prepare to persist · •facilitate relationships with peers planning to attend college; structured...
TRANSCRIPT
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