About the Presenter: Cynthia M.DeVese, M.Ed Author | - - PowerPoint PPT Presentation

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About the Presenter: Cynthia M.DeVese, M.Ed Author | - - PowerPoint PPT Presentation

Mar 18, 2024 2.78k likes •3.25k views

About the Presenter: Cynthia M.DeVese, M.Ed Author | Educator | Speaker Student Success Coach Parent University Facilitator Coaching Your Child to

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About ¡the ¡Presenter: ¡

Cynthia ¡M.DeVese, ¡M.Ed ¡

Author ¡| ¡Educator ¡| ¡Speaker ¡ ¡ Student ¡Success ¡Coach ¡ Parent ¡University ¡Facilitator ¡ ¡

Coaching ¡Your ¡Child ¡to ¡Academic ¡Success ¡ Coordinator, ¡Minority ¡Student ¡Achievement ¡ Westerville ¡City ¡Schools ¡

¡ ¡ ¡ ¡

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Research states when schools and families work together, children have a better chance of being successful in school and in life.

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Children whose parents are involved in their education:

  • Get better grades and test scores
  • Do more homework
  • Have better attendance
  • Have higher graduation rates
  • Are more likely to go to college
  • Demonstrate a positive attitude
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Three R’s to Effective Partnerships…

  • RESPECT
  • RESPONSIBILITY
  • RELATIONSHIPS
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Advocate - A person who publicly supports or recommends a particular cause or policy.

  • Know your end game
  • Don’t be afraid to ask questions
  • Spend time in your child’s school
  • Do your research
  • Get involved
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  • Be available
  • Share expectations
  • Offer support, not criticism
  • Focus on effort not grades
  • Turn the thinking over to the child
  • Enjoy!
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What does COACH stand for? Creating Opportunities And Conquering Hurdles

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Coaching Our Children to Academic Success

  • Hurdles to Academic Success
  • Opportunities for Academic Success

Be a Coach Who Creates & Conquers! Why Inspire?….How to Inspire...Will it Work?

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Opportunities for Academic Success

  • Equity ¡for ¡underrepresented ¡students ¡
  • What ¡does ¡this ¡look ¡like? ¡

¡ ¡

  • EducaConal ¡access ¡
  • What ¡does ¡this ¡look ¡like? ¡

¡

  • Increase ¡capacity ¡for ¡diversity ¡in ¡college ¡

and ¡careers ¡

  • What ¡does ¡this ¡look ¡like? ¡
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Access

  • A 2013 report by the Education Trust

estimated about 640,000 underrepresented students are missing from AP and IB classes.

  • About 12 percent of underrepresented high

school students attending schools with AP classes participate.

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National, State and Local Concerns:

  • National data shows that students of color are

underrepresented in advanced courses

edtrust.org

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Westerville City Schools District Four Year Trend AP Enrollment

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3 Reasons why WCS underrepresented students do NOT enroll in AP/IB courses:

  • I won’t be successful

43% - 46%

  • Might hurt my GPA

36% - 34%

  • To much work

30% - 21%

2017-18 EOS Survey Results

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Who’s Missing in Your School?

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Who would you recommend?

Take a moment and create a quick list of 3-5 students you believe could be successful in an advanced course if encouraged and supported

1. 2. 3. 4. 5.

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  • The goal of the Minority Scholars Program is to

improve the academic achievement and educational

  • pportunities available to minority students by

increasing the numbers of minority students enrolled in advanced courses, providing supports to help them succeed, recognizing their accomplishments, and providing leadership opportunities to further their growth.

Minority Scholars Program

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Understand the Problem - Phase 1 Goal: Identify areas where students of color are underrepresented and work with teachers, students, parents, counselors, and administrators to address the gaps.

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Share the Data & Concern - Phase 2

  • Shared data with administrators, teachers and staff.

(disbelief and denial)

  • Students must be told they have potential to

succeed!

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Start a Scholar Movement: Phase 3

  • Step 1: Find committed adult staff members
  • Step 2: Select a small group of mature students who

show leadership potential and charisma (completed advanced courses with success)

  • Step 3: Meet with student leaders to discuss and

share achievement gap concern.

  • Step 4: Formalize program goals and direction with

student leaders.

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Scholars in Action - Phase 4

  • Step 5: Train students: peer mentors & peer tutors
  • Step 6: Informational meetings
  • Step 7: Create mentor/mentee match
  • Step 8: Design format for after-school sessions
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MINORITY SCHOLARS PROGRAM

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  • Increased Enrollment in AP & IB
  • 98% of the students in 10th grade who participated in the program are

currently enrolled in at least one AP or IB class for the 2016/17 school year.

  • 50% of the students in 9th grade who participated in the program are currently

enrolled in one AP class for the 2016/17 school year.

  • Grades:
  • 38 of 71 students who participated in the after school tutoring sessions passed

their advanced classes.

  • 25 of 71 students matched with a peer tutor passed their advanced classes
  • 8 of 71 students matched with a peer tutor did not pass their advanced class

Minority Scholars Program 2015/16 Data, Results & Trends

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Mentoring based program aimed at increasing students’ self worth, improving perspective toward education, helping them develop and define short and long term goals, providing positive support and encouragement and ultimately increasing school performance. Mentors and staff members provided leadership, direction and encouragement every month.

M.O.D.E.L. Mentors Opening Doors, Enriching Lives

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MODEL MENTORING

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Spirit Book Club

  • The Spirit Book Club addresses the need to offer more

culturally diverse learning materials in our schools. It provides “windows and mirrors” for all students through exposure to diverse books, specifically, Coretta Scott King award winners.

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Spirit book Club

Teacher ¡advisors ¡design ¡acCviCes, ¡ encourage ¡open ¡discussion, ¡and ¡ gather ¡data ¡to ¡track ¡student ¡

  • engagement. ¡Students ¡read, ¡

connect, ¡and ¡contribute ¡to ¡ purposeful, ¡inclusive ¡learning ¡

  • communiCes. ¡
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WCS Inspire to Lead Higher 2017 Phase 5

Equal Opportunity Schools:

  • Lead Higher initiative in all three WCS high schools.
  • 5-10% Rise in all high schools for 2017-18 (ACCOMPLISHED)

WCS Equity Framework: Achieving Equity in Schools

  • District Equity Teams (Courageous Conversation for Achieving Equity in

Schools)

  • Building Equity Teams (Equity Institute)
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District Vision

Our vision is to be the benchmark

  • f educatjonal excellence.

District Mission

Our mission is to prepare students to contribute to the competjtjve and changing world in which we live.

District Values

Driven by a vision to be the benchmark of educatjonal excellence, the Westerville School District strives daily to exemplify the following

  • rganizatjonal values:

Respect, Inclusiveness, Community, Communicatjon, Collaboratjon, Innovatjon, Nurturing, Trust, Accountability

Board of Educatjon

Richard Bird, President Rick Vilardo, Vice President Gerrie Cotuer Tracy Davidson

  • Dr. Nancy Nestor-Baker
  • Dr. John R. Kellogg

Superintendent Bart Griffjth Treasurer

Westerville City Schools

936 Eastwind Dr. Westerville, OH 43081

www.wcsoh.org

Enrollment Center: (614) 797-7700 District Offjces: (614) 797-5700

Brochure developed by the Multjcultural Student Achievement Parent Commituee in partnership with the Westerville City School District Department of Communicatjons and Technology

Achievement

for All

Parent Guide for Student Success

PLANNING fOR

preSent & future

SucceSS

Ask your child:

What are some of your goals and aspiratjons

  • academically, personally, and professionally?

What are your plans for afuer high school?

  • (school, military, vocatjonal training, work)

What courses (i.e. dual enrollment, advanced

  • level), organizatjons, or extra-curricular actjvitjes

are you taking or gettjng involved in that support your academic, personal, or professional goals and aspiratjons? What preparatjons are you making for the ACT

  • r SAT?

Ask your child’s teacher(s) / counselors:

What are the areas of interest or courses that my

  • child seems to shine / excel in?

What courses (i.e. dual enrollment, advanced

  • level), or extra-curricular actjvitjes do you

recommend my child get involved in that support their academic, personal, or professional goals and aspiratjons? Where can my child and I research scholarship or

  • internship opportunitjes?

What kind of preparatjons should my child be

  • making for the ACT or SAT?

Ask yourself:

Do I know my child’s goals and aspiratjons?

  • Am I holding my child accountable for their
  • academic, personal, and professional success?

Is my child enrolled in the right courses to be

  • successful in the future?

Am I creatjng a home life that is conducive to

  • my child’s academic, personal, and professional

success? Am I role modeling the attjtudes and behaviors

  • that reinforce my child’s academic, personal, and

professional success? Am I maintaining ongoing communicatjon/

  • engagement with my child’s school, teacher(s),

and counselor?

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Keeping my child on tracK

Ask your child:

What classes are you feeling most confjdent /

  • least confjdent about?

What major projects / assignments / tests do

  • you have coming up and how can I help or

support you with them? Are you staying updated on your grades through

  • PowerSchool?

Did anything difgerent or unusual occur at school

  • today or this week?

What extra-curricular actjvitjes are you involved

  • in or plan on gettjng involved in?

Ask your child’s teachers(s) / counselor:

Is my child an actjve partjcipant in class?

  • Is my child’s reading and math performance at or
  • above grade level?

Is my child experiencing any academic or

  • behavioral changes that I need to be aware of?

Have there been any major school climate

  • changes (events / victories / tragedies / etc.) I

need to be aware of? Are there any major projects / assignments /

  • tests / school events I need to be aware of that I

can assist with or support?

Ask yourself?

Am I staying up to date on my child’s academic

  • progress via PowerSchool, contact with

teacher(s), conversatjons with child, etc.? Do I know my child’s close friends and

  • acquaintances?

Am I engaging / supportjng / involved in

  • actjvitjes at my child’s school?

Am I making sure my child is:

  • Gettjng enough sleep?

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Making healthy choices? (i.e. emotjonally,

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physically and socially) Limitjng the tjme they spend watching TV,

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gaming, or on social media?

As a parent, or an adult who plays an important role in the life of a child, your involvement in your child’s educatjon at school and at home shows your child that you value educatjon. You are the most reliable source of informatjon about your

  • child. The partnership between you and your

child’s teachers is powerful! From a cultural perspectjve, we understand the value of open communicatjon, dialogue, and storytelling. This is a tool that you as a caring parent can use as a guide for creatjng conversatjons that ensure your child’s academic and social success. Starting the new School year

Ask your child:

How easy is it to fjnd / get to your classes?

  • How are you feeling about your teachers / classmates?
  • What classes are you most / least excited about?
  • Do you understand how to access / navigate
  • PowerSchool and Schoology?

What other online study resources are you aware of and

  • are planning on using?

What extra-curricular actjvitjes do you plan on gettjng

  • involved in?

Ask your child’s teacher(s) / counselor:

What’s the best way to communicate with you? (phone,

  • text, email, PowerSchool, other)

What questjons should I ask my child on a daily basis

  • about your class?

If there is a change (positjve or negatjve) in my child’s

  • academics and / or behavior, how will I be notjfjed and

what actjon steps can / will be taken? What resources are available online or in the community

  • that can assist in my child’s academic success?

Are there any extra-curricular programs, opportunitjes,

  • r actjvitjes you think my child should take advantage
  • f?

Ask yourself:

Does my child clearly understand what my academic

  • goals and expectatjons are for him/her and do I clearly

understand theirs? Is there a homework and study space at home that is

  • appropriate and quiet?

Do I understand how to access / navigate PowerSchool

  • and Schoology?

Do I know about volunteer opportunitjes that I can

  • engage / support / get involved in at my child’s school?
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AEIOU's of Change – To Help Alleviate Underrepresentation (Whiting and Ford)

  • Advocacy – Early identification of gifted minority students as early as preschool

and have advocates throughout their education careers.

  • Education – Mentors and role models help students "see themselves as scholars"

and given study support, they will be more motivated to participate in gifted, AP/IB programs

  • Information – Collect more data and information disseminated, including reasons

for underrepresentation in order to allow educators to see and to help fix the gaps.

  • Opportunity – Families must become partners in the student's' educational
  • process. Once parents become aware of the importance of gifted and AP courses,

they will be more apt to support and encourage the students.

  • Understanding – "Cultural competence" of educators must be increased through

workshop and classes to challenge stereotypes and biases of underrepresented students.