can access for additional information.
Sources Of Financial Support
There are several different sources of financial aid available to parents supporting their children’s higher education. Financial aid includes money that must be paid back in the form of loans, money that does not have to be paid back in the form of grants and scholarships, and money that is earned in the form of work study or research assistantships. It is important that parents know the difference between these forms of financial aid as well as where to look for support and how to apply.
Scholarships:
Scholarships are a form of aid that does not have to be repaid. Scholarships may be awarded for a number of reasons including excellent grades, economic need, community involvement, membership in organizations, athletic ability, etc. Scholarships can be awarded through federal agencies, private institutions including corporations, religious/community groups, and non-profit organizations as well as through the academic institution itself. The size of a scholarship can range in size and may be anywhere from $100 to well over $1,000. Parents and students should begin searching for scholarships early in the application process and should not be afraid to apply. When applying for scholarships it is important to read the requirements set forth by the agency granting the scholarship. For example, a certain grade point average may be required, or US citizenship may be required to be eligible for a particular scholarship. School counselors should be able to connect students to applicable scholarships. Several links to agencies providing lists of scholarships are included at the end of this document under helpful websites.
Grants:
Grants are a form of aid that does not have to be repaid and are typically awarded based on financial need but can also be based on merit. Grants are awarded by the federal government, by the state government, and by colleges themselves. Examples of some of the federal grants available to college students are listed below.
• Federal Pell Grant: This program provides needs based grants that do not have to be repaid to low-income undergraduate students. The amount a family receives depends on expected family contribution, the cost of attendance, and whether the student attends full or part-time.
• Federal Supplemental Educational Opportunity Grant: This program offers grants to students with “exceptional need”. Priority is given to students receiving the lowest family contributions and those who are Pell Grant recipients.
• Academic Competitiveness Grant: This need and merit based grant is available to students in their first and second academic years of college. In order to be eligible for this grant students must also be Pell Grant eligible.
• SMART Grant: This need and merit based grant is available to students majoring in life, physical, or computer sciences who are also Pell Grant eligible.
Loans:
Loans are a form of aid that does have to be repaid. Loans are lent by public or private agencies to help pay for school expenses. Because this is money that must be paid back it is important to do some investigating before taking out a student loan. It is also important to be aware that loan scams exist and that families should only borrow money from reputable sources. Some of the most common types of loans are listed below.
• Federal Perkins Loans: These loans are fixed 5% interest rate loans for students with outstanding financial need. Perkins loans are funded by the federal government and administered by the students’ college.
• Federal Stafford Loans: These subsidized or unsubsidized loans are low-interest rate loans for students attending college at least half time
o Subsidized: If you can demonstrate financial need you can qualify for subsidized Stafford Loans on which the federal government will pay the interest while your child is in school.
o Unsubsidized: Anyone can receive an unsubsidized Stafford Loan regardless of their families income. However, you are responsible for all the accrued interest but are not required to make any payments until your child graduates or leaves school
• Federal PLUS Loans: This program allows parents to borrow for each dependent undergraduate student who is enrolled in school at least halftime. Parents can borrow up to the full cost of their students education each academic year after subtracting out grants and other financial aid. * PLUS borrowers usually start making payments within 60 days after receiving the loan.
• Institutional Loans: Colleges and universities provide loans themselves and determine the loan characteristics and eligibility requirements. Check with your student’s school of choice to find out more about the loan options they provide.
• Private Loans: Banks and other organizations offer loans themselves and determine the loan characteristics and eligibility requirements.
Federal Work Study:
Federal work study programs allow students to earn money that does not have to be paid back. Through these programs students work on or off campus in jobs that often have flexible schedules that cater to the student’s school schedule. The pay that students receive for participating in work study is based entirely on need. Not all schools participate in work study so it is important to check with the institution your child will be attending.
Research Assistantships:
Through research assistantships students can also earn money that does not have to be paid back. A limited number of research assistantships are available to undergraduate students at many public and private universities. Research assistantships are typically on campus assignments working in a designated department or with a specific professor. Not only do these opportunities provide money to be used toward tuition, but they also can give students valuable experience in their field of study.
Tax credits:
Two education tax credits are available based on education expenses paid for individuals, spouses, and dependents: The Hope Credit and The Lifetime Learning Credit. The Hope Credit provides eligible taxpayers with a tax credit up to $1,500 for the first two years of college education. The Lifetime Learning Credit offers some tax relief to tax payers who are beyond the first two years of college. An additional tax benefit, The Tuition and Fees Tax Deduction, is available to taxpayers who may not be eligible for the Hope Credit or the Lifetime Learning Credit. The Hope and Lifetime Learning Credit are subtracted from the tax your family will owe while the Tuition and Fees Tax Deduction can reduce taxable income. Qualified expenses for these credits include any tuition and fees that are required for enrollment at an accredited college. Expenses that do not qualify include room and board, books, transportation, and other personal expenses.
Eligibility Requirements:
To be eligible for federal or state financial aid students must meet the following requirements-
• Complete and send the FAFSA form (see below for step by step instructions)
• Be a citizen of the United States or an eligible legal resident
• Have a valid social security number
Financial Aid for Undocumented Immigrants
While undocumented immigrants are currently not eligible for federal or state financial aid, several scholarships and loan options are available that do not require applicants to be legal residents of the United States. For example the Latino Community Credit Union provides student loans to assist with college tuition to families regardless of immigration status and The National Association of Hispanic Publications: Scholarship Directory includes several scholarships that do not discriminate against undocumented immigrants. For more information on sources to look for financial support for undocumented immigrants see the websites listed at the end of this document.
Completing The Fafsa
The FAFSA is the most commonly used from for financial aid. It is a free government form that students must fill out on yearly basis in order to be considered for federal support including federal grants and federal work study. In addition some colleges, private organizations, and scholarship programs use the FAFSA to award aid.
• Who can apply:
o You must be a U.S. citizen or eligible non citizen including legal permanent residents and refugees/asylees and have a valid social security number
• How to apply:
o Before completing the FAFSA you must apply for a PIN number through the Department of Education, for more information visit
o The fastest way to complete the FAFSA is online. Online applications are processed much faster than applications received in the mail. If you are applying close to a deadline it is highly recommending that you complete the online application
o Before completing the FAFSA complete the pre application worksheet that is available online or through your child’s counseling office. Completing this document will help you gather all the information necessary for completing the actual application.
o Make copies or print out your completed application for your records and in case you need to verify any information at a later date
o If you need any assistance completing your FAFSA or have any questions check with your students counselor who should provide help.
• When to apply:
o The FAFSA must be completed every year that the student is in college
o You are encouraged to apply early in order to ensure maximum financial support
o Apply no earlier than January 1st each year
o Applications must be received no later than June 30th
o The FAFSA is used for granting many sources of financial aid so it is important to check all deadlines and ensure that your FAFSA is complete by the earliest application deadline. For example even though the deadline for the FAFSA is June 30th many states and colleges have application deadlines in January
Financial Aid Calendar
There are several dates that must be remembered when applying for financial aid so it is helpful to develop a financial aid calendar.
Freshman, Sophomore, and Junior Year:
• If you haven’t already start a college savings fund
• It is not too early to start searching for scholarships sources
Summer Before Senior Year:
• Request college applications and financial aid information
• Begin to research scholarships
September and October:
• Student should arrange a meeting with their counselor to discuss financial aid and college applications
o Make sure to ask counselor about state and local scholarships
November:
• Start checking scholarship application deadlines mark all dates on a calendar so you don’t miss the application deadlines
• Request a Department of Education PIN number (this serves as an electronic signature for the FAFSA if you complete online)
December:
• Student should pick up a copy of the FAFSA from the schools guidance office
• Visit the FAFSA website if you are planning to submit online (recommended for faster processing) to familiarize yourself with the website
• Begin gathering all documents required to complete the FAFSA (a complete list of required documents is available on the FAFSA website)
January:
• Complete your tax return as early as possible because income and asset information is needed to complete the FAFSA
• Submit the FAFSA as soon as possible after January 1st this will improve your chances of receiving support from as many sources as possible
• Complete the institutional financial aid application for each college your student is applying
February and March:
• The Student Aid Report (SAR) should arrive around two to four weeks after the FAFSA has been submitted. If you do not receive the SAR within four weeks of submitting the FAFSA contact 800-433-3243
• If you notice any errors on the SAR make corrections and mail it back immediately
• Some admissions decisions and financial aid award letters will begin to arrive in March
April:
• Admissions decisions and financial aid award letters will arrive this month
• Read all award letter carefully and meet deadlines for accepting awards
May:
• If your family is using student loans you will receive instructions about the loan application process this month
Summer Before College:
• Financial aid funds should be credited to your student’s account before the beginning of the semester
• If you are receiving a Stafford loan you must complete loan counseling before loan funds are disbursed
If you have been awarded a work study position you will be notified of your student job placement before the start of the semester
Costs Associated With Attending College
Entrance Exam Fees: Entrance exams are typically associated with applying to four-year universities. If your child chooses to transfer from a two-year community college to a four year institution they are not required to take the ACT or SAT however, may be required to take entrance tests associated with the university they choose that typically do not require the payment of fees. The TOEFL is one exception. Many institutions, including community colleges, require that non-English speaking students take the TOEFL it is important that parents and students check with the institution they wish to attend to see if the TOEFL is required.
Entrance Exams Include
1
2 ACT (American College Testing)
• The ACT (No Writing) is a set of four multiple-choice tests which cover English, mathematics, reading, and science. The ACT Plus Writing includes the four multiple-choice tests and a Writing Test. Virtually all U.S. colleges and universities accept ACT test results. Questions are related directly to material students have learned in high school. Students can take the test as often as it’s offered. ACT scores: 1-36 (average score in 2006 was 21.1). The ACT includes 215 multiple-choice questions and takes approximately 3 hours and 30 minutes to complete with breaks or just over four hours if you are taking the Writing Test. Actual testing time is 2 hours and 55 minutes plus an additional 30 minutes if your child is taking the Writing Test. For more information about the ACT visit
• Cost of the ACT- $31 (no writing) $46 (writing) scores submitted to up to four schools
3
4 PSAT (Pre-Scholastic Assessment Test)
• The PSAT is a standardized test measuring critical reading skills, math problem-solving skills, and writing skills. It is usually taken by students in 9th grade as a practice test for the SAT. The PSAT is not required by any college however; it gives students the opportunity to practice their test taking skills as well as the opportunity to enter National Merit Scholarship Corporation (NMSC) scholarship programs. Students who take the PSAT also can select to receive information from colleges that they select. For more information about the PSAT visit
• Cost of the PSAT- $13
5 SAT (Scholastic Assessment Test)
The SAT Reasoning and Subject Tests are accepted by nearly all colleges as part of their admissions process. The Reasoning Test measures students’ critical thinking skills through essay, multiple-choice, and fill in the blank questions and lasts about four hours. The Subject Tests have three sections and three scores, each on a scale of 200 to 800: Writing (200-800), Math (200-800), Critical Reading (200-800). The average score is 1400. These are aptitude tests which measures the knowledge and skills in a particular subject area. All subject tests are one hour-long multiple-choice tests. Students can take the SAT as many times as they want. Some colleges require that besides the SAT Reasoning Test, students take the Subject Tests of the SAT. For more information about the SAT visit
• Cost of the SAT reasoning test - $45 Cost of the SAT subject test - $20
* SAT College Board Fee Waiver: SAT fee-waivers are available to high-school juniors or seniors who cannot afford to pay test fees. The service is intended to help students for whom the payment of test fees may pose a barrier to college attendance. High-school counselors can provide fee-waiver cards. Participating in this program may also assist with the payment of application fees (see below).
6 TOEFL
• The TOEFL measures the ability of nonnative speakers to use and understand English. Many state, private, community colleges require students whose native language is not English to take the TOEFL to determine the students proficiency in English. Policies vary across institutions so it is important to check with the schools that you are applying to see what their TOEFL requirements are. For more information about the TOEFL visit toefl/
• Cost of TOFEL Internet Based - $150 Cost of TOEFL Paper Based - $140
7
8 Test Preparation
• Several courses are offered to help students prepare to take college entry exams. These preparatory courses often have fees associated with them. The College Foundation of North Carolina (CFNC) offers test prep courses at no cost, for more information visit CFNC’s website
9 Application Fees:
In order to be admitted to college your child must first apply. Many students choose to apply to multiple institutions while some choose to apply to just one. Application fees vary by type of institution as well as across institutions. In North Carolina applying for college can range from totally free up to $75 per application.
• Community Colleges: There are 58 community colleges across North Carolina. There are no fees associated with applying to a North Carolina community college, however to obtain a Bachelor’s degree a student must transfer to a four year institution and will have to pay application fees when they apply to transfer.
• Public Universities: There are 16 public universities in North Carolina including North Carolina State University, The University of North Carolina, East Carolina University, and Appalachian State. Application fees vary by institution and range from $45-$70. To obtain more information about the specific application fees for each university visit northcarolina.edu
• Private Universities: There are 36 private universities in North Carolina including Duke University, Wake Forest University, Guilford College, and Davidson College. Application fees vary by institution and range from $25-$70. For a complete list of all 36 institutions and to obtain information about specific application fees for each university visit
* College board fee waivers: If your child participated in the SAT College Board Fee Waiver Program you may be eligible to have your application fees waived as well. The majority of universities in North Carolina will waive application fees for those students who have participated in the SAT fee waiver program, for a complete list of participating colleges visit
Tuition, Room & Board:
The most significant fees related with attending college are the fees that are associated with tuition and room and board.
Tuition:
Tuition varies significantly across institutions with community colleges traditionally having the lowest tuitions and private universities having the highest tuitions. In order to determine the tuition costs associated with your child’s school of choice it is important to speak to a counselor at the university or visit the university’s website as the tuition figures listed below are simply averages and may not be representative of the university your child will attend.
Out of State Tuition:
If your child is interested in attending a college outside of North Carolina it is important that you are knowledgeable about the schools policy regarding out of state tuition. Many schools charge out of state residents a significantly higher tuition than in-state residents.
Tuition for undocumented immigrants:
At this time undocumented immigrants are required to pay out of state tuition even if they choose to attend a university in North Carolina.
Room and Board:
Room and board includes the cost of housing and food. This cost can vary drastically depending on whether your child chooses to attend a school close to home and remain living in your household or if your child chooses to attend a school in another part of the state or even country.
|Type of College |In State Tuition Range |Average In State Tuition |Average Cost of Room & Board |
|Community Colleges |$1,288 - $1,682 |$1,334 | |
|State Universities |$2,765 - $5,033 |$3,802 |$6,777 |
|Private Universities |$7,950 - $33,963 |$18,490 |$7,536 |
* 2006-2007 figures
Additional Expenses:
There are several additional expenses that must be considered including the cost of books, school supplies, transportation, and personal expenses.
See Handout Entitled “Comparing Your Options Worksheet”
North Carolina Organizations Providing Support To Latino Families:
• El Pueblo, Inc: Offers support and information to the Latino community in North Carolina. They are available to answer the questions of students preparing for college and offer assistance in locating sources of financial aid and scholarships.
Website: Phone Number: (919)-835-1525
• Latino Community Credit Union: Provides loans and scholarships to Latino families with children entering college.
Website: Phone Number: (919) 688-9270
• The North Carolina Society of Hispanic Professionals: Provides the Latino community with resources on how to succeed in school and get to college. Also provides scholarships, from $500-$2500, for Hispanic students that want to pursuit higher education.
Website: Phone Number: (919) 467-8424
• College Foundation of North Carolina: Offers several services to support students and families with preparing for college.
Website: Phone Number: (919) 821-3139
1
2
3 Scholarship Resources:
• The Hispanic Scholarship Fund: An organization devoted to supporting Hispanic higher education. HSF offers multiple scholarship opportunities to Hispanic students as well as several informative resources in English and Spanish for parents.
Website: Phone Number: 1-877-473-4636
• The Hispanic Association of Colleges and Universities: Offers students and families resources in English and Spanish to assist them with preparing for college. This site also offers a list of available scholarships.
Website: Phone Number: 1-210- 692-3805
• The National Association of Hispanic Publications, Scholarship Directory: A directory of scholarships specifically for Latino students.
Website: Phone Number: 1-202-662-7250
• The Sallie Mae Fund: Provides excellent information, resources, and scholarship links in English and Spanish to students applying to college.
Website: Phone Number: 1-888-272-5543
• Latino College Dollars, Scholarships for Latino Students: Provides a scholarship directory of scholarships available specifically to Latino students. The directory includes scholarships that do not require applicants to be legal residents of the US.
Website: Phone Number: 1-213-821-5615
4
Donna Weaver, a local advocate for college access would be happy to provide you with an up to date list of scholarship options. Contact her at: (336) 256-0470 or dlweaver@uncg.edu
5
6 Planning and Paying for College:
7
• The White House Initiative on Educational Excellence for Hispanic Americans: Provides publications in English and Spanish about how to prepare for and succeed in college.
Website: Phone Number: 1-202-401-1411
• U.S. Department of Education: Provides informational publications in Spanish and English to parents and students about college planning.
Website: Phone Number: 1-800-872-5327
• College is Possible: Provides informational resources in English and Spanish to parents and students about planning for and paying for college.
Website: Phone Number: 1-202-939-9300
*See Handout Session 4 for a larger list of Local Resources, Scholarships, Information for Students without a Social Security number, among others.
8
Sources:
Hispanic Scholarship Fund (2007). Destination university: A guide to college for students and their families. San Francisco CA.
College Foundation of North Carolina (2006). College Foundation of North Carolina Resource Center: Spanish services training guide. Raleigh NC.
The Sallie Mae Fund (2007). Mission possible: The tool kit that helps you plan and pay for college. Reston: VA
UNC – GA Program Assessment and Public Service Division (2007). Statistical Abstract of Higher Education in North Carolina, 2006-07. Chapel Hill NC.
IMPORTANT THINGS TO REMEMBER WHEN GIVING INFORMATION TO UNDOCUMENTD STUDENTS
*Undocumented Students CAN Go to College!*
Please do not tell undocumented students that their educational career is finished at the end of high school. There are lots of ways they can pursue their educational dreams. Here are their current options:
1. Attend UNC System Schools. UNC accepts undocumented students, but they must pay out-of-state tuition. The cheapest way for a student to do this is to enroll in a local UNC school and live at home. Without paying for room and board, students can attend UNC schools for about $7,000-$8,000 per semester. Many students are doing this around the state.
2. Attend Private Colleges and Universities. This is often the best option for high achieving undocumented students. There are many private schools that are seeking to increase their enrollment of Latino students. They are more likely than public universities to have special scholarship programs to support students who cannot take out federal student loans.
3. Attend Proprietary or Online Schools. Proprietary and online schools will often accept anyone who can pay.
4. Enroll in Online Programs Sponsored by Mexican Universities. Enterprising Mexican universities are marketing online study programs to Mexican nationals living in the United States. These programs are usually very cheap, but they do require that the students have a high degree of proficiency in academic Spanish. See below for a list of these institutions.
5. Return to Your Country of Origin to Study. Attending universities in Mexico and other Latin American Countries is often very inexpensive. Students with a strong connection to their country of origin and strong Spanish language skills may find this an attractive option.
*Community College Options*
Undocumented students cannot currently enroll in degree-seeking programs at North Carolina's community colleges. However, they can enroll in non-degree seeking programs such as ESL classes, and Learn and Earn programs (see more below). There are also apparently some community colleges that continue to enroll undocumented students even under the current policy. Students may choose to apply to community colleges without revealing their documentation status just to see if they are accepted or not.
*Learn and Earn Programs*
North Carolina's Learn and Earn programs are one of the best ways for undocumented students to gain college credits. Any student who is enrolled in a North Carolina public high school can participate in these programs and earn college credits while enrolled. There are online and campus based Learn and Earn programs. You can learn more here. Students who enroll in our district's Middle College program can gain up to two years of college credit while participating in that program. This is free to the students and decreases the total amount they would spend on a college education.
*Paying for College*
The most difficult part of these options for many of our students is paying for whatever path they choose. Without federal financial loans, students must find other ways to pay for their education. Many students attend school with a combination of scholarships, income from a job, family support, and private loans.
Here are some websites where undocumented students can find scholarships that do not require recipients to be a U.S. Citizen:
pdf/Scholarships_072003_
collegesense/students/scholar_undoc_
In the spring of 2009, the Triangle Community Foundation will announce a new college scholarship that is designed to give one undocumented student from CHCCS a full ride to a UNC system school.
*Inquiring About Documentation Status*
Public schools are not permitted to ask about a student's legal residency or documentation status as a requirement for enrollment. In other words, all children under the age 18 have a right to a free public education. In general, educators should not ask students about their documentation status, because the question itself can create discomfort and barriers to school engagement.
* The following list was compiled by an organization in Arizona called Educamexus, see for more information. The following universities offer online degree programs geared towards people living in the United States.
Universidad del Valle de Atemajac (UNIVA)
Universidad Popular Autónoma del Estado de Puebla
Universidad de Guadalajara Virtual
Tec Milenio
Consorcio Clavijero
Juntos Para Una Mejor Educación
Program
Session 5:
Roads to Higher Education
At a Glance Timeline:
• Welcome & Introductions
• Homework Review: Filling in the FAFSA
• The Entrance Exam GameJeopardy Game
• Essay Writing Tips
• Volunteering and Community Service
• Voyage to the University
• Voyage to the University GameThe Quest for Success Game
• Homework: Support Systems
• Feedback/Wrap-up/Discussion Questions
Session 5 Goals:
By the end of this session families will:
• learn about the SAT/PSAT/ACT tests and how to help their kids achieve a high score
• learn how to efficiently choose the best degree and will also learn about the options offered.
• learn tips about essay writing and how to efficiently write their scholarship/applications essays
• learn, through a map handout, the basic needs for high school graduation and college acceptance
Materials Needed:
• Computer
• Projector
• Nametags
• Flip Chart with Markers
• Parents Handouts
• Voyage to the University poster
• Practice SAT
• Download the Stu’s Double Jeopardy Game to your laptop from:
• Have the Juntos Jeopardy.txt question file ready on your desktop.
• Prize for The Entrance ExamJeopardy Game
Brief Facilitators Guide:
|Welcome & Introductions |Name tag activity. Have participants identify who the different people are in the class by their name tags.|
|(5 min) |Introduce new people. |
|Have food available at 5:45 and begin by 6:15 | |
| |Remind participants that you will start workshops as close to 6 p.m. as possible. |
| |Briefly remind participants of the issues covered the previous week and connect that topic with the new |
| |topic to be covered during this session. |
|Homework Review: Filling in the FAFSA (15 min) |For Families with High School Age Youth: |
| |Say “We asked you to bring our FAFSA forms back filled out to the best of your ability.” |
| |Ask “Who has questions?” |
| |How was this experience? What did you learn? |
| | |
| |For Families with Middle School Age Youth: |
| |Ask families to talk about the profession they talked about, the education they would need to achieve this,|
| |and how they would pay for it. |
| |Say “We asked you to bring our FAFSA forms back filled out to the best of your ability.” |
| |Ask “Who has questions?” |
| |How was this experience? What did you learn? Facilitator review homework assignment and solicit volunteers|
| |to share their “experiences with communicating with school staff in the last week.” Group is allowed to |
| |make comments or ask questions. |
| | |
|The Entrance Exam Jeopardy Game |Provide information about the exams that have to be taken to get into the university (ACT, PSAT/SAT, TOEFL)|
|(20 min) |Emphasize the fact that a lot of universities base admission and scholarships on SAT scores. Inform them |
| |that low-income students are often eligible to take the test without having to pay for it. Often, those |
| |students who are enrolled in free or reduced lunch can obtain a waiver from their advisor and end up having|
| |to pay little or nothing for the exam. They can also get waivers to apply for college for free! |
| |Point out at the end of the session that students who wish to attend a community college do not have to |
| |take the SAT/ACT. This is only required for those students who wish to attend a four-year college (public |
| |or private). Even if they wish to transfer after a 2-year degree at a community college, they still will |
| |not need to take it if they are attending a 2-year-college first. |
| |Play the EntranceJeopardy Exam Game. Divide the class in to 2-6 groups Each family or group of families |
| |will to compete with one another to will test their knowledge of standardized exams by matching the |
| |questions and answering the questionss. The family with the most points will receive gets a prize. |
| |Provide students with copies of practice SAT questions. |
| | |
|Essay Writing Tips |Begin this activity by saying something like, “You have probably heard of college essays, Right? For many |
|(20 min) |schools the essay is the most important part of the applicant’s package. The essay portion of the |
| |application is as important as the rest of the application; so it must be done well and free from typos. |
| |Colleges have struggled with students who do not write well and the college essay has become a way to weed |
| |out students who struggle with writing.” |
| |Let the students know that the college application essay is a chance to explain themselves, show their |
| |personality, charm, talents, vision, and spirit to the admissions committee. It's a chance to show that |
| |they can think and write clearly and persuasively (something college administrators want to see more of). |
| |Encourage them to stand up and believe in themselves. |
| |Provide three youth with three onedifferent sample versions of the same essay. each family with various |
| |essay samples. Three examples in Spanish and English are provided below. Some examples (in English) are |
| |attached belowInvite three parents to serve as an “Admissions Board” to decide which essay and applicant |
| |they would admit to the university. Give each youth the opportunity to read their essay to the Admissions |
| |Board. |
| |Let the Admissions Board choose one student to admit, and allow them to explain why they chose to admit |
| |that student. |
| |as a handout, but you may choose other bad and good ones. |
| |Explain what makes an essay a “good” and effective one. |
| |Write down some essay writing tips and ask them to write them down. It will be easier for them to remember |
| |if they have them written down. |
|Break (5 min) | |
|Volunteering and Community Service (15 min) |Say: “We are now going to talk about a very important piece to consider when preparing for college. It is |
| |not a high school graduation requirement nor is it a college enrollment requirement. However, most colleges|
| |look for it, and it may facilitate getting a scholarship to go to college.” |
| |Ask the group: “Can anybody guess what I’m talking about?” |
| |Write all responses on a whiteboard or large sheet of paper. |
| |Show the group a slide or poster with the following paragraph: |
| |“All scholarship committees want to award a scholarships to dedicated students who give of themselves to |
| |serve others” |
| |Ask the group for their opinion about this statement and promote a discussion. |
| | |
|The Quest for SuccessVoyage to the University |Give families the Voyage to the University poster and the Voyage to the University |
|Game (30 min) |Quest for Success board game. This activity will summarize the main points of the entire workshop series. |
| |Play the game in family groups (see instructions below). |
| |Discuss what they learned or relearned by playing the game. |
|Homework: Support Systems (5 min) |Ask families to find out what support systems they can count on to help them with their hopes to get to |
| |college. |
| |Tell them we will talk about it at the beginning of session 6. |
| |Ask: “Would anyone like to describe his reactions to today’s session? What are your thoughts or feelings?” |
|Feedback/Wrap-up/ Discussion (5 min) |Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role |
| |as a parent?” |
| |Ask the youth: “Teen’s, what if anything have you learned that you will work on this week?” |
| |Close the session by introducing the next week’s topic and by thanking each parent individually. |
Expanded Facilitator Guide:
5:45 p.m. Greet parents as they arrive for the evening
Remind everyone to sign the Everyone Together contact sheet as they enter and get name tag.
Instruct participants to put their things at a seat, and go get food.
6:10 p.m. Welcome & Introductions
Facilitator(s) reintroduce themselves
Give name, organizational affiliation and title
Officially welcome parents:
Review time commitment (1 Session more); schedule (6p.m.-8:30 p.m.)
Direct to bathrooms.
Have guests introduce themselves (if any).
Give name, organizational affiliation and title
Participants’ give their name.
Facilitator reminds everyone of name tag, sign in, and copy of the materials for the evening.
Revisit ground rules.
6:15 p.m. Homework Discussion: Filling in the FAFSA
Last time we sent you home with a copy of the FAFSA pre application worksheet and the 1040 EZ tax form, which is needed to apply for financial aid for college. We asked you to bring them back filled out to the best of your ability.
Now we will have the time to answer the questions that might have come up as you attempted to fill these forms out. We want to provide the help on sections that you might not understand. Who has questions?
How was this experience? What did you learn? Facilitator review homework assignment and solicit volunteers to share their “experiences with communicating with school staff in the last week.” Group is allowed to make comments or ask questions.
6:30 p.m. Jeopardy Game
In this activity participants will demonstrate their knowledge about entrance exams needed to attend college.
Provide information about the exams that have to be taken to get into the university (ACT, PSAT/SAT)
Emphasize the fact that a lot of universities base admission and scholarships on SAT scores. Inform them that low-income students are often eligible to take the test without having to pay for it. Often, those students who are enrolled in free or reduced lunch can obtain a waiver from their advisor and end up having to pay little or nothing for the exam. They can also get waivers to apply for college for free!
Point out at the end of the session that students who wish to attend a community college do not have to take the SAT/ACT. This is only required for those students who wish to attend a four-year college (public or private). Even if they wish to transfer after a 2-year degree at a community college, they still will not need to take it if they are attending a 2-year-college first.
Play the Jeopardy Game.
Supplies: Download the Stu’s Double Jeopardy Game to your laptop from: Have the Juntos Jeopardy.txt question file ready on your desktop.
Procedure:
• Click on the Stu’s Double Jeopardy icon on your desktop.
• Select Jeopardy Game Size? 4X 5- Twenty Q (which indicates we will only use 20 questions for this activity).
• Divide the class in to 2-6 groups to compete with one another to test their knowledge of standardized exams.
• Select in Stu’ Double Jeopardy the number of teams you will have playing (For example 4)
• A screen entitled “Load File” will pop up. Select the location where you have saved Juntos Jeopardy.txt question set.
• Play the game by asking one team to select the first question. You will play the role of “Alex Trebek” and click on the questions that the families choose. The first person to raise their hand (or stand up) will be the first to attempt to answer the question. If they miss the answer ask the question again, and let another team attempt to answer the question. The computer program will then lead you to know who will select the next category and question.
• The family with the most points will receive a prize.
• Provide students with copies of practice SAT questions.
ADD QUESTIONS AND ANSWERS TO JEOPARDY
6:50 p.m. Essay Writing Tips
In this activity, youth will learn important tips to remember when writing their essays for college applications. In addition, parents will learn how to effectively help their youth in writing the essays.
Begin this activity by saying something like, “You have probably heard of college essays, Right? For many schools the essay is the most important part of the applicant’s package. The essay portion of the application is as important as the rest of the application; so it must be done well and free from typos. Colleges have struggled with students who do not write well and the college essay has become a way to weed out students who struggle with writing.”
Let the students know that the college application essay is a chance to explain themselves, show their personality, charm, talents, vision, and spirit to the admissions committee. It's a chance to show that they can think and write clearly and persuasively (something college administrators want to see more of). Encourage them to stand up and believe in themselves.
1. Provide each family with various essay samples. Some examples are included in the handouts, but you may choose other bad and good ones. The following links have numerous examples: student/apply/essay-skills/108.html
privateschool/essayadvice/samples/
Invite three youth with one of the three different sample versions of the same essay. Three examples in Spanish and English are provided below.
Invite three parents to serve as an “Admissions Board” to decide which essay and applicant they would admit to the university.
Give each youth the opportunity to read their essay to the Admissions Board.
Let the Admissions Board choose one student to admit, and allow them to explain why they chose to admit that student.
2. Explain what makes an essay “good” and effective.
a. Clear and concise message
b. Thoughtfulness of the comments and self expression
c. Free from syntax and typographical errors.
3. List some essay writing tips and encourage students to copy them (Also on PPTand in Handout called: Three Steps to a Great College Essay)
4. Before you write the essay
i. Brainstorm about potential ideas
ii. Think about your postivie qualities and virtues
iii. Create a outline of yourself
a. Drafting the essay
i. The introduction: gives your reader an idea of your essay's content.
ii. The body: presents the evidence that supports your main idea.
iii. The conclusion: ties together your main points and leaves the reader with your main points.
b. Editing the essay
i. Make final changes and correct errors.
ii. Have everyone you know read them and proof them for you.
c. Give them what they're looking for.
d. Show all of who you are.
e. Spelling and Grammar Count!
f. Intrigue the reader.
Remind students that essay-writing skills are valuable not only when using them for college applications, but that most scholarships require them to write essays as well.
7:10 p.m. Break
7:15 p.m. Volunteering and Community Service
This activity is mostly informational and directed mostly towards the students. Begin this activity by saying something like, “We are now going to talk about a very important piece to consider when preparing for college. It is not a high school graduation requirement nor is it a college enrollment requirement. However, most colleges look for it, and it may facilitate getting a scholarship to go to college.”
1) Ask the group, can anybody guess what I’m talking about?
2) Write all responses on a whiteboard or flipchart.
3) Show the group a slide or poster with the following sentence:
“All scholarship committees want to award scholarships to
dedicated students who give of themselves to serve others.”
Ask the group for their opinion about this statement and promote a discussion.
1) If possible, invite a counselor from the school to come and give a short speech about their services.
2) Provide a brief lecture about the importance of community service or volunteer work. If available the school counselor could help with this lecture.
3) Ask the participants about ways to get more involved in schools and communities and write down their ideas on the board.
4) Suggest creating a multicultural club if there isn’t one already. Explain the benefits of belonging to clubs and other extracurricular activities (i.e., look good in resume, assets when applying for scholarships/college, helps them stay focused in school, make friends, recreational and physical exercise).
5) Explain to both teens and parents the importance of being involved in school and talking to school counselors.
▪ Community service is investing time in the community by volunteering of one’s self.
▪ Volunteering may include service in churches, hospitals, clubs, community projects, 4-H Programs, and many other contexts.
▪ Community service hours need to be recorded accurately with the date of service and the signature and telephone number of the person supervising.
▪ For credibility, community service should be recorded on the student’s permanent school record and transcript by taking the documentation to the guidance counselor or advisor.
7:30 p.m. The Quest for Success Game
In this activity, pass out the Voyage to the University Map and
The Quest for Success Game (La Búsqueda Del Éxito: Un Juego). The game will be used to demonstrate three potential paths to college and will summarize the main points of the entire workshop series.
Provide each family with a colorful game board and game pieces, dice, and game cards. .
1. Introduce the parents to the rules of the game.
Game rules:
1. Each family will roll the dice and move forward their game piece on the game board the number of spaces they rolled. Each space gives the family instructions similar to the “game of Life.” The family will have expenses and opportunities to save for college, get money from scholarship, receive acceptance letters, and so on. When you land on a “diamond” space pick up a card and do what it instructs you to do.
2. The game will end when all participants have reached their goal.
2. Discuss what they learned or relearned by playing the game.
EMPHASIZE that the goal of the game is not to get through it quickly just to see who wins, instead remind participants to read aloud and discuss the questions that they land on.
8:00 p.m. Homework: Support Systems
Facilitator will introduce this week’s homework. May read Homework handout if time permits.
Ask families to find out what support systems they can count on to help them with their hopes to get to college.
Tell them we will talk about it at the beginning of session 6.
Look in your handouts at the last handout of Session 5.
Facilitator reads Homework handout and asks asks for questions or concerns.
OPTIONAL: Invite parents to bring a favorite dish to share with the group as a “Potluck” during the next class.
8:05 p.m. Feedback/Wrap-up/Discussion Questions
Ask: “Would anyone like to describe his reactions to today’s session? What are your thoughts or feelings?”
Ask the parents: “As a result of today’s session, what, if anything, do you hope to change about your role as a parent?”
Ask the youth: “Teens, what are you going to do to involve your parents in this journey?”
Close the session by introducing the next week’s topic and by thanking each participant individually.
Maybe say something like: “Next week we will focus on parent advocacy and the formation of an ongoing support group.”
Juntos Para Una Mejor Educación
Program
Session 6
Moving To Action
At a Glance Timeline:
• Potluck
• Welcome & Introductions
• Homework – Support Systems
• The Newly “Eds” Game
• Primer on Advocacy
• Next Steps
• Building a Personal/Family Action Plan
• Survey: Where Are We Now?
• Closing and Graduation
Session 6 Goals:
By the end of this session families will:
• Complete a personal action plan to help participants to focus on their next steps.
• Understand the options available for continued involvement with other parents
Materials Needed:
• Computer
• Projector
• Nametags
• Index Cards
• Flip Chart with Markers
• Parents Handouts
Brief Facilitators Guide:
|Welcome & Introductions |Name tag activity. Have participants identify who the different people are in the class by their name tags.|
|(5 min) |Introduce new people. |
|Have foodpotluck available at 5:45 and begin by| |
|6:15 |Remind participants that you will start workshops as close to 6 p.m. as possible. |
| |Briefly remind participants of the issues covered the previous week and connect that topic with the new |
| |topic to be covered during this session. |
| | |
|Homework Review: Support Systems (10 min) |Ask for volunteer sharing of two or three participants (don't forget to include youth). |
|The Newly“Eds” Game |Ask for 6-8 volunteer families. One parent and one child from each family will represent their family in |
|(20 min) |this game. |
| |One facilitator will leave the room with the selected youth and Ask them to answer 3 questions about their |
| |parent and place their answers on an index card. |
| | |
| |The other facilitator will stay with the parents (and other youth) and invite the selected parents to |
| |answer 4 questions about their child and place their answers on an index card. |
| |Bring together the pairs of parents and youth lined up at the front of the room. Go down the line question |
| |by question asking parents first how they responded to the questions about their child. Continue asking the|
| |questions of the youth about how they thought their parent would respond. Award points to each family that |
| |gets their question right. The family with the most correct matching answers wins a small prize. |
| | |
| |Questions to ask parents and youth are located below. |
| | |
| | |
| |Talk about what advocacy is. |
| |Provide participants with handout. |
| | |
| | |
|Primer on Advocacy |Ask parents to think about local agencies, organizations, school staff, parents/support groups that can |
|(15 min) |assist them in the process of helping their teens to succeed in high school and to access higher education.|
| |Write on flip chart a list of local resources with the organizations/support groups given by the |
| |participants and add/review the list of statewide resources given in the handouts. |
|Next Steps (10 min) |Ask briefly what they think are the benefits of being actively involved with parents/support groups. |
|Building a Personal/Family Action Plan – Create|Invite families to think about their goals for what they will do with the information they learned as part |
|a Family Goal |of this workshop series. |
|(240 min) |Get a few volunteers to share their goals. |
| |Allow families to work independently on filling out theirthe Action Plan worksheet plan. Invite them to |
| |also Let them know that they can use the yearly calendar entitled “Family College Planner” to have some |
| |ideas of which academic goals/actions they may want to accomplish. Invite them to think when they will |
| |accomplish tasks on the planner |
| |Walk around to provide assistance |
| |Share finalized plans with the group on a voluntary basis. |
| |Collect and make copy of plans; return original. |
| |Ask how they feel about the “Action Plan Development” experience. |
| |Inform participants that you would like to have a followup meeting with them in about two months. Ask the |
| |participants to be prepared to share their progress on their Action Plan during the follow meeting in two |
| |months. |
| | |
| | |
|Break (5 min) | |
|Survey: Where Are We Now? (20 min) |Have the survey available for participants when they arrive from break. They will need to write their |
| |initials on it. |
| |Collect after completion |
| | |
|Closing and Graduation |Thank participants; issue Certificates of Completion and distribute gifts. |
|(10 min) | |
Expanded Facilitator Guide:
5:45 p.m. Greet parents as they arrive for the evening
Remind everyone to sign the Everyone Together contact sheet as they enter and get name tag.
Instruct participants to put their things at a seat, and go get food.
6:15 p.m. Welcome & Introductions
Facilitator(s) reintroduce themselves
Give name, organizational affiliation and title
Officially welcome parents:
Have guests introduce themselves (if any).
Give name, organizational affiliation and title
Participants’ give their name.
Facilitator reminds everyone of name tag, sign in, and copy of the materials for the evening.
Revisit ground rules.
6:20 p.m. Homework – Support Systems
Facilitator reviews the “Support Systems” homework assignment and solicits volunteer responses. Ask for volunteer sharing, not all report. Group allowed to ask questions or make comments.
6:30 p.m. The Newly “Eds” Game
In this activity parents and youth will find out how much they know about each other and one another’s goals in this fun activity.
Supplies: Index Cards
Procedures: Ask for 6-8 volunteer families. One parent and one child from each family will represent their family in this game.
One facilitator will leave the room with the selected youth and Ask them to answer 3 questions about their parent and place their answers on an index card.
The other facilitator will stay with the parents (and other youth) and invite the selected parents to answer 4 questions about their child and place their answers on an index card.
Bring together the pairs of parents and youth lined up at the front of the room. Go down the line question by question asking parents first how they responded to the questions about their child. Continue asking the questions of the youth about how they thought their parent would respond. Award points to each family that gets their question right. The family with the most correct matching answers wins a small prize.
Ask the Parents:
1. What was your favorite school subject?
2. What is your dream job?
3. What is your favorite place to shop?
Ask the Youth:
1. Who is your favorite teacher?
2. Do you plan to go to college? Which one?
3. What do you want to be?
After Answers are Collected Ask each:
Parent:
1. Who is your son’s /daughter’s favorite teacher?
2. Does your son/daughter plan to go to college? Which One?
3. What do they want to be?
Youth:
1. What was your parent’s favorite school subject?
2. What is their dream job?
3. What is their favorite place to shop?
6:530 p.m. Primer on Advocacy
Talk about what advocacy is.
1
2 What is Advocacy?
Advocacy is a process to bring about a change in practices, attitudes, and policies by influencing other individuals, groups, or institutions to improve a situation. You can advocate for your child, your family, yourself. You can also advocate for others in the community who are affected by an issue or concern. Advocacy can be part of Parental Involvement.
In the Juntos training we are focused initially on self-advocacy for your child and family with an introduction to advocacy for others.
Provide and discuss with participants the handout on self advocacy.
7:05 p.m. Next Steps
Ask parents to think about local agencies, organizations, school staff, parents/support groups that can assist them in the process of helping their teens to succeed in high school and to access higher education.
Develop a list of local resources with the organizations/support groups given by the participants and add/review the list of statewide resources given in the handouts
Briefly ask participants what they think are the benefits of being actively involved with parents/support groups.
7:15 p.m. Building a Personal Action Plan and Family Goal
Invite families to think about their goals for what they will do with the information they learned as part of this workshop series.
Get a few volunteers to share their goals.
Allow families to work independently on filling out their plan. Let them know that they can use the yearly calendar entitled “Family College Planner” to have some ideas of which goals/actions they want to accomplish. Invite them to think when they will accomplish tasks on the planner.
Walk around to provide assistance
Share finalized plans with the group on a voluntary basis.
Collect and make copy of plans; return original.
Ask how they feel about the “Action Plan Development” experience.
7:35 p.m. Break
7:40 p.m Survey: Where are we now?
Have the survey available for participants when they arrive from break. They will need to write their initials on it.
Collect after completion.
8:00 p.m. Closing & Graduation
Thank participants; issue Certificates of Completion and distribute gifts.
Handouts Session 1
PROGRAM GOALS
• To improve actual numbers of students attending college.
• To heighten levels of awareness of families around the idea of college attendance as a realistic goal.
• To improve levels of positive communication between parents, youth, and school staff.
• To help parents and youth understand the requirements for graduation and success in the U.S. high school system.
• To heighten families’ levels of awareness of options for financing college expenses in the U.S.
• To increase youth’s skills and knowledge of the college application process.
• To increase families’ sense of empowerment to advocate and work to improve their schools.
Building the Strongest Bridge
Highschoolville and Collegetown are two cities separated by a large river. Each city has a different language and culture. Leaders of the two cities have decided that they should trade goods and ideas. To do this, they would like to build a bridge and are seeking contractor bids to do the job.
Your Task: You now have 7 minutes to construct a bridge to cross the hypothetical river between the two chairs by your table. The bridge that can hold the most weight at the end of 7 minutes will win the bid to build the real bridge.
Ways to be Involved in your Teen’s Education
This list offers some ideas for parents to be involved in their teen’s education. You may not be able to do all of these, which is fine. Try to do what you can and be consistent with the rules you set down.
❖ Make sure they do their homework every day.
➢ Find a comfortable quiet place where they can work.
➢ Have a dictionary, computer, and other essentials available.
➢ Help your teenager find out how to answer tough questions.
➢ Ask your teen to explain things they have learned to you, as they teach you they will gain greater mastery of the skills they need.
❖ Limit television and video games till homework is complete.
➢ This is difficult but can really motivate your teen
➢ You may wish to put rules on texting and hanging out with friends, unless they are working on a project or homework together.
➢ Better to be safe than sorry. If your teen ends up pregnant or involved in the wrong crowd, then he or she will likely not go to college or even graduate.
❖ Ask how your teen’s day went at school.
➢ Simply asking your teen about their days can help spark conversation about school and lead to improved communication about their goals.
❖ Go to a school event where your teenager is playing/performing.
➢ Your kids need your support, when they succeed and when they fail.
➢ By going to school you will become more aware of your teen’s needs and goals.
❖ Attend parent-teacher conferences
➢ Discuss your teenager’s progress with their teachers
➢ You will learn specifics from teachers on what you can do to help you teen
❖ If you have a problem meet with a school administrator to talk about it
➢ You are your teen’s best advocate. If something has gone wrong get help.
➢ School administrators are very busy but they are also very concerned for your teen’s success. Remember to be calm and composed when you meet.
❖ Help your teen figure out their plans for the future
➢ Talk about college or other future plans
➢ Make an appointment with school counselors to discuss your teenager’s future and discuss college opportunities.
❖ Do educational activities yourself and involve your teens in these activities
➢ Visit museums, universities, libraries, and other places of learning.
➢ Help them explore different professions and talk with individuals that work in jobs that interest them.
➢ Learn about different colleges and universities and what they have to offer.
➢ Read the same good book or magazine and discuss it.
Homework For Session 1
Parental Involvement
Parent Involvement is the active participation of a “parent” in activities and relationship building that takes place at a child’s school or at home to support his or her learning as a student.
Based on our conversation about parental involvement, pick one new activity to do in the coming week that you would consider parental involvement.
This might be something that you have never done before or something that you haven’t taken the time to do in some time. See the materials in your notebook for ideas.
We will have an open discussion about this next week at the beginning of Session 2.
This week I will …
Handouts Session 2
School Organization and Structure
School Levels
Elementary
Middle
High
School Personnel All Schools Have
Principal
The Instructional and Administrative Leader of the School
Vice Principal(s)
Guidance Counselor(s)
Front Office Staff
• Secretary
• Bookkeeper
• SIMS Operator
Works with student data—attendance etc.
Media Coordinator / Media Center (Librarian)
Social Worker (shared with multiple schools)
School Psychologist (shared with multiple schools)
School Nurse (shared with multiple schools)
Janitorial Staff
Cafeteria Staff
TEACHERS!
Other Personnel
Teacher Assistant
EC (Exceptional Children) Coordinator
EC Facilitator
Media Specialist
Volunteer Coordinator
Literacy Specialist / Reading Recovery
Speech Therapist (usually shared with multiple schools)
Occupational Therapist (usually shared with multiple schools)
Curriculum Specialist
School Resource Officer (Sheriff Department)
Others?
Other School Based Entities
Site-Based Decision Making Team (SBDM)
Sometimes goes by other names; includes parents and staff
PTA /PTO/ PTSA (not all schools have an active one)
ESL Instructor and/or coordinator
Communication Styles------Assertive, Passive, Aggressive
1. The Aggressive Communication Style:
You stand up for yourself in such as way that completely disregard the other person’s feeling, position or interests. Aggressive behavior can come across as an attempt to humiliate, control, hurt, belittle or disregard the other person. It encourages the recipient to be more aggressive to you. It achieves the short-term goal but has longer-term negative consequences – it damages relationships, doe not promote trust and leads to more negative communication in return.
2. The Passive Communication Style:
You are self-denying, emotionally dishonest, and inhibited. The major goal of the passive behavior is to avoid hassles, conflict and the disapproval of others. The general attitude conveyed by the non-assertive personality is that she/he is less important than other people. On the surface the person looks passive and content as there is no visible sign of aggression, but in reality the person is often quietly boiling below the surface.
3. The Assertive Style:
Characterized by honesty, self-respect, straight forwardness and the ability to express your thoughts and ideas without infringing on the thought and ideas of others. Assertive communicators stand up for themselves in a way that does not violate the rights of others person.
4. The Passive Aggressive Style:
This is a subset of the aggressive style. Individuals who employ this method will choose to indirectly communicate to convey displeasure. Passive aggressive communicates in a way that while not direct, has the intent to share your hostility about the issue at hand without directly communicating your concerns
Wendy create the English Version for this handout. see the spanish handout: PASOS PARA UNA CONFERENCIA EXITOSA ENTRE PADRES Y MAESTROS
Preparing for Communication with School Staff
Before you go, find out:
❖ Services and programs the school offers
❖ Discipline policies
❖ Grading policies
❖ Extra-curricular activities
❖ Health and safety programs
Talking with a Counselor or Teacher
❖ Talk about your child’s strengths and weaknesses
❖ Share with teachers/counselors information so she will understand your child’s needs
❖ Learn about the school and its curriculum
❖ Get to know the teacher/counselor
❖ Ask questions
❖ Work with your child’s teacher/counselor and the school in planning
What you can learn from the Counselor or Teacher
❖ Your child’s behavior in and out of the class
❖ How she/he feels about her/himself
❖ How she/he gets along with others
❖ Your child’s current level in reading and math
❖ Your child’s test results and what they mean
❖ Subjects your child is taking and how they are doing
❖ Books and materials your child is using
Share Your Visit with Your Child
❖ Tell your child what was discussed in the visit (some things they may not need to know)
❖ Talk with your child about any changes or plans for improvement
❖ Be positive
❖ Seek assistance or support from a support group or other parents
Steps to the IEP
1. Child is identify as needing special education and related services
2. Child is evaluated
3. Eligibility is decided
4. Child is found eligible for services
5. IEP meeting is scheduled
6. IEP meeting is held and the IEP is written
7. Services are provided
8. Progress is measured & reported to parents
9. IEP is reviewed
10. Child is reevaluated
Homework Session 2
Based on our discussion about school communication and parent-teacher conference, make one contact with your child’s teacher (or another key school person in your child’s life) in the next week.
This might be a phone contact, a note about an upcoming assignment, a request for a conference, or just a note to say thanks. You might want to be in contact about progress before the next report card, how to help your child get ready for tests, how to help with your child’s work at home, offering volunteer help, etc.
This week I plan to contact _______________________________________
By ____________________________________ (phone, note, visit, etc.)
about ________________________________________________________
Handouts Session 3
Resources for families about courses of study, credits and tests
The path to graduation and colleges starts in 9th grade. Ninth graders entering high school are required to select and complete one of four courses of study before they graduate. Also, in the 9th grade the student grade point average (GPA) begins to count toward the student’s future success in the pursuit of a scholarship. A student should maintain a minimum of a 3.0 cumulative GPA from 9th through 12th grade.
The four Courses of Study are (see “NC Course of Study & High School Graduation Requirements” chart for more information):
• Career Prep
• College Tech Prep
• College/University Prep
• Occupational
To select a Course of Study the student, with their parents' input, has to decide first what are his/her goals when finishing high school. Each of the Course of Study leads to a specific higher education or career opportunity. The chart below shows the relationship between goals and Courses of Study.
|Student’s goal |Course of Study |Where after HS |
|A career immediately after high school |Career Prep |Directly to work |
|graduation. | | |
|To pursue a two-year or community college|College Tech Prep |Community or Technical College (i.e. |
|degree | |Wake Tech) |
|To pursue a four-year college or |College/University Prep |Public University (i.e. NCSU, UNC, |
|university degree. | |ECU) |
| | |Private University (i.e. Duke) |
|Students with disabilities who have an |Occupational | |
|Individualized Education Plan | | |
|Student is undecided |Take the most rigorous course of study in which they can be successful, particularly in |
| |mathematics. Most students, regardless of Course of Study, take credits in the same core |
| |curricular areas. |
Students and their parents should review this plan annually to determine any changes needed. The Courses of Study provide enough flexibility for students to modify their Course if they choose to do so.
Credits and Courses of Study
The Courses of Study - Career Prep, College Tech Prep, and College/University Prep - require that students complete 20 course credits. The Occupational Course of Study is designed for certain students with disabilities who have an Individualized Education Plan.
The Career Prep, College Tech Prep, and College/University Prep Courses of Study require a minimum of
4 credits in English
3 credits in Science
* 3 credits in Mathematics
1 credit in Health/Physical Education electives
3 credits in Social Studies
Please (see “NC Course of Study & High School Graduation Requirements” chart for more information):
* The College/University Prep Courses of Study requires 4 credits in Mathematics for first time ninth graders beginning in 2002-03.
N.C. High School Testing System
In North Carolina, high school students are required to take the following assessments (please see “NC Testing Program – Required Testing for 2007-2008” chart for more information):
• EOG Tests (Grades 9-12)
In grades 9-12, students are evaluated on their performance on ten mandated EOG tests: ALGEBRA I, ALGEBRA II, BIOLOGY, CHEMISTRY, ENGLISH I, GEOMETRY, PHYSICAL SCIENCE, PHYSICS, CIVICS AND ECONOMICS, and US HISTORY.
When?
All EOC tests must be administered during the last week (block schedule or summer school) or the last weeks (traditional schedule) of the instructional period. These tests count toward at least 25% of a student’s final course grade
• NC Writing Assessments – Informational (Grade 10)
In grade 10, students take a Writing Test INFORMATIONAL
When?
The Writing Assessments must be administered on the first Tuesday of March.
• NC High School Competency Test – Reading and Mathematics
Students who entered the 9th grade prior to the 2006-2007 school year who have not met the competency standards (level III or IV*) on the grade 8 EOG tests in READING and/or MATHEMATICS, have one opportunity each year in grades 9-12 to take the NC High School Competency Test.
When?
This test will be administered annually.
• NC High School Comprehensive Test– Mathematics (Grade 10)
This test is only administered to a small number of students who have not taken ALGEBRA I by the end of the 10th grade.
• North Carolina English Language Proficiency Test (IPT)
Federal and state policies require that all students identified as limited English proficient be annually administered the state-identified English language proficiency test in grades K–12.
• High School Exit Standards
Beginning the school year 2006-2007, students entering the 9th grade for the first time will be required to meet the new exit standards. These exit standards will only apply to students following the Career Preparation, College Technical Preparation, or College University Preparation courses of study. These students will be required to perform at Achievement Level III or above on five EOG assessments and successfully complete a graduation project. The five required EOG assessments are Algebra I, Biology, English I, Civics & Economics, and U.S. History. The graduation project is a performance-based component that can include service-based learning or work-based learning experiences. The graduation project is developed, monitored, and scored locally using state-adopted rubrics.
Understanding End-of-Grade Achievement Levels
1 EOG and EOC Achievement Levels
When a student takes an EOG or an EOC test, he or she receives a score at one of the four levels. These levels tell whether or not a student is performing on grade level. The NC Department of Public Instruction (DPI) determines what scores are at each level.
Level I
Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.
Level II
Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.
Level III
Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.
Level IV
Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.
Levels 1 & 2 indicate a student is BELOW grade level. Students receive extra support.
Levels 3 & 4 indicate a student is AT or ABOVE grade level.
North Carolina Testing Program – Required Testing for 2007-08
Tests administered statewide in the NC Testing Program are located in the boxes. Field tests/special studies may be administered annually in selected subjects and grades at randomly selected sites. Some North Carolina students also participate in the National Assessment of Educational Progress (NAEP) at grades 4, 8, and 12.
|Grade |Reading |Math |Social Studies |Science |Writing |Other |
|Level | | | | | | |
| |Pretest1 |Pretest | | | | |
|3 | | | | | |IPT2 |
| |EOG |EOG | | | | |
| | | | | |Narrative | |
|4 |EOG |EOG | | | |IPT2 |
| | | | | | | |
|5 |EOG |EOG | |EOG3 | |IPT2 |
| | | | | | | |
|6 |EOG |EOG | | | |IPT2 |
| | | | | |Argumentative | |
|7 |EOG |EOG | | | |IPT2 |
| | |EOG | |EOG3 | |Computer Skills4 |
|8 |EOG | | | | | |
| | | | | | |IPT2 |
| | | | |Physical | | |
|9 |English I |Algebra I | |Science | |IPT2 |
| | |Geometry |Civics and |Biology3 |Informational | |
|10 |Competency5 | |Economics | | |IPT2 |
| | |Competency5 | | | | |
| | |Algebra II |U.S. History |Chemistry | | |
|11 | | | | | |IPT2 |
| | | | | | | |
|12 | | | |Physics | |IPT2 |
1 The North Carolina Pretest—Grade 3 Reading Comprehension will be field tested statewide in 2007.
2 The IPT is the state-identified English language proficiency test. Federal and state policies require that all students identified as limited English proficient be annually administered the state-identified English language proficiency test in grades K–12.
3 The North Carolina End-of-Grade (EOG) Tests of Science at grades 5 and 8 are required to meet the federal No Child Left Behind Act (NCLB) of 2001. In addition, the North Carolina End-of-Course (EOC) Test of Biology is administered to meet the high school science test requirement under NCLB. The science tests at grades 5 and 8 are not required to be included in AYP or ABCs calculations. Biology is included in ABCs calculations.
4 The North Carolina Computer Skills Assessments meet the goals of NCLB Title II Part D – Enhancing Education through Technology Act of 2001. One of the goals of this act is to ensure every student is technologically literate by the time the student finishes the eighth grade. North Carolina State Board of Education requires that students who do not meet the computer skills proficiency graduation requirement have at least one opportunity per year in grades 9–12 to take the appropriate computer skills assessment.
5 Students who entered the ninth grade prior to the 2006–2007 school year who have not met the competency standard in reading and/or mathematics, have at least one opportunity each year in grades 9–12 to take the North Carolina High School Competency Test.
Notes: End-of-course tests are given at the end of the course regardless of the grade in which the course is taken. The chart shows the grade in which students typically take the course.
In order to fulfill the high school testing requirements under NCLB, the North Carolina High School Comprehensive Test of Mathematics is administered to a small number of students who do not take Algebra I by the end of the 10th grade.
|NC Course of Study & High School Graduation Requirements |
|From the time you enter kindergarten, you’re getting ready for high school graduation. |
| |
|To make sure you are on track, remember that every high school student must meet the Course and Credit, North Carolina Graduation Project, End of Course Tests, Computer |
|Skills Test, and Local requirements. To see your Course Requirements, look in the colored blocks for the section that matches when you entered ninth grade for the first |
|time. Your course requirements are listed there. |
| |
|Your school guidance counselor is available to answer questions you may have about what you need to reach your goal of high school graduation. |
| |
|• Course and Credit Requirements — Listed in the chart below and organized according to the year a student first entered high school. |
|• Graduation Project Requirement — Successfully complete the North Carolina Graduation Project (for students who entered ninth grade in 2006-07 or later). The North |
|Carolina Graduation Project includes four components: a research paper, a portfolio, a product and a presentation. More information is available on the Graduation Project |
|at graduationproject. |
|• End-of-Course Test Requirements — Earn passing scores on the five essential end-of-course tests: Algebra I, Biology, Civics and Economics, English I, and U.S. History |
|(for students who entered ninth grade in 2006-07 or later). |
|• Computer Skills Test — Earn a passing score on the Computer Skills Test. |
|• Local Requirements — Meet any additional requirements adopted by your local board of education. |
|For Ninth Graders Entering Between 2000 – 2008-09 |Available for Ninth Graders |For Ninth Graders Entering in 2009-10 |
| |2000 – > |and Later |
|Content Area |CAREER PREP |COLLEGE TECH PREP* |COLLEGE/ UNIVERSITY |OCCUPATIONAL Course of Study |FUTURE READY CORE |
| |Course of Study |Course of Study |PREP |Requirements | |
| |Requirements |Requirements |Course of |(Selected IEP students | |
| | | |Study Requirements (UNC|excluded from EOC Proficiency| |
| | | |4-yr college) |Level requirements) | |
|English |4 Credits |4 Credits |4 Credits |4 Credits |4 Credits |
| |I, II, III, IV |I, II, III, IV |I, II, III, IV |Occupational English I, II, |I, II, III, IV |
| | | | |III, IV | |
|Mathematics |3 Credits |3 Credits* |4 Credits |3 Credits |4 Credits |
| |Including Algebra I |Algebra I, Geometry, |Algebra I, Algebra II, |Occupational Mathematics |(Algebra I, Geometry, Algebra II) OR |
| |This requirement |Algebra II, OR |Geometry, and higher |I, II, III |(Integrated Math I, II, III) |
| |can be met with Integrated|Algebra I, Technical |level math course with | |4th Math Course to be aligned with the |
| |Math I & II when |Math |Algebra II as | |student’s post high school plans |
| |accompanied with the |I & II, OR |prerequisite OR | |At the request of a parent and with |
| |Algebra I EOC. |Integrated Mathematics |Integrated Mathematics | |counseling provided by the school, a |
| | |I, II, & III |I, II, III, and a | |student will be able to opt out of this |
| | | |credit beyond | |math sequence. He/she would be required |
| | | |Integrated Mathematics | |to pass Algebra I and Geometry or |
| | | |III | |Integrated Math I and II and two other |
| | | | | |application-based math courses. |
|Science |3 Credits |3 Credits |3 Credits |2 Credits |3 Credits |
| |A Physical Science course,|A Physical Science |A Physical Science |Life Skills Science I, II |A Physical Science course, Biology, |
| |Biology, Earth/ |course, Biology, Earth/|course, Biology, Earth/| |Earth/Environmental Science |
| |Environmental Science |Environmental Science |Environmental Science | | |
|Social Studies |3 Credits |3 Credits |3 Credits |2 Credits |3 Credits |
| |Civics and Economics, |Civics and Economics, |Civics and Economics, |Social Studies I |Civics and Economics, |
| |US History, |US History, |US History, |(Government/ |US History, |
| |World History**** |World History**** |World History**** |US History) |World History**** |
| | | |(2 courses to meet UNC |Social Studies II | |
| | | |minimum admission |(Self-Advocacy/ Problem | |
| | | |require-ments - US |Solving) | |
| | | |History & 1 elective) | | |
|Second Language |Not required |Not required* |2 Credits in the same |Not required |Not required for graduation. Required to|
| | | |language | |meet MAR (minimum application |
| | | | | |requirements) for UNC. |
|Computer |No specific course |No specific course |No specific course |Computer proficiency as |No specific course required; students |
|Skills |required; students must |required; students must|required; students must|specified in IEP |must demonstrate proficiency through |
| |demonstrate proficiency |demonstrate proficiency|demonstrate proficiency| |state testing. |
| |through state testing. |through state testing. |through state testing. | | |
|Health and Physical |1 Credit |1 Credit |1 Credit |1 Credit |1 Credit |
|Education |Health/Physical Education |Health/Physical |Health/Physical |Health/Physical Education |Health/Physical Education |
| | |Education |Education | | |
|Electives or other |2 Elective Credits |2 Elective Credits |3 Elective Credits |Occupational Preparation: |6 Credits required |
|requirements*** |and other credits |and other credits |and other credits |6 Credits Occupational |• 2 Elective credits of any |
| |designated by LEA |designated by LEA |designated by LEA |Preparation I, II, III, IV** |combination from either: |
| | | | |Elective credits/ completion |– Career and Technical Education (CTE) |
| | | | |of IEP objectives/Career |– Arts Education |
| | | | |Portfolio required |– Second Languages |
| | | | | |• 4 Elective credits (four course |
| | | | | |concentration) from one of the |
| | | | | |following: |
| | | | | |– Career and Technical Education (CTE) |
| | | | | |– ROTC |
| | | | | |– Arts Education (e.g. |
| | | | | |dance, music, theater |
| | | | | |arts,visual arts) |
| | | | | |– Any other subject area |
| | | | | |(e.g. mathematics, science, social |
| | | | | |studies, English) |
|Career |4 Credits in Career/ |4 Credits |Not required |4 Credits | |
|Technical |Technical |Select courses | |Career/Technical Education | |
| |Select courses appropriate|appropriate for career | |electives | |
| |for career pathway to |pathway to include a | | | |
| |include a second level |second level (advanced)| | | |
| |(advanced) course; OR |course. | | | |
|JROTC |4 Credits in JROTC; OR | | | | |
|Arts Education (Dance, |4 Credits in an Arts | | | | |
|Music, Theatre Arts, |Discipline | | | | |
|Visual Arts) |Select courses appropriate| | | | |
| |for an arts education | | | | |
| |pathway to include an | | | | |
| |advanced course. | | | | |
| |Recommended: |Recommended: at least |Recommended: at least |Recommended: | |
| |at least one credit in an |one credit in an arts |one credit in an arts |at least one credit | |
| |arts discipline and/or |discipline and/or |discipline and/or |in an arts discipline and/or | |
| |requirement by local |requirement by local |requirement by local |requirement by local decision| |
| |decision (for students not|decision |decision | | |
| |taking an arts education | | | | |
| |pathway) | | | | |
|Total |20 Credits plus any local |20 Credits plus any |20 Credits plus any |22 Credits plus any local |21 Credits plus any local requirements |
| |requirements |local requirements |local requirements |requirements | |
* A student pursuing a College Tech Prep course of study may also meet the requirements of a College/University
course of study by completing 2 credits in the same second language and one additional unit in mathematics.
** Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment.
*** Examples of electives include JROTC and other courses that are of interest to the student.
**** Effective with ninth graders of 2003-2004, World History must be taken to meet the requirements of World Studies.
Parents, Accountability standards, and Testing –
Knowing How You Can Help and Understanding Your Rights
1 Parents Can Help Their Child:
• Be sure your child gets adequate sleep at night, all the time, but with special attention on testing days.
• Have your child at school and on time each day.
• Encourage good study habits.
• Provide ample, quiet study time at home.
• Encourage reading.
• Communicate regularly with your child’s teacher.
• Monitor their child’s homework, even if you don’t understand all of it!
• Limit TV and video game time.
• Ask questions about testing and test scores.
• Seek additional help if you feel your child needs it from: your child’s teacher, school, and/or community program.
• Be aware of online testing resources through the NC Department of Public Instruction. Sample test questions are available.
2 Parents Have the Right to:
• Receive current information about their child’s performance.
• Have their child receive timely assistance when necessary.
• Request that their child be excused from the second administration of the end-of-grade test and have focused intervention begin immediately. This is in cases where a child scores below Level II on the EOG test the first time.
• Be a non-voting participant in a review committee considering a waiver to recommend their child’s promotion even though they did not reach grade level proficiency on the EOG tests.
• Be involved in decisions related to their child’s promotion and plans to provide intervention to help their child improve his or her skills.
HOMEWORK FOR SESSION 3
Course Of Study
Based on our conversation about courses of study, we would like you to find out what Course of Study each of you children are on in their school.
This might be something that you have never done before, but it should be painless!!
We will have an open discussion about this next week at the beginning of Session 4.
This week I will find out what Course of Study my child is on….
Handouts Session 4
Dispelling the Myths about Higher Education
MYTH: My teen can make a good living without a college education.
REALITY: There is no doubt that some people have done well without a college degree. However, a college graduate will earn on average about a million dollars more than a high school graduate in his/her lifetime. For most people, college pays
MYTH: I don’t have the money and my teen can’t afford to take out loans to pay for college, even if she wanted to go.
REALITY: Almost all students today can get low-rate education loans to help them pay for college, and education loans typically don’t have to be paid back until a student is out of school. The average loan debt of undergraduate students today is roughly $20,000 – that’s less than the cost of most new cars! A car lasts a few years. A college education lasts a lifetime.
MYTH: Anyone can get into a public university, but it’s hard to get into a private college.
REALITY: Some public universities are among the most competitive to get into, while other public universities are required to take nearly all applicants. It’s true that some private colleges are very selective, but others take students who wouldn’t even be admitted to a home state public university. Check with the colleges you are considering to learn more about the average academic credentials of its students and its admission policies.
MYTH: To make it in today’s world you need a four-year college degree.
REALITY: Someone with a four-year degree may have more career options, but there are many satisfying and good-paying jobs that are possible with certain technical or two-year degrees. Your teen should start with the fields that are of interest to him/her and learn what kind of education is required and what the job opportunities are in those areas. Then get the degree he/she needs for the type of career he/she wants.
MYTH: The college with the lowest price will be the most affordable.
REALITY: Not necessarily! Some of the colleges with a high “sticker price” have raised significant amounts of money for scholarships from their graduates and friends. As a result, they have more money to give to students in the form of scholarships, which reduces the “sticker price.” After taking financial aid into consideration, a seemingly more expensive college may be more affordable than a college with a lower list price. Tip: Find out what kinds of scholarship options are available at the colleges you are considering.
MYTH: It really doesn’t matter if I wait a year or two to go to college.
REALITY: Many students who don’t go to college right after high school never get around to it. Others bring great experience to the college when they enroll because of what they did with the time off from school. It is wise for a student to apply to colleges of interest during senior year just like any other student. He/she can then ask a college to defer enrollment for a year or two, if the student needs the time away. Most colleges will hold the offer of admission, especially if the student has plans that will ultimately make the student even more valuable on campus.
Caution: If the student works during this time away, the income of the student (if substantial) my hinder his/her need-based financial aid eligibility when he/she goes back to school. Because the student will in many cases still qualify as a dependent student, only a small amount of income will be protected under the federal formula. Amounts beyond that can hurt financial aid eligibility.
MYTH: You need to start planning for college during your junior year of high school.
REALITY: While some students may wait this late to do certain things like visiting potential colleges or taking the SAT’s, there are other things that should never wait this long. For example, high school course selections and grades represent the single most important consideration in most colleges’ admissions decisions. High school course decisions are made sometimes as early as the middle school years. Financial planning, saving for college, and finding out which colleges will be affordable also should be done well before the junior year.
MYTH: Students today have so much loan debt that it doesn't make sense to pay a lot to go to college.
REALITY: Most students who have huge loan debt usually have either done a poor job of finding a college where their family’s financial aid works well, or they made a conscious decision to take on that kind of loan debt so they can attend a particular college. (Remember, the average loan debt of undergraduate students today is roughly $20,000 – that’s less than the cost of most new cars!) The goal for most families is to find in advance schools that will be financially reasonable for them, usually by using a published financial aid estimator to understand where they stand under the federal formula for financial aid.
MYTH: There isn’t a lot of financial aid available, and what is available only goes to a few of the very best students.
REALITY: During the 2002-03 academic year, over $105 billion dollars in financial aid was awarded. The vast majority of this money was doled out by the federal government through grant, loan and work-study programs, while colleges’ own grants and scholarships accounted for almost 20% of all financial aid. States helped too by contributing over $5.5 billion to the pot. That’s a lot of money for a lot of students. In fact, over 70% of students nationally receive some kind of financial aid.
MYTH: No one in my family has gone to college – why should my teen be the first?
REALITY: After high school, your teen may have 40 or 50 years of employment ahead. Many changes will occur in the job market during this time. A college education will certainly give him/her more options for the long term. Many of today’s jobs which require only a high school diploma may no longer exist a few years from now. His/her education should prepare him/her for the job market of the future, not the present.
MYTH: Courses and grades in the spring of senior year aren’t important because students already have been accepted by a college by the time those courses are done.
REALITY: Most colleges make statements in their admissions materials that they will look at a senior’s spring grades. If the student’s academic performance has dropped off substantially, colleges have been known to cancel an offer of admission.
Source:
COLLEGE OPTIONS
Public Institutions vs. Private Institutions
|Public colleges: less expensive than private colleges. |Private colleges: tuition is generally more expensive |
|Because these school are government run, a large |than public institutions because of a lack of financial |
|percentage of their budget is received from the state or |support from state and local governments. Private |
|local government. Students who live in that state pay a |institutions depend on tuition , fees, gifts, corporate contributions and |
|relatively low tuition. Out-of-state students usually pay |endowments. In-state and out-of-state students are usually charged the same |
|higher tuition rates. |tuition. |
NEEDS UPDATING
Example: Comparing Your Options Worksheet
NOTES:
Comparing Your Options Worksheet
NOTES:
TO BE UPDATED Scenarios for Comparing Your Options Activity
Families Receive Two Scenarios to Compare
1 Scenario 1: Community College
Test Fees - No test fees, Community Colleges do not require the SAT or ACT
Application Fees – No application fees
Tuition - $1,437
Room and Board – No Room and Board your child chooses to live at home
Books & Supplies - $850
Personal Expenses – 1,077
Family Contribution - $3,248 (determined by FAFSA)
Federal Grants/Scholarships - none
State Grants/Scholarships - none
School Grants/Scholarships - $1,000 scholarship awarded for community service
Work Study - none
Federal Loans - none
State Loans - none
2 Scenario 2: State University
Test Fees - $80 for the PSAT, SAT, and SAT subject test
Application Fees – $55
Tuition - $3,802
Room and Board – $6,777
Books & Supplies - $942
Personal Expenses - $2,112
Family Contribution - $3,248 (Determined by FAFSA)
Federal Grants/Scholarships - $1,500 needs based scholarship
State Grants/Scholarships - none
School Grants/Scholarships - none
Work Study - none
Federal Loans - $9,020
State Loans - none
3 Scenario 3: Private University
Test Fees - $80 for the PSAT, SAT, and SAT subject test
Application Fees – $60
Tuition - $18,490
Room and Board – $7,536
Books & Supplies - $975
Personal Expenses - $2,248
Family Contribution - $3,248 (Determined by FAFSA)
Federal Grants/Scholarships - $3,000 awarded for good grades
State Grants/Scholarships - none
School Grants/Scholarships - none
Work Study - $12,000
Federal Loans - $10,000
State Loans – none
Financial Aid Bingo
|FEDERAL PELL GRANT |PRIVATE SCHOLARSHIP |PRIVATE LOAN |SCHOOL COUNSELOR |
|THE FAFSA |FEDERAL PERKINS LOAN |MONEY THAT MUST BE REPAID |JANUARY 1st |
|WORK STUDY |“FREE” MONEY |INSTITUTIONAL SCHOLARSHIP |HOPE TAX CREDIT |
|ASSISTANTSHIP |FREE SPACE |STAFFORD LOAN |LIFE LONG LEARNING TAX CREDIT |
Financial Aid Bingo
|JANUARY 1st |FREE SPACE |“FREE” MONEY |STAFFORD LOAN |
|LIFE LONG LEARNING TAX CREDIT |FEDERAL PERKINS LOAN |MONEY THAT MUST BE REPAID |WORK STUDY |
|FEDERAL PELL GRANT |PRIVATE LOAN |INSTITUTIONAL SCHOLARSHIP |HOPE TAX CREDIT |
|PRIVATE SCHOLARSHIP |ASSISTANTSHIP |SCHOOL COUNSELOR |THE FAFSA |
Financial Aid Bingo
|HOPE TAX CREDIT |SCHOOL COUNSELOR |PRIVATE LOAN |LIFE LONG LEARNING TAX CREDIT |
|INSTITUTIONAL SCHOLARSHIP |FREE SPACE |ASSISTANTSHIP |JANUARY 1st |
|WORK STUDY |MONEY THAT MUST BE REPAID |THE FAFSA |FEDERAL PELL GRANT |
|“FREE” MONEY |FEDERAL PERKINS LOAN |STAFFORD LOAN |PRIVATE SCHOLARSHIP |
Financial Aid Bingo
|FREE SPACE |STAFFORD LOAN |SCHOOL COUNSELOR |PRIVATE LOAN |
|INSTITUTIONAL SCHOLARSHIP |FEDERAL PERKINS LOAN |ASSISTANTSHIP |THE FAFSA |
|WORK STUDY |“FREE” MONEY |JANUARY 1st |MONEY THAT MUST BE REPAID |
|HOPE TAX CREDIT |FEDERAL PELL GRANT |PRIVATE SCHOLARSHIP |LIFE LONG LEARNING TAX CREDIT |
Family College Planner
Step by step - month by month
|Month |Action Step |
|During the Freshman Year |
| |Choose the track you will take (Course of Study). |
|During the Sophomore Year |
| |Plan your classes for the last two years of high school. |
|During the Junior Year |
| |Sign up and take honors and AP classes. |
| |Take the PSAT (a practice version of the SAT). |
| |Begin searching and deciding which schools you are really interested in. |
| |Make a list of your personal interests, aptitudes, and preferences. |
| |Talk to your school counselors about college |
| |Attend a college orientation session. |
| |Keep up your good grades. |
|Jan., Mar., May, Jun. |Prepare for, Sign up for, and Take the SAT or ACT. |
|Summer before the Senior Year |
| |Visit some universities - call and find out about programs. |
| |Attend a university’s summer programs. |
| |Optional: Get a full-time job. |
|During the Senior Year |
| |Narrow down your list of schools to about 5. |
| |Plan and write down important dates on a calendar. |
| |Keep up your good grades. |
| |Obtain college applications and financial aid forms for each university. |
| |Begin the application and essay process. |
| |Ask your coaches and teachers for letters of recommendation. |
| |Before submitting your essay, get it proofread by others and make it good. |
| |Schedule interviews with the universities’ representatives as soon as possible. |
| |Attend a financial aid information session. |
|Sept.-Nov. |Begin researching financial aid options (scholarships and grants). |
| |Assemble all of your accomplishments and achievements into one folder. |
| |Apply for scholarships, scholarships, and more scholarships. |
|January 1st. |Fill out the FAFSA (Federal Student Aid form)online at: fafsa. |
|mid-April - June |Get acceptance letters and decide which university you wish to attend. |
|Summer after the Senior Year |
| |Figure out housing arrangements. |
| |Make a schedule for which classes you will take and when. |
What You Need to Know When
Applying for Financial Aid
Types of Financial Aid
Aid that does not have to be repaid
Scholarships: Scholarships are a form of aid that does not have to be repaid and may be awarded for a number of reasons including excellent grades, economic need, community involvement, membership in organizations, athletic ability, etc. Scholarships can be awarded through federal agencies, private institutions including corporations, religious/community groups, and non-profit organizations as well as through the academic institution itself. Families are encourage to begin searching for scholarship opportunities early in the students high school career.
Grants: Grants are a form of aid that does not have to be repaid. Grants are typically awarded based on financial need but may also be received because of academic merit. Grants are awarded by the federal government, by the state government, and by colleges themselves. Student’s eligibility to receive a grant is typically determined by the FAFSA (see below).
Federal Work Study: Federal work study programs allow students to earn money that does not have to be paid back. Through these programs students work on or off campus in jobs that often have flexible schedules that cater to the student’s school schedule. The pay that students receive for participating in work study is based entirely on need. Student’s eligibility to receive a grant is typically determined by the FAFSA (see below).
Student Assistantships: Through research assistantships students can also earn money that does not have to be paid back. A limited number of research assistantships are available to undergraduate students at many public and private universities. Research assistantships are typically on campus assignments working in a designated department or with a specific professor. Students typically apply for these positions when applying to the University, or once admitted.
Aid that must be repaid
Loans: Loans are a form of aid that does have to be repaid. Loans are lent by public or private agencies to help pay for school expenses. Because this is money that must be paid back it is important to do some investigating before taking out a student loan. It is also important to be aware that loan scams exist and that families should only borrow money from reputable sources.
* Students typically receive some combination of the financial aid options listed above. When deciding on a university it is important to look at the financial aid package available, as this will vary from institution to institution.
The FAFSA
What is the FAFSA? The FAFSA is the most commonly used form for determining financial aid eligibility. It is a free government form that students must fill out on yearly basis in order to be considered for federal support including federal grants and federal work study. In addition some colleges, private organizations, and scholarship programs use the FAFSA to award aid.
Who can apply? You must be a U.S. citizen or eligible non-citizen including legal permanent residents and refugees/asylees and have a valid social security number.
How to apply? The FAFSA and FAFSA practice forms are available online, in local public libraries, and in high school counseling offices.
The following steps will help ensure that you fill out the FAFSA correctly:
Step 1: Obtain a PIN through the department of education.
Step 2: Complete your federal tax return as early as possible as this information is needed to complete the FAFSA
Step 3: Complete the pre-application worksheet; this will help you gather all the appropriate information and give you a preview of what the FAFSA application will look like
Step 4: If you have any questions or concerns contact your student’s guidance counselor
Step 5: For fastest results complete the FAFSA online, if you do not have access to a computer or are more comfortable using a paper application this is also an option.
Step 6: Make copies or print out your completed application for your records and in case you need to verify any information at a later date
When to apply? It is recommended that applications be submitted as early as possible to ensure eligibility for all sources of aid. January 1st is the first day that the FAFSA is accepted and all applications must be received no later than June 30th.
For more information about the FAFSA visit
Quick Tips for Filling out the FAFSA
Documents Needed when Filling in your FAFSA
(Please note that financial documents should be for the year prior to the academic year you’re applying, so if you are applying for aid for the 2008-2009 school year, you will need the tax information for 2007):
• Student's driver's license and Social Security card
• Income tax returns or as close an estimate as possible
• W-2 forms and other records of money earned
• Current bank statements
• Records and documentation of other untaxed income received such as welfare benefits, Social Security income, veteran's benefits, AFDC, or military or clergy allowances
• Records of stocks, bonds, mutual funds, and other investments
• Current mortgage information
• Business or farm records (if applicable)
• Student’s alien registration card (if not a U.S. citizen)
Identify Yourself
• Use your legal name as it appears on your Social Security card. Nicknames or aliases will cause a processing delay.
• Read the questions carefully. The words "you" and "your" on the FAFSA always refer to the student, not the parents.
• Remember to count yourself, the student, as one of the people in your household who will be a college student during the award year.
Parents and the FAFSA
• If one or both parents does not have a social security number they should enter 000-00-0000 as their social security number on the FAFSA
• If parents are divorced or separated, the parent with whom you lived the most during the past 12 months is the parent responsible for filling out the FAFSA. This is not necessarily the parent who has legal custody.
• If the parent responsible for completing the FAFSA has remarried, the new spouse must report their income and assets on the FAFSA. Prenuptial agreements have no bearing on this requirement.
Given the Option
• In the question that asks about your interest in different types of aid (e.g. work-study and student loans), answer "yes" to each question. Answering "yes" does not obligate you to accept a loan or work-study position, nor does it guarantee you'll be offered either. Answering "no" to these questions will not get you more grant aid.
Before You Submit Your FAFSA
• Whether filing online or off, sign the form (you'll use your PIN online) and get all the other required signatures. If you don't sign the form, you will receive an SAR, but you will not receive aid.
• Do not include anything with the form when you mail it; any enclosures will be destroyed. Likewise, do not write comments or notes in the margins of the form. If there are unusual family financial circumstances, you should contact the school's financial aid administrator to ask for a professional judgment review.
• Make a copy of the form for your records before submitting it.
• Submit the form on time.
How can errors be avoided?
• Do not leave a field blank. If a question does not apply to you, write N/A.
• Use the 1040 federal tax return, not the W-2 form, for reporting income and taxes paid.
• Don't use nicknames. Use your legal name as it appears on your Social Security card.
• Don't forget to sign the application. Your parents must sign it too if you are filing as a dependent.
1 Scholarships
• The Hispanic Scholarship Fund: An organization devoted to supporting Hispanic higher education. HSF offers multiple scholarship opportunities to Hispanic students as well as several informative resources in English and Spanish for parents.
Website: Phone Number: 1-877-473-4636
• The Hispanic Association of Colleges and Universities: Offers students and families resources in English and Spanish to assist them with preparing for college. This site also offers a list of available scholarships.
Website: Phone Number: 1-210- 692-3805
• The National Association of Hispanic Publications, Scholarship Directory: A directory of scholarships specifically for Latino students.
Website: Phone Number: 1-202-662-7250
• The Sallie Mae Fund: Provides excellent information, resources, and scholarship links in English and Spanish to students applying to college.
Website: Phone Number: (888)2-SALLIE (888-272-5543)
• Latino College Dollars, Scholarships for Latino Students: Provides a scholarship directory of scholarships available specifically to Latino students. The directory includes scholarships that do not require applicants to be legal residents of the US.
Website: Phone Number: 1-213-821-5615
2
3 Planning and Paying for College
4
• The White House Initiative on Educational Excellence for Hispanic Americans: Provides publications in English and Spanish about how to prepare for and succeed in college.
Website: Phone Number: 1-202-401-1411
• U.S. Department of Education: Provides informational publications in Spanish and English to parents and students about college planning.
Website: Phone Number: 1-800-872-5327
• College is Possible: Provides informational resources in English and Spanish to parents and students about planning for and paying for college.
Website: Phone Number: 1-202-939-9300
▪ College Board: Provides information about College Board programs including the SAT and PSAT
Website: Phone Number: 1-305-829-9793
▪ Know How 2 Go: Provides information about planning and paying for college for students and parents.
Website:
▪ Education Planner: Provides information to research careers, choose a postsecondary school, apply on-line, and find ways to finance an education.
Website: Phone Number: 1-800-692-7392
▪ College Net: Provides college search capabilities, financial aid, and scholarship information.
Website:
5 Local Resources
• El Pueblo, Inc: Offers support and information to the Latino community in North Carolina. They are available to answer the questions of students preparing for college and offer assistance in locating sources of financial aid and scholarships.
Website: Phone Number: (919)-835-1525
• Latino Community Credit Union: Provides loans and scholarships to Latino families with children entering college.
Website: Phone Number: (919) 688-9270
• The North Carolina Society of Hispanic Professionals: Provides the Latino community with resources on how to succeed in school and get to college. Also provides scholarships, from $500-$2500, for Hispanic students that want to pursuit higher education.
Website: Phone Number: (919) 467-8424
• College Foundation of North Carolina: Offers several services to support students and families with preparing for college.
Website: Phone Number: (919) 821-3139
▪ North Carolina Community College System: Provides information about each of North Carolina’a community colleges
Website:
▪ The University of North Carolina: Provides information about North Carolina’s public universities
Website:
Information for Students Without
a Social Security Number
Options in North Carolina
Community Colleges:
Currently, North Carolina’s 58 community colleges are not required to admit students that are undocumented; however, some are still admitting students currently. This gives some undocumented students the opportunity to obtain a two-year degree or skills based training in a specific area. Undocumented students are not considered residents of North Carolina and are therefore required to pay out of state tuition. Community colleges are often connected with four-year universities, and offer many opportunities for transferring credit/ or earning simultaneous credit towards four-year degrees.
State Colleges:
Presently, the UNC system which, includes all 16 of North Carolina’s public universities, follows a policy under which qualified, undocumented students are allowed to be admitted at the discretion of the institution; however, if admitted they are charged out-of-state tuition.
Independent or Private Colleges:
Each of North Carolina’s 36 independent/private colleges has its own policy regarding the admittance of undocumented immigrants. Therefore, it is important to check the Universities policy before applying. One of the positive aspects of independent colleges is that each college has the autonomy to make decisions on tuition costs and institutional financial aid, eliminating the high cost of out of state tuition.
Frequently Asked Questions
If I Am An Undocumented Student, Am I Eligible For A Student Visa?
Undocumented students are not eligible for student visas. Student visas are available only to students who reside outside the U.S and intend to return to their home country after they are done with their course of study.
If My Parents Are Undocumented But I Am Documented, Am I Eligible For Financial Aid?
If you are a US Citizen but one or more of your parents are undocumented, you are eligible for federal financial aid. If your parents do not have a social security number, they should enter 000-00-0000 as their social security number on the FAFSA.
If I Am Undocumented, Can I Apply For Scholarships?
Yes, there are scholarships for which undocumented students may apply. See below for additional information on scholarships
If I Am A Permanent Resident, Am I An Undocumented Student? Am I Eligible For Financial Aid?
Generally, you are an eligible noncitizen if you are a U.S. permanent resident and have an Alien Registration Card (I-551). Eligible noncitizens may apply for federal financial aid.
Scholarships
While undocumented immigrants are currently not eligible for federal or state financial aid, several scholarships are available that do not require applicants to be legal residents of the United States. Perform an online search for scholarships and carefully check the application requirements. Two websites that contain scholarship directories that include scholarships that do not require legal permanent resident status are:
The National Association of Hispanic Publications:
Latino College Dollars, Scholarships for Latino Students:
Locally, The Latino Community Credit Union of North Carolina provides scholarships to Latino North Carolina students regardless of immigrant status.
Donna Weaver, a local advocate for college access, would be happy to provide you with an up to date list of scholarship options. Contact her at: (336) 256-0470 or dlweaver@uncg.edu
HOMEWORK FOR SESSION 4
Filling in the FAFSA
For Families with High School Age Youth:
1) Financial Aid is an important consideration to help make college a reality. The Federal government has a form called the FAFSA, which is an important part of the financial aid process
2) The first time you have to fill out the FAFSA it can seem very complicated. Using this pre application worksheet can be very helpful.
3) For homework we would like you to take the time to fill out a hypothetical FAFSA for your child. You may need to look up some of the tax information (hopefully you keep these records at home.) that it asks for on the form. If you can’t find exact amounts go ahead and make your best guess. We just ask that you bring them back filled out to the best of your ability.
4) At the beginning of next class we will answer any questions that you might have encountered and we will all talk about our experience of filling out this form.
For Families with Middle School Age Youth:
1) Financial Aid is an important consideration to help make college a reality. The Federal government has a form called the FAFSA, which is an important part of the financial aid process
2) Talk with your youth about the profession that they would like to like to achieve, and the type of education they will need to reach that goal. Also discuss how they plan to pay for the education they are thinking of getting.
3) Take out ten minutes to do this prior to our next workshop
INSERT HERE TAX FORM AND FAFSA FORM IN ENGLISH
Handouts Session 5
Entrance Exams
Entrance exams are typically associated with applying to four-year universities. If your child chooses to transfer from a two-year community college to a four year institution they are not required to take the ACT or SAT however, may be required to take entrance tests associated with the university they choose that typically do not require the payment of fees. The TOEFL is one exception. Many institutions, including community colleges, require that non-English speaking students take the TOEFL it is important that parents and students check with the institution they wish to attend to see if the TOEFL is required.
1 ACT (American College Testing)
The ACT (No Writing) is a set of four multiple-choice tests which cover English, mathematics, reading, and science. The ACT Plus Writing includes the four multiple-choice tests and a Writing Test. Virtually all U.S. colleges and universities accept ACT test results. Questions are related directly to material students have learned in high school. Students can take the test as often as it’s offered. ACT scores: 1-36 (average score in 2006 was 21.1). The ACT includes 215 multiple-choice questions and takes approximately 3 hours and 30 minutes to complete with breaks or just over four hours if you are taking the Writing Test. Actual testing time is 2 hours and 55 minutes plus an additional 30 minutes if your child is taking the Writing Test. For more information about the ACT visit
*Cost of the ACT- $31 (no writing) $46 (writing) scores submitted to up to four schools
2
3 PSAT (Pre-Scholastic Assessment Test)
The PSAT is a standardized test measuring critical reading skills, math problem-solving skills, and writing skills. It is usually taken by juniors in high school as a practice test for the SAT. The PSAT is not required by any college however; it gives students the opportunity to practice their test taking skills as well as the opportunity to enter National Merit Scholarship Corporation (NMSC) scholarship programs. Students who take the PSAT also can select to receive information from colleges that they select. For more information about the PSAT visit
*Cost of the PSAT- $13
4 SAT (Scholastic Assessment Test)
The SAT Reasoning and Subject Tests are accepted by nearly all colleges as part of their admissions process. The Reasoning Test measures students’ critical thinking skills through essay, multiple-choice, and fill in the blank questions and lasts about four hours. The Subject Tests have three sections and three scores, each on a scale of 200 to 800: Writing (200-800), Math (200-800), Critical Reading (200-800). The average score is 1400. These are aptitude tests which measures the knowledge and skills in a particular subject area. All subject tests are one hour-long multiple-choice tests. Students can take the SAT as many times as they want. Some colleges require that besides the SAT Reasoning Test, students take the Subject Tests of the SAT. For more information about the SAT visit
*Cost of the SAT reasoning test - $45 Cost of the SAT subject test - $20
• Low-income students are often eligible to take the test without having to pay for it. Often, those students who are enrolled in free or reduced lunch can obtain a waiver from their advisor and end up having to pay little or nothing for the exam. They can also get waivers to apply for college for free!
TOEFL
The TOEFL measures the ability of nonnative speakers to use and understand English. Many state, private, community colleges require students whose native language is not English to take the TOEFL to determine the students proficiency in English. Policies vary across institutions so it is important to check with the schools that you are applying to see what their TOEFL requirements are. For more information about the TOEFL visit toefl/
*Cost of TOFEL Internet Based - $150 Cost of TOEFL Paper Based - $140
6 Test Preparation
• Several courses are offered to help students prepare to take college entry exams. These preparatory courses often have fees associated with them. The College Foundation of North Carolina (CFNC) offers test prep courses at no cost, for more information visit CFNC’s website
PRACTICE QUESTIONS FOR SAT
(Correct answers are highlighted)
1. If Lynn can type a page in p minutes, what piece of the page can she do in 5 minutes?
A. 5/p
B. p - 5
C. p + 5
D. p/5
E. 1- p + 5
2. If Sally can paint a house in 4 hours, and John can paint the same house in 6 hour, how long will it take for both of them to paint the house together?
A. 2 hours and 24 minutes
B. 3 hours and 12 minutes
C. 3 hours and 44 minutes
D. 4 hours and 10 minutes
E. 4 hours and 33 minutes
3. Employees of a discount appliance store receive an additional 20% off of the lowest price on an item. If an employee purchases a dishwasher during a 15% off sale, how much will he pay if the dishwasher originally cost $450?
A. $280.90
B. $287
C. $292.50
D. $306
E. $333.89
4. If the average of three numbers is V. If one of the numbers is Z and another is Y, what is the remaining number?
A. ZY - V
B. Z/V – 3 - Y
C. Z/3 – V - Y
D. 3V- Z - Y
E. V- Z – Y
5. Two cyclists start biking from a trail's start 3 hours apart. The second cyclist travels at 10 miles per hour and starts 3 hours after the first cyclist who is traveling at 6 miles per hour. How much time will pass before the second cyclist catches up with the first from the time the second cyclist started biking?
A. 2 hours
B. 4 ½ hours
C. 5 ¾ hours
D. 6 hours
E. 7 ½ hours
6. Jim can fill a pool carrying buckets of water in 30 minutes. Sue can do the same job in 45 minutes. Tony can do the same job in 1 ½ hours. How quickly can all three fill the pool together?
A. 12 minutes
B. 15 minutes
C. 21 minutes
D. 23 minutes
E. 28 minutes
7. Find 0.12 ÷ 1
A. 12
B. 1.2
C. .12
D. .012
E. .0012
8. (9 ÷ 3) x (8 ÷ 4) =
A. 1
B. 6
C. 72
D. 576
E. 752
9. x + y = 15
x – y = 24
Column A - (y)
Column B - (-5)
A. if the quantity in Column A is greater
B. if the quantity in Column B is greater
C. if the two quantities are equal
D. if it is impossible to determine which quantity is greater
10. Column A -The average (arithmetic mean) of v,w,y,x, and z
Column B - 70
[pic]
A. if the quantity in Column A is greater
B. if the quantity in Column B is greater
C. if the two quantities are equal
D. if it is impossible to determine which quantity is greater
Grammar/Reading
1. Everyone in the bank-including the manager and the tellers, ran to the door when the fire alarm rang.
A. tellers, ran
B. tellers:ran
C. tellers, had run
D. tellers-ran
E. tellers' ran”
2. To no ones surprise, Joe didn't have his homework ready.
A. no ones surprise
B. noones surprise
C. no-ones surprise
D. no ones' surprise
E. no one's surprise
1. After practice, the girl's softball team stated, “We're famished!”
Famished means
A. Fatigued
B. Hungry
C. Excited
D. Ready
2. The newborn baby was enamored with the rattle.
Enamored means
A. Fascinated
B. Happy
C. Unsure what to do
D. Aggravated
1. _____ of the rainbow were _____ against the bright blue sky.
A. Textures, Clear
B. Hues, Vivid
C. Alabaster, Bright
D. Line, Dark
E. Hues, Dark
2. The president has a _____ of ______ around him when he makes public appearances.
A. Catalyst, Individuals
B. Barrier, Contrast
C. Hedge, Protection
D. Derrick, Protection
E. Derrick, Limits
3. A small selection of terms was found at the back of the textbook. It was a
A. Glossary
B. Preface
C. Diction
D. Kefir
E. Prefece
1. Questions 1-5.
In the sixteenth century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the first expedition to sail around the world. As a young Portuguese noble, he served the king of Portugal, but he became involved in the quagmire of political intrigue at court and lost the king's favor. After he was dismissed from service to the king of Portugal, he offered to serve the future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of 50 degrees W longitude to Spain and all the land east of that line to Portugal. Magellan offered to prove that the East Indies fell under Spanish authority. On September 20, 1519, Magellan set sail from Spain with five ships. More than a year later, one of these ships was exploring the topography of South America in search of a water route across the continent. This ship sank, but the remaining four ships searched along the southern peninsula of South America. Finally they found the passage they sought near a latitude of 50 degrees S. Magellan named this passage the Strait of All Saints, but today we know it as the Strait of Magellan.
One ship deserted while in this passage and returned to Spain, so fewer sailors were privileged to gaze at that first panorama of the Pacific Ocean. Those who remained crossed the meridian we now call the International Date Line in the early spring of 1521 after ninety-eight days on the Pacific Ocean. During those long days at sea, many of Magellan's men died of starvation and disease.
Later Magellan became involved in an insular conflict in the Philippines and was killed in a tribal battle. Only one ship and seventeen sailors under the command of the Basque navigator Elcano survived to complete the westward journey to Spain and thus prove once and for all that the world is round, with no precipice at the edge.
1. The sixteenth century was an age of great ___exploration.
A. cosmic
B. land
C. mental
D. common man
E. none of the above
2. Magellan lost the favor of the king of Portugal when he became involved in a political ___.
A. entanglement
B. discussion
C. negotiation
D. problems
E. none of the above
3. The Pope divided New World lands between Spain and Portugal according to their location on one side or the other of an imaginary geographical line 50 degrees west of Greenwich that extends in a ___ direction.
A. north and south
B. crosswise
C. easterly
D. south east
E. north and west
4. One of Magellan's ships explored the ___ of South America for a passage across the continent.
A. coastline
B. mountain range
C. physical features
D. islands
E. none of the above
5. In the spring of 1521, the ships crossed the ___ now called the International Date Line.
A. imaginary circle passing through the poles
B. Imaginary line parallel to the equator
C. area
D. land mass
E. answer not found in article
Questions taken from
The Entrance Exam Game
Match the correct answers
This is the amount youth from lower income families will pay to take the SAT.
These are the names of the sections tested in the SAT.
SAT scores are used for these two things.
The SAT score that is recorded by colleges.
The ACT has these multiple-choice tests covering these sections
The reason students take the PSAT.
This is the year when the PSAT should be taken.
The number of times you can take the PSAT, SAT, or ACT.
Name 3 factors that influence your admission into college.
This standardized test is often recommended to be taken before the SAT.
This is the name of another test some colleges require rather than the SAT.
Getting admitted to college and getting scholarships
English, mathematics, reading and science
The highest score
SAT / ACT scores, GPA, essays
Nothing; its Free
Writing, math, and critical reading
The ACT
Practice for taking the SAT later
Junior year
The PSAT
As many times as you want
Three Steps to a Great College Essay
(from )
You, in 500 Words or Less
The college application essay is a chance to explain yourself, to open your personality, charm, talents, vision, and spirit to the admissions committee. It's a chance to show you can think about things and that you can write clearly about your thoughts. Don't let the chance disappear. Stand up straight and believe in yourself!
The Essay Writing Process
Okay, boot up your computer and let's get to it. To write a college essay, use the exact same three-step process you'd use to write an essay for class: first prewrite, then draft, and finally, edit. This process will help you identify a focus for your essay, and gather the details you'll need to support it.
Prewriting
To begin, you must first collect and organize potential ideas for your essay's focus. Since all essay questions are attempts to learn about you, begin with yourself.
• Brainstorm: Set a timer for 15 minutes and make a list of your strengths and outstanding characteristics. Focus on strengths of personality, not things you've done. For example, you are responsible (not an "Eagle Scout") or committed (not "played basketball"). If you keep drifting toward events rather than characteristics, make a second list of the things you've done, places you've been, accomplishments you're proud of; use them for the activities section of your application.
• Discover Your Strengths: Do a little research about yourself: ask parents, friends, and teachers what your strengths are.
• Create a Self-Outline: Now, next to each trait, list five or six pieces of evidence from your life—things you've been or done—that prove your point.
• Find Patterns and Connections: Look for patterns in the material you've brainstormed. Group similar ideas and events together. For example, does your passion for numbers show up in your performance in the state math competition and your summer job at the computer store? Was basketball about sports or about friendships? When else have you stuck with the hard work to be with people who matter to you?
Drafting
Now it's time to get down to the actual writing. Write your essay in three basic parts: introduction, body, and conclusion.
• The introduction gives your reader an idea of your essay's content. It can shrink when you need to be concise. One vivid sentence might do: "The favorite science project was a complete failure."
• The body presents the evidence that supports your main idea. Use narration and incident to show rather than tell.
• The conclusion can be brief as well, a few sentences to nail down the meaning of the events and incidents you've described.
An application essay doesn't need to read like an essay about The Bluest Eye or the Congress of Vienna, but thinking in terms of these three traditional parts is a good way to organize your main points.
There are three basic essay styles you should consider:
• Standard Essay: Take two or three points from your self-outline, give a paragraph to each, and make sure you provide plenty of evidence. Choose things not apparent from the rest of your application or light up some of the activities and experiences listed there.
• Less-Is-More Essay: In this format, you focus on a single interesting point about yourself. It works well for brief essays of a paragraph or half a page.
• Narrative Essay: A narrative essay tells a short and vivid story. Omit the introduction, write one or two narrative paragraphs that grab and engage the reader's attention, then explain what this little tale reveals about you.
Editing
When you have a good draft, it's time to make final improvements to your draft, find and correct any errors, and get someone else to give you feedback. Remember, you are your best editor. No one can speak for you; your own words and ideas are your best bet.
• Let It Cool: Take a break from your work and come back to it in a few days. Does your main idea come across clearly? Do you prove your points with specific details? Is your essay easy to read aloud?
• Feedback Time: Have someone you like and trust (but someone likely to tell you the truth) read your essay. Ask them to tell you what they think you're trying to convey. Did they get it right?
• Edit Down: Your language should be simple, direct, and clear. This is a personal essay, not a term paper. Make every word count (e.g., if you wrote "in society today," consider changing that to "now").
• Proofread Two More Times: Careless spelling or grammatical errors, awkward language, or fuzzy logic will make your essay memorable—in a bad way.
Sample Essays Handout
Sample Essay - Immigrant
Moving to a different country at the age of six was as much of an adventure for me as it was unmitigated torture for my mother. On a voyage that took more than twenty-four hours, the eager, wide eyes of my twin sister and I had not fluttered shut once, and neither had my mother's. At one o'clock in the morning, we squealed and fought for a glimpse out the plane's tiny window, as my exhausted mother apologized continuously to the sleep-deprived passengers. After eleven years, I still remember peeping out and gasping, gazing upon the bright lights of Los Angeles. A million specks of color, each one brilliant and full of possibilities lay beneath my feet. I was coming upon a country full of stars, and according to my mother, it was to be my new country; I could not tear my eyes away.
The first year of my new life in America was a year of firsts. It was the first time I had ever run under a sky so stunningly clear and blue, and so impossibly huge; it was the first time I had played with my sister in our own yard (with grass in it!), and not seen one skyscraper, it was the very first year I held in my chubby hands, the cold, white, amazing substance that is snow; and it was the first year that I fell in love with America.
That love has stayed with me through all the alienation that I have felt in this beautiful country, an alienation I became familiar with as early as elementary school. One day the counselor took my sister and I aside. "Girls," she said, "you are not required to recite the pledge of allegiance with the rest of the class. You may remain sitting." Although I continued to pledge my daily allegiance to the country that I love, a nagging voice always said, "Sit down. Your pledge means nothing. You're not required to recite it." Was my mother right? Will this star-studded country ever let it be mine? In school, I worked incessantly and passionately--maybe if I just worked hard enough, I would finally be accepted. Not until I was at the top, and better than anyone else, I believed, would I be good enough to be part of this country. So when I was given second chair of the flute section my seventh grade year, I burst into tears of disappointment. As usual, however, the tears quickly dried, allowing the cold-steeled determination in my inner core to shine through. I would just have to try harder and prove to America that I am worthy of its acceptance--and work harder I did. I easily auditioned my way to first chair second semester, and three years later, I was accepted in the All-State Honor Band.
When I received an unacceptable B+ on my math test, I skipped tears altogether, and moved on to the determination stage. My days, already filled to the brim with music lessons, cross country, community service, band, and school, threatened to overflow, but my determination, strengthened by all the obstacles I had to overcome, held firm, and I increased my study time, forgoing sleep, food, and friends. I ended the year with the highest grade in all my core classes. I tested into Central Academy (a school for gifted and talented students) the next year, and have taken advanced courses there ever since. Even at Central, however, I could not be anything less but at the top of my class.
Alas, however hard I worked, however much my body was drained from exhaustion, my mind weary from lack of sleep, I could not seem to gain ground in my race to be accepted. How can I, when I am labeled an "alien"; when I peer into the mirror and see a strange girl, with slanted eyes, yellow skin, and a flat nose starring back? She is utterly different from the beautiful large-eyed girls with rosy complexions that surround me everyday.
Feeling ostracized, I returned to my native country a few years ago, where my mother's roots are, and where I had been too young to leave mine. I do not think I have to say the hope that was in my heart--but I was disappointed. The faces of my relatives crowed around me, unfamiliar and foreign. My mind, indulged with open skies and wide spaces, rebelled against the crowded streets and soot covered skies of Taiwan. This too, then, was not were I belonged. At that moment, I felt lost--like a dandelion seed in a wild, relentless wind, tossed from one place to another, never to settle down.
Now, in my room, with a Chinese painting on one wall, and a Beatles poster on the other, I stare at my college applications: international student is checked, government financial aid is not. I am all alone. I look out my window, and through my tears, street lamps, lighted windows, and Christmas lights blur into the panorama of stars that called to me in my first glimpse of America. I will belong here some day, I promise. In this land where wishes come true, maybe the wild wind will stop, just for a while, and give me time to grow my roots.
Sample Essay - Personal Growth
Often I lie awake in my bed at night, not moving, too exhausted even to read. The ceiling fan turns slowly overhead, the sheets are smooth and comfortable, and the house lies in the quiet stillness of night, yet I do not sleep. For hours, I am lost in contemplation, my mind incessantly weaving threads of thought together in strange patterns. I silently drift in the darkness through a landscape of intangible ideas, groping for meaning behind the shadow of existence. What is it to be? I have spent years with this question, privately turning it over, searching for its nature, for the form of its answer. I have truly been haunted by Being.
Thus philosophy for me was at first a personal matter, a dream that forced its way into my head during the night. The thoughts arose as from a vacuum, unprovoked, and persisted in their senseless hold over my mind. Yet slowly I learned that others had faced these same questions, that they had spent their lives searching for the answers, and that, most importantly, they had left a written record of their search for meaning. Great minds throughout history had left a legacy which I could follow, turning my insoluble reflections into a legitimate, potentially lifelong exploration. As time permitted, I studied philosophy, reading whatever I could find, and my quest for the nature of Being took on a more tangible presence.
Last year I joined the Humanities Forum, a program in which philosophy professors from Emory University and other Atlanta area colleges offer informal courses on a variety of themes. The classes permitted me to make a more systematic and rewarding study than my private readings allowed. Each class meets for two hours once a week, and is composed of undergraduate students, graduate students, and professionals from virtually every field. I am the youngest participant. I began the program with a twelve-week course called "Our Civilization, " with primary readings from Alexis de Tocqueville, Adam Smith, and Friedrich Nietzsche, in which we evaluated what modern culture has lost in comparison to ancient Greek and medieval value systems and social structures. Later, in "Plato vs. Descartes: Ancient and Modern Philosophy, " we explored the distinctive natures of the two philosophical eras by examining the thought of an influential thinker from each period. I am currently enrolled in "Heidegger, Metaphysics, and Nihilism." We are examining Heidegger's thesis that nihilism is the culmination of Western metaphysics by reading and discussing a variety of his works. Heidegger is the most profound thinker I have encountered; I often find myself forced to reread passages to grasp the meaning hidden within. In Heidegger, I have found the closest approach to the truth of Being, the truth I still contemplate alone at night.
Occasionally I come upon a familiar concept in my philosophical reading, one which I recognize as my own. To see my private musings, which seemed only ephemeral and abstract, expressed in the writings of a great thinker excites me to pure exhilaration. That this elusive creature Being has haunted others gives me hope; I now look forward to the setting of the sun and the sleepless night ahead. t is a truth universally acknowledged that weird things happen at hospitals. From the moment the automatic doors open, you are enveloped in a different world. A world of beeps, beepers, humming radiators, humming nurses, ID badges, IV bags, gift shops, shift stops, PNs, PAs, MDs, and RNs. Simply being in a hospital usually means you are experiencing a crisis of some sort. Naturally, this association makes people wary. However, I have had the unusual experience of being in a hospital without being sick.
Sample Essay – Hospital Experience
In May, 1995 I began working once a week at Massachusetts General Hospital. I imagined myself passing the scalpel to a doctor performing open-heart surgery, or better yet stumbling upon the cure for cancer. It turned out, however, that those under age eighteen are not allowed to work directly with patients or doctors. I joined a lone receptionist, Mrs. Penn, who had the imposing title of “ medical and informational technician.” My title was “ patient discharge personnel.” Mrs. Penn had her own computer and possessed vast knowledge of the hospital. I had my own personal wheelchair. Manning the corner of the information desk, my wheelchair and I would be called on to fetch newly discharged patients from their rooms.
This discharge experience taught me lessons both comical and sad about hospital life. On one of my first days, I was wheeling out a woman when I noticed an IV needle still pressed in the back of her hand. I returned her to the nurse’ s station where the needle was removed without comment or apology. Another time, an elderly man approached the information desk and threatened that if I didn’t let him see his wife, he would take a grenade out of his pocket and detonate it. I didn’t really believe he had a grenade, but who could be sure? When the man repeated his words to Mrs. Penn, she knew exactly what to do. An immediate call for security was sounded. Sad to say, that man was not the first or last unbalanced individual to frequent Mass General while I worked there.
Nor would this be the last time I relied on Mrs. Penn. Some months later, a thirty-something man came to the desk asking for his father’ s room. When I looked up his computer entry, the father’ s name came up with the code for the morgue deceased. Not knowing what to do, I told him my computer was down and directed him to Mrs. Penn’ s terminal. She broke the news and directed him to the attending physician.
Last spring, I handled the discharge of Oliver, a twelve-year old boy undergoing chemotherapy. When I asked how he would be going home, he replied, “ How do I get to the nearest subway station?” Apparently, Oliver’ s parents were busy and couldn’t bring him home from the hospital. I gave Oliver 85 cents and walked him to the Charles/MGH subway stop. After explaining what inbound and outbound meant, I watched a frightened little boy board the train. Teenagers in my town have one thing in common our parents lavish us with attention, even spoil many of us. But what I saw that day opened my eyes to a life wholly different from my own.
Then life changed. On a beautiful, hot, August day, my lung collapsed. I was at a basketball camp in Cambridge when I felt a searing pain through my upper back and chest. Anyone who has had a pitchfork driven through his shoulder knows exactly how I felt. The camp trainer said not to worry; at worst, I might have an enlarged spleen, a tell-tale sign of “ mono.” The trainer had no idea what he was talking about. Next stop, the hospital.
I spent one night at Mass General, sleeping with an oxygen mask to pump my lung back up. The doctors sent me home the next morning with a sore back and no sleep This collapsed lung was just a singular event, a one-hit wonder. Wrong. In October, my lung collapsed again. This time I spent two nights with the oxygen mask. This time when I left I was scheduled for surgery a week later. The day of the surgery I saw Mrs. Penn behind the desk, but she didn’t wave. I realized that with my oxygen mask I was about as recognizable as the face behind Darth Vader’ s mask.
Though I knew I was in good hands, my main feeling as a patient was helplessness. Nonetheless, I experienced one small triumph near the end of my stay. On the way to the CT scan, my wheelchair attendant had no clue where we were going. Not only did I know the way, I knew a shortcut. The attendant was impressed. For a moment, I was not a patient, but again part of the invisible fraternity of hospital workers.
The most consistent component of my life during that year was the hospital. When I see someone with an oxygen mask wheeled by my desk, I don’ t assume an attitude of indifference. I know what it is to push and be pushed in the wheelchair. An extended stay at the hospital helped me realize and appreciate what a normal life is.
HOMEWORK FOR SESSION 5
Social Supports!
What support systems can you count on to help your family with your hopes for each of you to get to college.
Based on our conversation today, come ready next week to discuss a few of the people you think you could consider calling on to help you get to your goal.
We will have an open discussion about this next week at the beginning of Session 6.
This week I will …
Handouts Session 6
What is Advocacy?
Advocacy is a process to bring about a change in practices, attitudes, and policies by influencing other individuals, groups, or institutions to improve a situation. You can advocate four your child, your family, yourself. You can also advocate for others in the community who are affected by an issue or concern. Advocacy can be part of Parental Involvement. We encourage parents to advocate for their children, family and themselves.
Below is a version of how to advocate for yourself.
PRINCIPLES FOR SELF ADVOCACY
1. Know and understand your rights and responsibilities
2. Ask questions whenever you need clarification. Repeat a question until it is satisfactorily answered.
3. Keep a “paper trail” of all written communication regarding your children’s education. It’s okay to request copies of all records and documentation.
4. Remember that you are an equal partner in your children’s education.
5. Let people know that you intend to resolve issues.
6. Learn all you can about your child’s needs, strengths, weaknesses and/or disability.
7. Know what resources are available and use them.
8. Know who the key people are. Find the right person with whom to talk and try all avenues.
9. Praise and thank people when appropriate.
Developing a Personal Action Plan
A personal action plan is a tool to help you set goals for you and your child. Whetever your goals, whatever stage you are at in the decision making process, you are most likely to make progress if you break down the task you have to do into small steps and then identify the actions you need to take for each step. Many action plans fail because the tasks appear too difficult. You may have several goals –but you need to break each down into a list of tasks. Set timescale for each action –but be realistic –do not expect the impossible.
First, identify clear and specific goals –these could include things like:
• Set up a structure for my child’s school work in my home
• Investigate starting the SAP process
• Join the site-based team at my child’s school
• Start the school year with a good relationship with my child’s teacher
For each goal determine:
• What actions you will take?
• Who or what will help you?
• What might keep you from taking action? –What are the obstacles or constraints?
• When you will take action?
After you have completed a draft of your plan…
Be sure your action plan is SMART:
• Specific: Be clear about your objectives/goals
• Measurable (or at least assessable): Will you know when you have achieved each goal?
• Achievable: Are the goals achievable? Are they compatible with each other?
• Realistic: Be realistic about the goals and the time scales
• Time Specific: Be clear about when you want to achieve each goal, it is always possible to revise time scales if problems occur.
Once you have drawn your Action Plan make sure you use it. Put it in a prominent place, on the kitchen refrigerator, for example, so that you have a constant reminder of what you need to do. Make an extra copy of it. From time to time review you strategy and action plan and revise them in the light on new information and feedback.ack
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Sample Personal Action Plan
|My Goal(s) |Actions Needed to Achieve Goal |Constraints/Obstacles |Who or What Can Help Me? |Target Date(s) or Timeline |
|1) Improve my relationship with|- Ask for parent-teacher conference. |I am nervous about talking to the teacher. |Guidance Counselor |Ask for a conference by April 10th |
|my child’s teacher. | | | | |
| |- Make a list of questions for the parent-teacher |We have not gotten along well this year. |Strengthening Families | |
| |conference. | | | |
| | |Last time I called she did not call me |A friend or relative who will go with me. | |
| |- Make a point to thank the teacher at least two |back. | | |
| |times a month. | | | |
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| |What do I need to do to make the goal happen – list | | | |
| |everything? | |List specific names here if you know them | |
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| | |What might keep me from being successful? | | |
|What is the short or long-term | | | |Put actual dates down |
|goal I want to accomplish? | | | | |
|2) Better understand my child’s|- Ask my child what he/she thinks he/she is working |He/she is already in 10th grade. 5’m |Guidance counselor |Meet with guidance counselor by April 15th |
|high school options and make |on in high school. |worried I’m too late. | | |
|changes if necessary | | |Child’s teacher | |
| |- Make an appointment with my child guidance |Never met the guidance counselor. | | |
| |counselor to review his plan. | |Other Parents | |
| | |My child and I disagree about what he/she | | |
| |- Before I go, do I know what my child’s goals are? |should be doing in school. | | |
| |Do I know what my goals for my child are? (college, | | | |
| |job, etc.) | | | |
Personal Action Plan of _________________________________ Date: __________________
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LIST OF STATEWIDE RESOURCES
Financial Resources for Undocumented Students
Tabla de Contenidos
Table of Contents
Introducción
Introduction
Búsquedas de Becas
Scholarship Search Engines
Organizaciones Nacionales
National Organizations
Organizaciones de Carolina del Norte
North Carolina Organizations
Programas de Préstamos
Loan Programs
Becas para Estudiantes Hispanos sin Importar el Estatus Inmigratorio
Scholarships for Hispanic Students, Regardless of Immigration Status
Becas para Ciudadanos y Residentes Legales Hispanos
Scholarships for Hispanic Citizens and Legal Residents
Pagando por la universidad muchas veces es el primer obstáculo, y el más desalentador, que enfrenta el estudiante. Es importante saber qué tipos de ayuda financiera hay disponible, y cuales son las opciones del estudiante para poder pagar por una de las inversiones más importantes que hará para su futuro: una educación universitaria.
Paying for college is often the first and most daunting obstacle a student faces. It is important to know what types of financial aid there are, and what options are available to students to be able to afford one of the most important investments they can make for their future: a college education.
Esta publicación discutirá dos tipos generales de ayuda financiera para
la universidad: becas y préstamos.
This publication will discuss two basic types of financial aid for
university studies: scholarships and loans.
Lo siguiente es una lista de sitios red que tienen búsquedas de becas y encuentran becas para las cuales sería elegible el estudiante.
The following is a list of web sites with scholarship search engines that find scholarships for which the student is eligible.
Admission Possible
Contiene una lista de becas para estudiantes indocumentados; también información acerca de solicitudes universitarias, exámenes de entrada, ayuda financiera y becas, universidades, y organizaciones que ofrecen ayuda a estudiantes Hispanos.
Contains a list of scholarships for undocumented students, as well as information about college applications, entrance exams, financial aid and scholarships, colleges and universities, and organizations that offer help for Hispanic students.
Scholar Site
Contiene un motor de búsqueda de becas para estudiantes quienes son residentes legales, así como estudiantes indocumentados, con opciones específicas para encontrar becas para las cuales sería elegible el estudiante.
Contains a search engine of scholarships for students who are legal residents, as well as undocumented students, with specific options to find scholarships for which the student is eligible.
Congressional Hispanic Caucus Institute
Tiene una lista de becas regionales y nacionales para estudiantes Hispanos, así como publicaciones, programas, y recursos para estudiantes.
Has a list of regional and national scholarships for Hispanic students, as well as publications, programs, and resources for students.
Scholarships for Hispanics
Contiene un motor de búsqueda de becas para estudiantes residentes, así como estudiantes indocumentados, con opciones específicas para encontrar becas para las cuales sería elegible el estudiante.
Contains a search engine of scholarships for students who are residents, as well as undocumented students, with specific options to find scholarships for which the student is eligible.
Lo siguiente es una lista de organizaciones que ofrecen recursos, programas, y becas institucionales a estudiantes Hispanos.
The following is a list of organizations that offer resources, programs, and institutional scholarships for Hispanic students.
Hispanic Scholarship Fund
Ofrece publicaciones, talleres, seminarios, y recursos para estudiantes Hispanos. También ofrece varias becas para estudiantes Hispanos que son ciudadanos o residentes legales de los Estados Unidos.
Offers publications, workshops, seminars, and resources for Hispanic students. Also offers various scholarships for Hispanic students who are citizens or legal residents of the U.S.
Hispanic Association of Colleges and Universities
Ofrece programas de estableciendo contactos y desarrollo de liderazgo, información financiera, conferencias y eventos, y recursos para estudiantes como préstamos, becas, y pasantías.
Offers networking and leadership programs, financial literacy, conferences and events, and student resources such as loans, scholarships, and internships.
Hispanic College Fund
Ofrece información acerca de cómo planificar para la universidad y ayuda la financiera. También otorga becas y pasantías para ciudadanos y residentes legales de los Estados Unidos, y ofrece oportunidades para desarrollo profesional.
Offers information about planning for university and financial aid. Also provides scholarships and internships for American citizens and legal residents, as well as opportunities for professional development.
North Carolina Society of Hispanic Professionals
Hace conferencias para estudiantes, otorga becas, y ofrece información acerca de estudiantes indocumentados y la legislación que les incumbe.
Does conferences for students, gives scholarships, and offers information about undocumented students and the legislation that concerns them.
ASPIRA college_resources.htm
Ofrece información acerca de becas, pasantías, premios, universidades, recursos de ayuda financiera, y mucho más.
Offers information about scholarships, internships, awards, universities, financial aid resources, and much more.
Becas y organizaciones regionales de Carolina del Norte.
Regional scholarships and organizations in North Carolina.
The NC Hispanic College Fund college_fund/
Establecida por la North Carolina Society of Hispanic Professionals (NCSHP), esta beca es para estudiantes Hispanos recientemente graduados de colegios de Carolina del Norte que demuestran hazaña académica, liderazgo, y un compromiso al servicio comunitario.
Established by the North Carolina Society of Hispanic Professionals (NCSHP), this scholarship is for Hispanic students recently graduated from North Carolina high schools who show academic achievement, leadership skills, and a commitment to social service.
El Pueblo, Inc.
El Pueblo es una organización sin fines de lucro en Carolina del Norte, de política pública, que aboga por el fortalecimiento de la comunidad hispana. Esta misión se logra a través de desarrollo de liderazgo, abogacía pro-activa y directa, educación, y promoción del entendimiento intercultural con asociaciones en el ámbito local, estatal, y nacional.
El Pueblo is a North Carolina non-profit statewide advocacy and public policy organization dedicated to strengthening the Hispanic Community. This mission is accomplished through leadership development, proactive and direct advocacy, education, and promotion of cross-cultural understanding in partnerships at the local, state, and national levels.
Student Action with Farmworkers (SAF)
Cada año escolar, SAF otorga una beca a un estudiante de una familia de trabajadores de fincas para asistir a NC State University. Cualquier estudiante, sin necesidad de documentación legal, es elegible si algún miembro de su familia inmediata está involucrado en cultivación o tratamiento de comidas, o ha trabajado en una finca de Carolina del Norte en el pasado.
Each school year, SAF awards a scholarship to a student from a family of farmworkers to attend NC State University. Any student, regardless of legal documentation, is eligible if a member of their immediate family is involved in farmwork or food processing, or has done farmwork in North Carolina in the past.
Las siguientes compañías tienen programas préstamos privados para cualquier estudiante. No se necesita ser ciudadano o residente de los Estados Unidos, pero se necesita un aval con un número de seguro social que firme por el estudiante.
The following companies have private loans for any student. It is not necessary to be a citizen or legal resident of the U.S., but the student must have a co-signer with a social security number.
Sallie Mae
888-468-7789
Wachovia
espanol
(800) 922-4684
oprima 7
Citibank
1-800-967-2400
BankOne
1-800-487-4404
oprima 0
Becas Sin Importar Estatus Inmigratorio
Scholarships Regardless of Immigration Status
|Organización |Sitio Red y Requisitos |
|Organization |Website and Eligibility Requirements |
|MANA—A National Latina Organization | |
| |Mujer hispana, mayor de 21 años, primera de su familia en asistir a la universidad o madre soltera regresando a la universidad.|
| |For Hispanic females, over 21 years of age, who are first in their family to attend college; or for single mothers returning to|
| |college. |
|Michael DeMayo Scholarship Program | |
| |Para estudiantes que han solicitado entrada a una universidad de cuatro años que están a punto de graduarse en los condados de |
| |Mecklenburg, Gaston, Catawba, Union, Cabarrus, Cleveland, Lincoln, Rowan, Caldwell, York, Stanley, and Iredell . |
| |For students that have applied to a four year university, who are about to graduate in the following counties: Mecklengburg, |
| |Gaston, Catwaba, Union, Cabarrus, Cleveland, Lincoln, Rowan, Caldwell, York, Stanley, and Iredell. |
|Mexican American Grocers Association | |
| |Estudiante hispano interesado en una carrera de comercialización, ventas, y mercadotecnia en supermercados. |
| |For Hispanic students interested in a career related to sales and marketing in grocery stores. |
|National Association of Hispanic | |
|Journalists |Estudiantes de secundaria o universitarios interesados en la carrera de periodismo. (Hay varias becas con diferentes |
| |requisitos). |
| |For Hispanic high school or university students interested in a career in journalism. (There are various scholarships with |
| |different eligibility requirements.) |
|Society of Hispanic Professional | |
|Engineers |Ser miembro de la organización y destacarse en su trabajo con la organización. |
| |Must be a member of the SHPE and stand out in one’s work with the organization. |
|Beca de Comisión Femenil |No tiene sitio red, escriba a/ No website, write to: |
| |Comisión Femenil |
| |Attn: Ana Gonzalez |
| |PO Box 86013 |
| |Los Angeles, CA 90086 |
| |Para mujeres hispanas involucradas en su comunidad y con necesidad de ayuda financiera para sus estudios en un colegio |
| |acreditado de los Estados Unidos. |
| |For Hispanic women involved in their community and with need of financial aid for their studies in an accredited US college. |
|Davis Putter Scholarship Fund | |
| |Para cualquier estudiante trabajando para paz y justicia social. Para estudiantes inscritos en universidades de los Estados |
| |Unidos que demuestran necesidad económica. |
| |For any student working for peace and social justice. For students enrolled at a university in the United States that |
| |demonstrate financial need. |
|Transportation Clubs International | |
| |Estudiante matriculado en una universidad o un colegio comunitario, que está interesado en una carrera en transportación, |
| |logística, o dirección de tráfico. |
| |For students registered at a university of community college who are interested in a career in transportation logistics or |
| |traffic management. |
|California Association of Winegrape | |
|Growers |Para hijos de cultivadores de uvas de vino que están en su último año de secundaria. Basada en necesidad financiera. Se |
| |recomienda que el estudiante esté en el proceso de conseguir su residencia. |
| |For children of winegrape growers who are seniors in high school. Is based on financial need, and it is recommended that the |
| |student be in the process of applying for permanent residency. |
|Justicia en Diversidad Foundation | |
| |Estudiante hispano que asistió a una escuela de secundaria en los Estados Unidos. Debe tener un promedio de calificaciones de |
| |por lo menos 2.5. |
| |For Hispanic students who attended high school in the US. Minimum GPA: 2.5. |
|Jazz Club of Sarasola |No tiene sitio red, escriba a/ No website, write to: |
| |1705 Village Green Prkwy |
| |Bradenton, FL 34209 |
| |Attn: Scholarship Chairperson |
| |Para estudiantes interesados en arte y baile de jazz. |
| |For students interested in jazz art and dance. |
|National Sculpture Society | |
| |Para estudiantes de escultura con necesidad económica. |
| |For students studying sculpture; based on financial need. |
|NAHP—Presidential Classroom Scholars |No tiene sitio red, escriba a/ No website, write to: |
| |Tim McManus |
| |119 Oronco St |
| |Alexandria, VA 22314 |
| |Para estudiantes de periodismo graduando de secundaria o ya asistiendo una universidad. |
| |For graduating high school students, or university students studying journalism. |
|The Tylenol Scholarship | |
| |Para estudiantes de medicina. |
| |For medical students. |
|United States Institute of Peace | |
| |Para estudiantes de secundaria en los Estados Unidos. Deben escribir un ensayo y tener un coordinador encargado. |
| |For high school students in the US. Must write an essay and have a US Institute of Peace coordinator in charge. |
| | |
| | |
| | |
|Phi Delta Kappa International |No tiene sitio red, escriba a/ No website, write to: |
| |Phi Delta Kappa Internacional |
| |5306 Briarbend |
| |Houston, TX 77976 |
| |Teléfono: 713.723.6443 |
| |Para estudiantes interesados en la carrera de enseñanza. Deben tener un promedio de calificaciones de 3.0 o más. |
| |For students interested in a teaching career. Must have a minimum GPA of 3.0. |
|Financial Aid for Undocumented |[pic] |
|Students | |
| | |
|(visit websites: due dates change) | |
| | |
|Becas Para estudiantes Hispanos sin | |
|Importar el Estatus Inmigratorio | |
|Automotive Hall of Fame | |
| |Para estudiantes interesados en carreras relacionados con automóviles. Hay varias becas con diferentes requisitos de nivel de |
| |estudio y promedio de calificaciones, pero solo una aplicación. |
| |For students interested in a career related to automotives. There are various scholarships with different GPA and grade |
| |requirements, but only one application. |
|United Methodist Communications | |
| |Para estudiantes interesados en la carrera de periodismo religioso o comunicaciones. Estudiante debe estar involucrado en una |
| |iglesia Metodista. |
| |For students interested in a career in religious journalism or communications. The students must be involved in a Methodist |
| |church. |
|Sears Craftsman Scholarship | |
| |Para estudiantes de secundaria que quieren asistir una universidad, un colegio comunitario, o una escuela profesional. Debe |
| |tener un promedio de calificaciones de por lo menos 2.5. |
| |For high school students who wish to attend a university, community college, or technical school. Must have a GPA of at least |
| |2.5. |
|Salvadoran American Leadership and | |
|Education Fund |Para estudiantes hispanos con necesidad económica. Deben tener un promedio de calificaciones de por lo menos 2.5, y demostrar |
| |participación en servicio comunitario. |
| |For Hispanic students with financial need. Must have a GPA of at least 2.5 and demonstrate participation in community service |
| |activities. |
|The Scholastic Art and Writing Awards | |
| |Para estudiantes de secundaria interesados en las bellas artes. |
| |For high school students interested in fine arts. |
|Hispanic Engineers National | |
|Achievement Awards Conference (HENAAC)|Para estudiantes de ingeniería, ciencias, tecnología, o matemáticas. Hay varias becas, pero solo una aplicación. |
| |For people studying engineering, science, technology, or mathematics. There are various scholarships, but only one |
| |application. |
|Penguin Group (USA) | |
| |Para estudiantes del grado 11 o 12. Concurso de ensayos basados en un libro. Necesita que un/una profesor/a de ingles lo |
| |someta a la organización. |
| |For 11th or 12th grade students. Must write an essay based on a Penguin book. Must have an English teacher submit the essay. |
|Center for Education Solutions: A. | |
|Patrick Charnon Scholarship |Para estudiantes aceptados o matriculados en una universidad que han demostrado por sus acciones que valoran la tolerancia, |
| |compasión, y respeto por todas personas en su comunidad. |
| |For students who have demonstrated through their actions that they value tolerance, compassion, and respect of all people in |
| |their community, and who have been accepted or have registered at a university. |
|Datatel Scholars Foundation | |
| |Para estudiantes matriculados en una universidad o un colegio comunitario apto. Ver lista de universidades en: |
| | |
| |For students registered at an eligible college or university. See the above website for a list of eligible institutions. |
|Sammy Award | |
| |Para estudiantes de secundaria que sobresalen en atletismo, estudios académicos, liderazgo, y servicio comunitario. |
| |For high school students that stand out in athletic or academic achievement, leadership, and community service. |
|Grandmothers for Peace International | |
| |Para estudiantes en su último año de secundaria o primer año de estudios universitarios. Deben escribir una autobiografía |
| |acerca de sus actividades relacionadas con paz y justicia social. |
| |For high school seniors or college freshmen. Must write an autobiography about their activities related to peace and social |
| |justice. |
|PFLAG | |
| |Para estudiantes homosexuales o bisexuales, y estudiantes que los apoyan. |
| |For homosexual or bisexual students, and students that support them. |
|Nuclear Age Peace | |
|Foundation—Swackhammer Peace Essay |Para estudiantes de secundaria. Deben escribir un ensayo. |
|Contest |For high school students. Must submit an essay. |
|The Ayn Rand Institute | |
| |Para estudiantes de secundaria o universitarios. Deben escribir un ensayo. |
| |For high school or college students. Must submit an essay. |
|Elie Wiesel Foundation for Humanity | |
| |Para estudiantes universitarios. Ver página de Internet. |
| |For college students. See website for details. |
|The College Board | |
| |Para estudiantes que toman el examen PSAT. |
| |For students who take the PSAT exam. |
|American Institute of Chemical | |
|Engineers |Para estudiantes de ingeniería química. |
| |For students of chemical engineering. |
|Latin American Women’s Association | |
| |Para estudiantes hispanos de secundaria que viven en los condados de Mecklenburg, Concord/Cabarrus, Gaston, South |
| |Iredell/Mooresville, y Union. Deben tener un promedio de calificaciones de 3.0. Hay otra beca para mujeres mayores de 24 años|
| |que buscan seguir sus estudios. |
| |For Hispanic high school students that live in Mecklenburg, Concord/Cabarrus, Gaston, South Iredell/Mooresville, and Union |
| |counties. Must have a minimum GPA of 3.0. There is also a scholarship for women above the age of 24 that would like to |
| |continue their studies. |
|Council for Exceptional Children |cec. |
| |Para estudiantes de grupos minoritarios que tienen incapacidades. |
| |For students of minority groups that have disabilities. |
|La Unidad Latina Foundation |foundation. |
| |Para estudiantes hispanos que ya han completado un año de estudios universitarios en los Estados Unidos. Deben tener promedio |
| |de calificaciones entre 2.80 y 3.60. |
| |For Hispanic students that have already completed a year of university studies in the U.S. Must have a GPA between 2.80 and |
| |3.60. |
|National Hispanic Coalition of Federal|scholarship.shtml |
|Aviation Employees |Estudiante debe ser ya aceptado a un colegio comunitario o una universidad. |
| |Student must already be accepted to a community college or university. |
|National Institutes of Health | |
| |Para estudiantes de antecedentes desfavorecidos. Deben ser aceptados a una institución de educación superior, y tener un |
| |promedio de calificaciones de 3.5 o más. Deben ser ciudadanos estadounidenses, residentes permanentes, o no-ciudadano |
| |cualificado (ver página red para información). |
| |For students from at risk backgrounds. Must be accepted to a higher education institution, and have a minimum GPA of 3.5. |
| |Must be a citizen, permanent resident, or qualified non-citizen (see website for information). |
|Public Relations Student Society of | |
|America |Para estudiantes de grupos minoritarios, estudiando relaciones públicas o comunicaciones. Debe estar por lo menos en su tercer|
|(PRSSA) |año en la universidad, y un promedio de calificaciones de por lo menos 3.0. Se recomienda ser miembro de la PRSSA, pero no es |
| |necesario. También hay otras becas solo para miembros. |
| |For minority students who are studying public relations or communications. Must be at least in their third year of university |
| |studies, and have a minimum GPA of 3.0. It is recommended that the student be a member of the PRSSA, but it is not necessary. |
| |There are also scholarships available only to members. |
|Puerto Rican Bar Association | |
| |Para estudiantes hispanos en su primer o segundo año de estudios legales. |
| |For Hispanic students in their first or second year of legal studies. |
|UNITY-Journalists of Color, Inc | |
| |Varias becas para estudiantes de grupos minoritarios en la carrera de periodismo. |
| |There are various scholarships for minority students studying journalism. |
|World Studio Foundation | |
| |Para estudiantes de artes finas o comerciales, diseño, o arquitectura con promedio de calificaciones de por lo menos 2.0. |
| |Preferencia dada a estudiantes de grupos minoritarios y con necesidad financiera. |
| |For students of fine or commercial arts, design, or architecture with a minimum GPA of 2.0. Preference is given to minority |
| |students with financial need. |
Becas Solo Para Ciudadanos y Residentes Legales Hispanos
Scholarships for Hispanic Citizens and Legal Residents Only
|Organización |Sitio Red y Requisitos |
|Organization |Website and Eligibility Requirements |
|National Association of Hispanic Nurses | |
| |Estudiantes hispanos de enfermería. Deben ser ciudadanos estadounidenses o residentes legales. |
| |For Hispanic nursing students. Must be citizens or legal residents of the US. |
|Lagrant Foundation | |
| |Para estudiantes de grupos minoritarios. Deben ser ciudadanos estadounidenses. |
| |For minority students. Must be American citizens. |
|Hispanic Engineer National Achievement | |
|Awards Conference (HENAAC) |Para estudiantes hispanos estudiando ingeniería. Deben ser ciudadanos estadounidenses. |
| |For Hispanic students studying engineering. Must be American citizens. |
|Government Finance Officers Association | |
| |Para estudiantes de grupos minoritarios estudiando finanzas. Deben ser ciudadanos estadounidenses o residentes legales. |
| |For minority students studying finance. Must be American citizens or legal residents. |
|Jackie Robinson Foundation |apply |
| |Para estudiantes de grupos minoritarios. Deben ser ciudadanos estadounidenses. |
| |For minority students. Must be American citizens. |
|ABA Legal Opportunity Scholarship Fund |fje |
| |Para estudiantes de grupos minoritarios estudiando algo relacionado con abogacía. Deben ser ciudadanos estadounidenses. |
| |For minority students studying within the legal professions. Must be American citizens. |
|American Chemical Society |scholars |
| |Para estudiantes de grupos minoritarios estudiando química. Deben ser ciudadanos estadounidenses. |
| |For minority students studying chemistry. Must be American citizens. |
|American Dental Association |ada/prod/adaf/prog_scholarship_prog.asp#minority |
| |Para estudiantes de grupos minoritarios estudiando odontología. Deben ser ciudadanos estadounidenses. |
| |For minority students studying dentistry. Must be American citizens. |
|American Institute of Certified Public | |
|Accountants |Para estudiantes de grupos minoritarios estudiando contabilidad. Deben ser ciudadanos estadounidenses. |
| |For minority students studying accounting. Must be American citizens. |
|Business and Professional Women’s | |
|Foundation |Para estudiantes femeninas mayores de 24 años. Deben ser ciudadanas estadounidenses. |
| |For female students over the age of 24. Must be American citizens. |
|Latino Initiatives for the Next Century |linc- |
| |Para estudiantes hispanos, primera generación de la familia de ir a la universidad. Deben ser ciudadanos estadounidenses o |
| |residentes legales. |
| |For Hispanic students, who are in the first generation in their family to go to university. Must be American citizens or |
| |legal residents. |
|National Action Council for Minorities in |sloan |
|Engineering (NACME) |Para estudiantes de grupos minoritarios asistiendo a NC A&T University o UNC en Chapel Hill, estudiando ingeniería, ciencias |
| |naturales, o matemáticas. Debe ponerse en contacto con el representante de NACME en esa universidad. |
| |For minority students attending NC A&T University or UNC Chapel Hill, studying engineering, natural sciences, or mathematics.|
| |Must contact the NACME representative at their university. |
|National Collegiate Athletics Association | |
| |Información acerca de varias becas y ayudas financieras para estudiantes atletas. |
| |Information about various scholarships and financial aid for student athletes. |
|National Institutes of Health | |
| |Para estudiantes de antecedentes desfavorecidos. Deben ser aceptados a una institución de educación superior, y tener un |
| |promedio de calificaciones de 3.5 o más. Deben ser ciudadanos estadounidenses o residentes legales. |
| |For students from at risk backgrounds. Must be accepted to a college or university, have a minimum GPA of 3.5 and be |
| |American citizens or legal residents. |
|National Organization of Professional | nrcs.intranet/hispanic |
|Hispanic Natural Resources Conservation |Para estudiantes hispanos interesados estudiar recursos naturales o una carrera relacionada a la conservación de recursos |
|Service Employees (NOPHNRCSE) |naturales. También hay una beca para mujeres estudiando asuntos públicos. Deben ser ciudadanos estadounidenses. |
| |For Hispanic students interested in studying natural resources or a career related to the conservation of natural resources. |
| |There is also a scholarship for women studying public relations. Must be an American citizen. |
|Ronald McDonald House Charities | |
| |Estudiantes deben ponerse en contacto con la división local de RMHC para información acerca de elegibilidad. |
| |Students must contact the local division of RMHC for eligibility information. |
|The Paul and Daisy Soros Fellowship for | |
|New Americans |Para estudiantes menores de 30 en su tercer año de estudios universitarios, o en estudios de posgrado. Deben o tener una |
| |tarjeta de residencia (green card), ser ciudadano nacionalizado, o ser hijo de dos padres que son ciudadanos nacionalizados. |
| |For students under the age of 30 in their 3rd year of university studies, or in graduate school. Must have a green card, be |
| |a naturalized citizen, or be a child of two naturalized citizens. |
|Thurgood Marshall Scholarship | |
|Fund--American Intellectual Property Law |Para estudiantes de abogacía de propiedad intelectual. |
|Education Foundation (AIPLEF) |For law students interested in intellectual property studies. |
|United States Hispanic Leadership |resources/scholarships.html |
|Institute |Para estudiantes hispanos aceptados a una universidad de cuatro años. Deben ser ciudadanos estadounidenses o residentes |
| |legales. |
| |For Hispanic students accepted to a four year university. Must be an American citizen or legal resident. |
|Xerox Corporation | |
| |Para estudiantes de grupos minoritarios estudiando las ciencias técnicas o ingeniería. Deben tener un promedio de |
| |calificaciones de por lo menos 3.0 y ser ciudadanos o residentes legales. |
| |For minority students studying technical sciences or engineering. Must have a minimum GPA of 3.0 and be American citizens or|
| |legal residents. |
|¡Adelante! US Education Leadership Fund | |
| |Para estudiantes de negocios en su tercer año de estudios universitarios. Deben tener un promedio de calificaciones de por |
| |lo menos 3.0 y ser elegibles para ayuda financiera federal. |
| |For business students in their third year of university studies. Must have a minimum GPA of 3.0 and be eligible for federal |
| |financial aid. |
| | |
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| |
| |
| |
| |
| |
|Two Year Colleges ( Community & Junior) |Four Year Colleges & Universities |
|Two-year schools offer certificate programs, technical programs (associates |Four year schools offer bachelor’s degrees. Most also offer post graduate degrees|
|degrees) and transfer programs. The coursework leading to an associate’s |such as master’s degrees, doctoral degrees and professional degrees |
|degree is usually transferable for credit at a four year school. | |
|Advantages: |Advantages |
|Open enrollment policy |Greater selection of majors and classes than are available at a two year school |
|Lower tuition cost as compared to a four year school |Generally considered to be more prestigious |
|Transfer agreements between community colleges and four year schools allow a |Increased access to faculty members who are more involved with research |
|student receiving a two year degree to be accepted with junior status at any | |
|four year school state-wide. | |
|Good Option for: |Good Option for: |
|Students who are unsure of academic ability |Students who are confident in their academic ability |
|Students who are unsure about long term goals |Students who are confident about career goals |
|Students who are concerned about cost |Students entering professional fields or occupations such as those in the health |
|Students who are interested in updating existing work skills |sciences, law, education or engineering, which may require more advanced degrees |
|Price Of Attendance |School #__ | |Size of the School: |
|SAT or ACT Test Fees |$80 | |Colleges come in all sizes. From small universities |
| | | |to schools like NCSU which can enroll more 30,000 or |
| | | |more. |
|Application Fees |$55 | | |
|Tuition |$3,802 | | |
|Room & Board |$6,777 | |Location of the School: |
|Books & Supplies |$942 | | |
|Personal Expenses |$2,112 | |Think about where you grew up and if you want to |
| | | |change your environment or would prefer living like |
| | | |at home. You choose how much of a change you want. |
|Total Cost |$13,768 | | |
| | | | |
|Expected Family Contribution (determined when you fill out the FAFSA)| | |Distance From Home: |
|Parent’s Contribution |$ | | |
|Children’s Contribution |$ | |Some people prefer being away from home, while others|
| | | |may want to have the chance to see their families at |
| | | |least once or twice a month. What do you prefer? |
|Total Family Contribution |$3,248 | | |
| | | | |
|Financial Need | | |Type Of School: |
|Total Cost |$13,768 | | |
|Minus Total Family Contribution |$3,248 | |Some focus on research, some professions, others are |
| | | |comprehensive, others are religiously affiliated, |
| | | |they may be called private/public/ community colleges|
|Total Financial Need |$10,520 | | |
| | | | |
|Financial Aid Sources | | |Does It Have My Major? |
|Federal Grants & Scholarships |$1,500 | | |
|State Grants & Scholarships |$ | |Does it have the major you are interested in and does|
| | | |it have others that also might interest you? |
|School Grants & Scholarships |$ | | |
|Other Grants & Scholarships |$ | | |
|Work Study |$ | |Relatives/ Friends There: |
|Total “Free’ Aid |$1,500 | | |
|Federal Loans |$9,020 | |Do you want to go somewhere where you know at least a|
| | | |couple of people? Try applying for schools that your |
| | | |relatives or friends attend. |
|State Loans |$ | | |
|Total Aid That Must Be Paid Back |$9,020 | | |
| | | |Reputation: |
|Total Aid Package | | | |
|“Free” Aid |$1,500 | |Some schools are known specifically for a specific |
| | | |major like engineering or pre-med. |
| | | |How much does the school’s reputation matter to you?|
|Aid That Must Be Paid Back |$9,020 | | |
|Total Financial Aid Package |$10,520 | | |
|Price Of Attendance |School #__ | |Size of the School: |
|SAT or ACT Test Fees |$ | | |
|Application Fees |$ | | |
|Tuition |$ | | |
|Room & Board |$ | |Location of the School: |
|Books & Supplies |$ | | |
|Personal Expenses |$ | | |
|Total Cost |$ | | |
| | | | |
|Expected Family Contribution (determined when you fill out the FAFSA)| | |Distance From Home: |
|Parent’s Contribution |$ | | |
|Children’s Contribution |$ | | |
|Total Family Contribution |$ | | |
| | | | |
|Financial Need | | |Type Of School: |
|Total Cost |$ | | |
|Minus Total Family Contribution |$ | | |
|Total Financial Need |$ | | |
| | | | |
|Financial Aid Sources | | |Does It Have My Major? |
|Federal Grants & Scholarships |$ | | |
|State Grants & Scholarships |$ | | |
|School Grants & Scholarships |$ | | |
|Other Grants & Scholarships |$ | | |
|Work Study |$ | |Relatives/ Friends There: |
|Total “Free’ Aid |$ | | |
|Federal Loans |$ | | |
|State Loans |$ | | |
|Total Aid That Must Be Paid Back |$ | | |
| | | |Reputation: |
|Total Aid Package | | | |
|“Free” Aid |$ | | |
|Aid That Must Be Paid Back |$ | | |
|Total Financial Aid Package |$ | | |
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