college and career readiness · resume • # and % of students that complete career interest...

College and Career Readiness

College & Career

Readiness

Build

Capacity

Summer

Melt

Naviance

& New Data

Indicators

Intervention

& Credit

Recovery

Personnel

Support

Partnerships

College

Readiness

Courses

• Algebra 1 Intervention

Intervention & Credit Recovery

• Cal State LA• UCLA• College Board• USC• Project Grad• LAERI• College Futures

Partnerships

• College Coordinators• A-G Diploma PSA Counselors• Empowerment Counselors • MS College & Career

Readiness Coaches

Personnel Support

• College Collaborative• Student Voice & Aspirations

Building Capacity

• Self-discovery• Career exploration• College Match & Fit• College Applications• Clearinghouse Data• GPA, SAT/ACT, Financial Aid

Naviance

• Counselor Time• GEAR UP 4 LA• SignalVine

Summer Melt

• Concurrent Enrollment• TCMS• ERWC• AP Courses

College Ready Courses

Increasing Enrollment and Achievement

AP Course Enrollment IncreaseEthnicity 2016-17 2017-18

Number NumberAfrican American 2,011 2,276 Asian 2,441 2,413 Latino 22,257 24,220 White 3,180 3,418

TCMS FALL ENROLLMENT2015-16 2016-17 2017-18

300 472 1,888

ERWC FALL ENROLLMENT2015-16 2016-17 2017-18

7,976 9,081 9,651

Over 4,500 more students passing AP Exams

Over 2,400 more students taking AP Courses

Over 2,400 more students taking

AP Courses

Over 18,000 students

enrolled in the new TCMS

course

The LAUSD Aspirations Gap

Percentage of 12th

graders who aspire to go to a 4-year college

Percentage of high school graduates

Percentage of students that enrol in a 2-year college immediately

after high school

Percentage of students that enrol in a 4-year college immediately

after high school

Source: 2016 School Experience Survey Source: 2016 National Student ClearinghouseSource: CDE

Why Naviance?

Where to start?

Source: 2013 Gallop Student Poll

Why is this important

to my future?

How is schoolgoing to help mereach my goals?

Students are 30x more likely to be engaged in school

Impacting Student EngagementWhen schools focus on student strengths and have at least one

teacher that makes them excited about the future…

30x

1% increase in student engagement is correlated with a 6 percentage point

increase in reading achievement

1% increase in student engagement is correlated with a 8 percentage point

increase in math achievement

When students have hope for their future, student engagement levels and achievement increase

Source: GALLOP

Supporting Student SuccessPut the pieces together

Which career path will I enjoy?What education is required?

What do I care about? What are my talents? How do I learn?

Who am I? What do I want to be?

What’s my plan for success?Where should I go after high school?

Who will advocate for me?What resources will help me reach my goals?

How will I succeed? How will I get there?

Self-DiscoveryCareer

Exploration

Academic Planning

Postsecondary Preparation

AWARE Students will understand post-secondary options

and see the importance of college

ELIGIBLE Students will complete the requirements

necessary for the college entrance and success

PREPARED Students will graduate from high school with the

knowledge, skills, dispositions, and attributes

necessary for post-secondary education.

GoalsCollege Readiness Grant

LAUSD is using the Naviance platform to:

Create a common scope and sequence for success planning across the entire district

Build a systemic and comprehensive best practices around college and career readiness connecting school to career goals

Deliver increased support for at-risk populations with tailored activities for students to guide through career planning and the college application process

Provide monitoring metrics and outcomes specific to college

and career readiness

Allow for greater systems integration for counselors

and faculty to support the student planning and

application process to college

Widen student exposure to postsecondary college

and career option and develop concrete

postsecondary plans

Scope and SequenceGrade Level Tasks

Grade 9

Grade 10

Grade 12

Grade 11

FALL • Create an Academic and Personal Goal

• Complete Career Cluster Finder• Explore the Roadtrip Nation Interview Archive

SPRING

FALL

SPRING

FALL

SPRING

FALL

SPRING

• Complete StrengthsExplorer• Create and academic & personal goal• Begin Building a Resume

• SuperMatch™ College Search• Add a college to your Prospective List

• Build a resume• Complete Do What You Are Assessment• Create a Postsecondary Goal

• Complete a SuperMatch™ College Search• Add a college to your Prospective List

• Complete the FAFSA or Dream Act Application• Complete a SuperMatch™ College Search• Add at least two colleges to your Application List

• Complete the Senior Exit Survey

Family Connection Home PageStudent View

Welcome Message

Quick Links to recommended

activities

District Links

College lists

About Me Tab Students can find all assessments and interest inventories that will help them learn more about themselves

Portfolio

StrengthsExplorer

Resume

Do What You Are

Colleges TabStudent View Resources to help

students learn more about what they

need to do to apply to college

Schedule college visits

College Lists

Letters of Recommendation

College Search

SuperMatch

National Scholarship Search

Colleges TabStudent View

College SuperMatch enables students to find college matches

based on over 20 different factors

List of filters

Colleges TabStudent View

College SuperMatch provides the match percentage and links to college information,

campus web tours and applications

List of

filters

Colleges TabStudent View

Match Breakdown

Careers Tab

Resources to learn more about careers and start to think about “what they want to be” and research what they will have to do to reach career goals

Explore Careers & Clusters

Do What You Are Survey

Careers Tab

Related Occupations

Connecting Interests and Strengths

Careers Tab

Wages in Different States

My Planner TabStudent View

Where students will find Success Planning tools to set goals, create their postsecondary plan to help them achieve their goals.

Reporting PathwaysMeasuring Progress

District, Local District, andSchool Level: • Engagement• Scope and Sequence

Progress• College Application and

Admissions Summary• Career Interest Reports

Summary• Scholarship Summary• KPI Data

Custom Aggregate Reports

School and Student Level Reports

Division of Instruction

Local District Superintendents

Directors

College Counseling Coordinators

Principals

College Counselors

School and Student Level:• Usage• College Application and

Admissions• Scope and Sequence

Progress• Career Interest Reports• Discovery Assessment

Completion• Scholarship Data

Assistant Principals

Counselors

Coordinators

Measuring Progress Key Performance Indicators

AWARE

• # and % of students complete the StrengthsExplorerAssessment

• # and % of students who set goals

• # and % of students that identify careers and career clusters of interest

• # and % of students who report they understand the links between careers, preparation needed, college, and projected income

• # and % of students that complete a college search

• # and % of students that self-identify as first-generation college-going

ELIGIBLE

• # and % of students taking the SAT or ACT

• # and % of students scoring a 3 or higher on the AP course exams

• # and % of students in each GPA band (<2.5, 2.5-2.99, 3.0-3.49, ≥3.5)

• # and % of students of juniors and seniors participating in a college fair

• # and % of students of students visiting a college campus

• # and % of students that create a resume

• # and % of students that complete Career Interest Profiler

• # and % of students that complete a SuperMatch college search

PREPARED

• # and % of seniors completing at least 2 college applications

• # and % of seniors accepted to at least one 4-year college

• # and % of seniors complete the FAFSA or Dream Act Application

• # and % of seniors with a financial aid award letter

• 100% of seniors complete the Senior Exit Survey

Voices from the FieldCollege and Career Readiness

College Readiness and College Outcomes in L.A. Unified:

Meredith PhillipsUCLA & LAERI

Kyo YamashiroClaremont Graduate University & LAERI

Carrie Miller & Thomas JacobsonUCLA & LAERI

A Research ProgramOf the LAERI-LAUSD Research-Practice Partnership

LAERI www.laeri.org

• L o s A n g e l e s E d u c a t i o n R e s e a r c h I n s t i t u t e ( L A E R I )

• Formally began partnership with LAUSD in 2012

• Conducts applied, grant-funded research with the goal of contributing to improvements in L.A. students’ educational success

• Builds collaborative relationships between researchers and practitioners

• Sustains effort/focus over time, to build cumulative knowledge

LAERI www.laeri.org

Los Angeles Research-Practice Partnership

Two reports released at end of August:

1. College Going in LAUSD describes where LAUSD

graduates enroll in college and whether they

complete a degree. Also looks at how

demographics and high school performance

relate to college outcomes.

2. College Readiness Supports in LAUSD high

schools provides a first look at the college

application and financial aid

supports available to students, and

challenges schools face in providing

those supports.

Current Partnership ResearchSuite of College Readiness, Projects

Current work:

1. Identifying early on-track indicators of

college readiness in 3rd, 5th, and 8 th grade

2.Identifying effective elementary and middle

schools and the strategies they use to keep

students on track

3. Understanding counselors’ needs for

improving college-access services

4. Identifying differences across schools in

college-access supports and college

application outcomes

Current Partnership ResearchSuite of College Readiness, Projects

A FEW HIGHLIGHTS FROM

OUR RECENT REPORTS

Sample includes all students who graduated in 2008, 2013, or 2014

f rom an LAUSD school, and whose parents did not opt out of allowing

LAUSD to link district students to college enrollment records.

N=75,860.

▪ L A U S D g r a d u a t e s ’ c o l l e g e e n r o l l m e n t a n dp e r s i s t e n c e r a t e s h a v e r e m a i n e d r e l a t i v e l y s t e a d y b e t w e e n 2 0 0 8 a n d 2 0 1 4 .

• 70% of 2014 graduates enrolled in any college within one year; about three-fifths of them enrolled in 2-year colleges.

• Roughly 85% of enrollees persisted.

• 25% of 2008 graduates completed a college degree within 6 years; Most of those degrees were BAs.

Districtwide College Outcomes:Enrollment, Persistence, and Completion

• H o w e v e r, s t u d e n t s st i l l n e e d m o r e h e l pw i t h t h e c o l l e g e a p p l i c a t i o n , f i n a n c i a l a i d , a n d e n r o l l m e n t p ro c e s s e s .• In 3 out of 4 high schools, counselors report that some

students are not getting the help they need.

• About 1 out of 5 twelfth graders did not feel that adults at their school helped them learn the details of getting into college.

Nearly all schools report offering college readiness supports

LAUSD’s CommitmentCollege Readiness, Access and Success

rjoseph@calstatela.edu

Rebecca Joseph Ph.DProfessor Cal State LAExpert on College Readiness, Access, and Success

• High quality teachers

• Funding

• Curriculum

• Time and support

• Counseling

• College readiness in elementary and middle schools

• Second chances

• Accountability

Removing roadblocks

If change isn’t systemic, it isn’t change at all

• Counseling Collaborative

• College Advocate Teacher Training

• ERWC Expansion and Transition To College Math and Statistics

• College Empowerment Counselors

• A-G Coordinators

• Mentoring for all new counselors

• Naviance

• Options Counselors

Summer 2017 CATT Institute

• Increased university partnerships• National Advising Corps

• Research, Counselor Training

• Professional Development,

• College Access Week-Model on North Carolina and West Virginia

• College Counselors in Every High School

• College and Career Work Groups in Every School

Student Voice & Aspirations

Creating a culture of belonging for all students which motivates them to dream and set goals for the future while

being inspired to work toward those goals in the present

Presented by: Melanie WelshPrincipal, Reseda High School

Motivation 7X

Engagement 4X

Self-Worth 8X

Purpose 9X

Student Voice Increases…

Dr. Russ Quaglia

Knowing less than 50% of students feel they have a voice in their

classroom or at their school, how can we shift our culture to increase

student voice and aspirations?

Dr. Russ Quaglia

At Reseda High School, we

• Have created an Aspirations cadre to

lead professional development

• Know students by name

• Connect with students when they’re absent

• Are shifting focus of Principal’s Advisory Cabinet for

Students to project development

• Bring in At-Risk 9th graders for summer academic

and socio-emotional enrichment

• Leverage Naviance for goal-setting to support

student aspirations

• Create a place for everyone (i.e. A Club for You!

For Newcomers)

Early Warning Indicators

Presented by Veronica Torres

College Readiness Coach

Clinton Middle School

Teacher Collaboration

● Data Collection

○ MyData

● Teachers analyze students grades and attendance

● List possibleinterventions

○ After SchoolTutoring

○ Saturday School

○ Recommendations to SSPT, City Year, otherprograms

● Accountability

○ Teachers follow up with student

Sample Data Collection

Actionable Feedback

A-G Diploma Program College Empowerment

College Empowerment &A-G Diploma Program Updates

Alicia Garoupa, LCSWAdministrator, Student Health and Human Services

A-G Diploma Program College Empowerment

College Empowerment

A-G Diploma Program College Empowerment

LAUSD College-Going Statistics• While graduation rates have increased over the last several years, rates of

LAUSD seniors attending college within the first year of graduation has decreased since 2013.

• The gap between students attending 4-year and community colleges was 10% in 2016. While the gap has been shrinking over recent years, only 28% of graduates attended a 4-year college within one year of graduation in 2016.

• Only 23% of graduates of the Class of 2010 completed a college degree within 6 years.

• Of those graduates who started out at community college, only 8% finished a college degree within 6 years.

• For the LAUSD Class of 2012, 4 years later in 2016, only 11% graduated from college, and 25% who started college were no longer enrolled.

Source: National Student Clearinghouse, LAUSD 2015-2016

A-G Diploma Program College Empowerment

Program Overview

• College Empowerment is part of the College Readiness Block Grant Initiative.

• Ten College Empowerment School Social Workers serve selected high school zones.

• High School zones include Options and Comprehensive schools.

• Schools were selected based on the highest duplicated student equity index counts in each local district, along with their associated continuation high school.

• Strong focus on specialized student populations: students in foster care, students experiencing homelessness, English learners, and students from socio-economically disadvantaged backgrounds in grades 9 through 12.

A-G Diploma Program College Empowerment

Program Goals

A-G Diploma Program College Empowerment

College Empowerment

Zones

CE Zones Schools 1 Nava College Prep Academy

Jefferson Senior High

Metro Continuation

2 Contreras Learning Center Academic Leadership Community

Contreras Learning Center School of Social Justice

Contreras Learning Center LA School of Global Studies

Contreras Learning Center School of Business and Tourism

Harris Newmark Continuation

3 Santee Education Complex

Frida Kahlo High

4 Maya Angelou Community High

Central HS (Locations near Angelou)

5 Diego Rivera Learning Complex Green Design

Diego Rivera Learning Complex Communication & Technology

Diego Rivera Learning Complex Public Service Community

Diego Rivera Learning Complex Performing Arts

Central HS (Locations near Rivera)

6 Fremont Senior High

John Hope Continuation

7 Solis Learning Academy School of Technology, Business and Education

Mendez High School

Boyle Heights Continuation

8 Hawkins High B Community Health Advocates

Hawkins High A Critical Design and Gaming

Hawkins High C Responsible Indigenous Social Entrepreneurship

Youth Opportunity Unlimited

9 Panorama Senior High

Cal Burke High

10 Monroe Senior High

Albert Einstein Continuation

A-G Diploma Program College Empowerment

College Empowerment

Zone 1

The Jefferson High School, Metropolitan High School and Nava College Academy zone welcomed Mrs. Tony Zaroyan, an 18-year LAUSD Social Worker this school year.

In her short time with the program, she has already begun to strengthen the college-going culture and increased awareness and access to post-secondary options within the zone.

A-G Diploma Program College Empowerment

A-G Diploma Program

A-G Diploma Program College Empowerment

Background

▪ Historic investment in child welfare and attendance and dropout prevention and intervention services in the LAUSD

▪ Alignment with the District’s Strategic Plan goal of 100% graduation and Zero Dropouts Resolution

▪ Three-tiered dropout prevention and intervention framework aimed at increasing course passage and A-G on-track rates

▪ Administered by Pupil Services, Division of Student Health and Human Services

▪ Placed an A-G PSA Counselor in every Title 1 High School beginning in the 2016-17 school year

A-G Diploma Program College Empowerment

A-G Diploma Program Goals

Goal 1- Analyze/plan, track and share data

Goal 2- Teach college and career readiness

Goal 3- Implement absence and dropout prevention

and intervention strategies

A-G Diploma Program College Empowerment A-G Diploma Program College Empowerment

Program Framework

2016-17 Program Cohort: Focused on 26,613* students identified as Tier 2 and Tier 3at the end of the Spring 2016

semester

Program Cohort

▪ Tier 2: Students who have failed three to four A-G courses

▪ Tier 3: Students who have failed five or more A-G courses

(Considered “off-track” from meeting the A-G Graduation requirements)

Targeted

case management;

Personalized, direct

student & family support;

progress monitoring

Systematic, capacity-building support;

Articulation/transition services; Attendance/Academic Achievement Incentive programs; A-G

awareness; data monitoring and sharing; stakeholder engagement; programs/strategies to

foster non-cognitive skills, a safe and welcoming environment; social, emotional, and physical

wellness and engagement for all students

Group interventions;

credit recovery programs; identification of students who

may qualify for grad exemptions; classroom

presentations; Summer Bridge; and parent workshops

A-G Diploma Program College Empowerment

Summary of ServicesAugust 2016-June 2017

A-G Diploma Program PSA Counselors document services provided on a monthly basis utilizing a Summary of Services log. The following information is a summary of services provided during the 2016-2017 school year from August 2016 to June 2017.

▪ 5,331 School-wide Assessment/Planning activities

▪ 5,417 Student group sessions

▪ 5,007 A-G informational meetings with 84,493 participants

▪ 8,218 Collaborative Consultations regarding targeted students with 37,757 participants

▪ 124,375 Student contacts

▪ 6,194 Presentations at SSPT, SART or SARB

▪ 25,16 Parent contacts

▪ 3,218 Home visits

▪ 9,180 Alternative education referrals for credit recovery

▪ Presentations to all six local district leadership teams regarding A-G Diploma Program, PSA Counselor roles, responsibilities and opportunities for collaboration

▪ Ongoing collaboration with Division of Instruction, including K-12 Counseling Director and Coordinators in each Local District

A-G Diploma Program College Empowerment

Cohort Progress

A-G Diploma Program College Empowerment

Students Off-Track (Tier 2/3) in Fall with L7 (Graduate/Completer flag) at End Of Academic Year

Class of 2016 compared to Class of 2017

+8%

A-G Diploma Program College Empowerment

Tier 2 Cohort Movement (# of students)2 Year Comparison, 2015-16 to 2016-17

A-G Diploma Program College Empowerment

Tier 3 Cohort Movement (# of students)2 Year Comparison, 2015-16 to 2016-17

A-G Diploma Program College Empowerment

Our Students’ Stories

A-G Diploma Program College Empowerment

Next Steps▪ Celebrate successes of students that transition to Tier 1 or On Track and those going

to college

▪ Implement and continue to strengthen strategies that provide graduating students with engagement in college and career pathways (e.g. Summer Youth Employment, Adult Ed vocational programs, L.A. College Promise)

Examine practices at school sites that support non-grads and students not making progress to “On-Track” and Tier 1 status

Analyze “Leaver” student data

Continue to coordinate re-engagement efforts with YouthSource System, Options Schools and Adult Ed

Maintain ongoing tracking and re-engagement of leavers

Professional Development for “Zone” staff to build capacity on addressing needs of students

Continue to implement prevention and early intervention strategies to serve identified new 9th graders who are at-risk for academic failure; work with students, families, and school staff to prevent course failure and disengagement

Support and monitor over 1,000 9th grade students who participated in the 2017 Summer Bridge program across 23 high school campuses

Division of InstructionDivision of Adult and Career Education

Credit Recovery Initiatives

September 19th, 2017 DIVISION OF INSTRUCTION | DIVISION OF ADULT AND CAREER EDUCATION 71

Presented by: Mathew Oberlander

Coordinator, Division of Adult and Career Education

Accelerated College and Career Transitions (ACCT) Program

Youth-Focused Dropout Recovery Program

A-G Approved Courses

Comprehensive Student Support

Individualized Student Plans

CTE Co-Enrollment Opportunities

September 19th, 2017 DIVISION OF INSTRUCTION | DIVISION OF ADULT AND CAREER EDUCATION 2

Winter Plus/Spring Plus Credit Recovery Opportunities

September 19th, 2017 DIVISION OF INSTRUCTION | DIVISION OF ADULT AND CAREER EDUCATION 3

Collaboration with Secondary Schools

Winter/Spring Recess + Saturdays

A-G Approved Courses

Competency-Based Curriculum

Individualized Instructor Support