nasfaa u authorized event: 2017-18 the application … · review the following pages of this...

2017-18AUTHORIZED EVENTS

CREDENTIALEDTRAINING

THE APPLICATION PROCESS

Instructor's Guide

The Instructor’s Guide and related training materials are designed only for in-person instruction during NASFAA U Authorized Events, such as workshops and institutes. The effectiveness of the training experience depends on utilization of the learning activities and interactive discussions as described. © 2010–2017 by National Association of Student Financial Aid Administrators (NASFAA). All rights reserved. NASFAA has prepared this document for use only by personnel, licensees, and members. The information contained herein is protected by copyright. No part of this document may be reproduced, translated, or transmitted in any form or by any means, electronically or mechanically, without prior written permission from NASFAA. NASFAA SHALL NOT BE LIABLE FOR TECHNICAL OR EDITORIAL ERRORS OR OMISSIONS CONTAINED HEREIN; NOR FOR INCIDENTAL OR CONSEQUENTIAL DAMAGES RESULTING FROM THE FURNISHING, PERFORMANCE, OR USE OF THIS MATERIAL. This publication contains material related to the federal student aid programs under Title IV of the Higher Education Act and/or Title VII or Title VIII of the Public Health Service Act. While we believe that the information contained herein is accurate and factual, this publication has not been reviewed or approved by the U.S. Department of Education, the Department of Health and Human Services, or the Department of the Interior. The Free Application for Federal Student Aid (FAFSA®) is a registered trademark of the U.S. Department of Education. NASFAA reserves the right to revise this document and/or change product features or specifications without advance notice. April 2017

© 2017 NASFAA Instructor’s Guide 1

NASFAA U 2017–18 The Application Process

Instructor’s Guide NASFAA designed this resource to help you teach this topic, using the NASFAA Self-Study Guide as a training manual. In this document, you will find suggestions to consider as you plan your presentation. Step 1: Familiarize yourself with the material in the Study Guide, including learning objectives, key concepts,

resources and instructional activities for each lesson. Flag any content you want to research before training. Identify content you want to highlight during training.

Step 2: Review the following pages of this Instructor’s Guide, which includes recommendations for interaction

with your participants. You will not have time to do them all. Amend these notes and add your own notes for how you plan to deliver this training so your participants are engaged, ready to learn and motivated to succeed.

Icons Used in the Study Guide

Key Concepts

These topics or terms are critical to participant understanding of the material you are teaching. By the time you complete each lesson, ensure participants fully grasp the key concepts.

Quick Quizzes

Informal quizzes help check for understanding. Have participants complete the quizzes individually or in teams, followed by group review, or use the quizzes for group discussion. Answer keys are provided at the end of each lesson.

Reflection Questions

These questions are more philosophical in nature; there are no right or wrong answers. Partner, table and/or group discussion is recommended so they are introduced to different perspectives likely to exist among fellow participants.

Learning Activities

Participants apply what they learned, through consideration of case studies, calculations, documents and interviews. Complete individually, with a partner, in small groups or as a large group, whether during class or back on the job.

Helpful Hints

Helpful concepts and additional resources enhance participants’ understanding of the material. Encourage participants to highlight the ones of greatest relevance to them once they return to their offices.

About the Slides

In addition to this Instructor’s Guide designed for your own use, NASFAA provides a PowerPoint presentation intended to complement the participant’s Study Guide. These slides serve as a conceptual “road map” for the course; placeholder slides indicate the need to pause for a quiz or activity in the Study Guide. You may choose to provide electronic access or printed copies of the optional handout, prepared in pdf for your convenience.

As you prepare in advance, make notes in the Instructor’s Guide about your own approach to teaching this course. Review the slideshow several times in “slideshow mode” to practice timing and transitions. You will know you are ready when you no longer need to rely on your notes.

NASFAA U Authorized Event: 2017–18 The Application Process

2 Instructor’s Guide © 2017 NASFAA

Suggested Time and Interactivity The primary training resource for NASFAA U Authorized Events is the Self-Study Guide for this topic, which includes instructional activities and resources to review with your participants. In this Instructor’s Guide, you will find suggestions for incorporating interactive discussion and activities into your presentation. For example, you may want to divide participants into small discussion groups, or you may prefer to facilitate a discussion among the entire group. Activities not completed during the workshop may be assigned as “homework” for independent review soon afterwards. The choices you make for whether and how you wish to incorporate these suggestions will determine the length of your workshop. Be sure to consider your own constraints, such as the number of participants in attendance, the number of presenters available, the layout of the workshop location, the availability of technology and audio/visual support, and the learning preferences of your participants.

Section Slides Suggested Time Suggested Interactivity

Introduction 1 5-10 minutes • Time varies based on size of group

and whether instructor includes introductions.

Lesson 1: Free Application for Federal Student Aid (FAFSA) 2-30 45-50 minutes

• Instructor sets time limit for completing each activity individually or in teams, with group discussion.

Lesson 2: Application Process 31-61 70-75 minutes

• Activities include quizzes, discussion, examples, and a case study in which participants complete the FOTW Worksheet.

Break 30 minutes • Consider two breaks instead.

Lesson 3: Processing FAFSA Data and Application Output 62-88 45-50 minutes

• Activities include quizzes, discussion, examples, and case studies exploring database matches and output documents.

Lesson 4: Changing Applicant Data 89-106 35-40 minutes

• Activities include a quiz, discussion, and case studies on corrections, updates and adjustments.

Questions & Wrap-up 107-109 10-15 minutes • Time varies based on size of group. • Review key points and ask whether

learning objectives were met.

Estimated Total Time 4-4.5 hours Note to Instructor: At various points, you will be instructed to refer participants to the Self-Study Guide to complete one or more learning activities. If your participants will not have access to printed versions of the Guide during the workshop, provide printed copies of the Workbook instead. The Workbook includes quizzes, learning activities, reflection questions, and some of the resources included in the Self-Study Guide—even the page numbers are the same. When referring your participants to these resources, allow time for them to locate the information before proceeding with your presentation.



Instruction Guide Notes

Slide 1

• Welcome.

• Introductions.

• Housekeeping.

• Handouts (Workbook, Slides, Study Guide, etc.).

Explain Resources and Icons used in the Self-Study Guide.

Review what you’ve provided for use during training and how to access the other materials.

If using the Workbook containing learning activities and worksheets, explain the page numbers are the same as in the Self-Study Guide, and that you’ll be referring to those page numbers throughout the training.

• Table of contents (scope).

To the extent time allows, ask your participants to introduce themselves, including:

Name.

School.

Role.

Years in financial aid/experience with topic.

What they want to learn.

Slide 2

Lesson 1: Free Application for Federal Student Aid (FAFSA) (p. 1) • Introduce topic. Point out Learning Objectives and

Key Concepts (highlight a few).

Survey: Ask if they find any key concepts especially confusing, so you know which topics need more time.

Transition: Let’s start with the purpose of the FAFSA and the use of supplemental applications.




Slide 3

Introduction (p. 1)

• Highlight the fact that the FAFSA is now available October 1 of year before upcoming award year.

• Confirm the 2017–18 FAFSA was available as of October 1, 2017.

Slide 4

Uses of FAFSA data (p. 1)

• Explain the uses and restrictions on use of FAFSA data.

Slide 5

Supplemental Forms or Applications (p. 2)

• Explain the uses and restrictions on use of separate applications. To gather information not collected

on the FAFSA, but needed to determine student eligibility for state and/or institutional aid.

Permitted only when used to collect additional information required for: Verifying FASFA information; or Resolving conflicting information

pertaining to the applicant

Survey: Does anyone use supplemental applications for institutional aid?

Takeaway: ED prohibits schools from requiring extra information from students and parents on supplemental forms or applications in order to apply for and receive Title IV funds.

Transition: Let’s turn our attention to the multiple options for completing the FAFSA.

Slide 6

Options for Filing the FAFSA (pp. 2-3)

• List the options: The paper FAFSA.

FAFSA on the Web (FOTW).

FAA Access to CPS Online.

FAFSA on the Phone.




Instructor Note: a “renewal application” no longer offered, but the functionality still exists; applicants who applied previously can prepopulate a new application with data from last year’s application.

Slide 7

Survey: Are multiple types of FAFSA applications useful to consumers or is it confusing?

Yes or No.

Follow-up discussion to survey responses: Do students/parents feel

overwhelmed by the various application choices?

Do you think there is a belief that one application is better than the other?

Transition: let’s begin our review with the Paper FAFSA.

Slide 8

The Paper FAFSA (pp. 3-4)

• Describe how and where it is available to order and to download.

• Describe the content of the paper FAFSA.

Instructor Note: Refer to the copy of the paper FAFSA beginning on p. 14 of the Study Guide and the Workbook.

Instructor Note: Mention the Study Guide includes a Sources for Obtaining the FAFSA and FAFSA on the Web Worksheet on p. 24 for additional information. This resource is not in the Workbook.

Survey: Is the paper FAFSA still a vital tool for parents/students to use when applying for federal aid?

Slide 9

Electronic FAFSA: FAFSA4caster (p. 4)

• Briefly discuss this “pre-application” tool, pointing out the advantage when it’s actually time to apply.




Survey: Have you used FAFSA4caster in your counseling of high school students or with parents?

Slide 10

Electronic FAFSA: FOTW (pp. 4-5)

• Introduce FAFSA on the Web (FOTW).

• Explain features, such as instructions, help text, skip-logic and edits.

• Describe the FOTW Worksheet.

Instructor Note: Point out there is a copy of the FOTW Worksheet beginning on p. 47 of the Study Guide and Workbook, which you will be using for an exercise shortly.

Slide 11

Slide 12

Electronic FAFSA: FAA Access to CPS Online (p. 5)

• Explain FAA Access to CPS Online. Used by FAAs, not by students or

parents. Schools must register with ED, and

FAA must have a user ID and password.

• Describe how schools can use FAA Access to CPS Online.

Instructor Note: If you have internet access, and if time allows, consider taking participants on a tour of the demonstration site for FAA Access to CPS Online: http://fafsademo.test.ed.gov.

FAAs may type in “eddemo” for the user name and “fafsatest” for the password to access the site.

Transition: Guess what? It’s time for a quiz! Please turn to Lesson 1 Quick Quiz 1.

Slide 13




Slide 14

Slide 15

Slide 16

Slide 17

Slide 18

Slide 19

Quick Quiz 1 (pp. 6-7)

Individually, with a partner, as a table, or as a large group, give participants time to answer the questions on pp. 6-7 of the Workbook, then review the answers.

• Answer Key on p. 25. Q1: [Refer to Answer key].

Q2: [Refer to Answer key].

Q3: Skip-logic.

Q4: True.


Q6: True.

Q7: True.

Q8: verifying FAFSA information; resolving conflicting information pertaining to the applicant.

Slide 20

Reflection Questions (p. 8) • There are no right or wrong answers.

Partner, table and/or group discussion is recommended. May be completed after training.




Slide 21

Slide 22

Federal Student Aid ID (FSA ID) (p. 9)

• Describe the FSA ID, how it’s used and for which federal websites.

• Explain how students/parents can apply for a FSA ID.

Ask participants if they have had difficulty in getting parents to apply for an FSA ID.

Instructor Note: For more information on how to obtain an FSA ID, go to https://studentaid.ed.gov/sa/fafsa/fillingout/ fsaid#how.

Slide 23

FAFSA on the Phone (FOTP) (pp. 9-10)

• Explain this service allows applicants to complete the FAFSA by phone instead of filing the FAFSA online or mailing in a paper FAFSA.

• Point out its intended purpose.

Instructor Note: Applicants can call 1.800.433.3243 (1.800.4FEDAID) to complete FAFSA over the phone.

Survey: How many of you have counseled students/parents to use this tool?

Slide 24

FAFSA Filers Under the Age of 13 (p. 10)

• Explain these applicants cannot use FOTW and ED cannot communicate with these students electronically due to the Children’s Online Privacy Protection Act (COPPA) of 1998. Must request a paper FAFSA by

phone or via email.




Instructor Note: For additional information, see p. AVG-4 of the 2015–16 FSA Handbook and the Electronic Announcement from July 18, 2014.

Survey: Ask if anyone has needed to counsel a parent and potential student under the age of 13 to use this application tool.

Transition: Guess what? It’s time for a quiz! Please turn to Lesson 1 Quick Quiz 2.

Slide 25

Slide 26

Slide 27

Slide 28

Slide 29

Quick Quiz 2 (pp. 11-12)

Individually, with a partner, as a table, or as a large group, give participants time to answer the questions on pp. 11-12 of the Workbook, then review the answers.



Q3: Social Security Administration; one to three days.

Q4: Immediately.

Q5: False.

Q6: False.




Slide 30



Slide 31

Lesson 2: Application Process (p. 29) • Introduce topic.

• Point out Learning Objectives and Key Concepts: Provide general information on proper

completion of the FAFSA; and Identify areas where mistakes are

commonly made.

Slide 32

Application Process (p. 29)

• Explain that, effective with the 2017–18 award year, the FAFSA will collect the “prior-prior year” income. For 2017-2018, the FAFSA will

collect 2015 income information.

Instructor Note: Refer participants to the blank FAFSA and instructions, beginning on p. 14 of the Study Guide and the Workbook. Point out the income section, where “2015” is specified (p. 17).

Transition: Let’s look at how to complete the FOTW worksheet.

Slide 33

Completing the FAFSA on the Web Worksheet (p. 29)

• Point out there are four steps, or sections.

• Emphasize the FOTW Worksheet does not include all of the questions on the FAFSA or FOTW.

Instructor Note: Refer participants to the FOTW Worksheet on p. 47 of the Study Guide and the Workbook. Ask them to turn to p. 48.




• Explain Section 1 – Student Information asks about: Citizenship status. Student marital status. Effect of certain drug convictions. High school completion of parents.

CAUTION: Don’t get bogged down here with detailed questions about the questions. At the moment, the primary goal is overall familiarity with the questions being asked in each section.

Transition: While we’re still on p. 48, let’s take a look at Section 2.

Slide 34

Completing the FAFSA on the Web Worksheet

• Explain Section 2 – Student Dependency Status (p. 48).

Instructor Note: A description of each item appears on pp. 31-34. These pages do not appear in the Workbook.

Discussion: As a large group, table groups, or with partners, ask participants to share examples of each dependency status.

Instructor Note: Have your own examples of each dependency status ready.

• Point out “common mistakes” (p. 35).

• Review “special circumstances” (p. 35). Transition: For some dependent students, the next section of the application is more complicated than for other students. Let’s turn to p. 51 to talk about which “parent” needs to provide information on the student’s FAFSA.




Slide 35

Determining Who Is a Dependent Student’s Parent for FAFSA Completion (p. 51)

• Using the flowchart, discuss the FAFSA definition of “parent” (details on pp. 35-36 of the Study Guide).

Instructor Note: Be prepared to provide examples, as needed, of who is considered parent. Transition: Let’s turn to p. 49 to look at some of the parent information that will be asked on the FAFSA.

Slide 36


• Review Section 3 – Parent Information.

• Explain dislocated worker status criteria (pp. 36-37).

• Describe the use of the IRS Data Retrieval Tool for tax filers (pp. 37-38). Be prepared to discuss the current

status of the IRS DRT at the time of the training, as well as any recent issues for students and parents.

• Explain the reason why applicants are asked about receipt of means-tested federal benefits (p. 38). Review parent income criteria for

Automatic Zero and the SNT (p. 42). • Point out the parent(s) may need to

provide additional income and asset information, beyond what is listed on the FOTW Worksheet (p. 38).

Transition: Let’s turn to p. 50 to look at some of the student information that will be asked on the FAFSA.

Slide 37


• Review Section 4 – Student Financial Information.




• Point out many of the same questions are asked of the student (and spouse, if married), as are asked of parent(s).

CAUTION: Don’t get bogged down here with detailed questions about the student information criteria, since the income questions are the same as the parents’ income questions. High-level overview is the goal.

Transition: It’s time for another quiz! Please turn to Lesson 2 Quick Quiz 1.

Slide 38

Slide 39

Slide 40

Slide 41

Quick Quiz 1 (p. 39)

Individually, with a partner, as a table, or as a large group, give participants time to answer the questions on p. 39 of the Workbook, then review the answers.

• Answer Key on p. 54. Q1: False.


Q3: False.

Q4: ROTC.

Q5: Lag time is longer when filing a paper return. The lag time can be between 8 to 11 weeks.

Slide 42

Learning Activity: Determining Dependency Status (p. 40)

Individually, with a partner, as a table, or as a large group, with group review of the answers.




Instructor Note: Partner, table, and/or group discussion is recommended. If there are time constraints, assign one or two scenarios to specific individuals or teams. More than one team may work on the same scenario.

Slide 43

Slide 44

Slide 45

Slide 46

• Review the four scenarios described on p. 40. Sanjay.

Davida.

Rachel.

Jeremiah.

Instructor Note: Ask participants to answer the questions. Remain on this slide until you are ready to reveal the answers.

• Click to reveal the answers. Discuss any questions they have.

Instructor Note: When participants are ready, begin reviewing the answers, one slide at a time.

Answer Key on p. 55.

Slide 47

Completing FAFSA on the Web (pp. 41-42)

• Describe how to complete FOTW.

• Explain additional questions appear online: High school questions. Asset net threshold questions.

• Explore “common mistakes.”

• Explain the importance of reviewing FAFSA Information.




Takeaway: Completing the FOTW Worksheet in advance prepares the student for entering application data on FOTW and will help reduce mistakes.

Slide 48

Completing FAFSA on the Web (pp. 42-43)

• Explain the Preparer’s Information section.

• Explain various methods for signing FOTW.

Instructor Note: Discuss what might be the pros and cons of for each method of signing the FOTW.

Slide 49

Completing FAFSA on the Web (p. 43)

• Review Submitting and Finishing the FAFSA.

• Describe the key information included on the submission confirmation page.

• Explore “common mistakes”

Survey: Do you refer to the FOTW Submission Confirmation printout when counseling students about your school’s application processing timeline, (i.e. receipt of ISIR, request for additional information, verification review, packaging, award notification and disbursement)?

Transition: That’s it for Lesson 2. Now, it’s time for another quiz!

Slide 50

Slide 51



• Answer Key on p. 56. Q1: [Refer to Answer key]. Q2: False. Q3: The FOTW application may be

signed electronically using an FSA PIN; signed using a printed copy of the FOTW signature page; or by signing a rejected SAR.




Q4: Financial aid administrators advise students without charging a fee.

Slide 52

Learning Activity: FAFSA Exercise, Harvey Lastname (pp. 45-46)

Individually, with a partner, as a table, or as a large group, with group review of the answers. May be completed after training, in order to access the fafsademo website.

Slide 53

Slide 54

Slide 55

Slide 56

Slide 57

• Point out the scenario described on pp. 45-46.

Instructor Note: Ask participants to review the scenario, make note of key points, and complete the FOTW Worksheet provided on pp. 47-50. Remain on the instruction slide until you are ready to reveal the answers.

• Click to reveal the answers for the segment of the FOTW Worksheet that appears on each slide. Discuss any questions they have.


Answer Key:

FOTW Worksheet results (pp. 58-61).

FOTW results (pp. 62-67).




Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Lesson 3: Processing FAFSA Data and Application Output (p. 69) • Introduce topic.

• Point out Learning Objectives and Key Concepts (highlight a few). Understand how FAFSA data is

processed; and Recognize the various application

output documents. Transition: What is the purpose of the database matches?




Slide 63

Database Matches (pp. 69-70)

• Explain the purpose for database matches, in general.

• Describe each database match.

Ask one or more participants to read each database and its description; allow time for questions.

CAUTION: Don’t get bogged down here with detailed questions about the database matches and how to resolve any problems that arise. Remind participants to learn more about the database matches in the FSA Handbook, Volume 2. Also, refer to the NASFAA’s Self-Study Guide, Student Eligibility.

Slide 64

Expected Family Contribution Calculation (p. 70)

• Briefly describe what the expected family contribution (EFC) is, pointing out the difference between primary and secondary EFCs.

Survey: Is the EFC calculated if the SAR/ISIR is rejected? Remind participants to learn more about need analysis, refer to the FSA Handbook, AVG, Chapter 3. Participants may also learn more about this topic by reviewing NASFAA’s Self-Study Guide, Need Analysis, which discusses the calculation of the EFC.


Slide 65



• Answer Key on p. 104.




Slide 66

Slide 67

Slide 68

Q1: The two purposes of the database matches are to establish a student’s eligibility for Title IV aid and to detect fraudulent attempts to receive Title IV aid.

Q2: [Refer to Answer Key].

Q3: False.

Q4: Primary EFC.

Slide 69

Learning Activity: Database Matches (p. 72)

Individually, with a partner, as a table, or as a large group, with group review of the answers. May be completed after training.

Slide 70

Slide 71

Slide 72

• Review the three scenarios on p. 72. Michael.

Avery.

Julio.

Instructor Note: Ask participants to note key information, determine which database match would be performed, and record their answers on p. 72.

Click to reveal the answers. Discuss any questions they have.


Answer Key is on p. 105.




Slide 73



Transition: Next, let’s explore what happens after the application is submitted, the application output.

Slide 74

Slide 75

Slide 76

Slide 77

Student Aid Report (pp. 74-75)

• Review the three types of SAR output documents sent to the student, and briefly discuss the similarities and differences of each document. Electronic SAR (pp. 78-84). Paper SAR (pp. 85-94). SAR Acknowledgement (pp. 95-97).

Instructor Note: These sample output documents appear in the Study Guide, but they do not appear in the Workbook.

Survey: In your experience, are the output documents easy for students/parents to understand?

Slide 78

Institutional Student Information Record (p. 75)

• Describe the Institutional Student Information Record (ISIR) Sample ISIR on pp. 98-103.




Instructor Note: This sample output document appears in the Study Guide and in the Workbook.

• Describe requirements for ISIR receipt and record-keeping (p. 75).


Slide 79

Slide 80

Slide 81



• Answer Key on p. 106. Q1: The CPS sends output

documents to applicants, schools, and state aid agencies.

Q2: False. Q3: [Refer to Answer key]. Q4: A school uses the ISIR to

establish a student’s eligibility for Title IV aid, to correct or update application data, and to perform PJ adjustments, including dependency overrides.

Q5: A school may need the signature page if a FAFSA was not signed or to make corrections to application data.

Slide 82

Learning Activity: The ISIR (p. 77)


Recommend partner or table discussion, and prepare to volunteer to share with large group.

Slide 83

• Review the instructions on p. 77.

• Help participants locate the resources. Sample ISIR, beginning on p. 98. Questions on p. 77.




Slide 84

Slide 85

Slide 86

Slide 87

Slide 88

Instructor Note: Ask participants to use the sample ISIR to answer the questions. Remain on this slide until you are ready to reveal the answers on the next slides.


Instructor Note: When participants are ready, begin reviewing the answers.


Slide 89

Lesson 4: Changing Applicant Data (p. 109) • Introduce topic.

• Point out Learning Objectives and Key Concepts (highlight a few).




Slide 90

Slide 91

Slide 92

Corrections (pp. 109-111)

• Define corrections.

• Review two examples of corrections: Correcting tax return data once filed. Adding a school.

• Explain corrections may be made by: Student or parent; The FAA; and/or NSLDS, which also transmits new

information to the CPS, and may result in new “pushed” ISIR.

• Emphasize that corrections generate new output documents to the applicant and to the schools listed on that ISIR.

Instructor Note: Be prepared to provide examples of an update.

Slide 93

Electronic and Paper SAR Corrections (pp. 110-111)

• Explain methods for submitting corrections electronically (pp. 110-111) and on paper (p. 111). FAFSA on the Web. FAA Access to CPS Online (or

EDExpress). Paper SAR.

Survey: Does your school have a preferred method for making sure corrections are submitted?

Slide 94

Updates (p. 112)

• Define an update.

• Explain how an update is different from a correction. Update changes data that was

correct at the time of initial application.

Correction changes data that was incorrect at the time of initial application.




Slide 95

Updates (p. 112)

• Point out three types of updates that must be made, with some restrictions: Household size (at verification). Number in college (at verification). Dependency status (not restricted to

updating at verification). Instructor Note: Be prepared to provide examples of an update.

Slide 96

Slide 97

Adjustments (pp. 112-113)

• Explain how an adjustment is different from a correction or update.

• Point out three types of adjustments.

• Review dependency status overrides.

Survey: How many schools accept a dependency override made by another school for mid-year transfer students?

CAUTION: Don’t get bogged down here with detailed questions about professional judgment. Remind participants that more information on corrections, updates, and adjustments can be found in the FSA Handbook, Application and Verification Guide, Chapter 4. Consider also NASFAA’s Self-Study Guide, Professional Judgment, which discusses this legal authority granted to FAAs.

Instructor Note: Be prepared to provide examples of an update.

Slide 98

Changing Applicant Data (p. 117)

• Review the flowchart on p. 117 in the Study Guide and in the Workbook, which describes whether an application may be changed for: Corrections. Updates. Adjustments.




Transition: It’s time for another quiz! Please turn to Lesson 4 Quick Quiz.

Slide 99

Slide 100

Slide 101

Slide 102

Quick Quiz (p. 114)



Q2: False.


Q4: A dependency override is an adjustment to the student’s dependency status from dependent to independent by a financial aid administrator exercising his or her PJ authority.

Q5: If an applicant is selected for verification, household size and number in college must be updated.

Slide 103

Learning Activity: Changing Applicant Data (p. 115)


Recommend partner or table discussion, and prepare to volunteer to share with large group.

Slide 104

• Review the instructions and the three scenarios on p. 115. Andre.

Margot.

Casey.




Slide 105

Instructor Note: Ask participants to determine the type of change called for. The point is to distinguish among the three types of changes. Remain on this slide until you are ready to reveal the answers on the next two slides.


Instructor Note: When participants are ready, begin reviewing the answers.


Slide 106



Slide 107

Questions

Slide 108

Recap & Thank You

Slide 109

Wrap-up

NOTES:

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1801 PENNSYLVANIA AVENUE NW, SUITE 850WASHINGTON, DC 20006

202.785.0453 FAX. 202.785.1487 WWW.NASFAA.ORG

© 2017 National Association of Student Financial Aid Administrators

The National Association of Student Financial Aid Administrators (NASFAA)

provides professionaldevelopment for financial

aid administrators; advocates for public policies that increase

student access and success;serves as a forum on student financial aid issues; and is

committed to diversitythroughout all activities.

nasfaa u authorized event: 2017-18 the application … · review the following pages of this...

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