College Career Readiness

COLLEGE
& CAREER READINESS INTERVENTIONS

LESSON 1

FUNDAMENTALS OF PAYING FOR COLLEGE

ASCA Standards:
A: B1 Improve Learning
A: B1.1: Demonstrate the motivation to achieve individual potential
A: B2 Plan to Achieve Goals
A: B2.5: Use problem-solving and decision-making skills to assess progress toward
educational goals
A: B2.7: Identify post-secondary options consistent with interests, achievement,
aptitude, and abilities
C: A1 Develop Career Awareness
C: A1.4: Learn how to interact and work cooperatively in teams
C: A1.5: Learn how to make decisions
C: A1.7: Understand the importance of planning
PS: A1 Acquire Self-knowledge
PS: A1.9: Demonstrate cooperative behavior in groups
PS: B1 Self-knowledge Application
PS: B1.9: Identify long- and short-term goals
PS: B1.12: Develop an action plan to set and achieve realistic goals

NYS Learning Standards:
English Language Arts:
Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak,
read, and write for critical analysis and evaluation. As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a variety of
established criteria. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to present, from a variety of
perspectives, their opinions and judgments on experiences, ideas, information and issues

Health, Physical Education, and Family and Consumer Science:
Standard 3: Resource Management Students will understand and be able to manage their
personal and community resources

Mathematics, Science, and Technology Education:
Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and
thinking of skills of mathematics, science, and technology to address real-life problems and
make informed decisions

NOSCA Components:
6. College Affordability Planning Provide students and families with comprehensive
information about college costs, options for paying for college, and the financial aid and
scholarship processes and eligibility requirements
Grade level: 9-11

Time needed: 45 minutes

Objective: All students will be able to understand the purpose of financial aid and 80% of
students will be able to correctly identify 7 out of 10 definitions pertaining to financial aid.

Materials:
SMART Board or overhead projector for PowerPoint presentation
Pens/pencils
Folders for worksheets
Worksheets: Group Activity Worksheet, Financial Aid Glossary, and Scholarship
Eligibility handouts
Printed copy of PowerPoint presentation
Pre-test and Post-test

Accommodation:
English as Second Language (ESL) students: The professional school counselor will provide
clear instruction, both written and orally, for the ESL students. The ESL students will have
preferential seating near the co-leading teacher and school counselor so they can readily
ask questions regarding the material in case s/he is confused or doesnt fully understand.
Counselor will avoid the use of slang or conversational expressions and will speak clearly
and slowly during instruction and while giving directions. The lesson will be delivered in
English; however, the counselor will determine if a translator or Spanish-speaking student
tutor is necessary.

Introduction:
The counselor or facilitator will introduce the class to todays lesson that will focus on the
many financial aid options available to students to help pay for the college of their choice.
Direct students to the pre-test located in the folder on their desks, and inform the class that
each student will have a few minutes to complete the pre-test handout. Upon completion,
students will place the pre-test back into their folders, as it will be collected at the end of
the guidance lesson.

Activity #1:
After the students complete the pre-test assignment, direct their attention to the
PowerPoint presentation at the front of the classroom. Since many students may be
unfamiliar with the financial portion of the college process, review some basic statistics in
regards to how other students receive financial aid assistance and are capable of paying for
college. Inform students that two-thirds of full time undergraduate college students
receive some sort of financial aid. Next, walk the students through a cost comparison chart
of schools varying from two-year community colleges/universities, four-year public state
colleges/universities, four-year public city schools/universities, and four-year private
college/universities. The chart will include figures such as tuition and fees.

Review what financial aid is, define each financial aid term, and outline the various
assistance options in paying for college. After reviewing several basic financial aid terms,
introduce a profile of a student named Jonard, who had to overcome some financial hurdles
when deciding to apply for college. Jonard came from a single parent household where
money was always tight and feared his familys financial situation would interfere with
receiving his college degree. Jonards student profile will be used for the upcoming group
activity.

Activity #2
Count students off from one through three in order to create groups for this activity. The
students will then break down into their assigned groups of three. Advise students to
reference the Scholarship Eligibility visual aid and the Financial Aid Glossary handouts
located in the folder on their desks. Students may utilize both handouts to help brainstorm
ideas during this group activity. Ask each group to apply critical thinking and practical
problem solving skills by analyzing Jonards financial situation and obstacles he faced.
Students will be instructed to define three financial aid options that could assist him in
paying for college, and explain why these options were chosen.
1. Each group will need to first select a recorder to hand write the three financial
aid solutions on the Group Activity Worksheet located in each students folder.
Only one activity worksheet is required to be filled out and submitted per group.
A second group member will be selected as the group representative and will be
responsible for sharing the group results with the class. The third group
member will be responsible for keeping the group on track.
2. While the students are brainstorming and working on their group activity, the
counselor should walk around the room, monitor each groups progress, and
listen in on group discussions to identify any groups that are struggling or may
need to ask questions.
3. After the brainstorm session is over and the Group Activity Worksheet is
completed, each group representative will share the groups results and explain
why they chose each financial aid option to assist Jonard in paying for college.
The completed Group Activity Worksheet can be put side and will be collected
at the end of the lesson.
4. Play a 45 second video clip of Jonard personally explaining the financial aid
options he pursued and acquired in order to attend college. Briefly review
Jonards college career to date, and emphasize that applying for financial aid
played a significant role in Jonard successfully attending college.

Conclusion:
Highlight the pertinent statistics addressed in the beginning of the lesson and incorporate
how Jonard is a good example of how it is possible to pay for college given the appropriate
financial aid resources. Additionally, reiterate the importance of starting the college
planning process early. This guidance lesson highlights how students can prepare
financially to pay for their ideal college. Encouraging students to not let costs deter them
from applying to college since over two-thirds of students receive some sort of financial
aid, thus there are many assistance options.

Assessment/Evaluation:
Advise students to put the Financial Aid Glossary away, and complete the post-test
provided in the folder on each students desk. All students will submit the pre-test, posttest, and Group Activity Worksheet prior to exiting the class. All handouts provided
during this lesson are available for students to keep and take home to share with their
parent(s)/guardian(s).
1. The learning objective is accomplished by completing the lessons post-test. The
counselor will review and process the post-test responses and collect the necessary
data intended to support the goal of the college guidance lesson. If 80% of students
are able to clearly identify and match 7 out of the 10 financial aid terms to the
appropriate definition, the learning objective will have been delivered.
2. Analyze and assess the post-test data to measure if students knowledge of the
subject increased from the initial pre-test. If less than 80% of students answer the
post-test correctly, the counselor will request additional feedback from students
and isolate areas of improvement to increase the effectiveness of the lesson for
future students.

Adapted from:
Costs and financial aid. (2013). Retrieved October 20, 2013, from
http://knowhow2go.acenet.edu/middle-and-high-school-students/costs-andfinancial-aid.html

Financial aid can help you afford college. (2013). Retrieved October 20, 2013, from
https://bigfuture.collegeboard.org/pay-for-college/financial-aid-101/financial-aidcan-help-you-afford-college

Paying for College (2012). Retrieved October 27, 2013, from

http://www.thesalliemaefund.org/initiatives/paying-for-college/

Pre-test:

Directions: Please match the Financial Aid terms to the definitions provided below. Record
your answers on the line provided next to each definition.

Financial Terms:
A.
College Savings Plan

B.
Expected Family Contribution (EFC)

C.
FAFSA (Free Application for Federal Student Aid)

D.
Financial Aid or Assistance
E.
EOP
F.
HEOP
G.
CSS College Profile
H.
Grants
I.
Loans
J.
Reserves Officers Training Corps
K.
Scholarship
L.
Student Aid Report (SAR)
M.
Work/Study

Definitions:

_________
Amount the student/family is expected to contribute toward his/her
education

_________
In exchange for a paid college education and a guaranteed post-college
career, cadets commit to serve in the U.S. Military after graduation

_________
Provides access, academic support and financial aid to students who show
promise for succeeding in college (SUNY Schools)

_________
The information received after the FAFSA has been processed

_________
Any financial award given to a student to assist in paying for college

_________
Money awarded for education based on financial needs that do not require
repayment

_________
Partnership between the State of New York and its independent colleges and
universities which provides economically and educationally disadvantaged
residents the possibility of a college education

_________
Financial aid money awarded to students based on merit and grades and is
paid directly to the student in the form of an outright gift

_________

_________

_________

_________

_________

Money awarded for education that must be paid back with interest
Money earned in a job obtained through the colleges financial aid office
A form required by the U.S. government for application to any federal
education student aid program
Apply online for nonfederal financial aid from almost 300 colleges and
scholarship programs
Student or students family members can open a New York 529 College
Account and enjoy tax advantages, flexibility, low costs and convenience
The Fundamentals of
Paying for College
College & Career Readiness Lesson Plan
Did you know?

About two-thirds of full-time
undergraduate college students receive
some type of financial aid
More than $185 billion in aid is available
to students and their families
About 60% of all college students receive
grant aid. On average this amounts to:
$1,800 per student at two-year public
colleges
$3,300 at four-year public colleges
$9,600 at private four-year colleges
About 60% of students attending public

four-year colleges pay less than $6,000 for
tuition and fees per year
*Retrived from www.collegeboard.com
Cost Comparison
College costs are typically lower for students living at home/commuting to college,
versus students who are out of state resident. The below chart is based on NY State
residents:
How will you pay for college?

Financial Aid makes up the
difference between what your
family can afford to pay and
what college costs
Most full-time students
currently enrolled in college
receive some sort of financial
aid
Provides equal access and
bridges the financial gap
Includes grants, scholarships,
loans, and work-study
programs
You have to apply to qualify for
aid
*Retrived from www.collegeboard.com

FAFSA (Free Application for Federal Student Aid):
FAFSA is a form required by the U.S. government for
application to any federal education student aid program
!Used to determine the specific federal Student Aid
programs that can contribute to a students total college
financial aid package
Student Aid Report (SAR): The information received
after the FAFSA has been processed. The SAR reports
the Expected Family Contribution (EFC).
Expected Family Contribution (EFC): The amount you
and your family are able to contribute towards your
education

Educational Opportunity Programs (EOP): Provides
access, academic support and financial aid to students
who show promise for succeeding in college but who may
not have otherwise been offered admission (SUNY
Schools)
Higher Educational Opportunity Programs (HEOP):
partnership between the State of New York and its
independent colleges and universities which provides
economically and educationally disadvantaged residents
the possibility of a college education
CSS College Profile: you can apply online for nonfederal
financial aid from almost 300 colleges and scholarship
programs

Work/Study: Money is earned in a job obtained through
the help of the colleges financial aid office or via federal
and state financial aid programs
College Savings Plan: Either yourself or your family
members and friends can open a savings account with
New York's 529 College Savings Program includes tax
advantages, flexibility, low costs and convenience
Reserves Officers Training Corps (ROTC): In exchange
for a paid college education and a guaranteed post-college
career, cadets commit to serve in the U.S. Military after
graduation

Grants: Money awarded to you to help pay for college
costs that you dont have to pay back. Available
through the federal government, state agencies, and
private educational institutions
Loans: Money that you or your family borrows to help
pay for college that must be paid back with interest
Scholarship: Financial aid money awarded to students
based on merit, grades, talents such as athletics, and
extracurricular activities paid directly to the student

Work/Study: Money is earned in a job obtained through
the help of the colleges financial aid office or via federal
and state financial aid programs
College Savings Plan: Either yourself or your family
members and friends can open a savings account with
New York's 529 College Savings Program includes tax
advantages, flexibility, low costs and convenience
Reserves Officers Training Corps (ROTC): Joining the
U.S. Armed Services can provide college scholarships and
educational opportunities
How Do You Get Financial Aid?

1. Determine your financial aid eligibility Start by filling
out the FAFSA form online, its free and convenient
2. Based on total household income, verify if youre
eligible for EOP and HEOP opportunities.
3. Fill out the CSS College Profile
4. Apply for scholarships through your college and check
eligibility for privately funded scholarships
5. Check with the colleges youre applying to some
colleges provide supplemental financial aid
Meet Jonard
After Jonards father left, his
mother raised him and his
brother alone
Jonards biggest obstacle in
attending college was money
because his mother worked very
hard but money was always
tight
Jonard feared his good grades
wouldnt be enough to get him a
college degree
Group Activity
Break down into groups of 3 and analyze Jonards
situation
Based on todays lesson, define three financial aid
options that youd select to assist Jonard in paying
for college
One representative from each group will briefly
share the groups findings with the class, and explain
why they chose each option
Jonard Overcomes His

Obstacles
Video: http://youcango.collegeboard.org/students/jonard?play=true
Jonard is now in his Junior year and attends a public fouryear university
Hes an economics major and pays $8,690 in tuition per
year
Jonard received a State Academic Scholarship and a
Federal Pell Grant
Jonard says, The Money is out there to help you, just
look. You know thats the first step with anything, just
go out there and find it!
Additional Resources
http://www.fafsa.ed.gov
http://youcango.collegeboard.org
https://bigfuture.collegeboard.org/pay-for-college
https://bigfuture.collegeboard.org/scholarship-search
References
Paying tuition. (2013). Retrieved October 6, 2013,
fromhttps://www.suny.edu/student/paying_tuition.cfm
Tuition and fees. (2013). Retrieved October 6, 2013, from
http://www.cuny.edu/admissions/tuition-fees.html
Tuition/fees. (2013). Retrieved October 20, 2013, from
http://www.nyu.edu/bursar/tuition.fees/rate13/
ugcas.html
Meet Jonard. (2013). Retrieved October 20, 2013, from
http://youcango.collegeboard.org/students/jonard?
play=true
Group Activity Worksheet:

Group Member Names:

Directions:
1. Assign recorder, timekeeper, and group representative (2 minutes)
2. Apply critical thinking and problem solving skills to analyze Jonards financial
college predicament (8 minutes)
3. Identify 3 financial aid options to help Jonard pay for college, share with the class,
and explain why you chose these options (7 minutes)

Financial Aid Option #1
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Scholarship Eligibility:
Financial Aid Glossary:
College Savings Plan: Student or students family members can open a savings account with New
York's 529 College Savings Program and enjoy tax advantages, flexibility, low costs and convenience

Expected Family Contribution (EFC): An amount the student and students family are expected to
contribute toward his/her education. It is used in determining eligibility for federal student aid

FAFSA (Free Application for Federal Student Aid): FAFSA is a form required by the U.S.
government for application to any federal education student aid program. A FAFSA is used to
determine the specific federal Student Aid programs that can contribute to a students total college
financial aid package. The FAFSA is processed free of charge and must be submitted after January
1st each year a student applies for financial aid. www.Fafsa.ed.gov

Financial Aid or Assistance: Any financial award to a student to assist in paying for college (grant,
scholarship, or loan). Federal Student Aid, a part of the U.S. Department of Education, is the largest
provider of student financial aid in the nation

Educational Opportunity Programs (EOP): Provides access, academic support and financial aid
to students who show promise for succeeding in college but who may not have otherwise been
offered admission (SUNY Schools)

Higher Educational Opportunity Programs (HEOP): partnership between the State of New York
and its independent colleges and universities, which provides economically and educationally
disadvantaged residents the possibility of a college education

CSS College Profile: you can apply online for nonfederal financial aid from almost 300 colleges and

Grants: Moneys awarded for education based on financial needs that do not require repayment.
Grants are available through the federal government, state agencies, and educational institutions

Loans: Money awarded for education that must be paid back with interest. Subsidized loans are
based on financial need, have relatively low interest rates, and dont need to be repaid until after
the student graduates. Unsubsidized loans have market rate interest and interest beings to accrue
immediately

ROTC (Reserves Officers Training Corps): In exchange for a paid college education and a
guaranteed post-college career, cadets commit to serve in the U.S. Military after graduation

Scholarship: Financial aid money awarded to students based on merit and grades and is paid
directly to the student in the form of an outright gift. Some scholarships are given to students who
exhibit a particular ability or skill, such as athletics

Student Aid Report (SAR): The information received after the FAFSA has been processed. The
SAR reports the Expected Family Contribution (EFC)

Work/Study: Money earned in a job obtained through the help of the colleges financial aid office.
The hours/location of the job take into consideration the academic life and school schedule
Post-test:

Directions: Please match the definitions with the vocabulary key provided below. Record

Financial Terms:
A.

B.

C.

D.
E.
EOP
F.
HEOP
G.
CSS College Profile
H.
Grants
I.
Loans
J.
K.
Scholarship
L.
M.
Work/Study

Definitions:

_________
education

_________

_________

_________

_________

_________
repayment

_________

_________

_________

_________

_________

_________

_________
Post-test Answer Key:

Directions: Please match the definitions with the vocabulary key provided below. Record

Financial Terms:
A.

B.

C.

D.
E.
EOP
F.
HEOP
G.
CSS College Profile
H.
Grants
I.
Loans
J.
K.
Scholarship
L.
M.
Work/Study

Definitions:

_____B____
education

_____J____

_____E____

_____L __

_____D___

_____H____
repayment

_____F____

_____K____

_____I____

_____M___

_____C____

_____G____

_____A____

*The pre-and post-tests, glossary, group activity worksheet, and PowerPoint slides created by
Colette Magnan and adapted by aforementioned references.
LESSON 2

THE GREAT SORTING GAME

ASCA Standards:
A: A3 Achieve School Success
A: A3.1: Take responsibility for their actions

A: B2.5: Use problem-solving and decision-making skills to assess progress toward
educational goals
PS: A1 Acquire Self-knowledge
PS: A1.9: Demonstrate cooperative behavior in groups

Career Development and Occupational Studies:
Standard 1: Career Development Students will be knowledgeable about the world of
work, explore career options, and relate personal skills, aptitudes, and abilities to future
career decisions

English Language Arts:
Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak,
read, and write for critical analysis and evaluation. As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a variety of
established criteria. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to present, from a variety of
perspectives, their opinions and judgments on experiences, ideas, information and issues

Mathematics, Science, and Technology Education:
Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis,
scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers,
and develop solutions

NOSCA Components:
2. Academic Planning for College and Career Readiness Advance students planning,
preparation, participation and performance in a rigorous academic program that connects
to their college and career aspirations and goals

4. College and Career Exploration and Selection Processes Provide early and ongoing
exposure to experiences and information necessary to make informed decisions when
selecting a college or career that connects to academic preparation and future aspirations

7. College and Career Admission Processes Ensure that students and families have an early
and ongoing understanding of the college and career application and admission processes
so they can find the postsecondary options that are the best fit with their aspirations and
interests

Grade level: 11-12

Time needed: 30-40 minutes

Objective: To obtain insight into selective college admissions and to understand the many
components of a students credentials evaluated during this process.

Materials:
Nine Student Profile cards
Personal qualifications handout
Pens/Pencils
Paper

Activity:
Making the Student Profile Cards: Take nine different-colored pieces of construction paper.
On one side, write the application GPA in large numerals. On the back of the sheet, list the
additional qualities of the candidate.

Getting Started: You need nine volunteers to be candidates for admission. With smaller
student groups, ask a volunteer or direct of admission to read the qualities and tell
students whether to move up or down in the competition. Hand out the GPAs in random
order and then instruct volunteers to organize themselves in GPA order from highest to
lowest. This takes a couple of minutes and provides comic relief because it takes groups
some time to get organized.

Starting the play: The audience is told that they are the admissions committee from a
highly prestigious university. The counselor or facilitator can make up a funny university
name to keep students engaged. The committee is at the end of the admissions cycle, has
nine great applicants, and can admit only three students. Before them are the candidates in
GPA order from highest to lowest. You tell the admissions committee that all of the
students are great candidates, so the committee will have to make a decision based on a
students personal qualities and qualifications. Point out that if the committee were to
decide only on academics the three with the highest GPAs would be admitted.

You (or the student director) will read the personal qualifications on the next page. The
volunteers will move up or down in the order based on the instructions. Important note: If
more than one student is moving down at the same time, the lowest student must move
first, and vice versa if more than one student is moving, the highest student must move
first. You may choose to alter the qualities and qualifications, and the weight given to each.

The end of the activity: After all the qualities have been read and the candidates have been
sorted, the candidates turn over their top sheets to reveal their GPAs and then turn the
sheets around to reveal them to the audience. Read the GPA order aloud and note which
three candidates are going to be admitted. Although the final order should always be the
same, mistakes happen (people move the wrong number of spaces, etc.) and the results are
not always the same. It doesn't matter the point is still made.

Conclusion:
Colleges are not looking for any one type of student, however all schools look for an
accomplished student who brings a lot of credentials to their application. While colleges
search for truly well-rounded students, they do take into account that grades might not be
as high for a student who is committed to many activities outside of the classroom, and vice
versa. Students should make it a priority to write an effective college essay that displays
their personal story as this can influence admissions counselors should their grades or test
scores be below the colleges standards. Students should continue to keep a record of all of
the activities that they do outside of school and keep in mind how those activities have
shaped who they are and/or will make them better candidates at their chosen colleges.

Assessment:
Instruct students that they have a final culminating assignment in which they will be
writing a two-paragraph essay on The Ideal Student. This assessment will measure what
they have learned from participating in the previous activity. Students should record their
answers on a piece of paper and hand it in once finished.
1. In the first paragraph, the students are to pretend that they are a college admission
counselor reviewing student applications. They should write what they are looking
for in the ideal student. Remind students that admission counselors dont just look
for good grades but take many things into account.
2. In the second paragraph, students should write how they are or can become that
ideal student. Here, students should focus on actions that they have or will take in
the future.
3. Remind students that each paragraph should be 5 or more sentences.

Evaluate each Ideal Student short essay to ensure all students understood the goal of the
lesson. If students did not fully comprehend the criteria required by selective college
admissions, the counselor or facilitator will reevaluate the effectiveness of this lesson and
revise if necessary. Planned follow up is recommended for students who may have
struggled with this lessons content.

Adapted from: https://www.collegeboard.org and http://www.pefchattanooga.org/wpcontent/uploads/2012/08/GPA-Game.pdf
Retrieved from: https://www.collegeboard.org
LESSON 3

ASPECTS OF THE COLLEGE APPLICATION:

ASCA Standards:
A: B1 Improve Learning
A: B2.5: Organize and apply academic information from a variety of sources

Mathematics, Science, and Technology Education
Standard 2: Information Systems Students will access, generate, process, and transfer
information using appropriate technologies

NOSCA Component:
2. Academic Planning for College and Career Readiness Advance students planning,
preparation, participation and performance in a rigorous academic program that connects
to their college and career aspirations and goals

4. College and Career Exploration and Selection Processes Provide early and ongoing
exposure to experiences and information necessary to make informed decisions when
selecting a college or career that connects to academic preparation and future aspirations

7. College and Career Admission Processes Ensure that students and families have an early
and ongoing understanding of the college and career application and admission processes
so they can find the postsecondary options that are the best fit with their aspirations and
interests

Grade level: 11-12

Time needed: 45 minutes

Objective: 90% of students will describe the key components of the college application
process.

Materials:
Smart board for PowerPoint presentation
Pens/pencils
Pre- and Post-test

Overview: The goal of this lesson is to turn students college aspirations into actionoriented goals and simplify the steps of the college process. Through todays presentation
and discussion students will take the right steps to successfully complete the college
admissions process.

Opening Discussion:
Administer the pre-test prior to introducing students to this lesson. Upon completion,
collect the pre-test and begin a discussion on the application process with an interactive
question and answer session. Below are some questions and themes to consider:
How difficult do you think it is to be admitted to college?
Did you know that some colleges only consider SAT scores and GPA while most will
look at many other factors before making a decision (Recall the Great Sorting
Game)
Typically students will apply to several colleges and are encouraged to include a
balanced list of reach, target, and likely schools
Are you thinking about playing a sport in college?
Are you thinking about applying to a specialized music or arts program? If so please
consider the following:
Athletes:
o Talk to your coaches early on
o Be open to all options: Division I, Division II, Division III, National Association
of Intercollegiate Athletes (NAIA), Club and Intramural Teams
o Keep your grades up as colleges are looking beyond your athletics
o If possible, go to the NCAA website to learn about eligibility and recruiting
rules for all sports (www.ncaa.org) and work closely with your college
counselor specializing in NCAA

Artists, Musicians, and Actors:
o Discuss your plans with your teachers/instructors
o Save your work to create a portfolio for artists, lists of parts in plays for
actors, and recordings of your music for musicians
o Auditions for musicians and actor are often part of the admissions process

Activity/Presentation:
Proceed to the Aspects of the College Application Process PowerPoint presentation. Ask
students if they have any questions prior to continuing.

Once completed, remind students that its very important to remember that they are
responsible for sending their actual application and potentially some additional
documentation depending on each schools requirement. Students are responsible for
knowing the schools policy for requesting transcripts and letters of recommendations (i.e.
through Naviance). Know what you are expected to do!

Reiterate that starting the college search early and by knowing the components of an
application the students are much better prepared to apply to college when the time comes.
Encourage students to reference this presentation when they have any questions as it will
uploaded onto the schools online portal.

Assessment:
Administer the post-test to gauge the students understanding of todays lesson. If less than
90% of the class is able to answer the post-test questions correctly the counselor should
revise their lesson plan to take into account the areas in which students were unclear. The
counselor should schedule a follow-up lesson to ensure students are well versed in aspects
of the college application.

Adapted from: Fernandez, M. (2014). Beacon Trailblazers Curriculum. The Beacon School: New
York, NY, and www.nacacnet.org/steps
ASPECTS OF THE COLLEGE

APPLICATION
College & Career Readiness Lesson Plan
WHAT NEEDS TO BE INCLUDED?

1. The Applica:on
2. Transcript
3. Test Scores
4. Three LeCers of Recommenda:on:
Teacher #1
Teacher #2
Advisor/Counselor
5. Essay
6. Deadlines
7. Op:onal Addi:ons:
Resume
Addi:onal LeCer of Recommenda:on
Supplemental Materials
APPLICATION
DETAILS

THE APPLICATION
The actual applica5on will either be completed on:
The Common Applica5on website (www.commonapp.org) OR
Individual schools website
You will need to create a log-in and password and can always
begin working on applica5ons and then save them and come

back to them later
TIP: use your schools email and password for all college-related log-
ins so you dont forget any of them!
What informa5on is included in the applica5on?

Name, address, race, gender, parents occupa5ons, parents educa5on
history etc.
YOU SUBMIT ALL OF

YOUR APPLICATIONS

TRANSCRIPT
This is generally the MOST important aspect of the college
applica:on
Students should NOT report their GPA to colleges each
college will individually calculate
Colleges will look at a few things when evalua:ng a student
transcript:
Rigor of courses did you challenge yourself?

What grades did you receive in your classes?
Did you have a downward or upward academic trend throughout
high school?
YOU SUBMIT A TRANSCRIPT

REQUEST FORM ON NAVIANCE
AND THEN WE SEND YOUR
TRANSCRIPTS TO SCHOOLS

See appendix for Naviance Refresher
TEST SCORES:
Test scores are used dierently in the admissions process
depending on the college or university
Some schools, par=cularly bigger schools, focus a lot on SAT
or ACT scores when looking to admit a student
Bigger schools receive so many applica=ons they have less =me to
carefully review essays and recommenda=ons
Other schools dont focus a lot on SAT or ACT scores when
looking to admit a student
There are many schools in the country that dont require test scores
at all, please visit hFp://www.fairtest.org/university/op=onal
Some schools (not many) require SAT II Subject Tests
YOU SEND YOUR TEST

SCORES TO ALL OF YOUR
SCHOOLS

LETTERS OF RECOMMENDATION
The 1st and 2nd le+er of recommenda1on will be academic:
You will need to ask two teachers before we leave for summer
vacaDon
The 3rd le+er of recommenda1on will be a counselor
recommendaDon
This leEer will automaDcally be wriEen by your advisor
Colleges use leEers of recommendaDon to gain an adult
perspecDve on your strengths and weaknesses both

academically and otherwise
YOU ASK YOUR TEACHERS TO
WRITE YOUR RECS AND WE SEND

YOUR RECS TO SCHOOLS

Scores are sent through Collegeboard.org or ACTstudent.org
ESSAY
The essay por/on of the applica/on is the place where you
should tell colleges your story
What is the one thing you want them to know about you that they
wont nd in your transcript or test scores? This is a good place to

start
You will most likely have The Common Applica/on essay as
well as individual college supplement essays
Colleges use the essay to get to know you beCer as a person.
Let your personality shine through and tell your story. It puts a
human face on the applica/on and turns you from a number to
a person

DEADLINES
Early Decision: This is legally binding and you are obligated to a;end
this school if accepted
Early Ac>on: Express interest early to top colleges, however you are
not obliged to a;end
Deadlines: Typically around early to mid November

Pros: Reduces stress by cuEng >me spent wai>ng for a decision,
reduces number of applica>ons, allows students to reassess op>ons

and apply elsewhere if not accepted
Cons: Pressure to decide, reduced nancial opportuni>es, >me
crunch for other applica>ons as you may not nd out about

acceptance un>l December 15th
DEADLINES
Regular Admissions: Deadline falls between December and
March with majority around January 1st

Pros: less pressure to meet early deadlines
Cons: larger applicant pool and sEer compeEEon
Rolling Admissions: ApplicaEons are submiGed at will on a
rolling basis. We recommend December 1st as a target

submission date
Pros: you may nd out earlier if youve been accepted
Cons: dont wait to apply or spots run out/ll up quickly
OPTIONAL ADDITIONS
Resume:
The Common Applica6on asks you to state your ac6vity, how long
you have been involved and your posi6on held in a ll-in-the-blank

format. Some schools, however, allow you to upload a resume on
their supplement
Addi+onal le0er of recommenda+on:
You may include a fourth leHer of recommenda6on from a boss,
coach, dance teacher etc.

This leHer can not be academic or wriHen by a family member/friend
Supplemental materials:
Art supplement (for example, a CD of you playing music, a porLolio
of photographs or pain6ngs)
APPENDIX
What is Naviance?
Naviance is a comprehensive college and career readiness

solu6on for middle and high schools that helps align student
strengths and interests to post-secondary goals, and improve
student outcomes
You will become very familiar with Naviance as you are

responsible for maintaining a personal prole including
ac6ve college applica6on list, teacher recommenda6ons
requests, transcript accuracy, and applica6on deadlines
(early ac6on, early decision, regular)
Naviance will assist the college oce in naviga6ng your

college process as we work seamlessly to track your progress
throughout the year

How to start your search
Personalizing Your Search

Select your
college
preference
Look at
number of
matches
Save your
search
Results
Get Informed
What are the student stats?
What type of college is this?
Is this college visi7ng Beacon?
When are applica7ons due?
Conclusion
Use Naviance as a tool throughout the college

process
Its okay if your college preferences change as you

conduct your search
Create new college searches and save them
Start your college search now!
Pre-Test for Aspects of the College Application

Basic Terminology to get a sense of what you already know, please answer the following
questions. If you dont know the answer please write I Dont Know.

1. What is Naviance?

2. When can you begin working on the college application for colleges?

3. What is the difference between rolling admission and early action?

4. Is the SAT or ACT test required by all colleges and universities?

5. How many teacher recommendations are required?

Post-Test for Aspects of the College Application

In an effort to evaluate what you learned during todays lesson, please answer the following
questions. If you dont know the answer please write I Dont Know.

1. What is Naviance? Why is it important?


3. What is the difference between Rolling Admission and Early Action?

4. What is the main difference between Early Decision and Early Action


6. How many teacher recommendations are required? And who requests them?

7. Who is responsible for sending test scores?

8. Who is responsible for sending recommendation letters?

Post-Test ANSWER KEY

1. What is Naviance? Why is it important?

Naviance is a comprehensive college and career readiness solution for
middle and high schools that helps align student strengths and interests to
post-secondary goals, and improve student outcomes.

Now, ASAP, etc.
3. What is the difference between Rolling Admission and Early Action?

Rolling admissions mean you can apply at any time but spots run out fast.
Early action has an actual deadline around early to mid November.
4. What is the main difference between Early Decision and Early Action
Early Decision, if accepted means you are legally obligated to go but Early
Action you are not. Both must apply by early to mid November.

No, some schools are testing optional but I will have to research these details.

6. How many teacher recommendations are required? And who requests them?

2 teacher recommendations and I must request them in Naviance.

7. Who is responsible for sending test scores?
I am responsible for sending scores.

8. Who is responsible for sending recommendation letters?
The counselors in the college office.

PowerPoint and assessments adapted from:
Fernandez, M. (2014). Beacon Trailblazers Curriculum. The Beacon School: New York, NY

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COLLEGE

& CAREER READINESS INTERVENTIONS

Paying for College (2012). Retrieved October 27, 2013, from

Did you know?

About 60% of students attending public

How will you pay for college?

*Retrived from www.collegeboard.com

How will you pay for college?

How will you pay for college?

How will you pay for college?

How will you pay for college?

How will you pay for college?

How Do You Get Financial Aid?

Jonard Overcomes His

Group Activity Worksheet:

Financial Aid Glossary:

Post-test Answer Key:

Retrieved from: https://www.collegeboard.org

ASPECTS OF THE COLLEGE

WHAT NEEDS TO BE INCLUDED?

begin working on applica5ons and then save them and come

ins so you dont forget any of them!

What informa5on is included in the applica5on?

YOU SUBMIT ALL OF

Students should NOT report their GPA to colleges each

college will individually calculate

Colleges will look at a few things when evalua:ng a student

Rigor of courses did you challenge yourself?

YOU SUBMIT A TRANSCRIPT

depending on the college or university

Some schools, par=cularly bigger schools, focus a lot on SAT

or ACT scores when looking to admit a student

Bigger schools receive so many applica=ons they have less =me to

carefully review essays and recommenda=ons

Other schools dont focus a lot on SAT or ACT scores when

looking to admit a student

at all, please visit hFp://www.fairtest.org/university/op=onal

Some schools (not many) require SAT II Subject Tests

YOU SEND YOUR TEST

This leEer will automaDcally be wriEen by your advisor

Colleges use leEers of recommendaDon to gain an adult

perspecDve on your strengths and weaknesses both

YOU ASK YOUR TEACHERS TO

WRITE YOUR RECS AND WE SEND

should tell colleges your story

wont nd in your transcript or test scores? This is a good place to

You will most likely have The Common Applica/on essay as

well as individual college supplement essays

Colleges use the essay to get to know you beCer as a person.

this school if accepted

not obliged to a;end

Deadlines: Typically around early to mid November

reduces number of applica>ons, allows students to reassess op>ons

Cons: Pressure to decide, reduced nancial opportuni>es, >me

crunch for other applica>ons as you may not nd out about

March with majority around January 1st

Rolling Admissions: ApplicaEons are submiGed at will on a

rolling basis. We recommend December 1st as a target

you have been involved and your posi6on held in a ll-in-the-blank

Addi+onal le0er of recommenda+on:

You may include a fourth leHer of recommenda6on from a boss,

coach, dance teacher etc.