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.

Majors - Think about Double Majors

As I was looking at research on double majors, I ran across the PBS News Hour piece - Does It Pay to Get a Double Major in College, by Christos Makridis

Christos Makridis is a Ph.D. candidate at Stanford University, where he is earning doctorates from the Department of Management Science and Engineering and the Department of Economics and specializing in areas of labor and public economics.

His research suggests, however, that students who are eager to expose themselves to more frames of thinking and disciplinary knowledge may well be investing in the very foundation that prepares them for a successful and innovative career.

This article was originally published on The Conversation. Read the original article.

International Applicants - a word of caution with the stats

Open Doors is a great resource for more on stats.

• some of you may have read NACAC’s Today in College Admissions (4/4) post taken from the American Association of Collegiate Registrars’ recent survey, citing a drop in international applicants for the University of California and the University of Missouri systems. I note this piece because of the March 16th New York Times article Amid ‘Trump Effect’ Fear, 40% of Colleges See Dip in Foreign Applicants - which also cites this survey, only later to receive some push back from a March 29th WSJ article - Other Than That, The Story Was Accurate; An economist waits for the New York Times to retract its report on foreign students - citing Mr. Cowen’s blog (an economics professor at George Mason University). Quoting the WSJ piece, “Mr. Cowen decided to examine the survey for himself and discovered the following results published on the very first page of the report, listed first among its “key findings”: “39% of responding institutions reported a decline in international applications, 35% reported an increase, and 26% reported no change in applicant numbers.” The WSJ and Mr. Cowen’s point – “If you look at all the data, they probably are down, but by no conceivable stretch of the imagination should the 40% figure be reported without the other numbers.”

  Whatever the numbers, we understand there are growing challenges that our international applicants face. As an independent counselor, my job is to be ‘in the know’ so that I can provide timely and pertinent information to families as they determine their college list, invest their time and resources, and wisely navigate through the admissions process. Understanding their challenges better is one of the main reasons I enrolled in this class. The questions posed to us at the end of the lecture helped me to frame some of issues that face our international students.

  Of course, there is the obvious - the Trump’s proposed policies with their implications for international students (such as the ability to persist to degree, travel and safety concerns). But I think even more consequential are factors shaped by individual US colleges and universities. Understanding colleges’ missions and agendas, their volume and source of international applicants, the focus of the school’s research dollars, the nature of impacted majors, institutional philosophies and everchanging enrollment practices, will be essential for me if I am to bring value to these applicants.

  Just today, while attending an IB College Fair in Hurst, Texas, I was more aware of these international admission dynamics. One admissions rep shared that her university is very intentional in how they admit students from country to country, while at a similar university, a single country may enjoy up to 60% of the total international admits. Another rep, from Temple University Japan, shared that some of their international applicants are now more likely to consider a degree from an American university located in another country. Temple in Japan happens to be in one of the safest cities in the world – Tokyo.

  Another challenge, as we read and I have personally witnessed, is that of the growing number of international students attending US high schools. This phenomenon creates certain admission advantages for such students and provides some understanding of a colleague’s recent post:
  “Despite his impeccable credentials: perfect GPA, top standardized test scores, 12 AP classes, state and regional science and math achievements, college research experience, athletic championships, and musical awards – he wasn’t quite strong enough to get into his top schools. International students must truly be among the very best in their birth country and have achieved some level of ‘national prominence’ in order to get into the top U.S. universities.”

  While this statement may be a bit of an exaggeration, it does seem to have a ring of truth. Open Doors is a great resource for more on stats.

College Admissions - Demonstrated Interest Guidance from Patricia Nehme

• From both the college and student applicant perspective, demonstrated interest is an important piece of the admissions process. One could even make the argument that demonstrated interest is that intangible, indispensable emotion necessary for a healthy relationship between two entities before they enter a more formal commitment with one another.

  For those colleges that track demonstrated interest, they have provided themselves with a tool to determine fit, to predict a certain level of campus engagement and academic achievement, a persistence to degree, and to measure loyalty to their brand (growing their alumni and future legacies), as well as enhance their enrollment management model for a more robust yield.

  But because universal applications, such as The Common Application and The Coalition, a casual, more expansive approach towards applying to colleges has become very common. This growing student practice has left many colleges with little choice but to gauge ‘genuine’ interest as best as possible.

  In turn, I believe these institutional practices of tracking applicant interest serve students well. Serious applicants should already be doing things like establishing college rep contacts, researching points of academic and social interests, completing interviews, connecting on social platforms and, when possible, touring campuses, meeting faculty and college students. These activities help the student determine fit, and make matriculation an easier transition.

  Despite the mutually beneficial outcomes, tracking demonstrated interest has a dark side. Many colleges are not as transparent about this admissions practice. If colleges were more explicit, stating clearly ‘we track demonstrated interest; here are the ways in which we do it . . . ’, including the purchasing of student data from the exact sources (e.g., College Board, ACT, etc.), students would be more aware and hopefully, more thoughtful in crafting their college list (maybe / maybe not). Unfortunately, there would still be those students who would create false impressions of their affections for schools in which they only want an acceptance and never plan to matriculate to.

  Finally, I think that some of this student behavior – especially the trophy hunting, may be the result of high school expectations. Having worked with students from very prestigious private schools and elite public schools, some of these schools want to brag about their students’ acceptances. Some of these schools encourage students to apply to many colleges. Many schools’ profiles boast large numbers of selective college acceptances. Just as colleges use predictive models to shore up financial backing, high schools take ‘college acceptance’ lists to the bank too.

  Demonstrative interest is so very essential to ‘fit’. Unfortunately, the student applicant is not the only one gaming the system, but also the college, with its lack of transparency and secretive use of data, and the high school’s need to maintain a stellar profile of college acceptances. Educational Consultants who are Certified Educational Planners like Patricia Nehme can help you understand more about 'Demonstrated Interest'.

College Admission Essays - Summer Before Senior Year - Educational Consultant

• Ideally, every student should come to the essay prompt with a wealth of ‘self-reflection’ inventory. Students, in the best situation, have already done the time-consuming work of completing biographical questions, several types of assessments and surveys, and if they are fortunate, a counseling session where the reflections and surveys are discussed and questioned for verification, making the inventory all the more rich with unique details of the student that simply could not be discovered elsewhere in the application. When a student finally comes to the essay, the prompt is primarily offering the student a device in which to share a slice of the inventory – of self.

  In approaching each prompt, students must balance what they want to express about themselves with what colleges must know about the student. So many of the prompts seek to know several basic, essential traits about the student, such as the following:

  - Is the student resilient; how does the student handle stress
  - Is the student likeable and teachable; can and will the student work and live well with others
  - Can the student navigate the complexities of college life – of campus life; is the student resourceful; and does the student take initiative
  - What will the student add to the academic conversation and research of the university; what might the student give back as an alum
  - How is the student’s major selection supported in their comments
  - How much and how will the student engage and contribute to the residential life and in creating community

  While admissions will be striving to ascertain this type of information about the student, the more selective the university is, the more they will want to discover evidences of ‘demonstrated interest’. With yield rates so paramount, these colleges will want to know what the student really knows about their college, their particular programs, etc.. The ‘why us’ question can only be answered through genuine research on the student’s part.

  Helping students understand these admissions dynamics when approaching each essay prompt is an important piece of what a good college counselor offers to each student. See Patricia Nehme for more details - pnehme@myeduadvisor.com

IRS Data Retrieval Tool Reinstated for Student Loan Borrowers

In March 2017, the Department of Education took down the IRS Data Retrieval Tool (DRT), which helps students accurately complete the Free Application for Student Aid and apply for income driven repayment plans (IDR), due to security concerns. 

On June 2, the Department announced that the DRT has been reinstated for student loan borrowers. In the announcement, ED noted that "New encryption protections have been added to the Data Retrieval Tool to further protect taxpayer information. The IRS Data Retrieval Tool will return Oct. 1, 2017, on the online 2018-19 Free Application for Federal Student Aid (FAFSA®) form."

Houston area event - Feb 12th National Ctr for Learning Disabilities Conversation

Join Us For An Evening With

Janet Steinmayer

Mitchell College President

and

Mimi Corcoran

 National Center for Learning Disabilities (NCLD) 

 President & CEO

Sunday, February 12

5:30-7:30pm

Business Attire

River Oaks Country Club

1600 River Oaks Boulevard 

Houston, Texas 77019 | 713-529-4321

RSVP to Jacqueline Jewett at jewett_j@mitchell.edu

PRIVATE SCHOOL ACCREDITATION - PARENT DUE DILIGENCE

How to Check Accreditations - reprint from Private School Review, June 2016

There are two ways to check whether a school is accredited or not. Most schools will proudly list their accreditation on their web sites and other publicity materials. The second way of confirming information about a school's accreditation status is to visit one of the accrediting organization sites listed at the end of this article.

How to Find the Right School

The New England Association of Schools and Colleges offers some excellent suggestions on how to find the right school for your child. The accreditation process gives parents confidence that they are making the right choices for their children's education. A private school education requires a substantial financial investment over a period of up to thirteen years assuming your child goes to private school from pre-kindergarten through 12th grade. A private school education should ideally be a continuous good experience from the early childhood years right on through high school.

Another point to consider is that the National Association of Independent Schools requires that its member schools be accredited by one of the regional accreditation organizations listed below. 

Schools which belong to the following associations frequently seek regional accreditation. These schools hold a dual accreditation, one with the specialist association and the other with the regional association. This offers parents an additional measure of comfort because they know that the school meets the spcialist standards, for example, of the Waldorf Schools, as well as the standards of the regional accrediting association.

• The Association of Christian Schools International (ACSI)
• The Association of Waldorf Schools of North America (AWSNA)
• Catholic Dioceses

The Benefits of Accreditation

"Accreditation fosters stakeholder involvement and commitment by providing opportunities for greater involvement in charting the direction and future of the school. Accreditation offers a mechanism to involve constituent groups in creating a vision of the future, not just allowing it to happen." [Source: Commissions on Elementary and Secondary Schools: Middle States Association of Colleges and Schools]

Obviously in a short piece like this one I am skimming the surface of the subject. However, to me the above statement says what I as a parent want to hear, namely that my involvement as a stakeholder is wanted and appreciated. Indeed it is vital to the accreditation process. That is one of the fundamental reasons why I would send my child to a private school. My voice will be heard. We won't just be another number. When your child attends private school you become a partner in the education process. The school, you and your child are partners - stakeholders - in her schooling.

  by  striatic 

Accreditation then is important to us parents.  Accreditation gives us the assurance that an independent, objective peer review of the school has been performed in the past, indeed, in many cases, probably quite a few times. Accreditation reassures us parents that the school has a plan in place to achieve its vision and attain its objectives.

Accreditation is one more box we parents should be able to check as we review schools which we feel might be a good fit for our requirements.

List of Accreditation Organizations for Private Schools

Middle States Commission on Colleges and Schools

Commissions on Elementary and Secondary Schools

New England Association of Schools and Colleges 

Commission on Independent Schools

North Central Association of Colleges and Schools

Commission on Accreditation and School Improvement (CASI)

Southern Association of Colleges and Schools

Council on Accreditation and School Improvement

Western Association of Schools and Colleges

The Accrediting Commission for Schools

Growing number of colleges / universities offering GAP Year Programs, by Patricia Nehme

Recently, a number of colleagues commented on the growing trend of colleges / universities offering GAP Year Programs to first time freshman students prior to their matriculation. These institutions are using GAP Year Programs to manage enrollment and secure the students that they want, but cannot initially take due to student body / class size limitations.

These GAP Year Programs do have many benefits.  A colleague commented that "One student noted that the student’s study during the Gap program changed her entire course of study moving forward, having a significant impact on her". Another comment included the following:

Princeton’s goal is to send 10% of the matriculating freshmen on a Gap Year.  Scholarship students at Princeton, will get financial aid for the Gap Year, so Princeton is totally committed.  Tufts has its Bridge Year, same idea.  Harvard has 80 to 100 entering students taking  a Gap Year.  William Fitzsimmons actively encourages this on the Harvard Admissions website, in his co-authored article,  Time Out or Burn Out.” UNC Chapel Hill has actively promoted the Gap Year.  Other colleges such as Middlebury, are on board.  The movement is growing, dramatically.

Research published by the American Gap Association (I am a member of the AGA Board), documents the positive impact of the Gap Year.   Better academic performance and greater contribution on campus during the undergrad years, and greater civic engagement in life.  

Google the article, "Turning the Tide,  Inspiring Concern for Others and the Common Good through Admissions."    Richard Weissbourd, Harvard professor, was the keynote speaker this past week at the AGA conference in Boston, and directly involved with this Harvard Graduate School of Education project. 

The  Harvard report is supported and endorsed by deans and directors of admissions at the leading colleges in the USA.  All of this is connected to Princeton’s Gap Year initiative. 

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

Why Attend A College Fair

                    Why Attending a College Fair Is a Good Idea
    In-person College Connection
This is your opportunity to establish a personal connection with a particular College or University. Ask questions and get immediate feedback. Register your interest with colleges of your choice.

    Save money & time
Visit with numerous college admission reps without the added expense of travel and time away.  

    Explore new options
Discover a new college(s) or major(s). Learn about pre-college summer programs.

    Free advice
Admission representatives love to answer questions about their schools and admission requirements. High School Counselors will also be available to answer some of your college related questions.

    Narrow your list of possible college options
Identify colleges that you want to know more about; plan a campus visit.

    Demonstrate Interest
Colleges keep track of student contact – attendance at high school visit sessions, college fairs and campus visits provide great opportunities to demonstrate how serious you are about a school.

BEFORE YOU GO; ATTENDING THE FAIR: FOLLOWING UP:

Go to the NACAC link to determine the best location and date to attend the fair

Register online - ahead of time, to ensure that colleges get your contact information - BE CONSISTENT with your contact information - try to use the same email, legal name, same phone number throughout the entire process

Review the list of colleges participating in the fair ahead of time to manage your time while at the fair (these fairs are huge)

Arrive on time, plan for parking time, once you have arrived, get a map of the college table arrangements to navigate the fair in an efficient manner

Introduce yourself to reps, share your interests, ask a few good questions

Take a few notes and journal your impressions after the fair

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.

College Entrance Exams

Q & A on College Entrance Exams

TYPES:

Þ     PSAT – 10th and 11th Grade Preliminary SAT and National Merit Competition for 11th Grade Students; use to prep for SAT

Þ     SAT and / or ACT – both are accepted at all universities (see comparison chart - http://www.actstudent.org/faq/actsat.html)

Þ     AP Exams – given at the end of each AP Course; Colleges vary in the scores they accept for college credit. Students take these exams in May.

Þ     SAT Subject Tests – optional or required by some universities (21 exams) that test your knowledge in specific subject areas. They are content-based and allow you to choose the subject(s) in which you excel and best demonstrate subject mastery. All of the Subject Tests are multiple choice and are one hour long. These exams are sometimes used for placement out of foundational college coursework.

WHEN SHOULD A STUDENT START TAKING THE SAT and / or ACT:

Most students start taking these exams in the spring of their junior year. However, for students who have completed Algebra II in the 10th grade, they may be more prepared to take these exams in the fall of their junior year. Taking the PSAT in 10th and 11th Grade will certainly help guide the student in how best to prep for and take the SAT. All students should take a practice SAT and ACT to determine which exam is a better fit for the student, and to determine the best time to begin taking these exams. For students applying Early Decision, Restrictive Early Action, Early Action and Rolling Admission, you should have your testing completed by November of your senior year. Always check with the admission webpage of each college to be sure to plan for APPLICATION DEADLINES.

HOW MANY TIMES SHOULD A STUDENT TAKE THE SAT and / or ACT:

Every student is different and should consider a customized approach for taking these exams. For those students that receive a high score the very first time, they may not need to test again. However, most students will take these exams anywhere from 2 to 5 or more times. Some students enjoy the challenge of trying to increase their scores; others may want to keep testing as long as they are seeing significant improvement. Because many merit scholarships and honors programs look at test scores as one of the determining factors in awarding scholarships, students who enjoy testing will take these exams as many times as possible. HOWEVER, many students do not see a marked improvement after several times and determine to stop testing. Regardless, if possible, every student should prep for these exams by taking practice exams, using Khan Academy or the many other test prep companies. A good test prep company should offer practice with real exams and prepare you for both the SAT and ACT. IMPORTANT – Colleges vary in how they evaluate the scores of these exams. Some colleges SUPER SCORE (taking the best sub-scores from two or three score reports; other colleges accept all score reports, but officially only look at one date).

WHAT IS A GOOD SCORE ON THE SAT and ACT:

For the Texas Success Initiative ‘College Ready’ Benchmarks for theACT: composite score of 23 with a minimum of 19 on the English test, and/or 19 on the mathematics test (B) SAT: a combined critical reading (formerly "verbal") and mathematics score of 1070 with a minimum of 500 on the critical reading test, and/or 500 on the mathematics.

For College Admissions, scores vary from college to college: See ranges at https://www.powerscore.com/sat/help/average_test_scores.cfm

*ALWAYS CHECK WITH EACH COLLEGE’S ADMISSIONS WEBSITE TO DETERMINE THEIR COLLEGE’S ENTRANCE EXAM PROFILE &  SCORE REPORT REQUIREMENTS / PRACTICES.                                                                                                                                                                                                                        *TEST OPTIONAL Colleges (schools that do not require the SAT and / or ACT)  - http://www.fairtest.org/university/optional

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

More on College Entrance Exams . . .

Whether fair or not, these exams are often the determining factor in awarding many merit scholarships. Just today, one of my students (SAT 1800, #7 out of 600 students in her class, president of the debate team and state champion, 5 AP courses with 3+ scores) was shut out of a particular public university’s merit scholarship because her SAT score is 100 points below the university’s merit benchmark (and we are not talking flagship universities). At a private college, another strong student of mine was deferred to regular decision and told she would be reconsidered for acceptance if she took her SAT one more time (her current SAT is 1870, with a GPA of A, dual and AP credit).

SAT - Last opportunity to take the current SAT – January 23rd

ACT - With the upcoming changes to the SAT, more students than ever are taking the ACT, which makes early registration for spring 2016 tests essential. Anecdotally, we are already hearing that test centers for the spring 2016 ACT tests are starting to fill.

Registration is open for all of the spring ACT testing dates: February 6, April 9, and June 11 – see http://www.actstudent.org/regist/

Did you know that you can cancel a test score . . .

SAT – if you think that you did not do well on your test, you may cancel your score within a 48 hour period following the administration of the test – see https://sat.collegeboard.org/scores/cancel-sat-scores

ACT – you may permanently delete any test date score at any time – see http://www.actstudent.org/faq/delete.html

AP Scores – you may also have an AP score deleted, but to avoid a score being reported to a previously requested college, you must cancel the score by June 15th following the May exam – see https://apscore.collegeboard.org/scores/score-reporting