High School Planning

What this solves

Helps families choose courses that are appropriately challenging so students stay strong academically without burning out or falling behind.

What we do

• Review your child’s current courses, strengths, learning needs and stress load, then identify the next best level of challenge
   
• Map sequential pathways early (especially math, science and world language) so later options are possible
   
• Coordinate with school counselors and teachers when needed so the plan fits your school’s specific tracks and expectations
   

What parents usually notice

• Fewer course-related surprises, less second-guessing and a clearer plan for next year
   
• Better follow-through because the schedule matches both ability and capacity, not pressure

Additional information below 

Thoughtful academic planning in middle school and high school plays an important role in setting students up for college success. With guidance, students can build a course schedule that strengthens critical and creative thinking while remaining realistic and appropriate for their individual strengths, learning styles and overall well-being.

Many families are surprised by how early academic planning begins. Because math, science and world language courses build on one another, middle school placement can shape which options are available later in high school. Early decisions may influence whether a student is ready to pursue Honors, Advanced Placement (AP), International Baccalaureate (IB) or Dual Enrollment coursework. Most schools offer a mix of these pathways, and part of my role is helping families understand how they fit together and what makes sense for their child.

Choosing appropriately challenging courses can strengthen a student’s academic record and also lead to meaningful benefits. Strong performance in AP or IB exams and Dual Enrollment courses may result in college credit, placement out of introductory classes or, in some cases, a shorter path to graduation. Families often ask whether a slightly lower grade in a more challenging course is better than a higher grade in a less rigorous one. The answer depends on the individual student and school context, but colleges typically review grades alongside course rigor and the opportunities available to each student.

Throughout this process, I work collaboratively with school counselors and teachers to help ensure students are challenged appropriately while also supported in ways that allow them to succeed.

Math and Science Course Selection

Math pathways begin earlier than many families realize. Middle school placement often affects whether a student can reach Calculus in high school.

In general:

• Bachelor of Arts programs often do not require Calculus and may accept Finite Math or a less quantitative Precalculus pathway
   
• Bachelor of Science programs and many undergraduate business programs typically expect Precalculus or Calculus
   
• Students pursuing STEM fields or a Bachelor of Science usually need more rigorous math and science preparation
   

Colleges also vary in how they define lab science requirements. Some expect students to complete a Biology, Chemistry and Physics sequence before graduating from high school.

Course Difficulty

Course titles alone do not tell the whole story. Two classes with the same level label can differ significantly in workload, pacing and expectations, and admissions readers often take that context into account.

For example:

• CP Physics is often considered more rigorous than CP Environmental Science because it is more math-based
   
• AP U.S. History is known for its heavy reading load, document analysis and memorization
   
• AP Biology, AP Chemistry and AP Physics (including Physics 1, 2 or C) are widely regarded as some of the most demanding AP courses
   

World Language Course Selection

World language expectations vary by college. Some institutions count only high school coursework, while others allow middle school language classes to count if they are taught at the high school level. Understanding these distinctions helps families plan ahead with greater clarity and confidence.

Conclusion

Course selection reflects judgment, purpose and initiative. Colleges look for students who make thoughtful academic choices that align with their abilities, interests and long-term goals. Academic and Executive Function Coaching helps students develop this decision-making process early, so their course choices reflect both readiness and fit—while supporting confidence and balance along the way.

 How I teach reading with comprehension and retention 

 How I teach Writing Logically and Efficiently  

What this solves

GPA confusion and course-load stress by helping families understand how grades, rigor and balance are evaluated together in college admissions.

What we do

• Help students build a balanced, sustainable course plan that supports strong grades over time
   
• Explain how GPA is calculated and reviewed so families can make informed academic decisions
   
• Support students in developing consistent habits and study skills that protect GPA as rigor increases
   

What parents usually notice

• More confidence in academic planning and fewer second-guessing conversations
   
• Greater consistency in grades without burnout or constant pressure

Additional information below 

A student’s overall GPA appears on the high school transcript and plays an important role in college admissions, class rank and scholarship consideration. GPA may be reported as weighted or unweighted depending on school policy, and many colleges recalculate GPA so they can review applicants fairly across different schools and grading systems.

The goal is not for students to take every advanced course available, but to build the strongest academic program they can manage while maintaining balance. Colleges value students who remain engaged, challenge themselves at an appropriate level and demonstrate steady effort and resilience over time.

Because grading practices vary widely, most colleges recalculate a college-preparatory GPA, typically focusing on coursework in:

• English
   
• Math
   
• Science
   
• Social Studies
   
• World Language
   
• Related academic electives
   

Grades are often recalculated on a standard 4.0 scale, regardless of course level. Weighted points for Honors, AP or IB courses are frequently removed, which means GPA alone does not fully capture course difficulty. Admissions readers consider both grades and rigor together when reviewing an application.

Many colleges also include academic electives such as psychology, statistics or economics in their GPA calculations, as strong performance in these courses can signal readiness for college-level thinking and workload.

Overall, GPA remains one of the clearest indicators of academic growth and consistency. Colleges review it in context, paying particular attention to performance in 10th and 11th grade, and they continue to monitor senior-year grades prior to enrollment.

How I teach useful note-taking

What this solves

Confusion and stress around class rank by helping families understand how colleges interpret rank in context rather than as a standalone number.

What we do

• Explain how class rank is reviewed within the context of a student’s school, course offerings and grading practices
   
• Help students focus on strong academic choices, consistency and growth, rather than comparison
   
• Guide families in understanding when rank matters more and when other factors carry greater weight
   

What parents usually notice

• Less anxiety about rank and fewer comparisons to other students
   
• Greater focus on effort, course choices and steady progress rather than numbers alone
   

Additional information below 

What Class Rank Represents

Class rank shows how a student’s academic performance compares to others in the same graduating class. While families often worry about this number, colleges rarely view class rank in isolation. Instead, they read it within the full context of a student’s high school—looking at grading practices, course offerings and the overall academic environment.

At highly competitive public, magnet or private schools, a lower numerical rank often reflects the strength of the peer group rather than weaker individual performance. Admissions offices understand this and interpret class rank accordingly.

How Colleges Interpret Class Rank

Admissions officers are typically assigned to specific geographic regions, which allows them to become very familiar with the schools in those areas.

During the initial review process, colleges often:

• Review each high school’s profile to understand grading practices and available coursework
   
• Compare applicants to students from the same school in previous admission cycles
   
• Look for patterns of rigor, consistency and sustained effort over time
   

This approach allows colleges to see class rank as one piece of a much larger academic picture, rather than as a single deciding factor.

When Class Rank Matters Most

The importance of class rank varies by college and is often greater at public universities, particularly for in-state applicants.

In some statewide public systems, class rank may be used to establish basic eligibility for admission or for placement into specific campuses or programs. In these cases, GPA and rank benchmarks can matter more. Out-of-state applicants may be held to different criteria.

Class rank is also more commonly emphasized for:

• U.S. military service academies
   
• Certain scholarships and honors programs
   

When Exact Class Rank Is Not Reported

Many high schools no longer report exact class rank. Instead, they provide GPA distributions, deciles or percentile ranges. Colleges are very accustomed to this and do not penalize students when rank is not reported.

In these situations, admissions offices focus on:

• GPA trends
   
• Course rigor
   
• The academic context provided by the school profile
   
• How students used the opportunities available to them
   

Putting Class Rank in Perspective

When colleges interpret class rank, they consider several important factors together, including:

• The rigor of courses available at the student’s high school
   
• Whether the student took advantage of those opportunities
   
• Grade trends across the high school years
   
• The overall competitiveness of the school
   

Students are not penalized for courses their school does not offer, such as Multivariable Calculus. Colleges evaluate students based on what was available to them and whether they challenged themselves appropriately within that context.

My coaching program helps students and families focus on what they can control—steady effort, thoughtful course choices, organization and long-term growth—rather than the pressure and comparison that class rank can sometimes create.

What This Solves

Families are often overwhelmed by changing testing requirements and unsure how SAT, ACT, AP and IB exams actually fit into college admissions. This guidance reduces confusion and helps testing feel intentional rather than stressful or reactive.

What We Do

• Clarify testing policies so families understand which colleges are test optional, test blind, test flexible or test required—and what that really means for their student
   
• Help students choose and plan testing strategically, including whether to take the SAT, ACT or both, and how AP, IB or other exams may support their goals
   
• Create a realistic, long-term testing plan that aligns with coursework, strengths and future options, including U.S. and international admissions
   

What Parents Usually Notice

• Less anxiety and second-guessing around testing decisions
   
• A clearer, calmer plan that helps students approach exams with confidence instead of pressure

Additional information below

Understanding College Testing Requirements

College testing requirements continue to shift, which can make it hard for families to know what truly matters. Some colleges now require SAT or ACT scores again, while others remain test optional or test blind. Even when scores are not required for admission, they may still be used later for course placement in Math or English, consideration for merit scholarships or eligibility for honors programs.

Understanding how these policies work helps families make thoughtful, confident decisions rather than reacting to uncertainty or mixed messages.

Testing Policies

Test Optional

Students may choose whether to submit SAT or ACT scores. When scores are submitted, they are reviewed as part of the application. When they are not, colleges focus more closely on coursework, grades, essays and activities.

Test Blind

Colleges do not consider SAT or ACT scores in the admissions process, even if students submit them. Scores may still be used after enrollment for course placement.

Test Flexible

Some colleges accept alternatives to the SAT or ACT, such as AP exams, IB exams or A-level results.

Test Required

SAT or ACT scores must be submitted for the application to be reviewed. While less common, this policy remains in place at some colleges and specific programs.

How Testing Policies Affect Students

Different policies create different paths forward, and no single approach is right for every student.

• Test optional policies offer flexibility. Strong scores can help, and students are not penalized for withholding results that do not reflect their abilities.
   
• Test blind policies place the focus entirely on academic performance, writing and involvement.
   
• Test flexible policies benefit students with strong AP, IB or other standardized coursework.
   
• Test required policies make early, intentional planning especially important.
   

Even at test optional colleges, strong scores can still support admission decisions, open scholarship opportunities and help with appropriate course placement.

How Coaching Supports Testing Decisions

Through academic coaching, students receive guidance that helps testing feel purposeful rather than overwhelming. Together, we focus on helping students:

• Decide whether to take the SAT, ACT or both
   
• Understand which exam aligns best with their strengths and learning style
   
• Plan PSAT, SAT, ACT, AP and IB testing across the high school years
   
• Use coursework and preparation strategically rather than reactively
   

Because the SAT emphasizes reasoning and analysis and the ACT focuses more on content knowledge in Math, Science and English, many students benefit from trying both early, comparing results and then preparing intentionally for the exam that fits them best.

International Considerations for U.S. Students

Some U.S. students plan to apply to universities in the United Kingdom, where admissions expectations differ from the U.S. system. Many UK universities require AP exams for American applicants who are not completing the IB Diploma.

Requirements vary by program, but often include:

• Three to five AP exam scores
   
• Scores of 4 or 5, with higher expectations for some STEM programs
   
• AP subjects aligned with the student’s intended area of study
   

The IB Diploma is widely recognized as a global benchmark for college admissions. Coaching helps families understand these expectations early and plan coursework and exams thoughtfully.

Putting Testing in Perspective

When approached with clarity and planning, standardized testing can expand admission options, increase access to merit aid and support appropriate academic placement in college. With guidance, students develop a manageable plan and confidence in their decisions, allowing testing to become one part of a broader academic picture rather than a source of constant stress.

What This Solves

Many students feel overwhelmed, unsure what to write or afraid of saying the “wrong” thing, while parents worry the essay will hurt an otherwise strong application or become a source of constant stress.

What We Do

• Help students clarify their ideas, reflect on meaningful experiences and understand what colleges are actually looking for
   
• Teach a clear, manageable writing process so essays feel structured rather than intimidating
   
• Support planning, revision and follow-through while preserving the student’s authentic voice
   

What Parents Usually Notice

• Less anxiety and avoidance around essay writing, with students starting earlier and working more steadily
   
• Essays that sound thoughtful, genuine and aligned with the rest of the application rather than over-polished or forced

Additional information below

The Role of the College Essay

The college essay, often called the personal statement, is a required part of most selective college applications and serves a very specific purpose. While grades, course rigor and test scores show academic preparation, the essay allows students to be seen as people rather than numbers. Through their writing, admissions readers learn about a student’s values, interests, perspective and readiness to contribute to a college community.

Essays help colleges understand qualities that don’t appear elsewhere in an application, such as reflection, judgment, maturity, self-awareness and the ability to communicate clearly and thoughtfully. At many colleges, essays are read alongside teacher recommendations and activity descriptions to form a fuller picture of a student’s character and growth over time.

The Personal Statement and Supplemental Essays

Most students complete the personal statement through the Common Application, which is used by hundreds of colleges. This main essay is sent to each Common App school and remains the same across applications. Prompts are open-ended and invite students to reflect on experiences, challenges, interests or moments that have shaped how they think and who they are becoming.

In addition to the personal statement, many colleges require supplemental essays. These shorter, school-specific responses often ask why a student is interested in that college, which academic areas they hope to explore or how they see themselves contributing to campus life.

Together, the personal statement and supplemental essays help admissions readers understand a student’s background, motivations and goals, as well as how that student may fit within a particular college community.

A Supportive and Student-Centered Process

My role is to support students through the writing process, not to write essays for them. Students generate their own ideas and language. I help them clarify their thinking, organize their ideas, strengthen reflection and revise for clarity and coherence. I also support students in managing timelines, handling feedback and navigating the emotional side of the application process.

Colleges expect essays to reflect a student’s authentic voice. Coaching helps students meet that expectation while learning how to write with intention, confidence and care.

How I Support Students as a School Counselor

As a School Counselor and Academic and Executive Function Coach, I approach the essay process through a developmental and ethical lens. I understand how adolescents grow cognitively and emotionally during high school and how their ability to reflect, articulate ideas and express identity develops over time. This perspective helps guide students toward essay topics that are appropriate, meaningful and genuinely their own.

I work with students to review their experiences, notice patterns and reflect on growth. I help them understand what admissions readers are looking for and how to communicate honestly and clearly without exaggeration or performance. Throughout the process, I focus on clarity, structure and alignment between the essay and the rest of the application.

What the Essay Allows Students to Show

• Personalization
  The essay reflects the student’s voice and offers insight into what they value, what motivates them and how they see the world.
   
• Context Beyond Metrics
  Essays add depth to grades and test scores by explaining experiences, choices, challenges and growth over time.
   
• Storytelling and Growth
  Students can share meaningful experiences and moments that shaped their perspective.
   
• Demonstrating Fit
  Essays help show how a student may contribute to a college community and why a particular school is a good match.
   
• Showcasing Skills
  Through writing, students demonstrate critical thinking, clear communication and thoughtful reflection—skills essential for college success.
   
• Connecting With the College
  Essays give students a space to explain their interest in a school and their reasons for applying, through the Common Application or college-specific prompts.

What This Solves

Many families worry that letters of recommendation feel unpredictable or out of their child’s control. This work helps students understand that strong recommendations are built over time through daily habits, relationships and follow-through—not last-minute requests.

What We Do

• Help students develop the classroom behaviors and work habits that teachers naturally notice and remember
   
• Teach students how to communicate respectfully, advocate for support and follow through consistently
   
• Guide students through the recommendation process so requests are timely, organized and appropriate
   

What Parents Usually Notice

• Teachers respond positively and know their child well enough to write thoughtful, specific letters
   
• Students take responsibility for the process instead of relying on parents to manage reminders and communication
  

Additional information below

Letters of recommendation from high school teachers and counselors are an important part of the college application process. These letters help colleges understand who a student is as a learner and a member of the school community, beyond grades and test scores. Teachers and counselors describe a student’s character, work habits and growth over time. Because recommendations reflect daily behavior more than single achievements, the habits students build in the classroom matter a great deal.

Most colleges request:

• One counselor recommendation
   
• Two teacher recommendations
   

The strongest recommendations come from teachers who know the student well and can speak thoughtfully about both academic strengths and personal qualities.

How Coaching Supports Strong Recommendations

Through Academic and Executive Function Coaching, I help students develop the behaviors that naturally lead to strong, detailed and genuine letters of recommendation.

Students learn how to:

• Participate consistently and responsibly in class
   
• Show steady effort over time, even when work is challenging
   
• Communicate respectfully and ask for support when needed
   
• Demonstrate curiosity, persistence and follow-through
   
• Contribute positively to the classroom and school community
   

These habits allow teachers to observe a student’s growth, reliability and character, which leads to more meaningful and supportive letters.

Managing the Recommendation Process

I also guide students through the practical steps involved in managing the recommendation process with maturity and care.

This includes learning how to:

• Choose teachers who can speak meaningfully about their work and growth
   
• Provide materials early, such as context, accomplishments or brief reflections
   
• Follow school timelines and procedures responsibly
   
• Communicate with appreciation and respect
   
• Write thoughtful thank-you notes
   

These routines demonstrate responsibility and self-awareness, qualities teachers often highlight in their letters.

Strong recommendations emphasize the qualities admissions officers value deeply, including character, effort and the ability to contribute to a learning community. Coaching helps students build the daily habits and communication skills that support positive relationships with teachers and authentic advocacy during the college process.

Letters of recommendation reflect who a student is in the classroom. Coaching supports students in developing the mindset and behaviors that naturally lead to thoughtful, sincere and compelling letters. 

What This Solves

Reduces anxiety and uncertainty around college interviews by helping students understand what interviews are—and what they are not—so they can approach them with confidence rather than pressure.

What We Do

• Help students understand the purpose and tone of college interviews
   
• Practice speaking naturally about interests, experiences and goals without memorized answers
   
• Support students in asking thoughtful questions and managing nerves so interviews feel conversational and authentic
   

What Parents Usually Notice

• Students feel calmer and more confident going into interviews
   
• Conversations sound genuine and reflective rather than rehearsed or performative

Additional information below

College interviews are not required at most schools and, when offered, are often optional. They are typically conducted by alumni volunteers and are meant to feel like a conversation rather than an evaluation. Interviews give students a chance to learn more about a school while sharing who they are beyond what appears on an application.

An interview is not a test or a performance. Instead, it allows colleges to see how a student communicates, reflects on their experiences and thinks about learning and involvement on campus.

I help students prepare in a way that feels steady and authentic. Rather than memorizing answers, we focus on speaking comfortably about interests, experiences and goals, asking thoughtful questions and managing nerves so students feel grounded and confident.

Whether required or optional, interviews can be a meaningful opportunity for students to build confidence, better understand their strengths and make a genuine personal connection with the college community.

What This Solves

Many students feel pressure to “look impressive” through activities, without understanding what leadership really means or how to build it in a genuine, sustainable way.

What We Do

• Help students understand how colleges define leadership beyond titles or resumes
   
• Support students in developing meaningful involvement rooted in real interests and responsibility
   
• Teach planning, follow-through and reflection so leadership grows naturally over time
   

What Parents Usually Notice

• Less anxiety about “doing enough” and more confidence in choices
   
• Students taking ownership of activities and commitments with purpose

Additional information below

Leadership and What Colleges Look For

Leadership is one of the principal categories colleges consider when evaluating applicants. However, colleges value authentic leadership—the kind that grows from genuine interest, responsibility and curiosity. Leadership is not limited to holding formal titles. It can come from starting something new, committing steadily to an activity or making thoughtful improvements in the world around them.

Students often assume leadership must look impressive on paper. In reality, colleges care far more about initiative, follow-through and growth over time. Through coaching, students learn to develop habits that support meaningful, sustained engagement rather than short-term résumé building.

During counseling, I help students identify and carry out multi-year extracurricular efforts that reflect leadership while staying connected to projects they genuinely care about. The focus is not on doing more, but on doing something well and seeing it through.

An Example of Authentic Student Leadership

One student noticed that two neighborhood parks used by bikers and local families were not connected, even though the issue had been discussed in the community for years. As a strong social studies student and confident public speaker, she decided to take action.

She:

• Contacted state senators and assembly representatives to learn about the project’s feasibility
   
• Met with a state representative at the county seat
   
• Gathered community support
   
• Created a petition and collected signatures with help from classmates
   

Along the way, she encountered setbacks and needed to revise her approach. She continued refining her message, building support and advocating for the project. Eventually, the state agreed to move forward.

What mattered most was not the scale of the project, but the initiative, planning and perseverance she demonstrated. She showed genuine concern for her community, mobilized others and followed through—qualities colleges consistently value.

How Coaching Builds Leadership Skills

Through Academic and Executive Function Coaching, students learn how to:

• Set purposeful and realistic goals
   
• Plan projects step by step
   
• Follow through over time
   
• Work through obstacles with persistence and problem solving
   
• Reflect on impact and identify next steps
   

Leadership roles and titles vary widely across schools and organizations, and colleges understand this. What they look for is impact, growth and commitment.

Leadership reflects curiosity, empathy and initiative. Coaching helps students develop these habits in authentic ways that prepare them not only for college admissions, but for meaningful engagement well beyond high school.

What This Solves

Many families feel unsure about how much attention to give each college and worry about whether interest “counts” or if students are doing the right things at the right time.

What We Do

• Help students understand when demonstrated interest matters and when it does not
   
• Guide students in showing interest in ways that are thoughtful, appropriate and authentic
   
• Reduce guesswork and anxiety by using clear information from the Common Data Set
   

What Parents Usually Notice

• Less pressure to “do everything” and more confidence in where to focus
   
• Students engaging with colleges more intentionally rather than reactively
   

Additional information below

What Is Level of Applicant’s Interest or Demonstrated Interest?

Demonstrated interest refers to the ways a student shows a college that it is a serious and intentional choice, not just one of many applications. From an admissions perspective, demonstrated interest helps colleges understand whether a student has taken time to learn about the school, whether the college is a thoughtful fit and how likely the student is to enroll if admitted.

Demonstrated interest is not about enthusiasm or volume. It is about credible, consistent signals that reflect genuine consideration.

How Colleges Decide Whether Interest Matters

Each year, most U.S. colleges complete the Common Data Set (CDS), a standardized report that explains how admissions decisions are made. One question asks how important demonstrated interest is in the admissions process.

Colleges typically rate demonstrated interest as:

• Very Important
   
• Important
   
• Considered
   
• Not Considered
   

This information helps families understand whether interest can influence admissions decisions, especially when applicants are academically similar.

Common Ways Students Show Demonstrated Interest

Colleges may consider a combination of actions, including:

• Campus tours or information sessions, in person or virtual
   
• Academic department events or webinars
   
• Engagement with admissions emails
   
• Communication with a regional admissions officer
   
• School-specific supplemental essays
   
• Interviews when offered
   
• Early Action or Early Decision applications when appropriate
   

Each college decides which signals it tracks and how much weight they carry.

How the Common Data Set Categorizes Interest

Very Important

At these colleges, demonstrated interest can meaningfully affect decisions. It is often used to distinguish between similar applicants, decide between admission and waitlist and predict likelihood of enrollment. These schools are often private or tuition-dependent colleges.

Important

Interest is a supportive factor. Strong engagement can help in close decisions.

Considered

Interest is reviewed in context. It rarely determines decisions on its own but may matter when applications are closely matched or during waitlist review.

Not Considered

These colleges do not formally weigh interest in admissions decisions. This often includes highly selective or large public universities. Even when interest is not tracked, essays, academic preparation and overall fit still matter.

Demonstrated Interest and the Waitlist

Demonstrated interest often matters most after a student has been waitlisted. At that point, colleges are asking a practical question: Who is most likely to enroll if admitted now?

After being waitlisted, students may show continued interest through:

• A clear Letter of Continued Interest stating the school remains a top choice
   
• Academic or activity updates
   
• Thoughtful, appropriate communication with admissions
   

Waitlist admission rates are often low, commonly around 5–15% or less. Demonstrated interest can support a student’s chances, but it cannot guarantee admission.

A Helpful Way to Think About It

Demonstrated interest helps colleges predict enrollment. When interest matters, steady and thoughtful engagement can support close decisions, especially on the waitlist. When interest is not tracked, academic readiness and clear fit remain the primary factors.

My role is to help families understand where interest matters, where it doesn’t and how to approach the process calmly and intentionally—so students can focus their energy where it truly makes a difference.