CFN106_May22.pptx

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Academic and

Personal Behaviors

and College and

Career Access

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AGENDA: ACADEMIC & PERSONAL BEHAVIORS

Objectives:

 Expand our understanding of college and career readiness by deepening our

knowledge of research in the area of academic and personal behaviors for college and career readiness.

 Assess our current practice through this lens.

 Learn about practices occurring in our schools that support the development of academic and personal behaviors for college and career readiness and how our colleagues have implemented new practices.

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Agenda

8:30-9:00 Breakfast and networking

9:00-9:20 Framing the Day

9:20-10:00 Reading, Willing and Able- Chapter 4

10:00-10:10 Break

10:10-11:10 Ready, Willing, and Able: Infusing a Developmental

Approach to Postsecondary Planning Activities and Gallery Walk

11:10-12:00 Panel Presentation and Discussion

12:00-12:15 Reflection

12:15-12:30 Next Steps for your work

12:30-1:15 Lunch

1:15-2:30 CDOS Review and Graduation Procedures

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Warm Up: Share Out

As the May 1 deadline has passed, and you

reflect on your students’ journey’s to

postsecondary education this year:

-What were your biggest frustrations with

your students’ this year?

-What do you want to be able to do

differently next year?

-How ready are your students for

postsecondary?

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DOMAIN EXAMPLES

Common Core Learning

Standards Academic mastery that students demonstrate at every grade level, defined by the Common Core Learning Standards.

Academic & Personal Behaviors Learning habits and skills that support academic readiness and include non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence.

Academic Programming

Choices about the level of rigor and subjects that students will pursue yield pathways that either prepare or prevent students from taking the academic courses necessary for success after high school. Students need to make informed choices about the courses and scores they need to achieve to graduate and have the widest possible range of opportunities for equitable access and entry points to highly challenging/college prep coursework.

College and Career Access Learning about postsecondary pathways and careers to develop meaningful personal aspirations with a clear sense of the roadmap to their goals, and the specific supports at key transition points to ultimately gain entry to a well-matched college/career training program.

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Succeeding in the City (Harper et,al)

No student considered himself intellectually underprepared for higher education. That is, academic struggles in college were not often

attributable to a perceived lack of rigor in one’s high

school curriculum. Instead, many undergraduates

felt they were not prepared for the academic

expectations of college. The content to which they

had been exposed in high school was deemed

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A month into the school year, Vanessa stumbled. She failed her first test in statistics, a prerequisite for

admission to the nursing program. She was surprised at how bad it felt.

Vanessa called home, looking for reassurance. Her mother had always been so supportive, but now she sounded doubtful about whether Vanessa was really qualified to succeed at an elite school like the University of Texas. “Maybe you just weren’t meant to be there,” she said. “Maybe we should have sent you to a junior college first.”

“I died inside when she said that,” Vanessa told me. “I didn’t want to leave. But it felt like that was maybe the reality of the situation. You know, moms are usually right.

I just started questioning everything: Am I supposed to be here? Am I good enough?”

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State of America’s Schools

A 2010 Gallup study of 148 schools in a large urban school district found that students’ average levels of hope and engagement were significant predictors of academic achievement.

The GSP’s hope dimension addresses students’ belief that

they can — and will — succeed at school and beyond,

making them more likely to bring positive energy and creativity to the learning process

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Metacognition in Several Research Based

CCR Frameworks

CONLEY CCSR Productive

Persistence

Key Cognitive

Strategies Academic Mindsets Students believe they can learn and achieve Key Content

Knowledge Academic Perseverance The material has value to me Key Learning

Techniques and Skills

Learning Strategies Students know learning skills & strategies

Key Transition

Knowledge and Skills Academic Behaviors Students feel they belong in the learning context

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10 This domain includes the learning habits and skills that support academic readiness

and includes non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence.

Persistence Persistence is needed to support long-term commitment to educational goals through a positive mindset and self-efficacy.

Engagement Engagement supports achievement in school by increasing students' social-emotional connection to the environment and their social confidence.

Work Habits/

Organizational Skills

Strong work habits and organizational skills support successful navigation of college and careers.

Communication/

Collaboration Skills Communication and collaboration are essential skills in successful college and career transitions.

Self-Regulation

Self-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges as well as

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WHY ACADEMIC AND PERSONAL BEHAVIORS ARE IMPORTANT

They are teachable

Strategies exist to

teach them

We can measure growth in

them

They are essential to college and career readiness

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UNDERLYING CONCEPTS: APB’s Synthesis of

Research

• _{Belief that you can}

complete a task

• _Belonging

• _{Belief that ability and}

competence grow with effort

Mindsets

• This material has value to me

• _{Engaging in an activity for}

the sake of learning and experience

Mastery

Orientation

• Students’ evaluation of a task, selection of

appropriate strategies, revision of strategies.

• _{Specific skills:}

organization, time – management/

Learning Skills

and Strategies

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Persistence

Engagement

Work Habits

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MINDSETS

Fixed vs. Growth Mindset

 Growth mindset: Intelligence is like a muscle; you can always build it

 Fixed mindset: Intelligence is a set quantity; you have it or you don’t

Promote Growth Mindsets

 Messages about effort and ability

 Feedback including praise for good performance and authentic/detailed comments for improvement

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•Belief that you can complete a task

•Belonging

•Belief that ability and competence grow with effort

Mindsets

•Engaging in an activity for the sake of learning and experience

Mastery

Orientation •Students’ evaluation of a task, selection of appropriate strategies, revision of strategies.

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MASTERY ORIENTATION

 Mastery orientation: Engaging in an activity for the sake of learning and experience

 Performance orientation: Engaging in an activity to prove one’s ability > _{Performance approach – Goal is to demonstrate ability}

> _{Performance avoidance – Goal is to avoid demonstrating failure} (Dweck 1999; Dweck & Leggett, 1998)

Promote a mastery orientation  Exploring personal interests

 Emphasizing learning for its own sake

 Emphasizing long-term goals

 Providing choice and autonomy

 Seeing success as controllable

 Create a culture of learning: engaging tasks, autonomy, time for self-reflection (Savitz-Romer & Bouffard, 2012)

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•Belief that you can complete a task •Belonging •Belief that ability and

Mindsets

Mastery

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LEARNING SKILLS AND STRATEGIES

Learning Skills and Strategies:

 Setting goals

 Monitoring and revising strategies

 Skill transfer and metacognition

Promote learning skills and strategies, including self-regulatory skills:

 Focusing and maintaining attention

 Planning and overcoming obstacles (MCII)

 Delaying gratification

 Reflecting and using metacognition skills

 Integrate organizational tools into content area instruction

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•Belief that you can complete a task

•Belonging

•Belief that ability and competence grow with effort

Mindsets

Mastery

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College and Career Access

Key Developmental Tasks:

 Aspiration and Identity as a College Goer

 Motivation: Setting Goals and the reasons for selecting them

 Self-Regulation: Developing skills necessary to put goals into action

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•_{Belief that you can}

complete a task

•_Belonging

•_{Belief that ability and}

Mindsets

Persistence

•_{Engaging in an activity}

for the sake of learning and experience

Mastery Orientation

Engagement _• _{Students’ evaluation of} a task, selection of appropriate strategies, revision of strategies.

• _{Specific skills:}

organization, time – management/

Learning Skills and Strategies

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Protocol While reading the chapter:

> _{Highlight a sentence that represents the main idea of this chapter} > _{Underline a phrase that resonates with you}

> Circle a word that you want to remember

> _{Share out in your group, starting with the sentence that you}

highlighted. Are their similarities? What questions does another person’s sentence bring up for you

> _{Then share out the phrase and word. Chart these on paper}

> Final go-round- each person responds to what they have heard.

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Ready, Willing, and Able

Chapter 4 :Believing

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Break

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I. Complete the graphic organizer (use the practice associated with the artifact that you brought, if you have one).

II. Gallery walk

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Reflection and Gallery Walk

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Developmental Approach to Post

Secondary Planning

Using the artifact you brought with you, or a college

related practice at your school, please complete the

graphic organizer. – 20 minutes

When you are done, please tap your organizer to the

wall- please make sure your name and school are on

it!

Gallery Walk- take 20 minutes to read through what is

going on at other schools. Use sticky notes to make

notes for yourself or leave a note for a colleague.

Share out

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Example: Researching Colleges

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Strengths: How are we currently doing this?

Gaps: What else could we be doing?

Identity: Pre-research work on types of schools, student survey on preferences for big vs. small school, etc.

Deepen alumni work and mentoring

opportunities so that students can develop authentic picture of “people like them” at various colleges

Motivation: Talking about the benefits of a college degree

Deepen discussion on differences between colleges and “fit”

Self-Regulation:

Giving links and catalogs, research worksheet

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Sarah Joseph- International Community High School Toni Mendez- Flushing International High School

How did you select your goal/high leverage area to develop? Who did you engage in your plan? What challenges did you face? How are you measuring success?

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Panel Discussion

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“Something I heard that really interested me was________” AND

“One specific thing that I will take back with me is______ and I will take it to___________”

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Wrap Up and Share Out

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Next Steps

Do you need summer assistance?

What type and when would be a good time?

What types of training would you like to have next year?

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New York State

Career Development and Occupational Studies

(CDOS) Commencement Credential

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-Overview of Diploma

Options

-New Exiting Credentials

in NYS for Students with

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Student Exit

College and Career Ready

NYS Options:

Regents - 65 Pass on 5 Regents Exams

(ELA, Math, Sci., US History, Global History)

* Regents diploma with advanced designation

* Regents diploma with technical endorsement

Local - via Safety Net for SWD

1. 55-64 pass option (low pass option)

2. RCTs for cohorts prior to September 2011 3. Compensatory Option – effective 10/31/12

Skills and Achievement Commencement Credential

• NYSAA eligible & assessed

• Accompanied by new model of Student Exit Summary

High School Exiting

CREDENTIALS

(beginning 2013-2014)

High School DIPLOMAS

High School Equivalency

GED Test

To change in Jan. 2014

GED Test

To change in Jan. 2014 • McGraw Hill to provide

Test Assessing Secondary Completion (TASC)

• Notify “near passer” students of need to complete current GED exam by 2014

NYS Career Development and Occupational Studies (CDOS)

Commencement Credential

Only for Students with Disabilities

1) To supplement diploma, or

2) As exiting credential for students unable to earn a HS diploma

Documents preparation for entry-level employment

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New York State CDOS Commencement

Credential

Becomes effective with 2013-14 school year - Use discharge code 64 or 65

No IEP diploma is available on or after July 1, 2013

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New York State CDOS Commencement

Credential

• Certificate, not a diploma

• Recognition of student’s preparation for entry-level

employment

• Students must still be provided with opportunities to earn a

Regents or local high school diploma

–

Meaningful access to participate and

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New York State CDOS Commencement Credential

• Supplement to a Local or Regents Diploma

(students with disabilities only)

OR

• Exiting credential

For a student with a disability who is unable to

earn a regular diploma and is not

taught/assessed on NYSAA.

With exiting credential, parent must receive written notice that the student is still eligible for a free appropriate public education (FAPE) until he/she earns a Regents or local high school diploma or until the end of the school year in

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ACCESS, PARTICIPTION AND PROGRESS IN

THE GENERAL EDUCATION CURRICULUM

“Access to and participation in the general education

curriculum does not occur solely because a student

is placed in a general education classroom, but

rather when

students with disabilities are actively

engaged in learning the content and skills that

define the general education curriculum”

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Excerpt from:

April 2008 memo from James DeLorenzo

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Instruction, Coursework and Work-based Learning

Meaningful access to participate/progress in gen ed

curriculum (opportunities to earn a HS diploma)

CDOS Learning Standards

Equivalent of 2 units of study in CTE Coursework

and/or Work-based Learning (WBL)

(at least 54 of the 216 hours must be WBL)

Documentation Requirements

Commencement Level Career Plan

Employability Profile

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To Do

Complete Exit Summary for all special education students aging out in June 2014

Complete Employability Profile and Career Plan for students to receive CDOS Credential

Upload documents to SESIS

Go to http://www.cfn106.org/special-services/special-education for forms and samples

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Graduation Tasks

May - June: Prepare for certification

> Ensure student transcripts are up to date, including:

> _{All previously completed course grades and exam scores}

> All transfer credits

> All credit-by-exam

> _{All Regents exam waivers (“WA”), appeals (“WG”), and alternatives (“WX”)}

Use STARS Graduation Analysis Report to track student progress towards graduation.

Ensure that school-based systems and structures are in place to certify graduating students. June 17-25 (Regents week): Enter final grades for all courses and exams as they are available.

Non-diploma granting programs (YABCs, District 79 programs, and home and hospital instruction) should begin pre-certifying graduates and transferring them back to diploma-granting schools in HSRE.

June 11: GRDT opens.

June 14: Deadline for submitting UGNO requests for all outstanding cohort adjustments.

June 26: Deadline for non-diploma-granting programs to pre-certify graduates and transfer them back to diploma-granting schools in HSRE.

June 28: Deadline for discharging graduates in GRDT; UGNO closes.

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Resources: College and Career Readiness:

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