1. Supporting Diverse Students in Navigating College and Career Readiness: The Hidden Rules Katherine Sprott Jessie Myles Tonnie Martinez

2. College and Career Readiness O Objectives O Define college and career readiness O Essentials O Discuss Transitional Approaches O Determine the other essentials for college and career readiness O Discuss the hidden rules of college and career readiness

3. Career Readiness An individual possesses key content knowledge and key learning skills and techniques sufficient to begin studies in a career pathway.

4. College Readiness Readiness requires the developmental maturity to thrive in the increasingly independent worlds of postsecondary education and careers, the cultural knowledge to understand the expectations of the college environment and labor market, and the employer-desired skills to succeed in an innovation-based economy. Source: Success at every step: How 23 programs support youth on the path to college and beyond. Washington, DC: American Youth Policy Forum.

5. Please Post Which are the most important aspects of college and career readiness? O Cultural knowledge to understand college expectations O Employable skills O Creative thinkers O Maturity to navigate decisions

6. “The Essentials” O There are prerequisites that educators must explicitly explain to students and families: O Academic O Behavioral O Social/ Emotional O Cultural

7. Transitional Approaches Possible “Best Practices” O Informed consent of parents includes info provided in their primary language. O School personnel advocate for civil rights of their undocumented immigrant students. O Parents are treated as equal partners, with effective cross-cultural collaboration between parents and staff. O Every IEP at every age incorporates heritage and language data to impact curricular decisions. O Cultural and linguistic heritage of student and family is counted as a strength for developing goals, objectives, skills. O Personal career goals emanate from the student's own interests and family preferences, respecting their heritage. O Building administrators establish connections with non-white leaders to be included as speakers, mentors, role models. O Transition teams address cultural and linguistic heritages in developing curricula to build community-participation and communication/social skills. O Schools and districts are recognized and honored for excellence and innovation in meeting multicultural needs of students in transition planning and services. O Transition teams incorporate social interaction skills and involvement in self advocacy as central features of the IEP. Kansas Coalition for Equity & Access to Transitional Services, 2013

8. Hidden Rules O Taking ACT (frequency) O Information about FASFA O Remediation counting toward graduation O Identify and utilize community people as brokers O Information communication( e.g. Common Core State Standards) O Faith-based organizations O Gatekeepers for college readiness

9. Hidden Rules con’t O Students’ biographies O Are they first generation students? O Have you identified family assets? O Family structure O Single parents O Undocumented families O Foster children O Military-connected families O SES O Incarcerated family members O Potential for success O Student expectations vs teacher expectations O Perceived deficiencies transformed to strength

10. Consider the assets that students and families bring to the educational setting.

11. All students have assets. O Foundations- culture, faith, family, bilingualism, dispositions O Developmental assets O Formal and informal mentors coaches, community, faith leaders in community O Resiliency Model

12. How many assets are critical to the healthy development of our students?

13. The Power of Assets

14. Search Institute O http://www.search- institute.org/research/assets/assetpower

15. Resiliency Resource Centre, 2013

16. Embrace the Future O www.embracethefuture.org.au/resiliency/in dex.htm?http://www.embracethefuture.org. au/resiliency/resiliency_model.htm

17. Capitalizing on Student Assets O Have courageous conversations O Write goals O Identify perceived barriers O Teach “the system” O Form a mentoring group O Scholars groups O Culture-based mentors

18. Staff Best Practices O Provide support for growth and improvement. O Give students a voice in important school issues. O Help student develop positive relationships among each other and others. O Always treat students with respect. O Engage in continuous self-development. O Involve students in shaping the classroom norms and expectations. O Demonstrate trust of all students.

19. Site-based examples: O Power Monday O Tie Club O Real Men-Real Leaders O Omaha (Meet and Greet)

20. Thank You!! O Questions? O Katherine Sprottkrs8888@k- state.edukrs8888@k- state.edu O Jessie Myles jmyles1234@yahoo.com jmyles1234@yahoo.com O Tonnie Martinez tonnie@ksu.edu