1. School Counselors’ Meeting CFN 204 College and Career Readiness April 2013 David Abbott Director of Student Services Mary Barton Senior Achievement and Technology Integration Facilitator CFN 204 · Diane Foley · Network Leader

2. Do we know a student like this??? 2

3. CFN 204 · Diane Foley · Network Leader Warm up Activity share with your table What was your student identity in elementary school? What classroom experiences or teacher interactions informed this sense of your identity? What relationship (if any) did this identity have to your later sense of yourself as a college student? 3

4. CFN 204 · Diane Foley · Network Leader 4 Best Outcome After Four Years of High School Non-Graduate Local Diploma Regents Diploma College Ready* * *According to the Progress Report College Readiness Index, which is defined as the percentage of students who met the 2012 standards for passing out of remedial coursework at CUNY. **2011 graduation outcomes are unofficial pending state release. ** RAISING THE BAR FOR OUR STUDENTS: GRADUATION RATES AND COLLEGE READINESS CONTINUES TO INCREASE College Readiness Index (CRI) Percentage of students in cohort who met the standards for passing out of remedial coursework at CUNY

5. CFN 204 · Diane Foley · Network Leader 5 MORE NYC STUDENTS ARE ENROLLING IN COLLEGE Source: CUNY Office of Institutional Research and Assessment, init_remedial_need_by_hs_type.xlsx, 07/21/11. *Includes all students who report to CUNY that they have graduated from a NYC high school (at any point in time). Total Number of DOE Graduates* Enrolling in CUNY as First Time Freshman 2002-10 Citywide 16,254 16,778 18,665 19,298 20,930 22,697 Senior CollegesCommunity Colleges 24,294 25,589 25,033 Note: In 2010, CUNY saw a decrease in overall first-time freshman enrollment following a change in enrollment policy: from rolling admissions to a formalized application deadline. 5

6. CFN 204 · Diane Foley · Network Leader REMEDIATION DECREASES STUDENTS’ LIKELIHOOD OF COLLEGE COMPLETION 6 “Are New York City’s School’s Preparing Students for Success in College?” (2009) Garvey, John. Six year graduation rate for students entering CUNY AA programs in fall 2001, based on student remedial needs upon entrance.

7. CFN 204 · Diane Foley · Network Leader Are we preparing our students for College and Career Readiness? 7

8. CFN 204 · Diane Foley · Network Leader Are we preparing our students for College and Career Readiness? 8

9. CFN 204 · Diane Foley · Network Leader Are we preparing our students for College and Career Readiness? What does College and Career Readiness look like in your schools? Please discuss at your tables, chart, and prepare to share. 9

10. CFN 204 · Diane Foley · Network Leader 10 DOMAIN EXAMPLES Common Core Learning Standards Academic mastery that students demonstrate at every grade level, defined by the Common Core Learning Standards. Academic & Personal Behaviors Learning habits and skills that support academic readiness and include non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence. Academic Programming Choices about the level of rigor and subjects that students will pursue yield pathways that either prepare or prevent students from taking the academic courses necessary for success after high school. Students need to make informed choices about the courses and scores they need to achieve to graduate and have the widest possible range of opportunities for equitable access and entry points to highly challenging/college prep coursework. College and Career Access Learning about postsecondary pathways and careers to develop meaningful personal aspirations with a clear sense of the roadmap to their goals, and the specific supports at key transition points to ultimately gain entry to a well-matched college/career training program. COLLEGE AND CAREER READINESS BENCHMARKS: FOUR DOMAINS

11. CFN 204 · Diane Foley · Network Leader COLLEGE AND CAREER ACCESS 11 This domain describes a set of transactional benchmarks students need to complete to support academic transitions and to ultimately gain entry to a well-matched college/career training program. College & Career Exploration Students and families need to understand the roadmap to higher education and careers and explore their options in order to set high expectations and work towards achieving them. Aspirations* Planning*Assessments Money Matters Financial planning and accurate information about paying for higher education are necessary to ensure matriculation. Affordability*Information Summer Matters Summer months are an important time to develop the skills and experiences that help students develop college and career plans. Transition Getting In Students need direct assistance in completing tasks required for entry to their next educational institution. Best Fit*Testing*Admission

12. CFN 204 · Diane Foley · Network Leader 12 This domain includes the learning habits and skills that support academic readiness and includes non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence. Persistence Persistence is needed to support long-term commitment to educational goals through a positive mindset and self-efficacy. Engagement Engagement supports achievement in school by increasing students' social-emotional connection to the environment and their social confidence. Work Habits/ Organizational Skills Strong work habits and organizational skills support successful navigation of college and careers. Communication/ Collaboration Skills Communication and collaboration are essential skills in successful college and career transitions. Self-Regulation Self-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges. ACADEMIC & PERSONAL BEHAVIORS

13. CFN 204 · Diane Foley · Network Leader Of all the challenges posed by the implementation of the Common Core State Standards, this may be the greatest: if we are truly to be a nation of college- goers, we must not only raise the bar on what students learn but we must also leverage an understanding of noncognitive factors to teach adolescents how to become effective learners. In the absence of developing students as learners, current reform efforts are unlikely to succeed at increasing students’ readiness for college. Farrington, C., et. al. (2012). Teaching Adolescents to Become Learners. The Role of Non-Cognitive Factors in Shaping School Performance. 13