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Supplementary Assignment?

Discussion in ' Substitute Teachers Archives ' started by teachin4ever , May 30, 2008 .

teachin4ever Cohort

May 30, 2008

What exactly is a supplementary assignment? There's one available at a school I really like for third grade. Does that mean I would be shuffled around as needed?

subteacher8608 Rookie

Jun 7, 2008

Hi! I'll try to explain a S.A. to you...this could get kind of long. A supplementary assignment is created whenever an extra person(sub) is needed in a school. One of my districts has quite a few of them. They are normally for paraprofessional positions, but I have seen and picked up some for actual classrooms. For paras, these are normally for positions where a permanent person hasn't yet been hired, or the permanent person left the school and their replacement hasn't yet been hired. However, it depends on the needs of the school. For example, I picked up a supplementary assignment once for first grade. This was the first time I had ever seen one for any grade, so I took it mostly out of curiousity. I ended up teaching first grade, subbing for a long term sub covering a maternity leave. A couple weeks later, I saw the same thing, so I took it. I was really excited because the class was great! This time, I ended up being a floater - Kindergarten, second, first (my favorites!!). At the same school, I picked up a S.A. for third grade a few weeks ago. I didn't know if I would be floating or filling in for a LTS. As it turned out, I was subbing for a second grade teacher who was upstairs proctering for a practice MAP test. I was kind of surprised...normally, this kind of job would be put in under the teacher's name, and reported as release time. As I said before, what you will actually end up doing will depend on the needs of the school. If you really want to know, I suppose you could call the school. But as I have seen, just because it is a certain position one time, that doesn't mean that it will be the same the next time!! I still haven't figured out the high school S.A. Language Arts position (actually a hall monitor)...

Thanks for clearing that up for me, subteacher!! I wasn't sure if anyone knew what I was talking about!!

Jun 8, 2008

You're welcome! Glad I could help (and that you understood my novel)!

Tasha Phenom

I think they use it as a code anytime that it isn't being counted against a specific person as personal/sick time. For example, my school hires a supplementary reading tutor that comes in twice a week. She is paid as a SA because it isn't counting against anyone's sick/personal time. It sounds like the same thing is happening for all the positions that SubTeacher8608 posted about - the time isn't being taken away from an employee, so it is supplementary.

Jun 14, 2008

My district pays the same for a SA as they would if you subbed for a person. This goes for both para and teacher positions.

mandagap06 Devotee

Jun 18, 2008

subteacher8608 said: ↑ Hi! I'll try to explain a S.A. to you...this could get kind of long. A supplementary assignment is created whenever an extra person(sub) is needed in a school. One of my districts has quite a few of them. They are normally for paraprofessional positions, but I have seen and picked up some for actual classrooms. For paras, these are normally for positions where a permanent person hasn't yet been hired, or the permanent person left the school and their replacement hasn't yet been hired. However, it depends on the needs of the school. For example, I picked up a supplementary assignment once for first grade. This was the first time I had ever seen one for any grade, so I took it mostly out of curiousity. I ended up teaching first grade, subbing for a long term sub covering a maternity leave. A couple weeks later, I saw the same thing, so I took it. I was really excited because the class was great! This time, I ended up being a floater - Kindergarten, second, first (my favorites!!). At the same school, I picked up a S.A. for third grade a few weeks ago. I didn't know if I would be floating or filling in for a LTS. As it turned out, I was subbing for a second grade teacher who was upstairs proctering for a practice MAP test. I was kind of surprised...normally, this kind of job would be put in under the teacher's name, and reported as release time. As I said before, what you will actually end up doing will depend on the needs of the school. If you really want to know, I suppose you could call the school. But as I have seen, just because it is a certain position one time, that doesn't mean that it will be the same the next time!! I still haven't figured out the high school S.A. Language Arts position (actually a hall monitor)... Click to expand...

Jun 26, 2008

mandagap06 said: ↑ this sounds like a SA is the same thing as a long term assignment which we have in my area but nothin called a SA Click to expand...

TeachTN Comrade

Jan 19, 2013

I know this is a super old thread, but I found it recently when trying to figure out the answer myself. In case someone else is wondering as well, I recently had a supplementary assignment come up in a job I accepted. The High School I was at called it a SA because the classroom teacher had left the position and the new teacher had not started yet, so, as stated, this sub position did not count against someone in particular. I was weary about taking the position, but would have no problem doing so now again in the future.

MrsPoppy Rookie

Jan 23, 2013

In my area, it is basically a floater. I usually end up going class to class filling in for teachers while they pull out students for testing (DRA's, MLPP, Math RATs, etc.) I have never been in fewer than 3 classes, and have been in as many as 6 in a day.

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How to Teach Effectively Using Supplementary Materials

Using supplementary materials in the language-teaching classroom..

Most of us suck at using supplementary materials effectively.

From the teacher who staggers into class with a mountain of handouts to the teacher who wanders in with nothing, I’ve seen (and done!) it all.

What I mostly see now is teachers using materials reactively rather than proactively. What do I mean? I mean, teachers see an activity in the coursebook and think, ‘Ah, I should practice this. Quickly, get handout/worksheet/video/whatever has the same target language so learners can use it’. They respond to the requirements of the course rather than plan ahead.

And that’s OK. But it could be so much better.

A pro-active approach means a teacher looks at a lesson’s aims , context , tasks, (and learner preferences) and then decides on (or creates) supplementary materials that are integrated into the whole class.

Supplementary materials are capable of so much more than we use them for. Instead of a band-aid to prop up ailing attention, we can use them to inspire learners to new heights and do a solid job of supporting the class aims.

How? Glad you asked…

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Materials should support learning

A language model

Well designed

Exploitable

Differentiated

Authentic or Natural

Let’s run through this list and discuss what each one means.

1. Engaging

Materials have got to be interesting! Yes, I know it’s easier to use the coursebook or the videos that came with the textbook, but if they send the learners to sleep, what’s the point?

To do that, you need to know what your learners find fascinating, stuff they love to talk about. You do know that, right? You’re their teacher, and once you understand what motivates them, you can use that as leverage to personalise materials and ramp up engagement. This increases their performance (and lowers behaviour management issues ) and gives you a much more enjoyable time as a teacher.

Unless, of course, your learners like talking about the Kardashians. No way. There are some lines I cannot cross.

2. A language model

It should go without saying that the materials you use or create need to have accurate English. It needs to serve as a model for your learners. Also, if you exploit them properly [see point 4, below], they can be a model for any ‘final activity’ you may have planned. This helps support the weaker learners in the class, who can use it as a reference throughout some of the more challenging activities.

3. Well-designed

You don’t need to be up to the design standards of Apple, but make sure there’s as little fluff as possible. Materials that require more than a couple of sentences of explanation are liable to confuse instead of help. The gold standard is to have your learners intuitively ‘get’ what they need to do.

4. Exploitable

This is a critical concept to get your head around. The idea of using material in your class multiple times to illustrate different points was a revelation when I first heard it. It expanded the way I thought about using materials in class.

The idea is that you can pull different aspects of language from the same material. I still remember the first time I saw this happen — learners were asked to notice new lexis in a handout, which was clarified, and then it was used to kickstart a discussion. Later, the target grammatical structures were pulled from it, and finally, it was referred back to it for an activity as a model for dialogue.

Talk about using supplementary materials effectively. My mind was blown.

And my materials were never the same again.

5. Differentiated

Yup, a fancy term just means catering to different levels of students in your class. You might have a handout with two versions, one offering more support for weaker learners. You need to pre-plan which version to give to which students before class, but this can pay dividends.

You’ll have fewer ‘fast-finishers’ as stronger learners are stretched by the more challenging version. Here are more ideas on how to differentiate .

6. Authentic or natural

It’s the eternal tug-o-war between authentic materials that learners struggle with vs inauthentic materials that learners understand.

The key is to be natural. If recording a listening, don’t sound like a robot. If writing a handout, don’t use the target grammar structure so much that you sound like a weirdo. Try and keep it as natural as possible.

Just make sure you use realistic-sounding language, even if it has some natural oddities.

A final word on coursebooks

I know that most of us have to follow a coursebook. Some poor teachers aren’t even allowed to deviate from the book (leave your job now!). Most of us can introduce supplementary materials we create that we feel will add value.

A coursebook isn’t interesting for all students all the time. That’s not possible. A coursebook’s job is to provide a base, a curriculum on which to base our lessons. To use supplementary materials effectively, it’s our job to personalise, improve and add value to the learning experience.

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Using Supplemental Resources in the Online Classroom

When you design or teach an online course, it’s critical that your objectives, assessments, and instruction align with one another. Creating this type of cohesive structure isn’t just for your own benefit; it helps students, other instructors, and even deans or department chairs understand why every course component exists in conjunction with the others. Although having tight alignment is an efficient way of designing an online course, it does have its drawbacks. What about students who want to know more about a topic? Or what about those who need additional help meeting a particular objective? One way of addressing these needs is through the use of supplemental resources.

Supplemental resources refer to any nonrequired instructional materials included in an online course. Simply put, they’re materials students can engage in, not materials they have to engage in. Although adding supplemental resources can create a gray area when it comes to your course’s design and context, when used appropriately, these types of resources can encourage learning, enhance student motivation, and even provide support for students who need it. This article will provide course facilitators and course writers with suggestions on how to use these types of resources in their online course.

Selecting Supplemental Resources

As with all elements of an online course, you must select supplemental resources carefully. Although supplemental resources are not a part of the Course Design Triangle , you can still use this model to help you choose these materials. First, consider your course context—your students, your course’s place in its program sequence, your class size, and any other unique identifying factors for your course. With this in mind, consider some of the following questions when selecting supplemental resources:

What are my students interested in?
How do my students learn best?
What are my students’ learning preferences?
What content covered in other courses in my program can I review?
What future content can I preview?

In addition to your course context, your learning objectives, assessments, and instructional materials all play a critical role in the selection of your supplemental resources. Supplemental resources can enhance these elements of your course, and can also add to the structure you’ve put in place for your students. For example, if you know about your students’ personal interests, you can include supplemental materials tailored to those interests. Or you can provide real-world examples and materials, which encourages learning and practical application.

Including Supplemental Resources

As with other elements of your online course, it’s also important that you add supplemental resources both purposefully and strategically. Students in your course should know that these resources are optional, not required. For example, you can label them as supplemental resources or group them together in their own module. Labelling can prove helpful if you want to include the resources as part of a specific module, whereas a stand-alone module might be better if you are going to use your supplemental resources throughout the entire course. There are many ways to include supplemental resources in your course, so consider what works best for you, your students, and your course.

Using Supplemental Resources to Encourage Learning

Supplemental resources can be a powerful tool for encouraging students to stay up-to-date in your field. By including resources that are related to your learning objectives, students can continue to explore topics that are of interest to them, which can increase their motivation in subsequent modules or courses in your field. In this respect, supplemental resources encourage exploratory learning and help students stay up-to-date with what’s occurring in the industry. And because they’re optional, students don’t have to stress about completing them. This can help you design for the margins; for example, students who might have mastery of a module’s objectives (or accelerate through them) have relevant resources in which they can engage if they choose.

Remember: Always clearly label your supplemental resources as such. Although these resources can encourage additional learning, if they’re not labeled as optional or supplemental, they can distract students who don’t want to read or take part in them. As with all aspects of the online classroom, clarity is key!

Using Supplemental Resources to Provide Support

Supplemental resources aren’t solely limited to encouraging exploratory or additional learning. You can also include supplemental resources in your course to help students who might struggle or need additional support. By doing so, you provide students who might otherwise find the course difficult with additional opportunities to succeed. This can take one of two forms:

Proactive support : These are the resources you select during the instructional design process. It can also refer to materials you add during course enhancement to address areas where students have struggled in past offerings of the course. When providing this type of supplemental resources, you anticipate areas you think students might find tough or problematic.
Reactive support : These are resources you disseminate during course delivery, typically in conjunction with formative assessment results. For example, if students struggle with an assessment and aren’t making progress toward learning objectives, you could send out supplemental resources to help them succeed.

Regardless of whether you use supplemental resources proactively or reactively, it’s important to remember that they shouldn’t be required course elements. In this respect, these resources aren’t necessary for students to achieve learning objectives and should instead focus on providing support to students if they choose to take it. Supplemental resources do not take the place of proper scaffolding in the online classroom.

Supplemental resources can be a powerful tool in your online course. When used appropriately (and not distractingly), they can help motivate, engage, and support students as they make their way through other course elements. By considering your course context and the other components of the Course Design Triangle, you can create valuable opportunities for your students to explore your content area and find support in more difficult times.

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Leveraging Supplemental Resources for K–12 Schools & Districts

Supplemental resources are such an invaluable tool for teachers. I’m talking about instructional materials that go beyond the regular required class materials, and for the most part, I’m talking about items that are not required. They are optional additional materials for students to extend their learning. Supplemental resources can include apps, websites, videos, software, or anything else you can find.

Infobase has tons to offer in the realm of supplemental resources, and if you haven’t already tried some of them out, I recommend taking a free trial !

chart of supplemental educational resources from Infobase, including Learn360, The World Almanac® for Kids Elementary, Infobase's eBook Collections, and Classroom Video On Demand

Regardless of which supplemental resources you use, these amazing optional materials can:

Engage students with the power of choice.
Empower students to explore their interests.
Elevate struggling students with additional support.
Extend high-achieving students to new heights.

Check out Infobase’s Instructional Strategies Toolkit for effective teaching strategies and resources!

Table of Contents

Engage Students with the Power of Choice

Choice is a powerful instructional tool when wielded carefully. Instructional choice gives students the power to choose their own learning path, helping them to become independent and self-directed learners.

Often the materials that we have in the classroom can be quite limited. I remember how much my students tended to dislike the stories in our English textbook. Sometimes they were biased against anything in the textbook, but often the stories simply didn’t appeal to them. Supplemental resources gave them options to practice the same skills with stories that they choose. When they choose what they’re reading, they gain ownership of their learning.

Universal Design for Learning

When I think about implementing choice to engage students, my mind goes straight to Universal Design for Learning, developed by CAST. The goal of UDL is to break down barriers so ALL students can learn. Grounded in neuroscience and research, the UDL Guidelines are split into three principles, all of which focus on providing multiple means, or in other words, providing options. Providing multiple means of engagement creates purposeful and motivated students. Providing multiple means of representation creates resourceful and knowledgeable students. Providing multiple means of action and expression creates strategic and goal-directed learners. All of these can be accomplished using supplemental resources. If you’ve never heard of Universal Design for Learning, or if you just want to learn a bit more, I urge you to go directly to the CAST website and explore the full Guidelines .

” Universal Design for Learning (8527950743) ” by Giulia Forsythe is in the Public Domain, CC0

Giving Students Choice

I’m sure at this point you’re asking, “How can I engage students with the power of choice?” I love choice assignments, and choice boards are a great strategy. The board can be filled with different types of activities: Watch a video, read an article, complete a worksheet, play an interactive learning game… the possibilities are endless. If I were teaching a lesson about figurative language, the choice board could have vocabulary activities with figurative language terms, examples for students to identify in poetry and fiction, worksheets for students to write their own examples, and even games to play. Each of these can be a supplemental resource. Most choice boards that I’ve seen look like a bingo board, and a great way to add an extra layer of fun can be offering a bonus challenge to complete a bingo pattern on the board! Students love a challenge, especially with a bonus point (or even candy!) reward.

I love having Choice Fridays. My goal for these days was always to get students to complete their missing work, so I would start with all students logging into their student portal to check their grades. Their first priority was to complete any missing work, whether it was from an absence or just a bad day they had. Once they had addressed all of their zeros, they could then choose from several supplemental materials: learning games, eBooks , educational videos , or anything else they wanted that was on my approved list.

Finally, open projects are amazing! Students can demonstrate the necessary skills and concepts in whatever way they choose. This goes back to UDL’s options of expression; I allowed them to show what they learned in a format they were comfortable with: written report, video, slides, infographic, website, the list goes on. Supplemental materials can help students complete their projects, both by providing the information they need but also in showing them different ways that information can be presented.

I do have one caution when it comes to student choice. I’ve talked a lot about the endless possibilities, but giving students infinite choice is the same as giving them no choice at all . It’s always better to give students a set of specific options rather than a completely open free-for-all. Especially when it comes to choosing a topic for a project, I think we all know that students can take three days to just decide on their topic and leave themselves with no time to do the actual project. Give them boundaries in their topic choice and clear cut options for their activities.

two people holding hands in a victory gesture

Empower Students to Explore Their Interests

Connecting to students’ interests is a powerful tool. Supplemental resources can empower students to explore their interests even further.

Before I go on, I always have a little bit of hesitancy here. I personally believe that teaching requires a delicate balance between connecting learning to students’ interests and not putting on a whole dog and pony show to entertain students. We are educators, not entertainers. However, we know that tackling complex work can be less daunting if the topic interests them and if they have a voice in how they accomplish the task.

Supplemental resources and student choice are the perfect way to connect to students’ interests without feeling like we’re just entertaining students. I’m not going to design a whole lesson around vampires because one student is obsessed with Twilight , but they can read about vampires in pop culture, watch a video about the historical myths around vampires, or learn a list of vocabulary terms relating to vampires.

The key is to encourage their obsessions. I love teaching the middle grades because they’re so passionate about their interests. Sometimes they change day to day, and sometimes they stick around for years, but it’s so important for teachers to encourage those healthy obsessions and give them the space to explore and grow and learn. The great thing about students is it takes very little effort to let them explore their interests. They do a great job of it all on their own, but we can help them out by including a variety of interests in our supplemental resources.

Elevate Struggling Students with Additional Support

So far I’ve talked about ways to engage and empower students using supplemental resources. Now I’d like to shift gears and look a little more pedagogically at how these supplemental resources can elevate struggling students by providing additional support where they need it.

Response to Intervention, or RTI, is all about providing targeted, data-based instructional strategies to meet the needs of each learner and help to identify students who truly have a learning disability, rather than throwing that label on any student who struggles. RTI is a tiered approach that starts in the classroom with progress monitoring and support for all students. When I taught eighth grade, we gave frequent Common Formative Assessments, or CFAs, to track the progress of students. When we see students struggling on these CFAs, we jump in with interventions to help them develop the skills they need. This is where our supplemental resources come in. They can provide invaluable support to students who are struggling on classroom assessments. Students need repetition of instruction and repeated practice to master a skill, and often they need more than our classroom textbooks can offer. Supplemental resources can provide additional exposure and practice with these key concepts and skills.

Other times, students simply need to have a concept explained in a different way. One of the biggest benefits of utilizing supplemental resources is in the variety of modalities and media available. If a student struggles after a class lesson, they can watch a video or look at an infographic to see the same information presented in a different way. Resources like Learn360 provide videos, worksheets, audiobooks, speeches, images, articles, fact sheets, maps, diagrams, and the list goes on. Creating a set of different types of resources all around the same concept or skill is a great first intervention with a struggling student.

There has been a lot of research to debunk the idea of students having different learning styles (auditory, visual, or kinesthetic), but there is also research that shows that providing information in multiple modalities engages different parts of the brain and helps students develop a deeper understanding. In fact, this goes back to Universal Design for Learning, specifically providing multiple means of representation, or the way we present the concepts to students.

dots with arrows and checkmarks, representing problem solving

Extend High-Achieving Students to New Heights

And finally, our high-achieving students. Supplemental resources can take on-level lessons to new heights by creating connections outside of the textbook. This is actually a strategy that I stole from my husband, because what are teachers if not pedagogical thieves? He’s also an English teacher, and he suggests giving on-level students an activity using a passage from the textbook while giving high-achieving students who need to be pushed beyond the grade level textbook the same activity using an outside resource to increase the rigor.

Supplemental resources are wonderful for their cross-curricular possibilities. This is especially great for students who are high-achieving in your content area but maybe struggling in another content area. Outside resources can help to create connections between content areas, strengthening a student’s learning in both areas.

Finally, an amazing way to engage and extend high-achieving students is in allowing them to create activities. One tried and true way to better understand a concept is to teach it. In creating a new activity, students need to do some research on the topic, locate or create from scratch a relevant activity, and put together instructions for their peers. This is yet another way to push students to take ownership of their learning and the learning of their classmates. In addition to the content, they’re gaining responsibility and teaching skills.

Want more on this topic? Check out our FREE webinar “Leveraging Supplemental Resources to Engage, Empower, Elevate, and Extend” with instructional designer Waneta Hebert!

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How to Write the Most Common Supplemental College Essays: A Complete Guide

Note: This post focuses on supplemental essays. If you want advice on the Common App prompts, check out our guide to the Common App essays .

Your grades are in, your test scores have been sent, and recommendation letters have been uploaded…but there’s one last component of your college applications left: the essays. For many students, essays are the final and most daunting hurdle to clear before hitting submit.

Your essays, however, are your opportunity to tell admissions officers how you want them to remember you. Maybe you didn’t do so well on the SAT, or maybe you got a lower grade than you hoped for in Honors Chemistry, but you can’t change your grades or scores.

The essays, however, are entirely in your control. There is so much freedom to tell your story and what makes you unique. Our mission at CollegeVine is to make the essay-writing as stress-free as possible. Read on for our tips and tricks on writing a college essay that will give you the best chance at getting that thick envelope!

Content overview:

Why this college?
Why this major?
Elaborate on an extracurricular activity or work experience.
Discuss a community you belong to that has impacted who you are today.
Crafting the essay
Avoiding pitfalls

Want to learn more about Supplemental Essays? Check out one of our popular recorded live streams on this topic.

Common Types of College Essays

Colleges will find a hundred different ways to ask a question, but most of the time, the prompt boils down to one of the following common essay themes.

Common Essay #1: Why this college?

Students’ most common mistake on a “Why this college?” essay is lack of specificity; in particular, some students will list attributes that can apply to multiple schools, which is what you want to avoid at all costs.

When it comes to a “Why this college?” essay, you need to discuss qualities and programs specific to that school. It is not enough to merely list or name-drop, however. Instead, talk about why this item is important to you. Here’s how this plays out:

What not to do:

I want to go to the University of Southern California because it is a highly ranked school in Los Angeles. In addition, I like its Cosmic Writers Club, as well as the Incubate USC program. I am especially excited about the abundant film resources.

Why the previous response doesn’t work:

There are many reasons you want to avoid a response like this. Let’s start with the first sentence: replace the school’s name with UCLA and the accuracy doesn’t suffer. What this means is that the sentence is not specific enough to USC. In addition, you never want to state, or even imply, that you’re applying to a school due to prestige or ranking.

The exception for the previous rule is if a school is ranked highly for a specific program of interest. For example, if you want to pursue creative writing and a school has the number one creative writing program in the country, you can mention this because it is a quality specific to that school. A school’s overall prestige, however, should not be mentioned in your essay.

Why else doesn’t this response work? Let’s look at the second sentence. The writer does well to mention specific programs within USC. However, the response fails to discuss why they liked these programs or how they would benefit from having access to them.

What to write instead:

As someone with a lasting love for writing and a blossoming passion for entrepreneurship, I was so excited to find a large urban school like the University of Southern California that would give me the resources to pursue both. From classes with award-winning authors—amongst them Professor T. Boyle, whose environmental fiction works are similar to those I hope to someday publish—to clubs like the Cosmic Writers Club, which unites author hopefuls, USC offers more resources than I could ever exhaust in my journey to publish my first book.

On the business side, USC is known for fostering the type of creativity and innovation needed in pursuing start-ups. In particular, I was so excited to learn of the Incubate USC program, a unique mothership of ideas that nurtures the creativity of students. With the help of this program, I would be able to pursue my growing interest in the world of start-up ventures.

Why the previous response works:

This response not only mentions programs and resources specific to USC, but it shows how the student would take advantage of these opportunities. In addition, this response portrays passion and ambition, infusing elements of the student’s personality while still staying focused on answering the prompt.

Other things to keep in mind:

The first time you say the school’s name, you should write it out. After that, you can abbreviate.
Avoid writing what every other applicant is going to write. For example, every NYU applicant is going to mention NYU’s location in New York City. Unless you have a unique twist on this, you should skip it.
Don’t mention frivolous things like dorms or dining halls. Your reasons for liking a school should be more substantial.
Do your research. For example, don’t say you’ve always wanted to go to a city if you’re writing an essay for a rural school.
Do not copy and paste your “Why this college?” essay and simply change the school name. Many non-Harvard admissions officers have received essays from students about why they want to go to Harvard. If your “Why this college?” essay is so general that you can copy and paste it, your reasoning will not impress admissions officers.

For more tips on writing this essay, see our complete guide to the “Why this college?” essay , including a real sample essay.

Common Essay #2: Why this major?

One of the most important things to remember is that admissions officers are not looking for a résumé. This is not to say you can’t discuss your activities and how they culminated a passion for a specific major. The challenge, however, is to use these activities to tell a story rather than a mere list of achievements.

How do you do this? Share your thought processes. Many times it is the thoughts surrounding an activity more than the activity itself that will show the reader your journey to choosing a major.

Other tips:

Don’t ever say that your reason for choosing a major is money-making potential. If you want to mention life beyond college, then talk about how this major will help you achieve your dreams. If your dream is to produce a feature-length film and a film major will help you get there, say that. But don’t say your dream is to be a rich film producer.
Undeclared? That’s totally okay. Just be sure to list a couple potential majors, and explain your interest in those. Under no circumstances should you say you have absolutely no idea, as that will make you look like you don’t care. For more tips, see our post on how to write the “Why this major?” essay if you’re undecided .

For more tips on writing this essay, see our complete guide to the “Why this major?” essay , including a real sample essay.

Common Essay 3: Elaborate on an extracurricular activity or work experience.

Is there an activity or work experience in your application that you have more to say about? Maybe there’s a story behind it that you want to tell. Some questions to consider are:

How did you become interested in this extracurricular?
What is your role in the activity or work experience?
Why do you do it?
Have you experienced growth within the activity over time?

There are endless angles you can pursue here, but your essay should, in short, show your motivation behind participating in a certain activity or job.

What you don’t want to do, however, is simply restate something that’s been said elsewhere. If you have already spotlighted an activity in another essay for a given college, don’t write about the same activity. Your goal here is to share new information and your breadth of experiences.

As with the “Why Major?” prompt, it is more powerful to share a story with the reader rather than to detail the activity itself.

For more tips on writing this essay, see our complete guide to the Extracurricular Activity essay , including a real sample essay.

Common Essay 4: Discuss a community you belong to that has impacted who you are today.

“Community” can mean many things, so there are many possible approaches to this prompt. Some applicants respond with a community they’re linked to through culture, and others through sports or a club.

One thing you can emphasize is personal growth—or other aspects of who you are as a person—that has come from belonging to this community. The majority of the essay should, in fact, center around how being part of this group has changed or impacted who you are as a person.

What to avoid:

Do not discriminate against other communities in your response.
Try not to talk about your community in broad terms, but instead focus on your place within this community.
Avoid using the essay as a chance to complain. If you choose to talk about challenges in a certain community, find a way to give your essay a sense of resolution. This can consist even of talking about how you’ve grown as a person or learned how to confront these obstacles in a productive way.

Writing the Essay

Phase 1: ideation.

Highlights of this section:

Thinking of an idea
Portraying individuality
Staying true to yourself
General tips and tricks

Now that you’re familiar with some of the most common types of essay prompts, let’s dive into the ideation process. Here are some questions that it’s good to ask yourself when you’re just starting out, particularly when the prompt deviates from the more straightforward archetypes above:

What makes you unique?
What is your story?
Is there something you weren’t able to say in your application that you think admissions officers should know?
Did you mention something earlier in your application that you want to elaborate on?

Remember that your essays, and application in general, should read like a portfolio in which all components are complementary without being redundant. If the application is like a drawing, then the essays should contribute to creating one coherent image without sketching the same line more than once or leaving gaps in the drawing.

Don’t shy away from being quirky! The more you present yourself as your own unique person, the more likely the admissions officer is to remember you. Take the following cases, for instance:

A football player who scores a winning touchdown in the last five seconds of the game.
A football player who knits scarves for residents of a retirement home in his free time.

In the first case, telling this story doesn’t do anything to differentiate this football player from others. However, the second story portrays a unique student with two interests the reader might not otherwise have paired together. Individuality is the goal here.

Of course, don’t exaggerate , lie, or pretend to be someone you’re not. In particular, don’t write something just because you think the admissions officer wants to hear it. They have read enough applications to separate the genuine voices from the insincere. As such, your only job is to put your true self on the page!

Here are some other things to keep in mind while brainstorming college essay topics:

Narratives will always be more successful because they engage the reader emotionally. They are also an easy way to demonstrate how you’ve changed and grown over time.
If you have already emphasized something in your application, don’t dedicate an essay to it unless can share an entirely new perspective. When in doubt, choose a new topic.
Your essay doesn’t have to be about something rare and incredible. You don’t have to have started a company or traveled the world to write a solid essay. In fact, some of the strongest essays have taken a simple, perhaps even everyday occurrence, and portrayed it in a beautiful way that shows a unique way of thinking.
Be sure to answer all aspects of the prompt while still giving the reader insight into who you are. It’s very easy to speak about some topics in third-person or broad terms (example: “What is your idea of success?”). Don’t do this. Instead, find a way to link the prompt to your own life.

Overall, think of the essays as a way to let the admissions officer get to know you on a personal level. Humanize yourself.

Discover your chances at hundreds of schools

Our free chancing engine takes into account your history, background, test scores, and extracurricular activities to show you your real chances of admission—and how to improve them.

Phase 2: Crafting the Essay

Show, don’t tell.
Perfecting the first and last sentence
What does the essay say about me?

You have likely heard this next tip a hundred times throughout high school, but it’s vital to writing a strong essay: show, don’t tell . The whole point of essays is to give insight into who you are and how you think. Can you effectively do that if you’re merely listing off things that happened? Nope. Let’s take a lot at two examples:

An example of telling: The cat ran out the door, and I got scared.
An example of showing: The doorbell rang, accompanied by the creak of the mailbox as the mailman slipped the day’s envelopes inside. I ran downstairs and threw the door open, knowing today was the day I was going to hear back. My excitement made me oblivious, though, and it wasn’t until I saw a blur of dark fur dash through the open door that I realized my mistake.

The second example takes the facts and turns it into a story. It gives the reader a sense of anticipation as well as a character to identify with and root for. That’s what “show, don’t tell” does for your essay.

Now let’s talk about the two most important parts of your essay: the first sentence and the last sentence.

Your first sentence’s job is to hook the reader. Aim for a first sentence that surprises, even slightly jars, the reader to wake them up and get their full focus on your essay. Here are some examples:

It wasn’t supposed to be blue.
Was the car meant to sound like that?

In both cases, the writer has intentionally withheld information, providing just enough to leave the reader wanting to know the rest of the story. What isn’t supposed to be blue? What happens next?

As for the last sentence, its job is to resolve the essay, leaving the reader with a sense of peace and finality. Give the reader one last great impression to remember you by. Here’s an example:

“I’ve learned to hold my failures close; not so close that they burden me, per say, but just

close enough that they can guide me as I journey onward.”

This sentence works because it gives the reader a sense that, though the story continues on in the form of the narrator’s ongoing journey, the story on the page has been resolved. It feels peaceful.

Now then, after you’ve completed your first draft, the next thing you want to do is ask yourself the following question : What three things about me can the reader get from reading this essay? If you’re having trouble answering this question, then the essay needs to share more about you. Otherwise, you’re ready for revision!

Phase 3: Revision

Careless errors
Staying under the word limit
Getting a second opinion

You’ve done the hard work. You came up with a brilliant idea and poured your heart and soul into the writing. Now comes the tedious part: revision.

Most importantly, college essays need to be absolutely devoid of grammatical or spelling mistakes . You don’t want to give your admissions officer the impression that you didn’t care enough to proofread, especially after all of your hard work.

Another aspect that tends to frustrate students is the word limit. If you’ve made it under the word limit, great! If not, here are some methods of cutting down.

Example: In visiting your campus, it occurred to me that the method with which you schedule your classes is ideal because…
This can be cut down to: The way you schedule your classes is ideal because…
Most times phrases such as “I think,” “I believe,” “it seems,” and other similar wording is not necessary and simply takes up extra space. Use your judgement, but generally, these phrases get the boot.
Keep an eye out for the word “that.” This can almost always be cut.
If you use a long hyphen (—), no space is needed between words. This will bring your word count down. Don’t get too hyphen happy, though!

If the above tips are not enough to get you below the word limit, you may need to remove entire paragraphs. If a paragraph does not drive the story forward, or is unnecessary in understanding the progression of the story, you may want to remove it.

Once your essay is mistake-free and below the word limit, your next task is to send it to at least three trusted individuals. Ask them the following questions to guide their suggestions:

Does it make sense?
Does it sound like me?
What does it say about me? (Check that this aligns with what you want it to say about you).

Take note of their responses and decide what changes you want to implement. Be receptive, but remember to stay true to yourself and your vision.

Avoiding Pitfalls:

Avoid discussion of taboo subjects or things that can be perceived as controversial. Everyone is entitled to their own views, but you don’t want to chance saying something controversial that your reader might disagree with.
Never appear discriminatory in any way. Colleges tend to be vastly left-wing and progressive.
Don’t turn in work that isn’t your own. When does accepting another person’s edits become plagiarism? If they are rewriting entire sentences in their own words, it is no longer your own work.
Avoid clichés! It is okay to write about a common experience (like a sports injury or service trip), but only if you have a unique take on them. Don’t write on a popular topic if you will simply describe the same lesson that everyone else learned.
Don’t write your essay directly into the application text box or it may not save your work. Write it in a separate document and copy and paste it later. Then, double check that the format is correct.

At the end of the day, your essays should just leave the reader thinking: I want to have a conversation with this student. You want to show that you’re an multifaceted, mature person with an interesting story to tell. At CollegeVine, we’re rooting for you all the way—go get writing!

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

supplemental assignments

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Supplementary Aids and Services (Component of the IEP)

highly rated graphic with star and blue ribbon, which indicates that this resource has been highly rated by CPIR's review team of staff at Parent Centers from all regions of the country

Current as of November 2017 This info in Spanish | Esta información en español

The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. We’ve split up the discussion of each of these important elements, because there is so much to say about each. This article focuses on supplementary aids and services .

IDEA ’s exact words (Keep scrolling)
The short story on supplementary aids and services
Examples from the field
Making the short story longer
Don’t forget about accessible educational materials
Suppose a child needs…

IDEA’s Exact Words

Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:

(4) A statement of the special education and related services and supplementary aids and services , based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP.

The Short Story on Supplementary Aids and Services

Photo of a laptop computer and a pair of headphones.

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …

Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include:

direct services and supports to the child, and
support and training for staff who work with that child.

That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.

Examples from the Field

The definition of “supplementary aids and services” was new in IDEA ’97. Since then, the field has fleshed out the definition through practice. Numerous states have developed IEP guides that include both the regulatory definition of “supplementary aids and services” and examples to guide IEP teams in their considerations of what a student might need. Here are some examples that the New Mexico Public Education Department (2004) provides online that you may find illuminating:

Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; altered physical room arrangement)

Levels of staff support needed (e.g., consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant)

Planning time for collaboration needed by staff

Child’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment)

Pacing of instruction needed (e.g., breaks, more time, home set of materials)

Presentation of subject matter needed (e.g., taped lectures, sign language, primary language, paired reading and writing)

Materials needed (e.g., scanned tests and notes into computer, shared note-taking, large print or Braille, assistive technology)

Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment)

Self-management and/or follow-through needed (e.g., calendars, teach study skills)

Testing adaptations needed (e.g., read test to child, modify format, extend time)

Social interaction support needed (e.g., provide Circle of Friends, use cooperative learning groups, teach social skills)

Training needed for personnel

Making the Short Story Longer

As said above, considering the supplementary aids and supports that a child needs should take into account the academic, extracurricular, and nonacademic environments available to, and of interest to, the child . That pretty much covers the gamut of school settings where children might be engaged in learning, interaction, and development, doesn’t it?

The last two elements— extracurricular and nonacademic —are actually new to IDEA in 2004. Consistent with the inclusive nature of the legislation, the final Part B regulations have added the phrase “in extracurricular and nonacademic settings” to the definition of supplementary aids and services and, thus, enlarged the scope of where supplementary aids and services must be provided, as appropriate to the child’s needs.

Don’t Forget about Accessible Educational Materials

And while we’re on the subject of supports that really do support children, since its reauthorization in 2004, IDEA has greatly improved access to instructional materials for blind or other persons with print disabilities—textbooks and workbooks, for example.

Now, print materials are to be rendered into a wide range of accessible formats, including Braille, large print, audio text, or digital text. For students who are blind, or who cannot use standard print materials, having access to a format they can use will be a huge leap forward, educationally.

For more information about obtaining accessible instructional materials, the school’s obligation to provide them to students who need them, and how these materials are generated, visit the National Center on Accessible Educational Materials , at: http://aem.cast.org/

Suppose a Child Needs…

Suppose a child needs a specific supplementary aid or service that’s typically provided in separate environments, not in the regular education classroom? Does this mean that the needed supplementary aid or service doesn’t have to be provided? Or that the child’s placement may then be somewhere other than the regular educational environment?

No , to both questions. The public agency is responsible for providing the supplementary aids and services that the IEP team determines the child needs and lists in the child’s IEP in order to enable the child to be educated in regular education settings with nondisabled children to the maximum extent appropriate.

The fact that supplementary aids and services often play a decisive role in whether or not the child can be satisfactorily educated in the regular educational environment makes it all the more important that the public agency meet its responsibility to provide them. If the IEP team has determined that the child can be satisfactorily educated in the regular classroom with the support of a given supplementary aid or service, those aids or services must be specified in the child’s IEP and must be provided to the child. (71 Fed Reg. 46588)

Concluding Words

A fair amount of time and space has been devoted to this discussion of supplementary aids and services. For many children with disabilities, these are pivotal elements in their participation in school-related settings, activities, and learning opportunities.

New Mexico Public Education Department. (2004). A sampling of supplemental supports aids & services . Retrieved December 6, 2017 from: http://www.ped.state.nm.us/seo/library/qrtrly.0204.lre.handouts.pdf

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of “High Quality, High Relevance, High Usefulness” to Parent Centers. ________________________________________

Would you like to read about another component of the IEP?

If so, use the links below to jump there quickly.

Present Levels How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the “present levels” statement in the IEP.

Annual Goals Once a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Benchmarks or Short-Term Objectives Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you’re wondering what that means, this article will tell you!

Measuring and Reporting Progress Each child’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

Special Education The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

Related Services To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services . Find out all about these critical services here.

Supplementary Aids and Services Supplementary aids and services are intended to improve children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

Program Modifications for School Personnel Also part of the IEP is identifying the program modifications or supports for school personnel that will be provided. Read more here.

Extent of Nonparticipation The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA’s foundational principle of LRE.

Accommodations in Assessment IDEA requires that students with disabilities take part in state or districtwide assessments . The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

Service Delivery When will the child begin to receive services? Where? How often? How long will a “session” last? Pesky details, but important to include in the IEP!

Transition Planning Beginning no later than a student’s 16th birthday (and younger, if appropriate), the IEP must contain transition-related plans designed to help the student prepare for life after secondary school.

Age of Majority Beginning at least one year before the student reaches the age of majority, the IEP must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. What is “age of majority” and what does this statement in the IEP look like?

Supplemental Essays Guide: How to Write, Tips & Examples

Reviewed by:

Former Admissions Committee Member, Columbia University

Reviewed: 9/11/23

Writing stand-out supplemental essays may be your ticket into your dream school. Follow along for our complete guide on writing perfect supplemental essays for college.

If you’re working on supplemental essays, you’ve already spent countless hours perfecting your application. However, even the perfect application must be followed by stellar supplementals to get you into your dream school. That’s right, supplementals are a highly important piece of the application process - so how can you perfect yours?

In this complete guide, we’ll cover everything you need to know about writing excellent supplemental essays, including examples from well-written essays , tips for common essay prompts, and each possible length. To top it all off, we’ve also included answers to the most frequently asked questions about writing stand-out supplemental essays.

Let’s get started!

What are Supplemental Essays?

Supplemental essays are additional writing samples that you submit along with the rest of your college application. Many high-ranking schools ask for these essays, as they are intended to be more specific than your personal statement. It’s a chance for you to further demonstrate why you are a good fit for the school you’re applying to.

How Important are Supplemental Essays?

In short, supplemental essays are an extremely valuable part of your application. Your application allows schools to see the base of your work ethic through numbers (grades, extracurriculars, awards, and more), but it doesn’t give any indication of your personality.

These essays are your first opportunity to give your university an idea of who you are and what you are passionate about.

Excellent essays can tip the scales in your favor, especially for highly competitive schools where most candidates have excellent grades. An in-depth, well-written essay can set your application apart from others.

What are Colleges Looking For in Supplemental Essays?

In supplemental essays, colleges look for honesty, specificity, and the ability to answer the prompt accurately and succinctly. We will look at several common prompts that colleges often use:

“Why This Major?”
Community/diversity
Extracurricular

Using these prompts helps college admissions get a better idea of who you are as an applicant.

How to Write Different Supplemental Essay Prompts

Every college has a unique set of prompts they distribute to their applicants each year. However, most prompts follow core formats. Here are some of the most common types of supplemental essays and how to write them.

The “Why Us?” Essay

The “Why Us?” or "Why This School?” essay is one of the most common prompts in circulation. Top schools such as Brown, Columbia, and Cornell have all been known to ask applicants to answer this prompt as part of their application. So, how do you write the “Why Us?” essay? Let’s talk about it.

When a college asks you why you want to go there, the admissions committee wants to know a few things:

The specific things about this school that appeal to you (have you done your research?)
How you will contribute to this school’s college life
How attending this school will help you achieve short and long-term goals

With this prompt, avoid listing reasons you want to go to the school unless you are directly instructed to do so. This is an opportunity to show the admissions committee how much their school matters to you, what programs and courses most interest you, and how the school will help you develop your passion and achieve your goals.

You should do thorough research on the school and consider what sets it apart from other colleges on your list . Avoid providing general reasons that could be said about any other college.

Writing this essay is your chance to showcase why you are passionate about attending this specific school and why it matters to you. Finally, conclude your essay by explaining how and why attending this school will help your long-term goals.

‍ “Why Us?” Essay Sample from Columbia University:

“Computer science is at the core of my academic passions and my life ambitions. What I value in life is being around brilliant technologists. At Columbia, I have worked with and befriended the most driven and gifted programmers I’ve ever met. In January, I formed a team with three Columbia freshmen for MIT’s annual strategy-game-playing artificial intelligence competition. Ben, Ryan, Koh and I spent the month reviewing matches, debating approaches and tweaking our models. More than once we coded through the night. Their caliber was clear in the subtle insights that their multi-disciplinary backgrounds gave them and they gave me something to aspire to.

I have many interests that lie outside of my intended major but that I want to continue to pursue, and Columbia provides an environment for those diverse passions. Recently, while at a Columbia math club meeting with Ben, I ran into a political science major, Mathieu. He was elated to point out the insights that a love of math granted him in his courses and his conviction encouraged me to explore the peculiar intersection of the two fields.

I love teachers who love to teach. At Columbia, I’ve seen faculty who have a love for what they do and who care about students. While touring, I sat in on a quantum mechanics lecture. Professor Norman Christ strode into the room at eight on-the-dot and jumped into a discussion of WKB complex value approximation. For three straight hours, he guided us through the intricate world of QM without any notes. His enthusiasm brightened that drizzling Monday morning. That I could follow the lecture at all is a testament to his lucid explanations and extraordinary knowledge. When I came to him with questions afterward, he helped me truly understand a topic that initially felt years out of reach.”

Why this is a successful essay: In this essay , the writer starts by talking about their major and how Columbia provides an excellent program. They continue to add how they could positively impact Columbia if accepted. Take note of how the writer lists their key topic at the beginning of each paragraph and then connects Columbia to each topic.

This student also mentioned that they enjoyed a Columbia professor's lecture, which is an excellent way of showing their deep interest in the school. Showing in your essay that you are passionate about the program and that you’ve done your research can be a point in your favor.

The “Why This Major?” Essay

Although this prompt is very similar to the “Why Us?” essay, your answer should focus entirely on why you’re passionate about your degree. Think of this essay as an opportunity to tell the story of how you developed your passion. Try creating a timeline before you start writing to help organize your ideas. It should look something like this:

1. The first time I thought about pursuing this major was: __________________

2. I started to get more serious about pursuing this passion when:___________________

3. I’m now applying to this program so that in the future, I can: ___________________

Creating a timeline can help you easily convey how important your major is to you and the journey you’ve taken to build upon your passion.

You can also include, if it applies, what specific things about your school’s program that drew you to your current selection. However, the main focus of this essay should be how you developed your passion for the subject and what you want to do in this field later on.

"Why This Major" Essay Sample from Yale:

“Literature and anthropology are telescopes into the past; philosophy, a prism into the mind. I want to ask the hard questions: Do I have free will? Is meaning lost in translation? Is there eternal truth? What is an “I”? Am I my mind, body or something more? Literature is an empathetic account of the past, anthropology a scientific documentation of human lives. I want to find commonality in lives separated by time and space, find meaning within them, partake in the collective memory of humanity, and interrogate what it means to be human.”

Why this essay works:

In this short essay example from a Literature and Anthropology student from Yale, the student gets straight to the point. Demonstrating the questions they have that they hope to answer throughout their education is an excellent way to show that you’ve given your major a lot of thought.

They’ve also captured the true essence of their major in the last sentence by stating they want to “partake in the collective memory of humanity” and “interrogate what it means to be human.” Whatever major you choose, write honestly about what calls you to the subject and demonstrate that you have a thorough understanding of the genre of material you’ll be studying.

The Adversity Essay

As one of the most challenging essay prompts, the adversity essay presents students with the uncomfortable task of recalling a difficult life experience and explaining how they overcame it.

For some, choosing an instance of adversity can be the most challenging part of this prompt. Keep in mind that adversity looks different to everyone. Your story doesn’t have to be overly tragic to write a good adversity essay; you simply need to approach your issue from a place of growth.

One of the main mistakes applicants make when writing the adversity essay is thinking that their adversity story needs to be overly tragic or complex. Instead of focusing on the actual adversity, your essay should mainly focus on the steps you took to overcome the adversity and learn valuable lessons moving forward.

If a school asks you to write an adversity essay, the admissions committee wants to know how you handle a challenge. If you buckle under pressure, you may not be able to handle the intensity of a heavy workload.

Therefore, schools want to know that you are capable of facing challenges head-on and have the capacity to learn from your mistakes.

Adversity Essay Sample from Harvard University:

“When I was a freshman in high school, I didn't care about school or my education. I couldn't see a future where it mattered whether I knew how to say 'how are you' in Spanish or how to use the Pythagorean theorem. Because I couldn't see the point of these classes, I found myself disconnected from the high school experience as a whole, which resulted in low grades. My parents expressed their disappointment in me, but I still couldn't bring myself to care; I was feeling disconnected from my family, too.

I didn't realize it at the time, but I was depressed. I stopped spending time with my friends and stopped enjoying the things I used to enjoy. I was feeling hopeless. How could I get through three and a half more years of high school if I couldn't even get through a semester? I couldn't stand the thought of feeling this way for so long – at least it felt so long at the time.

After a few failed tests, one of my teachers approached me after class one day. She said she also noticed a difference in my demeanor in the last few weeks and asked if I was okay. At that moment, I realized that no one had asked me that in a long time. I didn't feel okay, so I told her that. She asked me what was wrong, and I told her that I was feeling disconnected from school and classes and just about everything at that point.

My teacher suggested I visit my guidance counselor. So the next day, during study hall, I got a pass to visit with my guidance counselor and told her I was feeling disconnected from classes and school. She asked me what my interests were and suggested that I take an elective like art or music or a vocational tech class like culinary arts or computer coding. I told her that I wasn't sure what I was interested in at this point and she told me to take a couple of classes to see what I like. At her persistence, I signed up for art and computer coding.

It turns out art was not my thing. But it also turns out that computer coding is my thing, and I am not sure I would have realized that had I not gone to see my guidance counselor at my teacher's recommendation. After taking computer coding and other similar classes, I had something to look forward to during school. So even when I still dreaded taking Spanish and Geometry, I knew I could look forward to an enjoyable class later in the day. Having something to look forward to really helped me raise my grades because I started caring about my future and the possibility of applying for college to study computer science.

The best thing that I took away from this experience is that I can't always control what happens to me, especially as a minor, but I can control how I handle things. In full transparency: there were still bad days and bad grades, but by taking action and adding a couple of classes into my schedule that I felt passionate about, I started feeling connected to school again. From there, my overall experience with school – and life in general – improved 100%."

Why this is a good essay: In this essay , the applicant focuses on personal development. They begin by addressing their low grades and poor mental health at a younger age and how the experience affected them. The main focus of the essay, however, is how they found the motivation to get back on track and improve their grades.

The student has taken this essay opportunity to not only explain the poor grades that Harvard will see from freshman year but has also proven that they have the ability to pull through when times get tough. Remember, the adversity essay should focus mainly on how you’ve learned and grown from a negative experience rather than focusing on the experience itself.

Community/Diversity Essay

Essay prompts that ask about your experiences in your community help colleges to better understand your unique perspective. Many schools aim to cultivate a diverse environment to enrich the student experience and make sure students from all different backgrounds feel welcome on campus.

Diversity can relate to your ethnicity, culture, birthplace, health, socioeconomic status, interests, talents, values, and many other things. There is no “correct experience” when it comes to choosing a topic here. In this essay, you have the opportunity to celebrate your unique perspective.

Think about experiences that are important to your identity. For example, you could write about your hometown, a family tradition, a community event, a generational story, or whatever feels most authentic to you.

Keep this essay authentic; avoid fabricating a story or using someone else's experience. This story needs to come completely from you and let your school get some more information on who you are.

Community/Diversity Essay Sample from Duke University:

“The pitter patter of droplets, the sweet smell that permeates throughout the air, the dark grey clouds that fill the sky, shielding me from the otherwise intense gaze of the sun, create a landscape unparalleled by any natural beauty. I have gazed upon the towering cliffs of Yosemite, stood next to Niagara Falls as the water roars, succumbing to the power of gravity, and seen the beaches of Mexico basked in moonlight, yet none of these wonders compares to the simple beauty of an Arizona rainstorm. To me, our rain represents more than humidity and darkness; its rarity gives it beauty. The uncertainty of when the next day of rain will come compels me to slow down, and enjoy the moment.

Out of the three realms of time; past, present, and future, the present is the only one we can experience, and I take advantage of every moment I have. When I pause my running to enjoy a sunset that dazzles the sky with brilliant colors of purple and orange, when I touch my brush to a canvas and focus on my movements in the present, when I drive home after a long day of improving our robot, and decide to drive around my neighborhood to finish “Garota de Ipanema”, which just popped up from my playlist of 700 songs, I am taking advantage of the moment.

So next time it rains, step outside. Close your eyes. Hear the symphony of millions of water droplets. And enjoy the moment.”

Why this is a successful essay: This essay is an excellent example of pulling a unique experience from your life and expressing its importance. The applicant tells a compelling story about their unique perspective on rain in Arizona and does an excellent job of expressing how special the seemingly mundane event is to them.

The language used here is visually descriptive, which makes the reader feel as if we are experiencing the event with the writer. This is an excellent way to get the admissions committee to feel connected to your story and get a better understanding of who you are and what you enjoy doing in life.

The Extracurricular Essay

Many schools are interested in how you spend your time outside of the classroom. Extracurricular essays are quite common as supplemental essays, although students often struggle with how to make an entire essay out of their extracurricular activities. That’s why it’s important to brainstorm and create a story.

Think of a problem that arose while you were participating in one of your extracurricular activities, such as:

Your sports team lost an important player
You were injured during a dance recital
Your music group needed funding
Your local soup kitchen was at risk of being shut down, etc.

The problem you choose can be big or small as long as it lends itself to a story. Think about the problem and how you took steps to solve it with your team or other members of your community.

Use your extracurricular essay to show how your passion and motivation extend beyond the classroom. You can choose any activity to write about, as long as it was not during regular school hours or related to a specific course.

Extracurricular Essay Sample from Yale:

“ Haunted romanticism, ravaged gaze, desperation bordering on lunacy, Saturn Devouring His Son first caught my attention as a bored nine-year-old wandering around a museum, and once again as a high-school student, after catching a glimpse of it in a textbook.

Because after looking at angelic frescos after more Church frescos, I could not stop myself from flipping back to the tiny printing of this unholy piece. I sought to discover the story behind it—what caused this artist to create something so raw and naked, in the age of staid royal family portraits?

I became immersed in unraveling each bit of the story, how Goya had long transitioned from a royal painter, to a harsh, but veiled critic of society, the desolation that occurred during the French occupation of Spain, the corruption of Charles IV— who was really only a puppet ruler to Godoy. I learned how kingdoms rose and fell—and rose again, how art is unafraid to capture the seditious attitudes of the common people, and how it has endured to teach us of past mistakes.

I fell in love with dissecting the messages from the past, and discovering how we still have not listened to them.”

Why this essay is successful:

The prompt for this Yale extracurricular essay was “Write about something that you love to do,” and the writer has certainly delivered. Here, the writer goes into detail about why they enjoy going to art museums outside of school. They’ve kept their essay focused on the meanings behind the paintings, giving the reader a deeper understanding of not only what fascinates them - but why it does.

The real key to an extracurricular essay is showing your passions outside of school. There is no right answer; you should simply focus on what interests you and explain why. Try to make the reader feel as if they are there with you. Think about the smells, the sights, and the feelings that surround your extracurricular interest and include them in your essay.

College Supplemental Essay Length

All of the essay types above come in different lengths. Some essays will ask only 150 words or less, while some have no word limit at all. Here, we’ll go over how to adjust your writing depending on your word count.

Short Essay

There is a broad misconception that writing a short essay is “less work,” which we are unfortunately here to squash. Writing shorter-form essays (150 to 500 words) can be more challenging because you have less room to make your point, and your writing must be concise.

To write an excellent short-form essay, start by brainstorming your ideas and move on to writing once you have a solid idea of the main points you want to include. Avoid fluff, repeating the question, reciting your resume, and run-on sentences. The best short essays are honest and to the point.

If your essay is too long when you’ve finished writing, go through each sentence and ask yourself: “Could I tell this story without this sentence?” If yes, cut it completely. If you answered no, find ways to subtract unnecessary words. Having a friend help you edit is a great way to find out which parts are making the text longer without lending anything to the story.

Medium Essay

A medium essay is a sweet spot. Typically, a length of one to three pages flows easily and allows the writer to include all necessary information without repeating themselves or taking anything away.

Because of this, make sure not to go over or under the word count. Most students do not struggle to keep their writing within these parameters, so it’s important to respect them.

Although you have more room in a medium-length essay, your writing should still be concise and flow well without including excess information. It’s always a good idea to have a teacher, friend, or family member look over your story.

Make sure that when they edit, they are looking for things like grammatical errors, run-on sentences, and unnecessary information. They shouldn’t take too much out of your essay because you don’t want the voice of the essay to change.

Long Essay

When tasked with writing a long essay (three pages or more), it can be challenging to continuously provide fresh information and avoid repetition. However, repetition and dragging sentences is the main thing you’ll want to avoid in a long-form essay. To do this, you should rely heavily on planning and your thesis statement.

Your thesis statement sets up your article, allowing you to break the information into parts and tackle each step individually. Brainstorming before you start writing is critical as it ensures you have enough relevant information to fill out the full length of your paper.

How to Write School-Specific Supplemental Essays?

It’s a good idea to tailor your supplemental essays to match the expectations of the school you’re applying to. Here are some guides on how to write outstanding essays for specific schools:

How to Write the Harvard Supplemental Essays
How to Write the Vanderbilt Supplemental Essays
How to Write the University of Michigan Supplemental Essays
How to Write the Duke Supplemental Essays
How to Write the Princeton Supplemental Essays
How to Write the Northwestern University Supplemental Essays
How to Write the UPenn Supplemental Essays
How to Write the University of Washington Supplemental Essays
How to Write the Boston College Supplemental Essays
How to Write the Cornell Supplemental Essays
How to Write the Bowdoin Supplemental Essays ‍
How to Write the Pepperdine Supplemental Essays

These guides will help you write stellar essays!

FAQs: Supplemental Essays

Here are our answers to some frequently asked questions about supplemental essays.

1. Do Colleges Care About Supplemental Essays?

Yes, colleges care about supplemental essays. Your writing gives colleges extra insight into who you are as a person beyond your grades. Strong essays can give you an advantage in your application to many different schools.

2. What to Include in Supplemental Essays?

Stick to the prompt. Your response should approach each aspect of the prompt while providing genuine information about your life experience.

Each essay prompt is different, but admissions committees always love to hear a good story. Use descriptive yet concise language to get your points across while transporting the reader into your world.

3. When Should I Start My Supplemental Essays?

You should start planning your essays as soon as you receive the prompts for each. Once you’re confident in your plan, begin writing your essay as soon as you can to give yourself plenty of time to edit before submitting.

4. Are Supplemental Essays Hard?

For students who are not strong writers, it can be challenging to get started on your essays. However, the most important part of your essay is to remain genuine, tell your story, and be concise.

5. How Do I Start Writing My Supplemental Essay?

Before you start writing, brainstorm and create a solid plan for what you want to include. This will help you write with ease and remain on track while you’re writing your paper. You can also look at good essay examples for inspiration.

6. Where Do You Submit Supplemental Essays?

If using the Common Application, you can submit your essays in the Writing Supplements section. Generally, you will submit your essays along with the rest of your application.

Final Thoughts

Your supplemental essays are an important part of your application and should be given plenty of time and attention. No matter what essay prompts you are given, ensure that you are consistently speaking from the heart and telling a compelling story.

Keep in mind that your experiences are what make you unique, and you do not have to exaggerate or fabricate anything to craft an excellent supplemental essay.

If you are still struggling with writing compelling essays, you can always seek professional help to get assistance with writing, editing, brainstorming, and overall crafting stellar supplementals.

Good luck with your essays!

Access 190+ sample college essays here

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A happy teacher with her students in their classroom

Though much attention is given to the contribution quality substitute teachers make to the continuity of instruction during teacher absences, less consideration has been given to what they need for success. With the average teacher absent 11 days per school year, it is proactive to make adequate preparations to minimize disruptions and maximize learning for students. So beyond substitute teacher lesson plans, what exactly do substitutes need to optimize classroom management and ensure that learning continues with the fewest possible interruptions?

Why Should Substitute Teachers Supplement Lesson Plans?

In addition to implementing lesson plans in a variety of subject areas, a substitute teacher is expected to expertly manage a classroom full of diverse learners. This means fulfilling a variety of other daily duties which are typically the responsibility of the classroom teacher.

Substitutes are often called upon to take attendance, follow a schedule, manage transitions, transport students to lunch and other classes, supervise recess, facilitate interventions, provide for students with special needs, and possibly deal with emergency drills. With minimal introduction, the substitute teacher must step in and maintain the flow of the day.

The Optimal Substitute Teacher Survival Kit

With a bit of foresight and some preparation, it is possible to provide substitute teachers with the information and supplies needed to not only survive their classroom assignment but to thrive in it. Though every classroom is different, there are some tools that will prove beneficial in most substitute teaching assignments.

Outline of the day

An overarching outline of the day will give a substitute teacher the big picture. This will include all of the important tasks that must be completed in the daily routine. A checklist provides a particularly user-friendly format and should include approximate time frames.

Seating charts and attendance

An up-to-date seating chart is absolutely essential for classroom management and can help a substitute take attendance quickly. If attendance must be taken online or reported to the school office, detailed instructions will help to expedite this important task.

Classroom rules and consequences sequence

Providing a brief breakdown of classroom expectations and the sequence of consequences when they are not observed will allow substitutes to continue the established norms.

Essential procedures

The location of and procedure for visiting the restroom or water fountain is important. Understanding hall pass requirements is necessary to comply with classroom and building-wide rules. Emergency drill procedures are a critical component, as drills are often conducted without prior notice, and student safety is at stake.

Students’ special needs

There are a number of notes that will help to ensure that students’ needs are met. First and foremost are instructions needed to keep students safe. If a student sees the nurse at a particular time to receive medication or check blood sugar levels, these notes should be in bold text and highlighted prominently. In addition, students’ learning interventions or scheduled resource room visits should be clearly spelled out.

Lesson resources

Teachers’ manuals and other lesson essentials should be accessible and clearly marked. Answer keys are also helpful. Teachers must determine if classroom technology will be used during absences, and this too should be noted.

Transportation procedures

Leaving detailed transportation procedures ensures that a substitute releases bus riders on time to avoid them missing the bus.

Human resources

Leaving a list of people the substitute can count on for information is invaluable. Reliable students, or those for whom a bit of responsibility might encourage cooperation, can be very helpful with finding supplies in the classroom. As far as other staff members, the room or phone number of a grade level partner or departmental team member who can answer questions or provide support will help a substitute feel less isolated. Additionally, he name and location of an administrator to consult for assistance or in an emergency is a must-have.

Extension activities

Occasionally, students finish assignments early or a special subject prep period is canceled leaving a substitute with additional time to fill. Having an easy-to-implement activity can be very useful. Some possibilities include a class set of educational magazines, a short read-aloud with discussion questions, or a deck of age-appropriate quiz cards.

Though many teachers prefer to minimize extrinsic motivators for students, garnering enthusiastic support for a substitute teacher may be the ideal time to make an exception. Allowing the class to earn a privilege or treat when a substitute leaves a positive report is an easy way to get students to put their best foot forward.

When you partner with ESS, our highly trained and resourceful substitutes will support better classroom management and more effective instruction. Contact us today, and we will help you put everything in place to support exceptional substitute service and instructional continuity during inevitable teacher absences.

Phil Engle - ESS, Vice President of Transitions and Systems

Phil has been supporting school districts across the country for more than 12 years. He works hands-on with districts implementing customized solutions to improve their substitute teacher and support staff programs. When he’s not increasing districts’ fill rates, Phil can be found swinging his clubs on a golf course.

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Complementary, Supplementary, & Vertical Angles

The geometry worksheets on this page can be used to introduce and review the concepts of complementary, supplementary angles, and vertical angles.

Most worksheets on this page align with Common Core Standard 7.G.B.5.

Complementary, Supplementary, and Vertical Angles Worksheets

Complementary & Supplementary Angles

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Complementary Angles

Supplementary angles, adding adjacent angles together.

Here you'll find a collection of printables for teaching students how to measure angles with a protractor.

This page has many worksheets on calculating the areas of triangles.

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COMMENTS

Putting it all together: Real examples of how to integrate supplemental
If you're a regular reader of Teach.Learn. Grow., you may remember that in September, I examined why teachers turn to online supplemental content and shared some resources for vetting the increasing variety of available options. My October post focused on how to maximize student understanding and retention by connecting supplemental work to core content, activating students' metacognitive ...
Supplementary Assignment?
A supplementary assignment is created whenever an extra person(sub) is needed in a school. One of my districts has quite a few of them. They are normally for paraprofessional positions, but I have seen and picked up some for actual classrooms. ... The High School I was at called it a SA because the classroom teacher had left the position and ...
PDF Why and How Teachers Choose to Supplement Adopted Materials
Why and How Teachers Choose to Supplement Adopted Materials. by Stacy Marple, Dan Bugler, Min Chen-Gaddini, Elizabeth Burr, and Neal Finkelstein. This brief reports on focus-group participants' comments regarding. what drives teachers to supplement their school- or district-adopted. instructional materials, where they look to find supplemental.
CommonLit 360: Flexibility and Teacher Choice through Supplemental Texts
Teachers can use supplemental texts to address the specific needs of their students. The new, comprehensive ELA curriculum, CommonLit 360, embodies the perfect combination of evidence-based practices and features students and teachers love.It provides content-rich units designed to build students' knowledge of a wide range of interesting and relevant topics.
How to Teach Effectively Using Supplementary Materials
The gold standard is to have your learners intuitively 'get' what they need to do. 4. Exploitable. This is a critical concept to get your head around. The idea of using material in your class multiple times to illustrate different points was a revelation when I first heard it.
Using Supplemental Resources in the Online Classroom
When you design or teach an online course, it's critical that your objectives, assessments, and instruction align with one another. Creating this type of cohesive structure isn't just for your own benefit; it helps students, other instructors, and even deans or department chairs understand why every course component exists in conjunction with the others.
Leveraging Supplemental Resources for K-12 Schools & Districts
She started her career as a public-school English teacher before transitioning to higher education. With experience on all sides of instruction—as the designer, the instructor, and the student—Waneta is an expert in course design and instructional technology in K-12 through higher education, online, face-to-face, and nearly everything in ...
So many to choose from! 3 tips for selecting high-quality, supplemental
Kickstart guide: Choosing teacher-approved supplemental digital learning tools—This NWEA resource looks at the "whys" and "hows" of selecting and using supplementary resources. All eyes on math: Choosing learning tools teachers love —In this NWEA webinar, a panel of educators discuss why and how they choose digital supplemental math ...
Complementary and Supplementary Angles Lesson Guide
Use any or all parts of this lesson guide on Complementary and Supplementary Angles to inspire interest, stimulate thinking, and illuminate teacher moves. This lesson guide follows the 5E model of instruction and includes 3 Act Tasks. The lesson guide includes worksheets that pair with our step-by-step calculators, call-outs for key learning points, and in-class activities that challenge ...
7.7.1-3: Angle Relationships • Activity Builder by Desmos Classroom
This activity will help students work with special angle pairs: complementary, supplementary, vertical, and adjacent angles. Students will sort cards with images, definitions, and vocabulary to show understanding of these angle pairs. Students will solve for missing angle values and analyze a mistake. Missing angle challenge problems included.
PDF Focusing on Supplementary Aids and Supports
Make a note in a log for each student which accommodations were provided and when it was provided. Use a seating chart and make notation for the implementation (date and assignment or test). Make a comment in the grade book. Copy the Supplementary Aid and Support section from the IEP and make notes in a column.
How to Write the Most Common Supplemental College Essays: A Complete
This can be cut down to: The way you schedule your classes is ideal because…. Most times phrases such as "I think," "I believe," "it seems," and other similar wording is not necessary and simply takes up extra space. Use your judgement, but generally, these phrases get the boot. Keep an eye out for the word "that.".
Solved: supplemental assignments
Hi Katie, I've uploaded the supplementary assignments, supplementary assignments data, teacher guides, and lecture slides to the book account on ArcGIS Online, here. Additionally, these resources, plus the assignment answers are being uploaded to VitalSource, where they will be available after 8/11.
Supplementary Aids and Services (Component of the IEP)
The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. ... (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment) Self-management and/or follow-through needed (e ...
Supplemental Essays Guide: How to Write, Tips & Examples
My teacher suggested I visit my guidance counselor. So the next day, during study hall, I got a pass to visit with my guidance counselor and told her I was feeling disconnected from classes and school. She asked me what my interests were and suggested that I take an elective like art or music or a vocational tech class like culinary arts or ...
Complementary, Supplementary, and Vertical Angles
Browse Complementary, Supplementary, and Vertical Angles resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources. ... This is a good review assignment/formative assessment to see where students are with identifying different types of angles and solving for a supplement, complement, or ...
How to Supplement Substitute Teacher Lesson Plans & Ensure Better
Having an easy-to-implement activity can be very useful. Some possibilities include a class set of educational magazines, a short read-aloud with discussion questions, or a deck of age-appropriate quiz cards. Though many teachers prefer to minimize extrinsic motivators for students, garnering enthusiastic support for a substitute teacher may be ...
Single Subject Teacher Assignment Options
Single Subject Teacher Assignment Options. During the assignment monitoring process, employers may find that some educators need to obtain new credential authorizations in order to be properly and legally assigned to their positions. This document provides a list of credentialing options available to assist employers in remedying this type of ...
Grammar guide: Supplements (article)
Position in the sentence. Once you determine a supplement is nonessential, you must decide how to punctuate it. If the supplement begins or ends the sentence, it only requires one punctuation mark (between the supplement and the rest of the sentence). If the supplement comes in the middle of the sentence, it requires punctuation on both sides.
Teacher-to-Classroom Assignment and Student Achievement
This was partly due to planning uncertainty: the random assignment took place several weeks before the start of the school year, when the classroom and teacher rosters were still subject to change (see Section C.1 in the supplementary materials for details). In the sample, 69% of the students in math and 73% of the students in ELA were actually ...
PDF Supplemental Authorization Guideline Book 2019
California Commission on Teacher Credentialing Certification Division 1900 Capitol Avenue Sacramento, California 95811-4213. The purpose of this Guideline book is to provide information regarding the requirements to qualify for adding a supplementary authorization to a credential.
Complementary, Supplementary, & Vertical Angles
This worksheet serves as a basic introduction to complementary angles. At the top, the concept is described. At the bottom, students are instructed to find the complement to each angle shown. 6th through 8th Grades. View PDF. Complementary Angles: Cut-and-Glue. Cut out the angle tiles at the bottom of the page.
complementary, supplementary, adjacent, and vertical angles
There are 27 diagrams of various angle pairs (Complementary, Supplementary, Vertical and Adjacent). Each student gets their own diagram to walk around and quiz other students on. After they quiz each other, they trade and quiz someone new! These could also be used as flash cards.QQT's can be used a variety of ways.

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