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Pamela Decker John Happs Pamela Decker. UCLA “White Paper”: “All students are prepared for a full range of postsecondary options through structural, motivational,

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Presentation on theme: "Pamela Decker John Happs Pamela Decker. UCLA “White Paper”: “All students are prepared for a full range of postsecondary options through structural, motivational,"— Presentation transcript:

1 Pamela Decker John Happs Pamela Decker

2 UCLA “White Paper”: “All students are prepared for a full range of postsecondary options through structural, motivational, and experiential college preparatory opportunities.”

3  UCBerkeley: “The environment, attitudes, and practices in schools and communities that encourage students and families to obtain the information, tools, and perspective to enhance access to and success in postsecondary education.”

4  College Board: “An environment that builds the expectation of postsecondary education for all.”

5  Dr. David Conley, Gates Foundation: “The level of preparation a student needs in order to enroll and succeed—without remediation—in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.”

6  Dr. Moses: “Being ready for college isn’t the only responsibility we have to students. Helping each one develop fully as a human being is the higher calling.”  Also, we must view the student experience from a “16-Kindergarten perspective.”  Also, “a system of credits and testing for graduation must not overwhelm the importance of a curriculum that captures students’ interest.”

7  Subject Matter Knowledge  High School Grades  Standardized Test Scores  Class Rank

8  Dispositions  Internal Characteristics that distinquish a person’s outlook  Personality, Temperament, Values, Attitudes (Grit, Resiliency)  Habits of Mind  Creative thinking, Study attitudes, Intellectual curiosity, leadership, positive self-concept  Executive Functioning Abilities  Study habits, reasoning, goal setting, self-appraisal, decision making, self control, goal commitment  External Resources  University fit, financial stability, family beliefs about education, support person  College Knowledge  Knowledge of college requirements, placement test, tuition, understanding of structure of college,

9  Student is comfortable in any college entry- level course.  Student can keep options open to pursue a variety of majors.  Students simply get more out of college.  Underrepresented students need more awareness of what college is like—fewer will drop out after the first year.  Higher expectations and increased rigor has been shown to actually decrease the drop-out rate in high school.

10  Culture deals with the environment  Culture deals with the philosophy  Culture expects that all students are going to college  Readiness deals with the content  Readiness deals with “habits of mind”  Readiness makes sure that all students are able to be successful

11  How did you even know you wanted to go to college?  At what age do you remember this communicated?  How many colleges did you apply to?  Who helped you with your college list? College apps?  Name a person who has had a positive influence on your ability to go to college?  Who supported you at home?  Who supported you at school?  How did they help you move ahead toward college?  What could have you used?

12  Brown  Columbia  Cornell  Dartmouth  Harvard  University of Pennsylvania  Princeton  Yale

13 .

14  A college education provides a life of options, rather than limitations  Create a culture where college is the next step for everyone  Help students see college as the norm, the EXPECTATION rather than the EXCEPTION

15  Helps all students set and achieve high goals  Generates other important values such as  Appreciation of academics  Desire to succeed  Drive to attend college and become a lifelong learner  Sends a strong consistent message that every student is college material

16  School leadership is committed to building a college culture  EVERY adult IN THE DISTRICT must be educated in the simple steps of going to college  All counselors are college counselors  Counselors, teachers, and families are partners in preparing students for college  Patricia McDonough, UCLA

17  Parents must be brought into the equation at a very early age.  Emphasize that Financial Aid is available for everyone.  Destroy fear—identify language, school, and cultural barriers.  Students must learn about options for their future, about careers and education required as early as elementary school, with a specific focus beginning in middle school.

18  Expect all students to prepare for and be successful in post-secondary education.  Schools, families, and communities share the same message of high expectations for students’ futures.  UC Berkeley

19  Specify Core Knowledge and Skills  Common Core Standards  Provide Necessary Support to ALL Students  Don’t allow students to be intimidated by the process. “Chunk” it by breaking it down into manageable pieces.  Provide Necessary Support to Teachers and Staff  Don’t let their experience dictate what they share with students.  Provide Professional Development  David Conley, Gates Foundation

20  Students should develop a 6-Year Academic Plan.  Articulation between MS and HS math and English programs important  Academic advising in 8 th grade critical  Start talking about college in elementary schools. Help 3 rd graders (and their parents) understand financial aid and the college process.  Transition from elementary to middle to high should be seamless.

21  Analyze your school’s systemic barriers  Requirements to get into AP Classes  Tracking Procedures / K-12 Curriculum  Why are the BEST teachers teaching the BEST students?  In-Service Topics & Discussions  Diversity Training / Letters of Recommendation  Receiving Buy-in / Supporting Non-Traditional AP & Honors Students  Monitoring Efforts / Utilizing Data  Public Relations – Maintaining an Informed School Community

22  Hang college posters from all types of schools.  College Pennants!  Testing Information Displayed.  Bookmark important websites.  FAFSA Help as January 1 nears  Faculty wear College apparel

23  Have students write colleges asking for college gear and pennants. Can be used as a Language Arts letter writing activity

24  Research the alma mater of each faculty member and post on website or in hallway.  Keep faculty/staff informed on college requirements.  With One Voice: College is Possible for ALL students!  Expect all students to take on AP or college- level course before graduation.

25  Motivate students to sign up for classes based on potential.  Do not charge fees for classes that would eliminate some students.  Offer test prep classes.  Host a College Fair.  Meet with students individually, from freshman year to senior year.

26  Invite recent grads back to share their experience.  Invite parents of recent grads back to share.  Get to know your admission representatives— ALL of them.  Talk about college in every venue: announcements, newsletter, website, programs, letters home, etc.  Create a College Center that is inviting and accessible.

27  Conduct lunchtime workshops on every aspect of the college process  Repeat these workshops at night for parents— use translators as needed  Celebrate students’ acceptances publicly!  Encourage teachers to build college into their classes: “Using compound interest, how much money would my parents have had to invest (in a college savings account compounded quarterly at 5%) when I was born for me to go to CU for $10,000/year from ?”

28  Teach teachers how to write effective rec letters  Include SAT/ACT prep as part of the curriculum  Investigate IB, AP, AVID, TRIO, GEAR UP programs to support your school and students  Utilize your PTO

29  Take the assessment (http://www.collegeboard.com/prod_downlo ads/collegeed/collegeEd-create-college-going- culture.pdf) pp. 4-7http://www.collegeboard.com/prod_downlo ads/collegeed/collegeEd-create-college-going- culture.pdf  Organize your district to work on articulation, messaging, and promoting the concept of higher education  Do a financial aid night for 3 rd graders (AND THEIR PARENTS!)  Find a way to get parents into your school  Assess your counseling office: Are your counselors serving everyone?

30  Spend a few minutes with the school assessment for CGC.  Feedback  How to Use your School Counselor -handout  Putting Kids on the Pathway to College- handout  How is Your School Doing?  4 key components along with indicators of good practice  Academic Rigor  A network of timely supports  A culture of college access  Effective use of data

31  How will you set up or improve the College Going Culture at your school?  What can you do to make sure all students are college ready?  What are some of the best practices?  How do you include all students?  How do you include all faculty and staff?

32  Swept Analysis SWEPT Analysis What is the challenge? EXISTINGPOSSIBLE STRENGTHS 1. What’s working? 3. What are the untapped resources and strategies not previously explored? WEAKNESSES 2. What’s not working? 4. What are the future roadblocks?

33  Thanks!  Pamela Decker  John Happs


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