Presented by The Steppingstone Foundation and Milton Academy at the NPEA 2014 conference in Minneapolis, MN on April 24-25, 2014.

1. S
Promising Practices for
Students Transitioning to
Independent Schools
NPEA Conference, 2014- YC, PP, WB
NPEA Annual Conference: April 24-25, 2014

2. PRESENTERS:
Wonjen Bagley
Yully Cha
Pamela Pleasants
NPEA Conference, 2014- YC, PP, WB

3. NPEA Conference, 2014- YC, PP, WB
This Workshop Will Explore
§ Common characteristics of culturally responsive
institutions
• Survey results and anecdotal feedback from students in
independent schools
• Roadblocks and bridges to success for underrepresented
students
• Next steps in supporting underrepresented students

4. Let the journey begin
She had tricked him. She had made him leave his old self behind and come
into her world, and then before he was really at home in it but too late to go
back, she had left him stranded there--like an astronaut wandering about on
the moon. Alone.”
― Katherine Paterson, Bridge to Terabithia
NPEA Conference, 2014- YC, PP, WB

5. NPEA Conference, 2014- YC, PP, WB

6. Barriers to success for
underrepresented students
often resemble barriers to
success for all struggling
students, however
“…mounting anecdotal evidence
indicates that a persistent
achievement gap exist between
white and Asian-American
students and their Latino and
African- American counterparts.”
Independent School Magazine, Winter 2014
NPEA Conference, 2014- YC, PP, WB

7. Is Ben a student your program
can support?
Benjamin is a 14 year old African American
male. He is a repeat 8th grader admitted to a
7th-12th school with low SSAT test scores but
glowing recommendations from teachers all
who also noted his reserved demeanor. He
has a 3.5 GPA from his previous independent
middle school. He plays 2 sports, is active in
his church and is on the debate team. The
academic access program that placed him in
his previous middle school has tutoring on
Saturdays for placed students, but Saturday
games has limited his participation.
He had some success on his mid-term first
semester grades. He received a “B” in advance
Algebra 1 class, but a “C” in Spanish and a
“B-” in English. According to the teacher this
is partly due to his below grade writing skills.
His English teacher’s comments also note that
it doesn’t appear that Ben is making an effort.
NPEA Conference, 2014- YC, PP, WB

8. Academics
Social
Financial
Information
Resources
NPEA Conference, 2014- YC, PP, WB

9. S
Academic
• Study skills
• Teachers as champions
• Curricular Diversity
Financial
• Adequate Financial Aid
• Leadership
Commitment
• Dedicated Resources
(personnel and finances)
Social
• Student engagement
• Peer influence
• Diversity
Programming; affinity
group, etc.
• Student insight and
preparedness
• Parent Engagement
• Community’s
Commitment to
Inclusivity
NPEA Conference,
2014- YC, PP, WB

10. Student focus group feedback:
u ((Half) 50% feel extremely prepared or very prepared to meet the academic
challenges faced at independent schools.
u Of those students who did not feel academically prepared, the number one
reasons noted for not feeling academically prepared was deficient study skills.
u (Nearly half) 42.32% felt extremely prepared or very prepared to meet the social
challenges they faced at independent schools.
u Although meeting extremely high academic standards had a slight edge as the
reason why students did not feel socially prepared to meet challenges at
independent schools, there was a fairly even percentages for all given possibilities
including lack of awareness among students and faculty about diversity issues,
dealing with competitive peers, and adjusting to culture shock.
NPEA Conference, 2014- YC, PP, WB

11. Survey feedback from educators:
u Educators rated students affiliated with academic enrichment program as only
moderately prepared or slightly prepared to meet the academic challenges they face
at independent schools.
u Poor study skills ranked as they greatest factor that led to students being unprepared
for independent school, followed by poor writing skills.
u Educators rates students affiliated with academic enrichment programs as only
slightly prepared to meet the social challenges they face at independent schools.
u The top two reasons given by educators as stumbling blocks for students being
challenged socially at independent schools were difficulty meeting extremely high
academic standards and balancing academics, extra curricular and social and family
life.
NPEA Conference, 2014- YC, PP, WB

12. Teachers
Students and
educators rate
teachers as the most
helpful in supporting
students in facing
challenges.
NPEA Conference, 2014- YC, PP, WB

13. Students advise schools to:
S Commit more effort in
making people aware
without making it boring.
S Having electives or
classes that focuses on
social justice would be
cool.
S More programs to
connect older
underrepresented
students to younger
ones.
S Have support groups
early on.
S Have the teachers be
more understanding.
S Provide funding for
club trips like to
internationals for
Debate or the Model
UN trip.
NPEA Conference, 2014- YC, PP, WB

14. Students advise schools (continued)
S More meetings as a
whole just to connect
socially… we don't
always have to talk
about diversity issues.
S Have a guidance counselor
who is a different race, and
doesn't teach classes.
S Be more involved and
sensitive to issues.
S Be more involved and
sensitive to issues.
S Working closely with
students who come
from a more "average"
middle school
experience.
S Have teachers be
conscious of what they
say/do in race-sensitive
situations.
NPEA Conference, 2014- YC, PP, WB

15. Students advise other students to:
S Find a supportive group
of friends that understand
what you are going
through and do not be
afraid to ask them
questions.
S Be open to meeting
people
S Try new things.
S Make relationships with
the teachers. They are
there to help you.
S Take advantage of the
opportunities and faculty
resources given to you.
S Be confident in your
uniqueness and remember
that you don't have to be
like every other kid in the
school.
NPEA Conference, 2014- YC, PP, WB

16. Once students are
placed in
independent
schools, what
programs are in
place to support
their academic and
social success?
NPEA Conference, 2014- YC, PP, WB

17. For Students
NAIS, Student Diversity Leadership
Conference- Multiracial gathering of upper
school students
For Parents
National Association of Independent
Schools
The National Seed Project- Resources and
Workshops
For Educators
NAIS, People of Color Conference-Support for people
of color and allies in independent schools
EdChange- Resources for teachers
Diversity Directions- Professional Development
The National Seed Project- Resources and workshops
Teaching Tolerance- News and Resources for Educators
For Schools
National Association of Independent
Schools- voice and advocate for independent
education
Diversity Directions- Diversity consulting
The National Seed Project- Resources and
Workshops
Resources
What’s Available?
NPEA Conference, 2014- YC, PP, WB

18. ü Partnerships with academic access programs focused on closing gaps,
understanding needs and supporting students.
ü Mentorship program (including peer to peer) aimed at aiding in the
transition of new students.
ü Formalized study skills programming that supports good study habits and
reinforces excellence.
ü Summer bridge programs that eases transition and is focused on early
introduction to the school community and/or continued discipline-based
support.
ü Ongoing professional learning focused on culturally responsive education.
ü Inclusion of class issues as part of the conversation on diversity.
Innovative Approaches Include
NPEA Conference, 2014- YC, PP, WB

19. What more can we
do to support
students in
achieving success?
SMALL GROUP
DISCUSSION
1. What initiatives have
you seen that you find
valuable? What keeps
you from doing what
you want to do?
2. What do you think is
missing from the
field?
3. How can NPEA help
organizations and
schools find each
other?
NPEA Conference, 2014- YC, PP, WB

20. Outsourcing:
Start-up team to launch summer
bridge program
Train the trainer options
External contractors:
Diversity coach for your
program director, administrator,
etc
Project manager to implement
diversity assessment
Tool-kits with support:
How to launch a summer bridge
program
How to set up a peer mentoring
program
How to secure funding
Boosting current roles and
activities:
Affinity groups for professionals
Regional meetings focused on
professional development
Cost
Targeted School-wide
Feedback on ideas to pilot initiatives to
build on this body of work
NPEA Conference, 2014- YC, PP, WB

21. Parting Wisdom…
“People don't
know about
you or your
background
until you teach
them.”
NPEA Conference, 2014- YC, PP, WB

22. " High Schools Race, and America's Future: What Students Can Teach Us About
Morality, Diversity and Community."
Lawrence Blum
Succeeding in the City: A Report from the New York City Black and Latino Male
High School Achievement Study
http://www.opensocietyfoundations.org/reports/succeeding-city-report-new-york-
city-black-and-latino-male-high-school-achievement-study
Crossing the Finish Line
Completing College at America's Public Universities -William G. Bowen, Matthew
M. Chingos, and Michael S. McPherson- Crossing the Finish Line offers the most
detailed exploration to date of college completion rates at America’s public
universities and provides answers to the fundamental questions of why graduation
rates are not higher and why they differ so markedly by race/ethnicity and
socioeconomic status.
Separate and Unequal: How Higher Education Reinforces the Intergenerational
Reproduction of White Racial Privilege http://www9.georgetown.edu/grad/gppi/
hpi/cew/pdfs/Separate&Unequal.FR.pdf
Articles and books provide additional resources
NPEA Conference, 2014- YC, PP, WB

23. Teaching Tolerance- A place for educators to find
thought-provoking news, conversation and support for those
who care about diversity, equal opportunity and respect for
differences in schools
EdChange- a team of passionate, experienced,
established, educators dedicated to equity, diversity,
multiculturalism, and social justice. With this shared vision,
we have joined to collaborate in order to develop resources,
workshops, and projects that contribute to progressive
change in ourselves, our schools, and our society.
Diversity Directions- consults with independent
schools to develop a common language and strategic
methods to examine and address the personal, interpersonal,
and institutional factors that can advance or impede a
school’s inclusion initiative, and suggests approaches and
methods for designing systems, enhancing climate, and
ensuring lasting progress.
The National SEED Project on Inclusive
Curriculum engages teachers, college faculty, parents, and
community leaders from all subjects, grades, and geographic
locations to create gender fair, multiculturally equitable,
socioeconomically aware, and globally informed education.
NAIS Diversity Leadership Institute
The Diversity Leadership Institute (DLI) is an intensive
residential program that provides you with tools to lead and
manage the shifting intercultural changes in your own
school. Led by seasoned faculty, you’ll explore best practices,
share challenges and triumphs, and form lasting bonds with
other participants.
The Assessment of Inclusivity and
Multiculturalism (AIM) is a comprehensive
assessment tool that engages your school community in
evaluating inclusivity and multiculturalism. It delivers
tangible results your school can use to strategically plan for
building and sustaining inclusive independent school
communities.
Formal Supports
NPEA Conference, 2014- YC, PP, WB