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Initiate Involvement of a Hispanic Young Woman with Honors/AP Programming

Initiate Involvement of a Hispanic Young Woman with Honors/AP Programming. Kim Geddes RSLP Assignment EPSY 7270E. RSLP Overview.

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Initiate Involvement of a Hispanic Young Woman with Honors/AP Programming

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  1. Initiate Involvement of a Hispanic Young Woman with Honors/AP Programming Kim Geddes RSLP Assignment EPSY 7270E

  2. RSLP Overview • By establishing a student-mentor relationship, differentiating instruction, and providing college/career counseling, I will encourage and ultimately persuade a young Hispanic woman currently in regular academic courses to enroll in honors/AP programming at our high school.

  3. Background • “Carlie” is a Hispanic student in the regular academic track who shows much promise, works hard, exhibits maturity beyond her age, and is committed to achieving academic success. • She has never been identified as gifted or encouraged to enroll in honors courses. • Carlie feels that she could not be successful in an accelerated program.

  4. Project Goals • Assist Carlie in realizing her talents and improve her self-concept. • Enroll Carlie in at least one honors/AP course for the 2009-2010 academic school year. • Develop college and career goals commensurate with her high potential. • Gain a better understanding of factors that improve motivation and self-concept for Hispanic girls.

  5. Context • Rural high school with majority middle-class, white students. • In this school district, the Hispanic population is generally low-achieving, low socioeconomic status, and possess little or no education beyond high school. • Undertone of prejudice by certain members of the majority against Hispanic members of the school and surrounding community.

  6. Retention Activities Utilized • Active learning strategies using differentiated instruction and tiered assignments. • Student-mentor relationship. • Service learning project: college/career luncheon targeting ethnic minority young women in the school interested in science, math and technology majors and careers.

  7. Procedures/Timeline • Ongoing: Seek opportunities to counsel and encourage Carlie on academics and future goals. • 1/26 – 1/30 Confer with Carlie’s current math teacher concerning movement from regular academic math to honors or AP math. • 1/26 – 2/6 Develop and implement first tiered lesson plan. • 2/9 – 2/13 Begin service learning project. • 2/23 – 2/27 Develop and implement second tiered lesson plan. • 3/1/09 Organize an informal meeting with Carlie and invite her other teachers (perhaps a lunch meeting) to discuss possible placement in AP courses next year.

  8. Procedures/Timeline (cont.) • 3/1 – 3/27 Plan and implement the college/career luncheon with Carlie’s assistance. • 3/16 – 3/20 Develop and implement third tiered lesson plan. • 4/6 – 4/10 Confirm Carlie’s enrollment in honors/AP programming for the 2009-2010 school year.

  9. Facilitation of Retention Seminar • Title: “Lunch and Learn,” a college and career exploration for ethnic minority middle and high school girls. • Goals: Introduce high school girls to professional role models, encourage girls and specifically ethnic minority girls to consider college as an option, develop a plan for achieving that goal.

  10. Seminar Outcomes • Due to the science and technology focus, discussions focused on science and math opportunities in high school and college that support these careers. • Active and lively Q&A sessions between industry representatives and students. • Middle school girls were especially interested in learning about opportunities for advanced science and math courses at the high school level. • Positive interaction between middle and high school girls with high school girls taking on role model positions. • Middle school girls expressed a desire to enroll in advanced programming based on these interactions.

  11. Scenes from the seminar

  12. Outcomes of the project • Active learning strategies worked to improve Carlies’ self-concept and self-confidence. • The service learning project allowed Carlie to assume a role model position that strengthened her leadership capabilities. • Carlie enrolled in three AP/honors courses for next year (math, science, and language arts).

  13. Personal Growth from the Project • Increased sensitivity to the under-representation of ethnic minorities in gifted programming. • Greater knowledge of teaching strategies that result in retention of ethnic minority students. • Developed a repertoire of tiered lessons that differentiate based on learning styles. • Gained insight about Hispanic families and the obstacles that they face in our county and our school system.

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