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Franklin High School Advocacy Project

The Franklin High School Advocacy Project Counseling Team, comprised of Kathy Garrett, Marquita Guzman, Lance Shipley, and Hoang Tran, aims to support the school-wide initiatives of numeracy, literacy, community, and counseling model reform. They are tackling challenges such as student misplacement in math, lack of tutoring opportunities, inadequate outreach to ESL students and parents, and breakdowns in communication between staff and counseling. Through collaboration with math and English departments, academy teams, community agents, and administration, they are implementing action steps to address these issues and have seen positive results so far. Moving forward, they plan to improve student contact tracking, expand mini-guidance curriculum offerings, leverage technology, and deliver "High school success" presentations at upcoming parent nights. Some challenges they face include increasing caseloads and resistance to change.

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Franklin High School Advocacy Project

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  1. Franklin High SchoolAdvocacy Project Counseling Team Members Kathy Garrett Marquita Guzman Lance Shipley Hoang Tran

  2. Advocacy Project Goal(s) • Support Franklin School Wide Initiatives • Numeracy • Literacy • Community • Counseling Model Reform

  3. Problem Summary and Baseline Data • Numeracy & Literacy • Misplacement of students in math, students needing extra support (last year’s math data) • Lack of concerted tutoring opportunities • Community • Placement of ESL not moving towards improved proficiency and OUS requirements (IPT and credits) • Inadequate outreach to our second language students and parents • Counseling Model Reform • Inadequate collection of student contact data • Lack of student contact through classroom guidance curriculum • Opportunities to use technology to make our processes more efficient • Interventions not targeted • Breakdown in communication between staff and counseling (gap analysis data)

  4. Collaboration • Numeracy & Literacy • Math & English Departments • Academy teams • Community • ESL district staff • Consultants, FHS staff and administration • Community agents • Student retention officer • Academy teams re: interventions and group meeting • Counseling Model Reform • FHS staff and Administration

  5. Action Step Meeting with academies Meeting with departments Begin collecting data on counseling efforts on notes pages Mindful scheduling of ELL students Reviewing placement in numeracy and literacy Referring more students to tutoring Group presentations to classes Discuss needs with community agents Develop “High school success” workshop materials Have workshop presentation translated into appropriate languages (Spanish, Russian, Chinese & Vietnamese) Present at parent night meetings Status Ongoing Ongoing Ongoing Done Done Ongoing Ongoing Done Done Done Ongoing Action Steps

  6. Results So Far… • ELL students taking OUS requirements

  7. Results So Far… • At Grade Level: 2003-2004: 27.5% of FHS freshmen had satisfactory grades in Math 2004-2005: 63% of FHS freshmen have satisfactory grades in Math

  8. Results So Far… • Utilization of tutoring center (avg. 40 students per day) • Great collaboration between academy teachers and counseling dept. • Positive turnout with Russian,Chinese, Latino and Vietnamese parent nights • Increased parent involvement from parents as a result • Parent inquiries for attendance and grades have increased • Parents have setup meetings with counselors

  9. Next Steps • Improve student contact tracking • Expand mini-guidance curriculum offerings • Expand use of technology (email and listservs) • Leverage what we’ve learned from academy model of service • Deliver “High school success” presentations at upcoming Russian and Chinese parent nights • More intensive reform using ASCA model

  10. Challenges • Increasing caseloads (avg. 420 per counselor) • Lack of systemic process in place to support new counseling model • Resistance to change

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