Transcript Document

Devising an Effective Guidance
and Advisement Program
June 13, 2007
Columbus, Ohio
Key Practice # 8: GUIDANCE
Involving all students and their parents
in a guidance and advising system that
ensures the completion of an
accelerated program of study with an
in-depth academic or career/technical
major
What is Guidance?
1. A process to help each student improve his/her
chances for long-term employment
2. A comprehensive plan to provide students with
skills and background to make decisions about
his/her education and career
3. A plan to aid students in developing self-awareness,
option awareness, and decision-making skills
“Comprehensive guidance programs have been
found to lead to:
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lower dropout rates,
more students in AP courses,
more females in math and science courses,
better grades,
higher levels of satisfaction with school,
increased attendance rates.”
Bridget Brown, National Career Guidance News, Winter 2003-2004
Comprehensive guidance programs
prevent students
from “falling
through the
cracks.”
Take 100 of this year’s entering 9th
graders,
• 68 of them will eventually graduate from high
school;
• 40 of those will enter college immediately;
• Of those, only 27 will continue as college
sophomores;
• And only 18 will graduate from college within 6
years.
(White House Office of Communications, Sept. 04)
Essential Question:
What are the key
indicators of an
effective guidance
and advisement
program?
Indicators of a Successful Guidance
and Advisement Program
• Received most help in planning a high school
program of study by the end of grade nine (64%)
(HSTW goal is 85%)
• Students reported they took part in a parent-teacherstudent conference to plan a high school program of
study at least once a year.(31%)
(HSTW goal is 85%)
• A teacher or guidance counselor met with them to help them
review the sequence of courses they planned to take
throughout high school at least once a year. (64%)
(HSTW goal - 85%)
• Talked at least once a year about my four-year high school
plan with my parents or guardians. (78%)
(HSTW goal - 95%)
• A teacher or counselor talked to them individually about
their plans for a career or further education after high
school. (80%)
(HSTW goal - 85%)
• Students spoke with or visited someone in a career to
which they aspire. (65%)
(HSTW goal - 85%)
• Someone from a college talked to them about going to
college. (83%)
(HSTW goal - 95%)
• Students and their parents received information or
assistance from someone at school about selecting or
applying to college. (63%)
(HSTW goal - 90%)
• Students report that they had an adult mentor or
adviser who worked with them all four years of high
school.(38%)
(HSTW goal - 90%)
• Students report that they were often encouraged by
counselors or teachers to take more challenging
mathematics courses.(16%)
(HSTW goal - 85%)
• Students report that they were often encouraged by
counselors or teachers to take more challenging
science courses.(12%)
(HSTW goal – 85%)
The percentage of student responses on eight
indicators that suggest the school has an
intensive emphasis on providing timely
guidance to all students: (6 to 8 items)
• 47% - all sites;
• 85% - goal
MMGW Student Survey
Students reported:
• They were encouraged to take pre-algebra
in 6th, 7th or 8th grade: 20%
• Teachers talked to them about what they
will need to know and be able to do in the
ninth grade: 73%
MMGW Students Survey
Students reported:
• They have a written plan for courses they will take
in high school: 17%
• They talked with the following people about what
classes to take in high school at least several
times:
– Guidance Counselor: 15%
– Teachers: 39%
– Parents/Guardians: 52%
Keys to Successful Implementation
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A Stated Purpose
Teacher Buy-In
Supportive Administration
Thoughtful Organization
Relevant Advisory Program Curriculum
Size of Advisory Groups
Time
Ongoing Evaluation of the Program
Advisers Keep the Same Students for
Three to Four Years
• Professional Development
(See Page 1 of your Planner.)
Does your guidance and
advisement program address
national standards?
Suggestions for the Guidance Curriculum
Content Areas
1) Academic development
2) Career development
3) Personal-social development
© Sue Reynolds and Peggy LaTurno Hines, 2001

May be reproduced by educators with proper citations for educational purposes.
Academic Development
• Standard A: Students will acquire the attitudes,
knowledge and skills contributing to effective
learning in school and across the life span.
• Standard B: Students will complete school with the
academic preparation essential to choose from a
wide range of substantial post-secondary options,
including college.
• Standard C. Students will understand the
relationship of academics to the world of work and
to life at home and in the community.
Career Development
• Standard A: Students will acquire the skills to
investigate the world of work in relation to
knowledge of self and to make informed career
decisions.
• Standard B: Students will employ strategies to
achieve future career success and satisfaction.
• Standard C: Students will understand the
relationship between personal qualities, education
and training and the world of work.
Awareness
Exploration
Active
Inquiry
Confirmation
7th & 8th grade
9th & 10th grade
11th grade
12th grade
Self awareness and
possible career
pathways
Career Interest and Investigate career
Attitude Inventories pathways
Campus Visits
College and Career
Planning
College and Career
Planning
Internships,
Apprenticeships,
Dual enrollment
Field Trips, Guest
Speakers
Job Shadowing
Service Learning,
Senior Projects
“Just as academic subjects are taught in a systematic
manner throughout the curriculum, so must career
development skills. For students to be able to think
about tentative career plans with any kind of depth,
they must have a foundation of career awareness
and career exploration experiences. Career
exploration is sandwiched between career
awareness and career planning/preparation.”
Kelly Arrington, National Career Guidance News, Winter 2003-2004.
“There is an extensive body of evidence suggesting
that informed career decisions are related to more
success in education, in work and in life. Students
who make such decisions are more likely to
graduate from high school and to succeed in
postsecondary education.”
Bridget Brown, National Career Guidance News, Winter, 2003-2004
Personal/Social Development
• Standard A: Students will acquire the attitudes,
knowledge and interpersonal skills to help them
understand and respect self and others.
• Standard B: Students will make decisions, set goals
and take necessary action to achieve goals.
• Standard C: Students will understand safety and
survival skills.
ACTIVITY BALANCE
Group
Guidance
Individual
Guidance
Relationship
Building
GROUP GUIDANCE
• Engaging Activities
• Student-Led Projects
• The Adviser is seen as the “Coach”.
Individual Guidance Activities
• Goal Setting
• Monitoring Progress
• Active Support
• Active Listening
Relationship Activities
• Informal
• Time for Discussion
• Trust Building
• Fun
Turn to Advisement Topic Ideas
in your Folders
Turn to pages 3 and 4 in
your Planner.
Turn to Resume Lesson Plans
in Your Folders
Examine the 3 Lesson
Plans on Resume
Writing. In your
opinion, which one is
best to give to teachers
for an advisement
lesson? Why?
A Good Advisement Lesson Plan
Should Have:
• an objective (referenced to a standard)
• A clear description of the lesson (activity)
(bulleted and scripted)
• A list of materials needed
• An evaluation
(Everything needed to facilitate the advisement should
be delivered in one packet to the adviser.)
Turn to page 5 in your planner.
The Use of Portfolios
• What is a Career Portfolio?
A lifelong student-managed collection of
accomplishments that show progress toward
career goals.
How Do Portfolios Benefit Students?
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Displays their strengths and abilities.
Highlights their accomplishments.
Assists them in planning for the future.
Helps them select their courses more
appropriately.
• Increases their self-esteem by showcasing
their accomplishments.
How Can a Portfolio Be
Presented?
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Binder (three-ring notebook)
Scrapbook
Legal Folder
Computer Disk
On-Line
– Individual Academic and Career Plan (IACP)
Individual Academic and Career
Plan
How do schools use it? How often is it updated? What
problems are associated with its use? Who is
responsible for ensuring that it is used at the school? Is
the use of the IACP optional? Is the on-line IACP
sufficient to meet the needs of teachers, students and
parents? Are there limitations to the IACP? If so, what
are they?
Find the IACP in your folders. Review the components of
the IACP.
When is the Portfolio Used?
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During Interviews
Applying for Internships
Applying for Scholarships
Developing/Creating a Resume
Preparing for the senior exit interview
or a part of the senior project
Career Portfolio Components
• Introduction
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Personal Information Sheet
Letter of Introduction
• Career Development
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Resume
Application Information Sheet
Career Assessments
Thank you Letter
Career Portfolio Components
• Job-related skills (internships, summer
jobs, competency certificates)
• Academics
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Transcript or Summary of Credits
Samples of Academic Work
Career Portfolio Components
• Evaluations
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Jobs
Letters of Recommendations
• Achievements
o Certificates
o Awards/Recognition
o Extracurricular Activities
o Volunteer Service
• Self-Reflection
How Can an Advisory Program
Support
Academic Rigor?
Key Findings from HSTW Research
• In the middle grades, teacher encouragement to do
well and teacher assistance with planning a high
school program were significant predictors of
students doing their best in school.
• In high school, encouragement from teachers and
counselors to take challenging courses and
assistance in planning a high school program were
significant predictors of positive student behavior.
What implications do these two findings
have for your school or district? Describe
the school climate that must exist for these
two findings to occur in your school or
district.
• Turn to page 6 in your planner.
• Take 5 minutes to list these implications at your table.
• Have someone record your list.
What is the current ratio of guidance counselors to students at
your school?
Four Corners Activity
All classes should be heterogeneously
grouped. Ability grouping should be
eliminated.
Go to the corner of the room that most closely
represents your feelings regarding this statement.
How do we convince teachers that all
students can take a more rigorous
curriculum?
EDUCATE!!!
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professional study groups
Sharing research
Send to conferences, workshops
Send to schools that have had success
Recommendations
• Action 1:
Set goals for guidance and advisement that include:
– Motivating students to choose a difficult curriculum and
work hard
– Helping students make sound academic choices that
maximize the opportunity to raise their achievement
levels,
– Preparing students to move from one educational level to
the other
How Do You Motivate Students to
Take the Right Courses?
• Educate students and their parents about the
level of education needed for today’s jobs.
• Educate students and their parents about what
it takes to get into the postsecondary option of
their choice.
• Provide an extra-help support system.
• Encourage students; believe in them.
Transcript Study:
• The single biggest predictor of college
success is quality and intensity of high
school curriculum.
• Cliff Adelman, Answers in the Tool Box, U.S. Department of
Education.
Getting a four-year college degree depends
a lot on how far you go in high school math
(American Educator – Spring, 2004)
80
70
60
50
Calculus
Pre Calculus
Trigonometry
Algebra II
Geometry
Algebra I
40
30
20
10
0
Ca
lcu
l us
Pre
Ca
lcu
Tri
lus
Alg
go
no
m
ety
eb
ra
II
Ge
om
etr
Alg
y
eb
ra
I
Percentage of US 10th –Graders Expect to Attain
a Bachelor’s Degree or Higher,
1980, 1990, 2002, by Race/Ethnicity and Socioeconomic Status
(U.S. Department of Education, 2004)
100
90
80
70
60
50
1980
1990
2002
40
30
20
10
0
gh
Hi
S
SE
S
SE
Am
S
SE
le
dd
Mi
w
Lo
an
o
tin
La
r ic
Af
n
te
hi
ia
As
W
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ta
To
ica
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n
Students’ course taking patterns do
not match their educational
aspirations.
• 43% of seniors report that they intend to go to
a four-year college directly after high school
• Of those:
- 43% took fewer than 4 math classes
-57% took fewer than 4 science classes
Common Misperceptions
• “It’s better to take easier classes in high
school and get better grades.”
• “My senior year in high school doesn’t
matter.”
• “I don’t have to worry about my grades, or
the kind of classes I take until my junior
year.”
• “Community colleges don’t have academic
standards.”
• “As many as half of all college students
do not have adequate academic
preparation and are required to take
remedial courses.”
• “More than one quarter of the freshmen at
4-year colleges and nearly half of those at
2-year colleges do not even make it to
their sophomore year.”
College Board
• Public 2-year colleges provide remedial
course work for 42% of the entering
freshmen.
• In 2000, the length of time in
remediation has increased to 40% that
average a year or more in remediation.
“Most college-bound students simply do not
know which courses are necessary not just
to enter college, but to begin credit-bearing
work. One of the most common student
misconceptions about college readiness is
that meeting their high school graduation
requirements will prepare them for
college.”
Betraying the College Dream, by Venezia, Kirst and Antonio
WHAT IS THE GOAL?
• College Admissions or College Success?
• College Attendance or Graduation?
(Dr. Ken Gray, Penn State University)
Remind Students:
ALL DECISIONS YOU MAKE HAVE
CONSEQUENCES
MAKE
THE BEST
ONES
YOU CAN
Information on the importance of the
right curriculum, college requirements,
and employment data must be a part of
the advisement curriculum.
Recommended Academic Core for
All Students
• Four credits in college-prep/honors English
• Four mathematics credits – Alg. I, geometry, Alg. II
and above
• Three science credits at the college-prep level; four
credits with a block schedule
• Three units of social studies; four credits with a
block schedule
• Mathematics the senior year
Recommended Concentrations
• Mathematics and Science Concentration – four
credits in each field, with at least one at the AP level
• Humanities Concentration – four credits each in
college-prep language arts and social studies with at
least one at the AP level and four additional credits
from foreign language, fine arts, journalism debate,
etc.
• Career/technical Concentration – four credits in a
planned sequence of courses within a broad career
field – pre-engineering, health/medical science, etc.
Mean Scores of Students Who Completed
All HSTW-Recommended Curriculum
(21% Completed)
Yes
No
Goals
Reading
294
274
279
Mathematics
319
295
297
Science
313
287
299
Questions to Consider
1. What type of information must be provided to
students to help them set goals after high
school? When should it be provided? How
often?
2. How does this affect your advisement
program? Will you make changes in your
adviser-advisee curriculum map? (Refer to
pages 3 – 4 in your planner.)
Parental Involvement – How Do
We Get It?
“In this complex world, it takes more
than a good school to educate children.
And it takes more than a good home.
It takes these two major educational
institutions working together.”
Dorothy Rich, author of MegaSkills
Parental Involvement is the
single greatest factor in
determining student success.
School practices that encourage parents
to participate is the most important fact
in whether or not parents will
participate. School attitudes and
actions were more important than the
parents/ income, education level,
marital status, race or student grade
level in predicting whether the parent
would be involved in the school.
We need informed parents who
will help their students make
the right choices.
Do you enjoy
throwing money away?
Planning for the Future is very
important
• What are your
child’s plans after
graduation?
• Is he/she taking the
right courses to
make those plans a
reality?
Parents should be invited
to at least one meeting
a year to review their
child’s program of
study and course
selection for next year.
Meet with Parents to Review
Available Test Data
• Educational Progress
Checks
– National Tests (PSAT,
PLAN, SAT, ACT,
Iowa Test of Basic Skills,
Stanford 9)
– ASSET
– Any State Tests
– Any District Tests
– Report Card
– Teacher Recommendations
• Educational Planning
– Personal Career/Education Plan
– 4-year Program of Study
– Next Semester’s (Year’s) Schedule
Build in “Reality Checks” for
Students and Parents
• Look at discrepancies:
– goals and performance
– goals and coursetaking patterns
How Do You Get Parents to Attend Annual
Student-Adviser-Parent Meetings?
•
•
•
•
Have an appointment
Make the appointment meaningful
Make the time convenient
Student-led Conferences
Student-Led Conferences
• Turn to pages 10 – 12 in
your planner.
• Talk with your group
about implementing
student-led conferences.
Could they be easily
implemented? What
would be the main
obstacles?
What type of Staff Development
Should be Given to Advisers?
Suggested Topics for Staff
Development
Academic Topics:
• Contents of IGP
• Tests and test interpretation (PLAN, ACT, PSAT,
SAT, ASVAB)
• Graduation Requirements
• How to calculate GPA
• Registration and scheduling information
• Student financial aid for postsecondary training
• Academic expectations for vocational studies
Suggested Topics for Professional
Development
Career Topics:
• Knowledge of interest/aptitude inventories
• Employability skills
applying for a job
interviewing
resume writing
communication skills
Suggested Topics for Professional
Development
Career Topics:
• Educational options
college
vocational-technical training
military
• Career clusters and the occupational outlook
• Tech Prep/School-to-Work
Suggested Topics for Professional
Development
Social/Personal Topics:
• Effective listening skills
• Substance abuse education/knowledge
• Community resources/hotlines for crisis
assistance
• Interacting positively with parents; how to
hold a parent conference
• Awareness of cultural differences
• Conflict intervention
Suggested Topics for Professional
Development
Social/Personal Topics:
• Effective listening skills
• Substance abuse education/knowledge
• Community resources/hotlines for crisis
assistance
• Interacting positively with parents; how to
hold a parent conference
• Awareness of cultural differences
• Conflict intervention
© 1996-2003 American Student Achievement Institute  http://asai.indstate.edu  May be reproduced with proper citation for educational purposes.
We’d never dream of coaching
basketball without keeping stats.
Stats tell us if our coaching
is making a difference.
HOW WILL WE
KNOW IF OUR
ADVISORY PROGRAM
IS MAKING A
DIFFERENCE?
Schools Should Be Able to Answer
Two Questions:
• Are students better off because they have
participated in a guidance and advisement
program?
• Can you prove it?
Pre- & Post- Survey
1. I can describe my personal
learning style.
A. Yes
B. Don’t Know
C. No
2. I can identify identified a career
cluster that matches my
interests.
A. Yes
B. Don’t Know
C. No
3. I can use a conflict management
model to to solve a problem
between two friends.
A. Yes
B. Don’t Know
C. No
SCANTRON SURVEY FORM
Guidance Portfolio
Part 1:
Self Knowledge Activities
Part 2:
Exploration Activities
Part 3:
Planning Activities (goals)
Part 4:
Achievement Data
Part 5:
Best Work
Part 6:
Leadership
Part 7:
Self-Management
Part 8:
Team-Building
Part 9:
Problem Solving
STUDENT CHOICE DATA
Behavioral
Academic
Career
Tardy Rate
Enrollment Patterns
Attendance Rate
% Completing All
Homework
% Participating Job
Shadowing
% Having Discipline
Referrals
% Suspended
% Expelled
% Participating in
Extra Help Programs
% Visiting Post HS
Campus
% Taking PLAN and
PSAT
% Conducting
Information
Interview
% Participating in
Internship
Student Choices
TASK
2004 2005
% Enrolling In Algebra
74% 100%
% Having a course plan that aligns
with their postsecondary plans
57% 100%
% 10th taking the PLAN (pre ACT)
22%
91%
% 11th grade taking the PSAT
28%
57%
% 12th planning to continue education
after high school
69%
82%
ACADEMIC ACHIEVEMENT
State Testing Programs
National Assessment of Educational Progress (NAEP)
Northwest Educational Assessment (NWEA)
Middle Grades Assessment (MGA)
End-of-Course Tests
% Passing Specific Courses or Subjects
% Passing Academic Core
Changes in Student Achievement
Data Field
2004 2005
% proficient on state test
54%
56%
% passing Algebra in 9th grade
25%
35%
% passing end-of-course tests
53%
58%
% graduating
72%
73%
6%
10%
% earning a 3 on an AP test
Evaluating Your Advisement Program
• Does the school’s advisement program have
an evaluation component? If so, is it telling
them what they need to know?
• How can the school improve their
evaluation to get a clearer picture of the
effectiveness of their advisement program?
“Young people in the
’90s have sky-high
hopes
but little grasp of
how to fulfill their
dreams.”
Schneider, B. and Stevenson, D. (1999). The Ambitious generation:
America’s Teenagers motivated but directionless.
Linda Dove,
Urban School Improvement
Consultant
592 10th Street, NW
Atlanta, GA 30318-5790
404-875-9211 ext 323
[email protected]
www.sreb.org
Southern
Regional
Education
Board