Out-of-Door's Four Year Developmental College Counseling Program

Developmental Counseling

I. Official Counseling Meetings to begin in the ninth grade year with parents. The frequency of meetings increases over the course of four years (9=1, 10=1, 11=2. 12=3). Students/parents are also encouraged to schedule meetings as needs arise.

II. College Counseling/Admissions Curriculum is delivered chronologically for each grade level. Five times each year (for 15-20 minute periods) a grade and age appropriate curriculum is delivered to educate, inform and advance students' knowledge of the college counseling, college selection, curriculum and admissions processes.

III. Early Application Deadlines are encouraged (before Nov. 1 for all students independent as to whether they're applying ED/EA/RD/Rolling) to allow counselors to make advocating phone calls and determine how competitive that year's application pool will be.

IV. Advocacy Program allows time for the Director of College Counseling to write second (and third, if necessary) letters of recommendations, update application files, and speak with Directors of Admission/Territory Managers about each student's file. Only 60% of information necessary to make an accurate admissions decision is covered on the actual paper application. The other 40% is the human context of each individual which needs to be articulated directly to an admissions counselor.

Programming

I. Junior College Questionnaire Project. Students fill out the common application (essay, short answer, SSR, rec forms), state school application, questionnaire, brag sheet and short answer prompts.

II. Parent Recommendation Letter. Parents are afforded the opportunity to write a one to two page letter of recommendation to assist counselors with writing the master college recommendation.

III. Faculty Recommendation Request. This is completed in April of a student's junior year. It is done this early to allow faculty six months to write their letters of recommendation (instead of the customary one or two months in the fall of the senior year).

IV. NCAA Presentation. Invite a representative of the NCAA or a local Division I and III university/college to speak to parents and students about athletic options post secondary school.

V. College Panel. Invite admissions directors to campus for an evening "mock" application review presentation.

VI. Senior College Retreat. An opportunity for seniors to meet with the college counseling staff for a "soup to nuts" college admissions retreat.

VII. Financial Aid Presentation. An opportunity for families to meet with a local Director of Admission to discuss financial aid and scholarship options.

Marketing

I. College Fair. Co-coordinate annual Bay Area Independent School College Fair. This fair annually brings together 300 colleges from throughtout the United States.

II. College Visiting. The college counselor should visit over 25 colleges and universities each year to remain visible among deans and directors of admission.

III. College Promotion. During the early summer months, visit the 15-20 colleges, which appear to be most frequently listed by the junior class. This presents an opportunity for me to sit down with Directors of Admission (with student transcripts/test scores/resumes) and let them know what types of students from ODA will be applying. It's also an opportunity for me to continue to build relationships with Directors of Admission and interpret the quality of an ODA education.

IV. Writing. Writing is an important part of the marketing efforts of a secondary school. Whether writing newsletters, articles for local/national publications or writing an informational booklet (50 Best Colleges You Never Heard Of), it is vital to promote your profession and remain active within the college counseling/admissions community.

V. Professional Development. Involvement with the regional and national ACAC organizations to include presenting and networking are additionally crucial in marketing individual secondary schools.

VI. Parent Relations and Communications. All developmental aspects of a college-counseling program should be routinely communicated with parents/students/faculty via newsletters, web site and summary letters home.

Research

I. Annual Survey of upper school parents and students regarding the effectiveness of the college counseling program.

II. Exit Survey of graduating seniors regarding their academic and social experience at ODA, preparation for college, faculty relationships, character development, etc.

III. Two-Year and Four-Year Follow Up Survey with graduates of ODA and their college GPA achievement.