Guiding Big Dogs Through the College Process
For many families, the college application process can feel overwhelming, especially for CVA student-athletes balancing demanding academics, training, travel, and competition. CVA’s College Bound program provides structured, individualized support that helps Big Dogs navigate the process with confidence and prepare for life after graduation.
The formal College Bound process begins during the spring of junior year, shortly after students return from Spring Break. In a unique introduction to the program, seniors fresh from their own college search journeys help guide juniors through the first stages of the process, offering advice and perspective from recent experience.
College Bound classes meet weekly and are built directly into the academic schedule during both the spring of junior year and the fall of senior year. Because many CVA student-athletes spend significant time traveling for training and competition, the program is intentionally designed to remain flexible and accessible. Resources, tutorial videos, assignments, and deadlines are organized through Google Classroom, allowing students to continue progressing remotely, work ahead when needed, and receive one-on-one support upon returning to campus.
From there, students begin identifying what they truly want in a college experience. Discussions focus on finding the right fit academically, athletically, socially, and geographically rather than simply pursuing name recognition. Students research differences between large and small schools, explore majors and campus culture, and begin building thoughtful college lists aligned with their goals and interests.
At the same time, the college essay process is integrated directly into Peter Taliaferro’s spring English III curriculum, creating a coordinated approach between academics and college counseling. While juniors work through the logistical side of college applications in College Bound classes, they simultaneously begin developing the personal statement that will become the centerpiece of their applications.
In junior English, students complete reflective exercises designed to uncover meaningful moments, values, and defining experiences from their lives. They examine how seemingly ordinary details, such as a family tradition, a personal setback, or even a memorable object, can reveal something deeper about identity and character. Through mentor texts, discussion, and guided writing, students learn how to shape authentic narratives that communicate not only what they have accomplished, but also who they are becoming. Rather than treating the essay as simply another assignment, students approach it as an opportunity for self-discovery. They learn how to reframe challenges, recognize hidden strengths, and connect personal experiences into a compelling story that feels genuine and memorable to college admissions readers.
The work begun during junior year continues into the fall of senior year. In Lucile Matthews’ English IV, seniors revisit and continue refining their personal essays through a series of creative nonfiction writing exercises. Students write six-word stories and tiny memoirs based on meaningful moments in their lives, learning how to tell impactful stories with clarity and purpose. They also study mentor texts, including excerpts from Tara Westover’s memoir Educated, to examine how figurative language, structure, and voice can strengthen personal storytelling. Students read and analyze sample college essays before drafting, revising, and refining their own work through feedback, one-on-one conferences, and revision workshops. Throughout the process, students focus on telling authentic stories and using their own voice to highlight the personal qualities they want college admissions readers to understand.
During College Bound classes in September and October, seniors focus on finalizing college lists, completing applications, requesting recommendations, navigating the Common App process, and preparing materials for submission. A major goal of the program is to have seniors complete applications by November 1, allowing students to meet early action and early decision deadlines before the demands of the winter competition season intensify.
Families are also actively involved throughout the process. Junior families meet with the College Bound team during the spring, while senior families gather during Fall Family Weekend for guidance on applications, timelines, financial aid, and collegiate athletics opportunities.
Those meetings also give families valuable insight into pathways for continuing skiing and snowboarding at the collegiate level. Last year, coaches from the University of Maine and Colby College spoke with students and parents about recruitment opportunities and the differences between NCAA and USCSA competition.
Additional support is built into the process as well. Kathy Doyon leads CVA’s SAT preparation program and assists students with scholarship opportunities, helping families navigate both testing and financial planning.
At the center of the College Bound program is individualized attention. CVA’s teachers, counselors, and coaches know students personally and work collaboratively to help them present an authentic picture of themselves throughout the admissions process. By the time seniors leave CVA, they are not only prepared to submit strong applications but also equipped to make thoughtful decisions about the next chapter of their lives.
Meet the College Bound Team:
Jenny Wiltse-McClure, College Counselor
Jenny is a graduate of the University of Maine, Orono, with a degree in Aquaculture and Fisheries Science and additional coursework through Montana State University in education, curriculum development, and environmental science. She brings 10 years of public school science teaching experience. A long-time Carrabassett Valley resident, Jenny grew up skiing at Sugarloaf.
Jenny is a graduate of the University of Maine, Orono, with a degree in Aquaculture and Fisheries Science and additional coursework through Montana State University in education, curriculum development, and environmental science. She brings 10 years of public school science teaching experience. A long-time Carrabassett Valley resident, Jenny grew up skiing at Sugarloaf.
Peter Taliaferro, English & Academic Success Program Teacher, Assistant College Counselor
Peter, a native of Maine and California, earned his AS in Ecology in Maine before completing BS and MS degrees in Tourism Science in Italy. He is a certified English assessment specialist through Cambridge University and has over 15 years of international teaching experience, including work with the Italian Ministry of Education. Peter is an avid outdoor enthusiast who enjoys both conquering a mountain and letting it conquer him. He allows a sense of wonder to guide him personally and professionally.
Peter, a native of Maine and California, earned his AS in Ecology in Maine before completing BS and MS degrees in Tourism Science in Italy. He is a certified English assessment specialist through Cambridge University and has over 15 years of international teaching experience, including work with the Italian Ministry of Education. Peter is an avid outdoor enthusiast who enjoys both conquering a mountain and letting it conquer him. He allows a sense of wonder to guide him personally and professionally.
Kathy Doyon, Math & Science Teacher, Testing Coordinator
Kathy earned her undergraduate degree in Political Science and History from the University of Maine at Farmington and completed her Master’s in Education while living in Seattle. She has taught in public schools across Maine and Washington. Most recently, she served as a program manager for MaineHealth, focusing on public health initiatives.
Kathy earned her undergraduate degree in Political Science and History from the University of Maine at Farmington and completed her Master’s in Education while living in Seattle. She has taught in public schools across Maine and Washington. Most recently, she served as a program manager for MaineHealth, focusing on public health initiatives.
Lucile P. Matthews, Humanities Teacher
Lucile holds a BA in English and French and a minor in African American Studies from Syracuse University, along with an MA in International Education from NYU. She has taught English in France, Senegal, and in U.S. middle and upper schools, and previously worked in study abroad programming at Syracuse University. She is passionate about inclusion, storytelling, and helping students find their voice through writing.
Lucile holds a BA in English and French and a minor in African American Studies from Syracuse University, along with an MA in International Education from NYU. She has taught English in France, Senegal, and in U.S. middle and upper schools, and previously worked in study abroad programming at Syracuse University. She is passionate about inclusion, storytelling, and helping students find their voice through writing.
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