In the transformative years when students begin making important decisions about their future, College and Career Readiness Advisors (CCRAs) serve as essential navigators, guiding students through the complex landscape of the many post-graduation opportunities. Generously funded by the Horizons Grant from the Bill & Melinda Gates Foundation, seven CCRAs designated by ESD 112 have begun serving 12 regional school districts. The Horizons Grant partnerships support students of all backgrounds, with a focus on serving students facing the most significant barriers to opportunity, including BIPOC and first-generation college students, and those living in rural and low-income areas across Washington state.

By providing personalized support, expert guidance, and comprehensive resources, these CCRAs will help students explore diverse career options and make informed decisions that will shape their future. Read on to discover these professionals’ unique stories and dedicated approaches, with many drawing inspiration from their own transformative journeys as first-generation college students, or from personal experiences of encountering barriers to postsecondary educational opportunities.

Phoenix Dorsey-Billy

Phoenix Dorsey-Billy | Lyle, Klickitat, and Glenwood School Districts

I was inspired to become a College and Career Readiness Advisor due to the lack of college and career resources in the schools I attended along the Columbia River. During my early high school years, I knew college was an option, but it was clear that support and guidance were limited in our small communities.
If not for my parents encouraging me to visit colleges and attend Native American conferences like U.N.I.T.Y. and the Native Wellness Institute, I may never have found the inspiration to return to my community and show others that we are capable of achieving anything we set our minds to.

When I first learned about the CCRA position, it felt like the realization of a long-held dream—seeing a college and career advisor serving our communities along the river. This role is deeply meaningful to me, as it allows me to be both a resource and an advocate for the next generation, helping them recognize their potential and empowering them to achieve their dreams.

Beyond providing academic and career guidance, my goal is to help students feel valued and cared for. I aim to leave a lasting impact that ensures they always feel comfortable coming back for help and support.

I’ve always held a strong belief in the importance of leaving the familiar behind to explore what the world has to offer. The opportunity to leave home and travel helps us grow personally and develop as adults. One of the skills I personally value most from my own school experience is learning to go from being the “quiet one” to confidently sharing my opinions and building meaningful connections with like-minded people.

My number one piece of advice to all my students is to never be afraid to take risks and embrace the discomfort of the unfamiliar. You are the only one who can hold yourself back from the opportunities that come your way. Don’t let others dictate your ambitions—dream big. Avoid getting caught up in following others or their paths. Instead, evolve into something greater than mere change. Remember, you are the only “you” there is, so go out there and do great things.

Kristy Gutierrez

Kristy Gutierrez | Kalama School District

As a first-generation college student, I had mentors, counselors and teachers assist me with the college application process. With their help, I learned about different scholarship opportunities and deadlines to get everything submitted. In this role, I will help students explore options, know deadlines, and be connected to resources, much like the support I was given at that stage in life. Much of my professional career has been focusing on supporting college students, and now I will help high school students become well-prepared college students!

In my new role as a CCRA, I am most looking forward to working with students, giving them tools and guidance as they plan for what comes next after high school. I also want to be a resource for staff and teachers, as they also guide and mentor students along this important journey.

  1. Ask questions! Even if you don’t know what to ask yet, talk to your school counselor (whether you are considering college or not), as we know what questions you should be asking at different points in high school and will help guide you along the way.
  2. Don’t let the thought of not being able to afford college deter you from meeting with us or applying for financial aid & scholarships. There is a TON of free money available to help pay for college! It might feel overwhelming to even know where to begin, which is where the school counselor and I come in. We know how to break all of this down into manageable steps and will help you as you go.
Kaylene Herman

Kaylene Herman | White Salmon and Trout Lake School Districts

I have been an academic advisor for 18 years. I’ve served as a peer academic advisor during my undergraduate years, a community college academic advisor, and dean of students and academic advisor in a rural K-12 school district. As a CCRA, I have the privilege of working with amazing young people who are making life-changing decisions at a crucial point in their lives. It’s incredibly rewarding to work with them in the capacity of helping them dream big, explore post-secondary opportunities, set goals, support them throughout the process, and celebrate with them when they receive an acceptance letter or a job offer. I center my approach as a CCRA on the student development theory of challenge and support, the philosophy of leading with love, and the practice of appreciative advising. Building meaningful relationships with students where each student is seen, heard, known, and feels they matter to me is the cornerstone of every interaction I have with students.

One of the very first things that was shared in our CCRA training is we have to go slow to go fast. I have to continually remind myself of this when it feels like I am not making progress as quickly as I would like. However, I appreciate the wisdom in learning to go slow, as it allows for a solid foundation of trust and relationship-building to occur within the schools I am blessed to be working in. I also have the goal of ensuring every high school senior graduates with a solid post-secondary plan in place with a solid toolkit in place. Their toolkit includes knowing how to access community resources, apply for scholarships and financial aid, a solid resume and cover letter, and the empowerment to advocate for themselves.

It’s okay if you don’t have it all figured out. Listen to your heart’s calling, and pay attention to what you are passionate about and what brings you authentic joy. Make those things your life’s purpose – and then find a way to get paid for it! (And remember, if Plan A doesn’t work out, the alphabet has 25 more letters!)

Rory Heywood

Rory Heywood | Wahkiakum and Naselle School Districts

I grew up in between the two schools I now serve as a CCRA. From my time walking these halls as a student, I know what it is like to live in a rural community and that students here don’t see the same opportunities as many others. I was so excited to find this role and be able to help students discover opportunities for themselves. It is great to be back in this community, and I am inspired every day by the young people around me. I was given opportunities because community members, family, and school staff created them for me, and I hope I look back one day and see that I have had a similar impact.

I have been working with other members of my cohort to get postsecondary counselors and recruiters out to our schools. We are figuring out ways to increase onsite visits in rural communities, where schools are often further apart, allowing a single representative to visit multiple schools in one day. While this may seem like a small deal for urban schools, it has been very exciting for our students to have their own onsite representative!

Right now, there seems to be a lot of fear and misinformation surrounding what “postsecondary” means. My primary focus is helping students understand the path they need to take to achieve their goals. Especially here in Washington, college, trade school, or other career training does not have to be prohibitively expensive. There are many resources available to help students, financially or otherwise, so gaining access to these is a huge way I can support students. If they feel they have access to options, they are much more likely to pursue them.

Amy Hitchcock

Breana Higgins | Castle Rock School District

I felt inspired to become a CCRA to help students understand the real-world relevance of their learning experiences in school. I want to help students get the most out of their education by developing their sense of agency, intrinsic motivation, and self-confidence in their capabilities. This work can make a tangible and lasting impact on the overall quality of life of students in high school and beyond.

One of my primary goals is to provide a space where students can dare to dream and know that they are supported in navigating the necessary steps to bring those dreams to fruition; that their aspirations are tangible and they are capable of making them happen. Another goal is to support more equitable outcomes for the students in our district by ensuring all students are well-informed citizens who know their options, how to advocate for themselves, how to ask the right questions, and how to access resources that will aid their success.

Author and educator, Peter Drucker, wrote, “The only skill that will be important in the 21st century is the skill of learning new skills.” I believe fostering a growth mindset, being flexible and open to new ideas, and staying curious about diverse perspectives and strategies are all qualities that serve long-term success. The only constant is change – and that can be more exciting than scary when you feel confident in yourself, your discernment, and your abilities.

Amy Hitchcock

Amy Hitchcock | Ocean Beach School District

My background is in adult education; I’ve worked in higher education, community-based organizations, and job training programs in the past. I’ve been on the other side of the college and career equation, but I loved the idea of being able to support students earlier in the process of deciding what to do with their lives. I’ve loved doing this job so far, especially helping students see what’s possible.

The fall has been all about college applications and financial aid! There are many important dates coming up soon for scholarships, FAFSA (the Free Application for Federal Student Aid), and college admissions, so my priority has been to connect with seniors who are working on those things. Ilwaco High School hosted two evening financial aid workshops with one-on-one support for families from college partners at Clark, Lower Columbia, and Grays Harbor Colleges, as well as Timberland Regional Library, which provided space, easily accessible wifi, and laptops for families to use to complete their financial aid applications. We made sure to let students know that financial aid can be used for career and technical training as well as academic degrees. I’ve learned so much already about how much assistance is available through grants and scholarships, and I want students to understand that, too, so they know that it’s possible to go to school without going into debt.

I have a student who is interested in becoming a mortician, and only two schools in the region have Funeral Services Education programs — one in Washington and one in Oregon. On the website, it looks a little like Lake Washington Technical College (LWTech) only has an online program. The student knows she wouldn’t thrive in that environment, but she is counting on Washington State grants to help support her goals, so attending an out-of-state school is not ideal. I spoke with an LWTech Admissions Counselor and found some good news. After all, there is an in-person program option, and the Funeral Services Education program is not a competitive admissions process, unlike the school in Oregon. I loved telling the student that she has a very good likelihood of getting into an in-person program when she applies, and will have many financial aid options to help her pay for it!

Lily Painter

Lily Painter | Stevenson-Carson School District

I grew up in the small rural community of Trout Lake, WA, and didn’t have much support in college/career advising. There was a lot that I didn’t know, and after attending college and working in college admissions, I learned that there are so many opportunities for reaching post-secondary goals for a graduating senior than are common knowledge. The more time I spent working in college admissions, the more I realized the inequity between rural and urban access to post-secondary success. I want to give back to my rural Washington communities and help students realize their goals are attainable. It’s very personal work for me.

My goal is to be a resource for all students in any type of post-secondary search (9-12th grade). I want everyone, no matter what their goals are, to feel comfortable asking me any question, from how to apply for college to finding apprenticeships and everything in between. My room is open to student drop-ins anytime, and I’m available to meet with parents/guardians who would like assistance as well. Because I’m new, I’m really focused on establishing connections with students and staff, and on building trust through conversations during this first year.

I believe that some of the best qualities for success in the future are taking responsibility for your actions, being respectful, and knowing how to commit. It’s invaluable in both the world of work and higher education to understand how to respectfully interact with those around you no matter who they are and be able to follow through with your engagements.

Cree Reynolds

Cree Reynolds | Hockinson School District

I was inspired to become a College and Career Readiness Advisor because, as a first-generation college student, I navigated the process on my own and with great difficulty. Being the adult I needed as a student makes this role meaningful to me.

Any time I get to advocate for a student, I feel like I’m making a difference, even with small things like calling a financial aid office or meeting with a college advisor. Whenever a student knows they aren’t in this alone, I know I’m doing my job.

Some of the most rewarding moments are the little ones. When students first meet with me, they are usually pretty anxious about their future. When they leave my office feeling energized and empowered because we discussed how they can achieve their goals, I feel like I’m making a difference.

It’s important for students to have support because this is the first big adult decision many of them will be making. Being able to have trusted adults to guide them through this confusing process is a big key to success, and I’m so honored to be able to help.

Reflecting on the impact of this program, Jake Ptacek, Postsecondary Readiness Manager at ESD 112 shares:

“Our CCRAs really have the opportunity to become a part of each individual school district, collaborating with teachers, administrators and communities to help every student identify postsecondary goals that work for them. Our goal is for every student to graduate with a well-lit pathway for their future and to have the support they need to make that future a reality. I’m so humbled to see the impact that the CCRAs are making alongside their schools and communities. I think they are really helping prepare students in Southwest Washington for success, and I can’t wait to see what the future looks like for our students.”

About The Horizons Regional Grant Program:

For more information on the Horizons Grant or the Gates Foundation, visit the Gates Foundation website, or contact Jake Ptacek, Postsecondary Readiness Manager at ESD 112 at jake.ptacek@esd112.org.