what are your academic strengths? do they …what are your academic strengths? do they match your...

WHAT ARE YOUR ACADEMIC STRENGTHS? DO THEY MATCH YOUR CHOICE FOR COLLEGE PROGRAMS?

Revised – June 2014

DESCRIPTION The workshop encourages students to reflect on their interests and academic strengths as they explore the college requirements for programs that interest them. The workshop is the first of two workshops to look at college requirements. It is also an opportunity for a reality check for students to make sure they know that taking upper level classes is important and that they seek help if their grades are not getting them into those classes. OUTCOME Students will identify their academic strengths and limitations so they can choose courses or get the extra help they need to advance their learning. LEARNING TARGETS

Strategies for researching college majors

Self-monitoring of GPA

Strategies to identify the need for more advanced courses and/or support KNOWHOW2CONNECT Push Yourself

Freshmen and Sophomores: Explore Your Interests WORKSHOP LENGTH 110 minutes It is expected that you may need to present this workshop in several sessions to allow students enough time to explore and digest the information on college admission requirements. ALTERNATIVE LESSON WITH FEWER TECHNOLOGY REQUIREMENTS

Sparking the Future Lesson Plans – OSPI Exploring Options: College Board Sign-up, Grades: 9 – 10, Lesson: 4

ASSESSMENTS/EVALUATIONS

The number of students that have updated their career plan based on course requirements and have a plan for seeking help if needed.

http://knowhow2go.acenet.edu/middle-and-high-school-students/explore-your-interests.html

http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/SparkCurriculum/Grades9-10/STF_Gr9-10_Lesson05.pdf



MATERIALS OR RESOURCES NEEDED

KnowHow2Go.org Which tough high school classes will pay off the most? (Ariana and Jonathan)

Freshmen and Sophomores: Explore Your Interests

U.S. Bureau of Labor Statistics, What Are You Interested In? Washington Student Achievement Council Minimum Admissions Standards, An Overview for Students and Parents

Mapping Your Future Career Ship FOLLOW UP LESSONS Attached

http://knowhow2go.acenet.edu/middle-and-high-school-students/success-stories.html

http://knowhow2go.acenet.edu/middle-and-high-school-students/explore-your-interests.html

http://www.bls.gov/k12/content/students/careers/career-exploration.htm

http://www.wsac.wa.gov/sites/default/files/RevisedMCASOverviewParents-April2011.pdf

http://www.mappingyourfuture.org/planyourcareer/careership/



Workshop 6 Agenda

Introduction: ..................................................................................................................... 10 minutes Let students know that this workshop will focus on exploring the requirements for their career interests and matching those requirements to courses students are taking. Engage students in an informal poll as to whether or not they believe they are taking the courses that will qualify them for college level programs. Whole Group Student Engagement: ....................................................................... 30 – 45 minutes

Explain to students that they will be expected to complete the Matching Academic Strengths and College Requirements worksheet. The first section will be completed with a research partner and the second section will be completed individually.

Pair up students so that they will have a partner to talk with as they explore careers and college majors.

Hand out the materials for the work session: o Matching Academic Strengths and College Requirements Worksheet follows the

workshop agenda. o Washington Student Achievement Council, Minimum College Admission Standards,

An Overview for Students and Parents (Available online) o List of websites or print materials on college majors (see list of Materials Needed)

Assign students to computers or areas of the room where they can work with their partner. Monitor the explorations and be prepared to answer questions.

Individual Student Engagement: ..................................................................................... 15 minutes Give students time and a quiet environment to assess whether or not their present course and academic path match college requirements. Encourage students to take this seriously and answer the questions honestly. Closing: …………………………………………………………………………………….30 minutes The closing is intended to be longer than normal for a workshop. The purpose of this closing is to help students identify where they can get academic help if needed. Start by asking students how many of them believe they are on track to get into colleges in their areas of interest. Next ask students what they see as the barriers for getting into college including academic progress or low grades. Finally, talk with students and offer suggestions on how they can get help to strengthen their academic skills or ways to talk with their counselors about higher-level courses.



Make sure students know that the next workshop will continue the work on course selections. Remind them to bring an individual transcript and Matching Academic Strengths and College Requirements Worksheet With the help of a partner: 1. List an area of study or a career you would like to explore. 2. Research the area and describe:

a. What kind of degree it takes to achieve that career. b. What courses you should be taking in high school to match this career.

3. List at least two colleges or programs (certificate, two-year, four-year) that offer the major

you have researched and list their entrance requirements.

College/Program: Requirements:

Individual Reflection 4. Review your present courses and ones you think you will take. Do these courses match the

college requirements? 5. Are your academic strengths in the areas you think you want to study after high school?

Why or why not? 6. Are you struggling in courses that will be required for college admission? Where and how

can you get help to improve your academic skills?



Assessment of Workshop 6:

Purpose(s):

To determine if students can identify their academic strengths and areas that need to be strengthened

To determine if students have strategies for getting extra help when needed Format: Student worksheet Facilitator Directions:

Run off copies of the worksheet (assessment) for each student. Another option is to put the questions into a power point or use on a document camera to discuss the questions.

Make sure students know that they are not “graded” on the worksheet nor are there absolute right or wrong answers. The purpose of the worksheet is to help them reflect and to determine what they understand. Share that you will use the information to plan future information and workshops.

Give students time as part of the Individual Student Engagement to complete the worksheet.

Discuss the answers in the Closing.

Have students turn in the worksheet at the end of class. Review student responses and use this information to determine whether the group is on track or whether you need to add more information at this point.

Return the worksheet to students at the beginning of the next class to be kept in their portfolios.



Workshop 6 Assessment Tool With the help of a partner:

7. List an area of study or a career you would like to explore.

8. Research the area and describe: a. What degrees it takes to achieve that career. b. What courses you should be taking in high school to match this career.

9. List at least two colleges or programs (certificate, two-year, and four-year) that offer the major you have researched and list their entrance requirements.

College Program Requirements

Individual Reflection 10. Review your present courses and ones you think you will take. Do these courses match

the college requirements?

11. Are your academic strengths in the areas you think you want to study later after high school? Why or why not?

12. Are you struggling in courses that will be required for college admission? Where and how can you get help to improve your academic skills?



Follow-Up Lessons for Workshop 6

Exploring Options: College Admission vs. Graduation Requirements

Sparking the Future: Grades: 9 – 10, Lesson: 5 Lesson Goals: o Help students learn about OSPI’s and your school’s graduation requirements. o Ensure that students understand the difference between these minimum

requirements and what they must take to be able to apply for college.

Lesson Description: All middle and high schools have information programs for students regarding high school graduation requirements and many schools are beginning to include college entrance requirement information. However, first generation students do not always have someone that can help them sort out this information and match their interests and strengths to college programs. This follow-up lesson is critical in making sure students have a clear picture the academic transition from high school college.

Exploring Options: Why Go to College?

Sparking the Future, Grades: 9 – 10, Lesson: 2

Lesson Goals: o Help students review reasons to get postsecondary education. o Learn about educational requirements for a career of interest.

Lesson Description: Students need help in making the link between taking high school college preparatory classes and programs they might want to attend in college. This workshop offers practice in doing the research on college majors and linking them to student interests.





S p a r k i n g t h e F u t u r e

KNOWING WHAT YOU NEED: COLLEGE ENTRANCE EXAMS

GRADES: 9-10 LESSON: 5

LEARNING GOALS:

Students will identify the major college entrance exams.

Students will register at the College Board web site and research one college. ALIGNMENT WITH STANDARDS:

Essential Academic Learning Requirements Grades 9/10 Grade Level Expectations: This lesson is aligned with Writing 1.5.1 and Educational Technology 1.3.2 and 1.3.3. Students will develop materials in an appropriate format for a college search. They will locate, analyze, and use information from the College Board web site.

Common Core State Standards Grades 9-10: This lesson is aligned with English Language Arts Writing 4, 7, and 8. Students will prepare a short writing exercise and conduct a focused research project using the College Board’s web site.

American School Counselor Association National Standards: This lesson is aligned with ASCA Academic A1.2, A2.1, and B1.3. Students will display an interest in learning, demonstrate task management skills, and apply the skills needed for academic success.

MATERIALS NEEDED:

College Research Handout and Answer Key (included in this lesson plan)

Projector – to share College Board web site

Internet Access – for students to register with the College Board CLASSROOM ACTIVITIES:

1. Introduce the college entrance exams. Distribute the College Research Handout and review the first page with students. If you wish, divide students into three groups (one each for four-year college, two-year college, and military) and ask them to research one of the exams listed on the handout. Give them 5 minutes and then call the group back to compare notes. At many schools, sophomores are given the opportunity to take the PSAT, which is the precursor to the SAT. If your school will be doing this, let students know how and when they can register. (10-15 minutes)

2. Introduce the College Board web site and help students register. The College Board web site is a rich resource for students and their families. Among other things, it allows students to: (1) register for the SAT exam (PSAT and AP registration must be

https://www.collegeboard.org/




done at school); (2) research colleges and majors and save that information for later use; (3) learn about financial aid; and (4) learn how to apply to college. Tour the site using a projector, if possible. Then help students create their own accounts by following the instructions on the College Research Handout. (15-20 minutes)

3. Use College Board web site to research opportunities. Next, have students complete

the rest of the handout to learn about colleges that might be interesting to them. (Note: students can complete this step even if they do not register.) Ask them to take notes on one possible college. If you wish, ask them to go to the college’s web site and sign up to receive printed information. (15-20 minutes)

STUDENT PRODUCTS:

College Research Handout. Students should complete the handout. ADDITIONAL RESOURCES: Your school might wish to hold a College Night for students and their families, where they could hear from school guidance counselors, graduates of your high school, or admissions officers from local colleges. In addition, you may wish to share the following resources to help students and their families learn more about preparing for, applying to, attending, and paying for college.

College Board College search, career/major search, exam prep and registration, financial aid info

First in the Family


http://www.firstinthefamily.org/First_in_the_Family/index.html



C o l l e g e R e s e a r c h

WHAT EXAMS ARE NEEDED FOR COLLEGE ACCEPTANCE? BEGIN YOUR COLLEGE RESEARCH

Name _____________________________ No matter what you plan to do after high school, you will probably have to take at least one exam. Here is a list of the main college entrance exams. FOUR-YEAR COLLEGE

SAT. The SAT measures reading, writing, and math. Each section is scored out of a total of 800 points for a total of 2400. The PSAT is usually taken first to help students prepare for the SAT. Learn more and register here.

ACT. The ACT measures English, math, reading, science, and writing. The top composite score for all subjects is 36. Learn more and register here.

SAT Subject Exams. Students can take subject exams in 20 different subjects in English, history, languages, math, and science. Learn more and register here.

TWO-YEAR COLLEGE

ACCUPLACER. Many community and technical colleges require students to take a placement test before they can register for classes. One such test is the ACCUPLACER, which measures reading, writing, and math. Learn more here.

MILITARY

ASVAB. The ASVAB measures your aptitude in a variety of academic and career areas and determines if you are eligible to enlist in the military. Learn more here.

REGISTER AT THE COLLEGE BOARD WEB SITE To begin your college search, it is important to research colleges and programs. One easy way to do this is by registering at the College Board web site. To do this: (1) Go here (2) Click on “Students.” (3) Click on “Sign Up” under “My Organizer.” Enter a log-in name and password and then enter information about yourself.



http://www.actstudent.org/



http://www.military.com/join-armed-forces/asvab/




COLLEGE RESEARCH Go to the College Board web site. then click on “Students.” Then click on “Find a College” and locate a college either by typing in its name or by completing the search process. Then complete this page.

INFORMATION TO RESEARCH FINDINGS

A college I might like to attend

Location

Type of school (private/public)

Degrees offered

Application deadline

Financial aid deadline

Percent of applicants admitted

Middle 50% SAT Critical Reading scores

Middle 50% SAT Math scores

Middle 50% SAT Writing scores

Middle 50% ACT Composite score

In-state tuition and fees

Out-of-state tuition and fees

Most popular majors

What interests me about this college




COLLEGE RESEARCH

ANSWER KEY (for one example) Go to the College Board web site. then click on “Students.” Then click on “Find a College” and locate a college either by typing in its name or by completing the search process. Then complete this page.

INFORMATION TO RESEARCH FINDINGS

A college I might like to attend Washington State University

Location Pullman, WA

Type of school (private/public) Public

Degrees offered

Certificate, Bachelor’s, Master’s, Doctoral

Application deadline January 31

Financial aid deadline February 15

Percent of applicants admitted 69%

Middle 50% SAT Critical Reading scores

480-580

Middle 50% SAT Math scores 500-610

Middle 50% SAT Writing scores 570-570

Middle 50% ACT Composite score 21-26

In-state tuition and fees $10,799

Out-of-state tuition and fees $22,077

Most popular majors

Business/Marketing Social Sciences Communications/Journalism Health Professions Engineering Biology Family & Consumer Sciences

What interests me about this college

Student’s choice…


what are your academic strengths? do they …what are your academic strengths? do they match your...

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