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. The Five Key Elements of Navigation 101 1. PERSONALIZING Advisories 2. PLANNING Portfolios 3. DEMONSTRATING Conferences 4. EMPOWERING Scheduling 5. EVALUATING Data

5. It’s Elementary! Classroom Meetings 1. Personalizing: Curriculum-Delivered Advisories Summative Data Collections 2. Planning: Portfolios 5. Evaluating: Is it working? Focus on achievement Truly student-led! 4. Empowering: Student-Driven Education 3. Demonstrating: Student-Led Conferences

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

7. Conference Attendance High-implementing Navigation schools, with parent attending, 2004-2008

8. Conference Satisfaction, 2008 * WSU Social and Economic Sciences Research Center

9. Graduation Rates * WSU Social and Economic Sciences Research Center

10. Innovation in College and Career Readiness Vague Goals and Objectives Measurable Program Outcomes “Informing and Hoping” Teaching and Assessing Reactive Services Preventative Program Voluntary and Passive Active Support for All Students Program Evaluation and Planning “Let’s Hope It Works Next Year” Moving High School Graduates from A to B

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

12. Change Management /Ethical Practice • Program Planning (D1.c, g, ) • Program Management (D1.c,g) • Professional Development (E.1.a,b,c) • Accountability (F.1.c) • Communications (C.1.a,b,c) ASCA Ethical Standards for School Counselors, 2004

13. The WA Framework will be based on the ASCA National Model Traditional Navigation 101 Design Expanding to a Comprehensive Guidance & Counseling Delivery Sustem

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 WA Framework for CGCP Counselor Educators WSCA & CGCA OSPI

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) Representing OSPI as well as counselor educator, school counselor, and career guidance professional organizations

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 Counselor levels are supported K-12

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

25. Draft WA State Student Support Framework • Intensive case management services including collaboration with community providers. • Intensive, individual services and outreach • ASSESSMENT increasingly FREQ. PM diagnostic. • Alternative learning options (i.e. on-line learning, retrieval programs). • Student Advocates to provide Intensive case management. • Intensive, individual services and referrals. • Collaboration with other state agencies and community providers. (Mental Health, Drug/Alcohol, etc. Services). • Student Assistance Program (Coordinator & Team). • Assessment: frequent progress monitoring, Diagnostics. • Progressive levels of Tier 2 assessments and interventions. • Standard Treatment Protocol. Immediate entry level interventions for all students identified at risk. • Student Assistance Program (Coordinator & Team). • Assessment: frequent progress monitoring, Diagnostics. • Progressive levels of Tier 2 assessments and interventions. • Standard treatment protocol. Immediate, entry level intervention for all students identified at risk. Technical Assistance and Implementation (Professional Development/Training/Coaching) implementation of evidence-based programs and practices with fidelity. PlanningSchool Improvement Planning Process to include intentional dropout prevention, intervention and retrieval strategies utilizing the Reinvesting in Youth-Self Assessment tools to develop both side of the RTI pyramid. PartnershipCollaboration and communication among schools, families and communities to identify challenges and work toward solutions. Leadership Effective School District and Building leadership is required to implement and ensure accountability of the change processes. • Assessment and Universal Screening. • Student, Parent, and Community engagement and leadership. • School culture and climate. • Student health and well being. • Student Advisory Program. • Comprehensive Guidance and Counseling. • Regular academic progress monitoring by all teachers in content areas . • Assessment and Universal Screening . • Core Academic Instruction (research based with fidelity). • Student Advisory Program. • Comprehensive Guidance and Counseling. Aligned Early Learning birth through 3rd grade with emphasis on language & literacy instruction–goal of all children reading at or above grade level by 3rd grade. Longitudinal & Disaggregated Data Systems and Data Driven Decision Making

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

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.

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

31. Challenges to Developing Strong CGCPs • The weight of tradition • Resistance to change • Burden of non-school-counseling-related tasks N. Gysbers, ASCA School Counselor, Nov/Dec 2005

32. Overcoming Tradition • Embed your current approach to program and services delivery within the comprehensive program

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

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