Transcript Comprehensive Guidance Programs / College Readiness

Margaret Morris, Clear Creek Elementary Counselor – Killeen ISD
Lendy Jones, Liberty Hill Middle School Counselor – Killeen ISD
Sarah Noteboom, Ellison High School Counselor – Killeen ISD
Michael Ann Fitch, Ellison High School Counselor – Killeen ISD
Angela Reese, Central Texas College,
Director of Recruitment Communication & Outreach
 KISD
uses the ASCA school counseling
framework
 District has established guidelines
 Each campus works with their administration
to establish priorities
 Guidance
Curriculum (15-25%)
 Responsive Services (25-35%)
 Individual Planning (25-35%)
 System Support (15-20%)
 Promotes
guidance content in a
systematic way to all students
 Purpose is awareness, skill development,
and application of skills needed in
everyday life
 Addresses: self-confidence development;
motivation to achieve; decision-making;
goal-setting; planning and problemsolving skills; interpersonal effectiveness
(including social skills); communication
skills; cross-cultural effectiveness;
responsible behavior
 Addresses
the immediate concerns of
students
 Purpose is prevention and intervention
 Addresses: academic concerns; school
related concerns; relationship concerns;
physical/sexual/emotional abuse; grief/loss;
substance abuse; family issues; harassment
issues; coping with stress
 Assists
students in monitoring and
understanding their own development
(PGP’s, 4 year plans)
 Purpose is for student planning and goal
setting (Associate’s Degree Plan)
 Addresses: educational needs; career needs;
personal/social needs
 Includes
program and staff support activities
and services
 Purpose is program delivery and support
 Addresses: Guidance Program development;
parent education; teacher/administration
consultation; staff development for
educators; school improvement planning;
counselor’s professional development;
research and publishing; community
outreach; public relations; needs of the
transit military family
 Senate
Bill 158 relates to counseling students
regarding higher education
 Senate Bill 518 requires all school counselors
to assume responsibilities for working with
school faculty and staff, students, parents
and community to plan, implement and
evaluate a developmental guidance and
counseling program
Elementary School Guidance
Program
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The state recommends you spend 35-40% of
your time working with guidance curriculum
(This component is used to help students
develop basic life skills and lessons are taught
in small groups or classrooms).

The state recommends you spend 30-40% of
your time working with responsive services
(The purpose of this component is to
intervene on behalf of students who have
immediate personal concerns or problems).
(Example: individual counseling)
•The state recommends you spend 5-10% of
your time working with individual planning (The
purpose of this component is to guide students
as they plan for their future, set goals, discuss
test scores, and help develop a healthy self
concept).
• The state recommends you spend 10-15% of
your time working with system support (This
component describes services that indirectly
benefit students such as teacher consultation,
parent education, helping with testing, and
staff support activities.)
Yello
Dyno
 Second Step
 books in
counseling office
family puppets
 playdough
or clay
drawing materials
 games
 play therapy
items
 career awareness
materials
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 Elementary
Student Survey
 Elementary Teacher Survey
 Student Referral Form
 Parent Referral Form
 Teacher Referral Form
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Inadequate computers
share an office space
in the master schedule
have bus duty
morning or afternoon duty
handle discipline referrals
student council sponsor
cover classes on regular basis
parent liaison
volunteer coordinator
tutoring
in charge of TAKS testing
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placement testing
504 coordinator
ELL coordinator
morale committee
member/chair
part of administrative team
in charge of impact aid
coordinate parent teacher
conferences
assist with class placement
Education Foundation
representative
in charge of awards ceremony
in charge of benefits for staff
Comprehensive Developmental
Guidance Program
Middle
10%-15%
35%-45%
15%-25%
Guidance Curriculum
Responsive Services
Individual Planning
System Support
30%-40%
Now
Guidance Curriculum
Responsive Services
System Support
Non-Guidance
Individual Planning
Assigning Counselors: Looping method
 6th Grade A-L and M-Z
 7th Grade
 8th Grade
Personal Graduation Plans
Goal Setting
Developed based on needs assessment
(students, staff and parents) and Campus Improvement Plan
Lessons presented 1-2 times /month
 6th grade: History and Science
 7th grade: History
 8th grade: Technology Aps/Career Investigation
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Goal setting
Responsibility and Respect
Study Skills/Student Success Skills
Test taking Skills/Test Anxiety
Responsible Behavior
Career Exploration
Bullying
Stress Management
 6th
Grade: Study Skills/Learning Styles-
(Education Planner)
 7th
Grade: Getting the Most out of Class-
(Skills for Living by Rosemarie Morganett)
 8th
Grade: Auction- (Activities That Teach by
Tom Jackson)
Discovering
Discovering who and what you want to be
is just the beginning of the journey.
Your top career choices
What learning style works best for you
How much your education can help you
earn
MORE
www.educationplanner.org
Learning Style Inventory Reflection
Learning Style Inventory Reflection
The results of the inventory indicate that I am primarily a (an)
__________________ learner. I learn by __________________and
______________________.
****************************************************************
After reading about my learning style, I will use the following tips in class and at
home to help me learn better:
1).______________________________________________________________
2).______________________________________________________________
3).______________________________________________________________
During classroom guidance, all 6th grade students participated in a computer inventory exercise to
discover their learning styles and how to use the knowledge to help in their endeavor to become better
students. The students received a print out describing their learning style and strategies they could
implement to aid in class and when they are studying at home.
•Here are some things that Tactile Learners can do to learn better:
•Use flash cards and arrange them in groups to show relationships between ideas.
•Trace words with their fingers to learn spelling (Finger Spelling).
•Take frequent breaks during reading or studying periods (frequent, but not long).
•Use a computer to reinforce learning through the sense of touch.
•Use lots of hand-on activities like art projects, taking walks, or acting out stories.
•Here are some things that Auditory Learners can do to learn better:
•Be sure they sit where they can hear.
•Use flash cards to learn new word, but read them aloud.
•Read stories, assignment, or directions out loud.
•Tape yourself practicing spelling words and then listen to the tape.
•Study new material by reading it out loud.
•Here are some things that Visual Learners can do to learn better:
•Sit near the front of the classroom.
•Use flashcards to learn new words.
•Try to visualize things that you hear or things that are read to you.
•Write down key words, ideas, or instructions.
•Draw pictures to explain new concepts, and then explain the pictures.
•Color code things.
•Avoid distractions during study times.
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Academic Support Group
Anger Management Support Group
Girl Power Group
Math At Risk Support Group
Divorce Support Group
Deployment Support Group
ADHD Support Group
Junior Student to Student
Social Skills Group
Etc…
Liberty Hill Middle School
Counseling Department
Dear Students:
Several small group counseling sessions will be offered during the
current school year. The groups will meet for approximately 6
weeks at a designated time and location. Sessions offered will be
based on student interest and need. If you are interested in
participating in one of these groups, please mark your choices
below. Please rank your choices: mark 1 for your first choice, 2 for
your second choice and 3 for your third choice.
 _____Deployment
 _____Anger Management
 _____Stress Management
 _____Girl Power
 _____Bullying
 _____Coping Skills
 _____Divorce
 _____Skills for Success
 _____Grief and Loss
 _____Self-Esteem
Closing the GAP Action Plan 0910- Lendy Jones, Counselor
Target Group: 6th (M-Z) & 7th Grade
Students
Target Group Selection Criteria: Any Student who was retained or earned promotion through summer school
Data that drove this decision:
There were 15- 6th Graders (M-Z) and 16-7th graders who were retained or earned promotion through summer school
Intended
Type of
Projected
Impact on
ASCA
ASCA Activity to be
Number of
Academics,
Resources
Student
Domain/ Delivered in
Students
Behaviors
Needed
Competency Standard
What
Affected
or
Manner?
(Process data)
Attendance
Decrease
in
retention
rate.
Decrease
in
discipline
referrals
Selfconfidence,
motivation
to achieve,
decision
making,
goal setting,
planning,
problem
solving,
Academic Individual
responsible Personal and group
behavior
Social
counseling
Evaluation
Method - How
Will You
Measure
Results?
(Perception
and results
data
Project
Start/Project
End
Comparison of
pre/post
40-6th & 7th
Academic
Access to grade students; Records of
students an additional
targeted group;
Funds for 9-7th grade
Comparison of
incentives students were discipline
and
added due to at records of the September 2009
materials risk status,
targeted group to May 2010
Membership: Students who were retained
or earned promotion through summer school
Topics:
Goal Setting
Study Skills
Time Management
Celebration for Success
Field Trip to Central Texas College
 Promoting
a college-going culture that
promotes access and participation by all
students (includes dual credit or continuing
education)
 The College and Career Readiness program is
developing and implementing educational
standards that reflect what high school
graduates must know in order to be
successful in higher education and beyond
 Learners
with a college degree earn 49% of
all income in the US
 The public high school graduation rate in
Texas has increased by 6.8% over the last 10
years while the national rate has only grown
by 2.8%
*TEA statistics

The U.S. Department of Labor estimates that 90
percent of 21st-century skilled workforce jobs will
require some form of post-secondary education.
If America is to remain competitive in tomorrow's
global workforce, our students must first be able to
successfully complete the first year of college
without the need for remedial or developmental
education. That is why it is up to us as concerned
educators, parents and citizens to ensure every child
within our respective states graduates from high
school college-ready, equally prepared to meet the
challenges of a college curriculum or the demands of
an increasingly knowledge-based workforce.
 We
want to make all students aware that
college is possible
 We want to know that students are on the
path to be prepared for college level
coursework
 We want all students to identify career areas
that align with their interests (Continuing Ed,
licensed programs, certification programs)
 Large
numbers of students take remedial courses or
fail to make it beyond the first year of college
(Over 40% of all new Texas students in 2005
required developmental education.) (Accuplacer –
diagnostic testing)
 The proportion of first-generation college attendees
will continue to increase
 The
purpose of the College and Career Readiness
Standards (CCRS) program is to identify and define
the competencies and skills graduating high school
students must posses in order to be successful in
higher education and beyond.
 Elementary
 Middle
 High
School
School
School
 CATE
student presentations
 Static vehicle display
 Dress up days
 Ask administration to speak
 Community businesses
 Media resources
 Thematic Unit
 Career Video
Examples of School-Wide Initiatives:
 College
Day-(wear t-shirts)
teachers discuss college experiences
 Door Decorating Contest-College of Choice
 Guest Speakers from Colleges for Classroom
Guidance-CTC, UMHB, former students,etc
 Workshop for Parents
 Education
Planner
 Bridges
 Texas
Scholars
 Achieve Texas
 Gear Up
 The Great College Mystery starring the E-kids
 Guest Speakers from CTC
 Field Trips to CTC, Baylor, Texas A &M

Career Assessment
The Career Key™
Enter first name:
Enter last name:
Choosing a career path doesn't come easy, especially at your age. Whether you're heading straight
into the workforce or you're entering college first, the Career Key™ helps you get an early
handle on who you are, what you're interested in, and what kind of career may be right for you.
Learn more about the Holland Types
Your personality is directly related to finding a perfect career match and success in the
workplace. Learn more about the Holland Types—Realistic, Investigative, Artistic, Social,
Enterprising, and Conventional.
Take the Career Key™ Assessment
Answer a brief series of multiple-choice questions about yourself to determine your Holland
Type. Then, find out which job categories, industries, and specific occupations are most suitable
for you. Get Started Now! What Your Test Scores Mean.
Search Hundreds of Careers
Search for a career based on work environment, required skills/education, salary and more
www.educationplanner.com
Copyright: 2006, Texas Business and Education Coalition
www.Bridges.com
Texas Guaranteed Financial Aid Information Center
 AP
Program
 Dual Enrollment with Central Texas College
and Temple College
 Concurrent Enrollment with Central Texas
College
 Bioscience Program with Temple College
 Fast Track to CTC for KISD seniors
 College/Military personnel visit the campus
 FAFSA
Night (with CTC)
 Senior/Parent Night
 Pathways to the Future Presentation (to all grade
levels)
 PSAT given during the week to all 10th and 11th
graders at no cost to them
 KISD College Night
 Financial Aid Night
 Accuplacer
Testing on campus at no charge
 ASVAB testing to interested students
 Scholarship and current events newsletter provided
to all seniors (and available online)
 Allow college visits
 Achieve Texas
 Access to Communities in Schools and Texas
Workforce Commission
 TEA
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– College Preparation Program
Provides opportunities for Texas public schools
and districts to participate in certain college
readiness assessments
Provides for state-funded college preparation
assessments for students in grades 8, 10, and 11
Districts decide which assessments to use – either
ACT or SAT
 The
following will measure students’
readiness for advanced high school
coursework:

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Algebra I EOC
English II EOC
 The
following will measure students’ college
readiness:
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Algebra II EOC
English III EOC
 In
2006, the 79th Texas Legislature (3rd
Called Session) enacted legislation that
placed Texas at the forefront of the nation in
advancing college and career readiness.
Through House Bill 1, Texas put in place the
mechanism for developing one
comprehensive system that enables students
to progress from one level of education to
another, prekindergarten through college.
 The
initial step and foundation for creating a
P-16 system is the development of college
readiness standards. These standards are not
the end of one system and the beginning of
another, but rather an indicator of student
readiness to progress to the next level of a
unified system of public education. College
and career readiness standards indicate what
students need to know and be able to do to
be successful in either entry-level college
courses or the skilled workplace.
 Programs
starting in Elementary School and
continuing through High School


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
Café Con Leche
8th grade AVID/CI classes
Mentors
ESL Fast Track
 How
can other districts work out an
agreement with CTC or their local
Community College?
 Most
students leave college because they
are working to support themselves and
going to school at the same time. At
some point, the stress of work and study
just becomes too difficult.
 Young people who fail to finish college are
often going it alone financially. They’re
essentially putting themselves through
school.
 The partnership with the local college
gives an open door.
 Among
students who don’t graduate, the college
selection process is far more limited and often
seems happenstance and uninformed.
 Students who leave college realize that a diploma is
an asset, but they may not fully recognize the
impact dropping out of school will have on their
future.
 The
things to remember came from the first of
three Public Agenda reports describing young
Americans’ views on higher education and college
completion – entitled “With Their Whole Lives
Ahead of Them”.
 It was a national survey of young adults, ages 22 to
30.
For more information regarding participation in the
College Preparation Program, please join the College
Preparation Program mailing list. Subscribers will
receive updates related to the College Preparation
Program, including key dates, announcements, and
other program information. Additionally, subscribers will
be notified when the program webpage is updated.
 Join
the College Preparation Program Mailing List
at http://miller.tea.state.tx.us/list/ .
Questions?