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Our Mission: Preparing Students for Postsecondary Success Mansoureh Tehrani R. L. Turner High School 972-968-5434.

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Presentation on theme: "Our Mission: Preparing Students for Postsecondary Success Mansoureh Tehrani R. L. Turner High School 972-968-5434."— Presentation transcript:

1 Our Mission: Preparing Students for Postsecondary Success Mansoureh Tehrani R. L. Turner High School

2 How many high school graduates go to college?  Within two years of high school graduation, 70% of students enroll in postsecondary education 27% in public 4-year institutions 13% in private 4-year institutions 27% in 2-year institutions Institute of Education Sciences, U.S. Department of Education 2007

3 How many students entering college need remediation?  Over 1/4 of incoming students at four- year colleges must take one or more remedial course  At some community colleges, the figure reaches 60%  Overall, federal statistics suggest that 40% of college students take at least one remedial course Leaving high school without being prepared for postsecondary training or entering the workforce costs our nation $16 billion each year

4 Differing Perceptions on How Well Incoming College Students Can Write Not well prepare d Somewhat well prepared Very well prepared Don ’ t know High School 10%49%36%4% College44%47%6%3% Six times as many high school teachers think students are very well prepared for college writing than do college faculty Chronicle of Higher Education, v. 52, no. 27, B9, March 6, 2006

5 The Four Key Dimensions of College Readiness Center for Educational Policy Research--2007

6 The Four Key Dimensions of College Readiness  Key Cognitive Strategies: Analytical reasoning, problem solving, inquisitiveness, precision, interpretation, evaluating claims  Key Content Knowledge Writing skills, algebraic concepts, key foundational content and “big ideas” from core subjects  Academic Behaviors (self-management) Persistence, time management, study group use, awareness of performance  Contextual Skills and Awareness (“college knowledge”) Admissions requirements, cost of college, purpose and opportunities of college, types of colleges, college culture, relations with professors Center for Educational Policy Research--2007

7 METSA’s Response Key Cognitive Strategies : Taught & assessed in every course throughout the 4 years of high school 21 st Century Skills (our Learning Outcomes) are woven into content areas NTF recognizes METSA as a 21st century school--10/28/08METSA as a 21st century school Expert Panels assess presentations of learning Professional culture & our core values-- Respect, Responsibility and Trust

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9 METSA’s Response Key Content Knowledge: Taught & assessed using Project-Based-Learning  Real-world  Relevant (Creating Need-to-Know)  Rigorous 9th & 10 th grade—Pre-AP (AP Exams in World History & Spanish) 11 th & 12 th grades—Pre-AP, Dual-Credit, AP Differentiation (Content, Product, Process) Integrated Projects Power Standards (in-depth focus on key content areas) Math & ELA Skills Alignment (in collaboration with the community college--making sure students are ready to take the Accuplacer by spring of their 10 th grade)

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12 METSA’s Response Academic Behaviors (self-management) Habits of Mind are taught in 9 th -12 th grades--focusing on 4 areas each year All projects are done in teams Students develop contract & project-plan

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14 METSA’s Response Contextual Skills & Awareness (college knowledge): Field-based Experiences (Field Trips, Clubs, Competitions) SAT Preparation for every student begins in 9 th grade Power Lunches College Visits Shadowing in 10 th grade Internship & Capstone Project Community Service

15 METSA’s Faculty  Plan, Teach & Assess: Content Knowledge 21 st Century Skills Habits of Mind  Plan and Participate in: Field Trips Clubs & Competitions Advisory

16 METSA’s Challenges  Advancing Students Past Pre-Cal in Math  Reading & Math Bridge Programs (Driven by Data)  Motivating Students Who Lack Fundamental Skills  Challenging Advance Students in Multi- Abilities Classroom  The Right Professional Development for Teachers


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