Transcript Slide 1
Navigation 101 Development: Partnerships, CTE, Guidance & Counseling
Friday, February 26th
Agenda
• • • • • • •
Navigation 101 Update Navigation 101 Partnerships State CGCP Framework Development Other Notable Guidance & Counseling Developments Dropout Summit Debrief Questions/Concerns from the Field School Counselors as Leaders
Navigation 101 Nav 101 helps students by:
Addressing the needs of underrepresented youth and families Connecting what students want with career and postsecondary opportunities Developing skills needed for success in school and beyond Providing frequent contact with a caring adult in the school by responding to student needs
The Five Key Elements of Navigation 101
1.
PERSONALIZING Advisories 2.
PLANNING Portfolios 3.
DEMONSTRATING Conferences 4.
EMPOWERING Scheduling 5.
EVALUATING Data
Summative Data
It’s Elementary!
1. Personalizing: Curriculum-Delivered Advisories Classroom Meetings 5. Evaluating: Is it working?
Collections 2. Planning: Portfolios Focus on achievement 4. Empowering: Student-Driven Education 3. Demonstrating: Student-Led Conferences Truly student led!
CTE Opportunities
• • Navigation 101 lesson plans help students identify career interests and learn what they must do in school to prepare Lesson plans include information about CTE options, including: – – Pre-apprenticeships and apprenticeships One-year certificate programs – – Community and technical college programs Tech Prep – – Running Start for the Trades AP CTE courses – Skills Centers
Conference Attendance
90% 80% 70% 60% 50% 40% 30% 20% 10%
37% 35% 50% 82% 85%
0% 2004 2005 2006 2007 2008 High-implementing Navigation schools, with parent attending, 2004-2008
Conference Satisfaction, 2008
96% 94% 94% 92% 90% 88% 86% 84% 82% 80% 78% 76% 82% 89% Students Parents Advisors * WSU Social and Economic Sciences Research Center
85% 83% 81% 79% 77% 75% 73% 71% 69% 67% 65%
74% 66%
Graduation Rates
84% 78% 70% 80% 74% 78% 70% 72%
State Rate Nav Schools 2003 2004 2005 2006 2007 * WSU Social and Economic Sciences Research Center
Innovation in College and Career Readiness
Traditional
Vague Goals and Objectives “Informing and Hoping” Reactive Services Voluntary and Passive “Let’s Hope It Works Next Year”
Strategic Shift
Measurable Program Outcomes Teaching and Assessing Preventative Program Active Support for All Students Program Evaluation and Planning Moving High School Graduates from A to B
Navigation 101 Partnerships
Public/private partnerships with Envictus and College SPARK formed Nav101 moving online at navigation101.com
An emphasis on change
management
Grants: $3.2 million – 134 schools in 69 districts » 96 enhanced grants: $20,000 » 38 standard grants: $5,000
Change Management /Ethical Practice
• Program Planning (D1.c, g, ) • Program Management (D1.c,g) • Professional Development (E.1.a,b,c) • Accountability (F.1.c) • Communications (C.1.a,b,c) ASCA Ethical Standards for School Counselors, 2004
The WA Framework will be based on the ASCA National Model Traditional Navigation 101 Design Expanding to a Comprehensive Guidance & Counseling Delivery Sustem
A Washington State framework for comprehensive school guidance and counseling programs
A “best practice” document with which WA State school guidance and counseling teams will be guided to: Design Coordinate Implement Manage Evaluate their programs for student success
Building a State Framework on a Strong Foundation
WA Framework for CGCP
Framework Writing Team Members
• • • • • • • • • • Dan Barrett (Navigation 101/Franklin Pierce) Betsy Broom (CGCA) Richard Cleveland (WSCA) Sandra Gordon (CGCA) Dr. Diana Gruman (WWU) Megyn Shea (WSCA) Dr. Chris Sink (SPU) Norm Walker (WSCA) Dr. Chris Wood (SU) Mike Hubert (Navigation 101/OSPI)
Guidance & Counseling Staffing
• • • • Professional school counselors serve a vital role in maximizing student success. Through leadership, advocacy, and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students. Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program.
The American School Counselor Association recommends a counselor-to student ratio of 1:250.
The Role of the Professional School Counselor, Revised 2009, ASCA
Statement from the Joint Task Force on Basic Education Finance:
We are aware of the state’s financial circumstances and the difficult choices facing state leaders. However, the Task Force believes that all current K-12 funding should be retained. Numerous studies have demonstrated that the state’s K-12 system is underfunded. To make cuts to the education of the state’s children would be contrary to the paramount duty that is so clearly stated in our Washington State Constitution.
Adopted December 9, 2008
• Members QEC members include four state representatives and four state senators (with equal representation among Democrats and Republicans), the Superintendent of Public Instruction, the Director of the Department of Early Learning, one appointee • • • • • • • • • • • • • • chosen by the Governor, and representatives from the State Board of Education and the Professional Educator Standards Board.
Randy Dorn , QEC Chair and Superintendent of Public Instruction Mary Jean Ryan , Chair, State Board of Education Stephen Rushing Dr. Bette Hyde , Chair, Professional Educator Standards Board , Director, Department of Early Learning Dr. Jane Gutting , Superintendent, ESD 105 (Governor’s appointee) Rep. Marcie Maxwell , State Representative, 41st District (D) Rep. Pat Sullivan Rep. Skip Priest Rep. Bruce Dammeier Sen. Curtis King , State Representative, 47th District, (D) , State Representative, 30th District (R) , State Representative, 25h District (R) , State Senator, 14th District (R) Sen. Eric Oemig Sen. Joseph Zarelli Sen. Rosemary McAuliffe
Alternate:
, State Senator, 45th District (D) , State Senator, 18th District (R) , State Senator, 1st District (D) Rep. Frank Chopp , Speaker of the House, 43rd District (D) Meeting agendas and materials are posted regularly.
21 22 23 24 25 26 27 28 29 30 31 32 17 18 19 20 13 14 15 6 7 8
1 2 3
28A.150.260 (Basic Education Act)
1 2 3
A. Base School and District Staffing Class Size Assumptions Schools
Class Size K-3
High Poverty Schools
266,244 4 5 Class Size Grade 4
Same
Class Size 5-6 152,241 Class Size 7-8 155,234 9 10 11 12 Class Size 9-12 Skills Centers
School Level
255,241 CTE (exploratory and preparatory) Same 3,884
Elementary
4 5
2009-10 Operating Budget I-728 Funding Included
6
Funded level Displayed: $ 128,648,338 2007-08 Enrollment Non-High Poverty Schools High Poverty Schools
25.23 76,652 27.00 28.53 28.74 53,933 22.76
Middle
Prototypical School Size 600
School Level
400
Elementary (Staff per 400) Middle (Staff per 432)
Same 27.00 Same Same Same 26.57 Same
High
Quality Education Council: Appendix A -- Baseline
432
High (Staff per 600)
266,244 Same 152,241 155,234 255,241 Same 3,884
Elementary
7
2007-08 Enrollment
23.11 76,652 27.00 28.53 28.74 53,933 22.76
Middle
600 400
Elementary (Staff per 400) Middle (Staff per 432)
8
Non-High Poverty Schools High Poverty Schools
Same 23.11 Same Same Same 26.58 Same
High
432
High (Staff per 600)
9
266,244 Same 152,241 155,234 255,241 Same 3,884
Elementary
10
2007-08 Enrollment 22.24
76,652
26.23 27.70 27.87
53,933 22.76
Middle
600 400
Elementary (Staff per 400) Middle (Staff per 432)
16 Principal/School Admin 1.880 Teachers (all grades averaged for display purposes only)
18.712 25.833
Librarian/Media Specialist 0.523 1.253 0.663
Counselor 0.493 1.116
1.353 17.754 0.519
1.909
1.880 18.169 0.523
0.493
1.253 25.050 0.663
1.116
1.353 19.103 0.519
1.909
1.880 18.169 0.523
0.493
1.253 25.050 0.663
1.116
Health and Social Services 0.118 Professional Development Coaches
0.283
Instructional Aides 0.652 School Office/Other Aides and Support 3.269 Student and Staff Security 0.141 Custodians 1.622
Career and Technical Education
CTE Admin & Other Support CTE Teachers
Skills Centers
4.516
Staff per 100
Skills Centers Admin & Other Support Skills Center Teachers
District-wide Support
Technology 0.615 Facilities, Maintenance, Grounds Warehouse/Laborers/Mechanics 0.135 0.000 0.917 1.971 0.077 1.902
Staff per 100
0.612 4.516
Staff per 100
0.715 5.273
Staff per 1,000 Students
0.628 1.776 0.325 0.068 0.000 0.685 2.277 0.090 2.903
Staff per 100
0.612 4.516
Staff per 100
0.715 5.273
Staff per 1,000 Students
0.628 1.813 0.332 0.118 0.000 0.638 3.201 0.138 1.657
Staff per 100
0.612 0.715 5.273
Staff per 1,000 Students
1.813 0.332 0.135 0.000 0.936 2.012 0.068 0.000 0.700 2.325 0.079 0.092 1.942 2.965 Counselor levels are supported K-12 0.118 0.000 0.652 3.269 0.141 1.657 0.135
0.189
0.936 2.012 0.079 1.942
Non-High Poverty Same 22.33 Same Same Same
26.58 Same
High
432
High (Staff per 600)
1.353
19.703
0.519
1.909
0.068
0.204
0.700 2.325 0.092 2.965
Supt. Dorn’s Education Reform Goals
1. Fund the Basic Education Funding Task Force Recommendations 2. Replace the Washington Assessment of Student Learning
3. Dramatically Reduce the Dropout Rate and Improve Achievement for ALL Students
4.Expand Career and Technical Educational Opportunities 5.Expand Early Learning Opportunities
Draft WA State Student Support Framework
•
Intensive case management services including collaboration with community providers.
• •
Intensive, individual services and outreach ASSESSMENT increasingly FREQ. PM diagnostic.
•
Alternative learning options (i.e. on-line learning, retrieval programs).
•
Student Assistance Program (Coordinator & Team).
•
Assessment: frequent progress monitoring, Diagnostics.
•
Progressive levels of Tier 2 assessments and interventions.
•
Standard treatment protocol. Immediate, entry level intervention for all students identified at risk.
•
Regular academic progress monitoring by all teachers in content areas .
•
Assessment and Universal Screening .
•
Core Academic Instruction (research based with fidelity).
•
Student Advisory Program.
•
Comprehensive Guidance and Counseling. Technical Assistance and Implementation
(Professional Development/Training/Coaching) implementation of evidence-based programs and practices with fidelity.
Planning
School Improvement Planning Process to include intentional dropout prevention, intervention and retrieval strategies utilizing the Reinvesting in Youth Self Assessment tools to develop both side of the RTI pyramid.
Partnership
Collaboration and communication among schools, families and communities to identify challenges and work toward solutions.
Leadership
Effective School District and Building leadership is required to implement and ensure accountability of the change processes.
•
Student Advocates to provide Intensive case management.
•
Intensive, individual services and referrals.
•
Collaboration with other state agencies and community providers. (Mental Health, Drug/Alcohol, etc. Services).
•
Student Assistance Program (Coordinator & Team).
•
Assessment: frequent progress monitoring, Diagnostics.
•
Progressive levels of Tier 2 assessments and interventions.
•
Standard Treatment Protocol. Immediate entry level interventions for all students identified at risk.
•
Assessment and Universal Screening.
•
Student, Parent, and Community engagement and leadership.
•
School culture and climate.
•
Student health and well being.
•
Student Advisory Program.
•
Comprehensive Guidance and Counseling.
Aligned Early Learning birth through 3 rd grade with emphasis on language & literacy instruction–goal of all children reading at or above grade level by 3 rd grade.
Longitudinal & Disaggregated Data Systems and Data Driven Decision Making
This Is Why You Are Important To Your Schools!
“School counselors serve as leaders who are engaged in system-wide change to ensure
student success. They help every student gain
access to rigorous academic preparation that will lead to greater opportunity and increased academic achievement.”
ASCA National Model, 2003
Guidance & Counseling Program Implementation Issues Discussion
Guiding Question: What kinds of support would you like to see to strengthen your guidance and counseling program?
Contacts
Mike Hubert, Supervisor Navigation 101 & CGCP Development, OSPI
Dan Barrett, Outreach Coordinator Navigation 101 & CGCP Development
Dan Newell, Assistant Superintendent, Secondary Education, OSPI
Dominant Power Themes and School Counselor Leadership Roles
• Position or Jurisdictional Power – HB 1670 states that school counselors are to plan, organize and deliver CSCPs.
• Referent or Relational Power – Because of our training in facilitative skills, we can influence others through positive relationships • Caring Power – It is difficult to deny a passionate educator who is advocating to level the playing field for all students.
• Transformational or Developmental Power – By our involvement with school improvement teams we can enhance it’s effectiveness .
Dominant Power Themes and School Counselor Leadership Roles (con’t.)
• Connection Power—We need to connect with those in the position to positively influence the future.
• Reward Power—We can recognize those who support Navigation and CSCP goals.
• Expert Power—If we know what we are talking about, others will respect our expertise.
The Transformed School Counselor, Stone, C. & Dahir, C,2006
Challenges to Developing Strong CGCPs
• The weight of tradition • Resistance to change • Burden of non-school-counseling-related tasks
N. Gysbers, ASCA School Counselor, Nov/Dec 2005
Overcoming Tradition
• Embed your current approach to program and services delivery within the comprehensive program
•
Reckon with Change
Realize that change is not a one-time event but continuous • Districts and schools must build in sufficient time and other resources to support the change
•
Focus On-Time / On-Task
Write down the program!
• Calendar planned activities and services covering the four components • Streamline school counselor involvement in inappropriate tasks • Displace inappropriate activities