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2. STUDENT GUIDANCE This presentation will examine four questions:
What is guidance?
Why do guidance?
How do kids get guidance?
How do we evaluate guidance?This presentation will examine four questions:
What is guidance?
Why do guidance?
How do kids get guidance?
How do we evaluate guidance?
3. STUDENT GUIDANCE This presentation will examine four questions:
What is guidance?
Why do guidance?
How do kids get guidance?
How do we evaluate guidance?This presentation will examine four questions:
What is guidance?
Why do guidance?
How do kids get guidance?
How do we evaluate guidance?
5. WHAT IS IT? Very simple definitions of guidance and counseling which counselors, parents, teachers, and community members can easily understand.Very simple definitions of guidance and counseling which counselors, parents, teachers, and community members can easily understand.
7. GUIDANCE: WHY DO IT? There are three reasons that folks might find it important to provide guidance to students. The first reason we’ll explore is our personal convictions.There are three reasons that folks might find it important to provide guidance to students. The first reason we’ll explore is our personal convictions.
8. Core Convictions
9. Core Convictions Core convictions are those beliefs that we hold in our hearts about kids, learning, and education. For many of us, our core convictions are what made us become educator.
Core convictions are those beliefs that we hold in our hearts about kids, learning, and education. For many of us, our core convictions are what made us become educator.
10. ASAI Core Convictions Give participants time to read each conviction, or read the convictions aloud. If comfortable, share examples of situations in which you personally did not live up to these convictions. This shows participants that you’re just like them (good people who struggle to provide good things for kids), and helps them be less defensive about their own needs for improvement.
Give participants time to read each conviction, or read the convictions aloud. If comfortable, share examples of situations in which you personally did not live up to these convictions. This shows participants that you’re just like them (good people who struggle to provide good things for kids), and helps them be less defensive about their own needs for improvement.
11. GUIDANCE: WHY DO IT?
12. Educational Requirements The changing labor market has a significant impact on education in the United States. It is interesting to note that only 20% of the jobs in 2005 are expected to require a college degree! One in five! This figure has remained consistent since 1950. However, consider that only 15% of all jobs will require a high school diploma or less. In 1950, it was reasonable to expect to graduate from high school and find a good job with a career ladder and increasing income. That is not the case today. And in 2005, 65% of all jobs will be fore people with skill training – training students can get through secondary vocational programs, career colleges, apprenticeship programs, and the military. And yet, many students do not even know these educational opportunities exist. Many elementary schools are beginning to talk with their parents about the need for education beyond high school Many high schools have made a point to make sure all students know about all educational options and have introduced the idea of “diploma plus” to help students understand that they need a high school diploma PLUS college or skill training.
The changing labor market has a significant impact on education in the United States. It is interesting to note that only 20% of the jobs in 2005 are expected to require a college degree! One in five! This figure has remained consistent since 1950. However, consider that only 15% of all jobs will require a high school diploma or less. In 1950, it was reasonable to expect to graduate from high school and find a good job with a career ladder and increasing income. That is not the case today. And in 2005, 65% of all jobs will be fore people with skill training – training students can get through secondary vocational programs, career colleges, apprenticeship programs, and the military. And yet, many students do not even know these educational opportunities exist. Many elementary schools are beginning to talk with their parents about the need for education beyond high school Many high schools have made a point to make sure all students know about all educational options and have introduced the idea of “diploma plus” to help students understand that they need a high school diploma PLUS college or skill training.
13. DEGREE OF RIGOR Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
14. Educational Completers While tomorrow’s jobs will require skill training or college, our country’s schools are not producing students who are ready to take those positions. ? Only 12% of all students, nationally, participate in vocational programs where they received occupation specific job skills. ? 43% of the students, nationally, participate in a college-prep curriculum, but only half of them actually complete a college degree. Question: What jobs are the 21% who don’t complete college trained to do? ? The major of our country’s young people are take a general education curriculum in high school of uncertain focus, preparing them for nothing specific beyond high schools. ? Thus, only one third (12% vocational + the half of the college-prep kids that actually went to college are prepared for what they will be doing after high school.
While tomorrow’s jobs will require skill training or college, our country’s schools are not producing students who are ready to take those positions. ? Only 12% of all students, nationally, participate in vocational programs where they received occupation specific job skills. ? 43% of the students, nationally, participate in a college-prep curriculum, but only half of them actually complete a college degree. Question: What jobs are the 21% who don’t complete college trained to do? ? The major of our country’s young people are take a general education curriculum in high school of uncertain focus, preparing them for nothing specific beyond high schools. ? Thus, only one third (12% vocational + the half of the college-prep kids that actually went to college are prepared for what they will be doing after high school.
15. With Whom Will Your Students Compete for LOW SKILL JOBS? Now let’s look at where the jobs openings are being found. First, let’s consider low-skill jobs. ? According to the Population Reference Bureau at Columbia University in New York, 90% of the workforce will be in countries where the average wage is below $1.00 an hour. In the United States, our minimum wage is $5.15 an hour. ? Question: If business and industry are sending their low-skill jobs to countries where the average wage is below $1.00 per hour, what jobs will be available for our students?
Now let’s look at where the jobs openings are being found. First, let’s consider low-skill jobs. ? According to the Population Reference Bureau at Columbia University in New York, 90% of the workforce will be in countries where the average wage is below $1.00 an hour. In the United States, our minimum wage is $5.15 an hour. ? Question: If business and industry are sending their low-skill jobs to countries where the average wage is below $1.00 per hour, what jobs will be available for our students?
16. With Whom Will Your Students Compete for HIGH SKILL JOBS? Next, let’s look at the availability of the high-skill workforce. One criteria to use when searching for high-skill employees is the educational content they’ve mastered. Let’s look at the educational content students are expected to master in the United States, and in other industrialized nations. ? According to the International Center for Leadership in Education (ICLE), the focus of K-12 education in the United States is to prepare students for college. College is important. It exposes students to new viewpoints and perspectives, transfers American culture from one generation to another, and helps young people make the transition from being dependent to independent. However, according to the ICLE, a mismatch often exists between the qualifications of students coming out of an educational system that prepares them for college and the needs of the economy. ? A matter of fact, the United States is the only one of 20 industrialized nations that defines excellence as mastery that “prepares kids for college.” The other 19 industrialized nations defines excellence as that which “prepares kids for the workforce.” What content do those countries provide? Technical reading, computers, statistics, probability, logic, measurement and systems, and physics. ? So if you were the CEO of a business looking for a highly trained employee for a technical position, who would you hire?
Next, let’s look at the availability of the high-skill workforce. One criteria to use when searching for high-skill employees is the educational content they’ve mastered. Let’s look at the educational content students are expected to master in the United States, and in other industrialized nations. ? According to the International Center for Leadership in Education (ICLE), the focus of K-12 education in the United States is to prepare students for college. College is important. It exposes students to new viewpoints and perspectives, transfers American culture from one generation to another, and helps young people make the transition from being dependent to independent. However, according to the ICLE, a mismatch often exists between the qualifications of students coming out of an educational system that prepares them for college and the needs of the economy. ? A matter of fact, the United States is the only one of 20 industrialized nations that defines excellence as mastery that “prepares kids for college.” The other 19 industrialized nations defines excellence as that which “prepares kids for the workforce.” What content do those countries provide? Technical reading, computers, statistics, probability, logic, measurement and systems, and physics. ? So if you were the CEO of a business looking for a highly trained employee for a technical position, who would you hire?
17. GUIDANCE: WHY DO IT?
18. Guidance Impact on Achievement Indiana schools that have reformed their guidance initiative through the Indiana Student Achievement Institute have experienced improvements in student achievement.Indiana schools that have reformed their guidance initiative through the Indiana Student Achievement Institute have experienced improvements in student achievement.
19. GUIDANCE GIVES MEANING TO EDUCATION Now let’s look at where the jobs openings are being found. First, let’s consider low-skill jobs. ? According to the Population Reference Bureau at Columbia University in New York, 90% of the workforce will be in countries where the average wage is below $1.00 an hour. In the United States, our minimum wage is $5.15 an hour. ? Question: If business and industry are sending their low-skill jobs to countries where the average wage is below $1.00 per hour, what jobs will be available for our students?
Now let’s look at where the jobs openings are being found. First, let’s consider low-skill jobs. ? According to the Population Reference Bureau at Columbia University in New York, 90% of the workforce will be in countries where the average wage is below $1.00 an hour. In the United States, our minimum wage is $5.15 an hour. ? Question: If business and industry are sending their low-skill jobs to countries where the average wage is below $1.00 per hour, what jobs will be available for our students?
21. Traditional Guidance So, we’ve established that,
Guidance is defined, in most schools, as a position rather than a program,
Guidance is not provided equitably for all kids (see slide 6).So, we’ve established that,
Guidance is defined, in most schools, as a position rather than a program,
Guidance is not provided equitably for all kids (see slide 6).
22. GUIDANCE: HOW DO KIDS GET IT? So how do kids get guidance? Let’s ask this question: If a visitor walked into a school and asked the principal to show him or her the school’s guidance program. What would he or she be shown? (most participants will think for a minute and then point to a school counselor) Right, they’d walk the visitor down to the Counseling Center, point at the counselor and say, “Here’s our guidance program.” In most schools, guidance is defined as a position, not as a program.” On the other hand, what if that visitor had asked to see the school’s math program. What would he or she have been shown? (pause when people respond) Right. A curriculum guidance, standards statements, standards, assessment instruments, math achievement reports. So that’s what we’d like to do with guidance. We’d like to establish guidance as a curriculum, just like math, with competency statements, lessons, and assessments.So how do kids get guidance? Let’s ask this question: If a visitor walked into a school and asked the principal to show him or her the school’s guidance program. What would he or she be shown? (most participants will think for a minute and then point to a school counselor) Right, they’d walk the visitor down to the Counseling Center, point at the counselor and say, “Here’s our guidance program.” In most schools, guidance is defined as a position, not as a program.” On the other hand, what if that visitor had asked to see the school’s math program. What would he or she have been shown? (pause when people respond) Right. A curriculum guidance, standards statements, standards, assessment instruments, math achievement reports. So that’s what we’d like to do with guidance. We’d like to establish guidance as a curriculum, just like math, with competency statements, lessons, and assessments.
23. Traditional Guidance So, we’ve established that,
Guidance is defined, in most schools, as a position rather than a program,
Guidance is not provided equitably for all kids (see slide 6).So, we’ve established that,
Guidance is defined, in most schools, as a position rather than a program,
Guidance is not provided equitably for all kids (see slide 6).
24. Guiding All Kids So, we’ve established that,
Guidance is defined, in most schools, as a position rather than a program,
Guidance is not provided equitably for all kids (see slide 6).So, we’ve established that,
Guidance is defined, in most schools, as a position rather than a program,
Guidance is not provided equitably for all kids (see slide 6).
25. Guidance System So how do ALL kids get sound guidance. The guidance system includes two components: the guidance curriculum and the guidance relationship.So how do ALL kids get sound guidance. The guidance system includes two components: the guidance curriculum and the guidance relationship.
28. Student Standards: Guidance can be established as a curriculum, just like math. In guidance the “subject areas” are
Self knowledge (information students need to know about themselves in order to make meaningful decisions about their future, such as their career interests),
Educational and career exploration (information about the options and opportunities), and
Educational and career planning (using knowledge of self and the world around them to make educational and career plans for the future).
Within each of these “subject areas” are guidance competencies which we want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few competencies). Competencies are the key to establishing a systemic guidance initiative.Guidance can be established as a curriculum, just like math. In guidance the “subject areas” are
Self knowledge (information students need to know about themselves in order to make meaningful decisions about their future, such as their career interests),
Educational and career exploration (information about the options and opportunities), and
Educational and career planning (using knowledge of self and the world around them to make educational and career plans for the future).
Within each of these “subject areas” are guidance competencies which we want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few competencies). Competencies are the key to establishing a systemic guidance initiative.
35. Student Standards: Guidance can be established as a curriculum, just like math. In guidance the “subject areas” are
Self knowledge (information students need to know about themselves in order to make meaningful decisions about their future, such as their career interests),
Educational and career exploration (information about the options and opportunities), and
Educational and career planning (using knowledge of self and the world around them to make educational and career plans for the future).
Within each of these “subject areas” are guidance competencies which we want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few competencies). Competencies are the key to establishing a systemic guidance initiative.Guidance can be established as a curriculum, just like math. In guidance the “subject areas” are
Self knowledge (information students need to know about themselves in order to make meaningful decisions about their future, such as their career interests),
Educational and career exploration (information about the options and opportunities), and
Educational and career planning (using knowledge of self and the world around them to make educational and career plans for the future).
Within each of these “subject areas” are guidance competencies which we want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few competencies). Competencies are the key to establishing a systemic guidance initiative.
39. The other component of the guidance system is the guidance relationship. A guidance relationship is (refer to slide). Mentors/advisors monitor student progress, help students with educational and career planning, advocate for the student at school, and provide supportive listening for the student. A variety of caring adults can serve as mentors or advisors including parents, teachers, sponsors, coaches, community members, and clergy (if acceptable in the local community).The other component of the guidance system is the guidance relationship. A guidance relationship is (refer to slide). Mentors/advisors monitor student progress, help students with educational and career planning, advocate for the student at school, and provide supportive listening for the student. A variety of caring adults can serve as mentors or advisors including parents, teachers, sponsors, coaches, community members, and clergy (if acceptable in the local community).
43. EVALUATION: Student Growth
44. Student Standards: Guidance can be established as a curriculum, just like math. In guidance the “subject areas” are
Self knowledge (information students need to know about themselves in order to make meaningful decisions about their future, such as their career interests),
Educational and career exploration (information about the options and opportunities), and
Educational and career planning (using knowledge of self and the world around them to make educational and career plans for the future).
Within each of these “subject areas” are guidance competencies which we want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few competencies). Competencies are the key to establishing a systemic guidance initiative.Guidance can be established as a curriculum, just like math. In guidance the “subject areas” are
Self knowledge (information students need to know about themselves in order to make meaningful decisions about their future, such as their career interests),
Educational and career exploration (information about the options and opportunities), and
Educational and career planning (using knowledge of self and the world around them to make educational and career plans for the future).
Within each of these “subject areas” are guidance competencies which we want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few competencies). Competencies are the key to establishing a systemic guidance initiative.
45. Pre- & Post- Assessment Another use for competencies is in guidance program assessment. Schools can use a pre- and post- format to determine if students have mastered the guidance competencies. Schools should be able to answer two questions: 1) Are students better off because they have participated in a guidance initiative? 2) Can you prove it?
The sample above is a simple student self-report. A self-report isn’t reliable in terms of assessing an individual’s master of the competencies, but student group data can be used to identify trends in self reported mastery.Another use for competencies is in guidance program assessment. Schools can use a pre- and post- format to determine if students have mastered the guidance competencies. Schools should be able to answer two questions: 1) Are students better off because they have participated in a guidance initiative? 2) Can you prove it?
The sample above is a simple student self-report. A self-report isn’t reliable in terms of assessing an individual’s master of the competencies, but student group data can be used to identify trends in self reported mastery.
46. Other Assessment Models Guidance competencies can also be assessed using multiple choice assessments, exhibition assessments, and portfolio assessments.Guidance competencies can also be assessed using multiple choice assessments, exhibition assessments, and portfolio assessments.
48. ACTIVITY # 1 Creating the Vision
49. There are lots of practical reasons for visioning.
Visioning helps us raise our expectations for schools and students. Not restrained by limits or reality, we are able to imagine a new world in which all students are wildly successful. We are no longer limited by constraints. As James Broughton stated, “The only limits are, as always, those of vision.”
Having a common vision gives us a common direction. It helps us to join forces toward a common goal. Once we have developed our vision, then each of us (teachers, parents, community members, students) contributes what we can to help our students move toward that vision. It is ensures that the direction of the school is not funding-driven or individual-driven. Regardless of changes in funding or personnel, the school can remain true to its direction because the direction is linked to a vision, rather than funding or a person.
Visioning creates excitement and energy. Once we have a vision, based on our personal core convictions, we are more likely to have the time and energy for working hard. The vision answers the question, “Why am I teaching, counseling, administering, parenting, supporting?” For many teachers, the vision is a reminder of why they went into education to begin with.
A vision also causes us to focus on the future, rather than the past. This is important. When we’re thinking about the future, we can’t be blaming people for what has happened in the past. Once we have a vision for the future, we can all figure out what part each of us can play in bringing our students closer to that vision.
Finally, our InSAI vision statement will keep us focused on kids as we move through the Vision-to-Action change process. There are lots of practical reasons for visioning.
Visioning helps us raise our expectations for schools and students. Not restrained by limits or reality, we are able to imagine a new world in which all students are wildly successful. We are no longer limited by constraints. As James Broughton stated, “The only limits are, as always, those of vision.”
Having a common vision gives us a common direction. It helps us to join forces toward a common goal. Once we have developed our vision, then each of us (teachers, parents, community members, students) contributes what we can to help our students move toward that vision. It is ensures that the direction of the school is not funding-driven or individual-driven. Regardless of changes in funding or personnel, the school can remain true to its direction because the direction is linked to a vision, rather than funding or a person.
Visioning creates excitement and energy. Once we have a vision, based on our personal core convictions, we are more likely to have the time and energy for working hard. The vision answers the question, “Why am I teaching, counseling, administering, parenting, supporting?” For many teachers, the vision is a reminder of why they went into education to begin with.
A vision also causes us to focus on the future, rather than the past. This is important. When we’re thinking about the future, we can’t be blaming people for what has happened in the past. Once we have a vision for the future, we can all figure out what part each of us can play in bringing our students closer to that vision.
Finally, our InSAI vision statement will keep us focused on kids as we move through the Vision-to-Action change process.
50. The InSAI Vision Statement answers four questions.
We’ve already answered the first question: What do we believe all students deserve?
Note: If it has been a while since your groups wrote their core convictions, they should be reviewed at this point. If you’re reproducing the Visioning Activity Sheet, you may want to type your core convictions into this first quadrant before duplicating.The InSAI Vision Statement answers four questions.
We’ve already answered the first question: What do we believe all students deserve?
Note: If it has been a while since your groups wrote their core convictions, they should be reviewed at this point. If you’re reproducing the Visioning Activity Sheet, you may want to type your core convictions into this first quadrant before duplicating.
51. HSTW Key Practices Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
52. The second question helps us to describe ideal adults in our building.
If the adults are living by their core convictions, what are their attitudes and what are they doing? For example, if one of our core convictions is that all students deserve to be treated with respect, and we really believe that, how would the adults be acting?
This activity is a brainstorm. That means that your group will write down as many answers as you can, as quickly as you can, without discussion. The purpose of a brainstorm is to enhance creativity as one response leads to another. Before you begin, please appoint a “brainstorm police” to stop the group if they start discussing an idea. You’ll have ten minutes to work on this question.
After five minutes, say:
“We want to make sure that you’re thinking broadly as you brainstorm. Be sure to think about these questions:”
(Put up the next slide and let people work for about five more minutes)
The second question helps us to describe ideal adults in our building.
If the adults are living by their core convictions, what are their attitudes and what are they doing? For example, if one of our core convictions is that all students deserve to be treated with respect, and we really believe that, how would the adults be acting?
This activity is a brainstorm. That means that your group will write down as many answers as you can, as quickly as you can, without discussion. The purpose of a brainstorm is to enhance creativity as one response leads to another. Before you begin, please appoint a “brainstorm police” to stop the group if they start discussing an idea. You’ll have ten minutes to work on this question.
After five minutes, say:
“We want to make sure that you’re thinking broadly as you brainstorm. Be sure to think about these questions:”
(Put up the next slide and let people work for about five more minutes)
53. HSTW Key Practices Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
54. The third question involves the students.
In a building where the adults are living by their core convictions, what would be the attitudes and behavior of the students? In this section, please brainstorm the ideal student. You have about ten minutes.
The third question involves the students.
In a building where the adults are living by their core convictions, what would be the attitudes and behavior of the students? In this section, please brainstorm the ideal student. You have about ten minutes.
55. HSTW Key Practices Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
56. The fourth part of the Vision Statement deals with data.
Think about all the achievement standards (data that measures mastery of content) that we set for students. List those measures and then write the percentage of students who, in our vision, are meeting each of our achievement standards. For example, an achievement standard might be the percentage of students who pass ISTEP (GQE) math and English; the percentage of student passing all classes; or the percentage of third graders reading at grade level.
Make sure that each of your data fields is expressed as the PERCENTAGE of students who are meeting a certain standard.
After about five minutes, ask people to share their standards and the percentage of students who are meeting each standard.
Note: Many people will come up with percentages less than 100% Your challenge is to help them think about success for all students. One way to do this is to have anyone who didn’t have 100% turn their papers over and write the names of the students they have selected to not meet this standard. Usually, this is a quick way to help people see that they really do have dreams for all students. Another way to help folks think about 100% of all students is to give an example from the health profession. What if hospitals said that they only had a vision of 98% of their patients living through surgery? What if airlines only had a vision for 95% of their flights not crashing? What if the post office’s vision only included the delivery of 92% of its mail? Hopefully, people will begin to see that the school’s purpose is to educate all students, and the disserve we do to students when schools only dream about educating 92% or 97%.
DISCUSSION:
It might help to remind people that a vision is “dreamy,” and not based in reality. Reality will come with step four of Vision-to-Action (data target).
Some people think there is no practical purpose to visioning because it is so “pie-in-the-sky.” You might want to return to slide four to remind people why you’re doing this “dreamy” work.
Some people are uncomfortable with visioning because they think someone is going to hold them accountable for reaching the vision. It might help to put their fears to rest by telling people that they will not be held accountable for their vision. The expectation is simply that they move toward the vision.
The fourth part of the Vision Statement deals with data.
Think about all the achievement standards (data that measures mastery of content) that we set for students. List those measures and then write the percentage of students who, in our vision, are meeting each of our achievement standards. For example, an achievement standard might be the percentage of students who pass ISTEP (GQE) math and English; the percentage of student passing all classes; or the percentage of third graders reading at grade level.
Make sure that each of your data fields is expressed as the PERCENTAGE of students who are meeting a certain standard.
After about five minutes, ask people to share their standards and the percentage of students who are meeting each standard.
Note: Many people will come up with percentages less than 100% Your challenge is to help them think about success for all students. One way to do this is to have anyone who didn’t have 100% turn their papers over and write the names of the students they have selected to not meet this standard. Usually, this is a quick way to help people see that they really do have dreams for all students. Another way to help folks think about 100% of all students is to give an example from the health profession. What if hospitals said that they only had a vision of 98% of their patients living through surgery? What if airlines only had a vision for 95% of their flights not crashing? What if the post office’s vision only included the delivery of 92% of its mail? Hopefully, people will begin to see that the school’s purpose is to educate all students, and the disserve we do to students when schools only dream about educating 92% or 97%.
DISCUSSION:
It might help to remind people that a vision is “dreamy,” and not based in reality. Reality will come with step four of Vision-to-Action (data target).
Some people think there is no practical purpose to visioning because it is so “pie-in-the-sky.” You might want to return to slide four to remind people why you’re doing this “dreamy” work.
Some people are uncomfortable with visioning because they think someone is going to hold them accountable for reaching the vision. It might help to put their fears to rest by telling people that they will not be held accountable for their vision. The expectation is simply that they move toward the vision.
57. HSTW & State Achievement Measures Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
58. ACTIVITY # 2 Local Guidance Standards .
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59. ACTIVITY # 3 Priority Standards Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
60. ACTIVITY # 4 Target Standards
61. ACTIVITY # 5 Activity Design Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.
62. ACTIVITY # 6 Implementation Challenge
63. GUIDANCE & COUNSELING This presentation will examine three questions:
What is guidance?
Why do guidance?
How do kids get guidance?This presentation will examine three questions:
What is guidance?
Why do guidance?
How do kids get guidance?
65. (After the groups have been working for about 5 minutes) To make sure we’ve thought about the things kids deserve in many different areas, think about each of these areas for a few seconds. What do students deserve in each of these areas? You have five more minutes to add ideas to your list. Go!(After the groups have been working for about 5 minutes) To make sure we’ve thought about the things kids deserve in many different areas, think about each of these areas for a few seconds. What do students deserve in each of these areas? You have five more minutes to add ideas to your list. Go!
67. SOCIAL & PERSONAL SITUATIONS THAT INTERFER WITH LEARING
68. COUNSELING INTERVENTIONS
