College Selection

Forman School • 12 Norfolk Road, P.O
Dear Parents,
The college search process is a wonderful and exciting time for students. There are so many great
schools from which to choose and students have the opportunity to begin thinking about how their
unique interests and passions might translate to a career. At the same time, the college search, for
both student and parents, can be stressful. The goal of our college office, and all of us at Forman, is to
support students in the process and to help students find the “right fit”.
This handbook was compiled to provide you with an overview of the college selection, application,
and admission process. Our college counselors and staff will work with your child to help them
determine colleges that best match their interests and profile. They will work with students to
encourage their ownership of the process and assist them as they manage all the steps along the way.
We hope this handbook will help to answer your questions regarding college admission. We
encourage you to check Forman’s College Counseling website for information on the college process
(www.formanschool.org/college).
We look forward to helping your child find the right college, and making their college dreams a
reality. If you have any questions, please do not hesitate to contact us at any time.
Best Regards,
Adam K. Man
Head of School
2
Table of Contents
College Counseling Procedures .........................................4
College Selection .....................................................................6
College Visits & Interviews .............................................. 10
Application & Admission Process ................................. 14
Standardized Testing ......................................................... 19
Athletic Procedure............................................................... 22
Glossary of Terms ................................................................ 26
3
College Counseling Office Procedures
College Visitation
Students may be excused from an academic or athletic obligations for a college visit.
However, the Dean’s office and College Counseling Office must be notified in
advance and the proper protocol for students traveling off campus must be
followed. Parents should accompany the student, and be responsible for arranging
transportation. The student’s responsibility is to follow up with their teachers
regarding any missed assignments.
College Representatives at Forman
During the fall semester, representatives from colleges and universities throughout
the country visit the Forman campus. The College Counseling Office will post notices
of upcoming visits on the bulletin board outside our office. The visit schedule can
also be found on the Forman website. In addition an email will be sent to juniors and
seniors to inform them of upcoming visits at the beginning of each week.
Students may be excused from classes to visit with representatives; however, they
need to sign up in advance with the College Counseling Office. It is the student’s
responsibility to notify teachers if they will be absent and to complete all missed
work. Representatives often stay for lunch and students are encouraged to join
them.
Letters of Recommendation
Recommendations are collected and submitted to colleges by the College Counseling
Office. All administrative, teacher, and counselor recommendations are held in
confidence between the school and the colleges. Forman reserves the right to
maintain this confidentiality, even after graduation.
Application Materials
Once students notify their College Counselor they have submitted an application, the
College Counseling Office will send all application materials within two weeks. Any
additional material (résumés, portfolios, supplemental essays, etc.) need to be given
to the College Counseling Office before application submission.
Application materials will be submitted electronically to each college. Students and
parents can confirm that colleges have received the materials through Naviance and
the Common Application.
4
Official SAT/ACT scores
Forman does not report individual standardized test scores; each student will need
to submit these scores directly from the testing agency to all schools that require
them. The College Counselors can help indentify the schools that require official
scores to be sent and determine which scores should be submitted. Please see the
standardized testing section of this handbook for more detailed information.
Academic Reports & Transcripts
The grade point average reported to colleges is calculated using only the grades
earned at Forman. However, prior transcripts are included in the materials sent to
colleges. Forman grades are weighted and we do not provide a class rank.
Disciplinary Procedures
Applications will have a section, which, asks if a student has ever been suspended,
expelled or has taken a leave of absence during their high school education. It often
will say “ If your education was or will be interrupted, please indicate so here and
provide details in the additional information section.” It is expected that students
will self-report any infractions that occurred during their high school tenure. The
College Counseling Office is obligated to notify colleges if there is an expulsion prior
to graduating from Forman.
International Students
Admission requirements for international students vary from one college to
another. In general, the following must be submitted in order to apply for an
undergraduate program:
 International undergraduate student application (some colleges may allow
international students to submit the standard application).
 The results of the TOEFL, if English is a second language.
 It is the responsibility of the student/parent to ensure that all transcripts are
translated into English and to complete all Financial Certification Forms.
5
College Selection – Factors to Consider
Major/Academic program
A “major” is a specific field of study. Each college major has its own set of
requirements for graduation. Many also have prerequisites for acceptance into the
program. It is important to do in-depth research on a specific major before coming
to a final decision.
When students are undecided (as many high school students are), it is
recommended that they select an academically balanced institution that offers a
wide range of majors and programs. It is not imperative to declare an intended
major before applying to college. Applying as an undecided applicant will not affect
the admission decision.
If students know what they want to study, they should start their search by
researching academic majors within specific colleges and universities. It is
important to have a clear understanding of what is required for entrance and
graduation. College search engines such as Naviance and College Board, allow
students to search schools based on specific fields of study.
Selectivity
College selectivity refers to how difficult it is to gain admission to a particular
school. In order to determine the selectivity of a college, consider the percentage of
applications admitted the lower the percentage, the more selective, the average
SAT/ACT score and GPA; more selective schools will have higher average scores and
GPAs. Many schools are becoming test optional, in which case they weigh more
heavily on the GPA, extra-curricular activities/leadership positions, essay and
recommendations. By looking into these factors, students can better determine their
chances of admission. The ultimate goal should be to have a balanced list of eightten colleges with varied levels of selectivity.
Types of School
Community College – Community colleges offer an alternative approach for students
to enter a four-year college and/or the work force. They help prepare students for
the job market as well as serving as a bridge for students from high school to
college.
Vocational-Technical College – These are schools that offer a practical focus to the
learning experience including specialized job training programs.
Military- Federal military academies prepare officers for the armed forces—Army,
Navy, Air Force, and Marines. Their degree programs offered are usually in the
areas of business, engineering, technology, and military science.
6
Four year College or University - Four-year programs include general education
requirements with an emphasis on developing a broad intellectual foundation. In
addition, they require courses that are related to specific fields of study and majors.
Public vs. Private – Public schools are subsidized by the state, meaning that students
who wish to attend a school in their home state will be charged a lower tuition than
those who are out-of-state. Private schools are funded through endowments, tuition
payments, and donations. These schools are not state-affiliated and there is no
distinction between in or out-of-state students; everyone pays the same tuition to
attend the school.
Religiously affiliated – These are private colleges that have a historic connection
with a specific religion. For a majority of these colleges, the sponsoring
denomination plays a limited role in the campus life, and students of all
denominations and beliefs are welcomed.
Academic Atmosphere
Other academic factors that are important to consider:
 Student to faculty ratio - the smaller the ratio the more individual attention
one can expect.
 Student retention rate - how many students return for their sophomore year.
 Graduation rate
 Average freshmen class size
 Internships offered
 Type of academic calendar (semester, trimester co-op)
 Study abroad options
 Academic requirements (for both entrance and graduation)
 Level of academic support offered to students with learning disabilities and
ADHD (please see the academic support section in this handbook for more
information).
Key questions to consider when seeking an appropriate academic atmosphere: How
much time do you want to spend on academics each day/week? What level of
academic support will you need to be successful, and is it available at the school you
are considering?
7
Foreign Language Requirements
It is important to pay particular attention to the foreign language requirements of
each college, especially if a student has taken American Sign Language (ASL) or has
been exempt from a foreign language in high school. There are colleges that will not
recognize ASL as a foreign language, and those credits will not meet the
requirements for admissions. Additionally, some colleges will not recognize the
foreign language exemption that they received in high school. However, contacting
admission offices will determine whether or not they accept ASL and/or have a
foreign language requirement.
Size of School
Generally, a small college has between 1,000 to 2,000 students. A medium- sized
college ranges from 3,000 to 10,000 students, and a large college is considered
anything above 10,000 students.
At a small college, one is likely to receive more individual attention, discussionbased classes, and smaller class sizes taught by the professors themselves. Larger
colleges usually offer more research opportunities, large lecture-based classes
(especially within the general education requirements,) and classes taught by
teaching assistants, who are usually mentored by the faculty themselves. Larger
schools can provide individual attention; however, it requires more initiative from
the student.
Key questions to ask when identifying an appropriate sized college: Can you picture
yourself in a large auditorium with 250 people, or would you prefer to be in smaller
classes with fewer than 30 students? Do you want regular access to and contact with
professors? Do you want faculty to know you by name? Do you prefer lectures or small
group discussions? Do you want your classes to be within easy walking distance of
each other?
Location
When determining the geographic location of a college, students should start by
thinking about where they will feel the most comfortable. Some already know they
want to stay close to home, some want a little distance, and some can’t wait to live in
an entirely different part of the country. It is important for students to choose an
area that appeals to them, a place where they can see themselves living for the next
four or five years.
Key questions to ask to identify an appropriate location (geographical and physical):
How close to home do you want to be? Do you want to stick to a setting you’re used to
or try something new? Do you want to live in a rural, urban, or suburban area?
Do you prefer to be in a warm or cold climate? East? Midwest? West?
8
Student Life
Students should be looking to find an environment that is right for them, one that
fits their personal, social, and academic interests and needs. They should strongly
consider what they want their life to be outside of the classroom as much as inside
of the classroom. The following are important components of a student’s life
outside of the classroom:
Extra-curricular activities and clubs: Most colleges offer a variety of student
activities both on and off campus, such as: clubs and organizations, community
service opportunities, performing arts, student government, and community based
events.
Athletics: For many campuses athletics are the heart of the college and local
community, and fan participation is an integral part of student life. It is important to
determine the impact that athletics has on the culture of the college community.
If you are interested in playing at the collegiate level, it is important to determine
which level is most appropriate, NCAA, varsity teams, clubs, intramurals. Please see
the NCAA section for more information on the requirements.
Fraternities & sororities: Some college campuses can be dominated by the Greek life,
while others will have no Greek life at all. Ask alumni, current students or the
admission office about the influence the Greek system has on life at the college.
Housing: The first place to start when researching dorm life is to look at the percent
of students who live on campus. This will help to determine if it is a “commuter
campus” or a “residential campus.” It will also give an insight into whether or not
students stay on campus for the weekends. Other aspects to look into are whether
or not housing is guaranteed all four years and how many different housing options
are offered. Ask about laundry services, wireless connectivity, a kitchen, or other
amenities that make students feel comfortable with their living situation.
A living/learning community is a dorm or learning community that houses students
who share a similar interest and are actively engaged in learning together. For
example, many colleges house all of the students in the honors program together;
others have a living learning community for a specific major or interest such as an
environmentally friendly dorm, drug and alcohol free, or foreign language dorms.
These are specific to each college and vary in types.
Meal Plans: Meal plans vary at each school. It is important to get an idea of what
options a specific school offers. Schools that require freshmen to live on campus,
recommend (sometimes require) the highest level of a meal plan where students eat
all of their meals on campus and pay a higher, all-inclusive fee. Many schools have a
separate card/account for the students to use at venues outside of the campus.
9
College Visits and Interviews
Before students commit years of their life to a college or university, it is important
to make sure they are choosing a place that is a good match for them personally and
academically. One of the best ways to determine if a college is the right fit is by
gaining insight through a campus tour, admission information sessions and/or
interview. Visiting can help to narrow down college lists and to gain an informed
perspective of the school. It is important for each student to select colleges to visit
that best fit their needs, interests, lifestyle, and personal or professional goals.
If possible, we recommend students to schedule college visits during March break of
junior year and/or during late August or early September of senior year. We
recommend late summer because most colleges are in session and the students are
able to gain a true sense of what the campus feels like.
Important tips for students to remember during the college visit
 Schedule the visit in advance - Many schools will require you to schedule a
visit either online or by phone.
 Request to visit a class or to meet with a professor or chair of the major in
which you are interested.
 Schedule a visit with the Student Disability Office
 Talk to students - Take advantage of the students around you. They will give
you the most honest and insightful information about dorm life, social events,
quality of food etc. The tour guides aren’t involved in the admissions process;
they are there to answer your questions.
 Explore on your own - Try to walk the extra mile to get a taste of the campus
that was not part of the tour. An official tour will often show you the most
impressive parts of campus; take time after the tour to walk around on your
own.
 Tour the Library - As a college student this is a place where you will spend a
lot of time. Is this a place where you can study? Is the technology current?
 Read the bulletin boards & campus newspaper - You can gain a lot of useful
information about what’s happening on campus and outside of the
classroom.
 Eat in the dining hall - Visiting the dining hall will give you the opportunity to
observe students outside of the classroom, and get a sense of what options
they provide their students with regards to food.
 Take pictures and lots of notes - You will most likely visit many schools and it
is easy for all of the schools to start blending together and students often
forget details. Use the following college visit sheet to help remember the
specifics of the school.
10
Interview Do’s & Don’ts
Many colleges will allow you to interview while visiting campus or when they visit
Forman. Therefore if an interview is recommended, it is to your advantage to
arrange one. An interview will put a face and personality to your application; it will
provide the college with better insight and understanding of you. If you are applying
to a college with a specific program for students with learning disabilities and/or
ADHD they often require an interview.
Do’s
 Call to arrange an interview - In some cases, if you are unable to travel to
campus, they will arrange a local representative to interview you or schedule
a phone interview.
 Arrive at least ten minutes early - Never be late for an interview.
 Dress for success - Business casual is appropriate dress.
 Know the facts - Be prepared for your interview by researching the basic facts
about the school.
 Make a list of questions before arriving - Ask insightful questions that
display your interest in the school.
 Bring your best manners - Greet the interviewer by name, make eye contact,
and have a firm handshake.
 Be honest and stress your achievements - This is your opportunity to tell the
representative anything that is not displayed on the application. Use this
opportunity to sell yourself and to show the admissions representative why
you would be an asset to the school.
 Bring an unofficial transcript, resume, and portfolio.
 Elaborate when answering questions - Don’t answer with a simple yes or no.
The interviewer is there to get to know you.
 Send a thank you note.
Don’t




Don’t bring your cell phone into the interview.
Don’t exaggerate.
Don’t be negative; always turn a negative into a positive.
Don’t be afraid to pause to gather your thoughts and think about how you
want to answer a question.
 Don’t stress out; an interview is simply a conversation in which you have the
opportunity to share information about yourself, while also learning about
the college. There are no right or wrong answers.
11
Representatives from these colleges visit our campus in the fall
Specific dates of the visits can be found on the College Counseling
website. They are also emailed to the students and parents
weekly.
Adelphi University
Bryant University
Castleton College
Champlain College
Colby Sawyer College
College of Charleston
Curry College
Dean College
Emmanuel College
Fairfield University
Flagler College
Goucher College
High Point University
Hofstra University
Ithaca College
Johnson & Wales
University
Landmark College
Lasell College
Lesley University
Lyndon State College
Lynn University
Maine College or Art
Manhattanville College
McDaniel College
Merrimack College
Mitchell College
New Hampshire Institute of
Art
Nichols College
Plymouth State
Providence College
Roanoke College
Roger Williams University
Sacred Heart University
Saint Anselm College
Salve Regina University
Springfield College
St. Joseph's College
St. Lawrence University
Suffolk University
Sweet Briar College
UCONN
University of Arizona
University of New Haven
University of Rochester
University of Southern
Maine
Wentworth Institute
Western New England
University
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Rate Your College Visit
Name:
Rate Your College Visit
Name of College:
Date of visit:
Rate: 1-Not good at all, 2-Not much better, 3-Fair, 4-Good, 5-Loved it!
Name:
Tour Guide
Name of College:
12345
Date of visit:
Rate: 1-Not good at all, 2-Not much better, 3-Fair, 4-Good, 5-Loved it!
Adequacy of the library
12345
Tour Guide
Athletic facilities
12345
12345
Adequacy of the library
Technology on campus
12345
12345
Athletic facilities
Overall impression of the dorms (old, new, room size,
bathrooms, kitchen, laundry room, safety)
Technology on campus
12345
Friendliness of students on campus?
Overall impression of the dorms (old, new, room size,
bathrooms, kitchen, laundry room, safety)
Overall, what did you think of the campus?
Comments:
Friendliness of students on campus?
12345
12345
12345
12345
12345
12345
Overall, what did you think of the campus?
Did you sit in on a class
Comments:
Comments:
12345
Yes/No
Did you sit in on a class
Did you talk to a faculty member?
Comments:
Comments:
Yes/No
Yes/No
Services for Students with LD/ADHD:
Did you talk to a faculty member?
Yes/No
Comments:
Did you meet with a staff member who works directly with students with LD/ADHD?
Yes/No
Services for Students with LD/ADHD:
Name of person with whom you met ________________________________
Did you meet with a staff member who works directly with students with LD/ADHD?
What types of services are provided?
Yes/No
Name of person with whom you met ________________________________
After visiting, do you want to keep this college on your list?
Yes/No
What types of services are provided?
List three things you really liked about this college:
After visiting, do you want to keep this college on your list?
1.
2.
List three things you really liked about this college:
3.
Yes/No
1.
List three things that didn’t appeal to you about this college:
2.
3.
1.
2.
List three things that didn’t appeal to you about this college:
3.
1.
Keep the contact information of people you met with and send a Thank You card or an email.
2.
3.
Keep the contact information of people you met with and send a Thank You card or an email.
13
The College Application and Admission Process
The college application process is the culmination of many years of hard
work and achievement. It should be a celebration of accomplishments,
not simply a series of daunting tasks. It is important that students
develop a sense of ownership of the process, keep up their energy as
they go through the steps, and look for ways to convey their unique
skills and personalities in the essays and interviews.
FIT is the operable word in college admission. Students need to
research, interview, and visit colleges and “try them on” to determine
their comfort level. It involves objective (does the college have the right
course of study?) and subjective (can you picture yourself among the
student body?) criteria to decide the right FIT.
The following are the main components of college applications:
High School Transcript - This is the applicant’s academic record to
date. Upon request Forman will send an official transcript to each
college a student applies to.
Secondary School Report/Counselor Recommendation – A
secondary school report will be completed by the college counselor and
includes Forman’s profile and information about the specific student.
Personal Data - Included in this category may be work experience,
extra-curricular involvement, different schools attended, and travel
experience(s).
Teacher Recommendation Forms - Students will request
recommendations from two teachers in the spring semester of their
junior year. These letters are included with each application a student
submits. In asking teachers for recommendations, students should
carefully think about who can give the best presentation of them as a
learner, not necessarily the teacher from whom they received the
highest grades.
14
+Essays – The majority of colleges require students to write an essay or
short answer as part of the application. Don’t underrate the importance
of this task. A student can place himself or herself at an advantage by
attending to the quality of the written product. The admissions
committee looks for insight into the applicant as the essays are
reviewed. Students should be themselves and not try to impress. The
essay needs to be genuine and put forth the best writing skills. All
students will complete the first draft of their personal essay at Forman
by the end of their junior year.
Application(s)- The easiest and quickest way to obtain an application is
through college websites; however, many colleges will accept The
Common Application, which is available on-line at
www.commonapp.org.
Admissions Requirements - Most four-year colleges require a
MINIMUM of sixteen high school academic units: English (4), Math and
Science with two labs (3), History and Foreign Language (2), plus two
other elective courses. Some colleges have a Fine Arts requirement.
ADMISSION OPTIONS
Regular Decision means that students submit their application by the
college’s deadline, and decisions are announced typically in
February/March.
Early Action means that students submit their applications by the early
deadline and the college makes its decision sooner.
Rolling Admissions means that colleges review applications as they are
completed and make decisions throughout the admissions cycle
(usually within four to six weeks of submission of the application).
Early Decision - When a student decides to apply Early Decision, they
are committing themselves to attend that specific school. Early Decision
is for students who have a clear first-choice college. Students agree
that if the college accepts them, they will withdraw all other
applications and attend the Early Decision college. Because of this
commitment, students can apply Early Decision to only one college.
15
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16
16
CURRY COLLEGE
Office of Disability Services
Documentation Guidelines for Attention Deficit/Hyperactivity Disorder
Students requesting services from the Office of Disability Services at Curry College are
required to submit documentation to determine eligibility in accordance with Section 504
of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act of
1990, as amended. The following guidelines are provided in the interest of assuring that
documentation is complete and accurate. The Office of Disability Services reserves the right
to determine eligibility and appropriate services based on the quality, recency, and
completeness of the documentation submitted. All documentation is confidential and will
remain in the Office of Disability Services.
The following guidelines are provided to assist the Office of Disability Services in
collaborating with each student to determine appropriate accommodations and services.
Documentation serves as a foundation that legitimizes a student's request for appropriate
accommodations and services. Recommended documentation includes:
1. A neuropsychological evaluation must be performed by a professional who is qualified to
render a diagnosis of Attention Deficit/Hyperactivity Disorder (AD/HD), and who is a
practitioner trained in the assessment of AD/HD, such as a developmental pediatrician,
neurologist, psychiatrist, licensed clinical or educational psychologist, or a combination of
such professionals. The diagnostician must be an impartial individual with no relationship
to the family. Furthermore, the diagnostician’s name, title, and professional credentials and
affiliation must be provided.
2. The evaluation must be conducted within the past three (3) years.
3. A clear statement of AD/HD with the DSM-IV diagnosis and a description of supporting
past and present symptoms. A statement indicating the current educational status and
impact of this diagnosis in an academic setting must be included. If another diagnosis in
applicable, it should be stated.
4. A summary of assessment procedures and evaluation instruments used to make the
diagnosis.
5. A narrative summary, including all scores, which supports the diagnosis.
6. Medical information relating to student's needs to include the impact of medication on
the student's ability to meet the demands of the postsecondary environment.
7. A statement of the functional impact or limitations of the disability on learning or other
major life activities and the degree to which it impacts the individual in the learning context
for which accommodations are being requested.
A further assessment by an appropriate professional may be required if co-existing AD/HD
and other disabling conditions are indicated. If a diagnosis is provided by an unlicensed
individual, documentation from a licensed professional may be required. The student and
the Office of Disability Services will collaborate regarding accommodations.
17
CURRY COLLEGE
Office of Disability Services
COLLEGE
DocumentationCURRY
Guidelines
for Learning Disabilities
Office of Disability Services
Guidelines
for Learning
Disabilities
Students requesting services fromDocumentation
the Office of Disability
Services
at Curry College
are required to submit documentation
to determine eligibility in accordance with Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans
Students
requesting
the Office
Disabilityguidelines
Services atare
Curry
Collegeinare
documentation
with
Disabilities
Act ofservices
1990, asfrom
amended.
Theoffollowing
provided
therequired
interesttoofsubmit
assuring
that
to
determine
eligibility
in
accordance
with
Section
504
of
the
Rehabilitation
Act
of
1973,
as
amended,
and
Americans
documentation is complete and accurate. The Office of Disability Services reserves the right to determinethe
eligibility
and
with Disabilities Act of 1990, as amended. The following guidelines are provided in the interest of assuring that
appropriate services based on the quality, recency, and completeness of the documentation submitted. All
documentation is complete and accurate. The Office of Disability Services reserves the right to determine eligibility and
documentation is confidential and will remain in the Office of Disability Services.
appropriate services based on the quality, recency, and completeness of the documentation submitted. All
documentation is confidential and will remain in the Office of Disability Services.
The following guidelines are provided to assist the Office of Disability Services in collaborating with each student to
determine
appropriate
accommodations
services.
Documentation
serves as
foundation that
a student's
The following
guidelines
are provided toand
assist
the Office
of Disability Services
in acollaborating
withlegitimizes
each student
to
request
for
appropriate
accommodations
and
services.
Recommended
documentation
includes:
determine appropriate accommodations and services. Documentation serves as a foundation that legitimizes a student's
request for appropriate accommodations and services. Recommended documentation includes:
1. A psycho-educational or neuropsychological evaluation that provides a diagnosis of a specific learning disability must
be 1.
submitted.
A statementor
indicating
the currentevaluation
educational
and aimpact
of aof
learning
disability
an academic
A psycho-educational
neuropsychological
thatstatus
provides
diagnosis
a specific
learningindisability
must
setting
must
be
included.
If
another
diagnosis
in
applicable,
it
should
be
stated.
be submitted. A statement indicating the current educational status and impact of a learning disability in an academic
setting must be included. If another diagnosis in applicable, it should be stated.
2. The evaluation must be performed by a professional who is certified and/or licensed in a field related to diagnosis of
specific
disabilities,
such as a psychologist,
learning
specialist,
educational
diagnostician
2. Thelearning
evaluation
must be performed
by a professional
who isdisabilities
certified and/or
licensed
in a fieldtherapist,
related to or
diagnosis
of
in public
or disabilities,
college setting.
name,
title,disabilities
and professional
credentials
andtherapist,
affiliation
be
specificschool
learning
suchThe
as aevaluator’s
psychologist,
learning
specialist,
educational
ormust
diagnostician
in public school or college setting. The evaluator’s name, title, and professional credentials and affiliation must be
provided.
provided.
3. The evaluation must be conducted within the past three (3) years.
3. The evaluation must be conducted within the past three (3) years.
4. The evaluation must be based on a comprehensive assessment battery, including:
4. Thea.evaluation
be based on a comprehensive assessment battery, including:
Diagnosticmust
Interview
a.
Diagnostic
Interview
b. Aptitude
b. Aptitude
i. Average broad cognitive functioning must be demonstrated on an individually administered
i. Average broad
cognitive
must Intelligence
be demonstrated
an individually
administered
intelligence
test, such
as thefunctioning
Wechsler Adult
Scaleon
(WAIS-III,
WAIS-IV).
Test results must be
intelligence test,
as thereport
Wechsler
Intelligence
Scale (WAIS-III,scores
WAIS-IV).
Testberesults
must be
accompanied
by a such
narrative
andAdult
subtest
scores. Scales/subtests
should
provided.
accompanied by a narrative report and subtest scores. Scales/subtests scores should be provided.
c. Academic Achievement
c. Academic Achievement
i. A comprehensive academic achievement battery, such as Woodcock-Johnson-Revised or WIAT, must
i. A comprehensive academic achievement battery, such as Woodcock-Johnson-Revised or WIAT, must
document achievement deficits relative to potential. The battery should include current levels of academic
document achievement deficits relative to potential. The battery should include current levels of academic
functioning
in relevant areas, such as reading (word recognition and reading comprehensive), oral and
functioning in relevant areas, such as reading (word recognition and reading comprehensive), oral and
written
language,
grade levels,
levels,and
andpercentages
percentagesfor
forsubtests
subtests
written language,and
andmathematics.
mathematics.Standard
Standard scores,
scores, grade
administered
should
be
provided.
administered should be provided.
d. d.
Information
Processing
Information
Processing
i. Specific
areas
and long-term
long-termmemory,
memory,auditory
auditoryand
andvisual
visual
i. Specific
areasofofinformation
informationprocessing
processing (e.g.,
(e.g., shortshort- and
perception,
executive
functioning)
should
be
assessed.
perception, executive functioning) should be assessed.
e. Social-Emotional
e. Social-EmotionalAssessment
Assessment
i. To
rule
out
difficultiesand
andprovide
provideinformation
informationneeded
needed
i. To
rule
outa aprimary
primaryemotional
emotionalbasis
basisfor
for learning
learning difficulties
toto
establish
appropriate
usingformal
formalassessment
assessmentinstruments
instruments
and/or
establish
appropriateservices,
services,aasocial-emotional
social-emotional assessment,
assessment, using
and/or
clinical
interview,
clinical
interview,should
shouldbe
beconducted.
conducted.
5.narrative
A narrative
summary
mustpresent
presentaadiagnosis
diagnosisof
ofaaspecific
specific learning disability;
5. A
summary
must
disability;provide
provideimpressions
impressionsofofthe
thetesting
testing
scores;
interpret
the
testingdata;
data;indicate
indicatehow
howpatterns
patterns in
in cognitive
cognitive ability,
scores;
interpret
the
testing
ability, achievement,
achievement,and
andinformation
informationprocessing
processing
reflect
specific
learningdisability;
disability;recommend
recommendspecific
specific accommodations
accommodations based
and
rule
reflect
thethe
specific
learning
basedon
ondisability-related
disability-relateddeficits;
deficits;
and
rule
out
alternative
explanations
for
and
include
factors
contributing
to
academic
difficulties.
out alternative explanations for and include factors contributing to academic difficulties.
A further
assessment
appropriateprofessional
professionalmay
may be
be required
required ifif aa co-existing
other
A further
assessment
bybyananappropriate
co-existingLearning
LearningDisability
Disabilityand
and
other
disabling
conditions
are
indicated.
If
a
diagnosis
is
provided
by
an
unlicensed
individual,
documentation
from
a
disabling conditions are indicated. If a diagnosis is provided by an unlicensed individual, documentation from licensed
a licensed
professional
may
required.The
Thestudent
studentand
andthe
theOffice
Office of
of Disability
Disability Services
professional
may
bebe
required.
Serviceswill
willcollaborate
collaborateregarding
regarding
accommodations.
accommodations.
1818
Standardized Testing
PSATs, SAT, ACT
Procedures and policies
The College Counseling Office is responsible for registering students for the
standardized tests administered on the Forman campus. Forman offers six (6)
standardized testing dates, four (4) in the fall and two (2) in the spring. Proper
notification is necessary to meet registration deadlines. If a student wants to take a
standardized test outside of Forman, it is the responsibility of the parent and/or
student to register for the test and to determine a location.
Accommodations
Approval for standardized testing accommodations is required for the PSAT, SAT,
and ACT. College Board and ACT have separate and specific evaluation guidelines
and/or requirements for diagnosed disabilities. It is important to keep in mind that both
College Board and ACT require updated and current evaluations. For the College Board
tests (PSAT and SAT), an evaluation is considered current if it has been conducted within
the last five years. For the ACT, an evaluation is considered current if it has been
conducted within the last three years. Therefore, it is essential that we have the most
recent documentation on file.
Forman’s Services for Students with Disabilities (SSD) coordinator submits the
requests for accommodations to both the ACT and College Board on behalf of the
students. We submit all accommodation requests to the College Board (which
determines the accommodations for the PSATs and SATs) the summer before the
junior year. We submit all accommodation requests to ACT (which determine the
accommodations for the ACT) during the Fall of the junior year. Please note that,
when applying for accommodations on the PSAT/SAT and ACT, Forman will apply for the
accommodations that have been recommended within the evaluation documentation.
On average, it takes seven to nine weeks to receive accommodation decisions from
both the College Board and ACT. The accommodation decision letters will come
directly to the College Counseling Office. Once we receive the decision letters the
parents will be immediately notified and given a copy of the letter.
Forman is a testing site for the SATs, meaning that all students take the PSAT and
SAT tests on campus. Forman is not a testing site for the ACTs; therefore, a student
may have to take the test at another school in the Litchfield area.
Typical test schedule for a Forman student applying to college
 Junior year – October PSAT, April ACT and May SAT
 Senior year – specific to each student
19
PSAT
All
students take the PSAT in October of their junior year. The SSD coordinator will
PSAT
complete and submit all accommodation requests the summer before the junior
year.
Junior parents
receive
noticeofoftheir
the accommodations
approved
by the will
All students
take thewill
PSAT
in October
junior year. The SSD
coordinator
College
Board
as soonall
asaccommodation
they become available.
Students
will be
notified
their
complete
and submit
requests
the summer
before
theof
junior
accommodations
as well.
year. Junior parents
will receive notice of the accommodations approved by the
College Board as soon as they become available. Students will be notified of their
SAT
accommodations as well.
Since
SAT a majority of our students follow the suggested schedule and take the SAT
their junior year, all juniors are automatically registered for the May administration
of the aSAT,
unlessofotherwise
requested.
Since
majority
our students
follow the suggested schedule and take the SAT
their junior year, all juniors are automatically registered for the May administration
The
SAT
is scored
on a 2400 scale;
there are three sections to the test, each with a
of
the
SAT,
unless otherwise
requested.
maximum score of 800. Please note that the SAT format and testing scale will be
changing
of Spring
2016.scale;
For more
please visit
The SAT isas
scored
on a 2400
thereinformation
are three sections
to the test, each with a
www.collegeboard.org.
maximum score of 800. Please note that the SAT format and testing scale will be
changing as of Spring 2016. For more information please visit
 Critical Reading – Multiple-choice questions. This section includes sentence
www.collegeboard.org.
completion and passage-based questions
Mathematics
– standard
multiple choice
and student-produced
response
 Critical
Reading
– Multiple-choice
questions.
This section includes
sentence
questions. This
includesquestions
arithmetic, algebra, geometry, and algebra
completion
andsection
passage-based
two.
 Mathematics – standard multiple choice and student-produced response
 Writing
– Multiple-choice
questions
and an essay.
Thisgeometry,
section includes
questions.
This section includes
arithmetic,
algebra,
and algebra
improving sentences, identifying sentence errors, and improving paragraphs
two.
 Writing – Multiple-choice questions and an essay. This section includes
ACT improving sentences, identifying sentence errors, and improving paragraphs
Since a majority of our students follow the suggested schedule and take the ACT
ACT
along with the SAT their junior year, all juniors are automatically registered for
April administration
of students
the ACT, follow
unless the
otherwise
requested.
Since
a majority of our
suggested
schedule and take the ACT
along with the SAT their junior year, all juniors are automatically registered for
The ACT
is scored onof
a scale
fromunless
1-36;otherwise
there are five
sections.
April
administration
the ACT,
requested.
English
– Measures
standard
written
English
andsections.
rhetoric skills
TheACT
is scored
on a scale
from 1-36;
there
are five
 Mathematics – Emphasis on geometry, with some algebra and trigonometry
 English
written English and
rhetoric
skillsprose fiction,
Reading––Measures
Measuresstandard
reading comprehension,
passages
include
 Mathematics
– Emphasis
on and
geometry,
some algebra and trigonometry
social studies,
humanities,
naturalwith
sciences
Science ––Measures
interpretation,
analysis,
evaluation,
reasoning,
and
 Reading
Measuresthe
reading
comprehension,
passages
include
prose fiction,
problem-solving
skills required
in the natural
social
studies, humanities,
and natural
sciencessciences
Writing–Test
(optional)
Although this analysis,
section isevaluation,
optional, itreasoning,
is recommended
 Science
Measures
the –interpretation,
and
that the studentsskills
take the
ACT with
writing,
assciences
some colleges or universities
problem-solving
required
in the
natural
will require
the writing
portion. this section is optional, it is recommended
 Writing
Test (optional)
– Although
that the students take the ACT with writing, as some colleges or universities
will require the writing portion.
20
20
SAT vs. ACT
The road to college can be a confusing and hectic one. Choosing the right admissions
test to take-SAT or ACT- doesn’t have to be. While most colleges across the country
accept scores from either test, the SAT and ACT are significantly different, and in
many ways, they measure different skills.
Differences at a Glance:
SAT
ACT
 No science section
 Science reasoning section
 No trigonometry sections
 Math sections include
trigonometry
 Vocabulary emphasized
 Vocabulary less important
 Non multiple-choice questions
included
 Entirely multiple choice
 Guessing penalty
 No guessing penalty
 No English grammar
 English grammar tested
 Math accounts for 50% of your
score
 Math accounts for 25% of your
score
 All your SAT scores reported to
colleges
 Report scores only from the test
dates you choose
 Questions go from easy to hard in
most sections
 Easy and hard questions mixed
within sections
* Kaplan Online
21
Athletic Procedures
If you feel that intercollegiate athletics will play a major role in your college
experience please contact the College Counseling Office.
Tips for student athletes:
 Make an effort to visit with the coach while you are on campus.
o Call or email the colleges in advance to be sure that the coach is
available on the day of your visit.
o After a visit, send the coach with whom you’ve met a thank you note.
 Fill out the college or university athletic recruiting questionnaire on the
athletic website of the college you are interested in.
 Provide the college coach with a copy of your transcript, SAT/ACT scores, as
well as the contact information for your current coach.
 Develop an “athletic résumé” listing the teams, accomplishments and honors
in your athletic career. Example to follow
"COLLEGE COACHES CAN'T RECRUIT YOU IF THEY DON'T KNOW YOU ARE OUT
THERE."
Questions to ask the college coach:






What expectations do you have for training and conditioning?
How would you best describe your coaching style?
What academic support programs are available to student-athletes?
How many credit hours should I take in season and out-of-season?
Are there restrictions in scheduling classes around practice?
Is medical insurance required for my participation? Does the college provide
medical insurance?
 What is a typical day for a student-athlete?
 Will I be redshirted my first year?
 Must student-athletes live on campus all four years?
Warning: Coaches can be very important allies in the admissions process, but it is
equally important to remember that they are not admissions officers. If a coach
expresses enthusiasm for having you in his or her program that does not mean that
you will necessarily be accepted by the school. Be forewarned, over zealous coaches
are reputed to make promises that may not materialize.
Filming of Sporting Events
The Forman School will begin filming a number of sporting events for the current
school year. Football, Boys and Girls Soccer and Boys and Girls Basketball will be
filmed. Please note that it is up to the discretion of the coach to determine which
games will be filmed. The students will have access to Hudl and Crossover to view
the game film. It is the parents and students responsibility to film games of the other
sports offered by the Forman School.
22
Example Résumé
John Forman
12 Norfolk Road, Litchfield, CT 06759
H: 860-567-1857 C: 860-567-1857
[email protected]
Education
2010-Present
Forman School Litchfield, CT
Grade Point Average: 85.00
Three Honors level courses, 3 more planned
Swimming Achievements
Personal Records:
100 Backstroke: 54.40
200 Backstroke: 1:59.41 (Forman School Record)
200 Individual Medley: 2:01.56
500 Freestyle: 4:55.43
2013
2008-present
2013
Other Athletics
2012-Present
2008- Present
Forman School
Hudson Valley League Championships
2nd place
100 Backstroke
1st place
200 Freestyle
3nd place
200 Backstroke
55.59
1:43.56
1:58.41
Wilton Wahoo Aquatics
USA swimming program
Athlete of Week at the Forman School
Voted All New England
Forman School
Varsity Cross-country
Varsity Lacrosse
Litchfield Summer Lacrosse League
midfield
Other Extra-curriculars
2007-Present
Artist, Painter
Forman School, design artwork for school functions
Work Experience
2012-Present
Volunteer Service
2008-Present
Lifeguard, Litchfield Town Beach
Full-time summer employment 40-45 hours per week
Volunteer, Rose Haven Retirement Community
23
24
25
25
Glossary of Useful Terms
Glossary of Useful Terms
ACT: A standardized test widely accepted by a majority of colleges and universities.
The ACT assesses English, mathematics, reading, and science reasoning, and these
ACT:
standardized
scoresAcan
be used intest
lieuwidely
of SAT.accepted by a majority of colleges and universities.
The ACT assesses English, mathematics, reading, and science reasoning, and these
Accommodations:
Accommodations
are alterations in the way tasks are presented
scores can be used in
lieu of SAT.
that allow students with learning disabilities to complete the same assignments as
Accommodations:
alterations
in the
way tasks
are presented
other students. TheyAccommodations
make it possible are
for students
with
a learning
disability
or
that
allow
students
with
learning
disabilities
to
complete
the
same
assignments
as
ADHD to show what they know without being impeded by their disability. (Source:
other
students. They make it possible for students with a learning disability or
LDonline.org)
ADHD to show what they know without being impeded by their disability. (Source:
LDonline.org)
Admission Decisions
Admission
Decisions
 Admit:
A student has been offered admission to the college selected.





Admit:
A student
been
offered
admission
the college
selected. has
Deferred
decision:has
This
simply
means
that theto
admission
committee
deferred a decision about a student’s acceptance until further academic
Deferred decision:
This simply means that the admission committee has
information
is obtained.
deferred a decision about a student’s acceptance until further academic
information
is obtained.
Waitlist:
Admission
is not offered at that point; however, the student has
been placed on a “waitlist” in case an opening becomes available.
Waitlist: Admission is not offered at that point; however, the student has
been placed
on a “waitlist”
in case
anweren't
openingaccepted.
becomes available.
Deny:
This unfortunately
means
you
 Deny:
This unfortunately
meansAP
you
weren't
accepted.
Advanced
Placement
(AP) courses:
classes
provide
curriculum at the level of
college courses and are only open to eligible students. A college may award college
Advanced
Placement
(AP) courses:
AP classes
provideofcurriculum
at the level of
credit or advanced
placement
depending
on the results
the AP exam.
college courses and are only open to eligible students. A college may award college
Associates
degree:placement
A degree granted
by aon
college
or university
the satisfactory
credit
or advanced
depending
the results
of the APafter
exam.
completion of a full-time, two-year program or its part-time equivalent.
Associates degree: A degree granted by a college or university after the satisfactory
completion degree:
of a full-time,
or itscomplete
part-timea equivalent.
Bachelor’s
Aftertwo-year
studentsprogram
satisfactorily
full-time program of
study at a college or university, they will be awarded a Bachelor’s degree.
Bachelor’s degree: After students satisfactorily complete a full-time program of
study
at campus:
a college or
university,
theythat
will is
beaawarded
Bachelor’s
degree.
Branch
A smaller
campus
part of a alarge
university's
continuum of
academic services. Branch campuses often provide smaller, more personal
Branch campus:
smaller
that
is a part
of a large
university's
continuum
environments
thatAmay
helpcampus
students
mature
personally
and
academically
before of
academic
services.
Branch
campuses
often
provide
smaller,
more
personal
moving to a larger and more impersonal environment.
environments that may help students mature personally and academically before
Candidates
Replyand
Datemore
Agreement:
When
students are admitted to a college, they
moving
to a larger
impersonal
environment.
have until May 1 to reply unless they have applied early decision. Please pay
Candidates
Reply
DateofAgreement:
When
students
aredeposit
admitted
to a college,
attention to the
details
the admissions
letter,
as some
deadlines
may they
vary.
have until May 1 to reply unless they have applied early decision. Please pay
attention to the details of the admissions letter, as some deposit deadlines may vary.
Common Application: Also called “The Common App,” this is a standard
application that is accepted at over four hundred colleges and universities across
Common
Application: Also called “The Common App,” this is a standard
the country.
application that is accepted at over four hundred colleges and universities across
the country.
26
26
Cooperative (Co-Op) education: A college program that alternates between
periods of full-time study and full-time employment in a related field. Students are
paid for their work while gaining practical experience in a specific major. Students
Cooperative
(Co-Op)
A college
program
alternates
between
in co-op programs
can education:
take up to five
years to
obtain athat
bachelor’s
degree.
periods of full-time study and full-time employment in a related field. Students are
paid
for Requirements:
their work whileRequirements
gaining practical
experience
in a specificfor
major.
Studentsof
Degree
prescribed
by institutions
completion
in
co-op
programs
can
take
up
to
five
years
to
obtain
a
bachelor’s
degree.
a program of study are generally termed degree requirements. Requirements may
include a minimum number of hours, required GPA, prerequisite and elective
Degree
Requirements
prescribed
by institutions
courses Requirements:
within the specified
major and/or
minor areas
of study. for completion of
a program of study are generally termed degree requirements. Requirements may
include
minimum
number
of hours,
required
GPA,
prerequisite
and elective
Double amajor:
Available
at most
schools,
one can
earn
a double major
by
courses
within
the specified
and/or minor
areas of study.
completing
requirements
formajor
both degrees
simultaneously.
Double
major:
Available
most schools,
canas
earn
double
majorand
by can
Greek Life:
Sororities
andatfraternities
are one
known
theaGreek
system
completing
requirements
for social
both degrees
greatly influence
the campus
life of asimultaneously.
college or university.
Greek
andfor
fraternities
are known
thefederal
Greek system
and can
FAFSA Life:
(FreeSororities
Application
Federal Student
Aid) as
- The
application
that
greatly
influence
the
campus
social
life
of
a
college
or
university.
must be completed to receive all federal aid. The forms must be completed online
at www.fafsa.ed.gov by January.
FAFSA (Free Application for Federal Student Aid) - The federal application that
must
be completed
to receive
federal aid.
The
formsscholarships,
must be completed
online
Financial
Aid - Financial
aid isallavailable
from
grants,
loans, and
from
at
www.fafsa.ed.gov
by
January.
federal, state, institutional, and private sources. It can also involve part-time
employment opportunities on campus. Awards from many of these programs are
Financial
AidFAFSA
- Financial
aid isscores
available
scholarships,
loans,package"
and from
based on the
eligibility
andfrom
may grants,
be combined
in an "award
federal,
institutional,
andFinancial
private sources.
It can also
involve
part-time
to meet state,
the cost
of education.
need, available
funds,
student
classification,
employment
opportunities
campus. Awards
from many
these programs
are
academic performance,
andon
sometimes
the timeliness
of theofapplication
determine
based
on the
eligibility
scores and
may
be combined
in an
"award
the types
andFAFSA
amounts
of aid awarded.
The
College
Counseling
Office
doespackage"
not
to
meeton
the
cost of education.
Financial need, available funds, student classification,
advise
financial
aid eligibility.
academic performance, and sometimes the timeliness of the application determine
the
types and
amounts of aid awarded.
The College
Counseling
Office does
not is
Full-Time
Enrollment/Part-Time
Enrollment
– In
college a full-time
student
advise
oninfinancial
aid eligibility.
enrolled
12 or more
credit hours in a semester (full-time status for a summer
term is 12 credit hours). A part-time student is enrolled in fewer than 12 credit
Full-Time
Enrollment/Part-Time Enrollment – In college a full-time student is
hours in a semester.
enrolled in 12 or more credit hours in a semester (full-time status for a summer
term
is 12
credit hours).
A part-time
is enrolled
in fewer
than 12 credit
Honors
program:
Honors
programs student
are offered
in college
as an enriched,
tophours
a semester.experience that usually includes small classes, custom-designed
qualityineducational
courses, mentoring, enriched individualized learning, hands-on research, and
Honors
program:
Honors programs are offered in college as an enriched, toppublishing
opportunities.
quality educational experience that usually includes small classes, custom-designed
courses,
mentoring, enriched
individualizedopportunity
learning, hands-on
research,
College Internships:
An experience-based
that is related
to aand
specific
publishing
opportunities.
major. Students often schedule their internships during breaks in the academic
calendar. Internships are usually required and students receive credit towards their
College
Internships:
An experience-based
degree for
the supervised
work experience. opportunity that is related to a specific
major. Students often schedule their internships during breaks in the academic
Major:
This
is the main
of the
academic
of receive
a student.
Eachtowards
college their
or
calendar.
Internships
arefocus
usually
required
andstudies
students
credit
university
the number
of credits a student will need to take in order to
degree for specifies
the supervised
work experience.
complete a specific major, as well as the sequence and level of the courses necessary
Major:
is theStudents
main focus
of the
of a student.
college
or
to earn This
a degree.
decide
byacademic
the end ofstudies
sophomore
year to Each
determine
their
university specifies the number of credits a student will need to take in order to
major.
complete a specific major, as well as the sequence and level of the courses necessary
to earn a degree. Students decide by the end of sophomore year to determine their
major.
27
Minor: This is an area of concentration in one’s studies that requires fewer credits
for completion than a major. A minor can be related to a specific major or another
Minor:
This is anFor
area
of concentration
in one’s
studies but
thatpursue
requires
fewer in
credits
area
of interest.
example,
one may major
in English
a minor
for
completion
than
a
major.
A
minor
can
be
related
to
a
specific
major
or
another
theater.
area of interest. For example, one may major in English but pursue a minor in
theater.
Naviance: Naviance is tool that provides students and parents with a
comprehensive college research database and detailed information about different
Naviance:
is addition
tool that it
provides
students
and
parents with
a to stay
majors
andNaviance
careers. In
allows the
College
Counseling
Office
comprehensive
research
database and
detailed
information
about
different
apprised
of any college
progress
and communicate
with
parents
and students
electronically.
majors and careers. In addition it allows the College Counseling Office to stay
apprised
of any progress
and
communicate
withcourses
parentsatand
students electronically.
Non-matriculated
status:
Taking
college level
an institution
that a
student has not been officially admitted to.
Non-matriculated status: Taking college level courses at an institution that a
student
has not been
officially
admitted
to. the academic qualifications of a student
Open
admission:
A school
does
not review
as part of its college admissions process. Many public junior or community colleges
Open
admission:
schoolthis
does
not review
the academic
qualifications
of adiploma
student
will
admit
studentsAunder
guideline
as long
as they have
a high school
as
part
of
its
college
admissions
process.
Many
public
junior
or
community
colleges
or its equivalent.
will admit students under this guideline as long as they have a high school diploma
or
its equivalent.
Placement
Testing: Placement tests are taken after an admission and enrollment
deposit has been submitted, but before students register for their freshman courses.
Placement
Testing:
Placement
tests get
are started
taken after
anright
admission
Placement tests
ensure
that students
in the
classesand
forenrollment
their
deposit
has
been submitted,
but before students register for their freshman courses.
academic
background
and major.
Placement tests ensure that students get started in the right classes for their
academic
background
major.
Prerequisite
Coursesand
- This
is a required class, that must be taken or a condition
that must be met before enrolling in another class.
Prerequisite Courses - This is a required class, that must be taken or a condition
that
must
be met
before to
enrolling
another
class.
PSAT:
Similar
in format
the SAT,inbut
shorter
and takes less time. This test is taken
in October of the Junior year. It is a qualifying instrument for the National Merit
PSAT:
Similar
in format
to theand
SAT,also
butisshorter
lessfor
time.
Scholarship
Awards
Program
offeredand
as atakes
practice
theThis
SAT.test is taken
in October of the Junior year. It is a qualifying instrument for the National Merit
Scholarship
Awards
ProgramCorps
and also
is offered
asbranch
a practice
formilitary
the SAT.sponsors a
Reserve Officers'
Training
(ROTC):
Each
of the
ROTC program. In exchange for a certain number of years on active duty, students
Reserve
Corpseducation
(ROTC): paid
Eachfor
branch
ofarmed
the military
can have Officers'
a portion Training
of their college
by the
forces.sponsors a
ROTC program. In exchange for a certain number of years on active duty, students
Retention
rate: The
and/or
percentage
students
returning
for their
can have a portion
of number
their college
education
paidoffor
by the armed
forces.
sophomore year.
Retention rate: The number and/or percentage of students returning for their
sophomore
year.
SAT:
A Standardized
test for admission purposes. The SAT assesses critical reading,
math, and writing.
SAT: A Standardized test for admission purposes. The SAT assesses critical reading,
math,
and writing.
SAT Subject
Tests or SAT II: SAT Subject Tests are given on the same test dates and
in the same centers as the regular SAT. In recent years, there has been more
SAT
Subject
Tests
SATtests
II: SAT
Tests
are given
the
test datesand
and
emphasis
placed
onor
these
for Subject
admission
purposes
as on
well
assame
for placement
in the samedecisions.
centers asUsually
the regular
SAT. competitive
In recent years,
thereand
hasuniversities
been more require
exemption
the more
colleges
emphasis
placed
on
these
tests
for
admission
purposes
as
well
as
for placement
SAT Subject Tests. Keep in mind that an “ACT with writing” can replace
the SAT and
exemption
decisions.
Usually the more competitive colleges and universities require
subject tests
requirement.
SAT Subject Tests. Keep in mind that an “ACT with writing” can replace the SAT
subject tests
requirement.
Seminar:
A class
that has a group discussion format rather than a lecture format.
Seminar: A class that has a group discussion format rather than a lecture format.
28
28
Meredith Morse
Director of College Counseling
office: 860.567.1898
[email protected]
Josh Sands
College Counselor
office: 860.567.1816
[email protected]
Tina Murphy
Administrative Assistant/Standardized Testing Coordinator
Phone: 860.567.1857
[email protected]