Y2 Unit 3 Overview

Y2 Unit 3 Overview

Unit Summary
Fellows alternate working on college applications (Mondays, Wednesdays, and Fridays) and participating in Lessons to develop essential skills (Tuesdays and Thursdays). They complete a Portfolio Project (Leadership Principles Reflection #1) to reflect on their demonstration of the OneGoal Leadership Principles.

* = Lesson requires significant prep in advance of implementation.

Bold, orange Lessons are time- and format-sensitive.

Lesson Title / Summary + Student Outcomes / Computers?
Recurring Lesson: AAA&E: Application Work Time* / ●Fellows work on their college applications, using daily WOOPs to set goals and reflect on progress. / Yes

Application Season Kick-Off

/ ●You introduce your expectations and accountability systems for Application Work Time sessions. Fellows internalize that they will work on applications on Mondays, Wednesdays, and Fridays during the Unit and that Tuesdays and Thursdays will be reserved for Lessons. / Optional

Application Work Day Preview + WOOP Review*

/ ●Fellows revisit the WOOP process from Y1 in anticipation of using the framework during Application Work Time. Fellows prepare to use their “My Final Application List” as a master checklist throughout Units 3 and 4, you introduce your application check-in structure / Optional

Introduction to Scholarships

/ ●You address the topic of scholarships with the cohort, debunk myths surrounding scholarships, and introduce the process Fellows will use in their scholarship searches. / Yes

Admission Office Follow-Up

/ ●You introduce expectations for Fellows’ follow-up with college admissions offices; Fellows witness a model and practice following up. / Yes

GPA Progress Check

/ ●Fellows internalize that their senior year GPA is still a top priority, even as they apply to college. They check in on their GPA and create a plan for addressing any challenges. / If using Overgrad

Study Strategies*

/ ●Fellows learn real study strategies and practice them while learning a topic of your choice. / Optional

Leadership Principles Reflection #1 (2 sessions)

/ ●The cohort reads about, completes a written reflection on, and discusses proactive behavior and its connection to the Y2 Goals and the OneGoal Leadership Principles. / No
Unit 3: Suggestions for Differentiation
Fellows Matching to Two-Year Colleges
Fellows matching to two-year colleges should continue to explore the Two-Year Pathway Project to be sure they are applying to the right colleges for their own career interests.
Although there are certainly some scholarships available for students planning to enroll in two-year colleges, these opportunities are limited. It is especially difficult for students with GPAs below 2.5 to qualify for private scholarships. Therefore, it is not realistic for students who match to two-year schools to complete five scholarships, and you should consider differentiating this goal for these students. Consider encouraging these students to look up scholarships offered from the two-year colleges to which they have applied, but if they do not qualify for these scholarships, their time might best be spent working their way through the Two-Year Pathway Project to identify a career path that they would like to pursue at their school of choice.
Undocumented Fellows
Undocumented Fellows should continue to explore the Two-Year Pathway Project to be sure they are creating the best back up plan possible and are applying to the right colleges for their own career interests.
Scholarships are especially important for undocumented students due to the lack of federal financial aid that is available. During this Unit’s scholarship work sessions, encourage your undocumented Fellows to double check the immigration/citizenship requirements outlined by any scholarship provider to be sure they are qualified candidates. In addition, you should urge these Fellows to search for any private scholarships that might be specifically targeted towards undocumented students. Check out the following websites for some guidance on the scholarship search for undocumented students.
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To share this information with parents of undocumented students, use the OneGoal resource titled “How to Support College-Bound Undocumented Students: Advice for Parents,” which can be found on the wiki.
Recurring Lesson
AAA&E SESSIONS: APPLICATION WORK TIME
Tools & Materials
oWhiteboard/chalkboard or chart paper and markers
oComputers
o‘College Application Cover Page’ (from previous Lessons) / Handouts
oN/A
Objectives: What components of the Y2 College Process will be addressed in this Lesson?
oApplication
oFellows complete, revise, finalize, and submit their college applications.
Pre-Planning Required
❑NOTE: This Lesson only appears once in this Unit plan, but it should guide all future Application Work Time sessions (during both Unit 3 and Unit 4)
❑Fellows shouldbegin each application work day by completing the WOOP process in the template provided. Ensure that you have taught this process to Fellows (contained in Lesson 3.2, “Making Application Progress + Introduction to WOOP”
❑During application work days, Fellows should make significant progress toward meeting their application goals
❑Your Fellows will likely be in different places, be applying to a variety of colleges, and may face very specific but individual challenges along the way. It will be incredibly important for you to build a thoughtful organizational system for keeping track of Fellows’ application progress on a regular basis (including check-ins, which are introduced during this Unit)
✓Suggested organization system: Instruct your Fellows keep their ‘My Final Application Lists’ in your classroom. They should update these as they make progress. Use these Application Lists (alongside any receipts from applications and Fellows’ WOOP templates) as the basis for your individual check-ins
❑In addition to developing an organizational system that works for you and your Fellows, you need to spend time thinking about how you would like to structure independent application work days. Consider the answers to the following questions when developing your personal system:
✓How will Fellows demonstrate the progress they’re making every day with you at the end of class?
✓How should Fellow let you know if they need your help?
✓If Fellows are waiting for your help, what else can they be working on if they are stuck on one application?
✓If Fellows are finished with a draft of their application, how will they be sure that you’ve reviewed the application and approved it for final submission?
✓How will Fellows provide evidence to you when an application has been officially submitted?
✓How will you celebrate successes as a cohort as applications are submitted?
✓What will Fellows do if they complete their applications significantly ahead of time?
oSuggested strategy: Fellows who finish ahead of time should support Fellows who are behind or struggling, especially in cases where they are applying to the same schools.
❑If you are struggling to come up with either an organizational system or a structure for keeping your Fellows on-track on a daily basis, reach out to your OneGoal Director for more support and examples of what has worked well for previous OneGoal cohorts.
PD Notes for Instruction
❑Fellows are expected to use application work days throughout Unit 3 and Unit 4 to reach the ultimate goal of submitting 7 Best-Fit applications (or 5+ applications for 2-year and 4-year eligible Fellows) by January 1st
❑This is a reasonable pace since much of the work has been done in advance of today – Fellows have written their personal statements, they have gathered all the information they’ll need for the non-essay portions of the applications, and they have identified the materials they’ll need for each application
❑Message that WOOPing at the start of each application work day will help Fellows anticipate and solve for obstacles to prevent getting stuck on applications
❑It is likely that the majority of the time during these work sessions will be spent typing responses to the non-essay fields in the applications as well as drafting, editing, and finalizing responses to any short-answer questions
❑We recommend that your Fellows apply to their four match schools first – these are the most selective colleges that they have a high chance of gaining admission into and therefore should be the focus of their attention. From there, Fellows should apply to their one overmatch school because more selective colleges often have earlier application deadlines. Finally, Fellows should complete their two undermatch applications. Only after Fellows have applied to all of their 7 Best-Fit Colleges should they apply to additional schools not included on their final lists.
❑For each application work day, determine an exit ticket question for Fellows to respond to. See suggested topics in the Lesson plan below
Recurring Lesson
AAA&E SESSIONS: APPLICATION WORK TIME
45-Minute Lesson Plan
Minute
0 – 2 each session / Instructions: Open the session
oInstruct Fellows to access a new WOOP template. Provide additional copies to Fellows as needed.
oInstruct Fellows to close their eyes, calm their minds, and focus on the application tasks ahead of them today. (This is a recommendation from the research that went into developing WOOP!)
oHave Fellows independently complete a WOOP template for a college- or school-related goal they have for the next 24 hours. Ideally, their goals will be related to work to be done on their applications.
PD’s Role: Provide additional copies of WOOP templates if necessary. Facilitate completion of WOOP templates and check in with individual Fellows as necessary. / Outcome:
Fellows complete a WOOP for the day
2 – 42 each session / APPLICATION COMPONENT
Instructions: Application independent work time
oInstruct Fellows to pull out their ‘My Final Application List’ worksheets. These should be on hand every application work day, and they should drive the work that Fellows are doing.
oAs needed, revisit your expectations for how Fellows should use each independent work day.
oInstruct Fellows to use the class session to work on what they need to in order to meet mini benchmarks and ultimately achieve their goal of 7 college applications.
oAs the cohort works, use your predetermined check-in system to keep tabs on individual Fellows’ application progress.
PD’s Role: Circulate the room continuously, answer Fellows’ questions as they arise, problem solve any application hiccups, monitor, and celebrate successes. Check in with individual Fellows as determined by your systems. / Outcome:
Fellows complete, revise, finalize and submit their college applications.
ADMISSION COMPONENT
Instructions: No Admission component tasks in today’s Lesson.
AID COMPONENT
Instructions: No Aid component tasks in today’s Lesson, except for ongoing scholarship duties.
ENROLLMENT COMPONENT
Instructions: No Enrollment component tasks in today’s Lesson.
43 – 45 each session
End / Instructions: Close the session
oPD: “Time to wrap our day. Pull out a piece of looseleaf paper, put your name at the top, and answer today’s Exit Ticket (ET) question.”
oET each day: “What progress did you make today towards our goal of completing 7 applications by January 1st? What do you need to accomplish during the next application work day to stay on track?”
oNOTE: If you have more specific exit ticket prompts you want your cohort to reflect on, you should feel free to innovate here to break up the monotony. Sample ideas:
▪How did your WOOP for day help guide your work? Did you achieve your wish? How did you overcome the obstacle you identified?
▪Leadership Principles: How is your ambition/professionalism/resilience/integrity/resourcefulness being tested during application season? How will you rise to the challenges before you?
▪What are you most excited about as you go through your college application process? Why?
▪What are you most nervous about as you go through your college application process? Why?
▪How have you recently used an action plan to accomplish a goal? How did you know you were successful?
PD’s Role: Provide Exit Ticket question (out loud or on board); collect Exit Tickets; assign homework (below). / Outcome:
Fellows complete and turn in each day’s Exit Tickets
If Fellows Finish Early: N/A – Fellows should consistently work on applications during all application work days
Today’s Homework:
oDetermine if there are any steps for the application you are currently working on that you must complete after school or at home.

Name: ______

WOOP Application Goals Bellringer

What is your application Wish for today? Complete this WOOP to make sure you accomplish your goal today!

WOOP there it is:
Wish
Outcome
Obstacle
Plan

Who will help hold you accountable to your plan to avoid your obstacles? How can they help?

WOOP Buddy: ______

How they will help me: ______