The BRIDGE Act
Implementation
Workshop
Building Resourceful Individuals to Develop
Georgia’s Economy Act
A workshop provided by the
Division of Career, Technical and Agricultural Education
Fall 2010
Workshop Agenda
 Gain awareness and understanding of BRIDGE Act
 Goals
 Expectations
 Determine status of your system and school practices
 Prioritize actions for implementation
 Establish a structure for planning and managing the
implementation of the BRIDGE Act in your school
 Please try to limit phone calls to break time
Strategic Goal 1
• To increase the graduation rate, decrease the
drop- out rate, and increase postsecondary
enrollment rate
• Strategy: To develop an effective
comprehensive advisement system focusing
on postsecondary options and career
planning.
• Initiative: GAcollege411 (currently writing a
proposal to include TAA as an additional
initiative)
BRIDGE BILL
Grades 6-12
Mandated
ADVISEMENT &
COUNSELING
The BRIDGE Bill
HB 400
Building Resourceful Individuals to
Develop Georgia’s Economy Act
Applicability
• 20-2-326
• 20-2-327b
• 20-2-327a
• 20-2-328
• 20-2-329
Provides common definitions
Articulation agreements and
student advisement
Postsecondary Placement re: GHSGT
Competitive grant subject to
appropriations
High schools that receive a grant
develop POS, TAA, and elements
• Articulation-means agreement
between a high school and a
postsecondary institution regarding the
awarding of both secondary and
postsecondary credit for a dual
enrollment course
Essential Requirements
handout
• Student performance at the advanced proficiency/honors level
on any assessments required for purposes of high school
graduation shall be recognized as:
Meeting postsecondary placement test requirements, and
•
Qualifying students to enroll in
credit-bearing
postsecondary course work in accordance with policies
and requirements established by the State Board of
Education, the Board of Regents of the University System
of Georgia, and the State Board of Technical and Adult
Education
Secondary and Postsecondary
Credit
• Shall be awarded immediately upon
successful completion of any articulated or
dual enrollment course in accordance with
policies and requirements established by the
State Board of Education, the Board of
Regents of the University System of Georgia,
and the State Board of Technical and Adult
Education
Beginning 2010-2011 School Year
• Students in the sixth, seventh, and
eighth grades shall be provided
counseling, advisement, career
awareness, career interest inventories,
and information to assist them in
evaluating their academic skills and
career interests.
The Individual Graduation Plan
• Before the end of the second semester of
the eighth grade, students shall develop
an individual graduation plan in
consultation with their parents,
guardians, or individuals appointed by the
parents or guardians to serve as their
designee.
High School Guidance
• High school students shall be provided
guidance, advisement, and counseling
annually that will enable them to
successfully complete their individual
graduation plans, preparing them for a
seamless transition to postsecondary
study, further training, or employment.
Components of the Individual
Graduation Plan
• Includes rigorous academic core subjects
and focused work in:
• Mathematics and science or
• Humanities, fine arts, and foreign language or
• Sequenced career pathway coursework
Other Components
• Incorporate provisions of IEP where applicable
• Align educational and broad career goals and a
student’s course of study
• Be based on the student's selected academic and
career focus area as approved by the student’s
parent or guardian
• Include experience based, career oriented learning
experiences which may include, but not be limited
to, internships, apprenticeships, mentoring, co-op
education, and service learning
Individual Graduation Plan Should:
• Include opportunities for postsecondary studies
through articulation, dual enrollment and joint
enrollment
• Be flexible to allow change in the course of study
but be sufficiently structured to meet graduation
requirements and qualify the student for
admission to postsecondary education
• Be approved by the student and the student's
parent or guardian with guidance from the
student's counselor or teacher advisor
BRIDGE Implications for LEAs:
• Mandates 6-12 system of advisement for ALL
students through systematic, comprehensive
and developmental advisement
• Mandates 6-8 educational and career planning
including counseling, advisement, career
awareness, career interest inventories and
information to result in an individual
graduation plan
• Mandates continued advisement 9-12
17
•Building our
BRIDGE to
Georgia’s
workforce
Debrief and Group Work
• Split into school or system teams
• Who has the been in education longest?
• Identify current components already in place
within system that can be used as part of
BRIDGE
• What are the current obstacles/barriers you
see in implementing BRIDGE within your
system? (Funds, Time, Personnel)
A Changing Supersystem
The supersystem in which our educational system
operates is changing at an exponential rate.
The Supersystem …
Then & Now
Industrial Era
Information Era
Standardization
Bureaucratic organization
Centralized control
Adversarial relationships
Autocratic decision making
Compliance
Conformity
One-way communications
Compartmentalization
Parts oriented
CEO or boss as “king”
Customization
Team-based organization
Autonomy with accountability
Cooperative relationships
Shared decision making
Initiative
Diversity
Networking
Holism
Process oriented
Customer as “king”
Reigeluth, 1989
The Changing U.S.
Workforce
Unskilled
60%
Skilled
Unskilled
20%
15%
Professional
20%
1950
National Summit on 21st Century Skills for 21st Century Jobs
Professional
20%
Skilled
65%
2007
What Does This All Mean?
When the supersystem changes, the
subsystems must change in equally significant
ways to survive,
or risk becoming obsolete.
We can and must do more.
Spirit of the Perkins IV
Leading CTE into the 21st century
• Global competition
• Program improvement
• Ensuring modern, durable and
rigorous CTE programs
Purposes of the Act
• Develop challenging academic
and technical standards and
related challenging, integrated
instruction
• Promote partnerships
(education, workforce boards,
business, industry, etc.)
• Connect education, workforce
development and economic
development
A Focus on the Economy
and Transitions
• Focus on high skill, high
wage, high demand and
relate to regional economy
• Increase transition from 2
to 4 year college
• A focus on articulation
Programs of
Study
Supports
Perkins’
Goals
Important Definitions
• Career cluster – organizer of knowledge and skills
needed by a broad industry for the purpose of
organizing educational programs and curricula
• Career pathway – organizer of knowledge and skills
statements shared by professions
• Program of study – comprehensive, structured
approach for delivering academic and career and
technical education to prepare students for
postsecondary education and career success
Perkins IV: POS Definition
• Incorporate and align secondary and postsecondary
education
• Include academic & CTE content in a coordinated,
non-duplicative progression of courses
• May include the opportunity for secondary students
to acquire postsecondary credits
• Lead to an industry-recognized credential or
certificate at the postsecondary level, or an associate
or baccalaureate degree
Programs of Study Framework
• Jointly developed by
OVAE, states, and
several associations
• Designed to expand the
expectations of and
define what a high
quality POS should look
like
POS Framework Insights
College and Career Readiness Standards
• Ex: Common Core Standards (NGA & CCSSO)
• Will likely be reflected in ESEA reauthorization
• Standards are key to portability of credits/credentials
Course Sequences
• Ex: NE and MD are working at the lesson plan level
• Begin broad and over time move to occupation specific
instruction
• Flexibility and choice for students is key to success
POS Framework Insights
Credit Transfer Agreements
• Ex: Running start program in WA
• Transcripted credit is gaining momentum as a solution
• Must commit to a seamless, student-centered system
Guidance / Counseling & Academic Advisement
• Ex: Missouri Center for Career Education (MCCE) / Nebraska DOE
• The National Career Development Guidelines provide a starting
place
POS Framework Insights
Teaching and Learning Strategies
• Ex: Loving High School and Mosquero High School
– Featured in a Microsoft/NASDCTEc Implementation Guides
• Teachers don’t have to be an expert on everything
• Need to provide access to high quality resources
Technical Skill Assessments
• Important! Assessments must be meaningful
• Performance-based assessments and portfolios, in
conjunction with traditional assessments are gaining
momentum in ESEA reauthorization discussions
Resources
• OVAE Program of Study Framework Document:
http://cte.ed.gov/file/POS_Framework_Unpacking_1-20-10.pdf
• Career Clusters: A Plan of Education for a Global Economy
http://www.careertech.org/uploaded_files/Career_Cluster_Research_Brief
__-_final.pdf
• Implementing Programs of Study: What, Why and How?
http://www.careertech.org/uploaded_files/Final1.pdf
• NASDCTEc Webinar Series on Programs of Study
http://www.careertech.org/webinars
• Career Clusters Website: www.careerclusters.org
• Sample Plans of Study:
http://www.careerclusters.org/resources/web/pos.cfm
Program of Study….Individual
Graduation Plan….Plan of
Study…..
Are there Differences in the Terms?
Not Really….
All three require that students plan for high school success, as well as
plan for success after high school
Perkins Act –Program of Study terminology
BRIDGE Act –Individual Graduation Plan terminology
GaCollege411 website –Plan of Study terminology
Brad Bryant, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
35
GAcollege411 POS screenshot
Georgia’s 11 Program
Concentrations
• Represent a grouping of occupations
according to common knowledge
and skills for the purpose of
organizing educational programs and
curricula
Agriculture
Architecture, Construction, Communications & Transportation
Arts & Humanities
Business & Computer Science
Culinary Arts
Education
Engineering & Technology
Family & Consumer Sciences
Healthcare Science
Government & Public Safety
Marketing, Sales & Services
Career Pathway
• Is a coherent, articulated sequence of rigorous
academic and career/technical courses,
usually beginning in the 9th grade and leading
to a diploma, associate degree, baccalaureate
degree and beyond.
Nursing PATHWAY/Curriculum
Emergency Services PATHWAY/Curriculum
Medical Services PATHWAY/Curriculum
Health Informatics PATHWAY/Curriculum
Healthcare Science
CONCENTRATION
Biotechnical Research & Development
PATHWAY/Curriculum
Diagnostic Services PATHWAY/Curriculum
Physical Medicine
PATHWAY/Curriculum
Personal Care Services-Cosmetology
PATHWAY/Curriculum
25.52100
Introduction to
Health Science
Therapeutic Services
Nursing
25.52200
Application to
Therapeutic Services
25.56100 Nursing
Essentials
Advisement/Bridge Act (HB 400 May, 2010)
Advisement is a vital part of education and career planning for ALL
students. In May the Governor signed the Bridge Bill to mandate
advisement in grades 6-12. Three methods of delivery to result in an
individual graduation plan:
Georgia’s Counselor-Supported 6-12
Teachers-As-Advisor (TAA) Program Model
GeorgiaStandards.org for Middle Schools
• 32.02100 Career Awareness
• 32.02200 Career Discovery
• 32.02300 Career Management
• ELA CAPSTONE Project
Local middle and high school counselor’s program
provides comprehensive and developmental
counseling and advisement to all students in
grades 6-12
Effective
advisement is
measured by
the utilization
of
GAcollege411
in all middle
and high
schools
Georgia’s
Teachers-As-Advisors
Program
Vivian Snyder
Career Development Coordinator
Georgia Department of Education
Career, Technical and Agricultural Education (CTAE)
vsnyder@doe.k12.ga.us
404-657-8331
It’s a question of:
How many opportunities do ALL Georgia students have to explore
the world of work? To understand the connection between
school work and their future career? To assess their individual
interests and aptitudes?
To assess their work values and preferences?
To assess their individual learning, collaboration, and problemsolving styles? To develop a plan of action
to reach their educational and career goals?
What is TAA?
A systemic, systematic method of delivery wherein an
entire student population (grades 6-12) is assigned, in
small groups, to a trained, caring adult advisor who
both advocates for his or her advisees and facilitates
sessions focused on:
1. Career Management: Awareness, Exploration,
and Planning
2. Academic Achievement, Educational Attainment
and Lifelong Learning: Academic Development
3. Life Skills: Personal and Social Development
The TAA 10-Step Model
1.
Establishing Need and Gaining Awareness of Data
2.
The Educational and Career Planning Process
3.
Articulating a Statement of Purpose
4.
Strategic Planning for Parent/Family Involvement
5.
Achieving Consensus on Organization and Logistics
6.
Designing Framework-Based Content for Delivery
7.
Understanding and Fully Utilizing Assessment Results
8.
Determining the Level of Leader Involvement and Support
9.
Professional Learning and Ongoing Support
10. Assessing the Effectiveness of a TAA Program
Training Goals
• Gain awareness of the 10-Step Model for creating,
implementing, enhancing, and/or evaluating a
systemic and systematic TAA program that serves
ALL students within a
local educational agency (LEA) in grades 6-12
• Create a vision and purpose for advisement that is
based on theory, research, and field expertise
Training Goals
• Address issues of school processes and structures
that support and/or diminish the effectiveness of
TAA
• Explore the Georgia TAA framework and plan
activities to use during advisement sessions
• Investigate the utilization of assessment
mechanisms
• Learn how to build capacity and create conditions
for TAA long-term sustainability
State TAA Training Tools
• Video modules that will demonstrate the process
for development and implementation
• Accompanying, coordinated materials and
resources to assist the advisement focus team
• Online repository of lessons through
GeorgiaStandards.Org (GSO)
• Assessment resources/GAcollege411.org
GSO: Online Resources Link
GSO: Online Resources Link
GSO: Online Resources Link
GSO: Online Resources Link
GSO: Online Resources Link
Georgia
Teachers-As-Advisors Framework
Establishing Need and
Gaining Awareness of Data
Facing the Brutal Facts
•
•
•
•
•
•
Georgia high school graduation rate? Under 80%
9th grade retention rate? Too high, overrepresentation of
specific groups of students
Postsecondary matriculation? Poor, sometimes less than 20%
Labor market needs? Skills shortage, labor shortage
A 2001 study by the National Association of Manufacturers
revealed that 78% of work force representatives believe public
schools are
failing to prepare students for the workplace.
This represents little change from similar 1991 and
1997 surveys administered by the agency, despite
a decade of various education movements.
Parental involvement? Very little, low level of authenticity
Anonymity of students? Yes, we have students we don’t
really know.
Education and
Training Pays
Georgia Workforce 2016 Beyond the Horizon. Workforce Information & Analysis Division, p 28.
Face the facts!
Ask yourselves…
• What are the high-skill, high-demand, high-wage jobs identified
for your county or region by the Georgia Department of Labor
(DOL), the Governor’s Office of Workforce Development, etc.?
• What are the programs of study offered at your
local high schools?
• Are the two aligned? Will they lead your
students to high-skill, high-demand, and
high-wage careers?
An Essential Difference
Counseling
Advisement
The help that some
students need to
overcome personal
and social problems
that interfere with
learning.
The help that ALL
students need from
parents, teachers,
counselors and
others to assist with
educational and
career development
and planning.
Resources for Establishing Need
and Gaining
Awareness of Data
• Georgia Department of Labor/Georgia Labor Market Explorer
http://www.dol.state.ga.us
http://explorer.dol.state.ga.us
•
Occupational Supply and Demand System
http://test.occsupplydemand.net/OSD_Main.aspx
•
One Georgia Authority
http://www.onegeorgia.org/coi.html
•
Partnership for 21st Century Skills
http://www.21stcenturyskills.org/
The Educational and
Career Planning Process
Basic Assumptions
• ALL educators are career developers.
“Teachers make all professions possible”
Annie Belott
• ALL students are expected to work, therefore,
ALL students need career development.
“The future of work is ‘learning a living.’ ”
Marshall McLuhan
• Parents can be the greatest influence in a
student’s career decision-making process.
Therefore, parents need information also.
Who Am I?
GACollege411, including
• Interest Profiler
• Career Cluster Survey
• Work Values Sorter
• Transferable Skills
• Career Keys
• Basic Skills
PSAT
Armed Services
Vocational Aptitude
Battery(ASVAB)
Where Am I Going?
• Georgia Teachers-As-Advisors Framework
and Activities
• O*NET, Careerclusters.org; OOH; Career Voyages (USDOL
and USDOE)
• Career Centers - Knowledge, Resources, Materials, and
Tools
• Labor Market Information – DOL/Georgia Explorer
• Work-Based Learning (MS and HS)
• GACollege411 – Career Planning
• Classroom Activities
How Am I Going To Get There?
• Electronic Portfolio System
GAcollege411.com
www.GAcollege411.org
• Peach State Pathways
http://www.gadoe.org/ci_cta.aspx?Page
Req=CICTAPlanningNew
Articulating a
Statement of Purpose
Program Purpose:
Specific purposes your advisory program be designed to meet:
Program Purpose
Priority Value
- Essential, nonnegotiable
- Important, but
negotiable
- Experimental and
negotiable
Addresses
students’ needs in
what ways?
Reflects the needs
of the community
in what ways?
- All students?
- Subgroups?
Finally, write a statement of purpose and create a framework for your advisory
program. Refer to other parts of this document, GADOE resources, Breaking
Ranks II, Breaking Ranks in the Middle and other potential resources.
“Georgia will lead the nation in student
achievement.” K. Cox
Jefferson County School System
Teachers-As-Advisors Statement of Purpose
The mission of the Jefferson County School System
Advisor-Advisee Program is to ensure high levels of
student achievement through the following:
• Providing a caring, trained adult advocate
• Establishing regular communication and an effective link
between home and school
• Advising students about academic decisions and monitoring
academic achievement
• Creating, facilitating, and guiding movement toward a career
concentration so that each child will be postsecondary ready
• Facilitating seamless academic and social transitions across
grades and schools for students and their families
Strategic Planning for
Parent/Family Involvement
Strategic Planning for
Parent/Family Involvement
• How do we create parent and family
involvement that is systemic, systematic, and
authentic?
• What are the “value-added” elements of parent
and family involvement in the Teachers-AsAdvisors process?
Strategic Planning for
Parent/Family Involvement
Basic indicators for the relationship between advisor and
family:
• Friendly, helpful environment
• Genuine concern
• Communication, communication, communication
• Viewing parents as partners
• At the least an annual review of student progress in the
spring of each year
Achieving Consensus on
Organization and Logistics
People and Size
• How many advisees will each advisor have?
• Which adults in the school will serve as advisors? What
characteristics should they possess?
• If some teachers do not serve as advisors, what supportive roles
can they take on? Will any advisories be co-facilitated?
• By what criteria will the students be divided into advisory groups?
• By what criteria will individual students be paired with advisors?
• Will advisors and advisees be looped (paired for their tenure in the
building)? What, if any, exceptions would there be to that rule?
• What will be the specific roles and responsibilities of advisors?
• How will parents be included and involved in the advisory process?
• How or will business and community volunteers be included and
involved in the advisory process?
Effective Practices: People & Size
•
Consider one advisor to 12-18 student advisees (average)
•
Come to consensus who will serve as advisors? Certified staff only?
•
Co-facilitate advisories in working with students with disabilities (create two
small advisee groups and pair two advisors (one reg. ed and one spec. ed);
this allows for inclusion of SWDs, with the option of utilizing advisory time to,
occasionally, review IEP progress).
•
Match advisors-advisees based on interests, advisor-strength/ student
need(s), personalities, etc. – anything but the “alphabet” method!
•
“Loop” advisors-advisees for a student’s duration in the building- The
longitudinal relationship and the knowledge it yields are the powers of TAA!
•
Utilize a rubric to define and assess roles and responsibilities of advisors.
•
Connect with parents through on-going communication, establishing the
advisor as the central contact point at the school, and increased
conferencing.
•
Business and community partners are an invaluable resource in advisement,
especially in the career and workforce development components.
Time and Space
• How often will advisement sessions meet (daily, weekly,
monthly, etc.)?
• How long will advisement sessions be (brief check-ins,
longer activity periods)?
• Will there be time for individual meetings as well as
group meetings?
• How will this time fit into the master schedule?
• Where will advisories meet?
• How will advisories be able to personalize their space?
• Will each advisory have its own space?
Effective Practices: Time & Space
• Hold a minimum of two advisory sessions per month; however, more
frequent meetings of a shorter duration are equally as effective.
• Look for informal ways to connect with advisee between advisory
sessions (Ex.-look for a face-to-face connection with each advisee
2-3 times per week…perhaps simply saying “hello” in the hall or
cafeteria).
• Consider a blend of brief check-ins, longer activity periods; ideally,
both types of sessions are needed.
• Allow for meetings with individual students, as well as the regular
small-group, advisory meetings.
• Advisement is easily scheduled in middle and high schools. Consider
the creation of a scheduled period that allows for extra-help and/or
enrichment; advisement is an appropriate, additional use of that time.
• Flexibility is a key element when considering meeting space for
advisory groups… students just need a comfortable place!
Student Involvement/Ownership
• What role will students take in creating/overseeing
the advisory program?
• How can advisement in grades 6-12 serve as a
vehicle for raising graduation rates?
• How can advisement in grades 6-12 serve as a
vehicle for raising student achievement?
• How can advisement in grades 6-12 serve as a
vehicle to facilitate more students pursuing
postsecondary study?
• How can students in the upper-grade advisements
mentor students in the lower-grade advisories?
Effective Practices:
Student Involvement/Ownership
•
Create a TAA advisory committee made up of students to gain students’
perspectives on the total advisement program and its processes.
•
Give students (grades 6-12) a voice in considering the following:
•
–
How can advisories serve as a vehicle for raising graduation
rates?
–
How can advisories serve as a vehicle for raising the rigor of core
academic studies and student achievement?
–
How can advisories serve as a vehicle for leading students to a
focused area of study in high school?
–
How can advisories serve as a vehicle to facilitate more students
pursuing postsecondary credit opportunities (during high school)
and postsecondary study (after graduation)?
Create structures for students in the upper-grade advisories to mentor
students in the lower-grade advisories.
Designing
Framework-Based
Content for Students
Designing Framework-Based
Content for Students
Use the Georgia TAA Framework to gather materials and
develop TAA sessions/activities
• TAA Framework can be found at GeorgiaStandards.Org
under “Resources” at
https://www.georgiastandards.org/Resources/Pages/Tools
/Teachers-as-Advisors.aspx
TAA 6-8 Scope & Sequence
TAA 9-12 Scope & Sequence
Understanding and
Fully Utilizing
Assessment Results
Understanding and Fully
Utilizing Assessment Results
Draw from multiple assessment resources to gain
a comprehensive look at each individual student
(strengths, interests, aptitude, work values, and
preferences).
• State Assessments (CRCT, EOCT, GHSGT, etc.)
• PSAT, SAT, etc.
• GAcollege411 six Career-related Assessments
• Armed Services Vocational Aptitude Battery
(ASVAB)
• Other interest, aptitude, and work-values and
preferences assessments
Determining the Level
of Leader Involvement
and Support
Determining the Level of
Leader Involvement and Support
Who will champion Teachers-As-Advisors in your district or
school?
Responsibilities
• Principal responsibilities
• Advisor responsibilities
• Counselor responsibilities
• Advisee responsibilities
Barriers and challenges and how to address them
Professional Learning
and Continued Support
Professional Learning
and Continued Support
Develop a professional learning plan to include:
• Informational sessions
• Skill building sessions
• Continued support
− Regular feedback - What works!
− Incentives - Help me!
− Results data - Is this work paying off?
Professional Learning
and Continued Support
• How do we create regularly scheduled time for advisors to meet with
students (coordination with the academic calendar and time for
training, curriculum development, sharing successes)?
• In what types of configurations can advisors meet for training and
support (clusters, teams, full faculty, pairs)?
• How will we identify the types of training and support advisors need
(academic advising, how to communicate with parents, listening
skills, knowing when to refer advisees to others, etc.)?
• How will the initial training be conducted and by whom?
• What resources will advisors need? Will these resources be readily
available?
• What ongoing support will be provided after initial training?
• How will advisors be observed and assessed?
Effective Practices: Professional
Learning and Continued Support
•
Because advisement is best implemented at the district level, form a
district-level TAA focus team that is made up of school-level focus teams.
A school-level focus team should be made up of (5-7 members):
– the principal (or his/her administrative designee)
– counselor(s) and/or graduation coach(es)
– teachers who are skilled at building relationships with students
– teachers who are knowledgeable of career development
– teachers who may be skeptical of the value of advisement
•
Building leaders must protect time scheduled for advisement.
•
Consider holding sessions for TAA training and support during the school day
(planning periods) and forming additional support structures (clusters, teams,
pairs) for teacher-advisors.
•
Identify the types of training, resources, and support advisors need through
information gathered from teacher-advisor surveys, student surveys, postadvisement reflections, and observation of advisory sessions.
Assessing TAA
Program Effectiveness
Assessing the Effectiveness of a
Teachers-As-Advisors Program
• Data-driven outcomes (programmatic measures, advisor
effectiveness, student satisfaction, parent satisfaction, etc.)
- What kinds of data will you collect?
- How will you gather data to measure outcomes?
Graduation; retention; behavioral referrals; # of students
taking higher level courses; pathway selection; utilization of
GACollege411;survey students, staff, and parents
• Rubrics
−
How will you develop rubrics and hold each participant in the
process accountable?
Evaluating Your
Teachers-As-Advisor Program
ADVANCED
PROFICIENT
BASIC
DEVELOPING
(Majority of criteria
checked in each
section)
(Minimum of 3
criteria checked in
each section)
(Minimum of 2
criteria checked in
each section)
(Must have at least 1
criterion checked in
each section)
56-66 Points
41-55 Points
26 – 40 Points
11- 25 Points
NOT YET
ESTABLISHED
(No criteria checked
in one or more
sections)
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.
Implementing TAA
• Teachers-As-Advisors is BEST implemented at the DISTRICT
level by a TEAM of professionals. In a very large district, this
can be done by MS-HS feeder patterns.
• The district-level TAA Focus Team should be made up of its
school-level focus teams. A school-level focus team should
be made up of (5-7 members):
− The principal (or his/her administrative designee)
− Counselor(s) and/or graduation coach(es)
− One or more teachers who are skilled at building
relationships with students
− One or more teachers who are knowledgeable of career
development
− One or more teachers who may be skeptical of the value
of advisement and have a need to be a part of the
development
Training Dates
•
Nov 15, 2010 in Macon at Central Georgia Technical College
•
Nov 19, 2010 in Athens at the Clarke County BOE
•
Nov 30, 2010 in Blairsville at the Union County BOE
•
Dec 1, 2010 in Alpharetta at the North Fulton Professional Learning
Center (old Milton High School)
Additional information can be found on the CTAE Resource
Network at www.ctaern.org in the catalog under the
course number CTAERN3075
Thank you for attending!
Georgia’s
Teachers-As-Advisors
Program
Vivian Snyder
Career Development Coordinator
Georgia Department of Education
Career, Technical and Agricultural Education (CTAE)
vsnyder@doe.k12.ga.us
404-657-8331
In Your Groups
• Answer the following questions
• What strategies can you implement to get
teacher and administrator buy- in for TAA?
• If not TAA implementation, what strategy are
you planning to use to meet the BRIDGE Act?
What You Need To Know
• Counselors regard confidentiality as essential for
student trust.
• School counselors are governed by the” Code of
Ethical Standards for School Counselors”
• The Code describes the behaviors and guidelines for
practice.
• The Code of Ethics recognizes that students have a
right to privacy and confidentiality with certain limits.
“We will lead the nation in improving student achievement.”
Confidentiality
• Is the counselor’s promise to respect the student’s right
to privacy and will not be shared with anyone without
consent.
• Parents of minors have a legal right for the
development of their children.
• Teachers, Advisors, Mentors are not bound by
confidentiality codes.
“We will lead the nation in improving student achievement.”
Privileged Communication
• Is granted by statute and guarantees clients that a court
can’t compel a counselor to disclose information
discussed in confidence.
• Very few school counselors have privileged
communication.
“We will lead the nation in improving student achievement.”
Exceptions to Confidentiality
•
•
•
•
•
Child Abuse and Neglect
Student has committed and illegal act.
Student intends to commit a crime.
Parent (or eligible student) waives right.
Potential harm to self or others.
American Student Achievement Institute
“We will lead the nation in improving student achievement.”
Legal Issues
• Refer to accepted professional practices in the
community.
• Noncustodial parents have all rights regarding their
children except the right to have custody of the children
permanently in their homes.
“We will lead the nation in improving student achievement.”
Remember!
• Know when and how to refer.
• Know that if a student shares potential harmful
information ,that information cannot be kept confidential.
• Counselors have an ethical, legal, and confidential
responsibility to students.
• A teacher advisor does not have the same code of
ethics umbrella as a school counselor.
“We will lead the nation in improving student achievement.”
Delivery Method
• Counselor Survey
• Counselor Rubric with BRIDGE Components
• Student Advisement Board Rule Change to include
BRIDGE Bill
• New counselor email database for timely and current
communication
“We will lead the nation in improving student achievement.”
Rubric Elements
•
•
•
•
Definitions
Will include ASCA content
Draft to be completed by February for review
Will have input from counselors
“We will lead the nation in improving student achievement.”
Survey
• Will have BRIDGE requirements
• Based on the End of Year Data Elements developed by
a statewide counselor committee
• Will be an on-line instrument
• May require the submission of a system level school
counseling plan
• Completion date of early next year.
“We will lead the nation in improving student achievement.”
Counseling (BRIDGE)
•
•
•
•
Academic
Personal
Career
Involves both students and parents
“We will lead the nation in improving student achievement.”
Examples
• Students who have been affected by the economy.
• Homeless and transient students.
• Students may have to postpone, defer or make other
options.
• Cultural and parental issues.
• Bullying and other kinds of abuse.
“We will lead the nation in improving student achievement.”
What Counselors must Do!
• Identify the critical student competencies that should be
addressed
• Identify the necessary resources for implementation
• Review the student data
• Develop an Action Plan
• Advocate for the Counseling Program
“We will lead the nation in improving student achievement.”
Think About It
• How does the student achievement and graduation rate
data look for your school or system?
• What can you do to improve a ‘College and Career
Readiness Culture?
• What implications does this information have on the
future of your community and the lives of your students?
“We will lead the nation in improving student achievement.”
Power Strategies
1.
2.
3.
Develop an “Early Warning System” (Advisement)
Align Guidance and Counseling with “Response To
Intervention (RTI)”
Consistently review and assess School Counseling
Program to align with legislation and school
improvement.
“We will lead the nation in improving student achievement.”
GAPPS and BRIDGE
• Strand: Student, Family, and Community Involvement
• The school as a community of learning involves parents
and community members as active participants. There
is a consistent and growing evidence of parental
involvement and volunteerism, participation in
workshops and enrichment activities, and a process of
two-way communication. Everyone collaborates.
“We will lead the nation in improving student achievement.”
GAPPS and BRIDGE
• Strand: Professional Learning
• Professional learning is the means by which teachers,
administrators, and other school and system employees
acquire, enhance and refine the knowledge, skills, and
commitment necessary to create and support high
levels of learning for all students.
“We will lead the nation in improving student achievement.”
GAPPS and BRIDGE
• Strand: Leadership
• The governance process through which individuals and
groups influence the behavior of others so that they
work collaboratively to achieve common goals and
promote organizational effectiveness.
“We will lead the nation in improving student achievement.”
GAPPS and BRIDGE
• Strand: School Culture
• The norms, values, standards, and practices associated
with the school as a learning community committed to
ensuring student achievement and organizational
productivity.
“We will lead the nation in improving student achievement.”
School Culture Impacts
•
•
•
•
Academics
Behavior
Attendance
School climate
“We will lead the nation in improving student achievement.”
Middle School Curriculum
• Career Development
– 6th: 32.02100 – Career Awareness
– 7th: 32.02200 – Career Discovery
– 8th: 32.02300 – Career Management
• To teach these 9 week courses,
teachers should have one of
following
• CTAE certification or clear certificate
• School counselor certification
• Career Development Endorsement
Middle School Capstone Project
• Partial fulfillment of BRIDGE Bill/8th Grade Advisement
• Student identifies chosen career interests via inventories
• Integrate career interests assessments from GAcollege411
into ELA GPS research and technical writing standards
• Collaborate with ELA and CTAE teacher/CTSO advisor and
counselor or Teacher-As-Advisor to complete the career
interest project (demo, presentation, report, web page)
• Present career interest project to parents and staff in a
student-led conference in January/February during student
scheduling for transition to 9th grade/high school
Middle School Capstone Project
Coming in Fall 2011
During the ELA unit
entitled “Take this Job
and LOVE It” 8th grade
students will
research/write and
develop their career
interest
August
Students integrate career
interest assessments
from GAcollege411.org
into research & technical
writing
Students
research/write a
report on a career
of their choice
September
Work with CTAE staff to
complete the
performance,
demonstration portions
of project
Brad Bryant, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
Students
complete 8th
Grade Project for
Student Led
Conference;
creating Program
of Study
January - Apri
Students enter
Project in CTSO
State Leadership
Conference
123
A partnership to assist ALL Georgia
students with “educational and career
planning”
•Career Cluster Survey customized to
Georgia’s 11 Program Concentrations
•Career information customized to
Georgia’s 11 Program Concentrations
and Peach State Pathways
•Six career-related inventories/surveys
•Extensive career exploration tools
•Extensive financial aid information
including scholarships
•TAA program activities and other
resources
•Extensive college application files
including other valuable “college
going” resources along with a
transcript portal and tracking tools
•Extensive data collection tools
GaDOE education and
career planning tools,
materials and resources
located at the bottom of
the homepage of
GAcollege411 in the file
“Middle and High School
Resources”
Questions/Comments
Thank you
We look forward to your
implementation of BRIDGE