Title of Lesson: Diving Deep Into College Board Grade Level: 11°-12" grades Duration: 45 minute class ASCA/NYSSCA National Standards and Competencies: Academie Standard A; Students will acquire the attitudes, knowledge, and skills that, contribute to effective learning in school and across the life span. ‘Competencies: A: A3 Achieve School Success ‘+A: A3.3 Develop a broad range of interests and abi + A: A3.5 Share Knowledge Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Competencies: A: B1 Improve Learning + A: B13 Apply the study skills necessary for academic success at each level + A:BI.7 Become a self-directed and independent leaner ‘Competencies: A: B2 Plan to Achieve Goals + A: B2.7 Identify post-secondary options consistent with interest, achievement, aptitude and abilities NOSCA Standards 1.College Aspirations- Build a college-going culture based on early college awareness by nurturing in students the confidence to aspire to college and the resilience to overcome challenges along the way. Maintain high expectations by providing adequate supports, building social capital, and conveying the conviction that all students can succeed in college, 7.College and Career Admission Processes- Ensure that students and families have an early and ongoing understanding of the college and career application and admission processes so they can find the postsecondary options that are the best fit with their aspirations and interests, 8.Transition from High School Graduation to College Enrollment- Connect students to schoo! and community resources to help the students overcome barriers and ensure the successful transition from high school to college. New York State Learning Standard: Career Development and Occupational Studies Standard 1: Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to futurecareer decisions. Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace, Standard 3b: Career Majors Students who choose a career major will acquire the careerspecific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs, Learning Objective: Students will be exposed in depth to College Board, in particular how to do an in depth college search. Co-Leaders: College Counselor if possible Material: Computers (computer lab if possible) Worksheets from session Smartboard/Powerpoint Pencil Accommodation: Student with Attention Deficit Hyperactivity Disorder (ADHD): In order to properly accommodate a student with ADHD a school counselor must consider the following: -Provide assistance with structure: Provide student with clearly delineated expectations -Assist students in arranging for appropriate assignment accommodation including extended time and distraction-reduce assignment space. -Provide access to classroom notes, -Ensure that all students have equal participation in the group activity -If student appears extremely distracted, it may be appropriate to encourage the student to sit near the front of the class, away from doors, air conditioning units, windows, or any other possible source of distraction, Developmental Learning Activity Introductio: ‘Schoo! counselor will have student get out their notes from the previous session and the class will highlight what they leamed about using the coliege search function on ‘Naviance. The school counselor will then explain that today they will dive deeper into how to use this fiunction on College Board more proficiently, Activity: The counselor will give the PowerPoint attached to this lesson to show how to do an in depth college search on College Board. Student will follow along on their computers as the counselor leads them through the steps. The counselor will also explain that this is where student's register for the SAT and where they send their scores to different colleges.Group Work Time: Students will be go through and do an in depth college search on their own College Board account. They are allowed to work with a partner if they would like and ask each other questions during the process Individual Work Time : Students will find out what colleges interest them most from doing the search, From there student may edit different features on the search to narrow down the results, Students may also visit the websites of different colleges that seem of high interest to them, Conelusion: The College Board is a useful tool when searching for school that fit a particular criteri Some other sites that are helpful are: -Niche.com -unigo.com6/5/2014 & © College Board Why do a College Search”? I e Personalizing Your College Search View your colloge search resus! @6/5/2014 ‘Additional Colege BoardTools Remember... Sphterctee ete Smit ws ra pes nt ageName, SAT vs. ACT 1. Which test do you think is the best for you? WHY? 2. Have you taken a practice test? When? 3. Do you plan on taking a prep course? Ifso, where? Name, SAT vs. ACT 4. Which test do you think is the best for you? WHY? 5. Have you taken a practice test? When? 6. Doyou plan on taking a prep course? If so, where?Handout : SAT and ACT Comparison Information While the SAT and ACT are very different tests, they both fulfil the same role in the admissions process. The SAT and ACT are designed to provide college admissions officers with two things: a predictor of first-year academic achievernent in college, and a common yardstick to use in comparing students from a wide range of educational backgrounds. ‘The ACT was traditionally required by colleges in the mid-west, 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 or ACT test results. Here are some of the factors that make the SAT and ACT very different breeds: ‘+ The ACT includes a science reasoning test; the SAT does not. + The ACT math section includes trigonometry; the SAT math does not. ‘The SAT tests vocabulary much more than the ACT. ‘The SAT is not entirely multiple choices. ‘The SAT has a guessing penalty; the ACT does not. ‘The ACT tests English grammar; the SAT does not. ‘The SAT has an experimental section; the ACT does not have any. ‘Admissions officers and educators often describe the difference between SAT and ACT in these terms: the ACT is a content-based test, where-as the SAT tests critical thinking and problem solving. In fact, this contrast isn't exactly watertight. Many questions on the ACT test critical thinking, and there is a predictable range of material that's tested on the SAT. But the SAT and ACT reward different attributes, ‘50 performing well on each test can all boil down to what kind of test taker you are. 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. “The most important answer to the "SAT or ACT?" question is to check with your target schools about their requirements. If you have specific colleges in mind, find out from the high schools or your guidance which test the schools require or accept. Although the majority of colleges in the United States now accept both SAT or ACT test results, you'd better make sure about requirements of your target colleges. Tf your target colleges accept both, think about which test you can better perform on. ‘The ACT is a more straightforward exam than the SAT, which can benefit students who are not naturally good test-takers. However, the ACT covers more advanced subjects than the SAT and also poses more of a time challenge for most students. Before you decide which test you can do better, do a few sample tests of both SAT and ACT and compare the results. Be sure that the sample tests cover all sections of the SAT and ACT. ‘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. However, there are a number of schools induding Boston College and Duke 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), and save your money. Please note 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. Be sure to do the research by yourself and make everything crystal dear before you make any decision over your test choice.Even though most colleges now accept both SAT and ACT scores, familiarity is an important factor in the admissions process. If most students in your state take the SAT, for example, and you take the ACT, admission officers may wonder why. Choosing the tests can be quite a complicated process. So, spend time doing the research, Ask your high school teachers; talk to your classmates; think about your own particular situation. Keep spending time. on this matter until you get everything clear for a smart choice, Your research time will be well worth it. |saT lacT |Public schools; schools in the middle | Private schools; schools on the east and —|Ftne countrys more colleges than [Preferred by? [eeeceee prefer the SAT i 1 ae (hoe eee [Order of aaity No order of difficulty No Yes ae Hig Talgebr [Trigonometry (only 4 questions); test | jLevet_ supples all formulas [booklet rarely provides formulas isl Heavily |Vocabulary and Reading; Math \Grammar and Reading; Math | [Penalty For Baeeeeeae| rong Anwors bi ‘Based on School Curriculum? (Le More More straightforward, with fewer distracters [stile of Test |Tricky, with many distracters \ ‘Verbal: two 30-min, & one 15-min. section Math: two 30-min. & one 15-min. section Experimental: one 30-min, Verbal or Math |Science Reasoning: one 35-min. section; looks like any other section section ‘Seven times per year: ss ‘Six times per year: Late January, Late March or early Apri, {Early May, Early une, Mid October, Early [TSP Abr nes Sentombes (in | November, Early December states only), October, Decemt 200-800 for Math and for Verbal, a 1-36 for each subject, averaged together for a composite score; median _|together for a composite score; median about 21 ou At least 6 weeks before the test date |Ed Testing Service (ETS) (609) 771-7600 |wwwets.org |(319) 337-1000 | |The College Board www.collegeboard.com |www.act.ora i