MASTER PLAN. School Counseling. College and Career Readiness

Transcription

1 MASTER PLAN School Counseling College and Career Readiness SLT MEMBER: Brian Kingsley OWNER: Ralph Aiello CONTACT FOR PLAN: Lisa Albee and Danny Tritto DEPARTMENT: School Counseling, College and Career Readiness COURSE GROUP #: Broward County Public Schools Page 1

2 The professional development plan established for Broward County School Counselors K-12 is derived from the American School Counselor Association (ASCA) National Model. This model is the foundation for schools to build comprehensive school counseling programs, which institutes academic, career and personal/social development for students. The 8 Components of College and Career Readiness Counseling from the National Office for School Counseling Advocacy (NOSCA) are additional foundational principles used in building a college-going culture in grades K-12. This is a critical piece in the Annual Guidance Plan (AGP) to promote a systemic approach for school counselors to implement college and career readiness activities and to ensure equity in both the process and the result. School Counselors work with multiple groups at the school level. These groups include students, parents, teachers and administrators. As a whole, these various groups make up a school community, which is referred to as stakeholders in the professional development plan. Broward County Public Schools Page 2

3 Introduction A Master Plan is created to monitor the district-wide implementation of professional development and resources all linked to specific desired outcomes. Too often, educators begin implementing an initiative without thinking about how they will assess progress. As a result, they aren t likely to know whether they re making progress, and they may not even agree on what making progress means in the context of the plan. 1 A Master Plan defines quality outcomes and measures fidelity of implementation in reaching those outcomes. Master Plans are created to support and monitor the institutionalization of an identified outcome. Master Plans are NOT evaluative but do require that measures of the effectiveness of the plan are collected and used in a model of continuous improvement. A Master Plan: Clarifies expectations about the role and responsibility of a specific position or job Provides guidance for self-assessment Helps those who use it to visualize what the desired outcome will look like when it is reached Identifies concrete actions for individuals Supports the development of short-term and long-term benchmarks Provides a basis for professional learning and development When creating a Master Plan, it is written in the active voice, identifying the expected actions of an individual in ways that can be observed. It provides a mental image of where the district is moving. It connects those involved in different roles to take the steps necessary to bring the plan to fruition. The plan is chunked into sections by individual and supervisor of the individual Each section is numbered in an orderly way For each section, one or more desired outcomes are described. Starting from the ideal, a continuum of decreasingly desirable levels of outcomes is described There can be several levels of behaviors until the undesirable is reached. 1 Boudett, K., City, E., & Murname, R. (2005). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press. Broward County Public Schools Page 3

4 This scale represents the movement from ideal behaviors/actions on the left, through a continuum of decreasingly desirable behaviors/actions as one moves to the right (Research by Hilda Taba supports presenting the exemplars first.). Once the Master Plan is established, any professional learning or development necessary to reach the various outcomes is defined and linked to the plan. A needs assessment of the targeted audience is used to determine what the needs and is also used to determine the effectiveness of the learning. For all professional learning activities, a Framework for Monitoring and Adjusting the Professional Development - Implementation and Framework for Monitoring and Adjusting the Professional Development-Effectiveness are created. Using the Frameworks at regular intervals, a measure of the degree to which professional learning is contributing to the outcomes of the plan can determined and adjustments can be made. Monitoring the place on the scale during regular intervals in a school year will indicate how well the plan is on track to meet its desired outcomes. It is the intent of the Broward Professional Development System to require a Master Plan for any professional development or credentialing/qualifications aligned to the District Priorities and the Strategic plan. Each Master Plan mandates the purpose of professional learning as increasing educator/employee effectiveness and results for students and/or job performance as it relates to the design of the plan. Professional learning focused on district priorities, strengthens individual performance, individual and department goals and the organization as a whole. Broward County Public Schools Page 4

5 1. Elementary School Counselors 1.1 DESIRED OUTCOME: Elementary school counselors will have comprehensive working knowledge of policies and procedures related to student progression as outlined in Policy Reference Access Policy information relating on the Broward to policy and Schools website. procedures when implementing school programs. Interpret and articulate policy when consulting with all stakeholders in the school community. Use Policy information when responding to inquiries from all school stakeholders. Demonstrate a policy format when referencing information. Does not demonstrate a comprehensive policies and procedures related to student progression as outlined in Policy DESIRED OUTCOME: Elementary school counselors will complete and implement the Annual Guidance Plan demonstrating school counseling services aligned with the American School Counseling Association (ASCA) Standards and the National Office for School Counseling Advocacy (NOSCA), 8 Components of College and Career Readiness Counseling. Monitor outcomes as documented in the Annual Guidance Plan. Interpret outcome data of activities to measure effectiveness of the Annual Guidance Plan (AGP). Complete Annual Guidance Plan activities aligned to the ASCA and NOSCA standards for school community needs in the School Improvement Plan. Implement Annual Guidance Plan in school counseling services. Demonstrate basic the ASCA and NOSCA standards when referencing the Annual Guidance Plan. Incorporate the ASCA and NOSCA standards in school counseling services. Does not complete and implement the Annual Guidance Plan. Broward County Public Schools Page 5

6 1.3 DESIRED OUTCOME: Elementary school counselors will utilize the BASIS system to view and interpret student data in order to provide and personalize highly effective school counseling services that lead to academic achievement, personal/social wellness and career choice development for all students. Disaggregate data to evaluate intervention effectiveness and make necessary adjustments for future planning. Consult with all stakeholders to implement interventions in areas of school and student need. Monitor student caseload on a weekly basis to determine effectiveness of interventions (RTI). Access student data on BASIS via Data Warehouse. Manipulate the Student Detail Grid to filter for specific student groups in order to determine school and student needs. Does not utilize the BASIS system to view and interpret student data in order to provide and personalize highly effective school counseling services that lead to academic achievement, personal/social wellness and career choice development for all students. 2. Middle School Counselors/Directors 2.1 DESIRED OUTCOME: Middle school counselors will have comprehensive working knowledge of policies and procedures related to student progression as outlined in Policy Reference Access Policy information relating on the Broward to policy and Schools website. procedures when implementing school programs. Interpret and articulates policy when consulting with all stakeholders in the school community. Use Policy information when responding to inquiries from all school stakeholders. Demonstrate a policy format when referencing information. Does not demonstrate a comprehensive policies and procedures related to student progression as outlined in Policy Broward County Public Schools Page 6

7 2.2 DESIRED OUTCOME: Middle school counselors will complete and implement the Annual Guidance Plan demonstrating school counseling services aligned with the American School Counseling Association (ASCA) Standards and the National Office for School Counseling Advocacy (NOSCA), 8 Components of College and Career Readiness Counseling. Monitor outcomes as documented in the Annual Guidance Plan. Interpret outcome data of activities to measure effectiveness of the Annual Guidance Plan (AGP). Complete Annual Guidance Plan activities aligned to the ASCA and NOSCA standards in relation for school community needs in the School Improvement Plan. Implement Annual Guidance Plan in school counseling services. Demonstrate basic the ASCA and NOSCA standards when referencing the Annual Guidance Plan. Incorporate the ASCA and NOSCA standards in school counseling services. Does not complete and implement the Annual Guidance Plan. 2.3 DESIRED OUTCOME: Middle school counselors will utilize the BASIS system to view and interpret student data in order to provide and personalize highly effective school counseling services that lead to academic achievement, personal/social wellness and career choice development for all students. Disaggregate data to evaluate intervention effectiveness and makes necessary adjustments for future planning. Consult with all stakeholders to implement interventions in areas of school and student need. Monitor student caseload on a weekly basis to determine effectiveness of interventions (RTI). Access student data on BASIS via Data Warehouse. Manipulate the Student Detail Grid to filter for specific student groups in order to determine school and student needs. Does not utilize the BASIS system to view and interpret student data in order to provide and personalize highly effective school counseling services that lead to academic achievement, personal/social wellness and career choice development for all students. Broward County Public Schools Page 7

8 2.4 DESIRED OUTCOME: Middle school counselors will implement career education planning activities related to the student progression standards required by the state. Provide academic and course selection counseling to optimize successful transition to high school. Collaborate with teachers and parents to formulate course planning for transition to high school. Develop individualized career plans that will assist students in creating a Personalized Academic and Career (PAC) Plan. Demonstrate knowledge of the eight standards of career and education planning requirement as evidenced by his/her ability to reference and/or use the state career education requirements. Utilize CHOICES to expose students to career exploration with the selfdiscovery activities offered on the site. Does not implement career education planning activities related to the student progression standards required by the state. 3. High School Counselors/Directors/BRACE Advisors 3.1 DESIRED OUTCOME: High school counselors and BRACE Advisors will have comprehensive policies and procedures related to student progression as outlined in Policy Reference Access Policy information relating on the Broward to policy and Schools website. procedures when implementing school programs. Interpret and articulates policy when consulting with all stakeholders in the school community. Use Policy information when responding to inquiries from all school stakeholders. Demonstrate a policy format when referencing information. Does not demonstrate a comprehensive policies and procedures related to student progression as outlined in Policy Broward County Public Schools Page 8

9 3.2 DESIRED OUTCOME: High school counselors and BRACE Advisors will complete and implement the Annual Guidance Plan demonstrating school counseling services aligned with the American School Counseling Association (ASCA) Standards and the National Office for School Counseling Advocacy (NOSCA), 8 Components of College and Career Readiness Counseling. Monitor outcomes as documented in the Annual Guidance Plan. Interpret outcome data of activities to measure effectiveness of the Annual Guidance Plan (AGP). Complete Annual Guidance Plan activities aligned to the ASCA and NOSCA standards for school community needs in the School Improvement Plan. Implement Annual Guidance Plan in school counseling services. Demonstrate basic the ASCA and NOSCA standards when referencing the Annual Guidance Plan. Incorporate the ASCA and NOSCA standards in school counseling services. Does not complete and implement the Annual Guidance Plan. 3.3 DESIRED OUTCOME: High school counselors and BRACE Advisors will utilize the BASIS system to view and interpret student data in order to provide and personalize highly effective school counseling services that lead to academic achievement, personal/social wellness and career choice development for all students. Disaggregate data to evaluate intervention effectiveness and makes necessary adjustments for future planning. Monitor graduation requirements for student caseload on a weekly basis. Consult with all stakeholders to implement interventions in areas of school and student need. Monitor student caseload on a weekly basis to determine effectiveness of interventions (RTI). Access student data on BASIS via Data Warehouse. Manipulate the Student Detail Grid to filter for specific student groups in order to determine school and student needs. Does not utilize the BASIS system to view and interpret student data in order to provide and personalize highly effective school counseling services that lead to academic achievement, personal/social wellness and career choice development for all students. Broward County Public Schools Page 9

10 3.4 DESIRED OUTCOME: High school counselors and BRACE Advisors will educate students and families on the importance of understanding and completing both the Florida Financial Aid Application (FFAA) for the Bright Futures Scholarship and the Free Application for Federal Student Aid (FAFSA). Monitor FFAA and FAFSA completion rates on a monthly basis. Utilize data to academically advise students and parents to optimize potential scholarship award status. Assist parents and students with further resources and personalized instruction. Understand the difference between the FFAA and FAFSA. Educate the school community on the FFAA and FAFSA requirements and application process. Does not educate students and families on the importance of understanding and completing both the Florida Financial Aid Application (FFAA) for the Bright Futures Scholarship and the Free Application for Federal Student Aid (FAFSA). Broward County Public Schools Page 10

11 Data Collection Plan End Goal of plan: School Counselors will advance at least one developmental level as defined by the master plan until they are able to maintain proficiency ( 4) with consistency. What type of data needs to be collected? PD participation What sources of data will help the investigation? Participant rosters from workshops of completers. Are the data available or do new data need to be collected? Yes Where are these data located? PD Files of sign-in sheets Who will be responsible for collecting these data? District School Counseling Staff When will these data be collected? Following each course completion Feedback from participants Business event appraisal Self-reporting survey of implementation of what was learned. Yes New data will be collected SAP Reports School Counseling Office District School Counseling Staff District School Counseling Staff Following each course completion Beginning and end of each school year Area of Impact Formative Measures Summative Measures Teacher Practices Not Applicable Not Applicable Leadership Practices SAC/SAF Presentations Staff Presentations for course Not Applicable Collaboration Practices selection and student placement Professional Learning Community minutes documenting collaborative work regarding innovation zone feeder pattern K-12. Professional Learning Community minutes documenting collaborative work in developing a clear seamless plan with feeder school for transition from elementary to middle and middle to high. Student Learning Quarterly Report Cards Promotion/Retention and Graduation Rates Broward County Public Schools Page 11

12 Master Plan Self-Assessment Tool (For use by implementers of the Plan) Please review the innovation configuration components, desired outcomes, and described behaviors. Identify for each desired outcome the level that most closely describes your current practice. Place an x in the box for the appropriate level. 5 Component 1 Desired Outcome Component 2 Desired Outcome Component 3 Desired Outcome Component 4 Desired Outcome Component 5 Desired Outcome What do I need to move to the next level? Broward County Public Schools Page 12