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Helping Students Explore Readiness Through Summer Programs

Four-year university, community college, gap year or another path? For autistic students, a summer program can provide real-world clues about which direction makes the most sense after high school graduation. A well-run program lets teens practice independence, build social confidence and discover whether they’re prepared for the next step.

As a high school counselor, you’ve likely worked with autistic students who are unsure about their next step after graduation. Some may be eager to apply to college, while others may need more time to practice daily living skills, social communication or managing responsibilities on their own. A well-matched summer program can provide a valuable training ground to help families and students decide: Is my student ready for college now or do we need to consider alternative paths first?

Encouraging families to explore summer opportunities before senior year can reduce stress and help them make informed choices.  The benefits of away-from-home summer programs are well established – read my recent Autism Spectrum News article to see how these programs have tangible benefits for neurodivergent students from promoting a sense of belonging to strengthening emotional resilience after setbacks.

To help families learn about these programs and select a great fit, Spectrum Transition Coaching is hosting a FREE Autism Summer Program Expo on November 9 featuring nine programs in one live, virtual event. Families will have the chance to meet staff, ask questions and learn about unique programs that support skill-building, confidence and independence.

By connecting families with resources like summer programs, you can help them move from uncertainty to confidence. Away-from-home programs let neurodivergent students “test drive” skills needed for life after high school and help families make smarter decisions about what comes next after graduation.

New Blog for Practical College Counseling Support

Check out this new blog for practical college counseling support.

This blog was started by Jeremy Kasten with one simple goal in mind: to make college counseling feel a little more manageable and a lot less lonely.

Each post is short, practical, and always includes a free downloadable tool (checklists, templates, meeting guides, etc.). It’s written with school counselors in mind… especially those who don’t have a full-time college role.

The latest series is called “Fall Roadmap”, but there’s more coming every week as we move into peak application season. Check it out and feel free to share it with others in your group. Here is the link: http://www.higheredification.org/blog

Getting Great Letters of Recommendation – Part 2

A strong letter of recommendation can definitely bolster a college application. Unfortunately, too few students understand the importance of this pivotal piece of the college admissions puzzle. The norm seems to be that students wait until the last minute to ask the most popular teacher. What’s wrong with that picture? Just about everything.

Teachers, coaches, community leaders, and employers know students can offer unique perspectives. While high praise in a letter of recommendation isn’t an automatic acceptance, a mediocre letter can signal red flags and spell disaster. Colleges read all the letters submitted, but they generally come into play when trying to distinguish between students who present similar grades and test scores.

How do you prepare recommenders to write the best letter possible?

  • Start Early – Asking early demonstrates both a measure of responsibility and thoughtfulness on the part of the student, i.e., that you understand the value of the letter of recommendation, are taking the college admissions process seriously, and appreciate the recommender’s time. Most guidance counselors recommend asking teachers just before the end of junior year and then reconnecting with them in the fall of senior year.
  • Approach recommenders carefully – Ask them if they feel comfortable writing you a letter of recommendation. If you get even a hint of hesitation, just say thank you and move along to the next recommender on your list.
  • Be strategic about whom you ask –Asking the teacher who gave you the “easy A” may not work in your favor. You need to ask yourself, “Who knows me and my work best?” Figure out which teacher can share the most about your intellectual curiosity, strong work ethic, ability to get along with other students, capability to lead, and your potential career success? Students and parents often ask if it is critical to have received an “A” in a class before they can ask for a letter of recommendation. No, just getting an “A” in a class doesn’t mean that a teacher will write a stellar letter. Frequently, the most powerful letters of recommendation come when a student has struggled in a class, but has really shown determination and perseverance.
  • Waive your rights – Most applications will ask if you’re willing to waive your rights to see your letters of recommendation. Check the “yes” box. Otherwise, the recommender may be leery about being honest, and the college will have doubts about your confidence in your recommenders.
  • Don’t forget your manners – Remember that no one is getting paid to write these letters of recommendation for you. Thank them properly with a hard copy, not an email, thank-you note, and be sure to keep them updated on whatever you hear from your colleges.                                                                                                                                                                                                                      How to prepare your recommender to write the strongest letter on your behalf. Make the recommender’s job as easy as possible. Help your recommender help you by providing the following:
  • Prepare a resume or brag sheet that gives the teacher a better understanding of your involvement in community service, extracurricular interests, how you’ve spent your summers, any honors, scholarships, or awards you’ve received, any internships or job-shadowing experiences, and any employment. The teacher will use this information to provide depth and breadth to your letter of recommendation.
  • Your Personal Statement.  Many teachers will write the letters of recommendation once you return to school in the fall and will appreciate reading what you have to say about yourself.
  • A brief paragraph on what you’re looking for in your college experience. This is where you can address your specific interests, possible majors you’re considering, and the type of colleges that represent a good fit for you. This will help the teachers personalize their letters.
  • Your college list with specifics on their application deadlines (Early Action, Early Decision, Restricted Early Action, and Regular Decision.

Lee Bierer is an independent college adviser based in Charlotte. Send questions to: lee@bierercollegeconsulting.com; www.bierercollegeconsulting.com

Getting Great Letters of Recommendation – Part 1

Letters of recommendation carry varying weight, depending on the perspective of the college or university and who writes them. Many colleges have limited the number of recommendations they will read. The more selective colleges may ask for one – three teacher recommendation letters and 0 – 3 non-teacher letters. Some colleges specify that they don’t want students to send any letters of recommendation.

The Common Application (www.commonapp.org), on each college’s FERPA/Letters of Recommendation page, tells students exactly how many letters they require/how many are optional for both teacher recommendations and non-teacher recommendations.

But still, questions abound: Who should you ask? What are they used for? Where do they go? When should you ask for them? Why are they important?

Who?

Letters of recommendation are the most powerful when they are written by teachers, coaches, club or internship advisors, youth group advisors, or employers who know you well. The people you ask should be able to describe your skills and your accomplishments as well as your personality. Colleges prefer letters from junior year teachers since they are the most familiar with your most recent work. Read instructions carefully since some colleges may specifically request a science or math teacher, especially if you’re applying to an engineering program.

What?

Since most letters of recommendation are glowing and full of praise for the applicant, colleges that take them seriously are trying to get beneath the surface of who you are. The letters that share personal anecdotes about you reveal the less tangible qualities that a college can’t deduce from grades and test scores. A well-written letter of recommendation will showcase your abilities and make you a compelling candidate.

Where?

On the same FERPA & Letters of recommendation on the Common App, you’ll see an opportunity to invite your teachers and non-teachers. Once you type in your teacher’s email address, an invitation is sent to them. This is why it is important to ASK your teachers if they are willing to write on your behalf. Many teachers receive so many requests, they have a limit to the number they’ll write. Remember, no one you ask is getting paid to do this; it is truly a favor on their part

When?

It is best to ask teachers in the spring of junior year if they are willing and able to write a letter on your behalf. If you’re a senior, you’re fine; just take care of it in the next week or so.

If your teacher says “yes”, then ask them about their preferred timelines. Some teachers like to take care of the letters over the summer, and others want a true summer vacation. If you have colleges with early deadlines (October 15 and November 1), make sure you provide your recommenders with at least a month’s time to write the letters.

Why?

Letters of recommendation can often be the critical tipping factor when two candidates present similarly, and colleges can pick just one.

Must do’s:

  • Be certain to complete the FERPA  waiver, where you’ll waive your right to view recommendation letters on your application forms. Admission officers will trust them more if you haven’t seen them.
  • Send a confirmation email to your recommenders, thanking them and being specific about next steps.
  • Send thank you notes once you know the colleges have received the letters of recommendation.

NEXT COLUMN: How do you prepare recommenders to write the best letter possible?

Lee Bierer is an independent college adviser based in Charlotte. Send questions to: lee@bierercollegeconsulting.com; www.bierercollegeconsulting.com

PSAT 2025 – What You Need to Know

If your student is taking the PSAT this October, there are a few important updates to be aware of, especially since the format looks a lot different than it did just a couple of years ago.

First things first: the PSAT is now 100% digital. That means no more bubbling in answers with a pencil. Instead, students will complete the test on a device (usually a school-provided laptop or tablet) using the College Board’s Bluebook app. It’s quicker, more efficient, and built with student tools in mind.

Here’s a quick snapshot of what to expect:
No guessing penalty: Students won’t be docked points for incorrect answers. Adaptive format: The test adjusts based on how students do in the first half of each section, which makes accuracy right from the start even more important. Test length: About 2 hours and 14 minutes, significantly shorter than the old paper test. Timing breakdown: Reading & Writing: 2 modules, 27 questions each, 32 minutes per module. Math: 2 modules, 22 questions each, 35 minutes per module.

The test experience itself is designed with helpful tools. Students can Use a built-in Desmos graphing calculator on the entire Math section. Highlight text and flag questions to revisit later. Cross out answer choices they know are wrong. Zoom in and out of the screen for better focus. Track time with an optional on-screen timer.
Reading passages are now shorter and to the point, typically 25 to 150 words with one question per passage. This change helps students stay focused and manage time more effectively.

Scores will still be reported on a 1520-point scale, with 760 for each section. And for juniors, this test counts,  it is the qualifying exam for the National Merit Scholarship Program.
The PSAT will be offered during the school day between October 1 and October 31, with some Saturday options (October 11 and October 18) available depending on the school.

👉 If you want a quick video explainer of these changes, check out Rath Tutoring’s: (https://www.rathtutoring.com/) Instagram posts right here. It’s a quick reel that breaks down what’s new and what students should be doing now to prepare.

FAFSA®–What’s True and What’s a Myth? 

With the FAFSA® application opening soon, now’s the perfect time to help your students separate fact from fiction. Below are a few of the most common myths from Going Merry that they debunk on the regular:

  • Myth 1: “My parents aren’t helping me pay, so I file as an independent.”
  • Myth 2: “I’m going to community college—FAFSA isn’t worth it.”
  • Myth 3: “I can’t submit the FAFSA because my parents are undocumented.” 

Want to read the full list of myths and see the truths? Check out the Top 10 FAFSA® Myths resource!

FAFSA® Prep: What Students Need to Know

Make the process easier by helping students prepare for the FAFSA® with the following resources:​

  • FAFSA® Prep Assignment: A document that helps students prepare information needed to complete their FAFSA® application.
  • FAFSA® FAQ: A document created that answers common questions about the FAFSA®.

The more prepared they are, the smoother the application process will be!

If you’d like to share these resources with your seniors, you can see the attached email template. Simply copy and paste it into an email! 

General Rules Your Students Should Follow Regarding Posting on Social Media

In today’s digital age, social media can be a powerful tool — but it also comes with responsibilities. It’s important for students to understand the impact of what they post online, not only for their personal safety but also for their future academic and professional opportunities. Here are some general rules all students should keep in mind when using social media:

  1. Think Before You Post
    Ask yourself: Would I be okay with a teacher, parent, future employer, or college admissions officer seeing this? If not, don’t post it.
  2. Protect Your Privacy
    Avoid sharing personal information such as your address, phone number, school details, or your location. Turn on privacy settings to control who sees your content.
  3. Be Respectful and Kind
    Treat others the way you want to be treated. Don’t engage in bullying, harassment, or spreading rumors — even if it’s meant as a joke. Words online can have real-world consequences.
  4. Represent Yourself Well
    Your social media accounts reflect who you are. Build a positive digital footprint by posting content that shows your interests, achievements, and goals in a respectful and appropriate way.
  5. Avoid Inappropriate Content
    Do not post or share content involving violence, hate speech, nudity, illegal activity, or anything that violates school or community standards.
  6. Don’t Overshare
    Everything you post becomes part of your digital record. Think twice before sharing your opinions or personal experiences publicly. Once it’s out there, it’s hard to take it back.
  7. Fact-Check Before You Share
    Don’t contribute to the spread of misinformation. If you’re going to share news or sensitive information, make sure it comes from a reliable source.
  8. Know the School’s Social Media Policy
    Many schools have specific rules about student behavior online. Make sure you’re familiar with them to avoid unintended violations.

Colleges and future employers are now vetting their candidates by reviewing their social media accounts. Let them know to think before posting something that could be construed as controversial.

NACAC College Fairs Fall 2025 Schedule (September-November, 2025)

National College Fair Cincinnati September 28, 20251:00 PM – 4:00 PM
National College Fair Greater Fort LauderdaleSeptember 28, 20251:00 PM – 4:00 PM
National College Fair NashvilleSeptember 30, 20256:30 PM – 8:30 PM
STEM College and Career Fair HoustonOctober 5, 20251:00 PM – 4:00 PM
National College Fair Minnesota Session 1 of 3October 7, 20259:00 AM – 12:00 PM
National College Fair Minnesota Session 2 of 3October 7, 20255:30 PM – 7:30 PM
Performing and Visual Arts College Fair BostonOctober 7, 20256:30 PM – 8:30 PM
National College Fair Minnesota Session 3 of 3October 8, 20259:00 AM – 12:00 PM
Performing and Visual Arts College Fair SeattleOctober 9, 20256:30 PM – 8:30 PM
National College Fair Portland Session 1 of 2October 12, 20251:00 PM – 4:30 PM
National College Fair Portland Session 2 of 2October 13, 20259:00 AM – 12:00 PM
National College Fair Honolulu Session 1 of 2October 14, 20258:30 AM – 11:30 AM
National College Fair Honolulu Session 2 of 2October 14, 20255:00 PM – 8:00 PM
National College Fair Atlantic City Session 1 of 2October 14, 20256:00 PM – 8:00 PM
National College Fair Atlantic City Session 2 of 2October 15, 20259:00 AM – 12:00 PM
National College Fair Spokane Session 1 of 2October 15, 20259:00 AM – 12:00 PM
National College Fair Spokane Session 2 of 2October 15, 20256:00 PM – 8:00 PM
National College Fair Seattle Session 1 of 2October 17, 20259:00 AM – 12:00 PM
National College Fair Seattle Session 2 of 2October 18, 202512:00 PM – 4:00 PM
STEM College and Career Fair New JerseyOctober 18, 20251:00 PM – 4:00 PM
National College Fair Boise Session 1 of 2October 21, 20259:00 AM – 2:00 PM
National College Fair Boise Session 2 of 2October 21, 20256:00 PM – 8:00 PM
National College Fair DenverOctober 25, 20251:00 PM – 4:00 PM
National College Fair PhiladelphiaOctober 25, 202511:00 AM – 3:00 PM
Performing and Visual Arts College Fair New York CityOctober 26, 20251:00 PM – 4:00 PM
STEM College and Career Fair BostonOctober 26, 20251:00 PM – 4:00 PM
National College Fair Saint LouisOctober 26, 20251:00 PM – 4:00 PM
National College Fair Louisville Session 1 of 2October 28, 20259:00 AM – 12:00 PM
National College Fair Louisville Session 2 of 2October 28, 20256:00 PM – 8:00 PM
National College Fair Baltimore Session 1 of 2October 29, 20259:00 AM – 12:00 PM
National College Fair Baltimore Session 2 of 2October 29, 20256:00 PM – 8:00 PM
National College Fair DallasNovember 2, 20251:00 PM – 4:00 PM
Global Universities Fair LondonNovember 8, 202512:00 PM – 3:30 PM
Performing and Visual Arts College Fair ChicagoNovember 12, 20257:00 PM – 9:00 PM
Contact NACAC to confirm specific information on each fair

Experiences of Rural School Counselors with District-Level School Leadership – Your Help is Needed!

Please consider participating in a research study on the supervisory experiences of rural school counselors with district-level leaders. This work will prove insightful and transformative for school counselors in the field. Participants qualify if currently employed as a Counselor in a rural classified district or school in the U.S. and have at least 3 years of experience within the school counseling profession. Eligible participants will be contacted to schedule an individual interview by Zoom.

Sign up here: [https://virginiatech.questionpro.com/t/Ab0wKZ5Xww]

Analysis of 700K Resumes Reveals Hidden Gaps in Student-Athlete Career Readiness

As student-athletes head back to the classroom this month to sharpen both their athletic and academic skills, new analysis of nearly 700,000 resumes from LiveCareer identifies key areas where athletes both excel and lag when it comes to communicating their transferable skills to potential employers. 

Key Gaps in Student-Athlete Resumes:

  • Problem-solving and professional development are underrepresented – Student-athletes mention “problem solving and critical thinking” 63% less often and “professional development” 138% less often than non-athletes, indicating a gap in articulating transferable analytical and career-building skills.
  • Lower emphasis on motivation and initiative – Surprisingly, student-athletes list “motivation and initiative” 42% less frequently than non-athletes, despite their experience in competitive environments.
  • Technical and interpersonal skills show minimal difference – While athletes report “technical skills” 12% more often than non-athletes, they are 24% less likely to highlight “interpersonal skills,” suggesting a need to refine how they present their communication abilities.

Have any student-athletes you are working with? This might help them fill in some of the gaps in their resumes.

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