Education is more critical than ever in today’s high-tech, internationally competitive world. Fifty years ago, it may have been feasible to support a family with a job that did not even require a diploma. But today it is nearly impossible to find a fulfilling, self-sustaining career without at least a high school diploma and post-secondary education. Yet America’s high school graduation rate continues to flounder. Once number one in the world, the United States now ranks at number 19 in high school completion. Our country loses 1.2 million students annually to high school dropout, an average of one every 26 seconds.
The individual costs to the high school dropout are staggering. A high school dropout earns an average of $1 million less than a college graduate over the course of a lifetime. Yet the social costs are even more sobering. High school dropouts cost society approximately $8 billion annually in welfare, social services, criminal justice, and lost tax revenue. How are we losing so much potential? There is certainly a myriad of reasons. While the No Child Left Behind Act has helped shine a spotlight on the dropout problem, it has also added pressure to increase rigor and improve test results. This emphasis has made it more difficult for teachers to provide individualized attention and foster strong relationships, especially with struggling students.
While this does not always create a problem for ambitious students with strong support systems, it may further alienate and disengage others, especially those who need the additional motivation that stems from a trusting and supportive relationship and a real-world connection to their education. This is where College Access Advisors come in. Not every student needs the same level of support and encouragement from school staff, but for those who do need extra support, College Access Advisors put those students back at the forefront of their education.
College Access Advisors (and other support staff who work with at-risk students) are caring adults who develop strong bonds and help students strengthen their relationships throughout the school. College Access Advisors help students discover their potential and see the relevance in their education which in turn improves their motivation in the classroom. Ultimately, College Access Advisors connect with students, empowering them to fulfill their promise and change their lives.
If you are reading this Manual, I applaud you. I tip my cap to you for recognizing that ALL students deserve the opportunity to stay connected to their education and fulfill the promise of their lives. Good luck as you implement the proven strategies and programs outlined in this Manual. You WILL be changing lives.
This Manual describes the work of full-time “College Access Advisors.” However, it is intended for use by anyone, in any middle school or high school in America who is working to help struggling students graduate and access college. The steps I describe can be taken by any middle or high school staff member whose work encompasses any aspect of academic support.
Here, we share our experiences and our successes in getting the most highly at-risk students to walk across the stage at graduation, successfully access postsecondary education, and step into their own bright futures. With this Manual we offer our menu of tried-and-true tips, and the little things that make a big difference.
To Your Success,
Clinton W. Farris
NORTH WICHITA GEAR UP
*One of the most important things we emphasize is that any college access support effort or program is most effective when implemented by a team of trained individuals, engrained into the fabric of the school, and supported by the school administration.
This guide is intended to be as user-friendly as possible for professionals seeking to implement their own graduation support program or simply improve existing services.
First, you will see an overview of the purpose and goals of the graduation support coordinator (or “College Access Advisor”).
Second, you will see the College Access Advisor’s job description and primary roles.
Third, you will see those roles described in further detail, laid out chronologically, walking you through a full year from
start to finish.
OVERVIEW OF THE GEAR UP “College Access Advisor”
The goal of the College Access Advisor is to empower students to transition successfully into high school, help them succeed academically, and graduate with a plan for their future. The role of the College Access Advisor is to identify students in need of support and work with them to find a pathway to graduation and success beyond. College Access Advisors examine data to identify students at risk of failing and/or dropout, interact directly with students to assist with academic and social needs, develop and deliver intervention services, connect students and families to school and community services and resources, and help students develop goals for their future. Essentially, College Access Advisors help knock down barriers that students are facing. The College Access Advisor fills a niche in both the middle school and high school. The huge caseload borne by counselors, administrators, and teachers limits the amount of time and effort that can be devoted to at-risk students. College Access Advisors are caring professionals who pay close attention to students, build strong relationships with them, and offer or coordinate services and interventions. The work of College Access Advisors centers on interventions that have proven effective in local District middle schools and high schools. College Access Advisors deliver highly personalized supports and services. They monitor and address each student’s risk factors that can be mitigated. They teach specific problem-solving strategies. They maintain parental communication and support parental decisions. They foster connections between students, schools, families, and the community. Through it all, they keep a laser-like focus on educational progress.
The primary duties of the NORTH WICHITA GEAR UP College Access Advisor (but are not limited to):
»» Identify students at risk of dropping out.
»» Assess, identify, and implement
appropriate intervention strategies.
»» Facilitate coordinated communication
among the building principal, teachers
and other resource staff on dropout
prevention/intervention methods and
results.
»» Collaborate with school counselors and
career resource advisors in assisting
identified students in the development
of individual learning plans and postsecondary
plans.
»» Provide mentoring and support to
specified at-risk students.
»» Identify and provide transition services
to incoming students in need of
support.
»» Provide outreach and support to
students and families to increase
parent and student engagement in
education.
»» Coordinate with the business
community to arrange mentorships and
apprenticeships.
»» Compile data for tracking and
evaluation purposes and maintain
student records.
»» Identify students who have dropped
out and encourage them to re-engage
in school (dropout recovery).
Step One: Get to Know the School
Investigate school resources, both academic and non-academic. Become familiar with school data and characteristics of the student population. This information is helpful in identifying potential students for the College Access Advisor’s caseload.
Indicators include:
»» Ethnicity
»» Poverty rate
»» Attendance rate
»» Graduation and dropout rates
»» School report card
»» Percentage of students on track for
graduation
»» Performance on tests or
other academic requirements
CONNECTING AND RELATING WITHIN THE SCHOOL
It’s about relationships! College Access Advisors work independently and as members of collaborative teams, often facilitating communication between school leadership, teaching staff, and support staff on academic and behavioral success in addition to dropout prevention strategies and interventions. Advisors meet with school administrators early on to assess the school’s greatest needs (e.g. credit recovery, attendance, behavior, transition support for incoming students, academic support). It is also important to establish a set of goals that fit in with the dynamics of the school and the school improvement plan. Everyone in the school interacts with students and therefore has an impact on them. Build relationships with the entire school staff. Most especially, get to know:
»» Counselors
»» Teachers
»» Academic department heads
»» Registrars
»» Secretaries/administrative assistants
»» Security personnel
»» Special programs (e.g. Homeless, English Language
Learner, Migrant Education, AVID)
»» Special Education department coordinator
»» Teaching assistants and other support staff
It is critical to get to know the counseling staff. College Access Advisors complement—but do not supplant—the work of high school counselors. College Access Advisors provide additional support to the most highly at-risk students. Establish guidelines for the role of the College Access Advisor within or in conjunction with the counseling department. Relationships with teachers are important too. College Access Advisors work with teachers, primarily within the context of working with students to improve their academic progress, but also to seek student referrals and support to provide additional services such as tutoring and credit recovery. It takes teamwork! Join the school leadership team, school improvement plan committee, and similar groups. Phrases like “How can we better serve our at-risk students? What do we need to improve graduation rates? How can I help improve the overall school culture?” will go a long way. A school may choose to form a graduation support team or include the College Access Advisor in an existing team. Existing teams (e.g. School Leadership, Student Support) also may be structured to include graduation support. College Access Advisors should know the school’s improvement plan and integrate it into their own action plan.
Clearly defined roles, responsibilities, and procedures are essential to an effective graduation support and postsecondary access program. College Access Advisors must seek administrative support to establish their roles, complement existing services, and fill gaps in those services. In order to be most effective, College Access Advisors need to know the level of authority they have and must have access to transcripts and any other relevant records. The workflow should be designed so that College Access Advisors receive appropriate information at appropriate times. For example, when counselors conduct credit checks, students who have severe credit deficits might be automatically referred to College Access Advisors.
Build awareness and support for the program by frequently informing colleagues and administrators of programs developed, progress being made, and what is being done every day for kids. Build credibility by sharing data. Compile and report student data reports by quarter, semester, and year. College Access Advisors’ data can prove that the College Access Advising program is helping the school to meet its overall goals and is achieving things on the principal’s “to do list.” Have a thorough understanding of Adequate Yearly Progress (AYP), a language that principals understand well. This will lend further support and credibility to successful transition and graduation support efforts.
Step Two: Establish a Space and a Presence in the School
Location, location, location! Ideally, the College Access Advisor’s office will be placed for maximum visibility and accessibility. The ability to close the door is important, though, because students often come in with sensitive personal issues. To reflect a true collaboration, the College Access Advisor may also be located in or near the counselors’ offices. Make the College Access Advisor’s office into a friendly and welcoming place. Have a large wall chart showing a pictorial representation of interventions and graduation requirements. Create a bulletin board with names and pictures of “super star” students. Have snacks on hand. Display brochures for school and community programs and resources. If possible, have a computer for students to use. Be visible at school functions and programs. Actively participate in freshman orientation and informational meetings for alternative schools and community programs. Have a presence on the school’s social media sites and website. Help with existing tutoring programs. Be available to students by location and by action.
College Access professionals need to explain their role and job functions—constantly! As someone in a new role, Advisors must help define it and must become self-advocates. People sometimes confuse College Access Advisors with counselors. College Access Advisors will need to help educate the school and community about the scope and importance of the ‘intervention’ support services provided.
Step Three: Identify At-Risk Students
Know the risk factors. Examine the data to find out who is at risk. Identify Students Before School Begins. A College Access Advisor’s work year begins before school starts. Use available school data to identify students with risk indicators. Pull credit reports and transcripts as early in the fall as possible. Look for credit deficiencies. This includes reviewing the records of incoming ninth graders. Work with the school administration and counselors to establish criteria and a priority system for establishing a caseload.
Top considerations are:
»» Students with credit deficiencies. Look for students in each grade level who are behind in credits according to graduation requirements.
»» Students who are “aging out” or overage for their grade. Know the maximum age that the district is legally obligated to educate students. This age may be different for special education students.
»» These key risk indicators are evidence of disengagement and predictors of dropout:
- Absent more than 10% of days enrolled
- Grade point average below 2.0
- Four or more days of in-school or out-of-school suspension
- Failure of one or more core subjects
Send letters home to parents of all caseload students. Introduce the College Access Advisor and the services available. Use the Registration Process to Identify Students College Access Advisors’ involvement in school registration is crucial. Design the school registration process to allow the College Access Advisor to “flag” students with academic, behavioral, or credit deficiencies. Flagged students and their parent(s) must then see the College Access Advisor before they proceed with the registration process. Meet incoming students during the registration process before they enroll in school to explore credit recovery or alternative options. Let them know that they are welcome at the high school, but may require intensive engagement with the College Access Advisor and GEAR UP services. Do Not Neglect Freshmen! Many high schools may have established transition program or ninth grade academies, but if not, this may be one target population for College Access Advisors. Research shows that transitions are a critical time for all students; those at-risk are even more vulnerable to truancy and disengagement. Researchers at Johns Hopkins University found that up to 40% of ninth grade students in cities with the highest dropout rates repeat the ninth grade, but only 10–15% of those repeaters go on to graduate (Balfanz & Letgers, 2004). Collaborate with middle school counselors to identify incoming ninth graders who have risk factors and are in need of support. This will help prevent feelings of anonymity and alienation that can develop during the transition to high school.
Develop an early warning system for ninth graders.
Heed the early warning signs! Low attendance during the first 30 days of the ninth grade year is a stronger indicator that a student will drop out than any other eighth grade predictor, including test scores, other academic achievement, and age (Jerald, 2006). Failing Algebra 1 also predicts dropout (Orihuela, 2006). Be prepared to work with this vulnerable population if there is not an effective transition program in place.
Establish a Caseload
A full-time College Access Advisement team should effectively engage their entire assigned cohort grade level. Accept that the student populations will be fluid, especially with transient student populations. Make a roster of students with risk factors and then divide students by issue. This will help determine which services and interventions are most needed. Ultimately, “on the caseload” means that the College Access Advisor has met with the student, contacted the parent(s), and developed a GEAR UP plan and entered data for the student that includes regular and consistent follow-up. Look at the caseload list by level of severity. The goal is to keep students in the school working towards successful graduation and postsecondary educational access.
College Access Advisor
The College Access Advisor also serves students who are not on the official caseload. There may be students who receive one-time interventions with little or no formal follow-up (e.g. referrals to outside programs or agencies), or who access interventions developed by the College Access Advisor (e.g. tutoring, career fairs). The goal for every student on the caseload is always on-time graduation and postsecondary access, but it is well worth it to work with students to graduate late rather than to get a GED. Late graduates have greater success than those who opt for a GED in lieu of a high school diploma. “The extra work that late graduates and their high schools put into earning a diploma pays off—not only in late graduates’ academic outcomes, but in jobs, involvement in civic life, and commitment to healthy lifestyles” (Center for Public Education, 2009). Adding Students to the Caseload Have the school’s registrar notify the College Access Advisor when new students arrive with credit deficiencies. Seek and receive referrals from school personnel throughout the year. Students may land on the caseload for non-school issues. College Access Advisors will encounter students experiencing pregnancy, homelessness, abuse, or substance abuse. Students may be in high-risk peer groups such as gangs or children of incarcerated parents. Family risk factors include poverty, transiency, low expectations, and a family history of not graduating and attending college i.e.; ‘potential first generation college students’. Ensure that College Access Advisors are included in any withdrawal process. Students should not be allowed to withdraw without a final effort from the College Access Advisor.
Step Four: Get to Know the Community, its Challenges, and Resources
College Access Advisors need to be highly knowledgeable about the community and the factors that most directly affect students. The list can be long: poverty, transience, housing and homelessness, substance abuse, crime, juvenile justice, pregnant and parenting teens, neighborhood issues, gangs, and more. Also, be aware of state or regional trends, characteristics, and issues. Investigate the transiency of the student population and its effect on the schools. Know the truancy laws and the legal age for dropout. State or district policies for transfer of credits can greatly affect the transcripts and credit accumulation of transient students. Know the options and resources available in the community, both academic and non-academic. The College Access Advisor will need to help students and families with social needs. Maintain a good working relationship with key community partners and programs that offer assistance, such as food banks, counseling centers, job training and placement centers, drug and alcohol treatment programs, and organizations that assist pregnant and parenting teens and at-risk youth. The community may have high school completion programs that operate outside of the district. In some cases, enrolling a student in a community high school completion program may be the best option for them and can remove the student from the dropout list. While most people at the school know something about available programs for at-risk students, the College Access Advisor needs to know these resources well.
Step Five: Plan and Offer Services
“Once you decide what a student needs to be successful, the College Access Advisor must advocate and act to ensure their needs are met.”
College Access Advisor
Once College Access Advisors have assessed the needs of the school and students, they must identify appropriate interventions. Some services may already be in place and Advisors must ensure that their students access them. Other programs may need to be developed. NORTH WICHITA GEAR UP services and College Access Adviors address a broad range of recipients. Some interventions are carried out on an individual student basis. Some are designed to address specific risk factors. Others are designed to serve all students on the caseload. Still others may be accessible to the whole school. The spectrum of services is broad and deep. College Access Advisors must strike a balance between providing direct services and coordinating programs. They must merge social development with academic support–and the lines often are blurred. The College Access Advisor’s cohort allows them to explore beyond the presenting problem and address root causes. At times, College Access Advisors find themselves accompanying students to events such as medical treatments or court appearances. It is important to ensure that students’ needs are being met.
Survival Trumps Learning-
If children are in danger, in pain, or hungry, their focus will not be on school. Identifying and implementing services can be the most difficult but also the most important step in serving students who are at risk of dropping out. Difficulties may arise from lack of funding for programs and ideas. School or community programs may be full and not accepting new applicants. Students may face a myriad of logistical roadblocks. For example, a school might provide an after school, online credit recovery class but students may not be able to participate due to job schedules, lack of computer access, transportation issues, or family responsibilities. The College Access Advisor is the problem-solver who finds ways to make things work.
Step Six: Establish and Maintain Parental Contact
“I can’t thank you enough for your care, consideration, thoughtfulness, and dedication. Without your perseverance, we would have been lost and forgotten. We encountered a miracle when we met you because now we can realistically look forward to our son’s graduation and his post-secondary education.”…..NORTH WICHITA GEAR UP Parent
Parent, to College Access Advisor
Send an introductory letter to the parents of cohort students. Send a follow-up letter that shares the graduation plan created between the student and the College Access Advisor. Include a written explanation of graduation requirements. An introductory telephone call to parents is an effective way to introduce the College Access Advisor and to explain their role in the school. Explain how the College Access Advisor works in conjunction with school counselors, provides additional support for the student, and will be monitoring attendance and grades. Personally invite parents to open houses and parent nights. Greet them in person when they come. Lay out the options available to the student. Will he scramble to graduate on time, or would it be better to become a fifth-year senior? Let the parents know that their decisions will be supported. Listen to students and parents. Empathize and validate frustrations, then collaborate to create solutions. Students do not necessarily share everything with their parents. Seek the parents’ view—which may be different from the student’s view. Parental involvement in the NORTH WICHITA GEAR UP/College Access Advisor graduation plan can be a pivotal step in the turnaround process.
Step Seven: As the School Year Ends Recruit students who need credit recovery or could benefit from other summer programs.
Prepare for fall registration in the spring. Before the work year ends, compile cohort research data and credit deficiency reports. Ensure that credit-deficient students will be flagged at fall registration so they must see the College Access Advisor before they can register for classes. Ensure that students complete online or other coursework that is outside of the regular school day or that happens outside of the school campus. Work with the students who will be fifth year seniors in the fall. Give them a course schedule of exactly what courses they are (or will be) registered for in order to complete graduation requirements. Help identify and recruit students for extended year credit recovery programs. If feasible, the College Access Advisor should sign up to work in these programs. Make and categorize a list of upcoming graduates. Determine who will be summer graduates and December graduates, and who is projected to graduate in the following spring or summer. Celebrate everybody! Reflect on the year. The end of the school year is a time to look back on program successes as well as those areas that need improvement. What interventions worked? What didn’t work? What needs to be adjusted? What programs might be added for next year? Start creating plans for next year. Get feedback from administrators, counselors, teachers, parents, students, and other partners.
Consider personal accomplishments and goals for next year. Are there things that could be done better next year—be more organized, start a new program, work on your listening skills, provide better parental outreach? Set some personal goals and seek out mentoring and professional development opportunities.
ONGOING COORDINATION OF PROGRAMS AND SERVICES
College Access Advisors must constantly balance providing direct services with coordination of programs that range from academic support to social and developmental needs, outreach to families and community resources, and advocacy within the school.
Build Relationships with Students
Building relationships with students is essential to success. At-risk students usually have not had successful experiences in school. Often, they are hesitant to work with staff and lack positive relationships with the adults they encounter at the school. Thus, at the core of all the College Access Advisor’s efforts is a trusting and respectful relationship. The College Access Advisor may have greater influence on a student than any other adult in the school. Relationships are built primarily through listening. Trust is established through consistent follow through. The College Access Advisor listens, and finds out what the students need to be successful. Then, the goal is to develop a plan that ensures those needs are met. The College Access Advisor must follow up and adjust this plan with the student regularly. This could be as simple as being someone the student can talk to, or as complicated as helping underage students with public assistance or medical services. Whatever it is, students will appreciate having a caring adult advocate—something they often feel that they have never had.
Direct Interaction with Students
Learn about the students by meeting with each one individually. Ask about interests, hobbies, and future goals. Talk about postsecondary preparedness and options. Establish a rapport that allows for open communication. Ask each student: “What do you see yourself doing after high school? How do you plan to get there? What can I do to help you get there?” Evaluate the student’s current academic standing and risk factors. Keep an eye on such factors as English language learners or special education; these do not necessarily put a student at risk, but can affect academic success. Family situations can reveal clues about motivation to graduate. Try to determine how much the family values education and the family history of graduates and dropouts. Explore whether the student will be the first member of the family to earn a high school diploma or attend college. How does this affect the expectations for the student? Develop and use forms to help assess and document student’s situation and progress toward goals. Use college and career assessments to explore and cultivate student interest in occupations and postsecondary education. Share results with teachers and parents. Tie these aspirations to coursework and academic success. Develop an individual graduation plan for each student. Develop an individual graduation plan for each student who is on the cohort. Work with the student to make a plan for exactly how to graduate on time. Put it in writing and let the student sign it with you. Facilitate coordinated communication among the building principal, teachers, and other resource staff on graduation support methods and results. Good communication is essential! Make sure that the students’ graduation plans are not contradictory to the counselors’ plans or efforts. College Access Advisors may be asked to assist school counselors in the development of individual learning plans and post-secondary plans. Be prepared to help students access multiple ways to earn high school credit.
These can include:
»» Work experience
»» Credit by choice (credit earned for a
planned learning experience)
»» In-school or online credit recovery
»» After school classes at career centers and tutoring
»» Mentorship programs
»»“Zero hour” (early morning) classes or
office aide experience
»» Summer school
»» Extended school year for credit recovery
»» Online courses
»» Credits offered by district programs
for students who qualify (e.g. English
language learner, homeless, Native
American, migrant)
Agree to follow up regularly with the student to review the plan and monitor progress together. Meet weekly or bi-weekly as needed. A plan without follow-up is merely a piece of paper, or worse yet, a broken promise. Stay visible and accessible. Keep the door open to students. Encourage them to come in for academic assistance or for help with getting a job, applying for food stamps, or finding transportation. Build Assets and Protective Factors; Reduce Risk Factors Protective factors are things that happen in and outside of school that positively affect youth. Similarly, risk factors are things that negatively affect youth. Every student comes to school with a combination of factors; anyone who works with at-risk students knows that struggling students are likely to have engaged in one or more risky behaviors. Part of the role of the College Access Advisor is to help students and families build protective factors and reduce risk factors. Developmental Assets and soft skills (intangibles) are positive experiences and qualities that help young people become successful adults. College Access Advisors can use this asset-building framework to help students gain personal qualities that they need to succeed and to thrive.
Transition Support
College Access Advisors play a key role in facilitating smooth transitions for incoming freshmen and for students who are new to the school throughout the year. Reach out to middle schools to establish a vertical team approach. Meet with eighth grade counselors to determine which students need assistance. Work closely with ninth grade counselors to ensure proper course placement and avoid self-selection pitfalls. Check the records of all incoming students, all year long. Look for risk factors. Arrange to meet students who may need support. New students are evaluating the culture of their new school. “Does anyone notice me? Do people care about me?” During the first weeks of the transition it is important to informally check on these students (e.g. engaging in conversation in the hall or quick chats at lunch) to observe how they are transitioning. College Access Advisors may even establish Adult Mentoring program in the Building or a peer mentoring program pairing freshman with upperclassmen to help ease transitions. Eliminate anonymity and establish a caring culture of high expectations. Maintain constant vigilance over the list of students who are new to the school. Identify and provide transition services to incoming students in need of support. It is important to know which students coming into the school have experienced previous challenges. This is true for incoming freshmen, enrolled students returning after extended absences, and returning dropouts. If behavior or attendance problems are immediately obvious, take immediate action. Home visits, phone calls to parents, and formal meetings with students go a long way in letting everybody know, right from the start, that someone has an eye on the situation and is working to ensure that the student experiences success at school.
Advocacy and Outreach
Every day, College Access Advisors provide outreach and support to students and families to increase parent and student engagement in education. This may mean that, at times, the workplace extends beyond the school walls. Whether making home visits to students and families or visiting community programs for at-risk teens, College Access Advisors find themselves out in the community. Community agencies appreciate knowing who the College Access Advisor is and that someone from the school is keeping current on the details of the programs or services offered.
Investigate “Poison Policies”
Are students subject to out-of-school suspensions for being absent too many times? Does a certain number of tardies count as an absence? Are there “automatic failure” policies for which a certain number of absences results in no credit? Are too many doors being closed because of policies that work against at-risk students? College Access Advisors may, at times, need to challenge some of these policies.
Create Incentive Programs to Recognize Progress
Acknowledge small successes every step of the way. College Access Advisors may create “mini” policies or reward systems for their own students. For example, it is unlikely that students on the College Access Advisor’s caseload would ever win “Perfect Attendance” awards. However, Advisors may establish “Most Improved” awards for their students to acknowledge their progress. Design recognitions to complement school programs and policies.
Connect Students and Families with Educational Resources in the Community
Field trips to local job placement centers, vocational programs, colleges and universities are a good way to help students envision their future. Initiate, organize, or help chaperone visits to places and programs that may inspire or motivate students to complete high school and go on to post-secondary education. The community also may have career exploration, job shadowing, and mentorship opportunities.
Alternate Placement
Consider alternative school placement for students with severe credit deficiencies, or for whom the traditional high school simply is not a good fit. Is the student willing to move to a different school? Some families have had several generations graduate from a certain school and cannot imagine their child receiving a diploma from a different school. It may take some effort to convince students and parents that alternative placements are in their best interests.
Locating Missing Students
Has a student gone missing? The obvious first steps are to contact parents, teachers, and school counselors. If the student is still missing, there are other ways.
»» Find out where the student works. Keep contact information
for employers. Pay a visit to the student’s work location. Talk
to their boss.
»» Call students directly. Get their cell phone numbers. Get their
friends’ cell phone numbers, too. Ask siblings and friends to
help locate absent students.
»» Make a house call.
»» Use the district’s social media as appropriate, or ask
the student’s friends to check social media for clues to whereabouts.
»» Beat the bushes. Check local teen hangouts, malls, and other
known “skipping” sites.
The following interventions were developed by NORTH WICHITA GEAR UP, College Access Advisors in the Wichita School District. The most successful interventions are integrated into the school day. While College Access Advisors work to implement a wide variety of programs, it is critically important to intentionally develop interventions that are integrated into the school day. This strategy eliminates the need for after school logistics challenges such as transportation, which often is a barrier for at-risk students, and afterschool jobs. Working with administration and teachers to find ways to incorporate programs during advisory periods, study halls, elective courses, lunch periods, etc. will be very helpful and increase participation.
Academic Interventions
NORTH WICHITA GEAR UP GPA Challenge
Purpose-The mission of the GEAR UP program is to significantly increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Briefly describe how your project is furthering the mission of the GEAR UP program. Specifically, address how your project is: (a) improving academic performance of students in the GEAR UP cohort; (b) increasing educational expectations of participating students and their parents; (c) improving student and family knowledge regarding postsecondary education preparation and financing; and (d) working to improve high school graduation and college enrollment rates.
Project Name NORTH WICHITA GEAR UP GPA CHALLENGE
Project Manager
Clinton W. Farris
Date Implemented September 1, 2014
Project Definition Improve overall academic performance of select Cohort Group
This Directive identifies one increasingly popular and proven strategy for reducing achievement gaps: In particular, we focused on the question of how we could structure and implement an academic incentive to maximize NORTH WICHITA GEAR UP Cohort Students’ chances of improving aggregate academic success resulting in higher High School Graduation rates.
Background
Achievement gaps among Middle and High School students from different social class, racial, or ethnic backgrounds are ubiquitous and a persistent problem in the United States. Students who are low-income, first-generation, or underrepresented racial or ethnic minorities receive lower grades, take longer to graduate, and drop out at higher rates than high-income, continuing-generation, or white and Asian students. Because these underperforming students face an additional set of obstacles on the path to academic success, The NORTH WICHITA GEAR UP Program both designed and created an incentive to reduce achievement gaps must therefore address these obstacles; specifically titled, “NORTH WICHITA GEAR UP/GPA Challenge”.
Project objectives
Initiative must have:
- School Administration and Staff Buy-In
- Resources (e.g. Community Partnerships) and the corresponding opportunity to complete the incentivized behavior
The GPA Challenge Incentive will: - target behaviors that would otherwise not occur (i.e., when students are not intrinsically motivated).
- take into account the level of monitoring needed to keep students informed of grades.
- be used repeatedly over time (not just on one occasion).
- be delivered immediately after the incentivized behavior occurs and be concretely tied to that behavior (i.e. academic).
- be made meaningful to the intended population (NORTH WICHITA GEAR UP Cohort Students.).
Efforts to reduce achievement gaps must therefore address these obstacles.
This Directive identifies one increasingly popular and proven strategy for reducing achievement gaps: In particular, we focused on the question of how we could structure and implement an academic incentive to maximize NORTH WICHITA GEAR UP Cohort Students’ chances of improving aggregate academic success resulting in higher High School Graduation rates.
Project scope
Research suggests that incentives can be effective at increasing motivation if they are used in the right circumstances—that is, when students are unmotivated to engage in the types of behaviors that promote academic success. Reflecting this crucial insight, the GPA Challenge incentive was designed to encourage the types of activities in which students would otherwise be unmotivated to engage. The NORTH WICHITA GEAR UP Program focused on this research In the design and implementation of the GPA Challenge incentive in forming a community based partnership with the Wichita Warren Theaters. Cohort Students who met the targeted GPA goal each quarter were allowed to attend a free movie in addition to free popcorn and sodas during an in-school day.
Actual Outcomes
After two years applying the GPA Challenge incentive to The NORTH WICHITA GEAR UP Cohort groups we discovered on average, based on four academic grading periods in the school year:
1)………Over 60% of the Cohort Groups earning under 2.0 overall GPA before implementation of incentive.
2)………Starting the target GPA at 2.3 in the first quarter and raising GPA target .2 percent each quarter thereafter.
3)………40% of the initial Cohort Group scoring under 2.0 raised their GPA to target and above.
4)……..GPA target was increased .2 in both the second and third quarters and .3 for the fourth quarter.
5)…….. By the fourth quarter of the school year 65% of Cohort Group earned an overall GPA above 3.0.
Tutoring
College Access Advisors can offer or facilitate tutoring. This can be on an individual basis or in scheduled group sessions. College Access Advisors may provide direct service or coordinate with academic department heads and teachers to provide tutoring or test preparation programs. Tutoring can be offered before or after school and during lunch periods. Make appointments with students or establish a regularly scheduled tutoring time for students who need structure.
Partner with local colleges to offer tutoring, internships, and community service opportunities for college students to create a win-win situation. College students make great tutors, mentors and role models for high school students. High school students gain much more than just academic skills! The need for tutoring tends to increase toward the end of the school year and around test time. Collaborate with teachers to increase opportunities.
After School Peer Tutoring
Train upperclassmen to become tutors. Have coaches require tutoring for their athletes. Recruit from student clubs. Student tutors may be able to complete service-learning hours and/or earn elective credit. Student tutors gain leadership skills as well as enhance résumés and college applications.
High School Graduation
Exam Preparation College Access Advisors help students prepare for state graduation exams. Coordinate a class for students who have not passed the exam. The most effective strategy is to focus on skill building. Meet twice per week for the six weeks prior to the test. Use sample tests.
Freshman/Sophomore Forum
Organize a forum for ninth and/or tenth graders who are not on track to graduate. Explain graduation requirements, what being off track means, and what students can do to turn things around. Enlist the help of current high school seniors who can mentor underclassmen. The seniors discuss the importance of graduation. They talk about the mistakes they have made and offer encouragement for these students not to take the same road.
After School Classes
A for-credit class can be offered for students who have failed classes during the first semester. Students receive assistance with homework, organization, work habits, test-taking strategies, and study skills.
“MASH”
MASH (Missing Assignment Study Hall) is held daily by the graduation coach during the lunch period. Atrisk students routinely fall behind in classes. So, building in an opportunity to catch up is critical. MASH is equipped with computers, assignments. Students attend MASH daily until the missing assignment is complete and turned in. If a student fails to report to MASH, the student and parents are contacted. Parents are usually helpful in getting students to complete the missing assignment. Often, students who did not like coming to MASH as freshmen will attend MASH in later years when they need to catch up on work. They realize the value of getting their work done to improve grades and pass classes.
Educational Options Fair
Invite the most highly at-risk students and their parents to meetings with alternative schools and community agencies for optional alternative educational placements that may allow students to continue to work toward their diplomas while gaining other valuable skills. The Education Options Fair provides students with one-stop shopping for alternative schools, community programs, and post-secondary opportunities. It can often be enhanced by having community employers. Goal-Setting and Contracting with Students. As part of the credit review and graduation plan, develop goals with students about their future. In collaboration with students, start with their own five-year plans and work backwards to establish concrete goals for the immediate future, e.g. what do you need to do this week, tomorrow, and today to accomplish your goals? Discuss what school staff and teachers can do to help support the plan. Have all interested parties commit? to doing their part, sign off on the agreement, and follow up regularly to recognize accomplishments and adjust goals.
Social and Family Support
When students stop attending school, they often go unnoticed. Meeting students and families where they are is an effective way to help break down barriers and help re-connect students to their education. Sometimes, parents have little direct contact with the school because of lack of a telephone or lack of transportation to the school. For these situations, the College Access Advisor can bring program information directly to the parents. Home visits help the College Access Advisor understand the student’s living situation. Be aware of cultural values and traditions and respect them. Know your district’s/school’s policy on home visits. The ability to conduct home visits and the policies and procedures for them will vary from district to district. The decision to visit students and parents in their homes should be carefully considered. Safety concerns may preclude visiting students and families in their homes. Some schools may require that a social worker or SRO make such visits, or visits are done in pairs. When possible, though, home visits to students who are not attending school or who have dropped out can be a powerful way to re-connect with students and families. Home visits can open up a new avenue of communication that parents greatly appreciate. Through home visits, students realize that the College Access Advisor knows they are absent and that they need to be back in school. Venturing out into the community can reveal important information, such as popular skipping locations or danger spots in the neighborhood.
Mentoring
Community Partners as Mentors By partnering with community organizations or businesses (United Way, Big Brothers/Big Sisters, Real Men Real Heroes) College Access Advisors host weekly lunches or after-school meetings in the cafeteria or library. Interested students meet with community volunteers to discuss career, education, and college decisions. Small groups of mentees (up to fifteen) allow for more relaxed conversation as well as allow fewer mentors to reach more mentees. Adult Volunteer Mentors in the Building/Teachers as Mentors Interested teachers serve as mentors to select students who have been deemed at-risk of not graduating. Teachers and/or other administrators each take on students with the goal of getting to know them better, recognizing them in the halls, discussing school and life, and providing that little extra attention that helps connect them to school.
Peer Mentoring
Recruit juniors and seniors to serve as “big brothers” or “big sisters” to freshmen who have been identified as struggling academically or socially. Work with school clubs and teams to recruit mentors who can tutor or share life skills with younger students. Provide a weekly or monthly forum, over pizza, with discussion topics or guided lessons.
Post-Secondary Education and
Career Planning
Career Assessments
Many students do not see much of a future for themselves and thus, their education seems irrelevant. Career assessments and interest inventories can help students explore what they might want to become. Know the assessments and research tools your school, district or state uses to help students explore their future. Conduct individual sessions or partner with teachers for classroom workshops. Allow students to complete online assessments and facilitate discussions to generate interest in career fields for students. Explore salaries and education requirements for different jobs. This can lead to additional workshops on preparing applications and resumes. Generally the high school College and Career Coordinator (CCC), is a ‘one stop shop’ full of information. Also, the NORTH WICHITA GEAR UP office keeps information on all kinds of programs, services, and opportunities for students and parents. People can come and find out about alternative high school programs, post-secondary education institutions, where to get money for college, jobs, resume writing, and more. NORTH WICHITA GEAR UP is a resource not only for students and families, but also for other school staff. “
Junior/Senior Dinner
Juniors, Seniors, and their parents spend an evening at school having dinner and talking with college and vocational recruiters, local agencies, and employers about their career plans.
Career Exploration
College Access Advisors take students on career exploration field trips to local universities, colleges, technical schools, job services, and other relevant post-secondary institutions. Coordinate with the business community to arrange mentorships and apprenticeships.
Post-Secondary Options
Host an event at the school so that students can discover post-secondary opportunities. Invite representatives from colleges, job centers, vocational schools, apprenticeship programs.
Transition Strategies
Upperclassmen Mentoring Freshmen Once per week at lunchtime, struggling freshmen and sophomores meet with formerly struggling seniors. Mentors provide real-life advice, with a focus on social mentoring and “high school survival.”
Meet With Ninth Grade Classes
Arrange to visit ninth grade classes. If possible, schedule classroom visits on rotating basis, all year long, during homeroom or advisory periods. Emphasize strategies for success.
Attendance Strategies
Many schools have school-wide attendance policies that may include automated phone calls, letters home, conferences, etc. Since students on a College Access Advisor’s caseload are likely to be struggling with attendance, make attendance part of the graduation plan. Have a check-in process for students, have them visit every morning. Create contracts and offer small incentives for improvement, call home for GOOD attendance, connect with parents to support students. Make it a joint effort. Reach out to parents directly. Collect alternate phone numbers and call them all. Do not rely on automated phone calls or letters home—too many students may have moved, may delete a message or intercept the mail. When speaking to parents, address attendance as a concern that you would like to support them with, not a problem that they are being blamed for. Understand that they may be just as frustrated with the student.
Explore reasons for the attendance problem. Is the student being bullied? Are they struggling academically? Do they have problems with certain teachers or problems at home? Are they working too much or caring for siblings? Attendance problems are often just the tip of the iceberg—College Access Advisors must help address the underlying issues. Find out about the school’s attendance policy and any programs that help enforce it, to better implement intervention strategies for students.
This Manual
Step-By-Step NORTH WICHITA GEAR UP College Access Support
This Manual illustrates the key strategies and activities that have been successfully implemented by NORTH WICHITA GEAR UP and by other school staff members who are assigned to work with at-risk students. The information has been laid out in approximate chronological order, but of course may be rearranged to fit specific school needs.
Please feel free to utilize any or all of the information provided for establishing and maintaining an effective ‘College Access’ Program.