1. Barbara Ashcraft, MA, LPC School Counseling Coordinator

2. Who they are… Where they want to go… And how they are going to get there!

3.  21 st century students need more than reading, writing, and arithmetic; they must be able to solve problems, think critically, communicate effectively, and work in teams.  The advisor/advisee curriculum will bridge the gap between what is taught in the core curriculum and the skills necessary in the work place by addressing five major Skills Areas: Self- Knowledge, Life Skills, Educational Development, Work Ethics, and Career Planning.

5. “ In an ever-changing global environment where interdependency abounds, the best and highest quality of education is a necessity no longer reserved for the few, but demanded for all. ” ~Breaking Ranks: Changing an American Institution

6. “ In an ever-changing global environment where interdependency abounds, the best and highest quality of education is a necessity no longer reserved for the few, but demanded for all. ” ~Breaking Ranks: Changing an American Institution

7. Success in a world of change requires schools to ensure that all students have:  the capacity to be autonomous, lifelong learners  the ability to solve problems and create new solutions  the ability to collaboratively work with others

8. U.S. Bureau of Labor Statistics WorkforceMid 20th Century21st Century Professional20% Skilled15%65% Unskilled65%15%

9.  Commissioned by 2006 Senate “Taking Career and Technical Education to the Next Level in West Virginia” Overriding finding:  West Virginia does not have a “system” of career and technical education, at all

10.  West Virginia must move from “random acts of progress” to a system based on the 4 Ss –  Strategic  Synergistic  Sustainable  Scalable

11.  recommended that West Virginia develop a systematic way to help students with career exploration. Recommendation # 6 is to  Enhance seamless alignment and rigor by developing Career Pathways.  Accepting the status quo or making small, incremental changes will fall short of preparing West Virginia and its citizens to compete effectively in the global marketplace.

12.  Recommendation 7 – Develop a new model for career counseling, student support and academic advising.

13. Only 77of every 100 9th graders in West Virginia earn a high school diploma (our best data) Only 16 of these graduates earn a four year degree within six years of graduation At least 8,000 students drop out of high school each year in West Virginia 55% of West Virginia students qualify for free or reduced price meals West Virginia employers report that West Virginia graduates do not have adequate work place readiness skills. 2007 Pawley’s Group Report

14. 14  Access to quality teachers  Access to rigorous curriculum (AP Courses)  Access to home computer  Knowledgeable parents to support student learning and career exploration  Participation in Support Services  Tutoring, Mentoring, ESL Classes  Participation in Extra / Co curricular programs  Special Needs Accommodations  Test Prep Programs  Dual Credit Programs  Early enrollment in college courses Are some students provided more opportunities than others?

15.  Career goal  Connection with caring adult  Connection with post secondary institution

16. Individualized Needs, Knowledge and Skills 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.

17.  Greater student satisfaction with the high school experience  Improved school attendance  Fewer behavior problems  Increased achievement (measured by grades and test scores)  Lower drop-out rate  Higher graduation rate  More informed career decision making

18.  Better interpersonal skills  More informed about the vast array of post- secondary opportunities  Better prepared to enter the work force  Better prepared to enter relevant and appropriate post secondary institutions  More students completing post secondary education programs

19.  Standards based  Fluid (can be adapted to fit needs of school)  Systematic and sequential  Framework and curriculum  Web based (under development)  “Linked” to every educational component of the school  A system’s change that prepares all students for the 21 st Century Global Market  Relational and Self directional

20.  If students know you care you can push even more  Who is most vulnerable?  Malcolm Smith “Why are kids so Angry and What Can We Do About It?”  Over 300 students who had murdered  No relationship with a caring adult

21.  Culture  Sense of inclusiveness  Shared responsibilities…It’s everyone’s job to help students succeed  Understanding individual backgrounds  Assessing attitudes  Willingness to take advice  Desire to learn  Measuring motivation  Leadership  Institutional Mission  The belief that all students can succeed Freedman Hrabowski, III

22.  A Whole New Mind – Daniel Pink  Right and left brain  “Good to Great” – Jim Collins Execution: The Discipline of Getting Things Done” Larry Bossidy

23.  Leadership is key  Building Principal Must…  Be chief promoter of LINKS  Actively monitor program  Hold everyone accountable  Solution focused… not problem focused  Don’t get caught up admiring the problem  Provide ongoing professional development  See Do’s and Don’t

24. Guidance versus Counseling versus Advising Guidance 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 system 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.

25. CHANGE LEADERSHIP VISION COMMITMENTTRANSITION LEADER American Student Achievement Institute

26. VISION A lofty, bold statement of the way our school will be if all of our dreams for kids come true. American Student Achievement Institute

27. THE VALUE OF VISIONING Without a common vision, the school becomes a “collection of cottage industries operating in isolation under the same roof.” Source: Jerry Bamburg, North Central Regional Educational Laboratory American Student Achievement Institute

28. BUILDING COMMITMENT  Trust  Passion / Excitement  Clear Communications  High Expectations  Low Ego / High Results  Toughness American Student Achievement Institute

29. MANAGING TRANSITION  Systemic Change  Rate of Change  Value All People  Embrace the Resistance  Don’t Need the Credit  Don’t Take It Personally  TRUST THE PROCESS American Student Achievement Institute

30. THE BALANCE OF TENSION Peter Senge  VISION DATA CURRENT DATA  American Student Achievement Institute

31. Asa Hilliard – Deep Restructuring Fundamental change will occur in an environment supportive of change Collaborative discussion, dialog, critique, and research Everyone is a learner and a leader Commitment to core convictions Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36. American Student Achievement Institute

32. Collegiality VS Congeniality Norm of Collegiality Spirit of inquiry Talk about practice Observe each other Work on curriculum Teach one another Norm of Congeniality Avoid conflict Isolation Little team learning American Student Achievement Institute

33. STAGES OF CHANGE STAGEQUESTIONFOCUSACTIVITIES AWARENESSWhat is this? Answer questions Address fears Presentations Site Visits Talk to / again INTEREST Why should I support this? Rationale Personalize Presentations Talk to / again PREPARATION How do I do this? Provide knowledge, skill building, encouragement Workshops Seminars EARLY USE How am I doing? Feedback Support group Peer coaching Mentor ROUTINE USE Am I making a difference? ResearchData analysis American Student Achievement Institute

34. is the outward expression of the fear of losing something American Student Achievement Institute

35.  What FEAR might be triggering the resistance? “Fear of losing _____.”  How can we help someone who has this fear? American Student Achievement Institute

36.  Keeping positive  Remember your vision… or BHAG Big, Hairy, Audacious Goal A lofty, bold statement of the way our school will be if all of our dreams for kids come true.

37. Helping teachers create a vision for their classroom

38.  Helping teachers understand their role of advisor  “go to” person for a few students  ‘facilitator’ not traditional teacher  Lessons are prepared for them  Will have everything they need  Can ‘team’ teach

39. Triggered by fear Don’t take it personally Listen to the message Struggle = Engagement American Student Achievement Institute

40.  Web communications forum  Facilitators’ log…opportunity to vent … and get results  WVDE Coordinators  ARCC

41. One Vision… One Voice

42. Barbara Brady Ashcraft School Counseling Coordinator WV Department of Education Bldg. 6, Room 221 1900 Kanawha Blvd. East Charleston, WV 25305-0330 Phone: 304-558-2348 Fax: 304-558-3946 bashcraft@access.k12.wv.us