and local scholarship applications and financial aid materials. " Provides college testing materials and career assessment test information.<br><br> " Provides information on college fairs, HBCU admission events, etc. The REGISTRAR assists in sending supplemental application materials. " Mails official transcripts.<br><br> " Collects transcript fees. " Maintains deadlines. GOOD LUCK!<br><br> The Quince Orchard Counselors COLLEGE APPLICATION PROCESS AT QUINCE ORCHARD HIGH SCHOOL 1. SOCIAL SECURITY NUMBER If you do not have a Social Security Number, get one immediately. Most schools file all records under the Social Security Number.<br><br> 2. SAT/SAT II/ACT/TOEFL TESTS It is the student's responsibility to apply for and take the necessary tests for college admission. Registration is completed on-line or forms are available in the Career Center for those who prefer to mail them.<br><br> Counselors and the career coordinator will help you decide which tests are necessary. You must check with individual colleges when deciding on SAT II's. All test scores must be sent directly to the college from ETS or ACT.<br><br> Quince Orchard DOES NOT send copies of SAT 9s/ACT 9s to colleges. 3. WRITE AND/OR VISIT SCHOOLS You must write, call , or obtain from the school 9s website an applic ation and information for college admission.<br><br> If you plan to visit a college, it is suggested that you make an appointment for an interview. Montgomery County Public Schools (MCPS) will allow THREE excused school days for seniors to visit colleges providing permission has been granted from teachers and the administration in advance . Hints for a successful campus visit are included on a separate sheet.<br><br> 4. APPLICATIONS/ESSAY YOU NEVER GET A SECOND CHANCE TO MAKE A GOOD FIRST IMPRESSION . Your application is the first impression the admissions counselors will have about you.<br><br> Make it the best you are capable of doing! Print the application and use the copy as a working draft. Ask an English teacher to check all essays for structure and grammar.<br><br> Type all information unless hand-written is specified. Use black ink. Read all the instructions before you transfer the information to the original application.<br><br> Keep the draft copy in a safe place. A tip sheet for writing college essays is included in this packet. 5.<br><br> COMPLETED APPLICATION It is the responsibility of the student to complete applications and submit them directly to the college either by mail or on-line through the schools website. Be sure to get all information in by the required deadline. Be aware, for some schools the application process is done in steps (University of Maryland, for example) and have several parts that are due at different times.<br><br> 6. TEACHER RECOMMENDATIONS Some schools require a teacher recommendation. If the school has a special form, please provide the teacher with a QOHS Teacher Recommendation form (included with this packet), the college 9s teacher evaluation form, and a business size envelope to the teacher.<br><br> The envelope should be addressed to the college/university and include postage. Be sure to give the teacher a realistic deadline; 15 days is recommended . The teacher will mail the letter of recommendation directly to the school.<br><br> Please work with the teacher directly when you need a letter and/or form for your school. 7. COUNSELOR RECOMMENDATION Many schools require counselor recommendations.<br><br> Some will provide a special form; others will want the recommendation on school letterhead. Be sure to complete the 8Self Evaluation 9 form found in this packet and return it to the registrar along with your transcript request if you will be need your counselor 9s recommendation . 8.<br><br> SECONDARY SCHOOL REPORT/PERSONAL DATA Some schools have a Secondary School Report included with their application. If the report is with your application, complete both the college 9s form and the QOHS Secondary School Report included with the Senior Packet and submit both to the registrar. 9.<br><br> TRANSCRIPTS/MID-YEAR REPORTS/FINAL TRANSCRIPTS A 8Permission to Release Information 9 form (yellow) is i ncluded with this senior packet. It must be signed by the parent, and returned to the registrar when students submit their first request for a transcript. A transcript consists of final grades only 3 reflecting grades 9, 10, and 11; and a profile of our school.<br><br> Two official transcripts are provided free of charge. Additional transcripts are available at $3.00 each up to 5 (after 5 the fee will be $5 per transcript). The fee is given to the registrar in cash or check made payable to QOHS.<br><br> When you submit your transcript request to the registrar, an 8 ½ x 11 envelope addressed to the college and stamped with a minimum of $1.05 must also be submitted (metered postage is not accepted). Please allow a minimum of 15 school days for transcripts to be prepared. Students must adhere to the 8Deadlines for College Applications 9 that is included in this packet.<br><br> If a student does not submit a transcript request before the deadline, the registrar 9s office will not guarantee that the transcript will be received befor e the college 9s deadline. Transcripts are prepared in the dated order of the requests. An application is not a complete package until a transcript is sent.<br><br> Some schools require a mid-year transcript/report to be sent after the initial transcript. Students should submit any forms that the college requires and provide a stamped legal sized envelope prior to the completion of Semester 1. There is no charge for mid-year transcripts.<br><br> Final transcript must be sent to the college that the student will attend. Final transcript request forms will be distributed to seniors in May. They should return the forms to the registrar prior to graduation, along with a $1.00 fee to cover the cost of postage and processing.<br><br> Final transcripts are mailed in mid-July. 10. DEADLINES Colleges and universities do not make exceptions to their deadlines!<br><br> Refer to the registrar 9s deadlines on the next page when requesting your transcripts and/or recommendations. DEADLINES FOR COLLEGE APPLICATIONS To ensure that your applications are postmarked to meet deadlines, follow the schedule below (there will be no exception to the dates listed) . October 8 for November 1 October 22 for November 15 October 29 for December 1 November 19 for December 15 December 1 for January 1 December 16 for January 15 January 7 for February 1 January 22 for February 15 February 4 for March 1 February 23 for March 15 CLOSED DATES (No Applications Accepted) October 30 November 11 November 25 December 22 December 23 YOUR HIGH SCHOOL CODE IS 210564 TYPES OF ADMISSION Early Decision - a plan in which students apply in October/November and learn of the decision in December or January.<br><br> This is suggested only for students who are academically very strong, know definitely which school they want to attend, and agree to matriculate to the school that accepts them. Early Action - differs from early decision in that students are not required to accept admission or withdraw other applications if accepted. Students may apply to more than one early action program.<br><br> Early Notification - a program in which students must file their applications by December 1st in order to receive an admission decision by February 1st. Rolling Admission - a program in which applications are evaluated upon receipt and applicants are quickly notified of the decision. Applications are considered until spaces are filled.<br><br> Submitting your application early is encouraged Regular Admission - a program used by most schools. January 1st is the deadline for applications and the student is notified during the week of April 1st. A cfat d envelope generally means that you have been admitted and a cskinny d envelope generally means that you were denied.<br><br> We wish you all "fat" envelopes! HINTS FOR A CAMPUS VISIT A campus visit is highly recommended. Before you visit the campus, consider some of the options below.<br><br> It is also important to develop a list of questions and plan for specific activities in order to accomplish your goals. " Meet with an admissions officer. " Verify admission requirements (tests and high school preparation).<br><br> " Discuss your chances for success. " Obtain a school calendar and a catalog, if you don 9t already have them. " Determine college costs.<br><br> " Ask about financial aid opportunities as well as deadlines, forms required, etc. " Meet with faculty in your academic area of interest. " Ask questions about academic requirements/offerings.<br><br> " Attend a class to get an idea of typical size, teaching style, academic atmosphere. " Ask about placement records for graduates in the field you might study. " Identify career planning services for undergraduates.<br><br> " Tour the campus. (Be sure to check out the dorms, dining hall, library, etc.) " Talk to students about the general academic environment and the study commitment necessary for success. " Find out what student activities (clubs, organizations, intramurals, etc.) are available.<br><br> " Inquire about campus life and social activities. " Investigate transportation options The College I nterview The Basics A college interview is a chance to show that you're more than just test scores and grades. It's an exchange of information 4you learn about the college and the college learns about you.<br><br> It can last anywhere from 30-60 minutes. There's More Than One Type of I nterview Interviews vary depending on the school, student, and particular situation. You could find yourself interviewing with an admissions officer, a student, or an alumnus.<br><br> Other, less formal, interview situations include group information sessions with admissions staff and current students, and high school and local college fairs. If you plan on attending a music, drama, or dance school, plan on performing an audition or submitting a portfolio. Special-I nterest Sessions If you plan to pursue specific interests in college, such as sports or clubs, you might find it helpful talk to current students and faculty members.<br><br> Sports: If you're an athlete and want to play on a college team, arrange a meeting or a phone call with the coach. Bring your scrapbook, statistics, or other information that will help give a clear picture of your talents. Consider asking your high school coach to send a letter to the college on your behalf.<br><br> Specific fields of study: Talk to students who are majoring in your desired field and make an appointment with a faculty member or advisor in the department. If you schedule a campus visit, be sure to sit in on a class. Activities: If you plan to participate in an activity, such as the newspaper, band, or radio station, speak to students who take part.<br><br> It's a good way to find out what the people are like and what your chances are of getting involved. Why You Should I nterview The interview is one of many factors in the admissions decision. Feel your college application can't possibly convey your warm and shining personality.<br><br> Most colleges don't require an interview; however, there are many benefits to meeting face-to-face with an admissions officer. For example, perhaps you: Are interested in the college, but want to learn more about its study abroad opportunities, science program, or whatever else interests you. Want to explain why your grades slipped.<br><br> I nterview s and the Admissions Process The interview is just one of many factors in the admissions decision. Admissions directors usually say that the interview is rarely the deciding one. Still, if a borderline student turns out to be impressive, the interviewer has the authority to write a letter in support.<br><br> Nervous? Don't Be. It's not the third degree and there's no pass or fail.<br><br> Unless you show up in a t-shirt and cut-offs and spew profanities, chances are the interview is not going to make or break you. As long as you've prepared and practiced, you'll probably make a good impression. Be Your Ow n Best Advocate The staff learns about you from a slew of papers: your transcript, test scores, and application.<br><br> While your essay and recommendations can offer an impression of who you are, words on paper can reveal only so much. The interview is your chance to be your own advocate by talking positively about your interests and enthusiasms, to show your personality, and to boost your chance of admission. Discuss Special Circum stances The interview is a good time to explain a hitch in your transcript or discuss any personal circumstances that affected your studies.<br><br> Problems that you may find difficult to write about in the application are often easier to discuss with a sympathetic admissions counselor. For example, perhaps: You may not be the best math student, but it never stopped you from taking AP ® Calculus 4tell the interviewer why you persisted despite such difficulties. During sophomore year, your parents divorced, and your academic work took a downturn.<br><br> You have a learning disability and need to make extra effort with every assignment. I t's Okay to Ask Questions Asking questions shows that you're interested in the college and what the admissions officer has to say. You should always have a question in mind about the college or your major field to show that you have a deep interest in attending the school.<br><br> The interview is your chance to be your own advocate Plus, asking questions can help you discover characteristics that colleges can't convey in a catalog. If an interviewer asks, "Why did you choose Florida University?" ask back, "What do you think draws students here?" You can also ask a general question, such as, "Do you have any advice for me?" Things to Avoid Don't ...... Be late Memorize speeches 4sound natural and conversational Ask questions covered by the college catalog Chew gum Wear lots of cologne or perfume Swear or use too much slang Be arrogant 4there's a fine line between being confident and boasting Lie 4it will come back to haunt you Respond with only yes or no answers Tell the school it's your safety Be rude to the receptionist or any other staff you meet Bring a parent into the interview Refuse an interview 4this is usually noted Writing Your College Essay Introduction If you are like most students, you see the college essay as another hurdle that you must jump on the way to being accepted at the college of your choice.<br><br> In fact, the essay is not a hurdle but a rare opportunity ; it is a chance for you to ctalk d directly to the college 9s admissions committee and to help them csee d you as a thinking and feeling person, rather than simply a set of impersonal statistics. Except for the interview, it is your only chance to share your thoughts, insights, and opinions; to highlight your accomplishments; and to convey your maturity and outlook on life. If you see the college essay in this way 3 as an opportunity 3 then it is clearly worth the effort to put some extra time, thought, and energy into writing it.<br><br> Purpose of the Essay The college essay is extremely important for two major reasons: 1. It enables the college admissions office to evaluate your communication skills. Through your essay they can assess the clarity of your thinking and your ability to convey your thoughts in written form.<br><br> 2. It enables the admissions office to learn more about you as a person, beyond what grades and SAT scores can convey. A well- written essay can speak worlds about your attitudes, feelings, personal qualities, imagination and creativity.<br><br> For the admissions staff, it adds another important piece to the puzzle because it distinguishes you as an individual, different from any other student who is applying. Choosing a Topic The choice of a topic is frequently not an issue, because many colleges and universities will either give you a topic to write about or present several rather specific topics from which you must choose. Other colleges may simply csuggest d broad general topics or give you total freedom to write about something that interests or concerns you.<br><br> Regardless of whether you must respond to a prescribed topic or come up with one of your own, here are a few general hints about the most effective way to approach your topic: " Narrow your topic and try to be as specific and illustrative as possible " Relatedly, the easiest topic to write about is yourself. No one knows more about you than you. Since one important purpose of the essay is self-revelation, it is no place to be shy or modest, although you should not exaggerate.<br><br> If you choose to write about yourself, remember that little incidents and facts are often the most revealing of character and outlook. " Do not be afraid to write about something you think is a little different. A unique topic or approach is often refreshing to a college admissions officer who has been reading applications all day.<br><br> Further, an unusual or off- beat essay is an excellent way to show your creativity. A Service of RANDOLPH-MACON COLLEGE, A coeduational, liberal arts college In Ashland Virginia Preparing to Write Before actually sitting down to write a first draft of your essay, spend some time organizing your thoughts. Develop a framework for your essay so it will have a smooth and logical progression from one idea or incident to the next.<br><br> Consider your purpose in writing, what you want to convey, and the tone that you think is most appropriate for the topic. Decide on a style that is comfortable for you, not one that you think the college admissions committee prefers. Finally, remember that organizing your thoughts and deciding on a framework does not mean you must be overly rigid at the start; leave room for flexibility and creativity as you actually begin writing.<br><br> Writing the Essay You do not have to get it right the first time! Instead, write the first draft of your essay with the main focus on content 3 communicating your thoughts. Then set it aside for a day or two, reread it with a fresh perspective, and make any necessary changes.<br><br> This is also the point at which you should consider matters of organization, style, grammar, spelling, and tone. Once you have rewritten your first draft, you may wish to try it out on your family, friends, English teacher, or guidance counselor. While the final product and final cvoice d should be yours they may be able to offer helpful suggestions for technical or other improvements.<br><br> Within this general outline for actually writing the essay, there are some cdo 9s d and cdon 9ts d which I would like to highlight: Do 9s --Do think csmall d and write about something that you know about. --Do reveal yourself in your writing. --Do show rather than tell.<br><br> By giving examples and illustrating your topic, you help bring it to life. --Do write in your own cvoice d and style. Don 9ts -- Don 9t write what you think others want to read.<br><br> -- Don 9t exaggerate or write to impress. -- Don 9t use a flowery, inflated, or pretentious style. -- Don 9t neglect t he technical part of your essay (grammar, spelling, sentence structure).<br><br> -- Don 9t ramble 3 say what you have to say and conclude. Your college essay, along with your high school record, standardized test scores, an extracurricular involvement will provide the bases upon which the college makes its admissions decision. A thoughtful, well-written essay can affect in a very positive way that final decision.<br><br> Keep this in mind and take full advantage of the opportunity which the college essay affords you. John C. Conkright Dean of Admissions Randolph-Macon College College applications: How much do senior year grades matter?<br><br> by C. Mackenzie We're all familiar with the sentiments - laziness, apathy, boredom. They aren't unique to any one person or activity in particular, but they become especially prevalent towards the end of high school.<br><br> The phrase 'senioritis' wouldn't exist if it weren't so tempting to kick back and relax during your last year, especially after a decade of compulsory education. However, keeping up with your schoolwork and extracurriculars can have some practical benefits, which include helping to prepare you for the college workload in general, and against academic burnout. Additionally, as some college admissions require you to list your senior year courses during the application process, by under-performing in your classes you could actually be jeopardizing your application status, even if you have already been accepted.<br><br> So senior year grades do matter - albeit to a slightly lesser significance than they had prior to the college application - in the sense that it shows if you're willing to commit to a level of performance regardless of whether or not you're being 'watched'. Now, more than ever, students entering US colleges need remedial coursework to catch them up to the collegiate level. It isn't so much that they never learned it, but that they allowed their skills - usually math or English - to atrophy once they satisfied whatever exams were required of them.<br><br> Beyond these exams, which are usually in the junior year of high school (but which vary statewide; in New York they're called the Regents) a student is at some liberty to choose which courses they will be taking their senior year, and many opt for an easier year. While most colleges aren't so stringent as to demand particular courses during your last year, it becomes a matter of foresight and preparation to take courses that will at least reinforce the accumulated knowledge that got you into college in the first place. What some colleges are doing is to ask for which courses you're taking prior to your senior year to see precisely how easy is the street you intend to take - and taking courses that test your acquired skills not only reflect well on the application, and in potential interviews, but they'll also keep you honed for the upcoming semester.<br><br> Some schools also require mid-year reports from guidance counselors to keep the admissions office on track of the academic performance of accepted applicants. Taking courses your senior year, and doing well in them, also presents the opportunity to take a proactive approach towards preparing for college. While maintaining your academic skills is a good practice, you can take it a step farther with Advanced Placement classes, which earn you college credit depending on your grade on the AP exam(s).<br><br> Also, taking demanding courses during your senior year also benefits you by training you to deal with academic burnout - an experience many college freshman struggle with towards the middle of the semester, and in no small part because they'd forgotten how to handle a heavy workload. I know it sounds trite and unnecessarily onerous, like the types of things parents would tell you when you were a kid ("Eat your vegetables because they build character, and I told you to"). But you could reach a balance that's right for you - such as taking less overall courses your senior year, but taking APs instead of the normal ones - and you'd still look okay for prospective schools.<br><br> Of course, the more APs you take, the easier it will be for you in school - finally, for the first time in school, initiative actually has a tangible payoff, and not in the 'extra credit' kind. There are sometimes recourses to taking classes in the traditional sense, too. For instance, sometimes it can be negotiated with your high school to offer class credit for an academic internship, which is usually in the field of your choice.<br><br> It's best arranged prior to your senior year, so you should be prepared to commit to it; all you need to do is look online, or in the classifieds, for a local business (a law firm, or for a court, or shadowing doctors, et cetera) that are interested in high school interns. You could always inquire in person if they aren't directly advertising. Have them write a letter to your school stating their desire to work with you, and your weekly responsibilities, and if your school gives it the 'okay' you could be excused for a number of class hours for the internship.<br><br> Or check out dual-enrollment courses in a local community college - you may be able to complete courses with the same function as APs, while getting a taste of the real thing. In short, the grades you get in your senior year of high school do more to keep tabs for colleges than they do offer you updates on your academic standing - after all, your academic world is poised to change within a short span of months. But there's little you can do about the situation but make the best of it - and by looking for productive and unique ways to spend your senior year, you may be doing more to impress colleges even if you'd kept up the schoolwork!<br><br> RESUME OUTLINE FOR COLLEGE RECOMMENDATIONS *Please include the following typed information on your resume . " Colleges Interested in Applying to " School Activities 3 Please include a brief description of each activity and the grades in which you participated (for example, sports, cougar TV, drama productions, etc.). " Special Honors and Awards Received 3 Include each honor and/or award received (honor roll, National Honor Society, AP exams, lettering in sports, etc.) " Community Involvement 3 Include a description of each community service activity that you participated in and the dates of the community service (cleaning the parks, helping in the soup kitchen, etc.) " Employme nt 3 Briefly describe any job experience that you have and the dates of employment for each job.<br><br> " About you o Choose three adjectives that you feel best describe you and explain why. o If you had to write your own recommendation, what would you write about yourself? Why?<br><br> o Does your academic record accurately measure your academic ability? Why or why not? Have any unique issues affected your performance in school?<br><br> o Describe an adversity that you have over come (personal issues, family matters, etc.). How has this adversity made you stronger? o What are some of your hobbies or interests?<br><br> Briefly describe each. " Plans for Senior Year 3 What activities do you plan on being involved in during senior year (homecoming committee, SADD, sports, etc.)? " Plan for your Fu ture 3 What is your intended major?<br><br> Why? SELF-EVALUATION NAME: ______________________________________ DATE: ___________ It is important that you respond to all of these questions. The information will help your counselor write a letter of recommendation for your applications.<br><br> Please write on the reverse side if you need additional space. Submit this form to the registrar. DESCRIBE YOUR ACADEMIC AND PERSONAL STRENGTH.<br><br> _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ WHAT IS YOUR INTENDED MAJOR? ______________________________ WHAT CONTRIBUTION CAN YOU MAKE TO THE COLLEGE THAT WOULD MAKE THEM WANT TO ACCEPT YOUR APPLICATION? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ DESCRIBE A REWARDING HIGH SCHOOL EXPERIENCE: ACADEMIC, EXTRACURRICULAR, OR PERSONAL.<br><br> _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ HOW DID YOU FULFILL YOUR STUDENT SERVICE LEARNING REQUIREMENTS? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ - CONTINUED NEXT PAGE - IF YOU WROTE YOUR OWN RECOMMENDATION, WHAT WOULD YOU WRITE ABOUT YOURSELF? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ WHAT ARE SOME OF YOUR HOBBIES OR INTERESTS?<br><br> _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ IS YOUR ACADEMIC RECORD AN ACCURATE MEASURE OF YOUR ABILITY? WHY OR WHY NOT? HAVE THERE BEEN ANY UNIQUE ISSUES WHICH MAY HAVE AFFECTED YOUR SCHOOL PERFORMANCE THAT YOU WOULD LIKE YOUR COUNSELOR TO SHARE WITH YOUR COLLEGE?<br><br> _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ LIST THREE ADJECTIVES TO DESCRIBE YOURSELF. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ HOW WOULD YOUR TEACHERS DESCRIBE YOU? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ *** Please attach a resume of your activities/work *** QUINCE ORCHARD HIGH SCHOOL 15800 Quince Orchard Road Gaithersburg, Maryland 20878 TEACHER RECOMMENDATION It is the student 9s responsibil ity to request letters of recommendation.<br><br> Please give teachers notice (15 school days) to write your letter of recommendation in order to meet the college deadline noted below. __________________________ Today 9s Date Student Name: _______________________________________ Teacher Name: ______________________________________ I am making application to the following college(s): College Deadline Date Date Mailed _____________________________________ ______________ __________ _____________________________________ ______________ __________ _____________________________________ ______________ __________ _____________________________________ ______________ __________ Teacher, please type your letter of recommendation on school letterhead . Please mail a copy of my recommendation in the stamped envelope which I have addressed to the college and included with this request.<br><br> Use this request form for each person you ask to write a letter of recommendation. (Additional copies are available in the Registrar 9s office.)

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