The document outlines an intervention to expose high school students in Maywood, California to preparing for and attending college, including completing A-G requirements, understanding the application process, and the benefits of involvement in high school. Drawing from various developmental theories, the intervention is split into three parts focusing on why attend college, how to get into college, and learning about financial aid and AB540 resources. Surveys and games are used to help students develop skills around competency, autonomy, and purpose related to pursuing higher education.

1. Antonio Banks, Ricky Barrett, Andrea Caldera, Garrison
Griffin, Brittany Henry, and Christin Johnson

2.  To create a college going culture in the city of Maywood
 Pascarella and Terenzini’s How College Affects Students
 Interventions were planned with the intention of exposing
high school students of Maywood to the different ways they
can be affected by attending college
 Perry (1968) Theory of intellectual and ethical
development –
 Moving students from dualism to multiplicity
 Chickering and Resier (1993) Theory of identity
development
 Developing competence
 Moving through autonomy towards interdependence
 Developing purpose

3. Intervention CCW Navigational Aspirational
How to get to ★ ★
college game of
life
Why Go to ★
College?
Financial Aid/AB ★
540

5.  Chose to split the high school intervention into three
parts, focusing on the following areas:
 Why go to college
 How to get into college
 Financial Aid/AB540 resources
 Each intervention encompasses individual learning
outcomes
 Guided by familial, navigational and aspirational
capital

6.  The purpose of this intervention is to show high school students how
to prepare themselves for college.
 Using the work of Chickering and Reisser (1993), we want to focus on
developing competence, moving through autonomy towards
interdependence and developing purpose. Being that many students
within the population are first generation students, there is little
pressure from parents for students to attend college. There is also less
knowledge about preparing for college and how to get into college.
Students need to be competent in their knowledge of college entry
requirements. They must also have a solid understanding of the college
application process including deadlines, fees, and writing personal
statements.

7.  SWiBAT identify the A-G requirements and the test
concepts of the test needed to attend
universities (CSU, UC, Private, etc.)
 SWiBAT report on the process for applying for a variety
of higher educational institutions.
 SWiBAT assess the value of volunteerism in high
school as it relates to being a college student through
participating in the game of college life.

8. Outcome Advanced Proficient Basic Needs Improvement
SLO #1: SWiBAT At the conclusion of At the conclusion of At the conclusion of At the conclusion of
identify the A-G the activity, student the activity, student is the activity, student is activity, student is not
requirements and the will be able to identify able to identify five A- able to identify at least able to identify which
test concepts of the all seven of the A-G G requirements three sections of A-G classes or tests that
test needed to attend requirements needed needed and all requirements needed would need to be
universities (CSU, for entering college, possible college for college attendance completed in order to
UC, Private, etc.) as well as all three entry as well as a as well as 1 of the attend college
standard different majority of the tests necessary test for
college needed for needed for college. college entry (SAT I ,
college admission SAT II, or ACT)
(SAT I & II, and ACT)

9. Outcome Advanced Proficient Basic Needs Improvement
SLO #2:SWiBAT At the conclusion of At the conclusion of At the conclusion of At the conclusion of
report the process for the event, student will event, student will event, student will be event, student will not
applying for a variety be able to explain the able to explain how to able to explain how to understand the proper
of higher educational standard procedure apply to two to three apply to one type of protocol for applying
institutions. when applying types of higher higher educational to any type of college.
to community college, educational institution.
CSU, UC and private institutions.
universities.

10. Outcome Advanced Proficient Basic Needs Improvement
SLO #3: SWiBAT Upon completion of the Upon completion of the Upon completion of the Upon completion of the
assess the value of activity, students will be activity, student will be activity, student will be activity, student will not
volunteerism in high able to identify five able to identify three to able to identify one to be able to identify one
school as it relates to benefits to being four positive benefits of two positive benefits of reason as to why being
being a college student involved in high school being involved in high being involved in high involved at the high
through participating in as it effects the capacity school as it effects their school as it effects their school level will improve
the game of college life. for being a college capacity for being a capacity for being a capacity for participating
student. college student college student in higher education

11. Concept:
The student will make their way through a game of college life, consisting
mainly of questions relating :
 Completing high school requirements for college admittance
 Benefits of volunteerism in high school as it relates to the capacity of
being a college student
 How to effectively complete various forms of college applications.
Game will consist of multiple choice, true or false, and fill in the blank
questions that students will be able to answer in order to advance to the
next space in the game.
At the end, every student will receive a “survival guide” which will serve
as a reference guide to the students as they begin to apply for colleges.

12. The College Game of
Life
Directions: This game is designed to test the knowledge of
participants about certain aspects about preparing for college
admittance. These questions include completing A-G course
requirements, the college application process , and the effects of
being involved and volunteering in high school. Participants will roll di
and whoever rolls the highest, goes first. Whoever reaches the end
first wins!
The red blank on the di means that you lose a turn
The black blank means you win a small prize!
L F
I E

13. College Prize
Life
Space!
START
Take the END
Short cut
Move
Miss one back
turn. 1 space.
Miss Prize
Take the Space!
one turn.
Short cut
Move
Move ahead
back
1 space.
1 space.

14. There will be a pre-assessment/post-assessment will
consist of three questions administered before the
students began our intervention
 1. What do you know about the A-G requirements and
the test needed for college admittance in California?
 2. Do you know how to apply to community college in
California? A CSU? A UC? A private school?
 3. What are the benefits of being involved in high school
in relation to college?

15. Learning Outcome:
SWiBAT identify their salary and career goals and
apply them to attending different types of college
institutions.

16.  Activity Description:
Students will navigate an online game called
“reality check” to get them thinking about some of
the practical reasons to go to college.
Elements of the Game:
Living Cost and Salary→ Career Choice→ College
Choice
 http://californiacolleges.edu/career/career.asp

17.  Activity Format:
 Station 1 (Living Cost and Salary)
 Station 2 (Career Choice)
 Station 3 (College Choice)
 One computer will be set up at each station that will allow students
to go online and access the game.
 There will be a facilitator at each station to greet students as they
come in and explain/guide them through the online game.
 Station 3 facilitators will have handouts that will provide students
with an overview of information pertinent to various college types
(i.e. UC’S, CSU’S, community colleges, and independent colleges).

18. Community Cultural Wealth Addressed:
Navigational Capital→ Students are able to maneuver
through the online game to understand how college can
help them reach their career and salary goals.
Developmental Theory Addressed:
Perry (1968) Theory of intellectual and ethical
development → moving students from dualism to
multiplicity by exposing them to the different college
avenues they can take to achieve their salary and career
goals.

19. SLO: SWiBAT identify their salary and career goals and apply them to attending
different types of college institutions.
.
SWiBAT SWiNOTBAT
Advanced Identify their salary and career goals
and apply them to attending different
types of college institutions.
Competent Identify their salary goal and apply it to Identify their salary and career goals and
a career goal. apply them to attending different types
of college institutions.
Basic Identify their salary goal. Identify their salary goal and apply it to a
career goal.
Needs Identify their salary goal.
Improvement

20.  Evaluation/Assessment:
After students leave each station, they will be asked to write
down one of the following on a 3x5 card:
1) Their Living Cost and Desired Salary
2) Their Career Choice
3) Their College Choice
 Students will take their card to the next station as they will need
the information to advance to the next level of the game.
 Through observing if each student is able to successfully identify
their living cost, desired salary, career choice, and college choice,
facilitators will be able to evaluate/assess the learning outcomes
for the intervention.

21.  The intervention on financial aid combined with AB
540 pertains to the notion of navigational capital as
outlined by Yosso (2006). By creating an interactive
station, the goal is for students to be able to
understand the process of applying for financial aid.
 Perry’s intellectual and ethical development theory, in
which students may feel that there is only one way to
afford college (dualistic thinking) and helping them to
understand multiple financial resources to cover the
cost of college (multiplicity) .

22.  Why combine Financial Aid and AB540?
 Intervention draws on recommendations made by the
previous cohort to combine the information of financial
aid and AB 540 because research shows that many
students within the community of Maywood are
undocumented.
 Creates an inclusive presentation of financial aid
resources for different student populations
 Allows students to see the various types of aid available

23.  Financial Aid/AB 540
 SWiBAT implement navigational capital to identify
the four main steps in applying for federal financial aid
 SWiBAT research the three various forms of financial
aid available (grants, loans, scholarships)

24. Learning Advanced Competent Basic Needs
Outcomes Improvement
SWiBAT Student Student Student explains Student is unable
implements implements two steps in to list one the four
implement
navigational navigational applying for steps in applying
navigational financial aid
capital to identify capital to identify for financial aid
capital to the four main the four main
identify the four steps in applying steps in applying
main steps in for financial aid for financial aid
applying for and fills out one
federal financial section of the
aid FAFSA
SWiBAT classify Student classifies Student classifies Student lists two Student is unable
the three various the three forms the three forms of forms of financial to list the three
forms of available and financial aid aid available forms of financial
explains the available aid available
financial aid differences
available between each form
(grants, loans, of aid
scholarships)

25. AB 540 AB 131
 Students who may qualify for in-  Second part of DREAM Act that allows
state tuition and meet the following students to apply for state financial aid
criteria: and must meet all of the following
criteria:
 Attended a California high school
 Secondary school attendance in
for 3 or more years. California for three or more years; at
least one year of which shall have been
 Must graduate from a California at a California high school.
high school or attained the
equivalent ( GED ).  Graduation from a California
secondary school or attainment of the
equivalent thereof.
 If undocumented, the filling of an
affidavit with the college or
university stating they have  If undocumented, the filing of an
applied for a lawful immigration affidavit with the college or university
stating that they have applied for a
status or will apply as soon as they lawful immigration status or will apply
are eligible to do so. as soon as they are eligible to do so
http://www.cadreamnetwork.org/AB131-facts

26.  Poster board with information on the various types of
financial aid, and steps to applying for financial aid
 Brochure will be handed out that will include a step-by-
step guide to applying for financial aid and information on
AB540 updates and resources
 Surveys will be distributed to get feedback from the
students.
 The survey will serve as a tool to see whether the students
were provided with effective information on financial aid
and AB540.

27.  Assessment
 Short Questionnaire to hand out to students after
interactions with Andrea or Brittany H.
1. What are the three types of financial aid?
2. What is the name of the website you should access
to fill out the FAFSA?
3. What website can a student access to research
private scholarships?
A. www.studentloans.gov B. www.fastweb.com C.
www.fafsa.ed.gov, D. www.pin.ed.gov
4. Was this station useful? Why or why not?