At Pollock Properties Group, generosity is one of the core ways we show up for our community. That’s why our College Countdown event was and will always be free and open to everyone, so families can access clear, compassionate guidance during a season that often feels overwhelming. We are deeply grateful to our sponsors The GenWealth Group, RATE / Guaranteed Rate, and CTK College Coach for making this gathering possible. Their support means families can learn, connect, and feel reassured that they are not navigating the college process alone.
This year’s featured speakers were Christina Taber-Kewene, founder of CTK College Coach, and Stephanie Nasteff-Pilato, CTK’s writing coach who specializes in guiding students through the essay process. What follows is a synthesis of our talk, paired with questions from our live Q&A, designed to help you move from “Where do we even start?” to “We have a plan.” Let us know if you have any follow up questions.
With love,
Vanessa and everyone at PPG
The Big Idea: We’re Raising Humans, Not Résumés
One of the most important reminders that echoed throughout the event is that there are many worthy paths after high school. College is one option, but so are the trades, the arts, entrepreneurship, or even a gap year. The “right” path is the one that fits your student—their strengths, their passions, and their unique pace of growth.
As parents and caregivers, our job is not to mold students into a perfect admissions package, but to notice who they are becoming, to coach them thoughtfully, and to support their development. When families hold this perspective, the entire process feels different. It becomes less about competing for prestige and more about making thoughtful choices that set our children up for learning, contribution, and success in ways that are true to who they are.
The Junior/Senior Timeline: Building Momentum Without Burning Out
If junior year is about laying the foundation, then senior year is about executing with focus. Christina outlined five pillars that colleges consistently evaluate and that families should keep in mind: teacher relationships, coursework rigor, testing, college research, and activities.
During the fall of junior year, the first step is to evaluate testing. Even though many schools remain test-optional, testing can still give students an edge if scores are strong. Families should decide early whether the SAT or ACT is a better fit through a diagnostic test, then focus on preparing for that one. Spreading energy across both is stressful and counterproductive. Preparation usually takes three to four months, and most students will take the exam two or three times. While data shows that improvement levels off after the third sitting, many students still manage to raise their scores on a final attempt.
Activities are another major pillar. Colleges look for students who show up consistently for something beyond themselves. This does not mean joining every club available. It means demonstrating sustained commitment and contribution to a passion, interest, or responsibility. Weekly or monthly service, steady part-time jobs, or creative projects carried through over time all tell admissions officers a story of reliability and depth.
As the year progresses into late winter and spring, course selection for senior year becomes critical. Students should aim for the most rigorous course load they can handle while still maintaining strong grades and balance. This is also the time to start cultivating meaningful relationships with teachers, since letters of recommendation are often requested in May or June of junior year. A student who has been present in class discussions or proactive in meeting during conference periods will find the ask much more natural—and teachers will have more to write about than punctuality or neat handwriting.
By the spring and summer before senior year, families should shift attention to the college essay. The personal statement is required by most schools and functions as a window into the student’s character. Beginning drafts in late spring and polishing them over the summer relieves the heavy load that falls once the school year begins. Summer is also an ideal time to tour campuses. While many families default to summer visits, it is far more valuable to visit when college students are on campus, typically between August and May. Walking through a dining hall or listening to conversations on the quad reveals far more about the campus culture than an empty summer tour can. Fortunately, Columbia High School allows three excused absences for college visits, which makes these in-session tours more accessible.
By August 1 of senior year, most applications open. At this stage, families should aim to have testing either complete or nearly finished, recommendations secured, the essay written and Common App prepared, and a preliminary school list that feels about 80% set. From there, the focus shifts to applications, including Early Action deadlines (non-binding) and, in some cases, Early Decision (binding). Early Decision can be powerful, but it should only be pursued if the school is truly a first choice and the family is financially comfortable with the commitment.
Building a Smart College List: Fit First, Ego Last
A smart college list is one that matches the student in front of you - not the neighborhood’s ideal. Families should begin by considering acceptance-rate ranges that align with their student’s academic profile, then build a list that includes reaches, targets, and likelies. If a student is undecided on a major, it is wise to prioritize schools that offer flexibility and breadth rather than overly narrow programs.
Online research is a great starting point. Begin with a school’s mission statement, which often reveals whether the values of the institution align with your student. Explore student life and the list of majors to see what opportunities are available. And take advantage of platforms like SCOIR (used by Columbia High School), which provide scattergrams and historical admissions data specific to your community. These tools help families understand what outcomes have looked like for students with similar profiles.
While campus visits are important, Christina reminded families not to feel pressure to see every single school before applying. Demonstrated interest matters at some colleges, but not all. Start with a variety of visits to get a feel for size and setting, then refine as acceptances arrive. Students will also have opportunities to attend Admitted Student Days in the spring, which often provide the clearest picture of whether a college feels like home.
Activities That Stand Out: Leadership Beyond Titles
Leadership is often misunderstood as holding an official position, like team captain or club president. But colleges care more about impact than titles. A student who encourages teammates after a tough loss, trains new employees at their part-time job, or organizes a neighborhood art wall is demonstrating leadership just as much as someone with an official role.
The key questions are: Who is your student within the group? and What changed because they were there? Consistency, depth, and authenticity are more compelling than a resume crowded with short-lived memberships. Admissions officers want to see evidence that students have leaned into what they care about, and that their presence has mattered to others.
Teacher Recommendations: The Quiet Differentiator
Teacher recommendations are one of the less visible, but deeply influential, components of the college application. Most schools require two recommendations from core academic teachers—English, Math, Science, Social Studies, or World Language. These letters give admissions officers insight into how a student learns, contributes, and grows within a classroom.
The best recommendations come from teachers who know a student well and can speak to their intellectual curiosity, perseverance, and character. While junior-year teachers are often the most common choice, a strong relationship with a sophomore or senior-year teacher can also be appropriate. Additional letters from mentors such as coaches, directors, or advisors can add dimension, but they generally supplement rather than replace the two core academic recommendations.
Families can support this process by encouraging students to engage intentionally in class and to attend office hours or conferences. When the time comes to request letters, it helps for students to provide a short “brag sheet” or reflection highlighting what they learned, where they grew, and what they’re proud of. This not only eases the teacher’s task but also ensures that the letter tells a full story.
College Essays: A Portrait of Character, Not a List of Achievements
The college essay - often referred to as the personal statement - is the part of the application where a student’s voice can come through most clearly. Its purpose is to reveal who the student is: how they think, what they notice, and how they make meaning from their experiences. It is not a place to list accomplishments or awards; those belong on the activities section of the application.
Starting the essay process in late spring of junior year is ideal. By working through drafts over the summer, students enter senior year with one of the heaviest lifts already complete. This is critical because many colleges also require supplemental essays, which can range from a single short response to as many as eight additional prompts (Stanford, for example). Students who begin their main essay early are much better positioned to handle the wave of supplemental writing that arrives with application season.
Strong essays share three qualities. First, they are honest and specific, using scenes and reflections rather than broad generalizations. Second, they show growth, tracing a shift in perspective, habits, or understanding. And third, they sound like the student. Admissions officers read thousands of essays each year, and they can immediately sense when a piece has been over-polished by adults. Authenticity is not just refreshing; it is the single greatest advantage a student has.
Q&A Highlights: Parents’ Top Questions Answered
During our live Q&A, parents raised thoughtful and practical questions that touched on some of the biggest anxieties around the process. Below are a few highlights, reframed with fuller context and clear takeaways.
How do we research colleges online together?
Begin with the basics: the admissions page, student life section, and list of majors. These three windows reveal a school’s priorities, campus culture, and academic breadth. Christina encouraged families to also read each school’s mission statement, since the language colleges use to describe themselves is often intentional and revealing. From there, branch into student-made YouTube videos, virtual tours, and your high school’s admissions data platform (such as SCOIR at Columbia High School), which allows you to see outcomes for students just like yours.
Is it okay for my child to apply “undeclared”?
Absolutely. While only a small percentage of students truly know their major before arriving at college, many feel pressured to declare prematurely. Christina reminded families that around 80% of students change majors at least once. Some fields- engineering, computer science, business- require early entry, but for most students, applying undecided is not only acceptable, it is wise. The key is to target schools with flexibility and breadth so your student can explore before choosing.
Does demonstrated interest matter?
Sometimes. Some schools track whether students attend info sessions, visit campus, or engage with admissions offices. If your family lives within driving distance of a school, demonstrating interest can make a difference. That said, not every college weighs this, and families should not feel pressured to attend every tour or event. The goal is a balance: enough engagement to show genuine curiosity, but not at the expense of sanity.
What about Early Decision? Should we take advantage of it?
Early Decision (ED) can significantly improve odds at some institutions, but it is binding. Christina urged families to consider ED only if it is truly the first-choice school and the family is comfortable with the financial commitment, since ED leaves little room for comparing aid packages. By contrast, Early Action (EA) is non-binding and generally advisable if available.
Should we disclose IEPs or 504 plans?
Because these are confidential medical matters, disclosure is optional. If academic performance was significantly impacted by health or learning needs, students can briefly explain context in the “Additional Information” section of the application. The bigger consideration, however, is ensuring that colleges on your student’s list offer strong disability support services and are equipped to provide the accommodations your student will need to thrive.
Do recommendations have to come from core academic teachers?
Yes, most colleges require at least two recommendations from core academic subjects - English, Math, Science, Social Studies, or World Language. Additional letters, such as from a chorus director or club advisor, can be excellent supplements, but they rarely replace the core requirement. The guiding principle: choose recommenders who know your student well and can speak to their curiosity, work ethic, or unique voice.
How can my student demonstrate leadership if they don’t have an official title?
Leadership is about influence and character, not titles. A student who is the “glue” of a team, the encourager of peers, or the reliable worker who mentors others is showing leadership just as meaningfully as a captain or president. Colleges want to know what role your student plays in their community and how that role has made an impact.
What if my student has had a “detour” - poor grades, health issues, or setbacks?
Colleges understand that life is rarely a straight line. If grades dropped due to medical, personal, or mental health reasons, there are spaces within applications to provide context. What matters most is showing growth: what your student learned, how they rebounded, and who they are now. Admissions officers are often more impressed by resilience than by perfection.
Does meeting with the college reps that come to Columbia count towards demonstrated interest in a particular school?
Demonstrated interest can be shown in many ways, from visiting a college for an official tour and information session, to meeting an admissions rep at a college fair or high school visit, to engaging with the school through webinars, social media, and responding to emails. Some colleges will offer optional interviews in the summer and fall of senior year, and those are also important. Many colleges do not track demonstrated interest, however, so students should check that information in the college’s Common Data Set and take action accordingly.
A Calm, Doable Checklist
After an hour of advice and conversation, the message was clear: you don’t have to do everything at once. A steady, organized rhythm will carry your family through. To help keep the process manageable, here’s a checklist that blends encouragement with action:
Set boundaries around “college talk.” Pick one weekly check-in time and let the rest of life be about other things.
Plan a rigorous but balanced senior course load. Match challenge level to capacity and genuine interests.
Identify two core teachers for recommendations by late spring of junior year. Encourage authentic engagement so teachers have meaningful stories to tell.
Decide on testing strategy. If testing, choose SAT or ACT (not both), prep intentionally, and plan for 2–3 sittings. If not, lean confidently into test-optional schools.
Begin the personal statement early. Aim to draft in late spring of junior year and revise over the summer.
Visit campuses thoughtfully. Prioritize variety (small/medium/large, public/private, urban/suburban) and aim to see them when students are present.
Build a balanced college list. Include reaches, targets, and likelies, and weigh both fit and affordability.
Track demonstrated interest only where it matters. Participate in events or visits at schools known to consider it—but don’t burn out.
Final Thoughts
The College Countdown event left us all with the same reassurance: this process is not about perfection. It is about raising humans - curious, resilient, and authentic - and guiding them toward environments where they can thrive. By focusing on the student in front of you, setting realistic timelines, and remembering that every child’s path is unique, families can move through the process with far less stress and far more joy.
If you found this event and information helpful, we’d love your support of the Pollock Arts Initiative, which funds arts education, lessons, and resources for students in our school district. Together, we can ensure that every child has the chance to fully participate in the classroom and in life.
The Pollock Arts Initiative (PAI) helps underwrite instrument and arts equipment rentals at the elementary and middle school levels to eliminate financial barriers to student participation in arts programming, supplements Achieve Foundation funding of teacher grant requests for arts-related projects, and may be used to help maintain the district’s inventory of musical instruments and other arts-related equipment and supplies.
Through the PAI, scholarship awards for advanced training are be offered to Columbia High School students who demonstrate exceptional talent and are recommended by SOMSD faculty. Awards are tailored to students’ specific needs for private instruction, classes and/or professional quality instruments/art equipment.
