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Kenwood Academy flashlight presentation

Kenwood Academy flashlight presentation. Our Mission is College. What Did We Do?. What : College 101 & Financial Aid presentation Who: 327 Seniors When: November 2010- March 2011 Where: English 4 (World Literature) & AP English Language.

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Kenwood Academy flashlight presentation

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  1. Kenwood Academyflashlight presentation Our Mission is College Created by Serena Hill Audio by: DuShon M. Brown, Mary Frances Drzewiecki, & Lindsey R. Hunter

  2. What Did We Do? • What: College 101 & Financial Aid presentation • Who: 327 Seniors • When: November 2010- March 2011 • Where: English 4 (World Literature) & AP English Language

  3. College 101 / FAFSA lesson • Postsecondary planning College Match Career Selection • Powerpoint FAFSA presentation • Saturday Senior Seminar Individual/Small group sessions • Financial Aid Night • Kenwood to College Night

  4. ASCA National Standards Addressed • Career Development Domain Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. • Academic Domain Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. • Personal/Social Domain Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

  5. Student Competencies • C:A1.5 Learn to make decisions • C:A1.6 Learn how to set goals • C:A1.7 Understand the importance of planning • A:A2 Acquire Skills for Improving Learning • A:B1 Improve Learning • A:B2 Plan to Achieve Goals • PS:B1 Self-knowledge Application

  6. Why We Did What We Did… • As an intentional effort to align with district and school goals, we utilized data to drive our decision in the selection of this lesson. • Perception data showed us that many students were hearing the information, but not understanding the entire process. • Many of our students are highly motivated and drive this process. • If we don’t then who will?

  7. The Big Three Maximum Award Amounts for 2010-11 • State of Illinois Monetary Award Program (MAP) • Federal Pell Grant • Federal Supplemental Education Opportunity Grant (FSEOG) Total = $14,518

  8. results Data • FAFSA completion rate Class of 2011 - 100% completion rate Class of 2010 - 99.4% completion rate • Class of 2011 SEQ results reported 89% reported they developed a plan for next fall 91.1% reported - their school was very/somewhat helpful in their understanding the steps to take to get to college 87.9% reported - their school was very/somewhat helpful in helping them think about ways to pay for college • Key Influencers 91.4% of students reported the Counselors 76.7% of students reported the College/Career Coach 86% of students reported their Parents • According to the data from the College Counselor Consortium(CCC) Kenwood has eliminated the gender gap Highest # of mid tier students attending 4year universities (2.0 – 2.4 gpa)

  9. FAFSA Results

  10. College Matriculation Results(National clearinghouse data)

  11. SEQ ResultsKey Influencers

  12. Results(Scholarship data)

  13. Implications and Next steps • Continued Collaboration with staff and administration • Infusing new Social Security number process into curriculum

  14. Reference While Studer and Sommers (2000) identified three kinds of accountability for counselors--personnel, program, and results--the focus here is largely on the latter two which involve program effectiveness for improvement and accountability and results evaluation against student achievement or other critical improvement targets. However, they tend not to measure growth in students over time or many of the key indicators of student growth, maturity, and development that are typically the areas with which counselors have greatest comfort. As well, there are many factors that might affect student achievement including student mobility, management skills, or individual learning styles that are not tracked or measured (Johnson, 1997). A true picture of student growth, achievement, and educator effectiveness might never emerge. Many of the key outcomes dependent upon school counseling curricula are not measured including social skills, citizenship and productive employment. Data-Driven Decision Making: The Engine of Accountability. By: Isaacs, Madelyn L.. Professional School Counseling, Apr2003, Vol. Issue 4, p288, 8p; (AN 9974405

  15. Thank you Thank you to our former principal, Ms. Kirby, the entire Administrative Team, the English Department, the School Counseling department, Postsecondary support staff, and GEAR UP staff for the collaboration and support.

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