New Jersey’s Student Support Services Planning and Development Project

1. October 11, 2002 New Jersey’s Student Support Services Planning and Development Project Presented to:New Jersey Department of Education Presented by: MGT of America, Inc.

2. Scope of Project • Introduction and Background • MGT’s Role • What Does A Comprehensive System Look Like? Elements of the System • Foundation • Management System • Service Delivery • Accountability • Self-Study Design • Action Plan

3. Review and revise implementation Review and revise data collection action plan. instruments and plans. New Jersey's Student Support Services Planning and Development Project Phase 2. Phase 3. Phase 1. Project Orientation Phase 4. Implementation Phase 5. Showcase Results Self-Study Action Plan Development and Administration of and Technical Assistance Assessment Action Plans Prepare draft Complete Program Profile Conduct Planning Implement the Project Orientation presentation. by February 2003. Meetings. Action. Workshop October 11, 2002. Submit Planning Finalize Web Conduct Surveys. Monitor Progress. Web Site Technical Components. Page. Assistance . Yes Develop Collect and analyze Conduct Focus Groups. Schedule On-Site Technical Showcase Communication Plan. data. Has Your Assistance. Conference. Action Plan Been Report preliminary Successful? Compile Preliminary findings. No Program Profile. Assess the Feasibility of Your Is there Sufficient Distribute Self-Study Action Plan. Data for Action Manuals. Planning ? No Yes Yes Can the Action Plan to be Start End End Implemented? No Reanalyze and review and revise design and approach if required. Revision and Modification Process J:2106/Project Manual Section 1\Introduction

4. MGT will work closely with the New Jersey Department of Education to plan and develop a comprehensive model for student support services in 13 Pilot Districts. The project has several major components: A Self-Study Instrument Annual Statewide and Pilot District Workshops and Training Activities Ongoing Technical Assistance and Support to the Pilot Districts A Conference to Showcase the Pilot District Accomplishments Introduction and Background

5. MGT’s Role NJDOE MGT of America, Inc. Partner-In-Charge Dr. Jerry Ciesla MGT Project Director Dr. Dee Torre SELF-STUDY DESIGN TEAM Dr. Carol Dahir (New York Institute of Technology) Dr. Johanna Huntowski Ms. Nancy Copa TECHNICAL ASSISTANCE TEAM Ms. Christine Piette, Technical Assistance Manager Ms. Leslie Shafer FACILITATORS Dr. Johanna Huntowski Dr. James Dwyer Dr. Louis A. Acocella Mr. Mel Persi Mr. Jim Sheerin

6. MGT’s Planning and Development Methodology How do we get there? Where are we now? How do we measure progress? Where do we want to be? Principles Internal Strategic Action Performance Monitoring Mission Vision Assessment Issues Plans Measures & Tracking Feedback

7. The K-12 Challenge:No Child Left BehindClosing the Achievement GapFocus on what works (proven strategies)Reducing bureaucracy and increasing flexibilityIncreasing options for students

8. In Education No Child Left Behind Standards Based Movement High Stakes Testing Accountability School Safety Vouchers, privatization, block grants Accountability In School Counseling Transforming School Counseling Initiative (Ed Trust) The National Standards for School Counseling Programs (ASCA) CACREP 2001 Standards The ASCA National Model Pathways to Equity (College Board) Sharing accountability for school improvement Increased number of states implementing comprehensive models Expanded federal initiatives programs that include counseling (SDFS; E&SCDA) K-12 Initiatives to Close the Gap

9. What do school counselors and student services personnel need to know and be able to do to successfully meet the challenges in 21st century schools? It’s About Attitudes, Skills and Knowledge

10. The National Standards for School Counseling Programs are statements of what all students should know and be able to do as result of participating in a school counseling program.

11. Academic development Career development Personal/Social development The National Standards are About Attitudes, Knowledge, and Skills for K-12 Students

12. Standard A. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Standard B. Students will complete school with academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Standard C. Students will understand the relationship of academics to the world of work, and to life at home and in the community. Academic Development

13. Standard A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Standard B. Students will employ strategies to achieve future career success and satisfaction. Standard C. Students understand the relationship between personal qualities, education , training, and the world of work. Career Development

14. Standard A. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Standard B. Students will make decisions, set goals and take necessary action to achieve goals. Standard C. Students will understand safety and survival skills. Personal/Social Development

15. ASCA National Model

16. Foundation National Standards Modes Of Delivery Responsive Services Individual Student Planning School Counseling Curriculum System Support Management Accountability Results The ASCA NATIONAL MODEL

17. Challenging Beliefs Changing Behaviors (our and theirs……..) Actions Speak Louder Than Words

18. Taking Action Technology Teamwork And Collaboration Use of Data Advocacy EQUITY STUDENT ACHIEVEMENT Leadership Yield Counseling Accountability

19. Plan, promote, and implement school counseling programs. Participate in school and district based leadership teams. Present a plan to colleagues that addresses environmental and/or educational barriers to student learning. Provide transitional support and assistance for every student. • Leadership

20. Assist every student to meet the high expectations of their state’s academic learning standards. Advocate for student experiences and exposures that will improve school achievement and broaden career opportunities for every student. Assess and eliminate barriers that impede learning, inclusion and/or academic success for students. Advocate for access to rigorous academic preparation for every student. Advocacy

21. Analyze and use data to examine and improve student outcomes Establish and assess measurable outcomes for counseling programs Use school-based data to support decision making Use data from surveys, interview, focus groups, and needs assessments to address student needs. Use of Data

22. Assist families (parents, guardians, caretakers) to act on behalf of their children to address problems that impact student achievement. Deliver professional development activities to all members of the school community. Present programs for parent(s), guardians, caretakers. Locate, coordinate and manage community resources. Teaming and Collaboration

23. Understand the importance of using the latest technology. Apply technology to identify and examine issues. Use technology to facilitate student educational and career planning. Utilize technology to communicate with parent(s), guardians and community about student needs. Technology

24. Traditional Counseling Coordination Consultation Service driven model Transformed Counseling Coordination Consultation Collaboration and teaming Leadership Advocacy Assessment and use of data Program design and evaluation Student competency driven model Changing Our Approach

25. responding to the school improvement agenda to “close the gap” • addressing the complexity of student needs • acquiring new knowledge and skills; • demonstrating accountability • partnering with parents, other educators and community to effect positive results. Changing the Way We Work Means

26. Aligning the student support services program to the mission of your school Using data to demonstrate the need for change Focusing on improving student achievement Connecting the school counseling standards with the academic learning standards Identifying specific student competencies to achieve your school’s goals Collaborating and teaming with colleagues We Do This By

27. Foundation Mission Statement Domains Standards Management System Regulations Advisory Group Articulation Agreements Use of Data Action Plans Delivery System Delivery Structure Curriculum Individual Student Planning Responsive Services System Support Accountability System Program Evaluation Reporting Outcomes Staff Evaluation Cost-Effectiveness

28. Foundation 1. Develop a Mission Statement “We agree” statement(s) A set of principles (beliefs and philosophy) that guide program development, implementation, and evaluation

29. Foundation 2. Determine the Interactive Components in a Comprehensive Student Support System Individual/Peer School Family Community

30. Foundation

31. Foundation 3. Align the Domains with Current District/School Improvement Objectives • academic • personal/social • health/well-being • safety/security • self-sufficiency/career development • lifelong learning

32. Foundation 4. Identify the Standards That Will Serve as a Framework for the System • Federal and State Codes • Academic Performance Standards • ASCA National Standards and Competencies (School Counseling, School Psychology, Health Safety) • New Jersey School Health Services Guidelines • Others?

33. FoundationAssess the Climate

34. Management System 1. Establish an Advisory Group Who ? Key School and Community Stakeholders Existing School Improvement Committees Why? Serve as a Sounding Board Serve as a Think Tank Ensure Buy-In

35. Management System 2. Determine What Types of Articulation Agreements Will Support the System Staff Administrators School Community Partners School Families

36. Management System 3. Assess How Data Will Be Used to Drive Decision Making and Maintain Accountability  Monitor Student Programs  Close the Gap  Minimize Risk Factors

37. Individual/ Peer School

38. Management System • Create Action Plans for Achieving the Desired Results • Establish Priority Issues • Define Strategic Directions • Goals and Objectives • Determine Desired Results • Establish Milestones (who, when, how, $$…….)

39. Service Delivery 1. Describe the Delivery Structure

40. Service Delivery 2. Determine What Curriculum, Standards, and Professional Association Guidelines Will Guide Service Delivery • New Jersey State Curriculum Guidelines • “Model” Programs • Practice Standards

41. Service Delivery 3. Determine What Processes Will Support Individual Student Planning • Assess the Climate for Student Support Service • Identify Risk and Protective Factors • Identify Students and Families “At-Risk” • Determine the Referral and Evaluation Process • Coordinate Prevention and Entitlement Programs • Monitor Student Performance

42. Service Delivery 4. Determine What Procedures Must Be in Place to Ensure Responsive Services • Administrator Leadership and Support • Prevention /Intervention • Resource Allocations • Community Support and Networking

43. Service Delivery 5. Identify System Supports That Will Facilitate Implementation • Professional Development • Planning • Collaboration/Teaming • Articulation Agreements • Operational/Management Support

44. Accountability 1. Program Evaluation Determine impact over time— immediate intermediate long-range

45. Accountability 2. Report Outcomes Types of Data - student - administrative - program - performance • DemographicWho/What/When/Where • Process/PerceptionsHow/Why

46. Accountability 3. Personnel Evaluation How will all school personnel be held accountable for program results? 4. Cost Effectiveness How will resources be linked to program results?

47. C ONDUCT P A RELIMINARY CTION Task 8 MGT W P S EB SITE LANNING TRATEGY O 2002 S CTOBER ESSIONS Task 1 P F -M ILOT EBRUARY ARCH A 2003 PPLICATIONS MGT D A ATA NALYSIS S Task 7 AND UMMARY N 2002- OVEMBER Task 2 MGT D ATA J ANUARY S YNTHESIS 2003 A CTION P LAN G OALS C C ONDUCT OMMUNITY P D F G ILOT ISTRICTS OCUS ROUPS Task 6 C O - J ONDUCT N LINE ANUARY A 2003 DMINISTRATOR S URVEY Task 3 N OVEMBER 2002 P D ILOT ISTRICTS P D ILOT ISTRICTS C O - ONDUCT N LINE C O - ONDUCT N LINE S S TUDENT URVEYS Task 4 S S TAFF URVEY J ANUARY D Task 5 ECEMBER 2003 2002

48. DAY 1 DAY 2 Preplanning Summaries Resource Allocation Year 1 1 Hour Mission Reality Check 3 Hours 1 Hour Strategic Directions Review/Accountability 1 Hour 10 Minutes Values Communication 1 Hour 30 Minutes Objectives Meeting Summary 1 Hour 10 Minutes Program Selection Process Feedback 4-6 Hours 10 Minutes Postmeeting Work Completed Plan

49. PROJECT HOME

50. PROJECT HOME