Michigan s School Counselor Postsecondary Planning Training Course. Module One: Building a College-Going Culture for All Students

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1 Module One: Building a College-Going Culture for All Students Catalog Description This module includes four sessions: introduction to the counselor s role in student career and academic planning; creating a college-going mission; understanding and working with diverse populations; and communicating effectively with diverse student populations. These sessions are designed for school counselors to develop an understanding of their role in developing a college-going mission for all students, particularly students in poverty or facing other barriers in postsecondary planning. Additionally the sessions help counselors develop approaches for communicating and working with high-poverty students and diverse populations to remove barriers to high aspirations and achievement. The term college is used throughout this module to refer to any postsecondary education or training in accordance with the NCAN ( definition: College refers to a Pell-eligible educational institution beyond the high school level, including those that offer apprenticeship programs, certificates, and associate and/or bachelor degree programs. Prerequisites This is an introductory module for school guidance counselors. Participants are expected to have regular access to computers, and proficiency with and current web-browsers. Goals During this module, counselors will learn to: Understand and communicate the role of the school counselor across all areas to gain faculty and administrator support for the counseling program Advocate for the improvement of student school success and to remove barriers to high aspirations and achievement Promote a college-going mission across the total school landscape Identify and understand how the diversity of the school cultural landscape impacts college access and success Develop strategies and approaches for communicating and working with diverse student and parent population Assessment and Course Requirements This module is divided into four sessions, each of which includes readings, an activity, and an online discussion among participants. The time for completing each session is estimated to be four to six hours. Module Products As an outcome for this module, participants will complete and submit the Module One Portfolio, which will include products assigned during the sessions and a final Action Plan with both short-term and long-term goals. The Module One Portfolio rubric describes expectations for portfolio products Requirements Participants are required to complete all assigned products in this module and to participate in the each of the discussions. The discussion rubric describes the expectations for the discussion questions. Assessment Participants will complete pre/post surveys to determine growth in knowledge and skill based on the goals of this module. Additionally, participants will complete a self-assessment comprised of a two to three-question quiz at the end of each session based on the content of the session. Discussion participation and completion of products will be assessed using the rubrics provided for these purposes. Michigan s School Counselor Postsecondary Planning Training course Page 1 of 10

2 Session Overviews Module 1 Session One: Role of the Counselor in Promoting Career and Academic Planning This session focuses on the role of the counselor in postsecondary career and academic options and the importance of postsecondary advisement, and it guides counselors to understand the diverse school populations with whom they work. Additionally, during this session, counselors will review ethical standards and consider how they apply to your own work. They will share ideas with their colleagues in the discussion about counselor responsibilities in career and academic advisement for students at their schools, especially as they relate to low income and at risk student populations. 1. communicate the role of the school counselor in postsecondary, career, and academic planning to administrators, teachers, students and parents 2. identify strategies to implement the state counselor curriculum frameworks specifically as they relate to career and academic guidance and preparation for admission testing and applications 3. adhere to ethical standards for school counselors assist low income and at risk student populations in planning and preparing for postsecondary experiences Session Two: Developing a College-Going Mission This session explores the importance of the school counselor's role of incorporating advocacy as a key component in improving student achievement and creating a college-going mission across the school landscape. Other key ideas in this session are identify barriers to student postsecondary planning, creating school connectedness and integrating the college-going mission into the school culture, communicating with and gaining support from school leadership and parent organizations. (Note: "School connectedness" refers to the belief by students that adults in the school care about their learning and about them as individuals. ) 1. learn techniques to create a college-going culture 2. identify barriers to students postsecondary aspirations 3. become aware of strategies to gain faculty, administrator and parent support for increasing college access 4. develop strategies to create student connectedness to the school and its programs Session Three: Understanding and Working with Diverse Populations This session addresses self-awareness and cultural understanding by providing help in identifying the culturally diverse populations with whom counselors work and in developing approaches for working with diverse groups of students to attain educational and postsecondary goals. Additionally the session will help counselors address the need for sensitivity to student situations, including income levels, availability of mentors, home setting and support. 1. identify and analyze the cultural landscape of the school 2. develop approaches for working with diverse populations 3. understand the need for sensitivity to student situations 4. identify strategies to communicate with culturally diverse populations Session Four: Communicating a College-Going Mission This session addresses strategies for communicating with culturally diverse parents and students about the importance of developing a college-going mission and a belief in students abilities to participate in college or other postsecondary experience. 1. Use strategies to communicate with culturally diverse parents and students about the importance of postsecondary planning and goal setting 2. Be sensitive to and avoid the use of jargon when communicating with students and parents 3. Build a college-going mission among all students Michigan s School Counselor Postsecondary Planning Training course Page 2 of 10

3 Module Two: College, Career, and Academic Planning Catalog Description This module, developed for practicing professional school counselors and pre-service counselors, includes four sessions that focus on engaging students in early career awareness and planning, using data to guide academic planning, transition of students from middle school to high school and then to college, and the importance of postsecondary choices and finding the right postsecondary fit. Participants will be engaged in building knowledge and skill in each of these areas, and they will engage in constructive discussions in a learning community with their colleagues during each session. The term college is used throughout this course to refer to any postsecondary education or training in accordance with the NCAN ( definition: College refers to a Pell-eligible educational institution beyond the high school level, including those that offer apprenticeship programs, certificates, and associate and/or bachelor degree programs. Prerequisites This module is designed for pre-service and in-service school counselors and others as deemed appropriate by the organization. Participants are expected to have regular access to computers, and proficiency with and current web-browsers. Goals During this module, counselors will learn to: Engage students in career awareness and planning Guide students in academic planning to align high school courses with career interest and college planning Use data to analyze student progress toward their career and academic goals Guide students to discover their best fit and to make appropriate postsecondary and college choices Assessment and Course Requirements This module is divided into four sessions, each of which includes readings, an activity, and an online discussion among participants. The time for completing each session is estimated to be four to six hours. Module Products As an outcome for this module, participants will complete and submit the Module Two Portfolio, which will include products assigned during the sessions and a final Action Plan with both short-term and long-term goals. The Module Two Portfolio rubric describes expectations for portfolio products. Requirements Participants are required to complete all assigned products in this module and to participate in the each of the discussions. The discussion rubric describes the expectations for the discussion questions. Assessment Participants will complete pre/post surveys to determine growth in knowledge and skill based on the goals of this module. Additionally, participants will complete a self-assessment comprised of a two to three-question quiz at the end of each session based on the content of the session. Discussion participation and completion of products will be assessed using the rubrics provided for these purposes. Michigan s School Counselor Postsecondary Planning Training course Page 3 of 10

4 Session Overviews Module 2 Session One: Engaging Students in Early Career Awareness and Planning This session addresses the importance of students early career awareness and planning as well as strategies counselors can use to engage students during the middle grades or earlier. Participants will read articles about risk factors for middle school students and to plan ways to students in career planning. They will view two videos, one of counselors describing typical career and academic planning sessions at their schools and another of a counselor describing her school s career center and its impact. They will also review available career resources at the state s website career and college planning website. As part of the Action Plan for this course, participants will plan a career center or review and consider plans to improve a current career center. 1. Encourage early career awareness and planning 2. Use and analyze interest inventories with students and parents 3. Plan a career center for the school Session Two: Using Data to Guide Academic Planning This session explores the importance of using data to guide students in their course selections and to align them to career interest and planning. It will emphasize the importance of encouraging the selection of courses that are rigorous and prepare students for postsecondary experiences. Strategies for communicating information to both students and parents about course options and how they fit into the student s career plan are an important component of this session. Teachers can provide key support to the school counseling program, and counselors should be prepared to work with teachers across subjects and grade levels. 1. Use data to assist students in academic planning and aligning course selection to career interest and planning 2. Assist students in understanding and pursuing non-traditional course options, which may include dual enrollment, AP courses, CLEP, honors courses, and/or virtual courses 3. Explore online calendars as a tool for organizing and sharing work with students Session Three: Helping students understand the importance of course selections and grades In this session, participants will read about transition models from middle to high school and how they affect school dropout rates. You will also practice strategies to help students understand the impact of each course grade on the GPA. Additionally, you will identify strategies to help parents and students calculate the GPA and to set goals to improve the GPA. Importance will be placed on collaboration between middle school and high school counselors to help students with career and academic planning. 1. plan interventions for students who are in danger of being left out of the school s college-going mission 2. become aware of the importance of helping students make appropriate course selections as they progress through school and on to postsecondary 3. identify strategies to help students and parents understand the impact of a high or low GPA on postsecondary opportunities 4. work with teachers to implement joint projects and career exploration activities 5. identify strategies to ease the transition to high school and implementation of the career/academic plan. Session Four: College/Post-Secondary Choice This session addresses the importance of helping students make choices for postsecondary education and finding the right fit among the college options in areas, such as academics, size, cost, location, school culture/atmosphere, and diversity. Participants will consider strategies to work with students and parents about postsecondary choices and to overcome barriers students may face in planning for postsecondary experiences. Additionally, participants will review the college-related terminology with which students and parents may not be familiar. Michigan s School Counselor Postsecondary Planning Training course Page 4 of 10

5 1. explore postsecondary choices in your state and analyze the choices for best student fit in academics, size, cost, location, school culture or atmosphere, diversity, and match to one or more career clusters 2. identify useful tools and resources for college planning 3. assist students and parents in understanding college terminology Michigan s School Counselor Postsecondary Planning Training course Page 5 of 10

6 Module Three: Financial Aid and College Applications Catalog Description This module includes four sessions, which address financial literacy, financial aid, completing the FAFSA and preparing college applications. Parents and students need assistance in navigating the complexities of financial aid and the college admission process. The school counselor in collaboration with principals and teachers can guide parents and students through these processes to increase student access to college and postsecondary training. This module focuses on the counselor s role in counseling parents and students in accessing financial aid and successful preparation and application for college admission. The term college is used throughout this course to refer to any postsecondary education or training in accordance with the NCAN ( definition: College refers to a Pell-eligible educational institution beyond the high school level, including those that offer apprenticeship programs, certificates, and associate and/or bachelor degree programs. Prerequisites This is an introductory module for school counselors. Participants are expected to have regular access to computers, and proficiency with and current web-browsers. Goals During this module, counselors will learn to: Prepare students from high-need areas and from families without prior college access for college application and success Help parents and students overcome barriers to college access and success Communicate the intricacies of financial aid, including terminology, to parents and students Assist students and their parents in completing the FAFSA Help parents and students understand the total cost of college as well as the variety of financial aid available to them Collaborate with other teachers to prepare students for college admission tests Help eligible students apply for waivers for admission tests and college application fees Assessment and Course Requirements This module is divided into four sessions, each of which includes readings, an activity, and an online discussion among participants. The time for completing each session is estimated to be four to six hours. Module Products As an outcome for this module, participants will complete and submit the Module Three Portfolio, which will include products assigned during the sessions and a final Action Plan with both short-term and long-term goals. The Module Three Portfolio rubric describes expectations for portfolio products. Requirements Participants are required to complete all assigned products in this module and to participate in the each of the discussions. The discussion rubric describes the expectations for the discussion questions. Assessment Participants will complete pre/post surveys to determine growth in knowledge and skill based on the goals of this module. Additionally, participants will complete a self-assessment comprised of a two to three-question quiz at the end of each session based on the content of the session. Discussion participation and completion of products will be assessed using the rubrics provided for these purposes. Michigan s School Counselor Postsecondary Planning Training course Page 6 of 10

7 Session Overviews Module 3 Session One: Guiding Parents and Students through the Complexities of Financial Aid This session addresses the complexity of financial aid, including terminology, strategies to help parents and students understand the total cost of college or postsecondary education, and best sources of financial assistance for their particular situations. Participants in this session will compare and contrast grants, loans and scholarships as methods to pay for postsecondary education or training with the goal of assisting parents and students to locate and apply for the most appropriate source of postsecondary funding and assistance. 1. Assist parents and students in understanding financial aid terminology 2. Be able to communicate with parents and students the differences among grants, loans and scholarships 3. Guide parents toward an understanding of the total cost of college/postsecondary education, including fees, textbooks, room and board, required tools (for example, a scientific calculator) 4. Collaborate with colleges and universities to participate in information sessions with parents and students Session Two: Assisting with the Financial Aid Process In this session participants will learn the process parents and students need to follow to complete the FAFSA, what information they will need, what financial aid terminology means and what types of aid they can receive based on the FAFSA. 1. Convey information and provide assistance to parents and students about the FAFSA application process 2. Provide assistance to parents and students in becoming literate in financial aid terminology 3. Provide resources and assistance to parents and students in finding grants, loans and scholarships 4. Plan a financial aid workshop for parents and students Session Three: Preparing for College Admission Tests In this session, participants will plan ways to help students prepare for college admissions tests. This session will also address fees and waivers; test taking strategies and practice tests; and helping parents and students understand what scores mean. 1. Provide assistance to students in preparing for admission tests 2. Ensure that parents and students have information about and assistance in registering for appropriate tests based on both career goals and college choice 3. Provide information to students and parents about fees and fee waivers 4. Help students and parents understand scores from admission tests Session Four: College Admissions: Application Process This session focuses on ways counselors can assist students in completing the application process for the postsecondary school they ve selected. Key areas included in this session are the college essay; preparing a resume; requesting letters of recommendation and providing appropriate information to those preparing a letter; and strategies to encourage students to participate in extracurricular activities and community service. 1. Collaborate with other teachers to assist students with application packets, i.e. English teachers and the college essay, developing resumes 2. Help students identify the information recommenders need for letters of recommendation 3. Plan strategies to encourage students to participate in extracurricular activities and community service Michigan s School Counselor Postsecondary Planning Training course Page 7 of 10

8 Full Course Schedule Topic Beginning Date Welcome and Module 1 Overview 9/26 in person Session 1.1 9/30 Session /17 Session /7 Session /25 Overview of Module 2 and 3 12/9 in person Session /19 Session 2.2 1/9 Session 2.3 1/30 Session 2.4 2/20 Session 3.1 3/13 Session 3.2 4/3 Session 3.3 4/24 Session 3.4 and Closing Reception 5/12 in person Michigan s School Counselor Postsecondary Planning Training course Page 8 of 10

9 Online Session Layout Modules (3) o Sessions (12, 4 per module) Summary Goals/objectives Readings Activities (building out a portfolio) State Resources Discussion Prompt Mini-quiz Additional Resources Michigan s School Counselor Postsecondary Planning Training course Page 9 of 10

10 Discussion Board Expectations Criteria Exceeds Expectation Meets Expectation Does Not Meet Expectation Relevance Posting responds directly to the discussion question and includes pertinent, connected or applicable information Posting responds directly to the discussion question Posting does not respond directly to the discussion question Use of Examples Posting makes thoughtful references to previous or current session material and/ or relevant personal experiences Posting includes at least one reference to session material and/ or relevant personal experiences Posting does not include any references to session material or relevant personal experiences Contribution to Learning Community Posting offers critical analysis of a key theme or existing post(s) which deepens or extends the conversation Posting engages with ideas from the session or the perspectives of fellow participants and makes a positive contribution to the conversation Posting does not critically engage with key ideas from the session or the perspectives of fellow participants Comprehension It is evident from the posting that the participant understands the discussion question and the key ideas from the session material. In addition, the participant employs higher order thinking skills (analysis, synthesis, evaluation) when responding to the discussion question It is evident from the posting that the participant understands the discussion question and the general ideas referenced in the session material It is not evident from the posting that the participant understands either the discussion question or the ideas referenced in the session material Written Quality Posting has a coherent structure and the flow of the writing is easily understood. Posting is grammatically correct with no spelling errors Posting has a coherent structure and the flow of the writing is easily understood. Posting has only one or two grammatical or spelling errors Posting does not have a coherent structure and the flow of the writing is hard to follow. Posting has multiple grammatical or spelling errors Timeliness Two or more postings are made on at least two different days; at least one posting is made early enough in the discussion period to allow time for others to read and respond Two or more postings are made on only one day; at least one posting is made early enough in the discussion period to allow time for others to read and respond Two or more postings are made on only one day; postings are late in the discussion period and may not allow time for others to read and respond Tone Posting has a positive, supportive and professional tone Posting has elements of a positive, supportive or professional tone Posting is negative or flat in tone Michigan s School Counselor Postsecondary Planning Training course Page 10 of 10

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