Tips for College Planning

Not long ago I was interviewed online by a writer from Alaska Airlines Magazine. I theorization her questions were good and enjoyed answering. Our exchange follows below:

[What are some of the most important things that students should consider when deciding where to go to college? ] Considerations for making a choice vary with the priorities of singular students: institutional reputation, academic selectivity and rigor, geographic region, available programs, traditional vs. alternative campus estimation, and on and on -. Increasingly, inclined the economy, cost is a circumstance. Among other things this is fueling enrollment in in - state public schools. One broad constituent that I would console all students to ask is the reputation of the school with eventual employers and graduate and professional schools, so they have the assurance of a degree that is truly marketable.

[What are frequent mistakes that students make when ball-buster to pick the right college for themselves? ] A trite inaccuracy is limiting options awfully briskly. Most students are close with colleges near where they live and maybe the Ivy League and a few other whole - confessed institutions. Able are standout colleges of all types all over the U. S., bounteous of which students have never heard of depending on where they live.

Another error is assuming that a given school isn ' t an option given the - sticker price. - Multiple types of financial aid are still solidly available, and virtually all schools do their own discounting in order to woo desirable students.

[How important is it for students to know their majors ahead of time? ] I have long felt that we do a disservice to 18 and 19 year - olds by expecting them to know their major, especially when 70 % of college freshmen are either undecided or change their minds, sometimes multiple times! Most recent high school graduates simply haven ' t had enough experience and exposure to make a realistic choice of a major and career path. Thankfully, the majority of colleges have curricular requirements that mandate enrollment in general education courses and electives, giving students as much as a year and a half before they are compelled to declare - while still making real progress toward a degree. In the meantime, there are career counselors and advisors at most schools who can help students narrow their options.

[Is there only one right college for students? ] Absolutely not! With over 2300 four - year colleges in the U. S. there are likely multiple right colleges. The trick is identifying them and checking them out. This fact, along with the paucity of counselors at many high schools is one of the reasons for the growing profession of independent educational consulting.

[How important are gut reactions or first impressions when it comes to campus visits and choosing the right school? ] I validate the gut check as an important factor, but preferably at the end of a solid visit including a tour, information session, conversations with professors and students, hopefully even an overnight stay in a dorm.

[What are some of the most popular services that you offer in your education consulting practice? ] College matching ( development of a personalized list of potential colleges ), essay development and editing, SAT / ACT prep, career assessments / major exploration, and comparative institutional research.

[Are campus visits important? How can students get the most from a campus visit? ] A campus visit isn ' t absolutely necessary, and may not always be possible, but I think it is advisable. A tour and information session arranged by the admissions office is standard, and many colleges allow prospective students to sit in on a class, converse with faculty members and students, and even stay overnight in a dorm.

[How soon should students start thinking about which school is right for them? ] Serious consideration would ideally begin during the junior year in high school, but I advocate that families begin immersing their kids in thinking about and visiting colleges much earlier in order to establish some perspective. Early visits don ' t need to involve the admissions office, and may simply involve walking around the campus, eating at the student union, and / or attending a sporting event or performance of some sort.

[Does choosing the right school guarantee success? ] Nope: students still must attend class, study hard and commit to the process of higher education. In addition, research shows that students who become involved in campus activities are more successful than those who do not. Even a work - study position increases persistence!

Here is the link for the full article: http: / / alaskaairlines. journalgraphicsdigital. com / Oct10 /

Things To Remember When Planning A Fishing Trip

A fisherman is a picky type of person. Often a crowded fishing febrile spot will refuse avid fishermen faster than insect repellent will rebuff bugs. Often, weekend dogface - type fishermen aren ' t as bothered by crowded fishing spots as they enjoy the convenience. But avid anglers abhor crowds, and as of this, a lot of them go to great lengths and can spend large sums of money to get away from the popular, overcrowded fishing holes close to their homes. If this describes the type of fisherman you are, there are a few travel considerations that you need to keep in faculty. Below are a few travel tips, so study on.

Pick Your Poison - Fishing Type

The type of fishing will very ultimate the location that you end up outing to. It might seem self-explanatory, but remember to think about this before you book travel arrangements to a location that doesn ' t accommodate your fishing style. For example, if you are a fly fisherman who likes to fish in the mountains, then make sure there are not only mountains where you are going, but rivers, streams or lakes in those mountains to fly fish. Make a decision on what you want to do, and try to stick with that fishing type. Jumping around to different locations will kill time and increase travel costs.

Pick Your Poison - Fishing Destination

When choosing your final fishing destination, it is important to consider these constraints: budget and timeframe. The timeframe and budget are important to the logistics of your travel preparations. For example, if you are planning on traveling to Chile ' s Patagonia for some world class brown trout fishing, it doesn ' t make sense if all you have in terms of time is a short weekend to do it in. Instead, wait until you have more than a week to dedicate to a trip like this. For shorter windows of time, stay as close to home as possible.

The inverse is also true - if you can only afford one day of fishing in Chile, you won ' t be getting the most out of your time. Every fisherman has a different budget, and different budgetary constraints. What you might want to consider is the possibility of finding a remote fishing location closer to home. It might require that you get off the beaten path and hike, horseback ride, boat, or off - road in to get fishing access, but this type of trip will be much more affordable than a trip half way around the world.

Make Advance Preparations

It is extremely important to plan ahead when you are considering a far - away fishing destination. For example, most of the best fishing charters and guide services in Alaska book well in advance for the summer salmon runs. The same goes for other popular fishing destinations. The more prepared you are in advance of your trip, the more likely you will have a smooth travel and fishing experience.

Fishing is a great way to get away from the cares of the world. Hopefully, these tips will help you to plan your next fishing trip. Good luck planning your next fishing adventure. For more information on all things related to fishing, go to Alaska Fishing Today.

Transition Planning from High School to College - Part II

PART II: PREPARE

Colleges differ in their support programs for students with learning disabilities. Most colleges offer at lead off a basic program for reasonable accommodations, while others offer a more comprehensive support program.

BASIC PROGRAM:

Basic testing and program accommodations

Learning and Writing Centers available to all students

Student must disclose disability upon admissions

Disability Contact Person wears prevalent hats and may have no specialized training

INTERMEDIATE PROGRAM:

Learning Centers specifically for students with disabilities

Compound of peers and professional tutors

Support with writing and / or study skills

Testing and program accommodations

Masterly may be a price

COMPREHENSIVE PROGRAM:

Coordinator has expertise in learning disabilities

Wide gamut of tutorial supports

Structured and individualized approach

Advisement and early registration

Frequent vigil of student progress

Uncommon application and may interpolate a summer transition program for freshmen

There may be a substantial fee

If your child will be asking for any level of accommodations in college you must submit a comprehensive neuropsychological or psycho educational evaluation which gives clear and specific evidence of the disability, states a diagnosis, and specifies limitations on academic functioning in the diagnostic summary statement. Do not submit IEP ' s. They are not considered documentation. Learning weaknesses or differences do not constitute a learning disability. Test results should include scaled or standard scores and percentiles.

Some colleges allow the assessment to be no more than 3 years old; but most colleges insist that the testing be no more than 1 year old please ( check with the college to verify ). The test must be given by a certified and / or licensed professional.

Aptitude Testing: Accepted Measures:

Report must include full scale and subtest scores and percentiles. Wechsler Adult Intelligence Scale ( WAIS - III )

Achievement Testing: Accepted Measures:

Report must include full scale and subtest scores and percentiles; grade equivalents are not acceptable. The Wechsler Individual Achievement Test II ( WIAT II )

The support your child will need in college should help plan their college choices. Once the preliminary details have been decided a complete high school map will make sure yourchild is well prepared for a successful transition.

In 9th Grade your child should:

Begin a Transition Portfolio, saving such items as report cards, diplomas and certificates; a list of awards and honors you receive; a list of all school and community activities you take part in; a list of offices you hold in these organizations; and a list of volunteer or paid jobs you hold. Update this file every semester.

Transition Planning from High School to College

A comedy is told about a express successful executive planning a business trip to Detroit. The plan was to have facade to frontage meetings with an influential client to further the companys goals. Tickets were purchased, car rented, hotel final, meetings imminent and times confirmed. On the morning of the meetings the executive took the pre - ordered comp out of the glove department and began to drawing out his migration ( obviously pre - GPS times ). Try as he might he could not find his destination, streets were not right, addresses did not pencil and the executive was becoming anxious that not isolated was he lacking but was average racket to be dilatory. The executive pulled the car over and took a short assessment of the direction; the plan was sound, everything was great prepared right down to the model. The executive then looked more closely at the map and laughed out loud; the rental car company had left the wrong map in the glove department it was a street map of Denver not Detroit. There was no way he would get anywhere in Detroit using a map of Denver. The executive pulled into the next gas station, bought a Detroit map, and made his appointment a little frazzled and with just minutes to spare.

We use this story in our Transition Planning Lecture to illustrate the importance of mapping out the planned route for post secondary options for our children. The trip to this destination will look different for many students and families; however, with the right map all students can be successful in reaching their final destination.

Part 1: THE PLAN:

The dictionary definition of transition is movement, passage, or change from one position, state, stage, subject, concept, etc., to another.

So to plan for transition from high school means to have a coordinated set of activities for students with disabilities, designed to promote movement from high school to post - school activities, including post - secondary education, vocational training, integrated employment ( including supported employment ), continuing and adult education, adult services, independent living, or community participation. The transition plan ( which is part of the students IEP ) should begin at age 14 ( or earlier ) and updated annually. The plan is written as students preferences, potential, abilities and interests for post - secondary education, work or vocational training. Recommendations for support ( related services, community experiences, internships, etc. ) to help the student reach his / her goal are also expressed in the IEP ( Annual Goals / Objectives ) as well as strategies for instruction. The transition plan is a mandated service provided under the Federal IDEA Section 504, Subsection D.

The transition plan is the beginning of the map. Here the plan begins: what do we need to know and do in order to make the transition a positive experience. The Goals and Objectives are the start point, the proverbial X on the map the " you are here ". The plan begins with asking your child five Essential Questions:

When It Comes To Your College Planning, Are You Being A But - Head

I need to look at colleges... " but " I don ' t have time.

I should have studied for the SAT... " but " I had a celebration to go to.

I want to go to college... " but " I ' m not making the time to find the colleges.

I want to large in zzz... " but " I case Costalotta U. common though they don ' t offer zzz as a dominant.

Hunk of these sound recognized? Sublet ' s be above board, you ' ve likely oral at first off one of these - in some form or another - at one time or another. It ' s human nature, we ' re all " but " heads - what we ' re " but " s about just changes as we get older. ( My current " but " head moments center around losing weight - " I want to lose 15 pounds... " but " I don ' t want to change the way I eat " )

Parents, your students aren ' t the only ones who can be " but " heads.

Sending our child to college is important... " but " we can ' t start until after our vacation.

Sending our child to college is important... " but " we haven ' t saved anything.

Sending our child to college is a priority... " but " we don ' t have enough money for one year let alone all four.

Sending our child to college is important... " but " we ' re spending $5, 000 + per year on sport travel teams, etc.

We need help with all of this... " but " we don ' t have the money.

Whether you ' re a student or a parent, if college is as much of a priority as you say, then action needs to be taken. Thinking about it or hoping things will change won ' t actually make it so. College is all about decisions.

Being a " but " - head will sabotage your results. If you find yourself saying you want one thing and then uttering " but " then the first step to getting the results you want is to break this habit.

If you don ' t make decisions or put off making them until it ' s nearly too late, don ' t be surprised when you don ' t get in to a particular college or are not offered a lot of scholarship or financial aid.

Your Smart Plan For College Assignment:

Be honest with yourself and see if you ' re saying " but " a bit too much. You need to stop this habit now. Start making decisions. Yes, they ' re scary. Yes, they have consequences, but without them, your college dreams and goals won ' t happen.

Make a decision - indecision is a form of self abuse. There are only about 2 % of things in life we actually ever need to " think " over. We know what we need to do - we are just too chicken to do it, so we wait. Make a decision and move on.