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 familiesConnecting what students want with career and postsecondary opportunitiesDeveloping skills needed for success in school and beyondProviding frequent contact with a caring adult in the school by responding to student needs

2.PLANNINGPortfolios

1.PERSONALIZING

Advisories

3.DEMONSTRATING

Conferences

4.EMPOWERING

Scheduling

5.EVALUATING

Data

The Five Key Elements of

Navigation 101

It’s Elementary!

1. Personalizing:

Curriculum-Delivered Advisories

2. Planning:

Portfolios

3. Demonstrating:

Student-Led Conferences

4. Empowering:

Student-Driven Education

5. Evaluating:

Is it working?

Classroom Meetings

Collections

Truly student-led!

Focus on achievement

Summative Data

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

High-implementing Navigation schools, with parent attending, 2004-2008

Conference Satisfaction, 2008

* WSU Social and Economic Sciences Research Center

Graduation Rates

* WSU Social and Economic Sciences Research Center

Innovation in College and Career Readiness

Strategic ShiftTraditional

Measurable Program OutcomesVague Goals and Objectives

“Informing and Hoping” Teaching and Assessing

Reactive Services Preventative Program

Active Support for All Students

Program Evaluation and Planning

Voluntary and Passive

“Let’s Hope It Works Next Year”

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

Traditional Navigation 101

Design

Expanding to a Comprehensive

Guidance & Counseling Delivery

Sustem

The WA Framework will be based on the ASCA National

Model

A Washington State framework for

comprehensive school guidance and counseling

programsA “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

Counselor EducatorsWSCA & CGCA

OSPI

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)

Representing OSPI as well as

counselor educator, school

counselor, and career

guidance professional

organizations

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

MembersQEC members include four state representatives and four state senators (with equal representation among Democrats andRepublicans), the Superintendent of Public Instruction, the Director of the Department of Early Learning, one appointeechosen 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, Chair, Professional Educator Standards Board • Dr. Bette Hyde, 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, State Representative, 47th District, (D) • Rep. Skip Priest, State Representative, 30th District (R) • Rep. Bruce Dammeier, State Representative, 25h District (R) • Sen. Curtis King, State Senator, 14th District (R) • Sen. Eric Oemig, State Senator, 45th District (D) • Sen. Joseph Zarelli, State Senator, 18th District (R) • Sen. Rosemary McAuliffe, State Senator, 1st District (D) • Alternate: Rep. Frank Chopp, Speaker of the House, 43rd District (D)

• Meeting agendas and materials are posted regularly.

Quality Education Council: Appendix A -- Baseline 1 2 3 4 5 6 7 8 9 10 28A.150.260 (Basic Education Act) 2009-10 Operating Budget I-728 Funding Included 1 A. Base School and District Staffing Funded level Displayed: $ 128,648,338 2 Class Size Assumptions 2007-08 Enrollment Non-High Poverty Schools High Poverty Schools 2007-08 Enrollment Non-High Poverty Schools High Poverty Schools 2007-08 Enrollment Non-High Poverty Schools High

Poverty Schools 3 Class Size K-3 266,244 25.23 Same 266,244 23.11 Same 266,244 22.24 Same

4 Class Size Grade 4 76,652 27.00 Same 76,652 23.11 Same 76,652 22.33 Same

5 Class Size 5-6 152,241 27.00 Same 152,241 27.00 Same 152,241 26.23 Same

6 Class Size 7-8 155,234 28.53 Same 155,234 28.53 Same 155,234 27.70 Same

7 Class Size 9-12 255,241 28.74 Same 255,241 28.74 Same 255,241 27.87 Same

8 CTE (exploratory and preparatory) 53,933 26.57 Same 53,933 26.58 Same 53,933 26.58 Same

9 Skills Centers 3,884 22.76 Same 3,884 22.76 Same 3,884 22.76 Same

10 School Level Elementary Middle High Elementary Middle High Elementary Middle High

11 Prototypical School Size 400 432 600 400 432 600 400 432 600

12 School Level Elementary (Staff per 400) Middle (Staff per 432) High (Staff per 600) Elementary (Staff per 400) Middle (Staff per 432) High (Staff per 600) Elementary (Staff per 400) Middle (Staff per 432) High (Staff per 600)

13 Principal/School Admin 1.253 1.353 1.880 1.253 1.353 1.880 1.253 1.353 1.880

14 Teachers (all grades averaged for display purposes only) 17.754 18.169 25.050 19.103 18.169 25.050 19.703 18.712 25.833

15 Librarian/Media Specialist 0.663 0.519 0.523 0.663 0.519 0.523 0.663 0.519 0.523

16 Counselor 0.493 1.116 1.909 0.493 1.116 1.909 0.493 1.116 1.909

17 Health and Social Services 0.135 0.068 0.118 0.135 0.068 0.118 0.135 0.068 0.118

18 Professional Development Coaches 0.000 0.000 0.000 0.000 0.000 0.000 0.189 0.204 0.283

19 Instructional Aides 0.917 0.685 0.638 0.936 0.700 0.652 0.936 0.700 0.652

20 School Office/Other Aides and Support 1.971 2.277 3.201 2.012 2.325 3.269 2.012 2.325 3.269

21 Student and Staff Security 0.077 0.090 0.138 0.079 0.092 0.141 0.079 0.092 0.141

22 Custodians 1.622 1.902 2.903 1.657 1.942 2.965 1.657 1.942 2.965

23 Career and Technical Education Staff per 100 Staff per 100 Staff per 100 24 CTE Admin & Other Support 0.612 0.612 0.612 25 CTE Teachers 4.516 4.516 4.516 26 Skills Centers Staff per 100 Staff per 100 Staff per 100 27 Skills Centers Admin & Other Support 0.715 0.715 0.715 28 Skills Center Teachers 5.273 5.273 5.273 29 District-wide Support Staff per 1,000 Students Staff per 1,000 Students Staff per 1,000 Students 30 Technology 0.615 0.628 0.628 31 Facilities, Maintenance, Grounds 1.776 1.813 1.813 32 Warehouse/Laborers/Mechanics 0.325 0.332 0.332

Counselor levels are supported K-12

Supt. Dorn’s Education Reform Goals1.Fund the Basic Education Funding Task

Force Recommendations 2.Replace the Washington Assessment of

Student Learning3.Dramatically Reduce the Dropout Rate

and Improve Achievement for ALL Students

4.Expand Career and Technical Educational Opportunities

5.Expand Early Learning Opportunities

Technical Assistance and Implementation(Professional Development/Training/Coaching) implementation of evidence-based programs and practices with fidelity.

PlanningSchool 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.

PartnershipCollaboration and communication among schools, families and communities to identify challenges and work toward solutions.

LeadershipEffective School District and Building leadership is required to implement and ensure accountability of the change processes.

Draft WA State Student Support Framework

• 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.

• 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.

Aligned Early Learning birth through 3rd grade with emphasis on language & literacy instruction–goal of all children reading at or above grade level by 3rd 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, SupervisorNavigation 101 & CGCP Development, OSPI

mike.hubert@k12.wa.us

Dan Barrett, Outreach CoordinatorNavigation 101 & CGCP Development

dbarrett@fpschools.org

Dan Newell, Assistant Superintendent, Secondary Education, OSPI

dan.newell@k12.wa.us

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 tasksN. 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