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Increasing Increasing Enrollment and Enrollment and Persistence for Persistence for First Gen Students First Gen Students P a rt 1: A Cu ltu ra lly Re le va n t P e d a g og y for Sch ool Se le ction May, 2019 1 Your Presenters Your
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Increasing Increasing Enrollment and Enrollment and Persistence for Persistence for First Gen Students First Gen Students
P a rt 1: A Cu ltu ra lly Re le va n t P e d a g og y for Sch ool Se le ction
May, 2019
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Your Presenters Your Presenters
Dire ctor of P ost- Se con d a ry P a rtn e rsh ip s Se n ior Dire ctor
De sig n
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AGENDA AGENDA
1.
In tro to On e Goa l
2.
Re se a rch Re vie w
3.
Cu ltu ra lly Re le va n t P e d a g og y
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Sch ool Se le ction
Na m e W h a t is you r su p e rp ow e r? W h a t a re you h op in g to le a rn ?
4 W h a t d o you kn ow a b ou t On e Goa l?
5 OUR VISION: OUR VISION:
EVERY YOUNG P ERSON W ILL HAVE AN EQUITABLE OP P ORTUNITY TO ACHIEVE THEIR GREATEST P OSTSECONDARY ASP IRATIONS.
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OUR MISSION: OUR MISSION:
TO CLOSE THE DEGREE DIVIDE IN AMERICA
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On e sim p le d a ta p oin t b oth d e p icts a n d e xp la in s e d u ca tion a l in e q u ity in ou r cou n try b e tte r th a n a n y oth e r: th e p e rce n ta g e of you n g p e op le w h o com p le te colle g e .
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THE DEGREE DIVIDE THE DEGREE DIVIDE
Tod a y, on ly 22% of 10 th g ra d e rs g row in g u p in th e b ottom e con om ic q u a rtile com p le te a p ostse con d a ry d e g re e b y th e ir 26 th b irth d a y, com p a re d to 67%
h ig h e st e con om ic q u a rtile .
22% 22% 67% 67%
To u n d e rsta n d a n d solve th is n a tion a l ch a lle n g e , w e n e e d n ot look fu rth e r th a n th e p ostse con d ary tra n sition for stu d e n ts from low -in com e com m u n itie s.
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THE TRANSITION TO AND THROUGH COLLEGE THE TRANSITION TO AND THROUGH COLLEGE
THE TRANSITION
25TH BIRTHDAY 25TH BIRTHDAY
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ONEGOAL IS BOTH HIGH ONEGOAL IS BOTH HIGH
IMPACT AND HIGHLY SCALABLE AND HIGHLY SCALABLE
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Te a ch e r-le d m e a n s w e le ve ra g e e xp e rts w h o a lre a d y h a ve stron g re la tion sh ip s w ith stu d e n ts
2.
Un d e rse rve d stu d e n ts w h o sh ow p ote n tia l b u t a re ofte n ove rlooke d b y oth e r in te rve n tion s
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Th re e ye a rs th a t b rid g e th e critica l tra n sition from h ig h sch ool to colle g e
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P rove n m od e l b u ild s n on -cog n itive skills a n d a ca d e m ic re a d in e ss
W E SUP P ORT ONEGOAL BECAUSE THERE’S IRREFUTABLE EVIDENCE THAT THE P ROGRAM W ORKS. THEIR MODEL IS UNIQUE IN THE CONSISTENCY OF SUP P ORT THAT IT OFFERS STUDENTS AND THAT IT SP ANS BOTH HIGH SCHOOL AND COLLEGE. MOREOVER, ONEGOAL CAP ITALIZES ON RESOURCES ALREADY IN SCHOOL— NAMELY TEACHERS—AND W ITH A COMP ETITIVE COST P ER STUDENT, THE P ROGRAM IS SCALABLE.” Todd Penner, Portfolio Director, Michael & Susan Dell Foundation
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ONEGOAL MODEL COMPONENTS ONEGOAL MODEL COMPONENTS
1.
Cu rricu lu m : Research-informed daily lesson plans and resources to build college readiness and non-cognitive skills
2.
Coa ch in g a n d Tra in in g : Training and professional support during the summer and one-on-one, differentiated support throughout the school year
3.
Te ch n olog y: Customized platform that equips teams with up-to-the-minute data on students in order to provide individualized support
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P ostse con d a ry P a rtn e rsh ip s: Data sharing and close collaboration with institutions that make a concerted effort to support Fellows, track progress and support needs
While there are often opportunities available to students at the top of their class, OneGoal p rioritize s stu d e n ts w h ose colle g e p rosp e cts are e xtre m e ly lim ite d .
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ONEGOAL BY THE NUMBERS ONEGOAL BY THE NUMBERS
in a postsecondary institution
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AGENDA AGENDA
1.
In tro to On e Goa l
2. 2.
Research Review Research Review
3.
Cu ltu ra lly Re le va n t P e d a g og y
4 .
P ost Se con d a ry Ch oice Se le ction
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Foundational Research: Academic Match Foundational Research: Academic Match
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to a p e rson a l, lon g -te rm g oa l
w ork com m itm e n ts
New Research: Alumni Report New Research: Alumni Report
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Supporting Research Supporting Research
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External Research: Factors that Contribute to External Research: Factors that Contribute to Student Success Student Success
Self Self-efficacy efficacy Students with high self-efficacy beliefs demonstrate higher levels of achievement, have strong academic motivation, and are more likely to persist despite facing academic
Savvy (Navigation) Savvy (Navigation) Academically successful students also demonstrate skills that enable them to astutely navigate different
displayed a critical consciousness regarding education systems, yet still played by the rules of educational institutions. Identity (esp. racial/ethnic for Identity (esp. racial/ethnic for POC) POC) Academic identity is one component of a larger, comprehensive self-concept that is integral in academic motivation and performance. For Black and Latino students, academic identity is connected to racial and gender identities as well. Aspirations/expectations/attitudes Aspirations/expectations/attitudes Educational aspirations are significant, positive predictors of academic self-efficacy. Student expectations are related to student attitudes towards education School connectedness School connectedness Academically successful Black & Latino students generally have a strong sense of school connectedness, or a psychological sense of school belonging, which is the degree in which students believe themselves to be valued, accepted, respected, and welcomed as members of the school community A critical determinant of student feelings of inclusiveness is the teacher-student relationship.. Adult Expectations/Relationships Adult Expectations/Relationships Positive teacher-student relationships are crucial for emotional, behavioral and cognitive outcomes for students, particularly for African-American youth
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AGENDA AGENDA
1.
In tro to On e Goa l
2.
Re se a rch Re vie w
3. 3.
Culturally Relevant Pedagogy Culturally Relevant Pedagogy
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P ost Se con d a ry Ch oice Se le ction
W h a t is Cu ltu ra lly Re le va n t P e d a g og y?
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Tenets of Culturally Relevant Pedagogy Tenets of Culturally Relevant Pedagogy
Socio-Political Consciousness
Supports a critical consciousness toward the curriculum Helps students negotiate school culture and community Knows the larger socio-political context of their school and community Plans and implements academic experiences that connect students to a larger context in their communities and in society writ large
Academic Achievement
Presumes that all children really can learn Clearly delineates what achievement means in a classroom Knows the content, the learner, and how to teach content to the learner Devotes class time to teaching and learning Considers academic achievement as complex and not reduced to a single measurement
Cultural Competence
Takes responsibility for learning about students’ cultures and communities Understands culture and its role in education Understands their own cultural background and actively learns about those of their students
Other Benefits of Culturally Responsive Pedagogy Other Benefits of Culturally Responsive Pedagogy
Academic gains Academic gains
in core subjects in core subjects
High School High School Graduation Graduation Rates Rates Attendance Attendance
+ increase in credits + increase in credits earned earned
Critical Critical Thinking and Thinking and Self Self -Esteem Esteem
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"CRP is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes"
Se lf-Asse ssm e n t:
e xp e rie n ce s. in to a ccou n t?
ta kin g in to a ccou n t? W h ich e le m e n ts m a y n e e d to b e stre n g th e n e d ? W h a t w ou ld it ta ke ?
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What needs to be true for successful What needs to be true for successful implementation? implementation?
Fellow Outcomes rooted in CRP Products Practices Partnerships Curriculum Overhaul Training & Coaching Overhaul Data usage for quality controls Partnership Program Strategy PD selectivity Personalized Learning Staff PDs Expanded Postsec Pathways
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AGENDA AGENDA
1.
In tro to On e Goa l
2.
Re se a rch Re vie w
3.
Cu ltu ra lly Re le va n t P e d a g og y
4. 4.
Post Secondary Choice Selection Post Secondary Choice Selection
Past Approach: Post Past Approach: Post
Secondary Institution Quality
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Qu a lity P ostse c In stitu tion s:
P roce ss Fe llow s took to se le ct in stitu tion s:
Be n e fits:
Risks:
stu d e n t
4 yr p rim a rily)
What are our guiding principles throughout the What are our guiding principles throughout the postsec exploration Fellow experience? postsec exploration Fellow experience?
1. Le t’s p u t m ost sta ke in Fe llow s ow n in g th e ir d e cision , a b ove ou r in stitu tion a l in te re sts. 2. Le t’s e n su re Fe llow s fe e l su p p orte d b y th e ir p ostse con d a ry e n rollm e n t d e cision , n ot stig m a tize d . W e su sp e n d ju d g e m e n t. 3. Le t’s com m it to life ou tcom e s a n d im p a ct, n ot ju st p a th w a ys a cce ss. 4 . Le t’s h e lp th e Fe llow m a ke a n ‘in form e d ’ d e cision - rig h t in form a tion a t th e rig h t tim e . 5. Le t’s a ckn ow le d g e th e e xiste n ce of in te rn a lize d ra cia l op p re ssion a n d in te rn a lize d ra cia l su p e riority p la y in th e p roce ss.
Redefining a Quality Post Redefining a Quality Post
Secondary Institution
Aspiration Aspiration Current Current state state Likelihood Likelihood
My My Postsec Postsec Pathway Pathway
Zone 4 Overview
Agency
rubric to assess post- secondary options
measures within each category, determining what’s most important to them and using that as standard for assessing fit.
Values/Purpose Identity Social Belonging
aspiration based on values, identity, strengths, etc. in Zone 3.
College Knowledge
benefits of post-sec institutions: financial, emotions, and social
rates
Qu e stion & An sw e r
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Increasing Increasing Enrollment and Enrollment and Persistence for Persistence for First Gen Students First Gen Students
P a rt 2: Cu stom ize d Tools to Cre a te a Colle g e Be st-Fit List
May, 2019
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AGENDA AGENDA
1.
W e lcom e Ba ck!
2.
My Op tion s Tool
3.
My Op tion s Tool v2
4 .
Re fle ct → Act
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Icebreaker Icebreaker
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Welcome Back + Framing Welcome Back + Framing
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My Options Tool My Options Tool
College Selection Process College Selection Process
Individualized College Criteria Personalization by region Personalized by student demographic Targets matched institutions Over 4,000 institutions available Linked to data system (GradTrack) Real Time Actions and Feedback
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My Options My Options Tool Tool - WalkThrough WalkThrough
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My Options Tool My Options Tool
WalkThrough
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My Options Tool My Options Tool
WalkThrough
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My Options Tool My Options Tool
WalkThrough
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My Options Tool My Options Tool
WalkThrough
How w ou ld you im p rove th is tool? W h a t w ou ld you r stu d e n ts w a n t to se e in th is tool? W h a t oth e r tools a re you u sin g ?
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W h a t le a rn in g s from you r ow n w ork ca n su p p ort ou r jou rn e y? How m ig h t you a d a p t th is for you r ow n w ork? How ca n w e su p p ort you ? (p e e r su p p ort/colla b ora tion is im p orta n t!)
Reflect → Act
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FOR THESE ARE ALL OUR CHILDREN, W E W ILL EITHER P ROFIT BY OR P AY FOR W HATEVER THEY BECOME.”
–JAMES BALDWIN
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EVERY STRUGGLE AND TRIUMP H SHAP ES MY DESIRE TO BE SUCCESSFUL IN HIGHER EDUCATION.”
CESAR BUSTOS ALUMNUS, ONEGOAL – CHICAGO NORTH PARK UNIVERSITY
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/On e Goa lGra d u a tion /on e g oa lg ra d u a tion /on e g oa lg ra d u a te /com p a n y/on e g oa l /On e Goa lGra d u a tion
FOLLOW US FOLLOW US
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