Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Eliminating Barriers to Learning training power pointNatasha Carter
The Eliminating Barriers to Learning training provides educators and school personnel with tools and resources to address student mental health issues in the school setting.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Eliminating Barriers to Learning training power pointNatasha Carter
The Eliminating Barriers to Learning training provides educators and school personnel with tools and resources to address student mental health issues in the school setting.
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
The Guiding Principles: Aligning What We Say with What We Domdalgarn
The Guiding Principles: Aligning What We Say with What We Do
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education
Presented at the VCSCA Fall Conference 2015
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
The Guiding Principles: Aligning What We Say with What We Domdalgarn
The Guiding Principles: Aligning What We Say with What We Do
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education
Presented at the VCSCA Fall Conference 2015
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
Differentiation Case StudyMountain Meadows is a public high AlyciaGold776
Differentiation Case Study
Mountain Meadows is a public high school in a lower-middle class neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school.
Chen is a first generation Chinese American male in your high school STEM class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members do not seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic relief and good natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too.
You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before - underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented.
After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; he’s comfortable being a part of the group, but fears being labeled “The Boss.” He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process.
1. What can you do to help Chen overcome his underachieving perfectionism in your class?
2. What strategies can you implement to engage Chen in your class?
3. Which type of formative assessments would you use to monitor Chen’s progress and adjust your instruction to meet his learning goals, particularly for his enrichment?
4. How will you engage Chen to monitor his progress and take ownership of his ow ...
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
Similar to final mcnair presentation for berkeley (20)
2. Your background
First college generation
Non-traditional student/underrepresented student
Marginalized from college information due to low
GPA and social skills.
Being a tutor at a continuation education High
School I connected with the students because
we share a similar background.
3. Why is this important
Underrepresented students have been negatively
profiled according to their GPA
Male go for the military services
Females go for private colleges as the only way out
from poverty
First generation students. Have no specific college
guidance
They are isolated from college preparation
(The Psychology of Teaching and Structures of Information for
Human Learning by Patrick Velasquez)
4. Research question
How can an underrepresented student
change his/her college perspective by
implementing a college preparation
program in their curriculum?
In addition to academics, how important
is it for an underrepresented student to
learn about self-advocacy and self-
empowerment?
5. Host location: Continuing
Education High School
Students that are recommended to Continuing education are those who are
credit deficient, attend irregularly and are habitual truants, are pregnant or
parenting, need flexible school schedules to accommodate a need to work, or
have social and emotional adjustment issues.
(sandi.net)
6. High Risk Students Profile
Feel they do not “belong” at school;
Exhibit disruptive behavior and rebellious attitudes;
Are below expected grade level for their age;
Exhibit language difficulties; Are gifted or talented and perhaps bored with school;
Have poor home–school communications; Are frequently absent or tardy;
Request frequent health referrals; Are invisible dropouts (present in body
but not in mind);
Are parents; or have difficulty relating to authority figures or structured situations.
Have low achievements test scores
Courtesy of Mentoring Partnership of Long Island, The ABC’s of Mentoring, and the HISD Mentoring
Program Mentor Handbook.
7. Literature
Hope Required When Growing Roses in
Concrete, by Jeffrey M.R Duncan Andrade
Maslow’s Hierarchy of Needs, by Saul McLeod
Reconceptualizing Success for Underserved
Students in Higher Education, by Laura I.
Rendón.
Youth in a suspect Society by Henry A. Giroux
The Psychology of Teaching and Structures of
Information for Human Learning, by Patrick
Velasquez
8. The Leadership program
Based on the nature of the educational system,
research, and student information, I created a
leadership program where students can
challenge themselves to develop at their own
rate high academic and social skills.
Weekly group meetings
One on one interviews
Pro active field trips to community college
Event at the park with family, friends and
mentors
10. Pre-survey : What is your biggest fear? What is
your future dream?
Post-survey: same survey but with an additional
question What have you learned?
Field notes to record student’s testimonials:
Interviews one on one: Personal interest, goals and
challenges
Methodology
11. Survey
“Maslow (1943) stated that
people are motivated to achieve
certain needs. When one need is
fulfilled a person seeks to fulfill
the next one, and so on”
(simplypsychology.org)
The Cycle of Socialization -
How our surroundings define
our personalities, and our
“norms” affect our decisions,
actions, and the people we turn
out to
12. Findings
What the students’ survey say: The survey
shows that 98% of the students are afraid to fail
in life, but only 30% have future plans.
In the interviews about 85-90% are afraid of
college expenses rather than academic
challenges.
At the beginning they were shy and quiet . They
have become inquisitive and very active.
13. Conclusions and
Implications
Students are motivated to learn
They want to be included in a college system
preparation
They are confident/ inquisitive
The program might continue during the summer
Reinforce what they have learned and implement
fundraising activities to create a scholarship fund
Any person can motivate a student regardless of the
student’s academic and social skills
The program uses a survey before the first meeting to learn about them and their needs. Based on their answers we tailor activities and field trips that target those needs while at the same they learn leadership skills