1. High School To College Plan     2,3, or 4 year      2 hour initial meeting                                 Optional Semester Check in - 1 hour
Follow up Meetings each year -   90 minutes                                                                                       
The premise: A student's college application will ask for grades, extracurricular activities, test scores, recommendations, and essays. Few students recognize that much can be done in their four years of high school to increase their college acceptances.
The Meeting: The student and I meet first for approximately 75-85 minutes to discuss a questionnaire they have submitted prior to our meeting, and review an individual path to enable the student to stand apart from his or her peers in the college application process. We focus on the present year (or upcoming year depending on time of year), and cover four major areas: academics and scheduling (and a bit of networking); extracurricular activities that will impress colleges; college bound tests and a student schedule for testing that fits the student; and early college planning. We review steps that students can take in each year to increase college acceptances. After the student and I meet, we invite parents to join us for a team review of approximately 30-40 minutes.  At this time we review the Plan and suggested implementation of action items. The Plan Session Sheet is emailed home at the end of our session for future reference.
Informational Interview
2. Interview Strategies and Practice

The Premise: While most schools do not offer interviews, others do. Students
often interview for Honors College placement or scholarships. Certain strategies and practice ensures a better interview, and thus, a better chance of being admitted to winning scholarships. 
The Meetings: Students will schedule two meeting times. In the first 45 minute meeting time, we will discuss strategies and techniques to apply in an interview and ways to prepare themselves. After the student has practiced what we have reviewed, we will schedule our second 45 minute meeting time, which will include a true mock interview and discussion for continued preparation.
Taking an Exam
3. PSAT Advance Assessment

The Premise: Most students must wait until their junior year to take the PSAT, which places them at a disadvantage for determining which test might be the better fit since colleges will accept either test. Some students may be ready to test earlier than junior year. For others, this test comes at one of the busiest times in the high school years. Getting ahead is a great advantage.
The Process: Students will receive overall strategies for the sections, an actual online PSAT 10, an answer sheet, and directions for simulating the test conditions and taking the test at home. They will return the answer sheet for scoring, comparison to PreACT scores, and identification of areas of challenge so they can focus on those areas. 
Classroom Lecture
4. Rising Freshman College Question and Answer Session    75 minutes

The premise: Rising freshman often have questions about the transition from middle to high school, or specifics about the high school experience. Getting answers prior to entering high school alleviates anxiety and increases excitement, plus provides "get ahead" strategies for success.
The Meeting: This is a 75 minute meeting for students and parent(s). Time is dependent on the number of questions that families wish to discuss. Parents and students will receive the questions most often asked ahead of our meeting. They may bring their own questions as well. During the meeting, I answer the questions that students and parents have chosen. At the end of our session, I email our questions and answers from our Session Sheet home for future reference. Students often follow up with a Plan meeting in the fall of their freshman year.
Copying Down
4a. College Question and Answer Session       90 minutes

The premise: There are so many questions about the high school to college journey. I send a list of over 40 questions that are most often asked, and answer any additional questions students and parents may have. 
The Meeting: This is a 90 minute meeting for students and parent(s). Time is dependent on the number of questions that families wish to discuss. Parents and students will receive the questions most often asked ahead of our meeting. They may bring their own questions as well. During the meeting, I answer the questions that students and parents have chosen. I dispel any myths and also make active suggestions based on the questions that the student and parents ask. At the end of our session, The College Question and Answer Session Sheet is emailed home. If students want to schedule a follow up meeting to ask more questions as they proceed through their high school years, it is easy to do so.
Woman in Library
5. College Major Assessment                        

The premise: Students who have an idea of possible majors of interest to them have the benefit of selecting colleges with those programs in mind and using their electives to complement their studies. They are also more likely to graduate in four years.
The Meeting: Students complete a questionnaire with questions pertaining to their interests, passions, characteristics, and other criteria. Then we meet for an Intake Meeting, where we discuss their answers and add details to create a "career canvas." I then prepare a list of several possible college majors that match the whole student.
Lone Walk
 6College Match

The premise
: With thousands of colleges and universities available to students, it can be overwhelming to find the "best fit" schools. I can assist the students in finding these schools that match them well.
Students complete a questionnaire, providing details about their majors/areas of interest and important factors to them in choosing a college. Then we meet for an Intake meeting, where I explore their answers and collect more details from them. I then prepare a list of 3-5 schools they may consider adding to their initial list. I also include a "Possibilities" list of at least three schools that are close matches to the student's preferences. Students may request that additional colleges be added to the list.                                                        
Outdoor Study Group
7. College List Review                              
The Premise: It is important that students have a good balance of Reach, Target, and Safety schools. They often struggle with how to determine where to place their college choices. There is more to this placement than grades alone.

The Meeting - 
Students complete information regarding academics, test scores, extracurricular activities, and outside accomplishments. Then we spend the hour reviewing the student's list of schools, and we note any balance issues between Reach, Target, and Safety schools so students can fill in any gaps. Note: I do not choose colleges in this meeting. Please see College Match below.         
8. Scholarship Searching - When, Where, and How
The Premise: Searching for scholarships can be a daunting task. It's easy to find
the generic ones, and to fall for the scholarship scams. Which websites are the
best to use? Where are other scholarships located? How can I find lesser known scholarships that fit my experiences and have a lower number of applicants?
The Meeting: In a one hour meeting, I will share what I've learned from my years of conducting  scholarship searches. I'll provide information on places to look, websites that can save you time and those you should avoid, and tips to finding the best scholarships now and for years to come. Your search will be much easier, faster, and more lucrative.                              
A Young Man Writing
9. College Organization Meeting - Strategies for Gaining a Competitive Edge - recommended for spring juniors and rising seniors

The Premise and Meeting: Students are unaware of ways to separate themselves from their competition and stand out to Admissions Readers on both college applications and essays.  In addition, they often need answers to questions concerning the process:  beginning steps; balancing college lists; securing counselor and teacher recommendations that make a difference to readers; highlighting EC activities, understanding different applications, benefits, and times to apply, planning personal deadlines, using the Additional Information Section, and many other components of this process. In 75 minutes, I review this process with them so they are ready to begin the application and essay work ahead of them. This is an Independent Meeting with the student.
Writing a Diary
10. College Application and Essay Assistance (past clients and clients outside of CHCCS system)
The Premise and Meetings: Knowing the ways to stand out on the application itself can separate students from other candidates. In addition, students' essays  are their "written interviews." I take pride in helping students avoid some of the mistakes that students make on the application, and assisting them in becoming more competent and comfortable writers on this journey. After polishing the application, I work with students on crafting the best essay they can write in their own voice and style. We start with brainstorming topics or ideas, and then
through a series of sessions, I help students to identify and correct weak
patterns in their writing or hone skills in sentence structure, logic and coherence, grammar, and mechanics.    
Ask an Expert
11. Independent Meeting
The Premise and Meeting: Sometimes students have special circumstances or needs that do not fit into the services above, including writing improvement or enrichment, course selection assistance, gap year discussions, acting on deferrals, or other requests or individual questions. In a one hour session, we address the individual student's needs.