Planning, Training, Implementation, And Evaluation NCPN Richmond, VA October 19, 2012.
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Transcript of Planning, Training, Implementation, And Evaluation NCPN Richmond, VA October 19, 2012.
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Planning, Training, Implementation, And Evaluation
NCPNRichmond, VA
October 19, 2012
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SuperintendentTulsa OK Public SchoolsClaremore, OK Public
SchoolsOologah, Ok Public
Schools
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Harold Helton – Director
Jeanie Newell-Career Guidance Specialist
Jeff Miller - College and Career Transition Specialist
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A classroom guidance delivery system where students, divided into small groups, receive career, academic and personal social development facilitated by a teacher
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Planning: Define your goals; plan toward a deadline; find an advocate; $$$$ issues
Training: Why it is so important; when it should be done and who should do it?
Implementation: Ways to structure TAA; select personnel; curriculum choices; CACR
Evaluation: Surveying your outcomes with everyone and planning time to change
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40,919 students
9 high; 12 middle; 8 alternative schools
85% Free and reduced lunches
TPS Student Demographics:
30% African American; 29% Caucasian;
26% Hispanic; 7% Native American; 8% other
Graduation rate 2010-2011=79 %
Goal: to provide TAA to all 6-12 graders in three years (approximately 20,000 students)
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Central HS Fine and Performing Arts
McLain HS Aviation; Pre Engineering; Robotics
Webster HS Broadcasting; Journalism & Info Tech
Rogers MS & HS Early College; IB; Languages
Memorial HS Science; Tech; Engineering
BTW HS IB & languages
Edison MS & HS College Preparatory Academy
East Central HS Entrepreneurial magnet
Hale HS Culinary; Human Performance; Lodging and Hospitality
Tulsa MET Alternative “Big Picture”
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Graduation rate=66.2%
College and Career Readiness=7%
(Measured by proficiency on four ACT academic tests. Those who are proficient do not require college remediation.)
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Provide equal access to academic college and career advisement to all
Structure to communicate important information about academic standards career planning and postsecondary training
Adult who cared about students ability to succeed in school and life, by showing relevance of school and their future
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Replacement for professional counseling
Homeroom
Study hall
Sustained silent reading time
“Free time”
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Trained teachers who work with small groups to explore educational and career possibilities
Trained teachers who see the whole student, not just in one class or subject
Trained teachers providing an approved curriculum for academic, social/personal growth and career development
Trained teachers who help students see why education is relevant to their future
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Determine what you want TAA to do
Find an advocate
Define your mission statement
Plan toward a deadline
Get buy-in from those participating
Select schools/grades; personnel; pilot programs; volunteers???
$$$ -What do you need? Who will fund?
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Establishing academic and career goals beginning in the sixth grade and continuing through the senior year; developing a relationship with an adult who shows a genuine interest in a students progress in achieving academic and career goals.
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Lack of consensus of what to accomplish
Not everyone thinks this is a good idea
Finding a curriculum to fit your needs
Scheduling time and structure for a advisory program
Buy-in from top to bottom
$$$$$ - how do we get what is needed?
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Administrators-TAA can help raise graduation rates; lower drop out rates; creates more parental involvement
Counselors-Relieves high ratio of students/counselors. Help to provide college and career readiness info to all
Teachers /Parents-connecting future careers to current education; parents more involved
Students-provide an adult who is interested in the whole person, just not the subject
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Train EVERYONE on the concept of TAA
Designate one trainer specifically for TAA
Research other TAA training programs
Hire a consultant for training
Provide teachers with an established curriculum they can modify
Importance of evaluation data
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GUIDANCET
he help all students receive from parents, teachers, counselors, community members and others who assist with educational and career development
COUNSELINGT
he help some students receive from credentialed professionals to overcome personal and social problems that interfere with learning
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Researched and chosen a career
Chosen a postsecondary training institution
Applied and been accepted at a school
Created and completed a plan of study
Mastered study skills to succeed
Participated in internship (student teaching)
Been licensed and have secured work
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Consistent disseminator of essential career and postsecondary information
Encourages students to plan for the future
Supports efforts to be prepared for college and career
Shares life lessons and experience
Goes beyond mastery of any one subject
Best if this can be a long term relationship (“looping”)
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Use your mission statement to evaluate outcomes
Create a curriculum using the mission statement
Beg, borrow or steal materials from other advisory programs
Plan to review your program at the end of the year and be prepared to change
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Customized OK Regents Planner in hard copy and binder for each student
Other TAA Lessons posted on our website
Designated a coordinator to manage TAA
Lesson format? Grades, subjects, career clusters? Who selects? Who disseminates?
Students scheduled into small groups (15-20)
30 minute minimum advisory period
Advisory least once every two weeks
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Make sure to share your data with your advocate and other stakeholders
Yearly evaluation (rubric) with principal and coordinator administrator in charge
Teacher evaluations yearly
Students complete pre and post survey on topics covered in TAA
Adjust accordingly after reviewing evaluations
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70% said they were properly trained
92% said there was adequate time for TAA
73% thought the materials and time allotted, information and activities were helpful
Most teachers used College and Career Planner; many used the materials found on the website and others used materials produced at the school
Suggestions for improvement encouraged
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New school accepted 6-10th graders
College credits through concurrent enrollment starting 11th grade on Rogers campus
Must have a 19 on the ACT in 10th grade to be concurrently enrolled
Advisory focuses on improving EXPLORE and PLAN scores to make the 19 on the ACT
81% of parents attended student enrollment conferences and reviewed Plans of Study
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Tulsa Chamber of Commerce and OU -Tulsa Community Engagement Center
Provide coaches to assist during advisory time
Share personal experiences and importance of education in specific careers
Recruitment, training placement and evaluation by TPS, Chamber and OU
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Dr. Keith Ballard Supt Tulsa Public Schools
[email protected] Helton Director
College and Career Readiness [email protected]
Jeff Miller Transition [email protected]
Jeanie Newell Career Guidance Specialist