This is the methodology behind $25 million in merit aid, written down and licensed to your school. The College Counselor Manual© sets the school-year calendar your office runs on. The student curriculum, the training and the materials are separate licenses that run on it.
Every piece below licenses on its own or in combination. Nothing here is a bundle you have to take whole.
A school-year counseling-office system that sets out what counselors, staff, teachers, students and parents each do, and when. Everything else on this page is licensed separately and runs on the calendar it sets.
It is a system that has been built and run, not written from scratch for every building. What gets tailored is the size of your office and how the duties are split between your people, which is the part that actually differs school to school: who handles transcripts, who writes recommendations, who owns the calendar. I train your staff to run it from there.
Built around two counselors and a registrar · Runs a full school year, roughly nine to nine and a half months
The student-facing spine of it runs grade by grade.
The sequence opens in ninth grade and the heaviest work lands in the fall of junior year, which is what gives a family eighteen months to absorb what college will cost rather than three.
Three licensed assets, all built on the same methodology. Take one, take all three.
The full sequence for eighth through twelfth grade, including the application process end to end and a How to College module for graduating seniors. Self-directed modules with downloadable tools, so every student in the grade moves through the same material in the same month.
The junior year spine. Licensed one copy per student and used as the backbone of a seminar, an advisory block or a junior seminar course. It carries the same sequence the Academy runs, in a form a student writes in.
A research tool in the same category as Naviance or SCOIR, built on my methodology rather than on general web content. Students use it to research colleges and to understand how the admissions process works, at the point in the evening when the question actually occurs to them.
It does not touch district or school logistics, and it does not do your counselors’ job. It is where a student looks things up.
Built for your team to own and deliver.
Training is delivered across the year rather than in a single session, with on-call support between sessions for the questions that come up once your team is actually running it. New staff are brought up to speed when they arrive instead of waiting for the next cycle.
The structure is deliberate. Federal professional development funding requires training to be sustained and job-embedded rather than a stand-alone workshop, so the way this is built matches the way it can be paid for.
Aligned to federal professional development standardsThe student-facing and family-facing materials carry your school’s name, not mine. Your counselors deliver them, in your voice, as part of your program. That is the point of licensing rather than contracting.
If you would rather I deliver some of it, staff augmentation is available and quoted separately. That is your call to make year by year, and it does not change what you license.
Yours to deliver · augmentation optionalThe Academy, the Game Plan and Your Admissions Coach are all built on one methodology, and this is the record that methodology has produced with families since 2015.
$25M+merit aid secured for families since 2015
100%college acceptance rate
65+of the top 100 schools with students admitted
98%graduated on time
100%of graduates fully employed or in grad school
I wrote this curriculum. I am a Cornell-trained systems engineer with a Certificate with Distinction in College Counseling from UCLA and the PMP, with 10+ years guiding families through admissions and merit aid and 25+ years in technical industries building the kind of operating systems a counseling office runs on.
No, and it is built so it cannot. The curriculum carries the content, which is the part that is the same for every student in the grade. Everything that depends on knowing a particular student stays with your counselors. What changes is that the student arrives at that conversation already knowing the vocabulary, so the appointment opens on the question that needed a person.
It is a research tool, not an advisor. Think Naviance or SCOIR: a student uses it to research colleges and to understand how the admissions process works, built on my methodology rather than on general web content. It does not handle district or school logistics, it does not make recommendations about a particular student, and it does not stand in for anyone on your staff. It is where a student looks something up at nine at night.
Your team delivers it. That is what licensing means, and it is why the materials carry your name rather than mine. The Academy runs on your schedule, inside an advisory block, a seminar, or a counselor-led sequence, and the sequence is taught as it is written, because the order is where most of the value sits. I train your staff to run it and stay available between sessions. If you would rather I deliver part of it, staff augmentation is available and quoted separately.
Two things, and neither one is building anything. Someone to deliver the sequence in whatever block you give it, usually a counselor or an advisory teacher. And someone to own the calendar so the modules land when they should.
The process the calendar is built on assumes two counselors and a registrar, and it runs the length of a school year, roughly nine to nine and a half months. That is the shape it was designed around. The tailoring adjusts it to how your office is actually staffed and how the work is split between your people.
The materials, the sequence and the calendar arrive finished, and your staff are trained on all three before a student sees any of it.
Yes. Junior year is where the decisions that set what a family pays actually get made, so starting there puts the license against the year that decides the most. Adding ninth and tenth afterwards extends the runway in front of it.
Juniors move through the year on a published schedule, so by spring they have a list, a testing decision and a sense of what their family can carry. Seniors open the fall executing. Parents arrive at your college night having already read the same material their student did, which changes the questions they ask. And your counselors are working from a common baseline with every student who sits down with them.
Baptiste-Wallace LLC, doing business as The College Application Specialist. WBENC certified, national certification number WBE2503056. Maryland Small Business Reserve certified and registered in eMMA. Registered to do business in Maryland, registered as a foreign entity in Virginia, and registered in eVA.
Vendor numbers for eMMA and eVA are supplied on request rather than published.
We set the baseline before the first module runs, from numbers your office already keeps: FAFSA completion rate, how many seniors submitted applications and how many each, counselor appointment volume by month, and the scholarship dollars seniors report at graduation. Those get measured the same way a year later. The measurement plan is written into the engagement itself, so your board sees what was baselined and how it moved, rather than being asked for a number at the end of the year.
Title IV-A of ESEA names this work directly. The statute authorizes college and career guidance and counseling programs, postsecondary education and career awareness and exploration, training counselors on postsecondary planning, and federal financial aid awareness activities, and it separately authorizes running those programs in partnership with an outside provider. Where a school operates a schoolwide Title I program, Title I-A lists preparation for and awareness of postsecondary opportunities among its allowable schoolwide strategies, and that is usually the larger allocation of the two.
Two honest notes. A single-site charter’s Title IV-A allocation often sits near the statutory minimum, so it may cover the training rather than the whole engagement. And the curriculum has to be supplemental to what the school already funds, which is one more reason this is built to sit alongside your counseling office instead of in place of it.
I will write the scope to match whichever stream you are using. I am not your federal programs officer, and allowability is a question for whoever is.
Licensing is quoted per organization, because a single charter school and a district of twelve high schools are not the same engagement. Tell me the size of the student body and which grades you want covered, and you will get a written scope your board or procurement office can act on.
Tell me about your school, district or organization and which grades you want covered. You will hear back within one business day.