lausd principal presentation: college readiness, access and success
TRANSCRIPT
College Readiness, Access, and Success
Rebecca Joseph, PhD
California State University,
Los Angeles
https://tinyurl.com/2017lausdprincipals
My commitment…
The role of college…
Three generations…
Daddy and his girls…
A team effort…
How I paid for college
• Tuition discount from my dad’s college
• Loans
• Parent Loans
• Grandparent assistance
• Work
Now share your college readiness story.
Dramatic need for college trained workers
Two new studies…
Findings…1. Improving LAUSD students’ academic achievement is essential for ensuring that more students successfully start and complete college, and must begin earlier than high school.• Less than a third of 2014 graduates had
A or B averages, and only a quarter of graduates who took the SAT or ACT scored above the national average. In Los Angeles, as in other school districts and nationally, academic performance is the most important predictor of college enrollment and completion. In LAUSD, graduates with at least a B average were five times more likely to complete a four-year degree than graduates with lower grades.
2. Striving to ensure that all LAUSD students graduate from high school having completed their college preparatory, A-G course requirements with at least a C is critical for ensuring students’ college success.• Recent LAUSD graduates who
completed the A-G course sequence with only a D were five times less likely to enroll in a four-year college than their peers who completed A-G with at least a C. This strong association between A-G completion with at least a C and four-year college enrollment is unsurprising because public, in-state, four-year colleges require at least a C in these classes to qualify for admissions.
More findings…3. Supporting students’ and families’ understanding about the college application and financial aid process is much needed to ensure that academically-qualified students enroll in college.• More than one in six LAUSD graduates
who were academically- eligible to attend a public four-year college did not enroll in any college in the year following high school graduation. Another one in six of those eligible for four-year college enrolled in a two- year rather than a four-year college.
4. Increasing LAUSD graduates’ college persistence and completion rates is an important task for local colleges and universities that have low transfer and graduation rates.• Large numbers of LAUSD graduates—
more than two-thirds from the class of 2014—went to college in the year following high school graduation (about 60% of college-goers enrolled in a two-year college and the remaining 40% enrolled in a four-year college). Based on patterns from the classes of 2013 and 2008, about 85% of college-goers will re-enroll in college for a second year, but only a little over a third will earn a degree of some type within six years, and about a quarter will earn a bachelor’s degree (B.A.).
Other major findings• Students under match
colleges.• Few students go out of state
for college despite huge need for diverse students around the country.
• Huge gender differences in colleges success: you guess.
• Huge differential of success by GPA, race, gender, and socio-economic status.
• Summer melt is a crisis. • Majority of LAUSD graduates
do not graduate within six years.
Evidence…from a five year evaluation• SES and demographics:
80% first or 1.5 generation
75%+ free or reduced lunch
25%+ ELL students
20 % of students who choice out
• Academics: • Six of seven small learning communities at high school did not emphasize A-G completion
with a C or higher.
• High school stopped offering Honor level courses to accommodate AP level- leaving the
middle ground student with fewer options.
• Students had limited opportunities to make up failed classes or to receive enrichment
opportunities.
• Students took Integrated Science and other courses that did not meet A-G and that slowed
down academic progress.
Tremendous impact…
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20
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60
80
100
120
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2003 2004 2005 2006 2007
CC
Private
CSU
UC
Rather than 30% matriculation rate…35.8% current matriculation rate for first graduating class…a 28% gain from last year and over past five years/
UC matriculation increased by 267% and CSU by 192%.
How did program shift culture?
• Counseling shift.
• Increase in A-G access, tutoring, and success for all students.
• Teacher buy-in.
• Students and parents with higher expectations.
• Access to school resources.
A college access rubric…
• Nine core areas:• College talk• Clear expectations• Information and
Resources• Comprehensive
Counseling• Testing & Curriculum• Faculty Involvement• Family Involvement• College and Non-Profit
Partnerships• Articulation
Task…
•RATE YOUR SCHOOL •Then share one area you feel particularly proud of and share a strategy at your table that is effective.
• P.S. I gave you another present-a visual college
readiness rubric. That’s for another time we meet.
$17 Million Dollar College Access GrantRegional College Counselors, New Senior Year Math Curriculum,
A-G Coordinators, District-wide trainings, Collaborative, Options Counselors, Naviance, Test Prep Programs
Dire Counseling Ratios in Los Angeles Unified
Recommended 200 to 1. Only 28 designated college counselors in 111 high schools
https://tinyurl.com/2017lausdprincipals
2017 Summer College Advocate Teacher Training
Pilot Program For Teachers and Counselors in LAUSD
Incredible 30 Participants
• Teachers, Resource Providers, Counselors, College Counselors, Principals New District A-G Coordinators, 24 school sites, Small Schools, Magnet Schools, Comprehensive Schools
Very Supportive LAUSD, Non Profit and Admissions Community
Great conversations
Very Supportive Cal State LA Community
Life Changing Lessons
• Albin and EOP Men
Field Trip
Range of Activities and Projects
Very Supportive CCOE Community
Removing roadblocks
• High quality teachers
• Funding
• Curriculum
• Time and support
• Counseling
• College readiness in elementary and middle schools
• Second chances
• Accountability
CATT Suggestions• Teacher Roadblocks
• PD on culturally responsive• Train teachers on what they are expected teach.
Such as co-teaching- usually everything is reviewed from a perspective but the hands-on is always missing, We need to observe teachers who are making co-teaching work.
• Build capacity- give/take on leadership roles. Share best practices to other teachers.
• Model lifelong learning• Addressing behaviors appropriately/de-escalation
techniques • Teachers become part of college counseling
team.• Develop A-G tracking form per student/ per
advisor. Update and develop plan of action after each semester.
• Decrease class sizes by increasing teachers • Use Restorative Justice Practices to build student
relationships through personalization• Increase communication between teachers and
other stakeholders (i.e. counselors, admin, etc.) so we can better support our students
• Funding• Funding for teachers to attend college
access/knowledge PDs• $ is one of the vital factors in providing
comprehensive services on any school campus• More $ to hire a full-time college counselor -
Counseling is a full-time job - I don’t have enough time in the day for a quality job
• Money to buy College/Career Curriculum• Paid collaboration time :)• More field trips to colleges• SAT/ACT prep classes/resources• Opp’s for grant writing & grant seeking (PD?)• Establish community partnerships to provide
student and parent services • Fly in programs for counselors• Funding for parent workshops
• Curriculum• Have designated time for SAT/ACT prep• Include testing skills & standardized test
prep in all core classes• Have college-prep curriculum available for
advisory teachers to use• Career focused curriculum
trainings/resources district wide• Curriculum that engages students in
authentic career experiences • PBL• Helps teachers w/tools (resources) to
assist students who have diff. learning modalities (What does that look like)
• SPED • Curriculum for Advisories• https://www.collegesummit.org/our-
solution/• https://uchicagoimpact.org/tools-
training/6to16
• Summer bridge programs between 7th and 8th and 8th and 9th.
• Time and Support• Do more training in summer• Allow for collaboration time between
content/grade teams• Provide meaningful professional
development instruction for admin to bring back to school sites (help teachers with tools to assist/support students)
• Focus on non-cognitive skills to better prepare students for college transitions
• Administrators → be fully supportive of innovation in instructional programs & model the role of life-long learners! Be open to flexible scheduling that allows for peer collaboration/planning/observations within the school day (and out of it)
• Provide funding for practical PD (college, academic, testing…) throughout the year
• Require office hours/tutoring weekly • Bring in programs like AVID/college
readiness • Create a timeline and teams with tasks to
support activities across campus with all stakeholders
• Counseling• Smaller caseloads 200:1 Ratio• Train all counselors about college ready - add to MS
course work• Classroom presentations on college access• CATT program (continued training/support year-long
& via online)• No supervision so we can see kids @ lunch time• Consistent PD supported @ district level & by admin• Partnering w/community outreach programs• Get teachers & administrators on board w/allowing
college presentations during class time• Administrators → understand the need for counseling
staff to engage in relevant, meaningful PD AND share knowledge with all school staff
• Providing Counseling Assistants - frees up the counselor’s time to do counseling.
• Providing training on Psychological First Aid • Use supervision as a time to get to know the students• Fly in programs for counselors• Allow counselors to have office hours during lunch
instead of doing supervision• Counseling support staff to provide wrap services to
meet student needs.• Consistent structured PD opportunities for counselors• No discipline responsibilities for counselors• Bring in outside counseling service to support social
emotional needs of the school • Pay for counselors to attend college conferences
• College readiness in elementary and middle school• Have career/college fairs as well/college visits
beginning in elementary.• Be aware of/and respond to early warning indicators
(EWI’s) with/structured support at all grade levels. • All middle schools sites should have qualified reading
intervention specialist→ reading achievement plan for every child.
• Have enrichments activities to support student learning and build students skills.
• Let’s educate parent at an early age!• Use ASCA career readiness power points with student
and teachers. • College activities/ (such as college t-shirts day..etc) to
build interest among students and parents. • Collaboration between high school and middle school
(i.e. high school can invite middle school to college related events, transition programs, etc)
• Second chances• Credit Recovery Options -
• ie…• SAT School• Online Programs• Opportunity to take courses on community
college campuses• Summer school/Inter sessions
• How about focusing on Enrichment not just credit recovery
• Reading intervention between grades 2 and 3. Also between 5th + 9th
• Second chance to make up credits in different teaching experience/teaching modality
• Alternative schools (funding & support) such as continuation
• Early identification for social-emotional support for students to excel academically
• More support service to track and monitor these students who are going to continuation school so they can return back to their original school
• Accountability• Smart goals/ goal setting• Data collections (perception, etc)• Collective responsibility- teachers
encourage to be -responsible for college-going culture and academic success/support for all grade levels.
• Transcripts Audits, attendance summary reports and monitor grade reports.
• Accountability for administration: when it comes to IEP’s most of the time not all of them are aware of the process. In addition, we need a way to keep everyone, not just teachers accountable.
• Teachers need to support struggling students.
• Evaluations of college going patterns by school.
A Model Counselor: Antonio Roque
• Academic counselor
• Diego Rivera learning complex
• communication & technology school
Antonio’s Scenarios…
• At your table, please find the scenarios.
• In a group of two to three, pick two of the scenarios to address.
• Share out at table.
Individual acts matter
Three wishes…• Mentor an individual
student throughout the college application process starting in 9th grade and finishing at the end of senior year of college.
• Begin or strengthen a college and career access and success workgroup at your school.
• By Fall of 2018, hold a college readiness and application week in November.
New Cal State Database
https://csudata.calstate.edu/highschool/?utm_medium=301&utm_source=calstate.edu
College Access, Readiness, and SuccessCollege Access, Readiness, and Success
My commitment…and new mantra: Pre-K Through College
Contact Dr. Joseph
• www.getmetocollege.org
• @getmetocollege
• https://www.slideshare.net/getmetocollege/lausd-principal-presentation-college-readiness-access-and-success
• https://tinyurl.com/2017lausdprincipals