+ College Ready Prevention Program Presented by: Megan, Ashley, & Sarah

+ Foundation Beliefs/Philosophy Mission ASCA/Indiana Student Standards

+ Beliefs/Philosophy We believe that no matter what barriers a student may face, every student should have an equal opportunity to enroll in college. School counselors should work with students to help them set goals to overcome these barriers and attend college.

+ What barriers do you think exist that may prevent high school students from enrolling in college?

+ Mission Statement To address factors that make some students less likely to attend college, while also pro-actively implementing strategies to help reduce the barriers that prevent some students from attending college. Students’ college access is influenced not only by individual characteristics, but also by economic, social, and school contexts (Kim and Nunez, 2013).

+ Research When looking at risk factors, parent education, race, family type, gender, and nativity seem to have the biggest impact on students’ college enrollment (Choi, Raley, Muller, and Riegle-Crumb (2008).

+ Research A study done by Cates and Schaefle evaluating the relationship between a college preparation program and the college readiness of low income and/or minority students found that key program elements related to college readiness include advising, college campus visits, and college information through booklets and speakers (2011). Only 40% of low income students enroll in a postsecondary institution immediately upon high school graduation versus 84% of those students with family incomes over $100,000 (Engberg & Allen, 2011)

+ Research Influencing Factors Academic preparation was a highly significant factor in increasing low- income students’ chances of attending a 2- or 4-year institution Students with higher numbers of friends planning on attending 4-year colleges were significantly more likely to attend a 4-year college compared to no enrollment The strongest effects among 4-year enrollees were related to coaches, college representatives, and college publications/websites. Students who used these individuals/resources to gain information about the college admissions process were significantly more likely to enroll in a 4-year institution. (Engberg & Allen, 2011)

+ ASCA Student Standards Academic Development Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post- secondary options, including college. A:B2 Plan to Achieve Goals A:B2.7 Identify post-secondary options consistent with interests, achievement, aptitude and abilities Standard C: Students will understand the relationship of academics to the world of work and to life at home in the community. A:C1 Relate School to Life Experiences A:C1.4 Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals

+ ASCA Student Standards Career Development Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. C:B2 Identify Career Goals C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals  C:B1.3 Demonstrate knowledge of the career-planning process  C:B1.6 Learn to use the Internet to access career-planning information Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.  C:C1 Acquire Knowledge to Achieve Career Goals  C:C1.1 Understand the relationship between educational achievement and career success  C:C1.3 Identify personal preferences and interests influencing career choice and success  C:C1.5 Describe the effect of work on lifestyle

+ Delivery System Program Overview Guidance Curriculum (Lesson Plan) Individual Planning with Students Responsive Services Systems Support

+ Overview of Program Mandatory for all freshmen to attend a class called “College Ready” where we meet for 50 minutes once a week for their entire first year of high school to implement college readiness. Topics will include: Benefits of a college education SAT Prep Essay Writing FAFSA Assistance College Research Scholarship Information

+ Lesson Plan Pre-Test Strongly Disagree UndecidedAgreeStrongly Agree I understand the process of applying to college I understand how to apply for financial aid/scholarsh ips I feel comfortable talking to my teacher/coun selor about college prep I aim interested in taking a college prep course I plan to attend college after high school

+ Lesson Plan Template School Corporation: Paradise Community Schools School Name:Beachfront High School Contact:Megan Fizer, Sarah Sargent, or Ashley Matthews (457) Indiana Student Standards for Guidance Addressed Standard(s) addressedd: Career Domain, Standards A & B Indicator(s) addressed: C:A1.4, C:A1.5, C:A2.1, C:B1.8 Instructional Development Grade Level(s):9 th Grade Title:The Game of “Life” Rationale:To help students understand the correlation between income level and level of education using a hypothetical situation game with data supporting the higher education you have, the more money you are likely to earn. Time Frame:30 minutes

+ Guidance Curriculum (Lesson Plan) Game of “Life” Split class into 3 sections 1/3 given salary of high school degree holder,1/3 given salary of 2-year degree holder, & 1/3 given salary of 4-year degree holder Budgeting Worksheet “Life events”

+ Budgeting Worksheet (cont’d) Monthly Income: $______ Monthly Bills (Mandatory)Monthly Bills (Optional) Rent: $_____Cable/Internet: $_____ Utilities: $_____Cell Phone (w/ data): $ _____ Food: $_____Social Activities (movies, eating out, shopping, vacation, etc.): $___ Car Insurance: $_____Healthcare: $_____ Car Payment: $_____ Gas: $______ Cell Phone (basic) $_____ Money Leftover: $______Money leftover: $______

+ Individual Planning with Students/ Responsive Services There will be a week-long time period with 15-minute increments during the last month of school where students can sign up to meet with the professional school counselor to ask any questions the student may have about college prep.

+ System Support Parents Teachers Administrative Staff

+ Management Systems Use of Data Student Monitoring Closing the Gap

+ Use of Data Pre/Post Test This data will show students are comfortable, organized, and prepared for the college enrollment process.

+ Student Monitoring A College Ready mailbox will be created for students to drop off a request to meet with the counselor personally to ask any questions the student may have about college prep or discuss any other concerns.

+ Closing the Gap The data will be used to help identify students who have concerns about college preparation and to help the counselor improve the College Ready program.

+ Accountability Results Report The school counselor worked alongside the administration to analyze the results of the pre/posttest to determine the students who seemed to be most at risk for not enrolling in college. After analyzing the data, there will be a small group of six to eight students who will meet with the professional school counselor for additional college preparation.

+ References American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA. Bureau of Labor Statistics, U.S. Department of Labor (2012). Usual weekly earnings of wage and salary workers third quarter 2012 (USDL ). Retrieved from website: Choi, K. H., Raley, R., Muller, C., & Riegle-Crumb, C. (2008). Class composition: Socioeconomic characteristics of coursemates and college enrollment. Social Science Quarterly, 89(4), Engberg, M. E., & Allen, D. J. (2011). Uncontrolled destinies: Improving opportunity for low income students in American higher education. Research in Higher Education, 52(8), Kim, D., & Nuñez, A. (2013). Diversity, situated social contexts, and college enrollment: Multilevel modeling to examine student, high school, and state influences. Journal of Diversity in Higher Education, 6(2),