work-integrated learning advisory committee minutes
TRANSCRIPT
Microsoft Word - 20210218 WILAC Meeting Minutes
FinalWILAC, February 18, 2021 / 1:00 pm
Page 1 of 3
Work-Integrated Learning Advisory Committee Meeting Minutes, Regular Meeting
Via Zoom Meeting/February 18, 2021 Members in Attendance: Representative Sharon Tomiko Santos
Chris Alejano, Workforce Board (WTB) Denise Reddinger, representing school counselors Derek Jaques, representing K-12 Career and Technical
Education (CTE) educators Krista Fox, representing community and technical colleges Maddy Thompson, Governor’s Office Rebecca Wallace, designee to the Superintendent of Public
Instruction (OSPI) Members Not in Attendance: Senator Ann Rivers Senator Lisa Wellman Staff to the Committee: Kim Reykdal, OSPI Lance Wrzesinksi, OSPI Renee Lafreniere, OSPI
Samantha L. Sanders, OSPI Susie Anderson, OSPI
Public Attendees: Alissa Muller, State Board of Education (SBE) Brianna Kirschenbaum, School’s Out Washington Breann Boggs, OFM Budget Danny Salazar, Employee Security Department David Beard, School’s Out Washington Dennis Conger, ESD 101 Erin Fraiser, WSBCTC Gretchen Stiger, Everett High School Jody Robbins, Labor & Industries Kairie Pierce, Washington State Labor Council, AFL-CIO
Kelly McClure, University Place School District Kelsey Parke, University Place School District Marie Bruin, State Board for Community and Technical Colleges Mark Martinez, Pierce County Building and Construction Trades
Council Monique Patel, University Place School District Natalie Pacholl, SEH America Nova Gattman, WTB Sarah Patterson, AGC Education Foundation Tim Knue, WA-ACTE
Walter Jackson, PSESD
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Land Acknowledgement: Recognition of the Traditional Territories of Indigenous Peoples was delivered by Derek Jaques. Call to Order: Co-chair Derek Jaques called the meeting to order at 1:05 pm on February 18, 2021. Representative Santos moved to approve the minutes. The motion was seconded by Kairie Pierce. Prior meeting minutes from February 18, 2021, were approved unanimously by committee members in attendance with 4 members absent at the time of approval. Representative Santos moved to approve the agenda. The motion was seconded by Denise Reddinger and approved unanimously by committee members in attendance with 4 members absent at the time of approval. Attendance was taken using a Chat box protocol and an audible roll call of committee members. Committee members and attendees were welcomed and invited to introduce themselves. No public comments were made. Policy Update: Nova Gattman with WTB presented on legislative initiatives, referencing key bills included as Attachment “A” – WILAC Bills of Interest. A link to the Workforce Board’s legislative page was also provided in the Chat box:
https://www.wtb.wa.gov/about-us/workforce-board-legislative-tracker/ The presentation was followed by committee questions and discussion. Representative Santos shared some further insight to HB1162 which centers around high school graduation credit and pathway options, noting the methods for students to demonstrate their graduation readiness by completing a performance and skill exhibition. High School & Beyond Plan Requirements: Kim Reykdal with OSPI presented on the High School and Beyond Plan (HSBP) requirements, focusing on career and college readiness and the importance of integrating this in K-12. The presentation noted that beginning in the elementary grade levels helps lead to better learning and more engagement by the students and is included as Attachment “B” – Building Hope for the Future via HSBP. Links to OSPI’s writable HSBP template as well as a research report, “An Integrated Approach to College, Career & Life Readiness” were provided in the Chat box:
https://www.k12.wa.us/studentsuccess/specialeducation/programimprovement/technical assistance/secondarytransition https://www.k12.wa.us/sites/default/files/public/ossi/k12supports/careercollegereadiness/pubdocs/int egratedapproachtocollegecareerandlifereadiness.pdf
The presentation was followed by committee questions and discussion. Representative Santos shared her hopes that the committee will recognize how academic careers are being depressed by the lack of time; teachers are overwhelmed by other tasks. Chris Alejano shared the importance of this being a collective effort from all staff members and not just counselors. Derek Jacques shared the importance of an electronic system due to so many students being transient throughout their high school years. Spotlight on Existing Programs: Kelly McClure, Monique Patel and Kelsey Parke with University Place School District provided an overview of how they are supporting students’ transitions by aligning the HSBPs with Individualized Education Program (IEP) Transition Plans and how they have
WILAC, February 18, 2021 / 1:00 pm Page 3 of 3
been successfully operationalizing and supporting students in their high school experience from year to year. The presentation is included as “Attachment C” – UPSD HSPB Transition Planning. Gretchen Stiger with Everett School District presented on how the district is utilizing the HSBP as a planning and Social-Emotional Learning (SEL) tool and how they are able to build excitement and engagement by helping to identify what the student wants to do after high school but taking classes while in school to help prepare them for the future included as “Attachment D” – HSBP and SEL Tool Everett High School.
The two presentations were followed by committee questions and discussion which centered around the importance of data to help define the interests of students as well as the challenges for counselors to have enough time with the students and ability to get into the classrooms. Small Group Protocol: Attendees were assigned to small groups to reflect on learnings and discuss potential alignment with the work of the committee. Public Comment, Final Announcements and Conclusion of Meeting: Kairie Pierce, Washington State Labor Council, AFL-CIO, and Jody Robbins, Labor & Industries, both offered to assist with the coordination with labor partners for the upcoming March meeting. No additional public comments were made. Representative Santos moved to adjourn the meeting. The motion was seconded by Kairie Pierce and the meeting was adjourned at 3:59 pm.
Attachment A
1162 (Stonier)
options
This is a State Board of Education request bill. Would reduce the number of credits required for graduation for high school students from 24 to 20.
The bill also allows students to demonstrate their graduation readiness by completing a performance exhibition that includes authentic evidence demonstrating industry or profession specific knowledge and skills in two or more subject areas.
Feb. 4: Passed House Committee on Education Feb. 9: Referred to Rules 2 Review
1302 (Berg)
programs
This bill allows students in ninth grade to participate in college in high school (CHS) programs. The bill follows the expansion of CHS to the tenth grade level two years ago. The substitute bill also specified that CHS info must be included in the school’s catalogue.
Feb. 12: Unanimously passed the House Committee on Education Feb. 17: Placed on Second Reading
1365 (Gregerson)
computers and devices for public
school students and instructional staff
States the intent of the Legislature is to ultimately provide every student with a “learning device” – a computer or a tablet – that allows the student to access the intent, coursework, and other opportunities – and that this provision is also accompanied by the appropriate training on this equipment.
The bill charges the local Education Service Districts (ESDs) with providing these items and training for local SDs. This would be made possible by the creation of technology grants, administered by OSPI. There is an annual reporting requirement on the progress towards the state’s 1:1 goal, with reports due Nov. 1, 2022 to start.
Feb. 15: Passed House Committee on Education Feb. 18: Scheduled for public hearing in House Committee on Appropriations
1415 (Paul)
Concerning skill center class size
This bill lowers the skill center class size for the prototypical school funding formula from 20 to 16.67 students beginning the 202122 school year.
Feb. 9: Public hearing in the House Committee on Appropriations
5030 (Mullet)
Developing comprehensive school counseling programs
This bill charges districts to put together a written plan by the beginning of the 202223 school year for a comprehensive school counseling program.
The bill states that as part of the plan, school counselors must spend 80% of their time providing direct or indirect services to students. The bill specifically defines direct and indirect services, and includes career and college planning and advisement as well as behavioral health counseling as direct service, and referrals or consultation as indirect services.
Jan. 20: Unanimously passed the Senate Committee on Early Learning & K12 Education Feb. 17: Placed on second reading by Rules Committee
WorkIntegrated Learning Bills of Interest. Updated 2/18/21
Attachment A
Exploring alternative school calendars
This bill directs OSPI to establish a program to allow up to 30 school districts (split evenly across each side of the Cascades) to provide 180 instructional days over the course of the entire calendar year, with no more than a 4week break between instruction days. To participate in this pilot, a school district must have a minimum enrolment of 500 students and a maximum of 10,000 students, a majority of whom qualify for free and reducedprice meals.
The pilot would run from the 202223 school year through 202526. OSPI would select districts on a firstcome, first served basis, and must report to the Legislature by Dec. 31, 2026 on outcomes and recommendations.
Jan. 27: Passed Senate Committee on Early Learning & K12 Education Feb. 22: Executive session scheduled in the Senate Committee on Ways & Means
5299 (Wellman)
purpose of graduation requirements
This bill would allow a student to use an approved computer science course in place of a 3rd year math or science credit for the purposes of meeting graduation requirements. All substituted computer science courses must align with the student’s High School and Beyond Plan.
Feb. 10: Passed Senate Committee on Early Learning & K12 Education; referred to Rules Committee
5389 (Wellman)
Directs the Professional Educator Standards Board (PESB) to develop two specialty teaching endorsements in computer science – one for elementary school, and one for secondary school.
Subject to appropriation – additional funds shall be provided for the Computer Science and Education Grant program (which was created in the 201921 operating budget ($1M/year) to train and credential teachers), to assist teachers in participating in this specialty endorsement process.
Current state law states that by the 202223 school year, schools must provide access to an elective CS course to all students.
Feb. 10: Passed Senate Committee on Early Learning & K12 Education; referred to Ways & Means
WorkIntegrated Learning Bills of Interest. Updated 2/18/21
Write one thing in the Chat you really want to learn today…?
Office of Superintendent of
High School & Beyond Plan(ning)
Kim Reykdal Secondary School Counseling [email protected]
PUBLIC INSTRUCTION
Attachment B
… and of educating All students
Attachment B
student will be best prep contribute and compete in this
economy?
Attachment B
Every school system is unique, but they are connected b aspiration: that all students have an educational experience preparing them to be effective lifelong learners and contributors.
Portrait of a Graduate
Now more than ever, that experience must not only provide for the acquisition of rigorous academic content, but it must also be more intentional about fostering critical thinking, communication, collaboration, creativity, and other 21st century skills our young people need to thrive in this complex, rapidly changing world.
SB5249 creates a workgroup to do this work!
Washington Office of Superintendent of
PUBLIC INSTRUCTION
Attachment B
•Career Interest Inventory •Career Goal(s)
• Educational Goals • Academic Course Plan
•Dual Credit •College Bound Scholarship •CTE Equivalency Courses •Support classes (if needed)
• Résumé/Activity Log
• Info about federal & state financial aid (7 specifics)
• Students with IEPs get same HSBP planning, with similar staff, as classmates
• 10th Grade HSBP Update: SBA scores* must inform 11th grade course choices
• Acad. Accel. by 2021-22
* School Closures negated the ability to use SBA scores to inform junior year courses for the Class of 2022
~ ance washington
PUBLIC INSTRUCTION
Name: ______________ _ SSID: _______ _
What interests, skills, abilities, values, goals, dreams, and personality traits fit XQ.Y?
Washington Office of Superintendent of
PUBLIC INSTRUCTION
MY FINANCIAL AID OPTIONS
Since most adults change career paths multiple t imes during t heir working years, it is important to
understand what financial resources are avai lable for when/ if you choose to pursue further education
and/or training t hrough an apprenticeship or a 2- or 4-year college or technical/specialty college.
This section of your HSBP is required to ensure all students know w hat support is available and how to
access state and federal financial assistance after high school.
I will find out my financial aid options through either the Free Application for Federal Student Aid (FAFSA} or the Washington Application for Student Financial Aid (WASFA).
Go to https://wsac.wa.gov/apply to access the different materials and information you and
your parent (s)/guard ian(s)/family need to apply for these sources of fi nancia l aid.
I will be considered a dependent student for financia l aid. Yes No
(Check for dependency status at https://studentaid.gov/apply-for-aid/fafsa/fill ing-ouUdependency).
By (digitally) signing below, I indicate that I know which application I can use (FAFSA or WASFA}
and how to find out what information and materials are needed to complete the application.
Name: Click or tap here to enter text. Date: Click or tap here to enter text.
1. These are the colleges I am most interested in attending with their financial aid deadlines:
College: Click or tap here to enter text.
Co llege: Click or tap here to enter text.
Co llege: Click or tap here to enter text.
Co llege: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
2. If I need help figuring out or applying for financial aid, I'll talk to: Click or tap here to enter text.
3. I can also get help at my school's Financial Aid Advising Day on: Click or tap here to enter text.
4. I applied for financial aid using the FAFSA or WASFA on (date}: Click or tap here to enter text.
D Not applicable
5. I applied for a College Bound Scholarship in middle school: 0 Yes O No O Not applicable
(If not sure, ask your School Counselor, Advisor or Case Manager to help you fmd out.)
6. I have reviewed and compared my financial aid award offers: D Yes D No D Not applicable
7. I do not plan to apply for financial aid because: Click or tap here to enter text.
Attachment B
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PUBLIC INSTRUCTION
Attachment B
Guidelines for Aligning HSBPs and IEP Transition Plans
Sample HSBP Templates CTE Graduation
Pathway Student Needing
Graduation Pathways OnePager and Toolkit https://www.k12.wa.us/studentsuccess/graduation
Graduation Pathways are… aligned with HSBP, equal in value & preparatory for the 1st year after high school
Graduation Pathways are not…. ‘alternatives’ to the SBA, ways to ‘track’ students nor ‘boxes’ to check
Graduation Pathways ASVAB (or PICAT) CTE Course Sequences o 2.0 credits; lead to IRC or include dual credit; OR Core Plus program
College Entrance Exams (ACT/SAT) Dual credit courses: o AP/IB/Cambridge (earn a C+) o CTE Dual Credit (earn HS credit) o College in the HS or Running Start (local approval)
Dual credit exams State assessments (SBA/WAAIM) Transition courses o Bridge to College or local agreements
Attachment B
Increasing Engagemen and Access Opportuniti
90% 100% 90% 100% Vendor Aligned by Aligned by Aligned by Aligned by Aligned by
Fall 2020 Fall 2020 Fall 2020 Spring 2021 Spring 2021 X
Kuder** 7
Maia Learning X Major Clarity X WSIPC (was My Data X Solutions)*
X X
Solutions/WOIS* X
Attachment B
Online HSBP
• By 2020-21, all schools are required to provide every student with access to an online HSBP platform
Attachment B
~
District-Level High School and Beyond Plan Implement ation Analysis Guide How and Where do Our HSBPSupports live?
~r Cou tllit: 16 U)on ' D Uvcny lM hod Wh nd oL ,, ' . .' I
1 I Advisory/ Career C·tri/ I 011line·,o~ Other I Grade·
Which dasslesl? HomeFoom C.oum;e lino lrmbructi:on IL.evelf:sl Sta1ff Lead(s:l
~-· -.--~- ~ College Bound Scholarship (CBS) Information
9th Course Registration (HSBP-informed c ourse choices)
Educational Goal(s)
- Advanced courses/Dual Credit options
- Career & Technical Education options
- Documents Graduation Pathw ay(s)
State/Federal Financial Aid Information
- Application/Submission Deadlines (Stress Be Early')
- Info for Foster Care/Homeless (or could be...)
- 'where/How to Get Help (Reference 'wSAC 'website)
9th Grade Progress Check
11th Grade Progress Check
Math Courses for Students not Meeting SBA Standard
Supports for Students not Meeting 8th Science Standards
CCR Specialist Delivered Lessons
• Lessons given in classes or to whole grade (teachers stay to hear/reinforce)
• Small Groups if help is needed
• 1:1 Planning meetings
• Staff buyin & beliefs are key!
• Staff trained to use HSBP system to build relationships and connect students to opportunities
Staff Delivered through HSBP “Units”
in Select Classes
• IEP Transition Courses, AVID, Career Choices
2/19/2021 | 13
St ·o g teache s don ·t te· ch co Go :. g!1 o t.
S t .· aching conn ] y t . . k" d
r at 'S ~
PUBLIC INSTRUCTION
Attachment B
Offer Training to Spark Staff Engagement!
• Train staff to use the HSBP to: • learn students’ career/college interests
& connect back to preparatory skills learned in their class
• use learning styles/personality test results to inform instruction or groups
• talk w/ students about course choices • talk w/ parents if student is struggling • build relationships!
2/19/2021 | 14
Attachment B
Use HSBP Data to Spark Student Engagement!
Hello _________, You are receiving an invite to this virtual college tour because you’ve saved WSU in your High School and Beyond Plan….. (Go Cougs! )
Hello ___________, You are receiving ___________ scholarship information because going to college is a goal in your High School & Beyond Plan. Please contact me if you have questions or need help.
2/19/2021 | 15
Attachment B
Use Strategies to Spark Family Engagement!
• showcase HSBP platform at parent nites • share HSBP videos from ReadyWA • facilitate Student Led Conferences • use HSBP to talk w/ parents if student is struggling • share HSBP updates in newsletters, emails and on social media • Engage parents as career speakers / mentors / job shadow, workplace tour and internship providers
Attachment B
HSBP/ Transition Planning Supporting Students’ Transitions: Aligning HSBP’s and IEP Transition Plans
Attachment C
Identified Need Informed data decision making drives the work.
PLC Work Explore how our PLC is working to align a student’s HSBP and IEP transition plan.
General Education Alignment Learn how to collaboratively provide an inclusive and effective framework for high school and beyond planning.
Kelly McClure, Executive Director of Special Services
Monique Patel, Community Transition Program Teacher
Kelsey Parke, CTE Director & Assistant Principal
Core Components [HB1599]
Requirements Since 2016
• Educational Goals • Academic Course Plan
•Dual Credit •College Bound Scholarship
•CTE Equivalency Courses
Added by HB1599 (2019) I
• Info about federal & state financial aid
• IEPs get same HSBP planning, w·th sim·1ar
• 10th Grade HSBP Update: SBA scores* must inform 11 th grade course choices
• Acad. Accel. by 2021-22
Secondary Education/Training and
project with ESD. Identified strengths
and weaknesses and developed a plan to
better improve areas of Transition Planning
HSBP Student Participation
abilities (Special Programs) who DID NOT participate in
HSBP
-- ii]
SPECIAL PROGRAMS
PLC Work Explore how our PLC is working to align a student’s HSBP and IEP transition plan.
Attachment C
Teachers Administrators High school & Transition Supported weekly by Program Special Programs district, CTE, and building teachers at CHS administrators
Other partners Collaborate periodically with related service providers, Junior High and Learning Resource teachers
Attachment C
PLC GOAL - WHAT WE’VE DONE Our 2021 goal is to align our HSBP and IEP Transition requirements and operationalize how we will support students in their transition journey year-to-year.
We have: Learned requirements, new guidelines, online platform Implemented HSBP platform at accessible level for each student Updated our roll-up process Reviewed the general education Scope and Sequence for HSBP Documented Xello alignment with IEP Transition Plan at levels K-2, 3-5, and 6-12 Collaborated with teacher stakeholders and CTE
Attachment C
PLC GOAL - WHERE WE’RE GOING Operationalize the HSBP/Transition Plan for Special Programs students
Align with OSPI guidelines for 10-12 to CTP, then 7-9 (and beyond) Identify our needs and areas of support Clarify and engage in more intentional partnership with stakeholders/providers Support HSBP/IEP teams in making transition decisions
Improve cultural responsiveness in transition planning
Increase accessibility of general education lessons and activities for our students and our desire to include in gened setting
Collaborate with Special Programs educators from Junior High and Intermediate levels to build out college and career readiness process starting earlier
Attachment C
Binder Portfolio IEP, Transition & HSBP supporting documents
Community experiences
all transition domains
employment documents
Advisory Board and/or IEP Team
Agency linkages Connections for
transition to adult services
•
•
•
•=
TRANSITION JOURNEY: A SHIFT IN PRACTICE Prior to HB1599
Students were pulled to the CCRC to complete HSBP and Registration.
Major Shifts
Xello created a specific institution for our Special Programs students.
Roll Out Career Cruising shifted to Xello. Registration expansion.
Present Practice
ENTER PANDEMIC
High School and Beyond Plan in University Place School District
SY 20 21-2022
Using Student Engagement to Fuel Completion of HSBP Requ irements
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Attachment C
WHY BEHIND THE WHAT The CHS mission: To ensure all students learn at high levels in a safe, caring environment
The CHS Vision: Our paramount duty is to enable viable economic choices and futures for all our students
Grae» lat Commootty Tran5ill00 Program
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FAVORITE CLUSTERS
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When are transition plans being made?
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Who feeds to this program? Who is responsible?
Vertical Alignment Who else needs to be at the table?
LRC Program Replicate with Case Managers
General Education “Pandemic Effect” - “NEW normal” Asynchronous - Synchronous
--------------·············•••••••••••••• -···········---····--···-·-
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[email protected] [email protected] [email protected]
CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, infographics & images by Freepik
Please keep this slide for attribution
Attachment D
EVERETT HIGH SCHOOL High School and Beyond as a planning and SEL tool
Attachment D
CAREER/INTEREST PROFILER
REGISTRATION
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Recommended Ca reers G reat news - there are a lot of ca reers that cou ld be a good f i t f o r you based on y o u r
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t) AchieveWorks lntellig,
Tell us how much each statemen
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you r strengths .
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in t e lli g ences that are more cha lleng ing for you.
Talk things over with your parent/guardians, teachers, or counse
help you come up wi t h new ways to use what you've learned abou t
you s ucceed in schoo l and life.
You r Intell i ge n ces at a G l ance
Linguistic
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Naturalist
You are viewing Naviance Student as Ethan Pewitt
«, NAVIA NC E Home Self-Discovery Courses Careers Colleges Planner • , r;J 3 ~ EP About Me , LOCi OUT BY HOBSON\
( Back
My High School and Beyond Plan 11th Grade YR(2020) -Your Answers Status: " Done
~ Completed: MAR 09 2020
Everett High School
{Draft Plan)
Credits Required Credits In Plan Credits Still Needed Credits Completed
24 15 13 14.5
Add/ Edit Courses in Your Plan ~
Add courses in order to submit, scan, or print this plan. ~
Pathway
Mathematics 3 Credits 4 Credits in Plan
V
Sequence
9th 10th Grade Grade
S Credits S Credits
~nglish 2 Honors .Qlglish 3 Honors 0.5 credits completed 0.5 credits completed
~nglish 2 Honors glglish 3 Honors 0.5 credits completed 0.5 credits completed
Geomet[)'. !\!gwill 0.5 credits completed Idgonometry
0.5 credits completed
Your Assessments
Administration
• Favorite Career Clusters
Attachment D
This Photo by Unknown author is licensed under CC BY-NC-ND.
~IIOlRlS'IJI
HSBP and Nav ia nee (Grades 6-11)
College & Career Rea d iness Seminar (Grade 12)
Naviance Quest io ns?
Class o f 2021 Resources for > St ude nts & Families
STUDENTS
Class of 2021 Information & Resources
The sen io r year ca n be fu ll o f so many q uestions and t he overall un know n. It can be ch allen ging to figu re out w here to go an d w ho t o go t o w hen yo u need h elp nav igating you r w ay t h rough t he ex plo ratio n of you r post -secondary opt ions. The r esou rces below prov ide lin ks t o add it io na l info r mation t hat
r 7
MONTHLY WEBINADS
L ...J
r 7
L ...J
may be helpful thro ugho ut th e yea r. Check bac k often as t hings a re consta nt ly u pdate d !
Join us for our mont hly Class of 2021 webinar series!
Helpful informatio n w ill be p resented fo llowed by a Q & A session t o he lp students and fam ilies navigate t he sen io r yea r.
Check you r ema il for you r mont h ly inv it ation and fo llow u s on social med ia!
Need more help Navigating Naviance Student?
Chec k out the "how to" videos for everything from logging o n to request ing t ranscripts and locating scho larships !
Links to helpful resources for students and families!
There is so much in formation and sometimes d iffi cult t o know w here to go to fi nd w hat you need. Check out t hese links to resources to help you navigate your sen io r year.
Frequently Asked Questions and Answers!
There are many new p rocesses and procedur es to learn as yo u navigate th rough your sen io r year and determ ine w hat path you will take after graduation. Check o ut t he FAQ's to see what has been posted and subm it suggest ions to [email protected].
Attachment B - Building Hope for the Future via HSBP
Attachment C - UPSD HSPB Transition Planning
Attachment D - HSBP and SEL Tool Everett High School
Feb 4 Passed House Committee on Education Feb 9 Referred to Rules 2 Review:
This bill lowers the skill center class size for the prototypical school funding formula from 20 to 1667 students beginning the 202122 school year:
This bill would allow a student to use an approved computer science course in place of a 3rd year math or science credit for the purposes of meeting graduation requirements All substituted computer science courses must align with the students High School and Beyond Plan:
Feb 10 Passed Senate Committee on Early Learning K12 Education referred to Ways Means:
Connect with me for support:
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Opportunities:
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9th Course Registration HSBPinformed course choices:
Educational Goals:
Advanced coursesDual Credit options:
Career Technical Education options:
StateFederal Financial Aid Information:
ApplicationSubmission Deadlines Stress Be Early:
Info for Foster CareHomeless or could be:
whereHow to Get Help Reference wSAC website:
9th Grade Progress Check:
11th Grade Progress Check:
HSBPIIEP Transition Plan Alignment:
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scholarship:
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Back to AchieveWorks Intelligences t AchieveWorks lntellig PROGRESS Tell us how much each statemen Think about your abilities strengths and where you see My reflexes and reaction times are bette my peers Not at All 2 3 4 s:
lntrapersonal:
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Back:
Completed MAR 09 2020 1 My First Name Ethan 2 My Last Name Pewitt:
I PRINT I:
Work-Integrated Learning Advisory Committee Meeting Minutes, Regular Meeting
Via Zoom Meeting/February 18, 2021 Members in Attendance: Representative Sharon Tomiko Santos
Chris Alejano, Workforce Board (WTB) Denise Reddinger, representing school counselors Derek Jaques, representing K-12 Career and Technical
Education (CTE) educators Krista Fox, representing community and technical colleges Maddy Thompson, Governor’s Office Rebecca Wallace, designee to the Superintendent of Public
Instruction (OSPI) Members Not in Attendance: Senator Ann Rivers Senator Lisa Wellman Staff to the Committee: Kim Reykdal, OSPI Lance Wrzesinksi, OSPI Renee Lafreniere, OSPI
Samantha L. Sanders, OSPI Susie Anderson, OSPI
Public Attendees: Alissa Muller, State Board of Education (SBE) Brianna Kirschenbaum, School’s Out Washington Breann Boggs, OFM Budget Danny Salazar, Employee Security Department David Beard, School’s Out Washington Dennis Conger, ESD 101 Erin Fraiser, WSBCTC Gretchen Stiger, Everett High School Jody Robbins, Labor & Industries Kairie Pierce, Washington State Labor Council, AFL-CIO
Kelly McClure, University Place School District Kelsey Parke, University Place School District Marie Bruin, State Board for Community and Technical Colleges Mark Martinez, Pierce County Building and Construction Trades
Council Monique Patel, University Place School District Natalie Pacholl, SEH America Nova Gattman, WTB Sarah Patterson, AGC Education Foundation Tim Knue, WA-ACTE
Walter Jackson, PSESD
WILAC, February 18, 2021 / 1:00 pm Page 2 of 3
Land Acknowledgement: Recognition of the Traditional Territories of Indigenous Peoples was delivered by Derek Jaques. Call to Order: Co-chair Derek Jaques called the meeting to order at 1:05 pm on February 18, 2021. Representative Santos moved to approve the minutes. The motion was seconded by Kairie Pierce. Prior meeting minutes from February 18, 2021, were approved unanimously by committee members in attendance with 4 members absent at the time of approval. Representative Santos moved to approve the agenda. The motion was seconded by Denise Reddinger and approved unanimously by committee members in attendance with 4 members absent at the time of approval. Attendance was taken using a Chat box protocol and an audible roll call of committee members. Committee members and attendees were welcomed and invited to introduce themselves. No public comments were made. Policy Update: Nova Gattman with WTB presented on legislative initiatives, referencing key bills included as Attachment “A” – WILAC Bills of Interest. A link to the Workforce Board’s legislative page was also provided in the Chat box:
https://www.wtb.wa.gov/about-us/workforce-board-legislative-tracker/ The presentation was followed by committee questions and discussion. Representative Santos shared some further insight to HB1162 which centers around high school graduation credit and pathway options, noting the methods for students to demonstrate their graduation readiness by completing a performance and skill exhibition. High School & Beyond Plan Requirements: Kim Reykdal with OSPI presented on the High School and Beyond Plan (HSBP) requirements, focusing on career and college readiness and the importance of integrating this in K-12. The presentation noted that beginning in the elementary grade levels helps lead to better learning and more engagement by the students and is included as Attachment “B” – Building Hope for the Future via HSBP. Links to OSPI’s writable HSBP template as well as a research report, “An Integrated Approach to College, Career & Life Readiness” were provided in the Chat box:
https://www.k12.wa.us/studentsuccess/specialeducation/programimprovement/technical assistance/secondarytransition https://www.k12.wa.us/sites/default/files/public/ossi/k12supports/careercollegereadiness/pubdocs/int egratedapproachtocollegecareerandlifereadiness.pdf
The presentation was followed by committee questions and discussion. Representative Santos shared her hopes that the committee will recognize how academic careers are being depressed by the lack of time; teachers are overwhelmed by other tasks. Chris Alejano shared the importance of this being a collective effort from all staff members and not just counselors. Derek Jacques shared the importance of an electronic system due to so many students being transient throughout their high school years. Spotlight on Existing Programs: Kelly McClure, Monique Patel and Kelsey Parke with University Place School District provided an overview of how they are supporting students’ transitions by aligning the HSBPs with Individualized Education Program (IEP) Transition Plans and how they have
WILAC, February 18, 2021 / 1:00 pm Page 3 of 3
been successfully operationalizing and supporting students in their high school experience from year to year. The presentation is included as “Attachment C” – UPSD HSPB Transition Planning. Gretchen Stiger with Everett School District presented on how the district is utilizing the HSBP as a planning and Social-Emotional Learning (SEL) tool and how they are able to build excitement and engagement by helping to identify what the student wants to do after high school but taking classes while in school to help prepare them for the future included as “Attachment D” – HSBP and SEL Tool Everett High School.
The two presentations were followed by committee questions and discussion which centered around the importance of data to help define the interests of students as well as the challenges for counselors to have enough time with the students and ability to get into the classrooms. Small Group Protocol: Attendees were assigned to small groups to reflect on learnings and discuss potential alignment with the work of the committee. Public Comment, Final Announcements and Conclusion of Meeting: Kairie Pierce, Washington State Labor Council, AFL-CIO, and Jody Robbins, Labor & Industries, both offered to assist with the coordination with labor partners for the upcoming March meeting. No additional public comments were made. Representative Santos moved to adjourn the meeting. The motion was seconded by Kairie Pierce and the meeting was adjourned at 3:59 pm.
Attachment A
1162 (Stonier)
options
This is a State Board of Education request bill. Would reduce the number of credits required for graduation for high school students from 24 to 20.
The bill also allows students to demonstrate their graduation readiness by completing a performance exhibition that includes authentic evidence demonstrating industry or profession specific knowledge and skills in two or more subject areas.
Feb. 4: Passed House Committee on Education Feb. 9: Referred to Rules 2 Review
1302 (Berg)
programs
This bill allows students in ninth grade to participate in college in high school (CHS) programs. The bill follows the expansion of CHS to the tenth grade level two years ago. The substitute bill also specified that CHS info must be included in the school’s catalogue.
Feb. 12: Unanimously passed the House Committee on Education Feb. 17: Placed on Second Reading
1365 (Gregerson)
computers and devices for public
school students and instructional staff
States the intent of the Legislature is to ultimately provide every student with a “learning device” – a computer or a tablet – that allows the student to access the intent, coursework, and other opportunities – and that this provision is also accompanied by the appropriate training on this equipment.
The bill charges the local Education Service Districts (ESDs) with providing these items and training for local SDs. This would be made possible by the creation of technology grants, administered by OSPI. There is an annual reporting requirement on the progress towards the state’s 1:1 goal, with reports due Nov. 1, 2022 to start.
Feb. 15: Passed House Committee on Education Feb. 18: Scheduled for public hearing in House Committee on Appropriations
1415 (Paul)
Concerning skill center class size
This bill lowers the skill center class size for the prototypical school funding formula from 20 to 16.67 students beginning the 202122 school year.
Feb. 9: Public hearing in the House Committee on Appropriations
5030 (Mullet)
Developing comprehensive school counseling programs
This bill charges districts to put together a written plan by the beginning of the 202223 school year for a comprehensive school counseling program.
The bill states that as part of the plan, school counselors must spend 80% of their time providing direct or indirect services to students. The bill specifically defines direct and indirect services, and includes career and college planning and advisement as well as behavioral health counseling as direct service, and referrals or consultation as indirect services.
Jan. 20: Unanimously passed the Senate Committee on Early Learning & K12 Education Feb. 17: Placed on second reading by Rules Committee
WorkIntegrated Learning Bills of Interest. Updated 2/18/21
Attachment A
Exploring alternative school calendars
This bill directs OSPI to establish a program to allow up to 30 school districts (split evenly across each side of the Cascades) to provide 180 instructional days over the course of the entire calendar year, with no more than a 4week break between instruction days. To participate in this pilot, a school district must have a minimum enrolment of 500 students and a maximum of 10,000 students, a majority of whom qualify for free and reducedprice meals.
The pilot would run from the 202223 school year through 202526. OSPI would select districts on a firstcome, first served basis, and must report to the Legislature by Dec. 31, 2026 on outcomes and recommendations.
Jan. 27: Passed Senate Committee on Early Learning & K12 Education Feb. 22: Executive session scheduled in the Senate Committee on Ways & Means
5299 (Wellman)
purpose of graduation requirements
This bill would allow a student to use an approved computer science course in place of a 3rd year math or science credit for the purposes of meeting graduation requirements. All substituted computer science courses must align with the student’s High School and Beyond Plan.
Feb. 10: Passed Senate Committee on Early Learning & K12 Education; referred to Rules Committee
5389 (Wellman)
Directs the Professional Educator Standards Board (PESB) to develop two specialty teaching endorsements in computer science – one for elementary school, and one for secondary school.
Subject to appropriation – additional funds shall be provided for the Computer Science and Education Grant program (which was created in the 201921 operating budget ($1M/year) to train and credential teachers), to assist teachers in participating in this specialty endorsement process.
Current state law states that by the 202223 school year, schools must provide access to an elective CS course to all students.
Feb. 10: Passed Senate Committee on Early Learning & K12 Education; referred to Ways & Means
WorkIntegrated Learning Bills of Interest. Updated 2/18/21
Write one thing in the Chat you really want to learn today…?
Office of Superintendent of
High School & Beyond Plan(ning)
Kim Reykdal Secondary School Counseling [email protected]
PUBLIC INSTRUCTION
Attachment B
… and of educating All students
Attachment B
student will be best prep contribute and compete in this
economy?
Attachment B
Every school system is unique, but they are connected b aspiration: that all students have an educational experience preparing them to be effective lifelong learners and contributors.
Portrait of a Graduate
Now more than ever, that experience must not only provide for the acquisition of rigorous academic content, but it must also be more intentional about fostering critical thinking, communication, collaboration, creativity, and other 21st century skills our young people need to thrive in this complex, rapidly changing world.
SB5249 creates a workgroup to do this work!
Washington Office of Superintendent of
PUBLIC INSTRUCTION
Attachment B
•Career Interest Inventory •Career Goal(s)
• Educational Goals • Academic Course Plan
•Dual Credit •College Bound Scholarship •CTE Equivalency Courses •Support classes (if needed)
• Résumé/Activity Log
• Info about federal & state financial aid (7 specifics)
• Students with IEPs get same HSBP planning, with similar staff, as classmates
• 10th Grade HSBP Update: SBA scores* must inform 11th grade course choices
• Acad. Accel. by 2021-22
* School Closures negated the ability to use SBA scores to inform junior year courses for the Class of 2022
~ ance washington
PUBLIC INSTRUCTION
Name: ______________ _ SSID: _______ _
What interests, skills, abilities, values, goals, dreams, and personality traits fit XQ.Y?
Washington Office of Superintendent of
PUBLIC INSTRUCTION
MY FINANCIAL AID OPTIONS
Since most adults change career paths multiple t imes during t heir working years, it is important to
understand what financial resources are avai lable for when/ if you choose to pursue further education
and/or training t hrough an apprenticeship or a 2- or 4-year college or technical/specialty college.
This section of your HSBP is required to ensure all students know w hat support is available and how to
access state and federal financial assistance after high school.
I will find out my financial aid options through either the Free Application for Federal Student Aid (FAFSA} or the Washington Application for Student Financial Aid (WASFA).
Go to https://wsac.wa.gov/apply to access the different materials and information you and
your parent (s)/guard ian(s)/family need to apply for these sources of fi nancia l aid.
I will be considered a dependent student for financia l aid. Yes No
(Check for dependency status at https://studentaid.gov/apply-for-aid/fafsa/fill ing-ouUdependency).
By (digitally) signing below, I indicate that I know which application I can use (FAFSA or WASFA}
and how to find out what information and materials are needed to complete the application.
Name: Click or tap here to enter text. Date: Click or tap here to enter text.
1. These are the colleges I am most interested in attending with their financial aid deadlines:
College: Click or tap here to enter text.
Co llege: Click or tap here to enter text.
Co llege: Click or tap here to enter text.
Co llege: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
Priority Deadline: Click or tap here to enter text.
2. If I need help figuring out or applying for financial aid, I'll talk to: Click or tap here to enter text.
3. I can also get help at my school's Financial Aid Advising Day on: Click or tap here to enter text.
4. I applied for financial aid using the FAFSA or WASFA on (date}: Click or tap here to enter text.
D Not applicable
5. I applied for a College Bound Scholarship in middle school: 0 Yes O No O Not applicable
(If not sure, ask your School Counselor, Advisor or Case Manager to help you fmd out.)
6. I have reviewed and compared my financial aid award offers: D Yes D No D Not applicable
7. I do not plan to apply for financial aid because: Click or tap here to enter text.
Attachment B
2/19/2021 | 7
PUBLIC INSTRUCTION
Attachment B
Guidelines for Aligning HSBPs and IEP Transition Plans
Sample HSBP Templates CTE Graduation
Pathway Student Needing
Graduation Pathways OnePager and Toolkit https://www.k12.wa.us/studentsuccess/graduation
Graduation Pathways are… aligned with HSBP, equal in value & preparatory for the 1st year after high school
Graduation Pathways are not…. ‘alternatives’ to the SBA, ways to ‘track’ students nor ‘boxes’ to check
Graduation Pathways ASVAB (or PICAT) CTE Course Sequences o 2.0 credits; lead to IRC or include dual credit; OR Core Plus program
College Entrance Exams (ACT/SAT) Dual credit courses: o AP/IB/Cambridge (earn a C+) o CTE Dual Credit (earn HS credit) o College in the HS or Running Start (local approval)
Dual credit exams State assessments (SBA/WAAIM) Transition courses o Bridge to College or local agreements
Attachment B
Increasing Engagemen and Access Opportuniti
90% 100% 90% 100% Vendor Aligned by Aligned by Aligned by Aligned by Aligned by
Fall 2020 Fall 2020 Fall 2020 Spring 2021 Spring 2021 X
Kuder** 7
Maia Learning X Major Clarity X WSIPC (was My Data X Solutions)*
X X
Solutions/WOIS* X
Attachment B
Online HSBP
• By 2020-21, all schools are required to provide every student with access to an online HSBP platform
Attachment B
~
District-Level High School and Beyond Plan Implement ation Analysis Guide How and Where do Our HSBPSupports live?
~r Cou tllit: 16 U)on ' D Uvcny lM hod Wh nd oL ,, ' . .' I
1 I Advisory/ Career C·tri/ I 011line·,o~ Other I Grade·
Which dasslesl? HomeFoom C.oum;e lino lrmbructi:on IL.evelf:sl Sta1ff Lead(s:l
~-· -.--~- ~ College Bound Scholarship (CBS) Information
9th Course Registration (HSBP-informed c ourse choices)
Educational Goal(s)
- Advanced courses/Dual Credit options
- Career & Technical Education options
- Documents Graduation Pathw ay(s)
State/Federal Financial Aid Information
- Application/Submission Deadlines (Stress Be Early')
- Info for Foster Care/Homeless (or could be...)
- 'where/How to Get Help (Reference 'wSAC 'website)
9th Grade Progress Check
11th Grade Progress Check
Math Courses for Students not Meeting SBA Standard
Supports for Students not Meeting 8th Science Standards
CCR Specialist Delivered Lessons
• Lessons given in classes or to whole grade (teachers stay to hear/reinforce)
• Small Groups if help is needed
• 1:1 Planning meetings
• Staff buyin & beliefs are key!
• Staff trained to use HSBP system to build relationships and connect students to opportunities
Staff Delivered through HSBP “Units”
in Select Classes
• IEP Transition Courses, AVID, Career Choices
2/19/2021 | 13
St ·o g teache s don ·t te· ch co Go :. g!1 o t.
S t .· aching conn ] y t . . k" d
r at 'S ~
PUBLIC INSTRUCTION
Attachment B
Offer Training to Spark Staff Engagement!
• Train staff to use the HSBP to: • learn students’ career/college interests
& connect back to preparatory skills learned in their class
• use learning styles/personality test results to inform instruction or groups
• talk w/ students about course choices • talk w/ parents if student is struggling • build relationships!
2/19/2021 | 14
Attachment B
Use HSBP Data to Spark Student Engagement!
Hello _________, You are receiving an invite to this virtual college tour because you’ve saved WSU in your High School and Beyond Plan….. (Go Cougs! )
Hello ___________, You are receiving ___________ scholarship information because going to college is a goal in your High School & Beyond Plan. Please contact me if you have questions or need help.
2/19/2021 | 15
Attachment B
Use Strategies to Spark Family Engagement!
• showcase HSBP platform at parent nites • share HSBP videos from ReadyWA • facilitate Student Led Conferences • use HSBP to talk w/ parents if student is struggling • share HSBP updates in newsletters, emails and on social media • Engage parents as career speakers / mentors / job shadow, workplace tour and internship providers
Attachment B
HSBP/ Transition Planning Supporting Students’ Transitions: Aligning HSBP’s and IEP Transition Plans
Attachment C
Identified Need Informed data decision making drives the work.
PLC Work Explore how our PLC is working to align a student’s HSBP and IEP transition plan.
General Education Alignment Learn how to collaboratively provide an inclusive and effective framework for high school and beyond planning.
Kelly McClure, Executive Director of Special Services
Monique Patel, Community Transition Program Teacher
Kelsey Parke, CTE Director & Assistant Principal
Core Components [HB1599]
Requirements Since 2016
• Educational Goals • Academic Course Plan
•Dual Credit •College Bound Scholarship
•CTE Equivalency Courses
Added by HB1599 (2019) I
• Info about federal & state financial aid
• IEPs get same HSBP planning, w·th sim·1ar
• 10th Grade HSBP Update: SBA scores* must inform 11 th grade course choices
• Acad. Accel. by 2021-22
Secondary Education/Training and
project with ESD. Identified strengths
and weaknesses and developed a plan to
better improve areas of Transition Planning
HSBP Student Participation
abilities (Special Programs) who DID NOT participate in
HSBP
-- ii]
SPECIAL PROGRAMS
PLC Work Explore how our PLC is working to align a student’s HSBP and IEP transition plan.
Attachment C
Teachers Administrators High school & Transition Supported weekly by Program Special Programs district, CTE, and building teachers at CHS administrators
Other partners Collaborate periodically with related service providers, Junior High and Learning Resource teachers
Attachment C
PLC GOAL - WHAT WE’VE DONE Our 2021 goal is to align our HSBP and IEP Transition requirements and operationalize how we will support students in their transition journey year-to-year.
We have: Learned requirements, new guidelines, online platform Implemented HSBP platform at accessible level for each student Updated our roll-up process Reviewed the general education Scope and Sequence for HSBP Documented Xello alignment with IEP Transition Plan at levels K-2, 3-5, and 6-12 Collaborated with teacher stakeholders and CTE
Attachment C
PLC GOAL - WHERE WE’RE GOING Operationalize the HSBP/Transition Plan for Special Programs students
Align with OSPI guidelines for 10-12 to CTP, then 7-9 (and beyond) Identify our needs and areas of support Clarify and engage in more intentional partnership with stakeholders/providers Support HSBP/IEP teams in making transition decisions
Improve cultural responsiveness in transition planning
Increase accessibility of general education lessons and activities for our students and our desire to include in gened setting
Collaborate with Special Programs educators from Junior High and Intermediate levels to build out college and career readiness process starting earlier
Attachment C
Binder Portfolio IEP, Transition & HSBP supporting documents
Community experiences
all transition domains
employment documents
Advisory Board and/or IEP Team
Agency linkages Connections for
transition to adult services
•
•
•
•=
TRANSITION JOURNEY: A SHIFT IN PRACTICE Prior to HB1599
Students were pulled to the CCRC to complete HSBP and Registration.
Major Shifts
Xello created a specific institution for our Special Programs students.
Roll Out Career Cruising shifted to Xello. Registration expansion.
Present Practice
ENTER PANDEMIC
High School and Beyond Plan in University Place School District
SY 20 21-2022
Using Student Engagement to Fuel Completion of HSBP Requ irements
suri ng stud en :!. m ee-: -:h e st.ind;;:rds for W.i st-ngton 's ig Scho ol and Bey,o nd IPI;; n t,'H S!:lP) is cri-:i c.i l No t on ly is HSBP .i g;r;Mllu;;'!io,r
uireme nt,, it 's ;.,lso ,.ft;i l in helping sw de e p.-ep;i.re fo r 1.11: cess beyond 1-:"gh ,s.,:hool. 6 !1" helping s-:ud e ts be:ter u-1.d erst ;; d
th1!! "11sel\le5, 1h • Fi opti aru.; , ,;md tir e p1;m :s. need...-.U ~a ;ac hie Ye -:h e ir go;;als tfley're ;; 'ble to !'.ee the v ;a [ue of t h e ir e duc;i1ia n -
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1n1ro duci:ng Xello.
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o h 5 s ru>a e n ts build =- If-k n o w le dge-, explore co ll ege - ca:reer o p tio n s, creo1 ~.e p lans, ;m d develop = e nti skil ':s fo r
:success bey ond high sdtool. Tt.e progr.im e n;;b les stude ~ to tak e ;;i re.ii [ook ;;,t t~msel\.i es and co ert t he dots k!,e-tw-e who ~ ey
.a re. how they le,.a m , .iM 11h eir long-t,e rm 90.ils. With e;,sy t o use, · , egr.a :_ed pl .inning ~=-e ls t:P" e')' tum tho se 90.ils • 10 .ia ian;ib e pl;ins ........................................................................................................................................................................................................................................................................................
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th - uni9..1e inte res·.!i, .skil ls, .i d .iptiN :les_
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Yearly Activities and Requirements:
Every Year
SUte Bo.aird o f Education Core l e ssons .and Au19nme:nts HS.BP Eleme nt ffP Compone-nt
Guide li:ne:s
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••• .,_"<I ~-..... ----- ACHlEVEMt!NTS
Attachment C
WHY BEHIND THE WHAT The CHS mission: To ensure all students learn at high levels in a safe, caring environment
The CHS Vision: Our paramount duty is to enable viable economic choices and futures for all our students
Grae» lat Commootty Tran5ill00 Program
i,rten,ru Skills
0
• LEARNING STYLE
You are a Vlsual-Tactlle Learner
FAVORITE CLUSTERS
BIKksmlth Police Officer
·-·· .:
When are transition plans being made?
Course Plans discussions in IEP meetings
Who feeds to this program? Who is responsible?
Vertical Alignment Who else needs to be at the table?
LRC Program Replicate with Case Managers
General Education “Pandemic Effect” - “NEW normal” Asynchronous - Synchronous
--------------·············•••••••••••••• -···········---····--···-·-
4 Google
5
[email protected] [email protected] [email protected]
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Please keep this slide for attribution
Attachment D
EVERETT HIGH SCHOOL High School and Beyond as a planning and SEL tool
Attachment D
CAREER/INTEREST PROFILER
REGISTRATION
f
Recommended Ca reers G reat news - there are a lot of ca reers that cou ld be a good f i t f o r you based on y o u r
results. Take a look and explore what ma kes you curious.
-r.!J r.!J
P reventive Medicine Physicians
App ly knowled g e of g enera l prev e n t ive
m edicine a n d p u blic hea l th issu e s to
oromote health care t o arouos or in d i . . .
Education Gradua te / P ro fess io na l
Median Salary $ 1 66,40 0
Q FAVORITE
-r.!J r.!J
D emonstrate and teach patien t care in
classroom a n d clinical un i ts to nursi ng
studen ts. Inclu d es bo t h teachers o rim . ..
Education Grad ua te / P ro fessio na l
Median Salary $7 1 ,260
Q FAVORITE
CAREER/INTEREST PROFILER
t) AchieveWorks lntellig,
Tell us how much each statemen
Think about your abili t ies, strengths, and where you see
My reflexes and reaction t imes are bette my peers.
Not at All 2 3 4 s
Summary
C
Take a look at your intelligences. These will h elp you know how yo
you r strengths .
Read your Full report. You r f u ll report inclu des recommendations
in t e lli g ence. T h is includes ways to use t op intelligences as well as w
in t e lli g ences that are more cha lleng ing for you.
Talk things over with your parent/guardians, teachers, or counse
help you come up wi t h new ways to use what you've learned abou t
you s ucceed in schoo l and life.
You r Intell i ge n ces at a G l ance
Linguistic
Musical
Interpersonal ---------------------
Naturalist
You are viewing Naviance Student as Ethan Pewitt
«, NAVIA NC E Home Self-Discovery Courses Careers Colleges Planner • , r;J 3 ~ EP About Me , LOCi OUT BY HOBSON\
( Back
My High School and Beyond Plan 11th Grade YR(2020) -Your Answers Status: " Done
~ Completed: MAR 09 2020
Everett High School
{Draft Plan)
Credits Required Credits In Plan Credits Still Needed Credits Completed
24 15 13 14.5
Add/ Edit Courses in Your Plan ~
Add courses in order to submit, scan, or print this plan. ~
Pathway
Mathematics 3 Credits 4 Credits in Plan
V
Sequence
9th 10th Grade Grade
S Credits S Credits
~nglish 2 Honors .Qlglish 3 Honors 0.5 credits completed 0.5 credits completed
~nglish 2 Honors glglish 3 Honors 0.5 credits completed 0.5 credits completed
Geomet[)'. !\!gwill 0.5 credits completed Idgonometry
0.5 credits completed
Your Assessments
Administration
• Favorite Career Clusters
Attachment D
This Photo by Unknown author is licensed under CC BY-NC-ND.
~IIOlRlS'IJI
HSBP and Nav ia nee (Grades 6-11)
College & Career Rea d iness Seminar (Grade 12)
Naviance Quest io ns?
Class o f 2021 Resources for > St ude nts & Families
STUDENTS
Class of 2021 Information & Resources
The sen io r year ca n be fu ll o f so many q uestions and t he overall un know n. It can be ch allen ging to figu re out w here to go an d w ho t o go t o w hen yo u need h elp nav igating you r w ay t h rough t he ex plo ratio n of you r post -secondary opt ions. The r esou rces below prov ide lin ks t o add it io na l info r mation t hat
r 7
MONTHLY WEBINADS
L ...J
r 7
L ...J
may be helpful thro ugho ut th e yea r. Check bac k often as t hings a re consta nt ly u pdate d !
Join us for our mont hly Class of 2021 webinar series!
Helpful informatio n w ill be p resented fo llowed by a Q & A session t o he lp students and fam ilies navigate t he sen io r yea r.
Check you r ema il for you r mont h ly inv it ation and fo llow u s on social med ia!
Need more help Navigating Naviance Student?
Chec k out the "how to" videos for everything from logging o n to request ing t ranscripts and locating scho larships !
Links to helpful resources for students and families!
There is so much in formation and sometimes d iffi cult t o know w here to go to fi nd w hat you need. Check out t hese links to resources to help you navigate your sen io r year.
Frequently Asked Questions and Answers!
There are many new p rocesses and procedur es to learn as yo u navigate th rough your sen io r year and determ ine w hat path you will take after graduation. Check o ut t he FAQ's to see what has been posted and subm it suggest ions to [email protected].
Attachment B - Building Hope for the Future via HSBP
Attachment C - UPSD HSPB Transition Planning
Attachment D - HSBP and SEL Tool Everett High School
Feb 4 Passed House Committee on Education Feb 9 Referred to Rules 2 Review:
This bill lowers the skill center class size for the prototypical school funding formula from 20 to 1667 students beginning the 202122 school year:
This bill would allow a student to use an approved computer science course in place of a 3rd year math or science credit for the purposes of meeting graduation requirements All substituted computer science courses must align with the students High School and Beyond Plan:
Feb 10 Passed Senate Committee on Early Learning K12 Education referred to Ways Means:
Connect with me for support:
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Opportunities:
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9th Course Registration HSBPinformed course choices:
Educational Goals:
Advanced coursesDual Credit options:
Career Technical Education options:
StateFederal Financial Aid Information:
ApplicationSubmission Deadlines Stress Be Early:
Info for Foster CareHomeless or could be:
whereHow to Get Help Reference wSAC website:
9th Grade Progress Check:
11th Grade Progress Check:
HSBPIIEP Transition Plan Alignment:
undefined_3:
scholarship:
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Elu d plin llh tc rcqul:
IDO tor sllCh tmc rrinigcicnll dciendb r:
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Back to AchieveWorks Intelligences t AchieveWorks lntellig PROGRESS Tell us how much each statemen Think about your abilities strengths and where you see My reflexes and reaction times are bette my peers Not at All 2 3 4 s:
lntrapersonal:
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Back:
Completed MAR 09 2020 1 My First Name Ethan 2 My Last Name Pewitt:
I PRINT I: