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From Crayons To College

Linda Binion, Lois Colbridge,Cheryl Gallello, Emily Hall

May 23, 2017

Introductions

Lois Colbridge, Elementary School Counselor

Cheryl Gallello, Middle School Counseling Director

Emily Hall, High School Counseling Director

Linda Binion, Counseling Supervisor

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Learning Objectives

Participants will:

• Be able to discuss the role of noncognitive factors and growth mindset in college/career readiness

• Participate in elementary, middle and high school lessons that are easily replicated

•Will have an opportunity to network and share a few ideas of your own

Career And College Readiness:A Shared Responsibility

Elementary School – AwarenessPlant The Seed

Middle School – ExplorationWater The Seed

High School – ReadinessHarvesting The Seed

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The College Readiness Challenge

• Students’ college aspirations are high

• Students recognize the importance of

postsecondary education for the workforce

• High school course-taking has increased

• College enrollment continues to rise

• College degree attainment is unchanged

Content Knowledge

Academic Skills

Noncognitive Factors

The College Readiness Challenge

David T. Conley, 2007

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Noncognitive Behaviors

•Anything not measured by cognitive tests (achievement or IQ tests)

•Skills, behaviors, strategies, beliefs, attitudes

•The “stuff” that isn’t content knowledge or core academic skills, but that matters for school performance and the workforce

Socio-Cultural Context

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Academic Mindsets0-99 in 60 seconds!

Redefining “Smart”

Which mindset will lead to long-term success for our students?

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Mindset Examples

Elementary School

Where Did You Go To School?

Bulletin Boards/Graphing Activities

Middle School

Financial Aid Exploration

High School

Champ gets Career and College Ready

Awareness

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Awareness

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Exit PassCan You List The 4 Types Of Financial Aid?

Types of Financial Aid

ScholarshipsLoans

Work Study

Grant

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AwarenessElementary Highlights

EXIT

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X

00

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0 0

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Round

20

TIME

R X XX XXXSHOW QUESTION

TEAM 1

TEAM 2

ADD TO SCORE

ADD TO SCORE

0

Awareness:Elementary Highlights

Adventures Await

5th Grade Jobs For All

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“This program helped me to continue speaking with my child on how important it is to continue doing well in Middle and High School. Also, information he heard helped in planting a seed in his brain, that after High School, the next step is College.”

“Something I learned: I did not know that a student can take college courses while in high school. I will look into this further.”

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A Job For Every 5th Grader

• During classroom guidance students identify their strengths and interests in the world of work

• Students complete applications and apply for their choice of jobs

Sample Jobs•Classroom Helper: Kindergarten – 4th grade

•Office Helper

•Morning Pledge Announcer

•Flag Helper

•Library Helper

•Bank Teller – NSWC Federal Credit Union

•Kindergarten Reader

Students work one day a week for about 20 minutes.

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A Job For Every 5th Grader

• Staff supervise and evaluate student workers

• Students are paid according to how well they perform their job

Exploration:Middle School Highlight

• Participate in a sample middle school lesson – Student engagement is critical

• Collaboration between counseling and other instructional departments is critical

• Counselors also follow a RtI model

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Auction List1. To be a famous musician 11. To be a millionaire

2. To never be sick 12. To be a famous

3. To be popular sports player

4. To own whatever car you want 13. To live in a BIG house

5. To graduate from college 14. To own a successful

6. To be happy in life business

7. To have a great relationship 15. To be ASCA School

with parents Counselor of the Year

8. To travel the world

9. To be really smart

10. To be a famous model

https://drive.google.com/file/d/0B-H3cfBc6AcxZkdNSi1TbkhpWG8/view?ts=591c7c9d

Which Will you Choose?

Envelope 1 Envelope 2 Envelope 3

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Readiness:

High School Highlights

• The importance of a well-rounded approach that includes technical training and apprenticeships- Apprenticeship Job Fair- Signing Day

• You are not college/career ready if you don’t graduate- Brief GPA game demonstration

https://drive.google.com/file/d/0B-lUK_0U8P3xRld3SUFKTld5RDg/view

Readiness:High School Digital Portfolio

9th Grade ExampleGrade Activity

9th Career Cluster Finder

9th Annual Goal/Goal Setting

9th Resume (with English Dept)

9th Strengths Assessment

9th Road Trip Nation

9th Learning Styles Inventory(with History Dept)

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Essential Services: A Sampling

Curriculum Cross Walks

Level VA Standards National Standards

Content Standard

K-3 EA8 – Work cooperatively in

small and large groups

towards a common goal

Academic Development Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span

3.1 The student will use effective communication skills in group activities. (a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is asked (b) ask and respond to questions from teachers and other group members (C) Explain what has been learned (d) use language appropriate for the context (e) increase listening and speaking vocabularies

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Putting It All Together: Additional District Examples

College and Career Web Page There’s an App for this …

and a Qwerty Career Fair List Of Presenters

Career Camps

“College readiness is not the belief that every student will go to college. It is the idea that every student deserves the opportunity to be educated in a way that prepares him or her for

college."

Lopez 2009

I love a challenge.

I have a part time job.

I am flexible and adapt well to change.

I am an Eagle Scout.

I hardly ever have an NHI.

I help pay some of my family’s household bills.

My mom and dad both work for the company.

I have perfect attendance.

I participated in a significant community service project.

I played sports all through high school.

My friends come to me to help them solve their problems because I am a good problem solver.

I never do my part of the assignment when working on a group project.

A phrase that is frequently used to describe me is “I have grit!”

I am very determined to get the job/project/work done and always make sure it is my best work.

I am always late to class. In fact, I have had detention for my numerous tardies.

I have overcome my fear of public speaking and now love doing presentations in front of the class.

I plan on getting a post secondary education (college, trade school, community college).

I lead the gospel choir at my church.

I quit my job without giving two weeks notice.

I find math very hard, but I go to my teacher for extra help.

I plagiarized an American History paper and got caught.

I received a 1600 on my SAT.

The interviewer viewed my Twitter profile.

My last name is Gates.

If you love a challenge, move up one space.

If you are flexible and adapt well to change, move up one space.

If you have a part time job, move up one space.

If you are an Eagle Scout, move up one space.

If you hardly ever have an NHI or zero, move up one space.

If you are always late to class and in fact, you have had detention for your numerous tardies, move down one space.

If you help pay your family’s household bills, move up one space.

If your mom and dad both work for the same company, move up one space.

If you have perfect attendance, move up one space.

If you have participated in a significant community service project, move up one space.

If you played sports all through high school, move up one space.

If you wait until the very last second to complete your projects, move down one space.

If your friends come to you to help them solve their problems because you are a good problem solver, move up one space.

If you never do your part of the assignment when working on a group project, move down one space.

If a phrase that is frequently used to describe you is, “I have grit,” move up one space.

If you are very determined to get the job/project/work done and you always make sure it is your best work, move up one space.

If you have overcome your fear of public speaking and now love doing presentations in front of the class, move up one space.

If you received a 1600 (perfect score) on your SAT, move down one space.

If you plan on getting a post secondary education (college, trade school, community college), move up one space.

If you lead the gospel choir at your church, move up one space.

If you plagiarized an American History paper and got caught, sit down. You are out of the game entirely.

If you find math very hard, but go to your teacher for extra help, move up one space.

If the interviewer viewed your Twitter profile, move to end of the line.

If your last name is Gates, and the name of the company is Microsoft, and it isn’t a coincidence, move to the front of the line!

Classroom Guidance: Goal Setting

Virginia Standards: MA1 Understand the relationship of personal abilities, goals, skills, interests, and motivation to academic achievement MA2 Understand the relationship of dependability, productivity, and initiative to academic success MP7 Understand how character traits, interests, abilities, and achievement relate to attaining personal, educational, and career goals

Purpose: Goal setting gives students direction in life. A goal without a plan is only a wish! Understanding what is important to students, will help students set goals and adjust their goals as they mature.

Objectives: 1. Students will understand the importance of setting goals. 2. Students will understand the need to set a time limit to their goals. 3. Students will identify examples of long term, middle term, and short term goals. 4. Students will understand the need to set realistic goals.

Materials: One auction list handout per student Secret Envelopes #1 ,#2, #3 Procedures:

1. Activity-Auction List • Each student has $1,000 to bid on any items from the auction list. • All bids must be in increments of $100. • Since $1,000 is the highest bid, all students who are willing to bid all of their

money will receive that item. • If a student has $100 at the end of the auction, he/she can buy one of the three

secret envelopes. • Each secret envelope will disclose your future.

• As many students who have the $100 may purchase the same secret envelope. • Give students about 5 minutes to write down their proposed bids….explain to

them that they may change their bids throughout the activity. • At the end of auction, those students who have at least $100 may purchase one

secret envelope (you can have only one future). • Record the votes for each secret envelope. • Have students stand as you read them their future. • When students are standing, I say…..It gives me great pleasure to tell you your

future….and your future is…..

2. Process Activity: • Goal setting help gives direction to your life. • A goal without a plan is only a wish. • Talk about some of the items from the list: for example college vs. car. • Discuss why some spent all of their money vs. students who made sure they had

$100 left over. • The only person in charge of his/her future is YOU.

Closure: Ask student(s) to sum up today’s classroom guidance lesson.

Secret Envelope #1: You invested your money wisely, and you are now a millionaire! Secret Envelope #2: At 18, you dropped out of high school and you are working at a job making minimum wage. You have many financial struggles. Secret Envelope #3: You graduated from college, and you are making a decent salary. Unfortunately, you hate your job and the commute to your job. Because you are unhappy, so are the family members around you.

Auction List The activity and auction list was adapted from Activities That Teach by Tom Jackson, p. 64.

Each student has $1,000 to bid with. Items to be auctioned Proposed Bid Actual Bid

1. To be a famous musician

2. To never be sick

3. To be popular

4. To own whatever car you want

5. To graduate from college

6. To be happy in life

7. To have a great relationship with parents

8. To travel the world

9. To be really smart

10. To be a famous model

11. To be a millionaire

12. To be a famous sports player

13. To be happy in life

14. To live in a BIG house

15. To own a successful business

1

5

9

13

17

21

53

25

61

29

33

57

37

41

45

69

49 65

73

77

81

85

89 93

97

2

6

10

14

18

22

54

26

62

30

34

58

38

42

46

70

50

66

74

78 82

86

90 94

98

4

8

12

16

20

24

56

28

64

32

36

60

40

44

48

72

52

68

76

80

84

88 92

96

3

7

11

15 19

23

55

27

63

31

35

59

39 43

47

71

51

67

75

79

83

87 91

95

99

3.3

I have perfect attendance.

I plan on getting a post secondary education (college, trade school, community college).

I plagiarized an American History paper and got caught.

3.1

I played sports all through high school.

I participated in a significant community service project.

I received a 1600 on my SAT.

4.0

A phrase that is frequently used to describe me is “I have grit.”

I am flexible and adapt well to change.

The interviewer viewed my Twitter profile.

2.9

I am an Eagle Scout.

My friends come to me to help them solve their problems because I am a good problem solver.

I have overcome my fear of public speaking and now love doing presentations in front of the class.

3.5

I hardly ever have an NHI.

I help pay some of my family’s household bills.

I lead the gospel choir at my church.

3.7

I played sports all through high school.

I love a challenge.

I find math very hard, but I go to my teacher for extra help.

I have a part time job.

2.8

My mom and dad both work for the company.

I am very determined to get the job/project/work done and always make sure it is my best work.

My last name is Gates.

4.1

I quit my job without giving two weeks notice.

I participated in a significant community service project.

I am always late to class. In fact, I have had detention for numerous tardies.

I never do my part of the assignment when working on a group project.