Transcript Advisement-System

Planning, Training, Implementation,
And Evaluation
NCPN
Richmond, VA
October 19, 2012
Superintendent
Tulsa OK Public Schools
Claremore, OK Public
Schools
Oologah, Ok Public Schools
 Harold
Helton – Director
 Jeanie
Newell-Career Guidance
Specialist
 Jeff
Miller - College and Career
Transition Specialist
A classroom guidance delivery
system where students,
divided into small groups,
receive career, academic and
personal social development
facilitated by a teacher
 Planning: Define your goals; plan toward
a deadline; find an advocate; $$$$ issues
 Training: Why it is so important; when it
should be done and who should do it?
 Implementation: Ways to structure TAA;
select personnel; curriculum choices; CACR
 Evaluation: Surveying your outcomes
with everyone and planning time to
change
 40,919 students
 9 high; 12 middle; 8 alternative schools
 85% Free and reduced lunches
 TPS Student Demographics:
30% African American; 29% Caucasian;
26% Hispanic; 7% Native American; 8% other
 Graduation rate 2010-2011=79 %
Goal: to provide TAA to all 6-12 graders in three
years (approximately 20,000 students)
Central HS
Fine and Performing Arts
McLain HS
Aviation; Pre Engineering; Robotics
Webster HS Broadcasting; Journalism & Info Tech
Rogers MS & HS Early College; IB; Languages
Memorial HS Science; Tech; Engineering
BTW HS
IB & languages
Edison MS & HS College Preparatory Academy
East Central HS Entrepreneurial magnet
Hale HS
Culinary; Human Performance;
Lodging and Hospitality
 Tulsa MET
Alternative “Big Picture”
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 Graduation rate=66.2%
 College and Career Readiness=7%
(Measured by proficiency on four
ACT academic tests. Those who
are proficient do not require
college remediation.)
 Provide equal access to academic college
and career advisement to all
 Structure to communicate important
information about academic standards
career planning and postsecondary
training
 Adult who cared about students ability
to succeed in school and life, by showing
relevance of school and their future
 Replacement for professional counseling
 Homeroom
 Study hall
 Sustained silent reading time
 “Free time”
 Trained teachers who work with small
groups to explore educational and career
possibilities
 Trained teachers who see the whole
student, not just in one class or subject
 Trained teachers providing an approved
curriculum for academic, social/personal
growth and career development
 Trained teachers who help students see
why education is relevant to their future
 Determine what you want TAA to do
 Find an advocate
 Define your mission statement
 Plan toward a deadline
 Get buy-in from those participating
 Select schools/grades; personnel; pilot
programs; volunteers???
 $$$ -What do you need? Who will fund?
Establishing academic and career goals
beginning in the sixth grade and
continuing through the senior year;
developing a relationship with an adult
who shows a genuine interest in a
students progress in achieving academic
and career goals.
 Lack of consensus of what to
accomplish
 Not everyone thinks this is a good idea
 Finding a curriculum to fit your needs
 Scheduling time and structure for a
advisory program
 Buy-in from top to bottom
 $$$$$ - how do we get what is needed?
 Administrators-TAA can help raise graduation
rates; lower drop out rates; creates more
parental involvement
 Counselors-Relieves high ratio of
students/counselors. Help to provide college
and career readiness info to all
 Teachers /Parents-connecting future careers
to current education; parents more involved
 Students-provide an adult who is interested in
the whole person, just not the subject
Train EVERYONE on the concept of TAA
 Designate one trainer specifically for TAA
 Research other TAA training programs
 Hire a consultant for training
 Provide teachers with an established
curriculum they can modify
 Importance of evaluation data
GUIDANCE
COUNSELING
 The help all students
 The help some
receive from parents,
teachers, counselors,
community members
and others who assist
with educational and
career development
students receive from
credentialed
professionals to
overcome personal
and social problems
that interfere with
learning
 Researched and chosen a career
 Chosen a postsecondary training
institution
 Applied and been accepted at a school
 Created and completed a plan of study
 Mastered study skills to succeed
 Participated in internship (student
teaching)
 Been licensed and have secured work
 Consistent disseminator of essential career
and postsecondary information
 Encourages students to plan for the future
 Supports efforts to be prepared for college
and career
 Shares life lessons and experience
 Goes beyond mastery of any one subject
 Best if this can be a long term relationship
(“looping”)
 Use your mission statement to evaluate
outcomes
 Create a curriculum using the mission
statement
 Beg, borrow or steal materials from
other advisory programs
 Plan to review your program at the end
of the year and be prepared to change
 Customized OK Regents Planner in hard copy
and binder for each student
 Other TAA Lessons posted on our website
 Designated a coordinator to manage TAA
 Lesson format? Grades, subjects, career
clusters? Who selects? Who disseminates?
 Students scheduled into small groups (15-20)
 30 minute minimum advisory period
 Advisory least once every two weeks
 Make sure to share your data with your
advocate and other stakeholders
 Yearly evaluation (rubric) with principal
and coordinator administrator in charge
 Teacher evaluations yearly
 Students complete pre and post survey
on topics covered in TAA
 Adjust accordingly after reviewing
evaluations
PreTest/2010
PostTest/2012
82
74
56
44
High School
Middle School
PreTest/2010
PostTest/2012
87
73
65
41
High School
Middle School
PreTest/2010
PostTest/2012
72
65
61
35
High School
Middle School
PreTest/2010
PostTest/2012
80
50
39
27
High School
Middle School
PreTest/2010
PostTest/2012
51
40
14
High School
14
Middle School
Pretest/2010
PostTest/2012
72
60
46
40
High School
Middle School
 70% said they were properly trained
 92% said there was adequate time for TAA
 73% thought the materials and time allotted,
information and activities were helpful
 Most teachers used College and Career
Planner; many used the materials found on the
website and others used materials produced at
the school
 Suggestions for improvement encouraged
 New school accepted 6-10th graders
 College credits through concurrent enrollment
starting 11th grade on Rogers campus
 Must have a 19 on the ACT in 10th grade to be
concurrently enrolled
 Advisory focuses on improving EXPLORE and
PLAN scores to make the 19 on the ACT
 81% of parents attended student enrollment
conferences and reviewed Plans of Study
 Tulsa Chamber of Commerce and OU -
Tulsa Community Engagement Center
 Provide coaches to assist during advisory
time
 Share personal experiences and
importance of education in specific careers
 Recruitment, training placement and
evaluation by TPS, Chamber and OU
Dr. Keith Ballard Supt Tulsa Public Schools
[email protected]
Harold Helton Director
College and Career Readiness Dept
[email protected]
Jeff Miller Transition Specialist
[email protected]
Jeanie Newell Career Guidance Specialist
[email protected]