June 2012 David Abbott Director of Student Services CFN 204 · Diane Foley · Network Leader CFN 204 SCHOOL COUNSELORS’ MEETING Peer Mediation College and Career Readiness

CFN 204 · Diane Foley · Network Leader Why the focus on College and Career Readiness

CFN 204 · Diane Foley · Network Leader Why we REALLY do what we do!

CFN 204 · Diane Foley · Network Leader

Let’s Move!!!

CFN 204 · Diane Foley · Network Leader A time for reflection… I Agree*I Disagree*I’m in the Middle  At least one of my parents is a college graduate.  Everyone should go to college.  Career development is a regular component in my school.  I received career development in school.  I received career counseling in college.  Planning for pathways besides college is similar to college admissions.  The economy needs more college graduates.

CFN 204 · Diane Foley · Network Leader Our Challenge While graduation rates continue to rise, our students are not graduating high school ready to enroll and persist in college, or enter competitive career pathways. 21 st Century Workforce Demands The majority of the fastest-growing 21 st century jobs require postsecondary degrees. Almost 90% of the highest-paying and fastest growing jobs require some postsecondary training. Projections indicate that by 2018, over thirty million new and replacement jobs will require at least some college or postsecondary training. The benefits of educational achievement translate into tangible benefits for the future incomes for our students. The annual Bachelor’s Degree recipients, on average, is 72% higher than High School graduates who have not attended any college (over $20,000) The earnings gap between college graduates and those with only a high school degree is estimated to be nearly $1 million over a lifetime-and growing.

CFN 204 · Diane Foley · Network Leader Our Challenge While graduation rates continue to rise, our students are not graduating high school ready to enroll and persist in college, or enter competitive career pathways. Current State of Postsecondary Readiness Though the graduation rate for the class of 2010 was 65.1%, only 1 out of 5 students graduated college and career ready, as measured by Regents scores of 80 on math and 75 on English. The graduation rate for young men of color is 20 points lower than their white male peers, and of those young men who did graduate, only 1 in 10 students were college and career ready. Access to college level courses in high school is predictive of future college success-but is not proportional to NYC student demographics. 3 out of 4 NYC HS students are Black and Hispanic, but only 2 out of 5 AP test takers are Black or Hispanic. Of the approximately 30% of DOE graduates enrolled in 2 or 4 year programs at CUNY in 2007, almost half required remediation. For students enrolling in 2-year colleges as first-time freshman almost 3 out of 4 students needed remediation. Students who require remediation are less likely to persist and graduate. Of 2007 graduates, only 3 of 5 students with remedial needs were still enrolled after 3 semesters. Only 1 of 5 students with remedial needs graduates with an Associate’s degree in 4 years.

CFN 204 · Diane Foley · Network Leader

The Challenge- MS Literacy Nationwide 70% of middle school students nationwide score below proficient in reading achievement according to NAEP. 25% of 8 th graders and only 16% of student on free and reduced lunch nationwide score above basic on NAEP. In New York City, middle school teachers typically come with no expertise in teaching reading. The implementation of the Common Core Learning Standards in 2014 requires significantly stronger reading skills than our current state curriculum. Strong literacy skills are a prerequisite to high school and college success.

CFN 204 · Diane Foley · Network Leader Just how bad is the current state of MS ELA? Number of 8 th graders scoring level 4 on 2011 ELA Bronx: 15,402 students took the 8 th Grade ELA  38 or.25% earned a Level 4 Brooklyn: 21,754 students took the 8 th Grade ELA  228 or 1.05% earned a Level 4 Manhattan: 8,815 students took the 8 th Grade ELA  98 or 1.1% earned a Level 4 Staten Island: 4,330 students took the 8 th Grade ELA  36 or.83% earned a Level 4 Queens: 19,782 students took the 8 th Grade ELA  289 or 1.5% earned a Level 4

CFN 204 · Diane Foley · Network Leader What is your Role as School Counselors?  Elementary School Counselors  Early awareness  Knowledge & Skills for academic rigor  Social Development for college and career readiness  Middle School Counselors  Opportunities to explore and deepen college and career knowledge & skills for academic planning and goal setting  High School Counselors  Access to college and career pathways that promote personal goals

CFN 204 · Diane Foley · Network Leader NOSCA: National Office for School Counselor Advocacy Equity, Data & Working System-wide  Be Equitable: Give every student what they need to be successful.  Use Data To Inform Practices: Use data to identify which students and student subgroups are successfully preparing for college and career-and which are not.  Work System-wide: Create a college-going culture in every part of your students’ lives.

CFN 204 · Diane Foley · Network Leader The Eight Components of College and Career Readiness Counseling for Elementary and Middle School  College Aspirations  Academic Planning for College and Career Readiness  Enrichment and Extracurricular Engagement  College and Career Exploration and Selection Processes  College and Career Assessments  College Affordability Planning  College and Career Admission Processes*  Transition from High School Graduation to College Enrollment* **Elementary and middle school counselors focus on components 1-6, while high school counselors address all 8 components.

CFN 204 · Diane Foley · Network Leader College Aspirations The Goal: Build a college going culture based on early college awareness by nurturing in students the confidence to aspire to college and the resilience to overcome challenges along the way. Maintain high expectations by providing adequate supports, building social capital and conveying the conviction that all students can succeed in college.  Connect students who have high tardiness, absences and discipline referrals to potential mentors, including more successful peers, high school students, and at least one adult in the school and/or community, to increase their connectedness to school through meaningful relationships.  Help students learn how to successfully begin their kindergarten experience by building knowledge and skills to master their new learning and social environment. For example, help students learn school ground rules in the classroom and in other parts of the school community.  Provide students in grades 3 and up an opportunity to actively build a classroom community of learners to ensure they grow into productive members of the school community. Focus on how to share, collaborate and make appropriate behavior choices.  Create early awareness that connects academic performance (hw), coming to school on time, and habits as a learner (being helpful, having a positive attitude, listening and communicating) to getting better grades.

CFN 204 · Diane Foley · Network Leader Academic Planning for College and Career Readiness The Goal: Advance students’ planning, preparation, participation and performance in a rigorous academic program that connects to their college and career aspirations and goals.  Opportunities to build literacy, numeracy and writing skills.  College and Career content to develop activities and assignments that promote good learning habits.  Grades 3-5, help students identify their learning styles; focus on students who struggle to use their learning style as an asset.  Help students explore their areas of interest and link their strengths to academic subjects. Focus on problem solving, patience, resiliency, imagination and creativity.

CFN 204 · Diane Foley · Network Leader Enrichment and Extracurricular Engagement The Goal: Ensure equitable exposure to a wide range of extracurricular and enrichment opportunities that build leadership, nurture talents and interests, and increase engagement with school.  Teach students how to explore and identify their likes, dislikes, hobbies and interests, and how their interests connect to their future course work and careers. Use developmentally appropriate college and career readiness words and themes.  Use academic challenges, team matches and group games to teach students fair and friendly competition, rules of engagement, and how to manage wins and losses.  Help students develop and demonstrate positive leadership and good character through roles as classroom monitors, line leaders and classroom ambassadors.  Help students develop and build portfolios, including certificates, awards and work samples that highlight enrichment and extracurricular participation and success

CFN 204 · Diane Foley · Network Leader College and Career Exploration and Selection Processes The Goal: Provide early and ongoing exposure to experiences and information necessary to make informed decisions when selecting a college or career that connects to academic preparation and future aspirations.  Introduce students to the value of work by using career mapping to identify, understand and appreciate the various jobs and careers within their own families.  Conduct classroom activities that give students opportunities to share and explain information about chores and jobs they like to do, their hobbies, and their favorite reading material and games.  Help students identify their current attributes, talents and interests and compare them to those they will need for future postsecondary acceptance and success. For example, have the, brainstorm and list college and career ready attributes about themselves and their classmates.

CFN 204 · Diane Foley · Network Leader College and Career Assessments The Goal: Provide preparation, participation and performance in college and career assessments by all students.  Introduce students to questionnaires, surveys and inventories in ways that build curiosity to discover personal talents and abilities, identify likes and interests, and support ongoing self-knowledge and exploration. Help students connect their academic skills to their interests. This work is especially important for students who have a limited view of their future possibilities.  Provide opportunities for students to link their results from questionnaires, surveys and inventories to real-world careers. For example, connect students interested in particular career clusters to classroom visitors, field trips and technology-based experiences related to their interests.  Help older students (5 th graders and up) to use results from their questionnaires, survey and inventories to begin planning middle school options and course selections.

CFN 204 · Diane Foley · Network Leader College Affordability Planning The Goal: Provide students and families with comprehensive information about college costs, options for paying for college, and the financial aid and scholarship processes and eligibility requirements, so they are able to plan for and afford a college education.  Teach students financial literacy through letter and pictorial depictions of terms such as bank, budget, career, credit card, debt, financial aid, grants, income, loans, scholarships and work-study.  Expand students’ communication skills by teaching the, how to discuss financial circumstances and situations, such as how to make purchases and returns and how to interact with salespersons.  Teach students about entrepreneurship by highlighting successful student-led businesses. Focus on how to create budgets, earn salaries and pay employees.  Teach the importance of financial responsibility, such as savings accounts.  Provide students with information about college/career/technical school scholarships and grants that are awarded to elementary/middle school students. Be sure to review application criteria and parental responsibilities.

CFN 204 · Diane Foley · Network Leader

Activity 6 Groups  Discuss the component assigned to your group.  List the ways you can support this work in your school(s). Please include Parent Engagement as an area of focus.

CFN 204 · Diane Foley · Network Leader Where do I begin? Entry Points  Postsecondary Planning Inquiry Teams/College- Going Culture Committees  Transition Plans  Developing an Advisory Program and/or Primary Person Model  Career Planning and Developing a College and Career Center

CFN 204 · Diane Foley · Network Leader Congratulations!!!

CFN 204 · Diane Foley · Network Leader Congratulations!!! Every Student Every Day! I LIKE TO MOVE IT! MOVE IT!

CFN 204 · Diane Foley · Network Leader Congratulations!!!

CFN 204 · Diane Foley · Network Leader Enjoy The Summer!!! RELAX …