Building a College Culture at Fremont HS Key

Building a College Culture at Fremont HS

Key Determinants to College Attendance & Choice Having college plans by the 9 th grade Attending a college-focused high school Having parents who expect you -- and can help you plan -- to go to college

Class Differences Produce College Planning Differences Students whose parents attended college: First-generation college bound students: Get a head start on Develop aspirations college preparations Know about different types of colleges Know about admissions requirements Take the right K-8 courses later Have aspirations often cultivated by teachers or counselors Experience conflicts between present and future worlds

Who Frames Students’ College Perceptions? Families Friends Schools Secondary Sources: movies, music, private counselors, freeway signs, radio/tv/newspaper ads, direct mail

Success in College Rigorous curriculum is a greater factor in determining college graduate rates than class standing, standardized test scores, or grade point average. -- Answers in the Toolbox 2001

Success in College graduation rates are 75% Whites, 87% Asians, 60% Latinos and 45% African. Americans When the most rigorous courses were added to the mix, 79% of Latinos and 73% of African-Americans graduated. “Answers in the Toolbox, ” 2001

How Do Schools Influence College Preparation & Choice? Expectations and assumptions Flow and content of information Specific options highlighted or downplayed Distilling college choices to a manageable number (>3300 4 -20)

Creating a College Culture: Overarching Goal All students are prepared for a full range of post-secondary options through structural, motivational, and experiential college prep opportunities.

Creating a College Culture: Specific Objectives School leadership is committed to building a college culture All school personnel provide a consistent message to students that supports their quest for a college preparatory K 12 experience All counselors are college counselors Counselors, teachers, and parents are partners in preparing students for college

Principles of a College Culture 1. College Talk 2. Clear Expectations 3. Information & Resources 4. Comprehensive Counseling Model 5. Testing & Curriculum 6. Faculty Involvement 7. Parental Involvement 8. College Partnerships 9. Articulation

College Talk Clear, ongoing communication about what it takes to go to college Create a college-going identity among students Faculty, administrators share own experiences

What it might look like: College Talk Newsletters, newspapers distributed to all students, faculty, staff “Your Educational Journey” conducted by high school principal College Club for middle school students Essay contest based on college application questions

Clear Expectations Explicit goals of college preparation are defined Goals communicated consistently, clearly, in a variety of ways Students, parents, teachers, administrators, staff are aware of their roles in college preparation

What it might look like: Clear Expectations SLC meetings discuss college preparation Monthly meetings with primary project staff to refine goals of creating a college culture Ongoing communication with district and school administration about goals of project

Information & Resources Students must have access to up-to-date, comprehensive college information Counselors may have primary responsibility, but use of this information must extend beyond counseling office

What it might look like: Information & Resources College Centers at all high schools, middle schools Counseling staff has extended hours & availability Sessions for students on l l l Test preparation Financial planning for college High school coursework planning

Comprehensive Counseling Model All counselors are college counselors All student interactions with counselors are college counseling opportunities All decisions about students’ coursework and career futures are made with a full range of options in mind

What it might look like: Comprehensive Counseling Model New counseling position at middle school level All high school counselors attend UC/CSU conferences Counselors at all grade levels have ongoing collaboration

Testing & Curriculum Students must have knowledge and awareness of necessary tests Students must be given the opportunity to prepare for these tests Testing fees must be taken into account Students must have access to all necessary coursework

What it looks like: Testing & Curriculum PSAT given to all 10 th graders, with fees waived Students at middle school level receive PSAT preparation Master schedules have been changed to accommodate more students in A-G, AP classes Students learn organizational skills Test results

Faculty Involvement Teachers must be active partners Faculty must be kept up-to-date on college knowledge Professional development opportunities must be available College Talk in the classroom Parental connections

What it might look like: Faculty Involvement Teachers incorporate College Talk into their curriculum Math teachers work with students to interpret PSAT results and to build their skills Teachers understand their roles in college preparation G A - ss cla e. As. P ss cla es

Parental Involvement Parents as informed partners Parents must have opportunities to gain knowledge and recognize their role Parents must have access to faculty, counseling staff

What it might look like: Parental Involvement A College Fair attracting hundreds of students and parents Parents attend evening workshops to learn about college preparation, financial planning Parents learn that their children are “college material”

College Partnerships Active links between school and local colleges and universities Field trips College fairs Academic enrichment programs

What it might look like: College Partnerships Students at all grade levels visit local college campuses College dress days, door decoration contests, guest speakers Tutoring programs Pen pal program with college students

Articulation Students should have a seamless experience from Kindergarten through HS graduation Ongoing communication among all schools in a feeder group Work at one school site should connect with activities at other levels

What it might look like: Articulation Middle schools connect with students as young as fifth grade As early as kindergarten, students are seeing themselves as college material High school and middle school counselors are pooling resources and making connections

Critical Question: What will we do to build a college culture at Fremont? College ideas