Summer 2014 Newsletter

SUMMER 2014

NEWSLETTER

MESSAGE FROM THE PRESIDENT

By: Timothy Lee, Ph.D. President, NYSACAC Director of Undergraduate Admissions University at Albany

It’s Conference Season!

As I sit down to write my final message as president of NYSACAC, I find the usual excitement I feel leading into the first week of June each year. The chance to reflect on the past twelve months, catch up with old friends and meet new colleagues on the campus of one of our member colleges is always one of the most exciting times of the year for me. I know that there has been significant planning going into this year’s conferences at Adelphi University – and I can’t wait to experience it!

From the President 1,3 The spring is always a busy time for NYSACAC. 4 We had a tremendous Professional Development Forum President-Elect series this year, where members representing many The counselor’s E xternal..

5,6 different roles of our profession were able to gather and 8-9 have deep dialogue about concerns within our industry. It’s a Wrap - PD Forums The NYSACAC College Fairs saw strong participation NYC NACAC Fair 9 from both colleges and prospective students and NACAC Imagine G rant 10-11 their families. We will look to expand these fairs in the upcoming year. Plans are being finalized for what will be NYSACAC R egional Fairs 13 another successful summer with our annual Summer Institute and Camp College programs. Several other Loopholes and L andmines 14-15 endeavors saw success, as well – a true testament to A ffirmative Action in...

17 our board members and committee chairs. All of this hard work has led to a record number of members for A Passport to your Future 18-19 NYSACAC – over 1900 and counting!

CBO S potlight - LPP 22-23 Conference season is also a time for change.

Several members of the Executive Board will rotate Student S potlight 24-25

IN THIS ISSUE:

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Message from the President continued

off during the conference. Some of these colleagues have given several years of their time to the association – I know I speak for all of our members in thanking them for their dedicated service. At the same time we look forward to welcoming the newly elected delegates.

We have the presidential transition, as well. Our Immediate Past-President, David Coates, will be rotating off. It will be difficult not seeing him at meetings, as we joined the board within months of each other and shared years of planning together during our multiple trips to and from Buffalo. Dave has been a tremendous friend and mentor, and represents everything great about our association. While he won’t be at the NYSACAC table anymore, Dave will be representing all of us as a member of NACAC’s College Fair Committee.

I am so excited to hand over the presidential gavel to Jane Mathias, while welcoming Kristen Capezza as president-elect. The synergy between Jane and Kristen has been evident during the planning process for the conference. I look forward to being a part of this team, as we follow Jane’s vision of taking NYSACAC to even greater heights.

The past year has been a memorable one for me in leading NYSACAC. I want to thank every board member for their hard work and dedication. I’ve learned so much from all of you, and look forward to working with many of you in the next year, as immediate past-president.

Enjoy Coming Together and the Annual NYSACAC Conferences!

SH A PE YOU R M I N D Just 23 miles from New York City, Adelphi University provides a vibrant academic and student life, including extraordinary study abroad, internship and community service opportunities.

For a list of our upcoming admissions events, visit admissions.adelphi.edu/freshmanevents.

CHI

ADELPHI UNIVERSITY

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ADELPHI.EDU/SUCCESS

Join us for the New York State Association for College Admission Counseling Conference.

Adelphi University • June 3–June 6, 2014

MESSAGE FROM THE PRESIDENT-ELECT By: Jane S. Mathias

President-Elect NYSACAC, Director of Guidance, Nardin Academy

We are here! The 2014 NYSACAC Conference at Adelphi University is about to happen after a year of planning. As soon as one conference ends, the next begins to take shape. It is truly a joint effort between the host institution and the NYSACAC board, led by the president-elect. I have had a wonderful team to work with, led by Kristen Capezza at Adelphi, and with significant contributions of NYSACAC board members. From our first conversations, to the first site visit last July, to each weekly conversation, to monthly conference calls with the Steering Committee, to the many hundreds of emails, to watching the registration numbers, we have worked to make this year’s experience even more educationally beneficial while maintaining the traditions and camaraderie that have always marked our conference. Participants will explore the theme “The Transformation of Education” as they live the current complexities and challenges of college admissions from the secondary to post-secondary level. At our Coming Together Conference, preceding the full conference, access to college and the successful completion of all under-represented students will be carefully examined. We have an outstanding program thanks to the members that are sharing their knowledge and experience, and our speakers are all well-known, influential leaders in the field of college admissions. We hope that each attendee will leave with new knowledge, solutions to consider, and new friends. Our host, Adelphi University, has events that will help all get to know the Long Island area as well as appreciate their beautiful campus setting and facilities.

As I complete my president-elect year, I am grateful for the leadership, mentorship, and friendship I have received from President Tim Lee and Past President Dave Coates. The board is composed of passionate individuals who care deeply about our profession, and I am looking forward to the next twelve months in which I hope to take our mission of serving college, high school, CBO and independent counselors to more areas of the state, and to include more constituencies that participate in the important work we do.

Enjoy the 36th annual NYSACAC Conference, and please reach out to me with your ideas on how to make our organization more relevant and effective to you in your work.

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The Counselor’s External Office By: Dr. Richard O’Connell, Ed.D.

Retired School Counselor, NYS Counselor of the Year As a counselor: - Do you wish to increase your contact with students?

- Do you wish to increase your faculty contacts?

- Do you wish to increase your efficiency and decrease your workload?

- Do you wish to increase your knowledge of students based on their physical appearance?

- Do you wish to increase the guidance public relations effort in your school?

- Do you wish to have your students realize you really care about them?

- Do you wish to deliver efficiently more service to your students?

Then stand in a central place: entrance to school, outside your office or in a main corridor each day, a half-hour before school begins and greet both students and staff.

Counselors and teachers have to come in before the students in any case.

This practice takes a little courage and self-discipline to get to your self-appointed post each day. Over the years, I have come to value this practice, so I take the time in a very busy day to achieve this goal. The courage part comes when you assume a piece of hallway turf and staff question why you are there. It takes courage to reach out and begin to greet your students and fellow faculty members with a “good morning.”

The advantage of this procedure is that eventually both faculty and students know you are there, especially new teachers: - To help answer questions, - To give advice, - To share small talk or - Just to say hello.

From the point of view of the student, the procedure affords the counselor the opportunity to assess student affect. This is a valuable opportunity since students can change in appearance from day to day and indicate to us if they are troubled or demonstrating a change of behavior. A few examples from my experience will suffice.

When a student changes from a usually upbeat youngster into a withdrawn or sad individual, you have an external warning. When you see students arriving late, there is a problem. When you see a couple coming to school each day forming a new relationship, it is valuable information; or equally significant is the sudden disappearance of one member of the couple. There have been cases when students were depressed and suicidal and it was assessed in the hallway. When students break a bone, you have immediate knowledge. All the visual clues you pick up as first hand information feeds back to your dealings with parents and students during the normal course of the day. continued on page 6

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This information is immediate and you don’t have to wait until someone comes to your office to tell you. A case in point: one morning a student approached me. I gently gave him a hello tap on the chest. He immediately flinched in pain. I inquired, “Are you alright?”

I’m alright but I just had my nipple pierced for a ring.” I have since given up that practice, but his mother was astounded that I had such private information!

It is amazing how much of your work can be done in the hallway. By nature of our profession, we are constantly requesting students to follow up: - Are forms returned?

- Are students reminded to live up to expectations?

- Are students reminded that assignments are due?

- Are students recognized for their achievements and praised?

- Are parental messages delivered?

It is difficult to interview all of your students who are doing poorly as revealed in a review of their report cards or progress reports. Standing in the hallway affords the opportunity of seeing many and giving them encouragement or advice. For most students, a friendly hello will suffice. For those who need a reminder, just your presence may trigger a response. By the way, a friendly hello in the morning may be the postscript to a horrific family experience the night before. Above all, your presence in the hallway, greeting students with a kind hello, is a statement to the students that you care about them. I am sure this message is conveyed in other ways during the day as well, but the opportunity to reach more kids is increased by your presence in the hallway.

Regarding the faculty, they are on the run for the most part.

Your presence in their path along the way to their classrooms gives them easy access to discuss a student, ask for a conference, or fill you in on a particular problem. These exchanges are made more difficult if a formal meeting has to be scheduled. It is also more time consuming. Even substitute teachers appreciate someone to turn to in negotiating the intricacies of a new school. This accessibility has had tangential side effects. It establishes a good rapport with staff.

For counselors to function effectively in any school, we need the cooperation and support of our staff to assist our students.

From the point of view of the administration, they appreciate the backup in the hallway. I have never been asked to function as a monitor. Rather, administrators appreciate the “reach out” effort of a counselor who is not closeted in his/her covey hole, “secreted away” from the main flow. The public relations aspect of the “external office” is obvious.

In conclusion, the “Counselor’s External Office” brings more service to students.

It makes the counselor (teacher) more accessible. It establishes a rapport with staff and conveys a very caring concern to students. It establishes an atmosphere of involvement and helps to break down barriers. It maximizes the use of our time, so much so I stand at my “post” whenever I can shake free during my busy day. In addition to all these attributes, it has become for me……a great deal of fun.

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This article appears as an Addendum in Dr. O’Connell’s book, “The Secrets to Being A Great School Counselor.”

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It’s a wrap!

By: Kristen Capezza and Lauren Sangimino

Professional Development Committee Co-Chairs The Professional Development Committee has wrapped up a successful year of spring forums. The forums were held at colleges and universities across New York State discussing “The Secret to Student Success and Marketability.” Groups were made to focus specifically on the application process, affordability, athletes and performers, undocumented, and advanced curriculum (AP/IB). The forum was exactly that; an open discussion among colleagues from different sides of the desk who came together to ask questions and get answers ranging from important issues to recent trends. Hot topics ranged from: • Navigating athletic commitments, eligibility, regulations, and injuries.

• Auditions and portfolios for performers, and finding jobs.

• Differences between undocumented and illegal and important resources.

• Financial appeals, auditing, additional aid, average debt and minding the gap!

• Who should take AP/IB? How many? Is one better than the other? Looking at the student in the context of their school’s curriculum.

• Application Process: understanding the mission of a college or university, intriguing letters of recommendation, finding the person behind the essay, oversharing vs. under sharing information, processing and reading applications for twins/triplets, increased average number of applications per student, waitlists, and deferrals.

The forums would not have been successful without the participation of our attendees, seasoned table leaders and moderators and the host locations: D’Youville College, Fordham University, Stony Brook University, Syracuse University, University at Albany and the University of Rochester. Thank you all for your input and expertise.

We would like to congratulate all of our winners that received a free conference grant and NYSACAC membership at each location.

As another cycle comes to an end, stay tuned for future professional development

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opportunities by checking nysacac.org.

It has been a pleasure serving as your Professional Development Committee Chairs for the last three years. Thank you to all who have made this experience an extremely valuable one.

NYC NACAC Fair By: Carla Shere, Ed.D.

Director of College Planning, Learning Leaders The New York City National College Fair was held on Sunday, April 6th at the Jacob K. Javits Convention Center. The event was a huge success with more than 10,000 students and their families in attendance. Special thanks to the 26 college counseling professionals who volunteered their time, resources and knowledge at this event providing students one-on-one counseling. The One to One Counseling Center offered assistance to families who had questions while attending the fair from admissions criteria to academic programs and various characteristics about college.

This year, more than ever, there were many questions surrounding financial aid. The Counseling Center is estimated to have spoken with approximately 1,000 students this year. Students walked away with many useful resources and materials from NACAC, the Commission on Independent Colleges and Universities, NYSACAC, CUNY and SUNY as well as the individual colleges and universities that participated to help assist them at the fair and in their college search process.

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uNACAC Imagine Grantu By: Jeffrey C. Makris

Director of College Counseling, The Urban Assembly Gateway School for Technology “I heard that there’s an observatory on campus. Is that true?” Venitia, a junior, asked me excitedly at the start of our tour of the Union College campus. “It is indeed,” I responded. “That is so awesome!” she replied, and then sped up to get closer to the tour guide. I knew there was much about Union she would like; we had met many times since the start of the year and Venitia, a star student and leader amongst our student body, had a very good understanding of what she was looking for in her prospective colleges.

The same cannot be said yet for most of her peers at the Urban Assembly Gateway (UAG) School for Technology in New York City. UAG, like most other unscreened urban public schools, serves predominantly first generation, low-income students. Most of Venitia’s classmates were only beginning to understand the college admissions process, financial aid and the varied post-secondary options available.

To them, the entire college search process was an intimidating challenge shrouded in mystery. That is why this overnight trip for 45 UAG students was so important; for many of them it was the first chance they have had to visit colleges outside of New York City, and for all it was a great opportunity to expand their awareness of the higher education landscape.

Experiences like this are hard to arrange for schools like ours, primarily because of the costs involved. I had known for many years about the NACAC Imagine Grant, but had never known it could be used for student events such as this. I learned about the opportunity from the College Readiness team at my network of schools, The Urban Assembly, and soon realized that maybe the stars had aligned …after all, I was now building the college counseling program at a new high school that would produce its first graduating class next year. This trip could serve as a foundational event for our school community that would help to promote our new college office and establish our college-going culture.

My former school’s program had run successfully for fifteen years, but here at UAG we were just getting started…if there was a time to apply for a one 10

time Imagine Grant to help me get a student trip off the ground, this was it!

Being awarded the NACAC Imagine Grant was critical in making the UAG overnight college tour a reality for our students, and it was a wonderful event for all involved. We visited four colleges in the Albany region -University at Albany, Rensselaer Polytechnic Institute, Siena College, and Union College- over the course of two days, and spent considerable time before and after each visit talking about what we had seen and learned. The students eagerly signed on for the trip, even though it took two days from their spring break vacations.

The 45 participants came with a range of abilities, interests and backgrounds; some at the very top of the class, others who had struggled a great deal and had recently begun to get back on track and some with special learning needs. Each saw four very distinct and successful colleges. I was so impressed with the groupthey asked question after question of the admissions officers and tour guides, about adjusting to college life, keeping up with academic demands and learning to live independently. They stayed engaged and enthusiastic at all of the four campuses we visited, even when it became clear they were running on fumes after staying overnight with their friends in a hotel, and asked me thoughtful questions about Educational Opportunity Programs (EOP), diversity on college campuses, differences in learning environments and a host of other questions throughout the two days. I continually heard comments like “I think I would do better at a smaller college,” “I want a campus with Greek Life,” or “I want to be part of HEOP.” It was evident that they were beginning to think more deeply about their futures, and about the possibilities that lie in front of them.

The NACAC Imagine Grant helped to provide these students with an invaluable learning experience. While they learned a lot about four specific institutions, they also are now much more informed about the entire search and application process, and more prepared for their not so distant senior year. The Imagine Grant led these young people to see that the process of finding a college that is a good fit is not as mysterious as it once may have seemed. Even if they don’t have the opportunity to visit colleges like this again, they are more capable of investigating colleges and more aware of the resources available to them. They know they can learn a great deal with some research and observation...even from afar.

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A Look Back: NYSACAC Regional College Fairs By: Lisa Searle and Kimberlie Ball College Fair Committee Co-Chairs

This past spring, NYSACAC sponsored two regional college fairs: one at Ithaca College on Wednesday, March 19, and the other at SUNY Fredonia on Wednesday, April 9. During the Ithaca College event, 77 colleges and universities were represented, and admission professionals had the chance to meet over 300 students and their families from high schools around the region in the Athletics & Events Center on campus. The fairs had a diverse group of institutions represented at both events, and with the continued support of participating colleges and universities, NYSACAC is better serving the students and families of New York State. We would to thank all of our colleagues for participating in the second annual NYSACAC Spring College Fairs and hope that they will participate in next year’s events.

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Financial Aid “Loopholes” and “Landmines”

By Andrew Lockwood Lockwood College Consulting

Which types of savings accounts penalize you more than others, which do not hurt you at all?

In the bizzaro universe of financial aid, families are often punished for doing the “right thing.” Here’s a short primer on what “stuff” counts against you more than others, and what doesn’t count against you at all.

[Disclaimer: from Andy the “recovering attorney”: this is an extremely simplified discussion of a complex topic. It is generally accurate, but there are exceptions to the principles set forth herein.]

Income: Parent income is penalized between 22-47% in the financial aid formulas, whereas student income is assessed a 50% penalty. Meaning that, if a parent earns an additional $10,000, the family will be expected to contribute an additional $2,200-$4,700. If a child earns $10,000, the income penalty for financial aid purposes is $5,000.

Of course this is a gross oversimplification. Who would want to read the 1,100 pages of Byzantine regulations promulgated by the Department of Education, anyway? But let’s press on.

Assets: this is where the deadliest landmines lurk, as well as some of the greatest loopholes.

Parent assets are penalized 5.64% of the amount saved. In other words, if a parent has $100,000 saved, the family is expected to contribute $5,640 toward college costs.

Child savings is where it gets screwy – money in a child’s name is penalized at 20-25%, depending on the school. So that same $100,000 saved in the “wrong” place could reduce your eligibility by $20,000 or $25,000, instead of a measly $5,640!

On the off-chance that you’re wondering if this means that parents should yank money out of the 529s, etc., I am NOT saying that. But I promise to get to this question if you’re patient!

Until now, we have discussed that some stuff penalizes you more than others. Now let’s look at the types of savings that do not penalize you at all – exempt assets. They are: - Retirement accounts (401K, 457, Pensions, IRA, etc.)

- Your primary residence – for colleges requiring the FAFSA only - Annuities - Whole life insurance

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I do not want to get too nuanced here either, but it’s important to understand some details.

We have been discussing how colleges determine how much a family can contribute to college costs. The term that symbolizes this amount is “Expected Family Contribution” (EFC). But there are two ways colleges calculate EFC.

The federal methodology is used by colleges that require the FAFSA only, the Free Application for Federal Student Aid. Each of the above exemptions is on the FAFSA.

Approximately 250 of the 2,800 four year colleges require the CSS Profile in addition to the FAFSA. The FAFSA consists of approximately 100 questions, while the CSS Profile has about 200 excruciatingly detailed questions. Generally, private colleges with their own endowment money require the CSS Profile.

Some of the key differences between the FAFSA and CSS Profile cover: - Primary residence - Annuities - 529s

For the 250 CSS Profile schools, the primary residence is not exempt. In other words, it counts as a resource that colleges expect families to tap into in order to pay for college (as a mortgage or home equity line of credit). So families who tried to pay down their mortgage for financial planning reasons may have shot themselves in the foot for financial aid purposes!

Annuities are exempt on the FAFSA, but count as investments on the CSS Profile if they are not retirement annuities (“Non-Qualified”).

The 529 is a hybrid. Let me explain: Until 2006, the 529 was treated as a child asset – penalized at a higher percentage. But the Department of Education changed its methodology to treat the 529 as a parental asset, penalized at a mere 5.64% instead of 20%.

However, in my experience (and the collective experience of my colleagues in different parts of the country), CSS Profile colleges still treat the 529 as a child asset, penalizing families by as much as 25%.

What’s more, the CSS Profile asks for amounts saved for all siblings younger than 19, so the strategy of switching 529 beneficiaries does not work for these 250 schools.

Back to the question of what to do if you have money saved in the wrong places, or other “good” things that have terrible financial aid consequences: I am not advocating terminating your 529, mortgaging the house to the hilt or any other nonsense.

There are many moving pieces that space limitations and writer fatigue prevented me from covering, such as family Adjusted Gross Income and the types of colleges under consideration. In my experience, although 100% legal and ethical, moving 529 and other child savings makes sense for many families, but it does not make sense for ALL families.

Your best bet is to weight the costs versus the benefits of moving money around.

Andrew Lockwood wrote the Number 1 Best Selling book, How to Pay “Wholesale” for College and hosts the College Success for Less Show Saturdays, 12:30 pm on 103.9 FM, Long Island Business Radio. More information is available on his website, www.CollegePlanningGuru.com.

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Affirmative Action in Admissions A “Special Door” is closing By: Lawrence Q. Alexander II

Director of College Admissions, The Ivy Key, Inc.

(Reaction to “Courts Back Michigan on Affirmative Action” article in New York Times – April 22, 2014)

On Tuesday, April 22, 2014, the Supreme Court upheld a Michigan constitutional amendment that bans affirmative action in admissions to the state’s public universities.

Michigan becomes the ninth state to endorse this measure. The other eight states are Oklahoma, New Hampshire, Arizona, Nebraska, Washington, California, Florida, and Texas. The impact? Michigan, like Florida and California has seen precipitous declines in their numbers of African American and Hispanic students in their most selective institutions.

With almost 20% of the states in the country adopting this legislation, we should be concerned about the snowball effect.

What a relevant conversation for college access.

In response to the ruling, Supreme Court Justice, Judge Sonia Sotomayor, a graduate of Princeton and Yale, relates her own experience of affirmative action admission in her memoir, “My Beloved World”, “I had been admitted to the Ivy League through a special door….I lived the day-to-day reality of affirmative action.”

In stark contrast, Chief Justice Anthony M. Kennedy’s controlling opinion for three justices (Justice John G. Roberts, Jr. and Justice Samuel A. Alito, Jr.), remarked, “This case is not about how the debate about racial preferences should be resolved…

It is about who may resolve it. There is no authority in the Constitution of the United States or in this court’s precedents for the judiciary to set aside Michigan laws that commit this policy determination to the voters.”

I’m mortified at the issues the Supreme Court cannot resolve: gun control, equal access to higher education, immigration, and health care.

With the state count at nine (that ban affirmative action in college admissions), where does our profession raise its’ voice. The potential snowball effect will impact every college access professional working with low-income, first generation college students. Who can help us? We’re certain that the Supreme Court can’t.

It’s been said that the squeaky wheel gets the grease. I think it’s time to squeak before our state ends up on the list and yet another special door closes.

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“A Passport to Your Future” By: Frank Azzara

School Counselor, Mineola High School

(Mineola High School Roundtable 2014– Friday, April 4, 2014)

On April 4, 2014 Mineola High School juniors were given a passport to their future during a career day event. Students came dressed for success and eager to learn about possible career options. Designed as roundtable discussions, professionals from fifty organizations, companies and institutions spoke with the students about their careers. Among the presenters were seven Mineola High School Alumni. Many businesses from the community participated in the event.

The students were given “passports” that directed them to the tables of professionals whose occupations matched the student’s career interest inventory results. These “passports” included questions that students could ask the presenters. The guiding questions focused on areas such as the educational and training requirements of specific professions, the skills necessary for individual jobs, and the rewards of various occupations. This career day forum assisted students in planning for their futures, gave presenters an opportunity to inform future participants in their fields, and enabled the Guidance Staff to expand their role as college and career advisors.

Mr. Escobar thanked the presenters and addressed the juniors with words of encouragement and advice. The overwhelming success of the day was largely in part due to a collaboration between the Guidance and Business departments.

Students appreciated the hands-on format of the event, as it bridged the gap between the classroom and the world of work. Through speaking with professionals “in the trenches”, students gained knowledge they may not have otherwise obtained from traditional career resources. Christina Stillwell (Mineola High School class of 1995), a physician assistant at Jamaica Hospital Medical Center, highlighted the similarities and differences between a physician assistant and a nurse practitioner. Kyra McKay (class of 1994), forensic scientist-DNA expert for the New York City Office of the Medical Examiner, urged students to study what they enjoy, pursue internships, and make informed decisions about their career choice. Vinny Tunkel, a volunteer firefighter who was the chief of the Miller Place Fire Department for eight years, discussed the importance of teamwork, given the treacherous nature of this job. “They really told you what it was like to live the career”, said Allison Yarri, a junior, presently in AP Physics who is considering a career in the math and science areas. The presenters explained to students the connection between academic coursework and potential careers. They also discussed the various career options afforded by specific technical programs and college majors. Alisha Cheung, a junior, in her own words said “that career day really opened my eyes to careers I never thought of”. Alisha said “that I learned about salaries, benefits and how much college is going to help me achieve my goals”.

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Kyle Mularchuk appreciated Mr. Guido’s (CEO Computer Security Firm) conversation and discussion on computers. Kyle stated “I was very glad to attend. I found the presenters informative and fun to listen to and talk to”. He said it was a really good way to learn about different careers and career paths.

Alumni pictured above with HS Principal Ed Escobar (second from left)

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CBO Spotlight

By Danny Tejada

Site Coordinator, Liberty Partnerships Program, Pace University One of the most common misconceptions about Pace University’s Liberty Partnerships Program (LPP) is that we are just a program that provides tutoring and assistance for the college admissions process.

We are that and so much more. Our program strives to motivate students at four New York City high schools (Pace High School, High School of Economics and Finance, High School of Leadership and Public Service and High School of Health Professions and Human Services) to become self-sufficient and self-directed individuals who are capable of being marketable and productive global citizens.

We strive to develop the whole student— academically, socially, emotionally and physically through providing them with services and opportunities that will broaden their horizons. We provide solid learning experiences for students in all aspects of their lives. We challenge our students to develop their potential as honest citizens and to commit themselves to academic excellence, leadership and service.

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In our year-round program, students have the opportunity to receive enrichment by participating in various programs offered. Through LPP they are afforded at no cost to them or their parents/guardians instruction in: SAT Prep, classes geared towards strengthening their academics, learning about social issues/different cultures and about the “business” of college admissions. In addition, through our collaboration with Pace University’s Bridge Program, students are given the opportunity to take introductory college courses in a myriad of subjects offered at the New York City campus. We conduct college trips and host college admissions representatives from across the

country. We organize cultural enrichment trips that introduce our students to many of the treasures within our city such as Broadway plays, activities at Lincoln Center and museums. Staff members also regularly assist students in preparing for job opportunities through mock interviews and as a resource for the cover letter and resume writing process.

Partnerships with various colleges and organizations allow us to provide students with conference trips, scholarship opportunities and unique internships. In our workshops, students learn vital information about the financial aid process, being fiscally conscientious in college (budgeting), time management, developing effective study habits, how to navigate the world as a lucrative global citizen, coping mechanisms for succeeding in college environments that are racial and/ or culturally different from theirs, and how to develop networking skills that will assist them professionally and personally. There are so many pertinent areas that we cover, they could not all be listed in this article.

The most unique programming we have is our young men’s and women’s groups. Both are led by a staff member with identifying genders. It is a safe space that enables and is dedicated to our students speaking freely about topics that are relevant to their personal and academic growth in a manner that allows them to define the direction of each meeting. These two groups cover the areas that our other programming cannot. Some of the topics covered include: What it means to be a man/woman, loving one’s self and having productive relationships/friendships. Moving forward, among the programing that will be offered in these groups are seminars that will provide insight on dressing for success, exploration of cultures that are different from ours (which is intent on getting our students comfortable with the idea of traveling abroad while in college) and etiquette training.

As we look to the new academic year, we welcome partnerships that will help strengthen our students all around. If you are interested in learning more about our program or would like to collaborate with us, contact our Director, Shelly-Ann Richmond, at srichmond@pace.edu.

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Student Spotlight Annette Finnegan

By: Ann Yaspan and Daniel Brewer Let’s Get Ready

Let’s Get Ready proudly salutes Let’s Get Ready alumnus Annette Finnegan. Upon completion of a successful freshman year at Columbia University this May, Annette will “pay if forward” by running a Let’s Get Ready’s summer program at Macaulay Honors College at CUNY in Manhattan.

When Annette Finnegan attended a Let’s Get Ready’s summer program for the first time, she knew she had finally beaten the odds. Annette realized not only would she attend college, but also that she would finally receive valuable guidance to help her determine where she would like to go and how she would be able to pay for it. Thanks to the test-taking skills she acquired, guidance and support she received from everyone at Let’s Get Ready, and her remarkable inner strength, Annette was accepted into Columbia University with a full scholarship.

She grew up with her mother who was born and raised in the Dominican Republic.

Although Annette’s mother believed that education was the key to success, she didn’t know enough about the American education system to guide her daughter in a particular direction, nor did she have the financial resources to pay for an SAT and college prep program. Annette realized she would have to fend for herself.

When Annette entered high school in Cape Coral, Florida, she was accepted in a rigorous IB program where she heard talk of the college process. But there was no college guidance counselor to help her plan and prepare a strategy for applying to college.

What’s more, from sophomore year through the beginning of her senior year, Annette found herself in a very unstable living situation - homeless. During this time, her mother lost her job in Cape Coral and moved to Miami. Unable to find work in Miami, Annette’s mother felt she had no choice but to return to Cape Coral.

It was then that Annette did the unthinkable: she chose to stay in Miami and live on her own in order to finish junior year on track for her IB Diploma. In order to live in Miami on her own at the age 16, Annette opened an inexpensive gym membership that gave her access to their restrooms to meet her hygienic needs. Barnes & Noble and Starbucks became her living rooms, where she did her homework every night. She also balanced a weekend job at a supermarket. However, she earned less than $90 a week, nowhere near enough to afford even a small room. Determined to make things work and complete her education, Annette managed to survive by sleeping on friends’ couches and floors, motels, and at last resort, in her car.

The summer between her junior and senior years in high school, Annette stayed with an aunt in the Bronx. Once in New York she learned about Let’s Get Ready while

searching for “free SAT preps” online. Annette’s work in the program was as impressive as her academic career, and she increased her overall SAT by 320 points. But Annette got so much more from Let’s Get Ready than just an increase in her score. As Annette explained: “Let’s Get Ready assisted me in creating a list of colleges and actually understanding the application process. But, the most valuable thing I got out of Let’s Get Ready was the mentoring and support I received. When I arrived at Let’s Get Ready, I had no idea about how to approach the college application process. I knew nothing about what types of schools for which I was qualified or where to begin. My coaches helped me navigate the Common Application, highlight my strengths, and understand the value behind each and every one of my life experiences. They made me feel special, and gave me the confidence that allowed me to even dare apply to some of the Ivies and other top schools. When we visited Columbia University, I fell in love with the campus.

Had it not been for Let’s Get Ready, I probably would not have applied to a school of such prestige. My coaches also offered me plenty of insight into to college life and helped me to realize that I should never let my past experiences define me or make me feel uncomfortable in an environment of privilege. Many of the coaches came from less than ideal circumstances themselves and understood the amount of confidence that someone in my shoes would need to succeed in such competitive environments.”

Annette also received invaluable help and guidance with the eight essays she needed to complete in order to apply for the Gates Millennium Scholarship, which she was awarded, and the Questbridge Scholarship for which she was named a finalist.

She described the help she received from her coach and her adult mentor by saying: “My coach and my mentor took the time to help me mold my ideas, life stories, and experiences into beautiful essays I would not have been able to write on my own. They provided me with unconditional support that I needed not just for my college applications, but for my scholarship applications as well. As a Questbridge scholar finalist, I was allowed to submit the additional scholarship essays to every school to which I had applied. I am certain that those essays helped me to get accepted to most of my top choice schools.”

Annette chose to attend Columbia, her dream school, after being accepted to a variety of schools, among them Boston University, Boston College, Emory, Tufts and the University of Virginia. She credits Let’s Get Ready for providing her with the tools, guidance and support that have put her on the path to success, and is eager to give back to the organization that in her words “gave her so much.” To that end, she will codirect Let’s Get Ready’s summer program at Macaulay Honors College at CUNY, where she will oversee roughly 20 college student volunteers serving as coaches and 50 lowincome high school students.

Let’s Get Ready (www.letsgetready.org) provides low-income high school students with free SAT preparation, college admissions counseling, and other support services needed to gain admission to and graduate from college. These services are delivered by college student volunteers who serve as Coaches and offer the inspiration and encouragement students need to succeed. The NYC based non-profit operates over 90 programs at locations throughout the Northeast from Pennsylvania to Maine.

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Collaborating for College Success: CACNY College Success Network

By: Bindi Patel CACNY member, Let’s Get Ready

The College Access Consortium of NY (CACNY) was founded in 1989. It began as an informal network of community-based organizations (CBOs) involved in assisting New York City’s youth and young adults gain access to college. As need and increasing college costs continued to bar so many with hopes of higher education, network members placed a special emphasis on helping students and their families apply for and receive financial aid. With over 300 members, the CACNY member-base grew to include colleges, high schools and an even more diverse set of CBOs. As CACNY grew, and member needs began to expand CACNY continued to look for opportunities to be responsive to its members.

In 2011, Goddard Riverside Community Center and Citi held a conference bringing together a wide-range of stakeholders to address Building College Readiness, Access and Success in New York City in the Next 365 Days. Stemming from conversations at this conference, a group representing various CBOs came together to discuss how to best support the college success work that many of the organizations had recently embarked on. This group met over the next year to determine how to both sustain and increase its capacity to include more organizations throughout NYC.

This group found the perfect partner in CACNY. CACNY had long since recognized that while more young people were entering college, the number of students graduating had not been increasing. CACNY also had the infrastructure to convene large groups of CBOs, schools, colleges and funders. Each month the consortium continues to hold their traditional meeting focusing on college access issues and now a subgroup of members organize a secondary meeting focused on topics related to college success.

In the summer of 2013, the CACNY College Success Network announced a full

schedule of meetings. Members as well as organizations outside the network receive invitations to attend. This combination members and non-members makes for a more inclusive conversation. At the first meeting, attendees collectively developed what they felt were the most pressing topics in college success work. This year’s topics included: How Organizations are Transitioning from Access to Success Work; Supporting College Students with Disabilities; Developing Youth Leadership on College Campuses; Financial Aid Support for Continuing Students; Parental Involvement; and Developing Self-Advocacy through Professional Etiquette. While the subject of each meeting was set, space was created in the agenda for attendees to share best practices and support advocacy around college success, as well as fulfilling members’ needs to simply connect with one another around college success work.

Another important goal of the network has been to move collaboration forward.

Long-term projects were developed, including offering expertise for a Parental Involvement Video Series being created by member organization, data sharing and fostering individual continued on page 28

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continued on page 27 conversations. One major undertaking was for interested members to share their college-going data so CBOs with students at the same campuses could work together to pool resources, connect students and ultimately better support them. Members of the College Success Network have students matriculating at over 80 college and universities. Collaboration on how to support each student is essential! As the year winds down, the network is looking forward to continued work on the longterm projects and truly pushing forward the college success agenda for our students in New York City.

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