Student Support

1. Student Support Xtreme Tech Prep Leadership November 2007

2. Student Support • Creating a holistic vision of student support • Comprehensive education and career planning • Awareness of student opportunities • Academic Assessment • Career and Technical Assessment • Student Transitions success

3. Preparatory Services • Creating a holistic vision of student support • National School Counselor Association model has three domains • Personal/social • Career • Academic • Are these stand-alone domains or are they interwoven?

4. American School Counselor Association • National School Counseling Model in 2003 • Three domains: • Personal/social • Career Development • Academic Development • Delivered through four components

5. National Model-Delivery System • School Guidance Curriculum • Individual Student Planning • Responsive Services • System Support • http://www.schoolcounselor.org/files/ExecSumm.pdf

6. Delivery System • Guidance Curriculum • Structured developmental lessons • Provide K & S appropriate for developmental level • Infused through overall curriculum and presented systemically • INDIVIDIAL STUDENT PLANNING • Establishing personal goals and developing future plans • Documented plan

7. Delivery System • Responsive services • (usually the one everyone thinks of) • Meeting individual student’s immediate needs • Counseling, consultation, referral • System support • Administration and management of system • Professional development, evaluation and data collection for enhancing program

8. Preparatory Services • Comprehensive education and career planning

9. Is Advisement Critical? • Student perception • Four-year college degree = success • Career Choice – Interest vs. opportunity • Competitive employment market

10. Is Advisement Critical? • Dominant high-skilled careers • Higher educational standards • Increased diploma requirements; choices must be made • Rigorous college admissions Source: Decisions Without Direction, May 2002 • Ferris State University Career Institute for Education and Workforce Development

11. Plan of Study • A planned, coherent sequence of courses, 4-6 years in duration, leading to or supporting a career pathway • career/academic planning • financial aid planning for postsecondary education/training • work-based learning • parental involvement

12. Data from OKLAHOMA Participation to develop POS: • All quartiles conduct individual and/or group advisement for 9-12 grade. Top two quartiles: • Began process in the 8th grade • Regular classroom group (TAA) sessions and individual advisement conducted in grades 9-12. • At least annually, parents are involved in enrollment/career planning.

13. Updating Plans of Study (POS) • Top two quartiles • Student, parent(s), and counselor or teacher-advisor jointly update POS at least annually. • Bottom two • POS was developed but not updated after the initial year • The POS was a graduation checklist

14. What actions/support systems help TAA • Planning committee that includes administrators, parents, students, faculty and other stakeholders • Goals and a plan of action • Master schedule for advisement activities • Regular student advisory meetings scheduled • Minimized impact on single class • Schedule and publicize parent/teacher advisor/student conference dates and times • Conducted enrollment utilizing TAA and other resources

15. Advisor orientation to review session topics and material. Develop and maintain a POS. Develop a portfolio HS graduation, college entrance and military requirements provided Small, equitably distributed student groups. Minimum 6-10 sessions per year. Senior seminar(s) to address grade-specificneeds. Curriculum and …. Structure

16. Components of Planning Process • Must have basis in solid career awareness and career exploration experiences/skills • Student Assessments with follow-up • Individual Plan of Study • Rigorous Academics • Rigorous CareerTech courses • Career Cluster options • Student Centered • Parental Involvement • Numerous and Appropriate Resources • Leads to ….

17. Student Success-confidence to overcome any hurdle in his/her career path!

18. Awareness of student opportunities How do you communicate with students? Printed materials, mailings Tours, Tech fairs, career carnivals,college days, etc. Shadowing Using technology podcasts, myspace, facebook, youtube, text messaging Preparatory Services

19. Preparatory Services • Assessments • Academic, career and technical • Critical to development of plan of study

20. Assessment-Higher performing schools • Assessment results delivered and interpreted to students and parents • Interpreted in context of life/career goals, course options, and educational plans • Used assessment results to develop initial plan of study and to update it in successive years • LOWER PERFORMING SCHOOLS – used assessments to begin career exploration process but did not necessarily share results or refer back to assessments though school years

21. Preparatory Services • Student Transitions success • Educational levels • Both ends of spectrum • Education to work • What do you see?

22. Transition through high school and to college 68 31% Leave with 0 Credits 40 100 Start 9th Grade 27 18 31% Source: Education Weekly March 2005

23. Shift Happens The Changing Role of Student Services

25. Accustomed not to “mess with” what students were taking at home high school Not worry with adults’ academic future or needs - just focus on technical skills Career plan Important to look at entire picture – are students taking courses that will help them reach their career goals, both academic and technical SREB research shows that simply encouraging students to take higher level math and science makes a difference in achievement level Adults – technical skills always important, but academic skill attainment important as well; need to identify their next steps, academic and technical Individual plan of study Career  Career and Academic

26. Starting early….. Sophomore tours are the start of “career development” for career and technology students. Middle school is the new “sophomore” level to work jointly with partner schools to begin career awareness and exploration activities, with a tentative plan of study developed by the end of 8th or 9th grade. Hard part: moving that plan of study through the pipeline and having it for 10-11-12 grade

27. Transition Support • Have always been concerned about moving students to employment – also have to now look at what support we are providing to move students through educational levels • Middle school to high school • High school to tech center • Tech center to postsecondary

28. Why do we study math? • It’s hard and we have to learn hard stuff at school. We learn easy stuff at home like manners. Corrine, Grade K • It always comes after reading. Roger, Grade 1 • All the calculators might run out of batteries or something. Thomas, Grade 1 • It’s important. It’s a law from the President and it says so in the Bible on the first page. Jolene, Grade 2 • You can drown if you don’t. Amy Beth, Grade 2

29. Math, continued • You have to count if you want to be an astronaut. Like 10, 9, 8 blast off! Michael, Grade 1 • You could never find the right page. Maryanne, Grade 1 • My teacher could get sued if we don’t. That’s what she said, any subject we don’t know-Wham! She gets sued. And she’s already poor. Corky, Grade 3

35. For more information Kelly Arrington Guidance Coordinator Oklahoma Department of CareerTech 405.743.5159 karri@okcareertech.org www.okcareertech.org/guidance www.okcareertech.org/okcareerclusters Thank You!