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Table of contents

Upfront Foreword ………………………………………………………………………………………IV

Overview ………………………………………………………………………………………IV How to Use This Guide………………………………………………………………………..VI Acknowledgements ………………………………………………………………………...VIII

LINKS Program Framework Learning from the Past, Planning for our Future……………………………………………1 Purpose………………………………………………………………………………………….2 LINKS Program Goals…………………………………………………………………………..2 Mission Statement……………………………………………………………………………..4 Guidance verses Counseling verses Advising……………………………………………..4 Rationale……………………………………………………………………………………….4

National Educational Initiatives Six Guiding Principles for Redesigning High Schools……………………………………..6 Goals of Guidance and Advisement Programs…………………………………………. 6 HSTW Ten Key Principles………………………………………………………………………7 21st Century Framework……………………………………………………………………….9 Elements of a High Achieving School..……………………………………………………10

Implementation Guidelines Roles & Responsibilities……………………………………………………………………..11 Materials and Resources Needed……………………………………………………….. 14 Logistics……………………………………………………………………………………… 14 Timeline for Implementing New Advisory Program……………………………………. 16 Timeline for Expedited Implementation…………………………………………………..18 Timeline for Redesigning Current Program……………………………………………… 18

Connecting LINKS to Other School-Wide Initiatives Strategic Partnerships with 21st Century Organizations…………………………………21 Career Cruising (Pilot agreement)…………………………………………….22

Roads to Success (Partnership agreement)…………………………………….25 WV Colleges and Universities……………………………………………………………….26 Community and Technical Colleges………………………………………………………26

LINKS Curriculum Curriculum Map (Recommended Sequence)…………………………………………..29 Other Sample Lesson Topic Academic……………………………………………….……………………………..33 Career……………………………………….………………………………………….42 Personal/Social….……………………………………………………………………..46

Advisors Addendum Templates

Lesson Plans………………………………………………………………………………ACurriculum Delivery Schedule Worksheet……………………………………….......BTwo Year Plan (8th Grade ISTP)…………………………………………………….…C.1Three Year Plan (10th Grade ISTP)…………………………………………………...C.2 Portfolio Document…………………………………………………………………..C.3

Program Evaluation Advisor Session Evaluation Form……………………………………………….…….D.1 Student Session Evaluation form (To Be Developed)……………………………D.2 Advisor Program Evaluation Form (To Be Developed)………………………..D.3 Student Program Evaluation Form (To Be Developed)…………………………..D.4 Student Survey “Attitudes, Knowledge, Perceptions”…………………………...D.5 Advisor Survey “Attitudes, Knowledge, Perceptions”……………………….….D.6

Counselors The Role of the Professional School Counselor………………………………………….F.1 Why Secondary Counselors……………………………………………………………….F.2 Policy 2315…………………………………………………………………………………..F.3 School Counseling Program Audit………………………………………………………..F.4 Aligning Programs with Policy 2315………………………………………………………F.5 Program Alignment – Three Year Plan……………………………………………………F.6

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Action Plan…………………………………………………………………………………..F.7 Action Plan Guide…………………………………………………………………………..F.8 Evaluation Plan Criteria for Action Plan…………………………………………….…….F.9 Samples Goals and Objection…………………………………………………………..F.10 Tips for Evaluating Action Plans…………………………………………………………..F.11 Sample Planning Calendar………………………………………………………………F.12 Counselor Log……………………………………………………………………………...F.13 The ASCA National Model Executive Summary…………………………………………F.14

Principals, Steering Committee Planning Tools Questions for Consideration for the Advisor/Advisee Process…………………………..G.1 Teachers as Advisors Implementation Rubric…………………………………………….G.2 Implementation Planning Guide…………………………………………………………..G.3 Sample Steering Committee Agenda…………………………………………………….G.4 Steering Committee/Advisory Council Brainstorm………………………………………G.5 Steering Committee Advisory Council Roster…………………………………………….G.6 Professional Development………………………………………………………………….G.7National Standards American School Counseling Association National Standards…………………………H.1 National Career Standards………………………………………………………………….H.2 West Virginia High Schools Report Card…………………………………………………..H.3 National Career Development Guidelines……………………………………………….H.4

Resources Power Points (Being Developed) Websites Team Builders and Energizers

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UPFRONT

Forward

The Partnership for 21st Century Skills developed a unified, collective vision for 21st century learning that is being used to strengthen education in West Virginia and throughout America. West Virginia is working deliberately to align all educational programs with the 21st Century Framework by providing all county leadership teams and staff with ongoing professional development to help transform schools. Nineteen West Virginia “High Schools That Work” schools were selected and provided additional funding to create successful 21st Century model programs that other schools throughout the state can emulate. These schools must work to enhance key HSTW practices, as well as the 21st Century framework and Southern Regional Education Board goals. According to each of these initiatives, the “Guidance and Advisement” program is essential to each school’s mission of increasing student success. Research shows that Student Advisement Programs are paramount to each student’s success and can be effective in reducing retention rates, decreasing truancy and behavioral issues, increasing test scores, and graduation rates.

Model schools and other schools throughout WV were struggling with implementing successful organized advisory programs and were seeking help in developing successful programs. When the nineteen model schools were asked to identify a key goal to improve the “Guidance and Advisement” in their schools, 80% identified “creating a successful advisement program” as a primary goal. WVBOE Policy 2510 requires all students to have in depth opportunities for career exploration and decision making in grades 9 – 12 and to meet annually with parents and a counselor NS/or advisor to develop/revise their Individual Student Transition Plan (ISTP). Barbara Ashcraft; WVDE School Counseling Coordinator with the Division of Adult and Technical Education; Office of Planning, Evaluation,

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Special Programs and Support Services, spearheaded a collaborative effort to develop a statewide model that resulted in creation of the LINKS Program.

Overview

The LINKS program is a framework for student advisement programs in West Virginia. It is a fluid program that is easily adapted to each school’s design, culture, and other school-wide programs. LINKS provides a structure for delivery of specific academic, career, and personal/social content standards that assures each student obtains this essential content regardless of transitioning from school to school in West Virginia. Yet, the structure allows for adaptations to deliver specific content that may be of specific need to each particular school.The LINKS program is not a separate ‘Program”, but instead links to every element of the educational program bringing students, school staff, parents, the community, businesses, and other organizations together to enhance each student’s educational experience by connecting rigor, relevance, and relationships. It brings forth systemic change required in today’s 21st Century schools to prepare our students for today’s global workplace.

When students are faced with personal/social barriers brought on by today’s changing family dynamics including the highest divorce rate in the nation’s history, lack of technology in some homes, dealing with parents or their own substance abuse issues, domestic violence issues, cyber and other social bullying, equity issues, and living at or below the poverty level, it is often difficult to go to the classroom prepared to learn. In accordance with Maslow’s Hierarchy of Needs, when basic needs aren’t being met, career planning and self-actualization is at the bottom of the priority list, particularly when students are not supported by a caring adult. It is important for students to have an adult they can talk to who will support them and encourage them to stay in school. In West Virginia, out of every 100 9 th

graders, only 73 earn a high school diploma, and only 16 of these students go on to earn a four year degree within six years of graduating from high school. Kids Count 2006 and other state data shows us staggering facts about our students and substantiates a need for the LINKS program. This data includes:

8,000 students drop out of high school each year in WV 52% of WV students qualify for free or reduce-priced meals 6% of WV children live with grandparent(s) 26% of WV children live in poverty, 11% live in extreme poverty

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13% of WV children live in a family where the head of household is a drop-out

31% of children live in single parent families Individuals with meth use arrest is the highest in the state’s history

Malcolm Smith with Peaceful Interventions who conducts national workshops on “Why are Kids So Angry and What Can We Do about It?” interviewed over 300 students who shot to death, stabbed to death, or beat to death other human beings. He found one commonality among these students. They all believed that not one adult cared whether they succeeded or failed. Kids who are successful have a dream and hope for the future. They also have a significant adult relationship. LINKS can help students build dreams and give them hope for the future and connect students with that caring adult.

LINKS is also an avenue to fulfill requirements of WVBOE Policy 2510: Students should be provided with an adult mentor who takes an interest in the students’ successful learning, goal setting and career planning, and personal growth. It also recommends that schools implement an organized advisory program to remove the randomness of interpersonal associations for student by personalizing their learning environment. This program needs to be tied into assessment. Teachers should notice when their students have attendance problems, academic issues, and behavioral issues.

LINKS fulfills requirements of Policy 2315 to train teachers/advisors in the following areas:

1. Curriculum requirements at each level and the importance of taking rigorous courses.

2. The goals of this process are to help students make more informed educational and career choices, to provide an advocate for each student in the school, and to promote better communication among the school, students, and parents/guardians.

3. Teach components of developmental guidance in the areas of academic, career and personal/social development.

LINKS is an avenue to deliver many of the components of the 21st Century Learning Initiative, but particularly LIFE SKILLS. In the framework document, it states that “Good Teachers have always incorporated life skills into their pedagogy. The challenge today is to incorporate these essential skills into schools deliberately, strategically, and broadly. Life skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. The skills can be taught through LINKS and reinforced through the rest of the curriculum as can “Learning and Thinking Skills”.

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Through concise well-planned lessons students and advisors alike will have opportunities to learn and practice these skills so that they become part of the school culture and the foundation of the learning environment.

LINKS fluid structure allows schools to form strategic partnerships with other 21st

Century programs and deliver content through their websites, share professional development, and delivery of content to students. This program guide gives educators the tools they need to easily implement the LINKS program. Since the program is web based, content can readily change to keep up with rapid 21st

Century changes.How to Use this Guide

The goal of this guide is to support local leaders in to implementation of a student advisement system that allows all students to experience a more equitable structure. LINKS gives all students knowledge and skills they need to succeed in school and in future life experiences including the global workplace.

The manual includes practical techniques and examples to assist building level practitioners in developing an effective advisory system for all students. These practical techniques and examples are detailed in the comprehensive guide. Although you are receiving a paper guide at today’s training, the intent is to have all schools access the LINKS information electronically. If we are going to teach our students to be 21st Century learners, then we must be 21st Century educators. Although we developed a 9-12 curriculum map with recommended topics, this program allows for flexibility to meet school need. Additional lessons that all educators can access can be found on the LINKS website. As need arises, and local and state initiatives change, new lessons will be developed to help you implement an advisement program at your school site that is always current. You will be able to utilize hyperlinks on our website to download components of the program that are relevant to your school. Resource links will also allow you to access programs from other states and other programs and stakeholders with whom you may form a strategic partnership.

Every effort has been made to involve practitioners in producing the manual. A team of diverse educators from across West Virginia, as well as, national experts have worked to develop and edit the guide. Contact information has been included to allow you to communicate with these leaders when you need guidance. Sincere appreciation is extended to those individuals. They have been diligent in their efforts to provide quality resources and training.

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ACKNOWLEGEMENTSAdvisor/Advisee Task Force

Barbara Brady Ashcraft Therese BrackettSchool Counseling Coordinator Freshman/Sophomore CounselorWest Virginia Department of Education Webster County High School1900 Kanawha Blvd. East, Bldg. 6 R-221 1 Highlander DriveCharleston, WV 25305 Upperglade, WV 26266phone: 304-957-9833 ext. 53004 phone: 304-226-5772fax: 304-558-3946 fax: [email protected] [email protected]

Iestyn J. Bright, MA Shelly DeBerrySchool Counselor Guidance CounselorTucker County High School Martinsburg High SchoolRt. 1, Box 153 701 S. Queen StreetHambleton, WV 26269 Martinsburg, WV 25401phone: 304-478-2651 phone: 304-267-3535fax: 304-478-4357 fax: [email protected] [email protected]

David Dilly Cathy A. GrewePrincipal CounselorTucker County High School Jackson Junior High School

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mailto:[email protected]




Rt. 1, Box 153 1601 34th StreetHambleton, WV 26269 Vienna, WV 26105phone: 304-478-2651 phone: 304-420-9551fax: 304-478-4357 fax: [email protected] [email protected]

Deborah Hall Damon HanshawSchool-to-Work Facilitator Assistant Superintendent Wyoming County Schools Nicholas County SchoolsP. O. Box 69 400 Old Main DrivePineville, WV 24874 Summersville, WV 26651phone: 304-732-6262 ext. 103 phone: 304-872-3611 ext. 135fax: 304-732-7226 fax: [email protected] [email protected]

Christina Harper Tracy HeckCounselor Assistant PrincipalClay-Battelle Middle/High School Martinsburg High SchoolDrawer A 701 South Queen StreetBlacksville, WV 26521 Martinsburg, WV 25401phone: 304-432-8208 phone: 304-267-3530fax: 304-432-8189 fax: [email protected] [email protected]

Lori Helmick Steven HolleyCounselor TeacherSt. Marys High School Ripley High School1002 Second Street 2 School StreetSt. Marys, WV 26170 Ripley, WV 25271phone: 304-684-3256 Phone: 304-372-7355fax: 304-684-3859 fax: [email protected] [email protected]

Patrick Leggett Tina MathenyCounselor Freshman CounselorPoint Pleasant High School Ripley High SchoolRt. 1, Box 4 2 School StreetPoint Pleasant, WV 26456 Ripley, WV 25271phone: 304-675-1350 phone: 304-372-7355fax: 304-675-7480 fax: [email protected] [email protected]

Betsy Mullett Deborah ShawDirector, Educational Support Services TeacherMonongalia County Schools Martinsburg High School13 South High Street 701 South Queen StreetMorgantown, WV 26501 Martinsburg, WV 25401phone: 304-291-9210 ext. 506 phone: 304-267-3536fax: 304-296-1379 Fax: [email protected]

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Content Area Subcommittees

Personal/Social Academics CareerPatrick Leggett - Chairperson

Damon Hanshaw - Chairperson

Cathy Grewe - Chairperson

[email protected]

[email protected]

[email protected]

Debbie Hall Christina Harper Lori Helmick [email protected]. us

[email protected]

[email protected]

Shelly DeBerry Steven Holley Tina Matheny [email protected] .us [email protected]

[email protected]

Tracy Heck Therese Brackett

[email protected]@access.k12.wv.us

Deborah [email protected]

Consultants

Content Standards Development

Lynn BennettBennett Educational Consulting18 Meadow LaneBridgeport, WV 26330304-842-4166FAX - 304-842-8462Cell - [email protected]

National Best Practices and Professional Development

Linda DoveDirector, Urban InitiativesSouthern Regional Education [email protected]

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Jeannine BranchEdvantia(304) 288-8237(304) 594-1409 [email protected]

Brian Whitehead [email protected] Capturing Kids Hearts

Janice Wong [email protected] Pam Gabbard [email protected] Career Cruising

Deborah Hartshorn [email protected] West Virginia DirectorRoads To SuccessWoods at Mingo Bottom237 Wells Lock RoadElizabeth, WV 26143Phone: 304.481.9960 Fax: 304.275.1013

ReviewersBetty Jo Jordan, Executive Director Paula Staley, Assistant Director Office of Technical & Secondary Program Improvement Office of Technical & Secondary Program [email protected] Improvement

[email protected]

Marian Covey, Coordinator Cynthia Kolsun, CoordinatorOffice of Technical & Secondary Program Improvement Office of Technical & Secondary [email protected] Improvement

[email protected]

James Carter, DirectorOffice of Planning, Evaluation, Special Programs & Support [email protected]

Dr. Bob RubensteinProfessor of Counseling [email protected]

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http://wvde.state.wv.us/directory/office/Office+of+Planning%2C+Evaluation%2C+Special+Programs+%26+Support+Services/









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LINKS Program FrameworkLearning from the Past, Planning for the Future

A primary goal of the taskforce was to learn from to past in order to create a more successful future for advisory programs in West Virginia. Many schools had attempted to implement successful programs in several West Virginia schools. Some were somewhat successful, but still had concerns about their programs and felt they could be better. Others has attempted but failed miserably at implementing successful advisory programs. Therefore, at the initial Advisory Task Force meeting, the group conducted a SWOT analysis to look at Strengths, Weaknesses, Opportunities, and Threats to find strengths and opportunities to build upon and to develop a deliberate plan to minimize weaknesses and threats. The SWOT analysis was used to guide the work that resulted in the WV LINKS Program. Below is the outcome of the SWOT analysis:

Advisor /Advisee Taskforce Meeting - May 8, 2007SWOT Analysis

Strengths 1. Improved professional development focus

in the schools2. Opportunities to increase

knowledge/buy-in3. Technology allows easily access advisory

and other information and resources4. Promotes need for A/A.5. Standardized data collection tools in place

through WVEIS Attendance Discipline Retention rate Post-secondary going rate GPA / Academics

6. Existing programs7. A way to address/align

multiple/competing initiatives HSTW, NCLB, 21st Century

Learning, Policy 2510, SREB

Weaknesses1. Teacher buy-in2. State/School disconnect3. Staff feel bombarded4. Administrative concerns NCLB/staffing5. Rapid Changes 6. High Staff turnover 7. No tools for evaluation8. Funding9. Just another program “This too shall pass”10. Time to “grow” (any initiative)11. Competing initiatives / not enough staff development time12. Scheduling: not enough time in the school day

Opportunities1. Administrators have opportunity to set

pace2. Meet 21st Century, HSTW, SREB,3. Framework w/varying implementation

opportunities4. Align advisory with other school-wide

programs5. Collaboration with outside resources6. Professional Development

Shape new skills/attitudes Utilize movies to create vision (Freedom Writers / Akeelah & the Bee) Create easily access. resource Involve key players (teacher leader) Learning Community packets

Threats1. Bombardment2. One size does not fit all3. Low teacher morale4. Not seen as teacher’s job5. Under-certified / new staff, lack of skills and knowledge6. No accountability7. Currently cannot award credit/competes with credit bearing curriculum

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Purpose

The purpose of a LINKS Advisement Program is to advance student learning and development in a proactive, deliberate manner to encourage individual success involving a personal relationship with at least one adult serving as an advocate for the student.

Expected Outcomes

All faculty will be better informed and prepared to work with students regarding all aspects of the school’s educational program

Greater student satisfaction with the high school experience High school becomes a relevant experience Improved school attendance Fewer behavior problems More students will successfully transition from grade to grade Increased achievement (measured by grades and test scores) Lower drop-out rate Higher graduation rate More informed career decision making Stronger interpersonal skills Better prepared to enter the workforce More students entering relevant and appropriate post secondary institutions More students completing post-secondary education programs Better prepared to be competitive in the global market

LINKS Program Goals

1) Provide a consistent advocate for each student in the school. Provide each student with the opportunity to develop an interpersonal

relationship with an interested adult. Provide a caring adult who monitors and communicates with each student,

parents, and appropriate staff (Student Assistance Team members) about attendance, behavior, and academic issues.

2) Assure that every faculty member is knowledgeable and well prepared to assist any student with components of his/her academic, career or personal/social needs.

Though involvement in the LINKS programs advisors will be better informed about

o Resources in the school, community and nation to guide each student.o Other programs and activities within the school, community and nation

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3) Assist each student in identifying and addressing his/her unique academic, career and personal/social needs.

Link student needs to individualized assessment results. Each student shall receive assistance in developing an individualized student

transition plan (ISTP). Each student shall receive assistance in interpreting and understanding

standardized assessment results in relation to curriculum and post-secondary choices.

Each student will acquire the skills to investigate the world of work in relationship to knowledge of self in order to make informed career decisions.

4) Address specific school needs to help promote a positive and safe school climate.

Each student will recognize the rights and responsibilities of all persons, regardless of alternative points of view or individual ethnic and cultural differences.

Each student will learn how to communicate more effectively. Each student will understand the process for promoting a positive and safe

school climate.

5) Provide each student with a sense of connectedness to schools and communities.

Encourage each student during the transitional period for each grade level. Provide each student with a gateway to become an active participant in co-

curricular, extracurricular and community activities. Provide opportunities for students to become responsible, make ethical

decisions, take ownership and develop a sense of belonging to ones school and community.

Provide community members an opportunity to participate in the L.I.N.K.S. Program.

6) Develop a collaboration of stakeholders who encourages each student to progress and succeed.

Offer avenues to communicate information that results in a collaborative effort among school, students, parents, the community and other educational stakeholders.

Provide opportunities for parent involvement with development of the individualized student transition plan (ISTP).

Offer avenues of systematically delivering other school-wide initiatives in a consistent manner to every student.

Creates opportunities to customized programs designed by educational vendors with school need and deliver in a systematic way.

7) Provide an organized structure for consistent delivery of critical content standards and guidance curriculum for every student.3

Assist each student to gain understanding and acceptance of self and others. Each student will gain a clear definition of what his/her personal gifts,

talents, and skills are, and how to share them with the community. Assist each student in developing study skills, time management skills, and

successful habits that result in higher-level achievement.

Mission Statement

Committed to excellence, the LINKS advisory program educates students to be responsible, productive, ethical and healthy citizens with the ability to think creatively, reason critically, communicate effectively and make learning a lifelong endeavor. The program will promote each student’s academic, career and personal/social development through a consistent connection with a caring adult.

Every school has its own mission, to prepare all students for their careers and adult lives in the 21st Century. Whether it is to prepare students for careers in a certain field, to continue their education, or to be global citizens, these goals and other factors will shape the advisory program to fit your school.

Guidance versus Counseling versus AdvisingGuidance

The help all students receive from teachers, parents, community members, and others to assist with educational and career development.

Counseling The help some students receive from credentialed professional to overcome

personal and social barriers to learning.Advisement

A process to help each student improve his/her chances for long-term employment.

A comprehensive plan to provide students with skills and background to make decisions about his/her education and career.

A plan to aid students in developing self-awareness, option awareness, and decision-making skills.

Rationale

In the changing work place of the 21st century, students need more than reading, writing, and arithmetic; they must be able to solve problems, think critically, communicate effectively, and work in teams. If we are to meet these challenges, we must involve the school, parents, and business community in a collaborative effort to assist our students with decision-making, life skills, and career planning.

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The challenge today is to incorporate essential life skills into schools deliberately, strategically, and broadly. Unless students see the relevance of the courses they take and have a relationship with a caring teacher, rigorous academic courses will not matter.To be successful in the 21st century, students must have a sense of belonging to school and community and understand our expanding global community. As much as students need to learn academic content, they also need to know how to keep learning and make effective and innovative use of what they know throughout their lives.

A student working with a caring adult is much more likely to finish and see high school as meaningful than a student known by no one. Students who have an adult that believes in their potential are more inspired to believe in themselves. When the adult has a genuine interest in an individual student, sees the student as a worthy individual with capabilities, and is willing to help the student achieve their potential, it makes all the difference.

In order to produce successful students in a global community, every student needs a sense of belonging to school and community. As much as students need to learn academic content, they also need to know how to keep learning, and how to make effective and innovative use of what they know throughout their lives. They must be able to solve problems, think critically, communicate effectively, and work in teams. If we are to meet these challenges, we must involve the school, parents, and business community in a collaborative effort to assist our students with decision making, life skills, and career planning. It is through interpersonal relationships that we will be able to help students develop these skills. As we have learned through past experiences, when students are disconnected from the adults in their environment, they often make poor choices that affect us all.

To prepare students for success in a global community, students need to feel that they belong and have a goal. The LINKS program connects each student to an adult in a formalized program that focuses on individualized needs, knowledge, and skills.

Studies show that students who feel connected to their school perform better academically, personally, and socially. The LINKS program connects teachers and students in a personal relationship and helps prepare students to succeed in a global community by addressing social, personal, academic, and career issues.

Students also perform better in school when they see the relevance of the subject matter. An advisory program assists students in career planning by helping them better understand themselves and their abilities and set rigorous academic goals to obtain those goals.5

National Educational InitiativesSix "Guiding Principles" for Redesigning High Schools

Appalachian Regional Resource Centers

Students should feel a personal connection to their high school experience. School guidance programs are important, as are internships and lessons customized to each student's learning style.

All students should be held to high academic and personal standards. Students must believe that what they learn is relevant to their lives; students

should be able to personalize their learning. Teachers should be facilitators, mentors, and coaches. Each student's learning should be monitored and documented. Data about that learning should be used to tweak the system to make it

better.

Goals of Guidance and Advisement ProgramsSouthern Region Education Board

Improve relationships between faculty and students. Allow students to develop a sense of belonging. Promote school as a safe haven for students. Develop a faculty who advocates for students. Monitor Academic progress, attendance and behavioral concerns. Assist students with planning their sequence of courses. Involve parents in their student’s education. Advise on postsecondary education and careers. Ensure students take a “rigorous” core curriculum and choose an appropriate

career cluster / pathway. Ensure student see ‘relevance’ between high school curriculum and goals for

the world of work. Provide a collaborative / systemic approach to engage all students.

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HIGH SCHOOLS THAT WORK TEN KEY PRACTICES

1. Higher Expectations Setting higher standards; getting more students to meet them.

2. Vocational Studies Increasing access to intellectually challenging technical studies, with a major emphasis on using high level math, science, language arts and problem solving skills in the modern workplace and in preparation for continued learning.

3. Academic Studies Increasing access to academic studies that teach the essential concepts from the college preparatory curriculum by encouraging students to use academic content and skills to address real-world projects and problems.

4. Program of Study Having students complete a challenging program of study with an upgraded academic core and a major.

5. Work-Based Learning Giving students and their parents the choice of a system that integrates school-based and work-based learning. The system should span high school and post-secondary studies and should be planned by educators, employers and employees.

6. Teachers Working Together Having an organization, structure and schedule giving academic and technical teachers the time to plan and deliver integrated instruction aimed at teaching high-level academic and technical content.

7. Students Actively Engaged Having every student involved in rigorous and challenging learning.

8. GuidanceInvolving each student and his or her parents in a guidance and advising system that ensures the completion of an accelerated program of study with an in-depth academic or vocational-technical major.

9. Extra HelpProviding a structured system of extra help and extra time to enable students who 7

may lack adequate preparation to complete an accelerated program of study that includes high-level academic and technical content.

10. Keeping Score Using student assessment and program evaluation data to improve continuously the school climate, organization, management, curricula and instruction to advance student learning and to recognize students who meet both curriculum and performance goals.

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(Insert) 21st Century Framework

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Key Elements of High Achieving Schools

The American Student Achievement Institute www.asainstitute.org research shows that the following key elements must be in place for high achieving schools:

Student, faculty, and the community share a common vision for student achievement.

ALL students are surrounded by adults who believe in and support students. Each student, faculty member, parent, and the community member have a

personal reason for wanting to raise student achievement. The concept of high expectations is concretely and clearly described and

measurable. All students clearly understand the expectations that are held for them.

SREB http://www.sreb.org/programs/hstw/publications/2005Pubs/05V25w_guidance_objective8.pd f believes the most effective way to assure these elements are met is through an effective Guidance and Advisement System that:

Connect students to an adult. Connect students with a goal. (This involves a systematic career planning

system for every student.) Connect students and parent through and advisory system assuring they

know how to navigate the system. Parents meet annual with an adviser to address goals and high school plans. Every student has a niche, a place where he or she belongs.

Implementation GuidelinesROLES AND RESPONSIBILITIES

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http://www.sreb.org/programs/hstw/publications/2005Pubs/05V25w_guidance_objective8.pdf

http://www.sreb.org/programs/hstw/publications/2005Pubs/05V25w_guidance_objective8.pdf

http://www.asainstitute.org/

Steering Committee: (administrator, teachers (one per grade level), LINKS coordinator, community and business leaders, post-secondary institution representative, parents, school counselor, student leaders) May use some of the Guidance and Advisement team for the first year of program, meet in summer; then at revisit membership at least annually.

Roles and Responsibilities: Initiate implementation of program within the school. Decide upon logistics of the program.

o time in school day o designation of roles and dutieso who does what o group size o frequency & duration o resources o lessons relevant to the school o mechanism for accountability/evaluation/results

Provides support, input, and recommendations for program development. Look at school-wide data to determine school needs. Develop and monitor program goals and competencies. Participate in making recommendations regarding school and community

needs to the LINKS program. Assist with planning of professional development needs.

Principal/Administration Role and Responsibilities Serve as chief promoter of the LINKS program. Provide support for the organization, development,

implementation, and evaluation of the LINKS program. Work collaboratively to allow time, facilities and resources to

facilitate the LINKS program. Provide maximum assurance that WVDE Policies are followed to

allow the full implementation of the LINKS program Actively monitor LINKS program. Actively collaborate with LINKS Coordinator and LINKS Steering

committee. Provide assistant to struggling LINDS mentors to positively

implement system. Hold non-compliant advisors accountable to positively implement

LINKS program. Recognize and support community members and school

personnel’s important role in implementation of the LINKS program.

LINKS Advisors/Mentors Roles and Responsibilities Provide students guidance to assist with academic, career, and

personal/social development.

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Be the “go to” person to advise him/her, in addition to the counselor. The advisor is not a substitute for the school counselor.

Maintains appropriate student-adult boundaries. Be the primary and consistent contact for parents and guardians,

provider of relevant school information. Develop a partnership with parents/guardians to encourage the

student’s progress. Advocate for his/her students. Monitor academic progress and promote career awareness. Monitor and house career/academic portfolio for students. Work with Coordinator and School Counselor to provide secure

storage folders/portfolio during the summer. Collaborate with Coordinator, School Counselor, and School

Administrator to make certain needed resources are secured. Be aware of student needs regarding attendance, behavior,

academics, extra-curricular, etc., Collaborate with the education team to address student needs. Promote a nurturing environment which promotes communication

between the advisor and students. Facilitate student achievement through collaborative class room

guidance experiences. Foster quality communications and relationships among parents of

students on a regular basis. Where appropriate, serve as a positive role model through the

sharing of personal experiences.

Coordinator Roles and Responsibilities A faculty member selected by the steering committee and/or hired

by the school principal. Could be an extra duty contract. Could have extra planning block(s). Ensures that school-specific needs are addressed. Provides support for the implementation of the LINKS program. The Go-to person for the LINKS program. Attends all training provided by district or state for the LINKS

program. Stays abreast with policies and procedures and changes relevant to

the LINKS program. Assist with delivery and/or scheduling of professional development

for all persons in the LINKS program. Provide/distribute all materials needed to implement curriculum

with assistance of support staff. Collect results data for the program and report steering committee. Coordinate the maintenance of student portfolios Communications with Building Administrator and School Board

regarding program success, funding, and other needs. Provide public relations for the LINKS program.

12

o Promotes and advertises the program to all stake holders which may include, but not limited to:

FlyersWebsites (updated regularly)NewslettersPublic Service AnnouncementsMorning announcements

School Counselor: Roles and Responsibilities Work as a team member to enhance the implementation of the

LINKS program. Serve as resource to LINKS mentors regarding lesson plans and

activities. Provide counseling services to referred students from the LINKS

program. Provide appropriate grade level developmental guidance lessons

on relevant topics not covered by the LINKS program Collaborate and provide consulting services that support the

development and implementation of the program. Respond to on-going needs of the program. Provide educational research for the program. Provide professional staff development on Academic, Career and

Personal/Social domains. Collaborate with LINKS Mentor to develop and revise

Individualized Student Transition Plan (ISTP) annually. Assure students meet all graduation requirements. Share student transcripts, ISTP (5 year plan), career pathway

information, and checklist for LINKS mentors.

Students Roles and Responsibilities Actively engage in the LINKS program. Be an active player in their own career planning. Be responsible. Cooperatively work with adults in the program to insure success. Continual development and maintenance of student portfolio. Tract one’s own graduation requirement credit checklist. Acquire 21st century learning skills.

Become more self-aware, self-managed, and self-directed. Offer and seek peer support when needed. Develop constructive relationships. Develop cooperation and team work skills. Develop leadership and group responsibility Use an ethical decision making model

MATERIALS AND RESOURCES NEEDED TO IMPLEMENT LINKS PROGRAM

13

Teachers need: Explanation of the LINKS program – purpose and implementation. Materials prepared and provided to teachers with minimal

copying, research, etc. Lessons need to be self-explanatory and ready to deliver –

require no preparation. LINKS Advisory Guide by Grade level. Student Workbook/Electronic Lesson Plans. (by grade level) Training on graduation requirements, Programs of Study, credit

checks, etc. Instruction on where and how to store student materials. Computer/audio-video access limited. Sample state model lesson plans by topic and grade level. CSO’s. Individualize materials and content dictated by grade level

needs. Strategies for buy-in. Make advisement a credit requirement for graduation. Incorporate LINKS Program into Senior Projects. Create/revise state policy. State-wide Action Plan for Implementation of the LINKS Program.

Other possible needs: Funding for materials County copy center Develop/Revise/Print/download student workbooks Access to website Professional Development Training Power Points Adequate space for groups to meet

LogisticsGroupings

Groupings of 12-25 students at the same grade level will be used, with options to group

o randomlyo by career cluster/majoro mixed gender/same gendero alphabetically

Students will remain in the same LINKS program for 4 years. Provisions can be made to move student to a new grouping if conflicts

occur between teacher and student that prohibit the student from having a relationship with a caring, concerned adult. Such needs should be brought to the principals attention

14

Offering Credit In order to receive one full credit students over the course of four years of

high school, the student needs to receive a total of 8100 minutes of instruction.

In order to receive ¼ credit per year, the student would need to receive 2025 minutes of instruction per year.

Grading will be issued based on participation and completion of work based on indicators from the LINKS content standards including development of a portfolio.

It is recommended that all LINKS curriculum include a culminating project such as senior projects should be directly related to the academic, career, and personal/social knowledge gained throughout the LINKS program and will be graded in accordance with each county’s standards.

As per Policy 2510, it is strongly recommend that grades 9 – 12 offer LINKS. If offered for credit, students who fail this course will have the F calculated

into the GPA but will not required be retake the following year, but rather would continue to the next grade level of LINKS.

Scheduling Options: 45 minute blocks 11 times in a quarter (9 weeks)

o Once a week plus two extra meetings o Once a week with the lessons extended when lessons require longer

meeting times 30 minute block 16 times in a quarter (9weeks)

o Twice a week It is not recommended to meet in 20 minute or less blocks. Most of the time

is filled with transitioning to class, leaving little time for delivery of meaningful content.

It is not recommended to hold LINKS at the beginning or end of the day, but rotating throughout various periods.

If the lunch periods are long enough to incorporate this time, it can also be used.

If class time is taken for interpretation of state or national assessment results, it can be counted as time accrued toward credit.

School may decrease the number of minutes by combining documented work through a virtual career class approved by the district and state.

It is strongly recommended that LINKS meet daily in order to:o be personally knowledgeable of the students mood, attendance, and

changes in attitude and behavioro replace ‘homeroom’ and distribute relevant school information and

holding students accountableo be able to check in with the student about progress on LINKS out of

class/web based assignments o maintain the personal relationship that is essential to student success.

Advisory lessons should be delivered no less than once a week.

Timeline for Implementation of a “Teachers as Advisers”

15

Advisement Program

August (Pre-planning) Leadership team delivers a presentation to the faculty on HSTW Key Practice

#8 and shares data (attendance rate, failure rates, graduation rates, retention rates, etc) with the faculty that reinforces the need for an advisement program.

Volunteers are recruited for a guidance committee that will develop recommendations on the logistics of an advisement program. Each grade level and department, including the administration needs to be represented on this committee. The administration might assign some people to ensure that each grade level and department is represented in the decision making process.

September The guidance committee visits other schools that have implemented

successful advisement programs or requests teachers from those schools to visit their school to talk to the faculty about their advisement programs. HSTW can provide names of these schools. Conference calls might be more efficient if schools are not close by.

October The guidance committee meets to make recommendations for their

advisement program. The committee can use “Questions That Must Be Answered” as a guideline to ensure that all aspects of an advisement program are considered.

November The guidance committee meets with the Leadership Team to share their

recommendations and to get input/approval for decisions made. The guidance committee shares the recommendations that are decided on at

the Leadership meeting with the faculty to get their input.December

The guidance committee meets to finalize decisions on advisement. A memo is sent to the faculty explaining the logistics of the new advisement

program.January

The guidance committee examines other schools’ advisement curriculums to develop a list of topics that are usually included in advisement curriculums. HSTW can provide examples of advisement curriculums.

February This list of topics is then used in a survey that is sent to teachers and

students to get their input on topics that should be a part of the advisement curriculum by grade level. Other topics that the guidance committee believes are pertinent to their school as well as blanks for additional suggestions should also be a part of the survey.

The guidance committee tabulates the results of the surveys. Based on the results of the surveys, the guidance committee composes a list of topics by grade level for each advisement session that is scheduled for next year.

This list is shared with the Leadership Team to get their input/approval.16

A final list of topics is developed by grade level.April/May

Students are assigned to advisers for next year (on paper). A committee of teachers (can be the guidance committee) are recruited to

write/select lessons for next year’s advisement topics by grade level. At least two teachers should be assigned to each grade level.

June/July The guidance committee/volunteers work (by grade level) for a week during

the summer to select/create lessons for next year’s advisement. All materials needed for each advisement session will be developed.

Send information about the new advisement program to parents and students in the welcome back letter that the principal sends before school starts.

August Send information about the new advisement program to parents and

students in the welcome back letter that the principal sends before school starts.

Provide staff development on the purpose of the LINKS advisement program, the logistics of the new program and the role of the adviser. It is recommended that this be at least a full day of training.

Provide each adviser with a plastic crate that contains folders with the names of their advisees, relevant test scores, award certificates, unofficial transcript and a copy of the student’s ISTP.

Hold first LINKS Session. Have Advisors complete “Session Feedback” forms. Collect and tally results.

First Open House (At the very beginning of school) Hold parent assembly to give an overview of the LINKS Program. Give

parents a brochure with Mission, Rationale, goals, a curriculum map and schedule.

Have parents go to the Advisor’s room at the beginning of the Open House to meet their student’s adviser, to learn about the role that the adviser will have with both parents and students during the year and to learn about the purpose of the advisement program.

September Hold brief advisory staff meeting to share results of survey and share

problems and solutions Hold LINKS session and ask advisors who have concerns to complete

feedback form and give to LINKS coordinator for review and program improvement.

October – November Continue holding LINKS sessions. Principals, counselors and LINKS coordination set up a schedule so that each

Advisory group is observed at least once and appropriate feedback and support is provided.

December Advisors meet individually with each student to review academic and career

plan and discuss any personal/social concerns.17

Continue holding LINKS sessions. Conduct student session evaluation.

January Continue holding LINKS sessions. Conduct student and advisor end of semester program evaluation.

February Continue holding LINKS sessions. Conduct training on scheduling, Programs of Study, and how to assist

students and parents complete ISTP Plans. Hold individual parent/student conferences with each advisee.

March – April Continue holding LINKS sessions. Repeat organized walk through.

May Complete Student/Advisor Program evaluations. Continue holding LINKS sessions. Tally evaluations. Share results with LINKS advisors. Hold faculty meeting. Tweak Program as needed for next year.

Timeline to Expedite Implementation or Redesign Current Program

“HSTW Sites”2008-09

April (Pre-planning) Look at the advisory program you have in place and see how it aligns with

the LINKS program. Complete “Teachers as Advisors Implementation Rubric.” Meet with Steering Committee and/or Guidance and Advisement Team and

determine what fits with your program. Determine what to change, delete, or add.

The guidance committee meets to make recommendations for their advisement program. The committee can use “Questions That Must Be Answered” as a guideline to ensure that all aspects of an advisement program are considered.

Leadership team delivers a presentation to the faculty on Key Practice #8 and shares data (attendance rate, failure rates, graduation rates, retention rates, etc.) with the faculty that reinforces the need for an advisement program.

An overview of the LINKS Program is given at a school-wide faculty meeting. Volunteers are recruited for a steering committee that will develop

recommendations on school specific logistics of your LINKS advisement program. Each grade level and department, including the administration, needs to be represented on this committee. The administration might assign

18

some people to ensure that each grade level and department is represented in the decision making process.

May (Pre-Planning) A survey is developed and disseminated to solicit input from faculty and

students to gain input regarding:o Logistics (when and how to fit in school schedule)o Credit/no credito Lesson topicso Roles and responsibilities

The guidance committee visits other schools that have implemented successful advisement programs or requests teachers from those schools to visit their school to talk to the faculty about their advisement programs. HSTW can provide names of these schools. Conference calls might be more efficient if schools are not close by.

June (Pre-Planning) The guidance committee meets with the Leadership Team to share their

recommendations and to get input/approval for decisions made. The guidance committee shares the recommendations that are decided on at

the Leadership meeting with the faculty to get their input.June/July (Pre-Planning and Program Development)

Tabulate survey results. The LINKS steering committee/volunteers work (by grade level) for a week

during the summer to select/create topics/lessons for next year’s advisement. All materials needed for each advisement session will be developed/selected by this team. At least two teachers should be assigned to each grade level.

A committee of teachers are recruited to develop public relations materials, brochures, websites, parent letters for next year’s advisement topics by grade level

Students are assigned to advisers for next year. August

Send information about the new advisement program to parents and students in the welcome back letter that the principal sends before school starts.

Provide staff development on the purpose of the LINKS advisement program, the logistics of the new program and the role of the adviser. It is recommended that this be at least a full day of training.

Provide each adviser with a plastic crate that contains folders with the names of their advisees, relevant test scores, award certificates, unofficial transcript and a copy of the student’s ISTP.

Hold first LINKS Session. Have Advisors complete “Session Feedback” forms. Collect and tally results.

First Open House (At the very beginning of school) Hold parent assembly to give an overview of the LINKS Program. Give

parents a brochure with Mission, Rationale, goals, a curriculum map and schedule.

19

Have parents go to the Advisor’s room at the beginning of the Open House to meet their student’s adviser, to learn about the role that the adviser will have with both parents and students during the year and to learn about the purpose of the advisement program.

September Hold brief advisory staff meeting to share results of survey and share

problems and solutions. Hold LINKS session and ask advisors who have concerns to complete

feedback form and give to LINKS coordinator for review and program improvement.

October – November Continue holding LINKS sessions. Principals, counselors and LINKS coordination set up a schedule so that each

Advisory group is observed at least once and appropriate feedback and support is provided.

December Advisors meet individually with each student to review academic and career

plan and discuss any personal/social concerns. Continue holding LINKS sessions. Conduct student session evaluation.

January Continue holding LINKS sessions. Conduct student and advisor end of semester program evaluation.

February Continue holding LINKS sessions. Conduct training on scheduling, Programs of Study, and how to assist

students and parents complete ISTP Plans. Hold individual parent/student conferences with each advisee.

March – April Continue holding LINKS sessions. Repeat organized walk through.

May Complete Student/Advisor Program evaluations. Continue holding LINKS sessions. Tally evaluations. Share results with LINKS advisors. Hold faculty meeting. Tweak Program as needed for next year.

Connecting LINKS to Other School-Wide Initiatives

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Building Strategic Partnerships

In 2008 the West Virginia Board of education adopted “PARENT, FAMILY, AND COMMUNITY INVOLVEMENT IN EDUCATION” Policy 2200 supporting strategic partnerships to enhance student success.

Section 2.1. The West Virginia Board of Education believes that parent, family, and community involvement at early childhood, middle and adolescent levels is absolutely fundamental to a healthy system of public education. Strong partnerships between homes, schools, and communities are needed to ensure a quality education for all children. Parents, teachers, and community members, by fostering a sense of cooperative responsibility, can reinforce each other’s efforts. Parents, as their children’s first and most enduring teachers, can complement their children’s school learning and behavior by serving as collaborators in the educational process. Community involvement, including strong business partnerships, promotes a safe and supportive school climate that connects students to a broader learning community. The resulting home-school-community partnerships can have positive effects on parent, teacher and student attitudes, classroom instruction, and student achievement.

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CLASSROOM ACTIVITIES

Career CruisingPilot Agreement

Each school that is part of the Model Schools Group (High Schools That Work) will receive one pilot login to access the program from April 2008 to June 2009. Students will have access to the Career Cruising website September 1, 2008 to June 1, 2009. The pilot login will be shared amongst all of the staff and students that go to the particular school. Usage of the program is not only restricted to the school’s computers. Staff, students and parents may also access the program from home or the public library. Staff is welcome to use the program for classroom preparation. User’s manuals and classroom activities will also be provided as part of the pilot. Training will be provided on April 1st and 2nd by Pamela Gabbard. Career Cruising has put together a suggested timeline for implementation of the pilot. April-May: Staff and students will have this time to explore the program and be introduced to it. May-Aug: Staff will use the program and classroom activities to plan for the fall. Students can continue to explore the program. Aug-Dec: Staff will use the program regularly in class with students and implement the curriculum plan with respect to each grade. In December, staff will gather feedback from students.

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2007

Jan-May: Staff will use the program regularly in class with students and implement the curriculum plan with respect to each grade. In May, staff will gather feedback from students and evaluate success of Pilot. Provide HSTW staff and Career Cruising with Successes and Challenges

Contact persons:

Janice Wong [email protected] Pam Gabbard [email protected]

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ACTIVITY #1 – SCHOOL SUBJECTS & CAREERS.........................................2Worksheet for Activity #1 – School Subjects & Careers.........................................3

ACTIVITY #2 – USING SCHOOL SUBJECTS IN THE WORKPLACE..................5Worksheet for Activity #2 – Using School Subjects in the Workplace....................6

ACTIVITY #3 – USING CAREER MATCHMAKER..........................................8Worksheet for Activity #3 – Using Career Matchmaker.........................................9

ACTIVITY #4 – YOUR CAREER IDEAS & CAREER MATCHMAKER................12Worksheet for Activity #4 – Your Career Ideas & Career Matchmaker.................13

ACTIVITY #5 – USING CAREER SELECTOR..............................................17Worksheet for Activity #5 – Using Career Selector..............................................18

ACTIVITY #6 – PEOPLE, INFORMATION, AND THINGS.............................21Worksheet for Activity #6 – People, Information, and Things..............................22

ACTIVITY #7 – CAREER CLUSTERS RESEARCH PROJECT..........................25Worksheet for Activity #7 – Career Clusters Research Project............................26

ACTIVITY #8 – CAREER FAIR PROJECT...................................................29Worksheet for Activity #8 – Career Fair Project...................................................30

ACTIVITY #9 – CAREER INTERVIEW PROJECT..........................................31Worksheet for Activity #9 – Career Interview Project..........................................32

ACTIVITY #10 – DISCOVERING YOUR WORK SKILLS................................37Worksheet for Activity #10 – Discovering Your Work Skills.................................38

ACTIVITY #11 – USING MY SKILLS.........................................................46Worksheet for Activity #11 – Using My Skills.......................................................47

ACTIVITY #12 – COLLEGE RESEARCH EXERCISE.....................................50Worksheet for Activity #12 – College Research Exercise.....................................51

ACTIVITY #13 – FINDING THE RIGHT COLLEGE.......................................54Worksheet for Activity #13 – Finding the Right College.......................................55

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Table of Contents

Roads to Success

25

Strategic Partnerships with… WV Colleges and Universities

Examples of ways to collaborate

Colleges are rich with resources and ideal stakeholders to build strategic partnerships. Since 65% of the job market requires skilled training beyond high school, local community colleges can benefit from students receiving accurate information about the workplace and change ‘out of date’ messages we continue to give our students and steer students towards more relevant post-secondary choices. They can help build the school’s capacity by working as partners with the LINKS program to educate students about:

job market trends course selections the importance of rigor being a successful college student dual credit and EDGE credits financial aid and scholarships workforce demands skills and attitudes necessary for success technology tools

Colleges and Universities provide opportunities for students considering a four-year college to:

visit a college campus obtain information from students and faculty to assist with:

making relevant course selections to compliment post-secondary plans understanding how college is different than high school learning about living on a college campus do’s and don’ts of college success

Schools can partner with colleges and universities to: hold college day programs provide career speakers hold ACT/SAT Prep courses assist students write winning essays assist with interview expositions and senior projects

Strategic Partnerships with… Community & Technical Colleges

Examples of ways to collaborateCommunity and Technical Colleges are rich with resources and ideal stakeholders to build strategic partnerships. Since 65% of the job market requires skilled

26

training beyond high school, local community colleges can benefit from students receiving accurate information about the workplace and change ‘out of date’ messages we continue to give our students and steer students towards more relevant post-secondary choices. They can help build the school’s capacity by working as partners with the LINKS program to educate students about:

job market trends course selections the importance of rigor being a successful college student dual credit and EDGE credits financial aid and scholarships workforce demands skills and attitudes necessary for success technology tools

Community colleges provide opportunities for all students to visit a college campus and obtain information from students and faculty to assist with making relevant to their post-secondary plans. Since more jobs require a two-year degree or less, it makes since that we seek help from community colleges and technical schools to get student to initially enter these institutions. When the student has completed the two year program successfully and his career choice requires a four year program, he/she is more likely to complete the four year program successfully.

27

LINKS Curriculum

Guide to Delivering Links Lessons

Links is designed to be a facilitated learning experience.

Links lesson plans are designed to require very minimal preparation on the part of the advisor.

The LINKS program is a collaborative partnership between all school staff members. Staff Roles have been clearly defined and designed to assist advisors as little as possible.

LINKS lessons are designed to teach students to be self-directional and can be:o student ledo completed in a cooperative learning groupso completed by the student in a self-directed learning experienceo facilitated by the advisor rather than lecturing and delivering content

All lesson plans and materials will be provided to advisors at least two weeks in advance.

Weekly or monthly training will be provided as needed to prepare advisors for lesson delivery.

28

Leave this page for Rubric to evaluate student engagement

29

LINKS Student Advisement ProgramCurriculum Delivery Schedule TemplateRecommended Topics by Grade Level

Topics selected are designed to meet content standard requirement for each grade level. Schools can rearrange or substitute topics/lessons as long as all content standards are addressed at each grade level.

Lessons 9th Lesson 10th 11th 12th

Quarter 1

9.1

Introduction to High School10.1

Sophomore Year Orientation11.1

Junior Year Orientation12.1

Senior Year Orientation

9.2Orientation to LINKS ProgramSetting Ground RulesReviewing LINKS Curriculum and Identifying Student Needs

10.2LINKS Program Review/Ground RulesReview Goals Letter, Set New goals 11.2

Junior Checklist - WV Ed Planner, Understanding School Specific goals for Junior Year, Credits/Graduation Checklist

12.2Update Portfolio/Transcript/Graduation Checklist/WESTEST Results/Extracurricular Update

9.3Preparing/Organizing for Academic Success 10.3

Graduation Requirements—ChecklistUpdate portfolios 11.3

Interpretation of test results/WESTEST, Writing Assessment, (Acuity) – Damon

12.3Senior year Checklist – ACT/SAT; Scholarships; Essays

9.4Goal Setting- - Roads to Success 8-4

10.4Sophomore Timeline—WV Planner Understanding PLAN/PSAT/WESTEST Results

11.4Study Skills Assessment/Plan Support Services – Damon 12.4

College Day PrepQuestion to AskDocumentation Forms

9.5High School Expectations/Responsibilities (21st Century Skills) Goals Letter

10.5Study Skills Assessment and Student Plan 11.5

Reading for Comprehension – Damon 12.5

ACT/SAT/ASVAB/WorkKeys Test Prep

9.6Understanding Midterm Report/Graduation Requirement 10.6

Support Services – Tutoring, etc.11.6

ACT/SAT Prep – Chicago – Roads to Success – Missouri 12.6

Senior Project Update -

9.7Study Skills Assessment

10.7ACT Plan Prep – Damon

11.7How to Prepare for College Visits – Questions/Documentation 12.7

Filling out a Post-Secondary Application College/CC

9.8The Art of Learning - - Brain Stretching Roads to Success 10.8

Test Taking Strategies11.8

Time Management – Damon12.8

Requesting References/Recommendations RTS Barb

9.9A Place to Belong (Clubs, etc.)

10.9Introduce Three-Year Plan. Homework – During 2nd Quarter Explore Careers in Each Career Cluster. Due by Lesson 3-2

11.9Scholarship Search RTS WV ED Planner, Career Cruising Parent Handbook

12.9Post Graduation Action Plan RTS

9.10Building Your PortfolioStages of Career PlanningIntroduction to Virtual Career Website

10.10Review Agriculture/Science/Natural Resources; Arts/Humanities; Business/Marketing

11.10Today not Tomorrow - Chicago

12.10Military Careers/Exploring Opportunities

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1st Assignment (Self-exploration)

9.11Optional

10.11Optional

11.11Optional

12.11Optional

Quarter 2

9.12

Timeline - - WV PlannerReality Check/First ReportCard 10.12

Review Engineering/Technical; Health Science/Human Services 11.12

Rights and Responsibilities – Chicago (9) 12.12

Making Your Resume Shine – WV Education Planner

9.13Where to Go; When to Tell - - Community Resources 10.13

Developing Peer Leadership Chicago (Exploring Leadership 11) + D98 11.13

Communication Feelings – Chicago12.13

Communication Skills – Chicago

9.14Making and Keeping Friends – Chicago Peer Pressure High School 10.14

Critical Thinking Damon11.14

Update Resume – Chicago12.14

Apprenticeships/Labor Unions

9.15 Why School? Chicago 10.15 Team Buildinghttp://wilderdom.com/games/InitiativeGames.html

11.15 Resources for Finding Employment, Volunteer Opportunities, Internship

12.15 Post Secondary Planning – Promise, Job Apps, ASVAB, CC, Tech Schools

9.16

How My Grades Affect My Future - - GPA, Promise, NCAA Clearinghouse, Credit Recovery. How courses relate to college plans. Looking back, looking forward (Chicago)

10.16

Improving Organizational Skills – Chicago

11.16

Completing Job Application – Deb Hall

12.16

Financial Literacy – Credit and Debt RTS

9.17Decision Making. Roads to Success 8-5 10.17

Note Taking - Damon Chicago11.17

Interview Skills – RTS12.17

Financial Literacy – Credit Cards RTS

9.18Interest Inventory Roads to Success 9-6, 9-7 Hollins Inventory, Explore Scores, ASVAB/Career Direction

10.18Learning Strategies – Damon

11.18Workplace Behavior - RTS

12.18Financial Literacy – Car Ownership I – II RTS

9.19 Career Research - - Career Cruising 9-8, 9-9 – WV Education Planner 10.19

ACT PLAN Results/World of Work11.19

Life Plan – Getting to Retirement – Barb 12.19

Living Expenses – Housing Expenses and Leases RTS

9.20Programs of Study - - WVDE Site Career/Technical 10.20

Internet Safety/Social Networking11.20

Update Career Interest Inventory/Career Plan – Holland CC WV Ed Plan

12.20Checking/Savings Accounts

9.21Test Taking Skills/Preparing for Semester Exams - Chicago 10.21

Academic Success and Failure - Chicago 11.21

Creating Winning Essays – RTS WV ED Plan CC 12.21

FAFSA I How to Complete

9.22Optional

10.22Optional

11.22Optional

12.22Optional

Quarter 3

9.23

Anger Management10.23

Update Portfolio – Extracurricular Activities, Community Service 11.23

Stress Management Fun – I’m in a Hurry to Get Things Done – Damon – Deb

12.23FAFSA II

9.24Conflict Resolution

10.24Goals Progress –Reread Letter, Progress Toward Choosing a 11.24

Transcript Portfolio Update/Graduation Checklist/Draft 12.24

Graduation Transcript Checklist/Portfolio Update

30

http://wilderdom.com/games/InitiativeGames.html

Concentration, Checklist Senior Schedule

9.25WESTEST 2/Writing Assessment Test Prep/Understanding Relevance - Damon

10.25Transcript Review, Update Graduation Requirement Checklist, AP, EDGE, Dual Credit

11.25Designing a Senior Project – Damon

12.25Staying Motivated/Staying on Track

9.26Trans-scripting/Looking Ahead/Scheduling 10.26

Begin Planning Senior Project11.26

Relating School to Career – Chicago12.26

Work Ethics/Personal Responsibility – Chicago – Deb Hall

9.27Educational Choices/Opportunity Cost - Cost of College, EDGE, Dual Credit, Financial Aid, AP

10.27Improving Communication With Parents - Chicago 11.27

Review for WESTEST 2 Online Writing Assessment 12.27

Connecting to Community

9.28Rights/Responsibilities/Entitlements - Chicago 10.28

WESTEST 2 Writing Assessment11.28

Personal/Group Responsibility; Cooperative Groups 12.28

Transitioning to from Classroom to Careers . . . Successful Communication – Louisiana Conflict Resolution

9.29Safe Dating/Healthy Relationships

10.29Self-Esteem/Self Control

11.29Personal Finance/Budgeting Treasurer’s Office – Real Games 12.29

Post Graduation Anxiety

9.30Risk Taking Behavior – Missouri http://www.missouricareereducation.org/CDs/GuidanceLessons/PS3-Gr10-Unit1-Lesson3.pdf

10.30Everybody’s Doing it – Ethical Behavior I 11.30

Lifestyles/Careers/Educational Obtainment Treasurer’s Real Games 12.30

Make New Friends but Keep the Old

9.31Respect for Self and Others

10.31Everybody’s Doing it – Ethical Behavior II 11.31

Dealing with Diversity/Global Awareness Prejudice/Discrimination – Deb Hall “Did You Know?”

12.31Read 9th Grade Goals Letter/Self Evaluate/Write a Do’s/Don’ts of Goal Attainment to Sophomores

9.32 Community Service - Debbie Hall 10.32 What Can We Learn From Our Seniors?11.32

Peanut Activity – Barbara – Diversity 12.32

Sophomore Presentations Do’s and Don’ts or “Work on Senior Projects”

9.33Optional

10.33Optional

11.33Optional

12.33Optional

Quarter 4

9.34

Getting Along with Others—Diversity Martinsburg or Chicago 10.34

Coping with Self-Defeating Behavior I, Chicago 11.34

Almost Seniors – Am I Ready? Chicago 12.34

Take a Deep Breath – Stress management

9.35Active Listening—Chicago, Missouri – Damon 10.35

Coping with Self-Defeating Behavior Il - Chicago 11.35

Job Readiness – ChicagoCulminating Project (Interview Exposition)

12.35Finalizing Senior Projects

9.36Assertive vs. Aggressive Communication/Behavior Chicago 10.36

Learning to Learn - Damon11.36

Thinking Like a Genius – Damon12.36

Finalizing Senior Projects

9.37Problem Solving

10.37Multiple Intelligences - Chicago and Damon 11.37

WESTEST Prep – Damon12.37

Finalizing Senior Projects Culminating Project Week

9.38Resume Building

10.38Prepare for WESTEST/Review of Test Taking Skills 11.38

Education after HS- RTS - Evaluating Programs 12.38

College and Workforce survival Tips

31

http://www.missouricareereducation.org/CDs/GuidanceLessons/PS3-Gr10-Unit1-Lesson3.pdf



9.39Student Led Career Awareness

10.39Stress Management

11.39Education after HS- RTS - Choosing a College 12.39

Living on my Own “Motivating Without Mom”

9.40Student Led Career AwarenessCulminating Project (Get a Life)

10.40Work Ethics and Professionalism Culminating Project (Get a Life II)

11.40Education after HS- RTS – College Research I 12.40

School Experience Evaluation/plan Survey – Missouri

9.41Update Portfolio, Introduction to Senior Project 10.41

How to Meet Service Learning11.41

Education after HS- RTS – College Research II 12.41

Senior Year/LINKS Evaluation

9.42Self-Evaluation/Setting New Goals

10.42Planning For a Safe Summer - Chicago

11.42Education after HS- RTS – College Research III 12.42

Graduation Readiness

9.43Evaluating the 9th Grade Experience/Advisee Program 10.43

Evaluating LINKS Experience11.43

Evaluating Junior Year12.43

9.44Optional

10.44Optional

11.44Optional

12.44Optional

LINKS Student Advisement Program Additional Topics

Academic Lesson Plans

Terms Grade Level

Content Area

Content Standards & Objectives Lesson Title Resources

1st

Term9 Academic AA9.1.1 participate in an introductory activity Ice Breakers Lesson Plan

AA1

32

9 Academic AA9.1.2 use appropriate speaking and listening skills Mentor Information

Lesson Plan AA2

9Academic

AA9.1.3 create grade-level real-world appropriate story problems using multiple strategies including simple ratios, justify the reason for choosing a

particular strategy and present results

Credits and Grades

Received

Lesson Plan AA3

9 Academic AA9.1.4 utilize graphs and charts to analyze the word to develop personal goals Graduation

Requirements

Lesson Plan AA4

2nd

Term9

Academic

AA.9.1.5 increase the amount of independent reading and preparing for assignments

Self-test: How do you study

Lesson Plan AA5

9

Academic

AA.9.1.6 recognize and explain the specific learning style based upon self-test Self-test for Learning Styles

Lesson Plan AA6

9 Academic AA.9.1.7 create a well-developed method of taking notes Taking Class Notes Lesson Plan AA7

9Academic

AA.9.1.8 utilize listening skills to improve note taking

Taking Lecture Lesson Plan

AA8

33

http://www.dartmouth.edu/~acskills/success/notes.html


Notes

3rd Term 9

Academic

AA.9.1.9 Employ drafting strategies for specific writing tasks

Writing Assessment

Lesson Plan AA9

9Academic

AA9.1.10 practice correct use of study skills for various class assignments Study Skills Lesson Plan AA10

9

Academic

AA.9.1.11 utilize management skills to control anxiety Managing Your Anxiety

Lesson Plan AA11

4th Term 9

Academic

AA.9.1.12 employ appropriate classroom skills to prepare for the WESTEST WESTESTPreparation

Lesson Plan AA12

9Academic

AA.9.1.13 develop skills to manage stress Managing Your Stress

Lesson Plan AA13

9Academic

AA.9.1.14 identify strategies for time manage Managing Your Time

Lesson Plan AA14

1st Term 10Academic

AA.10.1.1 generate a document for following credits needed

Credits and Grades Received

Lesson Plan AA15

34

http://www.dartmouth.edu/~acskills/success/time.html

http://www.dartmouth.edu/~acskills/success/time.html

http://www.dartmouth.edu/~acskills/success/stress.html





10Academic

AA.10.1.2 practice correct use of graduation requirement formatGraduation

Requirements

Lesson Plan AA16

10

Academic

AA10.1.3 practice correct use of study skills for various class assignmentsStudy Skills

Lesson Plan AA17

2nd Term 10

Academic

AA.10.1.4 develop a variety of strategies to improve learning Learning Strategies Lesson Plan AA18

10Academic

AA.10.1.5 Use learned skills to improve ACT performance ACT Plan Lesson Plan AA19

10Academic

AA.10.1.6 develop vocabulary skills by participating in educational games Vocabulary Games Lesson Plan AA20

10Academic

AA. 10.1.7 acquire knowledge an utilize it in solving problems Problem Solving Lesson Plan AA21

3rd Term 10 Academic AA.10.1.8 address specific writing purposes to create a well-developed composition from a prompt

Writing Assessment

Lesson Plan AA22

10 AA.10.1.9 identify strategies to increase knowledge Learning to Learn Lesson Plan

35

Academic AA23

10Academic

AA.10.1.10 recognize and explain the specific learning style based upon self-test Learning Style Inventory

Lesson Plan AA24

10Academic

AA.10.1.11 identify the different intelligences Intelligence Survey Lesson Plan AA25

4th Term 10 Academic AA.10.1.12 employ appropriate classroom skills to prepare for the WESTEST WESTESTPreparation

Lesson Plan AA26

10

Academic

AA.10.1.13 access and evaluate a variety of sources Find Your Strengths Lesson Plan AA27

10Academic

AA. 10.1.14 understand, communicate and participate in activities to learn Learning as a Performer

Lesson Plan AA18

10

Academic

AA.10.1.15 recognize and utilize the concept of critical thinking Critical Thinking Lesson Plan AA29

36

1st Term 11

Academic

AA.11.1.1 generate a document for following credits needed Credits and Grades Received

Lesson Plan AA30

11Academic

AA.11.1.2 practice correct use of graduation requirement format Graduation Requirements

Lesson Plan AA31

11Academic

AA11.1.3 practice correct use of study skills for various class assignments Study Skills Lesson Plan AA32

11Academic

AA.11.1.4 explain components of developing a project Problem Based Learning

Lesson Plan AA33

2nd Term 11Academic

AA. 11.1.5 practice and master listening, speaking and viewing by using a variety of techniques

Classroom Presentation

Lesson Plan AA34

11Academic

AA.11.1.6 employ learning strategies to answer questions ACT Lesson Plan AA35

11

Academic

AA.11.1.7 Create a well-developed plan for taking notes Lecture Notes Lesson Plan AA36

11Academic

AA.11.1.8 employ learning strategies in developing a graph or chart Mapping Lesson Plan AA37

37

3rd Term 11Academic

AA.11.1.9 address specific writing purposes to create a well-developed composition from a prompt

Writing Assessment

Lesson Plan AA38

11

Academic

AA.11.1.10 Utilize listening skills and note taking strategies Note Taking Lesson Plan AA39

11Academic

AA.11.1.11 Utilizing memory recall to improve test scores Using Memory Lesson Plan AA40

11Academic

AA.11.1.11 Utilizing memory recall to improve test scores Using Memory Lesson Plan AA41

4th Term 11Academic

AA.11.1.12 employ appropriate classroom skills to prepare for the WESTEST WESTESTPreparation

Lesson Plan AA42

11Academic

AA.11.1.13 use various reading skills for literary experience, information and performing a critical task

Critical Reading Lesson Plan AA43

11Academic

AA.11.1.14 employ reading strategies for various reading purposes Reading Difficult Materials

Lesson Plan AA44

11Academic

AA.11.1.15 recognize and use various reading methods Reading Methods Lesson Plan AA45

38

1st Term 12

Academic

AA.12.1.1 generate a document for following credits needed Credits and Grades Received

Lesson Plan AA46

12Academic

AA.12.1.2 practice correct use of graduation requirement format Graduation Requirements

Lesson Plan AA47

12

Academic

AA12.1.3 recognize the importance of speech communication in everyday life Speaking Skills Lesson Plan AA48

12Academic

AA.12.1.4 organize a project for presentation Organizing Projects Lesson Plan AA49

2nd Term 12

Academic

AA.12.1.5 utilize work with group to complete a project Group Projects Lesson Plan AA50

12Academic

AA.12.1.6 practice different cooperative learning strategies to improve learning Cooperative Learning Lesson Plan AA51

12

Academic

AA.12.1.7 identify and utilize a variety of test taking strategies Test Taking Lesson Plan AA52

12Academic

AA.12.1.8 Identify and utilize strategies how to take true/false tests True/False Tests Lesson Plan AA53

39

3rd Term 12Academic

AA.12.1.9 employ learning strategies to answer questions ACT Lesson Plan AA54

12

Academic

AA.12.1.10 Identify and utilize strategies how to take multiple choice tests Multiple Choice Tests Lesson Plan AA55

12

Academic

AA.12.1.11 Identify and utilize strategies how to take short answer tests Short Answer Tests Lesson Plan AA56

12Academic

AA.12.1.8 Identify and utilize strategies how to write essay exams Essay Exams Lesson Plan AA57

4th Term 12Academic

AA.12.1.9 produce a suitable project for use in a researched project Senior Project Lesson Plan AA58

12Academic


12

Academic


12Academic


40

LINKS Student Advisement Program Additional Topics

Career Lesson Plans

Grade Level

Content Area

Content Standards & Objectives Lesson Title Resources Delivery System

9 Career HS-B1.5 –Articulate-verbally and in writing – future plans.

Portfolio Introduction PortfolioHandout, Freshman Planner Worksheets

Advisor

9 Career HS-B1.5 –Articulate-verbally and in writing – future plans.

WV education planner set-up accounts.

wveducationplanner.org Advisor

9 Career HS-B2.1 –Make annual revisions as appropriate to their

flexible career plans.

Career Assessment Career Key Advisor

9 Career HS-B1.1 – Reexamine their career interests annually based on their experiences and update

career interest inventory.

Research Career Interest Internetwvplanner

Advisor

9 Career HS-B2.3 –Research specific occupations identified in their

revised career plans.

Careers and Salaries Handout, WV Clearinghouse website Advisor

9 Career HS-B2.3 –Research specific occupations identified in their

revised career plans.

High School Timeline On-linewvplanner

Advisor

41



Update Five Year Plan based on career interest

5-Year Plan, Schedule Advisor



Begin Resume Building Internet Advisor

Grade Level

Content Area


10 Career

HS-A2.1 Annually revise their postsecondary education goals as appropriate to reflect changes

in their career goals.HS-C2.5 Develop a log of their school, work and

community activities.

Career Portfolio Review and Updates

Portfolio/Computer to complete assignment (www.wveducationplanner.org )

HandoutAdvisor

10 Career HS-A1.2 Analyze their most recent standardized test results to identify strengths and challenges.

Information for PLAN using the world of work map. www.ACT.org Advisor

10 Career HS-A3.1 Discuss the relationship between their plans, goals, grades and test scores. Career Assessment Links on the Edline Page Advisor

10 Career HS-A3.2 Evaluate how their K-12 education has prepared them for the future.

Test taking strategies to use on all tests. Explore/PLAN information Advisor

10 CareerHS-B1.2 Discuss the employment outlook for

occupations of interest. Programs of Study (Concentrations)

Use the State Career Tech Program to select a program and modify it.

Advisor

10 Career HS-A1.3 Identify sources or extra help available to students needing academic support.

What can we learn from our seniors??

Have selected students to come as guest speakers to share insight.

Advisor


Success of working on a Team! How to work collaboratively Advisor

10 Career HS-B2.3 Research specific occupations identified in their revised career plans. Exposure to a Career www.discoveryeducation.com in the career

section.Advisor

10 Career HS-B3.2 Analyze workforce readiness in terms of their self-management skills.

Work Ethics/ Professionalism Video, Worksheet Advisor

Grade Level

Content Area


10 CareerHS-B1.5 Articulate-verbally and in writing-future

plans.Oral/ Written

Communication Skills in the Work World

Handout- My Sophomore Planner Advisor

42

http://www.discoveryeducation.com/

http://www.ACT.org/

http://www.wveducationplanner.org/

11 Career HS-A1.2 Analyze their most recent standardized test results to identify strengths and challenges.

Reviewing Test Results Test results Advisor

11 Career HS-A2.1 Annually revise their postsecondary education goals as appropriate to reflect changes

in their career plans.

Revising Career Goals Previous career plan, current career requirements, internet access

Advisor

11 Career HS-C2.2 Describe decisions young adults make and the possible consequences of those decisions.

Consequences of Decisions Worksheet Advisor

11 Career HS-C3.2 Identify stressors common to young adults and describe appropriate stress

management techniques.

Stress Management Worksheet, Role-modeling Activities Advisor

11 Career HS-A1.1 Analyze their time use and make plans for revision as needed.

Time Management Worksheet Advisor

11 Career HS-B3.1 Compare and contrast self-management expectations of the school and self-management

expectations of the work place.

Self-Management between school and work

Comparison Worksheet, Student Handbook Guest Speaker from Community Business

11 Career HS-B2.3 Research specific occupations identified in their career plans.

Exploring Careers Internet Access, WV Clearinghouse webpage

Advisor

Grade Level

Content Area


11 Career HS-B2.4 Identify several resources for finding employment.

Employment Resources Classifieds in local papers, Internet Advisor

11 Career C:A2.6 Learn how to write a resume.HS-B2.2 Revise their resume annually to include

their most recent experiences.

Writing a Resume

11 Career HS-B2.5 Describe effective practices for interviewing.

HS-B2.6 Demonstrate effective interviewing skills.

Interviewing Skills Video, Role-Modeling Advisor

11 Career C: B2.5 Maintain a career planning portfolio.HS-B2.1 Make annual revisions as appropriate to

their flexible career plans.

Portfolio Portfolio Materials Advisor

43

12 Career HS-A1.1 Analyze their time-use and make plans for revision as needed.

Making Senior Year Count Senior Assembly Principals, Advisors

12 Career HS-B2.1 Make annual revisions as appropriate to their flexible career plans.


12 Career HS-B3.3 Identify sources for recommendations for post secondary options.

Finding a Recommendation Checklist Advisor

12 Career HS-B1.6 Submit application(s) for post-secondary education./jobs.

Completing Applications (jobs/college)

Internet Access – WV Mentor Advisor

12 Career HS-A2.4 Describe how to find and apply for need-based financial aid.

Financial Aid for Post-secondary

Internet, Financial Aid Applications Advisor

Grade Level

Content Area


12 Career HS-B3.2 Analyze workforce readiness in terms of their self-management skills.

Work Ethics Video, Worksheet Guest Speaker from Community Business

12 Career Handling Money and Credit Matters Responsibly

Video, Worksheets (ABC’s of Credit Card Finance)

Or Assembly

Guest Speaker from Community Business

(Bank)12 Career HS-B2.2 Revise their resume annually to include

their most recent experiences.Resume Updating Resume, Computer Advisor


Evaluating Your Education Survey Advisor

12 Career HS-B2.1 Make annual revisions as appropriate to their flexible career plans.


44

PERSONAL/SOCIAL Additional TopicsLessons 9th 10th 11th 12th

Quarter 1Transition from MS to HS Cooperation/Team Building Enabling Issues Stress ManagementFostering Independence (self-monitoring of grades, etc)

Communication Skills Cooperation/Team Building Decision Making Skills

Extracurricular Involvement Conflict Resolution Interpersonal Skills Cooperation/Team BuildingSuccess Focus Establishing priorities in

extra-curriculum activities Community Service Interpersonal SkillsCommunity Service and advantages of Involvement Goal Setting

Community Service

Cooperation/Team Building Community Service Attendance IssuesInterpersonal Skills

Quarter 2Character Building (6 pillars) Character Building (6 pillars) Character Building

(6 pillars)Character Building (6 pillars)

Self-Esteem Relationship Issues, (Parents, Student/Teacher, Friends)

Safe dating, pregnancy information Anger Management / Coping

SkillsDecision MakingTaking Responsibility for your own actions. Diversity/ Tolerance Diversity/ Tolerance Diversity/ ToleranceBullying/ Harassment/Attitude Social Life/ Acceptance

issues/Fitting In BullyingPeer PressuresDrug/Alcohol Information

Quarter 3Life Skills (real life issues)Self-control, getting along, etc)

Decision Making SkillsEating Disorders/Self Harm Conflict Management

Stress Management Budget Issues Financial Issues Awareness ( credit cards, baking)

Relationship with Parents

Realistic Goal Setting Anger Management/Coping Skills/Stress Management

Financial Issue AwarenessCredit Cards, Banking, etc.

Sexual Issues and Pressure

Quarter 4 Making new friends-cliquesPositive and negative

Suicide/Depression/Self Esteem

Peer Pressures Transition from High School to College, military, or work force.

Relationship with Parents Communication Issues/ Negotiation Skills

Drug/Alcohol Information, DUI information, etc. Independent Living Skills

Taking a leadership Roles

Advisors

LINKS Student Advisement ProgramCurriculum Delivery Schedule Worksheet

Directions: Fill in the blanks with lesson titles in the order they will be given. This template allows for nine lessons per grading period. Columns may be deleted or added to align with the number of lessons delivered at your school. Right click to add or delete columns.

Lessons 9th 10th 11th 12th Quarter 1

Quarter 2

Quarter 3

Quarter 4

Please indicate lesson by (Academic) (Career) (Personal/Social)

Addendum B

2-YEAR HIGH SCHOOL PLAN

COUNTY

NAME OF HIGH SCHOOL: STUDENT ID#

STUDENT NAME: BIRTH DATE

LAST FIRST MI

HIGH SCHOOL CREDITS EARNED IN MIDDLE SCHOOL 9TH GRADE 10TH GRADE

English - 9 English - 10

Math - Math -

Science - 9 Science - 10

Social Studies - World History Social Studies - US History I

Health Physical Education

CAREER GOAL: Elective - Elective -

Elective - Elective -

Career Cluster Pathway Most College Require at Least:

Health Professional (4 year College)

4 Credits English

Human Services 4 Credits Social Studies

Business/Marketing Skilled (2 year College, Tech Sch)

2 Credits Foreign Language (same language)

Science/Natural Resources 3 Credits Lab Sciences (grades 10-12)

Engineering/Technical 4 Credits Math (including Alg. 1 & 2, Geometry

Arts/Humanities 1 Credit Art

Advanced Classes Recommended

PARENT/GUARDIAN: Phone Number

ADDRESS

STREET CITY STATE ZIP

STUDENT SIGNATURE DATE

PARENT SIGNATURE DATE

Addendum C.1

3 YEAR HIGH SCHOOL PLAN

COUNTY

NAME OF HIGH SCHOOL: STUDENT ID#

STUDENT NAME: BIRTH DATE LAST FIRST MI

11TH GRADE 12TH GRADE POST SECONDARY PLANS

English - 11 English -12 College:Math Math Social Studies - US History II Social Studies - Civics and Government Technical School:Science Art - Elective/CMJ Elective/CMJ Military:Elective CMJ Elective/CMJ

Elective Elective/CMJ Employment:

Career Cluster PathwayCareer Major courses Already Taken

Health Professional (4 year College) Human Services Business/Marketing Skilled (2 year College, Tech Sch) Science/Natural Resources Concentration Engineering/Technical Post Secondary Goal : Arts/Humanities

PARENT/GUARDIAN: Phone Number

ADDRESS STREET CITY STATE ZIP

STUDENT SIGNATURE DATE

PARENT SIGNATURE DATE

Addendum C.2

Leave 4 pages for portfolio document

LINKS Program Session Feedback

Advisor Name_____________________Lesson Topic______________________________ Date_______________

Circle appropriate number 1= not at all 5 = extremelyThe lesson was topic was appropriate for the grade level and meeting the standard.1 2 3 4 5My students found the lesson to be engaging.1 2 3 4 5The lesson plan was well written and easy to deliver.1 2 3 4 5The time allotted to deliver this lesson was…Too little Just right too much

Additional comments:

----------------------------------------------------------------------------------------------------------------------------------------------------------------

LINKS Program Session Feedback

Advisory Name______________________Lesson Topic______________________________ Date_______________

Circle appropriate number 1= not at all 5 = extremelyThe lesson was topic was appropriate for the grade level and met the standard.1 2 3 4 5My students found the lesson to be engaging.1 2 3 4 5The lesson plan was well written and easy to deliver.1 2 3 4 5The time allotted to deliver this lesson was…Too little Just right too muchAdditional comments:

Addendum D.1

(INSERT) Advisor Program Evaluation Form(INSERT) Student Session Evaluation Form

Name of School

STUDENT SURVEY - STUDENT INDICATOR MASTERYDate: ____________________

Please read each of the statements below and indicate whether or not you agree.

#

STUDENT INDICATOR

A B C

YESDON’T KNOW

NO

I agree with this

statement.

I don’t know if I

agree with this

statement.

I do not agree with this

statement.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Name of School

ADVISOR SURVEY - ADVISOR INDICATOR MASTERYDate: ____________________

ADD ADDITIONAL ROWS AS NEEDED© 1996-2003 American Student Achievement Institute. May be reproduced with proper citation for educational purposes.

Addendum D.5

Please read each of the statements below and indicate whether or not you agree.

#

ADVISOR INDICATOR

A B C

YESDON’T KNOW

NO

I agree with this

statement.

I don’t know if I

agree with this

statement.

I do not agree with this

statement.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

ADD ADDITIONAL ROWS AS NEEDED © 1996-2003 American Student Achievement Institute. May be reproduced with proper citation for educational purposes

Addendum D.6

Counselors

The Role of the Professional School Counselors

Policy 2315 School Counseling Program Audit

Aligning Programs with Policy 2315Program Alignment – Three Year Plan

Action PlanAction Plan Guide

Sample Goals & ObjectionSample Planning CalendarWhy Secondary Counselors

Counselor Log

Principals/Steering Committee

Planning Tools

Questions for Consideration for the Advisor/Advisee Process

1) Who needs to be on the planning year committee and who will chair the committee: (Consider audiences that will need to buy in to this process. Be certain to include administrators, school counselors and teachers).

2) What is the goal of our advisor/advisee process? (What problems do we hope to solve and what successes do we hope to continue? Consider the data you have collected).

3) How will we involve educators? Voluntary participation? Phase-in? Mandatory?

4) Will all grades begin advisement at the same time or will there be a gradual phase in? If there is gradual phase in, how will it take place?

5) Who will be advisors? (All certified personnel? All teachers? Support staff?)

6) What additional support will be given to advisers who are struggling? Who are new to advising? Who participate unwillingly?

7) How many advisor/advisee sessions will be held during the year? How long will sessions be? How will we alter our current schedule to accommodate the advisor/advisee sessions? When is the best time of day to have advisement? Which day of the week or month is best to have advisement?

8) How many advisees will be in a group? How will students be assigned to groups? Alphabetically? By grade? Career interest? Recreational Interest? Will advisors stay with the same students for four years? How will you handle repeaters? Where will special education and ESL students fit in?

9) Is there enough space for advisee groups to have a separate area?

10) Who will develop the curriculum and choose materials?

11) How will we identify the types of training and support that advisers need? How will initial and ongoing training be conducted and by whom?

12) How do we introduce this concept to parents and students?

13) How will parents be involved? Do we want to consider a student/parent/advisor conference as part of this process?

14) Will advisers be observed and assessed?

15) How will we evaluate our advisor/advisee program? What data do we need to collect?Addendum G.1

Implementation of an Advisor-Advisee ProgramPLANNING GUIDE

STAGE 1: AWARENESS

Task AnswerPerson(s)

ResponsibleCompletion Date

1How will you introduce the concept of Advisor-Advisee programs to your faculty?

2

What resistance do you think you’ll encounter as you introduce the idea of advisor-advisee programs?

3How will you address that resistance? Who will do this? By when?

4

What individuals do you need to talk to individually for permission or to bring them on board? Who will talk to them? By when?

© 1996-2003 American Student Achievement Institute http://asai.indstate.edu May be reproduced with proper citation for educational purposes.Addendum G.3


STAGE 2: INTEREST



1Labor Market Presentation to faculty

2Core Convictions Presentation to faculty

3

What resistance do you think you’ll encounter as you introduce the labor market trends and core convictions?


5

What individuals do you need to talk to individually for permission or to bring them on board? Who will talk to them? By when?

© 1996-2003 American Student Achievement Institute http://asai.indstate.edu May be reproduced with proper citation for educational purposes.


STAGE 3a: PREPARATIONLeadership



1Will there be an overall coordinator? If so, who will that person be?

2

Will there be a Planning Team? If so, who will serve on this team? When will then meet next?

3 Appoint Advisor Council

4What stakeholder groups exist in your community?

Circle stakeholder groups on the Advisory Council Brainstorm that exist in your community.

5Who might represent each of your stakeholder groups?

Add names to represent each stakeholder group on the Advisory Council Brainstorm

6When will the Advisory Council have its first meeting?

7Invite people to be members of the Advisory Council

8Set agenda for first Advisory Council meeting

9Facilitate the first Advisory Council meeting

10Who will serve as your grade level coordinators?

Grade Coordinator


STAGE 3c: PREPARATION ContentTask Answer Person(s) Completion Date

1Preparation of Achievement Goal Chart (including current data)

2Prepare Student Choice Goal Chart (including current data)

3

Determine how many sessions will be devoted to each of the following and add to the Curriculum Mapa. Guidance lessonsb. Individual advisementc. Goal settingd. Relationship building

4Determine whether or not themes will be used for each year and add to Curriculum Map

5Determine which indicators will be addressed at each grade level and add to a) Curriculum Map, and b) Indicator List

6Conduct Student Survey of Self-Reported Indicator Mastery

7 Write lesson plans related to each indicator

8How much preparation time is realistic to expect from your teachers?

9

How will the program leadership, logistics, curriculum map, and guidance lesson plans be communicated to the teachers? Who will do this? By when?

10What resistance do you think you’ll encounter as you establish the content of your Advisor-Advisee program?


12What individuals do you need to talk too individually for permission or to bring them on board? Who will talk to them? By when?



STAGE 3d: PREPARATIONProfessional Development

Task Answer Person(s) Completion Date

1Who will determine what professional development is needed?

2Who will complete the professional development summary?

3

What resistance do you think you’ll encounter as you implement professional development for your Advisor-Advisee program?


5 What individuals do you need to talk too individually for permission or to bring them on board? Who will talk to them? By when?


PROFESSIONAL DEVELOPMENT FOCUS In which stage of change are the participants? Based on that stage, what should be the focus of the professional

development activity?

INFORMATION: Participants may have little or no familiarity with the strategy. Activities should be basic in nature to introduce the strategy in basic terms. It is also important to include rationale for the strategy to encourage people to support the strategy as they learn about it. The best rationale includes research-based data that documents the strategy’s potential for raising student achievement. The professional development activities should not include a lot of detail or involve skill building. Examples of information activities include one-to-one discussions (talk to / talk to again), speakers, videos, readings. Reflection is important in these activities to allow participants to think about what they have heard and how it applies to their personal situation.

SKILL BUILDING: Once participants understand and support the strategy, they are ready for skill building. Skill building activities involve 1) introducing the skills, 2) giving participants a chance to practice the skills, 3) conveying expectations to the participants concerning when they are expected to have tried the skill, 4) a means for participants to report back concerning their success or lack of success with the skill, and 5) encouragement. Reflection is important in skill building activities to give participants a chance to think about how they could improve upon their skills and use them with students. Examples of skill building activities include workshops, online interactive activities, and peer coaching.

FEEDBACK / SUPPORT: After participants have tried new skills related to the strategy, they need constructive feedback and encouragement. Trying a new behavior is sometimes risky. Risk-taking should be rewarded – even when the activity is not successful. Examples of feedback / support activities include study groups, peer coaching, sharing groups, report-outs during a workshop, and show-and-tell sessions.

REFINEMENT: Once participants are successfully using the strategies, they are ready to determine the degree to which the strategy is producing the desired results. At this point, an evaluation should be conducted to determine if

STAGE OF CHANGE * FOCUS OF PROFESSIONAL DEVELOPMENT

AwarenessInformation

Interest

Preparation Skill Building

Early Use Feedback / Support

Routine Use Refinement

the goals of the strategy were reached. Changes in the strategy should be made accordingly. Additional information about an advanced application of the strategy may also be provided in INFORMATION activities. In this way, professional development is circular in nature.

Adapted from The Change Game, The Network, Andover, MA © 2003 American Student Achievement Institute http://asai.indstate.edu May be reproduced with proper citation for educational purposes.

PROFESSIONAL DEVELOPMENT FORMATFORMAT DESCRIPTION

PRESENTATIONParticipants listen to an expert who presents information to a large group, usually in theater style. In presentations, the presenter is expected to be more expert in a specific area than the participants.

WORKSHOPParticipants, led by a facilitator, participate in activities that enable them to apply knowledge or practice new skills. Participants may work individually or in small groups. There is an expectation that the facilitator is more expert than the workshop participants in the workshop’s area of focus.

STUDY GROUP

Participants meet in small groups to conduct activities. Usually, study groups meet on a periodic basis – weekly or monthly. Study groups may be formed for a variety of reasons. For example, a study group may be formed to read and reflect upon a particular book concerning school improvement. In another example, a study group may be formed to provide feedback and support as teachers are trying a new strategy. Study group activities may include reflection, analysis, application, problem solving, feedback, support, etc. Each study groups meeting should have an agenda that involves all participants and a facilitator. It is not necessary for the facilitator to be an expert in any content or instructional strategy. RESOURCE: Study Groups: A Powerful Design for Staff Development, 11 minute video, downloadable from http://doe.state.in.us/media/video/ipla_live_DVS/welcome.html

PEER REVIEWParticipants meet in dyads or small groups to review one or more participants’ work. For example, teachers may meet to review student work, lesson plans, or portfolios. Review may also take the form of classroom observations. With peer review, there is no expectation that one peer is more expert in a field than the other.

PEER MENTORING (COACHING)

Participants meet with a peer mentor individually or in small groups. The mentor has expertise in an area and can provide teaching, feedback, and support for the mentee. For example, teachers having expertise in a certain area may serve as a mentor to a teacher who is less competent in that area. The mentor may review lesson plans, make classroom observations, and provide feedback and suggestions for improvement. Peer mentoring sessions may occur during prep periods, at lunch, before and after school. RESOURCE: Coaching: A Powerful Design for Staff Development, 14 minute video, downloadable from http://doe.state.in.us/media/video/ipla_live_DVS/welcome.html

PROFESSIONAL READING

Participants participate in individual or group reading related to school improvement. Professional reading should be followed by reflection and/or discussion concerning the readers’ opinion of the ideas presented and possible application within the school.

REFLECTIVE WRITINGParticipants use writing to reflect upon learning activities. Participants may reflect upon new strategies for raising student achievement and their application within the school. Participants may also reflect upon strategies they have used to raise student achievement, their effectiveness, and areas for improvement.

COLLABORATIVE PROBLEM SOLVING

Participants meet in a small group and are presented with a concern or problem. Working together, the participants brainstorm possible solutions for the problem, using research as appropriate, and then use consensus techniques to determine which solution is best for the school. For example, a group of teachers and community members may come together to solve a problem related to discipline or overcrowding. In collaborative problem solving, there is no expectation that one group member is more expert than the others.

ACTION RESEARCH

Action research is a circular process in which action, research, and refinement happen at the same time. Participants implement an action while critically reflecting on its success. Based on the reflection, the action is refined and then reflected upon again. Resource: http://www.scu.edu.au/schools/gcm/ar/arhome.html

SITE VISIT Participants visit other schools to observe various strategies in practice.

Resource: Indiana Staff Development Council / www.isdc.k12.in.us© 2003 American Student Achievement Institute http://asai.indstate.edu May be reproduced with proper citation for educational purposes.

http://www.scu.edu.au/schools/gcm/ar/arhome.html

http://doe.state.in.us/media/video/ipla_live_DVS/welcome.html

http://doe.state.in.us/media/video/ipla_live_DVS/welcome.html

PROFESSIONAL DEVELOPMENT SUMMARY

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© 1996-2003 American Student Achievement Institute May be reproduced with proper citation for educational purposes.


STAGE 3b: PREPARATIONLogistics

Task Answer

1How often will the advisory groups meet?

2

When will the advisory groups meet? (Thursdays between 3rd and 4th periods)

3How many advisory meetings will occur each year?

4How long will the meetings last?

5Which grades will participate in advisory during the first year?

6How large will each group be?

7How many groups will you need for the first year?

8Who will serve as the advisors for the first year (names)

9Who will assign the students to groups?

10Will groups consist of one grade level?

11How will you ensure that the groups are heterogeneous?

12Will the groups exist for more than one year (looping)?

What resistance do you think you’ll encounter as you plan

the logistics for your advisor-advisee program?

How will you address that resistance? Who will do this? By when?

What individuals do you need to talk too individually for permission or to bring them on board? Who will talk to them? By when?


STAGE 3c: PREPARATION - ContentTask Answer Person(s) Completion Date

1Preparation of Achievement Goal Chart (including current data)

2Prepare Student Choice Goal Chart (including current data)

3Determine how many sessions will be devoted to each of the following and add to the Curriculum Map

a. Guidance lessonsb. Individual advisementc. Goal settingd. Relationship building

4Determine whether or not themes will be used for each year and add to Curriculum Map

5Determine which indicators will be addressed at each grade level and add to a) Curriculum Map, and b) Indicator List

6Conduct Student Survey of Self-Reported Indicator Mastery

7 Write lesson plans related to each indicator

8How much preparation time is realistic to expect from your teachers?

9

How will the program leadership, logistics, curriculum map, and guidance lesson plans be communicated to the teachers? Who will do this? By when?

10What resistance do you think you’ll encounter as you establish the content of your Advisor-Advisee program?


12What individuals do you need to talk too individually for permission or to bring them on board? Who will talk to them? By when?



STAGE 4: EARLY USETask Answer Person(s) Completion Date

1

How will we provide feedback to advisors as they begin implementing the advisory program?

2

How will we provide encouragement to advisors as they begin implementing the advisory program?

3

What resistance do you think you’ll encounter as you provide feedback for your advisors?


5

What individuals do you need to talk too individually for permission or to bring them on board? Who will talk to them? By when?


TEACHERS AS ADVISORS (TAA) RUBRIC Developed by Career and Support Services Team

Oklahoma Department of Career and Technology Education

This rubric is designed to assist in rating the current implementation status of your school’s Teachers as Advisors Program. This self-rating tool will assist school personnel in setting systemic goals. It can highlight at what level your program is being implemented and it can serve as a benchmarking tool for improvement. Please mark all responses that apply for each statement that has been implemented at your school. Steps are listed in the suggested order of occurrence. Add the number of check marks in each area. Please contact the Guidance office for assistance or additional information at www.okcareertech.org/guidance or 1-800-522-5810.

Describe your primary responsibility: (CHOOSE ONLY ONE)(a) Superintendent(b) High School Principal(c) Middle School Principal(d) Assistant Superintendent(e) Assistant Principal(f) Academic Teacher(g) Elective Teacher

http://www.okcareertech.org/guidance

(h) Career/Technical Teacher(i) Guidance Counselor(j) Other:

PLANNING PROCESSA. Administrative support: Administrative leaders work in concert with teachers ____ Review/discuss teacher as “advisor” role during teacher evaluation ____ Review teacher expectations during hiring process ____ Appoint a “Teachers as Advisors” (TAA) program coordinator ____ Organize and work with a planning committee that includes parents, students, faculty and other stakeholders ____ Approve established goals and a plan of action ____ Market program name/logo

____ Foster communication among parents, teachers, counselors, and students about the program____ Provide via technology opportunities to tour or observe model “TAA” school programs

____ Provide “Teachers as Advisors” orientation for key staff ____ Actively participate as an “advisor” to a group of students

Develop a school master schedule that allocates time for advisement activities ____ Total of twelve points possible for Section A

SET CALENDARB. Yearly Calendar Schedule: ____ Establish planning committee meeting times ____ Target staff training dates ____ Schedule regular student advisory meeting sessions exercising care to minimize the impact on a single class period ____ Schedule parent/teacher/student conference dates/times ____ Conduct enrollment utilizing TAA process and available resources ____ Total of five points possible for Section B

CURRICULUMC. Curriculum Development and Implementation (To be addressed by planning committee and administration) ____ Develop and administer a student advisory needs assessment ____ Identify or develop grade-level materials for program use ____ Prepare lessons/advisor outline guide ____ Copy materials for use by advisors ____ Identify categories to be incorporated into the development of student portfolios

Suggested lessons include but are not limited to: (Please check lessons being utilized. Each checkmark counts one-half (.5) point toward total.)

____ Develop a plan of study to identify course selection____ Interpret interest inventories/academic assessments____ Create resume writing____ Demonstrate employability skills____ Improve study skills____ Explore lifelong learning options

____ Figure grade point average (GPA)____ Address high school graduation requirement____ Learn college & military entrance requirements____ Develop a portfolio related to future goals____ Utilize the United States Department of Education (USDE) 16 Career Clusters (www.careerclusters.org) to

explore potential career opportunities Other

____ Total of eleven points possible for Section C

ADVISOR TIME WITH STUDENTSD. Student Advisement: ____ Work with career cluster or single grade peer groups for one to four years as a unit

____ Meet with small equitably distributed groups of students ____ Meet a minimum of six to ten times per year ____ Meet with advisory group for a minimum of thirty to forty-five minutes

____ Provide a senior seminar to address grade specific needs

____ Total of five points possible for Section D

TEACHER TRAININGE. Teacher Involvement: ____ Train staff on TAA topics prior to advisor/advisee time ____ Establish peer mentors for “new” advisors ____ Train substitutes, new staff, and support staff on the use of TAA materials

Train advisors with guidance counselors assistance prior to sessions. (Planning committee responsibility) Provide advisors inquiry-only access to advisees’ records regarding attendance, grades, discipline, etc., on “need to

know” basis

Teacher training includes but is not limited to: (Please check training opportunities being offered. Each checkmark counts one-half (.5) point toward total.)

____ TAA program purposes, curriculum, and benefits ____ Advisor responsibilities/duties for “quality” ____ Orientation to technology center programs

____ Cooperative agreements ____ Completion of enrollment forms/personal data____ Sequence of core class selection ____ Academic progress, attendance, and future plans

____ Enrollment forms____ Plans of study for students (See Plan of Study Rubric)

____ Assessment interpretation (Interest inventories, ACT, etc.) ____ Career Clusters ____ High school graduation requirements and NCAA requirements ____ College entrance requirements ____ Other

http://www.careerclusters.org/

____ Total of twelve points possible for Section E

PARENT/STUDENT/ADVISOR CONFERENCEF. Parental Participation:

____ Increase parental attendance at conferences and their involvement in the enrollment process____ Provide a course description booklet____ Provide information booths (e.g., yearbook, PTA-PTO, student organizations, military, postsecondary education,

etc.)____ Update students’ plan of study at least annually

Observed benefits at your school: (Please check measurable benefits observed at your school. Each checkmark counts one-half (.5) point toward total.)

____ Increased parental participation/attendance (75% or above)____ Improved course scheduling____ Decreased schedule changes____ Increased faculty ownership for “student” success____ Increased time for counselors to focus on counseling____ Increased student participation in enrollment with parents as a team____ Increased knowledge of educational opportunities____ Improved understanding of graduation requirements/college entrance requirements____ Increased enrollment in math and science____ Greater number of students with a “career” plan/focus on higher achievement Increased number of partners (i.e., businesses, colleges, etc.)____ Higher Academic Performance Index (API) score

____ Total of ten points possible for Section F

MARKETINGG. Community and Parental Public Relations:

____ Provide letter to inform parents of program purpose and meeting dates____ Maintain contact with parents regarding student progress and TAA activities____ Publish a newsletter (bi-annual, annual, quarterly, etc.) ____ Report to the community on a regular basis about the program and its results (TV, radio, etc.)

____ Total of four points possible for Section G

EVALUATIONH. Program Evaluation and Improvement:

____ Parents evaluate conference/enrollment time____ Students evaluate advisor time and conference/enrollment time____ Teachers evaluate advisor time and conference/enrollment time____ Advisory Committee compiles, reviews and shares program evaluation results____ Program adjustments are made prior to the next school years sessions

____ Total of five points possible for Section H

____ GRAND TOTAL for Section A through Section H

EVALUATING YOUR TEACHERS AS ADVISORS (TAA) PROGRAMAdd one (1) bonus point if additional specific lessons are listed after “Other” in Section C and one (1) bonus point if

additional specific training topics are listed after “Other” in Section E

ADVANCED(Majority of criteria

checked in each section)

PROFICIENT(Minimum of 3

criteria checked in each section)

BASIC(Minimum of 2

criteria checked in each section)

DEVELOPING(Must have at least 1 criterion checked in

each section)

NOT YET ESTABLISHED(No criteria checked

in one or more sections)

56-66 Points 41-55 Points 26 – 40 Points 11- 25 Points 0-10 Points

Advanced Your TAA program is well established. Continue to review and self-evaluate after every session and make required adjustments as needed to continue to help students be successful.

Proficient Your TAA program has engaged the majority of your school’s staff, students and parents. The TAA activities are varied and supportive of students’ goals. Continue to challenge yourselves to find additional ways to provide students the opportunity to develop skills they need for future success.

Basic Your TAA program is meeting the standard. Continue to meet on a regular basis with your advisory committee, encourage staff participation, and seek feedback from students and parents to help make progress in what you’re doing.

Developing Your TAA program is in the development stage. You most likely have been working hard to develop a program in which everyone is actively involved. You feel frustration because not everyone views it as their job to assist students in planning for their future. Continue to seek administrative support, train staff on a regular basis and seek community assistance.

Not Yet Established

Seek assistance because your TAA program may need improvement or you have not worked to develop and implement a TAA program.

Sample Agenda

Teachers as AdvisorsSteering Committee Meeting

Date

8:45 – 9:00 Registration/Coffee/Juice

9:00 – 9:15 Welcome………………………Principal/Steering Committee Chair

9:15 – 10:30 What is an Advisor/Advisee Program……….…...Jan Struebing*What is the difference “Guidance & Counseling”?*Why should this be done at our school?

10:30-10:45 Break

10:45 – 12:00 How do you prepare the administration and faculty for advisement?*Who will oversee it?*Logistics--How do we get started?*What are the right questions to ask?*Program Name – Marketing Skills*Calendars of new programs*Grouping of students and size of group*How much training is involved to help teachers be successful in this process?

12:00 – 12:30 Lunch (provided)

12:30 – 1:30 So, you have a program, How do you keep it operational?*How do you handle new administrators to the school?*How do you train new teachers to the school? Mentors?*Yearly review of curriculum

1:30-1:45 Break

1:45 – 2:15 *Surveys of teachers, parents and students*How to handle teachers that think they are doing the Counselor’s job.*New ideas – videos, new forms, new committees*What continued support do programs need?

2:15 - 3:00 Teachers As Advisors Resources …..………….

3:00 Adjourn

Addendum G.4

STEERING COMMITTEE/ADVISORY COUNCIL BRAINSTORMThe list below is simply a catalyst for thinking, and is not intended as a defined council make-up.

STUDENTS1. Students representing different grade levels__________________________________________________________________2. Students representing different ethnic groups_________________________________________________________________3. Students receiving free / reduced lunch______________________________________________________________________4. Students participating in special education____________________________________________________________________5. Students participating in gifted / talented programs_____________________________________________________________6. Students participating in vocational programs_________________________________________________________________7. Students planning to attend a 4-year college__________________________________________________________________8. Students planning to attend a 2-year college__________________________________________________________________9. Students planning to attend an apprenticeship program_________________________________________________________

10. Students planning to enlist in the military_____________________________________________________________________11. Students planning to enter the workforce after high school_______________________________________________________12. Former drop out________________________________________________________________________________________

PARENTS1. Parent of students representing different grade levels _________________________________________________________2. Parents representing different ethnic groups________________________________________________________________3. Parent of a free / reduced lunch student ___________________________________________________________________4. Parent of a special education student _____________________________________________________________________5. Parent of a Gifted / talented student _______________________________________________________________________6. Parent of a vocational student ___________________________________________________________________________7. Parent of a student planning to attend 4-year college__________________________________________________________8. Parent of a student planning to attend a 2-year college ________________________________________________________9. Parent of a student planning to attend an apprenticeship program _______________________________________________

10. Parent of a student planning to attend a career college 11. Parent of a student planning to enlist in the military ___________________________________________________________10. Parent of a student planning to enter the workforce after high school _____________________________________________12. Parents representing various geographic regions of your school district ___________________________________________13. Parent of a drop out ___________________________________________________________________________________

EDUCATORS1. Counselor from the sending school(s)___________________________________________________

2. Counselor from the receiving school(s)_____________________________________________________________________3. Teachers representing each grade level____________________________________________________________________4. Teachers representing all disciplines______________________________________________________________________5. Area Career Center teacher_____________________________________________________________________________6. Special education teacher_______________________________________________________________________________7. Administration representative____________________________________________________________________________8. School board representative ____________________________________________________________________________

COMMUNITY MEMBERS

1. Representative(s) of a business employing 4-yr college graduates ________________________________________________2. Representative(s) of a business employing 2-yr college graduates _______________________________________________3. Representative(s) of a business employing career college graduates _____________________________________________4. Representative(s) of a business employing apprenticeship graduates _____________________________________________

5. Representative(s) of the military __________________________________________________________________________6. Representative(s) of a business employing students directly from high school ______________________________________7. Representative(s) of labor _______________________________________________________________________________8. Representative(s) of service clubs _________________________________________________________________________9. Representative(s) of a Workforce development Center_________________________________________________________

10. Representative(s) of a community agency___________________________________________________________________11. Representative(s) of a 4-year college ______________________________________________________________________12. Representative(s) of a 2-year college ______________________________________________________________________13. Representative(s) of a career college ______________________________________________________________________14. Representative(s) of an apprenticeship program ______________________________________________________________15. Representative(s) of the military __________________________________________________________________________16. Representative(s) of the local government ___________________________________________________________________17. Representative(s) of the media ____________________________________________________________________________18. Representative(s) of the local clergy________________________________________________________________________

© 1996-2003 American Student Achievement Institute http://asai.indstate.eduMay be reproduced by educators with proper citation for educational purposes.

Addendum G.5

Steering Committee/Advisory Council RosterSchool:

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24© 1996-2003 American Student Achievement Institute http://asai.indstate.eduMay be reproduced by educators with proper citation for educational purposes.

Addendum G.6

Policy 3215 and ASCA National Standards

§126-67-7. Guidance and counseling program content standards and student competencies.

7.1. Academic development. The content standards for academic development guide the school counseling program to implement strategies and activities to support and enable students to experience academic success, maximize learning through commitment, produce high quality work, and be prepared for a full range of options and opportunities after high school. The academic development area includes the acquisition of skills in decision making, problem solving and goal setting, critical thinking, logical reasoning, and interpersonal communication and the application of these skills to academic achievement. The school counseling program enables all students to achieve success in school and to develop into contributing members of society. Academic development content standards are:

7.1.1. Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will articulate feelings of competence and confidence as learners.

b. Students will display a positive interest in learning.

c. Students will take pride in work and achievement.

d. Students will accept mistakes as essential to the learning process.

e. Students will identify attitudes and behaviors that lead to successful learning.

f. Students will apply time management and task management skills.

g. Students will demonstrate how effort and persistence positively affect learning.

h. Students will use communication skills to know when and how to ask for help when needed.

i. Students will apply knowledge of learning styles to positively influence school performance.

j. Students will take responsibility for their actions.

k. Students will demonstrate the ability to work independently and cooperatively with other students.

l. Students will develop a broad range of interests and abilities.

m. Students will demonstrate dependability, productivity, and initiative.

n. Students will share knowledge.

7.1.2. Standard 2: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will demonstrate the motivation to achieve individual potential.

b. Students will learn and apply critical thinking skills.

c. Students will apply the study skills necessary for academic success at each level.

d. Students will seek information and support from faculty, staff, family and peers.

e. Students will organize and apply academic information from a variety of sources.

f. Students will use knowledge of learning styles to positively influence school performance.

g. Students will become self-directed and independent learners.

h. Students will establish challenging academic goals in elementary, middle/junior high, and high school.

i. Students will use assessment results in educational planning.

j. Students will develop and implement an annual plan of study to maximize academic ability and achievement.

k. Students will apply knowledge of aptitudes and interests to goal setting.

l. Students will use problem-solving and decision-making skills to assess progress toward educational goals.

m. Students will understand the relationship between classroom performance and success in school.

n. Students will identify post-secondary options consistent with interests, achievement, aptitude and abilities.

7.1.3. Standard 3: Students will understand the relationship of academics to the world of work and to life at home and in the community. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life.

b. Student will seek co-curricular and community experiences to enhance the school experience.

c. Students will understand the relationship between learning and work.

d. Students will demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining, and maintaining life goals.

e. Students will understand that school success is the preparation to make the transition from student to community member.

f. Students will understand how school success and academic achievement enhance future career and avocational opportunities.

7.2. Career development. The content standards for career development guide the school counseling program to provide the foundation for the acquisition of skills, attitudes and knowledge enabling students to make a successful transition from school to the world of work and from job to job across the life career span. The career development content standards are:

7.2.1. Standard 4: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will develop skills to locate, evaluate, and interpret career information.

b. Students will learn about the variety of traditional and nontraditional occupations.

c. Students will develop an awareness of personal abilities, skills, interests, and motivations.

d. Students will learn how to interact and work cooperatively in teams.

e. Students will learn to make decisions.

f. Students will learn how to set goals.

g. Students will understand the importance of planning.

h. Students will pursue and develop competency in areas of interest.

i. Students will develop avocational interests.

j. Students will learn to balance work and leisure time.

k. Students will acquire employability skills such as working on a team, problem solving, and organizational skills.

l. Students will apply job readiness skills to seek employment opportunities.

m. Students will demonstrate knowledge about the changing workplace.

n. Students will learn about the rights and responsibilities of employers and employees.

o. Students will learn to respect individual uniqueness in the workplace.

p. Students will learn how to write a resume.

q. Students will develop a positive attitude toward work and learning.

r. Students will understand the importance of responsibility, dependability, punctuality, integrity, and effort in the workplace.

s. Students will utilize time and task management skills.

7.2.2. Standard 5: Students will employ strategies to achieve future career success and satisfaction. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will apply decision-making skills to career planning, course selection, and career transitions.

b. Students will identify personal skills, interests, and abilities and relate them to current career choices.

c. Students will demonstrate knowledge of the career planning process.

d. Students will know the various ways which occupations can be classified.

e. Students will use research and information resources to obtain career information.

f. Students will learn to use the Internet to access career planning information.

g. Students will describe traditional and nontraditional occupations and how these relate to career choice.

h. Students will understand how changing economic and societal needs influence employment trends and future training.

i. Students will demonstrate awareness of the education and training needed to achieve career goals.

j. Students will assess and modify their educational plans to support career goals.

k. Students will use employability and job readiness skills in internship, mentoring, shadowing, and/or other world of work experiences.

l. Students will select coursework that is related to career interests.

m. Students will maintain a career planning portfolio.

7.2.3. Standard 6: Students will understand the relationship between personal qualities, education and training, and the world of work. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will understand the relationship between educational achievement and career success.

b. Students will explain how work can help to achieve personal success and satisfaction.

c. Students will identify personal preferences and interests that influence career choices and success.

d. Students will understand that the changing workplace requires lifelong learning and acquiring new skills.

e. Students will describe the effect of work on lifestyles.

f. Students will understand the importance of equity and access in career choice.

g. Students will understand that work is an important and satisfying means of personal expression.

h. Students will demonstrate how interests, abilities, and achievement relate to achieving personal, social, educational, and career goals.

i. Students will learn how to use conflict management skills with peers and adults.

j. Students will learn to work cooperatively with others as a team member.

k. Students will apply academic and employment readiness skills in work-based learning situations such as internships, shadowing, and mentoring experiences.

7.3. Personal/social development. The content standards for personal/social development guide the school counseling program to provide the foundation for personal and social growth as students progress through school and into adulthood. The personal/social development content standards are:

7.3.1. Standard 7: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will develop a positive attitude toward self as a unique and worthy person.

b. Students will identify personal values, attitudes and beliefs.

c. Students will learn the goal setting process.

d. Students will understand change as a part of growth.

e. Students will identify and express feelings.

f. Students will distinguish between appropriate and inappropriate behaviors.

g. Students will recognize personal boundaries, rights, and privacy needs.

h. Students will understand the need for self-control and how to practice it.

i. Students will demonstrate cooperative behavior in groups.

j. Students will identify personal strengths and assets.

k. Students will identify and discuss changing personal and social roles.

l. Students will identify and recognize changing family roles.

m. Students will recognize the rights and responsibilities of all persons.

n. Students will respect alternative points of view.

o. Students will recognize and respect individual ethnic and cultural differences.

p. Students will use effective communication skills.

q. Students will recognize that communication involves speaking, listening, and non-verbal behavior.

r. Students will learn how to communicate effectively.

s. Students will learn how to make and keep friends.

7.3.2. Standard 8: Students will make decisions, set goals, and take necessary action to achieve goals. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will use a decision-making and a problem-solving model.

b. Students will understand consequences of decisions and choices.

c. Students will identify alternative solutions to a problem.

d. Students will develop effective coping skills for dealing with problems.

e. Students will demonstrate when, where, and how to seek help for solving problems and making decisions.

f. Students will know how to apply conflict resolution skills.

g. Students will know when peer pressure is influencing a decision.

h. Students will identify long- and short-term goals.

i. Students will identify alternative ways of achieving goals.

j. Students will use persistence and perseverance in acquiring knowledge and skills.

k. Students will develop an action plan to set and achieve realistic goals.

7.3.3. Standard 9: Students will understand safety and survival skills. Examples of student competencies associated with this standard may include, but are not limited to:

a. Students will demonstrate knowledge of personal information (e.g., telephone number, home address, emergency contact).

b. Students will learn about the relationship between rules, laws, safety, and the protection of an individual's rights.

c. Students will learn the difference between appropriate and inappropriate physical contact.

d. Students will demonstrate the ability to assert boundaries, rights and personal privacy.

e. Students will differentiate between situations requiring peer support and situations requiring adult professional help.

f. Students will identify resource people in the school and community and know how to seek their help.

g. Students will apply effective problem-solving and decision-making skills to make safe and healthy choices.

h. Students will learn about the emotional and physical dangers of substance use and abuse.

i. Students will lean how to cope with peer pressure.

j. Students will learn techniques for managing stress and conflict.

k. Students will learn coping skills for managing life events.

Addendum H.3

Addendum H.4

ResourcesSouthern Region Education Board (SREB). Best Practices for Implementing HSTW and MMGW. (2006, July) Students Need Strong Guidance and Advisement to Succeed

Southern Region Education Board (SREB). Establishing an Effective Guidance and Advisement System.

American Student Achievement Institute Publication: Common Elements of High Achieving Schools

Poliner, Rachel l A. & Lieber, Caroll M. (2004). The Advisory Guide, Educators for Social Responsibility. Cambridge, MA

Websiteshttp://4teachers.org/tools 4Teachers.org works to help you integrate technology into your classroom by offering online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use. Discover valuable professional development resources addressing issues such as equity, ELL, technology planning, and at-risk or special-needs students.

Career Websites

WV Programs of Study http://careertech.k12.wv.us/ProgramsofStudy.htm

This websites provides the most updated information to assist student in completing their ISTP Plans. It includes:

career and technical clusters and concentrations available in West Virginia specific courses related to each concentration occupations and industry certifications available post-secondary choices for skilled and professional pathways alignment with Policy 2510 and the National Career Cluster Standards.

Pathways to SuccessC:\Documents and Settings\bblackburn\Desktop\Site currently under re-construc.htm

http://careertech.k12.wv.us/ProgramsofStudy.htm

http://4teachers.org/tools

U.S. Department of LaborBureau of Labor Statistics

Occupational Outlook Handbook http://www.bls.gov/search/ooh.asp?ct=OOH Students can search careers by job title and job demand.

WORKFORCE WV http://www.wvbep.org/bep/LMI/default.htmContains occupational employment and wages for State, MSA, Workforce Investment Areas and other states,Includes Skills-Based Projections.

Contains links to national sites, such as the Bureau of Labor Statistics, and other state LMI pages.

WV Clearinghouse http://wvclear.wvstateu.edu/ The WV Clearinghouse provides a statewide centralized database and resource center for students seeking educational opportunities and employers seeking to hire West Virginians, as well as links to financial aid resources and trainers.

WV EDUCATION PLANNER http://wv.educationplanner.org/education_planner/wv/default.asp?sponsor=2869 West Virginia EducationPlanner is your one-stop education website. This website contains information to find students find a career, choose a college, university or career school, apply and pay for postsecondary education, then move into the working world. The site contains tools including career interest inventories, resume and essay builders, study skills, college search tools, information and applications for scholarship and financial aid, and registration and study tools for the ACT and SAT

http://www.ohiocareerdev.org/ Ohio Career Development Program

http://wvde.state.wv.us/osshp/section1/ResourceManual.htm WV Counselors Resource Manual

http://www.thejobjourney.org/education.shtml The Job Journey

Visit this site to see how to find the job that's right for you. Employers searching for someone like you post thousands of new jobs daily.

http://www.thejobjourney.org/education.shtml

http://wvde.state.wv.us/osshp/section1/ResourceManual.htm

http://www.ohiocareerdev.org/

http://wv.educationplanner.org/education_planner/wv/default.asp?sponsor=2869

http://wv.educationplanner.org/education_planner/wv/default.asp?sponsor=2869

http://wvclear.wvstateu.edu/

http://www.wvbep.org/bep/LMI/default.htm

http://www.bls.gov/search/ooh.asp?ct=OOH

http://www.ajb.org/

http://www.dol.gov/

http://www.acinet.org/acinet/videos.asp?id=27&nodeid=27 Career One Stop Videos by Cluster

The Advisory Guide http://www.esrnational.org/Merchant2/advisory_guide.pdf

Chicago Public Schools (9-12) 30 Advisor/Advisee Lessons http://intranet.cps.k12.il.us/Lessons/Advisory/

Indianahttp://www.asainstitute.org/advisor-advisee.html http://www.doe.state.in.us/media/video/ss_advisory1.html

Louisiana http://www.doe.state.la.us/lde/uploads/4879.pdf

Missouri Comprehensive Guidance Center (includes a k-12 scope and sequence content standards and lesson plans)http://missouricareereducation.org/curr/cmd/guidanceplacementG/elearning

North Carolinahttp://www.ncpublicschools.org/curriculum/guidance/scos/

Ohiohttp://www.ohiocareerdev.org/advisor.htm

Oklahomahttp://www.okcareertech.org/guidance

Great Websites For Teaching Staff Relative to Career Education/DevelopmentNew PA Career Zonewww.pacareerzone.org

Pa Toolkit for CEW Standardswww.pacareerstandards.com

Variety of Career Information for Classroom Instruction www.khake.com

Ohio Career Information System

http://www.khake.com/

http://www.pacareerstandards.com/

http://www.pacareerzone.org/

http://www.okcareertech.org/guidance

http://www.ohiocareerdev.org/advisor.htm

http://www.ncpublicschools.org/curriculum/guidance/scos/

http://missouricareereducation.org/curr/cmd/guidanceplacementG/elearning

http://www.doe.state.la.us/lde/uploads/4879.pdf

http://www.doe.state.in.us/media/video/ss_advisory1.html

http://www.asainstitute.org/advisor-advisee.html

http://intranet.cps.k12.il.us/Lessons/Advisory/

http://www.esrnational.org/Merchant2/advisory_guide.pdf

http://www.acinet.org/acinet/videos.asp?id=27&nodeid=27

http://www.careeronestop.org/

www.ocis.org

Varity Of Career Information From American Career Resource Network www.acrnetwork.org

PA School Counselor websitewww.psca-web.org

Downloading PA Career Guide and Teacher’s Resource Bookletwww.paworkstats.state.pa.us

The “Real Game” series at www.realgame.org Games for every grade level (grade 3-adult) teaching career exploration/research, work skills and character building. Call 1-800-700-8940 to order games and facilitator’s kit, and call 772-461-4164 (Ethel Keeley …[email protected]) for on-line training. Variety of free career info at www.pheaa.org , www.educationplanner.org , and www.aessuccess.org

Power Points

http://www.aessuccess.org/

http://www.educationplanner.org/

http://www.pheaa.org/

http://www.realgame.org/

http://www.paworkstats.state.pa.us/

http://www.psca-web.org/

http://www.acrnetwork.org/

http://www.ocis.org/

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