College Admission Counseling

1. College Admission Counseling Thursday, July 8 2009

2. Agenda • Reflect on visit to Richard Montgomery • Writing letters of recommendation--sharing (in class) • Community Colleges in MD (Maryland Higher Education Commission website review) • Student Athletes: NCAA Eligibility • Students with Disabilities • Financial Aid in Maryland

3. Be What I Want to Be Website(Maryland-Based) http://www.bewhatiwanttobe.com/

4. Do Support your points with examples and details Place the student in the context of the class or the school Explain how well you know the student Address attitude/character as well as academic ability Be candid and comprehensive Explain any unusual circumstances that may have affected the student’s performance Address any blunders on the transcript Attach your letter to the counselor evaluation form Don’t Underestimate the impact a compelling letter can have at selective colleges List all the student’s activities or courses Assume that high grades are sufficient for selective colleges to admit a student Use the same paragraph or even the same sentence in more than one recommendation, unless you are doing so to provide a description of the school or the class Comment on the student’s appearance Use one college’s name in the first paragraph and a different name in the closing paragraph Letters of Recommendation

5. Community Colleges in Maryland • Advantages of Community/Junior Colleges • Expense • Quality Instructors • A degree in two years • Great for non-traditional students • A good transition from high school • Close to home • Classes may be more career oriented • Opportunities for high school students (for extra credits!)

6. Community Colleges in Maryland • Disadvantages • You don’t get a bachelor’s degree • Less college atmosphere • Less interaction among students • Transferring credits can be a nightmare • Fewer campus resources (perks!!) • Too much “home”?

7. Community Colleges in Maryland • http://www.mhec.state.md.us/higherEd/colleges_universities/index.asp#two • Group Activity • In pairs, explore at least two community colleges in MD. Review the admission requirements, academic programs, partnerships with 4 year institutions, and cost.

8. Initial Eligibility RulesDivision I • High School Graduation • Minimum GPA/ Test Score Combination (sliding scale) • 14 Core Courses • Final Qualifier or Non-qualifier

9. Initial Eligibility RulesDivision I • 16 Core Courses • 4 English • 3 Math • 2 Science • 1 Additional English, Math, Science • 2 Social Studies • 4 Additional Any (English, Math, Science, Foreign Lang, Non-doctrinal Religion, Philosophy)

10. Initial Eligibility RulesDivision II • High School Graduation • Minimum 820 SAT/ 68 ACT • Minimum 2.00 Core GPA • 14 Core Courses • Final Qualifier/ Partial Qualifier/ Non-qualifier

11. Initial Eligibility RulesDivision II • 14 Core Courses • 3 English • 2 Math • 2 Science • 2 Additional English, Science, Math • 2 Social Studies • 3 Additional Any (English, Science, Math, Foreign Lang, Non-doctrinal Religion, Philosophy)

12. Application Process For Students • Complete Student Release Form online • Complete Amateurism Questionnaire online • Pay fee online • Submit current official high school transcript (at least 6 semesters) • Submit official test score (from testing agency)

13. Final Certification • Immediately after graduation, submit a final official high school transcript • Submit any new test scores (all test scores must be submitted to the NCAA even if they are not used in the final certification)

14. High School Counselors and Administrators • 4 Responsibilities • Send official high school transcript after registration and after grad • Update approved core course list once a year • Update Clearinghouse contact data once a year • Submit fee waivers for students who qualify

15. College Admissions and Students with Disabilities

16. Section 504 of the Rehabilitation Act of 1973 • States that any program or activity receiving federal financial assistance may not discriminate against any individual with a disability in the United States

17. Title II of the Americans with Disabilities Act of 1990 • Prohibits state and local governments from discriminating on the basis of disability • States that a public entity shall furnish appropriate aids and services where necessary to afford an individual with a disability an equal opportunity to participate in, and enjoy the benefits of, a service, program or activity conducted by a public entity.

18. Examples of Types of Disabilities • Learning Disability • Physical Disability • Brain Injury • Psychiatric Needs • ADD/ADHD

19. Secondary Schools and Colleges are different • Laws, processes and procedures differ • Parents rights are different • Locations of learning are different • Teachers roles are different

20. Secondary Schools • Law protects students’ rights to a free and appropriate education • Guaranteed right to education until student graduates or meets the goals of IEP • School is responsible for providing students with a good education and special help is scheduled into the program • School is responsible for evaluation and developing an educational plan • School is required to provide services and document students use of the services

21. Colleges • Law protects right to an accessible education • Provides access, not the education • Different Laws: ADA Title II and Section 504 • Allowed to apply, need to meet institutions admissibility • Student is responsible for seeking and using accommodations • Student is responsible for obtaining evaluation and developing their plan • College communicates with student: not parents! • Students must be their own advocates

22. The College Admissions Process • The student should apply through the Application Services Center or Admissions Office • Some schools ask for self identification on the application – some do not – but it can not be a mandatory question • Notify the Disabilities Services Office of your situation and request information about services • Provide appropriate and current documentation about the disability (see next slide) • Meet with the disabilities coordinator to discuss accommodations

23. Required Documentation • Must be comprehensive and current – less than three years old – and must include diagnosis • May describe accommodations and provide rationale • IEP’s, triennial reports and 504 plans are NOT considered appropriate documentation • Must be prepared by an appropriate professional: medical doctor, psychologist, or other qualified diagnostician • The College/University will not pay for the updating of required documents

24. Types of Accommodation • Taped texts, notetakers, sign-language interpreters, readers, videotext displays, television enlargers, talking calculators, electronic readers, Braille calculators, printers and typewriters, telephone handset amplifiers, closed-caption decoders, open and closed captioning, voice synthesizers, specialized gym equipment. • Calculators or keyboards with oversized buttons, reaching devices, raised-line drawing kits, Assistive listening systems, untimed or extended-time testing, exam scribing, special parking, van service, special seating at events, support groups, study skills sessions

25. The Emotions of the College Admission Process • Counseling Students Who Have Been Rejected • Listen to students and acknowledge feelings • Help students refocus by pointing out that it’s not the school that really matters, but the college experience • Point out that the experience they get at a different school that’s a good fit may end up offering better opportunities • Explain that many factors besides what college a person attends lead to success in the real world • Lift their spirits by letting them know that you think the school that refused them is missing out on a great student. • Explain the variability of admission trends • Be enthusiastic about the other schools students have applied to