Your SlideShare is downloading. ×
0
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
HS Intervention for Maywood
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

HS Intervention for Maywood

290

Published on

Maywood

Maywood

Published in: Education, Economy & Finance
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
290
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Antonio Banks, Ricky Barrett, Andrea Caldera, Garrison Griffin, Brittany Henry, and Christin Johnson
  • 2.  To create a college going culture in the city of Maywood Pascarella and Terenzini’s How College Affects Students  Interventions were planned with the intention of exposing high school students of Maywood to the different ways they can be affected by attending college Perry (1968) Theory of intellectual and ethical development –  Moving students from dualism to multiplicity Chickering and Resier (1993) Theory of identity development  Developing competence  Moving through autonomy towards interdependence  Developing purpose
  • 3. Intervention CCW Navigational AspirationalHow to get to ★ ★college game oflifeWhy Go to ★College?Financial Aid/AB ★540
  • 4.  Chose to split the high school intervention into three parts, focusing on the following areas:  Why go to college  How to get into college  Financial Aid/AB540 resources Each intervention encompasses individual learning outcomes Guided by familial, navigational and aspirational capital
  • 5.  The purpose of this intervention is to show high school students how to prepare themselves for college. Using the work of Chickering and Reisser (1993), we want to focus on developing competence, moving through autonomy towards interdependence and developing purpose. Being that many students within the population are first generation students, there is little pressure from parents for students to attend college. There is also less knowledge about preparing for college and how to get into college. Students need to be competent in their knowledge of college entry requirements. They must also have a solid understanding of the college application process including deadlines, fees, and writing personal statements.
  • 6.  SWiBAT identify the A-G requirements and the test concepts of the test needed to attend universities (CSU, UC, Private, etc.) SWiBAT report on the process for applying for a variety of higher educational institutions. SWiBAT assess the value of volunteerism in high school as it relates to being a college student through participating in the game of college life.
  • 7. Outcome Advanced Proficient Basic Needs ImprovementSLO #1: SWiBAT At the conclusion of At the conclusion of At the conclusion of At the conclusion ofidentify the A-G the activity, student the activity, student is the activity, student is activity, student is notrequirements and the will be able to identify able to identify five A- able to identify at least able to identify whichtest concepts of the all seven of the A-G G requirements three sections of A-G classes or tests thattest needed to attend requirements needed needed and all requirements needed would need to beuniversities (CSU, for entering college, possible college for college attendance completed in order toUC, Private, etc.) as well as all three entry as well as a as well as 1 of the attend college standard different majority of the tests necessary test for college needed for needed for college. college entry (SAT I , college admission SAT II, or ACT) (SAT I & II, and ACT)
  • 8. Outcome Advanced Proficient Basic Needs ImprovementSLO #2:SWiBAT At the conclusion of At the conclusion of At the conclusion of At the conclusion ofreport the process for the event, student will event, student will event, student will be event, student will notapplying for a variety be able to explain the able to explain how to able to explain how to understand the properof higher educational standard procedure apply to two to three apply to one type of protocol for applyinginstitutions. when applying types of higher higher educational to any type of college. to community college, educational institution. CSU, UC and private institutions. universities.
  • 9. Outcome Advanced Proficient Basic Needs ImprovementSLO #3: SWiBAT Upon completion of the Upon completion of the Upon completion of the Upon completion of theassess the value of activity, students will be activity, student will be activity, student will be activity, student will notvolunteerism in high able to identify five able to identify three to able to identify one to be able to identify oneschool as it relates to benefits to being four positive benefits of two positive benefits of reason as to why beingbeing a college student involved in high school being involved in high being involved in high involved at the highthrough participating in as it effects the capacity school as it effects their school as it effects their school level will improvethe game of college life. for being a college capacity for being a capacity for being a capacity for participating student. college student college student in higher education
  • 10. Concept:The student will make their way through a game of college life, consistingmainly of questions relating :  Completing high school requirements for college admittance  Benefits of volunteerism in high school as it relates to the capacity of being a college student  How to effectively complete various forms of college applications.Game will consist of multiple choice, true or false, and fill in the blankquestions that students will be able to answer in order to advance to thenext space in the game.At the end, every student will receive a “survival guide” which will serveas a reference guide to the students as they begin to apply for colleges.
  • 11. The College Game of Life Directions: This game is designed to test the knowledge of participants about certain aspects about preparing for college admittance. These questions include completing A-G course requirements, the college application process , and the effects ofbeing involved and volunteering in high school. Participants will roll di and whoever rolls the highest, goes first. Whoever reaches the end first wins! The red blank on the di means that you lose a turn The black blank means you win a small prize! L F I E
  • 12. College Prize Life Space!STARTTake the ENDShort cut Move Miss one back turn. 1 space. Miss Prize Take the Space!one turn. Short cut Move Move ahead back 1 space. 1 space.
  • 13. There will be a pre-assessment/post-assessment willconsist of three questions administered before thestudents began our intervention  1. What do you know about the A-G requirements and the test needed for college admittance in California?  2. Do you know how to apply to community college in California? A CSU? A UC? A private school?  3. What are the benefits of being involved in high school in relation to college?
  • 14. Learning Outcome: SWiBAT identify their salary and career goals and apply them to attending different types of college institutions.
  • 15.  Activity Description: Students will navigate an online game called “reality check” to get them thinking about some of the practical reasons to go to college. Elements of the Game: Living Cost and Salary→ Career Choice→ College Choice http://californiacolleges.edu/career/career.asp
  • 16.  Activity Format: Station 1 (Living Cost and Salary) Station 2 (Career Choice) Station 3 (College Choice)  One computer will be set up at each station that will allow students to go online and access the game.  There will be a facilitator at each station to greet students as they come in and explain/guide them through the online game.  Station 3 facilitators will have handouts that will provide students with an overview of information pertinent to various college types (i.e. UC’S, CSU’S, community colleges, and independent colleges).
  • 17. Community Cultural Wealth Addressed: Navigational Capital→ Students are able to maneuver through the online game to understand how college can help them reach their career and salary goals.Developmental Theory Addressed: Perry (1968) Theory of intellectual and ethical development → moving students from dualism to multiplicity by exposing them to the different college avenues they can take to achieve their salary and career goals.
  • 18. SLO: SWiBAT identify their salary and career goals and apply them to attendingdifferent types of college institutions. . SWiBAT SWiNOTBATAdvanced Identify their salary and career goals and apply them to attending different types of college institutions.Competent Identify their salary goal and apply it to Identify their salary and career goals and a career goal. apply them to attending different types of college institutions.Basic Identify their salary goal. Identify their salary goal and apply it to a career goal.Needs Identify their salary goal.Improvement
  • 19.  Evaluation/Assessment: After students leave each station, they will be asked to write down one of the following on a 3x5 card: 1) Their Living Cost and Desired Salary 2) Their Career Choice 3) Their College Choice Students will take their card to the next station as they will need the information to advance to the next level of the game. Through observing if each student is able to successfully identify their living cost, desired salary, career choice, and college choice, facilitators will be able to evaluate/assess the learning outcomes for the intervention.
  • 20.  The intervention on financial aid combined with AB 540 pertains to the notion of navigational capital as outlined by Yosso (2006). By creating an interactive station, the goal is for students to be able to understand the process of applying for financial aid. Perry’s intellectual and ethical development theory, in which students may feel that there is only one way to afford college (dualistic thinking) and helping them to understand multiple financial resources to cover the cost of college (multiplicity) .
  • 21.  Why combine Financial Aid and AB540?  Intervention draws on recommendations made by the previous cohort to combine the information of financial aid and AB 540 because research shows that many students within the community of Maywood are undocumented.  Creates an inclusive presentation of financial aid resources for different student populations  Allows students to see the various types of aid available
  • 22.  Financial Aid/AB 540 SWiBAT implement navigational capital to identify the four main steps in applying for federal financial aid SWiBAT research the three various forms of financial aid available (grants, loans, scholarships)
  • 23. Learning Advanced Competent Basic NeedsOutcomes ImprovementSWiBAT Student Student Student explains Student is unable implements implements two steps in to list one the fourimplement navigational navigational applying for steps in applyingnavigational financial aid capital to identify capital to identify for financial aidcapital to the four main the four mainidentify the four steps in applying steps in applyingmain steps in for financial aid for financial aidapplying for and fills out onefederal financial section of theaid FAFSASWiBAT classify Student classifies Student classifies Student lists two Student is unablethe three various the three forms the three forms of forms of financial to list the threeforms of available and financial aid aid available forms of financial explains the available aid availablefinancial aid differencesavailable between each form(grants, loans, of aidscholarships)
  • 24. AB 540 AB 131 Students who may qualify for in-  Second part of DREAM Act that allows state tuition and meet the following students to apply for state financial aid criteria: and must meet all of the following criteria:  Attended a California high school  Secondary school attendance in for 3 or more years. California for three or more years; at least one year of which shall have been  Must graduate from a California at a California high school. high school or attained the equivalent ( GED ).  Graduation from a California secondary school or attainment of the equivalent thereof.  If undocumented, the filling of an affidavit with the college or university stating they have  If undocumented, the filing of an applied for a lawful immigration affidavit with the college or university stating that they have applied for a status or will apply as soon as they lawful immigration status or will apply are eligible to do so. as soon as they are eligible to do so http://www.cadreamnetwork.org/AB131-facts
  • 25.  Poster board with information on the various types of financial aid, and steps to applying for financial aid Brochure will be handed out that will include a step-by- step guide to applying for financial aid and information on AB540 updates and resources Surveys will be distributed to get feedback from the students. The survey will serve as a tool to see whether the students were provided with effective information on financial aid and AB540.
  • 26.  Assessment Short Questionnaire to hand out to students after interactions with Andrea or Brittany H. 1. What are the three types of financial aid? 2. What is the name of the website you should access to fill out the FAFSA? 3. What website can a student access to research private scholarships? A. www.studentloans.gov B. www.fastweb.com C. www.fafsa.ed.gov, D. www.pin.ed.gov 4. Was this station useful? Why or why not?

×