AASI Crash Course

Character Development
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AASI Crash Course

Created 3 years ago

Duration 0:09:46
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  1. The AASI mentorship

    Slide 1 - The AASI mentorship

    • Crash course orientation
    • PLEASE PRINT AND REFERENCE YOUR AASI HANDBOOK
  2. QUICK OVERVIEW OF A.A.S.I.

    Slide 2 - QUICK OVERVIEW OF A.A.S.I.

    • WELCOME LETTER
    • The African-American Success Initiative (AASI) is a grant-funded program to assist students of color at Title One campuses. It originated in 2006 as a result of the achievement gap between African-American students and White students on Math standardized tests. Since then, it has evolved to assist African-American students in Reading and Math. It was originally implemented on campuses with large African-American populations. However, this year, the Student Advocacy component will be implemented on all Title One campuses district wide and could impact between three to one hundred percent of your African-American population. The program consists of four main components, ranging from professional development to college readiness events, to ensure that the African-American students on your campus have multiple opportunities to succeed. Your primary role in the African-American Success Initiative is to oversee the effective implementation of the program and to ensure that progress monitoring of student mentees and S.M.a.R.T. participants is a regular and intentional occurrence to maximize all learning opportunities.
    • The Student Mentorship Program is a major component of the African-American Success Initiative. There will be up to two student mentors assigned to each campus servicing a maximum of fifteen students each. The student mentor will be trained using the Habits of Mind curriculum during scheduled training sessions and will meet with their mentees twice monthly to model Habits of Mind behaviors as well as monitor their academic and social progress. There will be a stipend awarded to each student mentor at the conclusion of each semester, once documentation is submitted to verify that duties were completed.
    • The C2.A.R.E program is an extension of the student mentorship program and participating student mentees at all Title One high school campuses are automatically enrolled. Student mentors, at the high school level, will chaperone their students on a local DFW Metroplex College and Career Tour and assist them with readiness activities such as interviewing, resume preparation, and completing applications to better prepare them for post-secondary opportunities. These events will be funded through the African-American Success Initiative.
    • The S.M.a.R.T. program will most likely impact all campuses with the exception of a few magnet schools. The Strategic Math and Reading Tutorials (SMaRT) program is designed to target and service all African-American students who were unsuccessful on both Reading and Math STAAR or ITBS exams. The counselor and SST chairperson are the designated facilitators for this component of the African-American Success Initiative. Each identified student will be required to attend one hour of Math and one hour of Reading tutoring each week. The counselor and/or SST chairperson should notify parents of the requirement and gain consent as well as schedule tutoring sessions with the participants’ teachers and maintain attendance and performance data.
    • The last component involves professional development of principals, teachers, and campus instructional coaches from thirty select schools within eight feeder patterns with large African-American populations. The staff will be trained and coached on culturally responsive teaching and learning strategies. Instructional rounds should be conducted at participating campuses to monitor effective implementation of concepts presented during training.
    • 4 MAJOR COMPONENTS OF AASI
    • MENTORSHIP
    • CULTURAL DIVERSITY
    • TRAINING
    • C.A.R.E
    • S.M.A.R.T
    • ALL TITLE ONE SCHOOLS
    • SELECT SCHOOLS WITHIN 9 FEEDER PATTERNS
    • ALL TITLE ONE HIGH SCHOOL MENTEES
    • ALL SCHOOLS
    • STARTS IN NOVEMBER
    • BEGINS IN THE SPRING
    • BEGINS IN THE SPRING
    • STARTS IN NOVEMBER
  3. The purpose and BENEFITS OF A MENTORSHIP

    Slide 3 - The purpose and BENEFITS OF A MENTORSHIP

    • ESTABLISH GENUINE RELATIONSHIPS WITH STUDENTS
    • INCREASE STUDENT ACHIEVEMENT AND POSITIVE SOCIAL INTERACTIONS THROUGH CONSISTENT ACCOUNTABILITY SYSTEMS
    • BE AN ADDITIONAL MEASURE OF SUPPORT FOR STUDENTS
    • DECREASE NEGATIVE BEHAVIORS AND HABITS
    • INCREASE INTELLIGENT THINKING AND DECISION MAKING SKILLS
    • $500 STIPEND ( ½ PAID IN JANUARY AND ½ PAID IN JUNE)
    • ADDRESS FACTORS THAT COULD BE RESULTING IN AN ACHIEVEMENT GAP
    • MAKE A POSITIVE IMPACT FOR A LIFETIME
  4. Who’S INVOLVED AND HOW DO I GET STARTED?

    Slide 4 - Who’S INVOLVED AND HOW DO I GET STARTED?

    • PRINCIPALS WILL SELECT ONE TO TWO MENTORS BASED ON THE NUMBER OF AFRICAN-AMERICAN STUDENTS ENROLLED. CAMPUSES WITH LESS THAN 20 STUDENTS WILL RECEIVE ONE MENTOR STIPEND ALLOCATION.
    • IDENTIFIED MENTORS SHOULD SIGN AND SCAN THE STUDENT MENTOR AGREEMENT (PG. 7 OF AASI HANDBOOK) TO AHOLLIS@DALLASISD.ORG and FOLANE@DALLASISD.ORG.
    • PRINCIPALS AND MENTORS SHOULD SELECT UP TO 15 TIER 2 AFRICAN-AMERICAN STUDENTS TO MENTOR USING THE MENTEE SELECTION CRITERIA ON PAGE 2 OF AASI HANDBOOK.
    • DISTRIBUTE PARENT CONSENT FORMS (PG. 11-12) TO SELECTED MENTEES, COLLECT, AND MAINTAIN IN THE CAMPUS AASI BINDER. PARENT CONSENT AND LIABILITY FORMS MUST BE ON FILE FOR EACH STUDENT.
    • COMPLETE AND SCAN THE STUDENT ROSTER ON PAGE 10 OF THE AASI HANDBOOK TO AHOLLIS@DALLASISD.ORG AND FOLANE@DALLASISD.ORG.
    • SCHEDULE TWO MEETINGS PER MONTH OUTSIDE OF CONTRACT HOURS AND DOCUMENT THE MEETING TIMES AND DATES ON THE MEETING SCHEDULE (PG. 9 OF THE AASI HANDBOOK). USE THE MENTEE TRAINING INSTRUCTIONAL CALENDAR (ATTACHED IN EMAIL) TO ASSIST YOU WITH THE PURPOSE PORTION OF THIS FORM. SCAN THE COMPLETED FORM TO AHOLLIS@DALLASISD.ORG and FOLANE@DALLASISD.ORG.
    • COMPLETE ALL HABITS OF MIND MODULES ONLINE AT MYDALLASISDONLINE.ORG . LOG IN USING YOUR EAD INFORMATION. CONDUCT A COURSE SEARCH FOR AASI. COMPLETE ALL MODULES AND SURVEY REFLECTION QUESTIONS. PRINT YOUR CERTIFICATE TO RECEIVE YOUR CURRICULUM MATERIALS.
    • 8. THE AASI SPRING IMPLEMENTATION TIMELINE (ATTACHED) IS A TOOL THAT WILL ALSO GUIDE YOU THROUGH THIS PROCESS.
    • THE AASI CAMPUS IMPLEMENTATION TEAM SHOULD CONSIST OF THE PRINCIPAL, MENTOR(S), AND COUNSELOR.
  5. MENTOR’S ROLE AND RESPONSIBILITIES

    Slide 5 - MENTOR’S ROLE AND RESPONSIBILITIES

    • REVIEW, SIGN, AND SUBMIT THE STUDENT MENTOR AGREEMENT (PG. 7 OF AASI HANDBOOK)
    • ATTEND ALL TRAININGS AND MEETINGS (PG. 9 OF AASI HANDBOOK)
    • SCHEDULE AND DOCUMENT GROUP MEETINGS TWICE A MONTH OUTSIDE OF CONTRACT TIME
    • MODEL HABITS OF MIND BEHAVIORS DURING SESSIONS (ONLINE VIRTUAL MODULES @MYDALLASISDONLINE.ORG)
    • DEVELOP A POSITIVE BEHAVIOR SUPPORT PLAN TO MOTIVATE AND ENCOURAGE MENTORS.
    • PROGRESS MONITOR ACADEMIC AND DISCIPLINE DATA OF EACH MENTEE AND DOCUMENT PROGRESS ON THE GOAL SETTING FORM (PG. 20 OF AASI HANDBOOK)
    • UPDATE PARENTS ON MENTEES’ PROGRESS VERBALLY AND IN WRITING. DOCUMENT CONTACT ON PARENT LOG (PG. 21 OF AASI HANDBOOK)
    • CREATE AND MAINTAIN AN AASI BINDER WHICH WILL INCLUDE ALL DOCUMENTATION FROM MENTEE MEETINGS AS WELL AS PERFORMANCE DATA. SELECT CAMPUSES WILL BE VISITED TO REVIEW THE PROGRESS OF THEIR PROGRAMS.
    • MENTOR AND MENTEES SHOULD PLAN AND EXECUTE A SERVICE PROJECT THAT WILL POSITIVELY IMPACT THE SCHOOL AND/OR COMMUNITY. HABITS OF MIND BEHAVIORS SHOULD BE INCORPORATED. THE PLAN (PG.8) IS DUE FEBRUARY 16TH AND THE PROJECT AND SUMMARY/REFLECTIONS ( PG.22-23) SHOULD BE COMPLETED BY MAY 15TH.
    • REVIEW PAGES 3 AND 6 OF THE AASI HANDBOOK FOR SPECIFIC MENTOR EXPECTATIONS AND ITEMIZED STIPEND ALLOCATIONS RESPECTIVELY. THE SPRING STIPEND DOCUMENTATION CHECKLIST IS ATTACHED TO THE EMAIL.
  6. MENTEE MEETINGS SHOULD BE HELD AT LEAST TWICE A MONTH OUTSIDE OF THE MENTOR’S CONTRACT TIME.

    Slide 6 - MENTEE MEETINGS SHOULD BE HELD AT LEAST TWICE A MONTH OUTSIDE OF THE MENTOR’S CONTRACT TIME.

    • THE MEETING AGENDA AND ATTENDANCE ROSTER (PG. 13 OF AASI HANDBOOK) SHOULD BE COMPLETED AT EACH MEETING A AND STUDENTS MUST WRITE THEIR OWN NAMES AND IDs WHEN SIGNING IN.
    • A HABITS OF MIND BEHAVIOR SHOULD BE MODELED AND/OR PRACTICED AT EVERY MEETING USING THE ACTION TOOL. THE SPECIFIC HABIT OF MIND AND SUGGESTED SCHEDULE ARE INCLUDED IN THE MENTEE INSTRUCTIONAL CALENDAR. THERE A FIVE LEARNING LEVELS IN EACH ACTION TOOL PER HABIT. MENTORS ARE EXPECTED TO BEGIN WITHT THE “EXPLORING MEANINGS” LEVEL FOR EACH OF THE FOUR HABITS IDENTIFIED. (HABITS OF MIND VIRTUAL MODULES ARE AVAILABLE AT MYDALLASISDONLINE.ORG) COURSE: AASI
    • THE MENTOR SHOULD PROGRESS MONITOR EACH MENTEE’S ACADEMIC, ATTENDANCE, AND DISCIPLINARY DATA AT EACH MEETING AND USE THE GOAL SETTING/ATTENDANCE AND GRADE LOG (PG. 20 AASI HANDBOOK) AT LEAST TWICE A GRADING PERIOD TO DOCUMENT PROGRESS. PARENTS SHOULD RECEIVE A COPY OF THIS AT LEAST ONCE PER GRADING PERIOD. HIGH SCHOOL SESSIONS WILL HAVE AN EXTRA COLLEGE ACCESS COMPONENT DURING A MONTHLY SCHEDULED MEETING.
    • AT THE CONCLUSION OF EACH MEETING, EVERY STUDENT SHOULD COMPLETE A STUDENT REFLECTION LOG (PG. 14 AASI HANDBOOK) TO SUMMARIZE THEIR LEARNING. YOUNGER STUDENTS MAY USE A DIFFERENT TYPE OF REFLECTION IF NEEDED.
    • USE THE MENTEE TRAINING INSTRUCTIONAL CALENDAR (SEE ATTACHMENT) TO GUIDE YOUR TRAINING FOR EACH SESSION. MOST MEETINGS LAST BETWEEN 60 AND 90 MINUTES.
    • DURING THE FIRST SESSION, SURVEYS SHOULD BE COMPLETED (PG 18-20) AND TUTORING LOGS (PG.16) SHOULD BE DISTRIBUTED TO EACH MENTEE FOR THE PURPOSE OF SCHEDULING AND TRACKING TUTORING.
    • Mentee Meeting specifics
  7. FREQUENTLY ASKED QUESTIONS

    Slide 7 - FREQUENTLY ASKED QUESTIONS

    • Q: IS THE PROGRAM ONLY FOR AFRICAN-AMERICAN STUDENTS?
    • A: NO, BUT THEY ARE INDEED THE PRIMARY EMPHASIS OF THIS INITIATIVE.
    • Q: WHAT IF WE HAVE LESS THAN 15 “TIER 2” AFRICAN-AMERICAN STUDENTS ?
    • A: YOU CAN RECRUIT OTHER STUDENTS WHO COULD BENEFIT FROM THE PROGRAM.
    • Q: DO WE NEED TO CLOCK IN AND OUT WHEN WE HOST OUR MEETINGS?
    • A: NO, CERTAIN DOCUMENTATION MUST BE SUBMITTED FOR COMPENSATION PURPOSES. (SEE PAGE 6 OF THE AASI HANDBOOK) AND A SPECIFIC CHECKLIST IS FOUND ON PAGE 24 OF YOUR AASI HANDBOOK.
    • Q: ARE THE MENTORS RESPONSIBLE FOR TUTORING?
    • A: NO. THE MENTOR IS ONLY RESPONSIBLE FOR TRACKING THE TUTORING USING THE TUTORING LOG, UNLESS HE OR SHE IS THE TEACHER OF RECORD FOR THE MENTEE. MENTORS MAY ALSO NEED TO ASSIST WITH SCHEDULING IF STUDENTS HAVE BEEN UNSUCCESSFUL.
    • Q: SHOULD ALL OF THE MALES BE ASSIGNED TO THE MALE MENTOR AND THE FEMALES ASSIGNED TO THE FEMALE MENTOR?
    • A: THE ASSIGNMENTS ARE BASED ON THE NEEDS OF THE STUDENTS AND ARE COMPLETELY UP TO THE MENTOR AND THE PRINCIPAL.
  8. FREQUENTLY ASKED QUESTIONS

    Slide 8 - FREQUENTLY ASKED QUESTIONS

    • Q: WHAT IF SOME OF THE MENTEES ARE CONSISTENTLY NOT ATTENDING THE MEETINGS?
    • A: FOLLOW UP WITH THEIR PARENTS TO DISCUSS BENEFITS AND EXPECTED OUTCOMES. IF THE ISSUE CONTINUES, RECRUIT OTHERS.
    • Q: CAN WE HOST THE MEETINGS ON SATURDAYS SINCE MANY OF OUR STUDENTS PARTICIPATE IN EXTRACURRICULAR ACTIVITIES?
    • A: MEETINGS CAN BE HELD ON CAMPUS ON SATURDAYS WITH THE PRINCIPAL’S PERMISSION.
    • Q: WHY IS SO MUCH DOCUMENTATION NEEDED?
    • A: EXTENSIVE DOCUMENTATION IS NEEDED FOR EVALUATIVE PURPOSES AND TO MEET FEDERAL GRANT GUIDELINES.
    • Q: WHEN CAN I RECEIVE MY HABITS OF MIND CURRICULM MATERIALS?
    • A: ONCE YOU HAVE SUCCESSFULLY COMPLETED ALL OF THE VIRTUAL TRAINING MODULES ONLINE AND RECEIVED A CERTIFICATE,
    • YOU MAY SCHEDULE AN APPOINTMENT TO PICK THEM UP OR RETRIEVE THEM AT THE FEBRUARY 2ND MEETING AT NOLAN ESTES.
    • Q: WHAT IS THE DESIRED OUTCOME OF THE AASI MENTORSHIP PROGRAM?
    • A: TO INCREASE ACADEMIC PERFORMANCE AND POSITIVE SOCIAL INTERACTIONS AMONG ALL PARTICIPATING MENTEES