- Lincoln High School
- Guidance Department
About LHS Guidance & Counseling Department
- The counseling program is based in the relief that each student possesses intrinsic worth, specific rights, and a unique personality, capable of growth and self direction.
- The counseling program will serve all students
- The counseling program is based on stated goals and delineated student competencies
- The counseling program is consistent with expected developmental stages of development
- The counseling program is planned, coordinated and implemented by the counseling staff in collaboration with school personnel and community members.
- The counseling program is facilitated and managed by state certified school counselors
- The counseling program will be evaluated on stated goals and competencies
- The counseling program is effective as a result of a mutual effort and responsibility on the part of the student, school, family and the community at large.
- On going professional development is necessary to maintain a quality counseling program
- The professional mandates and ethical guidelines promoted by the Rhode Island School Counselor Association and the American School Counselor Association will be followed
The primary goal of the LHS Counseling Program is to promote and enhance student learning through the three broad and interrelated areas of student development. The desired student learning competencies are based on the American School Counselor Association National Standards for School Counseling Programs. As a result of participating in the LHS counseling program, students will establish competencies in the following areas of student development:
- Academic Development – Students will acquire the skills, attitudes, and knowledge to learn effectively; employ strategies to achieve success in school; and understand the relationship of academics to the world of work, and to life at home and int he community.
- Career Development – Students will acquire strategies to achieve future career success and job satisfaction; understand the relationship between personal qualities, education and training, and the world of work; and develop career goals as a result of career awareness and experiential activities.
- Personal/Social Development – Students will acquire the skills, attitudes, and knowledge to respect self and others; be able to work well in groups, resolve conflicts, set goals and develop consensus-building and decision-making skills; and negotiate successfully and safely in the increasingly complex and diverse world of the 21st Century.
Our Counseling Programs
The LHS comprehensive developmental school counseling program includes four major components:
1. The School Counseling Curriculum Component consists of structured developmental experiences presented systematically to all students through classroom and group activities that address the three primary domains of human development: academic, career and personal/social. The curriculum lessons focus on understanding the school environment and becoming familiar with facilities, procedures and programs, self awareness, goal setting, decision making, peer relationships, career awareness, the world of work, labor market information and educational and career planning. The counselor’s responsibilities include the organization and implementation of classroom and small group guidance activities and lessons.
2. The Individual Planning Component consists of activities that focus on assisting each student to develop, analyze, and evaluate his/her education, career and personal goals and plans. Individual planning activities address the same objectives for all students in a given grade. Functions of the counselor in this component include individual advisement, placement and appraisal.
3. The Responsive Services Component are reactions to the immediate needs and concerns of individual students whether these concerns involve individual or group counseling, information dissemination, crisis intervention, consultation or referral.
4. The System Support Component activities are twofold. The first include those that establish, maintain and enhance the preceding three components. Activities in this component include program development, program evaluation and assessment, parent education, materials development, testing and community relations. The second aspect of systems support includes activities that support other programs in the school: testing, helping administrators and teachers identify student needs, serving on school committees and curriculum needs, etc.
Grade Level Focus
Each year the counseling activities revolve around a particular grade level focus.
- Grade 9 – Transitioning to high school
- Grade 10 – Interest exploration and goal setting
- Grade 11 – Post-secondary planning
- Grade 12 – Transitioning beyond high school
Individual Learning Plan
The Individual Learning Plan (ILP) is a Rhode Island Department of Education mandate for all students in grades 6-12. The (ILP) is a student-directed planning and monitoring tool that customizes learning opportunities throughout students' secondary school experience, broadens their perspectives, and supports attainment of goals. The ILP documents students’ interests, needs, supports, course selections (including access to college level programming), transition placements and other learning experiences both in and out of school.
The ILP is more than a repository of information about a student; it is a dynamic tool that maps academic plans, and reflects each student’s unique set of interests, needs, learning goals and graduation requirements. The ILP process engages all students in a way that advances goal-setting, decision-making, and self-advocacy skills that support their lifelong learning.
A meaningful ILP begins no later than entry into sixth grade and is maintained through 12th grade. It is revisited at least twice each school year, and at key transition periods for students. The ILP helps students identify and meet their goals in three domains: academic, career and personal/ social. This process also coordinates with other support plans as appropriate. For example, Individualized Education Programs (IEPs), Section 504 plans, Personal Literacy Plans, etc.
The ILP process is a collaborative effort shared by the student, the student’s family and involved educators throughout the school and community. The ILP belongs to the student and ultimately develops based on the student’s path, interests and needs. Student responsibilities include: regularly using the ILP platform to plan, document and reflect on curriculum/experiences and goals. Additionally, sharing the ILP with relevant adults and mentors for feedback and support is also encouraged.
Lincoln High School selected Xello as the platform for students to complete the ILP process.
ASCA Standards: Academic Development
All students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across their lifespan. They will complete school with the academic preparation essential to choose from a range of post-secondary options, including work and post-secondary education. They will understand the relationship of academics to the world of work and to life at home and in the community.
ASCA Standards: Career Development
All students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. They will employ strategies to achieve future career goals with success and satisfaction and they will understand the relationship between personal qualities, education, training and the world of work.
ASCA Standards: Personal Social Development:
All students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. They will make informed decisions, set goals and take necessary action to achieve their goals.
School Counseling Department
My Futures Com: www.myfuture.com
My Next Move: http://www.mynextmove.org/
Career Planner: http://www.careerplanner.com
My Majors: http://www.mymajors.com
Bureau of Labor Statistics: http://www.bls.gov/
Occupational Outlook Handbook: https://www.bls.gov/ooh/
Occupational Information: www.onetcenter.org
Careers in Nursing: http://www.rntobsnonline.com/careers/
Air Force ROTC: www.afrotc.com
Army ROTC: www.armyrotc.com
Navy ROTC: www.navy.com
U.S. Air Force: www.airforce.com
U.S. Navy: www.navy.mil
U.S. Marines: www.marines.com
U.S. Army: www.army.com
U.S. Coast Guard: www.uscg.mil
Air National Guard: www.goang.com
Army National Guard: www.nationalguard.com
U.S. Air Force Reserve: www.afreserve.com
U.S. Army Reserve: www.armyreserve.com
U.S. Navy Reserve: www.navyreserve.com
Telephone: (401) 334-7500
Fax: (401) 334-8753
Director of Guidance and Counseling:
Mrs. Christine Testoni
(401) 334-7500 ext. 1154
Mrs. Christine Olley
(401) 334-7500 ext. 1115
Mrs. Suzanna Borba
(401) 334-7500 ext. 1159
Mrs. Dawn Fish
(401) 334-7500 ext. 1153
Mrs. Barbara Svitil
(401) 334-7500 ext. 1112
Lincoln High School provides five RIDE approved CTE Programs:
- Culinary Arts
- Design and Engineering
- International Business
- Law and Public Safety
- Journalism and Media Communications
The Center for Interim Programs, LLC.: Connect to many different programs through this website.
The Year Out Group: Informative website which allows students to understand the year off and search for many different programs.
Serve your world: An online database of volunteer organizations.
Student Conversation Association: Provides housing, food, and other expenses for volunteers who work from 3-12 months on rural and urban restoration projects.
Dynamy: A year that combines an internship, independent living, individual advising, and an Outward Bound experience into an exploration of your skills, ambitions and the world around you.
City Year: Gives a student the opportunity to serve as a tutor or mentor in schools, running after-school programs and developing youth leadership programs. Stipends and other benefits are provided.
Eaupair: Au Pair childcare is an extraordinary cultural exchange experience.
Global Crossroad: Volunteer, internship, and job opportunities, in India, Nepal, China, Sri Lanka, Thailand, Mongolia, Ghana, Costa Rica, Equador, Kenya, and Tibet.
Habitat for Humanity: A volunteer organization that builds decent, affordable housing for poor families.
I-to-I Volunteer Abroad: Arranges volunteer work, and programs abroad for students.
Summer Spanish Immersion: A summer-only program, but still worth mentioning!
Where There Be Dragons: Learning opportunities through off-the-beaten path expeditions to China, Thailand, Vietnam, Laos, Cambodia, Tibet, India, Mongolia, Mexico, Guatemala, and Peru. Trips can be rugged wilderness explorations.
Up With People: This program is a combination of leadership/study abroad/service program that includes entertaining opportunities in music.
Council on International Education Exchange: Offers a wide variety of programs for pre-university students.
InterExchange: Matches students with interships, jobs, and study abroad programs. Adventure/Outdoor Programs
Earthwatch: Volunteering your time to a scientific field research or conservation project in many different countries.
National Outdoor Leadership School: NOLS teaches outdoor and leadership skills in 10 day to semester-long expeditions in different wilderness regions.
Outward Bound: Conducts adventure-based programs in a number of places around the USA and abroad.
Sea Education Association: SEA is an educational experience that challenges students intellectually and physically by combining a sailing adventure of a lifetime with the study of the deep ocean.
Go Abbey Road:
Cogita Education: A highly experienced staff, all educators from Harvard, offers an interdisciplinary program to the Galapagos Islands.
Slide Ranch: This ranch offers the opportunity to teach agriculture and environmental education.
Library of Congress: Different programs, workshops, and internships available to high school graduates.
The Kennedy Center: Internships offered to those interested in art education and the performing arts.
Metropolitan Museum of Art: Offers internship positions to students interested in careers in art.
For more information, see your guidance counselor!
The first form listed is the Senior Survey – “All about me” – This form should be completed by each senior and returned to your guidance counselor which will be used when writing your college recommendation letter.
The second form listed is the Parents Brag Sheet – This form should be completed by your parents to write down things that they feel are important for your guidance counselor to include in your letter of recommendation.
The third form listed is the Transcript Release Form – In order to comply with the Federal Regulations on the Privacy Rights of Parents and Students, we are required to obtain your written permission prior to releasing any educational records. This form must be in the possession of your guidance counselor to upload or mail your official transcript to other institutions, scholarship organizations, etc.
The fourth form listed is the Agreement to Participate in the Advanced Placement Program at Lincoln High School.
Please look at the files below:
If you are experiencing any type of social, emotional, or mental health issues, please contact your school counselor. Please also see us if you are worried about a friend or a family member. The guidance and counseling department at Lincoln High School has a number of resources for students and their families who are in need of support services.
- The Samaritans: 24 free confidential help line: 1 (800) 365-4044
- Families for Depression Awareness
- Self-Help and Coping Strategies for Depression
- National Institute of Mental Health
- Drugs and Alcohol
- Alanon and Alateen
- Parents, Families, and Friends of LGBTQ+
PrepareRI is an initiative to prepare all Rhode Island youth with the skills they need for jobs that pay. It represents a strategic partnership between the Rhode Island government, private industry leaders, the public education system, universities, and non-profits across the state.
Click here to learn more: https://www.prepare-ri.org/
Program of Studies
Report Card Distribution
RIDE All Course Network
Enriching experiences with advanced coursework helps students get a head start on post-secondary success, master the skills required of a lifelong learner, and be prepared for jobs in sectors critical to Rhode Island’s future prosperity.
VHS Learning at Lincoln High School
Lincoln High School has partnered with VHS Learning, a nonprofit that provides world-class online programs to students and schools everywhere.
How does it work?
- Each class is led by a teacher and consists of students from around the world giving students the opportunity to work with a diverse group of peers.
- Classes average 21 students to maximize student-to-student and teacher-to-student interaction.
- Classes are paced and have weekly due dates for assignments, group work and discussion posts.
- Students can access their course work anywhere they have internet access and are not required to log in at a certain time each day.
- Classes include group projects, interactive lessons, and group discussions and give every student a chance to participate and be heard in class.
- Lincoln High School will grant credit to students who successfully complete VHS Learning classes.
To learn more about a week in the life of a VHS Learning student, click here: https://vhslearning.org/parents-and-students.
If you would like to register for a VHS Learning class, please contact your guidance counselor and fill out our application form, that will be submitted to our site coordinator Mr. Brandon Lahoud.
Learn more about VHS (Virtual High School) Learning:
About VHS Learning
VHS Learning was the first in the nation to provide online classes for high school students and connect them to teachers and other students around the world. VHS Learning offers schools the ability to expand their catalogs and offer classes for which there may be limited demand, since the school does not need to fill the classes.
When Your Child is Having a Stressful Day
People to speak with at LHS when your child is having a stressful day. Contact your child’s school counselor or one of the social emotional support professionals at LHS. Social emotional support professionals are available at LHS for in person appointments or via email:
Sara-Jean Stevens, School Psychologist – firstname.lastname@example.org
Christopher Smith, School Social Worker – email@example.com
Karen Kruth, Student Assistant Counselor – firstname.lastname@example.org
Yvette Grossguth, School Nurse-Teacher – email@example.com
Kids’link RI, a free 24 hour hotline for children in emotional crisis: 1-855-543-5465.
National Suicide Prevention Hotline: 1-800-273-8255
text – TalkWithUs to 66746 TTY (1-800-846-8517)
Substance Abuse and Mental Health Services Administration’s (SAMSHSA’s) Disaster Distress helpline: 1-800-985-5990
That Discomfort You’re Feeling is Grief by Scott Berinato
People are now experiencing anticipatory grief – the mind going into the future and imagining the worst. The following technique is helpful to calm this feeling:
Come into the present.
Name five things in the room. There’s a computer, a chair, a picture of the dog, an old rug, and a coffee mug. It’s that simple.
Breathe. Realize that in the present moment, nothing you’ve anticipated has happened. In this moment, you’re okay. You have food. You are not sick.
Use your senses and think about what they feel. The desk is hard. The blanket is soft. I can feel the breath coming into my nose.
This will work to dampen some of the pain.
College Admission Process
Admission Dean's Promise
“Follow this advice and I guarantee you’ll get into a great college.”
Dan Lundquist has worked in selective college admissions for over twenty-five years, at large Ivy League universities and small liberal arts colleges. Every year he offers advice to students (and their parents) in the hope that they will have a more successful – and less stressful – college search
- It’s important that you take the lead in thinking critically to get down to a short list of colleges. A student who’s been spoon-fed is the one who’s going to be disappointed when he or she discovers that other people’s interests and values drove the college search.
- Be realistic when developing a college list. Assess your interests, values, skills, and aspirations. And gather information about the colleges themselves: the range and diversity of our higher education system is wonderful, so never assume there are any universal policies, strengths, or preferences. Or that what is right for someone else will fit for you. Decide for yourself.
- For most students there isn’t one perfect college. In fact, against the backdrop of so many fine options – there are more than 3000 colleges in the United States – you probably have the talent and flexibility to succeed at a number of colleges. Please feel bouyed by the variety of options you have…rather than oppressed by competition and process.
- Applicants should redefine “best college” to “right college for me.” Concentrate on finding the right accessible college first, so you can say, “If this is the only college that accepts me, I’ll be delighted to attend.”
- Apply Early Decision only if is true love… not to “get it over with” or game the system.
- Even the “super candidates” should apply to less-selective schools. The most competitive colleges turn away thousands of stellar candidates every year…because they do not have room to admit them all. Fair? no; reality, yes. (“If you are smart enough to go to MIT, then you are – or better be – smart enough to apply somewhere else too!”)
- Don’t be overwhelmed by all that you have to do senior year. The “worst case” scenario of getting organized and staying ahead of deadlines is that you will find you have more room to maneuver and you may feel a bit saner.
- Note to students, you control two-thirds of the process; you chose where to apply … and then where to attend. Colleges only make admission decisions.
- Since most applicants to competitive colleges are admissible due to grades and SATs, it is important to understand that most offers of admission are based on the applicants’ personal presentation – their special talents, their background, their ambitions, and their ability to clearly and persuasively discuss the academic and personal match between them and a particular college.
- Remember that the goal of the admissions officer is to get an understanding of what makes an individual candidate tick. An application presented in one’s natural voice and style – be it serious, somber, wry, or humurous – helps accomplish that goal much better than an application that has been tailored to fit the perceived confines of an application form. Use the form as your forum!
- Don’t forget the “heart factor” when choosing your college. Objective criteria such as academic programs, size, location, and cost are important, but your choice also needs to make you feel, “This is home.
Finally, please remember that your college education begins with the search process, and please keep it in perspective: though a serious process, you needn’t be deadly serious about finding the right college!
College Information Search
Accredited Online Schools, Online Colleges, & Online Universities:
A to Z: Two-year colleges:
College Results – Ways to compare colleges
Colleges That Change Lives:
College Week Live:
US Colleges with learning disability programs:
Guide to Jewish Life on Campus:
New England Regional Tuition Break:
New England Board of Higher Education:
Schools That Do Not Require SATs/ACTs:
Although college counseling does not formally begin until the spring semester of junior year, we are spending a lot of time getting to know our students during 1:1 meeting and guidance activities in advisories.
During meetings in the spring of junior year and the fall of senior year, students are advised and supported throughout the college search and application process.
Below are many articles, resources and websites to support our students and parents in the college planning process.
Please click the link below to view the PowerPoint Presentation.
Selecting the right college takes time. Before embarking on your search you need to be introspective.
FIRST: Know who you are and what is important to you. As you develop your college list, ask yourself what do you want from college?
- Why am I going?
- Do I know what I want?
- Does this college offer what I want?
- Do I meet or exceed the requirements of the average freshman at this school?
SECOND: Quality versus selectivity. There is a big difference between “quality” and ‘selectivity” Selectivity is the ratio of applications to students admitted. There are two issues to consider here.
- some lesser known colleges have selectivity ratios as high as the better know colleges, but they may be the better choice for a particular student.
- High selectivity does not mean that it is the best college for you. Selectivity is not the most important indicator of quality. Many highly rated colleges have large classes and use teaching assistants (usually students in their first year of graduate school). To do break out sessions of large lecture classes or lab classes. Is that the best learning enviornment for you?
- Average class size of freshman classes are better indicators than student-to-faculty ratios.
THIRD: Do your best work in school. Your transcript is one of the most important parts of your application. It is a statement about your academic character. Colleges want students who have challenged themselves and succeeded. College admissions rewards performance not promise. If you are “late bloomer” show the blossom through an improvement in grades.
FOURTH: Understand what you bring to the college. Why would they want it? We are all special. Each one of the million students who apply to college next year are special to.
FIFTH: Present yourself properly.
- Demonstrate interest
- Visit the campus if possible
- Have your application reflect who you are, completed with care and effort.
- Make sure your essay reveals something about you that is not available anywhere else in the application.
- Follow the application guidelines and instructions.
SIXTH: Have a life. Don’t worry about trying to prove your superiority by doing everything. Colleges want students who are:
- Interested in something
- Good at something
- Have a passion and follow it
- Interesting people.
In general all admission officers recognize seven categories whether they are stated or not.
- The Academic Star – No matter what else an admission officer is looking for a really great student always has an edge. Faculty like academic stars, especially if the student has a passion for a particular subject.
- Special Talent – Special talents come in a lot of forms. Athletic talent may come to mind first, but equally important are other talents such as excellence in music or drama, or visual arts. This category also might include students with particular committments to community-building and community service.
- Legacies – It is still true that being a son or daughter of an alumnus or alumna is important, especially if the college is a private school. As significant family involvement with the schools fundraising activities will probably be noticed and appreciated also.
- Special Backgrounds – Most colleges pay attention to under-represented minorities and students from different cultural, ethnic, economic, religious backgrounds. They also pay attention to applications from students who come from other areas of the world. However, just being a member of an ethnic minority by itself is not enough. Does your list of activities show you take an interest in your “different” background?
- Regional Diversity – Selective and larger colleges are interested in enrolling students who are not from their own back yards. Thus, being from Rhode Island can be a plus at a college in California or Texas.
- Academic Interests – In the final analysis college admission officers need to fill classrooms. Depending on the size and relative strength of the applicant pool in engineering, chemisty, or anthropology, a students academic interest may provide a boost in any given year.
- The Rest of Us – There is a seventh category which, although sometimes forgotten, is the largest category of most students on campus: good students who bring an interest in life an engagement in activities to campus. Since most of us fall into that category it may be the most competitive.
The process of applying to college is an exciting, yet stressful time for both parents and their children. As you are getting ready for the college admissions process, please use the materials in this section to familiarize yourself with our department’s available resources that will assist you through this process.
Also, we have included some tips from Edward B. Fiske, former education editor of the New York Times and noted author of some of the best selling college guides. We hope you find these suggestions helpful!
One of the most important things that parents can do is encourage their sons and daughters to think through the basic questions. Why do you go to college? What are your most important needs and goals? What kind of college will best serve you? Communicating with an adolescent is not always easy, but look for the moments that present themselves. Being available to talk when your child has a question or wants to express an idea or feeling is one of the most important things you can do.
Set Financial Parameters
Paying for college is the area where parents have veto power. Try to reach an understanding early in the process as to how much each party is expected to pay (before hopes get pinned on a college that may be financially out of reach).
Don’t set your child up for failure by encouraging unrealistic applications. Look honestly at your child’s academic record. Then study the admissions profiles of the colleges that show up on your lists. If he or she is not Stanford material, don’t swing by Palo Alto on your college tour. Make it your task to be sure that your son or daughter applies to at least two colleges where he or she will definitely be accepted (and be happy to attend). Then, even the worst-case scenario will still result in a productive college career.
The United States has the best and most diverse system of higher education anywhere in the world. As we’ve said many times, there are scores of colleges that would be a good match for every student. You are probably in a better position that your son or daughter to understand this and help discourage fixation on a single “dream” school (that may be highly selective). Some of the best colleges for your child may be ones that neither of you has ever heard of.
Let the Student Take Center Stage
In the college search, nothing is worse than a parent who steals the spotlight. Many parents, especially sucessful ones, are accustomed to manipulating the system to make it work for them. Resist the temptation. The admissions process is the time for teenagers to stand on their own. Parental attempts at “marketing” or influence peddling often do more harm than good.
Don’t Live Through Your Child
Many parents subconsciously relive their own hopes and dreams through their children. Some want children to follow in their footsteps; others want them to achieve things that they themselves never could. Still other parents see college admissions as their shot at an A+ in parenting. Having hopes for your children is natural, but try to spare them the burden of expectations. One of the greatest gifts you can give your child is the freedom to follow his or her dreams.
As the process unfolds, remind your children that they will be accepted at a good school – one where they will make friends, have fun, be challenged, and get the education that they deserve. When the decisions come in, redouble your efforts on this score, and if necessary, remind them of the fickle nature of the whole selection process.
In closing, we thank you for your cooperation, and please remember that we are here to guide you every step of the way.
The Guidance and School Counseling Department
Common Application Essay Prompts
1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?
5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.
Federal and State:
FAFSA on the Web: www.fafsa.ed.gov
Tuition Break Tuition Break Rhode Island Residents
Rhode Island Office of the Postsecondary Commissioner: www.riopc.edu
Rhode Island Scholarship Search: www.rischolarships.org
Rhode Island Scholarship/Fellowship Opportunities: www.rifoundation.org
General Financial Aid Information:
CSS Profile Online Application: https://cssprofile.collegeboard.org/
Financial Aid Information: www.finaid.org
Financial Aid Handbook and Guide to College Borrowing
Guide To College Prep
Below is a list of links available to help with the college process:
Students who are interested in pursuing Collegiate play at the Division I or II level should register on the NCAA eligibility center website at www.eligibilitycenter.org
The transcript release form should be submitted to Mrs. Borba during a student’s Junior year. For more information please see the attached handout, visit the eligibility website or contact Mrs. Borba (firstname.lastname@example.org) with any questions.
General Scholarship Searches
Scholarship Search For:
Rhode Island – local scholarships
Scholarships for Women
Scholarships for Minority/Heritage
- National Association of Hispanic Journalists: www.nahj12.org
- United Negro College Fund: www.uncf.org
- Portuguese Heritage Scholarship: www.palcus.org
- The Gates Scholarship: https://www.thegatesscholarship.org/scholarship
- American Indian College Fund: www.collegefund.org
- American Indian Heritage Scholarship: www.aises.org
- Native American College Scholarship: www.finaid.org/otheraid/natamind.phtml
- Point Foundation (National LGBT Scholarship Fund): www.pointfoundation.org
Various Minority Scholarships:
Scholarships for the Physically Challenged
- American Foundation for the Blind: www.afb.org
- National Federation for the Blind: www.afb.org
- Alexander Graham Bell Association for the Deaf: www.agbell.org
- Scholarships for the Deaf and Hard of Hearing: www.sertoma.org
- National MS Society Scholarship Program: www.nationalmssociety.org
Scholarships for Low Income Individuals
Scholarships for International Students
Scholarships for Military
- www.military.com (for all branches and programs)
Scholarships for Athletics
- www.ncaa.org (several scholarships listed)
Scholarships for Graduate Students
- www.nscs.org (Search Scholarships)
Scholarships for Cancer Survivors
Scholarships for Specific Academic Programs
Procedures to Request a Transcript
The Guidance office requires a MINIMUM OF 7 days to process transcripts. It is important that you plan accordingly.
Please follow the procedures listed below to request a transcript. It is important to know that we are required to comply with the Federal Regulations of the Privacy Rights of Parents and Students. We are required to obtain your written permission prior to releasing any educational records.
1) Print the form and complete it.
2) Bring the completed form to the guidance office in person.
3) Present the completed form along with proper identification.
4) You will be given the estimated date and time that the form will be ready for pick up or mailed.
For your convenience The Request for Transcript/Record Release Form is attached as a pdf file below.
You may want to call the guidance office in advance to insure that someone will be available to take the form and verify your identity.
Please call (401) 334-7515
ACT information for Students and Parent/Guardians: www.act.org/content/act/en/students-and-parents.html
ACT Prep: www.maxthetest.com
School Day PSAT: coming soon
School Day SAT: comming soon
Dates and information can be found here: SAT Testing Calendar
SAT Information: www.collegeboard.com
SAT Re-design: https://www.collegeboard.org/delivering-opportunity/sat/faqs
SAT Re-design Practice Test:
SAT Prep: www.maxthetest.com
Khan Academy SAT Practice: https://www.khanacademy.org/sat