GuidanceFest 2011


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GuidanceFest is presented by Oklahoma CareerTech to high school guidance counselors as a way to continue dialogue about opportunities avaliable to students through careertech education. This presentation is a collaboration between 4 presenters.

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  • Nearly eight in ten future job openings in the next decade in the U.S. will require postsecondary education or training.
  • Forty-five percent will be in “middle skill” occupations, which require at least some postsecondary education and training, while 33% will be in high skilled occupations for which a Bachelors degree or more is required. By contrast, only 22% of future job openings will be “low skill” and accessible to those with a high school diploma or less.
  • While the U.S. still ranks 3rd in the adult population (25-64 year olds) with an associates degree or higher among 30 countries, we now rank 10th among 25-34 year olds with a two-year degree and above. Competing countries are catching up to – and even outpacing – the U.S. in the educational attainment of their new generation of adults.
  • Complete College America in Oklahoma aims to increase the number of college graduates by 67 percent by 2023. 30, 500 degrees annually in 2011 50,900 degrees annually by 2023
  • The Common Core Standards, adopted by Oklahoma in 2010 and set for full implementation in June 2014, align with the Career Ready/College Ready Initiative
  • High Schools That Work, a program of the Southern Regional Educational Board, has 10 Key Practices. Number 4 deals with Career/technical studies and the Career Ready/College Ready Agenda
  • Technology Centers That Work, a program of the Southern Regional Educational Board, has 10 Key Practices. Number 2 deals with Program of Study and the Career Ready/College Ready Agenda
  • The Carl D. Perkins Career and Technical Education Improvement Act of 2006, or Perkins IV, is set to expire in 2012. Discussions on Perkins V, which should begin in 2013, includes an emphasis on the Program of Study and its 10 components. Two of the ten components deal directly with college transition.
  • CareerTech has always believed in preparing Oklahomans for the workplace, education and life. We have always believed in preparing Oklahomans for Career, College and Citizen.
  • The Tech Prep blog, at is a great resource.
  • Contact Info
  • Resources when studying college and career readiness.
  • Works cited in this presentation.
  • Thank you to those who have provided images and graphics to this non-commercial presentation under the Creative Commons License. All rights are held by you, the original artist and we appreciate your willingness to let others use your work.
  • Counseling Sources:   American Counseling Association (2006). Effectiveness of School Counseling.   Association for Career and Technical Education, Guidance Division (2003 ). The Role of the Guidance Profession in a Shifting Education System.   California Department of Education (2007). Research on School Counseling Effectiveness. Retrieved February 11, 2008, Web site:   Riley, Camilla. Unpublished work (2004). 11/21/11 CBell
  • Nebraska study 11/21/11 CBell
  • Intensive: 75-reading; 71-math; 71-science Moderate: 62-reading; 52 math; 50 science Low: 59 reading; 46-math; 57-science 11/21/11 CBell
  • 11/21/11 CBell This means moving from a culture of entitlement to a culture of performance, as mentioned earlier. The National School Boards Association published an article that addressed the need for education to move from a entitlement culture to a performance culture. We have taken this article and instead of reading through the administrators mind, or the school board members lens, or the teachers lens (which many have done) we have revised it to read through the school counselor and the school counseling programs’ lens. For school counseling programs, this means moving from programs that focus on the number of activities we perform to focusing on the outcomes and results of these activities. OK, so you held 10 guidance lessons this week, eight groups and saw 15 individual students… SO WHAT?? Programs that focus on performance indicate the results of these activities. Collecting process data is important so that programs can see what they are doing and for whom, but the outcomes of these programs are what stakeholders want to see; its what funding is based on. Performance cultures focus on adapting and changing as the demographics change, as student needs change, instead of doing what we have always done.
  • 11/21/11 CBell The focus then is on …….Results The paradigm shift is therefore one that takes us form monitoring ONLY the process (how may times you hold a group or teach a guidance lesson) and measuring or listing the amount of services counselors provide. To focusing on the RESULTS of these activities and measuring their outcomes so that the data can be used for program improvement. If you hold a group for students with behavior problems, can you show that discipline referrals decrease among students in the group. If you teach lessons on study skills, can you show that student performance improved?
  • 2006 were 9-12 grade 2007 went to 10-12 11/21/11 CBell
  • 11/21/11 CBell READ SLIDE Using data helps close the gaps in school and classroom practices to raise student achievement. The vision should show consistent progress and have measurements/goals for all students to meet.
  • 11/21/11 CBell At one middle school site, after identifying students in need of academic assistance through a student data base query, school counselors met with teachers, students, parents and held skill building sessions in the areas of student skills and attitude. As you can see, was quite effective, specifically at 8 th grade where 72% of the students demonstrated GPA improvement.
  • 11/21/11 CBell At this school site, school counselors presented guidance lessons of promotion retention criteria. The pre-post test had indicated that only 15% of student understood the promotion retention criteria before the lessons, 100% did following. Additionally, school counselors met individually and in small groups with students who were identified as retention candidates. As this slide indicates, 72 students avoided retention as a results of this intervention. Now, while school counselors can’t take all the credit, they certainly know they were contributing to the academic achievement of students.
  • 11/21/11 CBell Conflict resolution became a site goal one year at this elementary and as you can see, the number of students who could p eacefully resolve a conflict increased from 55% to 88%. Following implementation of a Conflict Manager program, the number of suspended students was reduced from 13% in 97/98 to 3% in 01/02 . As statistic that would impress any school board member, reduce administrative time managing discipline and hopefully improve student learning as well.
  • 11/21/11 CBell One year, one high school focused on improving student use of the career center. A new guidance assistant was hired to help the school counselors with clerical responsibilities related to the career center and with organizing speakers and the details of the evening guidance presentations provided by the school counselors for parents and students. As you can see, it was quite effective. In three years, the number of students visiting the career center increased from 30 to over 200 students per day. Parent attendance at evening guidance events increased from 150 to 500 parents. Scholarship dollars for students increased from $750,000 to $825, 000 and finally, graduation rates improved from 84 % to 89% .
  • This has been another CareerTech Production
  • GuidanceFest 2011

    1. 2. Welcome
    2. 3. Legislative Update ACE E-transcripts
    3. 4. Legislative Update <ul><li>SB 346 - ends social promotion after the third grade for children who can’t read at proficient levels (Supt. Barresi called it “3 rd Grade Graduation”) </li></ul><ul><li>HB 1456 - reform requires an A – F report card for schools </li></ul><ul><li>HB 1652 - allows guns on Career and Technology Center campuses, although it’s limited to concealed weapons permit holders who must keep the weapons secured in a vehicle (They can already do this on Higher Ed campuses.) </li></ul>
    4. 5. Legislative Updates <ul><li>SB 969 - offers a 50% state income tax credit to businesses and individuals on contributions to scholarship-granting organizations. Those organizations would then provide tuition scholarships to low income families or parents of children in failing public schools, allowing families access to the education provider of choice. Funds generated from the tax credits would also be used to finance grants for new (innovative) programs in rural public schools across the state. </li></ul>
    5. 6. Are you thinking about it yet? <ul><li>SB 377 - which would raise the normal retirement age for new teachers from 62 to 65 and establish a minimum retirement age of 60 for full retirement benefits for teachers with the required combination of age and years of service (Rule of 90) </li></ul><ul><li>SB 891 – retirees - must lay out 60 days before you can be rehired </li></ul><ul><li>HB 2132 – retirees - no COLAs unless full funded </li></ul>
    6. 7. Legislative Updates <ul><li>SB 222 : Educational Accountability Reform Act - 2009 </li></ul><ul><li>… I. For the purposes of this act, a “unified data system” shall connect essential data elements relating to student level course work and course grades . The system shall facilitate the transfer of data across systems and among interested parties to address questions that cut across levels of the educational system and agencies… </li></ul>
    7. 8. Educational Accountability Reform Act 2009 <ul><li>Created the P-20 Data Coordinating Council </li></ul><ul><li>Sub-committee working on transcripts </li></ul><ul><li>Eventually there should be very little, if any, entering of information on transcripts by hand </li></ul>
    8. 9. That is a good deal! <ul><li>SB 794 – ensures that elected officials aren’t given preferred status over other public employees when calculating retirement benefits </li></ul>
    9. 10. This is it!!!!! ACE Update <ul><li>The seniors of 2011-12 are the first class that will have to meet the requirements of ACE, both in courses and assessments . </li></ul>*ACE information provided by the OK State Dept. of Education – Fall 2011
    10. 11. Results of SDE Survey <ul><li>Results: </li></ul><ul><ul><li>Total number of students aiming to graduate in 2012 = 39,300 </li></ul></ul><ul><ul><li>Have already met the demonstrating mastery requirements = 32,800 </li></ul></ul><ul><ul><li>Have not yet met the standards = 6,500 </li></ul></ul><ul><ul><li>Met the requirements using only EOI tests = 29,350 </li></ul></ul><ul><ul><li>Met the requirements using at least one alternative test = 3,400 </li></ul></ul>*Information from the OK State Dept. of Ed – Fall 2011
    11. 12. How do students demonstrate mastery? <ul><li>By scoring Proficient or Advanced on the End-of-Instruction (EOI) test </li></ul><ul><li>By retaking the EOI </li></ul><ul><li>Through approved Alternate Tests </li></ul><ul><li>Through approved End of Course Projects (available on the SDE website under the School District Reporting Site) </li></ul><ul><li>Through modified proficiency scores (for students with an IEP) </li></ul>
    12. 13. When may students retake the EOI? <ul><li>All students must be given the opportunity to retake the EOI at least three times per calendar year </li></ul><ul><li>Those three opportunities are in the Winter/Trimester window, the Spring window, and the Summer window </li></ul><ul><li>All three opportunities must be provided to students </li></ul>
    13. 14. SBE Approved Alternative Assessments <ul><li>Additional tests have been added to the Alternate Test List based on approval by the Oklahoma State Board of Education on May 26, 2011. </li></ul><ul><ul><li>PSAT/NMSQT </li></ul></ul><ul><ul><li>Algebra II EOI as an alternate for the Algebra I EOI </li></ul></ul><ul><ul><li>English III EOI as an alternate for the English II EOI </li></ul></ul><ul><li>(List of Alternative Assessments provided in handouts.) </li></ul>
    14. 15. House Bill 1680 signed into law 5/3/11 HB 1680 removed the phrase “of satisfactory and above;” therefore, all EOI performance levels (including limited knowledge and unsatisfactory) shall be reported on the student’s transcript. Remember: I’m just the messenger!!
    15. 16. Transcripting by the high schools <ul><li>Due to ambiguity in the law, SDE is advising districts that the highest level attained on an EOI must be on the transcript. They are working with legislators to clarify the language in the law. </li></ul><ul><li>The EOI performance levels must not be replaced by Alternate Test Scores, End of Course Projects, or Modified Proficiency Scores. The EOI performance levels on the transcript may only reflect the student’s official EOI test scores. </li></ul><ul><li>The ACE Cumulative Record will still be used to track: </li></ul><ul><ul><li>Retake opportunities </li></ul></ul><ul><ul><li>Alternate Tests </li></ul></ul><ul><ul><li>End of Course Projects </li></ul></ul><ul><ul><li>Modified Proficiency Scores, or </li></ul></ul><ul><ul><li>Other exceptions and exemptions </li></ul></ul>
    16. 17. On the transcripts <ul><li>For each student who meets the graduation requirements, the student’s transcript shall read, “The student has met the graduation requirement of demonstrating mastery in the state academic content standards.” </li></ul><ul><ul><li>This same statement should be used for all students, regardless of whether they met the requirements through EOI test, Alternate Tests, End of Course Projects, or Modified Proficiency Scores. </li></ul></ul>
    17. 18. So <ul><li>What happens if students do not demonstrate mastery? Do they get a certificate of completion/attendance? </li></ul><ul><li>State law does not address a Certificate of Completion/Attendance. </li></ul><ul><ul><li>State law requires students to demonstrate mastery in Algebra I, English II, and two other subjects as described above in order to graduate. </li></ul></ul><ul><ul><li>Students who entered the 9 th grade in the 2008-2009 school year who do not meet this requirement will not graduate from high school . </li></ul></ul>
    18. 19. Will they be reported as dropouts? <ul><li>Any student who does not graduate on time because he or she has not met the requirement to demonstrate mastery in Algebra I, English II, and two other subjects as described above; is not yet 19 years old; and does not enroll in school in order to receive remediation and continue working toward meeting that graduation requirement would be considered a dropout and must be reported as such on the district’s Dropout Report. </li></ul>
    19. 20. 5 th year seniors? <ul><li>If a student chooses to enroll (for example as a 5 th year senior in 2012-2013) in order to work toward meeting these graduation requirements, the student could enroll in courses such as: </li></ul><ul><ul><ul><li>4059 - ACE English II Remediation </li></ul></ul></ul><ul><ul><ul><li>4060 - ACE English III Remediation </li></ul></ul></ul><ul><ul><ul><li>4414 - ACE Algebra I Remediation </li></ul></ul></ul><ul><ul><ul><li>4415 - ACE Algebra II Remediation </li></ul></ul></ul><ul><ul><ul><li>4524 - ACE Geometry Remediation </li></ul></ul></ul><ul><ul><ul><li>5037 - ACE Biology I Remediation </li></ul></ul></ul><ul><ul><ul><li>5409 - ACE U.S. History Remediation, or </li></ul></ul></ul><ul><ul><ul><li>Other courses deemed appropriate by the district </li></ul></ul></ul>
    20. 21. How old are they? <ul><li>According to OK law, students are allowed a free, public education up to the age of 21; however, at age 19, a student may choose to enroll in an adult education program instead. Once a student turns 21, the school district may choose to allow the student to continue enrollment, and the school may choose to charge the student tuition. Prior to the age of 21, no student can be denied a free, public education if they have not earned a high school diploma. </li></ul>
    21. 22. Fall of 2012 <ul><li>Beginning in the fall of 2012 and each year thereafter, the law will require districts to report, by school site, the number of students who earned a high school diploma based on: </li></ul><ul><ul><li>EOI scores </li></ul></ul><ul><ul><li>Alternate Tests </li></ul></ul><ul><ul><li>End of Course Projects </li></ul></ul><ul><ul><li>Modified Proficiency Scores </li></ul></ul><ul><ul><li>Some combination of the above </li></ul></ul><ul><li>Districts should be keeping this data in such a way that the disaggregated report will be easy to generate when requested. </li></ul>
    22. 23. ACE Remediation <ul><li>ACE remediation classes can be counted as an elective on a student’s transcript; however, remediation classes cannot be counted as core academic courses required for graduation. </li></ul>
    23. 24. And remember <ul><li>SB 867 - “Technology center school shall be authorized to provide intervention and remediation in Algebra I, Algebra II, Geometry, English II, English III, United States History and Biology I to students enrolled in technology center schools , with the approval of the independent school district board.” </li></ul><ul><li>(my emphasis) </li></ul>
    24. 25. Business and Industry recognized endorsements
    25. 26. Current numbers for etranscripts <ul><li>314 high schools signed up (465 total HS) </li></ul><ul><li>83 colleges/universities and technology centers + NCAA Eligibility Center + OKPromise signed up </li></ul><ul><li>3,915 etranscripts sent to Tech Centers in 2010-11 ($31,320 saved by schools) </li></ul>
    26. 27. OSRHE help with etranscripts <ul><li>Also if any technology centers have monthly or quarterly counselor meetings and would like for Alicia McCullar, Student Portal Coordinater for, to come by and share information about the etranscript exchange or the new Scholarship Corner she just created, contact her at [email_address] or 405-550-9211.   </li></ul><ul><li>The Scholarship Corner is located on under the tab for Educators.  </li></ul><ul><li> </li></ul>
    27. 28. Contact Information <ul><li>Tommi Leach </li></ul><ul><li>Career & Academic Advisement Specialist </li></ul><ul><li>405-743-5524 </li></ul><ul><li>[email_address] </li></ul>Questions <ul><li>Career Advisor enewsletter </li></ul><ul><li>Twitter: @TommiLeach </li></ul>
    28. 29. Join us on Twitter <ul><li>@OKCareerTech </li></ul><ul><li>@TommiLeach </li></ul><ul><li>@iOKCIS </li></ul>
    29. 30. CareerTech is College Ready
    30. 31. Not Another Alliance Presentation
    31. 32. Career Ready/College Ready <ul><li>“ America’s prosperity has always rested on how well we educate our children – but never more so than today,” </li></ul><ul><li>Barack Obama </li></ul><ul><li>44 th President of the United States </li></ul>
    32. 33. Career Ready/College Ready “ We can do and we must do better in producing a highly skilled, educated workforce in our state” Mary Fallin Governor of Oklahoma
    33. 34. Career Ready? College Ready?
    34. 35. Career Ready <ul><li>Being “ career ready” means that a high school graduate has the English, and mathematics knowledge and skills needed to qualify for and succeed in the postsecondary job training and/or education necessary for their chosen career (i.e. technical/vocational program, community college, apprenticeship or significant on-the-job training). </li></ul> Achieve – American Diploma Project
    35. 36. College Ready <ul><li>Being “college ready” means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e. a certificate, license, Associates or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses work without the need for remedial coursework. </li></ul>Achieve – American Diploma Project
    36. 37. Convergence <ul><li>the act of converging and especially MOVING TOWARD UNION or uniformity </li></ul>
    37. 38. Career Ready/College Ready <ul><li>“ These must mean the same thing. That doesn’t mean everyone will want to go to college. It simply means that a student graduating with a high school diploma in Oklahoma should be ready to either enter the work force successfully, or enter college without requiring remediation.” </li></ul><ul><li>Janet Barresi, State Superintendent </li></ul><ul><li>State of Education Address </li></ul>
    38. 39. 35 Years Ago <ul><li>12% of jobs required some postsecondary training or an associate’s degree </li></ul><ul><li>16% required a bachelor’s degree or higher. </li></ul>
    39. 40. In the Future
    40. 41. In the United States 45% Middle Skill 33% High Skill
    41. 42. Educational Attainment In the US <ul><li>10th </li></ul>
    42. 43. In Oklahoma <ul><li>80% of jobs are middle or high-skill (jobs that require some postsecondary education or training) </li></ul><ul><li>32% of Oklahoma’s adults have some postsecondary degree (associate’s or higher) </li></ul>Skills to Compete
    43. 44. Complete College America “ Today, we are officially launching our plan to significantly improve degree attainment in the state.” Mary Fallin Governor of Oklahoma September 22, 2011
    44. 45. Complete College America 2011
    45. 46. Complete College America
    46. 47. Complete College America <ul><li>enhanced efforts to audit and bring in line with the national norm all certificates awarded through the COOPERATIVE ALLIANCE PROGRAM with the Oklahoma Department of Career and Technology Education </li></ul>
    47. 48. How Does it Fit?
    48. 49. Common Core Standards <ul><li>are aligned with college and work expectations </li></ul>
    49. 50. PARCC <ul><li>Partnership for Assessment of Readiness for College and Careers </li></ul><ul><li>K-12 assessments in English and math </li></ul><ul><li>Builds a pathway to college and career readiness for all students </li></ul>
    50. 51. High Schools That Work <ul><li>Career/technical studies : Provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level academic and problem-solving SKILLS NEEDED IN THE WORKPLACE AND IN FURTHER EDUCATION </li></ul>
    51. 52. Technology Centers That Work <ul><li>Program of study : Require each student to complete a plan of study leading them to complete a true concentration in an approved sequence of at least four career/technical courses and an upgraded academic core leading to PREPARATION FOR POSTSECONDARY STUDIES AND A CAREER . </li></ul>
    52. 53. Carl Perkins Act of 2006 <ul><li>“ promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students; “ </li></ul>
    53. 54. Oklahoma Tech Prep <ul><li>“ Increase the number of Oklahoma CTE students who complete high school with college credit , pursue and complete a post-secondary credential, an industry recognized certificate or degree and are employed in the field in which they were prepared.” </li></ul>
    54. 55. CareerTech is College Ready
    55. 56.
    56. 57. College Beyond Alliances
    57. 58. STEM Class of 2009 <ul><li>167 graduating seniors </li></ul><ul><li>68% accepted or enrolled in 4 year colleges </li></ul><ul><li>20% accepted or enrolled in 2 year colleges </li></ul><ul><li>88% accepted or enrolled in college </li></ul><ul><li> </li></ul>
    58. 59. STEM Class of 2009 101 51 75% persistence rate
    59. 60. STEM <ul><li>Math and Science Courses at 54 tech center campus sites </li></ul><ul><li>Mathematics Courses above Algebra I Science Courses above Biology I </li></ul><ul><ul><li>Geometry Biology II </li></ul></ul><ul><ul><li>Algebra II Chemistry </li></ul></ul><ul><ul><li>Algebra III Physics </li></ul></ul><ul><ul><li>Trigonometry and/or Trig/Pre-Calc Anatomy and Physiology </li></ul></ul><ul><ul><li>Calculus Microbiology </li></ul></ul><ul><ul><li>AP Calculus AP Biology </li></ul></ul><ul><ul><li>AP Statistics AP Physics </li></ul></ul><ul><ul><li> AP Chemistry </li></ul></ul><ul><ul><li> AP Environmental </li></ul></ul>
    60. 61. The Future of CTE
    61. 62. Program of Study <ul><li>5. COLLEGE AND CAREER READINESS STANDARDS </li></ul><ul><li>Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS. </li></ul>
    62. 63. Program of Study <ul><li>7. CREDIT TRANSFER AGREEMENTS </li></ul><ul><li>Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary education systems. </li></ul>
    63. 64. Our Mission <ul><li>We prepare Oklahomans to succeed in the workplace, in education, and in life </li></ul>
    64. 65. The bottom line <ul><li>today ALL high school graduates need to be prepared for some postsecondary education and/or training if they are to have options and opportunities in the job market. </li></ul>Achieve – The American Diploma Project
    65. 66. Tech Prep Blog Wordcloud by Tagxedo
    66. 67. Jeremy Zweiacker Tech Prep & Alliance State Coordinator Oklahoma CareerTech 1500 West 7th Ave Stillwater, Oklahoma 74074 Phone: 405.743.6881 Fax: 405.743.6809 Email: Twitter: @okcareertech
    67. 68. Resources <ul><li>Achieve: </li></ul><ul><li>Common Core Standards: </li></ul><ul><li>Complete College America: </li></ul><ul><li>ODCTE: </li></ul><ul><li>OSDE: </li></ul><ul><li>OSRHE: </li></ul><ul><li>SREB: </li></ul>
    68. 69. Work Cited <ul><li>Meeder, Hans. Achieve, &quot;The Perkins Act of 2006: Connecting Career and Technical Education with the College and Career Readiness Agenda.&quot; Accessed September 28, 2011. . </li></ul><ul><li>State of Oklahoma, “Governor of Oklahoma.&quot; Last modified September22, 2011. Accessed September 28, 2011. . </li></ul><ul><li>The Office of Vocational and Adult Education (OVAE), Division of Academic and Technical Education (DATE), &quot;Perkins Collaborative Resource Network (PCRN.&quot; Accessed September 28, 2011. . </li></ul><ul><li>US Department of Education, &quot;Carl D. Perkins Career and Technical Education Act of 2006.&quot; Accessed September 29, 2011. </li></ul>
    69. 70. Photo Credits <ul><li>President Obama: </li></ul><ul><li>Mary Fallin </li></ul><ul><li>Janet Barresi: </li></ul><ul><li>Edmond Low Library: </li></ul><ul><li>Tie Guy: </li></ul><ul><li>Puzzle Pieces: </li></ul><ul><li>Students looking at microscope: </li></ul><ul><li>Desk: </li></ul><ul><li>Student: </li></ul><ul><li>Street sign: </li></ul><ul><li>Briefcase: </li></ul>
    70. 71. How Counselors Impact Student Achievement
    71. 72. Regardless of our personal feelings. Data is not just a four letter word!!
    72. 73. Students of all ages who receive quality guidance and counseling services: <ul><li>Experience higher academic achievement </li></ul><ul><li>Participate in rigorous academics (advanced math and science) and more career and technology courses </li></ul><ul><li>Develop and use career plans </li></ul><ul><li>Make informed education and life choices </li></ul><ul><li>Feel better prepared for the future </li></ul><ul><li>Are less likely to drop-out of school </li></ul>
    73. 74. Positive Student Outcomes School Counseling Programs Make a Difference! • Higher Graduation Rates • Higher Attendance Rates • Higher Math and Reading Proficiency • Lower Suspension and Lower Discipline Rates • Improved Technical Career Skills
    74. 75. Timely Guidance <ul><li>Teachers or counselors often encouraged students to take more challenging English/mathematics/science courses. </li></ul><ul><li>Students talked with they parents or other adults with whom the lived at least once a year about education/career plans. </li></ul><ul><li>Student reviewed the sequence of courses they planned to take throughout high school at least once a year. </li></ul>
    75. 76. Timely Guidance, continued <ul><li>Student were very satisfied with the help they received at school in the selection of high school courses. </li></ul><ul><li>A teacher or counselor talked to them individually about their plans for a career or further education after high school. </li></ul><ul><li>Students and parents received information or assistance from someone at the school in selecting or applying to college. </li></ul>
    76. 77. Timely Guidance <ul><li>Someone from a college talked to them about going to college </li></ul><ul><li>Students spoke with or visited someone in the a career that they aspire to. </li></ul><ul><li>Cut the data to look at: </li></ul><ul><ul><li>Intensive (7-10 indicators) </li></ul></ul><ul><ul><li>Moderate (5-6 indicators) </li></ul></ul><ul><ul><li>Low (0-4 indicators) </li></ul></ul>
    77. 78. Met Readiness Goals
    78. 79. From Entitlement to Performance <ul><li>From a program that: </li></ul><ul><li>Focuses generally on the number of activities </li></ul><ul><li>Measures the amount of effort </li></ul><ul><li>Attends to the process of doing work </li></ul><ul><li>Talk about how hard they work </li></ul><ul><li>Focus on good intentions </li></ul><ul><li>To a program that : </li></ul><ul><li>Focuses on outcomes and improved results </li></ul><ul><li>Measures impact related to goals </li></ul><ul><li>Attends to goals, objectives, and outcomes </li></ul><ul><li>Talk about effectiveness </li></ul><ul><li>Focus on accomplishments </li></ul>Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43
    79. 80. School Counseling Programs Are About RESULTS. How are students different as a result of the school counseling program?
    80. 81. Why Data is Important <ul><li>What gets measured gets done. </li></ul>
    81. 82. Example-School Report Card 2006 2007 2008 2009 2010 Student enrollment 1064.7 1240 1206 1295 1278 Free/reduced lunch 45% 48% 49% 52% 54% Students in special education 7.9% 11.9% 15.3% 14.7% 15% Days absent per student 8.9 9.4 11.4 11.6 11.2 2006 2007 2008 2009 2010 English II 79% 76% 74% 82% 86% Algebra I 7% 54% 48% 51% 24%
    82. 83. Example-School Report Card 2006 2007 2008 2009 2010 Dropout rate 5.1% 5.6% 9.5% 7.2% 8.3% Graduates 98.1% 97.9% 97.2% 98.4% 98% CT participation 55.8% 62.1% 66.1% 67.6% 54.5% Average ACT score 20.7 21.7 20.6 20.6 21.3 Completing regents curriculum 72.6% 55.5% 70.7% 69.9% 92.7% Out of state college rate 4.8% 1.9% 3.2% 1.1% 1.8% State college rate 51.1% 54.4% 53.3% 53.3% 54.5% Remedial courses 36.9% 40.6% 42.8% 46.6% 46.3%
    83. 84. Data Assumptions <ul><li>What does data seem to tell us? </li></ul><ul><li>What does it not tell us? </li></ul><ul><li>What else do we need to know? </li></ul><ul><li>What good news is there to celebrate? </li></ul><ul><li>What school improvement needs (challenges) might arise from these data? </li></ul>
    84. 85. WHY NOW? <ul><li>Accountability </li></ul><ul><li>“ Close the gap” </li></ul><ul><li>Budget </li></ul><ul><li>Education reform movement </li></ul><ul><li>Equity and access to rigorous academics </li></ul><ul><li>High-stakes testing </li></ul><ul><li>Improving school safety and security </li></ul>
    85. 86. Engaging Counselors and Administrators with the Data Understanding the problems and buying in to needed change is a slow process! DATA Helps…
    86. 87. Implications: What is <ul><li>the purpose of the school counseling program? </li></ul><ul><li>/are the desired result(s) or outcome(s)? </li></ul><ul><li>being done to achieve results? </li></ul><ul><li>the evidence that the objectives have been met? </li></ul><ul><li>making a difference? </li></ul>
    87. 88. IDENTIFY AVAILABLE DATA <ul><li>Is the program making a difference? </li></ul><ul><li>PICK ONE THING in your program </li></ul><ul><li>Possible data sources </li></ul><ul><ul><li>Establish a benchmark </li></ul></ul><ul><ul><li>Identify successes and challenges </li></ul></ul><ul><ul><li>Identify strategies to assist in making decisions to show progress </li></ul></ul>
    88. 89. What data is already gathered? <ul><li>Attendance </li></ul><ul><li>Explore scores/report </li></ul><ul><li>Plan scores/report </li></ul><ul><li>Discipline referrals </li></ul><ul><li>Grade reports </li></ul><ul><li>EOI scores </li></ul><ul><li>School report cards </li></ul><ul><li>Needs assessments </li></ul><ul><li>What else? </li></ul>
    89. 90. Academic Result Interventions (6-8) <ul><li>After Academic Counseling Groups: </li></ul><ul><li>37% of 6 th graders (64) </li></ul><ul><li>24% of 7 th graders (47) </li></ul><ul><li>72% of 8 th graders (46) </li></ul><ul><li>Demonstrated GPA improvement </li></ul>
    90. 91. Academic Result Interventions (6-8) <ul><li>Students on retention list: </li></ul><ul><li>6th - 81 </li></ul><ul><li>7th - 73 </li></ul><ul><li>8th - 103 </li></ul><ul><li>Students who came off retention list: </li></ul><ul><li>6th - 27 </li></ul><ul><li>7th - 22 </li></ul><ul><li>8th - 23 </li></ul>72 students avoided retention Pre: Post:
    91. 92. Personal/Social Results Conflict Resolution (K-5) <ul><li>Number of students who could peacefully resolve a conflict increased from 55% to 88% </li></ul><ul><li>Following implementation of a Conflict Manager program the number of suspended students was reduced from 13% to 3% over a 3 year period </li></ul>
    92. 93. Career Development High School <ul><li>In the last three years the number of students visiting the career center has increased from 30 to over 200 students per day. </li></ul><ul><li>Parent attendance at evening guidance events has increased from 150 to 500 parents </li></ul><ul><li>Scholarship dollars for students increased from $750,000 to $825, 000 </li></ul><ul><li>Finally, graduation rates have improved from 84 % to 89% </li></ul>
    93. 95. Packets
    94. 96. Tech Center Break-out Sessions
    95. 97. UEP Overview Counselor Data
    96. 98. Door Prizes
    97. 99. Thank You!!
    98. 100. <ul><li>this has been another </li></ul><ul><li> production </li></ul>