PowerPoint Presentation by fEuwqv


									                    WASHINGTON COUNCIL
Mike Hubert, Director
Danise Ackelson, Supervisor

Guidance & Counseling / Navigation 101
Division of Secondary Education & School Improvement

September 2011

Supt. Dorn’s Education Reform Goals
1. Fund the Basic Education Funding Task Force

2. Replace the Washington Assessment of Student Learning

3. Dramatically Reduce the Dropout Rate and Improve
   Achievement for ALL Students

4. Expand Career and Technical Educational Opportunities

5. Expand Early Learning Opportunities

Message from Assistant Superintendent
  Secondary Education, Dan Newell

   “Having worked in the schools for 34 years, there is no
question that counselors have the ability and the mission to
  positively impact the lives of all students, from the most
vulnerable to the most fortunate. I believe that all kids need
    to be supported in becoming, college, career and life-
  ready. School counselors are central to that work in our

                  Update Topics
•   Guide to Graduation
•   State Board of Education Updates
•   Launch Year
•   K-12 High School Feedback Reports
•   Running Start
•   Dropout Initiatives
•   Navigation 101
•   Guidance and Counseling
•   Counselor / Principal Relationship
•   College-Bound Scholarships

     Guide to Graduation

How to navigate the different pathways to a
   high school diploma in Washington

                     What’s Important?

• This school year, there are three classes in
  four grades (9-12) that have different graduation
   o Class of 2012 (reading & writing, Pass math assessment OR earn 2 credits of
     math after 10th grade, 19 credits minimum)
   o Classes of 2013 & 2014, (reading, writing, 1 math end-of-course exam, with 3
     math credits required)
   o Class of 2015 and beyond (reading, writing, science, 1 math end-of-course
     exam, with 3 math credits required)
• With all these changes, students receiving special education
  services earn a diploma the same way: with the IEP team helping
  to guide them.

                 Know Your Resources

• www.WAtesting.com
• www.k12.wa.us/Resources
   o   Graduation in Washington toolkit
   o   Earning a Diploma
   o   Graduation Checklist (by class)
   o   How Special Education Students
        Participate in State Testing

• Before you call OSPI, speak to your
  special education director or
  district assessment coordinator
• OSPI state testing/grad requirements questions:
   o (360) 725-6032, statetesting@k12.wa.us, gradreq@k12.wa.us

                           Class of 2012
•     Pass reading and writing state assessments*
•     Pass math assessment* OR earn 2 credits of math after 10th grade
•     Meet state and local credit requirements
•     Submit successful culminating project and
      high school and beyond plan

• NOTE: Same requirements from Class of 2008 to 2012

* Or alternate assessments for students receiving special
    education services

                     Classes of 2013 & 2014

•     Pass reading and writing state assessments*
•     Pass math assessment*
•     Meet state and local credit requirements
•     Submit successful culminating project and
      high school and beyond plan

NOTE: Students also required to earn a third math credit

* Or alternate assessments for students receiving special
    education services

                Class of 2015 & Beyond

•   Pass reading and writing state assessments*
•   Pass 2 math assessments (EOCs)*
•   Pass science assessment (biology EOC)*
•   Meet state and local credit requirements
•   Submit successful culminating project and
    high school and beyond plan

* Or alternate assessments for students in special education

                End-of-course Exams

• Algebra 1/Integrated Math 1 EOC
• Geometry/Integrated Math 2 EOC
• Biology EOC (beginning in spring 2012)

Most common question:
Q: What if a 10th grader has not yet taken Algebra 1, do they
still have to take a math EOC?

A: Yes. They must take a math exam in 10th grade for AYP
purposes. After that, they can take the assessment their IEP
team deems most appropriate.

               End-of-course Exams

• All students in the classes of 2014 and beyond (except
  WAAS-Portfolio students) must take a state math exam in
  10th grade for AYP purposes. Following that, it's up to each
  IEP team, using RCW 28A.155.045, to determine the most
  appropriate path for a student to meet the math
  assessment graduation requirement, whether that's the
  Basic, DAPE or LDA. Students taking the Basic, DAPE, LDA
  or Portfolio would not have to pass two math exams.

                   The Third Math Credit

• Students in the Class of 2013 and beyond must earn three
  math credits to be eligible for a diploma. The most common
  path is:
   o Algebra 1
   o Geometry
   o Algebra 2, or CTE equivalent

Q: Do students receiving special education students have to
take these courses?
A: No. Just like any course requirement, a student’s IEP team
would determine the most appropriate path.

           Testing Accommodations

• Please contact your school and/or district assessment
  coordinator about testing accommodations.
• The Accommodations Manual is located on the Washington
  Alternate Assessment System page:
  www.k12.wa.us/assessment/AlternativeAssessment (click
  on “Accommodations” on the left-hand side)
• At this time, no changes are planned for the
  Accommodations Manual for the 2011-12 school year.


Chris Barron, assessment communications manager, (360) 725-
6032, statetesting@k12.wa.us

Alternate Assessments, OSPI
(360) 725-6089, waas@k12.wa.us

       CAA Options to the HSPE & EOC

• Students who have taken and not passed the HSPE or EOC,
  and 11th & 12th grade transfers from outside the WA public
  school system may use the CAA Options
   • Collection of Evidence (COE)
   • GPA Comparison
   • SAT, ACT Plus Writing, ACT, and AP Tests
• Out of State Waivers: 11th & 12 grade transfer students who
  have passed the high school tests in another state may
  qualify for a waiver of Washington assessments

CAA Options, Waiver & COE Contacts

  CAA Options & Out of State Waivers
  Laurel Nanke
  (360) 725-6223, laurel.nanke@k12.wa.us

  Collection of Evidence
  Amanda Mount
  (360) 725-6037, amanda.mount@k12.wa.us

State Board of Education Updates

   Clarifications about SBE actions to support the
  preparation of career and college ready students

       SBE Changes for Class of 2016

• November 2010 the WA Career and College Ready
  Graduation Framework was approved by SBE

• Directed by RCW 28A.230.090 in 2011 the proposed
  changes were reviewed by legislative education
  committees and Quality Education Council.

• Changes that OSPI determined to have no fiscal cost will
  take place for Class of 2016 if adopted by rule in
  November/December 2011.

  Proposed Graduation Changes for Class of 2016

Proposed changes:
• Increase English from 3 credits to 4 credits
• Increase social studied from 2.5 credits to 3 credits; require .5
credit of civics, per RCW 28A.230.093
• Decrease electives from 5.5 to 4
• Make Washington State History a non-credit requirement
• Clarify that 2 credits of health and fitness include .5 credits of
health and 1.5 credits of fitness
• Create a “two for one” policy – students taking a CTE-equivalent
course could satisfy two graduation requirements while earning
one credit
    Additional SBE Information for Class of 2016

• The State Board of Education will review proposed changes at its
September 2011 meeting to WAC 180-51-066.

•In addition draft changes will be considered for the definition of a high
school credit in WAC 180-51-050, primarily to substitute a non time-based
definition of a credit for the time-based 150 instructional hours.

• Once the State Board of Education approves the revisions, a public
hearing will take place November 9. After adoption the new rules go into
effect 31 days later, which would likely be in December 2011.

• Counselors would know this new information before registration of this
year’s 8th graders- Class of 2016.
             Launch Year (E2SHB 1808)
“The legislature intends to help students progress from the
high school to a certificate or degree by increasing
opportunities and providing a clear pathway.”

This is accomplished by:
1. High schools increasing the opportunities for students
   (especially seniors) to take more advanced classes.
2. Institutions of higher learning publishing lists of high school
   courses and adopting uniform scores or competency
   requirements that will be given credit toward certificate or
   degree requirements.
3. OSPI disseminating this information to school districts

              Launch Year – Action Plan

1. OSPI will collaborate with SBCTC, HECB, and COP to acquire
   credit equivalency lists

2. OSPI will develop and launch a web site to include:
    1. Listing of postsecondary opportunities by district / high
    2. Equivalency lists from colleges and universities
    3. Dual credit program Information
    4. Guidance tools for students and families
    5. Additional supports resources for underrepresented students

3. Prepare and disseminate OSPI Launch Year memo to districts by
   mid-December highlighting these new resources

K-12 High School Feedback Reports

    Feedback reports provide information on how
   graduates of a school or district fare in their next
   endeavor - for example, enrollment in college or
           participation in the workforce.


       K-12 HS Feedback Reports (con’t)

• The reports address questions such as:
    o What percentage of students enroll in two and four-year colleges
      within a given timeframe after high school?
    o How do postsecondary enrollment rates vary by student
    o How many postsecondary students are enrolled in pre-college
    o What are the employment rates for students in postsecondary
      education and after they leave postsecondary education?

       Running Start

Legislative changes and clarifications

Running Start Legislative Change

“(18) Beginning in the 2011-12 school year, students
participating in running start programs may be funded up
to a combined maximum enrollment of 1.2 FTE including
school district and institution of higher education

                      Chapter 50, Laws of 2011
                            (partial veto)
                          62nd Legislature
                       2011 1st Special Session
                   2011-2013 OPERATING BUDGET
                     EFFECTIVE DATE: 06/15/11

        Running Start Legislative Change

“Additionally, the office of the superintendent of public instruction, in
consultation with the state board for community and technical colleges, the
higher education coordinating board, and the education data center, shall
annually track and report to the fiscal committees of the legislature on the
combined FTE experience of students participating in the running start
program, including course load analyses at both the high school and
community and technical college system.”

                                   Chapter 50, Laws of 2011
                                         (partial veto)
                                       62nd Legislature
                                    2011 1st Special Session
                                2011-2013 OPERATING BUDGET
                                  EFFECTIVE DATE: 06/15/11

    Running Start Implications:

•   Student/Family must complete and sign a new
    Running Start Statewide Enrollment Verification

•   The form may not be altered once signed

•   Student/Family responsibility to pay tuition above the
    1.2 FTE combined maximum

          Running Start Implications:
            High Schools/Districts

•   Schools contacted individual RS students and families in August to
    address the transition to the 1.2 combined FTE impact.
•   Counselors/advisors will need to calculate high school FTE and
    remaining college eligibility for each Running Start college
•   Counselors/advisors will need to maintain close communications with
    the student, his/her family, and the college related to changes in RS
    student FTE.
•   Student/Family and counselors must complete and sign a new Running
    Start Statewide Enrollment Verification Form to insure understanding
    of responsibilities related to enrollment and costs each quarter.
•   This form is mandatory and may not be altered.
            Running Start Implications:

•   Contact individual RS students and families prior to Fall Quarter to
    address the transition to the 1.2 combined FTE impact.
•   Colleges will need to use the FTE calculation from the high school to
    assess remaining Running Start college FTE eligibility or for tuition to be
    paid by student/parents.
•   Colleges and high schools will need to maintain close communications
    with the student, his/her family, related to changes in each RS student
•   College must have assurances that the Student/Family. counselor has
    complete and signed the new Running Start Statewide Enrollment
    Verification Form.
•   The verification form is mandatory and will be used by all high schools,
    districts and colleges – and may not be altered.
              Running Start Resources

BULLETIN NO. 047-11 - Students Participating in Running Start Programs
Funded up to a Combined Maximum Enrollment of 1.20 FTE

Maximum Combined Enrollment of 1.20 FTE
2011 2ESHB 1087 - Running Start programs funded up to a combined
maximum enrollment of 1.20 FTE - Clarification Document

Running Start Enrollment Verification Form - July 2011

        Dropout Initiatives

Statewide Efforts to reduce the dropout rate

                  Graduation and Dropout Rates:
                           2004 to 2010

      74.3%                                                                         76.50%

                                                                                             On-time Graduation Rate
                                                                                             Extended Graduation Rate
40%                                                                                          Annual Dropout
                                                                                             Est. 4 yr Cohort Dropout

10%     5.8%
      2003-2004   2004-2005   2005-2006   2006-2007   2007-2008   2008-2009   2009-2010

4-Year Dropout Rate by Ethnicity for 2004-2010

On-Time Graduation Rates by Student
    Characteristic for 2009-2010

                                    Dropout Prevention

  School counselors make a vital contribution to the mental
  wellness of at-risk students

  Counselors provide:

 Consultation in defining and identifying at-risk students
 Responsive programs to meet academic, educational and career
  counseling needs
 Curriculum programs to strengthen personal/interpersonal skills
 Support and development presentations to staff and community
 Consultation to parents/guardians

                 The High Cost of Dropping Out

High school dropouts on average make $19,000 a
year versus $27,000 for high school graduates.

Students who drop out tend to experience more
frequent occurrences of:
       •   Early pregnancy
       •   Substance abuse
       •   Incarceration
       •   Greater need for publicly funded health
           and social services

                Academic Barriers to Success

• One or More Grades Behind Peers
• Repeated a Grade in High School
• Low Academic Performance
• Basic Skills Deficient (Reading and Math in
• Limited English Proficiency
• Did Not Pass State Proficiency Exam

         Non-Academic Barriers to Success

•   Excessive Absences
•   High level of discipline issues
•   Lack of Family Support
•   Health Issues
•   Alcohol or Substance Abuse Issues
•   Homeless
•   Juvenile Justice Involved
•   Foster Care

 We Must Address the Whole Child

• Academic Development
• Career Development
• Personal/ Social Development

     As well as the student’s
  family and community supports

Collaborative Groups and Products
Program Workgroup (meets monthly)
•   Program inventory and mapping
Leadership Group (meets monthly)
•   Oversight of system integration
Partners Group (meets quarterly)
•   System development and implementation
Building Bridges Steering Committee
(meets quarterly/biannually)
•   Tasks described in RCW 28A.175.075

PASS Act Implementation Efforts
Program Integration
(Jobs for America’s Graduates, College Success Foundation
Opportunity Internship Program, Building Bridges)
• Integrated RFP processes
• Integrated service delivery
• Shared outcome measures
Creation of PASS Award System
Implementation of Shared Definition for
Absences in CEDARS

                                                                                                                                       Student Support
            Academic                                  Integrated Student Support Framework
                                                                                                                                      (Physical, Social
                                                          Goal: Graduation, Ready to Work,                                             Emotional and
     Career/College Ready)                                         Ready for Life.                                                   Behavioral Health)

     • Student Advocates to provide Intensive,                                                                 • Student Advocates to provide Intensive,
       individual outreach, case management and                                                                  individual outreach, case management and
       services including collaboration with                                                                     services including collaboration with
       community providers.                                                                                      community providers.
     • Alternative learning options (i.e. on-line                                                              • Alternative learning options (i.e. on-line
       learning, retrieval programs).                                                                            learning, retrieval programs).

      • Student Assistance Program (Coordinator                                                                 • Student Assistance Program (Coordinator
        and Team).                                                                                                and Team).
      • Progressive levels of Tier 2 assessments                                                                • Progressive levels of Tier 2 assessments
        and interventions.                              School Improvement Planning Process to include            and interventions.
      • Standard treatment protocol. Immediate,         intentional dropout prevention, intervention and        • Standard treatment protocol. Immediate,
        entry level intervention for all students       retrieval strategies utilizing self assessment tools      entry level intervention for all students
        identified at risk.                             to develop both academic and student support.             identified at risk.
       Regular academic progress monitoring by all     Collaboration and communication among schools,
        teachers in content areas.                      families and communities to identify challenges         Assessment and Universal Screening.
       Student, Family, and Community                  and work toward culturally competent solutions.
                                                                                                                Student, Family, and Community engagement
        engagement and leadership.                                                                               and leadership.
       Assessment and Universal Screening.             Effective School District and Building leadership is    School culture and climate.
       Core Academic Instruction (research based       required to implement and ensure accountability
        with fidelity).                                 of the change processes.                                Student health and well being.

       Student Advisory Program.                                                                               Student Advisory Program.
                                                        Technical Assistance and Implementation
       Comprehensive Guidance and Counseling           (Professional Development/Training/Coaching)            Comprehensive Guidance and Counseling
        Program.                                        implementation of evidence-based programs and            Program.
                                                        culturally competent practices with fidelity.
Aligned Early Learning with emphasis on language and literacy instruction–goal of all children reading at or above grade level by 3rd grade.
                      Longitudinal and Disaggregated Data Systems and Data Driven Decision Making
                             Navigation 101 Update
    The Navigation 101 program materials are now free to
      all middle and high schools in Washington State

•     Curriculum has optional classroom lessons and on-
      line lessons
•     Interactive self-management on-line tools
•     Kickoff Meeting, Implementation Plan, and ½ day On-
      line Training or 2 hours Refresher Training

                      Navigation 101 Components
      1.                        2.                    3.                   4.                      5.
  Advisories                Portfolios           Conferences           Scheduling          Data – Informed

WHAT IT IS:            WHAT IT IS:             WHAT IT IS:           WHAT IT IS:           WHAT IT IS:
•Small groups of       •Paper or electronic    •Annual conference    •Students are         •Information about
students with an       collection of student   led by student        encouraged to take    student outcomes
advisor-educator       work                    •Focuses on 3 ASCA    “gatekeeper”          •Collected by each
•Keep same group       •Organized by 3         areas: Academic,      courses               Navigation school
until graduation       ASCA areas:             Career,               •Course schedule is
                       Academic, Career,       Personal/Social       based on students’    RESOURCES:
RESOURCES:             Personal/Social                               requests              •Data Collection
•Gr 6-12 curriculum                            RESOURCES:                                  templates on web
•Videos                RESOURCES:              •Curriculum           RESOURCES:
•Professional          •Portfolio how-to       provides all          •Scheduling how-to    BEST PRACTICE:
development            •Curriculum             materials to plan                           •Each school
training materials     organized around 3      conferences           BEST PRACTICE:        submits data each
                       ASCA areas                                    •Each student         year
BEST PRACTICE:                                 BEST PRACTICE:        obtains the courses   •Navigation is
•Advisories meet 2x    BEST PRACTICE:          •Each student holds   selected and is       improved based on
per month or more      •Each student keeps     a conference each     supported to          what we learn
•Advisors use          a portfolio and uses    year and uses the     succeed in those
Navigation             it for student-led      conference to         courses
curriculum             conferences             register for next     •More students take
                                               year’s courses        gatekeeper courses

            Career Guidance Washington:
                   Supplemental Lessons
•   23 Lessons – Grades 6 -12
•   incorporate WA state resources of educational and career planning information
    and special opportunities
•   supplement broader career guidance curriculum such as Navigation 101 Elements
•   Lessons reflect the most recent information around topics such as:
      o STEM
      o apprenticeships
      o graduation requirements
      o College Bound Scholarship
      o CADRS
      o HSBP and Programs of Study
•   eight of the lessons are PowerPoint presentations which can also be
    customized as slide shows

    Guidance & Counseling

YOU are central to the mission of our schools?

        CTE - Guidance & Counseling

“Comprehensive counseling programs are a way for school
counselors to show students all of their academic and
technical options, including CTE courses, through organized
and structured student planning.”

                       Graduation Coaches

“(iii) Within the amounts provided, and in consultation with the
public school employees of Washington and the Washington school
counselors' association, the office of the superintendent of public
instruction shall develop a model policy that further defines the
recommended roles and responsibilities of graduation coaches and
identifies best practices for how graduation coaches work in
coordination with school counselors and in the context of a
comprehensive school guidance and counseling program.”

                                   Chapter 50, Laws of 2011
                               2011-2013 OPERATING BUDGET

State Allocation for Guidance & Counseling

        Guidance counselors, a function that
        includes parent outreach and graduation   Elem    MS      HS
        advising . . . . . . . . . . . .          (400)   (432)   (600)
                                                  0.493   1.116   1.909
                                                  811/1   387/1   314/1

                                  RCW 28A.150.260
 Allocation of state funding to support instructional program of basic education —
 Distribution formula — Prototypical schools — Enhancements and adjustments —
    Review and approval — Enrollment calculation. (Effective September 1, 2011.)


Connect with your Profession

        The Washington Council for   CGCA
        High School and College


School Counseling/Early Childhood through Young Adulthood


         Counselors And Principals
Do what counselors do best:
1. Get personal – find out about your principal / tell them
   about yourself
2. Develop empathy – the support you give your principal will
   come back to you
3. Build respect:
    Be student-centered: remain an advocate for students
    Be solution-focused: problem-solving requires
    Keep your principal informed

       Counselors And Principals (con’t)

4. Make a clear case for how you can be a strong positive
  influence in fulfilling the overall mission of the school, i.e.

5. ASCA National Model Counselor / Principal Management
  Agreement discussed and signed

                College Bound Scholarship

• Created in 2007 for low income students
• Higher Education Coordinating Board
   o Sign ups

   o Follow up

   o Resources
      • October 11 Two-hour webinar for school counselors
      • http://www.hecb.wa.gov/Paying/waaidprgm/documents/June24CBRachelle.pdf
         “Welcome students in Class of 2012”
      • http://www.hecb.wa.gov/Paying/waaidprgm/documents/OnTheRoadtoCollegeFI
         NAL.pdf “On the Road to College”
      • 1-888-535-0747

                     OSPI Counselor Resources


                                                       Established to provide a means by which guidance and
                                                       counseling staff in schools can participate in ongoing
                                                       discussions with OSPI program staff regarding
                                                       development in guidance related policies and

             Contact Information

Mike Hubert                 Dan Newell
360 725-0415                Assistant Superintendent
mike.hubert@k12.wa.us       Secondary Education &
                            School Improvement
Danise Ackelson


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