w w w. S a n D i e g o C a l S o a p . c o m
A n O u t re a c h P ro g r a m o f t h e
C a l i f o r n i a S t u d e n t A i d C o m mi s s i o n
Table of Contents
Section 1
1
2
3-6
7
8
9
10
11
12
13
14
15
16
Section 2
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Section 3
32
33-34
35
36
37
38
39
40
41
42
43
44
Section 4
45
46
47
GENERAL INFORMATION
General Office Information
Project Description
Rules and Regulations
Personnel Policies for Staff Members
CPA Job Description
Work Schedule
Sign In and Out Log
Pay Instructions
Sample Timesheet
Timesheet
UCSD 2010 Payroll Calendar
UCSD 2011 Payroll Calendar
Absence Procedure
CPA TASKS and ASSIGNMENTS
Four Years in Review
First Day Instructions
Letter to Teachers About Cal-SOAP
CPA Work Schedule Post
Request to See Your Cal-SOAP CPA
Postsecondary Plan
Transcript Evaluation Form
Daily Checklist
Things to Do in Your Spare Time
Tips for Individual/Small Group Contacts
Tools for Motivating HS Students
Student Recruitment and Retention
How to Plan a Classroom Presentation
Student Presentations 101
College Fair Flyer 2010
DATABASE PROCEDURES
Database Training Overview
Sample Cal-SOAP Scholars Application
Meeting Data Instructions
Meeting Data Form
Record Keeping Instructions
Record Keeping Form
Presentation Student Sign-In Instructions
Presentation Student Sign-In Form
Classroom Presentation Schedule
Student Schedules
Student Pass Response Form
Central Cal-SOAP Paperwork Grid
HIGH SCHOOL DEVELOPMENT
Freshman & Sophomore Years in Review
Junior Year in Review
Senior Year in Review
48
49
50
51-52
53
54
55
56
Section 5
57
58
59
60
61
62
63
64
65-66
67
68
69
70
71
72
Section 6
73
74
75
76
77
78
79
80
Section 7
81
82
83
84
85
86
87-88
89
90
91
92
93
High School Senior Timeline
Important Dates for CSU/UC Applicants
10 Benefits of Being a Cal-SOAP Scholar
Four Year Action Plan
CAHSEE
HS 101: Knowing Your Resources
Youth Volunteer Opportunities
Time Management Tips
POSTSECONDARY PREPARATION
Entrance Tests
Institutional Placement Tests
SAT: Before, During, and After
Finding the College That is Right for Me
Comparing California’s Public Colleges
Are You Eligible for UC?
Are You Eligible for CSU?
Common Application Instructions
Community College Checklist
IGETC
UCSD and SDSU TAG
Vocational and Technical Schools
Military Opportunities
United States Military Academies
What is the Post-9/11 GI Bill?
CAREER EXPLORATION
Career Survey
Industry Sectors and Career Pathways
Career Resources on the Web
10 Ingredients to Success
Top 10 Growing Careers in California
Job Seeking Etiquette
Tips for Writing a Resume
Tips for Having a Successful Interview
Financial Aid
Financial Aid Letter to Seniors
What to Expect When You Apply…
PIN Tip Sheet
What Happens After You Have Applied…
Financial Aid Resources on the Web
Scholarship Tips and Scams
BOG Waiver Application 2010-2011
AB-540 Information
Tips for Advising AB-540 Students
CA Nonresident Tuition Exemption Form
Cal-Vet Waiver Information
CHAFEE Grant Information
Section 1
Cal-SOAP General Office Information
Cal-SOAP offices are open Monday through Friday from 8:00 am to 4:30 pm.
www.sandiegocalsoap.com
San Diego Central Office Information
Revere Center-Room 14
6735 Gifford Way
San Diego, CA 92111
Phone: (858) 569-1866
Fax: (858) 569-1136
Cal-SOAP Director
Associate Director, Advisement
Linda Doughty
Evelyn Kheo
Imperial County Office Information
SDSU Imperial Valley
720 Heber Avenue, Rm. CLAT-107
Calexico, CA 92231
Phone: (760) 768-5650
Fax: (760) 768-5654
Cal-SOAP Director
Assistant Director
Linda Doughty
Martha Singh
Helpful Phone Numbers:
1
Cal-SOAP Project Description
The California Student Opportunity and Access Program (Cal-SOAP) is a postsecondary information,
academic enrichment, and outreach program. There are fifteen Cal-SOAP consortia, each serving
students in a specific geographical area of the state. Each consortium works toward a common goal: to
provide information about postsecondary education and financial aid, while raising the
achievement levels of students from low-income families, from schools or geographic areas with
documented low college eligibility/participation rates, and/or who will be the first in their family to
attend college.
Working under the auspices of the California Student Aid Commission since 1979, the Cal-SOAP
consortia represent nearly every aspect of the educational community. The Universities of California,
California State Universities, California Community Colleges, private/independent colleges and
universities, public and private secondary schools, and local non-profit community agencies each
contribute to the consortia team. Members of the San Diego, Imperial, and North Counties’ Cal-SOAP
consortia include the following:
Alliant International University
AVID-San Diego County Office of Education
California State University, San Marcos
Cuyamaca College
Educational Talent Search
Grossmont College
Grossmont Union High School District
Imperial County Office of Education
Imperial Valley College
National University
Palomar College
Point Loma Nazarene University
San Diego City College
San Diego Community College District
San Diego Mesa College
San Diego Miramar College
San Diego State University
San Diego State University, Imperial Valley Campus
San Diego Unified School District
Sweetwater Union High School District
University of California, San Diego
University of San Diego
Cal-SOAP has worked cooperatively with San Diego teachers and counselors at local middle and high
schools since 1979. Through a network of trained College Peer Advisors working in the Advisement
Component and Tutors working in the Academic Component, the project provides support for school
counseling and academic staff. College Peer Advisors work with students individually and in
classroom settings, assisting with the college and financial aid application processes. While
providing personalized attention, the College Peer Advisors serve as role models and mentors to the high
school students. For more information on the numerous Cal-SOAP services, visit our website:
www.sandiegocalsoap.com.
2
Cal-SOAP STUDENT RULES AND REGULATIONS
1. Job Description
Each Cal-SOAP student employee is expected to perform in accordance with his/her job description. If an
individual is not performing duties as specified, corrective action will be taken. If there is no improvement in
job performance, the individual will be terminated.
2. Employment Eligibility
A student must be concurrently enrolled each quarter or semester in college at a minimum of half-time status (6
hours) in a degree-driven program that will result in an associate’s, bachelor’s, or master’s degree. Student
employees will be asked to sign a statement of financial need to be maintained in our employee file.
In accordance with school district policies, student employees will be fingerprinted. Student staff may not go to
a site until cleared by the district.
3. Work Schedules
Cal-SOAP student employees shall provide a written schedule to the Cal-SOAP office showing their
availability to work. After the Cal-SOAP office approves the schedule, the employee shall not deviate from
this schedule during the semester/quarter. If an employee wishes to alter the original schedule, he/she must
first submit a written request to seek written approval from their Cal-SOAP supervisor. Anyone altering his or
her schedule without written approval will not be paid.
Cal-SOAP must have on file a new work schedule for each semester/quarter. Employees may not return to
school sites at the beginning of a semester/quarter until Cal-SOAP approves your new schedule. If you cannot
file a new schedule, you must notify the Cal-SOAP office in writing immediately. After a holiday, if you have
not returned to your school site within 5 days of your institutional school opening, you may be terminated as an
employee of Cal-SOAP.
4. Absences
All employees are expected to be at their school sites at the assigned times. If you are absent or cannot attend
your school site as scheduled, you must first call the Cal-SOAP office to report your absence and then call
your school site. The Cal-SOAP office and school site must be notified each day you are not in attendance or
tardy. You must call in and report to the office and your school site any tardies over 15 minutes. Absences and
tardies greater than 15 minutes must also be reflected in your timesheets. The office has a 24-hour voice mail:
(858) 569-1866. For school sites, you are to call as soon as the school opens that morning and use the absentee
procedure established during your Initial Site Visit.
Employees may not make up lost time due to tardies, absences, or holidays. It is important that employees be
at their school sites according to their approved schedule. Employees are required to disclose their final exam
schedule and any institutional holidays at the beginning of each semester/quarter. You are to remind both the
office and your school site in writing of your scheduled vacations and final exam schedule at least 2 weeks in
advance and indicate the date and time you will return to the site. Midterm exams and papers are not deemed
as valid reasons to miss work. A Cal-SOAP student employee can be terminated for an unauthorized change in
schedule or an inconsistent schedule.
5. Confidentiality
Each employee shall keep all student records, financial information, student transcripts, grade reports, contact
sheets and other records in a secure area at a school site. This information should not be left unattended, even
for a short period of time.
All conversations with students are considered confidential unless you feel that the information could cause
harm to the student or others. Failure to keep these records and conversations confidential are grounds for
immediate dismissal.
6. Falsification of Cal-SOAP Records
Falsification of any timesheet, contact sheet, student intake form, statistical count, sign-in sheet, or other Cal3
SOAP records will not be tolerated under any circumstances and is grounds for immediate dismissal.
7. Timesheet Rules for All Cal-SOAP Employees
Because the Cal-SOAP project is the recipient of federal, state, and local monies, you are required to turn in an
accurate account of exact time spent at school sites and at training sessions. At your school site you are required
to use the Cal-SOAP timesheet. Each entry must be signed in ink, indicating the date, the time in, and time out.
Failure to log in your time accurately is cause for non-payment or can lead to termination. All timesheets are
subject to an internal audit by the Cal-SOAP office. If there are any discrepancies in time reporting, the office
will stop payment for that time period until the issue is resolved. Before turning in your timesheet to CalSOAP, you must also get it signed by the appointed Site Contact or your Cal-SOAP Component
Coordinator. Cal-SOAP will audit all time reporting records including work-study students employed
by other institutions.
Time entered on timesheets must be written in blue or black ink. Timesheets require two verification
signatures that must be done in ink: your signature and your site contact person or coordinator. If any one of
these signatures is missing, it may delay your check payment. You need to plan ahead to get the required
signatures. Discuss with your coordinator/school site contact a contingency plan in case the site contact
person is absent when your timesheets are needed. Make a copy of your timesheet for your own records.
Work-study students should keep a copy of timesheets and keep track of the hours paid on Work-study
dollars.
UCSD/Bi-weekly Paid Staff
Pay periods start on a Sunday, and end on a Saturday. Use the exact dates shown on the payroll calendar (i.e.
9/17/06-9/30/06). Do not create your own dates. Timesheets with incorrect dates will be held and the
employee will be called to come in and make the corrections. Check the UCSD Payroll Calendar (online) for
timesheet due dates. Around holidays the timesheets may be due earlier. On the due date timesheets must
be in the Cal-SOAP office no later than 4:00 pm. If your timesheet is late, you will not be paid until the next
pay period. NOTE: Timesheets should be turned in during the active pay period. You are not allowed to
stockpile timesheets and turn them in late. Two missed timesheet deadlines can result in termination
from the program.
Direct Deposit
If you have requested direct deposit, you will have to physically pick up the first two paychecks at the CalSOAP office. Generally, by the third paycheck direct deposit should occur. Please call your bank, Wednesday
morning, to see if your check has been deposited. Check pick-up day is Wednesday after 1:00 pm. Direct
deposit day is Wednesday morning. Cal-SOAP highly encourages you to enroll in direct deposit to avoid any
delay in receiving your paycheck. Checks will not be available for pick-up anytime after 3 pm.
8. Employees with Work-Study-Paid By Other Institutions
Timesheets are due according to your institution’s payroll deadlines. Check with your payroll contact person to
coordinate the number of work-study dollars that have been awarded and the allotted number of hours per week
your institution expects you to work. If the student exceeds the dollar amount awarded, Cal-SOAP is not liable
to pay the difference. Time entered on timesheets must be written in ink.
Timesheets require four
verification signatures that must be done in ink: your signature, your site contact site person, and a
representative in the Cal-SOAP office (usually your Coordinator or Administrative Assistant) and your paying
institution. Plan ahead to get the required signatures. Discuss with your school site a contingency plan in
case the site contact person is not around when your timesheet signatures are needed. Make a copy of your
timesheet for your own records to track your work-study time.
Cal-SOAP reserves the right to stop payment if you do not follow these procedures.
9. Cal-SOAP Materials
Any printed materials that you receive in training or workshops are the property of the Cal-SOAP project.
These materials and other information should be stored in a secure area at your school site. On your initial
visit, please ascertain where your binders, boxes, and paperwork can be secured.
4
An employee is not permitted to transport these materials home unless he/she will use the information to
do data entry at the Cal-SOAP office. Your Cal-SOAP supervisor must be informed in writing of where your
Cal-SOAP materials are stored at your site. Be sure to check your mailbox in the Cal-SOAP office at least
once every two weeks for new materials and information.
10. Termination
If you terminate your employment voluntarily (or, resign), you are required to contact the Cal-SOAP
office at least two weeks in advance so that a replacement can be found. You are also required to bring
all Cal-SOAP materials (including final timesheet, data information, boxes, binders, training information,
badge, etc.) to the Cal-SOAP office within 24 hours after your last day at your school site. Until all materials
are received and all data entry is current, your final check will be put on hold. You are also required to write a
letter of resignation indicating the reason you are resigning and fill out a form with your forwarding address
stating your last day of employment for tax purposes.
At the end of the school year, you are required to schedule an exit interview even if you plan on returning
for the next school year. At the exit interview you will turn in all Cal-SOAP materials, provide a forwarding
address to the Cal-SOAP office, and be informed about interview dates if you plan to return to Cal-SOAP.
11. Involuntary Termination
A student employee can be terminated from Cal-SOAP for (1) not reporting to a school site as scheduled; (2)
lack of communication with the Cal-SOAP office staff, including not returning phone calls, emails, etc. within
48 hours or updating your current phone and email contact information; (3) refusal of school site to want you
on their campus due to poor performance or inconsistent attendance; (4) failure to follow rules and regulations
as outlined in the document; and (5) it is imperative that you communicate problems and schedule an
appointment with your Coordinator to address issues. Cal- SOAP reserves the right to contact work-study
offices and human resources offices at your university about the reason for your termination.
12. Code of Conduct
Cal-SOAP student employees are guests at school sites, representing UCSD and Cal-SOAP. As guests, the
school site has a right to ask you to leave at any time. Student employees are hired for specific school sites. If a
school site does not want you on their campus, Cal-SOAP reserves the right to not continue your employment
with the program.
Cal-SOAP employees must be professional at all times, including dress, language, and behavior. Cal-SOAP
employees must also follow additional requirements as determined by school sites.
Cal-SOAP employees are to never discuss personal issues with students, such as sex/dating, drinking/drugs,
religion, politics, etc.
Cal-SOAP employees are prohibited from fraternizing with students from school sites after work-related hours
and when not in accordance with your job description. Any employee who violates this rule will be terminated
immediately.
Cal-SOAP employees are not to give students their personal or cell phone number, email address, website or
any other method of communication that violate Cal-SOAP policies and procedures.
Cal-SOAP employees cannot use personal emails, cell phones, or texting devices at school sites.
13. Evaluation of Performance
Cal-SOAP professional staff will evaluate the performance of each student employee at the end of each
quarter/semester and at the end of the academic year. This will determine if a student employee can continue to
work the next semester/quarter or can reapply for employment for the next academic year.
14. Transportation
You are required to use your own transportation when reporting to your assigned school site. Your vehicle
cannot be used to run errands for your school site or to transport students.
5
15. Activities at School Sites Outside of Work Schedule
As an employee, you are to seek approval from your supervisor to do additional duties (fairs, field trips,
financial aid nights, etc.) at your school site. If approached by school site personnel, do not commit to an
additional job responsibility until you have written approval from Linda Doughty.
16. Dress Code
Employees must look professional at school sites. At your initial visit to your school site, ask the site contact
person to discuss appropriate dress code at that school site. Also, employees who work for Cal-SOAP are
prohibited from wearing inappropriate attire that is of a suggestive nature, such as T-shirts and hats with
cigarette/alcohol/drug logos, crop tops, sagging pants, cut-offs, bandannas, body piercing jewelry, etc.
Absolutely no clothing that exposes the abdomen or back-side. Very short dresses or skirts and very low cut
blouses are also prohibited. All visible tattoos that are of a suggestive nature should be covered during working
hours.
17. Alcohol/Drug Use
Employees are expected to come to school sites alcohol and drug free. Any discussion of these topics with
students is forbidden. All work sites are smoke free.
18. Problems at School Site
Employees are encouraged to resolve issues at the school site. However, if you feel that the issue warrants the
attention of your supervisor, do not hesitate to call the Cal-SOAP office. Also, if you feel uncomfortable at
your site, call the Cal-SOAP office. We are accessible and open to assisting you.
19. Accidents or Natural Disasters at School Site
Be sure to review site emergency plans during your initial visit. In the event of an emergency or natural
disaster, contact the Cal-SOAP office as soon as possible. If you become injured at your site, contact the CalSOAP office and then follow the workman’s compensation procedures through your employment institution.
20. School Site Sign-in Procedure
All student staff must sign in and out at the school site’s main office and any other areas determined by your
site contact. For example, school site staff may also request that you sign in at the counseling center.
By signing this form, I agree that I have read and understand the rules and regulations and further agree to
abide by them.
_________________________________
Print Name
_______________________________
Signature
6
________________
Date
Personnel Policies for Staff Members
Appendix I—Selected Presidential Policies
I-2 Policy On Substance Abuse
November 1, 1990
The University of California recognizes dependency on alcohol and other drugs as a treatable condition and offers
programs and services for University employees and students with substance dependency problems. Employees
(including student employees) and students are encouraged to seek assistance, as appropriate, from Employee
Support Programs, health centers, and counseling or psychological services available at University locations or
through referral. Information obtained regarding an employee or student during participation in such programs or
services will be treated as confidential, in accordance with Federal and State laws.
The University strives to maintain campus communities and worksites free from the illegal use, possession, or
distribution of alcohol or of controlled substances, as defined in schedules I through V of the Controlled Substances
Act, 21 United States Code section 812, and by regulation at 21 Code of Federal Regulations section 1308.
Unlawful manufacture, distribution, dispensing, possession, use, or sale of alcohol or of controlled substances by
University employees and students in the workplace, on University premises, at official University functions, or on
University business is prohibited. In addition, employees and students shall not use illegal substances or abuse legal
substances in a manner that impairs work performance, scholarly activities, or student life.
Employees found to be in violation of this Policy, including student employees if the circumstances warrant, may
be subject to corrective action, up to and including dismissal, under applicable University policies and labor
contracts, or may be required, at the discretion of the University, to participate satisfactorily in an Employee
Support Program.
Students found to be in violation of this Policy may be subject to corrective action, up to and including dismissal, as
set forth in the University of California Policies Applying to Campus Activities, Organizations, and Students (Part
A) and in campus regulations, or may be required, at the discretion of the University, to participate satisfactorily in
a treatment program.
Special requirements for employees engaged on Federal or State contracts and grants
The Federal Drug-Free Workplace Act of 1988 (Public Law 100-690, Title V, Subtitle D) and the State Drug-Free
Workplace Act of 1990 require that University employees directly engaged in the performance of work on a
Federal or State contract or grant shall abide by this Policy as a condition of employment.
Employees working on Federal contracts and grants shall notify the University within five calendar days if they are
convicted of any criminal drug statute violation occurring in the workplace or while on University business. This
requirement also applies to all indirect charge employees who perform support or overhead functions related to the
Federal contract or grant and for which the Federal government pays its share of expenses, unless the employee's
impact or involvement is insignificant to the performance of the contract or grant. The University is required to
notify the Federal contracting or granting agency within ten calendar days of receiving notice of such conviction
and to take appropriate corrective action or to require the employee to participate satisfactorily in available
counseling, treatment, and approved substance-abuse assistance or rehabilitation programs within thirty calendar
days of having received notice of such conviction.
Applicability: All Personnel and Students
_________________________________.
Student Signature
7
Cal-SOAP College Peer Advisor (CPA)
Job Description
Essential Function:
Under the general supervision of the Cal-SOAP Director and Advisement Coordinator, and the immediate
supervision of a site counselor, it is your task, as a College Peer Advisor, to assist the high school
guidance program by providing classroom, individual, and small group college advisement to high school
students and their parents. College Peer Advisors help students plan for postsecondary education; they do
not recruit for any particular institution.
Duties:
The College Peer Advisor may perform any combination of the following duties at their school site when
meeting with each student for at least three to four intensive sessions and/or classroom presentations:
1. Motivate students to consider postsecondary educational opportunities.
2. Discuss the nature of the collegiate experience with students. Be positive!
3. Assist students in planning their high school careers for college eligibility.
4. Help students research and discover their career interests and options.
5. Instruct students on how to complete college and financial aid applications.
6. Discuss educational opportunities with students and their parents, when appropriate.
7. Help find information for students on their colleges and careers of interest using many
resources.
8. Perform other duties, within the above framework, as assigned by site counselors.
Responsibilities:
The College Peer Advisors are expected to do the following:
1. Perform duties in a responsible manner.
2. Attend all Cal-SOAP training sessions, meetings, and events.
3. Report to school site(s) in accordance with the established hours of work.
4. Report absences to both the school site(s) and the Cal-SOAP office.
5. Keep updated, organized, and accurate records of student contacts in accordance with the
instructions of the Cal-SOAP Advisement Coordinator.
6. Offer to attend workshops and college fairs that counselors set up at school sites. (You will be
paid for these events when you get written approval!)
7. Cooperate fully with site counselors, teachers, and administrators. (Always be flexible!)
8. Return data and timesheets to the Cal-SOAP office every biweekly, or when requested.
Minimum Qualifications:
College Peer Advisors must be capable of providing positive support for students and parents referred to
or seeking services from Cal-SOAP. They must possess good oral communication skills, along with the
ability to relate to students with multicultural backgrounds. In addition, College Peer Advisors must be in
good academic standing (2.25 GPA). Possession of a driver’s license, availability of a private
automobile, and auto insurance are also required. Healthy TB test results are a requirement.
Fingerprinting may also be requested by certain school districts.
The skills, knowledge, and abilities listed above would typically be gained through college level
coursework in the social sciences, or experience in counseling or guidance services provided by a public
or private agency. Fluency in conversational Spanish or another foreign language is highly desirable for
designated positions where bilingual skills are needed. You are to serve as a role model and strive to
present a positive, professional image through personal appearance, the proper use of language, and the
responsible distribution of information.
8
Cal-SOAP Work Schedule
Office Hours: 8:00 am – 4:30 pm
San Diego Cal-SOAP
Revere Center-Room 14
6735 Gifford Way
San Diego, CA 92111
Phone: (858) 569-1866
Fax: (858) 569-1136
Imperial Valley Cal-SOAP
720 Heber Ave.
Room CLAT - 107
Calexico, CA 92231
Phone: (760) 768-5650
Fax: (760) 768-5654
Name: ________________________________________________
Today’s Date: _____/_____/_____
Email: ______________________________________________________________________________
Phone: _______________________________
Cal-SOAP Student Staff Position:
Alternative Phone: _____________________________
CPA ______
Tutor ______
Office ______
College you attend: ______________________________ Do You Have Work Study?
Term: Fall Qtr __
Winter Qtr __
Spring Qtr __
Fall Sem __
Spring Sem __
Summer __
Work site(s): _________________________________________________________________________
Schedule Start Date: ____/_____/____
Schedule End Date: ____/_____/____
Please indicate below the days and hours when you will be working at your site(s):
Day
Monday
Hours
Site
Total Hours
Tuesday
Wednesday
Thursday
Friday
Total number of hours per week: ____________
Dates not available to work due to college vacations: ________________________________________
Dates not available to work due to final exams: ____________________________________________
Schedule approved by: _________________________________ Date approved: _____/_____/_____
Note: You may NOT alter your work schedule without permission from your Cal-SOAP supervisor.
9
Cal-SOAP CPA Sign In and Out Log
CPA Last Name, First Name
CPA Name
CPA Last Name, First Name
Date
Time In
Time Out
Time In
Time Out
Contact Initials
(Mandatory)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Note 1: Please keep a copy at the school site for Cal-SOAP auditing. Turn in a copy to the Cal-SOAP office at the end of the
year for review. Multiple CPAs can use one copy for the same high school site.
Note 2: All CPAs must also sign in and out at the main office of their school site for any visit, as per district policy.
10
Pay Instructions
As a Cal-SOAP student employee, there are many forms that you must use to verify your work hours. The
most important are the timesheet and the Cal-SOAP CPA Sign In and Out Log. These forms are used to
record the number of hours that you work each day and must be completed in ink.
1. These documents are used for the payroll process and will be available in the Cal-SOAP office.
 UCSD Payroll Calendar
 Timesheet (biweekly use)
2. Students must document the hours and breaks worked during each biweekly period on the timesheets.
Hours entered should be the same as: 1) your most recent work schedule on file at the Cal-SOAP office;
2) your Cal-SOAP CPA Sign In and Out Log; and 3) the visitor sign-in log at the front office of your
school site.
3. Timesheets must have a site supervisor’s signature and your signature before they are turned in for
processing.
4. Students are considered part-time employees and receive one 15-minute break for each work period of 4
continuous hours or more, not to exceed two breaks per day. This break is paid and does not need to be
reported on the timesheet.
5. Students are required to take a 1/2 hour unpaid lunch break for over 6 continuous hours of work. This
break must be reported on the timesheet.
 For example: 8:00 am – 2:30 pm work hours might result in a 11:00 – 11:30 am lunch,
reporting 6.00 hours for the entire work day.
6. Students must log in timesheets at the Cal-SOAP office on or before the timesheet due date.
7. Late or incomplete timesheets will be processed with the next biweekly pay period. No exceptions.
Failure to turn in timesheets on or before the timesheet due date will result in employee discipline
including written warning, which could lead to termination.
8. On paydays, students must sign for their own paychecks. If students would like a final check mailed, a
Paycheck Mail Request form must be completed and signed.
9. If you want to change your method of payment, a Payroll Distribution Request form must be completed.
Be certain of how you want to be paid as the direct deposit process takes a little longer to put in place.
Cal-SOAP strongly recommends direct deposit of pay into your checking or savings account.
10. If you need someone else to pick up your paycheck, a Consent for Check Pick-up must be completed and
signed in advance.
11. Do not mark “Final Timesheet” unless you intend to terminate your employment with Cal-SOAP.
12. Look for a sample and actual copy of the timesheet in this section of the handbook.
Check this handbook for a blank copy of the timesheet, the CPA Sign In and Out Log, and the biweekly pay schedule. Please pick up new timesheets and logs in the Cal-SOAP office when you drop off
your timesheets. They may also be found on the Cal-SOAP website: www.sandiegocalsoap.com
11
12
Sample
Cal-SOAP Timesheet
Sample
If this is your final timesheet, check here: ________
See the Cal-SOAP Website
For the UCSD Payroll Calendar
.
.
12:30
08:00
IN
2:30
12:00
OUT
10/12
2:30
12:00
OUT
Sample
Sample
2.0
4.0
HRS
2.0
4.0
HRS
:
:
IN
:
:
WED:
IN
:
:
OUT
10/13
:
:
OUT
10/06
.
.
HRS
.
.
HRS
:
08:00
IN
THURS:
:
08:00
IN
THURS:
:
12:00
OUT
10/14
:
12:00
OUT
10/07
.
4.0
HRS
.
4.0
HRS
:
:
IN
:
:
FRI:
IN
FRI:
:
:
OUT
10/15
:
:
OUT
10/08
.
.
HRS
.
.
HRS
:
:
IN
:
:
SAT:
IN
SAT:
:
:
OUT
10/16
:
:
OUT
10/09
.
.
HRS
.
.
HRS
Sample
Site Supervisor
:
:
HRS
TUES:
12:30
08:00
IN
WED:
Employee’s Signature
:
:
OUT
.
.
HRS
10/05
Mary Gillespie
.
IN
10/11
:
:
OUT
TUES:
John Smith
:
:
.
HRS
:
:
MON:
IN
10/04
.
10.00
Total
Weekly
10.00
Total
Weekly
Report time in pencil
Report over 6 hours without a break of 15 or 30 minutes
Report time worked over your approved work schedule
Staple timesheets
Turn your timesheets in late
I certify that I have reviewed this timesheet and the work hours reported were performed in a
satisfactory manner.
:
:
OUT
.
.
HRS
MON:





I certify that I have worked all of the hours indicated on this timesheet.
IN
10/10
:
:
SUN:
:
OUT
IN
:
10/03
Calculate, round off and report hours by quarters only (15 min. = .25) (30 min. = .50) (45min.= .75)
Get the Site Contact’s signature from the school site
Report time in black or blue ink only
Sign your timesheet
Turn your timesheets in on time
SUN:





ATTENTION ALL EMPLOYEES: PLEASE OBSERVE THE DOs & DO NOTs OR YOUR YOUR TIMESHEET WILL NOT BE PROCESSED.
Please do:
Please do not:
Advisement ___X___ AVID_______ Community Resources ________
Data _____ Community College _____ Elementary Tutoring ________
GEAR UP _______Office _______ Other _____
Work Site ___Morse High School____________________________
Cal-SOAP Supervisor__Linda Doughty___________________________
EMPLOYER INFORMATION
What college do you attend? __UCSD___ From: Month __10_ Sunday _03___Yr_10__
WORKSTUDY No ___ Yes __X_ Amount_$1200_ To:
Month __10_ Saturday _16__Yr_10__
Pay Rate__$11.00_____
Total # of Hours This Period_20.00
Last Name/First Name__Smith_______/____John_______
Employee’s Contact Phone #___619-123-4567__________
BIWEEKLY PAY
*Revere Center-Rm. 14 * 6735 Gifford Way * San Diego, CA 92111*
EMPLOYEE INFORMATION
PLEASE FILL OUT COMPLETELY AND PRINT CLEARLY IN INK ONLY.
*Office # (858) 569-1866
13
*Revere Center-Rm. 14 * 6735 Gifford Way * San Diego, CA 92111*
See www.sandiegocalsoap.com
For the UCSD Payroll Calendar
If this is your final timesheet (ending employment),
please attach a letter of resignation.
Pay Rate____________
WORKSTUDY No ___ Yes ____ Amount_____
BIWEEKLY PAY PERIOD
:
.
.
IN
:
:
:
:
OUT
:
:
OUT
.
.
HRS
.
.
HRS
:
:
IN
:
:
WED:
IN
:
:
OUT
:
:
OUT
.
.
HRS
.
.
HRS
:
:
IN
:
:
THURS:
IN
:
:
OUT
:
:
OUT
.
.
HRS
.
.
HRS
:
:
IN
:
:
FRI:
IN
FRI:
:
:
OUT
:
:
OUT
.
.
HRS
.
.
HRS
:
:
IN
:
:
SAT:
IN
SAT:
:
:
OUT
:
:
OUT
.
.
HRS
.
.
HRS
Site Supervisor
:
:
:
:
TUES:
IN
THURS:
Employee’s Signature
.
:
HRS
.
.
HRS
WED:
.
.
Total
Weekly
.
Total
Weekly
Report time in pencil
Report over 6 hours without a break of 15 or 30 minutes
Report time worked over your approved work schedule
Staple timesheets
Turn your timesheets in late
I certify that I have reviewed this timesheet and the work hours reported were performed in a
satisfactory manner.
:
:
.
OUT
:
:
OUT
TUES:





I certify that I have worked all of the hours indicated on this timesheet.
:
:
IN
HRS
IN
:
MON:
.
SUN:
OUT
:
:
:
:
:
.
IN
OUT
IN
HRS
MON:
Calculate, round off and report hours by quarters only (15 min. = .25) (30 min. = .50) (45min.= .75)
Get the Site Contact’s signature from the school site
Report time in black or blue ink only
Sign your timesheet
Turn your timesheets in on time
SUN:





ATTENTION ALL EMPLOYEES: PLEASE OBSERVE THE DOs & DO NOTs OR YOUR TIMESHEET WILL NOT BE PROCESSED.
Please do:
Please do not:
Advisement-CPA______________ Community Resources __________
Data __________GEAR UP _______Office _______ Other _________
Work Site _________________________________________________
Cal-SOAP Supervisor_________________________________
What college do you attend? _______
From: Month _____ Sunday ______Yr_____
To: Month _____ Saturday _____Yr_____
Total # of Hours This Period_____
EMPLOYER INFORMATION
Last Name/First Name_______________/______________
Employee’s Contact Phone #________________________
PLEASE FILL OUT COMPLETELY AND PRINT CLEARLY IN BLUE OR BLACK INK.
Cal-SOAP Timesheet
EMPLOYEE INFORMATION
*Office # (858) 569-1866
UCSD 2010 PAYROLL CALENDAR
PAYROLL DIVISION
NO. OF WORKING DAYS
JANUARY
21
S
3
10
17
24
31
M
4
11
18
25
4
11
18
25
5
12
19
26
M
5
12
19
26
T
6
13
20
27
4
11
18
25
M
5
12
19
26
3
10
17
24
31
T
6
13
20
27
M
4
11
18
25
T
5
12
19
26
20
S
FEBRUARY
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
1
7 8
14 15
21 22
28
176
21
S
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
M
M
2
9
16
23
30
176
22
S
M
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
W
T
F
S
2
9
16
23
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
T
3
10
17
24
31
23
T
MAY
4
11
18
25
W
5
12
19
26
168
22
F
S
S
7
14
21
28
1
8
15
22
29
6
13
20
27
176
22
S
T
6
13
20
27
AUGUST
T
F
S
S
M
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
168
22
S
M
T
W
T
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
W
6
13
20
27
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
= HOLIDAY
NOVEMBER
MARCH
160
W
OCTOBER
21
S
6
13
20
27
168
T
JULY
22
S
W
APRIL
22
S
T
NO. WORKING HOURS
5
12
19
26
176
23
F
S
S
5
12
19
26
6
13
20
27
= BI WEEKLY END DATE
5
12
19
26
JUNE
176
M
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
SEPTEMBER
M
6
13
20
27
Last Update: 6/29/2009
APRIL 1
APRIL 30
JUNE 1
JULY 1
JULY 30
SEPTEMBER 1
14
176
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
DECEMBER
M
6
13
20
27
184
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
= BI WEEKLY PAY DATE
2010 MONTHLY PAYDATES
JANUARY 4
FEBRUARY 1
MARCH 1
184
OCTOBER 1
NOVEMBER 1
DECEMBER 1
UCSD 2011 PAYROLL CALENDAR
PAYROLL DIVISION
NO. OF WORKING DAYS
JANUARY
21
S
2
9
16
23
30
M
3
10
17
24
31
3
10
17
24
M
4
11
18
25
3
10
17
24
31
M
4
11
18
25
2
9
16
23
30
6
13
20
27
F
S
S
7
14
21
28
1
8
15
22
29
1
6 7 8
13 14 15
20 21 22
27 28
168
22
T
5
12
19
26
W
6
13
20
27
T
5
12
19
26
W
6
13
20
27
M
3
10
17
24
31
T
4
11
18
25
W
5
12
19
26
M
T
160
23
S
W
T
F
S
2
9
16
23
3
10
17
24
4
11
18
25
5
12
19
26
MAY
22
S
F
S
S
M
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
168
23
S
M
T
W
T
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
AUGUST
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
7
14
21
28
168
22
F
S
S
7
14
21
28
1
8
15
22
29
T
6
13
20
27
= HOLIDAY
5
12
19
26
184
22
F
S
S
5
12
19
26
6
13
20
27
NOVEMBER
6
13
20
27
6
13
20
27
176
T
OCTOBER
21
S
5
12
19
26
T
20
JULY
21
S
4
11
18
25
W
FEBRUARY
168
APRIL
21
S
T
NO. OF WORKING HOURS
4
11
18
25
176
22
S
M
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
= BI WEEKLY END DATE
4
11
18
25
MARCH
184
M
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
JUNE
M
6
13
20
27
176
T
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
SEPTEMBER
M
5
12
19
26
T
6
13
20
27
W
T
7
14
21
28
1
8
15
22
29
F
DECEMBER
M
5
12
19
26
T
6
13
20
27
APRIL 1
APRIL 29
JUNE 1
JULY 1
AUGUST 1
SEPTEMBER 1
15
S
2 3
9 10
16 17
23 24
30
176
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
= BI WEEKLY PAY DATE
2011 MONTHLY PAYDATES
JANUARY 3
FEBRUARY 1
MARCH 1
176
SEPTEMBER 30
NOVEMBER 1
DECEMBER 1
Cal-SOAP Absence Procedure
1.
(
2.
3.
4.
5.
Contact the Cal-SOAP Office: (858) 569 - 1866 before you contact your school site:
)
.
Leave your message in the general mailbox.
State your school site, your position (CPA), your full name, and spell your last name.
State the reason why you will be absent.
State that you will contact your school Site Contact.
Example:
“Hi. My name is Patricia Castillo. C-A-S-T-I-L-L-O. I have the flu and will not be going to my
school site today, October 14, 2010. I am a CPA at Madison High School. I will be calling my
school site contact, Ms. Gillespie.”
6. Call the Cal-SOAP office and your school site each day of your absence.
7. When you know that you will be absent for more than three working days, inform your coordinator;
we may be able to provide a substitute CPA.
Please submit the absence form below to your Cal-SOAP coordinator and to your site contact person, if
you know that you will be absent a week in advance.
Thank you…and stay healthy!
You should receive Cal-SOAP approval first for all pre-planned absences!
Planned Absence Sheet (Cal-SOAP Copy)
Name: _______________________ Phone: __________________ Site: ______________________
CPA________ GEAR UP________ Other_____________________
Day(s) of the Week
Absent
Absence Date(s)
(Month and Year)
Return Date and Time
Reason for Absence
Site Contact Signature: ______________________ Employee Signature: ______________________
Planned Absence Sheet (Site Copy)
Name: ______________________ Phone: ____________________ Site: _____________________
CPA________ GEAR-UP________ Other_____________________
Day(s) of the Week
Absent
Absence Date(s)
(Month and Year)
Return Date and Time
Reason for Absence
Site Contact Signature: ______________________ Employee Signature: ______________________
16
Section 2
Cal-SOAP
Intensive
Contacts:
Four Years
in Review
Building...and
fulfilling your
postsecondary
dreams
Grade 9: “Building the Dream”
Grade 10: “Money, Money, Money”
Contact 1 (Oct. – Nov.)
 Introduce Cal-SOAP
o College, testing, financial
aid, careers
 What is your dream?
 9th grade course plan
 Four year A-G course plan
 Introduce high school resources:
counselors, outreach, career
center, teachers, Cal-SOAP
Contact 2 (Jan. – Feb.)
 Introduce career options
 Career quiz
 Explain industry sectors
 Career exploration websites
Contacts 3 & 4 (Mar. – Apr.)
 Extracurricular activities: clubs
and community service
 10th grade course plan: collegeprep courses (A-G)
 May: practice CAHSEE
 Summer projects: 1) Make up
failing courses; 2) Begin thinking
about colleges, majors, and careers
Contact 1 (Oct. – Nov.)
 Introduce Cal-SOAP
o College, testing, financial
aid, careers
 Discuss and research
career/college/major goals
 A-G progress; 10th grade courses
 Clubs/community service
 Begin scholarship search
 Register for PSAT
Contact 2 (Jan. – Feb.)
 Introduce career options
 Career quiz
 Explain industry sectors
 Career exploration websites
Contacts 3 & 4 (Mar. – Apr.)
 11th grade course plan: collegeprep, Honors, and AP courses
 CAHSEE
 College profiles:
www.collegeboard.com
 Summer projects: 1) Make up
failing courses; 2) Complete at
least 3 scholarship applications
Grade 11: “Prepping and Planning”
Grade 12: “Fulfilling the Dream”
Contact 1 (Oct. – Nov.)
 Introduce Cal-SOAP
o College, testing, financial
aid, careers
 A-G progress; 11th grade courses
 Register for SAT/ACT/SAT Subj.
 CAHSEE
 Local resources: SAT/ACT prep
classes, local college fairs, CalSOAP events
Contact 2 (Jan. – Feb.)
 Discuss college & testing options
o UC/CSU/CC/Private
college applications
o SAT/ACT/SAT Subject
Contacts 3 & 4 (Mar. – Apr.)
 College compatibility search:
majors, locations, and costs
 12th grade course plan: college
prep, Honors, and AP courses
 Summer projects: 1) Make up
failing courses; 2) Research/visit
colleges you will apply to in Fall
Contact 1 (Oct. – Nov.)
 Introduce Cal-SOAP
o College, testing, financial
aid, careers
 A-G progress; 12th grade courses
 Take SAT/ACT/SAT Subj. exams
 CAHSEE(?)
 College applications (& EOP)
 Distribute Cal-SOAP folder
 Cal-SOAP College Fair (Oct. 27)
Contact 2 (Jan. – Feb.)
 Help with financial aid forms
o FAFSA, GPA Verif. form,
CSS Profile, Scholarships
 College application progress
 Cash for College events (Jan/Feb)
Contacts 3 & 4 (Mar. – Apr.)
 SAR/CAR follow-up
 Acceptance/Housing/Registration
deadlines for universities
 Placement exams
 CC applications/EOPS/BOGW
 IGETC/TAG transfer agreements
 Cal-SOAP Senior Survey
17
First Day Instructions
In October, College Peer Advisors (CPA) will be placed at their assigned school sites by their Advisement
Coordinator. At that time, they will be introduced to the Head Counselor or Site Contact (the person who
will sign their timesheets), and other school staff in counseling / guidance positions.
There are many tasks to accomplish at your school site before you begin to meet with students. You
should not see any students the first day at your site. Your main concern for the first day will be
paperwork and preparation.
The following is a list of duties for your first day of work at your school site:
1. Introductions: Introduce yourself and Cal-SOAP’s services to as many staff members as
possible—especially counselors. Make sure you schedule a meeting with the Head Counselor and
Site Contact in order to complete your “Site Introduction Guide.” (Note: Your Site Contact may
be the Head Counselor.) Give your assigned Site Contact their official “Site Contact Handbook.”
Ask if a counselor can introduce you at a staff meeting.
2. Site Introduction Guide: This packet was distributed during CPA Training and, once completed,
must be returned to your Coordinator in the Cal-SOAP office. (Keep a copy for yourself!) It will
allow you to collect some of the essential information necessary to work at your school site.
3. Teacher Letters: Make copies and distribute introductory letters to targeted students’ teachers.
This letter can be found within this section of your handbook. Place in teachers’ mailboxes,
distribute at a staff meeting, or hand-deliver by visiting classrooms during passing periods. (Get
approval from a counselor first!)
4. Bulletin Notice: Submit a bulletin notice including (1) your name, (2) days and hours you work,
and (3) where you are located. Request that the notice is renewed biweekly or monthly. (Get
approval from a counselor first!)
5. Schedule and CPA Request Form: Post your schedule and the “Request to See Your Cal-SOAP
CPA” sheet in your work area. (Located in this handbook.)
6. Passes: Find out the procedure for looking up student schedules and sending passes. Ask which
classes and teachers to whom you should not send passes; don’t find out the hard way! Also,
prepare passes for the next day that you will be at your site.
7. Student Schedules Form: Copy all your students’ schedules on this form so that you may easily fill
out passes. (An option for those CPAs without computerized access to student schedules.)
8. Presentations: Begin working with counselors and teachers to schedule classroom presentations.
The dates for your first set of presentations must be submitted to your Coordinator by October 29
and performed by November 30. Your second set of presentation schedules must be submitted to
your Coordinator by January 28 and performed by February 25. Remember, presentations should
not run more than 20 minutes (unless specifically requested by teachers) and you should choose
classes with single grade levels (for instance, grade specific AVID, English, and History classes).
Note: If you have trouble scheduling classroom presentations, notify your Coordinator or Leads
immediately.
Notes:
18
Date: _____/_____/_____
Dear Teacher,
The California Student Opportunity and Access Program (Cal-SOAP) is designed to assist your students
in the transition from high school to college. It is our mission to motivate your students to pursue higher
education and provide them with college and financial aid assistance in the following areas:







“A-G” course concentration
Extracurricular activities
Entrance tests
College applications
Financial aid forms
Scholarship searches
Career options
The college-going process requires forms and applications that are sometimes complicated and difficult to
complete; however, they are crucial to a student’s collegiate future. Furthermore, high school preparation
for postsecondary education is a continuous process that must begin as early as the ninth grade.
We ask that you allow your students to meet with us and we promise to make their time away from
class rewarding and brief. It is our firm belief that students who are actively preparing to achieve a
postsecondary goal are much more successful in the classroom.
In addition, with your agreement, we would like to share Cal-SOAP services and briefly outline
postsecondary and career options for your students in two 15-minute classroom presentations.
If you have any questions, please stop by the ___________________________________.
We will be more than happy to speak with you about Cal-SOAP.
Name(s):
Days:
Hours:
Sincerely,
___________________________________________
College Peer Advisor(s)
___________________________________________
Approved by: Site Contact
If you have questions or concerns, please visit our website: www.sandiegocalsoap.com, or call our offices:
San Diego County
(858) 569-1866
Imperial County
(760) 768-5650
19
20
WEDNESDAY THURSDAY
Cal-SOAP Events in San Diego
TUESDAY
FRIDAY
Dates and locations to be announced at a later time!
For more information and event registration, visit the Cal-SOAP website: www.sandiegocalsoap.com
o
 Cal-SOAP COLLEGE FAIR Wednesday, October 27 @ Scottish Rite Center 6:00–8:30 pm
 College Application/Scholarship Workshop Saturday, November 13 @ Lincoln High School Noon-4:00 pm
 CASH FOR COLLEGE Saturdays, January 29-February 26 @ Locations TBD
MONDAY
MY HOURS ARE:
__________________________________________________________
YOUR Cal-SOAP COLLEGE PEER ADVISOR (CPA) IS:
For further information, contact the Cal-SOAP offices:
SAN DIEGO COUNTY: (858) 569-1866
IMPERIAL COUNTY: (760) 768-5650
Are you thinking about college, trade school, or military service
after high school? Cal-SOAP College Peer Advisors (CPAs) are here
to help! Meet with your CPA to discuss college applications,
entrance exams, financial aid, or any questions you may have about
making your four years of high school successful.
REQUEST TO SEE YOUR
Cal-SOAP CPA
COLLEGE PEER ADVISOR (CPA): __________________________________________
GRADE(S): _________ HIGH SCHOOL: _____________________________________
Name
Grade Date
Best Period Topic
21
Postsecondary Plan for: _____________________________________________ Phone Number: ______________________________________
Character Building – Brainstorm:
 Favorite classes, talents,
9th
10th
hobbies & interests
 Plans after high school
 Possible majors of interest
11th
12th
 Career goals
Personal Development:
College Peer Advisement Activities
FRESHMAN: Contact 1:  Intro to Cal-SOAP,  What’s your dream?,  Course
plan,  High school resources
Comments
Contact 2:  Intro to careers,  Career/personality quiz,  Industry sectors,
 Career exploration websites,  A-G progress
Contact 3:  10th grade course plan,  Extracurricular activities,  May: CAHSEE,
 Summer projects: 1) Make up failing courses; 2) Think about colleges/careers
C4: Additional Contact(s):
SOPHOMORE: Contact 1:  Intro to Cal-SOAP,  Career/college
goals,  A-G course plan,  Clubs/community service,  Scholarships,  PSAT
Contact 2:  Intro to careers,  Career/personality quiz,  Industry sectors,
 Career exploration websites
Contact 3:  11th grade course plan,  CAHSEE,  CollegeBoard college profiles,
 Summer projects: 1) Make up failing courses; 2) Complete at least 3 scholarships
C4: Additional Contact(s):
JUNIOR: Contact 1:  Intro to Cal-SOAP,  A-G progress,
 Register SAT/ACT/SAT Subject,  CAHSEE,  Cal-SOAP events/workshops
Contact 2:  College applications and testing,  Research college applications for
campuses of interest,  Research requirements for colleges of interest
Contact 3:  College compatibility search,  12th grade course plan,  Summer
C4: Additional Contact(s):
projects: 1) Make up failing courses; 2) Research/visit colleges you will apply to in Fall
SENIOR: Contact 1:  Intro to Cal-SOAP,  A-G progress,
Contact 2:  Intro to financial aid,  FAFSA,  GPA Verification Form,  CSS
 SAT/ACT/SAT Subject,  CAHSEE?,  College applications (& EOP),  Distribute Profile,  Scholarships,  College application progress,  Cash for College events:
January and February
Cal-SOAP folder,  College fair
Contact 3:  SAR/CAR,  Acceptance/housing/registration deadlines,  Placement C4: Additional Contact(s):
exams,  CC applications/EOPS/BOGW,  IGETC/TAG transfer agreements,
 Cal-SOAP Senior Survey
Options After High School:
Must have a high school diploma or a GED
Military:  If minor, needs parental consent
Vocational / Trade School: 
Other: 
Community College (Two-year college): Certificate Program or Associate Degree. Prepare to transfer to
High School recommendation or over
18-years-old
ACT / SAT not required
a four-year university as a junior or receive career/skill training
CSU
UC
Private / Independent
High School graduate or GED, appropriate
Four-year University
Four-year University
Four-year College/University
coursework, and req’d admissions test(s)
Colleges / Universities: Fee Waivers are available—contact Admissions Offices
College Choices:
1._____________________________
2.________________________________
Final College/University Choice (admitted): _________________________________________
22
3._______________________________
Student’s Name (Last, First)
Student’s I.D.
UC / CSU Course Checklist: Transcript Review
Note: Transcripts may not include courses taken in summer school; check with student.
 Check off courses completed by semester. 1 year = 2 semesters.
 Each semester is represented by a “____” and each year is represented by a “ / ”
 UC recommended courses are not included in the number of semesters missing.
School Name
A-G GPA (See transcript)
Student’s coursework and GPA determines if they are deemed “Select” by reviewer.
(Minimum number of A-G semesters required for UC / CSU = 30 semesters)
(a-g) Subject Requirements: Grade of “C” or qualify for validation.
See the Cal-SOAP Folder for more information.
a. History / Social Science:
Weighted GPA w/o P.E.
Number of semesters missing for MINIMUM
eligibility at UC and CSU
UC: 2 year Requirement
CSU: 2 year Requirement
a. ____________
______ ______ / ______ ______ / Additional Coursework: ______ ______
World History
U.S. History
Note: 1 Year must be “World Studies” and another “U.S. Studies”
b. English:
UC: 4 year Requirement
CSU: 4 year Requirement
b. ____________
______ ______ / ______ ______ / ______ ______ / ______ ______
9th Grade
10th Grade
11th Grade
12th Grade
c. Mathematics:
UC: 3 year Requirement, 4 recommended
CSU: 3 year Requirement, 4 recommended
c. ____________
______ ______ / ______ ______ / ______ ______ Additional Coursework: ______ ______ / ______ _____
UC / CSU Recommended
d. Laboratory Science:
UC: 2 year Requirement, 3 recommended
CSU: 2 year Requirement
d. ____________
______ ______ / ______ ______ Additional Coursework: ______ ______ / ______ ______
UC Recommended
e. Language other than English:
UC: 2 year Requirement, 3 recommended
CSU: 2 year Requirement
e. ____________
______ ______ / ______ ______ Additional Coursework: ______ ______ / ______ ______
1st Year
2nd Year
3rd Year
f. Visual and Performing Arts:
4th Year
UC: 1 year Requirement
CSU: 1 year Requirement
f. ____________
______ ______ Additional Coursework: ______ ______ / ______ ______
g. College Preparatory Electives:
UC: 1 year Requirement
CSU: 1 year Requirement
g. ____________
______ ______ / Additional Coursework: ______ ______ / ______ ______
(Economics is not required for admission, but satisfies the “g” – not “a” subject requirement unless otherwise noted on the UC approved course list for the school.)
If student has more than 12 subject requirements missing in the summer before their senior year, they are
determined to be community college bound by Cal-SOAP reviewer.
 NOTE: STUDENT MAY HAVE SUMMER SCHOOL / COMMUNITY COLLEGE WORK NOT REFLECTED
HERE THAT INCREASES ELIGIBILITY – TALK TO YOUR STUDENT!
Total Number of
A-G Semester(s) Missing
_____________
Eligibility
College Entrance Exams
Financial Aid Forms
Entrance Exams: Most colleges/universities require an entrance exam. You will need to check with the college or university that you plan to attend to find
out which exam(s) are accepted as part of the admission process.
Fee Waivers are available—ask Counseling Staff
CAHSEE
-Test PassedYES / NO
PSAT
YES / NO
SAT
YES / NO
ACT
YES / NO
SAT Subject Tests
YES / NO
Placement Exams
Required by most institutions, including comm. college
TAKEN: YES / NO
PLANNED: YES / NO
Financial Aid: Deadlines to be considered for Cal-Grant Entitlement Eligibility and for private sources of financial aid
All students must meet MARCH 2
deadline but this date may be EARLIER
for some institutions.
FAFSA
Date Sent:
GPA Verification
Date Sent:
Are other forms required (CSS
PROFILE or institutional form)?
Date Sent:
Scholarships:
Applied:
YES / NO
AB 540
Filed:
YES / NO
Requirements include:
- SAT or ACT with Writing
- Two SAT Subject Tests (Not required
beginning with the class of 2012)
- Application submitted by Nov. 30
- Placement exams
- Check for additional requirements
Requirements include:
- SAT or ACT (Writing NOT required)
- Application submitted by Nov. 30
- Placement exams (ELM & EPT)
- Check for additional requirements
UC
YES
NO
Notes:
CSU
YES
NO
Notes:
Private
YES
NO
Notes:
Requirements vary. Check each campus
of interest.
Notes:
All students are eligible for CC.
Placement tests are often required—
verify with each college.
Community College
23
CPA Daily Checklist
 Everyday, remember to log in your start time and wear your name tag. Don’t forget to also sign in
at the main office of your school site.
 Check your CPA Request Form to see if students have asked to see you—send out passes for
these students for the day and period they have suggested.
 Prepare your passes for today (or the next working day), by checking student schedules.
o Ask about the pass policy for your school.
o Passes need to be prepared before each period at the beginning of the day.
o Student monitors take your passes out each period—get to know them—they may be able
to help ensure that your students respond or tell you why they cannot (absence, tests, etc.).
o Review and reorganize your caseload—send for students by grade level, common classes,
GPA, interests, etc.
 Be prepared with any resources necessary for advisement. (Make use of handbook and Internet.)
 Research any advisement tools that will help you assist your targeted students for the day.
 Set up your work area with CPA Meeting Data form, pens, and any advisement materials.
 Organize Cal-SOAP folders/Cal-SOAP Application Scantrons/Postsecondary Plans/Transcripts/
data forms for easy accessibility during meetings.
 Always remember to have students sign the CPA Meeting Data form when they come to see
you!
 First Contact: When meeting with a student for the first time—whether in presentation or small
group format—always introduce yourself and Cal-SOAP. If you become inundated with students,
offer them informational handouts, which will keep them occupied while you work with others.
Here are the steps for your first contact with a student:
o Introduce yourself (school/major) and Cal-SOAP’s services.
o Ask what they plan to do after high school.
o Go over the “Four Years in Review” (in handbook) or other handouts, and the Cal-SOAP
folder.
o Review the Cal-SOAP folder (remember to always use "Show and Tell").
o Describe how you will assist them this year:
 Entrance tests, admission requirements, college applications, financial aid, and
career goals
 Have students begin completing and/or updating Application Scantrons
 Invite students to the Cal-SOAP College Fair on Wednesday, October 27 from 6:00
to 8:30 pm at the Scottish Rite Center in Mission Valley
o Have students write down the information that you tell them.
 Set up a Cal-SOAP information table during lunch every workday.
 Record the date and topic of every contact on your CPA Record Keeping form. Take good
notes on each Postsecondary Plan.
 Review your data forms and make sure you are on your way to building a caseload of at least 120
students from each grade level and that each individual is intensively contacted 3 times.
 Prepare for upcoming presentations. Make sure you remind/follow-up with teachers via email,
telephone, or personal visits. Refer to your handbook for information regarding how to prepare for
a classroom presentation. Make sure any technology/equipment is set up for you.
 Read/review weekly email updates from Cal-SOAP. If time permits, check out new additions to
Cal-SOAP’s website as well.
 Everyday, remember to log out your ending time and enter your work hours on your timesheet.
Don’t forget to also sign out at the main office of your school site.
 Notes:
24
Things to Do in Your Spare Time
The following is a list of some suggested spare-time activities. Take a look at this list when you are
between meetings with students—or when you think you have nothing to do.
FYI: Do not surf the Internet for personal information, make personal phone calls, or do homework.
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Prepare passes for the next period and/or next visit to your school site.
Plan/prepare for a classroom presentation!
Look through your data forms and see what needs to be completed. Are you on track with your
caseload? Have you met all of your students at least three times?
Review and update data. Organize your notes and data. Update your CPA Record Keeping Form
constantly! Make sure that your completed Cal-SOAP Application Scantrons reflect students who are
eligible to be admitted into the program.
Check student attendance.
Update your caseload. Are all of your students still attending high school? Does anyone need to be
dropped for poor pass response rates?
Create lists of students who need to be contacted this month.
Add notes to your Postsecondary Plans in order to better facilitate upcoming contacts.
Send out notes or informational materials to students who need the extra help and encouragement.
Review Postsecondary Plans and research necessary resources for students.
Check on changes to student schedules for pass preparation.
Visit with school counselors: Talk about students, Cal-SOAP, ask questions, or share your progress.
Check on student entrance test scores with the school registrar (if permitted).
Talk with teachers before class or during their prep periods. Introduce Cal-SOAP and the college
information you will be sharing with their students—take your own passes.
Make sufficient copies of reference materials for students—always be prepared!
Make sure your high school site has college applications for local institutions.
Post your schedule and any important deadline reminders in your school site’s bulletin. Get approval!
Take a tour of your school with a Pass Monitor—get to know your work site.
Read your Cal-SOAP mail. Look for information that you can pass on to your students.
Organize binder and box.
Check the Cal-SOAP website (www.sandiegocalsoap.com) for new posts.
Read up on college information. Look for updates on UC and CSU web pages.
Read college catalogs, reference books, occupational guides, and college-related websites.
Look up nearby adult education programs.
Read the high school newspaper and daily bulletins. Find out what is going on at your site!
Read informational pamphlets and magazines on college planning.
Review financial aid information.
Look into all the financial opportunities available to students without Social Security Numbers.
Check admission priority and other deadline dates at different colleges.
Research scholarship information on the Internet or in scholarship books.
Check on computer programs for career and college planning (e.g., College View).
Help keep Counseling or Career Center organized and supplied with materials for students.
Attend an on-campus college presentation.
Research information on the military.
Research two-year degree programs.
Research out-of-state colleges.
Research, research, research! You are advisors; the more resources you have under your belt, the more
successful you will be.
Read the CPA handbook—AGAIN!
25
Tips for Individual/Small Group Contacts with Students
Reminders:
 Build rapport with your students so they will trust you and want to respond to your passes.
 Share your educational experiences and encourage them to talk. If you did not receive assistance with
high school preparation and the transition to college, describe those hardships. If you did benefit from
outreach support, let them know how it affected your future.
 Clarify that you are not an “academic” advisor or a “counselor.” You are here to offer students options
and resources—it is the student’s responsibility to follow up on the information.
 As a CPA, you cannot determine eligibility—show students college admission requirements, but
always refer them to an admissions office for questions about their individual eligibility status.
 Remember that incorrect information is worse than no information. Do not be reluctant to admit to
not knowing the answers to their questions. Get the student’s name and call him or her back with the
answer, refer students to someone for more detailed information, or share phone numbers and resources
from the contact list in the Cal-SOAP folder for further assistance.
 Always practice a “Show and Tell” approach—use your handbook and the Internet. It is much more
beneficial and empowering for a student to have the resources and not just the answers.
 In addition to advisement materials explaining university, community college, and financial aid
requirements, you should use the following documents to guide your contacts:
o Postsecondary Plan
o Parent Letter
o Cal-SOAP Application Scantron
o Year in Review and Timeline (HB)
o Cal-SOAP Folder
o College Fair Flyer (HB)
 Remember to have students sign in on the Meeting Data form, complete an application scantron if they
have not, and fill out a Postsecondary Plan. Always update your Meeting Record form!
Introduction:
“Thanks for responding to my pass. My name is _________________________ and I am a college
student from ____________ working at your high school as a Cal-SOAP College Peer Advisor (CPA).
I represent the California Student Aid Commission, the California Student Opportunity and Access
Program (Cal-SOAP), and all of the four-year and two-year colleges in the San Diego area (see folder). I will be
assisting you with preparing your high school career and planning for your options after high school—including
entrance tests, college applications, financial aid, scholarships, and careers (see “Four Years in Review”).
I am here to help all students with their future objectives, regardless of GPA or course-load. I work to
make your goals a reality—no matter what your past performance has been in school.
(If they should ask how Cal-SOAP targets students…) Every year, school districts send Cal-SOAP target
lists of students with at least 2.0 GPAs whom they identify as underrepresented (i.e. first generation, low
income) in postsecondary institutions. These students are specially selected to apply into Cal-SOAP and benefit
from free advisement and scholarship opportunities.
We have limited spaces, so you must complete this application for admission into our program (“CalSOAP Application” Scantron). To remain a Cal-SOAP scholar, you must meet with me at least three times
throughout the school year. I will send passes for you, but you may come and see me if you are unable to
respond to a pass or anytime you have a question or concern about your high school and college plans. My
current schedule is posted along with a request form.”
For Discussion with the Postsecondary Plan:
Note: Instead of completing the Postsecondary Plan like a questionnaire, ask students to tell you a little about
themselves—have a conversation. “When choosing your future goals, consider what you like to do, what you do
well, or what your gifts, talents, and strengths are, etc. When selecting a college, consider your intended field
of study, campus and class sizes, as well as proximity to urban or rural environments.” (Share the Cal-SOAP
folder: “Choosing a College Campus” and “Selecting a College Option.”)
26
Tools for Motivating High School Students
When it comes to discussing postsecondary plans with seniors, a CPA’s job is very structured—just
review the paperwork and deadlines and push students to stay on track. But with underclassmen (9th-11th),
it can be a little more challenging in motivating them to think hard and seriously about planning not only
for high school, but for their postsecondary futures. When meeting with your students, get to know them:
Find out what their favorite hobbies are and what activities they are involved in. This can be a great start
to finding out what major/field they would like to pursue. Also, share your experiences—what motivated
you in high school? Students are comforted when they know that there are other people with the same
concerns as themselves. Here are a few tools to help motivate students during your meetings:
Four-Year Plan:
 Make sure your students concentrate on their four-year plan with an emphasis on their postsecondary goals (whether it is a UC, CSU, private university, or community/vocational college).
Short-term Goals:
 Creating short-term goals will help them achieve their long-term goal of attending college.
Students should set goals for their classes and personal life. Join clubs at the high school, become
involved in extracurricular activities such as athletics or with student government, and volunteer
within the community: http://volunteersandiego.org.
Long-Term Goals:
 Ask students what city(ies) they are planning to live in once they graduate from high school, and
then have them research colleges in those areas. If it is San Diego, that is fine, but show them that
they can expand their horizons and move to different parts of the state and country.
Career Planning:
 It is never too early for them to start thinking about their futures. Help your students discover their
interests and skills to help them explore compatible careers. Possible online resources:
www.collegeboard.com, http://online.onetcenter.org (O*NET), www.cacareerzone.org/index.html
(California Career Zone), www.californiacareers.info.
Giving Perspective:
 It pays to go to college! If students know that they have the ability to earn more money with
higher education, it will give them the motivation needed to reach those objectives. Giving them a
chart of the degree-to-salary earnings will help them put their educational goals into perspective.
27
Student Recruitment and Retention Techniques
College Peer Advisors are expected to meet specific data requirements to demonstrate successful job
performance and ensure the preservation of Cal-SOAP. You were hired to creatively and responsibly
build and maintain your caseload of students. Review the following suggestions if you are having
trouble with student recruitment or retention. Remember: Any form of communication related to high
school planning and college preparation with students (or their parents) is considered a contact!

The best way to recruit students and quickly complete data requirements is to conduct many
classroom presentations. Plan well! (See the “Classroom Presentation” page in this handbook.)

Share Cal-SOAP event dates with your students and sign up to work these events. If your students
(or their parents) attend, you can count this as a contact (bring your Meeting Data form along).

Inform teachers about Cal-SOAP with the official letter explaining our services (in handbook).

Introduce yourself to teachers—they are more likely to invite you to perform presentations in their
classrooms or permit students to leave class if they understand the purpose of Cal-SOAP.

Ask your Site Contact or site counselors for suggestions on getting students involved with CalSOAP services: What is the best way to recruit students at your high school? On-site workshops?
Assemblies? Lunchtime? Bulletin announcements?

Ask counselors to share Cal-SOAP services with students during their individual meetings.

Ask counselors to share Cal-SOAP services with high school staff.

Ask the Head Counselor if you can be introduced at a staff meeting.

Visit with students outside of their next class for a few minutes: Share Cal-SOAP and how you
may be able to assist them if they respond to your next passes. Always take applications along.

Take passes for yourself before class. Pick up students and talk with teachers. Get approval!

Ask other students in the same classes to share Cal-SOAP services with “No-Shows.”

Ask a Counselor or your Site Contact to sign your passes—students are more likely to take passes
seriously if they are signed by someone they recognize.

Get to know the pass monitors. Discuss a system by which he/she can inform you of absences,
tests, teachers, etc.

If a specific student’s poor response rate becomes a habit after you have repeatedly sent out
passes, you should consider dropping him/her and picking up a new student. Remember, a student
can only be part of your caseload if he/she fills out an application (and is eligible) and you have
met with him/her at least 3 times. Partial contacts are not considered “intensive.” Please always be
data conscious and plan your drop rate accordingly.
Other Suggestions and Notes:
28
How to Plan a Classroom Presentation (Non-Intensive Contacts)
College Peer Advisors are required to conduct six classroom presentations per semester, within their
assigned caseloads. Please follow this layout when preparing for and conducting presentations.
Step One: Preparation
 First, get approval from your Head Counselor/Site Contact, and the teacher(s). It is best if the
counselors schedule the presentations for you, but you may have to do this yourself—in person.
 For your first presentation, you may request—in advance—the presence of a Lead CPA (optional).
 When choosing a class to present in, it is always best to pick grade-specific English, History, or
AVID classes. Talk with school site staff about good classroom/teacher choices.
o Note: It is best to present in the same classes each semester in order to complete your
contacts with the same students. It is best to schedule all of your presentations at once
and in advance.
 Your dress should be business-casual. Remember, you must command the attention of a large
group, so you should appear serious—but, also remember that they are high school students.
 Be prepared! Arrive with Cal-SOAP folders and other materials related to your presentation topic
and the grade level of your audience. Handouts are essential to large group presentations. They
will not remember everything you say! Give them something that they can take home with them.
 Be creative! Do not present in a dull, lecture style. Interact with the audience. Use the PowerPoint
presentations that Cal-SOAP has assigned to each contact (see Cal-SOAP website).
Step Two: Meeting the Teacher (Highly suggested even if counselors schedule presentations for you)
 Introduce yourself and Cal-SOAP to the teacher.
 Give the teacher a Cal-SOAP folder and share it with him/her as though you would with a student.
 Assure the teacher that your presentation will be short, preferably at the beginning or end of class.
 Offer options—present multiple dates and times you are willing to present.
 Ask the teacher for notes/suggestions. What is the best way to maintain attention in this class?
Step Three: Classroom Presentation
 Write your name and contact information (work schedule and location) on the chalkboard.
 Introduce yourself and Cal-SOAP to the class. Tell them your name, school, major, job, etc.
 Explain the purpose of this presentation. This will differ, depending on the topic and grade level:
o All Grade Levels (Presentation 1): Introduction to Cal-SOAP PowerPoint
 Introduce Cal-SOAP’s services. Offer students an overview of their remaining
years in high school. What should they be focusing on? Go over college
requirements and financial aid opportunities. (Possible Handouts: “Four Years in
Review” or “Senior Year in Review”)
o Grades 9 and 10 (Presentation 2): Introduction to Careers PowerPoint
 Begin with a short quiz that matches students with possible industry sectors. Define
these sectors, discuss career search processes, and stress the connection between
postsecondary education and career attainment.
o Grade 11 (Presentation 2): Your Path to College PowerPoint
 Explain UC, CSU, CC, and private college systems. Stress application procedures
and SAT/ACT testing. Remember: Junior year is absolutely crucial to the
development of a college-bound senior.
o Grade 12 (Presentation 2): Financial Aid PowerPoint
 Offer an overview of the FAFSA, GPA Verification Form, CSS Profile, and
scholarships—stress deadlines and application procedures.
 Always leave time for a Question and Answer session. If there are questions that you are unsure
of, tell students that you will get back to them—and look up the information.
 Make sure ALL STUDENTS SIGN THE PRESENTATION SIGN-IN FORM in this
handbook—for data purposes.
29
Student Presentations 101
Proper attire
 Professional dress communicates a message about who you are and how important you consider
your audience. You want to make a presence in the classroom and show that you command your
audiences’ attention. Business casual attire is appropriate as is college related clothing. Always
follow Cal-SOAP and school site dress codes. Make sure your outfit is not distracting; you want
your audience to pay attention to what you are discussing, not to what you are wearing.
Appropriate language
 Be considerate to your audience. Avoid using language that could be considered inappropriate.
You will not only be speaking to students, but teachers as well. Remember, you are representing
Cal-SOAP, as well as providing an example of a college student.
 Avoid slang and be politically correct in your terminology. Choose your language carefully. Be
sensitive and appropriate. Never be condescending toward the audience.
Know your audience
 At times you may be speaking to a variety of audiences. Be conscious of your behavior and
rhetoric, depending on the type of audience:
o For parents: Always greet them professionally. Shake hands, smile, and show that you
want to help them. Focus on giving substance rather than fluff because parents respond
better to factual information.
o For students: Catch their attention. Don’t continue if they are distracted and talking. You
deserve as much respect as they do. When presenting to students, you need to command
the room and make your presence known. Share a story about your experience with higher
education and make it relatable to them. A motivational theme is most successful with
student audiences.
Preparing to speak
 Speak slowly. You do not want to run over your words and you do not want someone in your
audience to miss what you are saying. Repeat certain facts or sentences that are important for your
audience to know.
 Never stand in one spot or behind objects (like chairs). Move around and make sure your audience
is following your movements. If someone is being disruptive, stand and present by their seat.
 Connect with your audience. If you just read word-for-word from your notes or PowerPoint,
people will be bored. Try to look directly into the eyes of your audience members as often as
possible. Alterations in intonation and hand gestures will also better engage audience attention and
make for a more dynamic presentation.
 Make your presentations interactive. Ask the students what the SAT is, or what different forms of
financial aid are available. If you speak at your audience, instead of involving them, they will get
bored quicker than you realize.
 If you are nervous, take a breath and regain your composure. Practice in front of another person or
in front of a mirror. You don’t have to memorize every word in order, but the more you practice,
the more comfortable you will be.
30
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31
Section 3
Database Training Overview
The following are the procedures corresponding to the San Diego Cal-SOAP database, which was
implemented Fall, 2001. The database administrator and project manager, Tou, will be overseeing the
implementation and organization of the database and data collection. You can contact Tou with questions
or concerns by calling the office at 858.569.1866 or by e-mailing him at tfang@ucsd.edu.
Cal-SOAP has one set of forms and guidelines for all programs. This allows for much better organization
of the database as well as data-sharing between programs. Your program coordinator will work with me
to create any specific forms, as needed.
We have created one intake form, labeled the “Cal-SOAP Scholars Application” (Scantron). We have also
created three forms for recording your daily interactions with students, labeled “CPA Meeting Data,”
“CPA Record Keeping,” and “Presentation Student Sign-In” forms. It is possible that there may be some
modifications to these forms and policies as the year progresses. If this happens, you will receive new
instructions in your Cal-SOAP mailbox in the main office. You are encouraged to check it regularly. The
following are instructions for the specific forms.
Cal-SOAP Scholars Application (Scantron) Instructions
These forms must be turned in every biweekly. The information recorded on the “Cal-SOAP Scholars
Application” (Scantron) is of extreme importance to the program. The statistical data is compiled and
used in an annual report for the state of California so that we can continue to receive funding by meeting
with students intensively. “Intensive” students are serviced a total of three or more times. If the student
is not met with three or more times, we do not receive funds for him/her by the state. It is essential that
the Cal-SOAP Scholars Applications (Scantrons) be completed accurately, legibly, and completely. The
information these students provide is very sensitive and you must treat it with the utmost confidentiality.
The application asks for the following basic information:
-
Student Name
Address
Date of Birth
-
Gender
Grade Level
Family Income, etc…
Some of the information requested may seem “too personal” at first. All of this data is collected only to
prove that we are seeing the population targeted by our grant and for statistical analysis. These include:
-
Student/School ID Number: This is very important so that we can track the student from grade-tograde over the course of several years.
Free/Reduced Lunch Eligibility: This demonstrates financial need for educational outreach
services.
Number in Household/Annual Family Income: This information can be used to demonstrate
financial need as well.
Highest Level of Education Parents Received: The state government asks for this information for
both statistical purposes and to determine if the student is or would be a first-generation
college student.
Ethnicity: This information is used for statistical purposes by the state.
Each biweekly, your data and timesheet are due in the office. Please try to keep the forms from being
bent or torn, as they will not be accepted by the scanner. If there is any uncertainty or problems with
this procedure, please feel free to contact me by e-mail or by calling the office.
32
Cal-SOAP Scholars Application
Please fill in bubbles completely...
Reserved for pre-bubbled info.
First Name
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U B
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Y Y Y Y Y Y Y Y Y Y Y Y Y B
Y B
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Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
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Z Z Z Z Z Z Z Z Z Z Z Z Z B
Z B
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Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
Student's
School:
Home Address:
Number, Street
Apartment No.
City
State and Zip Code
Home Phone
(
)
-
Primary Ethnicity (Please choose only one)
African-American
Asian/Pacific Islander
Filipino
Latino/Hispanic
Native American/Native Alaska
White/Caucasian
Other
B
B
B
B
B
B
B
Date of Birth
Month
Year
Day
B
0 B
0 B
0 B
0 B
0 B
0 B
0 B
0
B
1 B
1 B
1 B
1 B
1 B
1 B
1 B
1
B
2 B
2 B
2 B
2 B
2 B
2 B
2
B
B
3 B
3 B
3
3 B
3 B
3
B
B
B
4
4
4 B
4 B
4
B
B
B
5
5
5 B
5 B
5
B
B
B
6
6
6 B
6 B
6
B
B
B
7
7
7 B
7 B
7
B
B
B
8
8
8 B
8 B
8
B
B
B
9
9
9 B
9 B
9
Student/School ID Number
Grade
Annual Family
Income
B
B
0 B
0 B
0 B
0 B
0 B
0 B
0 B
0 B
0
0 B
0
B
B
1 B
1 B
1 B
1 B
1 B
1 B
1 B
1 B
1
1 B
1
B
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2 B
2 B
2 B
2 B
2 B
2 B
2 B
2 B
2
2
B
B
3 B
3 B
3 B
3 B
3 B
3 B
3 B
3 B
3
3
B
B
4 B
4 B
4 B
4 B
4 B
4 B
4 B
4 B
4
4
B
B
5 B
5 B
5 B
5 B
5 B
5 B
5 B
5 B
5
5
B
B
6 B
6 B
6 B
6 B
6 B
6 B
6 B
6 B
6
6
B
B
7 B
7 B
7 B
7 B
7 B
7 B
7 B
7 B
7
7
B
B
8 B
8 B
8 B
8 B
8 B
8 B
8 B
8 B
8
8
B
B
9 B
9 B
9 B
9 B
9 B
9 B
9 B
9 B
9
9
Number of People in Household?
2 3 4 5 6 7 8 More
BBBBBBBB
2 3 4 5 6 7 8
B
B
$34,201 - $38,000B
$38,001 - $42,500B
$42,501- $45,900B
$45,901 or more B
$0 - $30,300
$30,301 - $34,200
Eligible for
Free or
Reduced
Lunch?
Yes
Y
No
Highest Level of Parents' Education
in Primary Household
(Step)
Mother
Jr. High School
High School
College or Beyond
Other
B
B
B
B
B
B
N
(Step)
Father
B
B
B
B
Gender
Male
Female
B
M
B
F
Cal-SOAP Mission Statement:
The California Student Opportunity and Access Program is committed to the mission of providing postsecondary options and financial aid information
in order to raise the achievement levels of students from: low income families, underrepresented backgrounds, and schools or geographical areas with
documented low college eligibility / participation rates.
33
Cal-SOAP Scholars
APPLICATION
Mail or fax to Cal-SOAP
Please write NEATLY and LEGIBLY
NOTE: Students must complete the back side of this application
Student Name:____________________________________________________________________________________________
Last
First
Middle Initial
Email: ______________________________________________________________________________GPA: _______________
Parent Name:_____________________________________________________________________________________________
Last
First
Middle Initial
Are you currently participating in any of the following outreach programs?
UC EAOP
Educational Talent Search
Upward Bound
Other___________________________________
Please Select Your Top 3 Career Interests:
Art / Entertainment
Building / Construction
Computers / Communication
Education / Child Development
Engineering / Technology
Environmental Science / Natural Resources
Fashion / Interior Design
Finance / Business
Food / Tourism / Recreation
Health / Medicine
Marketing / Sales
Public / Government Service
Transportation
Other____________________________________________________
Only committed college-bound students will be admitted to the Cal-SOAP Program. My parent and I understand that:
•
Attendance is mandatory for certain Cal-SOAP events each school year.
•
I must maintain a minimum college-weighted GPA of 2.0 to participate in the program.
•
Cal-SOAP has the right to publish photographs of participants for publicity purposes.
•
When I am in Grade 11/12, I will commit to taking any necessary college admissions tests (PSAT, SAT, ACT, SAT Subject Tests,
etc.)
•
I authorize San Diego and Imperial Counties Cal-SOAP to obtain my transcripts, grades, and test scores for the next four years in
order to track my progress. (My personal information will not be shared with outside parties, but used only for statistical analysis.)
•
If my personal information changes (e-mail address, mailing address, phone number, etc.), I agree to contact
Cal-SOAP to give notification of these changes and keep my records current.
Cal-SOAP Confidentiality Notice
The information on this form is considered to be confidential. No organization outside of the California Student Opportunity and Access
Program (Cal-SOAP) and its immediate parents in education may have access to information shared on this form. This information is only used
to evaluate program effectiveness and track students for future academic and collegiate success.
Complete this application and mail to Cal-SOAP, Attn: Recruitment Manager, 2351 Cardinal Lane Bldg O, San Diego CA 92123 OR fax
to 858-569-1136. You will be notified by phone or e-mail when we receive your application. If you’d like to verify that we received the
application, please call us at 858-569-1866. In order to be considered, students and parents must be committed to attending certain CalSOAP events. We may not be able to accept all applicants. You will be notified by mail regarding whether or not you are accepted in to
the program.
Student’s Signature:___________________________________________
Date:________________________
Parent’s Signature:____________________________________________
Date:________________________
34
35
Entered Into Database? □
CPA Meeting Data
Sample
Clark Kent
Bono H.
Liz Ramirez
Student Signature
Date:______________ Data Entry Initials:______________
CLARK
↓Cal-SOAP Use Only↓
LIZ
JAMES
BONO
JACKIE
VICENTE
Student First Name
Date:
C1
MT
11/16
MT
Tues
Mon
11/15
D
MT
11/17
Wed
Fri
MT
11/19
Mon
MT
11/22
© Cal-SOAP 2006-2010
C3
MT
11/18
Thurs
C2
MT
11/23
Tues
MT
11/24
Wed
School: Grossmont A-Z, Grade 12
Sample
Meeting Type (MT) Key: C1) Contact 1 C2) Contact 2 C3) Contact 3 C4) Additional Contacts D) Dropped
RAMIREZ
BOND
HEWSON
CHAN
FERNANDEZ
KENT
Sample
Biweekly Dates: 11 / 14 – 11 / 27 Year: 2010-2011
Student Last Name
Najwa Mayer
Cal-SOAP ID
CPA Name:
Sample
Fri
MT
11/26
Page 1 of 4
C3
MT
11/25
Thurs
Sample
You may only use the Cal-SOAP forms provided for you. No homemade forms or copies will be accepted. Please refer to the sample sheet below.
You must fill in CPA Name, Biweekly Dates, as well as all of the individual dates within the biweekly. At the beginning of each contact, have the
student sign next to his/her name first. If your students’ full names have been pre-printed on the “CPA Meeting Data” form, along with their
designated Cal-SOAP ID Numbers (bar codes), check that the names are spelled correctly and that the grade is correct. Make sure to record the
Meeting Type (MT) in the boxes provided. If you must drop a student, record it with a letter “D”. Lastly, if you submit applications with the “CPA
Meeting Data” form, check the Application Submitted box.
Submit this form every biweekly and pick up a new copy in your mailbox. You, as an employee, will have your own “CPA Meeting Data” form
to document your contacts each biweekly. This record must be with you at all times during work hours. All student contacts must be documented
on this form as well as on the “CPA Record Keeping” form (see “CPA Record Keeping Instructions”). A contact is defined as any form of
communication with a student regarding scholastic, career, financial aid, and postsecondary information, or regarding a Cal-SOAP based program.
Each and every section must be filled out clearly and completely. Until your students’ names are pre-populated on this list, write them in as you
receive applications. As you turn in Cal-SOAP applications for eligible students, they will be added to your caseload and pre-printed on this sheet.
You will receive a new copy in your mailbox every biweekly. If data is backed-up and you do not see your students’ names on this form even
after you have submitted their applications, just keep writing their names in for subsequent contacts. Data will catch up!
CPA Meeting Data Instructions
×
Application
Submitted
36
CPA Meeting Data
Student First Name
Student Signature
Date:_______________ Data Entry Initials:____________
↓Cal-SOAP Use Only↓
Student Last Name
Entered Into Database? □
Cal-SOAP ID
Date:
MT
Mon
MT
Tues
MT
Wed
MT
Fri
MT
Mon
© Cal-SOAP 2006-2010
MT
Thurs
MT
Tues
MT
Wed
Meeting Type (MT) Key: C1) Contact 1 C2) Contact 2 C3) Contact 3 C4) Additional Contacts D) Dropped
MT
Fri
Page__ of __
MT
Thurs
CPA Name: _________________ Biweekly Dates:____/____-____/____ Year: 2010-2011 School:____________________ Grade:________
Application
Submitted
37
BONO
JACKIE
VICENTE
CLARK
PETER
BRUCE
OPRAH
HEWSON
CHAN
FERNANDEZ
KENT
PARKER
WAYNE
WINFREY
6003120
6003200
6005198
6009326
6012654
6016954
6026599
SCHOOL NAME: Grossmont, GRADE: 10
Najwa Mayer
JAMES
BOND
6002121
CPA NAME:
LIZ
RAMIREZ
X
Student Last Name
10th
6000123
9th
11th
Grade Level on this Form:
Sample
12th
Student First Name
Cal-SOAP ID #
Sample
D
D
Dropped
1/3
10/16
10/9
10/1
10/2
10/16
11/17
C1: Contact 1
© Cal-SOAP 2006-2010
11/17
10/30
11/14
11/30
C2: Contact 2
CPA Record Keeping
Sample
1/22
11/16
1/8
C3: Contact 3
Sample
C4: Additional
Contacts
Page 1 of 1
11/17
10/2
10/16
11/17
Application
Submitted
Sample
Fill in your name and school in the designated area. It is required that you update this form at the end of each day. Transfer dates and meeting
types from the “CPA Meeting Data” form to this one. If you drop a student, you must record it in the Dropped column on this form as well as on
your “CPA Meeting Data” form (see the “CPA Meeting Data Instructions”). Please refer to the sample below.
This form must remain at the school site as a record for the CPA; the Leads will be checking and working from this form, so you must
record everything and it must be legible. You, as an employee, will have your own “CPA Record Keeping” form to document all student contacts.
Student names may have been pre-printed on your “CPA Record Keeping” form. Please add any new students you pick up and cross out any students
who will not be part of your caseload. Note: If you ever need an updated CPA Record Keeping form, please request them from the Leads and they
will put a new one in your mailbox.
CPA Record Keeping Instructions
Student First Name
Student Last Name
SCHOOL NAME: __________________________________
CPA NAME:_______________________________________
10th
12th
9th
11th
Cal-SOAP ID # Grade Level on this Form:
38
© Cal-SOAP 2006-2010
Page __ of __
C1: Contact C2: Contact C3: Contact C4: Additional Application Requested
Contacts
Submitted 1-on-1 Help
GRADE: ____________
Dropped
CPA Record Keeping
39
9 Grade
th
Sample
11 Grade
th
Last Name
Sample
10 Grade
th
CPA: Najwa Mayer
Wayne
Martin
Jackson
Mebarak
Butler
Luke
Berry
Liu
Room #: 230
Sample
12 Grade
th
Period: 3rd
Bruce
Chris
Michael
Shakira
Gerard
Derek
Halle
Lucy
Sample
Sample
First Name
Sample
Sample
X
X
X
Check Here If
Interested In 1-on-1
Help From Your CPA
Sample
SCHOOL (Small School): Grossmont
DATE: October 26, 2010
10
10
10
10
10
10
10
10
Grade
Teacher Name: Mr. X
Sample
This “Presentation Student Sign-In” sheet must be completed and submitted for every classroom presentation you do. This form is a record of what
students you have presented to and when you did the presentation. You will also use this form to find new students for your caseload:
 Step 1: Before beginning your presentation, have all students in the audience sign-in on this sheet. Explain that if students want 1-on-1
meetings with you, they should check the last column of the form.
 Step 2: If you do not have 120 students in your caseload, add the students who checked the 1-on-1 help box to your “Record Keeping” form.
Distinguish these names from your regular caseload by writing the date of the presentation in the “Requested 1-on-1 Help” column of the
“Record Keeping” form. These students will be added to your caseload and must be called out for 3 intensive contacts.
 Step 3: Submit the “Presentation Student Sign-In” form with your “Meeting Data” form to the Cal-SOAP office at the end of the biweekly.
Presentation Student Sign-In Instructions
Cal-SOAP Presentation Student Sign-In
Hey, students! Want to know how to get into the college of your dreams? Need help
finding scholarships and money for college? Not sure what career is right for you? Then
check the box below to receive 1-on-1 advisement with a Cal-SOAP College Peer Advisor
(CPA) at your school.
Room #:
Period:
Last Name
Teacher Name:
First Name
CPA Name: _____________________
9th Grade
10th Grade
11th Grade
Grade
Check Here If
Interested In 1-on-1
Help From Your CPA
SCHOOL (Small School): _______________
DATE: ____________________
12th Grade
40
Classroom Presentation Schedule
CPA: ____________________________
School: _________________________ Grade Level: ____
Please schedule all of your 1st presentations by October 29th and all of your 2nd presentations by January
28th. Separate schedules for 1st and 2nd presentations must be turned in to Evelyn Kheo by these dates.
You are expected to complete all 1st presentations by November 30th and complete all 2nd presentations
by February 25th.
Remember:
 Presentation 1 for all students will be the grade-specific “Introduction to Cal-SOAP” PowerPoint.
 Presentation 2 for grades 9 & 10 will be the “Introduction to Careers” PowerPoint.
 Presentation 2 for grade 11 will be the “Your Path to College” PowerPoint.
 Presentation 2 for grade 12 will be the “Financial Aid” PowerPoint.
You can find more information about planning classroom presentations in this handbook.
Grade
Presentation #
Date of
presentation
Room # &
Period
9th
11th
P1
P2
10/15/2010
10/21/2010
613, per. 1 Mr. X
128, per. 4 Mrs. Y
41
Teacher
Number of
students in
class
37
40
42
10th_____
11th_____
High School ID
Number
School Name:_______________________________________________
9th_____
Student First Name
CPA Name:____________________________
Student Last Name
12th_____
© Cal-SOAP 2007-2011
Page ___ of ___
Period:_____ Period:_____ Period:_____ Period:_____ Period:_____
Class & Room # Class & Room # Class & Room # Class & Room # Class & Room #
Student Schedules
Student Pass Response Form
Date
Student Called
Period Called
Show
No Show
Grade: 9th____ 10th____ 11th____ 12th____
CPA Name:____________________________________________
School Name (Small School):_______________________________
43
© Cal-SOAP 2007-2011
Central Cal-SOAP Paperwork Grid
Form
Location
Usage
WHEN to turn in?
WHERE to turn in?
Site
Introduction
Guide

Provided at
training
Series of questions
about your school
site
Within 2 weeks after
you begin working
Give to Evelyn or a Lead at
the Cal-SOAP office
Cal-SOAP
Work
Schedule



Office
Website
Handbook
Beginning of
Semester/Quarter or
when schedule
changes
Advisement Area. Keep one
at school site
Timesheet



Days and hours you
work at your school
site; give a copy to
Cal-SOAP and
keep one at your
site
Must be completed
Website
Timesheet Area to get paid by CalSOAP
Handbook
Timesheet INBOX
Data Packet
Cover Sheet

Data room
Cover sheet for
biweekly data
Timesheet due date:
biweekly, or dates
determined by your
payment institution
Timesheet due date:
biweekly
Cal-SOAP
Scholars
Application
(Scantron)

Data room
First meeting with
new students (Each
new student must
complete one)
Timesheet due date:
biweekly
Submit with Cal-SOAP
Applications (Scantron) and
CPA Meeting Data forms
Submit with CPA Meeting
Data forms
CPA Meeting
Data


Submit with Cal-SOAP
Applications (Scantron)
CPA Record
Keeping



Mailbox
Handbook
Keep for your record
and auditing
purposes. Turn in
mid-year and end-ofyear
Timesheet due date:
biweekly
Keep in brown folder in
your box. Turn in to
Advisement Area, when
requested
Presentation
Student
Sign-In
Classroom
Presentation
Schedule

Blank forms on
website
Handbook
Document student
contacts and
discussion topics
for Cal-SOAP data
Record dates of
student contacts for
personal use and
performance
evaluations
Collect names of
students during
classroom
presentations
Record dates of
presentations
Timesheet due date:
biweekly



Mailbox
Blank forms on
website
Handbook
CPA boxes
Blank forms on
website
Handbook
October 29 (P1)
January 28 (P2)
Give to Evelyn or Lead at
the Cal-SOAP office

Submit with Meeting Data
forms
Irresponsible Data Collection and Paperwork Submission
Proper collection and submission of data is required for employment at Cal-SOAP. Each month, a list of
employees who are improperly managing or not turning in paperwork and data will be submitted to the
director for disciplinary action. You are expected to clear any personal problems or difficulties with this
procedure before the due date. Questions or special requests can be directed to your Cal-SOAP supervisor
via e-mail or by calling the office. With prior approval, some changes in procedure may be accepted.
Presenting an excuse to your supervisor after the fact is not advisable. Data is a crucial element of the
CPA position and essential to the preservation of our nonprofit program!
44
Section 4
Cal-SOAP Freshman and Sophomore Years in Review
“If you don’t have a plan, you’re planning to fail.”
FALL
 Academics: Enroll in challenging courses and strive for A’s and B’s.
 Admission requirements: Familiarize yourself with the admission requirements for the University of
California (UC) and California State University (CSU) systems. How are the A-G requirements for UC and
CSU the same or different?
o Every high school in California has a UC certified list of certain high school courses which satisfy
the college-prep requirements available at doorways.ucop.edu/list/.
 Discuss College Plans: Meet with your school counselor to discuss your transcript and college plans.
 Cal-SOAP: Receive the benefits of being a Cal-SOAP student by applying with your school’s CPA.
 Explore College Options: Research online and contact colleges/universities.
 College Entrance Exams:
o Visit your high school counselor to register for the PSAT/NMSQT. The Preliminary SAT and
National Merit Scholarship Qualifying Test are standardized tests that provide first-hand practice
for the SAT Reasoning Test.
o To begin preparing for the PSAT/NMSQT, SAT Reasoning or ACT, and SAT Subject exams, take
advantage of online test preparation at: www.collegeboard.com, www.actstudent.org,
www.uccp.org, and www.princetonreview.com.
o If you are planning to take the ACT, register for the ACT-PLAN (pre-ACT), which is a
comprehensive guidance test that helps students assess their current academic development,
explore career/training options, and make plans for the remaining years of high school and postgraduation years. More information at www.actstudent.org.
WINTER-EARLY SPRING
 Academics: Study hard for semester exams, striving for all A’s and B’s.
 Career Discovery: Explore your career options with a Cal-SOAP College Peer Advisor or research online.
For career descriptions: www.collegeboard.com. For a personality/career quiz: www.princetonreview.com.
 Preparation for College Entrance Exams:
o Use your PSAT/NMSQT Score Report Plus for personalized feedback concerning your academic
skills, and to help you get ready for the SAT Reasoning exam.
o Discuss and identify with your school counselor your strongest subjects in order to plan for your
SAT Subject exams (if required). Keep taking classes in these subject areas for preparation.
SPRING-SUMMER
 Academics: When selecting courses for next year, we recommend taking AP courses to better your college
eligibility. By taking these courses, you will increase your weighted GPA and receive college credit.
o 9th Graders: Make sure you pass Algebra I, or its equivalent, no later than the 9th grade. Strive to
maintain an A to B+ average in all A-G course work.
o 10th Graders: Your admission GPA will be calculated based on courses completed and grades
received in grade levels 10 through 11, so you cannot afford to do poorly in the 10th grade!
o If necessary, repeat courses in which you anticipate receiving a grade lower than C during the
summer at your high school or at a community college. D’s may be considered passing in high
school, but at universities D’s do not earn college-prep credit.
 CAHSEE: Students can take the California High School Exit Exam for the first time in the 10th grade!
 Scholarships: Begin the scholarship search process as early as possible. We recommend focusing your 9th
and 10th grade years on scholarships because 11th and 12th grade will be consumed by tests and applications.
 Advanced Preparation: Begin planning summer activities and joining clubs. Explore joint high schooluniversity summer programs where you can enroll in college summer courses to gain high school/college
credit as well as exposure to college-level academics. With principal approval, you can also enroll in a
course at a local community college that is transferable to a 4-year university and earn high school and
college-level credit at the same time (similar to AP courses)!
 Broaden Your Exposure: Colleges want to offer admission to the most well-rounded students, so look for
a job, internship, or volunteer position for the summer.
 College Exploration: Visit colleges that you are interested in during the summer to get to know the
campuses and their facilities.
45
Cal-SOAP Junior Year in Review
“If you don’t have a plan, you’re planning to fail.”
SEPTEMBER
 Academics: Make sure your fall schedule of classes includes the A-G admission requirements, as well as
AP courses centered on your interests. Strive for A’s and B’s this year since your admission GPA is based
on completed courses and grades in 10th-11th grade.
 Discuss College Plans: Discuss with your school counselor all of your college plans, career goals, financial
aid options, and transcript.
 College Entrance Exams: Register for appropriate college entrance tests such as the SAT Reasoning and
SAT Subject Exams at www.collegeboard.com as well as the ACT at www.actstudent.org.
OCTOBER
 Cal-SOAP: Receive the benefits of being a Cal-SOAP student by applying with your school’s CPA.
 Scholarship Search: Ask your counselor or College Peer Advisor about local scholarships and research
other scholarships that match your skills and interests at www.fastweb.com.
 College Exploration: Attend the Cal-SOAP College Fair: Wednesday, Oct. 27, 2010 at the Scottish Rite
Center (Mission Valley) from 6:00 pm to 8:30 pm. For more information: www.sandiegocalsoap.com.
 College Entrance Exams:
o Register for the PSAT/NMSQT with your counselor.
o Begin preparing for the SAT Reasoning Test or ACT, and SAT Subject exams. Take advantage of
online test preparation materials available at: www.collegeboard.com, www.uccp.org, and
www.princetonreview.com.
NOVEMBER
 Scholarship Search: Continue researching and applying for scholarships. Attend Cal-SOAP’s
Application/ Scholarship Workshop: Saturday, November 13 from Noon-4:00 pm at Lincoln High.
 College Exploration: Visit college and university websites. Be sure to meet with university representatives
when they visit your school or at local college fairs. UC: www.ucop.edu; CSU: www.calstate.edu; CC:
www.cccco.edu.
 College Entrance Exams: Continue to register and take the appropriate college entrance examinations, i.e.
SAT Reasoning or ACT, and SAT Subject Exams.
DECEMBER, JANUARY, FEBRUARY
 Career Discovery: Explore your career options with a Cal-SOAP College Peer Advisor or research online.
For career descriptions: www.collegeboard.com. For a personality/career quiz: www.princetonreview.com.
 Financial Aid Information: Research and discuss with your CPA your financial aid options and when to
begin applying (during your senior year). Information at www.finaid.org. Don’t forget scholarships!
 Academics: Study hard for semester exams, and continue to strive for all A’s and B’s.
 Preparation for College Entrance: Review your PSAT scores and find teachers or tutors to help you
improve in weak areas.
 College Exploration: Create a file of brochures and information on your colleges of interest.
MARCH, APRIL, MAY & JUNE
 Academics:
o When selecting courses for your senior year, consider taking honors and AP courses.
o Remember, this semester will also count for your college admission GPA, so strive for all A’s and
B’s with your grades.
o Enroll in summer classes, if necessary.
 Broaden Your Exposure: Begin to plan summer activities: Take a class at a community college to earn
high school and college-level credit. Volunteer for community service hours and get a job for experience.
 College Essay: Request information and tips on writing the college essay. Do not hesitate to look at past
applications to get an understanding of what they ask for in the personal statement.
JULY & AUGUST
 College Exploration: Visit colleges to get a feel for the campuses. If possible, participate in a program in
which you can stay overnight in the residence halls (dorms).
o Sign up for summer Community College courses. These classes will not only allow you to
complete some college credits early, but may also fulfill certain high school requirements.
 College Entrance Exams: Register for appropriate college entrance examinations, i.e. SAT Reasoning,
ACT, SAT Subject exams for next year. Take them twice—colleges will accept your best scores!
46
Cal-SOAP Senior Year in Review
“If you don’t have a plan, you’re planning to fail.”
OCTOBER
 Check out this year’s Cal-SOAP Folder, packed with information about entrance tests, college application
requirements, and financial aid advice.
 Complete a Cal-SOAP Application with your CPA and receive the benefits of becoming a Cal-SOAP student.
 Register for ACT, SAT, and SAT Subject Tests, if required by your college(s) of interest.
o UC campuses require ACT or SAT and two SAT Subject Tests to be taken by the December test date.
o Check with each private school and CSU campus of interest for testing deadlines. (Note: SDSU and other
impacted CSU campuses have a November deadline.)
 Check EOP (Educational Opportunity Program) deadlines at universities of interest. (Note: CSU EOP application is
available at www.csumentor.edu.) This program will help you succeed in college!
 Talk with representatives from colleges all over the nation at the Cal-SOAP University / College Fair: Wednesday,
October 27, 2010 @ Scottish Rite Center (Mission Valley) from 6:00 pm to 8:30 pm.
 Check on dates for other Cal-SOAP events throughout the year: www.sandiegocalsoap.com
NOVEMBER
 Fill out college applications and check deadlines:
o UC & CSU application deadline: November 30
o Private Colleges: Check on financial aid deadlines—especially: CSS PROFILE, if required
o See CPA for application assistance or attend the Cal-SOAP Application/Scholarship Workshop on
Saturday, November 13 from Noon-4:00 pm at Lincoln High School.
DECEMBER
 Private Colleges: Continue working on applications—check on deadlines for admission / registration / financial aid.
 Student and Parent: Apply for a PIN (Personal Identification Number) at www.pin.ed.gov! This will serve as your
electronic signatures for the FAFSA next month…
JANUARY
 FAFSA: Begin FAFSA applications and send electronically or mail ASAP for free money!
o Online FAFSA: www.fafsa.ed.gov (Note: Make sure you and a parent sign up for a PIN first.)
 GPA Verification Form: In addition to the FAFSA, fill out and send this form to CSAC by March 2 to be
considered for state aid—some high schools do this for students. Check the procedure at your school!
o Online GPA Verification Form: www.csac.ca.gov
 CSS PROFILE: Financial aid profile required by some Independent/Private Colleges (www.collegeboard.com)—
check deadlines.
 No Social Security Number? Ask CPA about AB-540 and www.maldef.org. There is financial assistance available!
FEBRUARY
 Continue working on FAFSA and GPA Verification Form—DEADLINE MARCH 2!
o Note: Some schools require FAFSA earlier. Check deadlines!
 Get one-on-one help completing financial aid forms at one of Cal-SOAP’s Cash for College Workshops (Sat. 1/29,
Sat. 2/5, Sat. 2/19, and Sat. 2/26)—register for a nearby location at www.sandiegocalsoap.com.
MARCH
 FAFSA and GPA Verification Form: Submit electronically or postmark by MARCH 2.
 Begin looking for acceptance letters!
 Check email or mail for Student Aid Reports (SAR), summarizing information you reported on the FAFSA and your
Expected Family Contribution (EFC)—report any errors!
 Keep applying for scholarships (free money!): www.fastweb.com; www.sandiegocalsoap.com
 See your CPA about senior survey / end-of-the-year tips / community college information.
APRIL
 Talk with CPA about senior surveys.
 Apply for Community College:
o Meet with a Community College counselor and create an Educational Plan.
o Apply for EOPS for academic and financial assistance while in community college.
o Apply for the Board of Governors Enrollment Fee Waiver (BOGW) to waive registration fees.
o Talk with representatives from colleges all over the country at the National College Fair in April. Look for
date, time, and location at the Cal-SOAP website: www.sandiegocalsoap.com.
 Check email or mail for Student Aid Reports (SAR), summarizing info. reported on the FAFSA and your Expected
Family Contribution (EFC). Also look for California Aid Reports (CAR), summarizing Cal-Grant award amounts.
 Keep up with mail and email—colleges will be sending out acceptance letters and registration information. Check
deadlines for university and community college assessment tests. (For CSU schools, students must sign up for the
ELM and EPT while in high school.)
 Keep up with housing, registration, and orientation deadlines. Meet a college counselor before picking classes.
47
48
Cal-SOAP College
Application and
Scholarship Workshop:
Sat. Nov. 13 Noon-4pm
@ Lincoln High School
November
Talk to a CalSOAP CPA or
your counselors
about filling out
a Cal-SOAP
Application.
Cal-SOAP
students benefit
from free advice
and events!
Cal-SOAP
College Fair:
Wed. Oct. 27
6-8:30pm @
Scottish Rite
Center
Look for the
Financial Aid
(CSS) PROFILE
(www.college
board. com) if you
are interested in
Independent /
Private Colleges.
Check deadlines.
FAFSA &
GPA
Verification
Form
(postmark)
deadline:
March 2
The Free Application for Federal
Student Aid (FAFSA) is NOW
available at www.fafsa.ed.gov.
First, get a Personal Identification
Number (PIN) for yourself and a
parent at www.pin.ed.gov. Note:
You can apply for the FAFSA at
any time; but most aid is available
by March 2.
Consistently apply for scholarships. Remember:
Scholarships = Free Money!! Create a personal
account at: www.fastweb.com.
Contact your college
and/or university for
placement test dates
and locations. Names
of tests vary by school.
Check Nat’l College
Fair in April on CalSOAP’s website
Community College
students: Start on
applications. Also,
apply for FAFSA,
BOGW, and EOPS.
CPAs will only be
available until the last
week of April, so take
the opportunity to ask
questions.
CPAs will help with
financial aid questions
regarding California
Aid Report (CAR) and
Student Aid Report
(SAR).
April
Senior Survey Time: See your CPA!!
Students, remember, it is your responsibility to stay on top
of the game. Only you can make a difference for yourself. If
you need help with anything, see your CPA. For events,
information, and questions visit:
www.sandiegocalsoap.com or call 858.569.1866
Your CPA will
meet with
students interested
in Community
College and share
transfer options
(TAG, IGETC).
Your CPA will go over the FAFSA and GPA Verification
Form. Be aware of deadlines! You will need a Social Security
Number. (If you do not have a Social Security Number, ask
your CPA about AB540 and MALDEF.)
March
February
January
Look for Cash for College workshops
on 1/29, 2/5, 2/19, 2/26 (Locations
TBA) to help you complete your
FAFSA for Cal-Grants and Pell Grant
(Cal-Grants: up to $9,000+, Pell Grant:
up to $4,000+ in free money available).
Ask your CPA for times and locations.
Dec.
Note: Make deadlines a priority! Make sure to see your College Peer Advisor (CPA) to verify deadlines!
All events and information are on our website: www.sandiegocalsoap.com
UC & CSU application deadline:
11/30. Check Private Colleges for
their deadlines.
If you are
applying to a
UC school,
you should
start writing
your personal
statement.
Ask an
English
teacher to edit
your essay!
Have you started on your UC & CSU
applications? Private Colleges? Apply
for EOP too!
College Peer Advisors (CPA) will meet with students.
Students will receive help with college applications, sign up
for ACT w/ Writing, SAT Reasoning, (SAT Subject, if
required). CSU impacted campuses require ACT or SAT
Reasoning by November; UC requires ACT w/ Writing or
SAT Reasoning, and SAT Subject by December. Private
Colleges: Check for required tests and application deadlines.
Community Colleges: Ask CPA about transfer options.
Register for ACT and/or SAT,
SAT Subject Tests. Colleges
look at your best score, so take
them again and again!
October
Cal-SOAP High School Senior Timeline 2010-2011
Important Dates & Deadline for Those
Applying to CSU & UC Campuses
 August 6, 2010
ACT deadline – September 11, 2010 test date
 September 17, 2010
ACT deadline – October 23, 2010 test date
 September 18, 2010
Jumpstart Senior Year Conference – Madison High School (9:00am-1:00pm)
 September 24, 2010
SAT Reasoning & Subject Tests deadline – October 9, 2010 test date
 October 8, 2010
SAT Reasoning & Subject Tests deadline – November 6, 2010 test date
 October 27, 2010
Cal-SOAP College Fair – Scottish Rite Center (6:00pm-8:30pm)
 November 13, 2010
College Application/Scholarship Workshop – Lincoln High School (12:00pm-4:00pm)
 November 30, 2010
CSU & UC Applications due
 January 29, 2011
Cash for College Workshops
 February 5, 2011
Cash for College Workshops
 February 19, 2011
Cash for College Workshops
 February 26, 2011
Cash for College Workshops
 March 2, 2011
Cal-Grant deadline (FAFSA & GPA Verification Form due)
For more information go to www.sandiegocalsoap.com
**Please call your individual campus if you have any questions**
49
10 Benefits of Being a
Cal-SOAP Scholar
1.
Priority review for Cal-SOAP Rewarding College Dreams
Scholarship.
2.
1:1 college and financial aid assistance with a College
Peer Advisor (CPA).
3.
An additional 100 points on the UC application for
active Cal-SOAP students.
4.
Priority registration for students and their parents to
attend Jumpstart Senior Year Conference on
September 18, 2010.
5.
Priority access to participate in Cash for College
workshops.
6.
College Application assistance for UC, CSU, Private,
Community, and Out-of-State colleges.
7.
Assistance with the financial aid (FAFSA) process.
8.
Priority access to the anual Cal-SOAP College Fair on
October 27, 2010.
9.
Priority registration for Career Exploration Workshops.
10. Connection with local colleges through college campus
visits and college programs.
50
4-Year Action Plan
I. Who I am:
II. Who do I want to be?
My strengths and interests:
Possible careers:
___________________ _____________________ ___________________ _____________________
___________________ _____________________ ___________________ _____________________
In order to obtain my career goal(s), I need to receive training / education through:
Work:
COLLEGE:
California State University (CSU)
University of California (UC)
Community College Transfer Program
Community College Technical Program
Career/Technical School
Military Academy
Other 4 Year University
Full-Time Work
Part-Time Work
Training While Working:
Apprenticeships / Internships
Military
Public Service (GreenCorps, AmeriCorps)
Other:_________________________________________________________________________________
High School Academic Plan: Planning for My Future!
Name:____________________________________________
School:____________________________________________
Freshman Year: Fall
Credits
English____________________________________ ____
Math______________________________________ ____
History/SS__________________________________ ____
Science____________________________________ ____
PE________________________________________ ____
Elective/Foreign Language ____________________ ____
__________________________________________ ____
Freshman Year: Spring
English____________________________________
Math______________________________________
History/SS__________________________________
Science____________________________________
PE________________________________________
Elective/Foreign Language ____________________
__________________________________________
Credits
____
____
____
____
____
____
____
Sophomore Year: Fall
Credits
English____________________________________ ____
Math______________________________________ ____
History/SS__________________________________ ____
Science____________________________________ ____
PE________________________________________ ____
Elective/Foreign Language ____________________ ____
__________________________________________ ____
Sophomore Year: Spring
English____________________________________
Math______________________________________
History/SS__________________________________
Science____________________________________
PE________________________________________
Elective/Foreign Language ____________________
__________________________________________
Credits
____
____
____
____
____
____
____
Junior Year: Fall
Credits
English____________________________________ ____
Math______________________________________ ____
History/SS__________________________________ ____
Science____________________________________ ____
Foreign Language____________________________ ____
Elective____________________________________ ____
__________________________________________ ____
Junior Year: Spring
Credits
English____________________________________ ____
Math______________________________________ ____
History/SS__________________________________ ____
Science_____________________________________ ____
Foreign Language____________________________ ____
Elective____________________________________ ____
___________________________________________ ____
Senior Year: Fall
English____________________________________
History/SS_________________________________
__________________________________________
__________________________________________
__________________________________________
Senior Year: Fall
English____________________________________
History/SS__________________________________
__________________________________________
__________________________________________
__________________________________________
Credits
____
____
____
____
____
CAHSEE:
English passed:_____
Math passed:_____
Total Credits for All Four Years:
51
Credits
____
____
____
____
____
____
College Entrance Exams:
Most colleges / universities require the completion of an entrance exam. Find out which exam(s) are accepted by your
anticipated college(s) prior to applying. All colleges in the United States accept either the SAT or the ACT and the SAT
Subject tests for admission—you do not necessarily have to take all the exams or all parts of the exam.
ACT: 5 possible sections
SAT: 3 required sections
SAT Subject Tests: 5 general areas
 English:______________________
 Critical reading:________________
 Some colleges specify the Subject
 Mathematics:__________________  Mathematics:__________________
Tests they require for admission or
 Reading:_____________________
 Writing skills:__________________
placement; others allow applicants
 Science:_____________________
to choose which tests to take
 Writing:_____________________
Paying for College:
The first and most important step is completing and submitting the FAFSA, even if you believe that you do not qualify.
FAFSA
Completed and submitted on:_____________________ Confirmation:________________________
Expected Family Contribution (EFC):________________________ (on your Student Aid Report)
Grants Received (Pell Grant, Cal Grant, etc. Money that does not have to be paid back to the government):
_______________________
_______________________
_______________________
_______________________
________________________
________________________
Scholarships Received (Money given by sources or individuals based on need, academics, or other criteria):
_______________________
_______________________
_______________________
_______________________
________________________
________________________
Loans Requested (Money that accrues interest and must be repaid to the lender):
_______________________
_______________________
________________________
Character Building (Extracurricular Activities):
Activities that support personal development to help achieve my career goals (i.e. Clubs, Sports, Volunteer Work).
Freshman:
Sophomore:
Junior:
Senior:
School Associated Activities: (Clubs, Sports, etc.)
Non-School Associated Activities: (Volunteer, Work)
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
52
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
CAHSEE (California High School Exit Exam)
All California public school students must satisfy the CAHSEE requirement, as well as all other state and
local requirements, in order to receive a high school diploma. The CAHSEE requirement can be satisfied
by passing the exam or, for students with disabilities, receiving a local waiver pursuant to Education Code
Section 60851(c). The CAHSEE consists of two parts: English–language arts and mathematics.
School districts will receive results approximately seven weeks after the exam and students must earn a
score of 350 or higher on each part of the CAHSEE (English–language arts and mathematics) in order to
pass. This translates to approximately 60 percent correct in English–language arts and 55 percent correct
in mathematics. Students who do not pass the exam in grade ten will have additional opportunities in
grades eleven and twelve to retake the part(s) not passed. Students in grade nine do not test.
For CAHSEE testing dates for the 2010-11 school year, check with school staff:
• Grade Ten Students: Each school will administer the CAHSEE to all grade ten students during
February or March 2011 administration. For grade ten students who are absent, a make-up
administration will be offered in March or May.
• Grade Eleven Students: Grade eleven students who have not passed one or both parts of the
CAHSEE will have two more opportunities during 10-11. Check with school officials for test dates.
Students only have to make up the section they have not passed.
• Grade Twelve Students: Grade twelve students who have not passed one or both parts of the
CAHSEE will have at least three more opportunities to re-test during 10-11.
Frequently Asked Questions:
Does the CAHSEE have a time limit? No. Students can take the entire school day if needed. One day is
for language arts, one day for mathematics.
How should students study for the CAHSEE? If you failed one or more parts of the CAHSEE, you
need to study. Ask your teachers and counselor for help. Schools are required to provide resources or
special classes for students who have trouble passing the CAHSEE. You can also get free study guides
and practice questions at http://www.cde.ca.gov/ta/tg/hs/resources.asp.
How can I find out how I performed on the CAHSEE? Both your school and your parents will be sent
a copy of your results (scores) within 10 weeks of you taking the test.
What do I do if I didn’t pass the CAHSEE? In the event that a student does not pass the Exam in its
entirety, only the failed sections must be retaken. For example, if a student were to pass the language arts
section but fail the mathematics section, only the mathematics section must be retaken. Your school will
let you know when you will have the opportunity to re-test. You can study using online resources and
materials the school can provide to you.
What if I have a learning disability? If a certain accommodation is specified in your IEP or 504 plan,
you can have that same modification on the CAHSEE. Check with your special education teacher.
What if English is my second language? You still have to take the CAHSEE with every other student,
starting in grade ten. However, English learners must be permitted to take it with certain test variations if
used regularly in the classroom. For example, if regularly used in the classroom, English learners must be
permitted to hear the test directions in their primary language or use a translation glossary.
Helpful sources for questions and practice exams:
Check with high school counselor or go to: www.cde.ca.gov/ta/tg/hs/resources.asp; www.cde.ca.gov/ta/tg/hs
53
High School 101: Knowing Your Resources
One of the best ways to make your high school career successful is to know your resources! High school
campuses are full of great opportunities and services that offer students free assistance with high school
planning and college preparation. Use the following grid to keep track of the names, locations, and
contact information of the various resources available on your high school campus!
Counselors:
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Career Center:
Location: _____________________________________________ Phone #:________________________
Tutoring:
Location: _____________________________________________ Phone #:________________________
CAHSEE Support:
Name: _______________
Location: _____________________ Phone #: __________________
ASB:
Name:
Location:
Phone #:
Teachers:
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
Name: ___________________
Location: _________________
Phone # __________________
E-mail: __________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Outreach Programs:
Name: ___Cal-SOAP________
Location: _________________
Phone # _858.569.1866______
E-mail: _soap-cpa@ucsd.edu__
Other:
***OBTAIN A LIST OF ALL CLUBS AND ORGANIZATIONS ON CAMPUS***
54
Youth Volunteer Opportunities in San Diego and Imperial Counties
Many colleges, scholarships, jobs, and internships require a certain number of volunteer hours and general
experience. High school students should begin volunteering as early as their freshman year. In addition to
on-campus activities, below are various volunteer opportunities in the San Diego and Imperial Counties.
Name
Boys and Girls Clubs
Description
Volunteer in clerical work, fundraising,
coaching, or tutoring
Website
www.sdyouth.org/
Children’s Hospitals
Volunteer in gift shops, nursing units, speech
and hearing centers, and outpatient care areas
www.chsd.org/
Healthcare Volunteer
A search engine that posts local, national, and
international healthcare activities
www.healthcarevolunteer.com
I Love A Clean San
Diego
Participate in coastal and inland cleanup
projects
www.ilacsd.org
Imperial County
Libraries
Perform various tasks including tutoring and
library maintenance
www.co.imperial.ca.us/library/
default.html
Red Cross
Perform clerical work or assist in local
fundraising events
www.redcross.org/
Rolling Readers USA
Read aloud to children across the county
www.rollingreaders.org/
San Diego County
Libraries
Perform various tasks such as shelving,
organizing, and detailing books
www.sandiego.gov/publiclibrary/
San Diego
Earthworks
Assist with various environmental events such www.earthdayweb.org/
as the annual Earth Day fair
San Diego Teen
Courts
High school students interactively learn about
criminal law and the juvenile justice system
sdteencourt.org
Sharp Hospitals
Run errands for medical staff, offer clerical
assistance, and visit patients
www.sharp.com/
St. Vincent de Paul
Village
Serve in food kitchen, help fundraise,
participate in food drives
www.svdpusa.org/
The Volunteer Family Matches volunteers with homeless, elderly,
children, sick, disabled, or animals according
to location for general assistance
www.thevolunteerfamily.org/
Volunteer Match
A search engine that allows you to find ideal
volunteer work according to your area and
needs
www.volunteermatch.org
Volunteer San Diego
A search engine that provides volunteer
opportunities in the San Diego area
www.volunteersandiego.org
YMCA
Perform various activities such as reading to
children or leading classes
www.ymca.net/
55
Time Management Tips for High School Students
1. Create a time management chart for a day or two.
 This will help you see where you are prioritizing your time. Do you spend more time doing
homework or extracurricular activities? How many phone calls do you make to your friends?
When do you start doing your homework (i.e. immediately after school or 11pm at night), and
how long do you spend on each assignment?
2. Analyze your time management chart.
 You may want to get rid of as much wasted time as possible. Pay close attention to the time you
spend watching television or hanging out with your friends.
3. Using your new schedule.
 After looking over your time management chart, spend more time on homework and researching
colleges and universities.
 It is important to try out your new schedule so you can examine the differences between your new
and old patterns—find out what works and what doesn’t.
 Be sure to ask yourself if you felt more in control of your time with your new schedule: Did you
get more homework done? Did you find that you had more free time after completing your work?
4. Keep a calendar and plan ahead.
 Be aware of upcoming due dates for school homework and projects. Plan on finishing a few days
early in case other obligations arise.
 Keep in mind your short-term (i.e. trying out for a sports team) and long-term goals (i.e. your
college plans).
Study Skills for High School Students
1. Be organized.
 Make sure your backpack and notebooks are clean and organized so you can easily find your
materials (i.e., try using dividers). Keep your schoolwork in a safe spot so you do not lose them.
2. Do the hardest subject first.
 When doing homework, work first on the subject you find hardest so you can spend the most time
trying to understand the material. Then, move on to easier subjects.
3. Form a study group.
 Study with fellow students who share the same academic goals or who would help you with a
certain subject. Ensure that the time you spend together is strictly studying time.
4. Take quality notes.
 Taking notes in class can be hard, especially if the person sitting next to you is distracting. But the
key is to focus on the bigger concepts and the main ideas of the lesson. It also helps if you listen to
what your teacher says, and then summarize in your own words.
5. Ask questions and get help when you need it.
 Before you leave school for home, meet with teachers of the subjects you have the most trouble
with. Ask about confusing topics from that day in order to make your homework that night easier.
 For more study tips, ask your teachers! They may have a few tools that will help you better tackle
the subjects with which you are struggling. Remember: Talking with your teachers may mean the
difference between a ‘C’ and an ‘A’ on an exam.
56
Section 5
Entrance Tests
Test
PSAT/NMSQTPreliminary SAT
Critical Reading/Math/
Writing
When to Take It
Why Take It
Traditionally, this test is taken in October of the
student’s 11th grade year. Some schools require
all 9th and 10th graders to take it. There is a price
for the PSAT; however, there are fee waivers for
students who qualify.
- To practice for the SAT.
- Students get a detailed score report that
highlights strengths and weaknesses.
- High scores may qualify for
scholarships; merit scholarships are
awarded to test takers in the 11th grade.
- Receive information from colleges
when you check "yes" to Student
Search Service.
High school counselor/
www.collegeboard.com
*Students must contact their high school
counselors as soon as possible to obtain fee
waivers.
SAT Reasoning Test
It is recommended that students take the test in
the spring semester of their junior year and
again in October or November of their senior
year. Students applying to impacted colleges
like SDSU should take the test by the
November test date. To be eligible for UC
admission, seniors must take the test by
December. Ask high school counselor for fee
waivers ASAP.
Critical Reading/Math/
Writing (including essay)
www.collegeboard.com
SAT Subject Tests
Some colleges specify the
Subject Tests they require
for admission or
placement; others allow
applicants to choose
which tests to take:
 Mathematics
 Foreign Language
 English Literature
 Social Studies/History
 Laboratory Science
www.collegeboard.com
ACT
English/Mathematics/
Reading/Science/Writing
(Writing required for UC)
www.actstudent.org
Advanced Placement
(AP) Exams
Various Subjects
www.collegeboard.com
Usually taken in the spring semester of their
junior year and/or October of senior year. For
best results, students should take this test at the
conclusion of the related class, while the
material is still fresh in the student’s mind. To
be eligible for UC admissions, tests must be
taken before December of senior year. Ask high
school counselor for fee waivers ASAP.
- SAT (or ACT) is a required college
entrance exam for four year colleges.
- High scores may qualify students for
scholarships.
- High scores may exempt UC students
from AWPE and CSU students from
Entry Level Math (ELM) and English
Placement Test (EPT).
- Colleges send information to students
after they take the test.
- UC campuses will look at the Writing
score, CSU schools will not.
- Required college entrance exam for
UC and some private institutions.
- Scores may exempt CSU students from
Entry Level Math (ELM) and English
Placement Test (EPT).
- SAT Subject Tests are not required for
CSU admission.
- For UC admission, if Math is selected,
student must take Math Level 2.
*Beginning with the class of 2012, UC
campuses will not require SAT Subject Tests
for admission. All earlier graduating classes
must still take two Subject Tests.
It is recommended that students take the test in
the spring semester of their junior year and
again in October or November of their senior
year. To be eligible for CSU admission, ACT
must be taken by the November test date. To be
eligible for UC admission, ACT must be taken
by the December test date. Ask high school
counselor for fee waivers ASAP.
Usually taken in the spring and for best results,
student should take this test at the conclusion of
the course. There is a price for each test, and
there are fee waivers available.
*Students must contact their high school
counselors as soon as possible to obtain fee
waivers.
57
- ACT (or SAT Reasoning) is a required
college entrance exam for four-year
colleges.
- Some students score higher on ACT
than SAT – colleges use highest score
in determining eligibility.
- High scores may exempt CSU students
from ELM/EPT.
- High scores may exempt UC students
from AWPE.
- Passing scores may qualify students for
college credits.
- Students must score a 3, 4, or 5 to pass.
Some schools will not give students
honors credit unless they take and pass
the AP test.
- Scores may exempt CSU students from
ELM/EPT and UC students from
AWPE.
Institutional Placement Tests
Test
ELM: Entry Level
Mathematics Test
EPT: English Placement
Test
www.sa.sdsu.edu/testofc/
testing.html
AWPE: University-wide
Analytical Writing
Placement Examination
(Also known as the UC
Entry Level Writing
Requirement/Subject A
Requirement)
www.ucop.edu/sas/awpe/
index.html
TOEFL – Test of
English as a Foreign
Language
www.ets.org/toefl/
Community College
Assessment Test
When to Take It
Why Take It
Seniors who have been accepted to a CSU
take these tests in the spring. CSU students
must take these tests before they are allowed
to register for classes. Students who intend to
enroll through the Freshman Success Programs
or through EOP should plan to take these tests
no later than the May test date.
- ELM/EPT is a California State University
(CSU) requirement that students take if
they have not yet satisfied the
requirements through other methods (i.e.
SAT, ACT or AP Tests).
- For more information, contact: SDSU
Test Office (619) 594-5216, or the CSU
school of choice.
*Some students may be exempt from these
tests if they took the Early Assessment
Program (EAP).
Students who plan to enroll in a UC campus in
the fall should take the test during the spring
semester of their senior year if they have not
yet satisfied the AWPE through other means
(i.e. scoring a 3 or higher on the AP English
Language or Literature test or via the SAT).
There is a $90 fee, which can be waived if
student received a waiver for their UC
application.
*The test is usually administered the morning
of the second Saturday in May.
This test should be taken early in the senior
year by students applying for fall admission
whose preparatory education was principally
in a language other than English (i.e. if a
student moved to the U.S. very recently).
After enrollment and prior to class registration.
Call the Community College of choice for
dates and locations. Tests are frequently
administered.
- AWPE is a standardized measure of
writing competence necessary for success
in the UC.
- Whatever the results, the University-wide
Analytical Writing Placement
Examination will not affect a student’s
admission to the UC.
- Even those who are taking the AP English
exam in May should take the AWPE.
- Customer Service: (800) 839-8507
- Student must demonstrate English
competency.
- Individual campuses establish scores that
demonstrate proficiency and may offer
exemptions.
*Ask your coordinator for EAP information.
- Measures your mathematics, reading, and
written English skills to help determine
placement and course selection.
- Students also use assessment to meet
course prerequisites.
- You can’t fail. It is just for your personal
assessment, and it’s free.
Entrance and Placement Test Fees:
 There may be fees for: the test, registration, late registration, re-registration, stand-by testing,
change of test/test date/test center, retrieval of archive scores, rush reporting of scores, getting
scores by phone, and so much more. While the major entrance tests always have a fee, institutional
placement tests may not. Check with your college of interest.
Entrance and Placement Test Fee Waivers:
 Students can request a fee waiver from their high school counselors (for entrance tests) or their
college of interest (for placement tests), and should do so as soon as possible. Fee waivers run out
quickly. Keep in mind that fee waivers for tests only cover the basic costs. They do not cover late
registration or stand-by fees. Some colleges may offer fee waivers online for placement tests.
Stand-by Testing for Entrance Tests:
 Testing as a stand-by may be carried out if a student misses both the registration and late
registration dates, but it costs more and does not guarantee a seat or test booklet. Test centers
admit stand-bys on a first-come, first-serve basis and only if there are enough seats, materials, and
staff. Arrive early at a test center with a completed registration folder, fee payment (blank
check—no cash), acceptable identification, and testing materials (pen/pencil/calculator).
Encourage the students to register on time to avoid the hassle of stand-by testing.
58
SAT: Before, During, and After
Before:
 Consider buying study aids such as a book from Princeton Review or Kaplan to help you with test
preparation. Or, consider enrolling in a local SAT preparation class—Cal-SOAP offers free classes
every year. Check our website for more information: www.sandiegocalsoap.com
 Try “SAT Skills Insight”—a free online resource on www.collegeboard.com that offers practice
questions and study suggestions that promise to increase your score.
 Register for the PSAT given every October (ask a counselor about how to register and test dates).
 Visit www.collegeboard.com for practice SAT questions and information about test dates and
locations as well as instructions on how to register.
 Request a fee waiver from your counselor. Remember they are limited and given out on a firstcome-first-serve basis, so request one as soon as possible.
 Don’t forget to apply for the SAT on College Board’s website: www.collegeboard.com
During:
 Make sure you are well rested and had a good meal.
 Bring acceptable Photo ID and your SAT Admission Ticket.
 Bring an acceptable calculator (make sure batteries are working).
 Bring at least two No. 2 pencils (not mechanical) and a good eraser.
 For Language with Listening SAT Subject Test, bring an acceptable CD player with earphones.
 It may be a good idea to bring a watch (without alarm) to help you keep track of time.
 Consider bringing a snack, drinks, and extra calculator batteries.
Make sure you do not bring the following items:
 Cell phone, pager, personal digital assistant, iPod, MP3 player, and any other electronic equipment
that may cause interruptions during the test
 Protractor, ruler, compass, or any other aid
 Scratch paper, notes, books, or dictionary
 Highlighters, colored pencils, crayons, or colored pens
 Timer or watch with audible alarm
Test-Taking Tips:
 Answer easy questions first.
 Make educated guesses.
 Skip questions that you really can’t answer. No points are deducted if an answer is left blank.
 Limit your time on any one question—all questions are worth the same number of points.
 Don’t lose track of time.
 It is okay to use your test booklet as scratch paper.
 If you finish early, go back and check your answer sheet.
After:
 You can view your scores online, usually around 20 days after the exam date. For more
information about when your scores will be released, visit:
www.collegeboard.com/student/testing/sat/scores.html
 You can also update your score recipients online, as well as add any other colleges with an
additional fee.
 You have the choice of ordering the exam booklet from which you were tested—for a small fee.
This may be a good option if you choose to review your first effort and try again. Regardless, you
should at least think about your strengths and weaknesses in your first SAT examination…and
prepare to take it again or, this time, try the ACT (it has a science portion)!
59
Finding the College That is Right for Me
Finding the college that is right for you is a very important process. You should begin to research your
options as early as possible. Use the Internet, college catalogs, alumni experiences, and—most
importantly—campus visits as your research methods. The following checklist may assist you in
organizing your notes. It is best if you make a copy for each campus that interests you.
Basics:
Campus: ______________________________
____ 4 year
Location: ___________________________________
____ 2 year
____ Technical / Vocational
Requirements:
Application Deadline: ____________________
Application Submitted: YES
Test Requirements: ___SAT Reasoning ___SAT Subject
___ ACT
/
NO
___Placement Tests
Characteristics:
___ Private Institution
___ Public Institution
___ Co-Ed
___ College Size
___ Urban
___ Rural
___ Friendly Staff
___ Religious Institution
___ Classroom Size
___ On-Campus Housing
___ Transportation Available
___ Commuting from Home
___ Financial Aid Offered
___ Campus-based Scholarships / Grants Available
Yearly Tuition Costs: ________________
Yearly Living Costs: _________________
Personal Interests:
My Majors Offered:
_________________________
_________________________
_________________________
My Choice Orgs / Sororities / Fraternities / Sports Offered:
_________________________
_________________________
_________________________
Facilities / Recreational Activities Near Campus:
_________________________
_________________________
_________________________
Other Notes:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
60
Comparing California’s Public Colleges and Universities
University of California (UC) California State University (CSU) CA Community Colleges
Website: www.ucop.edu/pathways
Locations: (10 Campuses)
Berkeley, Davis, Los Angeles, Irvine,
Merced, Riverside, San Diego, Santa
Barbara, and Santa Cruz. *San
Francisco campus specializes in
upper division and graduate health
services.
Student population:
Over 200,000
Costs:
Varies annually. Over $8,000 in
registration fees and about $14,000
for room, board, books, and
transportation. Approximate total:
over $20,000 a year.
Requirements:
Prospective students must be in the
top eighth academically of high
school graduates state-wide. Student
must have also completed 15 courses
required from the A-G requirements.
SAT (or ACT) and two SAT Subject
entrance exams are also required.
Website: www.csumentor.edu
Locations: (23 Campuses)
Bakersfield, Chico, Channel Islands,
Dominguez Hills, East Bay, Fresno,
Fullerton, Humboldt, Long Beach, Los
Angeles, Maritime Academy, Monterey
Bay, Northridge, Pomona, Sacramento,
San Bernardino, San Diego, San Francisco,
San Jose, San Luis Obispo, San Marcos,
Sonoma, and Stanislaus.
Student population:
Over 409,000
Costs:
Varies annually. Over $4,000 in fees plus a
possible $13,000 for room, board, books,
and transportation. A total of about/over
$16,000 a year.
Requirements:
Prospective students must be in the top
third academically of high school
graduates state-wide. Student must have
also completed 15 courses required from
the A-G requirements. SAT (or ACT
without Writing) entrance exam is also
required.
Website: www.cccco.edu
Locations: (110 Campuses)
56 in southern California and 54 in
northern and central California.
Student Population:
Over 2,500,000
Costs:
For 2010-2011, registration fees
increased to $26/unit: Over $600 for
fees and a possible $1,000 for books
and supplies. (Estimates do not
include room and board.)
Requirements:
Community colleges are open to
anyone 18 years or older, including
those without a high school diploma.
For those under 18, parent and high
school consent are required.
CSU – UC Comparison of A-G Requirements for Freshman Applicants
Subject Requirements
California State University (CSU) University of California (UC)
15 College Prep courses (credits/units) required with a grade of “C” or better from the approved “a-g” list
(https://doorways.ucop.edu/list) , including:
a. History / Social Science
2 yrs of History / Social Science including 1 year of US History or 1 semester of
US History and 1 semester of American Government, and
2 semesters of History/Social Science
2 semesters of World History,
from either the “a” or “g” subject areas.
Cultures and Geography from the “a”
subject areas
b. English
4 yrs English, which can include no more than one year of ESL/ELD courses
c. Mathematics
3 years math (Algebra1/Algebra II/ Geometry) 4 yrs recommended
d. Laboratory Science
2 yrs Laboratory Science including:
1yr of physical science and 1yr of
At least 2 of the 3 core disciplines of
biological science; both with a lab and
Biology, Chemistry, and Physics,
both must be from the “d” subject area
both from the “d” subject area. 3 yrs
recommended
e. Language other than English
2 yrs of any language other than English.
2 yrs required and 3 yrs
recommended of any language other
Both years must be same language
than English. All years must be same
language
f. Visual & Performing Arts
1 yr. Visual & Performing Arts from a single year long course
g. College Preparatory Elective
1 yr. in addition to those in “a-f” above, chosen from: visual & performing arts (not
intro courses), history, social science, English, advanced math, laboratory science,
and language other than English ( a 3rd yr in the language used for “e” requirement
or 2yrs of another language)
61
Are you
eligible
for UC?
Test Score
Translation Table
ACT
Score
SAT
Score
UC
Score
36
800
790
780
770
760
750
740
730
720
710
700
690
680
670
660
650
640
630
620
610
600
590
580
570
560
550
540
530
520
510
500
100
98
97
95
93
92
90
88
87
85
83
82
80
78
77
75
73
72
70
68
67
65
63
62
60
58
57
55
53
52
50
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
ACT
Score
20
19
18
17
16
15
14
13
12
11
10
9
8
7
1-6
SAT
Score
UC
Score
490
480
470
460
450
440
430
420
410
400
390
380
370
360
350
340
330
320
310
300
290
280
270
260
250
240
230
220
210
200
48
47
45
43
42
40
38
37
35
33
32
30
28
27
25
23
22
20
18
17
15
13
12
10
8
7
5
3
2
0
To be eligible to attend the University of California, you must:
• Complete a specific set of 15 college prep courses
(known as the “a-g” courses) with at least a 3.0 GPA
• Take either the new SAT Reasoning Test OR the ACT with its writing exam, AND
2 SAT Subject Tests in two different subject areas (e.g., science and literature)
The grades you earn in your “a-g” courses, along with your test scores, are combined in the Eligibility Index
that helps determine your UC eligibility.
To find out whether you are eligible,
follow these steps:
1. Convert your ACT or SAT scores to UC Scores.*
Use the translation table at left to find the equivalent “UC Score” for each of
your ACT or SAT scores. Then fill in one or both of the charts below to calculate
your converted total score.
ACT
ACT Score
1
Eng./Writing
2
Converted ACT Total
2.
NON-CALIFORNIA RESIDENTS
“A–G” GPA
3.40 – 3.44
3.45 & above
(1+2)
SAT
SCORE
UC
SCORE
Enter your best SAT Subject Test score
B
Enter your second-best SAT Subject Test score
C
3. Add all three converted scores (A+B+C) to get your UC SCORE TOTAL
4.
A
Convert your two highest SAT Subject Test scores
to UC Scores.
Use the translation table at left. Remember, your test scores must be from
two different subject areas.
UC Score Total
223
210
198
187
175
165
157
152
147
143
1
2
3
(1+2+3)
Enter your highest converted ACT or SAT total
CALIFORNIA RESIDENTS
– 3.04
– 3.09
– 3.14
– 3.19
– 3.24
– 3.29
– 3.34
– 3.39
– 3.44
& above
UC Score
Converted SAT Total
UC Score Subtotal x (.667)
ROUND UP .5 AND ABOVE
Minimum GPA =3.0
3.00
3.05
3.10
3.15
3.20
3.25
3.30
3.35
3.40
3.45
SAT Score
Reading
Math
Writing
UC Score Subtotal
UC Eligibility Index
“A–G” GPA
SAT
UC Score
Reading
Science
Math
Find your GPA** in the Eligibility Index at left.
If your UC Score Total meets or exceeds the minimum score shown for
your GPA range, you meet the Scholarship Requirement for UC eligibility.
*If you took both the ACT and SAT, or if you took either exam more than once, compute your UC Score
for each sitting to ensure you've identified your best result. Note that you cannot mix and match scores
from separate test dates.
**UC calculates your preliminary GPA based on the grades earned in the “a-g” courses taken in the 10th
& 11th grades.
UC Score Total
147
143
62
SAT Scores:
(Your GPA ) x 800 + Your
SAT Total without Writing
(Your GPA ) x 200 + (10 x
ACT Comp)
>>> My index is ______
>>> My index is ______
Eligibility Index Table for California High School
Graduates or Residents of California*
To be eligible to attend the California
State University, you must:
GPA
ƒ
Are you
Eligible
for CSU?
ACT Scores:
Complete a specific set of 15
college prep courses, with a grade
of “C” or higher in each.
Take SAT Reasoning Test OR
the ACT.
ACT
Score
SAT
Score
GPA
ACT
Score
SAT
Score
GPA
ACT
Score
SAT
Score
3.0 and above qualifies for any score
2.99
10
510
2.66
17
780
2.33
23
1040
2.98
10
520
2.65
17
780
2.32
23
1050
2.97
10
530
2.64
17
790
2.31
24
1060
2.96
11
540
2.63
17
800
2.30
24
1060
2.95
11
540
2.62
17
810
2.29
24
1070
2.94
11
550
2.61
18
820
2.28
24
1080
2.93
11
560
2.60
18
820
2.27
24
1090
2.92
11
570
2.59
18
830
2.26
25
1100
2.91
12
580
2.58
18
840
2.25
25
1100
2.90
12
580
2.57
18
850
2.24
25
1110
2.89
12
590
2.56
18
860
2.23
25
1120
2.88
12
600
2.55
19
860
2.22
25
1130
2.87
12
610
2.54
19
870
2.21
26
1140
2.86
13
620
2.53
19
880
2.20
26
1140
2.85
13
620
2.52
19
890
2.19
26
1150
2.84
13
630
2.51
20
900
2.18
26
1160
2.83
13
640
2.50
20
900
2.17
26
1170
The CSU assigns extra points for up to
eight semesters of approved honors level
and advanced placement courses taken in
the last three years of high school: A = 5
points, B = 4 points, and C = 3 points.
2.82
13
650
2.49
20
910
2.16
27
1180
2.81
14
660
2.48
20
920
2.15
27
1180
2.80
14
660
2.47
20
930
2.14
27
1190
2.79
14
670
2.46
21
940
2.13
27
1200
2.78
14
680
2.45
21
940
2.12
27
1210
No more than two approved honors level
courses taken in the 10th grade may be
given extra points.
2.77
14
690
2.44
21
950
2.11
28
1220
2.76
15
700
2.43
21
960
2.10
28
1220
2.75
15
700
2.42
21
970
2.09
28
1230
2.74
15
710
2.41
22
980
2.08
28
1240
2.73
15
720
2.40
22
980
2.07
28
1250
2.72
15
730
2.39
22
990
2.06
29
1260
2.71
16
740
2.38
22
1000
2.05
29
1260
2.70
16
740
2.37
22
1010
2.04
29
1270
2.69
16
750
2.36
23
1020
2.03
29
1280
2.68
16
760
2.35
23
1020
2.02
29
1290
2.67
16
770
2.34
23
1030
2.01
30
1300
2.00
30
1300
ƒ
Once you calculate your GPA, use the
formula above to see if you meet the
minimum CSU admission requirements.
ƒ
ƒ
California residents must have a
minimum eligibility index of
2900 using SAT scores or 694
using ACT scores (the SAT score
is the sum of the Mathematics and
Critical Reading scores).
California non-residents must
have a minimum eligibility index
of 3502 with SAT or 842 using
ACT scores.
Additional information can be found on
www.csumentor.edu.
Reminder: To be eligible for SDSU
admission, seniors should take their SAT
OR ACT no later than November.
Note: This index is for informational
purposes. Only a CSU admissions officer
can determine student eligibility.
Below 2.0 does not qualify for regular admission
63
2009-10 Instructions
The 2009–10 Common Application for Undergraduate Admission may be used by students applying for admission for the Spring 2010 or Fall
2010 terms. The printed form is available from your secondary school college counseling office. It may also be downloaded or completed online
at www.commonapp.org. Use of this form is governed by the License Agreement for Common Application Forms, a copy of which is displayed
at http://app.commonapp.org/Legal.aspx. Please read this Agreement carefully before using the Common Application.
WHAT IS THE COMMON APPLIC ATION ™ ?
The Common Application is a not-for-profit membership organization
that, since its founding over 30 years ago, has been committed to
providing reliable services that promote equity, access, and integrity
in the college application process. We serve students, member
institutions, and secondary schools by providing applications—
online and in print—that students and school officials may submit
to any of our nearly 400 members. Membership is open to colleges
and universities that promote access by evaluating students using a
holistic selection process.
Applicant instructions
p Complete the Application for Undergraduate Admission in
this booklet. Photocopy it for each college to which you are
applying.
p Mail it, along with the appropriate application fee or fee waiver
form, to each of your selected institutions. The College Contacts
pages list mailing addresses for each member institution, and the
Requirements Grid lists application fees and deadlines.
p Complete the applicant section of the Secondary School Report,
Midyear Report, and Final Report and give these forms to your
college counselor, together with a list of the member institutions to which
you are applying. Use the College Contacts pages to indicate your
college list.
WHY USE IT?
The Common Application simplifies the college admission
process by saving time and eliminating duplication of effort.
Once completed online or in print, copies of the Application for
Undergraduate Admission and associated secondary school forms
may be sent to any of the participating colleges and universities.
This allows students to spend less time on the busywork of applying
for admission, and more time on what’s really important: college
research, campus visits, essay writing, and senior year coursework.
p If any institution to which you are applying requires a Teacher
Evaluation, ask a teacher(s) of an academic subject (for example,
English, social studies, foreign language, math, or science) to
complete that form as instructed and mail a copy to each of the
institutions on the list you provide.
IS IT WIDELY USED?
Yes! Last year, roughly 400,000 students submitted approximately
1.6 million applications via the Common App Online, and hundreds
of thousands more were submitted on paper.
p Some institutions require supplemental forms along with your
Common Application (for example, the International Supplement,
college-specific supplements, the Arts Supplement, or the Athletic
Supplement).  Check the Requirements Grid to learn how to
retrieve and submit these forms.
IS IT TREATED FAIRLY?
ABSOLUTELY! Our college and university members have worked
together for more than 30 years to develop this application. All
members fully support its use, and all give equal consideration to
the Common Application and the college’s own forms. Many of our
members use the Common Application as their only undergraduate
admission application.
p Some institutions may require additional writing samples to
complete an application. Some will also review additional
material, such as music tapes, artwork, reports of scientific
projects, etc. Consult each institution’s instructions for submitting
these materials.
MAY ALL COLLEGES PARTICIPATE?
Membership is open to colleges and universities that evaluate
students using a holistic selection process. A holistic process
includes subjective as well as objective criteria, including at least
one academic recommendation form, at least one untimed writing
sample, and broader campus diversity considerations. If a college
or university is not listed in this booklet and on our website, they
are not members of the consortium. Sending the Common Application to
non-members is prohibited.
inside this booklet
College Contacts ListA complete listing of member institutions
and their mailing addresses, phone and fax
numbers, and web sites.
Application FormsAll forms for students, counselors, and
teachers are in the middle of this booklet.
WHAT IF I’M A TRANSFER STUDENT?
There’s a Common Application for Transfer Admission as well as
First-Year Admission. The Transfer Application is generally available
only on our website, although a few of our members do print and
distribute hardcopies.
©
2009 The Common Application, Inc.
Requirements GridIn the back of the booklet is a helpful grid
of application requirements for each member institution. Compare deadlines, fees,
required tests, and required forms.
64
2009-10
65
www.sdccd.edu
www.grossmont.edu
www.cuyamaca.edu
www.swccd.edu
www.miracosta.edu
www.palomar.edu
www.imperial.edu
Click “Online College Application”
Click “Apply Online”
Click “Apply Online”
Click “Apply Online”
Click “Credit Class Application”
Click “Apply for Admission”
Click “Apply for Admission Online”
Fill out a BOG fee-Waiver. The BOGW is an application to waive your fees/tuition. Your admission application must be completed
before you can submit the BOGW. Check for an online BOGW application on the community college’s financial aid website or link.
Contact the Financial Aid Office. Each campus has a financial aid office to help you with additional programs/opportunities. Call or
visit in person and ask for financial aid help. Ask about the Ability-to-Benefit test, if you do not have a high school diploma.


Note: Without assessment scores, you will be placed in the lowest level of Math and/or English classes and/or be blocked from registration
for classes you may want to take. Some community colleges have a summer program to help get you acquainted with their campus and
college classes. Ask about assessment, orientation, and summer/freshman readiness programs in the Admissions or EOPS offices of your
community college of interest. (Participation in programs like freshman readiness and EOPS offer priority registration as a bonus.)
3) ASSESSMENT/ORIENTATION: Schedule an assessment/orientation session to introduce yourself to the college (and its resources)
and take placement tests for English and Math classes. The assessment test dates are usually listed on the class schedules of each school.
Entrance tests (ACT and SAT) are not required for admission to a community college.
Fill out a FAFSA and GPA Verification Form. May be completed at any time, but March 2nd is the deadline for Cal Grant. The
FAFSA must be completed to be considered for any other financial aid through the college. For the online FAFSA: www.fafsa.ed.gov

2) FINANCIAL AID: (Be sure to ask about scholarships that may be available from your campus of choice.)
City, Mesa, and Miramar
Grossmont
Cuyamaca
Southwestern
MiraCosta
Palomar College
Imperial Valley College
Online community college applications are available at:
1) APPLY: Fill out an application for the campus of your choice, either online or paper. If you’re submitting an application online
remember to mail the signature page, if requested. Paper applications may be mailed in or submitted in person at the college’s admissions
office. (Remember to visit the EOPS office at your community college for additional support.) Submit applications 2nd semester of your
senior year.
Community College Checklist
66
Imperial Valley College
Financial Aid Building 100
760.355.6407
Mesa
Room I3-201 (2nd floor)
619.388.2706
Miramar
Room C-301
619.388.7869 or
858.536.7869
MiraCosta
Main Campus Building 3000
760.795.6680
Cuyamaca
One Stop Student Center
Building A-300
619.660.4204
Palomar
Building TCA1
760.744.1150 x2449
Southwestern
Building 1400
619.482.6456
Grossmont
Building 58J
619.644.7617
Imperial Valley College
Counseling Center, Bldg 100
760.355.6246
Mesa
MV 27
619.388.2672
Miramar
Room C-302
619.388.7840 or
858.536.7840
MiraCosta
Main Campus Bldg 3700
760.795.6670
Palomar
Counseling Ctr, Bldg SSC
760.891.7511
Cuyamaca
Building A-200
619.660.4429
Southwestern
Student Service Center
619.421.6700 x5240
Grossmont
Room 10-118
619.644.7208
Assist: www.assist.org (to view course transferability between
community colleges and universities)
FOR MORE INFORMATION, CHECK COMMUNITY COLLEGE WEBSITES
All California Community Colleges: www.cccco.edu
6) REGISTER FOR CLASSES: Once you are admitted to the college, you will be assigned a registration date and time. Register for classes
ASAP after your assigned time to ensure a space in the classes you need. If a class is full and you really want to take it, you may try to ADD /
“Crash” the class on the first day but you are not guaranteed a spot, so be sure to register for back-up classes. Registration instructions will
be sent to you by your school once you are assigned a date / time.
City
Room A-110
619.388.3540
5) SCHEDULE AN APPOINTMENT WITH A COUNSELOR: In order to ensure you’re on the correct path for your academic goal, meet
with a counselor to create a Student Educational Plan (“SEP”, “Ed-Plan”). Counselors can help you choose appropriate classes and introduce
you to academic/career programs. If you’re planning on transferring to a four-year university, ask about the TAG or IGETC program and the
Honors programs on campus. Visit or schedule an appointment for educational planning, and personal and career counseling:
City
Room L-117
619.388.3209
4) EOPS: (Extended Opportunity Programs and Services) Contact your campus EOPS office to see if you qualify for the program. The
EOPS Counselors support students through the college process and help to make college less of a challenge. In addition, EOPS may be able
to provide a grant to help pay additional expenses (e.g. books, parking, etc). Online applications may be available. You must fill out FAFSA
to be eligible. For additional info:
Intersegmental General Education Transfer Curriculum (IGETC)
The IGETC is a series of courses that prospective transfer students attending California community
colleges may complete to satisfy the lower division breadth/general education requirements at both the
University of California and the California State University. The IGETC is most helpful to students who
want to keep their options open—those who know they want to transfer but have not yet decided upon a
particular campus or major. In addition to the IGETC, students should complete as many of their major
preparatory classes at their community college prior to transfer.
The IGETC alone may not be sufficient/appropriate for transfer to the following schools:
 UC Berkeley – Colleges of Business, Chemistry, Environmental Design (Architecture),
Engineering, and Natural Resources
 UC Davis – Bachelor of Science degrees and high-unit majors often have many courses of lowerdivision preparation. In these cases, the UC Davis GE pattern is the best choice.
 UC Los Angeles – Henry Samueli School of Engineering and Applied Sciences
 UC Merced – Schools of Engineering and Natural Sciences
 UC Riverside – Engineering and Natural Sciences Schools do not accept. College of Engineering
may require additional coursework.
 UC San Diego – The IGETC may be used for all six colleges, but additional courses are required
to fulfill all lower division requirements.
 UC Santa Barbara – Students in the College of Engineering are required to complete a depth
requirement and may be required to complete additional courses to fulfill GE requirements.
 UC Santa Cruz – College of Engineering
Details (for more information: www.uctransfer.org):
 The IGETC is not an admissions requirement nor does it guarantee admission to the campus or
program of choice. Every college does, however, require transfer students to complete certain
prerequisites/GE coursework for which the IGETC may be satisfactory.
 IGETC is not the only way to fulfill lower division/general education requirements.
 If you choose to follow the IGETC, you must complete it before you transfer to the university.
 All IGETC coursework does not have to be completed at the same college.
 IGETC courses must be completed with a grade “C” or better.
 Each course may be used only once to satisfy one IGETC subject area.
 Certification of IGETC completion is the responsibility of the last California community college a
student attends, prior to transfer.
IGETC SUBJECT AND UNIT REQUIREMENTS
Subject Area
Required Courses
Units Required
1.
English Communication
3 courses
9 semester units
2.
Mathematical Concepts and
Quantitative Reasoning
1 course
3 semester units
3.
Arts and Humanities
3 courses
9 semester units
4.
Social and Behavioral Sciences
3 courses
9 semester units
5.
Physical and Biological Sciences
2 courses
7-9 semester units
6.
Language Other Than English
Total
Proficiency
12+ courses
Proficiency
37+ semester units (w/o Foreign Language)
**Requirements change constantly. Check campuses for more specific and up-to-date information about IGETC.
67
Transfer Admission Guarantee (TAG)
The Transfer Admission Guarantee (TAG) assists students at participating California Community
Colleges (CCC) in transferring to participating UC campuses like UCSD, as well as CSU campuses like
SDSU. TAG students enter into a contract that specifies requirements they must satisfy at the community
college. Starting in Fall 2009, TAG will include all California Community Colleges. Students planning to
transfer should meet with a community college counselor to discuss their educational plans. Also, check
www.ASSIST.org to verify transferable courses from a community college to a university. Requirements
change constantly. Check campuses of interest for more specific and up-to-date information.
UCSD 2011-2012 DETAILS:

Applicants must complete TAG requirements, submit a TAG Online Application form between
September 1-30, and submit a UC application between November 1-30.
 TAG guarantees UCSD campus admission, but not admission into your choice college, nor
necessarily into an impacted major. Students must meet screening criteria for designated majors
that require lower division preparation prior to transfer.
Eligibility:
 Must be enrolled at one or more CCCs for at least 2 regular terms.
 Completed at least 30 UC transferable semester (45 quarter) units at a CCC.
 Full completion of IGETC is required.
 For Fall 2011 admission, you must earn a cumulative 3.0 minimum UC GPA by the end of Fall
term 2010 and maintain your 3.0 GPA through Spring 2011.
 Both UC-approved English and UC-approved math courses must be completed by the end of Fall
2010.
 This agreement is available to U.S. citizens, permanent residents, AB-540 students, international
students, and former UC students in good standing (except former UCSD students).
 TAG does not apply to students with senior class standing (students with 90 or more UC
transferable semester units or 135 quarter units) from accredited four-year universities and
community colleges combined.
 For more information concerning UCSD TAG, visit the link for Admissions at www.ucsd.edu, or
contact your community college advisor or UCSD’s Admissions and Relations with Schools:
(858) 534-4831.
SDSU 2011-2012 DETAILS:

It gives priority admission to applicants who have completed 100% of their transferable units at a
community college in SDSU’s service area and meet TAG requirements.
 Apply for admission to SDSU during the filing period for Fall (Oct. 1-Nov. 30) only.
Eligibility:
 Complete 60 transferable CSU semester units.
 Meet the GPA requirement for your major at the time of application for SDSU admission.
 There are additional requirements for Nursing, Music and Dance, or Television, Film and New
Media.
The following must be completed by end of spring term prior to fall admission:
 Must complete the required courses: oral communication, critical thinking, written
communication and math/quantitative reasoning
 Complete a certified General Education package of 39 units—for example, the IGETC plan.
 Complete all major preparation courses. (If a major preparation course is not offered at
community colleges, you must take it at SDSU via “Cross Enrollment” or “Open University.”)
 For more information concerning SDSU TAG, visit the link for Admissions at www.sdsu.edu, or
contact the Prospective Student Services Office: (619) 594-6336.
68
Vocational and Technical Schools
Choosing a School/Program:
Over 10,000 private vocational schools (also known as “trade schools”) teach a variety of job skills for
many different careers. Admission requirements and tuition for these schools vary. Costs range from
several hundred dollars to over $10,000, depending on the skills taught and length of training provided.
Choosing whether to go to a private vocational school, or not, is a big decision. Choosing the best
vocational school for you is just as important. Remember, it is your money that will pay the tuition.
Spend it wisely. Many trade and technical schools will offer financial assistance and will be eligible for
federal and state aid. However, loans may be a large part of the package. Before signing any contracts to
attend a vocational school, talk to your high school counselor and do your homework. You should find
the answers to several important questions:
First:
Most importantly, contact prospective employers in your chosen field. These are the people
who may be hiring you. They know what they want in an employee. They also know if the
skills you will be taught are needed in the career you have chosen. Employers’ opinions are
extremely valuable in making a choice of what school to attend.
Second:
Ask prospective employers specific questions about the vocational school you are considering.
Would they hire graduates from that school? How many of that school's graduates have they
hired in the last year? Were they hired because of the training they received? Did the training
make any difference in the starting salary?
Third:
Contact other agencies to get answers to general questions about the school and job training
you are considering. The Employment Development Department (EDD), local labor unions
and trade associations, the Better Business Bureau, and your school career counselor are good
sources of information.
Fourth:
What is the school really like? Visit the school and inspect its facilities and training
equipment. Are they up to industry standards? Is the school accredited?* Talk to current
students and graduates. Have them answer your questions. Compare several vocational
schools. What are your chances of getting a good job in your chosen career?
Fifth:
Ask questions concerning costs. Does their financial aid policy include grants, or just loans?
What is the school's refund policy? Will you get part of your total payment back if, for any
reason, you do not complete the training? What if the program is self-terminated? How will
that affect your paid costs and your certificate? Make sure you get answers to these and other
questions concerning costs in writing. Do not sign any contracts with the school until you are
completely satisfied with answers to your questions.
REMEMBER TO MAKE YOUR CHOICE BASED ON KNOWLEDGE, NOT ON HYPE!
*A Note on Accreditation: Accreditation means the school has passed a thorough examination of its
business practices and teaching ability. Accreditation is usually listed in the school's catalog and it is a
good idea to double check with the accrediting agency itself. Accreditation is done by independent teams
representing education and industry experts. Accreditation is a good indication that industry standards are
being met at the school you are considering.
Remember to check local community college programs that often offer similar training or
Certificates of Achievement in the same fields for a much lesser cost. Also, remember that community
colleges always offer state and federal based financial aid.
69
Military Opportunities
Immediate Benefits:
 Education and career training (technical and professional)
 Opportunity to become a commissioned officer through ROTC or military academies
 Travel
 Specific guaranteed training
 A community with a variety of attractions
 Free medical and dental care
 Lower cost commissary and post exchange services, sales tax free
 Guaranteed pay
 Promotion opportunities
 A cadre of trained consultants and counselors, wide resources, and references
Long-Term Benefits:
 GI Bill
 Scholarships and fellowships
 Pay bonuses
 30-day paid vacation every year
 Certain housing, medical, and educational services for families
 Low cost life insurance
 FHA insured loan for buying a home
 Lifetime retirement benefits after 20 years of service
 In career civil service, the veteran has job retention rights over all non-veteran federal workers
Delayed Entry Program:
This is a program under which an individual may enlist in a Reserve or Inactive Component of a military
service and specify a future reporting date for entry on active duty in the Active Component that would
coincide with availability of training spaces and with personal plans such as high school graduation. By
joining via the Delayed Entry Program, you give yourself up to an entire year to research, think about, and
decide if you made the right choice in joining the military; while ensuring that you get locked in for the
training, tour length and duty station of your choice. You can get out of DEP anytime before you
officially swear in before leaving for basic training.
Scholarships and Student Aid Programs:
If you are willing to serve for a period of time in the U.S. Army, Navy, Air Force or Marine Corps, you
will find that some very generous scholarships and student aid programs are available to you. The college
scholarship programs may pay full or partial college tuition for up to four years of undergraduate study,
plus all instructional fees, including the cost of textbooks. Students may also receive a stipend for
additional living expenses for a limited period of time. You would be required to serve four years on
active duty in the regular service or as a commissioned officer after college graduation.
All of the military services participate in the Veterans Educational Assistance Program (VEAP) under
which servicemen and women on active duty can save up to $8,100 toward future college or technical
training costs, with the government contributing $2 for every $1 saved by the individual. Under the Army
College Fund, the U.S. Army will add up to $12,000 to the basic VEAP program for qualified enlistees in
specific job categories. Each service will pay a pre-prescribed amount of tuition based on criteria
available at the following website: www.military.com/military-report/tuition-assistance-programoverview
Note: This page is only for general reference. For more detailed and up-to-date information, contact the branch of interest and
request specific information for each program.
70
United States Military Academies
Air Force Academy
Coast Guard Academy
Merchant Marine Academy
Military Academy
Naval Academy
Colorado Springs, Colorado 80840
New London, Connecticut 06320
Kings Point, New York 11024
West Point, New York 10996
Annapolis, Maryland 21402
Costs:
Costs vary but most students receive full U.S. government scholarships, which may cover tuition as well
as room and board; in addition, each student may receive a stipend of varied amount to meet the costs of
books, supplies, clothing, and personal expenses.
Admission Requirements:
Admission requirements will vary with the different military academies but students should begin to
apply in the spring semester of their junior year. Contact the appropriate liaison officer for specific
requirements for the corresponding academy. See your counselor early in the junior year.
Example: U.S. Air Force Academy (The following requirements are subject to change!)
1. Admission is based on a composite score of academic and leadership competencies:
70% = ACADEMIC COMPETENCY
• Minimum high school course requirements: 4 years college-prep English, 4 years Adv. Math, 3
years Lab Science, 3 years Foreign Language (desirable: Typing, Computer Science)
• Honors, Advanced Placement, and/or accelerated courses are highly recommended
• GPA calculated in academic courses only
• Test scores: PSAT (pre-candidate only), SAT Reasoning Test or ACT
30% = LEADERSHIP COMPETENCY
• Physical aptitude (pull-ups, sit-ups, push-ups, running)
• Athletic activities
• Extra-curricular activities
2. Academy Letters: You must submit written requests for letters of Application for Nomination from
your local U.S senators and representatives. Make a copy of all the letters. Most academies require at
least one nomination. An academy liaison officer can offer more information on this subject.
3. Examples of academic majors offered: Science, Engineering, Computer Science, Social Sciences,
Humanities, Operations Research, and Aerospace Sciences.
4. Graduates
• Have five-year military obligation
• Receive Second Lieutenant Reserve commission
• May enter pilot training program (about 2/3 of class)
• May enter career support areas (about 1/3 of class)
• May enter medical school (about 2% of class)
• May apply for advanced degree programs
Contact an academy liaison officer (9th grade is not too early) to develop appropriate plans to meet all
academy requirements and deadlines. Names of local liaison officers may be obtained from your
counselor.
Note: This page is only for reference. For more detailed and up-to-date information, contact an academy liaison officer.
71
What Is the Post-9/11 GI Bill?
The Post-9/11 GI Bill provides up to 36 months of education benefits to eligible veterans for training
provided on or after August 1, 2009 for:
Graduate and Undergraduate Degrees
Vocational/Technical Training
Reimbursement for one licensing and certification test
On-the-job training and apprenticeship (in some cases)
Tuition Assistance: “Top-Up”
Tutorial Assistance
Correspondence Courses (in some cases)
Flight Training (in some cases)
Note: Veterans Affairs does not approve schools or programs for benefits. Each individual state
approves schools and courses. To find out if your school or program is approved for Veterans Affairs
educational benefits under the Post-9/11 GI Bill, contact your school’s Veterans Affairs Certifying
Official, or call Veterans Affairs at the toll-free number below.
Who Is Eligible?
At a minimum, you must have served at least 30 days of continuous active duty service after September
10, 2001 and be discharged due to a service-connected disability, or served an aggregate of 90 days of
active duty service after September 10, 2001, and - be honorably discharged from the Armed Forces; or
 be released from the Armed Forces with service characterized as honorable and placed on the
retired list, temporary disability retired list, or transferred to the Fleet Reserve or the Fleet Marine
Corps Reserve; or
 be released from the Armed Forces with service characterized as honorable for further service in a
reserve component; or
 be discharged or released from Armed Forces for:
o EPTS (Existed Prior to Service) or
o HDSP (Hardship) or
o CIWD (Condition Interfered with Duty); or
 continue to be on active duty.
Note: Different rules apply if you entered active duty before September 11, 2001, and in certain other
cases. Call the toll-free number below for more information.
Are There Any Pitfalls?
You should be aware that the following pitfalls could cause you to lose all Post-9/11 GI Bill benefits:
 General Discharge: You must have an honorable discharge to be eligible for education benefits.
A “general” or “under honorable condition” makes you ineligible for education benefits.
 Early Discharge: To be eligible with an early discharge, your separation reason must meet certain
requirements. Call the toll-free number below (or if you are on active duty, check with your
Education Services Officer) for more information.
How Much Does VA Pay?
As determined by your length of active duty service, you are entitled to a percentage of the amount of
tuition and fees charged, monthly housing allowances, yearly books, and a stipend for supplies.
Note: This page is only for reference. For more detailed and up-to-date information, call toll-free:
1-888-GIBILL-1 or visit their website: www.gibill.va.gov
72
Section 6
Career Survey
“What career type are you?”
Circle the sentences that best describe you. Then total the number of A’s, B’s, etc. and see what
Career Type you are. Use the Industry Sector Table to match your Career Type(s) with a Career
Pathway. You may find that more than one career type matches your personality.
A.
B.
C.
D.
E.
F.
I like to spend time outside.
I enjoy playing an instrument.
I like taking history classes.
I like solving math problems.
I like to plan events.
I enjoy meeting new people and making new friends.
A.
B.
C.
D.
E.
F.
I like to work with my hands.
I enjoy reading novels.
I enjoy learning about politics.
I like learning about nature.
I like to keep things organized.
I like volunteering.
A.
B.
C.
D.
E.
F.
I like to work with things more than people.
I like to sketch, draw or paint.
I like being a leader.
I enjoy using microscopes.
I like to play computer games.
I like watching and playing with little kids.
A.
B.
C.
D.
E.
F.
I like designing and building things.
I enjoy writing poems and stories.
I see myself, one day, being the boss.
I like to study biology and chemistry.
I like to work with money.
I like to teach others.
A.
B.
C.
D.
E.
F.
I like using tools to fix things.
I like memorizing lines for plays.
I like public speaking.
I like solving math problems.
I like to do research on the Internet.
I like helping my friends fix problems.
A.
B.
C.
D.
E.
F.
I like to use technology.
I like to show my creative side.
I like to advise people with decisions.
I like to think outside the box.
I like to design products.
I enjoy doing things for people.
A’s = Realistic
Likes to work with animals, tools, or machines;
generally avoids social activities like teaching,
counseling, nursing, and providing information to
others. This person wants only the facts.
B’s = Artistic
Likes to do creative activities like art, drama, crafts,
dance, music, or creative writing; generally avoids
highly ordered or repetitive activities. This is a field
where the dreamer can succeed.
C’s = Enterprising
Likes to lead and persuade people and to sell things
and ideas; generally avoids activities that require
careful observation and scientific, analytical
thinking. Aggressive, risk taking, bold personalities
are a must!
D’s = Investigative
Likes working alone and solving complex problems;
a critical thinker. Likes to study and solve math or
science problems. An investigative person will dig
into work to discover hidden clues, meanings, or
data.
E’s = Conventional
Likes to work with numbers, records, or machines
in a set, orderly way; generally avoids ambiguous,
unstructured activities. Works well with people,
data, and things. Works best when directed by
others.
F’s = Social
Interested in social relationships and helping others
solve problems. Likes to do things to help people-like teaching, counseling, nursing, or giving people
information. Works best with other people.
73
Industry Sectors and Career Pathways
Use the career/personality types from the career survey to find the industry sector and career pathway that
best match your personality.
(A= Realistic, B= Artistic, C= Enterprising, D= Investigative, E= Conventional, F= Social)
Building, Trades, and
Construction (A,D)
Education, Child Development,
and Family Services (F)
Possible work sites: multimedia firms,
theatres, or art studios
Cabinetmaking & Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential & Commercial Contraction
Possible work sites: construction sites or
architectural firms
Child Development
Consumer Services
Education
Family & Human Services
Possible work sites: schools and
government offices
Energy and Utilities (A,D)
Engineering and Design (D)
Environmental Sciences and
Natural Resources (A,D)
Arts, Media, and Entertainment (B,F)
Media & Design Arts
Performing Arts
Production & Managerial Arts
Electromechanical Installation &
Maintenance
Energy and Environmental Technology
Public Utilities
Residential and Commercial Energy &
Utilities
Possible work sites: city energy offices
or environmental organizations
Fashion and Interior Design (B)
Fashion Design, Manufacturing &
Merchandising
Interior Design, Furnishing &
Maintenance
Architectural & Structural Engineering
Computer Hardware, Electrical &
Networking
Engineering Design
Engineering Technology
Environmental & Natural Science
Engineering
Possible work sites: engineering firms,
architectural firms, or manufacturing
firms
Finance and Business (C,E,F)
Accounting Services
Banking & Related Services
Business Financial Management
Possible work sites: interior design
firms, retail clothing stores, or tailor
shops
Possible work sites: banks, accounting
firms, or insurance companies
Hospitality, Tourism and
Recreation (F)
Information Technology (D,E)
Agriscience
Animal Science
Plant & Soil Science
Possible work sites: farms, research
labs, or food/produce processing plants
Health Science and Medical
Technology (E,F)
Biotechnology Research &
Development
Diagnostic Services
Health Information
Support Services
Therapeutic Services
Possible work sites: hospitals, medical
offices, or medical research laboratories
Manufacturing and Product
Development (A,D)
Possible work sites: hotels, theme parks,
and restaurants
Information Support & Services
Media Support & Services
Network Communications
Programming and Systems
Development
Possible work sites: anywhere—all
businesses have IT jobs
Possible work sites: machine shops,
advertising agencies, or shipyards
Marketing, Sales, and Service (C,F)
Public Services (C,F)
Transportation (A,D)
Food Science, Dietetics & Nutrition
Food Service & Hospitality
Hospitality, Tourism, & Recreation
E-commerce
Entrepreneurship
International Trade
Professional Sales & Marketing
Possible work sites: marketing firms,
trade companies, or retail stores
Human Services
Legal & Government Services
Protective Services
Possible work sites: police stations,
emergency centers, or government
offices
74
Graphic Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
Welding Technology
Aviation and Aerospace Transportation
Services
Collision Repair & Refinishing
Vehicle Maintenance, Service & Repair
Possible work sites: automotive
dealerships or independent repair
programs
Career Resources on the Web
www.cacareerzone.org
Provides extensive information about the tasks
involved, education required, and salary
information for over 3,000 occupations.
www.californiacolleges.edu
In addition to providing information about colleges,
you can explore the fastest-growing careers and track
your interests with a career portfolio.
www.collegeboard.com
Gives information on possible college majors and
careers; you can take a test to see which ones fit
best with your interests and personality.
www.princetonreview.com
Offers a career quiz that matches you with suggested
career paths, as well as a list of majors related to
specific careers.
www.iccweb.com
Helps you identify possible career choices based
on personality characteristics by developing plans
tailored toward your interests, skills, and values.
www.careervoyages.gov
Learn which occupations are predicted to increase in
the next few years, what skills and education are
needed, and where you can receive the training
required for your selected career.
mydream.sdccte.org/
www.keirsey.com
Information designed specifically for San Diego
Take a free test of the Keirsey Temperament Sorter-II
high school students. You can take a short version which analyzes your personality and gives you a print
of a personality test as well as research 15 industry
out of your results.
sectors.
www.bls.gov/k12/index.htm
www.bls.gov/oco
Oriented specifically for teens, learn about specific Presents detailed information about jobs and explains
jobs, the steps to take to get the job, and the future in depth the nature of the work and necessary training
outlook for the jobs.
and qualifications.
www.monster.com
Map your career and discover what it takes to get
the job that you want. Read advice from experts on
interview skills and how to write a great resume.
www.careerbuilder.com
Discover job recommendations tailored toward your
interests, browse employer profiles, and discover
what really interests you.
www.coin3.com
Includes information on occupations, and ways for
users to test their knowledge on subjects needed
for the job.
www.rwm.org/rwm
A database for vocational schools in the U.S. Helps
you find a program that fits your needs and interests
so you can begin your career.
Other:
Other:
75
10 Ingredients to Success:
How to find…and get your dream career!
1. Learn a foreign language if you hope to work internationally.
 Being bilingual is a plus in many careers in the US and abroad. For example, if wanting to work
within the healthcare industry, knowing Spanish, Chinese, or Vietnamese would be a smart move.
2. Take classes that will help build your résumé.
 Take an extra elective class or a class at a community college that is associated with your career
field of interest. Also consider leadership classes like ASB!
3. Start networking within the community to contact future employers. They can become your mentors
and assist you throughout the career search process.
 Research possible future employers to get more information about that career field. Employers and
mentors can also advise you on appropriate steps to success.
4. Express yourself!
 Expand your vocabulary and communication skills. Practice your interview skills and find
opportunities that will strengthen your interpersonal abilities (i.e. tutoring, clubs, sports). When
meeting with prospective employers, talk it up! Make them remember you.
5. Internships/volunteer/work: All three of these are great experiences for trying out different types of
careers and seeing where your interests, skills, and values best fit.
 Getting practical, hands-on experience in your field of interest will show you what it takes to
succeed, and will also help build your résumé.
6. Research career possibilities on the web. Take advantage of the resources available.
 The internet has many websites focused on career options for everyone. You can take personality
tests, read descriptions on specific industry sectors, and find out the education and skills needed to
succeed at a job.
7. Explore college majors and find one that relates to your preferred field.
 College websites are a helpful resource for discovering which college majors match with an
industry. In many cases, there are multiple majors that correspond with your interested career.
8. Find a support system of teachers, counselors or friends who will help you with your career search.
 Career research can be stressful and having support can be very useful during the process. Your
CPAs, teachers, and counselors have a wealth of information about careers. Pay them a visit!
9. Learn the career lingo: Know the terminology that is associated with your interested industry sector.
 Getting familiar with industry terms can help when meeting with potential employers, as well as
with researching the skills needed for certain jobs.
10. Diversify your skills set.
 Learn software skills like PowerPoint and Excel. Improve your typing speed. Demonstrate your
email etiquette when communicating with employers and mentors. Expand your qualifications!
76
Top 10 Growing Careers in California
1. Registered Nurse
Education/training required: Bachelor’s degree; RN Certification
Similar jobs: Personal and Home Care Aides, Medical Assistant
2. Computer Software Engineer
Education/training required: Bachelor’s degree
Similar jobs: Computer Programmer, Computer Scientist
The baby boom
generation is
reaching retirement
age. This will create
new job opportunities
in multiple sectors,
especially healthcare.
3. Biomedical Engineer
Education/training required: Bachelor’s degree
Similar jobs: Biotechnician, Civil Engineer
4. Game Designer
Education/training required: Bachelor’s degree
Similar jobs: Graphic Designer, Drafter
How will the
environment change
in the next 10 years?
Soon, “green” jobs
will be in great
demand.
5. Elementary School Teacher
Education/training required: Bachelor’s degree, Certification
Similar jobs: School Counselor, Education Administrator
6. Mental Health and Substance Abuse Counselor
Education/training required: Master’s degree
Similar jobs: Human Services Assistant, Social Worker
7. Data Communication Analyst
Education/training required: Bachelor’s degree
Similar jobs: Database Administrator, Mathematician
8. Physician/Surgeon
Education/training required: Medical Doctorate degree
Similar jobs: Physician’s, Medical, or Dental Assistant
We are quickly losing our
natural resources.
Alternative energy efforts
will introduce many new
jobs. In fact, experts
believe that most of the
money will be in water!
Check out the federal
government for a
variety of jobs being
introduced under the
President’s stimulus
package.
9. Occupational Therapist
Education/training required: Master’s degree
Similar jobs: Athletic Trainer, Physical Therapist
10. Accountants
Education/training required: Master’s degree
Similar jobs: Auditor, Financial Analyst
77
Job Seeking Etiquette
Step 1: Job Hunting
 Check your counseling office/career center for available jobs or internships.
 If you are interested in any local businesses or organizations, give them a call to see if they have
positions for high school students. Another option is to go to a favorite store and ask if they are
hiring. (In this case, it is important to dress appropriately and have a cover letter and résumé inhand. Fill out the application on the spot. Talk with the manager/supervisor as though it is an
interview! The extra initiative will ensure that they remember who you are.)
 If necessary, use websites like Craig’s List or Monster.com, but be careful! People will try to scam
you. Use your judgment before contacting anyone. Most websites tend to focus on college
graduates. Your best bet for job hunting is your high school counselor or local businesses.
 Remember to be polite, professional, and patient at all times! Be prepared to be turned away, but
don’t give up! There are many opportunities out there!
Step 2: Applying
 Create a professional e-mail address to use when contacting future employers.
 Check your counseling office/career center to see if you are required to apply for a work permit.
 When applying for jobs, it is sometimes required and always recommended to give a cover letter.
A cover letter is an introductory letter that begins the correspondence between you and your
prospective employer, and generally accompanies your résumé . A sample cover letter is provided
below.
 Prepare a specific résumé for each position for which you apply. (Ask your CPA about the “Tips
for Writing a Résumé” handout.)
 If contacted for an interview, prepare and practice! (Ask your CPA about the “Tips for Having a
Winning Interview” handout.)
Alicia Applicant
674 Orange Ave
San Diego, CA 92117 (Your heading)
Forever 21
1234 San Diego Mall
San Diego, CA 92130 (Heading of recipient. If known, include the name and title.)
To Whom It May Concern:
I am applying for the Sales Associate position as posted in the Career Center at Mission Bay High School. This
position complements my interest in entering the fashion industry. I have the necessary experience and know that I
can contribute to and learn from Forever 21. (Give position applying for, where you heard of it, and a brief sentence
explaining your interest.)
Through working at Vons and at our school store, I have the sales experience necessary for this position.
Furthermore, as the senior representative for Key Club, I am fully capable of working with others, especially in a
leadership role. I am extremely interested in fashion, a hard worker, and confident that I can be an asset to your
company. (Explain why this employer should look at your résumé, and consider you for this position!)
I would be interested in discussing this opportunity further. Please feel free to contact me at (761) 555-1234 or at
aaplicant@cox.net. (Include the easiest way they can contact you.)
Thank you very much for you time.
Sincerely,
Alicia Applicant
78
Tips for Writing a Resume
Many high school students decide to find a part-time job or internships for financial reasons or to begin
acquiring valuable experience for college and their future careers. Although high school students may not
have much job experience, a well written résumé not only reflects the applicant’s best qualities and
professionalism, but is often required by employers.






Highlight your best skills -- this is the place to emphasize strengths!
Modify your skills and experiences to relate to the position you are seeking.
Have someone read your résumé to check for errors.
Be honest about the items you record on your résumé.
Employers see creativity in how you describe yourself, not through fancy fonts and styles—use a
font that is easy to read. (Do not handwrite your résumé.)
Receive permission from individuals you will be using as references prior to sending your résumé.
Alicia Applicant
674 Orange Ave
San Diego, CA 92117
(761)-486-6726
aaplicant@cox.net
Objective Obtain a part-time job as a Sales Associate, providing excellent customer service and
assistance (Always be as specific as possible and try to use the job title)
Qualifications/Skills (This is where you can shine! When you can, support your skills with evidence)
 Merchandising Skills
Sold merchandise at school store and during employment at Vons
 Organizational Skills
Kept inventory and records of merchandise at school store
 Written Communication Skills
Published in school newspaper, The Hawk
 Bilingual: Native Spanish speaker
Work Experience (Include positions held, dates worked, and a small description)
Volunteer, Boys and Girls Club
Summer 2006-Present
Duties involve extensive communication with parents and children from different backgrounds
Sales Associate, Vons
December 2008-June 2009
Duties included stocking shelves, assisting customers, and operating cash register
Education
Mission Bay High School
Diploma in progress (Graduate June 2011)
Accomplishments (This is where an employer can learn more about you and your other interests)
California Scholarship Federation
2006-2009 membership
Boys & Girls Club Star Volunteer
2006-2007 award
Mission Bay Junior Varsity Basketball MVP
2008-2009 award
Senior Representative, Key Club
2009-2010
References
Available upon request
79
Tips for Having a Successful Interview
The most important part of a successful interview is to prepare well. When employers ask questions to
prospective employees, those who prepare in advance deliver answers that seem much more polished and
concise. Everyone becomes nervous when they are on the spot, but knowing even a little of what to expect
can give you a winning edge. And always remember to practice! Here are a few of the most common
interview questions. Practice your answers in front of a mirror or with someone else. It may feel strange
now, but it will pay off in the long run.
1. How would you describe yourself?
What employers really want to know is why they should hire you. This is where they can briefly hear
about your experiences, personal qualities, and interests that are not reflected in your résumé.
However, try to always incorporate examples to support everything you say: “I am an excellent
communicator and enjoy talking with people. At school, I am involved with yearbook, which requires
a lot of interpersonal interaction and teamwork.”
2. What are your strengths and weaknesses?
Be honest, but don't demean yourself. Try not to focus on your negatives too much. Briefly mention
them, but end with a positive spin. "Sometimes I get nervous when it comes to public speaking in
front of large groups, but I do enjoy talking with people in general so it’s not that bad. I am working
on this, however, through classroom presentations and extracurricular activities. I believe I am
getting better. And I have no trouble speaking with people in small groups or one-on-one."
3. Why are you interested in working for us? / Tell us what you know about our organization.
Relate your interest to the business in question. "I am really interested in fashion and your business,
Forever 21, is always selling the trendiest clothes. I have sales experience but I want to focus on
clothing retail." Make sure you do some research about your prospective job before you come for
your interview. Check out their website online and impress your interviewer with all of your
knowledge. Plus, it gives you a great opportunity to ask questions. "I am also really curious as to
how you know what the future trends will be. What kind of research goes into that?"
4. How are you qualified for this job? / Why should we hire you?
List your skills, and tell them that you can learn more! "I am a people person, I am interested in
fashion, and I have sales experience. I am sure that there is a different vibe to working in clothing
sales but I am a fast learner and I want to succeed in this industry." I know it seems like you have
talked about your skills a lot, and it’s true, but the most important thing is to show your interviewer
that you are motivated and a hard-worker.
5. How would you deal with a difficult customer/client/coworker?
These are the questions employers ask to see how you would behave in certain situations. They don’t
expect you to have all the right answers, but they do expect you to think sensibly. "I would hope that
if I spoke calmly and tried to show the other person that I was listening to what they are trying to say,
then the client and I could come to an agreement. But I know, sometimes, things don't always run that
smoothly, in which case I would probably call my supervisor."
6. How would you balance school and work?
Interviewers want to know if you will be reliable and handle your job in addition to your busy school
schedule. State your plan to accommodate your job and prove that you are an efficient and
trustworthy person. "I do have some other extracurricular activities going on, but I manage my time
efficiently. I use a planner to organize all of my tasks. I believe that I am a multi-tasker who enjoys a
busy schedule!”
80
Section 7
Date: _____/_____/_____
Period / Room: ________
RE: FINANCIAL AID
Dear Seniors,
Welcome back! I hope you enjoyed winter break.
Now is the time to apply for financial aid! Never allow money to prevent you from your college plans.
There is plenty of financial aid available and Cal-SOAP is here to help…
All YOU have to do is fill out a few forms and claim your money. First and foremost, make sure you
complete a GPA Verification Form (unless your school does this for you) and a FAFSA form before
March 2, 2011. Know the deadlines and the financial aid forms required for each college you may want
to attend (check with each campus you are considering because deadlines and applications may vary).
Financial aid forms must be completed before acceptance letters arrive. If you are planning to attend a
community college, trade or technical school, you still need to complete these forms now and meet the
deadlines—regardless of whether you have applied. Remember to look into all types of financial aid
offered at your colleges of interest, including scholarships. There are many college-specific financial aid
opportunities available (i.e. Ask your community college about the BOG Waiver!).
Please come to see me if you have any questions about completing your financial aid forms and college
applications. Remember, I am here to answer your questions and assist you with educational opportunities
during and after high school.
I am located in the ___________________________________________
My hours are _______________________________________________
_______________________________________________
Sincerely,
______________________________________
College Peer Advisor(s)
______________________________________
Approved by: Site Contact
San Diego County: 858.569.1866
Imperial County: 760.768.5650
81
www.sandiegocalsoap.com
What to Expect When You Apply for Financial Aid
Checklist:
 Get a PIN (Personal Identification Number) at www.pin.ed.gov for:
o Yourself and one of your parents
o The PIN will serve as your electronic signature when signing the Free Application for
Federal Student Aid (FAFSA) every year.
 Gather records of income earned during the previous calendar year, such as:
o W2 forms from your employer(s)
o Other records of income earned
o Records of other untaxed income received such as welfare benefits (TANF), Social
Security benefits, child support received, payments to IRAs or 401 (k)s, and military or
clergy allowances
o Current bank statements and records of stocks, bonds, and other investments
 Obtain copies of your Social Security Number, driver’s license, and Alien Registration Number (if
you are not a citizen).
 Fill out a new 2011-2012 FAFSA by going to www.fafsa.ed.gov. Save each page and make sure to
click SUBMIT upon completion. Sign your online application with your PIN or print, sign, and mail
the electronic signature page. The deadline for most schools is March 2!
 Fill out the GPA Verification Form (available at www.calgrant.org) in order to qualify for
California Grants. Some schools send an electronic copy of the GPA Verification Form and may
simply ask the students to verify their Social Security Numbers and sign a GPA Release Form. Make
sure to ask your counselor about your school’s procedure. Deadline: March 2!
 Fill out and submit other necessary financial aid forms or applications by their deadlines:
o CSS Profile (required by some private schools)
o Board of Governor’s Fee Waiver (BOG-W for California Community Colleges)
o Institutional forms required by your college
o Scholarships
How It Works:
Here’s the federal formula: Cost of Attendance - Expected Family Contribution = Federal Eligibility:
Cost of Attendance (COA)
Expected Family Contribution
Federal Eligibility for Financial Aid: Grants, Loans,
Scholarships, & Work Study
82
It’s simple! The federal government will determine
how much money your family and you (if you’re
employed) can contribute to your education, based on
the information you provided on the FAFSA. This
amount is referred to as your Expected Family
Contribution (EFC). They will, then, subtract your
EFC from a pre-determined Cost of Attendance for
each college you reported on the FAFSA. The
resulting amount reveals your Federal Eligibility.
This is how much the government believes you need
to attend college—and how much you may receive in
the form of grants and loans.
PIN Tip Sheet
PIN: Personal Identification Number
www.pin.ed.gov
Your PIN is not the FAFSA!!
What is the PIN?
 The Personal Identification Number is a four-digit code that acts as your online signature and
access code when filling out the FAFSA online: www.fafsa.ed.gov.
Who needs a PIN?
 You (the student) need a PIN.
 One parent needs a different PIN.
How is the PIN used?
 Allows students and parents to sign the FAFSA online electronically.
 Both students and parents can correct or update the online FAFSA using the PIN.
 Students and parents can view the status of a processed FAFSA and SAR (Student Aid Report)
using the PIN.
 Students can renew the FAFSA every year using the same PIN.
How do I get a PIN?
 Go to www.pin.ed.gov.
 Click on “Apply for PIN” and follow the directions on the slides that follow.
 You must have a Social Security Number to apply for a PIN. (If your parent does not have a SSN,
you can still apply for a FAFSA, but a parent signature must be provided instead of the PIN.)
 You will create a “security pass-phrase”: There will be no record kept of this pass-phrase, so if
you lose it, you will never be able to retrieve your old PIN—but you may register for a new one.
 Print the confirmation page.
How does my parent get a PIN?
 The procedure is exactly the same as above, using a parent’s information instead.
When do I receive my PIN?
 You have the option to create your own PIN, which means you will have it immediately.
 If you provided an email address, you should also receive your PIN immediately. This “real time”
process is new, so do not worry if it takes 1-3 days (more than 3 days may signal a problem).
 If you did not provide an email address, you will receive your PIN in the mail within 7-10 days.
What if I lose or forget my PIN?
 Go back to the PIN web site and click on “Request a Duplicate PIN.” You must have the original
information you provided when first registering for a PIN. If you do not, you can sign up for a new
PIN.
 You will receive (email / mail) the same PIN as you had before.
What if I want to file my FAFSA online but don’t have a PIN?
 Instead of using the PIN as your electronic signature, you can print out the signature page and
physically sign it (along with a parent), and mail it to the FAFSA address.
 If you submit the FAFSA (paper or online) without a PIN, you will eventually be assigned a PIN
even if you do not apply for one.
Is there a benefit for having a PIN when I submit the online FAFSA?
 Yes! If you and a parent sign electronically with the PIN, you will receive your Student Aid
Report (SAR) within 72 hours. Plus, the process is much easier and faster!
Final Tips:
 Get your PIN now! Keep it in a safe place, so you will be prepared to complete and submit the
online FAFSA between January 1 and March 2.
 Start a financial aid folder to keep your PIN and all other college-related records.
83
What Happens After You Have Applied for Financial Aid
Checklist:
 Review your submitted FAFSA by returning to the FAFSA homepage (www.fafsa.ed.gov) and
selecting “Check Status of a Submitted FAFSA or Print Signature Page.”
 If you mailed a paper FAFSA application, you will receive a return postcard within one week. If you
submitted electronically, you will get an immediate response, noting your Expected Family
Contribution (EFC) amount.
 About one month later, you will receive a Student Aid Report (SAR) by email or mail. You can also
view your electronic SAR on www.fafsa.ed.gov within 3-5 days after submitting online. The SAR
contains the information you provided on the FAFSA as well as a procedure to make corrections, if
needed. Review the SAR for accuracy and important information. If you need help, show the SAR to
your high school counselor or College Peer Advisor.
o If everything is correct, maintain a copy of your SAR for records. This can serve as your
cheat sheet when you complete the renewal FAFSA the following year.
o If something is wrong, immediately correct the SAR and re-submit. For inaccuracies on the
paper SAR: correct it, sign it, have a parent sign, and mail it back to the federal processor.
 Students who completed both the FAFSA and Cal-Grant GPA Verification form will receive the
California Aid Report (CAR) as well. The CAR will indicate whether the student is eligible to receive
California Grants.
 Look for Financial Aid Award Letters from the colleges for which you applied.
o All colleges that you reported on the FAFSA (and have accepted you) will send you a
financial aid award letter or email around April.
o Review the financial aid package that you are being awarded with your counselors and
parents. The amount of aid you receive may affect your decision, when picking a college.
o Keep in mind that loans are offered to everybody at a university. Student loans often offer
better deals than parent loans due to lower interest rates.
o Subsidized Stafford Loans are interest-free (while in college) whereas Unsubsidized
Stafford Loans are not.
o There is nothing wrong with taking out a student loan to supplement your ability to pay for
your education.
 Return all financial aid paperwork to the financial aid office of your chosen college by the deadline!
o Colleges may ask you to indicate whether you will accept / decline the financial aid awards
they offer. Return any requested paperwork by the appropriate deadlines!
o Colleges may ask for a copy of your previous year’s income tax forms, etc. for verification.
o You are not obligated to accept all or any of the loans offered in your financial aid
package—if you can be thrifty, find a job or utilize your work study grant.
 All financial aid money is sent directly to your chosen college.
o Your college will use your grant money to clear tuition, registration, housing, and other
required payments.
o If you still have financial aid remaining, it will be given to you by check. You should save
this money for books and other college materials. Spend your money wisely!
 If your college requires any other financial aid forms—make sure you keep up with deadlines!
84
Financial Aid Resources on the Web
www.fafsa.ed.gov
Complete and file the Free Application for Federal
Student Aid (FAFSA) online.
www.pin.ed.gov
Here you can get your Personal Identification
Number for a parent and yourself to fill out the
FAFSA online.
www.csac.ca.gov
Learn more about Cal-Grants, other state aid and
outreach activities, program requirements, and
how to apply for aid.
www.calgrants.org
Here you will find all the Cal-Grant basics, including
the GPA Verification Form, in one stop.
www.chafee.csac.ca.gov
Learn about this exciting new grant for youth who
are or were in foster care.
www.studentaid.ed.gov
Stop here for details on the major federal aid
programs.
www.scholarships.com
Find money for college through a search for
scholarships that may pertain to you.
www.finaid.org
Learn more about financial aid for college; includes
calculators to estimate financial aid eligibility.
www.icanaffordcollege.com
California Community Colleges can help you
afford college and build a better future.
www.fastweb.com
A free service available on the Web that can match
students to appropriate scholarships.
www.hsf.net
Hispanic Scholarship Fund – Nation’s leading
organization supporting Hispanic higher
education.
www.hispanicfund.org
Hispanic College Fund provides talented and
underprivileged Hispanic youth with vision, mentors,
resources and scholarships.
www.maldef.org
Mexican American Legal Defense and
Educational Fund – concentrates its efforts on
education, employment & immigration. Provides
scholarship opportunities for all students
regardless of residency status.
www.edwise.org
Turn to this online financial planning tool to
calculate how much you can afford to borrow and
create a spending plan.
www.edfund.org
Check here to learn more about planning for college
and a career, applying for financial aid, and managing
your loan.
www.salliemae.com
Sallie Mae – The nation’s leading provider of
student loans.
www.nelliemae.org
Nellie Mae – A non-profit organization providing
student loan financing and services.
Other:
Other:
www.collegeboard.com
Learn financial aid basics at various colleges across
the nation, search for colleges according to costs, or
plan your collegiate future with online calculators.
85
Scholarship Tips and Scams
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First tip is simply, apply, apply, apply! Many scholarships go unclaimed simply because students
do not apply.
A few of the best places to find scholarships include:
o Online: www.fastweb.com, www.scholarships.com, www.maldef.org
o Your high school’s counseling office
o Public libraries have a huge “blue book” of nation-wide scholarships
o Check with your parents’ place of work—many companies offer scholarships to the
children of their employees
Start early. Each donor has different deadlines so be sure to be prepared.
Be organized. It is a good idea to ask for letters of recommendation from people that know your
educational goals and accomplishments ahead of time.
Research potential donors. Make sure you understand the sponsors’ motivations for offering the
award and gear your application and essay to meet their criteria.
Evaluate yourself in relation to the scholarship requirements.
 What career do you hope to pursue?
 How do your qualifications compare to the requirements of the scholarship?
 How do your goals and ambitions relate to the implied goals of the scholarship?
 What are your past successes, achievements, honors received, and positions of
leadership held?
 What are your abilities and potentials? Where do you see yourself in 5-10 years?
Be honest! Don’t exaggerate your grades, skills, or accomplishments. It is better to focus on
scholarships that you know you might be eligible for.
Follow the directions carefully. Respond to all the questions and include all necessary forms. Be
sure not to include additional material that is not necessary.
Contact the scholarship provider if you have any questions. Do not simply assume!
Your application is a "first impression" to the application reviewers. Make sure your application
is neat and thorough. It is a good idea to photo copy blank application forms in case you make
any errors.
Proof read your application several times. It is important that you ask a friend, family member,
and/or a teacher to help you proof read your application. Many times they can catch mistakes
that you skip over.
If you wrote a Personal Statement / Biography for a particular scholarship, look for other
scholarships that may require the same type of essay. Furthermore, always hold on to these
Personal Statements because many scholarships ask for the very same requirements!
Don’t Get Scammed!
Often scholarships or financial assistance are used as a window to scam students. Be careful where you
apply and make sure to research the scholarship provider thoroughly. Here are some signs that may
indicate the scholarship reward is a scam:
 “We will do all the work.”
 “The scholarship is guaranteed or your money back.”
 “You can’t get information or help like this anywhere else.”
 “Insert your credit card or bank card account number to hold this scholarship.”
 “An application fee is required in order to apply for this scholarship.”
 “You have been selected by a ‘National Foundation’ to receive a scholarship.”
o Or: “You are a finalist” in a contest you never entered.
Note: You should never have to pay money to apply for a scholarship! Scholarships are free,
competitive grants!
86
California Community Colleges 2010-2011 Board of Governors Fee Waiver Application 10-BOGAPP
This is an application to have your ENROLLMENT FEES WAIVED. This FEE WAIVER is for California residents only. If you need money to help with books, supplies, food, rent,
transportation and other costs, please complete a FREE APPLICATION FOR FEDERAL STUDENT AID (FAFSA) immediately. Contact the Financial Aid Office for more information.
The FAFSA is available at www.fafsa.ed.gov or at the Financial Aid Office.
Note: Students who are exempt from paying nonresident tuition under Education Code Section 68130.5 (AB 540) are NOT California residents. If you are NOT a California resident,
you are not eligible for a fee waiver. Do not complete this application. You may apply for financial aid by completing the FAFSA.
Name:
Last
First
Student ID #
Middle Initial
Email (if available):
Home Address:
Telephone Number: (______)
Street
City
Date of Birth:
Zip Code
Has the Admissions or Registrar's Office determined that you are a California resident?
_______/_______/_________


IMPLEMENTATION OF THE CALIFORNIA DOMESTIC PARTNER RIGHTS AND RESPONSIBILITIES ACT
Yes No
M.I.
The California Domestic Partner Rights and Responsibilities Act extends new rights, benefits, responsibilities and obligations to individuals in domestic partnerships
registered with the California Secretary of State under Section 297 of the Family Code. If you are in a Registered Domestic Partnership (RDP), you will be treated as
an Independent married student to determine eligibility for this Enrollment Fee Waiver and will need to provide income and household information for your domestic
partner. If you are a dependent student and your parent is in a Registered Domestic Partnership, you will be treated the same as a student with married parents and
income and household information will be required for the parent’s domestic partner.
Note: These provisions apply to state student financial aid ONLY, and not to federal student financial aid.
Are you or your parent in a Registered Domestic Partnership with the California Secretary of State under Section 297 of the Family Code? (Answer “Yes” if you or
your parent are separated from a Registered Domestic Partner but have NOT FILED a Notice of Termination of Domestic Partnership with the California Secretary of
State’s Office.)
Yes No
If you answered “Yes” to the question above treat the Registered Domestic Partner as a spouse. You are required to include your domestic partner’s income and
household information or your parent’s domestic partner’s income and household information in Questions 4, 11, 12, 13, 14, 15, 16, 17.
Student Marital Status: Single
NAME PLEASE PRINT
LAST
FIRST
DEPENDENCY STATUS
Married
Divorced
Separated
Widowed
Registered Domestic Partnership
The questions below will determine whether you are considered a Dependent student or Independent student for fee waiver eligibility and whether parental information is needed. If you
answer “Yes” to ANY of the questions 1-10 below, you will be considered an INDEPENDENT student. If you answer “No” to all questions, you will be considered a Dependent student
thereby reporting parental information and should continue with Question 11.
1.
Were you born before January 1, 1987?
Yes No
(If “Yes,” skip to question 13)
2.
As of today, are you married or in a Registered Domestic Partnership (RDP)?
Yes No
(Answer "Yes" if you are separated but not divorced or have not filed a termination notice to dissolve partnership. Also, if you answer “Yes,” skip to question 13.)
3.
Are you a veteran of the U.S. Armed Forces or currently serving on active duty for purposes other than training?
(If “Yes,” skip to question 13)
4.
Do you have children who will receive more than half of their support from you between July 1, 2010-June 30, 2011, or other dependents who live with you (other than your children
and spouse/RDP) who receive more than half of their support from you, now and through June 30, 2011?
Yes No
(If “Yes,” skip to question 13
5.
At any time since you turned age 13, were both your parents deceased, were you in foster care or were you a dependent or ward of the court ?
(If “Yes,” skip to question 13)
Yes No
6.
Are you or were you an emancipated minor as determined by a court in your state of legal residence?
(If “Yes,” skip to question 13)
Yes No
7.
Are you or were you in legal guardianship as determined by a court in your state of legal residence?
(If “Yes,” skip to question 13)
Yes No
8.
At any time on or after July 1, 2009, did your high school or school district homeless liaison determine that you were an unaccompanied youth who was homeless?
(If “Yes,” skip to question 13)
Yes No
9.
At any time on or after July 1, 2009, did the director of an emergency shelter or transitional housing program funded by the U.S. Department of Housing and Urban Development
determine that you were an unaccompanied youth who was homeless?
Yes No
(If “Yes,” skip to question 13)
10.
At any time on or after July 1, 2009, did the director of a runaway or homeless youth basic center or transitional living program determine that you were an unaccompanied youth
who was homeless or were self-supporting and at risk of being homeless?
Yes No
(If “Yes,” skip to question 13)
Yes No
If you answered "Yes" to any of the questions 1 - 10, you are considered an INDEPENDENT student for enrollment fee waiver purposes and must
provide income and household information about yourself (and your spouse or RDP if applicable). Skip to Question #13.
If you answered "No" to all questions 1 - 10, complete the following questions:
11.
If your parent(s) or his/her RDP filed or will file a 2009 U.S. Income Tax Return, were you, or will you be claimed on their tax return as an exemption by either or both of your
parents?

Will Not File Yes No
12.
Do you live with one or both of your parent(s) and/or his/her RDP?
Yes No
If you answered "No" to questions 1 - 10 and "Yes" to either question 11 or 12, you must provide income and household information about your
PARENT(S)/RDP. Please answer questions for a DEPENDENT student in the sections that follow.
If you answered "No" or "Parent(s) will not file" to question 11, and "No" to question 12, you are a dependent student for all student aid except this
enrollment fee waiver. You may answer questions as an INDEPENDENT student on the rest of this application, but please try to get your PARENT
information and file a FAFSA so you may be considered for other student aid. You cannot get other student aid without your parent(s’) information.
87
METHOD A ENROLLMENT FEE WAIVER
13. Are you (the student ONLY) currently receiving monthly cash assistance for yourself or any dependents from:
TANF/CalWORKs?
Yes No
SSI/SSP (Supplemental Security Income/State Supplemental Program)?
Yes No
General Assistance?
Yes No
14. If you are a dependent student, are your parent(s)/RDP receiving monthly cash assistance from TANF/CalWORKs or SSI/SSP as a primary source of income?
Yes No
If you answered "Yes" to question 13 or 14 you are eligible for an ENROLLMENT FEE WAIVER. Sign the Certification at the end of this form. You are required to show current proof
of benefits. Complete a FAFSA to be eligible for other financial aid opportunities.
METHOD B ENROLLMENT FEE WAIVER
15. DEPENDENT STUDENT: How many persons are in your parent(s)/RDP household? (Include yourself, your parent(s)/RDP, and anyone who lives with your
parent(s)/RDP and receives more than 50% of their support from your parents/RDP, now and through June 30, 2011.) _________
16. INDEPENDENT STUDENT: How many persons are in your household? (Include yourself, your spouse/RDP, and anyone who lives with you and receives more than
50% of their support from you, now and through June 30, 2011.) ___________
17. 2009 Income Information
(Dependent students should not include their income information for Q 17 a and b below.)
a. Adjusted Gross Income (If 2009 U.S. Income Tax Return was filed, enter the
amount from Form 1040, line 37; 1040A, line 21; 1040EZ, line 4).
b. All other income (Include ALL money received in 2009 that is not included in
line (a) above (such as disability, child support, military living allowance,
Workman’s Compensation, untaxed pensions).
TOTAL Income for 2009 (Sum of a + b)
DEPENDENT STUDENT:
PARENT(S)/ RDP
INCOME ONLY
INDEPENDENT STUDENT:
STUDENT (& SPOUSE'S/ RDP)
INCOME
$
$
$
$
$
$
The Financial Aid Office will review your income and let you know if you qualify for an ENROLLMENT FEE WAIVER under Method B. If you do
not qualify using this simple method, you should file a FAFSA.
SPECIAL CLASSIFICATIONS ENROLLMENT FEE WAIVERS
18.
Do you have certification from the CA Department of Veterans Affairs that you are eligible for a dependent's fee waiver?
Submit certification.
Yes No
19.
Do you have certification from the National Guard Adjutant General that you are eligible for a dependent's fee waiver?
Submit certification.
Yes No
20.
Are you eligible as a recipient of the Congressional Medal of Honor or as a child of a recipient?
Submit documentation from the Department of Veterans Affairs.
Yes No
21.
Are you eligible as a dependent of a victim of the September 11, 2001, terrorist attack?
Submit documentation from the CA Victim Compensation and Government Claims Board.
Yes No
Are you eligible as a dependent of a deceased law enforcement/fire suppression personnel killed in the line of duty?
Submit documentation from the public agency employer of record.
Yes No
22.
If you answered "Yes" to any of the questions from 18-22, you are eligible for an ENROLLMENT FEE WAIVER and perhaps other fee waivers or adjustments. Sign
the Certification below. Contact the Financial Aid Office if you have questions.
CERTIFICATION FOR ALL APPLICANTS: READ THIS STATEMENT AND SIGN BELOW
I hereby swear or affirm, under penalty of perjury, that all information on this form is true and complete to the best of my knowledge. If asked by an authorized official, I agree to provide proof
of this information, which may include a copy of my and my spouse/registered domestic partner and/or my parent's/registered domestic partner’s 2009 U.S. Income Tax Return(s). I
also realize that any false statement or failure to give proof when asked may be cause for the denial, reduction, withdrawal, and/or repayment of my waiver. I authorize release of information
regarding this application between the college, the college district, and the Chancellor's Office of the California Community Colleges.
I understand the following information (please check each box):
 Federal and state financial aid programs are available to help with college costs (including enrollment fees, books & supplies, transportation and room and board expenses).
By completing the FAFSA, additional financial assistance may be available in the form of Pell and other grants, work study and other aid.
 I may apply for and receive financial assistance if I am enrolled, either full time or part time, in an eligible program of study (certificate, associate degree or transfer).
 Financial aid program information and application assistance is available in the college financial aid office.
Applicant’s Signature
Date
Parent Signature (Dependent Students Only)
Date
CALIFORNIA INFORMATION PRIVACY ACT
State and federal laws protect an individual’s right to privacy regarding information pertaining to oneself. The California Information Practices Act of 1977 requires the following information
be provided to financial aid applicants who are asked to supply information about themselves. The principal purpose for requesting information on this form is to determine your eligibility
for financial aid. The Chancellor’s Office policy and the policy of the community college to which you are applying for aid authorize maintenance of this information. Failure to provide such
information will delay and may even prevent your receipt of financial assistance. This form’s information may be transmitted to other state agencies and the federal government if required
by law. Individuals have the right of access to records established from information furnished on this form as it pertains to them.
The officials responsible for maintaining the information contained on this form are the financial aid administrators at the institutions to which you are applying for financial aid. The SSN
may be used to verify your identity under record keeping systems established prior to January 1, 1975. If your college requires you to provide an SSN and you have questions, you should
ask the financial aid officer at your college for further information. The Chancellor’s Office and the California community colleges, in compliance with federal and state laws, do not
discriminate on the basis of race, religion, color, national origin, gender, age, disability, medical condition, sexual orientation, domestic partnership or any other legally protected basis.
Inquiries regarding these policies may be directed to the financial aid office of the college to which you are applying.
 BOGFW-A
 TANF/CalWORKs
 GA
 SSI/SSP

BOGFW-B

BOGFW-C




FOR OFFICE USE ONLY
Special Classification
Veteran
National Guard
Dependent
Medal of Honor
RDP
Student

Student is not eligible
Parent
 9/11 Dependent
Dep. of deceased law enforcement/fire personnel
Certified by: __________________________________________________________________________
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Date: ___________________________________________________________
AB-540: California Nonresident Tuition Exemption Information
You qualify if:
 You have attended a California High School for 3 or more
years (does not have to be the same high school)
 You have or will graduate from a California High School or
have attained a G.E.D.
 You have registered at or are currently enrolled at an
accredited institution of higher education in California
 You have filed or will file an affidavit, as required by
individual colleges (not INS), stating that you will apply for
legal residency as soon as you are eligible to do so
Financial Aid and Fee Difference:
AB-540 does not provide access to federal or state financial aid. Nevertheless, AB-540 eliminates outof-state fees at colleges and universities for students regardless of legal residency status, making
higher education more affordable to non-U.S. residents.*
AB-540 allows undocumented students to pay the in-state fees below.
Institution
In-State Fees
Out-of-State Fees
California Community Colleges $26 per unit
$160 per unit + enrollment fees
California State Universities
$4,026 per year (tuition only) $11,160 per year (tuition only)
University of California
$9,285 per year (tuition only) $22,717 per year (tuition only)
Figures are the estimated costs for 2009-2010. Total costs for 2011 may be higher.
Caveats:
 Students eligible for this exemption who are transferring to another California public college or
university must submit a new request (and documentation, if required) to each college under
consideration.
 Students who are non-immigrants [for example, those who hold F (student) visas, B (visitor) visas,
etc.] are not eligible for this exemption.
 For more information, go to www.maldef.org
College / University Application Process for Immigrant Students:
 Students should speak with a college/university representative to receive accurate information
about the specific campus. For all UC and most CSU campuses, the student must apply in
November of the year before they wish to enroll. Two sections in the application must be left
BLANK†:
o Social Security Number slot should be left BLANK
o Immigration Status should be left BLANK
* Non-U.S. resident students are those who do not have legal status in the United States; these students must also meet all the requirements
mentioned above.
†
Everything else should be filled out completely and truthfully. Students should contact a UC or CSU representative for specific instructions for
completing the UC and CSU applications, as these may change from year to year. Additional materials should NOT be sent with the application.
Once the student is accepted by the university, then he/she should fill out and send the AB-540 affidavit. For community colleges, the student must
turn in the AB-540 affidavit when they apply.
Important Note: AB-540 requires that state colleges and universities keep student information confidential. A student’s
immigration status cannot and will not be reported to the Department of Immigration or any other third party.
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Tips for Advising AB-540 Students
1) Assist students with completion of college admission application fee-waivers.
 Undocumented students ARE NOT eligible for CSU application fee-waivers.
 Undocumented students ARE eligible for UC application fee-waivers.
 Undocumented student eligibility for private college/university application fee-waivers is
on a campus-by-campus basis. CONTACT EACH CAMPUS the student is interested in
attending to find out.
2) Assist students with completion of college admission applications.
 Undocumented AB-540 students often require assistance completing residency questions
included in college admission applications.
 If you are unable to assist the student, refer them to an AB-540 knowledgeable
representative from the college they wish to apply to.
 Develop relations with schools and contact for advice.
3) Assist students with scholarships that do not require legal permanent residency, U.S. citizenship,
and/or a Social Security Number.
 Scholarship list available at: www.maldef.org
 Many private scholarships require proof of citizenship/legal residency, which makes
undocumented students ineligible.
 Undocumented AB-540 students often require assistance with researching and successfully
finding scholarships that they are eligible for.
4) Assist students with finding alternative options for funding their education.
 Many undocumented AB-540 students are finding creative ways to fund their education.
o Students may consider approaching friends, neighbors, family members, teachers, or
local businesses to request financial support for their college education.
o Students may consider working together to hold fundraisers to help undocumented AB540 students pay for college.
5) Assist students with determining whether or not to complete a FAFSA.
 ONLY undocumented students with residency paperwork “in process” should complete a
FAFSA. If they have filed paperwork then the government is aware of their presence in
the U.S. and the student is not at risk for deportation.
 Undocumented students without paperwork “in process” SHOULD NOT complete a
FAFSA. For these students, submitting a FAFSA to the federal government can put them
at risk for deportation. Some undocumented students have been placed into deportation
proceedings after submitting a FAFSA.
6) When providing workshops or informational sessions on higher education, include information on
AB-540 and opportunities available to immigrant students.
 Provide AB-540 trainings to counselors, teachers, and staff.
 Inform parents about the options their children have.
 Although most information is presented to high schools, starting at the elementary and
middle school levels will increase awareness about college opportunities for all students.
7) Refer students to www.uscis.gov, so they may learn about the process for attaining citizenship.
 For a list of legal services that assist with this process, visit www.maldef.org.
Tips created by Dr. Paz Oliverez, Executive Director, Futuros Educational Services: poliverez@futuros-california.org
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California Nonresident Tuition Exemption Request
For Eligible California High School Graduates
Complete and sign this form to request an exemption from Nonresident Tuition. You must submit any documentation
required by the College or University (for example, proof of high school attendance in California). Contact the California
Community College, University of California or California State University campus where you intend to enroll (or are
enrolled) for instructions on documentation, additional procedures and applicable deadlines.
ELIGIBILITY:
I, the undersigned, am applying for a California Nonresident Tuition Exemption for eligible California high school
graduates at (specify the college or university)____________________________________________ and I declare the following:
Check YES or NO boxes:
o Yes
o No
I have graduated from a California high school or have attained the equivalent thereof, such as a
High School Equivalency Certificate, issued by the California State GED Office or a Certificate of
Proficiency, resulting from the California High School Proficiency Examination.
o Yes
o No
I have attended high school in California for three or more years.
Provide information on all school(s) you attended in grades 9 - 12:
City
State
Dates:
From – Month/Year
To – Month/Year
School
Documentation of high school attendance and graduation (or its equivalent) is required by the University of California,
The California State University and some California Community Colleges. Follow campus instructions.
Check the box that applies to you -- check only one box:
o
I am a nonimmigrant alien as defined by federal law, [including, but not limited to, a foreign student (F visa) or
exchange visitor (J visa)].
OR
o
I am NOT a nonimmigrant alien (including, but not limited to, a U.S. citizen, permanent resident, or an alien
without lawful immigration status).
AFFIDAVIT:
I, the undersigned, declare under penalty of perjury under the laws of the State of California that the information I have provided on this form is true and
accurate. I understand that this information will be used to determine my eligibility for the nonresident tuition exemption for eligible California high school
graduates. I hereby declare that, if I am an alien without lawful immigration status, I have filed an application to legalize my immigration status or will file
an application as soon as I am eligible to do so. I further understand that if any of the above information is untrue, I will be liable for payment of all
nonresident charges from which I was exempted and may be subject to disciplinary action by the College or University.
Print Full Name (as it appears on your campus student records)
Campus/Student Identification Number
Print Full Mailing Address (Number, Street, City, State, Zip Code)
Email Address (Optional)
Phone Number (Optional)
Signature
Date
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College Tuition Fee Waivers for Veterans’ Dependents
(Cal-Vet)
The Benefits:
 Waives mandatory statewide tuition and fees at any California Community College, California
State University, or University of California campus.
Who May be Eligible:
 Plan A
The spouse, registered domestic partner, child (under the age of 27) or unmarried surviving spouse
of a veteran who is totally service-connected disabled, or who has died of service-connected
causes may qualify.

Plan B
The child of a veteran who has a permanent service-connected disability may qualify. The child’s
income (cannot be more than $10,160 per year) and value of support provided by a parent cannot
exceed the national poverty level.
* Note that all students must meet California residency requirements.
Application Process:
 Contact your local County Veterans Service Office or go to www.cacvso.org to obtain an
application. Always try to apply prior to attending school. Additional information is also available
at www.cdva.ca.gov.

Applicants to the program must submit proof of income, such as a tax return from the previous
year, with their application.
o If applicant had no income, a statement to that effect can be obtained from either the
Franchise Tax Board (800) 852-5711 or IRS (800) 829-1040.

Certain dependency documents may also have to be provided to establish your relationship with
the veteran.

Once the application is complete, take it to your local County Veterans Service Office (CVSO) for
processing.
* To ensure ongoing benefits, students are encouraged to reapply each year.
CVSO
734 W. Beech St., Suite 200
San Diego, CA 92101
(619) 531-4545
CVSO
1830 West Drive, Suite 107
Vista, CA 92083
(760) 643-2049
Students should still apply for the FAFSA and the GPA Verification Form!
Note: The information on this page is only for general reference. For more detailed and up-to-date information, refer to the
Cal-Vet website: www.cdva.ca.gov
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California Chafee Grant for Foster Youth
Facts:
 Award amount ranges from $10 to a maximum of $5,000 depending on the student’s unmet need
 Grants are awarded on a first-come-first-serve basis







Do not need to have a high school diploma or a G.E.D.
Do not need to be a U.S. citizen or eligible non-citizen
Undocumented students and non-California residents can participate
Males do not need to have registered for Selective Service
Can be in default on a loan and/or owe a grant repayment
Disbursement checks will be sent to the college of attendance
Students are eligible to receive the grant up to their 23rd birthday
Eligibility Requirements:
 Are a minimum age of 16 and who have not reached their 22nd birthday
 Were eligible for Chafee Independent Living Program (ILP) Services between their 16th and 18th
birthdays
 Must have financial need certified by the school (Needs Analysis Report)
 Minimum half-time enrollment in a Title IV eligible school (schools that participate in the Federal
Pell Grant Program)
 Maintain satisfactory academic progress
 Must be enrolled in a postsecondary program for at least 1 year
 Can attend a school outside of California
Application Process:
 Student will appear on CDSS list or obtain Independent Living Program (ILP) certification

Student will file a FAFSA
o Obtain a PIN at www.pin.ed.gov
o Complete FAFSA application at www.fafsa.ed.gov

Student must complete the Chafee Application form
o Complete online at www.chafee.csac.ca.gov
o Submit printed form
To learn more, contact your caseworker, county independent living program coordinator, One-Stop
Center, high school counselor, college’s financial aid administrator, or the
California Student Aid Commission (888) 224-7268
www.chafee.csac.ca.gov
California Student Aid Commission
Specialized Programs
Attn: California Chafee Grant Program
P.O. Box 419029
Rancho Cordova, CA 95741-9029
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