District-Wide Implementation of State Mandated Student Academic, Career, and Post-Secondary Plans via Naviance in Middle and High Schools

New Haven Public SchoolsNew Haven, CT

July 2013

Session Description

Learn how an urban school district of 30 middle schools and 14 high schools used a collaborative process involving Naviance consultants, district and building administrators, teachers, counselors, and community stakeholders followed a clear thoughtful rollout plan using Naviance as the electronic tool to support the implementation of state mandated student academic, career, and post-secondary plans.

Presenters

Dolores Garcia-Blocker, Ed.D.Supervisor of Guidance

(District)

Monica JoynerAdministrative Intern

(High School)

Jason SchneiderSocial Studies Teacher

(Middle School)

District Demographics

21,538 Enrollment - Pre K-12

30 Middle Schools14 High Schools

43% Black38% Hispanic15% White 2% Asian 2% Other

13% ELL13% Sped64% Free & Reduced Lunch71% C’12 Cohort Graduation Rate

Year 1 (SY 2011-12)Student Success Plan (SSP) Development

Conn. Gen. Stat. Sec. 10-221a(j)

For the school year commencing July 1, 2012, and each school year thereafter, each local and regional board of education shall create a student success plan for each student enrolled in a public school, beginning in grade six. Such student success plan shall include a student’s career and academic choices in grades six to twelve, inclusive.

Timeline

Phase 1 - FOCUS: Deepening the working group’s understanding of SSPs (Sep. 2011-Apr. 2012)

Phase 2 - FOCUS: Developing the SSP template for New Haven Public Schools (Apr. 2012-May 2012)

Phase 3 - FOCUS: Providing technical assistance to middle and high schools (May 2012-Aug 2012)

NHPS Framework for Achieving College and Career Readiness: VISION

Students learn through meaningful and coherent experiences that support their intellectual, emotional and physical development, and that these experiences must be created in individual classrooms, within the school as a whole, and extend beyond the school into their lives.

NHPS Framework for Achieving College and Career Readiness: APPROACH

Achieving college and career readiness requires a focus on both the academic & intellectual development and social & emotional development of students as well as explicit attention to building the skills and knowledge needed for the transition to college or career. Most importantly, the school experience must be coherent and personalized to address the needs and interests of each individual student.

Family and community are essential partners in the success of students and should be engaged as such throughout the school experience.

NHPS Framework for Achieving College and Career Readiness: FRAMEWORK

College & Career

Readiness

Social & Emotional

Development

Academic & Intellectual

Development

Family and Community

STUDENT

School Planning for Student Success Plans (Focused on Achieving CCR)

Programs or initiatives at this school that support … Making it personal…

GradeAcademic & Intellectual Development

Social & Emotional Development

College & Career Readiness

How can this be incorporated into/aligned with SSP and Advisory?

6

7

8

Consider the experience of individual students over their time at your school. – for each core program or initiative identified as core to the SSP at your school,, note the developmental area(s) it supports and the grade level (or other subgroup) that is served. Pay attention to developmental areas that are not being addressed as thoroughly and to the transitions between grades.

11

School Planning for Student Success Plans (Focused on Achieving CCR)

Programs or initiatives at this school that support … Making it personal…

GradeAcademic & Intellectual Development

Social & Emotional Development

College & Career Readiness

How can this be incorporated into/aligned with SSP and Advisory?

9

10

11

12

12

Consider the experience of individual students over their time at your school. – for each core program or initiative identified as core to the SSP at your school,, note the developmental area(s) it supports and the grade level (or other subgroup) that is served. Pay attention to developmental areas that are not being addressed as thoroughly and to the transitions between grades.

Year 2 (SY 2012-13)SSP Implementation & Naviance Training

Timeline

Phase 4 - FOCUS:

Implementing SSPs in middle and high schools (Sep. 2012-Jun. 2013)

Providing ongoing professional development to all stakeholders (Sep. 2012-Jun.2013)

Stakeholders

Superintendents Assistant Superintendents Directors Curriculum Supervisors IT Department Data Department Building Administrators Teachers Counselors Clerks Parents Community Partners

Naviance Consultant Visit to NHPSSample Agenda – MORNING

Patricia Melton New Haven Promise

Uploading New Haven Promise materials to Naviance8:30 – 9:15

 Catherine McCaslin

Uploading National Student Clearinghouse Data to Naviance9:15 – 10:00

 Dolores Garcia-Blocker & Curriculum Supervisors

Course PlanningDemo of course planning functionality for district stakeholders . Initial discovery and

planning10:15 – 11:45

 

LUNCH

Naviance Consultant Visit to NHPSSample Agenda – AFTERNOON

Gillian Redeaux & Mozella Burns Sending scholarship and enrichment activities

12:30 – 1:30

Claudia Merson Yale University New Haven & State Affairs

Importing external data to Naviance on STEM extra-curricular activities1:45 – 2:15

 Dolores Garcia-Blocker & Gillian Redeaux

Success Planning + Scope & SequenceSetting up and assigning district tasks and programs based on scope & sequence.

2:30 – 4:00 

Dolores Garcia-Blocker, Assistant Superintendents & DirectorsDistrict Reporting

Discussion of reporting requirements and Review of available school and district reports

4:00 – 5:00

SSP / Naviance Scope & Sequence SY 2012-13

Scope & Sequence Rollout Plan

Marking Periods 1 - 4: •Professional Development for Site Coordinators and Counselors

Marking Period 2: •Implementation in Grades 8 & 9

Marking Period 3: •Implementation in Grades 7 & 11

Marking Period 4: •Implementation in Grades 6 & 10  

Scope & Sequence: GRADE 6(Marking Period 4)

Assessments:

1.None Activities:

1.Complete customized survey to assess apprehensions and expectations – to be developed in-house.

2.Create 1 SMART goal for 7th grade after a review of their 6th grade record (attendance, achievement, discipline, etc.) School SSP:

•Accomplish something from your SSP

Scope & Sequence: GRADE 7(Marking Periods 3 & 4)

Assessments:

1.Complete Career Cluster Finder (CP)

Activities:

1.Create 2 SMART goals (academic and personal/social) for 7th grade if done in marking period 3 and 8th grade if done in marking period 4 after a review of their current middle school record (SP)

School SSP:

1.Accomplish something from your SSP

Scope & Sequence: GRADE 8(Marking Periods 2, 3 & 4)

Assessments:

1.Complete Career Key (CP) Activities:

1.Create 3 SMART goals (academic, personal/social, and post-secondary planning) at the end of the school year for high school. These goals will serve as a starting point next year in 9th grade. (SP) School SSP:

1.Accomplish something from your SSP

Scope & Sequence: GRADE 9(Marking Periods 2, 3 & 4)

Assessments:

1.Complete personality assessment / Do What You Are (CP)

Activities:

1.Build course plan to meet graduation requirements (SFE)

2.Create 3 SMART goals for the current school year (academic, personal/social, and post-secondary plans) after a review of the 9th grade record (SP) School SSP:

•Accomplish something from your SSP

Scope & Sequence: GRADE 10(Marking Period 4)

Assessments:

1.Complete Career Interest Profiler (CP)

Activities:

1.Create 2 SMART goals (academic & personal/social) for next school year after a review of the 10th grade record (SP)

Scope & Sequence: GRADE 11(Marking Periods 3 & 4)

Assessments:

1.Complete personality assessment / Do What You Are (CP)2.Complete Career Interest Profiler (CP)

Activities:

1.Create resume2.Participate in junior class meetings with counselors to plan for next year (SP)3.Attend college visits (ColP)4.Create a college list (ColP)

School SSP:

1.Accomplish something from your SSP.

Hill Regional Career High School (9-12)

Hill Regional High School

• Inter-district Magnet School

• Science/Health

• Business/Technology

Hill Regional High School Demographics

Enrollment: 699

•49% Black•19% White•29% Hispanic•4% Asian•4% ELL•5% Sped•66% Free & Reduced Lunch•92% C’12 Cohort Graduation

Rate

Hill Regional Career High School

Student Success Plan

Implementation Do’s and Don’ts

•DO share the student success plan with the entire staff, regardless of their role in implementation

•DO make every effort to obtain the technology needed for implementation

•DO include as many people & departments as possible in the implementation

•DON’T take on everything yourself – DELEGATE!

•DO pace yourself

•DON’T try to do too much at once

Implementation of the NHPS Scope & Sequence – Grade 9

Assessments:•Complete personality assessment / Do What You Are (CP)

Activities:•Build course plan to meet graduation requirements (SFE)•Create 3 SMART goals for the current school year (academic, personal/social, and post-secondary plans) after a review of the 9th grade record (SP) School SSP:•Accomplish something from your SSP

Wexler-Grant School (K-8)

Wexler-Grant Demographics

Enrollment: 431

•81% Black•4% White•13% Hispanic•0% Asian•2% ELL•13% Sped•78% Free & Reduced Lunch

Wexler-Grant School

Student Success Plan

Implementation Strategies with Limited Technological Resources

Being a school with limited technology resources was an accidental blessing for Wexler-Grant. Given that we did not have enough computers for students to complete Naviance assessments, etc., we began our program by laying a clear foundation and having conversations with our students during Advisory about what it means to work, the skills necessary to go to college and pursue a career, and the obstacles that people may encounter in the world of work.

Implementation Strategies with Limited Technological Resources

1.If working in inner-city schools, assure that your approach is culturally relevant. Consider demographics and obstacles that our students may face in career and/or college options.

2.DO NOT BEGIN WITH THE COMPUTER. This is particularly important. Remember that Naviance is a tool to support a Student Success Plan, but is not the Student Success Plan itself.

3.Lay the groundwork: Particularly in the younger grades, it is important to assess where students are in terms of comprehending the realities of job market, college, pro-sports aspirations, etc.

Implementation Strategies with Limited Technological Resources

4.If you do not have technology, try to avoid duplicating the technology, unless you know that you will NEVER have the technology. Students do not like to do things twice!

5.Consider separating groups by gender, which may diminish posturing, nervousness, etc. in front of people of other gender.

Year 3 (SY 2013-14)District Next Steps

SY 2013 - 14

• Develop a new scope & sequence

• Continue to build capacity with all stakeholders (inside & outside of district)

• Implement district-wide rollout plan to parents

• Monitor & support implementation

SY 2013 - 14

• Continue to align Naviance capabilities and features to support SSP implementation

• Work with consultants to build out Naviance where needed to support specific components of SSPs & school district initiatives (e.g., 21st Century Portfolios, New Haven Promise applications)

Contact Information

Dolores Garcia-Blocker, Ed.D, Supervisor of Guidancedolores.garcia-blocker@new-haven.k12.ct.us

Monica Joyner, Administrative InternHigh Schoolmonica.joyner@new-haven.k12.ct.us

Jason Schneider, Social Studies TeacherMiddle Schooljason.schneider@new-haven.k12.ct.us

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