10 th grade pep
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10th Grade PEP
Goal Setting
Overview1. Review Personal Education Plan (PEP) goals2. Use college and career readiness definition
and indicators to discuss pathways to these goals
3. Use rubric to evaluate strengths and areas of improvement related to college and career readiness
4. Review service learning and extracurricular opportunities
5. Build resume in Naviance to document progress toward goals
Career Goal/Plan
Post Secondary Goal/Plan
Academic Goal/Plan
PEPGoals
What are your PEP goals?
Goal + Path• What is the path to reach these college/career
goals?
Goal + Path• College and Career Readiness is defined as possessing
the academic knowledge, 21st century learning skills, and non-cognitive abilities that enable students to successfully contribute to the global community and pursue postsecondary education without remediation.
• What are the 3 major components you see?1. Academic knowledge2. 21st Century Skills
3. Non-cognitive abilities
1) Academic Knowledge (e.g. Academic Performance (grades, TCAP) and 4-Year
Plan
2) 21st Century and Workforce Readiness Skills (e.g.
communication, collaboration, creativity, and critical thinking
3) Non-cognitive Abilities, which include…
- Academic Beliefs (e.g. “I can improve with effort”)
- Academic Behaviors
(e.g. “I attend class and
complete my homework”
GOAL: College, Career, and Academic Goal(s)______________________________________________
Path to college and Career Readiness
Goal + Path + Motivation
• Click link to view video:o http://www.youtube.com/watch?v=zpgS4jgvzQU&feature=youtu.be
• People who are motivated to set goals and create paths toward goals tend to…o Set learning-based goals within their reach (NOT performance-based
goals that may be outside their control)o Have internal desire to learn new skills and master new taskso Track progress and increase effort with failure or setbacko Create new paths to goals when face obstacles or barrierso Use positive self-talk (e.g. “Keep going!” “You can get this done.”)o Receive higher scores on achievement tests, higher overall grade
point averages, and higher graduation rates, even when controlling for intelligence
o Have self-esteem, confidence, and perceived problem-solving abilities and sense of control
o Have less anxietySnyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H., and Wiklund, C. (2002). Hope and Academic Success in College, Journal of Educational Psychology, 94, 820-826.
Readiness Rubric Academic Knowledge
• Academic knowledge includes core academic subject mastery in reading, writing, math, and science as measured by student grades and standardized assessments (e.g. TCAP and college entrance exams)
• Get out your College & Career Readiness Rubric and complete the first section entitled, “Academic Knowledge”
3.2 GPA
Is this student developing or meeting, according to his/her GPA? TCAP?
(Example responses)
Collaboration
Self Direction
Informatio
n Literacy
Invention
Criti
cal T
hink
ing
Critical Thinking“Think Deep, Think Different”
Collaboration“Working Together, Learning Together”
Invention
“Creating
Solutions”
Self Direction
“Own Your Learning”
Information Literacy
“Untangling the Web”
21st Century SkillsThe knowledge, skills, and behaviors to be successful in post-secondary and career.
Readiness Rubric21st Century Skills
• Use the College & Career Readiness Rubric to assess your development of “21st Century and Workforce Readiness Skills” (Example
responses)
Non-Cognitive Abilities
• Non-cognitive abilities refer to the behaviors, skills, attitudes, and strategies that are not reflected in test scores, but are crucial to both academic, college, and lifelong career performance.
• Non-cognitive abilities include the following: • Beliefs (e.g. belief that one can improve with effort
and hard work as well as the belief that one is responsible for his/her successes and failures)
• Behaviors (e.g. attendance, homework completion, study skills, learning strategies, and persistence)
Readiness Rubric Non-cognitive Beliefs
Use the readiness rubric to assess your Academic Beliefs (Example responses)
Research on Non-cognitive Beliefs
• Students who responded positively to Academic Mindset questions (questions 1 – 3 from previous slide), display what is called a growth mindset.
• Students with a growth mindset…o Believe that their abilities and intelligence can grow and
change through effort and learning. o View mistakes as learning opportunities.o Are more likely to choose challenging tasks and less
likely to give up when things get difficulto Are more likely to improve their test scores and GPA over
time.
Readiness RubricNon-cognitive
BehaviorsUse the readiness rubric to assess your Academic Behaviors
Research on Non-cognitive Behaviors
• Attendance:o Researchers followed Chicago 8th grade students
with the lowest standardized test scores as they entered high school. The lowest scoring students who had less than a week of absences in a semester passed more of the 9th grade courses than students who entered HS with the highest test scores but who missed just one more week of class (Allensworth and Easton, 2007).
Research on Non-cognitive Behaviors
• Homework:o Students with the lowest standardized test scores
(i.e. bottom third) who spent over 10 hours per week on homework were able to raise their grades to mostly B’s, the same grade as students with the highest standardized test scores who did not do their homework (Keith, 1982).
o Time spent on homework has a positive effect on both grades and standardized test scores.
Research on Non-cognitive Behaviors
• Attendance and study habits strongly predict student’s grades, even more than standardized test scores or any other student background characteristics.
• Grades predict high school and college performance and graduation
• Grades even predict people’s future alary.o For each point increase in GPA, men and women
earned 20% more money in their jobs 9 years after high school, even after controlling for educational attainment (Miller, 1998).
o Why might this be? Because students who attend class and complete their work are likely to practice work habits needed in college as well as in the workforce.
Self-Assessment & Goal Setting
• For those who finish early,o Complete discussion questions and evaluate your
areas of strength and areas for improvement.
o Select one of the categories where you most need to improve (e.g. academic performance, 21st century skills, non-cognitive attitudes, or non-cognitive behaviors)
o Write a goal statement. Include what steps you will take, by when, to see improvement in this area.
Service Learning
& Extracurricular
Activities
Service Learning & Extracurricular Activities
• College and career readiness goals include both academic as well as other non-cognitive indicators.
• As a result, it makes sense that many of these beliefs, behaviors, and skills are learned outside the classroom, through activities that support but are not directly a part of your academic program.
• Examples:1. Service Learning activities (e.g. Community
Builders, Youth in Service to America, etc.)2. Extracurricular activities (e.g. sports teams, clubs,
explorers programs, pre-collegiate programs, etc.)• Service learning and extracurricular activities can help you
discover your talents, explore your interests, reach your goals and even build your resume.
Service Learning Opportunities
• Service-learning is combining work on a community project with classroom studies. It is volunteering your time with the end goal of using skills you have learned in the classroom.
• Benefits:o Hands-on experiences assist in your learning.o Looks great on your college applications or resumes.o Your community is a better place because of your efforts.o Encourages growth in your problem-solving, leadership, and decision-
making skills.o Could lead to possible career options in your future.o Provides you with the opportunity to meet and work with leaders in
your community• See handout for Service Learning Opportunities
Extracurricular Opportunities
• List or discuss extracurricular opportunities available at your school.
• Discuss where students can go to find out more information and how to sign up.
• Discuss relevant eligibility requirements.
Extra-curricular Career Exploration
Opportunities• www.denverexploring.org has a listing of all the
career clubs in the Denver Metro area. Kathy Turner is the contact person if you have questions regarding Exploring 720-266-2242.
• www.exploringyourcareer.org is the new online
survey (not assessment) where students can pick two careers and we can directly mail them an invite to these open houses they might be interested in based on their responses.
Resume Building
Resume• Resume
o Document that highlights your academic and co-curricular strengths; your relevant skills, including 21st century and workforce skills; and your work habits, experiences, and behaviors.
o Used as a tool to market or sell yourself when applying for a job, scholarship, college program, or another related opportunity.
• According to Job Outlook 2012 National Association of Colleges and Employers, employers look for evidence of the following on a resume…
1. Ability to work in a team2. Leadership skills
3. Written communication skills4. Problem-solving skills
5. Strong work ethic
Naviance Resume Builder
• Open a new tab and log-in to Naviance using the following Username and Password
Student ID #
mmddyy
Click, “Log In”
Naviance
Naviance Resume Components
ObjectiveSummaryWork ExperienceEducationVolunteer ServiceExtracurricular ActivitiesAwards/CertificatesSkills/Academic AchievementMusic/Artistic AchievementAthletic AchievementReferencesLeadership
• Click on the drop down menu to complete the highlighted sections.
• Volunteer Service• Extracurricular Activities• Awards/Certificates• Leadership
• If you have extra time, please complete other relevant sections related to other specific achievements, etc.
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