All Articles tagged high-school.

High School Seniors and the College Application Season

March 20, 2021 Brad Hoffman Leave a Comment

Summer before senior year is an important planning season for the upcoming college application process. At this point, you should have a list of desired colleges and universities to which you will apply; and it’s never too soon to begin putting together your high school resume and starting your Common App and supplemental essays.

Your resume should include extracurricular activities, within and outside of school; your community service work; employment; honors and awards. Keep in mind colleges like to see continuity of involvement. It’s better to be involved in one or two clubs throughout the four years of high school, rather than a project here…and another project there! Every application requests this information, so begin making a list of everything you have done. Additionally, if you have taken a leadership role in any of these activities be sure to indicate it. The college admissions counselors love leaders!

After you have completed this piece of the process, it’s time to move onto your personal statement! This is the time for you to look inward and to reflect on what it is that sets you apart from your competition. Is there someone you admire and consider a role model? Have you investigated and learned from a unique situation or from your involvement in a special project? Warning, try to avoid family dysfunction! We’ve all experienced this in one form or another and from what I understand college counselors have read enough of these. They are looking for creativity, diversity…..uniqueness! This is not going to be a quick process and my advice is to “free write,” once you’ve decided on a topic. After you have done this, set it aside and go back to it the following day, etc…… Your English teacher can be a terrific support to you regarding the progression of this essay, so use the resources available to you! Once you have decided on your list of schools, take a look at the essays each of the schools request and make a comprehensive list of what needs to be done. You may not necessarily have to reinvent the wheel for each application. Many times you can edit and revise the writing you have already completed!

Now…take a deep breath…and get started! I promise you’ll feel better once these pieces are completed!

By Ginny Feldman, College Counselor

Managing Virtual College Visits

March 2, 2021 Brad Hoffman Leave a Comment

Ordinarily, spring is a popular time for high schoolers to pursue college visits. But with the Covid-19 outbreak closing or significantly limiting access to universities, those typical college visits are mostly impossible this season. Strong executive function skills which require nimbleness and flexibility as well as contingency planning and focused “future glasses” will be of great value during these rapidly changing times. Fortunately, prospective applicants can learn a lot about colleges through other sorts of college admissions research. Below are some ways to explore colleges when physical visits are canceled.

Set time goals

While many college admissions trips involve visiting lots of schools in just a few days, that speed is hard for students to replicate at home without a cheerful tour guide to direct them. Set goals that make it easier to approach your virtual college visits and to digest information — exploring one to three schools per day, or spending no more than two hours per day on college admissions research.

Set content goals

If your family had already identified certain college visits to prioritize this spring if possible, your child can use that list to begin their college research at home. If your child has not yet started any lists, we can certainly help. We also suggest making use of online resources to search for a combination of two or three appealing attributes — for instance, small liberal arts colleges in the northeast — and exploring the results. The U.S. News and World Report Best Colleges’ feature labeled “Students Also Applied To,” near the bottom of a college’s profile, is a good tool for building lists of schools similar to each other.

Make checklists and keep notes

Comparing colleges is easier if students gather the same points of information about each of them. To stay consistent in their college admissions research and virtual college visits, students can create a digital checklist or spreadsheet to fill in as they work. Some universal items are student population size, location, average SAT or ACT scores, and interesting majors or departments. Applicants can also add personalized items, such as relevant extracurriculars, study abroad opportunities, and special programs. Below the checklist, or in an additional spreadsheet column, students should make notes on anything else they want to remember.

Use Google to find solid sources

While every college’s website has a search function, it’s often faster to use Google to find content on those websites. In addition to schools’ own pages, the U.S. News and World Report Best Colleges site, referenced above, is a reliable source. Hint: for hard-to-find statistics, such as average test scores, try googling the name of the school plus the phrase “admitted class profile.”

Zoom in through a virtual tour

Facebook, Twitter, YouTube, Instagram — admissions offices maintain a presence on all of them. We recommend taking the virtual tour that each school offers and reading their online lookbooks in addition to any opportunities for online information sessions or virtual open house events. We also recommend seeking out content that shares students’ voices, such as an admissions blog, Instagram stories, and student newspapers and magazines.

Reach out

One-on-one conversations are often the most impactful way for a prospective student to learn about a college. If your child has any acquaintances or relatives who attend a college that interests your child, this is a great time to ask the older student to chat about their impressions of the school.

Zoom out to the Common Application essay

When your child needs a break from researching individual colleges, they can brainstorm an essay for the Common Application, which streamlines the process of applying to multiple schools. While students must wait until August for the application form to open and for colleges to post their supplemental essay prompts, the Common App has already posted the prompts for the main essay, which is sent to all schools. Writers typically go through several drafts of this essay, so getting an early start will help their summer and fall go smoothly.

Prioritize

Finally, we want to acknowledge that no matter how central college visits were to your original spring plans, families have bigger concerns right now. While teenagers are experts at staying digitally connected, they will still miss their friends and their school routines. If college admissions research seems to be too much for your child right now, encourage them to press pause. The first deadlines are several months away. The top priority right now is what also should be their guiding principle when they eventually choose what college to attend: their happiness and well-being.

In these uncertain times, rest assured that your well-being and safety remain our highest priority. Everyone’s concerns are understandable and real. If we can help in any way over the coming weeks with e-tutoring or supplemental college counseling, please don’t hesitate to reach out. We sincerely hope that you and your loved ones get through this situation as well as possible and that we will be able to return to a reasonable amount of normalcy soon.

By Brad Hoffman, Faya Hoffman, Laurie Gross, and Elizabeth Walters

The College Search: Getting Started

February 20, 2021 Brad Hoffman Leave a Comment

For high school juniors, the fall term is the time to be researching and planning college visits, looking at requirements and applications, and seeing where you stand for the college application season next fall. Overwhelming? It can be, but it doesn’t have to be. There are thousands of colleges and universities in the United States, in addition to international programs, and many families don’t know where to begin when it comes to researching and applying to colleges.

To start your college search, narrow down the field by several key categories.

Distance

Some students want to stay close to home while others are looking for an out-of-state or really-out-of-state school. Start your search by deciding how far from home you’re willing to go. Going to school out of state or across the country can seem exciting, but it is a big decision that should be carefully considered.

Region

Rather than eliminating an entire state or region, narrow your search by considering the environment you’d like to live in. Are you looking for a busy city, quiet suburb or kitschy college town? A student spends a lot of time in the community surrounding his or her college, so it’s important to consider what environment you’re looking for.

Size

A school’s size should be a major factor when narrowing down your list of schools to research. Some students flourish at large universities, while others prefer a small campus community. There are also schools that are medium sized. Be sure to ask what the average class size is for each school you review.

Major

Your chosen major is obviously an important factor in narrowing your list of potential colleges. Find schools that offer your top major choices, or perhaps identify schools that allow you the flexibility to create your own major. Later in your search, you can score the schools on the rigor and offerings in your program of choice.

One last piece of advice: don’t just go on “brand name” when it comes to schools. You may be leaving out a school that is a perfect fit for you just because you’ve never heard of it. Keep an open mind and enjoy the excitement that comes with this phase in your life!

Work with one of our expert college admissions tutors to stay on track with your applications and choose your schools wisely!

Written by: Editorial Team, My Learning Springboard, Inc.

Using ISEE Preparation to Bolster Middle and High School Readiness

February 12, 2021 Brad Hoffman Leave a Comment

The Independent School Entrance Exam, aka the ISEE, and the SSAT, are, perhaps, two of the most difficult standardized tests on the market right now. By design, the ISEE and SSAT assess a student’s skills well above grade level. Unfortunately, many families approach ISEE or SSAT testing as an event that happens during the fall season as part of the admissions process, thus beginning ISEE preparation or SSAT preparation with their children only a few months before the test, which generally leads to greater stress for everyone involved. Instead, it is best to approach the ISEE or SSAT from a different perspective.

We see the ISEE and SSAT as an opportunity to shine a spotlight on academic strengths and areas for growth. We thoughtfully plan instruction to target an individual student’s needs. Starting early allows us to leverage ISEE preparation or SSAT preparation as an authentic and motivating opportunity to help a student get in great shape for the transition into a rigorous independent day school or boarding school.

The ISEE is a product of the Educational Records Bureau (ERB), a global not-for-profit organization providing admissions and achievement assessment, as well as instructional services for preschool through 12th grade students. The ERB is also the publisher of the CTP-5 grade level achievement tests used by many independent schools. There are three versions of the ISEE test:

Primary Level 2 (PL2), Primary Level 3 (PL3), and Primary Level 4 (PL4) for students applying for admissions to grades 2, 3, or 4 respectively.
Lower Level (LL) for students applying for admissions to grades 5 and 6. The standards assessed on the Lower Level ISEE cover English and math instruction through grade 6 and into grade 7.
Middle Level (ML) for students applying for admissions to grades 7 and 8. The standards assessed on the Middle Level ISEE cover English and math instruction through grade 8 and into grade 9.
Upper level (UL) for students applying for admissions to grades 9 through 12. The standards assessed on the Upper Level cover English and math instruction through grade 11 and into grade 12.

The math content for all levels is based upon the National Council of Teachers of Mathematics (NCTM) standards. Included on the tests are: Numbers and Operations, Algebra, Geometry, Measurement, Data Analysis, Probability, and Problem Solving. There is a Mathematics Achievement section comprised of multiple-choice skill-based questions and a Quantitative Reasoning section comprised of multiple-choice word problems. Calculators are not permitted.

The English content on each assessment is informed by the National Council of Teachers of English (NCTE) standards. The Verbal Reasoning section is comprised of synonyms, single word response items, and phrase response (or paired response) items. The Reading Comprehension section is comprised of items targeting Main Idea, Supporting Ideas, Inferential Comprehension, Vocabulary, Organization/Logic, and Tone/Style/Figurative Language. For students applying to grades 5 through 11, there is also a 30-minute, on-the-spot essay based on a given prompt. It’s expected that students will write a thoughtful, well-constructed 5-paragraph essay that includes a strong hook to lure the reader into the essay, a compelling thesis statement, solid topic sentences at the beginning of each body paragraph, and a terrific conclusion.

The SSAT, published by The Enrollment Management Association, is similarly leveled and informed by NCTM standards. The elementary level test is used for admissions to grades 4 and 5. The middle level test is used for admissions to grades 6-8. And the upper level test is used for admissions to grades 9-12.

Unlike most other standardized tests for which our students prepare–New York State testing, the CTPs, Stanford Achievement Tests, the SAT or the ACT–the ISEE, like the SSAT, is specifically designed as an above-grade level measure. While other assessments measure grade level achievement, the ISEE and SSAT require students to demonstrate proficiency beyond what they have learned in the classroom.

Therefore, our most successful students prepare anywhere from 45 to 90 hours for this test, depending on their baseline scores and specific needs. ISEE preparation or SSAT preparation is best planned as a slow and steady effort. We typically get started almost a full year ahead of when students will officially test, which means we’re usually starting in January or February with an eye toward November, December, or January testing. The demands of the math sections are particularly intense, so we recommend starting with accelerated math instruction as early as 3rd grade if a family is considering a fifth grade or middle school transition. We then transition into more formal preparation by January of the 4th grade school year with an eye toward December testing as a 5th grader. For public school students, this windup often includes preparation for 3rd and 4th grade state testing since mastery of these grade level standards is a prerequisite for successful performance on the ISEE or SSAT. Test-taking strategies are explicitly instructed, but there is no shortcut for the sheer volume of content that needs to be taught to get students to perform above grade level.

There are many variables to consider regarding the overall admissions strategy for any student applying to a competitive independent or boarding school. Whichever route you take, test preparation is an important part despite the test-optional shifts we’ve seen, so it’s best to develop a plan early and to include your children directly in the process so that they can take ownership for it. When we partner with families, we discuss the value of SSAT or ISEE preparation as an investment in a successful start to middle or high school. This perspective creates a more meaningful experience and helps students, parents, and teachers better measure the impact of test preparation. The more comfortable and confident the student is going in to the test, the more successful the results tend to be.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Vocabulary Development for Secondary Aged Students

February 3, 2021 Brad Hoffman Leave a Comment

Intentional vocabulary development for secondary aged students contributes to school success and establishes the foundation for the best possible future. The emphasis on reading proficiency by fourth grade often means that students who still need support get little attention thereafter. Sometimes students who did fine with elementary reading begin to show strain as reading expectations increase at the secondary level. Fun activities, using online software programs, can help grow vocabulary. The best way to help students become good readers isn’t to focus exclusively on academic reading. In addition, expanding reading to cover the multiple areas of interest in their lives increases their funds of knowledge and reveals the real contribution that reading can make to a full life.

Students who struggle with reading may give excuses like noisy surroundings, task difficulty, unfair teachers, or various forms of interference. These stem from a fear of lacking expected skills. They may avoid reading, by forgetting the books they need, claiming other work is more important, or simply procrastinating. Knowing words help readers appreciate narratives and that often helps reintroduce the pleasure of reading. Reading support grows confidence so students are better able to ask for help when they need it.

Ongoing vocabulary development ensures that students have support as reading assignments change: Quizlet allows students to develop their own vocabulary lists (Wordly Wise 3000 has a variety of activities and partners with Quizlet to help reinforce learning); Membean provides focused word building with an algorithm that recognizes when to repeat a word so that it sticks in memory. These vocabulary development activities are easy additions to a student’s educational routine.

Adolescent literacy requires more than fluent-sounding reading and context-based vocabulary explanations. At the secondary level, students need to develop the reading skills to recognize inflections of meaning. Sentence style and tone comes from the author’s vocabulary choices as well as word order. Recognizing such details helps students grasp the underlying meanings of a passage. The subtle distinctions among synonyms also contribute to text analysis.

Reading assignments at the secondary level are longer and more demanding. Textbooks may subdivide sections and provide key word boxes to help students learn new terms, but they do not show how to apply those words or understand their use them in other contexts. Guiding readers through the major vocabulary, however, shows them crucial concepts, develops stronger understanding, and eventually allows them to compare learning topics. This last skill is crucial to success on SAT subject tests and reading portions of standardized tests.

Literature readings shift away from chapter books to dive into texts from historical periods, global cultures, and an assortment of genres, each with their own formal vocabulary. Even contemporary short stories may prove difficult as postmodern plots and various devices create unusual narratives. Students often skip words they don’t know in an attempt to manage the length and density of the assignment. Unfortunately, that avoidance tactic increases confusion. As adolescent years are full of social anxiety, students typically avoid asking vocabulary questions in class where they are in front of their peers.

For a student missing a word in each paragraph, important information gets lost. With each passing page, they lose background context. Such students then struggle to make the kinds of inferences that are expected at the secondary level. Vocabulary development activities like membean or Quizlet provide an immediate response for this situation, but more is necessary. Guided support in how and when to apply background information or call upon a personal response to a passage, among other interpretation strategies, helps students regain confidence and become the independent readers that they need to be as they prepare for college.

Secondary level students who struggle with reading need reading motivation. This is where working with texts and topics that interest them is crucial. Here, they expand the vocabulary relevant to the area that already engages them. They learn how to read with concentration for an extended period of time. They discover when personal responses are appropriate or distract from a focus on the text. They adopt positions from which to argue or defend an interpretation. They recognize the value of research or background knowledge in discussing the topic. Through conversations based on the reading, they begin to produce more convincing arguments by learning how to present information in an orderly fashion.

Vocabulary development for secondary aged students helps them become engaged and proficient readers by cultivating motivation, decoding skills, language comprehension, and personal transactions with the text. Most importantly, it ensures they have the skills for success at school and for the rest of their lives.

By Charlotte Kent, Ph.D. and Private Tutor, and Brad Hoffman, M.S.Ed. and Learning Specialist