TRANSITION PLANNING 12 TH TO 13 TH GRADES & THE FIRST YEAR PREPARED BY KRIS LEWIS DICENTRA CLIENT SOLUTIONS, LLC FOR ST.

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1 TRANSITION PLANNING 12 TH TO 13 TH GRADES & THE FIRST YEAR PREPARED BY KRIS LEWIS DICENTRA CLIENT SOLUTIONS, LLC FOR ST. LOUIS GRADUATES

2 TODAY S SESSION Ø Overview of key findings from How Students Are Making It: PerspecJves on GeLng Through College from Recent Graduates of the Boston Public Schools Ø PresentaDons and dialogue by Sara E. Stoutland; edited by Ann S. Coles Summer - Financial - Serious Challenges - IEP Students Ø AcDon planning Naming - Brainstorming - SelecDng Steps - ImplemenDng

3 FROM THEORY TO PRACTICE Ø What is your locus of control? Ø How can we improve pracdce at the point of interacjon with students? Ø How can we improve pracdce at the point of interacjon with families? Your plans to assist in the transidon phase can be: Student- centered RealisDc IntenDonal Balanced Dicentra Client SoluJons, LLC

4 IMPROVING TRANSITION IS A POINT OF ENTRY TO DEAL WITH Ø By 2020, 60% of MO jobs will require post- secondary educadon- currently only 37% of MO adults have associates or higher Ø Only 58.4% of MO 2- year students return a^er year 1 Ø Only 33.7% of MO bachelor s degree students complete in 4 years Source: Complete College America, 2011 Ø 747,000 Missourians have begun a post- secondary program but not finished Source: Lumina FoundaJon

5 TRANSITION TO COLLEGE G E T T I N G O F F O F A C O M M U T E R T R A I N A N D G E T T I N G O N A R O L L E R C O A S T E R Dicentra Client SoluJons, LLC

6 Why the rollercoaster? We are all human! MASLOW S HIERARCHY OF NEEDS Self- ActualizaAon Personal Growth Fulfillment Esteem Achievement, Status, RecogniAon, Responsibility Belonging Family, AffecAon, Work Groups, AffiliaAon Safety ProtecAon, Order, Security, Stability Physiological Basics: Air, NutriAon, Sleep, Shelter

7 How Students Are Making It KEY FINDINGS JUNE 2011 REPORT ON BOSTON PUBLIC SCHOOL GRADUATES Struggling Students Succeeding Students Difficulty with effecdve self- management Off- campus factors have negadve impact Lack of clear and accurate informadon about college Mastery /Use of self- management skills Off- campus factors are suppordve Use of clear and accurate informadon about college

8 Time Management Seeking/UDlizing Academic Support Self- Management Studying EffecDvely PersisDng Despite Discouragement

9 COLLEGE KNOWLEDGE Ø Brainstorm a list of responses for one of the quesdons about self- management listed below: 1. What are the keys to Jme management? 2. What are the elements of studying effecjvely? 3. How does one persist despite discouragement? 4. Which steps are involved with finding effecjve academic support?

10 MANAGING TIME Ø unstructured Dme Ø deadlines Ø balanced schedule level of courses - other responsibilijes - self Ø planned study Dme Ø enough Dme (realisdc esdmates)

11 EFFECTIVE STUDY SKILLS Ø conducive environment Ø selecdveness what to know - what to be able to do - when/how to express an opinion Ø understanding reladve level of skill of others Ø learning style Ø how to pay aiendon Ø reading Ø pardcipadon

12 PERSISTING Ø resilience Ø focus on small, immediate goals Ø avoid overwhelm by employing step- by- step approach Ø muldple sources of inspiradon family - friends - striving peers Ø emerging sense of self/development into an adult

13 GETTING HELP Ø Barriers: hesitancy/shame expect teachers to take inidadve the help itself is not helpful self- monitoring skills are inadequate difficulty communicadng the need Ø O^en overlooked: Teaching these skills is easier if students pracjce early on in high school. Don t steal their struggle Caregiving vs. Caretaking

14 Family Off- Campus Factors Employment

15 OFF- CAMPUS FACTORS Family Work

16 ENGAGING FAMILIES Ø Who is the closest person to the student who has had college experience and can clarify procedures and answer quesdons about academic issues? Ø What is the student s current reladonship with parents? Immediate family? Ø Do the family members: Doubt the value of the educajon? Need the student to perform other dujes? Expect success but fail to contribute to it?

17 ENGAGING FAMILIES In his book The IntenJonal Family, Dr. William J. Doherty points out that in addijon to focusing on communicajon, families can create meaning by acending to these four elements: 1- predictability 2- connecjon 3- IdenJty 4- ways to enact values These strategies can also be encouraged to support students in transijon.

18 SUPPORTIVE EMPLOYMENT ADVISE STUDENTS TO LOOK FOR: 1. Reasonable # of hours 2. Flexible or suppordve schedule 3. Enhances/furthers educadonal or career goals; and/or transferrable skills BENEFITS OF ON- CAMPUS JOBS: Generally low- stress Provides insight into college processes/procedures/norms Supervisors and upperclassmen o^en become mentors COMMON PITFALL: work hurts achievement but only way to afford school

19 Clear & Accurate InformaDon

20 CLEAR & ACCURATE INFO Ø Students should be taught what they will need to become aware of! Ø Examples of informadon that needs to be overcommunicated: Academic requirements (distribudon, compledon, major, prerequisites) Employment (on- campus, related off- campus, abroad, internships) Grading policies/gpa Costs and financial aid policies/procedures Research paper formats/citadon (APA, MLA, etc.) GraduaDon requirements Career development opdons

21 Successful TransiAon Plans MAPPING THE ROUTE GOALS ARE EVOLVNG: Academic Financial Social Personal Ownership What do I commit to learning/ ImplicaAons doing? What will be required? LEARN Seeking support Who can help me become familiar with the expectadons? DO Following through What is the next step I will take? Today Dicentra Client SoluJons, LLC

22 ACTION PLANNING 1. Name the challenge. 2. Describe the desired end- state. 3. Brainstorm a myriad of possible soludons. 4. Decide what is possible/probable. 5. IdenDfy and implement acdon steps, stardng with the easiest step. If you can t get desjnajon, go for direcjon. - James Gimian, publisher

23 TIME TO PLAY BY MARGARET J. WHEATLEY A busy execujve was speaking to her six year old niece at the end of a parjcularly frustrajng day. She d spent the becer part of the day trying to get a new printer installed. Nothing had worked, and she was exhausted and very frustrated. On the phone with her young niece, she described in general terms how frustrated she was. Her niece asked, Did you try hard? Yes, she replied. Did you try really, really hard? Yes I did. Well then, said the six year old, now it s Jme to go out and play.

24 REFERENCES Ø How Students Are Making It: PerspecJves on GeLng Through College from Recent Graduates of the Boston Public Schools A report by Sara E. Stoutland; edited by Ann S. Coles, Online at hip:// uploadedfiles/tbforg/udlity_navigadon/muldmedia_library/reports/how- students- are- making- it_2011.pdf Ø Complete College America, 2011 Missouri State Data Online at hip:// Ø Missouri and The Big Goal, A Lumina FoundaJon Report Online at hcp:// Ø MoJvaJon and Personality by Abraham H. Maslow (Harper and Row, 1954) Ø The IntenJonal Family: How to Build Family Ties in Our Modern World by William J. Doherty, Ph. D. (HarperCollins, 1999) Ø Perseverance by Margaret J. Wheatley (A Berkana PublicaDon, 2010)

25 KRIS LEWIS President Resources to power your vision. A graduate of Vassar College and Stetson University, Kris has over 20 years of experience in educajon, administrajon and organizajonal development. Dicentra Client SoluJons provides non- profits the services of a team of professionals skilled in: ü strategic planning ü program design ü program evaluajon ü board development ü staff development ü cross- cultural competence training