trevordayschool

different. And that's great, too!" Mr. Exline adds, "Part of [school choice] is about programs, or location, or size. But all of that adds up to the experience, and that experience is what will propel them forward as leaders in their communities." Many students express anxiety about the pressure of writing the perfect essay as part of their application. A lot of emphasis is put on the essay, which requires an ability to shine a light on oneself, navigate the balance of humble confidence, what to share, and how to frame it. Mr. Exline's and Ms. Powers' individualized insights are invaluable. ey know what schools are looking for and also know how to relate stories. Joe C. remarks, "At the beginning of the fall, I came in with three different drafts that I wrote over the summer. Two were tossed. e one that I submitted, well, I'm really proud of it. But that's entirely due to the many edits, drafts, encouragement, and Ms. Powers' support, feedback, and guidance. Certainly, there were times I was very frustrated. e essay was the most difficult part of the process, but it's now what I'm most proud of." By December, even though two-thirds of the class have completed their applications, the majority of the students return to counseling each week, often seeking individual conversations. Because they have nothing to do but wait, the dialogue shifts to managing anxiety. Mr. Exline says that all he can do at that point is assure students that they are in a good place. Many Class of 2017 seniors who participated in a survey on their experience with college guidance felt that their ability to show interest and interact with college reps helped them stand out in their application. ese interpersonal skills also helped add confidence before, during, and after the personal interview. When Trevor students begin their College Clusters in junior year, they know how to manage their time, ask the right questions, communicate across networks, and be self-advocates. By the time they graduate from Trevor, they have the ability, certitude, resourcefulness, resilience, and desire to change the world. n College Clusters continue throughout the fall, evolving into a collaborative work period: Students proof each other's applications, essays, and supplementary materials. Counselors also proofread, and act as sounding boards, providing thoughtful and experienced feedback. While only one individual student-counselor meeting is required, most students meet their counselors more often, sometimes several times a week. Of this time Mr. Exline says, "We try to get them to think about finding a place where they can continue to grow skills and abilities. We hope they put themselves in a place where they will be challenged and inspired academically. We suggest they ask themselves if they want to be valued members of their community—is that important? Do they want to go to a school where they'll make a big impact on the community and have the ability to change its dynamic? We want them to ask themselves, 'What's going to give me a better experience for the world after college?' We look beyond the school's name—which does not suggest that our students don't go to schools with great names—we just ask them to focus on visualizing the type of experience they're going to have." He continues, "We ask students to look at what they've done here. Have they enjoyed their Trevor experience, and are they looking for something similar? Some of them do. But others want something completely We want them to ask themselves, "What's going to give me a better experience for the world after college?" —Adam Exline 1 3 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7

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