Prepare to Persist · •Facilitate relationships with peers planning to attend college; structured...
Transcript of Prepare to Persist · •Facilitate relationships with peers planning to attend college; structured...
Prepare to PersistVita Soto, Director, Career and Life Skills
Anthony Sessoms, Special Assistant to Executive Director
Jonathan D. Mathis, PhD, Executive Director
The Next Step Public Charter School
Opening Questions:
What do you hope to hear or learn more about today?
What challenges/trends exists, from your perspective?
• Introduction and Opening Activity • Context: Demographic Data and Outcomes• Persistence: Framing our Efforts
– What Matters to Student Success– College Knowledge
• Best Practices for Educators• Cultivating Self-Authorship: Student Ownership
– Self-Efficacy– Metacognition – Self-Management
• Preparing for Success: Experiences and Activities• Discussion
Our Time Together
Introductions and Opening Activity
“That’s Me”
Demographic Data & OutcomesEducational Attainment
Level of Education Percentage of Population, Ages: 18-24
Less than high school 17.1%
High school/Equivalency 16%
Some college 38.1%
Bachelor’s degree or higher 28.9%
Source: American Community Survey, US Census.
Educational Attainment
Demographic Data & Outcomes
Level Male (18-24)
Female (18-24)
Some college 34% 36.2%
Bachelor’s degree or higher 43.9% 18.6%
Source: American Community Survey, US Census.
Demographic Data & Outcomes Full-time Retention
(Fall 2016):
National: 75.1%Virginia: 79%
Transfer Students(Fall 2016):
National: 1,360,510Virginia: 33,319
George Mason University Undergraduates
25,010
Male: 49.7%Female: 50.3%
Northern Virginia Community College
51,190
Male: 48.5%Female: 51.5%
Graduation Rate within 150% of Normal Time, 4-year institutions (2010)
National: 54.9%Virginia: 65.4%
Source: National Center for Education Statistics.
Persistence: Framing our Efforts
Persistence: Framing our Efforts
• Enrollment Choices
• Academic Preparation
• Aptitude & College Readiness
• Family & Peer Support
• Motivation to Learn
• Demographics- Race, Gender, Socioeconomic Status
(Kuh, et al., 2006)
Pre-College Experiences
Persistence: Framing our Efforts
• Study Habits
• Peer Involvement
• Interaction with Faculty
• Time on Task
• Motivation
• Other
(Kuh, et al., 2006)
Student Behaviors
• First Year Experience
• Academic Support
• Campus Environment
• Peer Support
• Teaching & Learning Approaches
• Other
(Kuh, et al., 2006)
Institutional Characteristics
• Key Content Knowledge–Content awareness; Proficiency in reading
and writing
• Academic Behaviors– Time Management; Study Skills; Note-
taking; Communicating with faculty
(Conley, 2010)
College Knowledge
• Cognitive Strategies– Problem formation; Research; Interpretation;
Communication; Precision and accuracy– Critical Thinking
• Contextual Skills and Knowledge– Culture, norms and traditions; Processes and
resources(Conley, 2010)
College Knowledge
Best Practices: Counselors• Foster a college-going culture
• Incorporate pre-college experiences for all students
• Sustain college-going culture over the summer
• Integrate career resources to guide conversations with students—demonstrate relevance beyond “school”
Best Practices: Counselors• Expand the notion of where students receive
support in and throughout their college transition
• Keep trending, remain innovative
• Model and cultivate self-advocacy
• Nurture relationships with community partners
Best Practices: Teachers
• Ensure collaboration with college and career advisors
• Demonstrate relevance by aligning instruction with real-life situations or expectations
• Help students identify their needed areas for growth
Best Practices: Teachers
• Utilize assessments to determine needed academic supports and interventions (i.e. Accuplacer)
• Ensure students experience the academic rigor and collegiate cultural expectations
• Model self-advocacy for needed academic supports
Best Practices: Leaders
• Align master schedule with academic needs—diversity of course offerings
• Ensure access to relevant supports for assessments (Kahn Academy, SAT Day)
• Advocate and ensure access to postsecondary educators and experts
Best Practices: Leaders
• Facilitate professional development with university faculty, staff, and secondary educators
• Remain aware of and draw attention to assessments and outcome data
• Solicit feedback from students to shape academic program, especially alumni
Aspirations and Self-Efficacy
Why might we include a
focus on success in high
school and beyond?
How might our
intentionality support
college access AND
success?
Cultivating Self-AuthorshipSelf-Efficacy
• Provide mentoring for students by recent high school graduates, currently enrolled in college
• Facilitate relationships with peers planning to attend college; structured extracurricular activities
• Assist students in their college search, including coordinating college visits
Cultivating Self-Authorship
Metacognition• Ensure that students understand what constitutes
a college-ready curriculum• Utilize performance data to identify and inform
students about their academic proficiency• Provide hands-on opportunities for students to
explore different careers
Cultivating Self-AuthorshipSelf-Management
• Develop a four/six-year course trajectory
• Identify existing assessments and data available to provide an estimate of college readiness
• Organize workshops for parents and students focused on college affordability, scholarships, and financial aid processes
Preparing for Success
Experiences and Activities: 6-8th grades
• Start investigating career interests and pathways
• Introduce the idea, value and potential opportunity costs of college
• Investigate college saving options and accounts
• Begin researching scholarship opportunities
• Summer college exposures (Upward Bound, etc.)
Outline of Experiences: 9th Grade• SMART Goal Setting & High School Four Year Plan
• Investigating Career Options
• Understanding College: Institutional History and Type
• College Academic Experiences and Expected Behaviors
• Practicing Cognitive Strategies
• Awareness of Contextual Skills & Knowledge
• Résumé Building and Essay Writing
Outline of Experiences: 10th Grade
• SMART Goal Setting & High School Four Year Plan
• Investigating “College Fit”
• Understanding College: Applications and Essays
• Interviewing Alumni and Alumni Panels
• Practicing Cognitive Strategies
Outline of Experiences: 10th Grade
• Awareness of Contextual Skills & Knowledge
• Creating a Junior Year Plan and Initial College List
• Job Shadowing/Internships
• Résumé Building and Essay Writing
Outline of Experiences: 11th Grade• SMART Goal Setting & High School Four Year Plan
• Self-Assessments and Reflective Exercises
• College Application and Essay Drafts
• Early Assessment and Placement Exams
• Academic Enrichment Exposure Activities
Outline of Experiences: 11th Grade• Career Shadowing and Guest Lectures
• Etiquette for College Recruiter Correspondence
• Mock College and Scholarship Interviews
• Scholarship Search, Essay and Portfolio Presentations
Outline of Experiences: 12th Grade• SMART Goal Setting & High School Four Year Plan
• Individualized College Enrollment and Completion Plan
• College Application, Essay and Financial Aid Completion
• Career Shadowing and Guest Lectures
Outline of Experiences: 12th Grade• Near-Peer Experiences: Activities and Presentations
• Scholarship Search, Essay and Portfolio Completion
• “Know Where to Go”: Campus-based Student Services
• College Readiness Inventory
• Faculty-led Research-based Project
Discussion
Question and Answer Session
ASPIRATIONS AND SELF-EFFICACY
What do you suppose happens when we inquire about, document and invest in students’ aspirations?
We develop well-rounded and resilient young people.
We create conditions for metacognition and transfer of knowledge.
We promote resiliency and a lifetime of success.
ASPIRATIONS AND SELF-EFFICACY
We demonstrate a care and concern that extends beyond instruction.
We assist student’s understanding of the relevance of content and skills acquired.
• refers to people’s assessments of their effectiveness, competence, and causal agency(Gecas, 1989)
• an efficacy expectation is the conviction that one can successfully execute the behavior required to produce outcomes (Bandura, 1977)
ASPIRATIONS AND SELF-EFFICACY
Helping students navigate the path to college:
What high schools can do
What Works Clearinghouse