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TABLE OF CONTENTS Choosing A College………………………………………….…………………….…………..……..….. ..2 How to Start Your College Search……………………………………………………………………… 4 The S.U.N.Y. System………………….……….………………….…………………………...…….…….5 S.U.N.Y. Campuses….……….……….……………………………………………….…….….…………6 Federal Academies………….……………………………………………………..…..….……….……. ..9 College Testing - SAT/ACT…..………………………………………………………………………… .11 College Visits……………….…….…………………….……………………..………..……….………. .14 Processing College Applications………………….……………………………….………………..…. .15 College Admission Process…………………………………………………………………...…......… .17 Scholarship and Financial Aid Website…………………………………………………………………19 Intercollegiate Athletics-NCAA Regulations………………………………………………………........26 Sample College Resume………….……………………………………….…………………...………..27 Sample College Activity Sheet………….…………………………….……….…………..…………....28 College Programs for Students with Learning Disabilities……..……..……………………………...29 Military Service……………………………………………………………..………………….……........30 Vocational Schools………………….………………………………………..…….………………..…..32 . Employment…………………………….…………………………………………….………....………..33 Reality Checks for Your Career Planning………………………………………………..…….……....34 Guidance Direct – Career Connections……………………………………………………………..…35 Fastest Growing Occupations……….…….………………………………………………..…….….....36 Sample Letter of Application……….……………………………………………………………….......38 How To Prepare a Resume……………….………………………………………………………….....39 Sample Employment Resume………..……………………………………………….………………...40 Sources of Career and Job Information……………….……………………………………..…….…..45 College Application Processing Form………………………………………………………….…….…47 To Do Lists……………………………………………………………….…………………………..…....48

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CHOOSING A COLLEGE

CHOOSING A COLLEGE THAT'S RIGHT FOR YOU

Of the thousands of colleges and universities in the country, there are undoubtedly hundreds that could meet your basic requirements. Your first action should be to choose the right set of colleges rather than the one right college.

Determine why it is that you wish to go to college. Many students begin the college selection process because they feel they are expected to attend college or because they simply haven't thought about doing anything else after high school graduation. Unless you understand your personal reasons for wanting to go to college, it will become increasingly difficult, and in some cases even impossible, to match up the strengths and characteristics of various institutions with your needs and your expectations of a four-year education.

To successfully proceed in selecting a college, you do not need to know exactly what it is you want to study or what career you want to pursue. A large percentage of the freshman class enter their first year of college undecided about a major program or curriculum, and many others change their intended major at some point during their undergraduate years. Thus, just as it's unlikely that there is only one college for you, it is also unlikely that there is only one appropriate program of study in which to achieve your goals and objectives. The important thing to remember is that you must constantly identify, redefine, and even eliminate options.

BEGIN THE COLLEGE SEARCH

A well-conducted college search should begin with a self -assessment and end with much greater self-awareness. The process of discovering who you are, your likes, dislikes, strengths, and weaknesses is infinitely important. Perhaps this will be the first opportunity you have had to make a serious self- inventory. Jotting down where you think your talents lie, what activities you enjoy, what areas of study come easiest to you and which ones you enjoy most, whether or not you want to live at home, and what careers sound most interesting to you. You should continue to add to your list as you proceed through the search. The only important requirement is that the list be your own. Conduct this process independently.

Next, talk to those who know you the best. An obvious place to start is with your family. Too often the use of this resource is limited to matters pertaining to finances and cost. Typically, however, your parents are in the unique position of knowing you well and being able to advise you on the value of decisions they made or would have made about their own education. Once again, the purpose of this activity is not to quickly find a right answer, but rather to give yourself a framework and set of expectations against which you can measure both yourself and the institutions you examine. At this point in the process, questions are far more important than answers.

KEEP YOUR OPTIONS FLEXIBLE

Guard against making the quick decision or following the easiest path. Keep all avenues and options open for as long as possible. For example, flexibility is important in choosing an intended major. If English is one of your favorite courses in high school as well as a subject in which you perform well, you could plan a college major in English. However, there are many other opportunities related to English, such as speech, theater, communication art, journalism, linguistics, and language arts that would also be reasonable options to explore. A wide variety of colleges and universities offer these courses. If you restrict

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yourself to schools that you've heard about or that your friends have attended, it is likely that you will limit your choices. A college's location is another important consideration. Many students, again, limit their options geographically.

As your list of institutional characteristics and personal preferences grows, your list of institutions that meet these

requirements will begin to shrink. Avoid the temptation of limiting the requirements and preferences that are important to you just to make the job easier. Base your choice on a realistic evaluation of facts about yourself and about different colleges. Take the time required to gather, organize, and evaluate these facts. The decision cannot be completed in a week or two. Take your time! Be open-mined! Use various sources of information that are listed in this booklet as well as the internet.

Your evaluation of the following criteria will help in developing a list of schools from which you wish to request additional information.

• Admission requirements • Tuition and fees • Strength of major • Student-faculty ratio • Size of student population • Location - rural, suburban, urban • Public, private non-sectarian, private-church related • Available financial aid—Merit or need based aid; size of university endowment • Social life • Extra-curricular activities • Regional accreditation • Professional accreditation • R.O.T.C. • Co-op programs

Some of the above items will have more importance to you than others. Discuss your ideas with your parents and your counselors.

WHERE TO APPLY

It is recommended that most of your tentative choices be colleges which have been accepting candidates with credentials (grade point average and SAT scores) similar to yours. Three choices should be of this type.

Have a “safe” school on your list. A “safe” choice is a college where you clearly exceed the entrance requirements, you are reasonably happy to attend, and where your other selection criteria will be met. It is very important that you examine carefully this choice, so that you have protected yourself from unforeseen disappointment if your other choices decline your application.

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Guidance Direct is an interactive resource that helps you explore colleges, scholarships and careers. It assists you in identifying colleges, scholarships and careers that match your interest areas. Creating Your Student Account: 1. Log on to www.guidancedirect.com . 2. Click on STUDENT LOGIN. 3. Enter the following information: School ID: 2859408 School Password: R86S1218

4. Click on CREATE NEW ACCOUNT. 5. Enter all required information including:

User Name: LastnameFirstname (example: SmithJane) Check out Resume Writer to help you create a professional resume.

Please write down your user name and password so that you don’t forget it.

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THE S.U.N.Y. SYSTEM

WHAT IS S.U.N.Y.?

The State University of New York (SUNY) is a unique public university, embracing 64 distinctly individual colleges located in urban and rural communities across the State of New York. The University's structure adds an extra dimension of depth, which permits some of its students to select short-term vocation/technical courses while others engage in extended post-doctoral studies.

In little more than three decades, SUNY has carved a place for itself in American education alongside other prestigious universities. Its reputation for excellence has been forged through the dedication of its faculty, the quality of its programs, and the achievements of its graduates. SUNY in the 1990’s and 2000’s is a diverse institution of immeasurable resources, reflecting the varied backgrounds of the people it serves. FOUR UNIVERSITY CENTERS

Often referred to as research centers, the universities are moderately large, residential campuses with undergraduate colleges as well as various graduate schools. As undergraduates, students enroll in programs which lead to a bachelors degree in liberal arts or sciences. Masters and doctoral degrees are awarded for graduate study in a variety of disciplines at each campus. Professional schools in law, medicine, dentistry are located on the university centers.

THIRTEEN COLLEGES OF ARTS AND SCIENCE

The four-year colleges vary in size, enrolling between 3,000 and 11,000 students, thus permitting a choice of lifestyles. Also residential, these colleges offer the bachelors or masters degree in liberal arts and sciences. Courses of study are almost unlimited, from business administration to nuclear science engineering, from meteorology to marketing to music. TEN SPECIALIZED COLLEGES

The ten specialized colleges, five of which are located on private university campuses under unusual cooperative arrangements, serve students with special educational or career goals. Programs lead to the bachelor’s degree and, in many instances, offer opportunities for students to pursue graduate study. FOUR CENTERS FOR HEALTH SCIENCES

The four centers for the health sciences train professionals in a multitude of health-related fields from physical therapy to biochemical research and medicine. Two, Buffalo and Stony Brook, are part of a university center. FIVE COLLEGES OF TECHNOLOGY

The five colleges of technology, which typically enroll between 2,300 and 3,800 students, are residential colleges offering a variety of two-year associate degree programs in liberal arts, agriculture, and the technologies. Four types of associate degrees are awarded: Associate Degrees in Art and in Science are earned in programs which normally parallel the first two years of a liberal arts program at the four-year colleges; Associate Degrees in Applied Science or Occupational Studies are earned through programs in fields such as business, industry, health and social services. One-year certificate programs are offered in technical fields. SUNY Farmingdale, although traditionally an AG and TECH School, is considerably larger (13,500 students) and offers four year bachelor degrees in a number of its programs.

STATE UNIVERSITY OF NEW YORK CAMPUSES

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UNIVERSITY CENTERS

Albany

Binghamton Buffalo

Stony Brook

UNIVERSITY COLLEGES

Brockport Buffalo State

Cortland Empire State College

Fredonia Geneseo

New Paltz

Old Westbury Oneonta Oswego

Plattsburgh Potsdam Purchase

HEALTH SCIENCE CENTERS

Brooklyn Syracuse

COLLEGES OF TECHNOLOGY

Alfred State College

Canton Cobleskill

Delhi Farmingdale State College

Maritime College Morrisville State College

SUNYIT

SPECIALIZED COLLEGES

College of Optometry College of Environmental Science and Forestry

College of Ceramics at Alfred College of Agriculture and Life Sciences at Cornell School of Industrial and Labor Relations at Cornell

College of Human Ecology at Cornell College of Veterinary Medicine at Cornell

Institute of Technology at Utica-Rome SUNY Downstate Medical Center SUNY Upstate Medical University

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THIRTY COMMUNITY COLLEGES

SUNY's community colleges were developed primarily to serve educational needs in specific localities across the state, to offer two-year programs, and to grant Associate in Arts (A.A.) and Associate in Science (A.S.) degrees. These programs of study include: art, business, home economics, humanities, social sciences, math, science and technology. This is an opportunity for those students whose high school record suggests that they could profit from the comparatively small classes and individual attention available in a community college. A good record in a community college frequently offers the student admission to a four-year college where he can complete the requirements for his baccalaureate degree.

As you can see, SUNY's 64 campuses offer a wide variety of academic opportunities. No matter which programs students prefer or where in the state they wish to study, they will be able to find a SUNY college that is appropriate for them. SUFFOLK COUNTY COMMUNITY COLLEGE

Suffolk County Community College is comprised of three campuses. The Ammerman Campus is the oldest and largest unit of the College. It is located in Selden and serves residents in the central portion of Suffolk County. This campus has the most extensive facilities, the largest enrollment and the broadest variety of programs. In addition to the Liberal Arts and Science, it offers programs in health-related areas, specialized programs in fine and performing arts and comprehensive offerings in Business and Computer-related areas. It is the only campus offering Engineering Science and engineering-related fields including electrical, mechanical, drafting and construction technologies.

The Western Campus, located in Brentwood, serves primarily the two western-most townships of Babylon and Huntington. This campus presents a comprehensive program of Liberal Arts and career curricula to serve traditional and non-traditional students.

The Eastern Campus, located in Riverhead, offers programs in liberal arts and science as well as career-track courses relevant to the marketplace. Traditional and non-traditional students attend classes on all three campuses.

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COMMUNITY COLLEGES

Adirondack Broome

Cayuga County Clinton

Columbia-Greene Corning Dutchess

Erie Fashion Institute of Technology

Finger Lakes Fulton-Montgomery

Genesee Herkimer County

Hudson Valley Jamestown Jefferson

Mohawk Valley Monroe Nassau

Niagara County North Country

Onondaga Orange County

Rockland Schenectady County

Suffolk County Sullivan County

Tompkins Cortland Ulster County Westchester

NURSING PROGRAMS

The Baccalaureate Collegiate Program offers the opportunity to earn a Bachelors of Science degree before entering the nursing profession. The training period varies from 4 to 5 years depending upon the time that the particular college devotes to training within the hospital. Some colleges and universities offer nursing degree programs starting in the freshman year; others offer the program starting in the junior year. The Two-Year Associate Degree Program offers preparation for nursing degree with primary emphasis on classroom instruction with a minimum amount of clinical training. The Diploma Program offers training at a specific hospital’s school of nursing. Usually the classroom instruction is given in the hospital itself, although sometimes courses are given at neighboring universities or colleges. The training period is 2-3 years. This program offers maximum clinical training within the hospital.

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FEDERAL ACADEMIES

There are five Federal Academies designed to prepare students for a career in the Armed Services or the Merchant Marine. Four of the academies (West Point, Annapolis, Air Force and Merchant Marines) select their candidates through congressional appointment.

Successful candidates will receive full room, board and tuition as they work toward a baccalaureate degree. Most graduates of the academies receive a commission, and are required to spend a certain period of time in a particular branch of the armed services. If you believe you can meet the rigid physical and mental requirements and have an interest in a military career, write promptly to one of the congressmen listed below requesting consideration as a candidate for appointment to the academy of your choice.

SENATORS/CONGRESSMEN

Addresses and telephone numbers of the two United States Senators and the Congressman for the First Congressional district are given below (subject to change).

The Honorable Kirsten Gillibrand 531 Dirksen Senate Office Building Washington, DC 20510 Phone (202) 224-4457 The Honorable Charles E. Schumer 757 Third Avenue, Suite 17-02 New York, NY 10017 Phone(212) 486-4430 The Honorable Tim Bishop

3680 Route 112, Suite C Coram, NY 11727

Phone (631) 696-6500 Fax (631) 696-4520

Academies requiring congressional nominations:

• Air Force Academy, Colorado Springs, Colorado • Merchant Marine Academy, Kings Point, New York • Military Academy, West Point, New York • Naval Academy, Annapolis, Maryland

The United States Coast Guard Academy—For information, contact: Coast Guard Academy

http://www.cga.edu/admiss/request.html Admissions (860) 444-8500

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Reserve Officer Training Corp—R.O.T.C. Scholarships are the largest single subsidized college training program in the country and are sponsored by the Navy, Army and Air Force. Tuition, fees, books, uniforms and a monthly subsidy are included in the scholarship. Commission in the Navy, Marine Corps, Air Force or Army is granted upon graduation. Selection is based upon results of the SAT or ACT, high school academic standing, extra-curricular, leadership, athletic activities and a personal interview.

For more information: U.S. Air Force ROTC HQ AFROTC/RRU 551 East Maxwell Blvd. Maxwell AFB AL 36112-6106 Phone: (334) 953-2528 http://www.afoats.af.mil

U.S. Army ROTC Cadet Command ATTN: Army ROTC Scholarship Ft Monroe, V A 23651-5238 http://www.armyrotc.com/information.htm

Navy/Marine ROTC College Scholarships See your local Navy Recruiter or call 1-800-USA-NAVY http://www.usc.edu/dept/nrotc/

ACADEMY REQUIREMENTS

Applicants for entrance to the Academies must be:

• United States citizen. • Between the ages of 17 and 22 as of July 1. • Unmarried, and without obligation to support a child. Able to meet scholastic, medical and physical aptitude

standards.

CONGRESSMAN BISHOP’S NOMINATION REQUIREMENTS:

• Applicants must meet Academy requirements, and must be residents of the First Congressional District. • Applicants should contract Congressman Bishop’s office as soon as possible to obtain the nomination information. • Applicants must submit the following information to Congressman Bishop’s 'office as soon as possible:

1. Letter of interest regarding a particular academy 2. Completed Nomination Application Form 3. Interview by Congressman Bishop’s Academy Review Board in the fall of the senior year 4. Official SAT scores 5. High School transcript and class standing (if applicable) 6. Three (3) recommendations (limited to high school teachers, coaches, principal or guidance counselor) 7. List of extra-curricular activities (including awards or prizes received, offices or positions held, and summer

or part-time jobs held) • Congressman Bishop may make ten nominations to each military academy.

West Point

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THE SCHOLASTIC ACHIEVEMENT TEST (SAT)

I. Writing • Students are asked to write an essay that requires them to take a position on an issue and use reasoning and examples to support their

positions. • The essay is similar to the type of writing required on in-class college essay exams. • Multiple-choice questions measure a student’s ability to identify sentence errors, improve sentences, and improve paragraphs.

SAT Time 60 Minutes

35 minute-multiple choice questions 25-minute essay

Content Multiple-Choice Questions: Identifying Errors Improving Sentences and Paragraphs

Score W 200-800 Multiple-Choice Subscore: 20-80 Essay Subscore: 2-12

II. Math • The math section includes topics from third-year college-preparatory math, such as exponential growth, absolute value, functional rotation,

and negative and fractional exponents. • Quantitative comparisons have been eliminated.

SAT Time 70 minutes

Two 25-minute sections One 20-minute section

Content Multiple-Choice Items Student Produced Responses Measuring: Number and Operations, Algebra I, II, and Functions Geometry, Statistics, Probability, and Data Analysis

Score M 200-800 III. Critical Reading • The critical reading section includes short and long reading passages. • Analogies have been eliminated, but sentence-completion questions remain.

SAT Time 70 minutes

Two 25-minute sections One 20- minute section.

Content Sentence Completions and Passage-Based Reading Measuring: Extended Reasoning, Literal Comprehension, Vocabulary in Content

Score CR 200-800 Total Testing Time: 3 hours and 45 minutes, including an unscored 25-minute variable section (which helps in the development of future test questions) Test Dates Test

March 13, 2010 SAT Only May 1, 2010 SAT & Subject Tests June 5,2010 SAT & Subject Tests

October 9,2010 SAT & Subject Tests November 6,2010 SAT & Subject Tests December 4, 2010 SAT & Subject Tests

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AMERICAN COLLEGE TESTING PROGRAM (ACT) AT A GLANCE The ACT contains four curriculum-based tests that measure academic achievement in the areas of English, Mathematics, Reading, and Science as well as an optional Writing Test. The specific knowledge and skills selected for evaluation are determined through a detailed analysis of three sources of information. First, the objectives for instruction for grades seven through twelve are examined for all states in the United States that have published such objectives. Second, textbooks on state-approved lists for courses in grades seven through twelve are reviewed. Third, educators at the secondary and postsecondary levels are surveyed and consulted to determine the knowledge and skills taught in grades seven through twelve that are prerequisite to successful performance in postsecondary courses. ACT English Test The English Test measures students’ understanding of the conventions of standard written English (punctuation, grammar and usage, and sentence structure) and of rhetorical skills (strategy, organization, and style). Spelling, vocabulary, and rote recall of rules of grammar are not tested. Three scores are reported: A total test score, a subscore in Usage/Mechanics, and a subscore in Rhetorical Skills. ACT Mathematics Test The Mathematics Test assesses the mathematical skills that students have typically acquired in courses taken up to the beginning of grade twelve. The test requires students to use their reasoning skills to solve practical problems in mathematics. The problems assume knowledge of basic formulas and computational skills but do not require memorization of complex formulas or extensive computation. The use of calculators is permitted on the Mathematics Test. Four scores are reported: a total test score and a subscore in Pre-Algebra/Elementary Algebra, Intermediate Algebra/Coordinate Geometry, and Plane Geometry/Trigonometry. ACT Reading Test The Reading Test measures students’ reading comprehension as a product of referring and reasoning skills. The test items require students to derive meaning from several texts by (1) referring to what is explicitly stated and (2) reasoning to determine implicit meanings and to draw conclusions, comparisons, and generalizations. The test is comprised of four prose passages that are representative of the level and kinds of writing commonly encountered in college freshman curricula. The passages are selected from published sources. Three scores are reported: a total test score, a subscore in Arts/Literature reading skills (based on the prose fiction and humanities sections), and a subscore in Social Studies/Sciences reading skills (based on the social studies and natural sciences sections). ACT Science Test The Science Test measures the student’s interpretation, analysis, evaluation, reasoning and problem-solving skills required in the natural sciences. The test is made up of seven sections, each of which consists of some scientific information (the stimulus) and a set of test items. The scientific information is conveyed in one of three different formats. One score, a total test score, is reported for the ACT Science Test.

ACT English Test 75 items, 45 minutes

Content/Skills Number of Items Usage/Mechanics Punctuation Basic Grammar and Usage Sentence Structure Rhetorical Skills Strategy Organization Style

40 10 12 18 35 12 11 12

Total 75 ACT Mathematics Test

60 items, 60 minutes Content Area Number of Items Pre-Algebra Elementary Algebra Intermediate Algebra Coordinate Geometry Plane Geometry Trigonometry

14 10 9 9 14 4

Total 60

ACT Science Test 40 items, 35 minutes

Content Area Format Number of ItemsBiology Earth/Space Sciences Chemistry Physics

Data Representation Research Summaries Conflicting Viewpoints

15 18 7

Total 40

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ACT Writing Test The Writing Test is an optional 30-minute essay test that measures writing skills emphasized in high school English classes and in entry-level college composition courses. The test consists of one writing prompt that describes two points of view on an issue, and students are asked to write a response about their position on the issue. The prompts are designed to be appropriate for response in a 30-minute timed test and to reflect students’ interests and experiences. Students have the option of registering for the ACT only or the ACT Plus Writing. Scoring the ACT Writing Test. Taking the Writing Test does not affect students’ scores on the multiple-choice tests or their Composite score. Rather, students receive two additional scores: a Combined English/Writing score on a scale of 1-36 and a Writing subscore on a scale of 2-12. Students also receive comments on their essays, and the essays are available to their high school and the colleges to which scores are reported from that test data.

2010-2011 ACT Test Dates Test Date

April 10, 2010 June 12, 2010 October 23, 2010 December 11, 2010 April 9, 2011 June 11, 2011

ADVANCED PLACEMENT (AP) EXAMINATIONS

Test Dates For 2010 Advanced Placement (AP) Examinations Test Dates Test Test Dates Test May 5, 2010 Calculus AB May 10, 2010 Biology May 6, 2010 English Literature &

Composition May 11, 2010 Chemistry

May 7, 2010 U.S. History/European Hist./Studio Art

May 12, 2010 English Language

May 13, 2010 World History

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COLLEGE VISITS

IMPORTANCE OF COLLEGE VISITS

Your college education is likely to represent a financial investment, and your college visits should help to determine the wisdom of this investment. Visit colleges to see what academic and co-curricular opportunities are available to you and observe the atmosphere and the opportunities for recreation and religious activities. The more experience you have during a campus visit, the more likely it is that you will make an informed decision about the college.

Write or telephone in advance of your visit to arrange for an interview with a member of the admission staff. This visit will provide an opportunity for you to learn directly what the college expects of its candidates. Some suggestions:

• Be on time, dressed in a manner that best represents you. • Be friendly and genuine. Have some questions prepared about concerns you may have. Read the catalogue so that you

will be adequately informed. • Tour the campus. This will provide you with a chance to see the facilities-academic, housing and athletic. Ask

questions of the guide. • Spend some time informally talking to students in the student union, cafeteria, dorms, or library, etc. They will

generally react honestly and give you direct answers to your questions. • Discuss your visitations with your guidance counselor. The interviewer will expect you to make a good impression. You should indicate that you are primarily interested in an

education. Mention your interest in extracurricular activities. You are attempting to give evidence of personal attributes that will be desirable on campus.

You can intelligently discuss a college when you have studied the catalogue. When you visit a college, the admissions officer will expect you to be familiar with the catalogue, and it is wise to ask questions that are not specifically answered in the college literature. The interviewer will also want to know your reason for applying to the college. You should remember, however, that the interview is an opportunity for an exchange of ideas, and you are expected to take advantage of the opportunity.

Your parents are undoubtedly interested in the colleges that you aspire to attend, and they are encouraged to visit with you. The interviewer will be pleased by this indication of parental interest, but, generally, he will prefer to interview you alone. However, if the occasion arises, it is your responsibility to introduce your parents, and they may be invited to ask a question or two.

Upon returning home after your interviews, courtesy demands that you write a brief note of thanks to the people with whom you had your interviews. This should be done promptly. This is a good time to re-read the catalogue of these colleges. You will find that the information is more meaningful after your visits.

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PROCESSING COLLEGE APPLICATIONS PROCEDURE FOR PROCESSING COLLEGE APPLICATIONS

ROLE OF THE COUNSELOR

Counselors will work with you and your parents to help you formulate post high school educational plans. Counselors will provide college and financial aid information and will assist you in selecting the colleges to which you will apply for admission. The ultimate responsibility for the planning and selection process is yours, however. Use the resources, which are available to you.

Your counselor will review and analyze your complete high school record-your achievement, standardized test scores, and activities. He/She will assess your strengths and weaknesses in order to insure realistic planning for your educational future. Have confidence in your counselor. He/She knows the colleges, their admission criteria, and your relative chances for admission.

APPLICATION PROCESS

The college application process is basically the responsibility of the student applicant. Counselors are here to work with you, but cannot accept the responsibility for your applications. Seniors should submit their completed applications directly to the Guidance Office.

Transcripts and counselor recommendation, SAT/ACT scores, student resume or activity list are part of your application. Applications and supportive documents will be processed and mailed to colleges in the order in which they are presented to your counselor. (Do not expect that your application will be processed ahead of others in order to meet a deadline.) Due to the volume of applications, which must be prepared, you should allow at least three weeks for the application to be mailed out. We need your cooperation on the following details to speed up the flow of applications to the colleges.

• Submit your applications to the Guidance Office at least three weeks before the deadline date. • Complete your part of the application. We suggest that essays or autobiographical sketches, where required, be

proofread by a member of the English Department prior to submitting the application. • Complete the basic information (such as name, address, etc.) found in the school part of your application before

submitting it to your guidance counselor. • Obtain letters of recommendation from teachers, when required. Provide teachers with an activity sheet or resume.

(Your resume should be completed by September of your senior year.) • Take a college entrance exam (SAT I, SAT II, ACT). Obtain the registration forms from the Guidance Office. Be

aware of deadline dates. SAT and ACT scores must be sent directly from the testing corporation to the colleges you have applied to. Scores can be sent three ways:

1. on-line at www.collegeboard.com or www.act.org 2. by filling out a score card that is available in guidance and mailed to the company, or 3. on the actual test day you will have the opportunity to fill in the schools you want to send your scores to.

• File a Free Application for Federal Student Aid (FAFSA). Complete the C.S.S. Profile for Financial Aid if the colleges to which you are applying require you to do so. Apply for additional aid to the Financial Aid Office at the colleges to which you are applying.

• Submit the mid-year grade request forms to the guidance office. All mid-year grades will be submitted automatically to each of the colleges to which you have applied.

• Notify the Guidance Office of any acceptances, rejections or financial aid awards. The following applications and forms are available at your Guidance Office:

• Standardized test applications: SAT I, SAT II, ACT • The State University of New York and Suffolk County Community College applications • Free Application for Federal Student Aid (FAFSA) • C.S.S. Profile for Financial Aid

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HOW MANY SCHOOLS SHOULD YOU APPLY TO?

FINALIZE YOUR COLLEGE LIST

Some students send as many as fifteen applications, while others send only one. How many colleges you apply to depend on your personal situation. Here are a few things to keep in mind as you create a balanced list. Apply to a range of schools Your college list should include approximately five to eight colleges, but there isn’t one “magic” number.

• One or two colleges where you feel you’ll most likely get in- say, a 90 – 100 % chance. These are usually called “safeties” or “back ups.”

• Two to four colleges that are overall good matches – say, a 75% chance of getting in. they are colleges that fit academically and socially.

• One or two “reach” colleges – say, a 25% or less chance of getting in. These are colleges that present an admissions challenge.

The key is to plan your list now, so you’re not making last minute decisions. Here’s a worksheet to help get a handle on your college list.

“Safeties” Good Matches “Reaches”

DON’T GO OVERBOARD

Reasons to apply to only those schools where you’re sure you want to go:

• The application fee at most colleges is around $50. Applying to a large number of schools can be expensive.

• Applications involve a lot of time and effort. There are many steps and each item must be done carefully. Quality is better than quantity when it comes to college applications.

SEEK HELP Your guidance counselor or college advisor can help you determine the number of schools right for you. They know you and your academic history and can recommend good fits. ON-LINE APPLICATIONS Make sure you see your Counselor if you apply to any colleges on-line.

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COLLEGE ADMISSIONS PROCESS

COLLEGE ADMISSIONS PROGRESS CHART

Getting into college is a complicated and lengthy process. It is difficult to keep tabs on all aspects of this process, but it is

extremely important to do so to avoid overlooking any important items. This chart is designed to help you keep a systematic record of your progress. Be sure to keep it accurate and up to date. As you complete an item, place the date of completion in the appropriate column.

Admissions Procedures College College College College

Request for application sent

Application received

Application files with college

Scholarship application requested

Scholarship application filed

Official transcript and recommendations sent

Request for CEEB or ACT scores sent

Personal interview arranged

Personal interview completed

Letter of Acceptance received

Letter of Intent sent to Registrar

Necessary deposits mailed

Health forms received

Medical exam taken

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THE ADMISSIONS PROCESS: HOW COLLEGES CHOOSE STUDENTS

Your greatest asset is your high school transcript—solid courses and high grades. Your transcript contains the names of the courses you have taken, the weight given to the courses (A.P., Honors & Regents), your final course grade, the number of credits earned, class size, class rank, Regents test scores, and a description of the high school marking system. Admissions officers look for rigorous and well-balanced subjects and strong and/or consistently improving grades. The student with less rigorous, less demanding courses, even with good grades, will be at a disadvantage when competing with students who took more rigorous courses while earning lower grades.

The quality of your academic program, your grade point average, and your rank in class summarize your high school academic performance and are the most important criteria for college admissions.

Standardized test scores such as the Scholastic Aptitude Test (SAT I, SAT II) or American College Test (ACT) are used widely for admissions decisions. These scores may confirm or contradict the performance shown on the transcript. They measure your ability to perform in college studies, but do not take into account your motivation or willingness to expend extra time and effort to achieve. Obviously, high scores are impressive; they can open doors, and they make you feel good. In spite of the emphasis some place on these tests, however, the best single predictor of college success is the high school transcript.

Your academic resources are not the only consideration. Counselor and teacher recommendations supporting your candidacy are extremely helpful as long as they are specific in describing your attributes. Recommendations from teachers or others add a new dimension to the factual information of the transcript and test scores. These letters can also interpret and explain academic performance.

Leadership in school and community organizations can be of significant help in your support. Special talent in music, art or athletics may assist with admission and may attract scholarship money. These non-academic factors must be presented in a thoughtful and organized manner in order to maximize their effectiveness on your behalf.

Performance in the twelfth grade is also an important consideration. Colleges look for a rigorous academic program. Colleges request mid-year grade reports and use them as a part of their decision to ensure that you are maintaining the quality of your work.

Specialized majors are given additional considerations. Study in the fine arts may require a portfolio. Study in the performing arts in such areas as music, dance and drama may require an audition. The recommendations that come out of these portfolios and auditions often have a considerable effect on the admission's decision.

Colleges must have a distribution of students for all majors. If you sincerely have a major that is not in vogue, you might have a better chance of admission. Don't go looking for one of these, however, since you must be aware of all the career facts and opportunities before you make a commitment.

You may have one skill or ability, a special talent, which sets you apart from the other students. If you can project your special talent to the admissions committee, you usually will be given special consideration. Examples of such special talent include: leadership (Senior Class President); athletic (All-County track/lacrosse); musical (All-State Orchestra); creative (published poems).

Alumni—You may be given special consideration if a member of your family has attended the college and has been successful as a student or as a graduate. This is true for private colleges, not necessarily public colleges. If the alumnus is a strong backer and contributor to the college, you are an even stronger candidate. Reminder, private colleges do not rely on public taxes, so private supporters are essential to their existence. Make sure this status is clear on your application and essay.

Minorities may have a special advantage in the admission process because of federal laws concerning discrimination and because of the importance of helping the less fortunate. Minorities are numerous-ethnic, religious, geographic, unemployed, women, handicapped, etc. If you can communicate your disadvantage, as well as your hope in the American fairness principles, you may have an advantage.

One last point about this admission process—and it is an important one: Many students have trouble adjusting to the workload in high school, to Regents exams, and to all of the distractions in high school. Their 9th and l0th grades are a disaster, thus their rank in class and GPA are depressed. There is hope, however. If the junior year is decent, colleges will request senior year grades. Colleges are looking for an upward swing, a certain change on the student's part, indicating motivation and serious scholarship. If it is there, it opens doors for you and allows your teachers and counselors to be optimistic in their recommendations.

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SPECIAL ADMISSION PROGRAMS

Early Decision—Early decision is a plan under which a student applies to his first - choice college early in the fall (usually by Nov. 1st) of the senior year and agrees by contract to enter that college if offered admission. Decisions are rendered to Early Decision applicants in early December. If not accepted under early decision, a student is usually reconsidered for admission later in the senior year. A student may not apply to more than one college under Early Decision Plan, since, if accepted, the student agrees to withdraw any applications filed at other colleges. Early Decision applicants are judged on the basis of their junior year test scores, class rank, and grades. If you have a definite first-choice college, you might apply early decision to signify the level of interest in that college.

Early Action—Early Action is used primarily in highly selective colleges. Early Action follows the same application/notification timetable as Early Decision but allows the accepted candidates until May 1st to accept or decline the offer of admission. Under Early Action programs, it is possible for an applicant to be denied admission outright and not automatically deferred for later consideration. If your junior year credentials are not truly superior, you must be careful about applying under a plan that could harm your chance for admission.

Important Note: There are several variations of Early Decision/Action Plans at different colleges. Read the literature of

each college carefully, and ask questions if you do not understand the program entirely.

HELPFUL WEBSITES FOR FINANCIAL AID AND SCHOLARSHIPS SCHOLARSHIP SITES: FastWeb CollegeEdge Scholarship Search www.fastweb.com www.embark.com FINANCIAL AID SITES: The Financial Aid Information Page Students.gov www.finaid.org www.students.gov College is Possible Mapping Your Future www.collegeispossible.org www.mapping-your-future.org/paying/

PAY ATTENTION TO DEADLINES

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THE ADMISSIONS PROCESS AT SELECTIVE COLLEGES

Not all colleges are equally selective, but all ask candidates to go through an application process that has certain basic steps. Although different colleges solicit varying amounts of information, all colleges require candidates to complete a personal application form to take standardized tests, and arrange to have their high school counselor prepare a Secondary School Report. Selective colleges require further that candidates have teachers submit evaluations. Candidates may also be encouraged to schedule an interview with an admissions officer or a graduate of the college in question, as well as to ask two or three people whom they know well for letters of recommendation.

The admissions process at selective colleges is undeniably subjective, and because it is, applicants can influence the process to a certain extent by making certain that the quality of information in their admission folder is first rate. Admissions officers are interested in the qualitative nature of your achievements as well as in the extent of the support you receive from teachers, counselors, or friends who write on your behalf. (This is in contrast, of course, to the admissions process in institutions where decisions are rigidly tied to a specified grade point average (GPA) and a predetermined performance level on either the SAT or the ACT).

PERSONAL APPLICATION FORM

All colleges require candidates to complete a personal application form. Since selective colleges are concerned about the quality of your non-academic contributions, the information you present on this form will have a direct bearing on the non-academic rating you receive from those reading your folder. Most likely, you will be asked to provide information about the environment in which you live and study, and about those non-academic activities that are most important to you.

Background Data—Colleges that are oriented to evaluating the non-academic side of an applicant will ask a series of background questions. What secondary schools did you attend? What were the colleges—if any—of your parents? How are your parents employed? What is their marital status? This type of information helps admissions officers gain an understanding of your everyday environment. If your family has encountered a number of problems, the admissions officer would be interested in how this affected your performance in school. For instance, if you come from a home in which there has been a divorce, it would not be surprising to see a decline in your grades during the time that your parents’ marriage was dissolving. Admissions officers respond favorably to candidates who overcome adversity rather than use their problems as an excuse for failure.

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Information on parental occupation gives an indication of the nature and extent of your opportunities, both academic and non-academic. Generally, admissions committees look with favor on applicants who have shown initiative and who have demonstrated leadership capabilities. Candidates who have been given a wealth of opportunities but have amassed a veritable laundry list of undistinguished activities are not as compelling as applicants with fewer advantages but who present solid achievements. Also, youngsters for whom part-time work is essential should realize that this could be a plus in the admissions process. Signs of independence and maturity are recognized and valued by admissions committees. In essence, achievements and activities are evaluated in the context of applicant’s lives and educational experiences.

Degree Selection—Almost all application forms ask candidates to specify the academic degree they wish to pursue, e.g. business, liberal arts, engineering, education, nursing, agriculture, etc. If students are unsure, they are instructed to check “undecided.” This single act can influence the admissions decision.

Those who are wrestling with a choice between a professional school and a liberal arts major may place themselves at a disadvantage in the admissions process if they indicate they are “undecided.” The faculty members at professional schools tend to prefer applicants who are committed to their fields. Furthermore, if an institution asks you to write a special statement indicating why you are interested in engineering, or agriculture, or business, consider this request very seriously. Your comments will be read carefully in an effort to assess your motivation to pursue a career in that field.

Most liberal arts programs, however, are designed to provide students with a breadth of knowledge in a number of fields as well as depth in one or two. In the liberal arts, being undecided about which department to major in is not a liability; it is almost expected.

Extracurricular Activities—As stated previously, most selective colleges use non-academic criteria to distinguish

between candidates. Because these institutions want to build a class composed of people with a diversity of talents and backgrounds, they rate each applicant on non-academic as well as academic criteria. A few colleges give both ratings equal weight in the admissions process. Given this, applicants to selective schools should provide as much information as possible about their non-academic achievements. Simply listing what you do outside the classroom is not sufficient. How many hours a week do you devote to these activities? What is your level of competence in an activity, whether it is sport or drama or music? Be specific with regard to actual performance. For example, if you are on the newspaper staff, tell us how many issues are published; if you are a varsity swimmer, tell what your times are; if you are in a club, tell us about the activities. Do not, however, present a series of generalizations, for that will be regarded as padding and do little to separate you from other applicants. Simply be honest and thorough in the information you present about yourself. Remember that admissions committees will be reviewing the folders of many other applicants with activities and positions similar to yours. Prepare this statement with care, for what you say is important. Your comments give admissions officers an opportunity to make an estimation of your ability to contribute to the non-academic life of the college.

Increasingly, secondary school students are employed on a part-time basis. Admissions officers would like to know if your job contributed to your development, but this knowledge is difficult to obtain if the only information you provide is the job title and number of hours worked per week. It is to your advantage to describe the jobs you held and to indicate what you learned about yourself and others through the experience. Comment, if appropriate, on how these jobs influenced your choice of a career or college major.

Sometimes candidates are advised to submit their own resumes in lieu of completing the extracurricular activity section of the personal application form. The wisdom of this is questionable. Valuable information can be buried in a resume and overlooked by an admissions officer who is reading hundreds of folders and who is accustomed to looking for certain information at specific spots on the application form. Also, extensive lists of relatively insignificant accomplishments (e.g., riflery or swimming awards won at summer camp, when you were 12 years old,) tend to obscure the more recent, and presumably more impressive, achievements.

In sum, give colleges information about your nonacademic achievements, but use the form that has been provided and focus on those activities that are of real significance to you.

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HIGH SCHOOL COUNSELOR REPORT

All candidates must make arrangements to have their secondary school transcripts sent to the colleges to which they are applying. In addition, many colleges ask the high school counselor to write an evaluation of the applicant. Generally, the more selective the college, the greater the emphasis placed on this evaluation. This statement may be the most important document in the folder when counselors provided information regarding the following issues: the candidate's commitment to intellectual work; the quality of the academic program which the candidate has chosen to pursue; noteworthy contributions to the school or the local community; personal qualities such as maturity, sensitivity, concern for others, and sense of humor.

While you are not responsible for the preparation of this report, you can exercise a certain amount of control over the information that is presented. Except in the smallest of secondary schools, counselors have too many students assigned to them, and as a result they may not know them all well. Therefore, you should not be reluctant to prepare information about yourself for your counselor. The counselors can use lists that you prepare of your activities, achievements, and interests as the basis for a comprehensive, detailed, and anecdotal report. Moreover, you have the right to ask the counselor to elaborate upon a certain aspect of your record, whether it is your academic achievement, your character, or an extracurricular activity of particular significance to you.

Reports that are especially valuable provide information in the following areas: your socioeconomic background; your personality, character, and interpersonal skills; your academic performance including aberrations or extraordinary achievements; and your non-academic contributions, again with an emphasis on unusual achievements. The high school counselor may be the only person in the admissions process who has a chance to paint a complete verbal portrait of you. If this information is not provided, the applicant is not likely to fare as well in the admissions process of the selective colleges. TEACHER REPORTS

Colleges with admissions policies that consider more than grade point averages and rank in class will probably ask you to

submit one or two teacher reports. These are useful in evaluating your academic potential. The following questions are typical of those on Teacher Report forms:

• What are the first words that come to your mind to describe the applicant? • Assess, if possible, the candidate's commitment to intellectual pursuits and evaluate his/her performance in your

academic area. • If you are familiar with the applicant's performance in extracurricular areas, please assess his/her competence,

talent and leadership. • We are interested in anything you can tell us about the applicant's personal qualities.

You can take some steps to prevent the submission of a bland or uninformative statement. For instance, do not assume that because a teacher likes you he or she will prepare a comprehensive statement. Ask guidance counselors or highly respected faculty members which teachers are likely to write complete reports. Also, ask teachers if they are willing to support your application. There is a real difference between the following questions: “Would you be willing to write a letter of recommendation for me?” and “Would you be willing to write a supportive letter for me to College X?”

Unquestionably there are teachers, just as there are secondary school counselors, whose recommendations carry a considerable amount of weight with admissions committees. Because certain teachers have provided colleges with accurate verbal portraits of their students in the past, their comments are highly respected and play an important role in an admissions decision. Don’t assume, however, that a new teacher cannot be helpful. An admissions committee respects all statements that are balanced, thoughtful, incisive and factual.

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INTERVIEWS

It is not at all uncommon for applicants to be confused about the role of the college interview. This confusion exists

because different colleges use the interview for different purposes. Some, for instance, regard interviews as an opportunity to recruit students. With these institutions, the applicant can expect to have the programs and offerings enthusiastically described by the admissions officer.

Other institutions will evaluate candidates during the interview. You will be asked about your academic record, your test scores, and your extracurricular achievements. The admissions officer will try to determine how you compare with the applicant pool of that college, and the subsequent interview report will probably contain comments about your chances of admission. Occasionally, the admissions officers who are trying to evaluate you will ask an unusual or surprising question. Since there is no correct answer to such questions as “if you were stranded on a deserted island, what three books would you want with you?”, the interviewer can be assumed to be interested primarily in how you handle the situation. To what extent you become flustered? To what extent can you marshal your facts quickly? And to what extent do you control your anxiety?

The interview is another source of information about you and about how you use extracurricular time. What nonacademic interests do you pursue? To what extent are you committed to a narrow or broad range of interests? Of course, these questions cannot be answered definitively in an interview, but observations can be made and subsequently compared with the comments others make about your candidacy.

If you have an “informational” or “evaluative” type of interview, do not hesitate to elaborate upon your nonacademic interests. Don't assume the admissions officer is clairvoyant; if you have accomplished something significant-discuss it. Whether you cross the fine line between honesty and egocentricity really depends on how you deliver the information.

You will also be given the opportunity to ask questions. Think about what you want to learn from the interview. Test out your assumptions. Talk about how your friends have stereotyped that particular institution. To what extent is this stereotype accurate? Try, however, to avoid asking questions simply for the sake of asking questions. Don’t be glib! Many institutions today are overwhelmed with interview requests, and admissions officers may be on a tight schedule.

If your interview was dissatisfying, for whatever reason, don’t despair. Should this occur, do not assume that you will not be admitted or that you would have an unsatisfactory experience at that college. Remember that your contact with the admissions office will, for all intents and purposes, end once you decide to attend a particular college. Remember also that you should be forming an impression of the college, not of the interviewer. In short, unsatisfactory interviews should not be a major determinant in your decision about whether to apply or attend a given college. Conversely, do not make the decision to attend a particular college simply because you were impressed by the human qualities of the admissions officer. STANDARDIZED TESTS

Standardized tests, like college interviews and the decision of the admissions committees, will always generate controversy and comment. That, however, does not negate their importance, nor does it give you an excuse not to be prepared for this step in the process.

The diversity within the higher education community in the United States is awesome. Unfortunately, this diversity often leads to confusion with regard to admissions procedures. An inevitable question of an applicant is “What tests do I have to take?” While most of the colleges require either the Scholastic Aptitude Test (S.A.T. I) or the American College Testing Program exam (A.C.T.), the most selective schools will also require the S.A.T. II. See section III of this booklet, “College Testing” for further information on these standardized tests.

You must acquire accurate information about the test requirements of the institutions that interest you. Use the reference books that are available, read the college catalogs, talk to the admissions representatives that visit your school, and discuss your plans with your high school counselor. It is far better to be over prepared than to be eliminated from consideration simply because you did not submit the necessary materials. Information about these tests can always be obtained from your high school counselor or by writing to the Educational Testing Service, P.O. Box 592, Princeton, New Jersey 08540, or to the American College Testing Service, P.O. Box 168, Iowa City, Iowa 52240.

Generally, the higher your scores are, the greater your chances of admission. This is particularly true with those state-

supported institutions that use test scores as one of two basic selection criteria. Many of these colleges have a policy of automatically accepting those students whose test scores and grade point averages combine to place them above a predetermined level.

Selective colleges will use the tests as one of many indices of your ability. Some applicants with high test scores and reasonably good grades may be denied admission if they appear to be unusually withdrawn, egocentric or arrogant.

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Conversely, there are always applicants recognized for their non-academic or personal strengths who will be admitted to selective schools even though their test scores fall well below the mean of the freshman class.

Colleges with a subjective admissions process will consider your background when evaluating your performance on the standardized tests. For instance, students coming from bilingual homes or homes where English is rarely spoken will not be penalized if their scores are not as high as those of applicants whose familiarity with the language is considerable. Background variables are also considered when evaluating an applicant's performance on Achievement Tests. Certain secondary schools do an excellent job of preparing their students for these exams; other schools are not oriented in this direction. Basically, the scores on the Achievement Tests are increasingly valued, as they reflect what one has learned as opposed to one’s “aptitude.”

PERSONAL STATEMENT

Not all colleges ask applicants to write a personal statement in addition to the essays on the personal application form. However, those that do require it consider it an important part of the application process. Its purpose is twofold: to give admissions officers another indication of your writing ability and to give you an opportunity to present information about an important facet of your life. Thus, the personal statement lets you elaborate upon a particular extracurricular or a vocational interest, provide information about an unusual or difficult family situation, present reasons why you intend to pursue a particular career, or demonstrate your creativity.

If a college asks you to prepare a personal statement, be thoughtful and thought provoking, not cute or vacuous. Also, write about an issue of significance with which you are familiar. Nothing is less effective than a statement full of sweeping generalizations related to issues philosophers or politicians have been struggling over for centuries.

You should be able to cover your topic in two or three typed pages. Too short a statement may be interpreted as a lack of interest, while one that rambles on for pages is much more likely to bore than to stimulate the members of the admissions committee.

ADDITIONAL LETTERS OF RECOMMENDATION

If you engage in religious, community, or social programs, high school counselors may not know enough about these commitments to comment on this aspect of your background. Thus, do not hesitate to ask those who have supervised your work to write letters of recommendation for you. A good letter should provide an admissions committee with a detailed explanation of the work you do.

Letters from alumni can also be useful, primarily because they may be the only people in the admissions process who know both the institution and the applicant. As you might expect, however, a bland and uninformative letter from an alumnus, no matter how famous, is not going to carry much weight with an admissions committee.

College faculty members, too, are valued sources of information. References from faculty members are useful, for these people are in an excellent position to compare a candidate with undergraduates studying at the institution. It should be emphasized, however, that no letter from a faculty member or an alumnus will carry the day for an applicant who is comparatively weak. Vast amounts of padding and documentation cannot change a marginal transcript or improve College Board scores that are 150 points below the mean of the freshman class.

Letters supporting your candidacy should focus on your non-academic interests, your personal strengths or unusual qualities, your work experiences or your commitment to certain community or religious endeavors. Of particular value are anecdotal examples of your integrity, humor, ability to adapt, interpersonal skills, interest in others, and openness to new experiences. Simply listing adjectives sheds some light on an applicant’s personality, but you must remember that selective schools are trying to make distinctions among a great many applicants, most of who are pleasant, affable, articulate, interesting and interested. Thus, a recommender should not hesitate to give examples of how you demonstrated tolerance in the face of dogmatism, or courage in the face of adversity, or dignity in the face of a loss. In other words, encourage people to support your candidacy if they will take the time to explain the special reasons why you are deserving of recognition. SUPPLEMENTARY MATERIAL

A number of liberal arts colleges are now encouraging applicants to submit supplementary materials in addition to all the standard forms. Musicians send in tapes; artist, slides; creative writers, poems or short stories; and young scholars, samples of their research. Submit materials for faculty review, however, only if you are very, very good. Remember faculty members are trained to be critical. Their tolerance for the inept or the phony is non-existent, and they are more than willing to communicate negative evaluations to the admissions office. TO SUM UP

Applicants should take the time and make the effort to prepare materials that will give admissions committees a comprehensive summation of their backgrounds, strengths, achievements and goals. This is far from an easy task, and at times

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it is downright frustrating. However, keep reminding yourself that you are making an investment in yourself. Managing your college applications capably is the least you can do for your future. STATEMENT OF STUDENT'S RIGHTS AND RESPONSIBILITIES IN THE COLLEGE ADMISSIONS PROCESS

As a student making application to colleges and universities, you have both rights and responsibilities.

Your rights include:

• Receiving full information from colleges and universities about their admissions, financial aid and scholarship policies.

• Not responding to an offer of admission and/or financial aid until you have heard from all colleges and universities to which you have applied or by May 1st, whichever comes earlier.

• If you think your rights have been denied, you should contact the college or university immediately to request additional information or the extension of a reply date. In addition, you should ask your counselor to notify the President of your State or Regional Association of College Admissions Counselors.

If you need further assistance, send a copy of any correspondence you have had with the college or university and a copy of your letter of admission to: Executive Director, NACAC, 9933 Lawler Avenue, Suite 500, Skokie, Illinois 60077.

Your responsibilities include: • Making sure you understand the admissions, financial aid and scholarship policies of the colleges and universities

where you plan to apply. This includes being aware of deadlines, restrictions, etc.

• Having an understanding of each college or university's policies and procedures regarding application fees, financial aid and scholarships, and housing. You should also be sure you understand each college or university's policies about deposits you may be required to make before you enroll, and the policy about when refunds of those deposits are available.

• Completing and submitting all material that is required for application and meeting all deadlines.

• Following the application procedures of your high school.

• Notifying each college or university that admits you whether you are accepting or rejecting their offer. You should make all these notifications as soon possible.

• Confirming your intention to enroll and submitting a deposit to only one college or university by its required notification date, usually May 1.

• If you are put on a waiting list by a college and are later admitted by that college, you may accept the offer and send a deposit to that college. However, you must immediately notify the other college that you intended to enroll of your change of plans.

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NATIONAL COLLEGIATE ATHLETIC ASSOCIATION (NCAA)

DIVISION I AND II ELIGIBILITY REQUIREMENTSStudent athletes and their parents must begin planning to meet eligibility requirements as early as ninth grade. Rocky Point High School has submitted a list of core courses in English, Social Studies, Mathematics, Science, and Foreign Language, which have been approved by the NCAA Clearinghouse. This list of courses is updated each year. To insure eligibility, students must register on-line at www.ncaaclearinghouse.net. There is a $60.00 registration fee. During the on-line registration process, students must print two release forms. These forms must be signed by the student and submitted to the Guidance Office so that a copy of the student’s transcript will be forwarded to the Clearinghouse. The student must submit SAT or ACT scores to the Clearinghouse directly from SAT or ACT. They can do this on-line at www.collegeboard.com or www.act.org. The code for the Clearinghouse is 9999. The Clearinghouse will evaluate the student’s transcript and test data to determine eligibility, pending proof of graduation. During the summer following graduation, the guidance secretary will send a final transcript with proof of graduation to the Clearinghouse. Colleges and universities must request from the NCAA Clearinghouse an initial eligibility status report for the student athletes who they are interested in recruiting. All perspective athletes must pass eligibility requirements in order to participate as freshmen in Division I and II intercollegiate sports.

Initial Eligibility

Initial eligibility requirements for participation in Division I and II athletics are as follows:

· Graduation from high school · Successful completion of 14 core courses for Division II or 16 core

courses for Division I during grades 9 through 12 with a minimum cumulative core grade point average of 2.0 on a 4.0 scale

(A=4; B=3; C=2; D=1) Division II will require 16 core courses beginning August 1, 2013.

No special values are allowed for “+” or “-” grades. · GPA and SAT/ACT scores are on a sliding scale that is inversely

related for Division I. · Division II has no sliding scale. The minimum core GPA is 2.0. The

minimum SAT score is 820*. The minimum ACT sum score is 68. *NCAA considers Math & Critical Reading scores only.

DIVISION I DIVISION II 16 CORE-COURSE RULE 2005 and after

2008 and after 16 Core Courses: 14 Core Courses: 4 years of English. 3 years of English 3 years of mathematics 2 years of mathematics (Algebra I or higher) (Algebra I or higher) 2 years of natural/physical science 2 years of natural/physical science (1 year of lab if offered by high (1 year of lab if offered by high school) school) 1 year of additional English, 2 years of additional English, mathematics, or natural/ Mathematics, or natural/physical physical science science 2 years of social science 2 years of social science 4 years of additional courses 3 years of additional courses (from any area above, foreign (from any area above, foreign language or nondoctrinal language or nondoctrinal religion/ religion/philosophy) philosophy)

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JOHN S. BIGG 20 Beanstalk Road

Rocky Point, NY 11778 (631) 744-0000 Jbigg@aol.com

EDUCATION: Rocky Point Public Schools (K-12) Rocky Point, New York 11778 Expected graduation date: June 201_ EXTRACURRICULAR ACTIVITIES:

ATHLETIC: Varsity Baseball (20__-20__); Varsity Football (20__); Varsity Basketball (20__-20__); Cross Country (20__)

OTHER STUDENT ACTIVITIES: Marching Band (20__-20__); School Newspaper (20__-20__); Yearbook Staff (20__-20__)

LEADERSHIP POSITIONS: Sophomore Class President; Captain of the Varsity Basketball Team (20__)

AWARDS, HONORS, AND ACHIEVEMENTS:

• MVP in Varsity Basketball (20__) • All-County Marching Band (20__) • Certified Lifeguard (20__) • Outstanding score in NYSSMA Solo Festival (20__)

WORK EXPERIENCE: Ocean Lifeguard at Dune Deck Beach Club, Westhampton Beach, NY

(Summers 20__-20__) Cashier at Stop and Shop Supermarket, Rocky Point, NY (October 20__)

INTERESTS: Skiing, swimming, surfing, basketball

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COLLEGE PROGRAMS FOR STUDENTS WITH LEARNING DISABILITIES

Current and useful sources of information for students with learning disabilities are as follows: College Guide for Students with Learning Disabilities Laurel Publications, Miller Place, NY 11764, 631-209-1894 This book may be purchased directly from the publisher. Lovejoy's College Guide for the Learning Disabled Charles T. Straughn, II; Monarch Press, NY Colleges With Programs for Learning Disabled Students Peterson's Guides; Princeton, New Jersey IMPORTANT CRITERIA TO COMPARE WHEN SELECTING COLLEGES Most Important

1. Type of learning disabilities program offered. 2. Length of time the program has been in existence. 3. Number of students admitted to the learning disabilities program each year. 4. Total number of students presently in the program. 5. Services available through the learning disabilities program.

a. Curriculum modifications b. Individualization of assessment c. Individual instruction d. Types of support services e. Number of successful learning-disabled students completing the courses of study

6. Provisions of the program. a. Basic study courses in math skills, reading skills, spelling skills, study skills, organization of study skills, writing

skills, listening skills, speech skills and development of long and short term memory. b. Special Resource Centers where students can be given remediation, alternative methodology and tutorial services. c. Multi-sensory lesson presentations (auditory, visual). d. Lectures and textbooks on tape for students with reading or visual memory problems. e. Individualized and self-paced instructional programs. (Alternative freshman year—self-paced program) f. Individualized assessments of strengths and weaknesses. g. Individualized testing. h. Oral and un-timed exams (if needed). i. Career planning.

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MILITARY SERVICE If you choose to join one of the branches of the military, you will have the opportunity to protect our nation and help

assure peace. In addition to this, all of the branches of the military offer various plans to help you further your education and career. The following list of programs should be of interest to students who are considering military service.

Program Air Force

Army Coast Guard

Marines Navy

The new GI Bill. If you contribute $100 per month for 12 months, the government will then give you an additional $9,600 (for a total of $10,800) to further your education once you’ve completed your military obligations. (Figures may change each year.)

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Military academies are the academic training ground for future officers. Admission requires a nomination by a U.S. Senator or Representative.

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Opportunity for full-time study while in the service. This helps you earn commissioned officer status.

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• Colleges offer a wide range of courses.

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Tuition Assistance will pay 75-90% of tuition for courses taken during off-duty hours.

Up to 75%

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80-100%

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ROTC scholarships. Winners of these two- and four-year full scholarships attend a regular college program.

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Service members Opportunity Colleges (SOC) 400 participating colleges enable you to earn and transfer credit without loss of time and course credit.

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Community college of the Air Force world-wide technical training schools; leads to Associate in Applied Science degree

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Navy Campus System for managing and coordinating all of the Navy’s educational programs: opportunities to earn a HS diploma to post graduate work.

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Loan Repayment Plan: Government repayment of ½ of previously attained student loans for each of the three years of military in the service. (Must meet certain criteria.)

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Opportunity to earn significantly more than the $10,000 provided through the new GI Bill for educational purposes. (Must meet certain criteria.)

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Program Air Force

Army Coast Guard

Marines Navy

Correspondence Courses •

Apprenticeship Program: Opportunity to earn a certificate from the Dept. of Labor in a variety of job skill areas.

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On-the-job training offered in areas where there is civilian application

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•

•

Bonus for enlistment if you meet qualifications

•

•

Only in critical fields & when re-enlisting

In addition to the educational and job training benefits listed above, military pay has been increased in recent years: Housing allowances and health care benefits have also been improved. Although there is no longer a draft, all males who are citizens or aliens residing in the United States must register with the Selective Services within 30 days of their 18th birthday. Registration simply requires that you fill out a Selective Service Registration Form at any U.S. Post Office. You should bring some form of personal identification with you. If you plan to commit yourself to military service and wish a particular kind of job training, it is important that the agreement you sign states which type of training you will receive. If you need additional information about military service, contact: U.S. Air Force Recruiting Station U.S. Army Recruiting Station 4 W. Main Street 356 Middle Country Road Riverhead, NY Coram, NY

727-2053 736-1616 U.S. Coast Guard Recruiting Station U.S. Navy Recruiting Station 1608 Main Street 4 W. Main Street Port Jefferson, NY Riverhead, NY 473-3570 727-3332 U.S. Marine Corps Recruiting Station 356 Middle Country Road Coram, NY 736-2985

For information regarding educational and employment opportunities offered by the Armed Forces, please visit the Guidance office.

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VOCATIONAL SCHOOL

One of the best ways to prepare for a good career is to obtain a sound education at an accredited vocational school. These schools provide intensive training in dozens of careers.

Write to three or more schools offering training in your chosen career, asking for catalogs. Compare each school according to the checklist below.

• State Licensing and Accreditation—Schools are licensed by the state post secondary school licensing bureau. Check

with the State Department of Education regarding licensing of private vocational schools. Accreditation means that the school has passed a thorough examination of its business practices and teaching ability by an accrediting agency approved by the U .S. Office of Education. Accreditation is usually listed in the school’s catalog, and it’s a good idea to double-check with the accrediting agency itself.

• Courses—The school should offer courses which are up-to-date, well-rounded and of high quality, capable of adequately preparing you for your field. Well-qualified instructors with professional experience in the career field will enhance your education.

• Facilities and Equipment—Facilities and equipment determine the type of buildings, classrooms, facilities and equipment offered. Are they educationally sound? Is the equipment similar to that being used in the field?

• Hands-on Training—Laboratory or shop set-up that duplicates a real work environment enhances the school’s programs, since hands-on training enables the student to obtain practical and valuable experience.

• Placement Assistance—Reputable schools offer job placement assistance to their graduates. Be concerned with job placement rates.

• Cost—The total cost of tuition, supplies, fees should be considered. Can you realistically afford the school? Find out what the school’s refund policy is.

The best way to check out a school is to visit it yourself. Choose a day when classes are in session so you can get a feel for

the quality of education. Talk to students, look around the buildings and at the equipment. If possible, talk to graduates of the school.

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EMPLOYMENT

Those of you who plan to seek employment immediately after graduation make one of the most important decisions of your life. Careful selection of a job that meets your particular needs, may avoid a good deal of dissatisfaction and make later employment shifts unnecessary. You will be better able to make a suitable choice if you:

1. Make an honest, realistic evaluation of your own qualifications, your interests, your personality, your limitations and

your ambitions.

2. Take a broader look at the job opportunities available. There are literally hundreds of jobs. Several may be suitable for you. If you are aware of many fields of work, you will be better able to make a wise choice.

3. Speak to everyone who can give you accurate up-to-date employment information. Find out what recent graduates are doing, how much they earn and whether they like the work.

Students who plan to go into employment directly after high school should consider the following:

1. Consult the vocational materials in the library and in the Guidance Office.

2. Listen for announcements on the public address system.

3. Consult the New York State Employment Office in Bay Shore, Hauppauge, Riverhead or Patchogue, which will assist you in locating job openings.

4. Obtain working papers, if you will be under 18 years of age at the time you go to work. These may be obtained in the Guidance Office before homeroom or at the end of your school day.

5. Know your Social Security number and carry your Social Security card.

6. Attend Employment Day sponsored by Western Suffolk Counselors Association. Employment Day is held in May. It is possible to arrange several interviews on that day. Some students secure employment through this means.

7. Discuss your job interests, qualifications and plans with your counselors. They are happy to assist you.

8. Apply to take the Federal Civil Service Examination in school during the spring of your senior year. These are clerical examinations for seniors interested in working in Federal Civil Service positions.

9. Consult the Guidance Office regarding additional State and Federal Civil Service Examinations.

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Reality Checks for Your Career Planning Get in the right mindset Ever feel like you’re expected to have your whole life all planned out by now? Early on, the pressure can be there to ansthe question, “So, what do you want to be?” Well, guess what, it’s in your best interest to remain flexible and explore youopinions.

HOW TO STAY FLEXIBLE Here are some principles to help you keep things in perspective, whether you know exactly what you want to do, have sogeneral ideas, or are still figuring things out. • You can’t plan your whole life ahead of time Have you ever heard someone say something like, “I fell into my career”? That’s because as important as planning and researchchance still plays a role. Keep an open mind and learn to tolerate some degree of uncertainty. • You change over time As your life circumstances evolve- you get older, develop new insights – your feelings about what you want to do will evolve. You to be able to reorient yourself when necessary. • The work world changes over time Remember, the job title “Webmaster” didn’t exist ten years ago. Developments occur so rapidly that the form a career takes now cbe very different in a few years. It’s a balancing act. Keep track of your own changing wants while also keeping an eye on the horiz• No job will be without some things that bug you Don’t fall into the trap of expecting to find the “perfect” career. Identify the elements of what would be the ideal path for you, andmake conscious choices about where you’re willing to compromise. • Satisfaction, not status, is key Many people feel pulled to a field that’s familiar, popular, or high status. You’ll be much happier and far more successful if yousomething that relates to your own interests and strengths. Qualities that you take for granted can be valuable assets in many cfields.

SO, WHAT CAN (OR SHOULD) YOU BE DOING NOW? Okay, you don’t have to make a 10-year plan today. But that doesn’t mean you shouldn’t start discovering what you’re passionate about. Here are some quick exercises to get going: • Write down 10 qualities that create a portrait of who you are Are you friendly, creative, impatient, or silly? To test your list, ask yourself if your friends would recognize you from your descriptio

• List five strengths and five weaknesses

It’s probably obvious how your strengths can be used – look for careers that tap into them. But your weaknesses are important, too.there things you need to improve in order to reach a goal?

• Describe three life experiences that taught you something about yourself

Identity the one that gave the greatest sense of achievement or satisfaction and write a clear sentence that states why. Experiencteach us about ourselves and guide our life choices.

• Make a list of 10 things that you’re passionate about

What classes have been especially engaging? What activities pass the “time flies” test – where you’re so absorbed in something thadon’t even notice how much time is passing? This list of interests can become your springboard to careers.

Remember, even if you know someone who has been certain since age seven that she wants to be a veterinarian, in reality, verypeople know at a young age what they want to do or be. You have time to get to know yourself and find careers that fit.

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Guidance Direct

Career Connections For Students

Most of our students are familiar with this program and have already taken the career interest inventory. Guidance Direct Career Connections is an interactive resource that helps you explore your career interests. It assists in identifying careers that match your interest areas, provides in-depth profiles on hundreds of occupations and much more. If you do not already have an account, please follow the directions below.

Creating Your Student Account

• Log on to www.guidancedirect.com

• Click on STUDENT LOGIN

• Enter the following information: School ID: 2859408 School Password: R86S1218

• Click on CREATE NEW ACCOUNT

• Enter all required information including:

User Name: LastnameFirstname (example: SmithJane) Areas that can be accessed are:

• Interest Profiler • Occupation Search • Resume Writer • College Search • Scholarship Search • Career Portfolio

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Table 1. The 30 fastest growing occupations covered in the 2008-2009 Occupational Outlook Handbook Table 1. The 30 fastest growing occupations covered in the 2008-09 Occupational Outlook Handbook (Numbers in thousands) Employment change 2006-16 Number Percent Network systems and data communications .... 140 53.4 Bachelor's degree Personal and home care aides ............... 389 50.6 Short-term on-the-job training Home health aides .......................... 384 48.7 Short-term on-the-job training Computer software engineers, applications .. 226 44.6 Bachelor's degree Veterinary technologists and technicians ... 29 41.0 Associate degree Personal financial advisors ................ 72 41.0 Bachelor's degree Makeup artists, theatrical and performance . 1 39.8 Postsecondary vocational award Medical assistants ......................... 148 35.4 Moderate-term on-the-job training Veterinarians .............................. 22 35.0 professional degree Substance abuse and behavioral disorder counselors ................................ 29 34.3 Bachelor's degree Skin care specialists ...................... 13 34.3 Postsecondary vocational award Financial analysts ......................... 75 33.8 Bachelor's degree Social and human service assistants ........ 114 33.6 Moderate-term on-the-job training

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Gaming surveillance officers and gaming Investigators Moderate-term on-the-job trasining 3 33.6 Physical therapist assistants .............. 20 32.4 Associate degree Pharmacy technicians ....................... 91 32.0 Moderate-term on-the-job training Forensic science technicians ................ 4 30.7 Bachelor's degree Dental hygienists ........................... 50 30.1 Associate degree Mental health counselors .................... 30 30.0 Master's degree Mental health and substance abuse social workers .................................... 37 29.9 Master's degree Marriage and family therapists .............. 7 29.8 Master's degree Dental assistants ........................... 82 29.2 Moderate-term on-the-job training Computer systems analysts ................... 146 29.0 Bachelor's degree Database administrators ..................... 34 28.6 Bachelor's degree Computer software engineers, systems software ................................... 99 28.2 Bachelor's degree Gaming and sports book writers and runners .. 5 28.0 Short-term on-the-job training Environmental science and protection technicians, including health............... 10 28.0 Associate degree Manicurists and pedicurists ................. 22 27.6 Postsecondary vocational award Physical therapists ......................... 47 27.1 Master's degree Physician assistants ........................ 18 27.0 Master's degree

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SAMPLE LETTER OF APPLICATION

2 Dickerson Lane Rocky Point, New York 11778 September 1, 200_ (Press Enter 4x) Mr. John Lane 134 Main Street Rocky Point, New York 11778 (2x) Dear Mr. Lane: (2x) Please consider me an applicant for the electronics position, which appeared in The New York Times on August 26, 200_. (2x) I am seventeen years old and this June graduated from the Rocky Point High School where I majored in science. My grades were in the mid-eighties. For one summer, the Jones and Jones Drug Company employed me in their shipping department. The two previous summers I worked as a cashier at King Supermarket. The personal resume sheet attached will give you more detailed information about my activities and me. I shall be glad to come for an interview at your convenience. My telephone number is 744-0123. (2x) Very truly yours, (4x) John Thomson Enclosure

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HOW TO PREPARE A RESUME

A resume is nothing more than a fact sheet about you. It is your personal job application form and it serves to present your qualifications to an employer. It contains practically all the information usually requested in an application.

Your resume should serve as an introduction to a prospective employer by telling him: a) Who you are—Heading b) What kind of job you would like-Occupational Objections c) What jobs you have held-work experience d) What have you learned—Education e) What you like to do—Hobbies/Interests f) What you have done-Extra-curricular Activities g) What you are like—Personal Data h) Who can speak for you—References

Heading—Your full name, address, zip code, telephone number and area code should be contained in the heading. Occupational Objective—Specify the kind of job or field of work you are applying for. If your background or interest qualifies you for several types of jobs in that company, list them in order of preference. Work Experience—Organize the jobs you have held in reverse chronological order, starting with the most recent job and going back in time. Give the employer, type of firm and work performed. Education—List all the schools you have attended, dates of attendance and special courses you have taken, especially those pertinent to the job you are seeking. Hobbies—Your hobbies may provide another important clue about your aptitude for this or a related job. It is just another “selling” point. Extra-Curricular Activities—School, community and church activities show an employer that you also have other interests and can get along with people. References—List three to five persons who know you and who, in your opinion, would supply good references on your behalf. Avoid using relatives, even if you have worked for them. Use your counselor, favorite teacher(s), club advisor, former employer, etc. Note: Instead of listing your references, it is acceptable to write “References will be provided upon request.”

On the following page is a sample resume. However good your handwriting is, it is preferable to type this resume, unless the advertisement requests that you complete it in longhand. Be brief, be factual, be correct and be neat.

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Stephen Shubert 185 Main Street

Binghamton, NY 13901 (607) 555-9876

OBJECTIVE To obtain an entry-level position with a computer manufacturer. EXPERIENCE Robert's Market, Binghamton, NY Stock Clerk/Cashier, 200_-Present

• Assisted in inventory control and priced merchandise • Cashiered, computed and handled large sums of money • Answer phones as needed

Melo Country Club, Woodside, NY Valet Parking Assistant, Summer 200_

• Provided customers with prompt, courteous service EDUCATION Woodside High School, Woodside, NY

• Graduate, 200_

SKILLS Computer Familiarity • Basic understanding of Microsoft Windows, Word, Access, and Excel

Completed classes in: • Electronics (built a TV scrambler from a circuit board) • Architectural drafting • Basic carpentry

Basic home maintenance: • Rewired lamps • Repaired plumbing and appliances • Built shelves

ACTIVITIES Activities: • President, Computer Club

INTERESTS Interests:

• Computer repair • Reading • Skiing • Electronics

REFERENCES References will be provided upon request.

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APPLICATION FOR EMPLOYMENT

Before you have an interview for any job you will most likely be required to fill out an application for employment. The forms vary from firm to firm, but they all want the same details, roughly the ones you probably put into your resume. So overcome your natural resentment at having to recite the same details all over again. Don’t take all day filling it out, yet don’t do it in such a rush that it’s nothing but a succession of inky blots.

FILLING OUT AN EMPLOYMENT APPLICATION IS THE FIRST IMPORTANT STEP IN GETTING A JOB.

Here are some important rules about filling out an employment application:

1. Read the entire application, particularly the special instruction before you do any writing.

2. Print neatly.

3. Copy your Social Security number from your Social Security identification card. Always have your Social Security card with you when you are applying for a job.

4. Bring your resume with you. This information will help you fill out the application faster and more accurately. The previous information on resumes included important details that are relevant to filling out an employment application. Re-read “How to Write a Resume” to refresh your memory.

5. Bring with you other important papers, such as proof of age and a driver's license, if you have one.

6. Be honest. Your employer will eventually find out if you have not told the truth about yourself.

7. Supply all the information that is requested. If you omit an item, especially a job you may have held, it will appear to the employer that you are withholding important information about yourself.

8. Do not leave blank spaces. If the question does not apply to you, draw a line through the space.

9. Stating the position you wish to obtain, but leave yourself open to other possibilities by writing “or similar position” next or underneath positions desired.

10. Write "open" in response to questions regarding salary. Discuss salary face-to-face with employer.

11. State a positive reason for leaving a previous position such as: "I wanted a more challenging position" or "I wanted to devote myself full-time to my studies." Do not say, "I quit," or "I was fired." Do not leave this section blank.

12. Have the name, address and phone number of at least four references that know you well enough to provide information on your background, training, experience and character. Do not include family members or young friends.

REMEMBER, WHEN A PROSPECTIVE EMPLOYER LOOKS AT YOUR EMPLOYMENT APPLICATION, THEY ARE LOOKING AT YOU.

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THE PERSONAL INTERVIEW

From the information contained in your application, whether by letter, application form, or telephone, the prospective

employer decides whether or not a personal interview is indicated. Allow him to make the appointment at his convenience. The general interview is, of course, the crucial point in your search for a job. Your ability and training are no longer the

only important factor involved. Suddenly you, your appearance, your personality, your manner, your speech assume an equal importance. The personal interview is the opportunity for your prospective employer and you to get acquainted. Also, it is a chance for you to learn about the job first-hand. You should be prepared to give as much information about yourself as the interviewer asks, supplementing this with additional pertinent facts. Also, you can show your interest by asking questions about the job under discussion and about the company in general. Put your best foot forward.

Women: Be clean and neat. Comb your hair in a simple, well-groomed style. Be sure your fingernails are filed and clean. If you wear nail polish, use a subdued shade. Wear a simple dress or suit, clean and well pressed. Do not wear outlandish jewelry. Shoes should be sensible.

Men: Be clean and neat. Comb your hair. Be sure your fingernails are clean. Your clothes should be clean and pressed. Wear a suit, white shirt and tie.

RULES OF CONDUCT DURING A PERSONAL INTERVIEW

1. Be on time.

2. Know the name of the interviewer and how to pronounce it properly.

3. Relax and act naturally.

4. Sit comfortably, but don’t slouch.

5. Keep your hands still—don't toy with papers or other distracting objects.

6. Speak clearly and quietly—do not use slang.

7. Chewing gum or smoking is considered in poor taste.

8. Know the specific job for which you are applying. Don’t give the impression you will take just any job.

9. Let the interviewer start the interview.

10. Answer his questions briefly, but not abruptly. Be complete in your answers, but don’t ramble.

11. Be patient. Do not interrupt the interviewer. Do not argue.

12. Be prepared to tell him about your family, your schooling, your hobbies and activities, but do not discuss personal problems.

13. Be prepared to give a brief and accurate description of your previous job.

14. Never criticize a former employer.

15. State your qualifications, but don’t exaggerate them.

16. Be sure you understand the duties involved in the job, the hours you will be expected to work and the salary at which you will start.

17. Be prepared to state the salary you desire. However, let the interviewer be the first to bring it up.

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18. Leave a copy of your resume.

19. If the interviewer doesn't indicate when you will hear from him, ask the interviewer if you may call in a day or so to learn his decision.

20. Allow the interviewer to close the interview. Thank the interviewer.

21. Write a follow-up note to the interviewer thanking him for granting you the interview. This courtesy is sometimes the deciding factor when the interviewer is considering several people with approximately the same qualifications.

IMPORTANT INFORMATION TO BE CONSIDERED

When you are seeking your first permanent job, remember that an employer wants satisfied and efficient workers. Therefore, be sure to consider:

—Your chances for advancement; where will the job lead you in five or ten years. —Work that uses your ability, interest and training. —The general working conditions; not only the salary.

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REASONS PEOPLE ARE NOT HIRED

Listed below are the reasons people fail to get jobs. Take care to avoid these pitfalls.

1. Poor appearance. 2. Poor attitude. 3. Poor use of English—inability to express oneself. 4. Lack of career goals. 5. Lack of interest in the job. 6. Lack of confidence and poise. 7. Over-emphasis on money; interested only in the best dollar offer. 8. Unwilling to start at bottom; wanting too much too soon. 9. Lack of experience.

10. Critical of past employer. 11. Discourteous behavior. 12. Lack of vitality—answers only “yes” or “no” to open questions. 13. Lack of assertiveness. 14. Limp handshakes. 15. Indecision. 16. Poor personal life/family problems. 17. Sloppy application form. 18. Lack of seriousness regarding working. 19. Lack of maturity. 20. Lazy. 21. Critical.

WHERE TO LOOK FOR WORK

When you begin your job search, it is important to get as many job leads as possible. The most effective job searchers use

several methods to find work; however, since sixty percent of the people who successfully found jobs either applied directly to the employer or asked friends and relatives for help, more of your time should be spent pursuing these two methods. Only fourteen percent found their jobs through state employment services.

The more time you spend looking for a job each week, the sooner you can expect to find a job. You should be willing to spend as many hours looking for a job as you expect to spend working at it once you find it. If you find yourself getting discouraged during your job search, especially if it is taking longer than you expect, keep in mind that finding a satisfying job is a job in itself.

Listed below are places or sources to look for job leads: 1. Applying directly to employers or company personnel office. 2. Family and friends. 3. Classified Ads 4. North Shore Library, 929-4488 5. Yellow pages of phone book. 6. Private employment agencies, including temporary help. 7. Union offices. 8. Government agencies and associations. 9. Job listings on-line.

10. Career directories in school and public libraries (especially the Occupational Outlook Handbook) 11. Job Expo at Suffolk Community College in April. 12. Chamber of Commerce (may have information on local openings). 13. Career planning with your counselor during your senior conference. 14. Create your own job by providing a service.

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SOURCES OF CAREER AND JOB INFORMATION NYS Dept. of Labor Job Service Division:

• Patchogue, 758-7700 • Hauppauge, 952-6500 • Riverhead, 727-4870

Suffolk County Department of Labor The Employment Center–Riverhead 134 East Main Street, Riverhead, NY 11901 (631) 852-3577 Youth Career Center 17 N. County Complex Veterans Memorial Highway Hauppauge, NY 11788 (631) 853-6600/Fax (631) 853-6627 North Shore Public Library 250 Route 25A Shoreham, NY 11786 (631) 929-4488 Employment and Training Office Job Counseling, job preparation, vocational exploration. These programs have been designed to assist individuals in identifying career goals and developing job search techniques. Summer Youth Program—14- 21 years old. J.T.P.A.—Job Training Partnership Act Jobs within private industry. On-the-job training. N.Y. State Job Corps Brookhaven Youth Bureau:

• Sachem Teen Center: 585-1811 • South Country Job Bank: 286-9090 • North Shore Youth Council, Rocky Point, NY: 744-0207

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APPRENTICE TRAINING

Some occupations, especially manual crafts and trades, require several years of preparation. Probably the best method of learning a skilled trade is by entering an apprenticeship program after you graduate from high school.

An apprenticeship is a system of learning while earning and learning by doing. It not only consists of on-the-job training but also includes technical instruction at school. To become an apprentice the employer signs a contract with you and agrees to train you. Apprentice training contracts are carefully controlled by the State to insure the required training period. APPRENTICEABLE OCCUPATIONS The New York State Apprenticeship Committee has declared more than 200 trades as apprentice able. Most of them fall within the following trade categories:

Automotive & Aircraft Jewelry Printing Construction Metal Railroad Electronics Painting Tool Die Making Food Processing Photography Upholstery Garment Pipe & Plumbing Woodworking

HOW TO KEEP A JOB

Once you have found a satisfying job you can breathe a sigh of relief. Do not, however, relax too much. These are steps to follow now to insure that you will keep the job you have found. Sometimes keeping the job is even harder than getting it. No job is perfect and problems are bound to arise on any job. When something about the job begins to bother you, it is very important that you take time to think the problem over carefully and discuss the situation with others before you act.

Following the suggestions listed below will help minimize the chance of facing problems on the job:

1. Follow all directions. 2. Do your best work. 3. Be honest. 4. Maintain good attendance. 5. Be on time. 6. Notify your supervisor as soon as possible if you are going to be late or absent. 7. Accept criticism without anger and learn from it. 8. Be respectful, courteous, and friendly to all. 9. Cooperate with co-workers.

10. Be enthusiastic, take pride in your work 11. Obey company rules. 12. Do not gossip. 13. Stay busy, do not waste time. 14. Do not make personal phone calls. 15. Be loyal to the company, speak well of it. 16. Wear clean clothing, appropriate to the work environment. 17. Shower daily, use a deodorant. 18. Show a positive attitude. 19. Ask questions wherever you are not sure how to do something. 20. Take care of tools and equipment.

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Date Received: Rocky Point High School

Code # 334887

Rocky Point High School Guidance Office

Received by:

This form must be completed and attached to EACH application &/or materials submitted for processing. Please ALLOW THREE WEEKS for this application process to be completed.

APPLICATION PROCESSING FORMS ARE ACCEPTED BEFORE SCHOOL OR AFTER PERIOD 8.

Student’s Name: Counselor:

Intended Major: Social Security #:

Name of College/Scholarship:

SUNY SCHOOL YES NO Colleges:____________________________________________________________________________________________________ COMMON APPL. YES NO Teacher Evaluation: YES NO School report: YES NO Mid Year: YES NO Final: YES NO Colleges:____________________________________________________________________________________________________ PLEASE RESPOND TO THE FOLLOWING ITEMS:

1. I applied PAPER (attached)

ON-LINE

2. Application postmark deadline Date____________________

3. Method of payment Online Payment Fee Waiver Check (attached) Credit Card

4. The essay is attached Yes No

5. Please send resume on file Yes No

6. Please send my first quarter grades (mid-year grades sent automatically) Yes No

7. Recommendation letters are on file: Yes No

A. _________________________________________________________________

B. _________________________________________________________________

C. _________________________________________________________________

Guidance Office will forward transcript & any materials attached to this form or on file in the guidance office. Students will be responsible for any additional information to be included with each application such as Part two applications, autobiographies, additional recommendations and teacher recommendations received after the application is submitted.

VERY IMPORTANT: The student is responsible to have test scores, such as SAT and ACT, sent directly from the testing

company to the college.

Date_______________________ Student signature____________________________________________

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TO DO LIST For Juniors Interested in College

Research and visit colleges/universities

Schedule yourself for the SAT, SAT II, ACT

Begin creating a resume/activity sheet

Before summer: Pick 2 teachers to write recommendation letters

(HINT: when asking, hand them your resume/activity sheet)

NOTES:

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TO DO LIST For The College Application Process

Research and visit colleges/universities

Pick 3-6 schools that you will apply to, and obtain the applications

OPTIONAL: Schedule yourself for another SAT or ACT

Work on college essay

Create a resume/activity sheet

Pick 2 teachers to write recommendation letters (HINT: when asking, hand them your resume with a deadline printed on the top)

Be sure that The College Board has each college that you are applying

to on their list to send scores (www.collegeboard.com)

ATHLETES: Register online for the NCAA Clearinghouse

Type or neatly print applications

Get the “Application Processing Form” and fill one out for each school you are applying to. This form must be signed and used as a cover sheet for each college application.

HAVE YOUR COMPLETED COLLEGE APPLICATIONS IN THE

GUIDANCE OFFICE AS SOON AS POSSIBLE. Allow 3 weeks for the application process to be completed.

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NOTES