SECTION XII HELPFUL HANDOUTS

EXPLORE YOUR STRENGTHS

To help you sharpen your focus on who you are, work through this checklist of personal characteristics. Look back over this list and circle words that are most descriptive of you. Use these words to aid you in writing your essay and/or personal statement.

Academic

Active

Accurate

Adaptable

Adventurous

Affectionate

Aggressive

Alert

Ambitious

Artistic

Assertive

Attractive

Broadminded

Businesslike

Calm

Capable

Careful

Cautious

Charming

Cheerful

Clear-thinking

Clever

Competent

Confident

Competitive

Conscientious

Conservative

Considerate

Cool

Cooperative

Courageous

Curious

Daring

Deliberate

Determined

Dignified

Discreet

Dominant

Eager

Easygoing

Efficient

Emotional

Energetic

Fair-minded

Farsighted

Firm

Flexible

Forceful

Formal

Frank

Friendly

Generous

Gentle

Good-natured

Healthy

Helpful

Honest

Humorous

Idealistic

Imaginative

Independent

Individualistic

Industrious

Informal

Intellectual

Intelligent

Inventive

Kind

Lighthearted

Likable

Logical

Loyal

Mature

Methodical

Meticulous

Mild

Moderate

Modest

Natural

Open-minded

Opportunistic

Optimistic

Organized

Original

Outgoing

Painstaking

Peaceable

Persevering

Pleasant

Poised

Polite

Practical

Precise

Progressive

Prudent

Quick

Quiet

Rational

Realistic

Reflective

Relaxed

Reliable

Responsible

Reserved

Resourceful

Retiring

Self-confident

Self-controlled

Sensible

Sensitive

Serious

Sharp-witted

Sincere

Sociable

Spontaneous

Spunky

Steady

Strong

Sympathetic

Tactful

Tenacious

Teachable

Thorough

Thoughtful

Tolerant

Tough

Trusting

Trustworthy

Unaffected

Unassuming

Understanding

Unexcitable

Uninhibited

Verbal

Versatile

Warm

Wholesome

Wise

Witty

Zany

SENIOR QUESTIONAIRE

Name:_______________________________________ Date: _________________________

Many scholarships come to us based on financial need. Please indicate if you/or your parents feel you might qualify for need-based financial aid. _______Yes ________No. To assist the counselors in representing you accurately in letters of recommendation (honors, college, scholarships), please read and respond to the statements and questions below. Please take nothing for granted; answer the questions completely. List the colleges/universities to which you will apply:

1. _____________________________________ 2.______________________________________

3.______________________________________ 4.______________________________________

A. What makes you unique and different? B. Have you overcome any great obstacle, or do you have any limitations that have interefered with your life

activities? C. List all of the community service activities that you have been involved in within and outside of school. D. What are your college/career goals? E. What are your hobbies? F. Are there any independent study projects you have initiated (ex., projects, community service, internships,

college classes, etc.)?

G. List five adjectives which describe you as a person. H. Describe any significant summer or work experiences. I. Who are two Cousino teachers to whom your counselor might go to for further reference? J. Do you have any other unique talents, i.e., drama, theater, newspaper, dance, arts, etc.? K. ATTACH A RESUME!!! Be sure to include leadership roles and all honors.

SENIOR PARENT QUESTIONNAIRE

Student Name:_______________________________________________ Date:_________________________

Dear Parent: The college admissions process is both complex and highly personal, I will need to know your child well. PLEASE share with me your thoughts and feelings about him/her. Be funny; be serious; be honest; be proud! The more I know, the better my ability to help your child plan life after high school.

1. What do you consider to be your son/daughter's greatest strength?

2. What does he or she enjoy most about high school? What classes did your student enjoy and find success?

3. In what ways is your son or daughter a leader, a follower?

4. Has your child experienced any challenges at Cousino? If so, how did they overcome them? 5. Has he/she initiated any projects outside of school and carried them through to completion?

If so, please explain.

6. What is the single most important thing you want the colleges to know about your child?

7. Is there anything else you would like us to know?

8. Many times we have to nominate students for awards based on financial need. Should your family be considered? ___________________________

Signature:________________________________________________

(please return to your child's counselor - thank you!) .

COLLEGE COMPARISON CHART

College #1 College #2 College #3 College #4

College Name

Location Distance from home, local, regional, other

Size Undergraduate/Graduate/Enrollment

Campus Environment

Type: 2yr/4yr Space: # of acres Rural, urban, etc. Nearest city + distance Religious affiliation Coed / Singles Sex Conservative / Liberal Atmosphere Admission Requirements Application deadlines Courses and test required Average ACT, SAT, GPA Special requirements

Academics Your major offered Student/faculty ratio Average class size Special freshman requirements

Housing % living on campus Options – types and sizes Meal Plans Other

Activities Clubs, organizations Greek life + % involved Athletics + intramurals

Cost/Financial Aid Tuition, room, board, books, fees Application fee, deposit FA forms and deadlines % receiving FA % Scholarships

Facilities Academic Recreational

Campus Visit When available Schedule or walk-in Special opportunities Other

Other Factors

Contact Information Address Phone # Website

FINANCIAL PLANNING WORKSHEET

Name:_________________________________________________ Date:__________________________ The purpose of the financial plan is to help you and your family prepare for the education you will be pursuing after high school.

Estimate your yearly expenses in your Post-Secondary program of choice: Educational Costs Tuition & Fees __________________________ Books & Supplies __________________________ Room & Board/Commuting Costs __________________________ Total Expenses (Educational + Living Costs) __________________________ What is your available income? Savings __________________________ Summer earnings __________________________ Part-time work during the school year __________________________ What resources will your family provide? From their current income __________________________ From savings __________________________ Total Available funds __________________________ FINANCIAL NEED (expenses minus available income) __________________________

WHAT ARE THE DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE?

IN HIGH SCHOOL IN COLLEGE

High school is mandatory and usually free. College is voluntary and expensive. Your time is structured by others. You manage your own time. You need permission to participate in extracurricular activities.

You must decide whether to participate in co-curricular activities.

You can count on parents and teachers to remind you of your responsibilities and to guide you in setting priorities.

You must balance your responsibilities and set priorities. You will face moral and ethical decisions you have never faced before.

Each day you proceed from one class directly to another, spending 6 hours each day-30 hours a week-in class.

You often have hours between classes; class times vary throughout the day and evening and you spend only 12 to 16 hours each week in class

Most of your classes are arranged for you. You arrange your own schedule in consultation with your adviser. Schedules tend to look lighter than they really are.

You are not responsible for knowing what it takes to graduate.

Graduation requirements are complex, and differ from year to year. You are expected to know those that apply to you.

Guiding principle: You will usually be told what to do and corrected if your behavior is out of line.

Guiding principle: You are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions.

HIGH SCHOOL CLASSES COLLEGE CLASSES The school year is 36 weeks long; some classes extend over both semesters and some don't.

The academic year is divided into two separate 15-week semesters, plus a week after each semester for exams.

Classes generally have no more than 35 students. Classes may number 100 students or more.

You may study outside class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.

You need to study at least 2 to 3 hours outside of class for each hour in class.

You seldom need to read anything more than once, and sometimes listening in class is enough.

You need to review class notes and text material regularly.

You are expected to read short assignments that are then discussed, and often re-taught, in class.

You are assigned substantial amounts of reading and writing which may not be directly addressed in class.

Guiding principle: You will usually be told in class what you need to learn from assigned readings.

Guiding principle: It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've already done so.

HIGH SCHOOL TEACHERS COLLEGE PROFESSORS Teachers check your completed homework. Professors may not always check completed homework,

but they will assume you can perform the same tasks on tests.

Teachers remind you of your incomplete work. Professors may not remind you of incomplete work. Teachers approach you if they believe you need assistance.

Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.

Teachers are often available for conversation before, during, or after class.

Professors expect and want you to attend their scheduled office hours.

Teachers have been trained in teaching methods to assist in imparting knowledge to students.

Professors have been trained as experts in their particular areas of research.

Teachers provide you with information you missed when you were absent.

Professors expect you to get from classmates any notes from classes you missed.

Teachers present material to help you understand the material in the textbook.

Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings.

Teachers often write information on the board to be copied in your notes.

Professors may lecture nonstop, expecting you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.

Teachers impart knowledge and facts, sometimes drawing direct connections .

Professors expect you to think about and synthesize seemingly unrelated topics.

Teachers often take time to remind you of assignments and due dates.

Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how it will be graded.

Teachers carefully monitor class attendance. Professors may not formally take roll, but they are still likely to know whether or not you attended.

Guiding principle: High school is a teaching Guiding principle: College is a learning environment in

environment in which you acquire facts and skills

which you take responsibility for thinking through and applying what you have learned.

TESTS IN HIGH SCHOOL TEST IN COLLEGE

Testing is frequent and covers small amounts of material.

Testing is usually infrequent and may be cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may only have 2 or 3 tests in a semester.

Makeup tests are often available Makeup tests are seldom an option; if they are, you need to request them.

Teachers frequently rearrange test dates to avoid conflict with school events

Professors in different courses usually schedule tests without regard to demands of other courses or outside activities.

Teachers frequently conduct review sessions, pointing out the most important concepts

Professors rarely offer review sessions, and when they do, they expect you to be an active participant, one who comes prepared with questions.

Guiding principle: Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.

Guiding principle: Mastery is often seen as the ability to apply what you’ve learned to new situations or to solve new kinds of problems.

GRADES IN HIGH SCHOOL GRADES IN COLLEGE

Grades are given for most assigned work Grades may not be provided for all assigned work.

Consistently good homework grades may raise your overall grade when test grades are low.

Grades on tests and major papers usually provide most of the course grade.

Extra credit projects are often available to help you raise your grade.

Extra credit projects cannot, generally speaking, be used to raise a grade in a college course.

Initial test grades, especially when they are low, may not have an adverse effect on your final grade

Watch out for your first tests. These are usually “wake up calls” to let you know what is expected – but they also may count for a substantial part of your course grade. You may be shocked when you get your grades.

You may graduate as long as you pass all of your required courses with a grade of D or higher.

You may graduate only if your average in classes meets the department standard. Check with your college to determine if there is a standard you have to meet.

Guiding principle: “Effort counts.” Courses are usually structured to reward a “good-faith effort.”

Guiding principle: “Results count.” Though “good-faith effort” is important in regard to the professor’s willingness to help you achieve good results, it will not substitute for results in the grading process.

Thanks to the Altshuler Learning Enhancement Center at Southern Methodist University

WHAT TO DO ABOUT SENIORITIS

Make Your Senior Year Count Seniors have worked hard for three years, taking tests, completing projects, and preparing for college admission. When senior year rolls around, some students just want to get through college applications and relax before they head off to the college of their choice. Also known as senioritis, taking it easy senior year may seem like a nice break, but is likely to do more harm than good.

Not only does senioritis jeopardize your chances for success later on in college, it can also affect your grades—and college admissions officers pay close attention to your performance senior year.

Senior-Year Grades and College Admission Many students mistakenly believe that prepping for college ends after the eleventh grade. However, the senior year—the entire senior year—is actually of particular interest to colleges.

Applying Many college applications (including the Common Application) require you to list your senior courses, including information about course levels and credit hours. It will be very obvious to the admissions officers if you've decided to take the year off.

Many colleges also include as part of the application a form called the mid-year grade report. Your counselor completes this form with first-half grades and sends it to the colleges to which you've applied. It then becomes a crucial part of the application folder.

If You Are Accepted Many college acceptance letters include warnings to students such as "Your admission is contingent on your continued successful performance." This means colleges reserve the right to deny you admission should your senior year grades drop.

Mary Lee Hoganson, college counselor for Homewood-Flossmor Community High School, Flossmor, Illinois writes: "It is not at all rare for a college to withdraw an offer of admission when grades drop significantly over the course of the senior year. (I have a folder full of copies of these letters.)"

How to Make the Most of Your Senior Year Senior year is your opportunity to strengthen your skills and broaden your experiences, in school and out, to prepare for all of the challenges ahead. A successful senior year can help launch you on the path to a successful future.

Maintain a Challenging Course Load You should take the most rigorous courses available, and be sure to continue taking college-track subjects. Consider AP® courses, which can also earn you credit at many colleges.

Stay Active and Involved Your continued involvement in activities, sports, and volunteer work will help you stay active and focused throughout your final year. A great internship or career-focused job opportunity can help motivate you to start considering your career options. Meaningful and significant experiences will help prepare you to make informed decisions about your education and career goals.

Try Out College Early If you're interested in pursuing a subject further, and have excelled at your high school classes so far, consider taking a class at a local college. This challenge can help you avoid sliding into an academic slump, and stimulate your interest in the possibilities of college.

Sources: National Commission on the High School Senior Year, The Lost Opportunity of Senior Year: Finding a Better Way - Summary of Findings, 2001.

Barth, P., Haycock, K., Huang, S. and Richardson, A., Youth at the Crossroads: Facing High School and Beyond. Washington, DC: The Education Trust, 2000.

TIME MANAGEMENT TIPS FOR HIGH SCHOOL STUDENTS

It's 10 p.m.—Do You Know Where Your Homework Is? Does it seem like there's never enough time in the day to get everything done? Feel like you're always running late? Here are some tips for taking control of your time and organizing your life.

1. Make a "To Do" List Every Day. Put things that are most important at the top and do them first. If it's easier, use a planner to track all of your tasks. And don't forget to reward yourself for your accomplishments.

2. Use Spare Minutes Wisely. Get some reading done on the bus ride home from school, for example, and you'll kill two birds with one stone.

3. It’s Okay to Say "No." If your boss asks you to work on a Thursday night and you have a final exam the next morning, realize that it's okay to say no. Keep your short- and long-term priorities in mind.

4. Find the Right Time. You'll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don't wait to do it until late at night.

5. Review Your Notes Every Day. You'll reinforce what you've learned, so you need less time to study. You'll also be ready if your teacher calls on you or gives a pop quiz.

6. Get a Good Night's Sleep. Running on empty makes the day seem longer and your tasks seem more difficult.

7. Communicate Your Schedule to Others. If phone calls are proving to be a distraction, tell your friends that you take social calls from 7-8 p.m. It may sound silly, but it helps.

8. Become a Taskmaster. Figure out how much free time you have each week. Give yourself a time budget and plan your activities accordingly.

9. Don't Waste Time Agonizing. Have you ever wasted an entire evening by worrying about something that you're supposed to be doing? Was it worth it? Instead of agonizing and procrastinating, just do it.

10. Keep Things in Perspective. Setting goals that are unrealistic sets you up for failure. While it's good to set high goals for yourself, be sure not to overdo it. Set goals that are difficult yet reachable. Consider these tips, but personalize your habits so that they suit you. If you set priorities that fit your lifestyle, you'll have a better chance of achieving your goals.

Source: Adapted from College Board Time Management Tips For High School Students

WARREN CONSOLIDATED SCHOOLS

MISSION STATEMENT

The mission of the Warren Consolidated Schools, in

partnership with families and community, is to achieve a

level of excellence in teaching and learning which enables

all students to become knowledgeable, productive, ethical

and successful citizens.