Plan. Prepare. Pursue.

BluePrints Plan. Prepare. Pursue.

Volunteer Manual

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Welcome to BluePrints! Welcome to BluePrints, a program that we truly think can be a life-changing experience for all involved. As you begin what is truly a journey into the lives of high school students who need guidance and friendship, use every opportunity to build relationships and mentor the students you work with. Most importantly, be flexible. Realize that every student’s life is a different situation, and every student’s outlook is unique. At BluePrints, we feel every student has a distinctive BluePrint for the future, and we want to help them find it.

Finding Your BluePrint: PLAN for the future. PREPARE accordingly. PURSUE 100%. Thank you for your commitment to inspire others to empower themselves! 2

In Service, Nicole Bohannon, Founder

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Program explanation

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The Story Behind BluePrints

As a high school student, BluePrints Founder Nicole Bohannon, was in disbelief at the number of students in her graduating class who had no plans or aspirations post-high school. “Going to college was never an “if” for me, but a “where” instead. I wanted everyone I went to high school with to make plans for their future just like I was,” Bohannon said. As she entered her senior year of high school with no guidance counselor in her school system, Bohannon wondered who was going to aid her peers with preparing for post-high school, and then she realized—there wasn’t anyone. Bohannon explained, “It took until January of my senior year for my high school to hire a guidance counselor after the previous one resigned at the start of the year. While they hired an excellent counselor who was ready to help in whatever way she could, by January, most deadlines for colleges and scholarships had passed and most of my graduating class had not thought a minute past graduation.” After more research, Bohannon realized that high schools are struggling to prepare their students for postsecondary education. This proved to be especially true for Title I schools. From this research and personal experience was born BluePrints—a program designed to help at-risk high school students prepare a “blueprint” for post-high school by building relationships between the students and college volunteers. Bohannon’s hope was that by the students building relationships with people close to them in age—the college volunteers—they would be more receptive to the program’s ideals and the volunteers. Simultaneously with the running of the program in high schools, though, is the completion of a service-learning course at respective colleges built around BluePrints. “The whole idea was to look at it from an academic side for the college students. This allows the college students to learn about things like the effects of poverty on access to higher education in the classroom while simultaneously volunteering at a local high school. It’s a win-win situation,” Bohannon said, “for students born into poverty or a working poor family, education is valued and revered as an abstract but not as a reality.” In Spring 2009, BluePrints was piloted at Holt High School, a Tuscaloosa County school in Tuscaloosa, Alabama. BluePrints was blessed to soon have many organizations eager to partner with it, beginning with a mentorship by the director of the Alabama Consortium for Education Renewal, Dr. Liza Wilson. Soon after, Alabama Poverty Project, a nonprofit based in Birmingham, Alabama dedicated to reducing and eventually eliminating poverty in Alabama, joined on as a partner for BluePrints, helping Bohannon streamline materials and build connections that would allow for the growth and expansion of BluePrints in Fall 2009. In A Framework for Understanding Poverty, Ruby Payne writes that education and relationships move people out of poverty. BluePrints hopes to prove just that. “No significant learning occurs without a significant relationship.” -Dr. James Comer

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Why Access to Post Secondary Education Needs Improvement We’re all familiar with the saying: “You can’t afford not to go to college.” The harsh reality? It’s true. In 1965, people who earned college degrees made roughly $12,500 more than people who did not. In 2007, people who earned college degrees made roughly $33,000 more than people who did not.1 Every year, the gap in earnings between people with a college degree and those without is widening, and in turn, the lines between poverty, middle class, and wealth are becoming clearer and clearer. According to the Measuring Up 2008 study by the National Center for Public Policy and Higher Education, only 35% of young adults in the state of Alabama are enrolled in college, and only 23% of Alabama residents hold a bachelor’s degree or higher. The same study evaluated the affordability of higher education in Alabama. In the 40% of the population with the lowest incomes, families must commit at least 36% of their annual income to send a student to a community college, even after the average financial aid package. For every dollar in Pell Grant aid to students, the state of Alabama spends only five cents. All of these factors in conjunction are continuing to have an effect on other aspects of Alabama. Alabama’s underperformance in providing higher education to more young students is limiting the state’s access to a competitive workforce and will ultimately cause a weaker economy than could otherwise exist. In a study on Alabama’s High School Dropouts, the Southern Education Foundation concluded that 60% of our income gap in Alabama is due to low educational attainment. As Alabama raises its academic standards for students to prepare them for post-high school, it must also prepare students for exactly how they get there.

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The Future of Children © 2009 by The Trustees of Princeton University, all rights reserved.

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PROGRAM STRUCTURE BluePrints programs looks different everywhere it is implemented. We are thrilled to work with you to tailor the program to your specific needs. Parties Needed: -Group of college volunteers available during scheduled session time -College Advisor or Professor to oversee student work -High School willing to participate (This includes a willing administration, guidance counselor, and classroom teacher, ideally 11th grade, 12th grade also acceptable.) Time Commitment: -Volunteer Training Session (Approximately 1.5 hours) -Monthly or Bi-monthly sessions, depending on schedule established with school. Program Sessions: The program is broken into eight 1½ hour sessions, although these can be adjusted based on time/date availability within the school. If the program is in a junior class, it is best suited to run all school year. If the program is run in a senior class, it is best suited to run in one semester. The sessions are as follows: Session 1: Program Introduction Session 2: ACT/SAT Test Preparation Session 3: Resume Building Session 4: Interview Skills Session 5: College and Career Choices Session 6: Paying for It All (How to finance College) Session 7: Inspiration for the Future Session 8: Program Wrap-Up Important Components of Program: -Number of volunteers needed will vary based on classroom size. There should be no more than 5 students per volunteer. Anything larger would take away the personalization of the program. -Volunteers must be students committed to building relationships inside the classroom with students. -Initial contact with the high school should be to the guidance counselor. If the counselor is on board, they will typically be able to have the program cleared by administration, as well as know the classroom teacher(s) who would be interested. -It is important to establish a calendar of dates for the program as early as possible. This way volunteers can be sure they will be available, as well as for the teacher’s planning session. Contact Us: [email protected] 256-335-0323

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LESSON PLANS 9

Why

SESSION 1: PROGRAM INTRODUCTION

CONTENTS: SESSION 1 OBJECTIVES SESSION 1 TIMELINE SESSION 1 LESSON PLAN SESSION 1 RESOURCES

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SESSION 1: PROGRAM INTRODUCTION Objectives: 1. Introduce program to participants 2. Gain understanding of student backgrounds 3. Gain understanding of the current outlook of students from survey 4. Give students a feeling of comfort around volunteer staff

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SESSION 1: PROGRAM INTRODUCTION Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:10-Introduction of Classroom Leader, Group Leaders 12:10-12:30-“Get to Know You” Game 12:30-12:45-Survey 12:45-1:00-Survey Follow-Up 1:00-1:30-Purpose and Explanation of Program

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SESSION 1: PROGRAM INTRODUCTION Lesson Session 1 is designed to create as high of a comfort level between students and leaders as possible, while still allowing the leaders to gain a clear understanding of where students currently stand as far as preparations for the future. Session 1 incorporates interactivity to maximize the comfort level and information transmittance between students and leaders. 12:00-12:10: Introduction of Classroom Leader, Group Leaders During introductions, introduce yourself as casually as possible, but remember that students still need to hold a level of respect for you in order to be efficient. Avoid titles that will intimidate students; you want them to feel as though you are speaking to them as a peer rather than another teacher. 12:10-12:30: “Get to Know You” Game This is an easy, interactive way to learn more about your students. See Session 1 Resources for game instructions. 12:30-12:45: Survey This survey is absolutely vital to mapping the progression of your students. If you feel that the pre-made survey leaves out something necessary to your specific class, feel free to create an addendum, but do not omit any questions on the original survey. The original survey is designed to not only benefit you, but also to track BluePrints as a whole. See Session 1 Resources for survey. 12:45-1:00: Survey Follow-Up Use this time to get feedback from students on the survey. Did they feel like 13

they understood all the questions? What did the survey make them consider more? Have group leaders skim through surveys as they pick them up and mention things out loud like, “One of you used the word “blank” to describe yourself, would the rest of you use “blank” as a word to describe yourselves or would you like to be able to? What could you do to be able to consider yourself “blank?” Allow on-task conversation among students as time allows. 1:00-1:30: Purpose and Explanation of Program Prior to this point, you don’t want to overwhelm the students with a long explanation of what BluePrints is or why you are there. Now that you have completed an activity and created dialogue with the students, their comfort level is higher, which hopefully means they will be more receptive to the explanation of the program. See Session 1 Resources for Purpose and Explanation handout.

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SESSION 1: PROGRAM INTRODUCTION RESOURCES P. 14-“GET TO KNOW YOU” GAME INSTRUCTIONS P. 15-18-PRE-PROGRAM SURVEY P.19-20-PURPOSE AND EXPLANATION HANDOUT

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“Get to Know You” Game Instructions The “Get to Know You” game is designed to help you learn who your students are as people. The students will be surprised that, despite the fact that they probably all know one another by name, there is a lot about their classmates they do not know. 1. Have the students get into pairs. Group leaders should also choose students as partners. 2. Tell the pairs to stand facing one another in a circle. [This should create an inner circle that faces an outer circle.] Say: “Everyone in the inner circle move three people to the right. Now tell your new partner your dream job and vice versa.” [Allow 2-3 minutes for this discussion and each one following.] “Everyone in the outer circle move two people to the left. Now tell your new partner about your biggest accomplishment or proudest moment.” “Everyone in the outer circle move two more people to the left. Now tell your new partner what one thing you would change about yourself if anything.” “Everyone in the inner circle move six people to the left. Tell your partner who you admire most and why.” Now call on a student and ask them to share one story that someone shared with them during the activity. Repeat this several times and to close open the floor to anyone who heard anything else they want to share with the group. You might be surprised with how many students were surprised to learn these things about one another.

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BluePrints Program Survey (This survey is completely anonymous and will only be used to determine what we should be working on.) 1. What are your plans after high school? Circle all that apply. a. Job b. 2-year college c. 4-year college d. Technical college e. Other f. I don’t know

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2. If you aren’t planning on attending college, why? If you do not think you CAN attend college, why is that?

3. If you are not planning on attending college, what are your plans postgraduation?

4. Where do you see yourself in 1 year?

5. Where do you see yourself in 10 years? What is your job? Where are you living, etc.?

6. Have you taken the ACT? YES

NO

If yes, are you planning on taking it again? YES

NO

If no, are you planning on taking it? YES

NO

7. On a scale of 1-5, how prepared do you feel to take the ACT? 1

2

3

4

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8. On a scale of 1-5, how important do you feel it is to have a plan after high school? 1

2

3

4

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9. If we asked you to interview for a scholarship or job today, how prepared would you feel? 1

2

3

4

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Why? 10. Do you currently have a resume? YES NO 11. If you had to make a complete resume today, how good would you feel about your grades and level of involvement in your school and community? 1

2

3

4

5

12. Do you feel like you have enough support at home and at school to become fully prepared for life after graduation? YES

NO

13. Who do you currently live with? One Parent

Both Parents

Relatives Other

14. Have one or both of your parents received post-secondary education/gone to college? YES

NO

If yes, what is the highest level of education they received?

15. What are three words you would use to describe yourself? __________________________ __________________________ __________________________ 16. What is the one thing that is MOST IMPORTANT to you? 19

17. Do you participate in extra-curriculars outside of class? If so, what? (This includes sports, volunteering, organizations, band, work, etc.)

18. What worries you the most when you think about life after high school?

19. What is the first thing that comes to your mind when someone mentions college?

20. If someone offered to help you prepare for what you want to do after high school, what would you want their help with specifically?

21. What is your age?________________ Grade? __________________ Sex? M/F

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WELCOME TO BLUEPRINTS! WHAT IS BLUEPRINTS? BluePrints is here to connect you to college students who are dedicated to sharing their knowledge of how to be successful during and after high school so that you can build your own “blueprint” for what you want to do post-high school and be prepared to do just that. BluePrints is a forum for you to talk about your questions about preparing for life after high school. We want to work on each individual’s plan, no matter what your goals are after high school. •

“I'm not afraid of nothing, I just like the challenge, and I love being here. -LeBron James, NBA Player, when asked how he approaches life What if I can’t afford to go to college? • Where there is a will, there is a way. One of the things we want to work towards is helping each of you realize the aid out there you can take advantage of. • You can’t afford NOT to go to college these days! In 1965, people who earned college degrees made roughly $12,500 more than people who did not. In 2007, people who earned college degrees made roughly $33,000 more than people who did not.1 SO—Every year, people who earn college degrees make more than those who do not. Which group do you want to be in?

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What if I don’t want to go to a 4-year university? • There are plenty of professions that do not require a traditional 4-year college degree, and together, we want to help you explore those paths, too! There are 2-year colleges where you can begin, technical programs, military service, and certificate programs that are all options too! What if I already know what I want to do and where I want to go to school? • That’s AWESOME! We are so excited you have already started thinking past high school, and we hope we can give you tips and pointers that will make you 110% prepared when high school is over.

This is all about figuring out what is best for YOU.

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The Future of Children © 2009 by The Trustees of Princeton University

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SESSION 2: TEST PREPARATION

CONTENTS: SESSION 2 OBJECTIVES SESSION 2 TIMELINE SESSION 2 LESSON PLAN SESSION 2 RESOURCES

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SESSION 2: TEST PREPARATION Objectives: 1. Review upcoming standardized test dates and deadlines 2. Review standardized testing costs and financial aid options 3. Review standardized testing locations 4. Give students general knowledge of standardized test formats 5. Give students general knowledge of standardized test scoring 6. Give students general knowledge of standardized test importance 7. Review sample questions from ACT/SAT 8. Review general tips/hints for standardized testing

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SESSION 2: TEST PREPARATION Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:15-Test Dates and Deadlines 12:15-12:25-Test Fees and Financial Aid Options 12:25-12:35-Test Locations 12:35-12:45-Standardized Test Formats 12:45-1:00-Standardized Test Scoring and Real-Life Application 1:00-1:20-Sample Questions 1:20-1:30-General Standardized Testing Tips

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SESSION 2: TEST PREPARATION Lesson Lesson 2 is designed to give an overview of standardized testing to students. It is important to remember that while this lesson is designed to give students exposure to what they can expect, they will all need more practice and preparation to be completely prepared to take the test. Providing more intensive review for the students outside of general sessions is a great way to build strong relationships with them, because it shows them that you are committed to their success. 12:00-12:15: Test Dates and Deadlines This is the first exposure that some of these students may have to the ACT or SAT, so be sure that the students know the importance of deadlines (i.e. extra fees after deadline, testing locations, etc.). See Session 2 Resources for a sample handout. *Note: Obviously the testing dates and deadlines are going to change; this handout is intended to be a sample. Use your resource CD for an editable version. 12:15-12:25: Test Fees and Financial Aid Options This is a pivotal time for students to feel comfortable with you as their mentors and leaders. You want the students to feel able to ask questions, but the best way to be proactive is to incorporate some of those tough questions into your handout and discussion. For this reason, you should put just as much emphasis on financial aid options (registration waivers, others depending on school) as you do on the actual cost. Also review the restrictions on waivers and other payment forms so that later you aren’t facing parents who say you “told their child they could take the ACT for free.” See Session 2 Resources for a sample handout. 27

12:25-12:35: Test Locations Hopefully there are several testing locations close to the school for ease of access. Anyone who has taken these tests knows that different locations have different pros and cons, so go over those with your students as well. If you do not have a student volunteer who is familiar with the local testing sites, contact the guidance counselor or teacher for this information. Also, be sure you stress that there is no guarantee you will get your selected location, which is why the earlier you register the better. See Session 2 Resources for Test Location Handout. 12:35-12:45: Standardized Test Formats This is the time to actually explain to the students how standardized tests are set up. (For our purposes, we will use the ACT. If the ACT is not prevalent in your area, please feel free to use the SAT.) You might have students who want to know which they should take—for that purpose use the handout on the differences between the ACT, SAT, and SAT II. There are a few things that are important to stress for ACT formats. First, you must stress that time management is absolutely key to being able to finish (or come as close as possible). Explain the way different sections are set up. (Ex. You might have a student who has taken the test before express frustration in all the reading the science section requires. You would want to explain that the science section is all about graphs and charts, and if you learn to read them well, you will do much better. You would also want to explain that there are lots of big words and extra numbers thrown in just to confuse test takers.) You always want to reassure the confidence of the students in their abilities, while still being honest with them. See Session 2 Resources for a Test Differences handout and a Test Format handout. 12:45-1:00: Standardized Test Scoring and Real-life Application

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The most important thing to remember in this section is that even once you explain scoring, many students’ responses will be, “so what? Why should I care?” It is absolutely integral to the success of this session that you give reallife application of these test scores. Before you get there though, you need to explain the scoring process of the ACT. Emphasize answering every question! Not being penalized for wrong answers will be a new and hard-to-grasp idea for most students. When it comes to real-life application, you want to explain how college admission boards use standardized test scores. NEVER give the students a do-or-die scenario with their scores. Many of the students who have already taken the test will probably express that they were disappointed with their score the first time, which is why you want to tell them that the more they take it, the better! 1:00-1:20: Sample Questions Sample questions are a way for students who have not taken the test previously to get a quick glimpse into what the test will be like. You will see on the handout that there is a question or series of questions for each for subject area. You want to give the students about 2-5 minutes to answer the questions for each section, depending on the length of the section. Let them complete all the sections before you go over the answers. Work through why they got the questions correct or incorrect. (If you are using the SAT sample questions, allow the students about 5 minutes to read the essay question and just write outline notes. When you are discussing, ask them what they would’ve written about given the full amount of time.) See Session 2 Resources for sample questions handout. 1:20-1:30: General Standardized Testing Tips This section is basically exactly what it says. Work through the 29

handout provided. Obviously, the handout does not exhaust ACT quick tips, so feel free to add another handout of your own tips or create your own! One of the things mentioned in testing tips is practicing the test before, so it is important to give them options for where/how to do this. See Session 2 Resources for the Testing Tips handout.

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SESSION 2: TEST PREPARATION RESOURCES P. 28-ACT VS. SAT P. 29-CHOOSING A TESTING LOCATION ACT RESOURCES P. 30-ACT 411 (TESTING DATES, DEADLINES, FEES) P. 31-ACT TEST FORMAT EXPLANATION P. 32-35-ACT SAMPLE QUESTIONS P. 36-ACT SAMPLE QUESTIONS ANSWER KEY P. 37-ACT TESTING TIPS SAT RESOURCES P. 38-SAT 411 (TESTIND DATES, DEADLINES, FEES) P. 39-SAT TEST FORMAT EXPLANATION P. 40-41-SAT SAMPLE QUESTIONS P. 42-44-SAT SAMPLE QUESTIONS ANSWER KEY P. 45-SAT TESTING TIPS

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Which Test is Right for Me? 2 The ACT Test Administered 6 times per year.

The SAT Test Administered 7 times per year.

English, Math, Science, and Reading Sections

Critical Reading, Math and Writing Sections (and one experimental section)

Math is up to Trigonometry.

Math does not cover Trigonometry, no Science section.

An essay is optional.

An essay is mandatory.

No penalty for wrong answers.

There is a penalty for wrong answers.

Considered more of a curriculumbased test.

Considered more of a critical-thinking test & there is more emphasis on vocabulary and sentence completion questions.

The ACT is scored from 1-36 per subject. An average score is calculated for a composite score. 36 is the highest composite score.

The SAT is scored from 200-800 with 800 being the highest score. The essay is scored from 2-12 and the writing section is scored from 20-80.

You may choose which schools The score report includes all SAT scores receive your score and if you've taken for the student. the test more than once, which score(s) the school will see.

Used with permission. Copyright © 2008-2009 Intellectual Properties Enterprises, Inc. http://www.careertoolkits.com/test-prep/ACT/act-vs-sat.html 2

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Choosing a Testing Location Things to Consider: 1.How close is the testing location to your home? 2.How will you get to the testing site? 3.Is parking access close to the actual test building? 4.Is there good organization by the location staff to post signs directing test takers and the room list? 5.

Does the location have friendly volunteer staff? (Talk to students who have already taken the test or your guidance counselor if you aren’t sure about this!)

6.

Are the accommodations in the rooms comfortable and conducive to doing your best on the test? a.Is it a quiet location? b.Is lighting adequate? c. Is there enough space between students?

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ACT 411 ACT Dates and Deadlines Test Dates September 12, 2009 October 24, 2009 December 12, 2009 February 6, 2009

Test Deadlines August 7, 2009 September 18, 2009 November 6, 2009 January 5, 2009

Why are the deadlines important? Meeting the deadline means: -Cheaper Fees! -Better chance of having a close testing site! -More time to prepare! How expensive is the ACT? Without writing: $31.00 With writing: $46.00 What if I can’t afford the registration? Waivers are available, but there is a limited amount and certain requirements. You are only eligible to receive a waiver twice, so make it count. See your guidance counselor for waiver information! 34

What exactly does the ACT cover? ENGLISH:

75 questions

45 minutes

What are the questions about? Punctuation, Grammar and Usage, Sentence Structure, Strategy, Organization, and Style

MATH:

60 questions

60 minutes

What are the questions about? Pre-Algebra, Elementary Algebra, Intermediate Algebra, Coordinate Geometry, Plane Geometry, and Trigonometry

READING:

40 questions

35 minutes

What are the questions about? The reading section is broken into four reading passages. Each passage will cover a different area: social studies, natural sciences, prose fiction, and humanities.

SCIENCE:

40 questions

35 minutes

What are the questions about? Biology, Chemistry, Physics, and the Earth/Space Sciences…BUT, these do not require deep knowledge in any of these fields, only a basis of knowledge. The questions are presented through data representation 35

(charts and graphs!), research summaries (experiments!), and conflicting viewpoints.

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ACT Sample Questions3 ENGLISH The Unblinking Eye Photography is of course a [1] visual art like many others, including painting, drawing, and the various forms of printmaking. But photography is unique as one of [2] these arts in one respect: the person, place, event, or other subject that have been photographed is always real, captured by a photographer who is an on-the-spot eyewitness to its reality. A painting may depict a scene that is partly or in whole imaginary—a knight battling a dragon, a city beneath the sea, or the features of a woman who never existed. But a photograph is a document reflecting with more or less completeness an accuracy something that was actually happening as the shutter clicked. 1. A. NO CHANGE

2. F. NO CHANGE

B. is, of course, a

G. as a member of these

C. is of course, a

H. compared to other

D. is—of course, a

J. among these

MATH In the standard (x,y) coordinate plane, a straight line segment is drawn to connect (0,0) and (4,4). Which of the following sets of points, when connected by a straight line segment, will intersect the original segment? A. (–3,3) and (3,4)

All sample questions used with permission. © Copyright 2009 American Education Services http://www.petersons.com/education_planner/preparing_article.asp? sponsor=2859&articleName=ACT_Questions 3

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B. (0,–1) and (4,3) C. (0,1) and (4,5) D. 1,0) and (8,4) E. (2,1) and (2,5)

READING Although Bertha Young was thirty she still had moments like this when she wanted to run instead of walk, to take dancing steps on and off the pavement, to bowl a hoop, to throw something up in the air and catch it again, or to stand still and laugh at—nothing—at nothing, simply. What can you do if you are thirty and, turning the corner of your own street, you are overcome, suddenly, by a feeling of bliss—absolute bliss!—as though you’d suddenly swallowed a bright piece of that late afternoon sun and it burned in your bosom, sending out a little shower of sparks into every particle, into every finger and toe...? Oh, is there no way you can express it without being "drunk and disorderly?" How idiotic civilization is! Why be given a body if you have to keep it shut up in a case like a rare, rare fiddle? "No, that about the fiddle is not quite what I mean," she thought, running up the steps and feeling in her bag for the key—she’d forgotten it, as usual—and rattling the letterbox. "It’s not what I mean, because—Thank you, Mary"—she went into the hall. "Is Nanny back?" "Yes, M’m." "I’ll go upstairs." And she ran upstairs to the nursery. Nanny sat at a low table giving Little B her supper after her bath. The baby had on a white flannel gown and a blue woolen jacket, and her dark, fine hair was brushed up into a funny little peak. She looked up when she saw her mother and began to jump. "Now, my lovey, eat it up like a good girl," said Nanny, setting her lips in a way that Bertha knew, and that meant she had come into the nursery at another wrong moment. 38

"Has she been good, Nanny?" "She’s been a little sweet all the afternoon," whispered Nanny. "We went to the park and I sat down on a chair and took her out of the carriage and a big dog came along and put its head on my knee and she clutched its ear, tugged it. Oh, you should have seen her." Bertha wanted to ask if it wasn’t rather dangerous to let her clutch at a strange dog’s ear. But she did not dare to. She stood watching them, her hands by her side, like the poor little girl in front of the rich little girl with the doll. The baby looked up at her again, stared, and then smiled so charmingly that Bertha couldn’t help crying: "Oh, Nanny, do let me finish giving her supper while you put the bath things away." "Well, M’m, she oughtn’t to be changed hands while she’s eating," said Nanny, still whispering. "It unsettles her; it’s very likely to upset her." How absurd it was. Why have a baby if it has to be kept—not in a case like a rare, rare fiddle—but in another woman’s arms? "Oh, I must!" said she. Very offended, Nanny handed her over. "Now, don’t excite her after her supper. You know you do, M’m. And I have such a time with her after!" Thank heaven! Nanny went out of the room with the bath towels. "Now I’ve got you to myself, my little precious," said Bertha, as the baby leaned against her. She ate delightfully, holding up her lips for the spoon and then waving her hands. Sometimes she wouldn’t let the spoon go; and sometimes, just as Bertha had filled it, she waved it away to the four winds. When the soup was finished Bertha turned round to the fire. "You’re nice—you’re very nice!" said she, kissing her warm baby. "I’m fond of you. I like you." And, indeed, she loved Little B so much—her neck as she bent forward, her exquisite toes as they shone transparent in the firelight—that all her feeling of bliss came back again, and again she didn’t know how to express it—what to do with it. 39

"You’re wanted on the telephone," said Nanny, coming back in triumph and seizing her Little B.

1. It can be inferred from the passage that Nanny is afraid that Bertha will make the baby (A) overly excited. (C) physically ill.

(B) unwilling to finish her supper. (D) unwilling to have a bath.

2. Bertha’s feelings toward Nanny may best be described as a mixture of (F) resentment and despair. (H) contempt and hostility.

(G) timidity and jealousy. (J) exasperation and affection.

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SCIENCE A greenish, potato-sized meteorite discovered in Antarctica is believed to have originated on Mars. Investigations of the meteorite have revealed a number of unusual features. Some scientists believe that these features are evidence of primitive life on Mars, while other scientists believe that they are more probably the result of nonbiological (nonliving) processes, such as hydrothermal synthesis. Hydrothermal Synthesis Hypothesis This hypothesis states that the meteorite crystallized slowly from magma (molten rock) on Mars 4.5 million years ago. About half a million years later, the rock became fractured. This was a time when Mars was much warmer and had abundant water. Deep inside the planet, in a process called hydrothermal synthesis, hot water and carbon seeped into the fractured rock and formed new complex organic compounds called polycyclic aromatic hydrocarbons (PAHs). (Organic compounds, or those that contain carbon, are formed from life processes, such as bacterial decay, as well as processes that are not associated with life, including hydrothermal synthesis and star formation.) As the chemical environment of the planet changed over time, crystals of magnetite, iron sulfides, and carbonate formed in the rock. The crystallization of the carbonate resulted in the formation of unusual elongated and egg-shaped structures within the crystals. Primitive Life Hypothesis Proponents of this theory argue that the meteorite crystallized slowly from magma (molten rock) on Mars 4.5 million years ago. About half a million years later, the rock became fractured. At this time abundant water and a warm climate created the right conditions for life. The rock was immersed in water rich in carbon dioxide, which allowed carbon to collect inside the fractured rock, along with primitive bacteria. The bacteria began to manufacture magnetite and iron sulfide crystals, just as bacteria on Earth do. As generations of bacteria died and began to decay, they created PAHs inside of the meteorite’s carbon molecules. Finally, some of bacteria themselves were preserved as elongated egg-shaped fossils inside of the rock.

1. About which of the following points do the two hypotheses differ? (A) The meteorite’s age (B) The origin of the meteorite’s organic molecules (C) The conditions on Mars when the meteorite formed (D) The origin of the fractures in the meteorite

2. Proponents of both theories would agree that which of the following statements is true? (F) The meteorite contains some type of fossil. (G) Water was important for the original entry of carbon into the meteorite. (H) The organic compounds seen in the rock were the result of decay. (J) Magnetite crystals from Antarctica seeped into the meteorite.

ACT Sample Questions Answer Key English 1. Answer: The correct answer is (B). The parenthetical phrase "of course" should be set off from the rest of the sentence by a pair of matching commas, one before the phrase and one after. 2. Answer : The correct answer is (J). The most concise and graceful wording is choice (J). Math Answer: The correct answer is (E). If you sketch each of the segments on a coordinate plane, you’ll find that only the segment connecting (2,1) and (2,5) intersects with the original segment. Reading 1. Answer: The correct answer is (A). The fourteenth and eighteenth paragraphs make this point: "It unsettles her; it’s very likely to upset her," and "Now, don’t excite her after her supper." 2. Answer: The correct answer is (G). Paragraph 12 provides good evidence for both points. Bertha "does not dare to" criticize Nanny’s handling of the baby, even indirectly; and we’re told that she feels "like the poor little girl in front of the rich little girl with the doll" when she sees Nanny with Little B. Later, she expresses unhappiness over the fact that her baby is "in another woman’s arms." Clearly, Bertha is both a little jealous of Nanny and a little intimidated by her. Science 1. Answer: The correct answer is (B). The Hydrothermal Synthesis Hypothesis states that the PAHs (the organic molecules in the meteorite) were formed by hydrothermal synthesis, while the Primitive Life Hypothesis says that they were formed by the decay of bacteria. 42

2. Answer: The correct answer is (G). See the fourth sentence of each of the sections describing the two hypotheses. In both cases, seeping water is described as the mechanism that allowed carbon to enter the rock.

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ACT Testing Tips from Students 1. Keep checking that you are writing your answer in the correct section and number on the answer sheet. You don’t want to get to the end and realize you got off by a number somewhere!

2.

Be aware of your time limits! Wear a watch, because there is no guarantee of a clock in the room.

3. ANSWER EVERY QUESTION.

4. Write in your test booklet. It can be much easier than switching back and forth between scratch paper and it often helps to mark out answers you know are wrong.

5. Always read every choice! Sometimes one answer seems correct until you read another one.

6. Don’t be afraid to skip questions the first time through. Just don’t forget to go back to them.

7. Dress in layers. You can never predict how comfortable you will be with the temperature of the room.

8. Take a practice exam beforehand! Lots of them! 44

Check out this site for online practice tests: http://www.petersons.com/education_planner/preparing_articl e.asp?sponsor=2859&articleName=ACT_Practice_Tests

9. Don't change an answer unless you're sure you made an error. Your gut is usually your best indicator if you aren’t sure.

10.

Relax! You will do much better if, while keeping in mind the seriousness of the test, you remember that you know what you know and all you can do is your VERY BEST!

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SAT 411 SAT Dates and Deadlines Test Dates October 10, 2009 November 7, 2009 December 5, 2009 January 23, 2009

Test Deadlines September 7, 2009 October 1, 2009 October 30, 2009 December 15, 2009

Why are the deadlines important? Meeting the deadline means: -Cheaper Fees! -Better chance of having a close testing site! -More time to prepare! How expensive is the SAT? $45.00 What if I can’t afford the registration? Waivers are available, but there are limited numbers and certain requirements. You are also only eligible to receive a waiver twice, so make it count. Some colleges will even waive application fees if you have used SAT’s waiver form. See your guidance counselor for waiver

information!

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What exactly does the SAT cover? SAT Writing 25 minutes - Essay 25 minutes - 35 questions (improving sentences and paragraphs, identifiying sentence errors) 10 minutes - 14 questions (improving sentences)

SAT Critical Reading 25 minutes - 24 questions (sentence completion, short and reading comprehension) 25 minutes - 24 questions (sentence completion, short and reading comprehension) 20 minutes - 19 questions (setence completion, long reading comprehension)

SAT Math 25 minutes - 20 questions (multiple choice) 25 minutes - 18 questions (multiple choice, grid-in) 20 minutes - 16 questions (multiple choice)

Experimental Section 25 minutes - questions vary

The 25-minute Essay section will always come first and the 10-minute Writing section will always come last. All other sections can be any order and will vary not only from test date to test date but also from student to student. 48

SAT Sample Questions WRITING4 ESSAY: You have twenty-five minutes to write an essay on the topic assigned below. Think carefully about the issue presented in the following excerpt and the assignment below. Many persons believe that to move up the ladder of success and achievement, they must forget the past, repress it, and relinquish it. But others have just the opposite view. They see old memories as a chance to reckon with the past and integrate past and present. —Adapted from Sara Lawrence-Lightfoot, I've Known Rivers: Lives of Loss and Liberation Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. IMPROVING SENTENCES: Laura Ingalls Wilder published her first book and she was sixty-five years old then. A. and she was sixty-five years old then B. when she was sixty-five C. at age sixty-five years old D. upon the reaching of sixty-five years E. at the time when she was sixty-five

CRITICAL READING5 Hoping to ------- the dispute, negotiators proposed a compromise that they felt would be ------- to both labor and management. A. enforce..useful B. end..divisive 4 5

http://www.collegeboard.com/student/testing/sat/prep_one/essay/pracStart.html http://www.collegeboard.com/student/testing/sat/prep_one/sent_comp/pracStart.html 49

C. overcome..unattractive D. extend..satisfactory E. resolve..acceptable

MATH6

Note: Figure not drawn to scale.

If two sides of the triangle above have lengths 5 and 6, the perimeter of the triangle could be which of the following? I. 11 II. 15 III. 24 A. B. C. D. E.

6

I only II only III only II and III only I, II, and III only

http://www.collegeboard.com/student/testing/sat/prep_one/multi_choice/prac05.html 50

SAT SAMPLE QUESTION ANSWER KEY Laura Ingalls Wilder published her first book and she was sixty-five years old then. A. and she was sixty-five years old then B. when she was sixty-five C. at age sixty-five years old D. upon the reaching of sixty-five years E. at the time when she was sixty-five Step 1: Read the entire sentence carefully but quickly and ask yourself whether the underlined portion is correct or whether it needs to be revised. In the example above, connecting the two ideas ("Laura Ingalls Wilder published her first book") and ("she was sixty-five years old then") with the word "and" indicates that the two ideas are equally important. The word "and" should be replaced to establish the relationship between the two ideas. Step 2: Read choices (A) through (E), replacing the underlined part with each answer choice to determine which revision results in a sentence that is clear and precise and meets the requirements of standard written English. Remember that choice (A) is the same as the underlined portion. Even if you think that the underline does not require correction and choice (A) is the correct answer, it is a good idea to read each choice quickly to make sure. The word "and" indicates that the two ideas it connects are equally important. No. Replacing the word "and" with "when" clearly expresses the information that the sentence is intended to convey by relating Laura Ingalls Wilder's age to her achievement. Yes, but continue to look at the other revisions. Using the word "at" results in a phrase that is not idiomatic. No. The phrase "upon the reaching of" also results in a phrase that is not idiomatic. No. The phrase "at the time when she was sixty-five years old" is awkward and wordy. No. Correct answer: (B) Hoping to ------- the dispute, negotiators proposed a compromise that they felt would be ------- to both labor and management. A. enforce…useful B. end…divisive C. overcome...unattractive 51

D. extend…satisfactory E. resolve…acceptable One way to answer a sentence completion question with two words missing is to focus first on just one of the two blanks. If one of the words in an answer choice is logically wrong, then you can eliminate the entire choice from consideration. Look at the first blank in the example above. Would it make sense to say that "negotiators" who have "proposed a compromise" were hoping to enforce or extend the "dispute"? No, so neither (A) nor (D) can be the correct answer. Now you can focus on the second blank. Would the "negotiators" have proposed a compromise that they believed would be divisive or unattractive to "both labor and management"? No, so (B) and (C) can be eliminated, and only choice (E) remains. Always check your answer by reading the entire sentence with your choice filled in. Does it make sense to say "Hoping to resolve the dispute, the negotiators proposed a compromise that they felt would be acceptable to both labor and management"? Yes. Correct answer: (E)

Note: Figure not drawn to scale. If two sides of the triangle above have lengths 5 and 6, the perimeter of the triangle could be which of the following? I. 11 II. 15 III. 24 F. G. H. I. J.

I only II only III only II and III only I, II, and III only

Explanation:In questions of this type, statements I, II, and III should each be considered independently of the others. You must determine which of those statements could be 52

true.

Statement I cannot be true. The perimeter of the triangle cannot be 11, since the sum of the two given sides is 11 without even considering the third side of the triangle. Continuing to work the problem, you see that in II, if the perimeter were 15, then the third side of the triangle would be 15 – (6 + 5), or 4. A triangle can have side lengths of 4, 5, and 6. So the perimeter of the triangle could be 15. Finally, consider whether it is possible for the triangle to have a perimeter of 24. In this case, the third side of the triangle would be 24 – (6 + 5)= 13. The third side of this triangle cannot be 13, since the sum of the other two sides is not greater than 13. By the Triangle Inequality, the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. So the correct answer is II only. Correct Answer: (B)

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SAT Testing Tips from Students 1. Keep checking that you are writing your answer in the correct section and number on the answer sheet. You don’t want to get to the end and realize you got off by a number somewhere!

2.

Be aware of your time limits! That being said, wear a watch. There is no guarantee of a clock in the room.

3.

Don’t spend too much time on any one question. You should spend only seconds on the easiest questions, and hesitate to spend more than 1-2 minutes on even the hardest ones.

4. Write in your test booklet. It can be much easier than switching back and forth between scratch paper and it often helps to mark out answers you know are wrong.

5. Always read every choice! Sometimes one answer seems correct until you read another one.

6. Don’t be afraid to skip questions the first time through. Just don’t forget to go back to them.

7. Dress in layers. You can never predict how comfortable you will be with the temperature of the room.

8. Take a practice exam beforehand! Lots of them! 54

Check out this site for online practice tests: http://www.collegeboard.com/student/testing/sat/prep_one/tes t.html

9. Don't change an answer unless you're sure you made an error. Your gut is usually your best indicator if you aren’t sure.

10.

Relax! You will do much better if, while keeping in mind the seriousness of the test, you remember that you know what you know and all you can do is your VERY BEST!

SESSION 3: RESUME BUILDING

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CONTENTS: SESSION 3 OBJECTIVES SESSION 3 TIMELINE SESSION 3 LESSON PLAN SESSION 3 RESOURCES

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SESSION 3: RESUME BUILDING Objectives: 1. Give students understanding of purposes of a resume 2. Review guidelines regarding extra-curricular involvement 3. Review extra-curricular options specific to school system and community 4. Introduce volunteerism as necessary resume component 5. Evaluate students’ current resume building abilities 6. Aid students in building strong resumes

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SESSION 3: RESUME BUILDING Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:15-Purpose and Uses of a Resume 12:15-12:30-Importance of extra-curricular involvement, Extracurricular involvement in community 12:30-12:45-Volunteerism and Why it is Important 12:45-1:00-Current state of students’ resumes 1:00-1:30-How To Create a Resume

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SESSION 3: RESUME BUILDING Lesson Lesson 3 is designed to give students clear guidelines for what they can do to build their resumes through activities and volunteering, and then give them an outline for how to physically create a resume. It is also important to focus on why a resume is important and vital to a student’s success in the future. The fact is, though, that resumes are something that should be reviewed individually to insure that students are putting their best self out there. 12:00-12:15: Purposes and Uses of A Resume This time is designed to be sure that even if a student has never constructed or utilized a resume they still understand what a resume is and what it can be used for. You should go through the handout and provide extra insights when possible from your own experiences. See Session 3 Resources for Resumes 101 handout. 12:15-12:30: Importance of Extra-Curricular Involvement; Extra-curricular Involvement in Community This is where students should learn about the building blocks of a resume—their involvement. You want to explain the importance of involvement inside the school as well as in the community. There are several things that are important to remember in this section. First, it is important to remember that extra-curricular involvement is difficult and virtually impossible for some students, depending on home obligations and access to transportation. Next, it is also important to stress the positive effect work experience can have on a resume, because many students sacrifice extra-curriculars due to jobs. You should be prepared to answer the common questions that the 59

students may have and to help them brainstorm and give them ideas regarding organizations, activities, and clubs that are already in place and available for them to take part in. See Session 3 Resources for the Being Involved Outside of Class handout. 12:30-12:45: Volunteerism and Why It Is Important Students in Generation Y are more committed to volunteerism than ever before, and because of this, it is important to use volunteerism as a facet of your resume. Many students you will be working with will not only not have a lot of past experience in volunteerism, but some may not understand why it is important. You should also go over organizations and clubs in place in the students’ own community and school that can be utilized for volunteer work. Feel free to use the electronic form of this handout to personalize it more to your area. See Session 3 Resources for the Volunteerism and Why It Is Important handout. 12:45-1:00: Current State of Students’ Resumes A great way to recognize the current state of students’ resumes is to arrange a way to gather the students’ current resumes in advance of the session and go through and critique them. This is also a way to figure out what you should be focusing on. Communicate with your classroom teacher to arrange to collect students’ resumes before the session (perhaps even during session 2). Then, during this allotted time, you can give students’ awards for “Most Creative Resume,” “Most Likely to Be Hired,” and “Best Overall Resume.” This is a fun, productive way to boost students’ confidence. See Session 3 Resources for award templates. 1:00-1:30: How to Create a Resume The last thirty minutes are allotted to help students actually create/edit their own resume. The first ten minutes are to go over all the components that should be included in a resume, and the last twenty minutes is 60

designed for small group work. You should break the students down into groups based on the number of volunteers and have them create a circle of chairs. Volunteers should then each take a group of students and help them with their individual needs. The samples included in your resources show two examples of resumes, each with different things that could be improved on. Use these to see if the students can pick out improvements that need to be made. See Session 3 Resources for sample resumes and a How to Build a Resume handout.

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SESSION 3: RESUME BUILDING RESOURCES P. P. P. P. P. P.

52-RESUMES 101 53-BEING INVOLVED OUTSIDE OF CLASS 54-VOLUNTEERISM AND WHY IT IS IMPORTANT 55-56-AWARD TEMPLATES 57-58-HOW TO BUILD A RESUME 59-61-SAMPLE RESUMES

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RESUMES 101 Why is a resume important? When you find yourself in a competitive situation, be it applying for a job or college admission, you always want to put "your best foot forward". A resume is basically a brief, at-a-glance brag sheet that you can use to draw attention to all of the accomplishments that help define who you are, but didn't quite make it into another part of your application.

What is included in a resume? Start by listing the biggest academic honors you've received, beginning in ninth grade. Most colleges are interested in only your four years of high school. Please note, though, that if you have done something exceptional in middle or elementary school, make note of it. (For example, you had perfect attendance from K-12.) Academic honors include honor-roll recognition, essay-writing awards, science competitions, and the like. Take time to think about your history. Make note of everything that comes up. Now turn to your extra curriculars. This category includes clubs you've belonged to, class offices you've held, sports, band, yearbook, and all the other nonacademic activities you've done. Don't forget non-schoolrelated items such as volunteering at a nursing home and jobs you've worked. Include special interests like photography, hiking, writing, and so forth. Detail your uniqueness. You're trying to paint a portrait of yourself; create an action inventory.

What are some important tips about resumes? 1. Be sure there are not any typos on your resume. For some employers and college admissions boards, that is a fast deal breaker. 2. It is okay to have white space. You don’t have to fill every space with text. It is better to have a clear, to-the-point resume than a jumbled one that is hard to read and understand. 3. Update your resume regularly to be sure that you do not forget 63

something you are involved in before you get it on your resume.

Being Involved Outside of Class! What’s important to remember and how to use your involvement to your advantage o Is it the number of organizations that matter, or the depth of your involvement? o Both! You want to be involved in more than one activity, but it is

better to have three activities where you were very involved and even held leadership roles than six without any of the depth.

o What activities look the best to a college admissions board? o Your high school activities are a reflection of your interests,

passions, and commitment. It does not matter if your involvement was captain of the football team or president of the knitting club, as long as you show passion in what you did. Honor societies and groups with membership requirements, though, generally show the most structure and achievement.

o What if what I want to do does not exist at my high school? o Create it yourself! One of the most impressive things you can

write on a resume is “founder.” Showing a college admissions board that you have the initiative to start your own organization is awesome! Don’t feel like you have to do this, though, if your passion is already in place!

o Does it matter if my involvement is limited to my high school? o While work in your high school is great, it is also great to show that you understand the bigger picture of things and had involvement in your community. This could mean a community theatre group, taking dance classes at the local community center, or playing in the city’s soccer league.

o How do I use all the things I have done in high school to help me get into college and more importantly, to get scholarships? 64

o When all of your involvement is translated into a resume or an essay, it is all about making your strengths bigger and your weaknesses virtually unnoticeable. You want to use your hard work to show off when you are competing for a scholarship or for admittance to a school.

Volunteerism and Why it is Important

Volunteerism is one of the easiest ways to amp your resume up to an admissions board or a scholarship committee. It can also be a lot of fun!

What does volunteerism look like? There is no one answer for this! Volunteering can look like a hundred different things. Here are a few examples: o Asking your public library how you can help (This could be shelving books, checking people out, or assisting people with computer use.) o Joining an organization that participates in planned service activities, like Key Club, Interact Club, Junior Civitan, etc. o Volunteering at a Humane Society or Animal Shelter o Habitat for Humanity o Red Cross (You probably have a local chapter!) o Area hospitals o Church activities

Why is volunteering important? Volunteering is important for many reasons. From an organizational standpoint, the old adage ‘time equals money’ is true. By volunteering time, you save an organization money that would otherwise be spent on labor costs. However there are other reasons to volunteer. It can act as an apprenticeship; you can donate one’s time to learn new skills that 65

may enhance your private life, career choice, or high school experience. Volunteering can also serve as a community-building exercise. It can expose you to the diversity in your surroundings and connect you to groups that otherwise you would not have the opportunity to interact with. Finally, volunteering is something that shows a college admissions board or a scholarship committee that you want to share your passions with others. Helping other people through volunteering says a lot about you and your character.

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Most Creative Resume

Most Likely to Be Hired

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Best Overall Resume

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How to Build a Resume7 In general, following this format will work for you, although you should feel free to add or remove sections. There is no one way to create a perfect resume: Heading: Make sure to include a heading on the top that states your name and any other important identifying information. A university may also assign you a special applicant number that can be used in lieu of your social security number. Education: After the heading, lead with educational information. The name of your high school and its address will go here. Follow that with your GPA and, if you know it, your class rank. Class rank can either be stated by percentile (such as "top 5%") or by actual numerical rank (14 of 326). Any sort of academic distinction may be placed here as well, such as if you earned an International Baccalaureate full diploma or a special state distinction. Do not list your academic awards here, however, as those will come later. Activities: Any clubs, programs, community service organizations, sports, or other activities you were a part of during high school should go here. You should try to limit the list to 8 entries, so if you have more than that, choose only your most important 8. If you have less than 4, try to think of some organized event you participated in to include. Remember, it does not have to necessarily be a schoolsponsored program; activities through your church, community center, or of your own personal drive (bands, etc.) may be included. Each activity should have a short, one sentence description using strong, active verbs. For example, rather than just saying "Band", say, "Marching Band First Trumpet 3 years, performing in 57 school games and in two regional competitions." Special Projects: Something that you did once or twice but that could not necessarily be considered an 'activity' may go here. Participation in a science fair, history day project, one-time volunteer effort, or other special events may be included. This category is not vital, so if you cannot think of any special project you participated in, you may omit this section. You should limit your list to 3 entries and provide a bit more detail about each than you would have in the Activities section (about 2-3 short sentences). If volunteerism was an integral part of high school for you, feel free to add a section for “Volunteer Activities” instead of “Special Projects”. If you have held a steady job during high school, feel free to add your position here with 7

http://acceptedtocollege.com/blog/application/20-tips-perfect-application-resume-1/

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a few descriptive sentences. You should also change this section's title to something like "Experiences".

Awards: Don't limit yourself here. This section can be a simple laundry list (though you should explain any awards that do not have an obvious title) or may include more detailed descriptions depending on the amount of awards you have received. Feel free to overlap in this section with other sections (for example, you may mention the science fair in Special Projects, and then also mention that you got first place here), but avoid listing too many awards for the same event. Mentioning your placement in each of the three years you went to History Day is fine, but outlining each of your 67 Speech and Debate victories is too much. Remember that many accomplishments may fit in this category even if you never received a trophy, medal, or certificate. Were your projects judged in your home ec class? Did you compete in intramural-type sports?

Resume Checklist: Did you include: Biographical information? Education information? High School Activities? Volunteer Activities? Awards and Honors? Work Experience?

Now look at the resumes on the following pages. What good tips can you gain from them? What could be improved on in them?

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FirstName LastName 6 Pine Street, Arlington, VA 12333 cell: 566.486.2222 email: [email protected]

Education Arlington High School, Arlington, Virginia 2002 – 2006

Experience Pet Sitter 2004 – Present • Provide pet sitting services including dog walking, feeding and yard care. Child Care 2002 - Present • Provide child care for several families after school, weekends and during school vacations.

Achievements • National Honor Society: 2004, 2005, 2006 • Academic Honor Roll: 2002 – 2006

Volunteer Experience • Big Brother / Big Sisters • Arlington Literacy Program • Run for Life

Interests / Activities • Member of Arlington High School Tennis Team • Girl Scout

Computer Skills • Proficient with Microsoft Word, Excel, and PowerPoint, and Internet

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Jan Ingram 12345 Randolph Ln. Austin, TX 78722 (404) 444-3434 — [email protected]

Objective Reliable and mature high school senior seeking a part-time retail sales position with a youth-oriented clothing environment to gain experience and insight into the fashion industry for a future career in fashion and design. Work Experience Country ClubSummer 2003 and 2004Lifeguard Monitored swimming areas for rule violations and drowning victims. Assisted in maintaining pool facilities and recreation areas surrounding pool areas. Supervised entertainment activities sponsored by country club. Worked assigned shifts at check-in and concession stand. Attended training courses and maintained CPR certification. Taught summer swimming classes. Hawkins, Robins, Warbler and Finch, Attorneys at LawFall 2002 - Fall 2002 Picked-up and delivered catering and supplies for luncheons and corporate functions. In-house mail delivery and sorting. In-house document delivery. Office supply pick-up for local merchants. Assisted clerk in the law library. Delivered documents to and from the courthouse and other law offices. Volunteer Work Big Brothers/Big Sisters2003 - 2004 Assisted with and participated in group activities and field trips. Monitored youth during activities. Tutored ages 8-13 and assisted with homework assignments. Texas School for the Blind2000Book Reader Read literary masterpieces into a tape recorder for use by the community. Assisted with volunteer office duties. School Organizations National Honor Society2003, 2004

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Pep Squad2002 and 2003Decorations Committee Chair — 2003 Latin Club2002 - 2004Secretary — 2002Vice President — 2004 Senior Student Council Representative2004Secretary — 2004 Education City High School2002 - 2005May 2005 Graduation George Washington Middle School1997 – 2000

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SESSION 4: Interview skills

CONTENTS: SESSION 4 OBJECTIVES SESSION 4 TIMELINE SESSION 4 LESSON PLAN SESSION 4 RESOURCES

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SESSION 4: INTERVIEW SKILLS Objectives: Review general interview guidelines 2. Explain importance of professionalism in interview setting 3. Give students a sense of confidence necessary to successful interviewing 4. Engage students in mock interview activity 5. Review mock interview observations with students 1.

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SESSION 4: INTERVIEW SKILLS Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:30-Things to Remember for an Interview 12:30-12:45-Importance of Professionalism/Confidence in interview 12:45-1:15-Mock Interview Activity 1:15-1:30-Review Mock Interview observations

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SESSION 4: INTERVIEW SKILLS Lesson Session 4 is an opportunity to prepare students for something they will face no matter what path they choose—interviews. Whether it is for college admission, a scholarship, an honors program, or a job, all students will go through an interview at some point. The goal of this session is to expose students to the professionalism required for a successful interview and the questions they might be faced with. It also designed to help students to have the high level of confidence that is so helpful in an interview setting. 12:00-12:30: Things to Remember for an Interview This is the time allotted to go over the general guidelines/dos and donts of interviews. Inject your personal experiences into this section. See Session 4 Resources for the Tips to Remember for an Interview handout. 12:30-12:45: Importance of Professionalism/Confidence in interview This time is designed to help the students understand that while interviews are a professional setting, the way to jump start their level of professionalism is by being confident in themselves, their accomplishments, and their passions. It is vital to this objective that you are interactive with the students and gain their input on where their confidence level is and why. Equip them to feel as if they can do anything! 12:45-1:15: Mock Interview Activity This activity will give students an idea of what a real interview is like, for those who have never experienced one, and will hopefully challenge those who have with questions they have not had before. Since the activity will be conducted in a group 77

setting, it will also allow students to experience what group interviews are like. Have students volunteer in each group to take notes on their observations, along with volunteers. See Session 4 Resources for Mock Interview Activity Instructions and Sample Interview Questions. 1:15-1:30: Review Mock Interview Observations Review with the students the observations that were made during the interviews. It is also a great time to have each volunteer say if they could “hire” or “select” one student who it would be. When volunteers do this, be sure to also highlight the great answers of other students.

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SESSION 4: INTERVIEW SKILLS RESOURCES P. 68-TIPS TO REMEMBER FOR AN INTERVIEW P. 69-MOCK INTERVIEW ACTIVITY INSTRUCTIONS P. 70-POSSIBLE INTERVIEW QUESTIONS

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TIPS TO REMEMBER FOR AN INTERVIEW Preparation: o Learn about the organization/school/program/company. o Have a specific job(s) in mind, or in the case of a school, be prepared to explain what you can bring to the table. o Review your qualifications/achievements beforehand. o Be ready to describe how past experiences have equipped you to succeed in a particular school/program/job. o Be ready to answer broad questions such as “Why should I hire you,” “Why do you want to be a part of this program,” and “What are your strengths and weaknesses?” o Practice an interview with a friend or relative. Personal Appearance: o Be well groomed. o Do not chew gum or smoke. o Dress appropriately. Girls: o Avoid short skirts, low cut blouses, and very high heels. Guys: o Suits are appropriate, but khaki slacks and a dress shirt are also acceptable. The Interview: o Be early. o Learn the name of your interviewer and greet him or her with a firm handshake. o Use good manners with everyone you meet. o Relax. o Answer each question concisely. o Use proper English—avoid slang. o Be cooperative and enthusiastic. o Use body language to show interest—use eye contact and don’t slouch. o Ask questions about the position or program, but avoid questions whose answers could easily be found on the company or school’s website. o Thank the interviewer when you leave and shake hands.

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o Send a short thank you note. o SHOW CONFIDENCE! Be proud of your accomplishments and show an admissions board or scholarship committee exactly who you are.

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MOCK INTERVIEW ACTIVITY Objective: Expose students to what a real interview feels like. 1. Break students into small groups based on number of volunteers. Instruct students to pull their chairs into a circle once they are in their small group. 2. Volunteers should then each sit in a group with the students. Volunteers will be responsible for hosting the interview in each group. Volunteers should incorporate both questions directed toward the entire group and questions directed toward individuals. Volunteers should say: “We’re going to have a mock interview now. Incorporate the things we have talked about today so far, and assume that you are interviewing for a scholarship based on your all-around high school achievements, including extra-curriculars, volunteer activities, work experience, and academic achievements. Some questions I will direct toward one person, while others I will ask to the whole group and you can jump in at any time.” Volunteers should ask for a student volunteer to take notes about their observations during the interview time. This will help during the discussion time. Volunteers should then ask questions for 20 minutes. Use the following page for possible questions as well as engage in followup questions based on students’ responses. Volunteers should take notes as students give answers. After twenty minutes have passed, there should be about five minutes left for the volunteer to discuss with their group their individual observations.

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POSSIBLE INTERVIEW QUESTIONS o Tell us about yourself. o What makes you qualified for this scholarship? o What is a situation in which you demonstrated leadership? o Describe your leadership experience. o Describe a situation in which you worked successfully as a team and what you learned from that experience. o What is your greatest strength? o What is your greatest weakness? o Where do you see yourself in 5 years? 10 years? o What motivates you? Why? o How do you work under stress and pressure? o

What has been your greatest setback in your life and what have you done to overcome it?

o Describe your campus/community involvement during high school. o Who do you admire most and why? o If you could invite any 3 people, dead or alive, to dinner, who would it be and why? o Do you have anything else you would like the scholarship committee to know about you? 83

SESSION 5: College and career choices CONTENTS: SESSION 5 OBJECTIVES SESSION 5 TIMELINE SESSION 5 LESSON PLAN SESSION 5 RESOURCES

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SESSION 5: COLLEGE AND CAREER CHOICES Objectives: 1. Explore higher education choices in your state 2. Review technical program and certificate program options 3. Give students’ outline for how to effectively evaluate colleges 4. Aid students in evaluating their potential college choices, cumulatively and individually 5. Assist students in understanding college terminology

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SESSION 5: COLLEGE AND CAREER CHOICES Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:20-Review higher education options in Alabama (universities, colleges, technical, and certificate programs) 12:20-12:45-Explain criteria for evaluating higher education options 12:45-1:00-Review college terminology 1:00-1:30-Aid students in evaluating their potential college choices

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SESSION 5: COLLEGE AND CAREER CHOICES Lesson Session 5 equips students with information on what their in-state higher education options are and gives them information on how to effectively evaluate the schools they are interested in so they can each find their “best-fit”. Then, by aiding students with the actual process of evaluating schools they are considering, you give them personal interaction with volunteers. It also gives students insight into the formal language used by colleges and better equips them to understand these terms. Session 5 Resources also covers a lot of information, and it has the potential to really put students into overload! Constantly remind students that they don’t have to process everything you are throwing at them immediately and that you are will be available to answer questions after today’s particular session. 12:00-12:20: Review higher education options in Alabama This is a time to simply make the students aware of all the higher education options there are in Alabama. Many students, especially if they are near a campus, only think of campuses close to home and big state schools like UA and Auburn. It is your job to show them all the different options that are available to them. Be honest with the students that you don’t have all the answers about every single school, but express your willingness to help them learn more about schools they are interested in! See Session 5 Resources for a College Options Handout and Map. 12:20-12:45: Explain criteria for evaluating higher education options It is important that students understand why they a particular school may or may not be a good fit for them. This is VITAL to sustainability once the students enter higher education. Use the handout to 87

explain all the different matters that should be weighed before students make a decision on where to go to school. See Session 5 for the How to Choose a School handout.

12:45-1:00: Review college terminology This section is for exactly what is described. Use the handout to expose students to the terms that colleges and universities use that may be confusing to them. This will make evaluating schools much easier for them and their parents. See Session 5 Resources for college terminology handout. 1:00-1:30: Aid students in evaluating their potential college choices This is the time when you will be able to help students collectively and individually on how to evaluate schools they are interested in. Give each student two worksheets and tell the students to choose two schools that have been discussed that they are interested in. After the students have selected their schools and written the name of the school in the appropriate place, break the students up into groups based on schools that were chosen the most. Let the students share what schools they chose by a show of hands as you call out each school. This will allow you to better break the students up. A volunteer should then each take a group and talk about the college they have in common. You should collect recent basic data for each school so that you can answer some of the students’ questions. If they have a question you do not know the answer to, you should either tell the student you will find out or tell them to write the question down and check out the website to find out the information. Volunteers should be in small groups by 1:10. After ten minutes of group discussion, volunteers should allow students to ask individual questions about either school they chose for the remaining ten minutes. See Session 5 Resources for the Evaluate-A-School worksheet. 88

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SESSION 5: COLLEGE AND CAREER CHOICES RESOURCES P. P. P. P. P.

77-COLLEGE OPTIONS MAP 78-84-COLLEGE OPTIONS HANDOUT 85-86-HOW TO CHOOSE A SCHOOL 87-88-COLLEGE TERMINOLOGY 89-EVALUATE-A-COLLEGE WORKSHEET

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Institutions of Higher Education

Map Courtesy of: Alabama Commission on Higher Education Want an interactive version? Visit: http://www.ache.state.al.us/Colleges&Universities/InstitutionalMap.htm

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College Options (All right here in Alabama!) Public 4-Year Universities ALABAMA A&M UNIVERSITY http://www.aamu.edu (256) 372-5230 FAX (256) 372-5244 ALABAMA STATE UNIVERSITY http://www.alasu.edu (334) 229-4100 FAX (334) 834-6861 ATHENS STATE UNIVERSITY http://www.athens.edu (256) 233-8100 Toll Free 1-800-522-0272

Fax (256) 233-8164

AUBURN UNIVERSITY http://www.auburn.edu (334) 844-4650 FAX (334) 844-6179 AUBURN UNIVERSITY AT MONTGOMERY http://www.aum.edu (334) 244-3602 FAX (334) 244-3920 JACKSONVILLE STATE UNIVERSITY http://www.jsu.edu (256) 782-5781 FAX (256) 782-5888 TROY UNIVERSITY http://www.troy.edu (334) 670-3000 FAX (334) 670-3774 TROY UNIVERSITY DOTHAN http://dothan.troy.edu (334) 983-6556 ext. 200 FAX (334) 983-4924

TROY UNIVERSITY MONTGOMERY http://montgomery.troy.edu (334) 241-9537 FAX (334) 241-9591

THE UNIVERSITY OF ALABAMA http://www.ua.edu (205) 348-5100 FAX (205) 348-8377

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UNIVERSITY OF ALABAMA AT BIRMINGHAM http://www.uab.edu (205) 934-2384 FAX (205) 934-3179 UNIVERSITY OF ALABAMA IN HUNTSVILLE http://www.uah.edu (256) 824-1000 FAX (256) 890-6538 UNIVERSITY OF MONTEVALLO http://www.montevallo.edu (205) 665-6000 FAX (205) 665-6003 UNIVERSITY OF NORTH ALABAMA http://www.una.edu (256) 765-4100 FAX (256) 765-4644 UNIVERSITY OF SOUTH ALABAMA http://www.usouthal.edu (251) 460-6111 FAX (251) 460-6984 UNIVERSITY OF WEST ALABAMA http://www.uwa.edu (205) 652-3400 FAX (205) 652-3708

Community College/Technical Colleges ALABAMA SOUTHERN COMMUNITY COLLEGE http://www.ascc.edu (251) 575-3156 FAX (251) 575-5356 College Campuses

Other Campuses

Thomasville Campus (334) 636-9642 Fax (334) 636-1380

Gilbertown Campus (251) 843-5265 Fax (251) 843-2420

Demopolis Campus (334) 287-0174 Fax (334) 287-0246

Jackson Campus (251) 246-0010 Fax (251) 246-9998

BEVILL STATE COMMUNITY COLLEGE http://www.bscc.edu (205) 387-0511 Toll Free 1-800 648-3271

Fax (205) 387-5192

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College Campuses Brewer Campus (205) 932-3221 Fax (205) 932-3294

Walker College Campus (205) 387-0511 Fax (205) 387-5175

Hamilton Campus (205) 921-3177 Fax (205) 921-9620

BISHOP STATE COMMUNITY COLLEGE http://www.bishop.edu (251) 405-7000 Fax (251) 438-9523 College Campuses Baker-Gaines Central Campus (251) 405-4400 Fax (251) 405-4505

Carver Campus (251) 473-8692 Fax (251) 473-8609

Southwest Campus (251) 665-5400 Fax (251) 479-7091

JOHN C. CALHOUN COMMUNITY COLLEGE http://www.calhoun.edu (256) 306-2500 Fax (256) 306-2877 CENTRAL ALABAMA COMMUNITY COLLEGE http://www.cacc.cc.al.us/ (256) 234-6346 Fax (256) 234-3894 College Campus Childersburg Campus (256) 378-5576 Fax (256) 378-2027 CHATTAHOOCHEE VALLEY COMMUNITY COLLEGE http://www.cv.edu (334) 291-4900 Fax (334) 291-4944 JEFFERSON DAVIS COMMUNITY COLLEGE http://www.jdcc.edu (251) 867-4832 Fax (251) 809-0178 J. F. DRAKE STATE TECHNICAL COLLEGE http://www.drakestate.edu (256) 539-8161 Fax (256) 539-6439 ENTERPRISE-OZARK COMMUNITY COLLEGE http://www.eocc.edu (334) 347-2623 Fax (334) 393-6223

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College Campuses Mobile Aviation Center (251) 438-2816 Fax (251) 438-2836

Aviation Campus (334) 774-5113 Fax (334) 774-6399

JAMES H. FAULKNER STATE COMMUNITY COLLEGE http://www.faulknerstate.edu (251) 580-2100 Toll Free 1-800-231-3752 Fax (251) 580-2253 Branch Campus (251) 968-3104 Fax (251) 968-3120

Major Instructional Site (251) 990-0420 Fax (251) 990-0428

GADSDEN STATE COMMUNITY COLLEGE http://www.gadsdenstate.edu (256) 549-8222 Fax (256) 549-8288 J.F. INGRAM STATE TECHNICAL COLLEGE http://www.ingram.cc.al.us (334) 285-5177 Fax (334) 285-5328 JEFFERSON STATE COMMUNITY COLLEGE http://www.jeffstateonline.com (205) 853-1200 Toll Free 1-800-239-5900 Fax (205) 856-1764 College Campus Shelby Campus (205) 520-5900 Fax (205) 520-5903 T.A. LAWSON STATE COMMUNITY COLLEGE http://www.lawsonstate.edu (205) 925-2515 Fax (205) 923-1649 College Campus Bessemer Campus http://www.bessemertech.com (205) 428-6391 Toll Free 1-800-235-5368

Fax (205) 426-8915

MARION MILITARY INSTITUTE http://www.marionmilitary.edu 1-800-664-1842 Fax (334) 683-2383

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NORTHEAST ALABAMA COMMUNITY COLLEGE http://www.nacc.edu (256) 638-4418Fax (256) 228-6558 NORTHWEST-SHOALS COMMUNITY COLLEGE http://www.nwscc.edu (256) 331-5200 1-800-645-8967 Fax (256) 331-5396 College Campus Phil Campbell Campus (256) 331-6200 1-800-645-8967

Fax (256) 331-6272

REID STATE TECHNICAL COLLEGE http://www.rstc.edu (251) 578-1313 Fax (251) 578-5355 SHELTON STATE COMMUNITY COLLEGE www.sheltonstate.edu (205) 391-2211 Fax (205) 391-2426 College Campus C. A. Fredd Campus (205) 391-2611 Fax (205) 391-2658 SNEAD STATE COMMUNITY COLLEGE http://www.snead.edu (256) 593-5120 Fax (256) 593-7180 SOUTHERN UNION STATE COMMUNITY COLLEGE http://www.suscc.edu (256) 395-2211 Fax (256) 395-2215 College Campus Opelika Campus (334) 745-6437 Fax (334) 742-9418

Major Instructional Site Valley Campus (334) 756-4151 Fax (334) 756-5183

H. COUNCILL TRENHOLM STATE TECHNICAL COLLEGE http://www.trenholmtech.cc.al.us (334) 420-4200 Fax (334) 420-4206 College Campus Patterson Campus (334) 420-4200 Fax (334) 420-4201

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GEORGE C. WALLACE COMMUNITY COLLEGE http://www.wallace.edu (334) 983-3521 1-800-543-2426 Fax (334) 983-4255 Sparks Campus (334) 687-3543 1-800-543-2426 Fax (334) 687-0255 WALLACE STATE COMMUNITY COLLEGE http://www.wallacestate.edu (256) 352-8000 Fax (256) 352-8228 GEORGE CORLEY WALLACE STATE COMMUNITY COLLEGE http://wccs.edu (334) 876-9227 Fax (334) 872-0158 Major Instructional Site WCCS Clanton Extension Center (205) 755-1658 Fax (205) 755-8601 LURLEEN B. WALLACE COMMUNITY COLLEGE www.lbwcc.edu (334) 222-6591 Fax (334) 881-2300 College Campus

Branch Campus

MacArthur Campus (334) 493-3573 Fax (334) 493-7003

Greenville Campus (334) 382-2133 Fax (334) 382-2215

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Private 4-Year Universities AMRIDGE UNIVERSITY http://www.amridgeuniversity.edu 1-800-351-4040 Fax (334) 387-3878

BIRMINGHAM-SOUTHERN COLLEGE http://www.bsc.edu (205) 226-4620 Fax (205) 226-4627

CONCORDIA COLLEGE http://www.concordiaselma.edu (334) 874-5700 Fax (334) 874-5755

FAULKNER UNIVERSITY http://www.faulkner.edu (334) 272-5820 Fax (334) 260-6107

HUNTINGDON COLLEGE http://www.huntingdon.edu (334) 833-4222 Fax (334) 833-4502

JUDSON COLLEGE http://www.judson.edu (334) 683-6161 Fax (334) 683-5147

MILES COLLEGE http://www.miles.edu (205) 929-1000 Fax (205) 929-1453

OAKWOOD COLLEGE http://www.oakwood.edu (256) 726-7334 Fax (256) 726-8335

SAMFORD UNIVERSITY http://www.samford.edu (205) 870-2011 Fax (205) 870-2754

SELMA UNIVERSITY (334) 872-2533 Fax (334) 872-7746

SOUTHEASTERN BIBLE COLLEGE http://www.sebc.edu 1-800-749-8878 (205) 970-9200 Fax (205) 970-9207

SPRING HILL COLLEGE http://www.shc.edu (251) 380-2262 Fax (251) 460-2182

STILLMAN COLLEGE http://www.stillman.edu (205) 349-4240 Fax (205) 366-8996

TALLADEGA COLLEGE http://www.talladega.edu (205) 362-0206 Fax (205) 632-2268

TUSKEGEE UNIVERSITY http://www.tuskegee.edu (334) 727-8501 Fax (334) 727-5276

UNITED STATES SPORTS ACADEMY http://www.ussa.edu (334) 626-3303 Fax: (334) 621-2527

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UNIVERSITY OF MOBILE http://www.umobile.edu (251) 675-5990 Fax (251) 675-9816

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How Do I Choose the School that is Best For Me? Choosing somewhere to go after high school is a BIG DEAL! Here are some things to think about as you make this decision: Think about what you want out of your general college experience in terms of location, programs of study, student life, class size and the student population. If you know what you want to study, ask: What is the college’s program like in your field? How many students? How many instructors? What classes are offered? When (days, evenings or weekends?) and how(online? in person? mix of both?) are the classes in my program offered? What will my schedule be like as a student? How long will it take me to complete my studies? Can I meet with the instructors and/or the department head to find out more about the program? What have graduates of the program gone on to do? What kind of real-life opportunities might be available to me as a student in this program (hands-on activities, internships, volunteer work, opportunities to meet potential employers)? If you don’t know what you want to study yet, but you know for sure you want to go to college, ask: What kinds of programs, classes and opportunities are available for students? What is this school known for? Who else attends this college? Does it have a diverse student population? What kinds of activities are available? What’s the atmosphere like on campus? What kinds of student services are offered? How easy is it to get your questions about the school answered? What resources are available to help students succeed? Can I meet with an adviser to talk about programs of study? Consider the social aspects: the size of the school, the location, the kinds of students it attracts.

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Consider the financial aspects. Get a clear picture of the costs. Factor in tuition, class fees, housing, and meal plans. Look into financial aid and scholarships. If you aren't sure if you can afford college, ask: What kind of financial aid is available? How do I apply? When is the deadline for financial aid? What other services are available to help students succeed? How easy is it to find and access resources at the college? What’s the tuition? What might other costs be of attending the college? (housing, transportation, childcare, books, activities) Are there resources available to help with these costs? What work opportunities are available? When and how are classes offered? Can I work and attend classes? What scholarships are available? How do I apply? When is the deadline for scholarships? If you are not sure college is right for you, ask: Can I sit in on a class? Can I talk to other students or find out about students’ experiences? What can graduates of this college go on and do? What programs and classes are available? Are there short-term programs available? What services are available to me as a student to help me reach my goals? Are there activities, events, tours, information nights or open houses I can attend to get a better feel for what it is like to attend this college? Talk about your options with friends, family and high school or college career counselors. Consider all your options, look at many different schools and ask lots of questions!

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College Terms 101: How to understand all the confusing words colleges use Academic Load - Lecture-type classes routinely require two to Lecture-type classes routinely require two to three hours of outside work for each hour spent in class. To ensure that students have every opportunity for success in courses undertaken, academic loads are controlled. Add/Drop - A period, after courses begin, in which students may add or drop a class in their schedule. Associate of Applied Science (AAS) - A degree designed for students in technical programs which prepare them for the job market. Associate of Arts (AA) - A degree designed for students who wish to transfer to a college or university to earn a bachelor of arts degree. Associate of Business (ABus) - A degree designed for students who wish to transferto a college or university to earn a bachelor’s degree in business. Associate of Science (AS) - A degree designed for students who wish to transfer to a college or university to earn a bachelor of science degree. Credit Hours - Awarded to a course based on the amount of time necessary to complete the class material. Electives- Electives are additional courses that may be required in a program of study. Often a student is given some flexibility in choosing these electives. Full-time Student - A student enrolled for 12 or more semester hours. General Education Courses - Courses required for all degrees; examples include classes such as English, mathematics, sciences, social and behavioral science, languages, etc. Grade Point Average (GPA) - A measurement of a student’s academic achievement, calculated by dividing earned grade points by the divisor listed on the student’s transcript. Identifying a course Courses are identified by a prefix and a numeric code that indicates the difficulty level of the course. As an example: CIS 110 – Introduction to Computer Information Systems (CIS is the letter code for Computer Information Systems; 110 indicates the difficulty level of the course). Courses numbered in the 100 series are considered to be first-year coursesand 200 series are considered to be second-yearcourses. Descriptions of all courses are listed in the

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course descriptions section of the college’s course catalog. Major- The subject a students wishes to study, for example, business, computers, English, etc. Part-time Student - A student enrolled for fewer than 12 semester hours. For details see the college catalog. Prerequisite - A requirement that must be satisfied before a student can enter a course. The prerequisite may be a previous course, specific experience, or specific scores on the assessment placement screening. Probation (Academic) - When your GPA falls below a certain level, you will be placed on academic probation and the number of courses you may take will be limited for the following semester. Program of Study - The specific program a student follows. After choosing a specific degree or certificate type, a student will then choose the major within that degree or certificate. A program of study for each major choice is generally in the school catalog and it gives a student a blueprint to follow.Examples of degrees or certificate majors include: AAS in nursing, AA with an emphasis in mathematics and a certificate in computer aided drafting. Satisfactory Completion of a Course - A 100- or 200-level course is satisfactorily completed when a student earns the equivalent of a grade of “C” or better. Satisfactory completion of a zero-level course occurs when a student receives a grade of “S”. Transcript - Official record of all classes for which a grade is received. A transcript includes withdrawals but excludes drops. Withdrawal period - A period in which students may withdraw from enrolled classes. Zero-Level Courses - Zero-level courses are pass/fail (S/U) graded courses and are not intended for college transfer. They do not count toward degree or certificate requirements and are not part of the grade point average calculation.

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Evaluate-A-College Worksheet School Name: Where is the school? (Will I commute or live on-campus?) How many students attend the school? What kind of degree can I get there? (I.e. 4-year bachelor’s degree, 2-year transfer degree, 2-year associate’s degree, etc.) Does the school offer a program/major in what I want to study? Is the school’s tuition in my price range? If not, does the school offer plenty of financial aid? Do the class times offered fit into my schedule? (Day, evening, or both?) What do graduates from this school usually do? (Get a job, go to more school, transfer to a bigger school, etc.)

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While this worksheet won’t tell you exactly what school is right for you, it will hopefully give you an idea of whether you should be considering a school!

SESSION 6: Paying for it all

(Need-based & merit-based aid)

CONTENTS: SESSION 6 OBJECTIVES SESSION 6 TIMELINE SESSION 6 LESSON PLAN SESSION 6 RESOURCES

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SESSION 6: FINANCING IT Objectives: 1. Review general costs of college education 2. Discuss merit-based aid availability 3. Discuss need-based aid availability 4. Expose students to scholarship availability within a college’s financial aid department as well as outside specific colleges 5. Review process to receive federal aid

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SESSION 6: FINANCING IT Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:20-General Costs of College Education 12:20-12:40-Financial Aid from a college 12:40-1:00-Financial Aid from outside a college 1:00-1:20-Federal Aid Options (Grants, Loans, and Work Study) 1:20-1:30-College Budget Example

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SESSION 6: FINANCING IT Lesson Session 6 will be one of the most engaging sessions for students. Many of these students have a desire to go to college, but do not view it as a possibility because of the financial strain college costs put on families and individuals. This session is designed to give students a true understanding of the sources of aid available and how to access and take advantage of those resources. 12:00-12:20: General Costs of College Education Many students do not realize that financing college is much more than paying tuition. Use the budget provided in the resources to give students an idea of the different areas of budgeting for college, but emphasize that these numbers are based on going to the University of Alabama or Shelton State Community College and that some schools will be cheaper and some more expensive. Feel free to create your own budget around schools that you feel would be more relevant to your classroom. See Session 6 Resources for the What Is College Going to Cost handout. 12:20-12:40: Financial Aid from a college This time frame is designed to give students an idea of the financial aid that is offered directly from colleges and universities. Remind students that the deadline for financial aid is often before the general admission deadline for many schools. Use the handout to discuss with students how to access financial aid information, how to know what to apply for, and how to follow up with a school’s financial aid office. See Session 6 Resources for a College Financial Aid handout. 12:40-1:00: Financial Aid from outside 108

colleges One of the easiest ways students will find aid is by looking outside the normal college financial aid options and applying to outside scholarships. Review with students the most valuable places to find these scholarships and how to approach a list of hundreds of scholarships to know what they should apply for. See Session 6 Resources for the Scholarships from WHERE? Handout. 1:00-1:20: Federal Aid Options (Grants, Loans, and Work Study) This section is designed to help students understand the insand-outs of the different types of aid available from the government and how the application process works. It is also important that students understand the large responsibility that comes with student loans post-graduation. Use the resources provided to explain these processes. Be sure to tell the students that the FAFSA FAQ is primarily for them to refer to when filling out the FAFSA. See Session 6 Resources for Federal Aid Options and FAFSA handouts. 1:20-1:30: College Budget Example Students may feel incredibly overwhelmed by the amount of information just thrown at them. The example budget is designed to let students see how different types of aid can mesh together to finance their education. See Session 6 Resources for the College Award Letter Example.

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SESSION 6: FINANCING IT RESOURCES P. P. P. P. P. P. P.

96-WHAT IS COLLEGE GOING TO COST ME? 97-COLLEGE FINANCIAL AID 98-SCHOLARSHIPS FROM WHERE? 99-100-FEDERAL AID OPTIONS 101-FAFSA 101 102-105-FAFSA FAQ 106-COLLEGE AWARD LETTERS

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What is College Going to Cost Me? Univ. of AL

Shelton State

Tuition:

$3,500.00

$1,080.00

Fees:

$350.00

CC

$270.00

Room and Board:

$3,475.00

N/A

Meal Plan Costs:

$1,500.00

N/A

Parking Decal:

$220.00

$10.00

Books:

$550.00

$450.00

Personal Expenses:

$500.00

$350.00

Total (for one academic year): $10,095.00

$2,160.00

(These numbers are based off of a student living oncampus taking 15 hours at the University of Alabama and a full-time commuter student taking 15 hours at Shelton State Community College.)

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College Financial Aid

What kind of aid can I get directly from a school? MERIT-BASED AID Many schools offer scholarships based on your achievements in high school. These can range from a book scholarship to full tuition! Check out a school’s financial aid information on their website to find out the aid available as well as their deadlines.

NEED-BASED AID Many schools also provide aid based on your financial need, but in order to apply for this type of aid, EVERY school will require that you have filled out a FAFSA form. Still confused? Here are some examples: At Northwest-Shoals Community College, scholarships are awarded for all of these categories: Opportunity Scholarship Academic - General or Technical American Legion Scholarship Art Athens State University - PTK Scholarship Athletic - IntercollegiateCollege Foundation Leadership - SGA, Ambassadors, College Bowl, Clubs and Organizations Performing Arts - Vocal, Instrumental, Drama

At University of West Alabama, Academic and Leadership Trustee scholarships are awarded to students with at least a 21 ACT score starting at $1,500 a year! All schools have different opportunities, and information about them should be accessible online. Checked out the website already? Call the financial aid office at the school! They are there to help you figure out how to pay for college! 112

I can get a scholarship from WHERE?! Utilizing outside resources to help pay for college A good portion of your college education can be funded by outside scholarships. These can come from anywhere from Wal-Mart to Coca-Cola to Best Buy. Nearly every major corporation has some type of scholarship program.

Where can I find information about these scholarships? EVERY student applying to college needs an account at www.fastweb.com. This site allows you to fill out a short profile and then gives you a list of HUNDREDS of scholarships you can apply for. Some are academic-based, some are simple essay scholarships, and others are based off of community service or leadership qualities.

Is it worth the time I will have to take to apply for all these scholarships? Absolutely! You are looking at the difference between going to school for free or close to it and paying off student loans until you’re 40.

Here are some scholarships that can get you started: Sam Walton Community Scholarship Given By: Wal-Mart Amount: $3,000 per year http://walmartstores.com/CommunityGiving/9126.aspx Microsoft Scholarships Given To: Students majoring in Computer Science Amount: Varies http://www.microsoft.com/college/ss_overview.mspx All-Ink Scholarships 113

Given To: Essay Competition Winners Amount: $5,000 (onetime) http://www.all-ink.com/scholarship.aspx

Money from the Government Program

Type of Aid

Details

Annual Amount

Federal Pell Grant

Grant: does not have to be repaid Grant: does not have to be repaid

Available almost exclusively to undergraduates

2008-09: $400-$4,731

For undergraduates with exceptional financial need

$100-$4,000

Federal Supplemental Educational Opportunity Grant (FSEOG) Academic Competitiveness Grant (ACG) Teacher Education Assistance for College and Higher Education (TEACH) Grant

Federal WorkStudy

Federal Perkins Loan

Grant: does not have to be repaid

For Pell-eligible students enrolled at least half-time in their first or second year of study or in a certificate program Grant: does For undergraduates who are not have to taking or will be taking course be repaid work necessary to become an unless you elementary or secondary fail to carry teacher; recipient must sign out the an Agreement to Serve service saying that they will teach obligation, in full-time which case in a designated teacher you must shortage area for four pay TEACH complete years Grant as a (within eight years of direct completing academic unsubsidized program) at an loan with elementary or secondary interest school serving children from lowincome families in a high-need field Money Jobs on campus or off campus earned while for students; students are attending paid at least federal minimum school; does wage not have to be repaid Loan: must For undergraduate students; be repaid must be repaid to school that

1st year: up to $750 2nd year: up to $1,300 Up to $4,000 a year

No annual minimum or maximum amounts Up to $5,500

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made the loan; 5% interest Subsidized Direct* Or FFEL** Stafford Loan

Loan: must be repaid

Unsubsidized Direct* Or FFEL** Stafford Loan

Loan: must be repaid

Direct* or FFEL** PLUS Loan

Loan: must be repaid

Subsidized: The U.S. Department of Education pays interest while the borrower is in school and during grace and deferment periods; student must be attending at least half-time and have financial need; fixed rate is set annually for new borrowers Unsubsidized: The borrower is responsible for all interest; must be at least half-time; financial need not required; fixed rate is set annually for new borrowers

For parents of dependent undergraduate students and for graduate and professional students; students must be enrolled at least half-time; financial need not required

$3,500-$8,500, depending on grade level

$5,500-$20,500 (less any subsidized amounts received for same period), depending on grade level and dependency status Maximum amount is cost of attendance minus any other financial aid student received; no min.

Borrower must not have adverse credit history PLUS Loans are unsubsidized, the borrower is responsible for all interest * This type of loan is from the William D. Ford Federal Direct Loan Program. The loan is known as a Federal Direct Stafford (or PLUS) Loan. ** This type of loan is from the Federal Family Education Loan (FFEL) Program. The loan is known as a FFEL (or Federal) Stafford (or PLUS) Loan. Chart compliments of: studentaid.ed.gov

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FAFSA 101 Why fill out a FAFSA? Federal Student Aid uses the data on your FAFSA to calculate an Expected Family Contribution (EFC). The EFC is an indicator of your family’s financial strength to pay for college. Your school will subtract your EFC from your total cost of attendance. The result is your financial need. The EFC is not the amount of money that your family must provide. Rather, you should think of the EFC as an index that colleges use to determine how much financial aid (grants, loans, or workstudy) you would receive if you were to attend their school. Your application results are transmitted to the school(s) listed on your FAFSA, and the school(s) uses the EFC amount to determine the amount of financial aid that you are eligible to receive. Some schools also use the FAFSA data to award aid from their programs. Some schools also may require you to complete additional applications. Completing and submitting a FAFSA is free, whether you file electronically or on paper.

Am I eligible for federal student aid? In general, to receive aid from the federal student aid programs, you must meet the following requirements: 1 1. Be a U.S. citizen or eligible noncitizen. (See FAQ to determine who is an eligible noncitizen.) 1 2. Have a high school diploma, General Educational Development (GED) certificate, pass an approved “ability to benefit” test, or have completed a high school education in a home school setting that is recognized as a home school or private school under state law. 1 3. Enroll in an eligible program as a regular student seeking a degree or certificate. 1 4. Be registered with Selective Service if required (in general, if you are a male age 18 through 25). 1

5. Meet satisfactory academic progress standards set by your school.

1 6. Certify that you are not in default on a federal loan or owe money on a federal grant.

So what should my first step be? Before you begin filling out the actual FAFSA, fill out the 8-page worksheet. It

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makes the process much easier! It can be accessed at: http://studentaid.ed.gov/PORTALSWebApp/students/english/publications.jsp.

Frequently Asked Questions8 Q. Who can assist me with any FAFSA questions I might have? A. You can call the Federal Student Aid Information Center at 1-800-4-FED-AID (1-800433-3243) with questions about the FAFSA or about federal student financial aid in general. In addition, FAFSA on the Web filers can get help at www.fafsa.ed.gov/faq001.htm. Q. Why does the Department of Education ask for income information from the year before I go to school? A. The law requires that this information be used, since studies have consistently shown that verifiable income tax information from the most recently completed tax year (2008 for the 2009-10 award year) is more accurate than projected (2009) information and provides a reasonable basis for determining family financial strength in calculating the Expected Family Contribution (EFC). Q. How do I know if I am an eligible noncitizen? Eligible Noncitizen

You must be one of the following to receive federal student aid: • U.S. citizen • U.S. national (includes natives of American Samoa or Swain’s Island) • U.S. permanent resident who has an I-151, I-551, or I-551C (Permanent Resident Card) If you’re not in one of these categories, you must have an Arrival-Departure Record (I-94) from U.S. Citizenship and Immigration Services (USCIS) showing one of the following designations: • “Refugee” • “Asylum Granted” • “Cuban-Haitian Entrant, Status Pending” • “Conditional Entrant” (valid only if issued before April 1, 1980) • Victims of human trafficking, T-visa (T-2, T-3, or T-4, etc.) holder • “Parolee” (You must be paroled into the United States for at least one year and you must be able to provide evidence from the USCIS that you are in the United States for other than a temporary purpose and that you intend to become a U.S. citizen or permanent resident.) If you have only a Notice of Approval to Apply for Permanent Residence (I-171 or I-464), you’re not eligible for federal student financial aid. If you’re in the United States on certain visas, including an F1 or F2 student visa, or a J1 http://studentaid.ed.gov/students/attachments/siteresources/FundingEduBeyondHighSc hool_0910.pdf 8

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or J2 exchange visitor visa, you’re not eligible for federal student financial aid. Also, people with G series visas (pertaining to international organizations) are not eligible for federal student financial aid. For more information about other types of visas that are not acceptable, check with your school’s financial aid office. Citizens and eligible noncitizens may receive loans from the FFEL Program at participating foreign schools. Citizens of the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau are eligible only for certain types of federal student aid. These applicants should check with their schools’ financial aid office for more information. Q. What should I (the student) do if my family has unusual circumstances that aren’t mentioned in the application? A. If you or your family has unusual circumstances (such as loss of employment, loss of benefits, death or divorce), complete the FAFSA to the extent that you can and submit it as instructed. Then talk to the financial aid administrator (FAA) at the school you plan to attend. If your family’s circumstances have changed from the tax year 2008, the FAA may decide on a case-by-case basis to adjust data elements used to calculate your EFC. Any adjustment the FAA makes must relate only to your individual circumstances and not to any conditions that exist for a whole class of students. The FAA’s decision is final and cannot be appealed to the U.S. Department of Education. Q. What should I (the student) do if I have a special circumstance and cannot get my parent’s data to report on the FAFSA? A. If you are considered a dependent student and have no contact with your parents and are unable to provide your parents data on the FAFSA, you may have a special circumstance. If you are completing FAFSA on the Web, answer the questions regarding special circumstances and the remaining student questions. Sign and submit the form for processing. If you are completing a paper application, complete as much of the form as you can, sign, and submit it for processing. Your application will be incomplete and no EFC will be calculated, however, the financial aid offices at the schools listed on your FAFSA will still receive your data. Contact those schools listed on your FAFSA for further assistance to complete your application. Note: Not living with your parents or the fact that your parents do not want to provide their information on your FAFSA, are not considered special circumstances. Examples of special circumstances are your parent or parents are incarcerated or you had to leave home because of an abusive situation. Q. If I live with an aunt, uncle, or grandparent, should that relative’s income be reported on my FAFSA? A. Generally, no. You can only report your birth parents’ or adoptive parents’ income on your FAFSA. Only if a relative has adopted you and is now your adoptive parent can you report that person’s information on your FAFSA. However, you must report for question 47(j) any cash support given by relatives except food and housing. Q. I’m not sure if I want to take out a student loan or work during the school year. What should I enter for the questions asking if I am interested in student loans or work-study? A. Some schools use the answers about loans and work-study on the FAFSA to construct a financial aid package for you. Answering “Yes” to being interested in either or both types of aid does not obligate you to take out a loan or accept a work-study position. It usually just means that the school will consider offering you a loan(s) or work-study as

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part of your financial aid package. If you do indicate on the application that you are interested in either or both loans and work-study, you can change your mind and not accept the loan(s) or work-study later. Keep in mind that if you answer “No” to the workstudy question when you apply—and subsequently change your mind—a work-study job may not be available if all of the work-study funds at the school have been awarded to other students. Q. What if I live with a girlfriend or boyfriend who pays the rent? A. You should not report any information for a friend or roommate unless the two of you are actually married or are considered to have a common-law marriage under state law. You must report in Question 47(j) any cash support given by the friend, except food and housing. You would have to report the rent the roommate paid on your behalf. Q. What’s the difference between cash support and in-kind support? A. Cash support is support given either in the form of money or money that is paid on your (the student’s) behalf. You must report cash support as untaxed income. Thus, if a friend or relative gives you grocery money, it must be reported as untaxed income in Question 47(j). If the friend or relative pays your electric bill or part of your rent, you must also report those payments. Examples of in-kind support are free food or housing that a family receives, usually in exchange for work or services. You usually don’t report such support. However, the application does require you to report the value of housing a family receives as compensation for a job. The most common example is free housing or a housing allowance provided to military personnel or members of the clergy, which is required to be reported in Question 47(g). Q. When is student aid considered income? A. Generally, grants and scholarships that do not exceed tuition, fees, books, and required supplies are not considered to be taxed or untaxed income. If you have an ROTC scholarship, a private scholarship, or any other kind of grant or scholarship, that grant or scholarship will be considered as an available resource by the financial aid office when packaging aid. You should report grants and scholarships you reported on your tax return. You should then report these items as exclusions from income in Question 46(d): Student’s 2008 Additional Financial Information. These amounts will be treated as exclusions from your income. Q. If I’m an emancipated minor, am I now independent? A. If you can provide a copy of a court’s decision that you are or were an emancipated minor as determined by a court in your state of legal residence, you may meet the definition of an independent student. You would answer “Yes” to question 56 if you are currently an emancipated minor. You would also answer “Yes” if you were an emancipated minor immediately before you reached the age of being an adult in your state. The court must be located in your state of legal residence at the time the court’s decision was issued. You may be asked to provide a copy of the court’s decision. Q. What if I am in legal guardianship, am I now independent? A. If you can provide a copy of a court’s decision that you are or were in a legal guardianship as determined by a court in your state of legal residence, you may meet the definition of an independent student. You would answer “Yes” to question 57 if you

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are currently in legal guardianship. You would also answer “Yes” if you were in legal guardianship immediately before you reached the age of being an adult in your state. The court must be located in your state of legal residence at the time the court’s decision was issued. You may be asked to provide a copy of the court’s decision. Q. I’ll be filing a tax return this year but I probably won’t get around to it until April. How should I answer the financial questions? Should I wait to fill out this form after I’ve filed my tax return? A. Ideally, you should complete a FAFSA after you’ve done your tax return, but don’t wait until April. Many schools award aid on a first-come, first-served basis. Also, you may not be eligible for state aid if you wait until April to submit your FAFSA. Many state aid deadlines are early in the calendar year (calendar year 2009 for the 2009-10 award year). If you haven’t completed your tax return, you should calculate your adjusted gross income (AGI) and taxes paid using the instructions for IRS Form 1040. You can get the instructions and the form at a public library or download them in Portable Document Format (PDF) from www.irs.gov/formspubs/index.html. Keep in mind that if you submit your application before you complete a tax return, you may need to make corrections later if your income or tax information isn’t accurate. You will also need to return any federal student aid you received based upon incorrect information. You might have to provide your school with a copy of your completed tax return (assuming you’re required to file one) before you receive federal student aid. Q. If my parents are divorced, whose information do I need? A. Report the information of the parent with whom you lived the most during the 12 months preceding the date you completed the FAFSA. It does not make a difference which parent claims you as a dependent for tax purposes. If you did not live with either parent or lived equally with each parent, the parental information must be provided for the parent from whom you received the most financial support during the preceding 12 months or the parent from whom you received the most support the last time support was given. Q. I am entering financial information for my mother and stepfather on the FAFSA. Should I give my father’s Social Security number (SSN) and last name, or my stepfather’s? A. You should provide the SSN and last name of the same person or people for whom you are reporting financial information. In this case, provide the SSNs and names of your mother and stepfather. Q. If I (the student) am separated but filed a joint tax return, how is the information reported? A. You should give only your portion of the exemptions, income and taxes paid. Q. When does my school have to receive the results from my application? A. Your school must have your information by your last day of enrollment in 2009-10, or by late September 2010, whichever is earlier. If your school has not received your application information electronically, you must submit your paper SAR to the school by the deadline. But do not wait until the deadline date so you have plenty of time to submit your information and make any necessary corrections. Either the electronic record, the Institutional Student Information Record (ISIR), or the paper SAR that has

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been processed by the Department must have an official EFC. Once the school receives your information, it will use your EFC to determine the amount of your federal grant, loan or work-study award, if you are eligible. The FAA will send you a financial aid award letter explaining the aid the school is offering.

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AWARD LETTERS Many schools will mail you what is called an “award letter” after they have received your FAFSA information and processed all your scholarship/loan/grant information. Remember that this will probably not include any scholarships you received from outside corporations! This is what an “award letter” will probably look like: UNIVERSITY OF LEARNINGFINANCIAL AID AWARD LETTER ID#: 000000009 Award Information We are pleased to offer the following assistance for the upcoming academic year. Fall $1,150

Spring $1,150

Summer $0

Total $2,300

$1,000

$1,750

$0

$2,750

$1,000

$1,000

$0

$2,000

$2,000

$2,000

$0

$4,000

$0

$1,000

$0

$1,000

$1,313

$2,187

$0

$3,500

$3,257

$3,257

$0

$6,514

$750

$750

$0

$1,500

Total:

$10,470

$13,094

$0

$23,564

Term Bill Credit

$5,444

$8,055

$0

$13,499

Federal Pell Grant Federal Perkins Loan Federal Work Study Program University of Learning Assistance Grant University of Learning Assistance Grant Direct Loan Subsidized DC Tuition Assistance Grant Program Other External Aid

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SESSION 7: Inspiration for the future CONTENTS: SESSION 7 OBJECTIVES SESSION 7 TIMELINE SESSION 7 LESSON PLAN SESSION 7 RESOURCES

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SESSION 7: INSPIRATION FOR THE FUTURE Objectives: 1. Allow students to see real examples of peer success 2.Give students’ greater understanding of how BluePrints material can further their success

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SESSION 7: INSPIRATION FOR THE FUTURE Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:05-Explanation of Session 12:05-12:10-Group Break-Up 12:10-12:30-Activity (Shift 1) 12:30-12:50-Activity (Shift 2) 12:50-1:10-Activity (Shift 3) 1:10-1:30-Group Discussion with Guests

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SESSION 7: INSPIRATION FOR THE FUTURE Lesson This session is designed to take all the elements that were discussed in the sessions and give them a real-life application by allowing students to see others who have taken these lessons and become successful because of them. This session requires significant prep work on your part because it is the job of the student leader to find 3 students who will serve as guest speakers. See Session 7 Resources for How to Choose the Best Guest Speakers and Instructions for Guest Speakers. 12:00-12:05: Explanation of Session Use the first five minutes of the session to quickly explain to students what the session is about since it is very different than the other sessions. 12:05-12:10: Group Break-Up Give students 5 minutes to count off into three groups, and then have each group pull chairs into a semi-circle. Ask for one volunteer from each group to grab an extra chair for the guests (1 for each group). 12:10-1:10: Activity (Three 20-minute shifts) There are three shifts in the activity so that each group has the opportunity to hear from every guest and ask questions in a small group setting. See Session 7 Resources for Explanation and Instructions of Activity. 1:10-1:30-Group Discussion with Guests Now that every group has had an opportunity to speak with every guest, use the last twenty minutes to allow the group 127

to ask any more questions that they might have of the guests and also give the guests one more opportunity to add any last thoughts.

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SESSION 7: INSPIRATION FOR THE FUTURE RESOURCES P. 112-HOW TO CHOOSE THE BEST GUEST SPEAKERS P. 113-INSPIRATION FOR THE FUTURE ACTIVITY INSTRUCTIONS

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How To Choose The Best Guest Speakers You need three students to serve as guest speakers for this activity. So what kind of students should you seek out? Students who… • Attended a high school similar to the one you are working in. • Have overcome a significant obstacle/challenge to be successful in college. • Have good speaking abilities and will be able to inspire the students. While guest speakers don’t necessarily have to meet all of these requirements, ones who do are ideal. It is also okay to use local community leaders instead of students if you feel the community leaders fall into some of these same categories.

Things To Remember Be sure that guest speakers understand what BluePrints is and what kinds of activities/lessons the students have been having. Be sure they know the date/time of the session, as well as how to get to the school. Tell the guest speakers they are going to be speaking about how college has been beneficial to them, as well as tips they have on getting there or tips for being successful 130

in college. Tell the guest speaker they are there primarily to encourage and inspire students to want to pursue college. Inspiration for the Future Activity Instructions GOAL: To utilize guest speakers to encourage and inspire students to feel equipped and excited about going to college. BEFORE ACTIVITY: 1. Ensure there are enough chairs for students and three guest speakers in room. 2. Secure guest speakers and ensure they understand activity. 3. Know general background of guest speakers for introduction. IMMEDIATELY BEFORE ACTIVITY: 1. Ask students to count off into three groups. 2. Once groups have been assigned, have students arrange chairs into a semi-circle, with one extra chair facing the group for the speaker. 3. Explain that students will have 20 minutes with each speaker, ten minutes for the speaker to talk and ten minutes for questions from the students. After 20 minutes has lapsed, the guest speakers will switch groups until all guest speakers have talked with all groups. IMMEDIATELY FOLLOWING ACTIVITY: 1. After 60 minutes and three “shifts” have elapsed, bring guest speakers back to front of room. 2. Ask guest speakers to share some of the most interesting questions they were asked. 3. Allow students to ask additional questions that they didn’t get to ask during the activity. 4. Give guest speakers additional time to add any other comments they may have. 5. Thank guest speakers and lead class in applauding for them.

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SESSION 8: Program Wrap-up CONTENTS: SESSION 8 OBJECTIVES SESSION 8 TIMELINE SESSION 8 LESSON PLAN SESSION 8 RESOURCES

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SESSION 8: PROGRAM WRAP-UP Objectives: 1. Assess students’ progress in BluePrints 2.Determine students’ satisfaction with BluePrints 3.Evaluate further needs of students

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SESSION 8: PROGRAM WRAP-UP Timeline [Each session is designed around a 90-minute time frame. While this is the suggested time for each session, it can be modified to fit your classroom’s schedule. For our purposes, we will choose an example time frame to build a timeline around.] 12:00-1:30 12:00-12:30-Program Conclusion Survey 12:30-12:50-Small Group Discussion/Brainstorm Session 12:50-1:10- Open Classroom Discussion 1:10-1:30-Class Awards

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SESSION 8: PROGRAM WRAP-UP Lesson Session 8 is designed to wrap up the program and evaluate the program as a whole. While evaluating the program is largely determinant on students’ progress, the only way to truly evaluate the students’ satisfaction with the program so that it can be better tailored to students’ needs. 12:00-12:30: Program Conclusion Survey This survey is designed to compare the students’ answers from beginning to end of the program, as well as ask students a few more questions concerning their experience with the program. See Session 8 Resources for Program Conclusion Survey. 12:30-12:50-Small Group Discussion/Brainstorm Session When the survey is completed, ask students to count off into four groups. Use these groups, with the help of volunteers, to lead a discussion and brainstorming session with the students about ways to improve the program. Every group should have a volunteer with them to facilitate discussion, and every group should also choose one student to be the spokesperson for the class discussion. Use flip-chart paper to document feedback. 12:50-1:10- Open Classroom Discussion Now that the groups have brainstormed about ways to improve the program, give each group time to present their ideas. It is vitally important that these ideas are documented afterward onto the program conclusion report. 1:10-1:30-Class Awards This portion of the session is designed to be a fun time for students to reflect on everything they have accomplished and learned in the program and be rewarded 135

for all their hard work. Instead of giving a template, visit www.myawardmaker.com to create award certificates easily. Be creative with the certificates and the categories.

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SESSION 8: PROGRAM WRAP-UP RESOURCES P. 119-122-PROGRAM CONCLUSION SURVEY

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BluePrints Program Conclusion Survey (This survey is completely anonymous and will only be used to track the progress and effectiveness of BluePrints.) 10.

What are your plans after high school? Circle all that apply. a. Job b. 2-year college c. 4-year college d. Technical college e. Other f. I don’t know

11. If you aren’t planning on attending college, why? If you do not think you CAN attend college, why is that?

12. If you are not planning on attending college, what are your plans post-graduation?

13.

Where do you see yourself in 1 year?

14. Where do you see yourself in 10 years? What is your job? Where are you living, etc.?

15.

Have you taken the ACT? 138

YES

NO

If yes, are you planning on taking it again? YES

NO

If no, are you planning on taking it? YES 16. 1

NO On a scale of 1-5, how prepared do you feel to take the ACT? 2

3

4

5

17. On a scale of 1-5, how important do you feel it is to have a plan after high school? 1

2

3

4

5

18. If we asked you to interview for a scholarship or job today, how prepared would you feel? 1

2

3

4

5

Why? 10. Do you currently have a resume? YES NO 11. If you had to make a complete resume today, how good would you feel about your grades and level of involvement in your school and community? 1

2

3

4

5

12. Do you feel like you have enough support at home and at school to become fully prepared for life after graduation? YES

NO 139

13. Who do you currently live with? One Parent

Both Parents

Relatives Other

14. Have one or both of your parents received post-secondary education/gone to college? YES

NO

If yes, what is the highest level of education they received?

15. What are three words you would use to describe yourself? __________________________ __________________________ __________________________ 16. What is the one thing that is MOST IMPORTANT to you?

17. Do you participate in extra-curriculars outside of class? If so, what? (This includes sports, volunteering, organizations, band, work, etc.)

18. What worries you the most when you think about life after high school?

19. What is the first thing that comes to your mind when someone mentions college?

20. If someone offered to help you prepare for what you want to do after high school, what would you want their help with specifically? 140

21. How has BluePrints helped you specifically with preparing for life after high school?

22. Do you think BluePrints covered the topics that are the most important, or is there another topic you would rather see covered?

23. How could BluePrints improve for students in the future?

24. On a scale of 1-10, (1 being the least, 10 being the greatest) how much has BluePrints changed your OUTLOOK on going to a university or college?

25. On a scale of 1-10, (1 being the least, 10 being the greatest) how much has BluePrints changed your actual PLAN for what you are doing after high school?

26. What is your age?________________ Grade? __________________ Sex? M/F 27. Is there anything else you would like to add about the program or your student mentors?

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VOLUNTEER TRAINING MATERIALS

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Volunteer Training Materials

CONTENTS: VOLUNTEER EXPECTATIONS HOW TO BUILD A STRONG MENTOR/MENTEE RELATIONSHIP

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VOLUNTEER EXPECTATIONS 1.Attend all scheduled sessions unless noted beforehand with classroom volunteer leader. 2.Read through materials before each session to familiarize yourself with the content of the lesson. 3.Build strong relationships with high school students, understanding that every student is different and has different outlooks and past opportunity. 4.Be attentive and engaged during sessions—students notice! Lastly, consider these students’ futures in the same way you considered your own. Everyone deserves to have options—they just might not know it yet.

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Building a Successful Relationship A successful mentor is one who is a caring and committed role model in your high school students’ lives. Based on a study of Big Brothers Big Sisters, the following strategies help mentors develop trust and build a sustained and effective mentoring relationship: 1. Be an advocate and a role model. A mentor's role is not to replace parents or serve as an authority figure. 2. Be consistent and maintain regular contact. Many young people have been disappointed by adults in their lives. One of the best ways to build trust is to be a patient and regular presence in a young person's life. This is why consistently attending sessions matters!! 3. Set realistic goals and expectations. Work to build a trusting relationship first. Convincing a student to pursue higher education won’t be overnight. Achieving short-term goals (e.g., better school attendance) can build confidence and motivation to tackle long-term goals. 4. Be positive. Offer frequent encouragement and expressions of direct confidence. Notice and remark on positive behaviors. 5. Listen. "Just listening" is a critical form of emotional support. 6. Respect the trust your mentee places in you. Respond in ways that show you see your mentee's side of things. Give advice as a friend, not a superior. 7. Remember that you are responsible for building the relationship. Take responsibility for making and maintaining contact. Understand that youth may not give mentors feedback and reassurance, but this does not mean that they are not benefiting from the relationship. 8. Have fun. Even though your time in the classroom is relatively structured, don’t be afraid to talk to the students! They are excited to have you there! Use time before and after sessions and during breaks in the curriculum to talk to the students as their friend. 4 KEY THINGS TO REMEMBER: 1. 2. 3. 4.

Take the time to build the relationship Become a trusted friend Always maintain that trust Don’t feel that you must “change” your students—this is a fast way to fail! 146

Human beings of all ages are happiest and able to deploy their talents to best advantage when they are confident that, standing behind them, there are one or more trusted persons who will come to their aid should difficulties arise. -John Bowlby

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Testimonies

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Program Testimonies “Blueprints provides high school students with valuable mentoring and information from college students. The information provided helps the high school students plan and prepare for life after high school. By receiving the mentoring from the college students, high school students are able to discuss and share questions, concerns, and perspectives with others who are not far removed from high school.” -Dr. Liza Wilson, Director, Alabama Consortium for Education Renewal “The program totally helped me with some vital information that I didn't know about college, ACT, and job interviews. The program itself had a very positive effect on my knowledge of college, ACT, and job interviews and will most definitely help me with some of my important future decisions that I will have to make towards college!” -Quincy Hall, Holt High School Senior “It’s so nice to have someone helping me figure what I want to do when I graduate. I hadn’t even thought past graduation before BluePrints. Now, I’m doing a dual enrollment class and I know I’ll be ready for college in a couple of years.” -Morgan Mills, Holt High School Junior

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