1. TAPCo: College and Career Readiness Plan
For one week in August, TAPCo Staff (Ron, Jason, Amy, Jess, and Vanessa) attended a College Access Inquiry Institute. During this training, we reviewed TAPCo’s data on college and career readiness and developed a preliminary plan to tackle some of the obstacles.

2. 16% of graduates met the College Readiness Index (city average 35%)
Data Review
Based on data:
67% of graduates enrolled in college or a post-secondary program (city average 53%)
16% of graduates met the College Readiness Index (city average 35%)
20% of graduates successfully completed approved college or career preparatory courses and assessments (city average 46%)

3. College Career Planning 2016-17 Goals
We are working on closing the gap between our 97% graduation rate, and our 19% college readiness rate for our level two students. The problem is the low expectations, change of mind-set and the ability to persevere on the part of the students and teachers and how to change the mindset when it comes to being college and career ready.

4. College Career Planning 2016-17 Goals
Key gaps we identified in our College Readiness structures
What school goals do these connect to?
Target specific data points- ELA/Math regents (75+) and SAT scores
Vertical alignment of subjects and curriculum revision, literacy
College level courses and Advisory/Peer Program (year 2)
AP for all (DOE funded program that schools apply to)
Look at long and short term goals when planning- incorporate CCR into initiatives- vertical alignment and curriculum revisions, incorporate revisions and process grading
Overall general preparedness
General Awareness/Inclusion of more staff into the college/career readiness process of students and staff of ‘What it means to be to college ready.’
Common language around what it means to be college ready

5. H.S. Graduation Reqs vs. College & Career Readiness
NYS says a 65 is passing, however, a 80 on Math Regents and an 75 on ELA Regents are college ready standards.
What does this mean? Many of our students are then required to take remedial courses (non-credit bearing courses that they have to pay for) before taking college credit bearing classes. According to the High School Academic Policy Guide, “Given the gap between the requirements for a high school diploma and the requirements for college-and-career-readiness, schools are urged to encourage students to attempt courses and exams beyond the minimum requirements for graduation.”

6. Toward College and Career Readiness
Students must earn passing scores on the exams listed to the left in order to receive a Regents or Advanced Regents diploma. Earning higher scores on these exams, taking additional exams, and achieving diploma endorsements can support students in successfully transitioning to college or the workplace.
Achievements that Support College and Career Readiness
Earn any of these scores to avoid remediation at CUNY:
Reading and Writing
English Regents exam score of 75+
SAT Critical Reading score of 480+
ACT English score of 20+
Passing score on CUNY Assessment Tests
Math
Any Math Regents exam score of 80+ AND a passing grade in Algebra II/Trigonometry or a higher level math course
Common Core-aligned Algebra I or Geometry Regents exam score of 70+ AND a passing grade in Algebra II or a higher level math course
Math SAT score of 500+
ACT Math score of 21+
Other Achievements
Earn a score of 3+ on any Advanced Placement (AP) exam
Earn a score of 4+ on any International Baccalaureate (IB) exam
Pass a course that earns college credit with a “C” or higher
Earn an Advanced Regents diploma
Earn a CTE diploma endorsement and/or pass an industry recognized technical assessment for licensure and/or certification
Earn an Arts diploma endorsement

7. Toward College and Career Readiness
Students must earn the credits listed to the left in order to receive a Regents or Advanced Regents diploma. Completing the additional courses listed below can support students in successfully transitioning to college or the workplace.
Courses That Support College and Career Readiness
Subject-Specific Course Sequences
Math: 8 Regents-level credits, including a sequence that consists of at least the following courses:
Algebra I
Geometry
Algebra II
Science: 8 Regents-level credits, including a sequence that consists of at least three of the following courses:
Living Environment
Chemistry
Physics
An AP science course
Advanced Courses
Advanced Placement (AP) courses
International Baccalaureate (IB)
Courses
Courses for college credit such as:
College Now
CUNY Early College

8. Preliminary Plan Increase parent involvement
Alumni Days/Guest speakers and seminars
Career Fairs/Career Day/Career Exploration
College Fairs/College Trips
Application and Acceptance Celebrations
Increase student internships and business partnerships
Review PSAT scores to better prepare for SATs
Expand Senior Committee duties
Continue senior cohorts and advisors; begin program earlier in year
Begin college essay and resume writing earlier in school year
College and career themed door decorating contests
Implement college and career interest survey during designated class time
Investigate Co-Op Tech (DOE program for free vocational training; students must be simultaneously enrolled in HS or already have a HS diploma or GED) and AP for all
Encourage more student enrollment in College Now

9. College and Career Interest Survey
Questions for students
Questions for staff
What’s important to you?
What do you want to do in your life regarding a career?
What support do you need in order to successful?
Where for you see yourself in 5years? 10 years?
Are you honest with yourself?
What do you do when you are not in school?
What is one thing you would change about TAPCo?
What do you expect to get out of HS?
What do you think your experience at TAPCo will be? Is that what you are experiencing?
What are you looking for from TAPCo in regards to getting ready for college/career?
(*In the form of interviews, anonymous reporting and surveys*)
What experiences or challenges did you face in college that you are willing to share with your students?
How well did your HS experiences prepare you for college?
Who was that one person during your HS career that most influenced you to go to college?
What motivated/challenged you when it came to the college application process?
What class did you struggle with in HS and how did you overcome this struggle?

10. Interested in joining the C4A Committee?
Send an to Jessica Galimidi
Please include your specific area of interest