Creating a college readiness culture

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  • College Access and Success Creating a College Readiness CultureDr. Nilka Avils, IDRA Senior Education AssociateNational Migrant Conference, April 7, 2014Listen to the related Classnotes Podcast eposide (#141) at www.idra.org/Podcasts/

  • AgendaWelcome and IntroductionsBackground and Context Information of the Importance of a College EducationCreating a College CultureCollege Readiness CompetenciesDeveloping College Readiness Competencies ActivityBest Practices in ActionExit Ticket

  • ObjectivesTo cultivate the importance of a college education and prepare students to be college ready. To build a college going culture and lead others to pursue a post secondary education.To examine the college readiness competencies for success.

  • Background and ContextSignificant college completion gap for Hispanic students and dire need to address the roots of this gap (Census Bureau, 2009; NCES, 2011)

    Lack of college readiness has a direct impact to the future of the nation with the changes in demographics (Glover-Blackwell, Kwoh & Pastor, 2010)Achievement and opportunity gap, deficit-based thinking, lack of college access and culturally responsive curricula (Darling-Hammond, 2010; Contreras, 2011; Valencia, 1997; Ladson-Billings, 1994; Howard 2010)

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  • Degree-attainment Rates Among Adults (ages 25-64) by population group

    Chart1

    59.3661.32

    42.9643.91

    26.8428.06

    22.8332.08

    19.2116.86

    United States

    Texas

    59.36

    Sheet1

    United StatesTexas

    Asian59.3661.32

    White42.9643.91

    African American26.8428.06

    Native American22.8332.08

    Hispanic19.2116.86

    To resize chart data range, drag lower right corner of range.

  • Increase the proportion of individuals with high-quality degrees and credentials to 60 percent by the year 2025Latinos constitute 1 in 6 individuals in the United States, with a college completion rate of only 19.2 percent. In Texas, the completion rate is 16.8 percent. This situation is very similar in many other states.

  • Creating a College Readiness CultureState requirements for a college going culture What does college readiness mean to you?Stand up, hand up, pair up- Home partner- Emergency partner- High 5 partnerReflection circle; Share your responses

  • Random Teams

    Team RolesReporter Shares team information with the classGatekeeper equalizes participation and gather materials for the groupPraiser encourages participation of all membersReflector leads the team in looking backHow do we start creating a college culture?

  • Creating a College Readiness Culture

    Increase college readiness developing a community-wide college-going cultureAddress the attitudes, beliefs and mental blocks that may be hindering students' progress Increase PK-20 collaborative partnerships

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  • College Readiness CompetenciesGoal SettingInquiry/CreativityExpression/CommunicationCritical Thinking/Problem SolvingCollaborationOrganizationSelf-discipline and self-directed learning

    AttentivenessInvolvementReflectionPersistence/ResiliencyStudy SkillsTime ManagementDeterminationSense of efficacy

  • Developing Successful Competencies ActivityWhat are your views on each of these competencies?How do you assist students in having the competencies they need in order to be successful in school and in college?What are the educational implications if students are prepared?

  • Developing Successful Competencies ActivityWhat attitudes and beliefs we should strive for and model for students?What is your commitment in ensuring your students master these competencies to be successful in college and in life?Present your work

  • Best Practices in Action for College Access and SuccessReview the description on slips providedDecide which heading fits your description Reflect with each other and report to the group

  • Intercultural Development Research Association Dr. Mara Cuca Robledo Montecel, President & CEO5815 Callaghan Road, Suite 101San Antonio, Texas 78228

    210-444-1710 contact@idra.org

    www.idra.org

    Assuring educational opportunity for every child@IDRAeduwww.linkedin.com/company/interculturaldevelopment-researchassociationfacebook.com/IDRAedpinterest.com/idraeduwww.slideshare.net/ IDRAeduflickr.com/photos/idraeduSign up to receive IDRA news by email at www.idra.org/Receive_IDRA_News

    Common tracking practices, overrepresentation and underrepresentation of minority students (OConnor & Deluca-Fernandez, 2006; Solrzano & Ornelas, 2002)

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    Structural refers the school performance model as measure by academic competence, motivation, self-determination, efficacy, etc.Administrative and instructional modifications we refer to initiatives in place to increase academic achievement to meet local, state and federal standards District benchmarks, graduation, STAAR, CCRS etc.Transformational practices refer to the eradication of negative attitudes, beliefs and mental blocks that hinder the magnitude of students success. *

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