ROBUST STUDENT SUPPORT
Design Principle 3/6
- The program plan identifies potential academic and nonacademic challenges for potential student participants.
- Plans include supports for academic, nonacademic, and career purposes. These plans should incorporate evidence-based strategies and consider the supports offered by existing college access programming, e.g. scaffolding of curricula and student learning outcomes.
- Program design includes an outline of potential academic supports, including but not limited to, counseling/advising and tutoring, both at the high school and college levels.
- An appropriate contact for student support is named in the application. Contact information for this individual is provided, along with a description of the role. If the role requires staff to be hired, a proposed job description is included.
- Appropriate behavior, health and safety procedures for students on college campuses are addressed.
Models and Examples
Final Designation Criteria
The applicant shall continue to meet all criteria requisite for Preliminary Designation. In addition, the applicant must provide:
- A comprehensive plan for ongoing academic and non-academic support so students will be on a pathway to take college courses in high school. The plan must address supports for English Language Learners, students with disabilities, and first generation college students.
- Student schedules evidencing advisory/or college access/readiness and support time built into the program.
- If the proposed schedule for students is likely not to meet the minimum 1080 hours of instruction, applicant shall include a description as to how the proposed schedule will ensure that students will have sufficient access to learning supports to successfully complete program requirements.
- Advisory/study skills curriculum material and tutoring schedules.
- A detailed calendar of awareness activities for current and prospective students, including application assistance, financial aid counseling, and college and career advising.
- A policy on communicating to students that they are at risk for failing a course, supports for helping the student get back on track, and actions that may or may not be taken if a student fails a course or multiple courses.