Professional Documents
Culture Documents
Applications
Brandon Cun, Andrew German, Michael Duarte,
Alondra Villegas, Kaley In
This process would begin in the 11th grade. Here we want to increase students, who
are going from 11th to 12th grade, to apply to colleges.
Familiarize the students with the college application process through workshops
- SAT, ACT, personal statements, etc.
implement a motivational guest speaker every 2 weeks to speak about the colleges
they come from
give surveys to students throughout entire program to evaluate point of interest and
subject matter
Keep track of previous application percentages to compare and apply to current target
group.
- Skill Building
- How: mastering how to apply gained knowledge into personal life decisions by
creating their own college presentation to share with peers and future
participants
- Ex: identifying which college and major is most applicable to them
2 Competencies:
a.
Has a working knowledge of and abilities to use resources within the broader community.
i.
Finds the resources to expand the array of opportunities within the program. Enlists the involvement of
multiple stakeholders (e.g., parents, community leaders, school leaders, etc.) in program design,
implementation and evaluation. (Mott 2009, pg.13)
1.
b.
In order for us to achieve the goal of increasing the number of college applicants parents, community
leaders, and school leaders must be involved. Without the active support of these main sources of
information, students would literally be lost.The knowledge that community and school leaders could
provide for first generation college applicants could be a huge step in accomplishing our goal.
Ability to design program activities that support program goals and incorporate needs and
interests of program participants, their families and the broader community.
i.
Articulates the link between specific activities and program goals. Articulates a clear scope and sequence of
activities that will contribute to the achievement of program goals. (Mott 2009, pg.13)
1.
Many students are unaware of the many local college prep classes and workshops which will prepare
them for tests like the PSAT, SAT, and ACT which will help towards the application. Personal statement
revision workshops will also lead to an easier time when the actual application time comes.
Research involving immigrant students, indicates that OST programs can help these students
develop the social and cultural skills and knowledge they need to thrive in the U.S (Maxwell-Jolly
2011, pg. 1)
b.
Overall, the evidence suggests that participation in ASPs can positively affect the academic,
social-emotional, and physical well-being of young people, including long-term educational
attainment and occupational success. (Mahoney 2010, pg. 89)
ii.
Staff need to know how to work well with diverse students because a lot of the kids will
come from a mixed background. The program will take place in high school, which has a
lot of students who come from different cultures and income areas. Having the ability to
help the students understand that college can change their lives is crucial to this program.
To do that staff must connect with these students on a personal level that is beyond
school, staff must know where the students come from. Our goal is to make sure more
students are applying for college so being able to build multiple relationships with multiple
students is a factor in making this successful
a. Commitment to ones own learning, skill building and professionalism on the job
(Mott, 2009, pg.10)
i.
ii.
Staff need to be willing to be open with all students. Open as in willing to learn and
Staff need to make sure that both the parents and the child feel that they belong at the
program. Having the ability to change a childs behavior is amazing and that will help raise the
students motivation to apply to college in our program. Along with that using the expectancy
value theory, we know that behavior is key role in a child success. Utilizing that and helping
those students who are have bad behavior and are not likely to apply to college will further
prove that our program is successful.
Bi-weekly guest speakers allows students to ask questions and receive feedback on
their progress.
Students can take surveys to request certain speakers from their college of interest
Visit several college campuses so students can experience through their own eyes
- Motivates them to want to attend a college, thus pushing them to apply
Steps Taken:
1. Give daily SAT study guide problems to address areas students are struggling in
2. Meet up with the teachers so we can asses what criteria to give the students to
correlate with what they are learning in school
Programs that maintain consistent communication and joint learning goals with schools we describe
as Coordinated. (Noam 131, 2003)
This type of alignment is wanted so our program staff can meet regularly with the teachers and be
informed on the material that is being given to our participants
-
Allows the students to work on the exact material needed to increase SAT which will influence
their hopes into getting accepted into college
Participation:
-
Staff will give incentives to each student who participates in weekly discussions
-
Ex: Free tutoring, field trips to college, SAT materials, and other scholarly resources.
Encourage student to mentor relationship so student will not be afraid of sharing their opinions
-
Barrier: Some students are not confident with their intelligence leaving them with a mindset
where they believe theres not point on applying to college
2.
Afterschool Program Quality and Student Outcomes: Reflections on Positive Key Findings on Learning and Development From Recent Research
(Deborah Lowe Vandell 4)
a.
3.
Creating a sense of connection between the two colliding factors makes sure kids are on top of their assignments. We can make sure kids are
actively engaged in and outside of our program.
5.
Having a positive student-staff relationships makes it feel more personal towards the student motivating them to participate
Our findings also suggest the possibility of aligning effective interventions during the school day with those occurring after school to maximize the
benefits for participating youth. http://www.expandinglearning.org/docs/Durlak&Weissberg_Final.pd
a.
4.
The progress of the students test scores sets of personal achievement making them feel motivated to apply for college.
The Afterschool Outcome Measures Online Toolbox can be used to improve student experiences (and student outcomes) (Terry K. Peterson
Page 4) By allowing the students to actively voice their opinions, the site is progressively increasing the involvement and self engagement.
School-Age PQA
a.
Active assessments and surveys ensure that staff quality is corresponding to the goals that are given in this program. Allowing for such feedback
Identify 2 tools we learned about and explain what parts of them would be
aligned to your goal.
References
Eccles, Jacquelynne. "Who Am I And What Am I Going To Do With My Life? Personal And Collective Identities As Motivators Of
Action." Educational Psychologist 44.2 (2009): 78-89. ERIC. Web.
Huang, Denise, Ronald Dietel, and Standards, and Student Testing National Center for Research on Evaluation. "Making Afterschool
Programs Better. Policy Brief Number 11." National Center For Research On Evaluation, Standards, And Student Testing (CRESST)
(2011): ERIC.
California Department of Education After School Division and the California AfterSchool Network (September, 2014). A Crosswalk
between the quality standards for expanded learning and program quality assessment tools.
Charles Stewart Mott Foundation (2009). Core Competencies For Afterschool Educators.
http://www.afterschoolprofessional.info/images/Mott_CC_web (Links to an external site.).pdf
LIAS Observation Tool,
http://www.expandinglearning.org/docs/Durlak&Weissberg_Final.pd
http://acmd615.pbworks.com/f/ExpectancyValueTheory.pdf
References Cont.
Maxwell-Jolly, Julie Maxwell-Jolly.(Feb 2011). English Learners And Out-Of-School-Time Programs: The Potential of OST Programs to Foster
English Learner Success. Davis, CA
http://www.afterschoolnetwork.org/sites/main/files/file-attachments/soe_research_brief_0.pdf (Links to an external site.)
Mahoney, J. L., Parente, M. E., & Zigler, E. F. (2009).
Afterschool programs in America: Origins, growth, popularity, and politics. Journal of Youth Development.
Noam, G. G. (2003), Learning with excitement: Bridging school and after-school worlds and project-based learning. New Directions for Youth
Development, 2003: 121138. Retrieved from: https://eee.uci.edu/15w/12320/syllabusandreadings/Noam_G+bridge.pdf
Vandell, D. (2013). Afterschool Program Quality and Student Outcomes: Reflections on Positive Key Findings on Learning and Develo
pment From Recent Research. (Links to an external site.)