Creating a College-Going Culture

Student PreparationPresenter: Judith C. Marty

PrincipalMater Academy Charter Middle High

Video Discussion Collaborative Personalization Curriculum, Instruction, Leadership and Assessment What collaborative

strategies in the video were utilized and/or what collaborative partnerships were established to implement school improvement actions and initiatives? Which of these strategies support our school improvement plan; provide opportunities to develop increased teacher, student, and community leadership roles; and improve student learning at our school?

What personalization strategies to improve school culture and student engagement for both staff and students are evident in the video? Which of these initiatives could we put in place at our school to more fully focus the staff on the learning of each individual student? What additional strategies might we implement that will ensure greater engagement and academic improvement for each of our

students?

What best practice strategies revealed in the video increased student access to rigorous curriculum, quality instruction, and authentic assessments?Which of these best practices and strategies could we implement at our school to ensure every student has access to quality instruction and a rigorous, relevant curriculum that prepares each student to be college and career ready?

Mater Academy ProfileMiddle School High School Enrollment : 1450 Grade Levels: 6-8 Enrollment by Race / Ethnicity Asian/Pacific Islander <1% Black 4% Hispanic 93% White 2% Free an Reduced Lunch

80% 8th Graders graduating middle school with

at least 1 high school credit

97% passing rate for the 309 8th graders taking the Algebra 1 End of Course Exam

96% passing rate for the 195 8th graders taking the Biology End of Course Exam

Enrollment : 1712 Grade Levels: 9-12 Enrollment by Race / Ethnicity Asian/Pacific Islander <1% Black 3% Hispanic 95% White 2% Free an Reduced Lunch 80% Graduation Rate (2013) 98% Graduates with GPA above 4.0 172 Receiving Associates in Arts degree

Seniors graduating with at least one semester 165 Students

www.bigfuture.org

BigFuture™Schools at the middle and high school levels and both traditional and career-technical schools are using proven best practices to increase the number of students who not only begin college or other postsecondary schooling, but successfully complete their postsecondary work. Those best practices include increasing the amount of rigorous, college-oriented course work, helping students and parents plan early for what happens after high school, and providing appropriate support for students who need it. To increase the levels of college readiness for all students, schools must make college “real” by preparing students for the complexity of applying to college and making the transition successfully. The College Board provides a useful tool that supports this goal. BigFuture is a place where students can begin career explorations, get information about tests, find colleges, learn about financial aid, and get application help. Elementary, middle level, and high school students and their parents can create a customized action plan for college based on their grade level, interests, and situation—a plan that can be reviewed and revised as needed.

Eighth Grade Career Research and Critical Thinking Class

*Big Future*College Ed Workbook*College Projects*Readi-Step data review for coursework Planning*Counselor Chats

BIG FUTURE*Completing Self Inventory*Exploring Testimonials of Students like themselves*Make a Plan*Build a college List*Parent Section (Step by Step information)

CounselorsThrough presentations , counselors use grade-level specific activities, the site includes resources and tools that:• Help students explore majors and careers• Help students identify and investigate potential colleges, universities, and training programs.• Guide students to make the most of a campus visit.

Counselors are

gatekeepers of the

student’s college process

College and Workforce Readiness

Teachers/counselors can use the site to:• Increase student understanding of the value of taking AP® and other rigorous course content.• Increase the number and success of minority students taking AP courses.• Provide support for students taking more rigorous course work for the first time.

ParentsParent Academy for

building College going culture

• Use intelligent search-and-match tools and informative videos to find colleges that are a good fit for each student.

• Use as an information source for learning about and accessing financial aid resources.

• Find out how families like yours have paid for college.

• Create and follow annual Parent Action Plans step by step, starting in the middle grades. Samples at BigFuture.org. Type Parent Action Plan in search bar and explore.

RIGOR……

Creating a College-Going Culture: Reading II—Academic Rigor

■Are all stakeholders included (e.g., students, parents, etc.)?

■Are the concepts and words in the definition understandable to a person without ties to the school?

■Are there major concepts or phrases that you wish had been included?

Creating a College-Going Culture: Reading II—Academic Rigor

■ What are the concepts, phrases, or words common to all the definitions? ■ What are the major differences in the definitions presented?

■ Are there concepts or phrases in one definition that you wish had been in your group’s definition?

■Are the concepts and words in the definition understandable to a person without ties to the school?

Let’s discuss five or more appropriate teacher behaviors that you would see in an academically rigorous middle level or high school classroom in your department .

Let’s discuss five or more student behaviors that you would see in an academically rigorous classroom in your department.