College and Career Planning Guide
Acknowledgments

Purpose and Goals of the Resource Guide

PURPOSE AND GOALS

The College and Career Resource Guide has been developed by a group of Boston high school guidance counselors in conjunction with the School-to-Career office and funded by Perkins grant. This guide is organized to assist in implementing a developmental college/career guidance program for Boston high school students in grades 9 through 12.

• The purpose of this resource guide is to provide a sequential program with activities and materials for each grade level that will provide students with the understanding and skills needed to prepare or be prepared for the job market of the 21st century.
• The main goal of this resource guide is to help students to initiate and develop an educational and career plan to meet their post-secondary objectives and interests.

The outline of workshops and the materials included in this resource guide are intended to assist guidance counselors in carrying out and further developing a guidance program that offers career and college planning activities in a developmental sequence. This resource guide includes materials which have been researched and compiled from guidance and career resources in use in Boston and other school systems, as well as current reference materials available from college and educational sources on line or in print.

The curriculum design of this resource guide uses the School-to-Career competencies as the framework for building sequential activities and materials at each grade level.

The School-to-Career competencies are:

• Taking responsibility for career and life choices
• Understanding all aspects of industry
• Interacting with others
• Acting professionally
• Completing entire activities
• Using technology
• Identifying and solving problems
• Organizing and analyzing information
• Communication & literacy

In the first two years of high school, students will explore personal and career interests through hands-on activities that utilize computer programs and print materials that will be the basis of a career portfolio that they can expand and refine each year. In the ninth grade students explore careers through commercial software programs, job cluster, fantasy job searches and supporting videos. In the tenth grade students focus their interest and learning/working styles through commercial assessment instruments.

In the last two years of high school, students should focus more specifically on career and educational options that will lead them to create a clear plan for achieving their post-secondary goals. The direction of activities in the eleventh and twelfth grade is toward gaining a realistic understanding of the educational and career options available to them and taking the important steps required for them to achieve their goals. During these years, the focus is more personalized and focused on individual planning. Students will be able to use print materials, computer software, and the Internet to access and link with a broad range of career and educational information. They will use this information to refine their portfolio and to complete an individual plan beyond high school.

By the end of the senior year, each student will have had the experience of building a personal portfolio that will include:

• A post secondary education and/or employment plan.
• A research project which thoroughly explores a particular career. This would include the educational requirements, work expectations, conditions, salary prospect and market needs.
• Opportunities to explore and understand the nine School-to-Career competencies through their research, job shadowing, mentoring and internship experiences, job training and paid work experience, as well as through dual enrollment, tech prep and other educational programs.
• A resume package including cover letter, thank you letter and three letters of recommendation.

USE OF THE RESOURCE GUIDE

This resource guide provides a compilation of materials that will be useful in developing a comprehensive career guidance program for all high school students.

School counselors are encouraged to make use of this material in the ways that it best suits their guidance work. In order to provide all students with a career guidance program, it is suggested that counselors work in conjunction with classroom teachers, as well as with career and job placement specialists already in place in some high schools in order to provide workshops and presentations.

This resource guide includes a sequence of activities that can be used in a variety of ways. The ninth and tenth grade workshop activities may be more easily coordinated and arranged in partnership with classroom teachers. For example, school counselors may work with Language Arts or ESL teachers in their classes to do a series of workshop sessions. Some schools will have a college career and center to use for some of these activities, and others will be able to arrange some classroom time to work with groups of students.

Since each high school differs in its school organization, schedule and career resources and programs, the use of the material in this resource guide can be modified to meet the needs of each high school. In some schools, there will be a School-to-Career program in existence already which provides students with some of the career and job preparation skills which are outlined in this resource guide. Therefore, school counselors will decide how to best utilize this material within the context of their own high schools.

In using this resource guide, it is understood that there may be time constraints within the school day to provide all of the group work that is suggested. Flexibility and creativity in the selection and use of activities is a given. Because the amount of time available to work with groups of students varies with each high school, as does the organization of guidance counselors' caseloads, the workshops and materials may be adapted to meet these constraints.

By using and implementing this resource guide, we hope the results will be:

• Students will demonstrate a higher level of competency in self-assessment, career planning and post secondary decisions.
• All students will be served and reached for more effective college/career counseling.
• Student's enthusiasm for course work will increase.
• Attendance rates will increase.
• Drop out rates will decrease.
• Technological; knowledge & skills in relation to college/career choices will increase.
• Students will have a personalized graduation plan.
• Every student will have a resume package.
• Portfolios will become an effective link between academic and vocational training
• Students enrollment in post-secondary institutions will increase.
• Employability of graduates will increase.
• Students will find this program helpful in their transition to college, career and work.
• More parent contact will be initiated; counseling activities increased.
• Awareness of the importance of standardized testing will be increased.
• Knowledge of services for students with disabilities in relation to college, career & work will be increased.

Looking Ahead to Your Future

Freshman Year "Take the Challenge" Sophomore Year "Keep Going - Keep Growing" Junior Year "It's up to you - You Decide" Senior Year "You are Almost There"

LOOKING AHEAD TO YOUR FUTURE

The following timeline was design for each grade level to assist students in preparing for post high school. If you have any questions please feel free to discuss them with your school counselor.

Things to think about:

• What are my talents and strengths?
• Am I taking a course that leads to my post high school plan?
• In which course am I particularly strong?
• In what areas do I need to build more skills?

Things to do:

• Develop a personal growth plan highlighting academic, extra curricular and community involvement/awards.
• Become familiar with graduation requirements.
• Carry a strong academic program and maintain excellent attendance records.
• Develop and maintain strong academic performance.
• Seek assistance or support when needed from teachers and counselors.
• Talk with teachers, parents, and counselors about your sophomore course selections (late January).
• Make an appointment to familiarize yourself with the College and Career Center.
• Develop personal growth plan, highlighting academic, extra-curricular and community involvement/awards.
• Become involved in an extra-curricular activity, sports, clubs, music, volunteer work, etc.
• Review finalized 10th grade schedule with counselor in June.
• Become familiar on how to obtain a work permit.
• NCAA requirements.
• Become familiar with summer job opportunities with external programs.

People to talk to:

• Your parents/guardians or family members
• Your teachers
• Your school counselors
• College and Career Center Staff

Things to think about:

• Which potential career/post high school option have I considered?
• In which subject did I excel?
• Am I taking courses that lead to my post high school plans?
• Am I giving my best to sophomore courses?
• Of my unique talents and strengths, which would I most like to develop?
• Am I involved in at least one extra-curricular activity or community service?

Things to do:

• Update my personal growth plan.
• Carry a strong academic program.
• Seek assistance from teachers and school counselors when needed.
• Register for PSAT/NMSQT test in October.
• Maintain strong academic performances and maintain excellent attendance records.
• Be aware of your graduation requirements.
• Talk with your teachers, parents, and counselors about course selection for Junior year.
• Review eligibility for National Honor Society Application in the spring (3.50 GPA).
• Visit the College and Career Center to explore high school plans and interests.
• Continue involvement in extra curricular activities.
• Complete a career and interest inventory in the career center, and review with counselor. (Harrington O'Shea or other interest inventories on computer or hardcopy).
• ASVAB for students interested in the military service. Consult with school counselor.
• NCAA requirements
• Become familiar with scholarships and internships. See your school counselor or ACCESS representative.
• Review finalized Junior schedule with counselor in June.
• Consult with academic teacher and counselor concerning SAT II Subject Tests.
• Choose 3 careers from the interest inventory and research them on the Internet or the Dictionary of Occupational titles.

People to talk to:

• Your parents/guardian or family members
• Your teachers and school counselor
• College and Career Center Staff
• People who are involved in the professions of your interest

Things to think about:

• Am I taking courses that lead to my post high school plans?
• Am I giving the best to junior course work?
• With which teachers have I established strong rapport? (Potential college/job letter of recommendation).
• Which talents or strengths might I want to further develop through college studies or post high school plans?
• Which activities will I highlight on my college or job application?

Things to do:

• Update my personal growth plan.
• Carry strong academic programs.
• Register for PSAT/NMSQT Test in October.
• Continue extra-curricular activities.
• Maintain strong academic performance and an excellent attendance record.
• Check your graduation requirements.
• Complete college Search Program in the College and Career Center.
• Attend College Admission Evening meeting for parents and students.
• Attend any other college fairs in the area.
• Talk with teachers, parents, and school counselors about senior year course selection.
• Talk with parents about college needs, interest, etc.
• List college choices.
• Consult school counselors and ask academic teachers about SAT1 and SAT II Subject tests.
• If taking an Advanced Placement course(s), register for AP exams (May).
• Schedule interview and college visits for spring, summer, or fall.
• Review and finalize Senior schedule with school counselor in June.

People to talk to:

• Your parents/guardian or family member
• Your teachers
• Your school counselors
• College and Center Staff
• College Admissions personnel and financial aid officers.
• People who are involved in the professions of your interest.

Things to think about:

• Am I enrolled in a strong academic program?
• Am I continuing to challenge myself?
• Have I written for college catalogues, applications, financial aid information, etc.?
• Am I giving my best senior course work?
• Have I obtained enough information about the colleges of my choices and application deadlines?
• Am I meeting with my senior school counselor regularly?
• Have I made campus visits to my top colleges?

Things to do:

• Update my personal growth plan.
• Register for SAT I and SAT II Subject tests; see teachers or school counselors.
• Maintain strong academic records and attendance.
• Check your graduation requirements.
• Seek assistance from teacher and school counselor when needed.
• Continue extra curricular activities, community service involvement, or internship experiences.
• Meet with senior school counselor to finalize post high school plan.
• Complete college applications (September - December).
• Be aware of deadlines including early decision and early action options.
• Avoid SENIORITIS.
• Be aware of scholarships.
• Attend Financial Aid meetings.
• Have parents complete financial aid form (January) and meet with ACCESS advisor.
• If taking an Advanced Placement course(s), register for AP Exam (May).
• Relax and congratulate yourself on a job well done.

People to talk to:

• Your parents/guardian or family member
• Your teachers and school counselors
• College and Career Center Staff
• College admission personnel and financial aid officers
• College friends or graduates
• People who are involved in the professions of your interest.

Grade 9
Identity

The ninth grade workshop will be devoted to addressing each of the School to Career Competencies on a weekly or other regular schedule. Competencies have been arranged in a progressive order.

Grade 9
Identity

The ninth grade workshop will be devoted to addressing each of the School-to-Career competencies on a weekly (if possible) basis. Competencies have been arranged in a progressive order. The activities listed below are available for purchase from individual publishers. A listing of all of the materials and the publishers appears at the end of the grade 9 segment of this document.

Workshop Contents

Workshop 1: Identify and Solve Problems

Workshop 2: Interacting with Others

Workshop 3: Taking Responsibility for Career and Life Choices

Workshop 4: Acting Professionally

Workshop 5: Communication and Literacy

Workshop 6: Organize and Analyze Information

Workshop 7: Completing Entire Activities

Workshop 8: Using Technology

Workshop 9: Understanding All Aspects of Industry

The ninth grade workshops will be devoted to addressing each of the School-to-Career competencies on a weekly (if possible) basis. Competencies have been arranged in a progressive order. In addition, the transition Language Arts classes may be the perfect opportunity to launch these activities. The activities listed below are available for purchase from individual publishers. A listing of all of the materials and the publishers appears at the end of the grade 9 segment of this document.

Timetable:

• Have a Grade 9 assembly to provide each student an overview of the College and Career Center.
• Introduction of school counselors and support staff.
• Brief videotape or Powerpoint presentation of the College and Career Center.

Workshop 1 - Identify and Solve Problems

Knowing your strengths and weaknesses.
Knowing your learning styles.
Learning how to develop skills for career/college.

• Activity: "Me Poster" Frank Schaffer/Good Apple Publications
• Activity: "Personal Coat of Arms" Life Planning Education Curriculum Pages 35-37
• Activity: "Personal Learning Style Inventory" Pub. Center for New Discoveries in Learning
• Activity: "Identifying Your Passions" pages 29-30, and "Work Values Survey" Pages 31-37 Career Choices

Workshop 2 - Interacting with Others:

Interacting with students, teachers, school counselors
Managing stress and conflict
Respecting diversity
Negotiating skills
Cooperative learning in the College and Career Center
Internship or community service

• Activity: "Defining Success Survey" Career Choices Pages 18,19
• Activity: Meet and introduce your classmate. Pair students up. Each student has to find out five facts about their partner and share it with the group in an open forum.
  Five questions to ask:
  1. What is your name?
  2. What is your favorite subject in school? Why?
  3. What is your favorite food?
  4. What is your favorite movie?
  5. What are your plans for the future?
• Activity: Guest speakers from the student mediation program and mental health counselors.
• Activity: Cooperative learning exercise in class. Classroom survey and data analysis.
• Activity: Investigation of Community Service opportunities in the Boston area. (Material from 1010 Mass. Ave.)

Workshop 3 - Taking Responsibility for Career and Life Choices

Developing a Personal Growth Plan
Become familiar with attendance and graduation requirements.
Familiarity with MCAS and its implications.
Working Papers- Why do I need them?*
Getting a job. What kinds of jobs can I get as a freshman?*

• Activity: Chapter 4 Life Planning Education- "What are my goals for myself?" Pages 95 -106 Selected from these activities:
  "Short-term Goals- My Contract" Pages 95-97
  "My Life: Past and Future" Pages 98-100
  "My Ten year Class Reunion" Pages 101-102
  "Making A Dream Come True" Pages 103-105
  "Life Plans" Pages 106-108
• Activity: Discussion of MCAS and its relationship to the promotional requirements.
• Activity: The employment coordinator of your school can discuss the working papers and jobs section.

Workshop 4 - Acting Professionally

Attendance and appearance
Accepting direction and criticism
Flexibility and maintaining self control
Using appropriate language and behavior
Respecting confidentiality
The job interview.*
Being responsible using for College and Career Centers (making appointments, proper passes, and proper behavior).
Not using the internet for personal use.

• Activity: Signing and returning of the acceptable use policy. Review in class.
• Activity: Review the BPS attendance policy and its ramifications.
• Activity: Random student attendance check.
• Activity: Reinforcement of concepts outlined in student planners.
• Activity: Dress for Success. Have students designate a day for that workshop where they will come to school dressed as potential job seekers. Random prizes for those who participate.
• Activity: Confidentiality. Secrets exercise. Start a story at both ends of the classroom. Each student passes it along until everyone has heard and repeated it. Compare the differences between the real story and the verbal story.
• Activity: Life Planning Education "Application for Employment" pages 270 - 273
• Activity: Life Planning Education "Interview Guidelines" pages 274 - 277
• Done by employment counselor at the school.

Workshop 5 - Communication and Literacy

Following written and spoken directions
Taking notes on how to use software available in College and Career Center
Incorporating student planners with College and Career Center use

• Activity: Life Planning Education Chapter 10 - Good Communication
  "How To Make A Peanut Butter and Jelly Sandwich." Pages 284 + 285
  "Non-Verbal Communication" Page 290
  "Are You Listening?" Pages 292, 293

Workshop 6 - Organize and Analyze Information

Keep Personal Growth Plan up-to-date
Keeping all materials in one location in College and Career Center
Learning to use career materials on computer and hard copies to search out careers.

• Activity: Use Academic Planner to demonstrate theme of organizing information.

Workshop 7 - Completing Entire Activities

Initiating and completing projects
Time management

• Activity: View video on time management. Review print material on subject.
• Activity: Using academic planner to demonstrate the effectiveness of proper time management.

Workshop 8 - Using Technology

Basic Computer Literacy.
Becoming experienced enough to use software and Internet in the College and Career Center.

• Activity: Complete a technology checklist/survey for students.

Word processing exercise: Writing a friendly letter on the computer. Begin writing a resume.

• Activity: Brief orientation on the College and Career Center computers.
• Activity: Life Planning Education Chapter 9- Employment Pages 262, 267 "Practice Resume Writing"

Workshop 9 - Understanding All Aspects of Industry

Using the Dictionary of Occupational Titles (DOT)

• Activity: Scavenger hunt using DOT. Using the Internet to search out information on careers.
• Activity: Use EXPAN software career inventory. Investigate jobs on EXPAN Job outlook for the 21st Century. Use Internet to investigate future employment opportunities.

Weekly activities include:

• Presentation of the theme (competency) of the workshop over the intercom on Monday. Weekly theme sheets to be passed out to all 9th grade students for incorporation into their student planners or a loose-leaf notebook. The theme sheet will include a brief description of the competency and what students are expected to do during the course of the workshop to reinforce their understanding of the competency and its relevance to their education and to their future.
• Short video clip, which in some way reflects the competency being discussed for the workshop. Such clips could come from existing movies or could be filmed from short scripts.
• In-class cross-curricular activity. These activities would include readings, surveys, art projects, skits, speakers, general discussions, etc.
• On Friday of the week of the workshop, each student will be given a follow-up activity. A mini-quiz will be given to test their comprehension of the theme of the workshop. In addition, each student will be given a competency checklist, which will document their participation and be stored in their planners or notebooks. Later in the day, two students could be called to the guidance office for planner perusal. If students are up-to-date, then a small reward could be given.

Materials:
Career Choices Published by Academic Innovations
Life Planning Education Published by Advocates for Youth, Washington, D.C.
Careers Without College Series Published by Peterson's
Career Skills Library SeriesFerguson's Publishing Company
Personal Learning Styles Inventory Center for New Discoveries in Learning
All About Me Poster Frank Schaffer Publishing Company

To order:
Life Planning Education, Use enclosed form.

** Worksheet: What is your Personal Learning Style?

What is your personal learning style?

The secret to making learning easier is understanding your personal learning style. In order to find out the learning style or styles you like, take the following short inventory of 35 questions. Check off the statements you agree with.

1. I learn best by doing. ___
2. I can easily remember what people say. ___
3. When others are talking, I am usually creating images in my mind of what they are saying. ___
4. I prefer to hear a book on tape rather than reading it. ___
5. When I talk, I like to say things like, " I hear ya, that sounds good, or that rings a bell." ___
6. It is hard for me to sit still for long. ___
7. I like playing sports more than reading books. ___
8. I love to write letters or in a journal. ___
9. I like to write down instructions that people give me. ___
10. I like spelling and think I am a good speller. ___
11. I can multiply and add quickly in my head. ___
12. I generally use my finger to point when I read. ___
13. My handwriting is not usually neat. ___
14. I like talking better than writing. ___
15. I prefer reading to hearing a lecture. ___
16. I can always tell directions like north and south no matter where I am. ___
17. My room, desk, car, or house is usually disorganized. ___
18. I know most of the words to the songs I listen to. ___
19. When I put things together, I usually read the directions first. ___
20. I usually speak slowly. ___
21. I like reading stories more than listening to stories. ___
22. I like sports and think I am a pretty good athlete. ___
23. It's easy to talk for long periods of time on the phone with my friends. ___
24. I prefer to act things out rather than write a report on them. ___
25. I often doodle when I am on the phone or in a meeting. ___
26. I like music more than art. ___
27. When I recall an experience, I mostly remember how I felt about it. ___
28. Without music, life isn't any fun. ____
29. When I recall an experience, I mostly hear the sounds and talk to myself about it. ___
30. I am very comfortable in social groups and can usually strike up a conversation with most anyone. ___
31. When looking at objects on paper, I can easily tell whether they are the same no matter which way they are turned. ___
32. When I am alone, I usually have music playing or hum or sing. ___
33. I love working with my hands and making or building things. ___
34. I usually say things like "I feel, I need to get a handle on it, or get a grip." ___
35. I get very distracted if someone talks to me when the television is on. ___

Twenty-One Ways to Get the Most Out of NOW

• Plan two hours study time for every hour you spend in class.
• Study difficult (or boring) subjects first.
• Avoid scheduling marathon study sessions.
• Be aware of your best time of day.
• Use waiting time.

• Use a regular study area.
• Don't get too comfortable.
• Use a library.

• Pay attention to your attention.
• Agree with living mates about study time.
• Avoid noisy distractions.
• Notice how others misuse your time.
• Get off the telephone.
• Learn to say NO.
• Hang a "Please Do Not Disturb" sign on your door.

• Ask: Am I beating myself up?
• Ask: What is one task I can accomplish toward my goal?
• Ask: Is this a piano?
• Ask: How did I just waste time?
• Ask: Would I pay myself for what I am doing right now?
• Ask: Can I do just one more thing?

** Worksheet: Getting the Most Out of Now

Time Management

Objective:
To help students prioritize their responsibilities.

Procedures:

1. Follow directions on "Are You On Brain Overload?" worksheet.
2. Brainstorm and share strategies for When to Study, Where to Study, etc.
3. Encourage students to record strategies they feel can help them on the "Getting the Most Out of Now" sheet.

MY TURN, Inc.
Unit 1: Self-Awareness
School-to-Work Curriculum

Getting the Most Out of Now

MY TURN, Inc.
Unit1: Self-Awareness
School-to-Work Curriculum

Grade 10
Discovering

In the tenth grade, students explore personal and career interests through hands-on activities that utilize computer programs and print materials that will be the basis of a career portfolio that they can expand and refine each year. The students will focus on their interests and learning/working styles through commercial assessment instruments.

Grade 10
Discovering

In the tenth grade, students explore personal and career interests through hands-on activities that utilize computer programs and print materials that will be the basis of a career portfolio that they can expand and refine each year. The students will focus on their interest and learning/ working styles through commercial assessment instruments.

Workshop 1: Taking Responsibility for Career and Life Choices

Workshop 2: Taking Responsibility for Career and Life Choices

Workshop 3: Organizing and Analyzing Information

Workshop 4: Communication and Literacy/Identify and Solve Problems

Workshop 5: Interacting with Others / Acting Professionally

Workshop 6 and 7: Organizing and Analyzing Information

Workshop 8: Using Technology / Understanding All Aspects of Industry

Workshop 9: Identifying and Solving Problems

Workshop 10: Completing Entire Activities

Grade 10 - Discovering

Although the suggested timetable for this School-to-Career workshop is ten weeks, the length of each class and total number of meetings is at the discretion of the school counselor.

It is suggested that in order to implement these workshops, school counselors should consider using groups of 10-15 students per session. Depending on the size of the Sophomore class of each school, the rotation may take twenty weeks or more to cover all the10th graders. Because of the Massachusetts Educational Reform Act- "Time on Learning" - is crucial for the classroom teacher. Therefore, very few teachers are willing to give up their teaching time for more than once a week. To ensure that all students participate in these workshops, it is suggested that the Skills for Success class for sophomores be used for this project. If that is not possible, paring up with Language Arts or ESL classes would be appropriate. Paring up with other subject areas is also possible depending on the school setting and the teachers' interest in the School-to-Career project.

Teaching materials for each week's activities are suggestions. Feel free to use any other resource that you feel appropriate and beneficial for the implementation of this program.

Workshop 1 - Taking Responsibility for Career and Life Choices

• Activity: Orientation for incoming 10th graders to the School-to-Career Program and the College and Career Center.
• Activity: Emphasize that participation in this program is part of his/her high school curriculum.
• Activity: Review new graduation requirements.
• Activity: Review 9th grade report card in relation to the requirements.
• Activity: Update or create personal profile. Record Grade Point Average (GPA), Stanford 9 scores, and extra curricular activities.
• Activity: Recognize National Honor Society as an achievement to accomplish. Understand the four criteria of the National Honor Society and work towards these goals. This process should start in early years of high school.
• Activity: Record passed and failed subjects on Individual Career Planning Portfolio.
• Activity: Make short and long term academic and career goals and record them on his/her Career Planning Portfolio.

1. Career Planning: A skill for the future (Also available in Spanish). Ordering information: Channing L Bete Co., Inc., 200 State Rd., South Deerfield, MA 01373
2. Stanford 9 test results available from the registrar's office
3. Personal Learning Style Inventory: What is your personal learning style? Download from http://www.howtolearn.com/cgi-bin/list.pl (36 questions scored electronically).

Workshop 2 - Taking Responsibility for Career and Life Choices

• Activity: Administer Harrington O'Shea Career Decision Making Survey (also available in Spanish).
• Activity: Explore the EXPAN program, which provides a computer-based interest survey as an optional reference.
• Activity: Explore other career interest and aptitude tests. Such tests are available online or in print.
• Activity: Arrange for the ASVAB (Armed Services Vocational Aptitude Battery) to be available for students who are interested in military services. Contact school counselor or Armed Services for further information.

1. Information on the back page of The Harrington-O'Shea Career Decision-Making Survey (CDM) will help students understand the purpose of this survey. In order to reduce their anxiety, remind them that the scores are based on their interest and do not reflect their academic ability.

Ordering information: The Harrington-O'Shea Career Decision-Making Survey Revised American Guidance Service, 4201 Woodland Road Circle Pines, Minnesota 55014-1796

2. Open EXPAN for Career Search as a reference survey.

Workshop 3 - Organizing and Analyzing Information

• Activity: Introduce PSAT and encourage serious students to take the test as a sophomore.
• Activity: Discuss the role of standardized tests.
• Activity: Discuss MCAS as a measurement for academic success and as a graduation requirement.
• Activity: Discuss results of Harrington O'Shea Career Decision-Making Inventory.

1. Visit http://www.collegeboard.org to download the following information and materials:
• Preparing Students for the PSAT/NMSQT
• Understanding PSAT/NMSQT Results
2. Information on MCAS as standardized test instrument. MCAS…It counts:
   • What are the MCAS tests?
   • Who will take the MCAS tests?
   • When will the tests be given?
   • Why are these tests important?
   Detailed information can be downloaded from the BPS web site: http://www.boston.k12.ma.us/teach/mcas.asp
3. Standardized test results as compared to scholastic performance
4. Career Decision-Making Survey results.

Workshop 4 - Communication and Literacy / Identifying and Solving Problems

• Activity: Introduce EXPAN as a resource for college application and all related activities.
• Activity: Pick one or two colleges and do a report covering all aspects of the college application process. Prepare a cover letter requesting application forms and catalogs
• Activity: Research criteria for different colleges such as 2-year, 4-year public and private, certificate programs, etc. including researching freshman class profile.
• Activity: Prepare a generic college essay, which shows your special talents and interests.
• Activity: Research college expenses, scholarships and financial aid and expected family contribution.

1. EXPAN program demonstration on TV screen is ideal for better effect.
2. Use of Internet to find out about Higher Education Information Center http://www.heic.org
3. Use EXPAN and College Link for the above activities or any other computer based program.
4. Member Colleges of College Link in Massachusetts can be obtained on web site: http://www.Heic.org/memlist.htm

Workshop 5 - Interacting with Others / Acting Professionally

• Activity: A field trip to the Higher Education Information Center to learn about resources available here and the Public library, especially the Junior Library section.

1. Literature on Higher Education Information Center and the Boston Public Library's Junior Library can be obtained by calling 1-800-442-1171 or on web site: http://www.Heic.org

Workshop 6 and 7 - Organizing and Analyzing Information

• Activity: Introduce students to SAT One-On-One. One session is barely enough for students to do the Verbal Section. Another class is necessary to do the Math session. After that, individual follow-up sessions may be arranged with pre-signed passes. It is recommended that English and Math teachers of 10th graders be invited to help present this topic because of their expertise in these subjects. If time allows, the SAT II test can be explored.

1. SAT I booklets distributed by College Board in the Fall (request extra copies by phone. Shipment takes about a week.)
2. SAT One-on-One program which is available on EXPAN.

Workshop 8 - Using Technology / Understanding All Aspects of Industry

• Activity: Use EXPAN or any other computer based program to do a career inventory.
• Activity: Study all aspects of the career or trade suggested by the results of the inventory.
• Activity: Compare the result with that of the Harrington O'Shea previously taken.
• Activity: Examine talents and strengths and determine how to develop them.
• Activity: Introduce students to the Dictionary of Occupational Titles.

1. EXPAN program's Career Module (Also review Workshop 2 for activities)
2. Dictionary of Occupational Titles

Workshop 9 - Identifying and Solving Problems

• Activity: Prepare a resume suitable for job and college application.
• Activity: Focus on achievements, activities or the lack of such.
• Activity: Emphasize that sophomores still have time to improve on the positives and make up for the negatives.

1. Use EXPAN to generate a resume. This exercise will enable students to do self-evaluations in the following areas: career objectives, strengths and interests, work experiences, academic skills and success. Most students have difficulty in putting their career objectives in words. Importance of communication /literacy skills should be reinforced.
2. Use Office 97 resume template or any other computerized resume program.

Workshop 10 - Completing Entire Activities

• Activity: Complete the 10th grade portion of the individual Career Planning Portfolio.
• Activity: Inform students of availability of the College and Career Center as a resource room for college and career research activities.
• Activity: High school points could be awarded to students who successfully completed this class. Students may receive a certificate generated with Power Point or PrintShop Deluxe.
• Activity: Learn about interviewing skills as an important part for college and career success.
• Activity: Students will evaluate this class in writing. Discuss the pros and cons of participation in this class.
• Activity: Consider a college or career interest to follow in upper grades and give serious thought to a schedule for junior year.

1. Career Planning Portfolio

Decision Making

Objective:
Students will begin to explore decision making.

Introduction:
Raise your hand if you have made a decision today. Raise your hand if you think you have made more than ten decisions today. More than twenty? Discuss the number of decisions we all make daily and difficulty of making tougher decisions.

1. Organize students into groups of two or four.
2. Give each group a piece of chart paper and magic marker.
3. Assign a scribe for each group.
4. Tell groups to generate every decision or problem that they are currently faced with. Explain that they will have five minutes to generate their list.
5. Instruct them to take a few minutes to apply the tortoise and the hare test to each of the decisions or problem situations they listed in the following way:
   • They should discuss each one and make a group decision about whether it warrants a quick decision or a decision that requires a more time-consuming, methodical approach.
   • As they agree on each, they should draw a tortoise or a hare (or symbol for each) in front of it.
6. When time is up, ask each group to list on the chart paper the reasons for choosing the tortoise for some; then do the same for the hare group.
7. Then ask each group to report its reasons for choosing tortoise or hare. Discuss the following points:
   • Decisions and problems need tortoise treatment if they require the involvement of many people for commitment, historical, or informative research, or more options.
   • Decisions and problems deserve hare treatment if they have small stakes, have a tight time frame, are emergencies, do not warrant additional research, or have limited options.

MY TURN,Inc.
Unit 1: Self Awareness
School-to-Work Curriculum

Following Directions

Objective:
Gain additional experience following oral and written directions.

Competencies:
Learn proper procedure for completing employment applications.
Demonstrate the ability to follow written directions.

Introduction:
Follow the directions for the energizer entitled, "The Line Up". To add a dimension of communication skills do not allow students to talk to each other to accomplish the task. Notice who the leaders are and who has difficulty working together.

Procedures:

1. Administer the test included in this packet.
2. Reveal the answers at the end of the 10 minute session.
3. Discuss the importance of the following directions. In what careers are directions important? Would you want your mechanic to be able to follow directions? Your Doctor?

**How Well Do You Follow Directions? - Worksheet

Skills and School Subjects

Objective:
Student will understand the correlation between skills and the subjects that they study in school.

Competencies:
Explore and identify work and personal values; interests; passions.

Materials:
"Skills Used on the Job" Grid for each student.

Introduction:
Either read with the students the article, "Plotting a course for young dreamers" or give them a synopsis. Discuss the main concepts, i.e. you won't make it through medical school if biology is your most dreaded subject.

1. Pass out skills used on the job grid. Discuss the hairdresser example. Are the students surprised by how applicable the school subject are applicable to this profession?
2. Have students select an occupation which appeals to them.
3. Ask students to identify the specialized skills required for their selected occupations.
4. Have students list those high school courses that will help prepare them for this occupation.
5. Have each student report to the rest of the class.
6. Have students discuss what contribution each of their high school classes make to their future careers.
7. Have students identify and discuss activities outside the classroom and how they contribute to career preparation (i.e., clubs, organization, athletics, hobbies, etc.).
8. If there is extra time, select a few other professions and complete the "Skills Used on the Job" grid.

Closing:
Are there any classes or activities that the students are not presently a part of that are necessary for their future?

MY TURN, Inc.
Unit 1: Self-Awareness
School-to-Work Curriculum

Characteristics of Goals

A goal is a statement of an intentional result or outcome. It doesn't prescribe how to get there, but merely where to end up. (Paint the house, etc.)

Short term goals are those things to be achieved in 2, 5, or 10 years. They create one's overall lifestyle and dreams. (Finish school, change careers, etc.)

A goal is a specific end result desired by some stated point of time. (Lose 10 pounds before ____ .)

Short-term goals can be used as stages to achieve long term goals, bit by bit. (Finish training to get well-paid position.)

Goals are achieved through activities. Activities may be enjoyed, but that does not make them a goal. (Reading and/or writing involved in a course.)

There may be a variety of feasible and acceptable activities that can help attain goals. (doing outside research, volunteer, getting others involved.)

Setting goals offer the advantage of career and life planning. (Gives you a focus to aim for/work for, direction in your life.)

Most goals can be categorized as relating to family, career and/or personal development. (An individual's priorities and values determine their order of importance in life.)

Goals can be change or modified as the situation changes. They can even be reversed if you find something more interesting or challenging to do, or perhaps technology has changed the field/job you originally planned on pursuing.

What is Success?

Success is a journey, not a destination. Success is getting from where you are to where you want to be. Measure success by your own standards and not by the standards set for you by someone else.

Whatever your mind can conceive and believe, it will achieve. Dream great dreams and make them come true. Do it now. You are unique. In all the history of the world there was never anyone exactly like you, and in all the infinity to come there will never be another like you. Never affirm self-limitations. What you believe yourself to be you are.

To accomplish great things, you must not only act, but also dream, not only plan but also believe. If you have built castles in the air, your work need not be lost - put foundations under them. Yes you can. Believing is magic.

You can always better your best. You don't know what you can do until you try. Nothing will come of nothing. If you don't go out on a limb, you're never going to get the fruit. There is no failure except in no longer trying.

Hazy goals produce hazy results. Clearly define your goals. Write them down, make a plan for achieving them, set a deadline, visualize the results and go after them. Just don't look back unless you want to go that way.

Defeat may test you: it need not stop you. If at first you don't succeed, try another way. For every obstacle there is a solution. Nothing in the world can take the place of persistence. The greatest mistake is giving up.

Wishing will not bring success, but planning, persistence, and a burning desire will. There is a gold mine within you from which you can extract all the necessary ingredients. Success is an attitude. Get yours right.

It is astonishing how short a time it takes for very wonderful things to happen. Now, show us the colors of your rainbow.

Reprinted from Single Parent/Homemaker Training for Life Skills Handbook -- Final Report. Office of Vocational Education, Kentucky Department of Education, 1988.

How Well Do You Follow Directions?

1. Read all directions before doing anything.
2. On a sheet of lined paper, write your name in the upper right corner.
3. Number your paper from #1-#7, leaving two blank spaces between each number.
4. Draw five small squares beside #1.
5. Put an "X" in the second and fourth squares.
6. Put a circle around #2 on your paper.
7. Count the number of words in the first sentence and write the answer beside #3 on your paper.
8. Say your name out loud.
9. Write today's date beside #4 on your paper.
10. Stand up and sit back down again.
11. Choose one of the following words and say it out loud:
    • Iguana
    • Moose
    • Gunky
    • Geek
12. Write the words "Job Search Club" beside #5 on your paper
13. Now that you have completed the reading, skip all directions except the first two.

Boys Clubs of America
Job Search Club Program
Developed by the Boys and Girls Club of Boston

Grade 11
It's Up to You - You Decide

Junior Year in high school is a very important time. This is the year for really taking responsibility for your life now and after high school graduation. This is the year to make some decisions about future education and career goals, and to find the information and resources that will be most helpful for serious planning in the future.

Grade 11 - "It is up to you….you decide"

Junior year in high school is a very important time. This is the year for really taking responsibility for your life now and after high school graduation. This is the year to make some decisions about future education and career goals, and to find the information and resources that will be most helpful for serious planning for the future.

Workshop 1: Taking Responsibility for Career and Life Choices

Workshop 2: Organizing and Analyzing Information (Career and College Focus)

Workshop 3: Understanding All Aspects of an Industry

Workshop 4: Interacting with Others

Workshop 5: Acting Professionally

Junior Calendar and Checklist

INTRODUCTION TO GRADE 11 AND 12

The eleventh and twelfth grade materials in this resource book are presented as practical information and activities to focus on career decision-making and planning for the last two years of high school. Many of these activities are familiar to school counselors and have been part of the individual and group guidance program for a number of years.

However, in this resource book, the organization of a career guidance program for eleventh graders is a more integrated part of an ongoing developmental career guidance program. It is designed for career and educational research and action planning by students for their post-secondary futures.

The eleventh and twelfth grade sequence of workshops outlines an approach to helping students gain an overview of important goals for planning and decision-making throughout the year.

For the junior year activities, the School-to-Career objectives are used as a framework for workshop sessions. The sequence and the number of workshops can be modified or changed to fit the diverse schedules, resources and context of each high school.

For juniors, the first workshop is a fall orientation. The series of workshops later in the year are related to career and educational choices and to employment related issues through research and presentations. The final workshop is a spring orientation for senior year planning and preparation.

The senior activities begin with orientation sessions for parents and for seniors to outline graduation requirements and options after high school. During the year, meetings with seniors based on their interests beyond high school are scheduled. Included in the twelfth grade materials is a useful college planning guide, and a job/career guide for work beyond high school.

The eleventh and twelfth grade activities may be coordinated with job placement and School-to-Career resources, which exist in some high schools and/or scheduled with classroom teachers and their students.

The materials included for both junior and senior year may be helpful in assisting school counselors in providing pertinent information and directions to students as they plan their career and educational options.

Workshop 1 - Taking Responsibility for Career and Life Choices

Suggested timetable: Fall Orientation, 45 minutes.

Counselors will:

• Activity: Review graduation requirements, attendance and tardiness policies, and College and Career Center use.
• Activity: Review NCAA clearinghouse requirements and state college requirements.
• Activity: Discuss transcript and what it means for career and academic planning.
• Activity: Review junior year calendar (attached).
• Activity: Encourage students to attend career and college fairs (provide ongoing information on upcoming events).

• Activity: Register for PSAT (especially for those considering college).
• Activity: Set individual academic and career goals for the next two years.
• Activity: Plan extracurricular and community service activities, which will support career goals.
• Activity: Review the use of "One on One" (PSAT review) on College and Career Center computers.

Workshop 2 - Organizing and Analyzing Information (Career and College Focus)

Session 1

• Activity: Review results of Harrington O'Shea (or other instrument) taken in previous grade.
• Activity: Discuss various post-graduation options (apprenticeships, higher education, military service, and working).

• Activity: Update resumes.
• Activity: Review and revise list of possible careers, or jobs within chosen vocational field.
• Activity: Using EXPAN, Occupational Outlook Handbook and other resources in the College and Career Center begin researching one field of vocational interest including necessary skills, further education needed, job market, etc. (sample form provided).

Session 2

• Activity: Check that students have social security numbers.

• Activity: Research two or more areas of career interest (form to be provided).
• Activity: Generate list of potential colleges or other post-secondary options (2 years or technical colleges, apprenticeships, military) for primary field of interest.

Suggested Timetable: midyear, two 45-minute sessions

Session 1

• Activity: Encourage internships

• Activity: Include career research results in portfolio.
• Activity: Present results of research on one career (from Workshop 2) to small groups.

Session 2

• Activity: Invite guest speakers from a variety of career fields, (try to include working parents, a single parent, school graduate, and/or representative from non-traditional fields).

Timetable: Midyear, two 45-minute sessions

Session 1

• Activity: Conduct mock job interviews.
• Activity: Review "The Job Interview" handout.

Session 2

• Activity: Discuss conflict management in the workplace and with peers.

• Activity: Role-play conflict management situations in the workplace.

Timetable: spring session, two 45-minute periods

Session 1

• Activity: Begin working on a personal statement (potential essay for college bound students).

Session 2

• Activity: Provide information on SAT, TOEFL, and ELPT registration and preparation.
• Activity: Encourage students to take SAT practice tests available on the College and Career Center computers.
• Activity: Distribute higher education options and review college application process.

• Activity: Complete working draft of personal statement / essay.

Additional/optional workshop topics:(to be coordinated with Student Support Services or Health Services)

• Peer Mediation
• Stress Management
• Time Management
• Teen Dating Violence
• Building Self Esteem

**Junior Calendar and Checklist

Career Research

Objective:
To help students gather additional information on various careers.
To teach students how to obtain information on career opportunities.

Competencies:
Learn about various career opportunities.
Explore occupations that match work/personal values, skills, interest, and passions.
Identify a career path to pursue following graduation.

Materials:
Articles/Pieces on careers
Non-fiction graphic organizer

Procedures:

1. Marking - Thinking: Introduce marking - thinking codes to students as a technique that readers sometimes use when reading to gain information. Distribute the same article to every student. Read it aloud as students mark the article accordingly. When done with the article talk about the interesting points, things that were confusing, and any new information students learned from reading the article.
2. What I Know About ... What I want to Know About ... Put T bar on a board or pass out as handout. Select a specific career and have students brainstorm what they already know about it and what they would like to know more about it. Distribute an article to students to read. Were all questions answered?
3. Think, Pair, Share: Pair students and give each group an article and a Think, Pair, Share record sheet. Students should discuss the article and what they learned from reading. After reading the article together groups should discuss what they learned from reading it and from discussing it with their partner.

Guest Speakers

Objective:
To provide students with information on careers that they are interested in pursuing or learning more about.

Competencies:
Learn about various career opportunities.
Explore occupations that match work/personal values, skills, interests, and passions.
Identify a career path to pursue following graduation.
Determine an immediate job goal/volunteer experience/internship that will provide a strong base in building a career path.

Introduction:
Identify careers that students would like to explore in depth, or careers that students know little about. Invite presenters to all sections of your class or arrange for one meeting time for majority of students to attend or an after school event.

Procedures:

1. As guest speakers present students can take notes on the following page.
2. Guest Speakers can talk about:
   • Nature of their work (task duties)
   • Working conditions
   • Things they like best about their job
   • Skills needed
   • Education/training
   • Salary Range
   • Job outlook
   • Other occupation within the field
   • Tips for entering the field
   • Their career path, experience thus far
3. After presentation use a class period for students to write thank you notes.

Options:
Panel of professionals from one career cluster
Panel of employees from non-traditional jobs.

** Worksheet: Gathering Information About Occupations

** Worksheet: Career Research Project

Fastest Growing Jobs

Objective:
A fun rainy day activity that familiarizes students with occupational outlook and acquaints them with the fastest growing jobs.

Competencies
Learn about various career opportunities

Materials:
Pictionary slips with the 50 fastest growing jobs on them.
(Use Careers with Growth Potential Worksheet)

Introduction:
Talk to the students about occupational outlook and the importance of following career trends.
What are some jobs that did not exist 20 years ago?
What kind of jobs are being phased out?
What new jobs can they see being created in the next 20 years?

Procedures:

1. Split the class in two.
2. Pass out Pictionary slips.
3. Students will have a minute to draw the occupation on their slip and have their team guess. If neither team guesses correctly the student who was drawing reveals the answer. Each team gets one point for each correct answer.
4. After the answer is revealed the student who was drawing should tell the class the percentage growth that the career is expected to realize.

Closing:
Pass out comprehensive list of the fastest growing jobs. Discuss the occupations on the list. Are there any that surprise the students? Are there any careers on the list that they aren't sure of what they are? Is the career that they are interested in on the list?

Massachusetts 50 Fastest Growing Jobs

This list presents 50 of the jobs with the highest projected growth rate, based on the Massachusetts Division of Employment and Training's projections for the period 1998-2008.

Careers with Growth Potential

Click here for the Careers with Growth Potential Worksheet, which contains the list of 50 of the fastest growing careers, with additional details for the exercise above. If you are interested in working with more of this data, you can download the data in the format of your choice (Access, Excel or FileMaker Pro) so you can work with the data, sort it, and create your own lists. Also please visit the Massachusetts Division of Employment and Training website http://www.detma.org/LMIOccupations.htm for publications about these job growth projections.

jobgrowth.mdb (Microsoft Access file)
jobgrowth.xls (Microsoft Excel file)
jobgrowth.fp5 (FileMaker Pro file)

*** Click to View Worksheet (SAMPLE BELOW): Careers with Growth Potential

Gathering Information About Occupations

Your Name:_____________________________ Speaker's Name:_________________________________

Nature of Work (Tasks or duties):

Working Conditions:

Education/Training:_______________________________________________________________________

Skills Needed: __________________________________________________________________________

Salary Range:_____________________________ Job Outlook:___________________________________

Questions and Answers:

Other Occupations Within the Field:

Notes:

Career Research Project

Name:_______________________________________Date:________________

The career I am researching is________________________________________

Rate Occupation (1=not interested through 10=very interested):
1   2   3   4   5   6   7   8   9   10

1. Description of the occupation:

   a. The nature of work describes the task and duties a person is responsible for doing their job each day. Describe the nature of the work in your chosen career.
   
   

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   b. What is the physical setting of this occupation?
   
   

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   c. The working conditions refer to the type of schedule a person will have in a job. What are the working conditions like in the career you are researching?
   
   

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   Source:

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   d. What skills would someone need to possess to do this job? Skills include physical abilities, social skills, language fluency, organizational strengths, etc.
   
   

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   Source:

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   e. What are the starting and average salaries of employees in this career?

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   f. What would be the rewards of working at this job? Why would a person want to enter this field?
   
   

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   Source:

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2. What type of education, training, and experience are necessary for this job? What high school subjects should a student be strong in if they were interested in this career?
   
   

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   Source:

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Junior Calendar and Checklist

• Make a commitment to do the best you can this year. Review graduation requirements, attendance and tardiness policies.
• Review NCAA Clearinghouse requirements and state college requirements.
• Understand your transcript and its meaning for career and academic planning.
• Set individual goals for the next two years.
• Register for the PSAT.

• Read the PSAT bulletin and take a sample test.
• Take the PSAT. Be on time; be rested and eat before the test.
• Begin to develop a working list of career interests.
• Use the software and print materials in the College and Career Center for research.

• Continue career research and college/vocational planning.
• Check for college and career fairs and open houses.
• Talk with teachers, your parents and professionals in fields that interest you.
• Use opportunities for visits to colleges and other activities that give you first hand experience with career exploration.

• Review your PSAT report. See where your strengths are and plan to get extra help with weaker areas.
• Make time to take practice SAT tests and/or consider taking an SAT course.
• Continue career and college exploration by talking with counselors, parents/guardian or family members.
• Be organized. Keep a file of materials and a portfolio of any important papers, awards, special things you have that are useful to show what you have accomplished. Keep it in a special place.
• Update resume.

• Maintain good grades by studying and doing well. Get help with courses that are difficult for you.
• Check out the College Board test dates and decide with your counselor on tests and dates for taking the SATs between March and June.
• Register for the SAT before the deadline for March/April, May or June tests. Also check out taking the ACT.
• Look at websites such as the College Board website at http://www.collegeboard.org for college information.
• Research college scholarship information and financial aid.

• Research interesting summer courses, jobs and programs.
• Create an initial list of colleges, training or apprenticeship programs to contact for further information.
• Practice test-taking strategies.

• Make applications for summer programs or work.
• Go over schedule for senior year and plans after high school with school counselor.
• Write or call for college applications and view books, attend college fairs and open houses in the next few months.
• Prepare personal essay to use with college and scholarship applications.
• Begin to visit colleges and/or trade programs.
• Investigate taking the TOEFL (Test of English as a Foreign Language) and/or the ELPT (English Language Proficiency Test) if you are interested in attending a selective four year college.

• Take SATs or ACTs.
• Identify 2-3 teachers who know you and can provide letters of recommendations.
• Put together a calendar for September to December of important deadlines.
• Attend the National College Fair.

• Read, read, read. Review math to strengthen skills for SATs.
• Use your summer for special programs and for work related to your career interests.
• Save for senior year expenses and for college needs.
• Visit colleges when you travel or have extra time. Call the college admission offices for tours, admission information and interviews. College admission offices are open to see you and present their colleges to you.

PSAT, SAT I & II, and ACT

What is the PSAT?

The PSAT measures the critical reading, math problem-solving, and writing skills that you have been developing throughout your life. It does not measure things like creativity and motivation, and it does not recognize those special talents that may be important to colleges.

The PSAT is a little bit more than two hours long. The whole test consists of two twenty-five minute Verbal sections, two twenty-five minute Math sections, and one half-hour Writing skills section.

The PSAT is a great practice for the SAT. Although the PSAT is much shorter than the SAT, it has all the same type of questions and tests the same knowledge. Essentially all of the techniques and strategies that apply to the PSAT also apply to the SAT.

Why take the PSAT?

So you can…..

• Compare yourself with other college-bound students around the country.
• Find out what the SAT is like.
• Assess your Verbal, Math, and Writing skills.
• Forecast your SAT scores.
• Participate in the Student Search Service to get mail from colleges.
• Scholarships

When should I take the PSAT?

You should take the PSAT during October of your junior year of high school. There are many students who take the PSAT just so that they can practice it. By doing this, they get a risk-free look into what the questions, directions, and overall test is like.

When you get your PSAT scores, you can compare them to the scores achieved by those students who attend the colleges that are on your wish list. If your scores are low compared to the college students' averages, this gives you a great opportunity to begin some kind of preparation for both the PSAT and SAT. Since the exam is designed to test the skills you have acquired over your whole life, perhaps the best way to increase your scores would be early preparation.

Talk to your guidance counselor about how to sign up for the test. The PSAT is administered by high schools. Score Reports are mailed to high school principals and are usually available to students after Thanksgiving.

Sections of the PSAT

The PSAT is composed of five sections: two math sections, two verbal sections, and one writing skills section.

There are three types of questions in the math section: regular math, quantitative comparisons, and grid-ins, which is the only part of the test that you actually have to come up with an answer without having several choices. This section tests your ability to solve problems and make quantitative comparisons between equations and numbers. The PSAT is also designed to test your grasp of the basic principles of arithmetic, algebra, and geometry. Perhaps the best way to prepare for this section is by taking challenging pre-college math classes throughout high school and review all the basics at least the night before.

There are also three types of questions in the verbal section of the test: sentence completion, analogies, and critical reading.

This section tests your vocabulary, thinking, and reading skills. The best way to prepare for the verbal section is to read actively and work hard to build a great vocabulary. The best way to build your vocabulary will be by reading as many books, newspapers, and magazines as possible in your spare time. Also, it might be a good idea to keep a small notebook nearby when you read so that you can write down words you do not know the meaning of and later look them up in the dictionary.

Recently, the 30-minute writing section was added to the PSAT. The test includes 39 multiple-choice questions. The questions deal with identifying and correcting grammatical errors such as usage, sentence correction, and revision-in-context questions. Even though it seems like there would be some kind of writing within the test, the section only deals with grammar.

The PSAT Breakdown

The PSAT is offered in October exclusively. The test registration and administration is handled by your high school. Generally, most students take the test on a Saturday at the beginning of their junior year. Your high school will determine which date you should take the test and provide you with all the necessary registration information. See your guidance counselor for more information regarding when the test will be.

The PSAT fees include the basic fee set by the College Board (see window above) plus an additional fee added by your school to cover administrative costs. There are fee waivers available for juniors who meet the requirements. Talk to your guidance counselor if you think you might qualify for a waiver.

What to bring to the test:

• One or more #2 pencils with erasers
• A calculator
• Social Security number (optional)
• A watch would be helpful

What is the SAT?

The Scholastic Aptitude Test (SAT) is a standard submission test that is used by colleges around the country. The purpose of a college admissions test is to help identify students who will succeed at a given college. A college can fairly easily determine how well an admissions test meets that purpose by comparing the test's predictions about the individual students to outcomes that the college relates to academic success.

The SAT is not a perfect instrument, but neither are high school grades or anything else colleges use in the admissions process. Performance on the SAT can help students identify colleges where they are likely to be successful and help colleges identify their potentially successful students.

SAT test results help students select colleges, too. Each year millions of students choose colleges they believe to be the best fit based partly on their SAT scores. Most of their decisions are made outside the formal admission process. The test should be taken in your junior year of high school, but no later than the spring semester of your senior year. If you do not do well the first time you take the test, you can retake it as many times as necessary. The tests are offered six times a year throughout the country at local high schools and colleges. You can pick up a registration package from your guidance counselor at your high school.

Your Guide to the SAT

The SAT is a seven-section, three-hour exam that is administered seven times a year. Three of the sections are verbal, three are math, and one is experimental. The experimental section can be either verbal or math. It is used by the test-makers for research purposes only and will not count toward your final score.

SAT I Structure

Focus: Math

To do well on this section of the SAT, you only need some mathematical knowledge that covers the basic concepts in arithmetic, algebra, and geometry. Not only is knowing these concepts important but understanding the different ways in which they will be tested on the SAT is essential as well. As seen above, there are three math sections: regular math/problem solving, quantitative comparisons, and grid-ins. Remember that the questions in each section start off easy but gradually get harder as you finish the section.

This section tests your ability to do standard math questions, which involve arithmetic, algebra, and geometry. In this section, you should:

• Solve the problem as quickly as possible
• Think resourcefully using all the information available
• Look for patterns, shortcuts, and traps

This section tests your ability to examine sets of numbers and to determine some kind of relationship. On each question, you will see two quantities each under "Column A" and "Column B." The object of the question is to select the quantity that is greater than the other. However, there is also choice C, which states that the quantities are equal, and choice D, which states that there is not enough information.

In this section, you should:

• Try to compare without calculating
• Think quickly about the quantities
• Look for a fast and clever way to decide which is bigger
• Try not to fall for quantities that might look alike

This section tests your ability to figure out your own answers to different math problems. The reason they are called grid-ins is because you have to come up with and fill in your answer on a special grid in the answer sheet. The difference between the grid-ins and the regular math section is that in the regular math section has the answers right in front of you while the grid-ins you do not.

In this section, you should:

• Be able to figure out the problem and fill in the answer on the grid
• Try to practice beforehand doing grid-in problems to get comfortable with it
• Think your way through the problem first

Focus: Verbal

This section is somewhat predictable and has a limited amount of skills and knowledge needed to do well. It covers vocabulary, verbal reasoning, and reading skills. As mentioned before, the sections include: analogies, sentence completions, and critical reading. Just like the math section, the analogy and sentence completion section is arranged in order of difficulty but the reading section is not.

Analogies

The analogy section tests your vocabulary and your understanding of word relationships. Each question contains a pair of words that are related in some way and are called stem words. Then you have to choose from the five possible choices which pair has the same relationship as the stem words.

In this section, you should:

• Think carefully about the stem words
• Establish the relationship in your mind
• Try to put the stem words into a sentence where the sentence will also make sense or work for the answer.

Sentence Completions

This section tests your vocabulary and your understanding of the structure and logic of sentences. The questions will consist of a sentence with one or two blanks where you have to choose among the possible answers which word(s) will fit perfectly and logically into the sentence. In this section, you should:

• Select the word or words that satisfactorily complete the sentence
• Think carefully about the sentence
• Look for hidden definitions, structural signals, and other clues

Critical Reading

This last section tests your ability to understand the content of written material, both fiction and nonfiction and some questions also test your understanding of vocabulary-in-context. You will have to read four passages that will have questions following it which will ask you about what you just read. In this section, you should:

• Answer questions about the main ideas, details, inferences, arguments, and tone of the reading passages
• Try to read actively, not passively
• Think every step of the way about what the passage conveys, why the author might use a particular style, and what s/he is suggesting between the lines.

Scoring

You receive two scores on the SAT, one math and one verbal. Each subject is scored on a scale of 200 to 800. The national average is approximately 500 in each subject (1000 combined). However, most competitive colleges will look for significantly higher scores.

TIPS

1. Know the test directions. For every five minutes spent reading directions, there will be five fewer minutes available to answer questions. So, study the directions ahead of time.
2. Know what to expect. Questions of the same type are grouped together. Except for the critical reading questions, the easier questions are at the beginning of the section and the harder questions are at the end.
3. Do the easy questions first. Students earn just as many points for an easy question as they do for a hard question.
4. Know how the test is scored. Students earn one point for each correct answer. They lose a quarter of a point for a wrong answer on a multiple-choice question. They do not gain or lose points if they omit a question. No points are deducted for wrong answers on the student-produced response questions in the math section.
5. Guess smart. If students can rule out one or more answer choices for a multiple-choice question as definitely wrong, their chances of guessing the right answer improves.
6. Do not panic if you cannot answer every question. Students do not have to answer every question correctly to get a good score.
7. Omit questions that you really have no idea how to answer. No points are lost for omitting a question. But students should not forget tip number 5.
8. Be careful when filling in the grids on the answer sheet for the math questions that are not multiple-choice questions.
9. Use your test book to do scratchwork. Students should use the test book to do scratchwork, to cross off answers they know are wrong, and to mark questions they do not answer so they can go back if there is time. Remember to mark your answers on the separate answer sheet since you will not receive any credit for any answers marked in the test books.
10. Know the answer sheet. It has four pages and students need to know what answers go in which sections.
11. Do not make extra marks on the answer sheet. The answer sheet is machine-scored, and the machine cannot tell the difference between an answer and a doodle.
12. Mark only one answer for each multiple-choice question. Students should also check occasionally during the test to make sure that they are marking the correct question on the answer sheet.
13. Check the time. Here is where the watch comes in handy. You should be monitoring your time so that you will have enough time to complete most or all of the sections.
14. Take the PSAT. It has the same kinds of questions as the SAT 1 but it is a shorter test.

What to do and expect

What students should bring to the test center:

• The Admission Ticket
• Two #2 pencils and a good eraser
• Acceptable identification
• An acceptable calculator

• A watch with an audible alarm
• Food or drink
• Scratch paper
• Notes, books, dictionaries
• Cellular telephone or pager

Test Day

Students should plan to arrive at the test center between 8:00 and 8:15 a.m. on the day of the test. Testing starts about 8:30 a.m. and ends about 12:30 p.m. There will be a short break at the end of each hour of testing time.

Other things to know:

• For the SAT I, students must work within each section of the test only for the time allotted. No one is permitted to go back to a section once that section has ended or to go ahead to finish a section early.
• No matter which test students take, the test supervisor will guide them through the testing process and provide all the necessary instructions.

Top 10 Test-Day Tips

1. Be equipped. On the night before the test you should gather everything you will need: the admission ticket, a valid form of photo identification, several #2 pencils, a calculator, a watch and a high-energy snack to satisfy your brain.
2. Do NOT cram. You have worked hard. The best thing to do the evening before the test is to get a good night's sleep. You have covered the contents and you have perfected the skills. Now it is time to get in the test mode - calm, rested, confident, and ready.
3. Dress in layers. The climate in test centers can vary from sauna-like to frigid. Be prepared for both extremes and everything in-between. You need to be comfortable to do your best.
4. Arrive early. You may want to scope out your test location before test day to ensure that you know where you are going. Getting to the test should be the least of your concerns.
5. Do NOT spend too much time on one question. Each question is worth the same number of points. If a question is confusing or too time-consuming, do not lose your cool. Instead, move on to greener pastures. You can come back to hard questions if you have time at the end.
6. Do NOT look for unscored question/sections. The experimental section on the SAT is well-camouflaged. Do your best on every question.
7. Keep track of where you are in a section. On the SAT, obvious answer choices early in a set may be correct. Obvious choices near the end of a set are often booby traps.
8. Guess aggressively. If you do not know an answer, do not leave the answer blank or guess randomly. Eliminate the choices you know are wrong, then make an educated guess from the remaining options.
9. Be careful filling in the answer grid. Make sure you are filling in answers next to the right numbers.
10. RELAX. Your attitude and outlook are crucial to your test-day performance. Be confident.

Helpful SAT sites:

• http://www.collegeboard.org
• http://www.testprep.com
• http://www.prepusa.net
• http://www.ets.org
• http://www.kaplan.com
• http://www.review.com
• http://www.familyeducation.com
• http://www.powerprep.com
• http://www.freevocabulary.com
• http://www.satmath.com

What about the SAT II?

The SAT II: Subject Tests are multiple-choice tests in specific subjects that last an hour. These tests measure the skills or knowledge in a specific subject and your ability to apply that knowledge.

There are many colleges that recommend students to take one or more of the Subject Tests for admission or placement. The college can use your score as well as other factors (transcript, SAT scores, teacher recommendations) to measure your academic achievements and to predict how well you will do academically in the future.
To recap, colleges can use SAT II: Subject Test scores to:

• Help determine how well prepared you are
• Place you in classes as a college freshman
• Advise you on the courses you may take in college

What subjects are available in the SAT II?

• Literature
• Writing

• American History and Social Studies
• World History

• Mathematics Level IC
• Mathematics Level IIC

• Biology E/M
• Chemistry
• Physics

• German
• Modern Hebrew
• Italian
• Latin
• Spanish

• Chinese
• French
• German
• Japanese
• Korean
• Spanish
• English Language Proficiency

Tips

1. Know when. Take the Subject Tests when the content of the subject is still fresh in your mind. Usually, the content is still fresh by the end of a course for the subject or after several years of studying the subject.
2. Know what to expect. Become familiar with the test and its organization of the tests you want to take. Look in the booklet called, "Taking the SAT II: Subject Test" which includes some examples of the types of questions.
3. Know the test directions. The longer you spend on directions, the less time you will have to answer the questions.
4. Do the easier questions first. The easier questions are in the beginning so do them first since you earn as many points for easy questions as you do for hard ones.
5. Know how the test is scored. Don't forget that you get one point for each correct answer and you lose a fraction of a point for each incorrect answer.
6. Guess smart. Try to rule out two or three of the choices for a multiple-choice question as wrong. This way, you have a better chance of getting the right answer correct.
7. Use the test book for scratchwork. You bought the book so you can use it to cross off wrong answers or to make calculations. However, put the answer on the answer sheet.
8. Make sure you do not make extra marks on the answer sheet. The extra mark may be counted as an answer so you will lose at the end.
9. Get familiar with the SAT II answer sheet. You can find a copy of the answer sheet in the back of the SAT II bulletin.
10. Use a calculator on the Math Level IC and Math Level IIC tests only.

Test and Service Fees

As of the 2001-2002 school year, the basic registration/reporting fee is $13.00. Even though this fee is included in the SAT I test fee, it is not included in the SAT II: Subject Test fee. The fee has to be added to the fee required by the kind of test you wish to take.
The fees are:

• Writing Tests - $11.00
• Language Tests with Listening - $8.00
• All other Subject Tests - $6.00 each.

So, you add up the basic fee with the fee required by the specific subject test you want to take to get the total amount needed to send to the College Board.

Other Helpful Facts:

• You can take up to three SAT II: Subject Tests on a single test date.
• You must indicate which Subject Tests you plan to take when you register for the test. However, you can change your mind right up to the test date (except for Language Tests with Listening, including the English Language Proficiency Test [ELPT]). There is no need to call to make a change, just tell the test supervisor.

Check the College Board website (in window below) for updated information on test fees, test dates and more..

Introduction to the ACT

The ACT (or American College Testing Assessment) is one of the two major standardized college entrance tests taken in the United States today (the SAT I is the other). It's growing in popularity nationally. Approximately 1.7 million copies of the test are administered annually; this figure includes repeat test-takers. Some test-takers take either the ACT or the SAT I, while many take both tests, depending on the requirements of the colleges applied to.

Standardized tests like the SAT I and ACT are designed to allow college admissions officers to judge all students by a common yardstick. The tests compensate for the uncertainty surrounding high school grades because of school-to-school differences such as grade inflation and quality of teaching. They are designed to predict first-year college academic performance.

Test Format

The ACT is broken into four tests, always administered in the same order: English, Mathematics, Reading, and Science Reasoning. The total test time is 2 hours and 55 minutes. The entire test is in a multiple-choice format.

One Size Fits All

One good reason for considering the ACT is that it may save you from having to take four SAT tests. Many competitive colleges now require applicants to take both the SAT I Reasoning Test and up to three SAT II Subject Tests. But there are a number of schools that do not require you to take SAT II tests if you take the ACT. So taking the ACT might save you hours of testing (and even more hours of preparation).

Of course, before you get too excited about the one-size-fits-all ACT, keep in mind that these policies vary from school to school. There are a number of schools that require the SAT II regardless of their ACT or SAT I requirements.

ACT or SAT: Which Gives You the Edge?

You might wonder why you have to choose between the SAT and the ACT. Ten or 20 years ago, choosing which test to take was not even an issue. Until recently, colleges in the mid-west traditionally required the ACT, and the SAT was the test of choice in the northeast and on the east and west coasts. But now an increasing number of students are taking the ACT, and the majority of schools in the United States now accept both SAT and ACT test results.

How Does This Affect You?

The increased acceptance of the ACT gives today's students a strategic advantage. The SAT and ACT are significantly different tests, and in many ways, they measure different skills. Therefore, depending on your particular strengths and weaknesses, you may perform much better on one test than the other. As a result, many students embarking on the admissions process are now considering both the SAT and ACT--to figure out which test provides a better showcase for their abilities.

What is the Difference?

Admissions officers and educators often describe the difference between SAT and ACT in these terms: the ACT is a content-based test, whereas the SAT tests critical thinking and problem solving. This perception is one reason many educators express a preference for the ACT--because they believe that the ACT is closer to testing the "core curriculum" taught in most school classrooms. Many questions on the ACT test critical thinking, and there is a predictable range of material that is tested on the SAT. But the SAT and ACT reward different attributes, so performing well on each test can boil down to what kind o