Woodinville
High School
Senior Handbook
2014-2015
TABLE OF CONTENTS
PLANNING
2-8
THE COLLEGE APPLICATION PROCESS
70-99
Letter to Students and Parents .......................................2
Application Organizer & Personal Profile ............... 72-73
Getting Organized................................................................. 3
Factors Influencing Admission Decisions ..................... 74
Determine Your Goals .......................................................4-5
Definitions of Admission Options .................................... 75
Senior Calendar of Events ............................................6-7
Tips for Completing Your Application ........................... 76
Junior Calendar of Events.................................................8
The College Essay .......................................................... 77-78
College Admission Testing ................................... 79-82
OPTIONS AFTER HIGH SCHOOL
9-25
All About College Admission Tests ........................... 79-80
Options After High School–Types of Opportunities ...9-10
Comparing the ACT and SAT .................................... 81-82
Community College/Technical School Bound ..11-12
ACT & SAT Dates ............................................................... 83
Apprenticeship Programs ........................................ 13-16
The Common Application ............................................... 84
Job Corps...................................................................... 17-18
Common App. FAQ ....................................................... 85-87
Military......................................................................... 19-21
Counselor Recommendations................................... 88-89
Employment ................................................................ 22-23
Teacher Recommendations ...................................... 90-92
Online Job Search............................................................. 24
Admission Interviews.......................................................... 93
WorkSource Employment Agency ............................. 25
Campus Visits .................................................................. 94-97
College Representative Visits............................................ 98
THE COLLEGE SELECTION PROCESS
26-40
What Happens Next? .......................................................... 99
College and University Types ................................ 26-27
FINANCIAL AID & SCHOLARSHIPS
Prepare for College .......................................................... 28
100-114
Financial Aid Myths .......................................................... 100
Choosing A College ................................................... 29-30
Financing Your Education ....................................... 101-102
How Many Colleges Should I Apply To?.................. 31
Federal Student Aid at a Glance ............................. 103-104
Resources to Help Identify Schools ............................. 32
Financial Aid-General ....................................................... 107
College Comparison Worksheet .................................. 33
Financial Aid Facts to Remember.................................. 107
Special Considerations .............................................. 34-35
FAFSA Timeline ................................................................ 108
Students with Learning & Physical Disabilities 36-37
WUE – Western Undergraduate Exchange ....... 109-112
Military Academies and ROTC .................................... 38
Scholarships ...................................................................... 113-114
College Athletics .............................................................. 39
REFERENCES
NCAA Freshman-Eligibility Standards ..................... 40
115-121
Glossary ........................................................................ 115-118
WASHINGTON COLLEGE INFO.
Washington’s College Websites ..................................... 119
41-69
WA Public & Private College & Univ ................... 41-45
Helpful Websites ........................................................ 120-121
46
Sources Cited ....................................................................... 121
Fresh.Admission Requir. to Public Bacc. Inst. in WA
Careers & Majors.................................................................. 47
WA Degree Programs .................................................. 48-52
Comm. & Tech. College Admissions & Financial Aid.53-58
Prof. & Tech. Programs at Comm. & Tech. Colleges.59-64
Comm. College Transfer to WA Colleges & Univ
65-69
Page 1
To Our Students and Parents:
In this handbook you will be presented with several options to explore as you near graduation.
Your choice of a college, vocational/technical school, apprenticeship, military service, or the work
force requires a planning process that should involve you, your family, and your counselor. The
process is time consuming–start early for the best results.
We at Woodinville High School are pleased to provide you with this book for your post-secondary
planning. Our goal is to provide accurate, up-to-date information: however, policies, numbers,
dates, and procedures may change without notice. Information such as tuition and room and board
is most likely going to change. Be sure to check with the appropriate institutions to verify the
information you are using. We wish you the very best as you take this next step into your future.
Current Woodinville High School Counseling and Career Center Staff
Nate Hirsch
Kevin Tjoelker
Ruth Krochmalny
Danielle Yamada
Heatherjoy Boi
Roberta Porter
Kathleen Shogren
Carol Wetmore
Counselor
Counselor
Counselor
Counelor
Career and College Readiness Counselor
Counseling Office Manager
Data Information Specialist
Career Center Secretary
425 408-7420
425 408-7421
425 408-7423
425 408 7422
425 408-7428
425 408-7418
425 408 7512
425 408-7353
Woodinville High School Career Center
Ms. Heatherjoy Boi will assist you in the Career Center. You will find helpful information and
resources pertaining to the following:
Career Choices
Internships
Scholarships
Military
Resume and Job Search Packets
WaNIC and Satellite Programs
Testing Information for SAT/ACT
Employment Information
Volunteer Opportunities
Colleges
Financial Aid for Higher Education
College representatives visit the Career Center on a regular basis. Military representatives also
visit two times annually. Check the Career Center Visit List for updated information. The Visit
List is posted throughout the school and is also advertised on GMI.
Page 2
GETTING ORGANIZED
ACCESS INFORMATION to help you determine what schools are of interest to you.
o Find out your:
o GPA
o Class ranking
o Graduation status; review your transcript
o Use reference books:
o Including The College Handbook, Rugg’s Recommendations , Book of
Majors, and other resources located in the Career Center
o Complete a computer selection program and use websites:
o Career Cruising:
www.careercruising.com
 Username:
Woodinville
 Password:
Falcons
o Career Cruising Portfolio:
 Username:
student number
 Password:
birth date (mmddyyyy)
o NEW IN THE FALL OF 2014:
Naviance: www.naviance.com
o Get a Notebook to:
o
o
o
o
o
o
Keep notes on the colleges
Keep a “To Do” list
Keep divided sections for each college
Note deadlines for applications, test scores, and interviews
Set up columns for pros and cons
Take note of special programs and requirements
o Use a file System to hold “Folders” that contain materials that you receive:
o
o
o
o
o
o
o
Job fairs
College fairs
Meeting with counselors
College application deadlines
Deadlines to sign up for tests and test dates
Deadlines for recommendation letters
College interviews and visits
Page 3
DETERMINING YOUR GOALS
Deciding to attend college or other employment options are some of the biggest decisions you
will make in your life. A serious look at yourself will help you learn more about what you want
to do with your life.
Keep in mind this process may take some time to really gain valuable insight into who you are,
so don’t despair if answers are not readily available. Be honest and thoughtful with yourself!!
GOALS AND VALUES
•
•
•
•
•
•
•
•
Which aspects of your high school years have been most meaningful to you? If you
could live this time over, would you do anything differently?
What values are most important to you? What do you care most about? What occupies
most of your energy, effort, and/or thoughts?
How do you define success? Are you satisfied with your accomplishments to date? What
do you want to accomplish in the future?
What kind of person would you like to become? Of your unique gifts and strengths,
which would you like to continue to develop?
What would you most like to change about yourself?
If you had a year to go anywhere and do whatever you wanted, how would you spend
that year?
What experiences have shaped your growth and way of thinking?
What is your work ethic?
YOUR EDUCATION
•
•
•
•
•
•
•
•
What are your academic interests? Which courses have you enjoyed the most? Which
courses have been most difficult and have you not enjoyed?
What do you choose to learn when you can learn on your own? Consider interests
pursued beyond class assignments: topics chosen for research papers, lab reports,
independent projects, independent reading, job or volunteer work.
How do you learn best? What methods of teaching and style of teacher engage your
interest the most?
What has been the most stimulating intellectual experience in recent years?
In what learning environment do you learn most effectively? Do you need one on one
instruction, or do you enjoy group projects?
If what area of skills and knowledge do you feel most confident? Least confident? Have
you been challenged by your courses?
Is your academic record an accurate measure of your ability and potential? Are your
standardized test scores?
Are there outside circumstances that have interfered with your academic performance?
Consider such factors as after school jobs, home responsibilities or difficulties, excessive
school activities, illness or emotional stress, parental influences, or other factors that are
unique to your background.
Page 4
DETERMINING YOUR GOALS
ACTIVITIES AND INTERESTS
•
•
•
•
•
What activities do you most enjoy outside the class? What activities have meant the
most to you?
Looking back, would you have made different choices?
Do your activities show a pattern of commitment, competence, or contribution to other
individuals, your family, and/or school?
How would others describe your role in school or community? What do you consider
your most significant contribution?
After a long, hard day, what do you most enjoy doing? What is fun and relaxing for
you?
OTHER QUESTIONS TO CONSIDER
•
•
•
•
•
•
•
•
What do your parents and friends expect from you? How have their expectations
influenced the goals and standards you set for yourself?
What is the most controversial issue you have encountered in recent years? How did
you deal with it?
Have you encountered people who think and act differently from you? What viewpoints
have challenged you the most? How did you respond? What did you learn about
yourself?
How would someone who knows you well describe you? What are your strengths and
weaknesses? How have you grown or changed during your high school years?
Which relationships are the most important to you and why? Describe the people whom
you consider your friends? In what ways are they similar to or different from you?
How do you respond to pressure, competition, or challenge? How do you react to
failure, disappointment, or criticism?
How important to you are approval, rewards, and recognition?
What are the best decisions you have made recently? How much do you rely on
direction, advice, or guidance from others?
Page 5
SENIOR CALENDAR OF EVENTS
Note: Dates are subject to change.
September
 Review graduation credits and college entrance requirements carefully
 Use computer software and web sites for college information, scholarship searching, and financial aid information
 Check scholarships in Career Center
 Consider retaking SAT or ACT, if you need to improve scores. Take SAT II (subject tests) if required or
recommended by colleges you are considering. Take tests at least six weeks before scores are due to colleges
 Contact colleges on your list via Internet access on schools’ websites
 Begin writing a personal statement/essay if it is required on college application
 Obtain and complete PROFILE financial aid form, if needed, for a particular college
 Check on early decision applications and deadlines
 Meet with college representatives who visit the Career Center
 MEET WITH YOUR COUNSELOR if assistance is needed
 Save your money now!
 Make plans to visit colleges. Think of going on non-student days, but make sure it’s not a federal holiday. Verify
with the college ahead of time.
October
 Attend College Information Night.
 Attend the Performing & Visual Arts College Fair in Seattle.

Continue to research and visit colleges

Work on final draft of essays. Have your English teacher review your essays

Request counselor/teacher recommendations for colleges at least three weeks in advance of date needed

Meet with college representatives during their scheduled visits to Career Center

Complete Early Decision and Early Action applications if applicable

Check scholarships in Career Center and continue to research other scholarships

Order cap, gown, and announcements

Attend ROTC/Academy presentations if interested

ACT and SAT tests given
November
 Attend Financial Aid Night
 Attend the National College Fair in Seattle.
 Complete college applications
o Carefully review form requirements and make sure information is complete
o Check with the colleges to find out when materials must be received and/or postmarked
o Keep copies of all submitted forms
 Try to finish all 4-year college application by Veteran’s Day (November 11).
 Check scholarships in Career Center and continue to research other scholarships.
 SAT test given
 ASVAB (Armed Services Vocational Aptitude Battery) is given to interested students
 Do check all deadlines, but it’s a good idea to get your applications in by Veteran’s Day.. Check for honors
programs and scholarship deadlines; they can be much earlier than regular application deadlines
December
 December 1st – Application Deadline for the U.W. Seattle
 Obtain FAFSA forms on-line at www.fafsa.ed.gov and apply for a FAFSA pin at www.pin.ed.gov
 Continue submitting college applications
 Write thank-you notes to people who have written you letters of recommendation
 ACT/SAT tests given
 Check scholarships in Career Center and continue to research other scholarships
Page 6
SENIOR CALENDAR OF
EVENTS
January
 Submit FAFSA/Financial Aid forms on January 1st by mail or internet
o Keep copies
 Continue submitting college and scholarship applications
 January 15th application deadline for Whitman, U.W. Bothell and Tacoma, Seattle U., U. of Puget Sound
 Begin submitting community college applications
 Check scholarships in Career Center and continue to research other scholarships
 ASVAB (Armed Services Vocational Aptitude Battery) is given to interested students
 January 31 application deadline for Washington State University (all campuses), Western
 Consider applying for programs such as apprenticeships, Job Corps, Americorps
February
 February 1st application deadline for Gonzaga, Seattle Pacific U, Pacific Lutheran, Evergreen
 Applications for Northshore Foundation Scholarships are due
 February 15th application deadline for Eastern Washington University
 Check scholarships in Career Center and continue to research other scholarships
 FAFSA applicants will receive a SAR (Student Aid Report) by e-mail or by U.S. mail within one to
four weeks, depending on how you submitted your application. If not, contact the Federal Student
Aid Information Center at 1-800-433-3243 or www.fafsa.ed.gov
March
 March 1st application deadline for Central Washington University, and Whitworth. (Verify dates with
colleges)
 Check scholarships in Career Center and continue to research other scholarships
 Register for Advanced Placement exams in Counseling Center
 Attend the Seattle College Fair
April





May







June


Watch for college acceptance letters
o Compare Financial Aid awards you receive
o Don’t be afraid to negotiate your award with the Financial Aid department of the college
Make your final college decision and send in a deposit by the deadline
If you have been “wait listed” don’t lose hope. Let the college know that you are still interested and
send activities and transcript updates
Check scholarships in Career Center and continue to research other scholarships
Notify Counseling Department of any awards and/or scholarships you receive
Notify colleges of your decision to attend or not, by May 1st
Notify Counseling Department of any awards and/or scholarships you receive
Check job board in Career Center for job opportunities
Advanced Placement exams are given
Seniors who are failing required classes for graduation are notified
Notify Counseling Department of your final college selection and/or your plans for next year
Sign up for Tech Prep credit for any qualifying classes taken this
yearwww.collegecreditcareersnetwork.org
Attend senior events/activities
Graduate. CONGRATULATIONS!
Page 7
A PLANNING CALENDAR FOR JUNIORS
SEPTEMBER
Review your high school course-work and activity plans to make sure they reflect the impression you
want to make on college admissions officers. Colleges pay close attention to the kinds of courses you take
during high school, your GPA, and the extracurricular activities in which you are involved.
Compile a list of colleges that interest you. Some valuable resources include college websites, college
catalogs, and internet search engines.
Register to take the Preliminary Scholastic Assessment Test (PSAT) and study for it. Test results are
used to qualify for National Merit Scholarships.
Register and begin preparing for ACT and SAT tests.
Watch for local college fairs and attend these programs. These are great ways to gather a lot of
information about a number of different institutions.
OCTOBER
Take the PSAT. You are allowed to use a calculator for the math portion of the test so be sure to bring
one with you to the test.
Take the ACT and/or SAT.
Watch for college representative visits to your high school. If interested in a particular college or
university, sign up in the College & Career Center to visit with that representative.
NOVEMBER
Continue to research institutions. You should have a long list (approx. 10-15 schools) on your list.
Visit with college admission representatives when they are at your high school.
Attend local college fairs to continue to gather information about prospective institutions.
DECEMBER
When you receive your PSAT score report, use the score guide to help you interpret your results.
Investigate which exams –such as the SAT, SAT subject tests, or ACT – are required by the colleges to
which you are interested in applying.
Take the ACT or SAT if you haven’t already done so.
JANUARY
Begin scheduling campus visits to the colleges on your list of prospective institutions.
Make an appointment to meet with the College Admissions Specialist to discuss college plans and
processes.
FEBRUARY
Take the ACT if you have not done so or for another score.
Start investigating private scholarships and other student aid programs. You may be able to get funding
from an organization with which you or your family is affiliated. The College & Career Center keeps a
notebook and file cabinet for all the local and private scholarships available.
MARCH
Register for the ACT or SAT exams if you have not done so already.
APRIL
Continue investigating colleges you are interested in and knocking schools off your list you are no longer
interested in pursuing.
Do campus visits to schools still on your list.
Take the ACT if you have not done so or for another score.
MAY
Take any Advanced Placement (AP) and International Baccalaureate (IB)you are eligible to take.
Take the ACT or SAT if you have not done so or for another score.
JUNE & SUMMER
Take the ACT or SAT if you have not done so or for another score.
Begin filling out college application. This will take time, so start early!
Create a resume.
Page 8
Options After High School
COLLEGES AND UNIVERSITIES
BUSINESS, TRADE OR TECHNICAL PROGRAMS
Who: Colleges offer four-year Bachelor’s degrees, and
Universities offer Bachelor’s as well as Master’s and
Doctorate level degrees. Four year Colleges and Universities
often offer a huge course selection and have extensive
resources. Class size varies with the subject area, course
level and total student enrollment.
Who: These schools are for students who have chosen
particular occupations and want to learn specialized training
in a specific field. Many colleges of technology function like a
community/technical college and offer general courses that
students can use for transfer. These programs are available at
privately owned schools and at many community/technical
colleges or colleges of technology. Students usually receive a
license, a certificate/diploma, or an Associate’s degree.
What: Colleges and universities offer many programs of
study. They may provide a liberal arts education or more
specific specialization such as nursing or engineering.
What: These programs offer practical training in specific
employment fields such as computers, electronics,
automotive, cosmetology and health occupations.
Professors at colleges and smaller universities see teaching
as their primary responsibility and classes tend to be
smaller than those in universities. Professors at the larger
universities are usually involved in both teaching and
research. Graduate students, rather than professors, may
teach some of the classes at large universities.
How Long: Program completion varies from several weeks to
several years, depending on career requirements.
Cost: Varies with the program selected and length of the
program. Private career programs can sometimes cost
significantly more than a degree at a college or university.
How Long: Bachelor’s degrees usually require four years or
longer of study. Masters and doctoral degrees require an
additional two to six years following the Bachelor degree.
TRIBAL COLLEGES
Who: Tribal colleges are usually smaller colleges that offer
certificate programs, Associate degrees and a few offer 4-year
degrees.
COMMUNITY AND TECHNICAL COLLEGES
Who: Community or technical colleges offer liberal arts or
specific career training programs. Students who complete
their studies receive a certificate, diploma or an Associate’s
degree.
What: Tribal colleges mostly serve American Indian students;
especially those living on reservations, but all students are
welcomed. There are 33 tribal colleges in the nation.
Several community colleges also offer applied Bachelor’s
degrees in high need areas, such as nursing. Many students
transfer to a four-year college or university after receiving
an Associate’s or applied Bachelor’s degree to continue their
education. Other graduates go directly to work.
Who: If you would like career training without attending
a technical program or college, and if you learn best
by a hands-on approach, you may want to begin an
apprenticeship. Examples include automotive, utilities and
energy, and construction.
What: Community and technical colleges offer numerous
degrees and certificates in a wide variety of academic,
professional and technical fields. Check with the college of
your choice or go to www.CheckOutACollege.com for more
information.
What: Apprenticeship is an organized system through
which you learn the practical skills of a trade. A craft worker
supervises the learning process while teaching you trade
skills on the job.
How Long: Associate degrees usually require two years.
Technical Associate degrees, certificates and diplomas may
be two years or less. An applied Bachelor’s Degree usually
takes four years, as is the case in a university setting.
How Long: Depending on the trade, your training can last
from one to four years. While you are learning your trade,
you must also take classes on related subjects. This is usually
provided by the employer, a community or technical college,
or through an approved correspondence course.
APPRENTICESHIP
Cost: The apprentice earns a wage while enrolled in an
apprenticeship program; there is little cost for instruction.
1
Page 9
Options After High School
MILITARY OPTIONS
Who: The Army, Navy, Air Force, Marine Corps, and Coast
Guard offer a variety of options for part-time and full-time
service including: enlistment, Reserve Officer Training Corps
(ROTC) and the service academies; the US Military Academy,
US Naval Academy, US Air Force Academy, and the Coast
Guard Academy.
How Long: Varies with the specific option selected and
associated service obligation. For more information about the
military, visit www.todaymilitary.com or www.military.com
VOLUNTEER OR COMMUNITY SERVICE
Who: Students who choose to take time after high school or
in between college breaks to explore another culture, travel,
or volunteer.
What: There are many programs available for students such
as:
American Field Service (AFS) Intercultural Programs: Offers
students a choice of full-year, semester or summer programs
abroad.
AmeriCorps Corporation for National Service: Offers students
full and part-time community service programs.
National Outdoor Leadership School (NOLS): Offers
wilderness education expeditions in the US and abroad.
How Long: Formal programs can last from weeks to months.
Many students schedule their breaks from school with college
calendars.
Cost: Many programs are in a volunteer capacity, but stipends
may be available for housing and food. Participants may be
awarded scholarship incentives for education.
WORK FULL-TIME
Who: If you are interested in starting a career and earning
a paycheck right after high school, you may choose to work
full-time.
What: Full-time work for high school graduates varies, but
most jobs are available in the service industry (retail, food
industry, etc.)
How Long: Most jobs available for high school graduates do
not require formal structured training. On-the-job training
occurs once employment is secured.
Cost: The full-time worker usually earns money on an hourly
basis.
2
Page 10
10
Ten Things You Should Know About
Community and Technical Colleges
April 2012
1.
Community and technical colleges make up the largest sector of Washington’s higher education system,
serving 60 percent of students enrolled in public colleges and universities.
2.
Each year, almost 470,000 Washingtonians attend community and technical colleges to train for careers,
earn certificates and degrees, and earn credits toward bachelors’ degrees.
3.
National acclaim for cutting edge initiatives that promote student success is routine – our open course
library drastically reduces textbook costs, a performance-based funding system rewards colleges
as more students achieve academic milestones, and the I-BEST program teaches basic literacy and
workforce skills at the same time, allowing students to move through school and into work quickly.
4.
Community and technical colleges have an “open door” policy so everyone has a chance to learn and
move up in the world.
5.
Washington’s two-year colleges offer classes 24/7, on campus and on line.
6.
Tuition at community and technical colleges is a fraction of the cost of four-year institutions, and high
school students earn college credits tuition-free in Running Start.
7.
Forty percent of all bachelors’ degree graduates and 32 percent of all STEM (science, technology,
engineering and math) degree graduates in Washington start at community and technical colleges.
8.
Seven community and technical colleges offer applied bachelors’ degrees in radiation and imaging
sciences; interior design; health care technology and management; applied management; applied design;
nursing; behavioral science; and hospitality management.
9.
A typical community and technical college student is a 26 year old working parent; 37 percent are
students of color and many are the first in their families to go to college.
10.
Community and technical colleges and their former students add $11 billion annually to Washington’s
economy.
Page 11
Community College/Technical School Bound
--See the offerings in the college section--
1. Research schools with your academic and career goals in mind
a. All schools have different programs/different campuses/different feel
b. Deciding on career and academic program first ensures you attend the correct
school
c. See the list of community and technical programs listed in this booklet.
2. Catalogues and websites will provide information about programs, course schedules,
and graduation plans
3. Visit schools
4. Apply for admissions
a. Community and Technical colleges have rolling admissions meaning they are
taking applications all the time
b. Typical time to enroll is February-July of your senior year
5. Take the placement test
a. Evaluates the information and knowledge you already have
b. You can still prepare for these exams - many of the placement exams may be
testing you on knowledge you possess, but have not utilized in several years.
c. Review ahead of time to ensure that you are placed into the appropriate class
levels, helping propel your academic career forward.
6. Meet with advisors
7. Register for classes
8. Pay tuition
9. Attend Orientation
Helpful Websites:
www.checkoutacollege.com
www.communitycollegereview.com
Page 12
Page 13
APPRENTICESHIPS
Learn while you earn!! It’s a job and it’s a school
•
•
•
•
Apprenticeships are for highly skilled occupations, those that require extra help to
master.
Apprenticeships include at least 2,000 hours of structured on-the-job experience,
supervised by a skilled craftsman.
Apprenticeships also involve classroom instruction to ensure that new workers know
everything they need to succeed.
Most apprenticeships take 2 to 4 years to complete.
On the Job Training:
•
•
•
•
•
Supervised, structured on-the-job training by sponsor/employer
The job is the most basic component, comprising 93% of the program
Supervised by skilled journey worker
Length Determined by Occupational Needs (Min. 2000 hrs)
Average program length for WA apprenticeship completers is 44 months, nearly 4
years.
Instruction:
•
•
•
•
•
Most often taught through WA State Community Colleges
Low Student/Teacher Ratios
Length Determined Occupational Needs (Min 144 hrs/yr)
Provides Theoretical and Technical Knowledge
Taught by experienced journey workers, other skilled persons, or certified Teacher
General Requirements:
•
•
•
•
Age – Many programs require you be at least 18 years old
Education – Most programs require a high school diploma or GED certificate
Physical Ability – Have the necessary strength or stamina to perform the work
Aptitude – Some programs may require an aptitude test
Apprenticeship Training Programs include:
•
•
•
•
•
•
•
•
Bricklayer
Carpenter
Cement Mason
Cosmetologist
Culinary Arts
Dispensing Optician
Educational Assistant (K-12)
Electrician
•
•
•
•
•
•
•
•
Page 14
Firefighter/medic
Healthcare Worker
Machinist
Manufacturing technician
Meat Cutter
Plumber/Pipefitter
Tree Trimmer
Utility Wire Worker
APPRENTICESHIPS IN WASHINGTON
•
•
•
•
•
In the US, there are 468,000 registered apprentices.
Currently, there are 15,606 active apprentices in Washington State.
FACT: If the apprenticeship system was a university, it would be the 4th largest in the
state, right behind UW, WSU, and WWU.
There are 247 apprenticeship sponsors in the state that administer 553 different
occupational training programs.
Approximately 6,000 employers in Washington State train their workforce through
registered apprenticeship.
•
Page 15
STEPS TO BECOMING AN APPRENTICE
•
•
•
Find a Programs you’d like to join and CONTACT THEM to find
out how to apply
Complete the Application Process
Find out about the steps in the Selection Process
Helpful terms to know:
•
Types of apprenticeship programs:
o Group: multiple employers who partner to do training
o Joint: the committee governing the apprenticeship is comprised of employer reps
and representatives from a labor organization
o Individual or plant: One employer
Really serious about applying?
•
•
•
•
Go to LNI Apprenticeship website to read the Programs official Standards of
Apprenticeship to see their:
o Minimum qualifications
o Selection procedures
o Work processes to be learned
o Rate of wage progression
It’s just like getting a job, one with a complicated application process
Research the sponsor on the web, talk to the retraining director, find out how to apply,
and what the selection process involves
Follow the directions EXACTLY! – The first and most important test is simply
applying
For More Information
www.CareerBridge.wa.gov
Contact the L&I Apprenticeship consultant in your area
www.Apprenticeship.LNI.wa.gov
Search the apprenticeships by county and then choose “printable version.” The list of programs
will appear on the left which are in alphabetical order.
Page 16
TELL ME ABOUT JOB CORPS
A Prospective Student’s Guide
What’s Job Corps?
Job Corps is the nation’s largest and most successful training program for young adults. Job Corps provides
vocational, academic, and social skills training in a residential setting to nearly 70,000 16 to 24 year olds annually.
What does Job Corps offer me?
Job Corps offers you a chance to finish school, learn a business or trade, and get a good job. Because most
students live at the Job Corps center, you also receive room, board, health care, and a spending allowance while
enrolled. When you’re ready to graduate, you’ll get help finding a job and a place to live. And the only cost for
Job Corps training is your commitment, time, and effort.
Where is Job Corps?
Job Corps is a residential program with 11 campuses throughout the Northwest. All Job Corps centers are open
24 hours a day, 365 days a year.
How does Job Corps work?
From admissions to graduation and beyond, Job Corps is there for you. Job Corps admissions staff will help you
enroll and will be there when you’re getting ready for life in Job Corps. Job Corps will provide transportation to
get you to your Job Corps center. While on center, you’ll take part in academic classes and vocational training.
You’ll also have opportunities to participate in activities after class and on weekends, on center and off. In your
dorm, you’ll have residential advisors and other staff support. As you prepare for graduation, Job Corps will help
you find a job and make sure you have the support you need to succeed in that job.
Who are Job Corps students?
Job Corps students are 16 to 24 year olds who want to learn the skills they need to become responsible and
employable. Job Corps is a voluntary program. In order to be accepted students must agree to abide by Job
Corps rules and regulations, including a zero tolerance policy for drugs and violence. Most importantly, Job
Corps students must demonstrate that they are motivated to learn and succeed.
What do Job Corps students learn?
Job Corps provides academic, vocational, and social skills training. Each center offers different vocations.
How long does Job Corps training take?
Because Job Corps is a self-paced program, lengths of stay vary. You may remain enrolled for up to two years,
but the average length of stay is approximately eight to twelve months.
How do I sign up?
You can apply to join Job Corps through an Admissions Counselor. For the location of your nearest Admissions
Counselor call 1(800)733-JOBS (5627).
How do I find out more about Job Corps?
This sheet contains just the basics. For more information, visit our websites at www.jobcorps.org and www.nwjobcorps.com. You can also call our national hotline at 1-800-733-JOBS (5627). Information workshops and
campus tours are also available.
Job Corps is an equal opportunity employer/program. Auxiliary aids and services available upon request to individuals with disabilities
Page 17
Wolf Creek (OR)
Tobacco-free
Tongue Point (OR)
Timber Lake (OR)
Tobacco-free
Springdale (OR)
Fort Simcoe (WA)
Curlew (WA)
Columbia Basin
(WA)
Centennial (ID)
**Minimum Age 18
Tobacco-free
*Minimum Age 17-1/2
Cascades (WA)
Washington, Oregon & Idaho
Angell (OR)
JOB CORPS CAMPUSES - NORTHWEST REGION
AUTOMOTIVE & TRANSPORATION
Auto Body Repair (Driver's License Preferred)
Auto Mechanics/Technician (Driver's License Preferred)
**Heavy Equipment Operator (Driver's License Rqrd)
**Heavy Equipment Repair (Driver's License Rqrd)
*Seamanship (TWIC Card & Union Referral Rqrd)
**Truck Driving (Driver's License Rqrd)
BUSINESS & COMPUTER
X
X
X
X
X
X
Business Technologies & Accounting
Computer Service Technician
Computer Operations/Networking (CISCO)
CONSTRUCTION & FACILITIES
*Brick Laying/Masonry
*Carpentry
*Cement Masonry
*Construction Craft Laborer
*Electrician
Facilities Maintenance (Bldg. & Apt.)
*Glazing (Architectural Glass)
*Painting
*Plastering
Welding
*Plumbing
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
MEDICAL & HEALTH
Clean Criminal Record
Required for all
Medical/Health Trades.
*Dental Assistant
*Clinical Medical Assistant
Medical Office Support
*Certified Nurse Assistant
*Pharmacy Technician
Home Health Aide
X
X
X
X
X
X
X
X
X
X
X
X
X
FORESTRY & ENVIRONMENTAL
*Forestry Technician & Fire Fighting
Landscape Technician
*Urban Forestry
X
X
X
X
X
OTHER OCCUPATIONS
Culinary Arts
*Protective Services/Security
X
X
English as a Second Language (ESL)
ACT (College Program)
X
X
X
X
X
X
X
X
X
OTHER BENEFITS
(Must have positive performance & complete a trade program)
X
X
X
X
X
X
MILITARY BOUND
What It Is
The Military is more than wearing uniforms, surviving boot camp, or working together in a
team.
The U.S. Military has seven major branches: the Army, Navy, Air Force, Marine Corps, Coast
Guard and their Reserve (part-time duty), the Air National Guard, and the Army National
Guard.
Though four years is common, your first active duty enlistment period can vary.
There are over 140 military occupations, enlisted and officer.
What You Get
In Today's Military, you are constantly learning—as a student, an American, a team player, a
friend, and as a human being. Few places can offer you such an education.
First off, you get a steady paycheck and a lot of extras such as free training in a job specialty,
free medical and dental care, free gym and exercise facilities, free on-base housing (if available),
and 30 days of vacation with pay. You may also be able to qualify for more than $49,000 in GI
benefits including education benefits.
You are also playing an important role in something big and important in the world, something
larger than yourself. You will make friends for life, be a part of a community like no other
community, and develop self-confidence and a strong sense of self. For most, the Military
experience is something that sticks with you forever.
What It Can Cost
The cost is just a commitment of time. And you'll actually get paid while you do it. You
actually make a decent salary in the Military when you remember that the Military helps pay
for your major living expenses.
And it doesn't stop there. You can collect a bonus simply for joining, depending on the service
you choose and your job specialty. Also, you should be able to save money during your tour of
duty so that you have a nice financial cushion saved for yourself by the time you leave. And of
course you get free job skill training. Military job training schools are usually top quality and
many even offer college credits.
Page 19
MILITARY BOUND
Advantages
If you want to participate on a team, learn job skills, earn money for education, and meet some
challenges, the Military may be for you.
You'll become an incredible team player, something you can "sell" to employers in the civilian
world. And you'll definitely gain confidence and skills along the way. There's also the chance to
travel—in the USA and sometimes around the world.
Disadvantages
The military is not for everyone. If you have a problem with authority, the Military is probably
not the choice for you.
Not that people can't learn or change, but to be in the Military, you need to respect the
authority of higher-ranking people, and trust that they are acting in your best interest. It is not
something to take lightly.
There's also not a whole lot of wardrobe flexibility during the workday. You won't be able to
wear jeans and a t-shirt on a Tuesday morning just because you happen to feel like it.
If you don't like to travel, that is also something to consider. Military units in all services can
go on deployment away from homeports, bases, or airfields at any time.
More Info
To learn more about specific branches of the services, visit their websites, local recruitment
offices or call:
U.S. Army, 800.USA.ARMY
U.S. Marine Corps, 800.MARINES
U.S. Navy, 800.USA.NAVY
U.S. Air Force, 800.423.USAF
U.S. Coast Guard, 800.424.8883
Army National Guard, 800.TO.GO.ANG
Air National Guard, 800.GO.GUARD
www.myfuture.com
www.military.com
Page 29
MILITARY BOUND
Generally speaking, all the services offer active duty (full time) and Reserve (part time) careers.
If you have the right qualifications, you may have the opportunity to train to be an officer (i.e.,
through Officer Candidate School, or military academies). Individual services may also have
other options. The chart below provides more details on the ways you can join each military
branch.
Ways of Joining
U.S. Army
National
Guard
U.S. Navy
U.S. Air
Force
U.S. Marine
Corps
U.S. Coast
Guard



Active duty (full time)
Reserve (part time)
Officer (including ROTC, Officer Candidate School, U.S. Military
Academy at West Point, Direct Commission Officer)



Drilling Guardsman (part time reserve)
Fulltime Guardsman (fulltime reserve)
Officer (including ROTC, Officer Candidate School, U.S. Military
Academy at West Point, Direct Commission Officer)



Active duty (full time)
Reserve (part time)
Officer (including ROTC, Officer Candidate School, U.S. Naval Academy
at Annapolis, Direct Appointment)



Active duty (full time)
Reserve (part time)
Officer (including ROTC, Officer Candidate School, U.S. Air Force
Academy, Direct Appointment)



Active duty (full time)
Reserve (part time)
Officer (including ROTC, Officer Candidate School, U.S. Naval Academy
at Annapolis, Direct Commission Officer)



Active duty (full time)
Reserve (part time)
Officer (including ROTC, Officer Candidate School, U.S. Coast Guard
Academy at New London, Direct Commission Officer), Coast Guard
Auxiliary (Volunteers)
Page 21
EMPLOYMENT BOUND
Employers want an employee competent in the basic skills. And work-related social skills and
habits are as important to employers as the basic skills. Workers should present themselves
well; be enthusiastic, responsible, cooperative, disciplined, flexible, and willing to learn; and
show a general understanding of the workplace and world of business
Listed below are skills employers have indicated are MOST IMPORTANT in their employees:
EMPLOYEE APPLICATION AND INTERVIEW
• Employers of large numbers of entry-level workers tend to screen applicants through
written applications enables employers to evaluate such skills as correctly following
written directions, using correct spelling and grammar.
• If the applicant indicates a work history, stability and reliability can be determined from
former employers
• Interviews are used subsequently to evaluate a candidate's ability to communicate
(including the use of full and appropriate language), appearance, confidence, knowledge
of the company, and desire to learn
COMMUNICATION SKILLS
• Giving clear oral instructions and explanations of activities and ideas
• Reporting accurately on what others have said
• Staying on the topic in job-related conversations
• Using appropriate vocabulary and grammar
• Following the intent of oral directions and instructions.
INTERPERSONAL SKILLS
• Functioning cooperatively with individual co-workers and as a team member
• Adhering to company policies and regulations, and to honesty, health, and safety
standards
• Cooperating with the business' customers
• Being open to new ideas and methods
• Seeking clarification of instructions when necessary
• Exercising patience and tolerance
• Accepting constructive criticism and supervision
• Exhibiting leadership
• Understanding supervisory authority and worker responsibility
Workers have most difficulty asking for clarification of instructions and accepting constructive criticism
from supervisors.
Page 22
BASIC ACADEMIC SKILLS - Employment Bound
READING SKILLS
 Reading for details and following written directions.
MATHEMATICS SKILLS
 Doing basic calculations
 Estimating quantities and using numerical values from charts and tables
 Checking for accuracy.
WRITING SKILLS
 Writing legibly and completing forms accurately
 Writing standard English
 Selecting, organizing, and relating ideas
 Proofreading one's own writing.
PROBLEM-SOLVING/REASONING SKILLS
 Determining work activities to be performed
 Recognizing and using appropriate procedures and resources in carrying out the work
 Conducting work activities in appropriate sequence
 Recognizing the effects of changing the quantity or quality of materials
 Collecting and organizing information
 Identifying possible alternative approaches to solutions
 Reviewing progress periodically to assure timely completion
 Evaluating for accuracy and completeness and correcting deficiencies
 Summarizing and drawing reasonable conclusions
 Delivering completed work to the appropriate destination on time
 Devising better work methods.
HOW TO PREPARE FOR EMPLOYMENT WHILE STILL IN HIGH SCHOOL
• Focus on basic skills needed for employment
• Continue to take academic classes
• Take classes related to your interests/passions
• Take classes to obtain important employability skills
• Work part-time – aim to work in a career area you are interested in
• Volunteer – aim to volunteer in an area you have a career interest in
• Job-shadow – find out more about future careers
HELPFUL WEBSITES:
www.thecalculator.org
www.careercruising.com
www.CareerBridge.wa.gov
www.worksourceskc.org
Page 23
ONLINE JOB SEARCH
Access Career Cruising at IHS or at home.
www.careercruising.com
Username: woodinville
Password: falcons
Also search www.indeed.com if the unable to access Careercruising.
EMPLOYMENT: From the top purple bar, select
Employment.
There are three sections highlighted in lavender:
Portfolio & Resume Builder
Employment Guide.
Job Search
There are several sections of the Employment guide to
help you with the process.
Work Search » Interview Skills » Resumes » Job Offers
» Letter Writing » On the Job
Select Basic Job Search
Enter in a job title and city to start a search.
On the left side, you will be able to refine the search
somewhat.
Title
Location
Company
Job Type
On the right, you can sort the search by relevance or date
order.
You can click on the job link and it will take you to the
“Indeed” site to give you more information.
At the bottom left, you can » View or apply to job
You will most likely linked to the direct website to start
your job application.
Page 24
Page 25
COLLEGE AND UNIVERSITY TYPES
Below is a summary that addresses the most common considerations that students and their
families deal with when choosing a college.
COLLEGE OR UNIVERSITY
A COLLEGE is an institution that offers educational instruction beyond high school level in a
two or four year program.
A UNIVERSITY is an institution that grants degrees in a variety of fields and is composed of a
number of schools or colleges, each of which encompass a general field of study. Universities are
typically much larger than colleges. In most cases, students apply to an individual school or
college within the university.
PUBLIC OR PRIVATE
PUBLIC institutions are supported primarily through funds from the state in which that school
resides. The taxpayers of that state support them. Therefore, you will pay more to attend a
public institution that is not in your state of residence. Admission standards will vary from
public school to public school in a particular state and from state to state. It is usually more
difficult to get admitted as an out-of-state applicant to a public institution due to state
mandates.
A PRIVATE college is primarily funded through tuition and money raised from private
resources (i.e. alumni, corporations, foundations, etc.). You pay the tuition price whether you
live in the state or not. These schools have the same admission criteria and requirements for all
applicants.
These requirements are determined by the school faculty, administration, and governing board.
IN-STATE OR OUT-OF-STATE
This only refers to public institutions. You will pay a lower tuition rate for a public institution
in Washington because you and your family have supported the school indirectly through your
taxes. An OUT-OF-STATE public institution is a school that is publicly funded but that is out
of the state of Washington. You will pay a higher tuition rate to attend one of these schools
since you and your family have not supported the institution through taxes. Typically, out-ofstate public schools tend to be more selective in their admission choices for out-of-state
students.
Generally, they also tend to provide less financial aid to out-of-state students.
Page 26
RESEARCH, COMPREHENSIVE, OR LIBERAL ARTS
RESEARCH colleges and universities emphasize research. While not always the case, research
institutions tend to be large schools with extensive graduate programs. Graduate students who
are hired as teaching assistants often teach undergraduate students. These schools offer
opportunities to participate in this research.
*Examples of RESEARCH institution:
•
•
•
•
Harvard University
Purdue University
Washington University in St. Louis
University of Washington, Seattle
COMPREHENSIVE schools offer both undergraduate and graduate programs in a wide array
of academic disciplines. They generally base their focus on outcomes, i.e. helping a student
accomplish his/her career goal. They tend to serve a wide array of needs for their regional
communities like graduate programs, continuing education, and off-campus courses.
*Examples of COMPREHENSIVE institutions:
•
•
•
•
Western Washington University
Central Washington University
Eastern Washington University
Evergreen State College
LIBERAL ARTS colleges tend to emphasize undergraduate education. They also tend to be
though not always private and smaller in enrollment numbers but not always. The emphasis is
on teaching undergraduate students rather than on research. These colleges feel students are
best served for their futures by having a broad-based education in a variety of subject areas.
*Examples of LIBERAL ARTS colleges:
•
•
•
•
Whitman College
Wellesley College
Pomona College
Middlebury College
JUNIOR/COMMUNITY COLLEGES
These two-year institutions provide academic programs that lead to an Associate’s Degree.
Students can then transfer to a four-year institution to get their Bachelor’s Degree if they so
choose.
TECHNICAL SCHOOL
This two-year institution offers terminal occupational programs intended to prepare students
for immediate employment in the field. These schools may also offer one-year certificate
programs in certain crafts and clerical skills.
TRADE SCHOOL
It offers specialized training in specific work field such as cosmetology, computer technology,
medical or dental technology, culinary arts, or drafting.
MILITARY SCHOOL
There are federal military academies that prepare officers for the Navy, Army, Air Force, and
Marines. To be admitted requires a U.S. Senate or Representative to nominate and recommend
you. Private and state supported military institutions including the U.S. Coast Guard, operate
on a regular admissions process.
Page 27
WHAT YOU CAN DO NOW
TO PREPARE FORCOLLEGE
DEVELOP A STUDY SCHEDULE that works for you and stick with it.
•
Developing some discipline in your habits while still in high school will make the
adjustment easier when you get to college where no one will tell you to study!
PRACTICE your writing skills – especially if you don’t enjoy writing.
•
Whether it’s something you like or not, writing is a critical skill for success in college
and the workplace!
TRY to get some practice with speaking in front of a class of other group.
• Some majors require more of this type of skill than others. Inevitably, you will have to
make oral presentations, and believe it or not, learning to do them well can help you
develop confidence across the board!
THINK ABOUT careers of interest to you.
•
•
Many students change career directions and majors several times in their
undergraduate year so you don’t have to make up your mind right now. However, it is a
good idea to be thinking about some of your long-term goals! READ the newspapers or
a news magazine. Watch the national news on TV.
Stay informed about local, national, and international news!
TALK TO FRIENDS, relatives, and others who have gone to college.
•
Ask for their advice on how to succeed academically and adjust well to college life.
MAKE UP YOUR MIND that you want to succeed.
•
Have a positive attitude and believe in yourself!
From College Planning 101 presented by the University of Missouri, Columbia.
Page 28
CHOOSING A COLLEGE
Choosing the right college can seem like a rather daunting task. With over 3000 colleges and
universities in the country, it can become overwhelming to narrow your focus to just the few to
which you want to apply for admission. If you do not have an absolute priority like an unusual
major, a special learning need, or a unique talent, your choices are wide open.
There are many factors to consider when choosing a college. The following are some of the key
factors you should consider:
Distance from home
• Do you want to live close to home or live far away? Being close to home can hinder your ability to
experience independence, but being too far may make you lonely.
Size of school
• Do you learn better in a smaller learning community or would you like to be in a large lecture hall?
• Small schools will offer you more personal involvement, a community atmosphere, and smaller
classes, whereas the larger schools tend to be more impersonal, make it easier for you to be
anonymous, and have much larger classes. Smaller institutions may not have as many activities and
opportunities to offer as would a larger institution.
Setting – suburban, urban, or rural
• Do you want to be in a rural area, in the heart of a large city, or at least have access to a larger city?
Academics
• Consider the majors, academic support services or honors programs each school has to offer.
• Do you have any special educational needs?
Campus Life
• Consider the diversity of the campus, residence halls, campus clubs and organizations, fraternities
and sororities, and religious programs and opportunities.
Campus Security
 What measures are taken to ensure your safety? What is the community like? How safe are the
campus and nearby neighborhoods?
Study Abroad Opportunities
• Are you interested in studying for a semester or year in another country?
Admission Criteria
• Do you have the required standardized test score and grade point average needed for admission?
What is the percentage of students admitted? What courses are required or strongly recommended
for admission?
Cost
• Do you have the flexibility to consider an expensive private or public institution or are you limited
to a less expensive school?
Scholarships and Financial Aid
• Will you qualify for any institutional academic scholarships? Are there other scholarships for which
you can apply?
Reputation
• What are the strengths and weaknesses of the institution?
Housing
 Investigate the housing options: dorm life, guarantee of housing, off campus options, meal plans,
dietary needs.
Retention and Graduation Rates
 What percentage of students stay for four years? What percentage of students graduate within four
years? five years? more? Both of these rates tell you whether students are satisfied with their
experience at the school and get the support they need.
Page 29
Your College Selection Preferences:
We suggest you use this page to indicate what is important to you in a college and have your parent
or parents do the same. Then compare your different ratings and discuss them openly. On the
following pages are some colleges you might want to consider along with ones you might already
be considering.
WHAT’S IMPORTANT TO YOU?
Cost (stipulate range)
Distance from home
College selectivity
Location
Two-year college
Four-year college
Comprehensive university
Public
Private
Campus housing
Size of enrollment
Athletics
Majors or course offerings
Activities
Internships
Study Abroad Programs
Reputation
Campus environment
Safety
Religious affiliation
Financial aid/Scholarships
Academic rigor
Other
Essential
Relatively Important
Not Important
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Page 30
HOW MANY COLLEGES SHOULD I APPLY TO?
One of the most commonly asked questions is, ―How many colleges should I apply to?‖ There is
no universal answer to this question since each individual is different. Some students may only
apply to one or two schools while others may apply to ten or twelve. Neither approach is best.
After carefully investigating your requirements of a college, you should be able to narrow your
choice to approximately 6-8 schools that provide the services you desire. As you are narrowing
your choices, you may want to consider placing the schools into the following categories:
•
Reach Schools – These schools may be ―long shots‖ based on your credentials and the
admissions selectivity; however, consider stretching yourself and taking the risk to
apply to these institutions.
•
Good Match Schools – These schools should possess significant features you want in a
school, and it should be realistic that you will be admitted.
•
Safety Schools – These schools will have many of the features you are looking for, and
admission is highly likely.
While there is no hard and fast rule regarding these categories, including one or two schools in
each category is sufficient. You want to make sure you apply to at least two ―good match‖ or
―safety‖ schools to insure you will be accepted and be able to make a choice when the time
comes.
A FEW POINTS OF CAUTION
Many students spend hours deciding on their top few choices and very few minutes on their
fifth or sixth choice. It is strongly advised that you take time in considering those choices as
you may end up at one of those schools if admission and/or financial aid at your first choice(s)
are not offered. You want to make sure your ―safety‖ schools reflect the needs you desire, not
just because they are inexpensive or admission is not as difficult.
Some students feel that schools that fall into the ―good match‖ or ―safety‖ categories are not as
good as those in the ―reach‖ category. This is not necessarily the case. The selectivity may be
stricter in some schools so your chances of admission may be decreased. In many cases, your
good match and safety schools may be just as good to serve your purposes. You need to find the
fit that is best for you!!
Not all of the ―good‖ schools are in the East. As a result of this country’s growth and where the
first settlements began, the majority of colleges are located in the East. Schools outside this
region offer similar programs that may even be better than those within that region.
Page 31
RESOURCES TO HELP IDENTIFY SCHOOLS
College Fairs
This is a good way to gather information from a variety of institutions and talk to admission
representatives. The National Association for College Admission Counseling (NACAC) also
sponsors a national fair in Seattle every year. . Watch the bulletins, newsletters, and bulletin
boards for information.
Admission Representative visits to Your High School
These visits should be treated as a way to gather information, not as a replacement to the
campus visit. Colleges recruit heavily in the fall (Sept., Oct., and Nov.) and less so in the spring
(Feb., March, and April). In these meetings, you are able to meet an admission representative,
receive literature and an application, and ask questions. To make these meetings most
advantageous, you should know which schools you want to meet with that have programs in
which you are interested. Watch the bulletin and bulletin boards for dates and times of college
visits. If you are interested in signing up to meet with a certain college representative, stop by
the Career Center.
College and University Files
In the Career Center, we have information about many of the college and universities across the
United States. You are welcome to take/check out any of the information as you need it. For
the most part, those files are updated yearly.
College Resource Books
In Career Center there are a number of resource books to help you with your college selection
process. Books are available for check out.
“Navigating the Web for College Bound Students” (see appendix)
Many of these search engines will generate lists of schools based on how you answer specific
questions. They are helpful for general information and will have links to the individual college
web sites if you want further and more concise information. See Appendix.
Page 32
College Comparison Worksheet
College Name
LOCATION
■
■
■
distance from home
enrollment
physical size of campus
ENVIRONMENT
■
■
■
■
■
type of school (2-yr. or 4-yr.)
school setting (urban, rural)
location and size of nearest city
co-ed, male, female
religious affiliation
ADMISSION
deadline
tests required, including
Writing Test
■ average test scores, GPA, rank
■ notification
■
■
ACADEMICS
■
■
■
■
■
your major offered
special requirements
accreditation
student-faculty ratio
typical class size
COLLEGE EXPENSES
■
■
■
tuition, room and board
estimated total budget
application fee, deposits
FINANCIAL AID
■
■
■
■
deadline
required forms
% receiving aid
scholarships
HOUSING
■
■
residence hall requirements
food plan
FACILITIES
■
■
■
academic
recreational
other
ACTIVITIES
■
■
■
■
clubs, organizations
Greek life
athletics, intramurals
other
CAMPUS VISITS
■
■
when
special opportunities
Source: ACT College Planning Guide
Page 33
SPECIAL CONSIDERATIONS
Many students have additional factors that are primary considerations for them in the college
choice process. Those factors may outweigh other college characteristics or they may be just
something else to keep in mind. For several of these factors there are special ―rules‖ to keep in
mind as you go through the college choice process.
These factors include the following:
• Athletics
• The Fine and Performing Arts
• Learning and Physical Disabilities
• Military Academies and ROTC
If you are considering or find yourself in any of the categories listed above, you are encouraged
to speak with your counselor. We have more detailed information that is pertinent to each of
these areas. Below are some general guidelines for your information.
ATHLETICS: Refer to the College Athletics section in this booklet.
THE FINE AND PERFORMING ARTS:
If you plan on studying a fine or performing art in college or wish to compete for a scholarship
in the fine or performing arts, you will need to be prepared to present either an audition or a
portfolio. The following tips will help you showcase your talents and skills when preparing for
an audition or a portfolio review.
MUSIC AUDITIONS
If you intend to apply to a selective music program in a college, you are strongly encouraged to
create a recorded tape and a short document outlining your past musical achievements at your
high school and elsewhere. Creating a tape and resume will showcase your musical abilities and
help to set you apart from many other applicants. Please check carefully about each school’s
audition procedure. The earlier you register, the better, as spaces will quickly fill up.
Recording Format:
• The CD or audio file should be professionally recorded with high quality equipment
• Choose your pieces wisely
• Choose pieces that demonstrate your different strengths
• Do not make the recording too long
• Send the CD or electronic audio file to both the College Admissions Office and the
appropriate member of the school’s music department
• Be sure to label both the CD holder and the actual CD with your name and some other
identifier
Page 34
SPECIAL CONSIDERATIONS - Continued
DANCE AUDITIONS
At many four-year colleges, an open class is held the day before auditions. A performance piece
that combines improvisation, ballet, modern, and jazz is taught, and the students will be
expected to perform the piece at the audition. Dance programs vary, so check with the college
of your choice for specific information.
THEATER AUDITIONS
Most colleges do not require that a student audition to be accepted into the theater department,
unless the college offers a Bachelor of Fine Arts (B.F.A.) degree in theater. Although colleges
and universities differ, generally those students who are auditioning for Theater should
Prepare two contrasting monologues
Prepare pieces that do not exceed 5 minutes
Take a theater resume and photo to the audition
Choose a monologue where you play only one character
MEMORIZE your selection
Check with the school to ensure you are aware of their audition procedures
ART PORTFOLIOS
The pieces you select for your portfolio should demonstrate your interest and aptitude for a
serious education in the arts.
Make your portfolio as clean and organized as possible.
Some colleges may differ, but most will be looking for a selection of slides documenting
your work, usually no more than twenty submitted in a slide file page
Slide portfolio should be presented in a standard 81/2 x 11 plastic slide sleeve
You should include a brief Artist Statement, which describes your interests and
investment in the visual arts
It is important to protect your work, but make sure the package you select is easy to
handle and does not interfere with the viewing of the artwork
Label each piece with your name, address, and high school.
Page 35
LEARNING AND PHYSICAL DISABILITIES:
What is a Disability?
A student is considered to have a disability if he or she meets at least one of the following
conditions. The student must
Have a documented physical or mental impairment that substantially limits one or more
major life activities, such as walking, seeing, hearing, speaking, learning, working, or
performing manual tasks.
Have a record of such an impairment.
Be perceived as having such an impairment.
PHYSICAL DISABILITIES: Impairments of speech, vision, hearing, and mobility.
LEARNING DISABILITIES: An array of biological conditions that impede a student's ability
to process and disseminate information. A learning disability is commonly recognized as a
significant deficiency in one or more of the following areas: oral expression, listening
comprehension, written expression, basic reading skills, reading comprehension, mathematical
calculations, problem solving, sustained attention, time management, or social skills.
LEGAL RIGHTS OF DISABLED STUDENTS: The following legislation mandates that
colleges and universities receiving federal financial assistance cannot discriminate in the
recruitment, admission, or treatment of students.
Students with specific disabilities have the right to request and expect accommodations,
including auxiliary aids and services that enable them to participate in and benefit from all
programs and activities offered by or related to the school.
1973 Section 504 of the Rehabilitation Act states: "no otherwise qualified individual...shall,
solely by reason of...handicap, be excluded from participation in, be denied the benefits of, or be
subject to discrimination under any program or activity receiving federal financial assistance."
1990 ADA (the Americans with Disabilities Act) Requires educational institutions at all levels,
public and private, to provide equal access to programs, services, and facilities. Schools must be
accessible to students, as well as to employees and the public, regardless of any disability.
STRATEGIES FOR STUDENTS WITH DISABILITIES
Be sure that your disability is well documented and current, within 18 months of
graduation.
Encourage your teachers to include in their letter of recommendation how you have
learned to work and cope with your disability.
Learn the federal laws that apply to students with disabilities.
Visit several colleges and universities and make appointments to talk with the
individual/s facilitating the support programs available on the campus.
Ask about the services available and how to access these services.
Ask about the college’s expectations for students with disabilities.
Ask to talk with other students who have similar disabilities to learn about their
experiences on campus.
Ask if there is an additional cost for support services and request detailed information
Page 36
concerning the cost structure.
Page 37
WEBSITES FOR DISABLITIES INFORMATION
Association on Higher Education and Disability (AHEAD)
http://www.ahead.org/
Attention Deficit Disorder Association (ADDA)
http://www.add.org/
Children and Adults with Attention Deficit Disorders (CHADD)
http://www/chadd.org/
Council for Exceptional Children (CEC)
http://www.cec.sped.org/
International Dyslexia Association
http://www.interdys.org/
LD On Line
www.Idonline.org
Coalition of leading organizations in the field of learning disabilities dedicated to improving
public awareness. Get questions answered; browse the bookstore, and more.
National Center for LD
www.LD.org
LD Resources
www.Idresources.com
Publishes essays on a variety of topics and many other resources
Recording for the Blind and Dyslexic
www.rfbd.org
Publishes essays on a variety of topics and many resources
Note: Many colleges now have applications online. Students with learning disabilities like
completing these directly on the computer. This process avoids the problem of illegible
handwriting, allows for corrections, and allows students to send them promptly.
Page 38
MILITARY ACADEMIES AND ROTC
Entrance into any of the Military Academies is among the most competitive in the U. S.
Students should prepare early and be in regular contact with both their academy liaison officer
and their college counselor. For students interested in military service and college, you should
investigate ROTC scholarships as well. Information about ROTC scholarships and life in the
military may be obtained at www.todaysmilitary.com.
ACADEMY ADMISSION REQUIREMENTS
You begin the application process in the spring semester of junior year. Contact the appropriate
liaison officer for special requirements for any academy. Below are the admission criteria used
by the United States Air Force Academy.
Admissions are based on a composite score based on academic and leadership competencies:
70% - ACADEMIC COMPETENCIES
• High school coursework: 4 years college prep English, 4 years advanced math, 3 years
lab science, 3 years foreign language (desirable typing, computer science)
• Number of advanced placement and/or accelerated courses
• GPA (in academic courses only)
• Test scores: PSAT (pre-candidate only), SAT I, ACT (complete testing in junior year)
30% - LEADERSHIP COMPETENCIES
• Physical aptitude (pull-ups, sit-ups, push-ups, running)
• Athletic activities
All graduates of the military academies have a five-year active duty military obligation.
Contact an academy liaison officer to develop appropriate plans to meet all academy
requirements and timelines for admissions. The names of local liaison officers may be obtained
from your college counselor.
Page 39
College Athletics
If you excel as a student-athlete in high school, you may be
interested in pursuing intercollegiate athletics in college.
When you consider participating in competitive sports at the
collegiate level, first consider the following:
College Divisions
At most colleges, athletics are regulated by the rules
established by governing associations which divide college
sports programs into three divisions known as Division I, II,
and III. To be eligible to participate at the Division I or II level,
where full athletic scholarships are available, students must
be certified as eligible by the Initial Eligibility Clearinghouse.
Those regulations vary depending on the type of school
you attend. There are two governing associations for college
athletics: NCAA and NAIA.
• Can you meet the academic eligibility and core-course
requirements of the NCAA or NAIA?
• What are the graduation rates of the students in the
athletics programs?
• Ask what academic support services are available and how
academic progress is tracked.
What is the NCAA?
You may also consider the intramural and club sports offered at
nearly all colleges and universities. They are an excellent option
to pursue your athletics while maintaining focus on academics.
The National Collegiate Athletic Association (NCAA) is a
voluntary organization through which the nation’s colleges
and universities govern their athletics programs. It comprises
more than 1,250 institutions, conferences, organizations and
individuals committed to the best interests, education and
athletics participation of student-athletes.
Pursuing a Professional Sports Career
If you’re considering collegiate athletics because of an interest
in pursuing a professional career in sports, remember to also
pay close attention to your academic career. Very few high
school stars and only about 5 percent of college athletes go on
to professional careers.
Schools in Division I compete at the major-college level. Most
NCAA schools are the larger colleges and universities. The
NCAA sponsors 87 championships in 22 sports. Almost 24,500
men and women student-athletes compete annually for NCAA
titles.
Be aware of the following facts:
• There are nearly 1 million high-school football players and
about 550,000 high school basketball players.
• Of those numbers, about 250 make it to the NFL and about
50 make it to an NBA team.
• Odds of a high-school football player making it to the pros
at all, let alone having a career, are about 6,000 to 1.
• Odds for a high-school basketball player are 10,000 to 1.
The NCAA:
700 W. Washington Avenue, PO Box 6222
Indianapolis, Indiana 46206-6222
317.917.6222 (phone), 317.917.6888 (fax)
www.ncaa.org
What is the NAIA?
Think about those numbers and your future. With a college
education, you will receive more career opportunities in life
after sports.
The National Association of Intercollegiate Athletics (NAIA)
was founded in 1952 and is made up of 300 schools. Most
NAIA schools are smaller colleges.
Suggestions For Student Athletes Preparing For
College:
The NAIA:
23500 W. 105th Street, P.O. Box 1325
Olathe, KS 66051-1325
913.791.0044
www.naia.org
• Inform your counselor that you are interested in
competing in athletics at the college level. Counselors can
outline the athletic recruiting process and what your role
should be in the process.
• Inform your high school coach that you are interested in
playing your sport in college.
• Prepare and mail a short letter of introduction and an
athletic resume to college coaches.
• Be familiar with the NAIA and NCAA rules regarding the
recruitment of athletes.
• Register with the NCAA Clearinghouse if you plan to play a
sport at a Division I or Division II college.
• Register with the NAIA if you plan to play at a NAIA school.
10
Page 40
Divisions I and II Initial-Eligibility Requirements
Core Courses


NCAA Division I requires 16 core courses. NCAA Division II currently requires 14 core courses.
Division II will require 16 core courses for students enrolling on or after August 1, 2013. See the charts below.
NCAA Division I will require 10 core courses to be completed prior to the seventh semester (seven of
the 10 must be a combination of English, math or natural or physical science that meet the distribution
requirements below). These 10 courses become "locked in" at the seventh semester and cannot be retaken for
grade improvement.
o Beginning August 1, 2016, it will be possible for a Division I college-bound student-athlete to still receive
athletics aid and the ability to practice with the team if he or she fails to meet the 10 course requirement,
but would not be able to compete.
Test Scores





Division I uses a sliding scale to match test scores and core grade-point averages (GPA). The sliding scale for
those requirements is shown on Page No. 2 of this sheet.
Division II requires a minimum SAT score of 820 or an ACT sum score of 68.
The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing
section of the SAT is not used.
The ACT score used for NCAA purposes is a sum of the following four sections: English, mathematics, reading
and science.
When you register for the SAT or ACT, use the NCAA Eligibility Center code of 9999 to ensure all
SAT and ACT scores are reported directly to the NCAA Eligibility Center from the testing agency.
Test scores that appear on transcripts will not be used.
Grade-Point Average






Be sure to look at your high school’s List of NCAA Courses on the NCAA Eligibility Center's website
(www.eligibilitycenter.org). Only courses that appear on your school's List of NCAA Courses will be used in the
calculation of the core GPA. Use the list as a guide.
Division I students enrolling full time before August 1, 2016, should use Sliding Scale A to determine
eligibility to receive athletics aid, practice and competition during the first year.
Division I GPA required to receive athletics aid and practice on or after August 1, 2016, is 2.000
(corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet).
Division I GPA required to be eligible for competition on or after August 1, 2016, is 2.300 (corresponding
test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet).
The Division II core GPA requirement is a minimum of 2.000.
Remember, the NCAA GPA is calculated using NCAA core courses only.
4
3
2
1
2
4
years of English.
years of mathematics (Algebra I
or higher).
years of natural/physical science
(1 year of lab if offered by high
school).
year of additional English,
mathematics or natural/physical
science.
years of social science.
years of additional courses (from
any area above, foreign
language or comparative
religion/philosophy).
3
2
2
3
2
4
Page 40
years of English.
years of mathematics (Algebra I or
higher).
years of natural/physical science (1
year of lab if offered by high
school).
years of additional English,
mathematics or natural/physical
science.
years of social science.
years of additional courses (from
any area above, foreign language
or comparative religion/philosophy).
INFORMATION ON WASHINGTON 4 YEAR COLLEGES & UNIVERSITIES
WASHINGTON STATE PUBLIC BACCALAUREATES (2013-14 ONLY) CHECK FOR UPDATES ONLINE.
CWU - Ellensburg
EWU - Cheney
TESC - Olympia
UW - Seattle
WSU - Pullman
WWU - Bellingham
Incoming
Freshman
Class Size
1,475
1,526
512
6,200
3,800
2,700
SAT/ ACT
GPA*
3.255
3.27
3.02
3.67-3.94
3.40
3.57
Scores*
890-1120/18-24
970/21
970-1230/21-27
1760-2040/2400/26-32
950-1170/20-26
1139/25
UW – Bothell
615
3.30
1066/23
UW – Tacoma
423
3.0-3.54
1280-1600/22
WSU – Vancouver
220
3.40
1090 (SAT)
WSU – Tri Cities
115
3.31
1053 (SAT)
Annual
Scholarship
Cost for
Annual Housing &
Priority
Deadline
Tuition
Meals
$8,977
$8,875
2/1
$7,961
$9,015
2/15
$8,172
9,492
2/1
$12,397
$10,752
12/1
$12,326
$10,868
1/31
$8,862
$9,656
1/31
$9,969
$11,911
1/15
$11,904
$11,911
2/15
No on$11,386
1/31
campus
No on$11,386
1/31
campus
Financial
Aid Priority Application
Date
Deadline
3/1
3/1
2/15
2/15
3/1
2/1
2/28
12/1
2/15
1/31
2/15
1/31
Web Site
www.cwu.edu
www.ewu.edu
www.evergreen.edu
www.washington.edu
www.wsu.edu
www.wwu.edu
2/28
1/15
www.bothell.washington.edu
2/28
1/15
www.tacoma.washington.edu
2/15
1/31
www.vancouver.wsu.edu
2/15
1/31
www.tricity.wsu.edu
WASHINGTON STATE INDEPENDENT COLLEGES AND UNIVERSITIES (2013-14 ONLY) CHECK FOR UPDATES ONLINE.
Gonzaga – Spokane
Heritage UniversityPLU – Tacoma
St. Martin’s - Lacey
SPU – Seattle
Seattle U - Seattle
UPS – Tacoma
Whitman – Walla Walla
Whitworth – Spokane
Incoming
Freshman
Class Size
1,240
~100
~650
157
784
870
670
399
597
GPA*
3.51-3.94
3.06
SAT/ ACT
Scores*
1120-1280/25-29
NA
3.47
3.42-3.84
3.3-3.9
3.47
3.59-3.96
3.73
1110/25
1595/23
1050-1250/23-28
1070-1280/24-29
1710-1970/25-30
1870-2180/28-32
1800
Annual
Cost for Scholarship
Annual
Housing
Priority
& Meals
Tuition
Deadline
$35,062
$9,120 2/11
$17,664
$3,174
$34,440
$30,290
$33,813
$35,865
$41,640
$43,500
$35,320
$10,100
$9,660
$9,867
$10,545
$10,780
$10,900
$10,814
12/1
1/1
1/15
1/15
Financial
Aid
Priority
Date
2/1
2/1
1/31
3/1
2/1
2/1
2/1
2/1
3/1
Application
Deadline
2/1
Rolling
2/1
Rolling
2/1
1/15
1/15
1/15
3/1
Web Site
www.gonzaga.edu
www.plu.edu
www.stmartin.edu
www.spu.edu
www.seattleu.edu
www.ups.edu
www.whitman.edu
www.whitworth.edu
*Please note that the GPA and SAT/ACT scores listed may vary. Students with GPAs and tests scores above and below the scores listed
were accepted. Students are highly encouraged to apply even if their GPA and test scores are lower than the ones listed.
SAT scores above are based on the old SAT scoring method which combined math and verbal scores for a maximum of 1600 total (does not
include writing scores).UW and Whitman do include the writing. This information is subject to change; please consult the Office of Admissions
at the college/university that you are applying to for up-to-date information.
Updated Fall 2014
Page 42
Page 43
Page 44
Page 45
Page 46
Page 47
Degree Programs Offered by Baccalaureate Colleges and Universities in Washington
This degree program chart is not complete and offers only a quick reference summary of many of the fields of study at the four-year
college and universityes in Washington. It is meant as a general guide only and cannot replace the more complete and acrurate listings
provided by individual institutions in their own materials and websites.
Page 48
Page 49
Page 50
Page 51
Page 52
Community & Technical Colleges
Whatcom Community College
Bellingham Technical College
Skagit Valley College
Spokane Community College
Peninsula College
Spokane Falls Community College
Wenatchee Valley College
Page 53
Grays Harbor College
Big Bend Community College
South Puget Sound Community College
Centralia College
Lower Columbia College
1. Everett Community College
2. Edmonds Community College
3. Shoreline Community College
4. Cascadia Community College
5. North Seattle Community College
6. Lake Washington Technical College
7. Seattle Central Community College
8. Bellevue College
9. Olympic College
10. South Seattle Community College
11. Renton Technical College
Clark College
Yakima Valley Community College
Columbia Basin College
Walla Walla Community College
12. Highline Community College
13. Green River Community College
14. Tacoma Community College
15. Bates Technical College
16. Pierce College-Fort Steilacoom
See page 64 for institution contact information
17. Clover Park Technical College
18. Pierce College-Puyallup
2011-12 Washington Higher Ed Book
www.washingtoncouncil.org
Community and Technical Colleges of Washington
One system.
34 colleges.
Unlimited possibilities.
Washington State Board for Community
and Technical Colleges
1300 Quince St SE
PO Box 42495
Olympia, WA 98504-2495
(360) 704-4400
Highlights

SBCTC.edu
CheckOutACollege.com
Contacts
Disability Services, Financial Aid,
Running Start, Transfer, Washington
Council Liaison
Scott A. Copeland
Policy Associate, Student Services
(360) 704-4319
scopeland@sbctc.edu




In 2012-2013, community and technical colleges served nearly 400,000
students at 34 colleges, branches, and centers.
Community and technical colleges make up the largest sector of
Washington’s higher education system, serving 60 percent of students
enrolled in public colleges and universities.
The number of degrees and certificates completed at Washington’s
community and technical colleges increased by 46 percent between 2007
and 2012.
Seventy-four percent of the students completing professional-technical
training programs in 2009-2010 were employed seven to nine months after
leaving college, even in the midst of the recession.
STEM — Science, Technology, Engineering, and Mathematics — fields
encompass aerospace, nursing and allied health careers, manufacturing,
green energy, and information technology. The community and technical
colleges are the pipeline for students in these fields.
Forty percent of bachelor’s degree graduates from four-year colleges and
universities in Washington start at a community or technical college.
Thirty percent of community and technical college students are parents, 43
percent work, median age is 26, and about half attend school part-time.
The industrial sector needs engineers and scientists, but also needs middleskilled workers and craftspeople. Middle skills jobs, which require at least
one year of college, have been forecast to account for 42 percent of job
openings through 2017.
Advising, Career Services, Childcare
Centers, Diverse Student Services
(multicultural, LGBTQ), Student
Leadership
Edward Esparza
Policy Associate, Student Services
(360) 704-4319
eesparza@sbctc.edu

CheckOutACollege.com, Publications,
Outreach Staff Liaison
Sherry Nelson, M.Ed.
Communications & Outreach Associate
(360) 704-4308
slnelson@sbctc.edu
Top Associate Degrees Awarded 2011-12


Associate in Arts (All)
15,729
Associate in Science
1,018
Associate in Business
1,146
Associate in Applied Science (All)
GED®, High School Diploma Options
Lou Sager
Program Administrator GED/WABERS
(360) 704-4321
lsager@sbctc.edu
sbctc.edu/public/y_ged.aspx
Tech Prep
Tiffany Merkel
Program Administrator, Workforce Education
(360) 704-4332
tmerkel@sbctc.edu
sbctc.edu/college/_e-wkforcetechprep.aspx
10,689
Top Transfer Destinations
Each year, more than 20,000 students transfer from a Washington community or
technical college to a public or private baccalaureate institution.
Top transfer destinations include:
University of Washington (All campuses)
Washington State University (All campuses)
Central Washington University and Centers
Eastern Washington University and Centers
Western Washington University
The Evergreen State College
Western Governors University
University of Phoenix
City University of Seattle
Cornish College of the Arts
Bastyr University
Page 54
Saint Martin’s University
Seattle Pacific University
Gonzaga University
Heritage University
Pacific Lutheran University
Whitworth University
Portland State University
University of Idaho
Seattle University
Antioch University
Northwest University
Paying for College
>> In the Search field at lower left, under Product Name,
type Check Out a College
Financial Aid
Centers of Excellence
Community and technical colleges award federal, state,
college-based grants, and work-study based on the Free
Application for Federal Student Aid (FAFSA).
Centers of Excellence focus on industries that drive the state’s
economy and workforce, building innovative workforce
education programs. The 10 centers connect and partner with
industry, economic development and community-based
organizations, secondary education, and four-year colleges
and universities through training, career presentations, and
events.

Aerospace & Advanced Materials Manufacturing

Agriculture

Allied Health

Careers in Education

Construction

Clean Energy

Homeland Security

Information and Computing Technology

Global Trade & Supply Chain Management

Marine Manufacturing and Technology
The community and technical college system adopted a
uniform priority financial aid deadline of March 15.
It is widely recommended that students planning to attend fall
quarter 2014 aim to adhere to the timeline set for College
Bound students (February 1).
Those planning to attend winter or spring 2015 should also
apply for aid by the March 15, 2014 priority deadline.
See Admissions and Financial Aid chart.
Scholarships
A variety of scholarships may be available from each college
based on financial need, program of study or major, academic
merit, leadership or community service. Many colleges offer
scholarships through their foundations or list scholarships at
their websites.
High schools are invited to connect at www.coewa.com
Professional-Technical Program Matrix
Most deadlines for fall 2014 scholarships for graduating
high school seniors offered by community and technical
college foundations will be in February, March, and April 2014.
The SBCTC Workforce Education professional-technical
program matrix in this handbook is subject to change.
Programs are listed by general categories and may not reflect
actual program names. For example, aerospace-related
programs may be listed under engineering, industrial
manufacturing, and transportation.
Tuition Waivers
Certain populations are eligible for full or partial reduction of
tuition. Tuition waivers vary by campus, so check with the
college registration office.
See Professional-Technical Programs Matrix chart.
Some examples: Oregon border county residents, military
veterans, senior citizens, higher education employees, active
duty military/Washington National Guard, children of deceased
or disabled law enforcement officers and firefighters, families of
fallen soldiers and families of disabled veterans.
Eligible Training Provider (ETP) list
Visit the Career Bridge website at careerbridge.wa.gov for the
ETP list.
Resources for Counselors
Athletics
CheckOutACollege.com website
Community colleges provide a variety of enrichment activities
and programs for students, including intercollegiate athletics.
Sports include basketball, baseball, cross country, golf,
softball, soccer, tennis, track and field, volleyball, and
wrestling. Recognizing the time commitment of studentathletes, colleges may fund tuition Grants-in-Aid through
scholarship up to 40% of tuition costs. Visit the Northwest
Athletic Association of Community Colleges website at
nwaacc.org for details.
Find college and degree options, career and wage data, ideas
for paying for college, search by program and location, multiple
languages, links to two-year and four-year colleges, Fall
Counselor workshop PowerPoint, and publications.
CheckOutACollege.com posters and postcards
For posters for your counseling, career centers, classrooms or
postcards for college fairs, parent nights, and resource rooms,
call (360) 704-4308.
Running Start
Running Start allows 11th and 12th grade students to take
college courses at Washington's 34 community and technical
colleges. Students earn both high school and college credits
for these courses. Running Start students and their families do
not pay tuition for up to 15 college credits, based on combined
college and HS FTE of up to 1.2 FTE. Students do pay
mandatory fees, buy their own books, and provide their own
transportation.
Check Out a College brochures
Get brochures from your nearest community or technical
college, or order larger quantities at a reasonable price.


FREE – Ask your local college for the Check Out a
College brochure.
See the Washington CTC outreach staff roster, at
sbctc.edu/college/_g-wactcpicresources.aspx
for college brochure contacts.
LOW COST - Order online from the Washington State
Department of Printing website: www.prt.wa.gov
>> Select myFULFILLMENT
Students interested in Running Start may get more information
from their high school counseling office or from the Running
Start coordinator at their local college. Many colleges offer
orientation sessions to help students and their families learn
more about the program. The entire college catalog of courses
Page 55

is available to Running Start Students, including electives,
vocational, online, and advanced course work.
More at www.sbctc.edu/college/s_runningstart.aspx
South Seattle Community College – Bachelor of Applied
Science in Hospitality Management, Bachelor of Science
in Professional Technical Teacher Education
University and College Transfer
Applied Baccalaureate Tuition
More and more students get started on a bachelor’s degree
with an associate transfer degree. Students get a high quality
undergraduate experience and save money by starting at a
community college and transferring to a Washington four-year
college, branch campus, university center, or applied
baccalaureate program.
Tuition rates are roughly double the cost of regular community
and technical college credits.
See CTC tuition chart.
Disability Student Services
The campus disability support service office ensures equal
access to educational programs and services by providing
consultation to design accommodations (placement testing,
classroom, assistive technology, and more) for otherwise
qualified-for-college students with disabilities.
Associate transfer degrees
Several options are available, so students should work closely
with an advisor to choose the right degree and classes for their
educational and career goals. Contact the four-year college or
university of your choice to fully understand and meet their
degree requirements before you transfer.
The rights of students with disabilities are different in college
from what they were in high school. It is important that high
school students and their parents understand these differences
and plan appropriately for their students’ transitions to postsecondary institutions.
See Transfer Degree Inventory chart.
University Centers and Transfer Partnerships
Compared to services students and their parents have
expected from public schools, the services provided by postsecondary institutions may seem minimal.
Students can earn an associate transfer degree at a
community or technical college and then stay on campus to
complete a bachelor's degree from one of our many four-year
college or university partners. Options are subject to change.
To be eligible for disability-related services, students must
have a disability as defined by the Americans with Disabilities
Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of
1973. Under the ADA and Section 504, a person has a
disability if he or she has a physical or mental impairment that
substantially limits one or more of the major life activities
(walking, standing, seeing, speaking, hearing, sitting,
breathing, and taking care of oneself).
See University Centers and Transfer Partnerships chart.
Applied Baccalaureate Degrees
An applied baccalaureate (bachelor's) degree builds on the
education and training from a two-year technical associate
degree, allowing graduates of professional-technical programs
to move up the educational and professional ladder without
starting over.
Colleges and universities are not required to provide special
educational services, therapies or curriculum modifications that
fundamentally alter the nature of the program or class.
However, colleges and universities routinely offer some
services to all students that may be beneficial to some
students with disabilities, including tutoring, personal
counseling, writing coaching, health and wellness programs,
study skills, and time management training.
Degree Options
Currently, community and technical colleges offer 17 applied
bachelor degrees at ten colleges:









Bellevue College – Bachelor of Applied Science in
Radiation and Imaging Sciences; Bachelor of Applied Arts
in Interior Design, Bachelor of Applied Science in Health
Care Technology and Management, Bachelor of Science
Nursing, Bachelor of Applied Science in Information
Systems & Technology
Centralia College – Bachelor of Applied Science in
Applied Management
Columbia Basin College – Bachelor of Applied Science
in Applied Management, Bachelor of Applied Science in
Project Management, Bachelor of Applied Science in
Cyber Security
Green River Community College – Bachelor of Applied
Science in Information Technology: Network
Administration and Security
Lake Washington Institute of Technology – Bachelor of
Technology in Applied Design
North Seattle Community College – Bachelor of Applied
Science in International Business
Olympic College – Bachelor of Science Nursing
Peninsula College – Bachelor of Applied Science in
Applied Management
Seattle Central Community College – Bachelor of
Applied Behavioral Science
High School Diploma Options
There are currently three ways to earn a high school diploma
at the community and technical colleges.
1. Attend Running Start, earn an associate degree, request HS
diploma from the college
2. Age 21 years or older, earn an associate degree, request
HS diploma from the college (may require financial aid)
3. Earn a HS diploma from the college through the high school
completion program (may require financial aid)
NEW: high school credential option: HS 21+
When Congress eliminated the “Ability to Benefit” option from
the federal Pell Grant, it closed the door for low-income, older
adults without a HS diploma or GED® to access federal
financial aid to earn an associate degree, I-BEST training, and
adult high school completion programs.
HS 21+ is for adult learners (21 and older) who do not have a
GED® or high school (HS) diploma. It is designed to move
adults into further training and education to encourage lifelong
learning.
Page 56
Page 57
Page 58
AGRICULTURE, CONSERVATION & RENEWABLE RESOURCES
Agricultural & Food Products Processing
Agricultural Business & Mgmt
Agricultural Mechanics/Maint
Agricultural Mechanization/Equipment
Agricultural Production
Agroecology & Sustainable Agriculture
Environmental Tech/Sustainable Practices
Farm Mgmt
Fisheries Tech
Floristry Marketing & Mgmt
Forest Tech
Greenhouse/Nursery Operations & Mgmt
Horseshoeing (Farriery)
Horticulture
Irrigation Tech
Landscaping & Groundskeeping
Natural Resources/Conservation
Natural Resources Law Enforcement & Protective Svs
Soil Sciences
Tree Fruit Production
Turf & Turfgrass Mgmt
Turf Equipment Mechanics
Viticulture/Fermentation
Water Resources
Wildlife & Wildlands Science & Mgmt
BUSINESS, MARKETING & ADMINISTRATIVE SERVICES
Accounting Tech & Bookkeeping
Administrative Asst & Secretarial
Apartment & Condominium On-site Mgmt
Banking & Financial Support Services
Business Administration/Mgmt
Applied Management/Mgmt, Baccalaureate
Construction Management
Court Reporter
Customer Service Mgmt & Support/Call Center
E-Commerce
Fashion Merchandising
Hospitality & Hotel/Motel Mgmt
Hospitality Management, Baccalaureate
Hospitality/Travel Services Sales
Human Resources Mgmt/Personnel Admin
Insurance Specialist
International Business/Trade/Commerce
Legal Administrative Assistant/Secretary
Management (Baccalaureate)
Marketing Mgmt
Medical Administrative Assistant/Secretary
Meeting and Event Planning
Office Automation/Data Entry/Word Processing
Office Mgmt & Supervision



Yakima Valley
Whatcom
Wenatchee Valley
Walla Walla
Tacoma
Spokane Falls
Spokane
South Seattle
South Puget Soun
Skagit Valley
Shoreline
Seattle Voc Institut
Seattle Central
Renton
Pierce District
Peninsula
Olympic
North Seattle
Lower Columbia
as of April 2013
Lake Washington
Highline
Green River
Grays Harbor
Everett
Edmonds
Columbia Basin
Clover Park
Clark
Centralia
Cascadia
Big Bend
Bellingham
Bellevue
Shows general program areas and not the specific
program titles used by the colleges. Doesn't include shortterm certificates or contracted programs
 Collaborative program

Baccalaureate program
Bates
Professional-Technical Programs in Washington State's Community and Technical Colleges





















































































































































































































Page 59



















Office Occupations/Reception/Clerical
Operations Mgmt & Supervision
Paralegal/Legal Assistant
Parts, Warehousing & Inventory Mgmt
Project Management
Purchasing/Logistics Mgmt
Real Estate
Retail Mgmt
Retailing & Retail Skills
Small Business Mgmt/Entrepreneurship
Transportation & Logistics Mgmt
Tribal Gaming Management
Vehicle Parts & Accessories Marketing
EDUCATION
Early Childhood Education & Teaching
Early Childhood Special Education
Prof-Tech Teacher Education
Prof-Tech Teacher Education, Baccalaureate
Teacher Assistant/Aide/Educ Parapro
ENGINEERING
Architectural Engineering/Drafting
Biomedical Tech
Drafting/Design/CAD/CADD
Chemical/Science Tech
Civil Engineering Tech/Civil Drafting
Composite Structures
Computer Tech/Computer Systems Tech
Construction Engineering Tech
Electrical Design Tech
Electrical, Electronics & Communications Engr Tech
Electromechanical Tech
Electronic/Fire Security Tech
Energy Management
Engineering Tech
Environmental Engineering Tech
Geographic Information Systems
Hydraulics & Fluid Power Tech
Industrial/Manufacturing Tech
Instrumentation Tech
Mechanical Tech/Mechanical Drafting
Nanotechnology
Nuclear Tech
Occupational Safety & Health Tech
Survey Tech
Telecommunications Tech
Water Quality & Wastewater Mgmt & Recycling Tech























Yakima Valley
Whatcom
Wenatchee Valley
Walla Walla
Tacoma
Spokane Falls
Spokane
South Seattle
South Puget Soun
Skagit Valley
Shoreline
Seattle Voc Institut
Seattle Central
Renton
Pierce District
Peninsula
Olympic
North Seattle
Lower Columbia
as of April 2013
Lake Washington
Highline
Green River
Grays Harbor
Everett
Edmonds
Columbia Basin
Clover Park
Clark
Centralia
Cascadia
Big Bend
Bellingham
Bellevue
Shows general program areas and not the specific
program titles used by the colleges. Doesn't include shortterm certificates or contracted programs
 Collaborative program

Baccalaureate program
Bates
Professional-Technical Programs in Washington State's Community and Technical Colleges


































































































































































































HEALTH PROFESSIONS
Anesthesia Tech


Page 69



Behavioral Science, Baccalaureate
Biological Lab Tech
Cardiac Invasive Tech
Clinical/Medical Lab Assistant/Technician
Dental Assistant
Dental Hygienist
Dental Laboratory Tech
Denture Tech
Diagnostic Medical Sonography/Ultrasound Tech
Echocardiographic Tech
Emergency Medical Tech/Ambulance
Emergency Medical Tech/Paramedic
Electroneurodiagnostic Tech
Geriatric Aide
Health Information/Medical Records Admin, Baccalaureate
Health Information/Medical Records Tech
Health Unit Coordinator/Ward Clerk
Hearing Instrument Fitter & Dispenser Tech
Hemodialysis Tech
Histology Tech
Home Health Aide
Horticulture Therapy Aide
Hospital Central Service Tech
Human Service Training
Hypnotherapy
Massage Therapist
Medical Informatics
Medical Insurance Coding/Specialist
Medical Office Assistant
Medical Office Mgmt
Medical Radiologic Tech
Medical Receptionist
Medical Transcription
Medical/Clinical Assistant
Mental Health Services Tech
Multi-Skilled Health Care Tech
Nuclear Medical Tech
Nursing Assistant/Aide
Nursing, Associate Degree
Nursing, Baccalaureate
Nursing, Practical
Occupational Therapy Assistant
Opticianry/Ophthalmic Dispensing Optician
Optometric/Ophthalmic Technician/Technologist
Orthotics/Prosthetics
Pharmacy Tech
Phlebotomy Assistant
Physical Therapy Assistant
Polysomnographic Tech
Radiation & Imaging, Baccalaureate
Recreational Therapy Tech
Yakima Valley
Whatcom
Wenatchee Valley
Walla Walla
Tacoma
Spokane Falls
Spokane
South Seattle
South Puget Soun
Skagit Valley
Shoreline
Seattle Voc Institut
Seattle Central
Renton
Pierce District
Peninsula
Olympic
North Seattle
Lower Columbia
as of April 2013
Lake Washington
Highline
Green River
Grays Harbor
Everett
Edmonds
Columbia Basin
Clover Park
Clark
Centralia
Cascadia
Big Bend
Bellingham
Bellevue
Shows general program areas and not the specific
program titles used by the colleges. Doesn't include shortterm certificates or contracted programs
 Collaborative program

Baccalaureate program
Bates
Professional-Technical Programs in Washington State's Community and Technical Colleges







































































































































































































































































Page 61






Rehabilitation Counseling/Service Worker
Respiratory Therapy
Sign Language Interpreter
Social/Human Services Counseling/Casework
Speech/Hearing Therapy Aide
Substance Abuse/Alcoholism Counseling
Surgical Tech
Veterinarian Assistant/Tech
HOSPITALITY, FOODS & RECREATION
Aesthetician & Skin Care Spec
Baking & Pastry Arts
Barbering
Cosmetology
Cosmetology, Barber/Stylist & Nail Instructor
Culinary Arts/Chef Training
Custodial/Building Services
Funeral Service Education
Golf Mgmt
Nail Technician/Specialist & Manicuring
Parks, Recreation & Leisure Facilities Mgmt
Restaurant, Culinary & Catering Mgmt
Salon/Beauty Salon Mgmt
Sports & Fitness Mgmt
INDUSTRIAL, CONSTRUCTION & MANUFACTURING
Building/Construction Mgmt & Inspection
Cabinetmaking & Millwork
Carpentry
Computerized Numerical Control Mfg
Electrician/Lineworker
Electrical/Power Transmission
Electronics Assembly
Job Skills for Construction Trades
Machine Tool Tech
Marine Carpentry/Boat Building
Metal Fabricator
Multi-Occupational Trades/Apprenticeship
Sheet Metal Tech
Upholstery
Welding Tech
Zero Energy Building
INFORMATION TECHNOLOGY
Computer & Information Systems Security
Computer Graphics
Computer Programming
Computer Systems Networking & Telecomm
Data Warehousing/Mining & Database Admin
Digital Media: Web Page, Digital/Multimedia
Information Processing
Yakima Valley
Whatcom
Wenatchee Valley
Walla Walla
Tacoma
Spokane Falls
Spokane
South Seattle
South Puget Soun
Skagit Valley
Shoreline
Seattle Voc Institut
Seattle Central
Renton
Pierce District
Peninsula
Olympic
North Seattle
Lower Columbia
as of April 2013
Lake Washington
Highline
Green River
Grays Harbor
Everett
Edmonds
Columbia Basin
Clover Park
Clark
Centralia
Cascadia
Big Bend
Bellingham
Bellevue
Shows general program areas and not the specific
program titles used by the colleges. Doesn't include shortterm certificates or contracted programs
 Collaborative program

Baccalaureate program
Bates
Professional-Technical Programs in Washington State's Community and Technical Colleges























































































































































































































Page 62







































Information Technology, Baccalaureate
Microcomputer Applications, General
Photographic & Film/Video Tech
System, Networking & LAN/WAN Mgmt
Technical Support/Support Services
Web/Multimedia Mgmt & Webmaster
MECHANICS
Aircraft Mechanics, Airframe/Powerplant
Appliance Installation & Repair Tech
Autobody/Collision & Repair Tech
Automotive Mechanic/Tech
Automotive Service Writing
Communication Systems Installer & Repairer
Computer Installation & Repair Tech
Computer Integrated Manufacturing
Diesel Mechanics Tech
Electrical & Electronics Equip Installer & Rpr
Heating/Air Conditioning/Ventilation/Refrig Maint Tech
Heavy Equipment Maint Tech
Industrial Electronics Tech
Industrial Mechanics & Maint
Industrial Plant Services
Marine Maint & Repair
Motorcycle Maint & Repair Tech
Musical Instrument Fabrication & Repair
Small Engine Mechanics & Repair Tech
Stationary Energy Sources Installer & Operator
Watch & Clock Repair
MEDIA, COMMUNICATIONS & DESIGN
Animation, Video Graphics & Spec Effects
Applied Design, Baccalaureate
Arts Mgmt
Commercial & Advertising Art
Commercial Photography
Communications Tech
Custom Apparel-Design & Construction
Desktop Publishing & Digital Imaging Design
Graphic & Printing Equipment Oper/Genl Production
Interior Design
Interior Design, Baccalaureate
Journalism, Photojournalism
Language Interpreter/Translator
Library Assistant
Music Instrument Digital Interface
Music Mgmt & Merchandising
Radio & Television Broadcasting Tech
Recording Arts Tech
Visual Communications














Yakima Valley
Whatcom
Wenatchee Valley
Walla Walla
Tacoma
Spokane Falls
Spokane
South Seattle
South Puget Soun
Skagit Valley
Shoreline
Seattle Voc Institut
Seattle Central
Renton
Pierce District
Peninsula
Olympic
North Seattle
Lower Columbia
as of April 2013
Lake Washington
Highline
Green River
Grays Harbor
Everett
Edmonds
Columbia Basin
Clover Park
Clark
Centralia
Cascadia
Big Bend
Bellingham
Bellevue
Shows general program areas and not the specific
program titles used by the colleges. Doesn't include shortterm certificates or contracted programs
 Collaborative program

Baccalaureate program
Bates
Professional-Technical Programs in Washington State's Community and Technical Colleges






















































































































































Page 63



PROTECTIVE SERVICES
Correctional Mental Health
Corrections
Criminal Justice/Law Enforcement Admin
Criminal Justice/Police Science
Emergency Dispatcher
Emergency Management
Fire Science/Firefighting
Fire Services Administration/Fire Officer
Forensic Tech
Security & Loss Prevention Services
Wildland Firefighting
TRANSPORTATION & MATERIALS MOVING
Air Traffic Controller
Airline/Commercial/Prof Pilot & Flight Crew
Aviation/Airway Mgmt & Operations
Commercial Helicopter Pilot
Merchant Marine Officer
Truck & Bus Driver/Commercial Vehicle Operation




































Page 64

Yakima Valley
Whatcom







Wenatchee Valley
Walla Walla
Tacoma
Spokane Falls













Spokane





South Seattle
South Puget Soun
Skagit Valley
Shoreline
Seattle Voc Institut
Seattle Central
Renton
Pierce District
Peninsula
Olympic
North Seattle
Lower Columbia
as of April 2013
Lake Washington
Highline
Green River
Grays Harbor
Everett
Edmonds
Columbia Basin
Clover Park
Clark
Centralia
Cascadia
Big Bend
Bellingham
Bellevue
Shows general program areas and not the specific
program titles used by the colleges. Doesn't include shortterm certificates or contracted programs
 Collaborative program

Baccalaureate program
Bates
Professional-Technical Programs in Washington State's Community and Technical Colleges

Community College Transfer to
Washington Baccalaureate Colleges and Universities
Established in 1970 under its parent organization, the Washington Council for High School-College Relations, the Inter-college
Relations Committee (ICRC) is a voluntary association, which exists to facilitate the transfer of students between two and four-year
colleges and universities in the State of Washington.
Through the efforts of the ICRC, a number of transfer options have been designed to allow students to transfer among
educational institutions with maximum flexibility. The associate degree options depend on the student’s future major. Students
planning liberal arts bachelor’s degrees are well suited by the Direct Transfer Agreement (DTA) Associate degree. Students
planning science or engineering-based bachelor’s degrees should follow the Associate of Science-Transfer (AS-T) degree
pathways. Students with an immediate job goal but also an interest in transfer should complete an Associate in Applied-Science
(AAS-T) degree.
These statewide agreements assure the transfer of credit, but not automatic admission, since each institution and the specific
colleges within the institution have separate admission criteria, which may be based on grades, test scores, preparation for major
and other considerations.
Whatever option they choose, students who wish to make full use of community and technical college courses for university
transfer should consult a community or technical college adviser early in their college careers. Additionally, most universities have
advisers who travel to the community and technical colleges several times a year to meet with students who intend to transfer.
The DTA Associate degree has the following
characteristics:
1. It is issued to students who have earned a cumulative grade
point average of at least 2.00.
2. It is made up of a minimum of 90 quarter hours of
transferable credit, including a minimum of 60 quarter hours
of general education courses as described below:
a. Communication Skills: 10 credits
b. Quantitative Skills : 5 credits, Proficiency in
Intermediate Algebra required
c. Humanities: 15 – 20 credits
d. Social Sciences: 15 – 20 credits
e. Natural Sciences: 15 – 20 credits
The remaining credits are selected by the student with the
help of the college adviser or may be specified in one of the
several Major Ready Pathway (MRP) associate degrees based
on the DTA structure. The current DTA/MRP degrees are:
Associate in Business
Associate in Math Ed
Associate in Pre-Nursing
Associate in Elementary Education
The Direct Transfer Agreement (DTA) Associate
Degree Guidelines - Liberal Arts Fields
General Education Requirements
Essentially, the ICRC transfer agreements ensure that a
student who completes a DTA Associate of Arts (A.A.), or other
designated direct transfer degree at a community college in
the state of Washington will have satisfied all or most of the
general education or core requirements at the 4 year colleges
and universities listed on the next page that subscribe to the
ICRC guidelines.
The transfer student who has earned a degree covered by
the guidelines will generally have junior-level standing (a
minimum of 90 quarter credits or 60 semester credits) at
the receiving institution. Students who transfer within these
agreements must still meet requirements for major, minor
and professional programs. Many of these requirements can
be completed within the parameters of one of the transfer
degrees. Specialized DTA degrees, such as the Associate in
Business-DTA, will build major prerequisites into the degree.
75
Page 65
Community College Transfer to
Washington Baccalaureate Colleges and Universities (Cont.)
Associate of Science-Transfer (AS-T) Degrees Science and Engineering-Based Fields
Associate in Applied Science-T (AAS-T) Degree
The Associate in Applied Science-T (AAS-T) degree is built
upon the technical courses required for job preparation
and includes a college-level general education component.
The AAS-T does not fulfill general education requirements
for a baccalaureate degree. Baccalaureate institutions who
subscribe to ICRC Guidelines are not required to accept AAS-T
degrees as preparation for junior status. Transferability of an
AAS-T degree is limited to state and local agreements between
the community and technical colleges system and specific
baccalaureate institutions. Students following this degree plan
are encouraged to work closely with their academic advisor
and their intended transfer institution.
These degrees are specifically designed to prepare
community college students for transfer to -- and study
in -- majors such as biology, chemistry, computer science,
engineering, engineering technology, environmental
science, geology, natural science, physical science, and
physics. Completing the AS-T degree will prepare students
for upper division study; it does not guarantee admission
to the major. It partially satisfies the lower division core or
general education requirements for the university with a
minimum of 3 courses in the humanities and social science
areas required subsequent to transfer.
The AAS-T degree has the following characteristics:
1.It is issued to students who have earned a cumulative grade
point average of at least 2.00.
2.It is made up of a minimum of 90 quarter hours of
transferable credit, including a minimum of 20 quarter hours
of general education courses as described below and a
minimum of 70 credits as prescribed by the industry advisory
committee:
a. Communication Skills: minimum of 5 credits
b. Mathematics: 5 credits, Proficiency in
Intermediate Algebra required
c. Humanities/Social Sciences and Natural Science:
minimum of 10 credits
The AS-T degree has the following characteristics:
1. It is issued to students who have earned a cumulative
grade point average of at least 2.00.
2. It is made up of a minimum of 90 quarter hours of
transferable credit, including a minimum of 45 quarter
hours of general education courses as described below:
a. Communication Skills: minimum of 5 credits
b. Mathematics: 10 credits at calculus or higher,
proficiency in Intermediate Algebra required.
c. Humanities/Fine Arts/English and Social
Sciences: 15 credits with a minimum of 5 each in
humanities and social science and an additional 5
from one area or the other.
d. Science: varying by field of study selected by
the student with the help of the college adviser or
may be specified in one of the several Major Ready
Pathway (MRP) associate degrees based on the AS-T
structure.
AAS-T transfer agreements allow AAS-T graduates to transfer
to the following bachelor’s degree options:
CWU’s Bachelor’s of Applied Science degrees in Safety
and Health Management, Industrial Technology,
Information Technology and Administrative
Management and Food Service Management
Seattle Pacific University, BS or BA with a major in
Professional Studies
The Evergreen State College (TESC) Upside Down
Degree – requires a minimum of 25 general education
credits
Whitworth - Upside Down Degree within the Bachelor
of Liberal Studies
University of Phoenix Bachelor of Science in
Management (BSM)
DeVry University Bachelor of Science in Technical
Management
The current AS-T/MRP degrees are:
Associate in Science Education: Physics, Chemistry,
Biology, and General Science for secondary education
teachers
Associate in Computer & Electrical Engineering
Associate in Mechanical, Civil, Material Science
Engineering
Associate in Bio- and Chemical Engineering
Washington Higher Ed Book
76
Page 66
www.washingtoncouncil.org
Community College Transfer to
Washington Baccalaureate Colleges and Universities (Cont.)
Students’ Rights in the Transfer Process
Seattle Central Community College
Shoreline Community College
Skagit Valley College
South Puget Sound Community College
South Seattle Community College
Spokane Community College
Spokane Falls Community College
Tacoma Community College
Walla Walla Community College
Wenatchee Valley College
Whatcom Community College
Yakima Valley Community College
The Higher Education Coordinating Board for the state of
Washington has published a “Policy on Inter-college Transfer
and Articulation among Washington Public Colleges and
Universities,” which spells out students’ rights in the transfer
process.
This policy states in part, “Students have the right to expect
fair and equitable treatment from the public colleges and
universities in Washington, both sending and receiving
institutions. They have, in turn, the responsibility of seeking
our current information pertaining to their educational
objectives and for acquiring appropriate information when
they change their academic plans. When a student changes
their major or degree program, the student assumes full
responsibility for meeting the new requirements. Colleges
shall make every effort to help students make transitions as
smoothly as is feasible.”
Colleges and Universities in Washington that
Subscribe to the ICRC Guidelines
There are 22 baccalaureate institutions that accept the DTA
and AS-T degrees under the Intercollege Relations Degree
Guidelines. These institutions are listed below. Please visit
their websites for more information.
Community Colleges in Washington with a
Direct Transfer Agreement (DTA) Degree
and an Associate in Science – Transfer (AS-T)
Degree that meets the ICRC Guidelines
Bastyr University
Central Washington University
City University
Cornish College of the Arts
Eastern Washington University
Gonzaga University
Heritage College
Northwest University
Pacific Lutheran University
Saint Martin’s University
Seattle University
Seattle Pacific University
The Evergreen State College
Trinity Lutheran College
University of Washington
University of Washington Bothell
University of Washington Tacoma
Washington State University
Washington State University Tri-Cities
Washington State University Vancouver
Western Washington University
Whitworth College
There are 30 community colleges in Washington with a
direct transfer degree that meets the ICRC Guidelines. The
names of the colleges are listed below. Please visit their
websites for more information.
Bellevue College
Big Bend Community College
Cascadia Community College
Centralia College
Clark College
Columbia Basin College
Edmonds Community College
Everett Community College
Grays Harbor College
Green River Community College
Highline Community College
Lower Columbia College
North Seattle Community College
Northwest Indian College
Olympic College
Peninsula College
Pierce College Fort Steilacoom
Pierce College Puyallup
Please refer to the following website for more information:
www.washingtoncouncil.org/icrcdocuments.htm
77
Page 67
Page 68
Page 69
The Application Process
To make the application process successful, there are several
important steps in applying to colleges and universities.
The following suggestions will help guide you through the
process.
Getting Official Transcripts
Remember: Applying for financial aid is a separate
application process! It starts with filling out the Free
Application for Federal Student Aid (FAFSA). Even if you
think you don’t qualify for aid, be sure to complete the
FAFSA; many scholarship programs depend on FAFSA
information.
Check with your guidance counselor to find out what you
need to do to get transcripts sent to your selected colleges.
There may be a minimal charge for sending them out.
Remember, you’re not the only senior who needs transcripts,
so keep in mind time constraints and deadlines.
The transcript is your official high school academic record.
It contains a list of your courses and grades, an explanation
of the school’s grading scale, a list of the school’s course
offerings and your graduation date.
Sending Test Scores
When you took standardized tests such as the ACT or SAT,
you probably listed the names of several colleges on the test
form. The testing organization forwards your scores directly
to those colleges. If you decide to apply to other colleges
after you take the test, contact the testing organization and
supply the college information. For a small fee, they’ll forward
your test scores to the new college.
Application Process Tips
1. Determine what is required for each college, including
application fee.
2. Create a list of tasks associated with each colleges’
requirements.
3. Check deadlines for each college.
4. Make sure you allow for extra time to request forms and
transcripts; obtain letters of recommendation if required,
and write essays.
5. Assign a timeline to each task (begin and end date).
6. Check off each task as you complete it.
7. Keep copies of everything you submit and organize
it in a folder.
To have your ACT scores forwarded to your college, contact
ACT at 319.337.1270.
To have your SAT scores forwarded to your college, contact
SAT Program Customer Service at 866.756.7346.
Getting Recommendations
Types of Applications
Not all colleges require recommendations, but many do.
Carefully check if letters are required, and ask If the college
you are applying does. Two letters of recommendation
are usually required for your application. Request
recommendations from people who know your strengths,
and give them at least three weeks notice. Teachers and
counselors are usually the best choices. An employer or
community leader can be another option if he or she
knows you well and can emphasize your good qualities and
achievements.
Customized: Many colleges have application forms that may
be requested by telephone, mail, or the college website.
Be sure to follow directions as explained on each form.
Common Application: If your college is one of the more
than 200 U.S. colleges using this form, you can get a copy
from your guidance office. Make additional copies, if
needed, and send the completed form to each college.
Two-part application: If your college uses a two-part
application, submit Part I (mostly name and address
information) as soon as possible (usually September). The
college will send you Part II after it receives Part I.
Writing Essays
Essay questions on applications help college admissions
officers understand your motivations, creativity, and
personality. That’s why it is important to start writing your
essays as early as possible. Make your essays personal, but
stay within the guidelines. Be sure you answer the questions
as they are written. Have multiple people read your essay
and give suggestions, but remember that the content and
perspective that you give to the question should be your
own. Colleges use the essays to learn more about who you
are as a person, so be genuine and authentic.
What Do College Applications Usually
Require?
A completed and timely application form
Official high school and any college transcripts
Official standardized test scores
Letters of recommendation
Essay
9
Page 70
THE APPLICATION PROCESS
IT IS THE STUDENT’S RESPONSIBILITY TO KNOW AND MEET ALL THE
REQUIREMENTS AND DEADLINES OF THE COLLEGES AND UNIVERSITIES TO
WHICH (S)HE IS APPLYING!!! This cannot be emphasized enough. The college specialist
will assist you with the process and assure you understand what is expected of you. It is still
your responsibility to get it done and to get it done on time.
“PREPARE EACH APPLICATION AS IF IT IS THE ONLY ONE YOU ARE SUBMITTING!!”
GETTING ORGANIZED
Once you have your list of schools to which you are going to apply, you should create some
kind of organizing plan (i.e. computer spread sheets, index cards, etc.) that works for you.
Below is a list of factors that you will need to consider and manage as you work on your
applications for admission scholarships and financial aid.
1. What is required of each application?
 An application form
 Essay(s)
 Resume of activities, leadership, community service, etc.
 Teacher Recommendation(s)
 Counselor/Advisor recommendation
 Transcript
 Standardized Test Scores
 Peer Evaluation
 Residency Form
 Honors program application
 Is there a separate scholarship application?
 Do I have to file the Free Application for Federal Financial Aid (FAFSA)?
 Is the CSS Profile required for financial aid consideration?
2. When is each part due?
3. How must every element be submitted? Paper copy? On-line? All in one packet? What
should I submit, and what should my college counselor submit?
4. How will I know when the application has been received?
Page 71
U . S . NE WS C O L LE GE P L A NNE R
W
APPLICATION ORGANIZER
ith this organizer you can always see at a glance what’s done, what needs to be done, and when it has to happen. At the top of each
column, write the name of the school you are applying to. Note the deadlines for the application and financial aid forms. Then
just check off the squares as you complete each item for each school.
Applicationdeadline
Application form completed
Essays completed
Application mailed or E-mailed
Gave form to
Writer mailed form or returned it to me
Sent thank-you note
Gave form to
Writer mailed form or returned it to me
Sent thank-you note
Gave form to
Writer mailed form or returned it to me
Sent thank-you note
Gave transcript form to counselor
Form mailed
Gave midyear reportform to counselor
Form mailed
Requested that score reports be sent
SAT I
SAT II
ACT
AP exams
Financial aid application deadline
FAFSA form submitted
Completed Profile registration process
Profile form submitted
If needed, college’s form submitted
U . S . N E W S C O L L E G E PL AN N E R
MY PERSONAL PROFILE
F
illing out a personal profile will help you complete the application process more quickly and easily. You can use it as a cheat sheet
as you complete your college applications, and give copies to the people who are writing your letters of recommendation. If you
haven’t thought of that perfect essay topic yet, a thoughtfully completed profile should give you some good ideas.
Name:
Phone number:
Address:
E-mail address:
High school counselor’s name:
Phone number:
Colleges I’m applying to:
SCORES
ACT:
High school GPA:
SAT I (subject, score):
SAT II (subject, score):
AP (subject, score):
SAT I (subject, score):
SAT II (subject, score):
AP (subject, score):
SAT I (subject, score):
SAT II (subject, score):
AP (subject, score):
HIGH SCHOOL COURSES (Attach a transcript.) List your favorite courses and a few words about why they interested you.
AWARDS List award, date received, and description.
ACTIVITIES Include jobs, volunteer work, and extracurricular activities. List the dates you participated and/or hours per week, and any
leadership positions you held. On a separate sheet, you can summarize what you did and why it was meaningful.
PERSONAL INFO Are you the first member of your family to attend college? Did you have an extraordinary childhood? Do you
breed show turtles for fun? Outside of individual awards, activities, and courses, what is most interesting about you? What makes you
stand out as a college applicant? Using the space below, write down a few ideas and continue brainstorming on a separate sheet.
Page 73
Factors Influencing
Admission Decisions
Criteria
Importance
Considerable
Moderate
Limited
None
Grades in college prep courses
83.4%
12.3%
2.7%
1.6%
Strength of curriculum
65.7%
25.7%
4.7%
3.9%
Admission test scores (SAT, ACT)
59.3%
29.4%
7%
4.3%
Grades in all courses
46.2%
42.1%
10.2%
1.6%
Essay or writing sample
26.6%
33%
22.9%
17.6%
23%
30.9%
26.6%
19.5%
Class rank
21.8%
37.2%
25.9%
15%
Counselor recommendation
19.4%
45%
23.1%
12.4%
Teacher recommendation
19%
44.2%
24.5%
12.3%
Subject test scores (AP)
9.6%
32.4%
32.6%
25.3%
Interview
9.2%
22.7%
33%
35.2%
Extracurricular activities
7.4%
42.3%
35.1%
15.2%
SAT II scores
5.3%
11.8%
24.9%
58%
Work
1.9%
20.3%
47.2%
30.6%
Student’s demonstrated interest
Source: NACAC 2011 State of College Admission “Factors in the admission decision: 2010 Summary”
Page 74
DEFINITIONS OF ADMISSION OPTIONS
IN HIGHER EDUCATION
STUDENTS: WHICH COLLEGE ADMISSION PROCESS BEST SUITS YOU?
Non-Restrictive Application Plans
Restrictive Application Plans
Page 75
Regular Decision
Rolling
Admission
Early Action (EA)
Early Decision
(ED)
Restrictive Early
Action (REA)
DEFINITION:
DEFINITION:
DEFINITION:
DEFINITION:
DEFINITION:
Students submit
an application by a
specified date and
receive a decision
in a clearly stated
period of time.
Institutions review
applications as
they are submitted
and render admission decisions
throughout the
admission cycle.
Students apply
early and receive
a decision well in
advance of the
institution’s regular
response date.
Students make a
commitment to
a first-choice institution where,
if admitted they
definitely will enroll. The application deadline and
decision deadline
occur early.
Students apply to
an institution of
preference and
receive a decision
early. They may be
restricted from applying ED or EA or
REA to other institutions. If offered
enrollment, they
have until May 1
to confirm.
COMMITMENT:
COMMITMENT:
COMMITMENT:
COMMITMENT:
COMMITMENT:
NON-BINDING
NON-BINDING
NON-BINDING
BINDING
NON-BINDING
Students are not restricted from applying to other institutions and have
until May 1 to consider their options and confirm enrollment.
Students are responsible for determining
and following restrictions.
For a copy of this flyer, please visit www.nacacnet.org
TIPS FOR COMPLETING YOUR APPLICATION

READ THE DIRECTIONS and follow them explicitly.

Complete the application NEATLY. You may type, print legibly, or use your word
processor to cut and paste your information.

Use the Common Application whenever possible! The Common Application is a
consortium of several hundred schools who all use a single application form. It is
available to file on-line or may be downloaded, completed on the computer, then printed
out. The Common Application is available at www.commonapp.org.

NOTE: Make sure you check to see if the schools you are applying to have any
supplements (additional applications that must be submitted)
The supplements will be available either on the Common Application site or on the
college’s website


PROOFREAD, proofread, proofread! This is equally as important when you submit
an application on-line as it is when you do a hard copy version of the application.
Spelling and grammatical errors are absolutely unacceptable.

Keep a copy of all documents that you submit. This includes when you apply on-line.

Applying on-line. Many colleges are encouraging students to apply on-line. Here are a
few recommendations if you do choose to apply on-line:
o Always print a copy of what you are going to submit BEFORE you actually
submit it
o Make certain that you print out the directions and READ THEM BEFORE you
begin to complete the application
o Print out the “checklist” that colleges offer for the steps that you must complete
after you submit the on-line application. This will include the list of additional
documentation you submit or that our offices must submit in order to complete
your application for admission

Additional Pages: If you need to use additional pages to answer any question on the
application, be sure to put your name and the other identifier you are using at the top of
EVERY additional page. This identifier could be your social security number, your
address, or a number assigned to you by the school.

Application Fee: Be sure to securely attach your application fee to your application

Signature: BE SURE to sign your application and the waiver statement on all forms
you will be using to request a recommendation

Photographs: If an application requests a photo, know it is always optional
Page 76
COLLEGE ESSAYS
Although you may wish for one, there is no formula for writing a successful college application essay.
The primary consideration is that the essay truly reflects your individuality and your special qualities.
Your approach should be determined by whom you are rather than by any guidelines established by
other people.
The most important piece of advice is to find a topic about which you care. If you write honestly, your
readers will have an opportunity to see your world through your eyes. Remember, colleges are looking
for the essay to reveal your preferences, your values, and your thought process – who you truly are.
Write your essay from your heart. Your life is not one-dimensional, and your application essay is one of
the ways to make who you are come to life for a college.
Having said that, the following guidelines should be helpful:

ANSWER THE QUESTION ASKED. This is critical. Do not try to apply an essay for another
essay to another question if it truly does not fit. Make sure you are answering what they are asking.

Apply the writing skills you already know – all of them. This is the time to show the writing skills
that have been honed through your years in high school. Start by jotting down ideas or list of things
you want to include. Develop a focus with a clear starting point, supporting information, and a strong
conclusion.

Write for impact. Remember that your essay will be read quickly, so be emphatic, concise and vivid.

Use Details! Give specifics and examples; dig deep into yourself to reveal why you chose what you
are writing about.

Be technically perfect. PROOFREAD, PROOFREAD, PROOFREAD. Do a rough draft, then
have it reviewed; make edits and go through the review process again. Spelling, punctuation,
grammar and structure errors ARE NOT acceptable.

Focus your essay. Have one or two points to make. Do not try to cover your entire life or all of the
problems of the world.

Write about yourself. Tell something specific to you. Even if you choose to answer a question that
does not seem to be personal, explain why this question was the one you chose when you write your
essay.

Follow the directions. Do not write an essay that is significantly longer than instructed. Make
sure you complete the essay in the space provided if they specify where the essay must fit.

Read your essay aloud to locate any rough spots.
Page 77
When writing essays …
DO NOT have anyone else write your essay. This includes your parents. There is no such
thing as just helping you get started.
DO NOT use profanity.
DO NOT be general. You must be specific, give details, bring your essay to life.
DO NOT use overblown or pompous words. You should sound like you are a high school
senior.
DO NOT use clichés or overused phrases like “I learned a lot” or “it was interesting” or
“really meaningful.”
DO NOT use passive voice.
DO NOT use the same essay for totally different questions. Yes, you can adapt an essay,
but you cannot always use the same essay, word for word.
DO NOT write a controversial essay: remember you have no idea who will be reading your
essay or their viewpoint in particular. So, you want to be careful about advocating for a very
sensitive issue.
One final piece of advice:
PROOFREAD, PROOFREAD, PROOFREAD, PROOFREAD!
Page 78
COLLEGE ADMISSIONS TESTING
CEEB, SAT and ACT Code Number
480101
Standardized tests are only one of the many factors which colleges use in the admission process.
Tests provide the admission office with individual scores that are then compared to national
performance. These tests help indicate and measure ability, achievement, and preparation for
college. Following is a brief description of the major tests:
THE PSAT/NMSQT
The PSAT/NMSQT (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying
Test) is given in October for juniors and accelerated sophomores as a practice test for the SAT I. It is a
three-hour test consisting of two verbal, two mathematics, and one writing skills sections. Detailed
results help to alert students to what areas they scored best/worst in and predict an approximate
equivalent score for the SAT I. The PSAT is unique in that you receive your test booklet and correct
answers with your results. Thus, you can go back and check your work. Of the 1.2 million students who
take the test annually, 15,000 become National Merit Scholarship Semifinalists that can later lead to
academic honors. You should take the PSAT even if you are remotely interested in college since it gives
you necessary practice.
THE SAT REASONING TEST
The SAT Reasoning test (formerly SAT I) is a measure of the critical thinking skills you will need for
academic success in college. The SAT assesses how well you analyze and solve problems. There are three
sections to the SAT: Critical Reading, Math, and Writing. Each section is scored on a scale of 200- 800,
and the writing section will contain two sub scores. Each section contains multiple-choice
questions and the new Writing section also contains a 25-minute written essay. The short essay
measures your ability to organize and express ideas clearly, develop and support the main idea, and use
appropriate word choice and sentence structure. The essay will be scored by trained high school and
college teachers. Each reader will give the essay a score from 1 to 6 (6 is the highest score) based on the
overall quality of the essay and your demonstration of writing competence. The SAT is given seven
times throughout the year. (This information was taken directly from www.collegeboard.com.) Visit this
web site for more information and test dates.
SAT SUBJECT TESTS
SAT Subject Tests (formerly SAT IIs) are designed to measure students’ knowledge and skills in
particular subject areas, as well as their ability to apply that knowledge. Students take the
Subject Tests to demonstrate to colleges their mastery of specific subjects like English, history,
mathematics, science, and language. The tests are independent of any particular textbook or method of
instruction. The tests’ content evolves to reflect current trends in high school curricula, but the types of
questions change little from year to year.
Many colleges use the Subject Tests for admission, for course placement, and to advise students about
course selection. Some colleges specify the Subject Tests they require while others allow applicants to
choose. It is best to check with each school you are considering to see what they require or recommend.
The Subject Tests are offered in 17 different areas that include literature, U.S. History, World History,
Math (Level 1 and 2), biology (ecological and molecular), chemistry, physics, Chinese, French, German,
Spanish, Modern Hebrew, Italian, Latin, Japanese, and Korean. These are all one-hour, multiple-choice
tests. Not all colleges require SAT Subject Tests so check to make sure if you need to take them. (This
information was taken directly from www.collegeboard.com).
Page 79
COLLEGE ADMISSIONS TESTING
ACT ASSESSMENT TESTS
The PLAN (for tenth grade students) is a comprehensive assessment program designed to improve
the secondary and post-secondary planning and preparation of students and to enable schools to assist
students and their parents in this important process. The PLAN is given once a year, in mid-autumn.
The PLAN measures academic development in four key subject areas: English, mathematics, reading,
and science reasoning. These four tests are complimentary in content to those of the ACT assessment.
The ACT Assessment test is designed to assess students’ general education development and their
ability to complete college-level work. The test covers four skill areas: English, mathematics, reading,
and science. These tests are all multiple choice. The tests emphasize reasoning; analysis, problem
solving, and the integration of learning from various sources, as well as the application of these
proficiencies to the kinds of task college students are expected to perform.
Each section of the test is graded on a scale of 1-36 and an average composite score is given with the
highest score possible being a 36. There is an optional Writing test that is a 30-minute essay test that
measures students’ writing skills. The Writing test will be graded on a scale of 1 to 6 with 6 being the
highest score. Two trained readers will read the essay so the highest score a student can receive on the
Writing test is 12. Students will need to check with individual institutions they are applying to
determine if the school requires the writing portion of the ACT. The ACT is given six times throughout
an academic year. (Information was taken directly from ACT.org). Check ACT.org for more information
and national test dates.
ADVANCED PLACEMENT EXAMINATIONS (AP)
The Advanced Placement tests are designed to provide a measure of academic competence that allows
students to move ahead in college by taking advanced courses while in high school in an attempt to earn
college credit. The tests are administered in May during the regular school day. Students should take the
tests following the completion of a corresponding Advanced Placement course.
TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)
The TOEFL measures the ability of nonnative speakers of English to use and understand North
American English as it is spoken, written, and heard in college and university settings. Most people who
take TOEFL are planning to study at colleges and universities where instruction is in English. The
TOEFL test measures English language proficiency in reading, listening, writing, and speaking. Some
students, whose first language is other than English take TOEFL instead of the ACT or SAT. It is best
to contact the school you are considering to inquire what is required. Stop by the Counseling Office to
pick up information packets about these tests. These packets include the dates of tests, deadline dates to
register for the tests, registration forms, and any additional information you need regarding the tests.
Students who have special needs may request special provisions (i.e. un-timed tests, longer time for
testing, large print, etc.). These provisions must be approved by either ACT or The College Board
regarding their respective test. For more information, stop by the Counseling Office.
Page 80
What’s the Difference?
ACT
Page 81
• Science, Math, Reading,
English
• Accepted nationally
• Curriculum-based
• No penalty for wrong
answers
• All multiple-choice
• Basic Fee: $35
• Writing Essay: Optional
• Additional $15.50
($50.50 total)
• Perfect score: 36
• Career Interest
Inventory
SAT
• Critical Reading, Math,
Writing
• Accepted nationally
• Reasoning
• Penalty for wrong
answers
• Math grid-ins
• Basic Fee: $50
• Writing Essay:
Mandatory
• 25 minutes
• Perfect score: 2400
• Pre-SAT: PSAT
2012-13
RELATIONSHIP TABLE
36
2390
Estimated
SAT CR+M+W
(Score Range)
2380–2400
35
2330
2290–2370
35
34
2250
2220–2280
34
33
2180
2140–2210
33
32
2120
2080–2130
32
31
2060
2020–2070
31
30
2000
1980–2010
30
29
1940
1920–1970
29
28
1880
1860–1910
28
27
1820
1800–1850
27
26
1770
1740–1790
26
25
1710
1680–1730
25
24
1650
1620–1670
24
23
1590
1560–1610
23
22
1530
1510–1550
22
21
1470
1450–1500
21
20
1410
1390–1440
20
19
1350
1330–1380
19
18
1290
1270–1320
18
17
1230
1210–1260
17
16
1170
1140–1200
16
15
1100
1060–1130
15
14
1020
990–1050
14
13
950
910–980
13
12
870
820–900
12
11
780
750–810
11
ACT Composite
Score
Estimated
SAT CR+M+W
Page 82
ACT Composite
Score
36
ACT & SAT TEST DATES
ACT TEST DATES: verify dates and register at www.act.org.
Make sure you request the ACT plus the writing!
Test Date
Registration Deadline
(Late Fee Required
June 14, 2014
May 9, 2014
May 10-23,2014
September 13, 2014
August 8, 2014
August 9–22, 2014
October 25, 2014
September 19, 2014
September 20–October 3, 2014
December 13, 2014
November 7, 2014
November 8–21, 2014
February 7, 2015*
January 9, 2015
January 10–16, 2015
April 18, 2015
March 13, 2015
March 14–27, 2015
June 13, 2015
May 8, 2015
May 9–22, 2015
SAT TEST ANTICIPATED DATES: verify dates and register
at www.collegeboard.com
Anticipated 2014-2015 SAT test dates
Anticipated Dates
June 7, 2014
October11, 2014
November 8, 2014
December 6, 2014
January 24, 2015
March 14, 2015
Page 83
May 2, 2015
June 6, 2015
Page 84
THE COMMON APPLICATION
© 2007 by The Common Application, Inc.
The 2013–2014 Common Application may be used by students applying for admission for the Fall 2014or Spring
2014 terms. Complete the online application at www. commonapp.org.
Simplify your life!
Over 500 private and some public schools use the same
application!
If you are applying to any of the 488 colleges or universities, you will use the
same application. Make sure to check for individual school supplements.
The Common Application has three parts:
Student Application
Counselor/School Report
Teacher Recommendation
Access the application at:
www.commonapp.org
**The list of schools that accept the Common Application grows every year.
Check to see if the schools you are considering are on the list.**
Page 85
Common App: Frequently Requested Information
Website/Log In: www.commonapp.org
List of member colleges/universities: https://www.commonapp.org/Login#!PublicPages/AllMembers
Helpful Information to have on hand:
 Your unofficial transcript (with GPA) & class rank
 Your current Senior Year course schedule
 List of schools you’re applying to – double check to make sure they are Common App! 
 Inglemoor’s School Profile – located in “Downloadable Documents” on IHS Counseling webpage
http://www.nsd.org/education/components/docmgr/default.php?sectiondetailid=8884&fileitem=103454&
catfilter=498
Add college/universities to your Dashboard (your application list):
 Log into Common App.
 Go to College Search Tab.


Search for college by name or city.
Once correct college is found in the result list, click checkbox and then add. College will then appear in your
Dashboard.

Repeat process for all schools on your application list that are Common App schools.
Filling out the actual application – 6 main sections:
 Profile
o 8 sub-sections:
 Personal Information
 Address
 Contact Details – make sure you use an email address that is A) one that you actually check
on a regular basis and B) that is appropriate.
 Demographics – most of this section is optional.
 Geography
 Language – if you can proficiently speak/read/write a language other than English, indicate
that here.
Page 86




Citizenship
Common App Fee Waiver – if you have financial circumstances that are a barrier to paying
college application fees, indicate that here.
Family
o 4 sub-sections:
 Household – information about where you currently live.
 Parent 1
 Parent 2
 Sibling – provide information both younger and older siblings, if you have them.
Education
NOTE: This section MUST be filled out in order to “invite” recommenders (counselor & teachers).
o 9 sub-sections:
 School
 Must enter HS info using school look up. Search by School Name:Woodinville
 Date of Entry: Month – September (all students), Year – 2011 (if started IHS in 10th
grade), 2012 (if started in 11th grade), 2013 (if started in 12th grade).
 Graduation date: 6/16/14
 Counselor Information:
Mr. Nate Hirsch
Mr. Kevin Tjoelker
Title: School Counselor
Title: School Counselor
Email: nhirsch@nsd.org
Email: ktjoelker@nsd.org
Phone: 425.408.7420
Phone: 425.408.7421
Mrs. Ruth
Krochmalny
Title: School Counselor
Email:
rkrochmalny@nsd.org
Phone: 425.408.7423






Mrs. Danielle
Yamada
Title: School Counselor
Email:
dyamada@nsd.org
Phone: 425.408.7422
Other School – if you attended High School, somewhere other than Woodinville, list that here.
Education Interruption – indicate here if you had or will have a delay or interruption in High
School. Reasons include: graduating early, graduating late, will not graduate (on time), changed
high schools, or if you plan to take time off or a gap year.
College & Universities – list Running Start courses and/or summer courses taken AT a college
that you received college course credit for. Do NOT list summer enrichment courses here.
CBO (Community Based Organizations) – common CBOs that IHS students are involved in may
include: College Bound, AVID, Gear Up, QuestBridge.
Grades
 Class Rank (optional): Available from your counselor
 Graduating Class Size: 463
 Cumulative GPA: Available from your counselor
 GPA Scale: 4
 GPA Weighting: Unweighted
Current Year Courses – list your Senior year courses here.
 Semester courses are generally .5 credit
 Full-Year courses are generally 1 credit
 Be sure to designate IB or AP, as necessary
Page 87


Honors – this is NOT the place to list courses taken at IHS (IB, AP, Honors). Examples of
common Honors at IHS that should be listed here include:
 National Merit Semi-Finalist – level of recognition: State/Regional
 National Merit Commended Scholar – level of recognition: State/Regional
 National Honor Society – level of recognition: School
 DECA competition awards – level of recognition: State/Regional OR National
(depending on competition)
 FBLA competition awards – level of recognition: State/Regional OR National (depending
on competition)
 Band, Choir, and Orchestra Solo/Ensemble competition awards – level of recognition:
State/Regional OR National (depending on competition)
 Science Olympiad competition awards – level of recognition: State/Regional
 Math Team (AMC 10 or 12 competition) – level of recognition: State/Regional
Future Plans – Indicate your career interest and anticipated highest degree you’d like to earn.

Testing
o Self-Report Standardized Test Scores (optional). Most colleges and universities require that you send
official score reports directly from the testing agencies.
 SAT – http://sat.collegeboard.org
 ACT – http://actstudent.org
 Activities
o List up to 10 activities, in order of importance to you.
o Examples of activities: in-school sports, outside of school club sports, in-school clubs & activities
(M/T/Fri clubs, ASB etc.), outside of school activities (Boy Scouts, Girl Scouts, church youth group,
heritage/cultural groups), jobs (babysitting, other paid positions), other passions (horseback riding,
sewing, music/voice lessons, etc.), community service (food bank collection, volunteering in local
shelter or hospital)
o You do NOT have to list anything in position/leadership, if there was no specific position you held.
 Writing
o 3 sub-sections:
 Personal Essay
 Must choose one of 5 essay prompts.
 Essay MUST be at least 250 words and no more than 650 words.
 Formatting can include bold, underline, and italics.
 It is strongly suggested that you write/save the essay in a separate document (Word,
NotePad, TextEdit, etc.), then copy/paste into the box on this page.
 Disciplinary History
 Report any suspension, removal, dismissal, or expulsion that you’ve had since 9th grade.
 Report any misdemeanor, felony, or other crime since 9th grade.
 If you have questions or concerns about this information, see your counselor.
 Additional Information – a “catch all” section on the application. Use this area to provide
information that is not reflected anywhere else in the application. That could include details of
circumstances that impacted your grades or other personal information/circumstances you’d
like the colleges to know about you.
Last but not least…
 Use the Dashboard to track what has/has not been completed – Application: Common Application, Specific
College Member Questions; Recommendations: Properly assigned Counselor & Teachers; College Specific:
Writing Supplement (if applicable).
 Use the PDF Preview function to PROOF read your application before you submit.
 Save a copy of the PDF, for your records.
 Celebrate and give yourself a pat on the back when your apps are submitted – this is a LONG process! Hang in
there. 
Page 88
Inviting your counselor to complete the online school report for Common App
1. Complete every section in the Education tab first.
Be sure to enter your counselor’s name and email correctly.
Nate Hirsch, nhirsch@nsd.org
Kevin Tjoelker, ktjoelker@nsd.org
Ruth Krochmalny, rkrochmalny@nsd.org
Danielle Yamada, dyamada@nsd.org
2. Once you have chosen colleges to apply to, go to the My Colleges tab, click on one of the colleges
you are applying to, and select “Assign Recommenders”.
3. Complete the FERPA
Release Authorization.
4. Click “Invite Counselor”
to have your counselor
complete the school report
form which includes a
letter of recommendation.
5. Fill out the counselor
information. Again, be
sure that the counselor
name and email is typed
in correctly or your counselor
won’t receive the invitation.
Nate Hirsch, nhirsch@nsd.org
Kevin Tjoelker, ktjoelker@nsd.org
Ruth Krochmalny, rkrochmalny@nsd.org
Danielle Yamada, dyamada@nsd.org
6. Once everything is entered, click “Send Invite” and an email will be sent directly to your counselor.
Your counselor will fill out your online School Report form, upload your official transcript, and
submit your counselor letter of recommendation. You do not need to order an official transcript
from the counseling office….we will upload it online.
7. For the letter of recommendation, we do require that you to fill out a request for counselor
letter of recommendation. Request forms are on the WHS counseling website and in the
College and career center in paper form. You should also make an appointment with your
counselor to formally ask that they write you a letter of recommendation.
Final Checklist
Invite counselor on Common App.
Complete request for counselor letter
Page 89
Online Request for Counselor Letter of Recommendation
Woodinville counselors need supplemental information in order to write letters of
recommendation. Students needing a counselor letter or those using the Common Application
will need to complete a request for a counselor letter at least 3 weeks prior to the application
deadline. Below are the questions you will see online. Look them over and prepare
responses before going online to complete your request.
List the colleges you are applying to and the application deadlines for each school.
College
Deadline
You will need to answer the questions below. If you want to prepare your answers ahead of
time, we would suggest writing them in Word and copy/paste your answers to the answer
spaces on the online form.
1. Provide 3 adjectives teachers would use to describe you.
2. What are you planning to study, what career plan do you have, and what inspired you?
3. Describe a unique experience that had an impact on your life.
4. What are 3 personal strengths and how have they helped you?
5. Share 3 things of which you are proud or that would surprise me about you.
6. What do you hope I will mention in this recommendation?
7. What activities are you looking forward to participating in at college?
You will also be asked to rate yourself in the following categories:
Intellectual Curiosity, Intellectual Creativity, Academic Achievement, Academic Promise,
Leadership, Sense of Responsibility, Self-Confidence, Warmth of Personality, Concern for
Others, Integrity, Emotional Maturity, Initiative, Reaction to Setbacks, Respect Accorded by
Staff, Respect Accorded by Peers.
In addition to the above information, we ask that you prepare both a resume (education, jobs,
volunteerism, extracurricular activities, special skills, etc.) and if possible a sample college
essay ahead of time. You will submit both of them when you submit your request.
Page 90
TEACHER RECOMMENDATION
Instructions
Most private colleges and universities require three (3) recommendations be submitted with your
application. These usually include one (1) counselor letter (Secondary School Report) and two (2)
teacher letters of recommendation.
Counselor Letter/Secondary School Report
The counselor letter is actually included with what is called a “School Report.” This is a more
holistic letter. Not only does it include information about your general academic accomplishments
and extra-curricular activities, but it can also be used to explain particular challenges that you may
have faced and have overcome. A school report can also explain a low grade on the transcript or how
you have changed or improved over time. This report includes:
 information about your current schedule
 data about your GPA and class rank
 a school profile that describes Inglemoor
 a copy of your official transcript.
Teacher Letters (2)
In most cases colleges ask for letters from two academic teachers. Unless otherwise specified you
should ask one English/History/Language teacher and one Math/Science teacher. In order to write a
good letter, the teacher should know you and be familiar with your academic work. Colleges prefer
you ask a teacher from your junior or senior year, but in some cases you may want to ask a
sophomore teacher. The teacher letter should be about your abilities as a student in the
classroom. If a teacher worked with you outside of the classroom then they may include details
of those experiences. The teacher letter should not simply restate the bullet points from your
resume.
Directions for getting a Good Letter of Recommendation

Be polite, give teachers and counselors plenty of time (three school weeks) and don’t be shy. If you
are uncertain whether a teacher knows you well enough to write a letter ask them “Do you feel that
you know me well enough to write a letter of recommendation?”

Be organized. Gather all your materials and turn them in together. If you are applying to schools that
don’t use the Common application, be sure to let your teacher know.

Fill out the necessary information on both the Common Application or the paperwork. This includes
teacher name, address, school phone number and CEEB number. (480101)

Provide a list of colleges and deadlines. Use the cover sheet provided as a model.

Waive your right to review your letter.

Follow up a week before the deadline. Rather than asking a teacher if they have sent the letter,
politely ask them if they need any more information.

Thank you notes are a must. Ideally you should give a teacher a note thanking them for the
recommendations and a second note information them where you will attend college.
Remember: Each school is different and every school assumes that you are reading their instruction
and following their directions. If you have any questions or need any clarification it is recommended
that you call the admission office.

Page 90
TEACHER RECOMMENDATION
The process for requesting a letter of recommendation from teachers uses the same
form as the counselor recommendation. This form can be found online at the WHS
counseling site, picked up in the counseling center, or picked up in the college and
career center. If you would like to give a teacher (or a counselor) more information
about yourself, follow the suggestions on page 92.
Above all… remember to give teachers ample time to create a piece of information
that colleges will use in their decision making process. It’s a big deal! Don’t leave it
until the last minute!
And always…. Say thank you!! Show your appreciation in the best way you know
how.
Page 91
TEACHER RECOMMENDATION
Below are some ideas on how you might help your teachers to write an exceptional letter for
you.
1. Write a paragraph or two that describes your work in this teacher’s class. Some points to
consider in your response.)
 Why did you take this class? What did you hope to learn from this class?
 Is there an a moment that you can identify where you distinguished yourself in the
class? (i.e simulation, discussion, essay, activity, lab, presentation, internal
assessment, conversation, leadership)
 Is there a topic or a reading you enjoyed? What is it and why?
 What have you learned about yourself as a student as a result of this class?
 Is your extended essay tied to this class? What have you learned about yourself
from this experience?
2. Using the following list of attributes, identify two areas of strength and one area that might be
a growth opportunity.















Academic achievement
Intellectual Promise
Quality of Writing
Creative, original thought
Productive Class Discussion
Respect Accorded by Faculty
Disciplined work habits
Maturity
Motivation
Leadership
Integrity
Reaction to set backs
Concern for others
Self-Confidence
Initiative, Independence
3. Which college is your first choice and why?
4. Which college is your second choice and why?
5. What are three qualities your teachers like best about you as a student?
6. What are three qualities your friends like best about you?
Page 92
ADMISSION INTERVIEWS
The interview is probably one of the most misunderstood parts of the college search process.
Very few colleges actually require interviews. Somewhere in the process, however, you may be
offered the opportunity to interview with an admission officer, a student, an alumnus, or a
professional interviewer.
Whether required or not, if you have an interview with an admission representative, you need
to remember that what occurs in the interview will have a bearing on the college when they are
reviewing your file for admission. The impression you make can help or hinder your admission
chances. So here are some tips to make the most out of your admission interview.

Colleges have different policies about interviews. As part of your organization
process when you decide to apply to a college, be sure to check on the school’s
policy. If an interview is “recommended” or “required,” you should take advantage of
the opportunity.

The interview is, first and foremost, an exchange of information. You want to learn
about the college while they are learning about you.

Be prompt and be neat. Be sure to allow yourself plenty of time to arrive at your
interview. Dress appropriately. You do not need to wear a suit and tie but you
should also avoid torn jeans.

Be prepared. Do your homework in advance. Know the school and know what you
want to say about yourself. What do you still need to know about the school to make
an informed decision about attending there? Why are you so “sold” on this school?
What does your academic record and your activities say about you, and what does it
not show about who you are?

Answer questions to the best of your ability. Be honest and forthright. It is okay to
say you don’t know the answer to a question, but also avoid giving one-word
answers. There are no right or wrong answers. It is okay to pause for a moment
before answering. Give yourself time to think.

Use good posture and make appropriate eye contact. Your college counselor will
help you prepare. Sometimes these small details can make all the difference in the
world.

Write a thank you note to the interviewer.

Be yourself at all times. Admission counselors are very keen and can perceive a lot
about you by the way you talk, sit, and present yourself. Most of all, BE POSITIVE!

Have a list of prepared questions.
Page 93
Campus Visits
$ FDPSXV YLVLW LV D JUHDW ZD\ WR OHDUQ DERXW WKH FROOHJH DQG FDPSXV OLIH, DV ZHOO DV GHWHUPLQLQJ LI WKH FROOHJH RU XQLYHUVLW\ LV D JRRG ÀW
for your needs.
Goals of a Campus Visit
● 0HHW ZLWK DQ DGPLVVLRQV VWDII PHPEHU DQG RWKHU VWDII RU
IDFXOW\ VXFK DV WKH ÀQDQFLDO DLG RIÀFHU RU IDFXOW\ PHPEHU
in your chosen academic area.
● *HW D IHHOLQJ IRU WKH DFDGHPLF DQG VRFLDO DWPRVSKHUH.
● 6HH WKH IDFLOLWLHV WR EH XVHG IRU VWXG\, OLYLQJ,
recreation, etc.
● 7DON ZLWK VWXGHQWV FXUUHQWO\ DWWHQGLQJ WKH VFKRRO.
● &KHFN RXW WKH FRPPXQLW\ LQ ZKLFK WKH FROOHJH LV ORFDWHG.
Planning Your Campus Visit
● 0DNH DUUDQJHPHQWV IRU \RXU YLVLW ZHOO LQ DGYDQFH,
preferably two or three weeks. Many students just show
up on campus without making prior arrangements. If
you haven’t taken the time to notify someone of your
visit, your experience may be limited.
● ,QIRUP WKH FROOHJH RI \RXU VSHFLDO DUHDV RI LQWHUHVW
(academic and extracurricular) so the admissions staff can
plan a more meaningful visit for you.
● 5HYLHZ WKH SXEOLFDWLRQV VXFK DV WKH YLHZ ERRN RU VFKRRO
catalog before you visit. That information will help you
GHYHORS D OLVW RI TXHVWLRQV DQG FRQFHUQV WKDW \RX ZRXOG
like to discuss.
● 3ODQ WR VSHQG DW OHDVW KDOI D GD\ at each college.
Other Things to Consider
● $WWHQG D FODVV WR JHW DQ LGHD RI W\SLFDO VL]H, WHDFKLQJ VW\OH,
and academic atmosphere.
● 0HHW ZLWK )LQDQFLDO $LG VWDII.
● 2EWDLQ D VFKRRO FDOHQGDU DQG FDWDORJ.
● %URZVH WKURXJK WKH OLEUDU\ DQG RWKHU IDFLOLWLHV \RX ZLOO
use (i.e., recreation facility, dorms, cafeterias, bookstore).
● 7DON ZLWK VWXGHQWV LQ DGGLWLRQ WR WKH WRXU JXLGH.
● 6SHQG VRPH WLPH LQ WKH VWXGHQW FHQWHU RU VWXGHQW XQLRQ
to get a feel for the campus community.
● 6SHQG VRPH WLPH LQ WKH FRPPXQLW\.
Eat at a restaurant, do some shopping, or tour
the surrounding neighborhoods.
● 5HDG WKH VFKRRO DQG ORFDO QHZVSDSHUV DQG EURZVH WKH
bulletin boards around campus.
● .HHS QRWHV RQ \RXU YLVLW DQG GLVFXVV \RXU LPSUHVVLRQV
with your parents.
Higher Ed Book
Campus Visit Common Courtesies
Whether you are visiting a campus by yourself or with a group,
you should remember that the campus has invested time and
money for you or your group to learn about the campus and
college life. To get the most out of this trip, please observe the
following guidelines:
● %H FRQVLGHUDWH RI HDFK RWKHU DQG WKRVH WKDW \RX PHHW
during your visit.
● %H RQ WLPH IRU DOO VHVVLRQV.
● 5HPDLQ RQ FDPSXV GXULQJ WKH HQWLUH YLVLW SURJUDP DQG
attend all sessions.
● $VN TXHVWLRQV VR \RX FDQ OHDUQ DV PXFK DV SRVVLEOH.
● %H UHVSHFWIXO WR ZRUNVKRS SUHVHQWHUV, WRXU JXLGHV, RWKHU
students, faculty and staff.
● 3OHDVH NHHS DOO SHUVRQDO LWHPV VXFK DV LSRGV RU FHOO
phones at home or in your vehicle.
● 'R QRW EULQJ IRRG RU EHYHUDJHV WR ZRUNVKRSV
or activities.
● 'R QRW XVH FRQWUROOHG VXEVWDQFHV VXFK DV DOFRKRO, GUXJV
or tobacco. Use of these substances is considered a
serious offense and appropriate action will be taken.
● (QMR\ WKH EHDXWLIXO VXUURXQGLQJV DQG ZKDW WKH FDPSXV
has to offer you!
5HPHPEHU WKDW \RXU EHKDYLRU DW D FDPSXV YLVLW UHÁHFWV XSRQ
your school or group. Set a good example and showcase what a
great student you are!
*Adapted from the MPSEOC Higher Education Book.
Pag9e 94
www.washingtoncouncil.org
Campus visits
••••••••••••••••
There’s no substitute for seeing a college yourself!
There are lots of ways to find
out about a college, from brochures
to videos to college fairs.
But the bottom line is that
Before
you go
nothing beats the test of going to a
college and seeing it for yourself.
Here are some ideas to help
you make the most of a campus visit.
Call the admissions office in advance
Just as there’s no substitute
for seeing a college firsthand,
there’s no substitute for advance
planning.
When you call the admissions
office, tell them the date you’d
like to visit and the time of day
you expect to arrive.
If you want to stay overnight
in a residence hall, ask if they can
make arrangements.
Also, find out about lining
up an interview (if they offer them
and you’d like one) or attending
an information session, visiting
classes and talking with faculty.
Read up on the college and think about questions
Go back through the information you’ve collected about
the college. Check the resources
at your school’s guidance office
and browse the college’s Web
site, if possible.
This research will help you
While
you’re
there
think of questions to ask and
aspects of the college to explore
while you’re there.
The other side of this page
has lists of questions to help you
get started. As you think of other
questions, write them down.
Talk to as many students as you can
Once you’re on campus, try
to take advantage of a variety of
ways to learn about the college:
• Meet with an admissions officer
or attend an information session
• Take a tour of the campus
• Sit in on a class
• Have a meal in the cafeteria
• Pick up copies of the student
newspaper and alumni magazine.
Throughout your visit, talk
to as many students as you can
and don’t be bashful about
asking questions!
Prepare for the interview
If you have scheduled an
interview, take along your list of
questions, so you're sure to cover
everything you wanted to find out.
You’ll probably be asked
about your academic background,
interests, hobbies, goals and why
you’re interested in the college,
so be ready to talk about that.
As with any interview, be on
time, or call ahead if you know
you’ll be delayed.
Take time to look around on your own
Take some time to explore
the campus on your own and
absorb the atmosphere. While
organized activities can give you
information you can’t get on your
own, the reverse is true, too.
Beloit • Carleton • Coe • Colorado • Cornell • Grinnell • Knox
Lake Forest • Lawrence • Luther • Macalester • Monmouth • Ripon • St. Olaf
This College Guide handout is published by the Associated Colleges of the Midwest. www.acm.edu
© 2004
Page 95
Lots
and lots
of ????
You’ve probably already
thought of lots of questions to
ask during your campus visit.
Here are some suggestions,
but be sure to ask the questions
that are important to YOU.
When you talk to students, ask . . .
1. How many hours a week do
you study? Is that typical here?
2. Are faculty members interested
in students and accessible outside
of class?
3. Do many students go home on
weekends?
4. Are the athletic facilities open to
all students or only to athletes?
5. Is it possible to study in your
dorm room?
6. Is the food good?
7. Are campus jobs readily
available?
8. Is there easy access to computers?
Where are they located?
9. What’s the library like as a
place to study? to do research?
10. What do you like most about
this college? least?
11. How easy is it to get the
classes you want?
12. If you could change something
about this school, what would it be?
If you attend a class, ask yourself . . .
1. Are students prepared for the
class? Do they seem interested in
the material?
2. Do I feel that the students are
learning—either new facts or new
ways of thinking about a subject?
3. Is there time for questions and
discussion? Do students participate?
4. Am I intellectually challenged by
what is taking place in the class?
5. Is there good rapport between
professors and students?
As you tour the campus, ask yourself . . .
1. Are the buildings in good
repair? the grounds well-kept?
2. Are the residence halls pleasant
and quiet enough to study in? Are
there laundry and kitchen facilities?
3. What’s the cafeteria like?
4. Are computers and lab equipment up-to-date and plentiful?
5. What’s the surrounding town
or city like?
In an interview or information session, you could ask . . .
1. Does the college have academic
programs that fit my interests?
2. Where are computer terminals
located? Will I have to pay extra
for computer time?
3. Will I have access to special
equipment (such as an electron
microscope) as a first-year student?
4. What are the strengths and
weaknesses of the college’s
advising system?
After
the visit
5. How many students will there
be in courses I’m likely to take in
my first year? Are those courses
taught by professors or graduate
assistants?
6. What kinds of campus jobs are
available for first-year students?
7. Will there be any new programs
or facilities in the next two years?
8. What are the college’s recent
graduates doing now?
Write down your impressions
1. Were the people you met
friendly? Did they answer your
questions fully and candidly?
2. What do you think of the
quality of instruction and the
academic atmosphere?
3. Were the students the kind of
people you’d like to get to know?
4. Did you like the social
atmosphere?
5. Would you like to spend more
time there?
This College Guide handout is published by the Associated Colleges of the Midwest.
Visit the ACM website for more pre-college planning materials.
© 2004
Page 96
www.acm.edu
QUESTIONS TO ASK ON A CAMPUS VISIT
The worst college visit is one where the prospective student is not prepared and does not say
anything in the admission interview. It is best to go with a list of prepared questions. It makes
a great impression! In addition, when asked a question, answer thoroughly and with more than
a simple “yes,” “no,” or “I don’t know.”
Academics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What are the admission requirements?
Do certain majors require an additional admission process (i.e. audition, portfolio review, etc.)?
Do you accept advanced placement credit or dual enrollment credit?
Is there an honors program or college?
Who teaches the classes: graduate assistants or professors?
What academic support services are available?
Is there a foreign language requirement for admission and/or graduation?
What kind of access is there to computers and technology on campus?
Are there opportunities to study abroad?
What kinds of services are available for students who are undecided about their majors?
What features of their major make it special, unique or particularly strong?
What is the average class size as a freshman and then in future years?
What is the student-faculty ratio?
How are academic advisors assigned? What kind of interaction will I have with my advisor?
Cost, Scholarships and Financial Aid
1. Including living expenses, what is the total estimated cost for one academic year?
2. Does it cost to park on campus? How do I apply for a parking permit?
3. What scholarships are available? What was the average academic scholarship awarded last
year?
4. Is there a separate application for scholarships? If so, how can I get those applications?
5. Are the scholarships renewable? Is so, is there a GPA requirement to maintain?
6. How many students receive some sort of aid?
7. What is taken into consideration for financial aid?
8. What types of work-study jobs are available?
Student Life, Housing, and Other Services
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
What extracurricular activities are available? Leadership opportunities?
Are there sororities and fraternities on campus? What percentage of the campus is Greek?
What is the diversity of the student body?
How do I get athletic and event tickets? Is there a cost for students?
What kind of cultural opportunities are available on campus?
What percentages of students live on campus?
Am I required to live on campus?
Do students stick around on the weekends?
How are roommates assigned? If you have a problem with your roommate, how is it resolved?
Can I request a certain roommate?
What are the differences among the various residence halls?
What kinds of services are available for students with learning or physical disabilities?
What kinds of personal counseling and health services are available?
What steps is the university taking to make the campus safe?
Do I need a car to get around campus? Are basic services close to campus? Is there a public
transportation system?
16. What is the surrounding community like?
17. What kinds of services are available for students who wish to take advantage of additional
tutoring or extra help?
18. What kinds of internships, career counseling, and placement services are available?
Page 97
COLLEGE REPRESENTATIVE VISITS
Throughout the fall, admission representatives will come to the College and Career Center to
meet with prospective students. This is a tremendous opportunity for students to meet with
the admission representative who will likely be the first one to read their applications.
Why should you attend an admission representative’s visit?

Learn more about the college/university

Introduce yourself to the Admission Representative – he or she may be interviewing
you later!

This is a chance to ask specific questions about a college or university’s specific
programs, policies, housing, athletics, safety, and more….

Talk one-on-one, time permitting, about your particular interests or academic
situation
Page 98
WHAT HAPPENS NEXT?
Now that you have applied to your chosen colleges and universities, it is time to sit back and
wait, providing you have completed all of the admission requirements. Many schools have online systems where you can track your application status. Take advantage of this! It is
important for you to be aware of the status of your application. Below are some other factors to
consider while waiting on admission decisions:
 Make sure to find out when and how decisions are made. Many schools operate on a
rolling admissions basis, meaning that an application file will be reviewed as soon as it
is complete and a decision would be rendered within a few weeks. Other schools operate
on a single decision date, meaning all decisions are held until a date determined by the
Admissions Office.
 It may be appropriate for you to visit the school again during this waiting period. This
will give you another opportunity to see the campus and talk with school
representatives and current students.
 Some campuses have Open Houses for admitted students.
 Be aware of when you need to let a school know whether or not you will be attending.
Many schools operate under the May 1 Candidate Reply Date, which is a national
deadline date for accepting admission and financial aid packages. Others may have
earlier deadlines. It is your responsibility to be aware of these deadlines. This is
especially important for students who are planning to live on campus to avoid not
having a residence hall room.
 Once you have made your decision, inform the school of your decision by sending in
writing or sending in a required tuition deposit. Let the other institutions you have
applied to, know of your decision not to accept their offer of admission and financial aid.
This should also be done in writing.
OPTIONS OTHER THAN ACCEPTANCE INCLUDE
WAITING LIST – If a school does not consider you one of their top prospects but does not
want to deny you outright they may offer you the option of being put on the “waiting list.” If
enough of the accepted students choose not to accept the school’s offer of admission, then you
may be accepted. Basically, this keeps your chances of being admitted active. A date is usually
given to you when a final decision will be made so you can plan accordingly. Only accept this
offer if you are still genuinely interested in the school. Also, it is important to keep in mind
commitments you may need to make to other institutions.
DEFERMENT – A few students choose to defer admission for a semester or even a year. This
allows them time to earn some money, travel, get work experience, or pursue some community
service opportunities. You must ask the Admissions Office if you can defer and what the
procedure is at each college. This is especially important for scholarship purposes. If you think
you may want to wait a year before attending college, it is best to apply in your senior year and
then defer your enrollment.
DENIAL – If you were denied acceptance to a school, all is not lost. Hopefully you will have
some idea as to the reason – applied to a highly selective school, poor academic achievement,
low test scores, etc. If, however, you do not understand, you may want to call the Admission
Office to inquire. They may be able to provide you with some answers so that you may improve
yourself in the deficient areas. If you are truly interested in that particular school, inquire about
appeal procedures or the possibility of transferring.
Page 99
Don’t Fall for These …
Myths About Financial Aid
“I’m not going to bother filling out the Free Application for Federal Student Aid because …”
“… my parents make too much money,
so I won’t qualify for aid.”
“… the form is too hard to fill out.”
Reality: The FAFSA is easier than ever,
especially if you fill it out online at
www.fafsa.gov. There are detailed instructions
for every question, and the form walks you
through step by step, asking only the questions
that apply to you. If you need help, you can
access real-time, private online chat with a
customer service representative. If you’re filling
out the paper FAFSA, you can get help from a
high school counselor, from the financial aid
office at the school you plan to attend, or from
our toll-free number: 1-800-4-FED-AID. And
remember, the FAFSA and all these sources of
advice are FREE.
Reality: There is no income cut-off to qualify for
federal student aid. Many factors besides
income—from the size of your family to the age
of your older parent—are taken into account.
Your eligibility is determined by a mathematical
formula, not by your parents’ income alone. And
remember: when you fill out the Free Application
SM
for Federal Student Aid (FAFSA ), you’re also
automatically applying for funds from your state,
and possibly from your school as well. In fact,
some schools won’t even consider you for any of
their scholarships (including academic
scholarships) until you’ve submitted a FAFSA.
Don’t make assumptions about what you’ll get—
fill out the application and find out.
So what do I do now?
Go to www.fafsa.gov, fill out the application,
and see what you get!
“… only students with good grades get
financial aid.”
For more information about federal student aid,
see StudentAid.gov or contact the Federal
Student Aid Information Center:
1-800-4-FED-AID (1-800-433-3243)
TTY: 1-800-730-8913
For inquirers without access to the toll-free
number: 319-337-5665
E-mail: studentaid@ed.gov
Reality: While a high grade point average will
help a student get into a good school and may
help with academic scholarships, most of the
federal student aid programs do not take a
student’s grades into consideration. Provided a
student maintains satisfactory academic
progress in his or her program of study, federal
student aid will help a student with an average
academic record complete his or her education.
“… I'm too old to get financial aid.”
Reality: Funds from federal student aid
programs are awarded on the basis of financial
need, not on the basis of age. Adult students
can get financial aid, so be sure to fill out the
FAFSA.
Find this fact sheet at StudentAid.gov/resources and share it with others!
August 2013
Page 100
Financing Your Education
Need-Based Financial Aid and Merit-Based Aid
Types of Need-Based Financial Assistance
When a student and his/her family lack the financial resources required to attend college, financial aid packages consisting of
grants, scholarships, work-study, and/or loans can help. There are two types of aid a college awards in their financial aid package.
The first type is gift money and the second is self-help. Both forms of assistance can make attending the college of your choice a
reasonable financial option.
Self-Help Money
Gift Money
This type of aid does not need to be repaid. Gift money can
come in the form of a need-based grants or scholarship.
Most financial aid packages contain some form of self-help
money. This can be in the form of work-study or loans.
Federal Pell Grant
The Federal Pell Grant is designed to help those students with
the greatest need. In recent years, the award amounts ranged
from $400 - $4050, depending upon the level of need.
Work-Study
Work-Study is funded in three different ways. Federal WorkStudy (the money comes from the federal government),
Washington State Work-Study (the money comes from the
Washington Legislature), and college work-study (the money
comes directly from the college). Students are guaranteed a
part-time job at or above minimum wage, but are limited to
the number of hours they can work each academic year.
Federal Supplemental Education Opportunity Grant
The FSEOG is also designed to help the exceptional need
student. Awards are determined by each institution.
Academic Competitiveness Grant
The ACG provides money for the first and second years of
undergraduate study to full-time students. Students must
be U.S. citizens, eligible for a Federal Pell Grant, and have
successfully completed high school. Second year students
must also have maintained a cumulative grade point average
(GPA) of at least 3.0.
Loans
Student loans are a reality for many students attending
college. Students need to be aware of the type of loan they are
assuming and what the repayment schedule is.
The Federal Stafford/Federal Direct Loan program is divided
into two forms. Students who show need can be awarded
a federally subsidized student loan, where the federal
government pays the interest while students are enrolled in
college.
The Washington State Need Grant
WSNG is funded by the Washington Legislature. The college’s
financial aid office determines the student’s eligibility for this
award. The dollar amount of the awards varies according to
the student’s and parents’ ability to contribute, as well as the
cost of the education at specific institutions.
The other type of loan is the unsubsidized student loan. This
means that while students are in college, they will need to
make the interest payments on the loan. These are generally
granted to students who do not show a financial need.
Scholarships
Institutional scholarships and grants are scholarships that
the college offers to students who need the money. Some
grants and scholarships are offered automatically to qualified
students, others require an application. Quite often this
money is donated to the college specifically to help deserving
students attend. Not all colleges offer these grants so check
with admission or financial aid offices.
The Federal Parent’s Loan for Undergraduate Students (PLUS) is
designed to permit parents of dependent students to borrow
for a student’s educational costs. These loans are made in the
parents name and are the responsibility of the parent to repay.
Private Scholarships are offered by foundations and
organizations for students who meet certain criteria. Students
must apply for the scholarship, often with an essay. Visit
theWashBoard.org for Washington-based scholarships.
Scam alert: never pay to apply or search for scholarships.
Higher Ed Book www.washingtoncouncil.org
7
Page 101
Financing Your Education
Continued
How To Receive A Financial Aid Award:
Deadlines Are Important!
1) The first step in receiving financial aid is to apply for
admission to the colleges of your choice.
Pay close attention to all deadlines. Financial aid applications
need to be submitted in a timely manner and most
scholarship opportunities have strict deadlines. Allow ample
time for their applications to travel in the mail. Copies need to
be kept of all applications mailed as well as the dates mailed.
2) The second step is to apply for financial aid by filling out
the Free Application for Federal Student Aid (FAFSA). Most
students apply for financial aid on-line because it is quicker
and more accurate than the paper application. To apply,
students and their parents should register for a federal pin
number at www.pin.ed.gov. The pin number is used as an
electronic signature for the on-line financial aid application
located at www.fafsa.ed.gov. Access to the on-line application
is available on January 1 of each year for the next academic
school year. Many colleges require that students file for
financial aid by early to mid-February.
Some Web Sites That May Be of Interest:
• Studentaid.ed.gov
• Finaid.org
• Fasfa.ed.gov, www.pin.ed.gov
Washington specific programs
• hecb.wa.gov/OpportunityPathway/
• ProjectOpportunity.net/financialaid
• Checkoutacollege.com/GetStarted/PayingForCollege.aspx
• WFAA.org/docs/toc_students.html
3) The third step is to be patient. Students will need to be
admitted to the college before they can receive a financial aid
award. Colleges generally send financial aid awards in late
March or early April. Students needing help should call the
college or see their high school counselor.
THEWASHBOARD.ORG IS A FREE, WEB-BASED, NONPROFIT
SCHOLARSHIP CLEARINGHOUSE FOR WASHINGTON STUDENTS
SEEKING COLLEGE SCHOLARSHIPS.
Merit-Based Aid and Other Options for
Financing Education
How it works:
1
While most financial aid dollars are based on financial need,
there are other options available for financing a college
education.
2
GO TO THEWASHBOARD.ORG
COMPLETE YOUR STUDENT PROFILE
3 EXPLORE SCHOLARSHIPS THAT MATCH YOUR PROFILE
College Awarded Scholarships
Merit based aid can be awarded to recognize academic,
athletic, theatre, art, or many other student accomplishments.
Students can ask each college for a complete list of their
merit-based scholarships, as well as details on how to apply
for them.
4
APPLY AND SUBMIT YOUR APPLICATION BY THE DUE DATE
PARTNERS: COLLEGE PLANNING NETWORK / COLLEGE SPARK WASHINGTON / COLLEGE SUCCESS FOUNDATION / THE GREATER TACOMA
Outside Scholarships
Many private organizations offer scholarships. Students
should see their high school counselor to learn about
scholarship opportunities. Check with local churches,
community organizations, and family employers.
COMMUNITY FOUNDATION / INDEPENDENT COLLEGES OF WASHINGTON / NORTHWEST DOLLARS FOR SCHOLARS / NORTHWEST
EDUCATION LOAN ASSOCIATION / THE SEATTLE FOUNDATION / WASHINGTON HIGHER EDUCATION COORDINATING BOARD
Non Work-Study Jobs
Many colleges have lists of jobs on or near campus that do not
require a student to be work-study eligible.
Other Governmental Assistance
Some students may be eligible for assistance under Veterans
Benefits, Vocational Rehabilitation Programs or agencies such
as Bureau of Indian Affairs.
8
Page 102
DO YOU NEED
MONEY FOR
COLLEGE? Federal Student Aid at a Glance 2014–15
Page 1 of 2
WHAT is federal student aid?
Federal student aid comes from the federal
government—specifically, the U.S. Department of
Education. It’s money that helps a student pay for
higher education expenses (i.e., college, career
school, or graduate school expenses).
Federal student aid covers such expenses as tuition
and fees, room and board, books and supplies, and
transportation. Aid also can help pay for a computer
and for dependent care.
There are three main categories of federal student
aid: grants, work-study, and loans. Check with
your school’s fi
aid offi to fi out which
programs the school participates in. Details about the
federal student aid programs are on page 2 of this
document.
WHO gets federal student aid?
Our most basic eligibility requirements are that you
must
• demonstrate financial need (for most programs—
to learn more, visit StudentAid.gov/how-calculated);
• be a U.S. citizen or an eligible noncitizen;
• have a valid Social Security number;
• register (if you haven’t already) with Selective
Service, if you’re a male between the ages of 18
and 25;
• maintain satisfactory academic progress in
college or career school; and
• show you’re qualified to obtain a college or
career school education by
- having a high school diploma or General
Educational Development (GED) certifi
or
- completing a high school education in a
home-school setting approved under state law.
Find more details about eligibility criteria at
StudentAid.gov/eligibility.
HAVE
QUESTIONS?
Contact or visit the following:
HOW do you apply for federal
student aid?
1. Complete the Free Application for Federal Student
Aid (FAFSASM) at www.fafsa.gov.
If you need a paper FAFSA, you can get one from
• our website at www.fafsa.gov, where you can
download a PDF, or
• our ED Pubs distribution center at www.edpubs.gov
or toll-free at 1-877-433-7827.
For the 2014–15 award year, the FAFSA is available
from Jan. 1, 2014, to June 30, 2015. But you need
to apply as soon as you can! Schools and states often
use FAFSA information to award nonfederal aid. Their
deadlines are usually early in the year. You can fi
state deadlines at www.fafsa.gov or on the paper
FAFSA. Check with the schools you’re interested in for
their deadlines.
2. Review your Student Aid Report. After you apply,
you’ll receive a Student Aid Report, or SAR. Your SAR
contains the information reported on your FAFSA and
usually includes your Expected Family Contribution
(EFC). The EFC is an index number used to determine
your eligibility for federal student aid. Review your SAR
information and make any corrections or changes, if
necessary. The school(s) you list on your FAFSA will get
your SAR data electronically.
3. Contact the school(s) you might attend. Make sure
the fi
aid offi at each school you’re interested
in has all the information needed to determine your
eligibility. If you’re eligible, each school’s fi
aid
offi will send you an aid offer showing the amount
and types of aid (from all sources) the school will offer
you. You can compare aid offers from the schools to
which you applied and see which school is the most
affordable once fi
aid is taken into account.
• StudentAid.gov
• a college financial aid office
Page 103
• studentaid@ed.gov
• 1-800-4-FED-AID (1-800-433-3243) toll-free
• 1-800-730-8913 (toll-free TTY for the hearing
impaired)
Federal Student Aid Programs 2014–15
DO YOU NEED MONEY FOR COLLEGE?
Page 2 of 2
Program
Type of Aid
Program Details
Annual Amount
Federal Pell Grant
Grant: does not have
to be repaid
For undergraduates with financial need who have not earned
bachelor’s or professional degrees; in some cases, however, a student
enrolled in a postbaccalaureate teacher certification program might
receive a Federal Pell Grant.
Up to $5,645 for the 2013–14 award
year
A student can receive a Federal Pell Grant for no more than 12
semesters or the equivalent (roughly six years).
For the 2014–15 award year amount,
visit StudentAid.gov/pell-grant.
Federal Supplemental
Educational Opportunity
Grant (FSEOG)
Grant: does not have
to be repaid
For undergraduates with exceptional financial need; Federal Pell
Grant recipients take priority; funds depend on availability at school.
$100–$4,000
Teacher Education
Assistance for College
and Higher Education
(TEACH) Grant
Grant: does not have to be
repaid unless student fails to
carry out service obligation, in
which case student must
repay TEACH Grant as Direct
Unsubsidized Loan with interest
accrued (accumulated) from
date grant was disbursed
(paid out to student)
For undergraduate, postbaccalaureate, and graduate students who
plan to become teachers; recipient must sign Agreement to Serve
saying he or she will teach full-time in a high-need field for four
complete years (within eight years of completing the academic
program) at an elementary school, secondary school, or educational
service agency serving children from low-income families.
Up to $4,000
Iraq and Afghanistan
Service Grant
Grant: does not have
to be repaid
For students who are not Pell-eligible due only to having less
financial need than is required to receive Pell funds; whose parent or
guardian died as a result of military service in Iraq or Afghanistan
after the events of 9/11; and who, at the time of the parent's or
guardian's death, were less than 24 years old or were enrolled at
least part-time at an institution of higher education.
Up to $5,238.56 for the 2013–14 award
year
For the 2014–15 award year amount,
visit StudentAid.gov/Iraq-Afghanistan.
A student can receive an Iraq and Afghanistan Service Grant for no
more than 12 semesters or the equivalent (roughly six years).
Federal
Work-Study
Money earned while attending
school; does not have to be
repaid
For undergraduate and graduate students; jobs can be on campus or
off campus; students are paid at least federal minimum wage; funds
depend on availability at school.
No annual minimum or maximum
amounts
Federal
Perkins Loan
Loan: must be repaid with
interest
For undergraduate and graduate students with exceptional financial
need; must be repaid to school that made the loan; 5% interest rate.
Undergraduate students: up to $5,500;
graduate and professional students:
up to $8,000
Direct Subsidized Loan
Loan: must be repaid with
interest
For undergraduate students; U.S. Department of Education pays
interest while borrower is in school and during grace and deferment
periods; student must be at least half-time and have fi
need;
3.86% interest rate for new loans made on or after July 1, 2013, and
before July 1, 2014; visit StudentAid.gov/interest for latest information
on interest rates.
Up to $5,500 depending on grade level
First-time borrowers may not receive this type of loan for more than
150% of the length of their program of study; and U.S. Department of
Education may stop paying their interest if they exceed that limit.
Direct Unsubsidized
Loan
Loan: must be repaid with
interest
For undergraduate and graduate students; borrower is responsible
for all interest; student must be at least half-time; financial need
is not required; 3.86% (undergraduate) and 5.41% (graduate or
professional) interest rates for new loans made on or after July 1,
2013, and before July 1, 2014; visit StudentAid.gov/interest for latest
information on interest rates.
Up to $20,500 (less any subsidized
amounts received for same period),
depending on grade level and
dependency status
Direct PLUS Loan
Loan: must be repaid with
interest
For parents of dependent undergraduate students and for graduate or
professional students; borrower is responsible for all interest; student
must be enrolled at least half-time; financial need is not required;
6.41% interest rate for new loans made on or after July 1, 2013, and
before July 1, 2014.
Maximum amount is cost of attendance
minus any other financial aid student
receives.
Note: The information in this document was compiled in fall 2013. For updates or additional information, visit StudentAid.gov.
Printed: December 2013
LOOKING FOR MORE SOURCES OF FREE MONEY?
Try StudentAid.gov/scholarships for tips on where to look and for a link tPoaagefr1e0e4online scholarship search.
FINANCIAL AID
Financial Aid is a program designed to provide students with assistance who might otherwise
be unable to attend post secondary education. Especially today, almost everyone who attends
college will need some form of financial assistance. Paying for college should be a shared
experience between the parent and the student. So often, we don’t hesitate to lease a car or
make payments for five years on a car, which may last us 10-15 years. Paying back financial aid
on an education is paying for something that will last you a lifetime.
APPLYING FOR FINANCIAL AID
Financial aid is broadly defined as money that helps pay the cost of a student’s education. The
money may come from several sources including the college itself, the federal government, and
private organizations. When a student is offered a “Financial Aid Package” from a college, it
may be comprised of grants (aid awards which do not need to be repaid), loans (money which
needs to be repaid), scholarships, and/or work-study.
To apply for financial aid consideration, the student and parents must complete the Free
Application for Federal Student Aid (FAFSA). This form is generally available in the Career
Center beginning in late November. The FAFSA form must not be mailed prior to January 1st
of the same year a student will begin college.
Some colleges and universities will require families to complete the CSS/Financial Aid
PROFILE. This is in addition to the FAFSA. The PROFILE does not apply to federal student
aid and will ask parents to provide more detailed information regarding home equity, business,
and farm value to help colleges decide on nonfederal financial aid. The PROFILE charges a
registration fee and an additional fee for each school or program where information is sent.
Please check with the colleges to which you are applying to see if they will require the
PROFILE.
THE ESTIMATED FAMILY CONTRIBUTION
A standard formula is applied to calculate a family’s EFC. Determined by the FAFSA, the EFC
will take into consideration the family size, the student’s and parents’ income and assets (cash,
checking, savings accounts, equity in a business, investments, real estate, etc.). Home equity is
not used in the formula from the FAFSA. If the EFC is not enough to cover the education
expenses determined by each college, the student may be eligible for need-based aid.
You do not have to be poor to qualify for aid, but it is necessary to prove that you do need some
assistance. “Financial need” is determined by what it costs to attend a particular college and
what your “Expected Family Contribution” (EFC) is determined to be in meeting the cost.
While the costs at various colleges may vary, the ECF will remain the same. How each college
determines the award amount will also vary from school to school.
For example:
College A
College B
Total Costs
$12,000
$30,000
EFC
$ 4,000_
$4,000_
Your need
$ 8,000
$26,000
Page 105
FINANCIAL AID
If you receive financial aid to cover your full need at both schools, your family may end up
paying the same amount at either school.
SCHOLARSHIPS: Scholarships are money grants which do not need to be repaid. Scholarships
are awarded by colleges for outstanding academic achievement, through private organizations,
local fraternal groups or clubs, and other community organizations. Students are encouraged to
apply for all scholarships for which they are eligible. Check for scholarships in the Career
Center frequently, utilize free website searches and use scholarship books. (See Scholarship
section in this book for more information.)
OTHER FORMS OF FINANCIAL AID: One of the best sources of financial aid is from the
college you plan to attend. Contact the financial aid officer to inquire about college costs and
possible forms of aid. When you receive your aid package, keep in mind that the award was put
together to give you and all of the other applicants the best chance of meeting each individual’s
need. The offers will always vary from school to school. You should not look to compare the
loans dollar for dollar because each college has a different pool of money to work with and
different considerations. Use the information to make the best decision for you and your family.
If the financial aid package offered is not enough, contact the college financial aid office to see if
there is any additional funding available.
WESTERN UNDERGRADUATE EXCHANGE (WUE) program provides students in the
western states the opportunity to enroll in many two- and four-year college programs at a
reduced tuition – 150% of the college’s resident tuition. If a student is interested in the WUE
program, he/she should apply for admission directly to the institution. Then, the student
should mark prominently on the institution’s application that he/she seeks admission as a
WUE student. The following states are participants in the
WUE program:
Alaska, Arizona, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North
Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming.
Some programs in California are also available.
Almost all undergraduate programs are available to a WUE student, however some colleges
may designate certain fields of study. Please visit the WUE website (www.wiche.edu/sep) or
contact the college directly for further information.
FINANCIAL AID SCAMS
Look for these six signs that a scholarship or financial aid organization may be a scam!
1. “This scholarship is guaranteed or your money back.”
2. “You can’t get this information anywhere else.”
3. “May I have your credit card or bank account number to hold this scholarship?”
4. “We’ll do all the work.”
5. “The scholarship may cost some money.”
6. You’ve been selected by a “national foundation” to receive a scholarship or “You’re a finalist
in a contest" that you have never entered.
Page 106
FINANCIAL AID FACTS TO REMEMBER
Once you apply for need-based financial assistance, it will take anywhere from a couple of weeks to six to
eight weeks for you to receive information regarding a financial aid package. You will receive the
following:
a. Student Aid Report (SAR) – this form is from the federal government and is a document
that is based on your FAFSA application. It will show your EFC and what information was
used to calculate this figure. This information will be sent anywhere from ten days (if you
file electronically) to six weeks (if you file by paper) after you file the FAFSA. When you
receive your SAR, you know that the colleges have received your EFC from the federal
government and can begin working on your financial aid package.
b. Financial Aid Package – this is your actual financial award. You will receive one from
each school to which you have been admitted.
You must reapply for financial aid each year.
Talk to the financial aid offices at each school to which you are applying. Each school will have its own
requirements and policies regarding financial aid. These requirements and policies will dramatically affect
how much you pay for a school and what types of assistance you will receive.
If you transfer schools, your aid does not necessarily transfer with you. You will need to re-file for aid at
the new school.
The two most common forms used are the FAFSA and the PROFILE, but remember to check for other
required forms. ALL schools require the FAFSA. All other forms vary by college.
75% of financial aid dollars are administered through the colleges. The federal government is the largest
provider of funds for financial aid programs.
It is not what a college says its costs are that matter for you – it is what you have to pay after financial aid
is taken into consideration that matters. Don’t write off a college because of the “sticker” price. Talk to the
school about what financial options are available to you
Page 107
FAFSA Timeline
Making Corrections
Initial Filing
December
January
February/March
March/April
Updating Tax
Information
August/September
Preparing:
Filing:
Processing:
Awarding:
Awarding:
Awarding:
1. Create Student PIN.
2. Create Parent PIN.
3. Gather last year’s tax
information and other
financial documents.
1. Fill out FAFSA online
www.fafsa.gov.
2. Use previous year’s tax info
as an estimate.
3. Sign with PINs to send
electronically.
4. Submit FAFSA.
5. Check email to be sure it
was submitted.
1. Federal Processor determines
EFC.
2. Student receives SAR –
student aid report (via email).
3. FAFSA results sent to colleges
indicated by student on
FAFSA.
4. Student completes all
necessary financial aid forms
for individual colleges.
1. Financial aid award packages
prepared by financial aid
officers at colleges.
1. Financial aid award packages sent
to student from all colleges student
has been accepted into and had
FAFSA results sent to.
2. Student compares financial aid
packages offered by colleges.
3. Student selects and notifies college
they will be attending. (May 1 National Candidate Reply Day).
1. Financial aid disbursed to
student account for:
- Tuition and fees
- On campus housing
- Books and other
expenses (if applicable).
After Initial Filing:
Log back into www.fafsa.gov using same log in information.
Check for message:
“Processed Successfully”
Double check all info just
in case.
- FAFSA will track all corrections (“View Correction History”).
- It is generally recommended to make all corrections and
update tax information at the same time.
“Action Required”
Make Corrections:
1. Messaging throughout on tabs where obvious issues need to
be addressed. If flagged info is correct, hit next a few times to
get it to accept info.
2. Double check all info just in case.
File Current Taxes:
Paper Form:
May need verification.
Will take 6-8 weeks for
tax info to be available to
transfer info to FAFSA.
Electronically:
Will take 1-2 weeks for
tax info to be available to
transfer info to FAFSA.
Update Tax Information on FAFSA Using IRS Data Retrieval Tool
(fastest & most accurate way to update tax information):
1. Wait about 2 weeks after taxes are processed for information to be
transferrable from IRS website.
2. Log back into www.fafsa.gov.
3. Go to question #32 for students and question #79 for parents and
change “will file” to “already completed”.
4. Select the option to link to the IRS.
5. Enter the PIN and information for the person whose tax information
is being retrieved (student or parent).
6. Select tax information to transfer or select “Do not transfer” to enter
manually.
How will student know if selected for verification?
Verification
March-Summer
An asterisk appears after EFC or on
SAR confirmation page.
A college contacts student once they have
been accepted to notify student they have
been selected for verification.
Student will need to contact colleges they are interested in going
to and tell them student has been selected for verification and to
ask if there are other steps student need to take with college.
At least 30% of all filers are selected for verification.
Student may need to verify:
- tax info (provide copies of W-2, IRS transcript)
- # of household members
- # of household members in college (provide their name and age)
- food stamps documentation
- child support documentation
- dependency status: homeless, independent, etc. (student will need to
contact the college financial aid office to complete appeal process).
Work with college financial aid office and provide copies of all necessary documentation and forms.
Page 108
Updated March 2012
ALASKA
A RI ZO N A
CALIFORNIA
COLORADO
HAWAI`I
IDAHO
MONTANA
NEVADA
NEW MEXICO
NORTH DAKOTA
OREGON
SOUTH DAKOTA
UTAH
WASHINGTON
WYO MING
COMMONWEALTH OF THE
NORTHERN MARI ANA ISLANDS
www.wiche.edu/wue
2013-14
Page 109
What Is WUE?
Programs Available
WUE is the Western Undergraduate Exchange, a program
coordinated by the Western Interstate Commission for Higher
Education (WICHE). Through WUE, students in Western states
may enroll in participating two-year and four-year public
college programs at a reduced tuition level: up to 150 percent
of the institution’s regular resident tuition. In all cases, WUE
tuition is considerably less than nonresident tuition. For
answers to many of the commonly asked questions about
WUE, visit wiche.edu/askwiche.
Virtually all undergraduate fields are available to WUE
students at one or more of the participating colleges and
universities. Some institutions have opened their entire
curriculum on a space-available or first-come, first-served
basis. Others offer only designated programs at the
discounted WUE rate. To learn about the wide array of
programs available, consult our searchable WUE database,
located at wiche.edu/wue. For additional details, follow the
links to the enrolling institutions’ websites.
Which States and U.S. Territories Participate?
Application and Admission
For the academic year 2013-2014, the 25th year of WUE’s
operation, resident students from the following states
and U.S. Territories may participate, if they meet eligibility
requirements:
Alaska
Idaho
Oregon
Arizona
Montana
South Dakota
California
Nevada
Utah
Colorado
New Mexico
Washington
Hawai`i
North Dakota
Wyoming
Commonwealth of the Northern Mariana Islands
Apply directly to the institution(s) of your choice for
admission and WUE tuition status. Mark prominently on the
institution’s application form that you seek admission as a
WUE student.
More Information
Information about specific programs offered through WUE
can be obtained from the admissions office of participating
institutions. Information about student eligibility and the
operation of the program in any state may be obtained from
the state contact offices listed on page four of this handout.
Eligibility
Many institutions require evidence of academic performance,
such as ACT/SAT test scores or high school GPA, or place other
conditions on WUE enrollment. Consult the WUE website for
details.
ALASKA
Since many certificate and associate degree
programs available to WUE students are
provided by University of Alaska four-year
institutions, students should review both twoyear and four-year institutions.
TWO-YEAR INSTITUTION
Prince William Sound Community
College
FOUR-YEAR INSTITUTIONS
University of Alaska Anchorage
University of Alaska Fairbanks
University of Alaska, Kenai
University of Alaska, Ketchikan
University of Alaska, Kodiak
University of Alaska, Mat-Su
University of Alaska, Sitka
University of Alaska Southeast
ARIZONA
TWO-YEAR INSTITUTIONS
Arizona Western College
Central Arizona College
Chandler-Gilbert Community College
Cochise College
Coconino Community College
Eastern Arizona College
Estrella Mountain Community College
High School Counselors
An updated version of this handout is available for download
on our website.
Gateway Community College
Glendale Community College
Mesa Community College
Mohave Community College
Northland Pioneer College
Paradise Valley Community College
Phoenix College
Pima Community College
Rio Salado College
Scottsdale Community College
South Mountain Community College
Yavapai College
FOUR-YEAR INSTITUTIONS
Arizona State University, Downtown
Campus
Arizona State University, Polytechnic
Campus
Arizona State University, West Campus
Northern Arizona University
Northern Arizona University Yuma
University of Arizona
University of Arizona South
CALIFORNIA
FOUR-YEAR INSTITUTIONS
California Maritime Academy
California State University, Bakersfield
California State University, Chico
Page 110
California State University, Dominguez Hills
California State University, East Bay
California State University, Monterey Bay
California State University, Northridge
California State University, Sacramento
California State University, San Bernardino
California State University, San Marcos
California State University, Stanislaus
Humboldt State University
University of California, Merced
COLORADO
TWO-YEAR INSTITUTIONS
Aims Community College
Arapahoe Community College
Colorado Mountain College
Colorado Northwestern Community College
Community College of Aurora
Community College of Denver
Front Range Community College
Lamar Community College
Morgan Community College
Northeastern Junior College
Otero Junior College
Pikes Peak Community College
Pueblo Community College
Red Rocks Community College
Trinidad State Junior College
FOUR-YEAR INSTITUTIONS
The University of Montana - Western
Adams State University
Colorado Mesa University
Colorado State University, Fort Collins
Colorado State University, Pueblo
Metropolitan State University of Denver
University of Colorado at Colorado
Springs
University of Colorado Denver
University of Northern Colorado
Western State Colorado University
NEVADA
TWO-YEAR INSTITUTIONS
College of Southern Nevada
Great Basin College
Truckee Meadows Community College
Western Nevada Community College
FOUR-YEAR INSTITUTIONS
Nevada State College
University of Nevada, Las Vegas
University of Nevada, Reno
NEW MEXICO
TWO-YEAR INSTITUTIONS
Eastern New Mexico University - Roswell
New Mexico Junior College
Santa Fe Community College
Commonwealth of the Northern
Mariana Islands
FOUR-YEAR INSTITUTIONS
TWO-YEAR INSTITUTIONS
Eastern New Mexico University - Portales
New Mexico Highlands University
New Mexico Institute of Mining and
Technology
New Mexico State University
Northern New Mexico College
The University of New Mexico
Western New Mexico University
Northern Marianas College
HAWAIʻI
FOUR-YEAR INSTITUTIONS
University of Hawaiʻi at Hilo
University of Hawaiʻi at Mānoa
University of Hawaiʻi Maui College
University of Hawaiʻi - West Oahu
NORTH DAKOTA
IDAHO
TWO-YEAR INSTITUTIONS
TWO-YEAR INSTITUTIONS
Bismarck State College Lake
Region State College
Dakota College at Bottineau
North Dakota State College of Science
Williston State College
College of Southern Idaho
North Idaho College
FOUR-YEAR INSTITUTIONS
Boise State University
Idaho State University
Lewis-Clark State College
University of Idaho
FOUR-YEAR INSTITUTIONS
Dickinson State University
Mayville State University Minot
State University
North Dakota State University
University of North Dakota Valley
City State University
MONTANA
TWO-YEAR INSTITUTIONS
Dawson Community College
Flathead Valley Community College
Great Falls College Montana State
University
Helena College University of Montana
Highlands College of Montana Tech
Miles Community College
Missoula College University of Montana
OREGON
FOUR-YEAR INSTITUTIONS
Eastern Oregon University
Oregon Institute of Technology
Portland State University
Southern Oregon University
Western Oregon University
FOUR-YEAR INSTITUTIONS
Montana State University - Billings
Montana State University - Bozeman
Montana State University - Northern
Montana Tech of the University of
Montana
The University of Montana
Page 111
SOUTH DAKOTA
Associate degree programs, available at
most South Dakota universities, are open
to WUE students, as are baccalaureate
programs.
FOUR-YEAR INSTITUTIONS
Black Hills State University
Dakota State University
Northern State University
South Dakota School of Mines
and Technology
South Dakota State University
University of South Dakota
UTAH
TWO-YEAR INSTITUTIONS
College of Eastern Utah
Salt Lake Community College
Snow College
FOUR-YEAR INSTITUTIONS
Dixie State University
Southern Utah
University The
University of Utah Utah
State University Utah
Valley University Weber
State University
WASHINGTON
TWO-YEAR INSTITUTIONS
Spokane Community College
Spokane Falls Community College
FOUR-YEAR INSTITUTIONS
Central Washington University
Eastern Washington University
Washington State University,
Pullman
Washington State University, Tri-Cities
Western Washington University
WYOMING
TWO-YEAR INSTITUTIONS
Casper College
Central
Wyoming
College
Eastern
Wyoming
College
Gillette College
Laramie County Community College
Northwest College
Sheridan College
Western Wyoming Community College
FOUR-YEAR INSTITUTION
University of Wyoming
Page 112
WUE Contacts in Participating States
and U.S. Territories
If you’re interested in applying as a WUE student, go to www.wiche.edu/wue and click
on the database. The profiles of our participating institutions will give you their eligibility
requirements, application deadlines, majors available at the WUE rate, and more. If you
still have questions, you may want to call the people who oversee WUE applications at
the institution where you want to apply – most often you will need to talk with someone
in the office of admissions. We strongly encourage you to read our “ASK WICHE” WUE
FAQ; it will answer most of your general questions about WUE.
WUE applicants must prove that they are a resident of one of the WICHE member states
to the enrolling institution’s satisfaction. If you have already worked with the institution’s
residency office and still need assistance verifying your home state residency status,
your state office may be able to assist. State office contact information is listed below.
Alaska
WICHE Student Exchange Program
Alaska Commission on Postsecondary Education
Tel: 907.465.6685
Arizona
WICHE Student Exchange Program
Arizona Board of Regents
Tel: 602.229.2500
California
Student Programs Specialist
Office of the Chancellor
The California State University System
Tel: 562.951.4715
Colorado
WICHE Student Exchange Program
Colorado Department of Higher Education
Tel: 303.866.2090
Commonwealth of the
Northern Mariana Islands
WICHE Student Exchange Program
Northern Marianas College
Tel: 670.234.5498, ext. 6831
Hawaiʻi
WICHE Student Exchange Program
University of Hawaiʻi at Mānoa
Admissions and Records Office
Tel: 808.956.8975 or 800.823.9771
Idaho
WICHE Student Exchange Program
Idaho Board of Education
Tel: 208.332.1574
Oregon
Montana
WICHE Student Exchange Program
Montana University System
Office of the Commission on Higher Education
Tel: 406.444.0322
Nevada
WICHE Student Exchange Program
Nevada System of Higher Education
Tel: 775.784.4900
New Mexico
WICHE Student Exchange Program
New Mexico Higher Education Department
Tel: 505.476.8412
North Dakota
WICHE Student Exchange Program
North Dakota University System
Tel: 701.224.2647
WICHE Student Exchange Program
Oregon University System
Tel: 541.346.5729
South Dakota
WICHE Student Exchange Program
South Dakota Board of Regents
Tel: 605.773.3455
Utah
WICHE Student Exchange Program
Utah Board of Regents
Tel: 801.321.7104
Washington
WICHE Student Exchange Program
Washington Student Achievement Council
Tel: 360.753.7846
Wyoming
WICHE Student Exchange Program
University of Wyoming
Tel: 307.766.6704
10/8/2013
WICHE
Western Interstate Commission
for Higher Education
www.wiche.edu/wue
General questions may be addressed to info-sep@wiche.edu,
or call us at 303.541.0270.
Page 112
SCHOLARSHIPS
Check the Northshore School District for scholarships. These can be found on the website:
www.nsd.org (on the right side under ‘Secondary Information’) or in the Career Center.
Check the Northshore Scholarship Foundation for local scholarships in late fall. These may be found on
the website: www.ns-scholarship.org or in the Career Center.
Please be sure to check for College Visits and Scholarships on the Career and College Readiness Web
Page. You can
STRATEGIES FOR SPECIFIC SCHOLARSHIPS

Search on the individual College websites. Become familiar with the scholarships available
through the colleges to which you are applying. Each college has specific scholarship opportunities
available to their students. Check frequently and throughout your college career.

Do application pre-work. Before you start, make three copies of the forms for practice, remember
to be neat, and realize that the application is a reflection of you. Every question should be answered
and all information requested should be provided. You can also include a resume that highlights
your education and achievements in an easy-to-read format if additional attachments are allowed.

Depending on the scholarship, there are different twists you can give your application to
insure that it fits the goals of the award. The majority of scholarships you apply for will reward
students with specific backgrounds, skills, or achievements. To take the same approach to all of these
scholarships, which have different aims, would be a mistake. Each has its own requirements, judging
criteria, and competition. Each demands an individualized, well-developed plan of attack.
Page 113
SCHOLARSHIPS

There are scholarships for nearly every talent, hobby, or interest imaginable. Your job is to
find those that best match your skills and experience. Then, create an application that builds a case
for why you should win.

For scholarships based on major, demonstrate your passion for the field and plans to use it after
graduating either directly or indirectly. The selection committee wants to see evidence of your
commitment to your field and your potential for contributing to it while you are in college and
afterward.

When applying for scholarships based on career goals, show how much promise you have for
contributing to the field in the future and describe your motivation for entering the field and your
goals for the future. To differentiate your application from the others, discuss how your interest in
the career started.

For scholarships based on leadership, demonstrate how you've been a leader through examples
and illustrations, including the results of your work. Remember that you don't have to hold an
official position to be a leader.

If you are a college-bound high school athlete, keep in mind that your scores on the field are
important but not as important as the scores you get in the classroom. Academic achievement is a
must for athletic scholarships. With a few exceptions for nationally recognized athletes, the coaches
will not find you. You will need to build a portfolio to showcase your talents and start the
communication with them. Be realistic about athletic scholarships. Know that there are many
more student athletes than there are scholarships available and that your chances of making it into
the professional leagues are about 6,000 to 1 for football and 10,000 to 1 for basketball.

Other athletic scholarships are available for high school and college students who participate
in athletics that may or may not be based on talent. Local/community athletic scholarships are
available for many sports.

For scholarships based on service, highlight the results of your service work and any
responsibilities you held. Explain your motivation for participating in service work.

When applying for scholarships based on ethnic background, highlight your contributions to
your ethnic community and the role you plan to play in the future.

For awards based on religious belief, focus on your contributions to the community and the
responsibilities you held.

For scholarships based on a hobby or interest, showcase awards or honors you've won for the
hobby and evidence of your skill in the hobby.

Mom & Dad Scholarships, Employers often provide a scholarship fund for the sons and daughters
of their employees. Have your parents find out what the selection committee is looking for beyond
the written guidelines, if possible. This will help give you a better idea of how to shape your
application and essay.

Need-based awards, provided for those students with financial need. Realize that the definition of
what financial need is varies by award, which means that you may qualify for awards even if you
think you don't. Build a case that illustrates why you need aid by showing the costs of your
education and your family's ability to contribute.
Page 114
Glossary
Certification – The authorization, given by a professional or
governmental agency to practice a particular vocation after
completion of required training.
Academic/Academic Subjects – Studies such as English,
math, foreign language, science and social sciences.
Accreditation – Recognition of a college or university (by
any of the regional or national accrediting bodies) that the
institution has been judged as meeting its objectives and
standards of quality.
Class – (1) A regularly scheduled meeting of a course or
section of a course; (2) A group of students whose graduation
date is the same (freshman, sophomore, junior, senior).
Class Schedule – A publication containing information on the
courses and sections to be offered for a given term, including
names of instructors, days, hours, places of meeting, and
credit designations.
Achievement Tests – Tests designed to measure the extent
of knowledge or skill acquired in a specific field.
ACT Assessment/Test – American College Test is a group
of tests required or recommended by most colleges as part
of the admission process. The tests measure educational
development in English, mathematics, reading and science
reasoning.
College Board – An association of colleges and universities,
secondary schools, and educational organizations offering
services such as testing, research, and advising.
Commencement – Graduation ceremony.
Admission Policy – Guidelines that determine which
applicants will be admitted to an institution.
Community College – A two-year institution of higher
education, generally public, offering instruction adapted in
content, level, and schedule to the needs of the community
in which it is located. Offerings usually include a transfer
curriculum (credits transferable to a bachelor’s degree),
professional/technical curricula, general education, and adult
education. See Two-year institution.
Advanced Placement (AP) – a test given to high school
students, usually at the end of their junior or senior year,
after they have completed certain AP or Honors courses.
Colleges may give advanced standing and/or credit for these
tests if a student earns a score of 3, 4, or 5.
Advisor – A member of the college staff (usually a member
of the teaching faculty) assigned to assist a student with
academic planning and course scheduling.
Compass Test – An alternate placement test used to
determine correct academic class placement.
Asset Test – A placement test given to determine correct
course placement.
Concurrent Enrollment – Enrollment at more than one
institution during any given calendar period.
Audit – Enrollment for informational instruction only. No
credit is earned though regular attendance and participation
are required.
Continuing Education – Opportunities for extending
education at the post-secondary level following completion
or withdrawal from full time college programs. The service
is usually provided by special schools, centers, colleges, and
institutes, or by separate administrative divisions such as
university extension.
Calendar – The system by which the college structures its
school year. The three common types are semester, quarter
and trimester.
Course – A single subject of study taken for one term, quarter,
or semester.
Career Placement Service – A service that aids students in
finding employment, both part-time and full-time, either
before or after graduation. The employment can be on the
college campus.
Credit Hours – The unit by which an institution may measure
its coursework to award course credit.
Curriculum – A set of courses organized to achieve a specific
educational objective.
Catalog – The publication providing academic information
about the institution. It is considered the general reference
for information and may also be referred to as the Bulletin or
the Register.
Dean – A university or college administrative officer who
has supervisory authority over a division or functions of an
institution, such as a dean of the faculty, a dean of the college
of arts and sciences, a dean of the students.
Certificate, High School Equivalency (GED) – Issued by
state departments of education on the basis of evidence
that a person has completed the equivalent of a high school
course of study. Accepted by some colleges in lieu of the
regular high school diploma.
2011-12 Washington Higher Ed Book
Degree – Title bestowed as official recognition for the
completion of a program of study.
106
Page 115
www.washingtoncouncil.org
Degree, Associate – The designation granted upon
completion of an educational program of at least two but less
than four years of college work, generally for the completion
of the curriculum of a two-year college.
Degree, Bachelor’s – Degree granted upon completion of a
course of study normally requiring four to five academic years
of college work. Examples are A.B. or B.A. (Bachelor of Arts),
and B.S. (Bachelor of Science).
Elective – A subject or course that is not required for major or
general requirements.
Extension Center – An off-campus facility where
undergraduate, graduate, or professional-level courses are
offered. Complete course offerings are not normally available.
Extracurricular Activity – Usually refers to activities which
form part of the life of a student but are not part of the course
of study.
Degree, Doctorate (PhD) – An academic degree (earned or
honorary) carrying the title of “doctor.” Higher than a master’s
degree, the earned doctoral degree requires extended
coursework and research.
Faculty Member – The person in an educational institution
who is engaged in teaching, research, service or related
administrative responsibilities.
Degree, First Professional – The first degree signifying
completion of the minimum academic requirements for
practice of a profession. Examples are: Dentistry (D.D.S. or
D.M.D.) or Medicine (M.D.).
Family Educational Rights and Privacy Act of 1974 (FERPA)
– A federal law designed to protect the privacy of education
records, to establish the right of students to inspect and
review their education records, and to provide guidelines for
the correction of inaccurate and misleading data through
information and formal hearings.
Degree, Master’s – An academic degree, earned or honorary,
carrying the title of “master.” Higher than a bachelor’s degree.
Department – The basic organizational unit in an institution
of higher learning, which is responsible for instruction in a
field of study. The term department may also be applied to an
administrative or service unit in an institution.
Deposit – A fee that is paid to cover certain contingencies.
All or part may be returned, depending upon the charges
incurred by the student (ex: laboratory breakage deposit).
Direct Transfer – The associate degree that a two-year college
has created to enable a student to transfer to a college or
university with all or most of the basic requirements (general
education or “core”) completed.
Director (or Dean) of Admissions – The administrative
officer of a college or university who applies the admissions
policies and supervises the admissions procedures of his or
her institution.
Dormitory or Residence Hall – A building providing living
quarters for students. A residence hall typically offers
educational, recreational, and social facilities in addition to
sleeping quarters.
Federal Pell Grant – A federal grant based on financial need
and designed to help qualified undergraduate students
finance their postsecondary education.
Federal Plus Loan – Loan provided to parents of
undergraduate students. These loans are made by private
lenders such as banks, credit unions, and savings and loan
associations. Loan applications are available at colleges or
lending institutions.
Federal Stafford Loan – Loan for students attending eligible
institutions of higher education in the United States. While
in school the student makes no payments and no interest
accrues on the loan, provided the student has financial need
as defined by the federal government. If the student does not
have financial need, then interest payments are required while
the student is in school.
Federal Supplemental Loan – Loan provided to independent
undergraduate students. Loans are made by private lenders
such as banks, credit unions, and savings & loan associations.
Students must complete the FAFSA and obtain a loan
application from the college.
Dual Enrollment – High school students enrolled in both
high school and college courses at the same time. Also called
concurrent enrollment.
Fee, Admission/Application (Also referred to as Evaluation
Fee) – A non-refundable fee required by many colleges
to defray the costs of handling the applicant’s admission
application.
Early Admission – Notice of admission and permission to
enroll granted by a college or university ahead of regular
admission notices.
Fee, Matriculation/Confirmation – A non-refundable fee
required by many colleges at the time of first enrollment.
Early Decision – Early notice of admission given by some
colleges and universities in advance of regular admission
notices. Early Decision usually is granted only to outstanding
students who, at the end of their junior year of high school,
give assurance that they are “single choice” candidates and if
granted admission will enter no other institution.
Fee, Non-Resident – The fee that a tax-supported institution
assesses students whose residence is outside the area (state,
district, municipality) from which it draws its tax support.
Fee, Registration – The educational services fee assessed
each time students register, or the charge assessed all
students for the specific function of registration.
107
Page 116
Glossary
Financial Aid (or Student Aid) – Money made available to
a student who can demonstrate financial need. The term
covers grants, gifts, loans and jobs, which are awarded to
assist a student to balance his/her budget.
Independent Study – A course of study on topics or
problems chosen by the student with the approval of
the appropriate department and under an instructor’s
supervision.
Financial Need – The determination of the amount of
financial aid needed by a student to balance his/her budget
after taking into consideration money available from
personal and parental resources. The amount of financial
need is the difference between those resources and the
student’s projected expenses for the academic year.
Internship or Practicum – Course of instruction or fieldwork,
usually under the supervision of persons experienced in the
field, consisting of study and practical experience.
Laboratory – A laboratory class allows a student to perform
studies and determine results. Typically laboratory classes are
used for exposure to materials that illustrate principles taught
in a lecture class.
Free Application for Federal Student Aid (FAFSA) – The
application for federal student financial aid, processed at
no cost to the applicant. It is used to determine a student’s
eligibility for federal grant, loan and work funds. Some
schools may require an additional form for which there is a
fee.
Lecture – A lecture class familiarizes a student with the
principles of a subject area. Lecture classes typically involve
note-taking by the student and allow for limited discussion.
Liberal Arts – A course of study intended to expose a student
to a broad sampling of academic studies. Liberal arts courses
stress the development of reasoning, writing, and speaking
skills.
Grade Point/Grade Point Average – An indicator of
the student’s overall scholastic performance. The GPA is
computed by totaling the number of grade points earned
in each course (generally a=4, b=3, c=2, d=1, f=0) and then
dividing the sum by the total credits taken.
Limited English Proficiency (LEP) – Refers to students
whose primary language is not English.
Grant – An award of money, which does not have to be
repaid. Typically grants are based on financial need.
Lower Division Student – A student classified as a freshman
or sophomore.
Home Schooled – A student who has completed his
or her high school coursework at home, usually taught
by a parent or other individual. Because of the nontraditional approach, colleges may place more emphasis on
standardized test scores for admission.
Major – The subject of study in which the student chooses to
specialize; a series of related courses, taken primarily in the
junior and senior years.
Minor – A secondary area of specialization.
Orientation – A program through which entering students
have an opportunity to familiarize themselves with the
college or university, its programs and policies.
Honors Course – A course that limits enrollment to
exceptionally capable students; provides for independent
or tutorial work; places greater responsibility for the
student progress on the student; emphasizes reading
and self-instruction; and sometimes frees the student
from regular classroom attendance and regular course
requirements.
Preliminary Scholastic Aptitude Test (PSAT/NMSQT) – A
version of the Scholastic Aptitude Test generally taken in the
junior year of high school. It is designed as an early measure
of scholastic aptitude. It is also the basic screening test for
students who wish to compete for scholarships offered by the
National Merit Scholarship Corporation.
Honors Program – A program offering opportunity for
accelerated students to enrich their educational experience
through advanced independent, or accelerated study.
Pre-registration – Plan by which students select courses for
the upcoming term prior to the official beginning of the term.
Humanities – An area of academic study that examines
the human experience. Courses in humanities include
language, literature, art, music, and philosophy.
Prerequisite – The preliminary requirement that must be met
before a course can be taken.
Private College/University – See Independent College/
University.
Independent College/University (Private) – An institution
which is not directly supported by public tax moneys. The
term independent is used variously to designate both
colleges, which are church-related, and colleges which are
independent of both state and church support.
Washington Higher Ed Book
Probation, Disciplinary – A status resulting from
unsatisfactory conduct apart from academic performance.
The student remains enrolled but under conditions
determined by a disciplinary committee.
108
Page 117
www.washingtoncouncil.org
Quarter – The designation for a term in the quarter system
calendar. Three quarters constitute the academic year. A
school year may consist of four quarters (including summer
quarter).
accepted by another institution toward a degree.
Registrar – The administrative officer of a college or university
who maintains the academic records.
Tuition – The amount of money charged by an institution of
higher education for its instructional services.
Registration – The procedure by which students select
classes.
Two-year Institution – An institution of higher education
offering the first two years of college-level work. The
curriculum may be of the transfer type (with credits normally
transferable at full value toward a bachelor’s degree),
terminal-occupational, or open ended. Two-year institutions
include community colleges, technical colleges, and
proprietary schools.
Residency Status – In public institutions, the classification of
a student as a resident or non-resident of the state in which
the institution is located for tuition paying purposes.
Running Start Program – Qualifying high school juniors and
seniors may enroll in higher education courses, tuition-free,
and earn both high school and college credit.
Scholarship – (1) The quality of achievement of a student
in his or her studies; (2) A financial award made to a student
in recognition of superior scholastic ability, achievement, or
potential for contribution to a student life or scholarship.
Transfer Student – A student who enrolls in a college or
university with advanced standing after attending another
collegiate institution.
University – An institution of higher education composed
of one or more undergraduate schools or colleges together
with graduate and professional schools.
Upper Division Student – A student classified as a junior or
senior.
Scholastic Assessment Test (SAT) – A test of verbal and
mathematical abilities given by the College Entrance
Examination Board. The test is required or recommended by
many colleges as part of their admission process.
Wait List – A term used by institutions to describe a process
in which they may initially delay offering admission. Colleges
offer admission to Wait List candidates if additional spots for
admission become available.
Semester – Half of an academic year (September through
June), usually fourteen to sixteen weeks.
Withdrawal – Separation from a college or university course
of study, or from the institution itself, for either voluntary or
required reasons.
Seminar – A small class where ideas are discussed by the
group. Seminars imply equal participation by students and the
instructor.
State-supported Colleges & Universities – Institutions,
which are supported by public funds, as distinguished from
independent colleges and universities, which are privately
supported.
Work-Study – The opportunity for students to earn part of
their educational costs while attending college. Allocations
are typically based on financial need.
Student Activities Center – A facility, which provides services
and office space for student organizations and is staffed by
those who administer the student activities program.
Student Aid Report (SAR) – The information you will
receive approximately 2-4 weeks after your FAFSA has been
processed. It will report your Expected Family Contribution.
Student Number – An identification number assigned when
a student first registers at a college or university. This number
enables administrative offices to keep track of the student’s
records.
Test of English as a Foreign Language (TOEFL) - This test is
used to determine the English language ability of a student
whose primary language of instruction has not been English.
Transcript – The official record of high school or college
courses and grades; generally required as part of the college
application.
Transfer credit – Credit earned at one institution that is
109
Page 118
IMPORTANT WASHINGTON WEBSITES
WCHSCR
Website:
www.washingtoncouncil.org
COLLEGES AND UNIVERSITIES
The Art Institute of Seattle
Bastyr University
Central Washington U
City University
Cornish College of the Arts
Eastern Washington U
The Evergreen State College
Gonzaga University
Henry Cogswell College
Heritage University
Northwest University
Pacific Lutheran University
Saint Martin's University
Seattle Pacific University
Seattle University
Trinity Lutheran College
University of Puget Sound
University ofWashingron
UW - Bothell
UW -Tacoma
Walla Walla College
WSU - Pullman
WSU - Spokane
WSU - Tri-Cities
WSU - Vancouver
Western Washington U
Whitman College
Whitworth College
www.aIi.edu
lJellevue Community
Big Bend Community
Cascadia
Centralia Community
Clark College
Columbia Basin Community
Edmonds Community
Everett Community
Grays Harbor
Green River Community
Highline Community
Lower Columbia
North Seattle Community
Northwest Indian
Olympic
Peninsula
Pierce - Fort Steilacoom
Pierce - Puyallup
Seattle Central Community
Shoreline Community
Skagit Valley Cominunity
South Puget Sound Community
South Seattle Community
Spokane Community
Spokane Falls Community
Tacoma Community
Walla Walla Community
Wenatchee Valley
Whatcom Community
Yakima Valley Community
www.bastyr.edu
www.cwu.edu
www.cityu.edu
www.comish.edu
www.ewu.edu
www.evergreen.edu
www.gonzaga.edu
www.henrycogswell.edu
www.heritage.edu
www.northwestu.edu
www.plu.edu
www.sttnartin.edu
www.spu.edu
www.seattleu.edu
www.tlc.edu
www.ups.edu
www.admit.washington.edu
www.uwb.edu
www.tacoma.washington.edu
wvrw.wwc.edu
www.wsu.edu
www.spokane.wsu.edu
www.tricity.wsu.edu
www.vancouver.wsu.edu
www.wwu.edu·
www.whitman.edu
www.whitworth.edu
TECHNICAL
COLLEGES
Bates Technical College
Bellingham Technical College
Clover Park Technical College
Lake Washington Technical College
Renton Technical College
Page 119
www.bates.ctc.edu
www.btc.ctc.edu
www.cptc.edu
www.IWlc.ctc.edu
www.rtc.edu
www.bellevuecollege.edu
www.bigbend.edu
www.cascadia.ctc.edu
www.centralia.edu
www.clark.edu
www.columbiabasin.edu
www.edcc.edu
www.everett.cc.ectu
www.ghc.ctc.edu
www.greenriver.edu
www.highline.edu
www.Icc.ctc.edu
www.northseattle.edu
www.nwic.edu
www.olympic.edu
www.pc.ctc.edu
www.pierce.ctc.edu
www.pierce.ctc.edu
www.seattlecentral.edu
www.shoreline.ctc.edu
www.skagit.edu
www.spscc.ctc.edu
www.southseattle.edu
www.scc.spokane.edu
www.spokanefalls.edu
www.tacoma.ctc.edu
www.wwcc.edu
www.wvc.edu
www.whatcom.ctc.edu
www.yvcc.edu
USEFUL WEB RESOURCES
Below is a listing of some websites that have been found to be particularly useful for our students. This
is neither a comprehensive listing, nor an endorsement of one page over another. It is just a listing
aimed at serving as a starting point for you and your family. A more comprehensive list of the websites
available can be obtained through the National Association of College Admission Counseling at
www.nacac.com.
COLLEGE SEARCH PROCESS IN GENERAL
 www.careercruising.com
 www.Careerbridge.wa.gov
 www.cappex.com
 www.collegeboard.com
 www.collegeweeklive.com
 www.hecb.wa.gov
 www.checkoutacollege.com
 www.collegedata.com
 www.act.org
 www.nacac.com
 www.collegenet.com
 www.mycollegeguide.org
 www.collegeview.com
 www.mapping-your-future.org
 www.makingcollegecount.com
 www.petersons.com
 www.collegecountdownkit.com
 www.mymajors.com
 www.internationalstudent.com
 www.uc411.com
COLLEGE RANKINGS
 www.usnews.com/usnews/edu/eduhome.htm
 http://www.forbes.com/top-colleges/list/
 http://www.timeshighereducation.co.uk/worl
d-university-rankings/
 http://www.parchment.com/c/college/college
-rankings.php
 www.cappex.com
TESTS AND TEST PREPARATION
 www.collegeboard.com
 www.act.org
 www.toefl.org
 www.ets.org
 www1.kaplan.com
 www.review.com
 www.march2success.com
 www.ineedapencil.com
 www.khanacademy.org
Page 120
APPLYING TO COLLEGE (applications and tips
on completing applications)
 www.essayedge.com
 www.campustours.com
 www.apply.com
 www.commonapp.org
 www.cappex.com
 www.collegecountdownkit.com
 www.collegeboard.com
 www.college.gov
 www.collegeanswer.com
 www.going2college.org
 www.mappingyourfuture.org
CAREER SEARCHES
 www.careercruising.com
 www.CareerBridge.wa.gov
 http://www.careervoyages.gov/
 www.myroad.com
 www.myfuture.com
 www.mapping-your-future.org
 www.careerview.collegeview.com
 www.careerweb.com
 www.futurecollegegrads.com
 www.careermag.com
 www.get-recruited.com
 www.bis.gov/opub/ooq/ooqhome.htm
 www.stats.bls.gov
 www.bls.gov/oco
USEFUL WEB RESOURCES
FINANCIAL AID AND SCHOLARSHIPS
 www.washboard.org
 www.careercruising.com
 www.naviance.com
 www.fafsa.ed.gov
 www.pin.ed.gov
 www.fafsa4caster.ed.gov
 www.CareerBridge.com
 www.cappex.com
 www.consumerfinance.gov/pfc
 www.collegeweeklive.com
 www.salliemae.com
 www.studentaid.ed.gov
 www.hecb.wa.gov
 www.wfaa.org
 www.wiche.edu
 www.fastweb.com
 www.collegeboard.com
 www.collegeplan.org
 www.collegescholaships.com
 www.college-scholarships.com
 www.collegenet.com
 www.scholarships.com
 www.scholarships4college.com
 www.collegesavings.org
 www.finaid.org
 www.nasfaa.org
 www.uncf.org
 www.get.wa.gov
 www.guaranteed-scholarships.com
 www.finaid.org/calculators/awardletter.phtml
 www.scholarshipproviders.org
 www.collegegoalsundayusa.org
 www.washingtonscholarships.org
 https://www.collegesuccessfoundation.org/w
a/home
MULTI-CULTURAL STUDENTS
 www.blackexcel.org
 www.latinocollegedollars.org
 www.uncf.org
 www.black-collegian.com
 www.hacu.net
 www.hsf.net
 www.naacp.org
 www.collegfund.org
 www.gatesfoundation.org
 www.hispanicfund.org
 www.blackexcel.org
 www.hsf.net
ATHLETES
 www.college-athletic-scholarships.com
 www.ncaa.org
 www.athleticaid.com
STUDENTS WITH SPECIAL NEEDS
 www.aauap.org
 www.acb.org
 www.ahead.org
 www.chadd.org
 www.fcsn.org
 www.ldonline.org
 www.add.org
 www.ncld.org
S OURC E S
All information in this guide was put together using information from the following resources:

College Counseling Sourcebook Sampler, CollegeBoard 2007

College Planning Guide, Rockwood School District, MO, 2005.

Students’ Rights and Responsibilities in the College Admission
Process, NACAC 5/07.

WorkSource 2011 https://fortress.wa.gov/esd/worksource/


Job Corps, 2012
The 2011-2012 Higher Education Book, The Washington
Council for High School- College Relations.

Associated colleges of the Midwest: College Guide 2004

ACT College Planning Guide

NACAC 2013 State of College Admission

U.S. News & World Report

College Success Foundation, 2012



The High School Counselor’s Handbook, Department of
Education.
The NCAA Guide for the College Bound Student Athlete,
NCAA Clearinghouse. 2013
The Western Undergraduate Exchange,
www.wiche.edu/sep/wue. 2013
Page 121