Navigation 101 Development: Partnerships, CTE, Guidance Counseling Friday, February 26th

1. Navigation 101 Development: Partnerships, CTE, Guidance & CounselingFriday, February 26th

2. 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

3. Navigation 101 Nav 101 helps students by: Addressing the needs of underrepresented youth and families Connecting what students want with career and postsecondary opportunities Developing skills needed for success in school and beyond Providing frequent contact with a caring adult in the school by responding to student needs

4. As Navigation was developed, it was built around five key elements. Each of these elements is important; but it�s their interconnectedness that makes Navigation so powerful. Personalizing�Curriculum-delivered advisories. Advisories are the heart of Navigation 101. Advisories help students engage in school by ensuring that at least one adult at school knows and cares about each student. The advisory is a group of 15 to 20 students and an educator, who serves as a guide, for twice-a-month or more frequent meetings. To help the advisor, OSPI has provided a full grade 6-12 curriculum with 20 lesson plans for each grade level, plus videos on each of the key elements, and a suite of professional development materials. Best practice in this area means regular advisory sessions that are built into the school�s weekly schedule. Planning�Portfolios. Students organize�and reflect on�their work through planning portfolios. Navigation portfolios can be either paper or electronic, depending on your school�s preference. Portfolios should be organized into three sections, based on the three American School Counselor Association (ASCA) domains: Academic Development, Career Development, and Personal/Social Development. OSPI�s Navigation 101 Web site contains a Portfolio how-to, and the lesson plans introduce and help students organize their portfolios. Best practice in this area means that each student has a portfolio and uses it to organize his or her student-led conference. Demonstrating�Student-led Conferences. Student-led conferences are the centerpiece of the school year. Students lead these conferences, in front of their parents and advisor. Conferences are organized around the three ASCA domains: Academic (What have I accomplished this year?); Career (What do I want to do in the future?); and Personal (Who am I?). The Navigation lesson plans include all the information students and advisors need to organize conferences. Best practice in this area means at least one student-led conference a year that is tied to the school�s course registration process. Empowering�Student-driven Scheduling. Research studies have shown that the rigor of a student�s courses during high school is the single greatest determinant of college success. To help students succeed, Navigation encourages students to enroll in challenging, �gatekeeper� courses in math and science� and expects schools to organize their course schedules to ensure students can be placed in the courses they select. Best practice in this area means that a higher number of students take gatekeeper courses and get the help they need to succeed. Evaluating�Data Collection and Analysis. We will only know if Navigation is succeeding if we measure students� outcomes. OSPI has developed a data collection program to collect five data indicators from each Navigation school. These data indicators measure student and parent satisfaction with and attendance at student-led conferences; student WASL scores; graduation rates; success in gatekeeper courses; and need for remedial, pre-college work after graduation. Data collection this year will use a different method with the inclusion of CEDARS information, student-led conference information from districts, and EDRC with the evaluation being done by a third-party evaluator. More information will be forthcoming regarding the process. As Navigation was developed, it was built around five key elements. Each of these elements is important; but it�s their interconnectedness that makes Navigation so powerful. Personalizing�Curriculum-delivered advisories. Advisories are the heart of Navigation 101. Advisories help students engage in school by ensuring that at least one adult at school knows and cares about each student. The advisory is a group of 15 to 20 students and an educator, who serves as a guide, for twice-a-month or more frequent meetings. To help the advisor, OSPI has provided a full grade 6-12 curriculum with 20 lesson plans for each grade level, plus videos on each of the key elements, and a suite of professional development materials. Best practice in this area means regular advisory sessions that are built into the school�s weekly schedule. Planning�Portfolios. Students organize�and reflect on�their work through planning portfolios. Navigation portfolios can be either paper or electronic, depending on your school�s preference. Portfolios should be organized into three sections, based on the three American School Counselor Association (ASCA) domains: Academic Development, Career Development, and Personal/Social Development. OSPI�s Navigation 101 Web site contains a Portfolio how-to, and the lesson plans introduce and help students organize their portfolios. Best practice in this area means that each student has a portfolio and uses it to organize his or her student-led conference. Demonstrating�Student-led Conferences. Student-led conferences are the centerpiece of the school year. Students lead these conferences, in front of their parents and advisor. Conferences are organized around the three ASCA domains: Academic (What have I accomplished this year?); Career (What do I want to do in the future?); and Personal (Who am I?). The Navigation lesson plans include all the information students and advisors need to organize conferences. Best practice in this area means at least one student-led conference a year that is tied to the school�s course registration process. Empowering�Student-driven Scheduling. Research studies have shown that the rigor of a student�s courses during high school is the single greatest determinant of college success. To help students succeed, Navigation encourages students to enroll in challenging, �gatekeeper� courses in math and science� and expects schools to organize their course schedules to ensure students can be placed in the courses they select. Best practice in this area means that a higher number of students take gatekeeper courses and get the help they need to succeed. Evaluating�Data Collection and Analysis. We will only know if Navigation is succeeding if we measure students� outcomes. OSPI has developed a data collection program to collect five data indicators from each Navigation school. These data indicators measure student and parent satisfaction with and attendance at student-led conferences; student WASL scores; graduation rates; success in gatekeeper courses; and need for remedial, pre-college work after graduation. Data collection this year will use a different method with the inclusion of CEDARS information, student-led conference information from districts, and EDRC with the evaluation being done by a third-party evaluator. More information will be forthcoming regarding the process.

5. It�s Elementary! Navigation at the elementary school will include all five of the key elements. But it is clear from our work to date that Navigation with younger students will require some adaptations. Thus, for Key Element 1, we will personalize the Navigation curriculum, but since students in elementary school generally stay with the same teacher all day and do not have an advisor, Navigation lessons will be delivered through a �classroom meeting� format. For Key Element 2, planning, students will indeed store and reflect on their work. In fact, as we�ll discuss in a minute, we�re taking great care to link the work students keep to primary and intermediate content area standards. However, our youngest students may not keep formal portfolios. Their saved work may be in the form of a folder or a file � in other words, a �collection� of work that illustrates how they are making progress at school. For Key Element 3, elementary students in several classrooms in Franklin Pierce have already held student-led conferences. And, even at a young age, they�re been truly student-led in the Navigation style! For Key Element 4, empowering, it�s clear that elementary school students do not have the opportunity to select their own courses as older students do. However, we can still empower them to do their very best work in each subject and to understand how their work today matters for their success at meeting their dreams tomorrow. Key Element 5, evaluating, is just as important at the elementary level as it is for older students. We�ll be working with researchers to determine the best indicators to measure for elementary Navigation.Navigation at the elementary school will include all five of the key elements. But it is clear from our work to date that Navigation with younger students will require some adaptations. Thus, for Key Element 1, we will personalize the Navigation curriculum, but since students in elementary school generally stay with the same teacher all day and do not have an advisor, Navigation lessons will be delivered through a �classroom meeting� format. For Key Element 2, planning, students will indeed store and reflect on their work. In fact, as we�ll discuss in a minute, we�re taking great care to link the work students keep to primary and intermediate content area standards. However, our youngest students may not keep formal portfolios. Their saved work may be in the form of a folder or a file � in other words, a �collection� of work that illustrates how they are making progress at school. For Key Element 3, elementary students in several classrooms in Franklin Pierce have already held student-led conferences. And, even at a young age, they�re been truly student-led in the Navigation style! For Key Element 4, empowering, it�s clear that elementary school students do not have the opportunity to select their own courses as older students do. However, we can still empower them to do their very best work in each subject and to understand how their work today matters for their success at meeting their dreams tomorrow. Key Element 5, evaluating, is just as important at the elementary level as it is for older students. We�ll be working with researchers to determine the best indicators to measure for elementary Navigation.

6. 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 As part of these updates, we are adding more information and resources for students on the wealth of opportunities for their lives after high school, and information on the CTE opportunities they can pursue during high school, 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 �As part of these updates, we are adding more information and resources for students on the wealth of opportunities for their lives after high school, and information on the CTE opportunities they can pursue during high school, 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 �

7. Conference Attendance One of the most dramatic impacts of Navigation 101�in each of the schools that has implemented it so far�is the significant increase in parent attendance at student conferences. This graph shows all high-implementing Navigation middle and high schools and shows the significant increase that occurred when these schools began implementing Navigation 101 (for most schools, in 2007). These schools each measured attendance at their traditional, pre-Navigation parent-teacher conferences; and then measured attendance as they began Navigation 101 student-led conferences. Parent attendance at traditional conferences (pre Navigation) was less than 40% at each of the schools. After Navigation, however, with the start of student-led conferences, parent attendance skyrocketed, doubling and even tripling. When education is personalized, and when students are in charge, parents will take notice. * Source: WSU SESRCOne of the most dramatic impacts of Navigation 101�in each of the schools that has implemented it so far�is the significant increase in parent attendance at student conferences. This graph shows all high-implementing Navigation middle and high schools and shows the significant increase that occurred when these schools began implementing Navigation 101 (for most schools, in 2007). These schools each measured attendance at their traditional, pre-Navigation parent-teacher conferences; and then measured attendance as they began Navigation 101 student-led conferences. Parent attendance at traditional conferences (pre Navigation) was less than 40% at each of the schools. After Navigation, however, with the start of student-led conferences, parent attendance skyrocketed, doubling and even tripling. When education is personalized, and when students are in charge, parents will take notice. * Source: WSU SESRC

8. Conference Satisfaction, 2008 Another high note for Navigation schools is the high level of satisfaction expressed by parents, students, and advisors alike. This graph shows the average satisfaction level with student-led conferences for parents, students, and advisors at high-implementing Navigation grantee schools in spring 2008. Parent satisfaction nears 95%, and parent comments have backed up this high level of confidence in the work their children are doing. Student satisfaction was somewhat lower, but still very high. And for advisors, many of whom were implementing Navigation (and student-led conferences) for the first or second time, nearly 90% expressed complete satisfaction with student-led conferences. We are continuing to evaluate these results, and will make changes to the curriculum to enhance the experience for each of these groups. Another high note for Navigation schools is the high level of satisfaction expressed by parents, students, and advisors alike. This graph shows the average satisfaction level with student-led conferences for parents, students, and advisors at high-implementing Navigation grantee schools in spring 2008. Parent satisfaction nears 95%, and parent comments have backed up this high level of confidence in the work their children are doing. Student satisfaction was somewhat lower, but still very high. And for advisors, many of whom were implementing Navigation (and student-led conferences) for the first or second time, nearly 90% expressed complete satisfaction with student-led conferences. We are continuing to evaluate these results, and will make changes to the curriculum to enhance the experience for each of these groups.

9. Graduation Rates Navigation 101 helps students make better course selections during high school. It motivates them to achieve the skills and prerequisites they will need to meet their postsecondary goals. Navigation advocates believe that better student engagement and increased parental support will improve students� academic performance. That effect should be visible in an increase in on-time graduation rates at Navigation schools. Planning and preparing take time, however, so Navigation 101 can be expected to significantly affect on-time graduation rates only after students have participated for several years. The schools in this sample have the longest involvement with Navigation 101, having begun before 2005. They have improved their graduation rates and maintained on-time graduation rates above the state average. Over the 5 years depicted on this chart, the on-time graduation rate at these schools has increased by 10 percentage points, from 74% to 84%. In the same period, the state�s average on-time graduation rate has increased 6%, from 66% to 72%. The graduation rate data is from the districts that were fully implementing in 2007 and demonstrates dropout progress and exceeds the state rate by 12% in 2007.Navigation 101 helps students make better course selections during high school. It motivates them to achieve the skills and prerequisites they will need to meet their postsecondary goals. Navigation advocates believe that better student engagement and increased parental support will improve students� academic performance. That effect should be visible in an increase in on-time graduation rates at Navigation schools. Planning and preparing take time, however, so Navigation 101 can be expected to significantly affect on-time graduation rates only after students have participated for several years. The schools in this sample have the longest involvement with Navigation 101, having begun before 2005. They have improved their graduation rates and maintained on-time graduation rates above the state average. Over the 5 years depicted on this chart, the on-time graduation rate at these schools has increased by 10 percentage points, from 74% to 84%. In the same period, the state�s average on-time graduation rate has increased 6%, from 66% to 72%. The graduation rate data is from the districts that were fully implementing in 2007 and demonstrates dropout progress and exceeds the state rate by 12% in 2007.

11. 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

14. A Washington State framework for comprehensive school guidance and counseling programs A �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

15. Building a State Framework on a Strong Foundation

16. 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)

19. 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

20. 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

21. Members QEC members include four state representatives and four state senators (with equal representation among Democrats and Republicans), the Superintendent of Public Instruction, the Director of the Department of Early Learning, one appointee chosen 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.

22. 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

23. Supt. Dorn�s Education Reform Goals Fund the Basic Education Funding Task Force Recommendations Replace the Washington Assessment of Student Learning Dramatically Reduce the Dropout Rate and Improve Achievement for ALL Students Expand Career and Technical Educational Opportunities Expand Early Learning Opportunities

26. 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

27. Guidance & Counseling Program Implementation Issues Discussion Guiding Question: What kinds of support would you like to see to strengthen your guidance and counseling program?

28. Contacts Mike Hubert, Supervisor Navigation 101 & CGCP Development, OSPI mike.hubert@k12.wa.us Dan Barrett, Outreach Coordinator Navigation 101 & CGCP Development dbarrett@fpschools.org Dan Newell, Assistant Superintendent, Secondary Education, OSPI dan.newell@k12.wa.us Share these web sites as well as your own contact information. Share these web sites as well as your own contact information.

29. 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. Power is an opportunity for influence. It serves to create growth toward leadership. Position or jurisdictional power � This is power that comes from the authority invested in the job or position. i.e chairing and / or involvement in child study team, counseling and guidance advisory council, building leadership team, teacher�s union, or professional organization Referent or relational power � This is power that comes from positive relationships with others. Use of encouragement and recognition, community building, working with others, facilitating, exercising good listening skills, and persuasion are tools of this form of power. Caring power � This power relies on the passion of the individual and one�s ability to relate that deep-seated caring to further a mission or goals. Similar to referent power, but not dependent on optimal relationships, this source of power comes from the respect garnered as a result of the practitioner�s passion for caring for the students in his/her charge and bring the resources necessary to level the playing field of opportunity for all students. Transformation or developmental power � This is the power to help others become empowered. This speaks to the heart of Navigation101.Power is an opportunity for influence. It serves to create growth toward leadership. Position or jurisdictional power � This is power that comes from the authority invested in the job or position. i.e chairing and / or involvement in child study team, counseling and guidance advisory council, building leadership team, teacher�s union, or professional organization Referent or relational power � This is power that comes from positive relationships with others. Use of encouragement and recognition, community building, working with others, facilitating, exercising good listening skills, and persuasion are tools of this form of power. Caring power � This power relies on the passion of the individual and one�s ability to relate that deep-seated caring to further a mission or goals. Similar to referent power, but not dependent on optimal relationships, this source of power comes from the respect garnered as a result of the practitioner�s passion for caring for the students in his/her charge and bring the resources necessary to level the playing field of opportunity for all students. Transformation or developmental power � This is the power to help others become empowered. This speaks to the heart of Navigation101.

30. 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 Connection power � This is power based on the school counselor�s connections with others. Make no mistake, building relationships with those who have power, influence, or who have the key to something that is needed, can open doors. School counselors need to look for opportunities to exercise connection power with school board members, central administration, staff, parent organization and the community at large. The development of Navigation is full of examples of how this power has served the needs of students. Reward power � This is the power of leading through material or psychological rewards. Whether you are recognizing an administrator for their support for the counseling program, your teachers with praise for their support of student-led conferences, or classrooms of kids with a pizza party for 100% participation in such conferences, rewards strengthen positive perceptions of the one exercising it. Expert power � This power derives from possession of specialized knowledge, information, or expertise. Counselors can capitalize on the power that comes with their training, to provide valuable information to parents, students and staff in which they require help. Stone, C., and Dahir, C. (2006) The Transformed School Counselor. Lahaska Press, Houghton Mifflin, Boston, New York.Connection power � This is power based on the school counselor�s connections with others. Make no mistake, building relationships with those who have power, influence, or who have the key to something that is needed, can open doors. School counselors need to look for opportunities to exercise connection power with school board members, central administration, staff, parent organization and the community at large. The development of Navigation is full of examples of how this power has served the needs of students. Reward power � This is the power of leading through material or psychological rewards. Whether you are recognizing an administrator for their support for the counseling program, your teachers with praise for their support of student-led conferences, or classrooms of kids with a pizza party for 100% participation in such conferences, rewards strengthen positive perceptions of the one exercising it. Expert power � This power derives from possession of specialized knowledge, information, or expertise. Counselors can capitalize on the power that comes with their training, to provide valuable information to parents, students and staff in which they require help. Stone, C., and Dahir, C. (2006) The Transformed School Counselor. Lahaska Press, Houghton Mifflin, Boston, New York.

31. Challenges to Developing Strong CGCPs The weight of tradition Resistance to change Burden of non-school-counseling-related tasks As Norm Gysbers has noted, there are challenges to implementing a comprehensive guidance program that is consistent with the ASCA model. These challenges include: The weight of tradition, which may keep staff committed to older, less comprehensive programs. �This is the way we have always done it�. Sometimes we rest on the laurels of past success. What worked 10 years ago, should work now. The trouble is that we know more than we did 10 years ago about what is effective. Resistance to change, making staff hesitant to try new approaches. Change means we need to let something go in order to make room for a new behavior. If the call for change comes from others, such as is often the case in Navigation, we resist. We will contemplate the challenges of instituting a different kind of program, and quickly become overwhelmed, resulting in a desire to retreat to the ways we have always done it. The burden of non-school-counseling-related tasks that can take time away from core guidance functions. The burden of non-school counseling tasks. We seem to have trouble getting out from under the myriad of duties that consume lots of our time, yet may have little impact on student success. How do we get these removed from our plate? As Norm Gysbers has noted, there are challenges to implementing a comprehensive guidance program that is consistent with the ASCA model. These challenges include: The weight of tradition, which may keep staff committed to older, less comprehensive programs. �This is the way we have always done it�. Sometimes we rest on the laurels of past success. What worked 10 years ago, should work now. The trouble is that we know more than we did 10 years ago about what is effective. Resistance to change, making staff hesitant to try new approaches. Change means we need to let something go in order to make room for a new behavior. If the call for change comes from others, such as is often the case in Navigation, we resist. We will contemplate the challenges of instituting a different kind of program, and quickly become overwhelmed, resulting in a desire to retreat to the ways we have always done it. The burden of non-school-counseling-related tasks that can take time away from core guidance functions. The burden of non-school counseling tasks. We seem to have trouble getting out from under the myriad of duties that consume lots of our time, yet may have little impact on student success. How do we get these removed from our plate?

32. Overcoming Tradition Embed your current approach to program and services delivery within the comprehensive program To overcome these challenges, you may find it helpful to embed your current approach to program and services delivery within the comprehensive program. Recognize that the ASCA nor Navigation models require that you throw away proven interventions. In fact, look at what you are doing well, activities that are consistent with the goals of Navigation and the ASCA models, and continue doing them. Such efforts can be woven into your program by basing your decision to keep such activities, based on their proven effectiveness and priority assigned. A comprehensive approach is made up of many smaller decisions, such as the ones you have already made to deliver your services. The difference between this new approach and the old services model is that counselors can more ably plan and implement services to all students in a systematic and sequential manner when one utilizes a programmatic approach. To overcome these challenges, you may find it helpful to embed your current approach to program and services delivery within the comprehensive program. Recognize that the ASCA nor Navigation models require that you throw away proven interventions. In fact, look at what you are doing well, activities that are consistent with the goals of Navigation and the ASCA models, and continue doing them. Such efforts can be woven into your program by basing your decision to keep such activities, based on their proven effectiveness and priority assigned. A comprehensive approach is made up of many smaller decisions, such as the ones you have already made to deliver your services. The difference between this new approach and the old services model is that counselors can more ably plan and implement services to all students in a systematic and sequential manner when one utilizes a programmatic approach.

33. 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 Change can be difficult. So take it slowly. Change is also inevitable! � Becoming a needs-based, student�centered comprehensive school counseling program is not a 1 time event. Nor is it something you can complete, put on a shelf, and have it serve as a guide for exactly what you will do next. Often times, we will get all excited about the possibilities of what we can become, only to be overwhelmed by the magnitude of the change process. � It is critical that your counseling team, and other stakeholders have conversations about the willingness to make significant changes based upon current values. Differing perceptions, if not taken into account and addressed will cause any effort to become central to the skills through effective practice, to break down. � Secondly, as part of your planning, you will need to identify time and resources to get the job done. This isn�t as simple as asking for money. This strategy call for you to build a base of support among stakeholders who can impact your efforts through expertise, funds, support to meet on a regular basis, etc. Change can be difficult. So take it slowly. Change is also inevitable! � Becoming a needs-based, student�centered comprehensive school counseling program is not a 1 time event. Nor is it something you can complete, put on a shelf, and have it serve as a guide for exactly what you will do next. Often times, we will get all excited about the possibilities of what we can become, only to be overwhelmed by the magnitude of the change process. � It is critical that your counseling team, and other stakeholders have conversations about the willingness to make significant changes based upon current values. Differing perceptions, if not taken into account and addressed will cause any effort to become central to the skills through effective practice, to break down. � Secondly, as part of your planning, you will need to identify time and resources to get the job done. This isn�t as simple as asking for money. This strategy call for you to build a base of support among stakeholders who can impact your efforts through expertise, funds, support to meet on a regular basis, etc.

34. 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 To encourage change, focus on the tasks that are most important to your program. First, write down the program�and make sure everyone on staff understands your goals and objectives. Writing down the program is the first step in implementing it. Writing it down doesn�t mean the program is automatically implemented, but you can�t implement something that isn�t there! Next, plan out activities and services in your school calendar. ASCA�s counselor / principal agreements include a yearly calendar. This calendar asserts what the counselor and principal agree to be best use of counselor time and resources. Streamline school counselor involvement in inappropriate activities to ensure they have the opportunity to focus on important program activities. � If there are non-counseling duties to be performed that cannot be eliminated, find ways to stream-line the activity (i.e. arena schedule clean-up vs. contacting each student individually to meet during class time) The goal should always be for the counselor to spend 100 percent of his/her time working in a school counseling program with students, parent, and teachers. To encourage change, focus on the tasks that are most important to your program. First, write down the program�and make sure everyone on staff understands your goals and objectives. Writing down the program is the first step in implementing it. Writing it down doesn�t mean the program is automatically implemented, but you can�t implement something that isn�t there! Next, plan out activities and services in your school calendar. ASCA�s counselor / principal agreements include a yearly calendar. This calendar asserts what the counselor and principal agree to be best use of counselor time and resources. Streamline school counselor involvement in inappropriate activities to ensure they have the opportunity to focus on important program activities. � If there are non-counseling duties to be performed that cannot be eliminated, find ways to stream-line the activity (i.e. arena schedule clean-up vs. contacting each student individually to meet during class time) The goal should always be for the counselor to spend 100 percent of his/her time working in a school counseling program with students, parent, and teachers.