COLLEGE BOARD - Makes big announcement on Jan 19, 2021

• discontinue Subject Exams & SAT Essay

• ensure MAY 2021 AP Exams FULL LENGTH

• rollout digital SAT fall 2021

• SAT Subject Tests (will still be offered internationally May & June 2021)

  • U.S. existing registrations will automatically be canceled and student fees will be reimbursed

  • Discontinuing Subject Exams frees up seating capacity for SAT testers, and offers students more time to focus on AP Exams

  • Students with Subject Exam Scores will still be able to submit their scores to colleges through the College Board; however colleges may vary in how they select to use these exams for admission purposes (Subject Exams have been useful in determining course level placement, highlight mastery in a subject, and support student applications from Homeschool, Private and Virtual Schools)

• SAT Essay (after June 2021, the essay portion will only be available in states that require it for accountability)

  • Most colleges were currently not requiring the SAT Essay (CB stresses that its AP English Language & Comp and AP English Lit & Comp Exams require essays, and that the Reading, Writing & Language portions of the SAT highlight predictive parts of the SAT)

• CB is investing in a more flexible SAT — a streamlined, digitally-delivered exam that meets the evolving needs of the students and higher education (keeping in step with ACT)

IMPACT ON THE COLLEGE-BOUND STUDENTS

• While ‘test optional’ is certainly going to continue with many colleges, college admission exams also will continue, and will morph to accommodate the growing complexities of an ever changing environment—perhaps right into the student’s home.

• Although rigor of course work and grades remain most important, standardizing testing will still play a part in admissions, and especially STEM / Math related type majors.
  

• There continue to be several state / public university grant and scholarship programs that are tied to college entrance exams. Some honors programs consider test scores. In the past, test scores have impacted many admission and scholarship decisions — it will be interesting to examine admission data later in the summer.

• AP Course Exams will be full length (paper-and-pencil) this May (regardless of COVID-19), and teachers now have more freedom in determining contingency testing in late May and June. Coordinators will have the ability to authorize at-home, full-length digital contingency testing during specific testing windows.

  IMPACT ON HOME SCHOOL, PRIVATE & VIRTUAL SCHOOLS

• Pivot to alternative testing such as AP Exams - Update for 2020-21: The deadline for exam ordering will be extended to March 12 for homeschooled students, independent study students, virtual school students, or students from other schools who were unable to find a school to order an AP Exam for them by November 13. In early 2021, CB will provide guidance about how to support students who cannot test in schools.

  • CB is providing resources for AP Exam prep - see myap.collegeboard.org • AP Classroom is an online resource that helps students improve their performance all year long. • It’s mobile friendly, so students can access it anytime, anywhere, once they’ve joined the class online. • AP Classroom includes: ▪ AP Daily Videos ▪ Practice Questions ▪ Personal Progress Checks ▪ Progress Dashboard

    • CB is also offering Course Pacing Guides on AP Central

    • Starting April 19th-30th, CB will be offering live online review sessions

PATRICIA NEHME, CERTIFIED EDUCATIONAL PLANNER

Sources - College Board announcement January 19, 2021

College Board Counselor Presentation - January 21, 2021

ACT to Launch Online Learning Program for ACT College Entrance Exam

ACT to Launch ACT Academy, a Free, Online Learning Program Designed to Help Improve ACT Scores, College Readiness

Find the text of the full Jan 23, 2018 press release below or the link can be found here. 

IOWA CITY, Iowa—ACT today announced plans to launch ACT® Academy™, a free online learning tool and test practice program designed to help students master the skills they need to improve their ACT scores and succeed in college and career. The program will be launched in the spring. 

ACT Academy will help students improve their college and career readiness by providing them with video lessons, interactive practice questions, full-length practice tests, educational games and other materials targeted to their academic needs. Each student will receive their own personalized study plan based on their scores from the ACT® test, PreACT®, official ACT practice tests, or diagnostics within ACT Academy.

 
“ACT Academy will help students improve their readiness for the ACT test and college and career by giving them the resources they need to increase their understanding of core academic skills,” said Suzana Delanghe, ACT chief commercial officer. “And the fact that ACT Academy will be free to all students is yet another way ACT is working to close gaps in equity, opportunity and achievement for underserved learners.”

ACT Academy will provide students with engaging content and materials developed by ACT, the Khan Academy, NASA, PBS and other learning organizations in one convenient place. All of the content will be sorted by efficacy, so students receive the resources that have been proven to be most effective for each skill. It will include the high-quality materials of ACT’s OpenEd, the leading online resource library for K-12 teachers. 

ACT Academy will be compatible with all devices and will allow students to work on building their skills anytime, anywhere they have internet access. Parents, teachers, and counselors can also use ACT Academy to help students study and learn. 

One unique advantage ACT Academy will provide students is the ability to drill down and pinpoint building-block skills they have missed. Every user will have access to thousands of ACT resources, as well as ACT’s proven tips and strategies. 

For more information about ACT Academy, visit: www.act.org/academy. 

Southwest and Southeast Texas Schools & Colleges adjust for Hurricane Harvey Aftermath

Texas Schools, Colleges Postpone Classes To Assess Harvey’s Damage

NACAC Post 8/30 & 8/29

Over 1 Million Students In Texas Affected By Harvey.

USA Today (8/30, Toppo) reports because of Hurricane Harvey, Houston schools are closed as are “systems throughout the region.” Superintendent Richard Carranza “said he hoped to begin classes on Sept. 5.” The Texas Education Agency said the story affected “more than 1 million students in 244 public and charter school districts statewide.” Apart from those schools that are closed, some “in nearby districts” are “serving as shelters.” Some schools have been inspected for water damage, while many others are inaccessible due to flooding. To help, ED “activated its emergency response contact center” and “is taking part in daily briefings led by the Department of Homeland Security and FEMA.” It is also granting “‘administrative flexibilities’ on federal student aid rules.”

        Houston Students To Receive Free Meals For The Year. The Houston Press (8/30, Fanelli) reports, “The Houston Independent School District has announced that all HISD students will receive free meals for the 2017-2018 school year.” That is due to waivers being granted by the United States Department of Agriculture and the Texas Department of Agriculture which fund the school meal programs.

        ED Easing Financial Aid Rules For Students Affected By Harvey. The AP (8/30, Danilova) reports ED “is easing financial aid rules and procedures for those affected by Harvey.” ED has issued a statement saying that schools may use “professional judgment” in deciding “to adjust a student’s financial information in the aftermath of Harvey” and “may even be able to waive certain paperwork requirements if documents were destroyed.”

The Wall Street Journal (8/28, Korn, Hobbs, Subscription Publication) reports the Houston Independent School District, the seventh-largest district in the nation, was scheduled to start the new school year on Monday; however, Tropical Storm Harvey caused unprecedented flooding that filled a number of classrooms and district facilities with water. More than two dozen southeast Texas public school districts will remain closed through at least Sept. 5 for damage assessments, and regional colleges and universities have suspended classes, relocated students living on campus to other housing facilities, and postponed events.

        Dallas ISD Ready To Help Students Displaced By Hurricane Harvey. The Dallas Morning News (8/28, Smith) reports, “Dallas ISD is making plans to help students displaced by Hurricane Harvey.” DISD news and information director Robyn Harris said, “we’re certainly ready to help out our brethren from the Gulf Coast.” Those hosted at the Kay Bailey Hutchison Convention Center shelter “will be offered seats in three DISD schools: North Dallas High School, Spence Middle School and Kennedy Elementary School,” with proof of residency, birth certificate, and immunization records requirements waived and the district providing transportation. Harris also “said that the district would have its counselors, social workers and psychologists on-call to help students deal with the emotional impact of the hurricane and its aftermath.” According to a Facebook post by DISD trustee Miguel Solis, the district plans to offer “information, on-site enrollment and counseling services” at the shelter and the Texas Education Agency will work with the district’s Food and Child Nutrition Services to provide food to the evacuees.

Khan Academy to offer more AP Support

Khan Academy has announced its plans to offer more AP support to teachers, as well as students.

See https://www.collegeboard.org/membership/all-access/academic/ap-announces-expanded-student-teacher-supports-and-khan-practice-2019

The new supports will provide students with meaningful feedback that will increase their understanding of course content throughout the year. Among them is the AP Question Bank, the most commonly requested resource of the AP teacher community. The Question Bank is a library of real AP Exam questions—sortable by topic and skills—that teachers can use to create practice tests and assignments for students to help identify and address potential learning gaps.

Dartmouth and the other Ivies

DARTMOUTH NEWS STORY

Task Force to Explore Pros and Cons of a Larger Student Body

A task force will soon begin work to explore the opportunities and challenges of increasing the size of the undergraduate student body as a way for Dartmouth to have a greater impact in the world and to increase flexibility in shaping incoming classes.

In his annual address last fall to the Faculty of Arts and Sciences, President Phil Hanlon ’77 said that investigating an increase in enrollment is one of the strategic issues facing the College.

“The most compelling reason to contemplate growth is that Dartmouth aspires to better the world by preparing graduates who have the skills and ambitions to go out and change the world. A larger student body would lead to more graduates, which would amplify our impact on the world,” says President Hanlon.

The investigation is just that, says Hanlon, a chance to study the pros and cons of growth and consider the potential effect of growth on the institution. “We’ve not made a decision, far from it,” says Hanlon. “We want to take a look at facts and see what we can learn from them.”

Before any decision is made, the College will seek comment from all members of the Dartmouth community. The task force will present an initial report to Hanlon, Provost Carolyn Dever, and Executive Vice President Rick Mills by the end of October, with a final report due in mid-March.

With its 4,310 undergraduates, Dartmouth has the smallest number of undergraduates in the Ivy League. The small size makes it more challenging for the College to enroll a new class that represents interest in a variety of academic disciplines and activities outside the classroom and come from diverse backgrounds. The task force is charged with developing a hypothetical implementation plan that considers undergraduate student body growth of between 10 percent and 25 percent.

Over 15 years, ending in 2015, the percentage growth in the undergraduate student body has seen double-digit increases for half of the eight Ivy League schools, according to U.S. Department of Education figures. Cornell led the group, with 66 percent growth to just over 14,200 students. Dartmouth’s growth was 4 percent over that time, and in terms of the number of students, Dartmouth had the smallest undergraduate student body over the 15-year period. Yale is in the midst of significant undergraduate growth, expecting to increase the size of incoming classes by about 15 percent over four years.

A number of Dartmouth departments have advocated for greater representation in incoming classes, and there have been requests to admit more international students and students from a wide range of backgrounds and with differing interests outside the classroom.

The task force’s charge includes the requirement that any potential growth plan must at least break even financially. As the task force develops a plan, it will look for ways to maintain or enhance the quality of the educational experience for all undergraduates. The group will also consider whether there are economies of scale to be achieved—ways of more efficient operation that could be realized by increasing the number of students.

One thing that won’t change, says Hanlon, is the unique access students have to faculty and the ability to do research with these remarkable scholars. “We pride ourselves on the bonds that are established between members of our community and we’re not going to alter this hallmark of the Dartmouth experience,” he says.

Dean of the Faculty of Arts and Sciences Elizabeth Smith and Dean of the College Rebecca Biron will chair the task force. Its other members are Dave Hodgson, a College trustee; James Feyrer, an associate professor of economics; Mark McPeek, a professor of biological sciences; Reiko Ohnuma, a professor of religion; Scott Pauls, a professor of mathematics; and Andrea Tarnowski, an associate professor of French and comparative literature.

Ask Patricia Nehme, CEP - Educational Consultant more about the Ivies or any college - pnehme@myeduadvisor.com

International Students - Good Guidance through the Admissions Process

• If we start with the premise that the college counselor is already quite adept in advising the international student (a Certificated Educational Planner, UCLA College Counselor Certificate with International Student coursework, professional member of OACAC, HECA, IECA and NACAC), then the time constraints are perhaps the most pressing challenges for this advisor. There are numerous sequential parts encompassing both the immigration and financial aid processes. Each piece seems dependent on the previous step and the approaching deadline(s). Every facet of the process seems very much interrelated. A counselor’s ability to create a student plan four years out (when you consider the testing and language piece too), and schedule the processes based on the individual preferences is crucial.

  For the counselor with a large case load, finding the time to adequately understand the needs of each student, identify and develop a strategy for that one individual, then communicate and monitor the processes to ensure the optimal outcome, will undoubtedly involve more of the counselor. Starting early is essential. Gaining a clear sense of family dynamics (communication and logistic issues may be formidable), providing colleges with a sneak preview of the applicant by mid-junior year, then advocating for the student will require more of a time investment.

  Identifying institutional fit early enough to have the COF in place for an Early Decision application, yet making sure that bank statements and other supplemental documents are current with timely submissions may pose challenges too. Having an independent consultant / private college counselor help oversee deadlines brings a tremendous asset to the international student. 

  For those students already attending US high schools, the counselor’s piece in the matriculation process is more involved with submitting the I-20 soon after graduation. Advising students on waitlists may involve summer availability.

• As your private college counselor and independent educational consultant, I (Patricia Nehme, CEP) will play a more pivotal role in advising about immigration issues, in researching college options and financial aid resources, in advocating for the student, in facilitating the various processes and in continuing to be a resource after high school graduation.

Accredited Course Providers - by Patricia Nehme, CEP

Students taking courses outside of their school environment, or as an independent learner / homeschooled student, should be very careful about selecting your coursework providers – with some universities, obtaining non-accredited coursework can impact the student’s admission process and, even limit the particular majors in which you can apply to.

While we know this already, what may need to be stressed is that this is true even for AP coursework, approved by College Board, if the course is taken from a non-accredited (or not recognized accreditation) provider.

We know homeschoolers will usually need to take more tests like the APs and Subject Exams, but for a senior taking an AP Course from a non-accredited provider, they will not have the benefit of the AP Exam Score prior to applying for admissions.

As more providers crop up initially without preferred accreditations, they may think and tell their students / families that because the coursework is AP - College Board approved, the accreditation does not matter. But, in fact, students need to know that recognizable accreditations or lack of them, can impact their college lists and they should plan accordingly.

If a school is awarded accreditation, it means that the institution meets certain standards of educational quality. The most widely accepted institutional accrediting bodies in the United States are six regional agencies:

1. New England Association of Schools and Colleges (NEASC)
2. Middle States Commission on Higher Education (MSCHE)
3. Southern Association of Colleges and Schools (SACS)
4. North Central Association (NCA)
5. Western Association of Schools and Colleges (WASC)
6. Northwest Commission on Colleges and Universities (NWCCU)

College Board AP Exams - First two weeks of May

Good luck to the many Sophomores, Juniors and Seniors taking COLLEGE BOARD AP Exams for the next two weeks.

Here in Texas, you have reason to be even more hopeful in gaining college credit - In 2015, the Texas Legislature passed a law (HB 1992) that affects the way that public colleges and universities award credit for AP tests. The intent was to increase access to college credit and improve retention and graduation rates for students across the state by requiring credit for AP scores of 3 or higher.

Find colleges and universities that offer credit or placement for AP scores. Begin your search by entering the name of the institution - Search Credit Policies

AP Exams not only offer possible opportunities to strength your college application and gain college credit, but to also receive special recognition such as AP Scholar - see AP Scholar Awards for more information.

College Board does provide a means to cancel and even delete a score - see Other AP Score Report Services

“Your AP Exam Score Reports will be online in July - check your College Board Account. ”

— College Board

Consider a GAP Year

Helping Our Children Learn by MyloWrites

As an educational consultant, I always want to share 'best practices':

What are the elements that support our students’ sustained engagement in the difficult process of learning? How can we help students experience success? Here are just a few ideas:

1. We continuously keep in mind that learning is an emotional and a cognitive endeavor, and we understand that how the learner feels in the context of the learning experience can influence engagement in the process and the ultimate outcome.

We are attuned to what children may be feeling as they engage in learning, and we respond to this affective experience sensitively, adjusting our approach to help reduce anxiety and frustration.  

2. We engage in ongoing assessment that guides the construction of differentiated learning experiences for students. 

When we engage in a process of fine-tuned observation of students’ responses to instruction, we are better able to provide learning experiences that are optimal.  If students are within their instructional zone, they are less likely to feel flooded by frustration, anxiety and dread, and more likely to actually be available to engage in the difficult process of learning. 

3. We supply appropriate scaffolding for students’ learning.        

Based on Vygotsky’s “zone of proximal development,” scaffolding allows the learner to engage in material or processes that are within reach if given the appropriate supports.  Scaffolding learning may include teacher or peer modeling, breaking assignments down into component parts, collaborative learning, reciprocal teaching, and many more creative techniques.  As the learner develops competency and independence, the scaffolds employed become unnecessary, and thus are removed.  

4. We provide opportunities for students to make choices about their learning. 

Students are often more motivated to participate in the hard work of learning if they feel personally invested and engaged in the content and process.  Providing opportunities for students to make choices in their learning often secures this kind of investment. 

5. We make learning relevant and meaningful to students. 

When the knowledge and skills we teach are relevant to the lives and interests of students, learning feels more purposeful.  Purpose sustains engagement, even when the going gets tough. 

6. Above all, we remember that learning is often best done in the context of strong relationships and safe environments.  

We prioritize the building of healthy learning communities.  

We work hard to neutralize the negative charge frequently inherent in an environment that serves learners with a range of strengths, weaknesses and needs.  We help children to understand that difference is not pejorative, but merely descriptive.   

We model self-compassion and frustration tolerance, engage in a stance of curiosity when problems arise, and employ a flexible approach to problem solving.

And finally, we invest in our students, getting to know them, and building authentic connections based on an appreciation and respect for their individuality.  

By Dr. Alice Mangan is a clinical psychologist in NYC who works in both her own private practice and in schools to provide consultation, assessment, evaluation, and psychotherapy services.

Ask Patricia Nehme about her Georgetown Texas Presentations

         STEPS to the College Admission Process

Parent Presentations for the Class of 2017 and 2018

              Sponsored by Prepare U Clubs at Georgetown High School and East View High School

Presented by Patricia Nehme, college counselor, board certified member of the American Institute of Certified Educational Planners, and professional member of the National Association of College Admissions Counseling and the Texas Association of College Admission Counseling. Pat is also a proud parent of a Georgetown High School graduate.
Funded through a grant from Seeds of Strength....Next Generation program .

All Programs will be held at John Thomas Lecture Hall off the front corridor of GHS.

Thursday: January 14,2016 @ 7:00PM

         The Early Bird Gets the Worm

Looking ahead and planning really pays off. In this step, you will understand how to determine which college entrance exams your child should take and the optimal time for scheduling tests. You’ll see how creating a testing strategy can strengthen your child’s application and save you money. You will receive an overview of standardized testing requirements and how these exams can impact ‘college cost of attendance’.

         Thursday: February 11, 2016 @ 7:00 PM

         Alternative Paths to College

More than ever before, new alternative paths to college are emerging. This step introduces parents to some of the numerous alternative paths to colleges, as well as the many new career options opening up for students right here in Texas. Learn how House Bill 5 and House Bill 505 are real game changers for many students seeking careers without acquiring the traditional 4-year degree, and for those families seeking to save ‘university tuition dollars’ through AP, Dual and Concurrent college credit coursework.

Thursday, March 3, 2016 @ 7:00 PM

READY – SET – GO  

Summer is almost here and soon your child will be completing and submitting college applications. Learn how to navigate and manage the process. You will understand the various components of the application process including filing for financial aid. Leave with a step-by-step ‘TO DO’ list for summer through your child’s graduation, as well as an awareness of new college admission trends.

Other dates to note:
Explore Texas Day at the University of Texas, Austin, March 5, 2016, Activities all day!

National College Fair, Austin Convention Center April 7, 2016, 5:30-8:30 PM

Educational Consulting - The Benefits of AP Credit

·       First, understand that colleges and universities use AP Course and Exam information differently. 

-        While APs strengthen your admission application, for the most selective universities, they may still require you to take a particular course instead of opting out. But you will be better prepared for those particular courses. 

-        For competitive public universities, the time constraints of persisting to degree and the fiscal responsibilities of state funding drive admissions to consider a student's potential to graduate within four years. Securing college credit prior to college not only demonstrates college readiness, but the ability to graduate within 4 years.

-        Both private and public universities use AP Courses and Exams as predictors of first year success.  

Later in the year, you will be able to compare your AP Scores with other testers across the country - see National Distribution

For now, to quickly find if a particular university accepts your AP Exam Score, see AP CREDIT POLICY SEARCH.

And finally, do you know about the AP Capstone? AP Capstone is an innovative diploma program that provides students with an opportunity to engage in rigorous scholarly practice of the core academic skills necessary for successful college completion.

 In August, you will be able to log back into your AP account to see if you have qualified as an AP Scholar, AP Scholar with Honors, AP Scholar with Distinction, and for AP State, National or International Recognition - see AP Scholar Awards for qualifications. While these awards are not monetary, they demonstrate academic rigor (college level) which colleges value, as well as contribute to the strength of your college admission and scholarship applications.  

Educational Consulting - AP Exams

AP Exam Scores will be released next week - East Coast July 6th, Texas July 9th, the West Coast July 10th - seehttps://apscore.collegeboard.org/scores

Now is the time to think about AP Exam Options for May 2016 - Some schools, especially those that do not offer many AP Courses, are reluctant to share publicly that all students have the right to be aware of and register for any of the AP Exams. These schools may discourage sharing such information for several reasons. Some schools lack the personnel, space and time to administer additional exams for only a small group of students. Some schools believe that many students will simply not be prepared to perform well on these exams because the student lacks the foundation of the corresponding AP Course. School administration may also fear that the school will somehow be seen as responsible to prepare the student for the exam, and that an ensuing low exam score will be seen as a reflection of the school. When schools routinely offer only those AP Exams in which they have a history of high scores, the school's academic profile looks stronger. 
Students interested in taking AP Exams not normally offered at their school should plan in the fall of their school year to make their request known. They should start with their high school counselor for guidance. Counselors want to help students in reaching academic goals. Plan far in advance and seek out assistance from your high school counselor. Remember, AP Exams can be taken at other school locations.

.     If you attend a school that does not offer a particular AP Course, you can still prepare and take AP Exams. You must contact AP Services by the 1st of March to get the contact info of local testing locations - see AP Student - Identifying Testing Sites . For a description of available exams, see AP Exam Descriptions.  Prepare yourself or take an AP Course from one of the many ONLINE AP Course Providers. 

Educational Consulting BEFORE YOU LEAVE FOR COLLEGE

Dear Graduates - Congratulations! You've weathered the college admissions process and learned a lot about yourself and the art of decision making.

Now, here's some tips to consider before you leave for college. . . 

* Safety first . . . Make sure you understand what steps upper classman take to ensure their safety. Check out some of safety apps available for your phone such as Campus Sentinel, Blue Light, On Watch, bSafe and Watch Over Me available at itunes. 

* Make sure you have your legal house in order  . . . When you turn 18, you are considered by law an adult. For your parents to be able to continue to assist you in important matters, such as medical, financial and other legal issues, these four documents are essential: 

1. Advance Care Directives for Health Care and Mental Health – permits parents to act on behalf of their child in regards to health issues; will include a HIPAA Waiver so that parents can access medical records and healthcare information in order to make informed decisions
2. Durable Power of Attorney – permits parents to act on behalf of their child in regard to financial or other legal issues
3. HIPAA Authorization Form – gives parents permission to speak to doctors concerning their child’s health issues
4. FERPA Release – gives parents permission to speak directly to school officials in regard to grades and other school related issues

* Because of Summer Melt (the phenomenon in which incoming college students who have committed to attend a college/university decide during the summer to change their minds and attend another institution. This sometimes happens when students are admitted over the summer to a school that places the student on a waitlist in the spring -Wordnik), some colleges may have additional funds. When students change their decisions to matriculate to a particular college, not only does space open up, but more money (from relinquished financial aid awards) may be available for need-based and merit aid. Remember, timing is everything (this is after May 1st decisions have been made, during the summer before August). Families should establish a relationship with their child’s Financial Aid Counselor at the particular college. Share, and be ready to document, extenuating circumstances.

*Understand the Greek scene and philosophy, before you decide to or not to rush. For most, Greek Life is a 4 year commitment of your time, resources and money. There are pros and there are cons. Rushing 1st semester can be a huge distraction, but does encourage academics with the membership requirement of a certain GPA. Life long friendships are formed and tremendous community service rendered; but with some, the party atmosphere and exclusivity can be detrimental.  

* Repaying your student loads . . . is real, regardless of your situation. Be aware of what you are signing up for – understand what’s involved from the beginning – see https://studentaid.ed.gov/repay-loans/understand/plans

*  Familiarizing yourself with the academic landscape and expectations will make your life less stressful. Take time now, before you register for college classes, to read departmental homepages, course descriptions and the undergraduate catalog, including grading particulars and academic standing descriptions. Gather opinions about professors.  Note important semester deadlines such as course withdrawal dates.  

• Make sure you have completed all the necessary documents and secured housing. Remember, this is a yearly process (especially for maintaining and securing financial aid).

• Make sure you attend summer orientation and connect with other incoming freshman via Social Media postings (warning – Colleges routinely check such postings).

• During on-campus orientation, meet with an academic advisor to discuss 1st semester courses. Balance is essential for academic success. Consider course rigor, logistics and time commitments in pacing yourself from class to class and developing a reasonable schedule.

• Develop relationships with professors; reach out to them during their office hours. Join study groups and utilize teaching assistants, academic support centers and library resources. Asking for help is central to successful outcomes. Build a network of resources and KEY people around yourself.

• Socially, get connected, but again, pace yourself. Know your Housing personnel and Resident Assistant.

• Be well. Take care of yourself first. For more on emotional well-being and what to expect, see The Jed Foundation - http://transitionyear.org/.

by Patricia Nehme, CEP - MY EDU ADVISOR 

Educational consultants at Texas Assn. of College Admission Counseling's Annual Conference

The Texas Assn. of College Admission Counseling always serves up a great annual conference. This year's Houston conference provided a great venue for college counselors and higher ed admission counselors to keep current and strengthen relationships. 

My favorite takeaways include: 

* Hearing YES Academy and uAspire share how collecting college-bound seniors' award letters to analysis institutions' financial aid practices can be used to inform next year's senior college lists. Thanks especially to Donald Kamentz, with YES Academy. Understanding how colleges and universities distribute financial aid is essential when crafting the college list. 

*Marie Bigham, with Greenhill School, provided some great prospective on the high school side during The Common App Year-In-Review. High Schools using Naviance must examine how well The Common App  and Naviance are integrating their systems to ensure all forms are successfully submitted and received on the college side. 

*College Board Jason Langdon and Ismael Rodriguez shared more details about the upcoming redesigned PSAT/NMSQT. Watch for College Board and Khan Academy webinars and tutorials. 

*Rachel Masson, with Beacon College, shared which attributes best serve students with learning differences for college success. Students with learning disabilities must understand their learning difference and become strong advocates; they must evaluate academic support programs for 'fit' prior to making a college commit. 

*Verna LaStrapes, with Texas State Technical College, shared major employment and Texas industry trends driving the demand for more skilled technical employees, in turn impacting high school guidance and higher ed programming. Verna is a passionate voice in encouraging more students to consider preparing for one of these highly sought after careers before taking the traditional route of 4 year college.