We
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INKS
Student Advisement Program
West Virginia Board of Education
2012-2013
L. Wade Linger Jr., President
Gayle C. Manchin, Vice President
Robert W. Dunlevy, Secretary
Thomas W. Campbell, Member
Tina H. Combs, Member
Michael I. Green, Member
Lloyd G. Jackson II, Member
William M. White, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
James B. Phares, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
Table of Contents
Introduction..............................................................................................................................................................3
Training Schedule....................................................................................................................................................4
Session I - Purpose (1)
Resource 1
Guiding Questions........................................................................................................................6
Resource 2
Big Ideas........................................................................................................................................8
Resource 3
Advisory Types.............................................................................................................................9
Resource 4
Weekly Adivsory Schedule Template......................................................................................14
Session II - Purpose (2)
Resource 5
Group Demonstration................................................................................................................15
Resource 6
Advisory Program Visioning Exercise........................................................................................17
Session III - Website
Resource 7
Same & Different Exercise ........................................................................................................18
Resource 8a
Advisor’s Role & Responsibilities...............................................................................................19
Resource 8b
Advisor Responsibility Flowchart...............................................................................................21
Resource 9
Student’s Role & Responsibility.................................................................................................22
Resource 10a
Counselor Role...........................................................................................................................23
Resource 10b
Counselor Responsibility Flowchart..........................................................................................25
Resource 11a
Principal’s Role & Responsibilities.............................................................................................26
Resource 11b
Principal Responsibility Flowchart.............................................................................................27
Resource 11c
Steering Committee Role & Responsibility..............................................................................28
Resource 12a
Coordinator’s Role & Responsibility.........................................................................................29
Resource 12b
Coordinator Role Flowchart.....................................................................................................30
Resource 13
Lesson Plan Sample...................................................................................................................31
Session IV - Logistics (1)
Resource 14
LINKS Structure............................................................................................................................33
Resource 15
Steering Team.............................................................................................................................34
Resource 16
Middle School Curriculum Map................................................................................................35
Resource 17
High School Curriculum Map....................................................................................................37
Resource 18
Curriculum Map - Blank Template...........................................................................................41
Resource 19
Grading Rubric...........................................................................................................................43
Resource 20
LINKing Activities Documentation Form..................................................................................44
Session V - Logistics (2)
Resource 21
School Schedule Template.......................................................................................................45
Resource 22
Sample Scheduling Options.....................................................................................................46
Session VI - Change Process
Resource 23
Benefits of Coaching.................................................................................................................48
Resource 24
School Improvement Process...................................................................................................50
Session VII - Planning & Implementation
Resource 25a
SWOT Analysis.............................................................................................................................52
Resource 25b
SWOT Analysis Template ...........................................................................................................53
Session VIII Practicioner Panel - No Handouts. Q & A from Parking Lot during training
Appendix A
Action Plan.................................................................................................................................55
Appendix B
Suggested Timeline - New Program.........................................................................................60
Appendix C
Suggested Timeline - Existing Program....................................................................................63
Appendix D
Timeline Template - Blank..........................................................................................................67
Appendix E
CFWV/LINKS - 6th Grade Correlation......................................................................................71
Additional Resources - Available on the table with this booklet or on the LINKS website
Appendix F
Policy 4373 - Curriculum Cross-Walk (on table)
Appendix G
Policy 2520.19 Advisor-Advisee Content Standards & Objectives (LINKS website)
Appendix H
LINKS Parent Brochure (on table)
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INTRODUCTION
Whole-school guidance promotes the concept that student guidance is everyone’s
responsibility. Despite the positive outcomes of a student-centered, school-wide approach to
personalized guidance and advisement for all students on reducing risky behaviors, decreasing dropout
rates, increasing graduation rates, raising achievement and test scores, acquiring 21st Century skills,
and bridging the gap between the knowledge and skills obtained in PK-12 education and those
demanded by post-secondary and workforce leaders, schools struggle with effective implementation of
these programs. Many schools struggle with closing the achievement gap and helping all students stay
in school, succeed, and graduate with the prerequisite knowledge and skills needed to succeed in postsecondary institutions and the workforce. The LINKS Student Advisement Model provides schools with
research best practices, planning and implementation tools, standards, and lesson plans to assist schools
with overcoming barriers to successfully implementing an effective advisory model for all students.
One purpose of the LINKS Model is to provide all middle and high school students with skills
and knowledge related to academic, career, and personal/social development they need in order to
succeed in school and beyond. Post-secondary institutions and workforce leaders agree that most high
school graduates are not prepared for success after high school and implore public schools to redesign
the educational system to assure more students stay in school, graduate, and gain essential knowledge
and skills required to succeed in college, the workforce, and the Global 21st Century society. A diverse
group of educational stakeholders developed a standards-based 5-12 curriculum designed to address
specific grade level needs and to ensure all students leave high school prepared for success.
Another purpose of LINKS is to ensure that every student has a positive, supportive relationship
with at least one school staff member.
FOR SOME adolescents, school is not a warm, friendly place. Some students who are
unsuccessful academically and who receive insufficient positive attention from peers and adults
start to act as though they were quietly invisible. Others in the same situation will act out until
they receive the attention–albeit negative–that they crave. (Testerman, 1996, p. 364)*
Ongoing research continues to confirm that the student’s relationship with a trusted adult is a
significant component for student success and a key component of teacher-led advisory programs.
LINKS provides the structure to create this supportive relationship with a caring adult.
This training manual provides a structured agenda and resources for your steering team to
return to schools and create a shared vision for advisory, train staff, build schedules, develop gradelevel curriculum maps, and work together to plan and implement an effective teacher-led advisory
program. We wish you the best as you strive to support the success of all students in your school. Feel
free to contact our training team with questions and concerns.
Barbara Ashcraft, Coordinator
Office of Instruction
bashcraft@access.k12.wv.us
*Testerman, J. (1996). Holding at-risk students. Phi Delta Kappan, 77(5), 364-65.
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Agenda
School
Team Training Outline
Day 1
8:30-9:00
9:00
10:15
10:45
11:45
1:00
2:00
2:30
2:45
4:30
4
Registration and Sign-In
Session I - Purpose (1)
Welcome•Big Ideas•Parking Lot•Action Plan
Why Student Advisory
•Establishing Purpose & Type
• About LINKS
• Expected Outcomes
Introduction to Let’s Move/Connecting Physical Activity To Learning
Break
Session II - Purpose (2)
Student Supports & Building Relationships
Creating Your Advisory Vision
Team Time
•Vision & Purpose, Goals for LINKS
Let’s Move Activity
Lunch
Session III - Website
Website Exploration
•Roles
•Framework
•Evaluation
•Resources
Energizers & Ice Breakers (Same & Different Activity)
Roles & Responsibilities
Session IV - Voices from the Field: WV Advisory Examples (1)
WV Advisory Examples
Break
Session V - Logistics (1)
LINKS Structure
•School Steering Team
•LINKS Coordinator(s)
•Selecting Advisors
•Group Size Composition/Meeting Frequency (What the
research says)
Curriculum Map
LINKS/www.cfwv.com Correlation
Granting Credit
•Grading Rubric, Course Code
LINKing Activities
Dismiss
Day 2
7:30-8:00
8:00
8:45
9:45
10:15
10:30
11:45
1:00
3:30
Sign-In &Continental Breakfast
Session VI - Logistics (2)
Let’s Move
Scheduling
•LINKS Delivery
•Collaborative Teams (grade level planning)
LINKS WebTop Community
Session VII - Change Process
Overcoming Resistance
Session VIII - Voices from the Field: WV Advisory Examples (2)
WV Advisory Examples
Break
Session IX - Planning & Implementation
SWOT Analysis
Personalizing LINKS
•Actions Plans
•Professional Development
•Parental Involvement
•Monitoring/Evaluation
•Creating Traditions
•Blending Curriculums
Implementation Timeline
•Group Work
Lunch
Session X - Practioner Panel
Lesson Review/Demonstrations, School Teams
•Q & A - Parking Lot
Safe Travels
We wish you much success as you
Build Relationships and Change Lives
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Resource 1
INKS
Student Advisement Program
Questions for Consideration for Implementing the LINK Advisory Program
PURPOSE - Session I
1. What is the goal of our advisor/advisee system?
2. Will there be more than one type of advisory?
3. Will we do LINKS one day per week and other types on another day? (Club,
interests, homeroom, study/test taking) See handout on advisory types.
4. What will our school advisory schedule look like?
PURPOSE - Session II
5. What problems do we hope to solve and what successes do we hope to
continue? Consider the data you have collected.
6. How will students be different as a result of LINKS?
7. How will staff be different as a result of LINKS?
8. How will your school be different as a result of LINKS?
WEBSITE - Session III
9. Who will be our schools’ LINKS website guru?
10. How will we train staff to use the website and who is responsible?
11. Who will inform WVDE of website concerns?
12. Who will submit your unique lesson plans to share as alternate lessons on the LINKS
website?
LOGISTICS - Session V
Planning Committee
13. Who needs to be on the planning committee and who will chair the committee?
(Consider audiences that will need to buy in to this process. Be certain to include
administrators, school counselors and teachers)
14. How often will the Steering Committee Meet?
15. What is the role of the Steering Committee?
16. How will the Steering Committee ensure LINKS is integral to the school’s strategic
plan?
Coordinator
17. Who will be our school coordinator?
18. Will we have grade level coordinators? Who are some good grade-level leaders?
19. How will coordinators be compensated?
Advisors
20. How will we involve educators? Voluntary participation? Phase-in? Mandatory?
21. Who will be advisors? (All certified personnel? All teachers? Support staff?)
22. Will all grades begin advisement at the same
time or will there be a gradual phase in? If there is gradual phase in, how will it
take place?
23. Will advisors stay with the same students for four years?
Student Groupings
24. How many advisees will be in a group?
25. How will students be assigned to groups? Alphabetically? By grade? Career
interest? Recreational Interest?
26. How will you handle repeaters?
27. Where will special education and ESL students fit in?
28. Is there enough space for advisee groups to have a separate area?
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Curriculum
29. Who will develop/review/revise the curriculum map to ensure school specific
needs are met?
30. What structure will be in place to ensure grade level teachers review and agree
upon curriculum?
31. Who will choose materials to meet school specific needs not covered in LINKS?
32. When will advisors get together to review/practice/debrief to assure maximum
preparedness?
33. Who will copy lessons?
34. Who will review LINKS lessons and ensure school specific materials and resources
are provided for advisors?
35. Who will monitor to ensure curriculum is being delivered with fidelity?
36. Will we grant credit? Will we assign grades?
37. How will LINKing activities be tracked if we wish credit consideration?
Resource 1
INKS
Student Advisement Program
LOGISTICS - Session VI
38. How many advisor/advisee sessions will be held weekly/annually?
39. How long will sessions be? (number of minutes)
40. How will we alter our current schedule to accommodate the advisor/advisee
sessions?
41. When is the best time of day to have advisement?
42. Which day of the week or month is best to have advisement?
CHANGE PROCESS - Session VII
43. What additional support will be given to advisers who are struggling? Who are
new to advising? Who participate unwillingly?
44. How will staff be monitored?
45. How will collaborative learning teams support advisory implementation?
PLANNING AND IMPLEMENTATION - Session IX
Professional Development
46. How will staff be trained?
47. How will we identify the types of training and ongoing support that advisors need?
48. How will initial and ongoing training be conducted and by whom?
Public Relations
49. How do we introduce this concept to parents and students?
Parental Involvement
50. How will parents be involved?
51. Will we include student/parent/advisor conference(s) as part of this process?
52. Will advisors meet with parents to review Five-year Plans (ISTPS)
Program/Advisor Evaluation
53. Will advisors be observed and assessed?
54. How will we vevaluate our advisor/advisee program?
55. What data do we need to collect?
56. What resources are available on the LINKS Website to assist with evaluation?
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Resource 2
BIG Ideas
1. ____________________________________
____________________________________
____________________________________
2. ____________________________________
____________________________________
3. ____________________________________
____________________________________
____________________________________
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FOREWORD: While the LINKS Student Advisement model is a skills-based relational program, this may
not meet all the needs for advisory in your schools. Schools need to consider the primary purpose for
their advisory program. Research shows that it is critical that schools define the purpose for advisory in
your school and stick to the intended purpose. A complaint about advisory in many schools is that
schools try to make it everything for everyone and no one is clear on a clear mission or purpose. Use
the information below to brainstorm if LINKS will meet your school’s advisory mission or if you need to
incorporate another day or two a week or during the month to meet some additional purposes as
defined in the advisory types below.
Resource 3
Advisory Types
SKILLS/CURRICULUM BASED – WV LINKS
•
Usually this curriculum-based AA focuses on eight major topics:
o understanding the school environment
o understanding self and others
o understanding attitudes and behaviors
o decision making and problem solving
o interpersonal skills and communication skills, school success skills
o career awareness and educational planning,
o community pride and involvement
•
The guidance lessons are structured and complete with student objectives and outcomes.
•
This type of AA program requires the most staff development.
•
The skills type AA uses a school-wide approach to academic, career, and personal/social
development for ALL students.
•
The developmental guidance approach recognizes that although individuals are unique, they
progress through some common growth stages and have related grade-level needs.
•
The advisor "promotes and monitors individual students' educational and developmental
experiences as they progress through that school”
•
Although teachers and other staff are not assuming the role of counselor, they are being asked
to demonstrate skills they may not have been trained to deliver.
POSTSECONDARY/ WORKFORCE READINESS
•
This type of advisory focuses on building postsecondary and workforce readiness skills and
academic and career planning. May have a heavy focus on 21st Century Skills: Teamwork, critical
thinking, technology, car
•
At the secondary level may assist students with scholarship, financial aid, college and work
applications and be very heavily focused on career planning
COMMUNITY BUILDING (LINKS)
•
Community-oriented AA programs recognize that students may feel a sense of alienation and is
designed to keep students from falling through the cracks.
•
Young adolescents, especially fifth & sixth graders, are leaving the security of the self-contained
elementary school classroom, where they knew both the teacher and their peers well, and
coming into a situation where they are one of 100’s of students.
•
The high school AA builds a new small community for students.
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Resource 3
Advisory Types
FOREWORD: While the LINKS Student Advisement model is a skills-based relational program, this may
not meet all the needs for advisory in your schools. Schools need to consider the primary purpose for
their advisory program. Research shows that it is critical that schools define the purpose for advisory in
your school and stick to the intended purpose. A complaint about advisory in many schools is that
schools try to make it everything for everyone and no one is clear on a clear mission or purpose. Use
the information below to brainstorm if LINKS will meet your school’s advisory mission or if you need to
incorporate another day or two a week or during the month to meet some additional purposes as
defined in the advisory types below.
SKILLS/CURRICULUM BASED – WV LINKS
•
Usually this curriculum-based AA focuses on eight major topics:
o understanding the school environment
o understanding self and others
o understanding attitudes and behaviors
o decision making and problem solving
o interpersonal skills and communication skills, school success skills
o career awareness and educational planning,
o community pride and involvement
•
The guidance lessons are structured and complete with student objectives and outcomes.
•
This type of AA program requires the most staff development.
•
The skills type AA uses a school-wide approach to academic, career, and personal/social
development for ALL students.
•
The developmental guidance approach recognizes that although individuals are unique, they
progress through some common growth stages and have related grade-level needs.
•
The advisor "promotes and monitors individual students' educational and developmental
experiences as they progress through that school”
•
Although teachers and other staff are not assuming the role of counselor, they are being asked
to demonstrate skills they may not have been trained to deliver.
POSTSECONDARY/ WORKFORCE READINESS
•
This type of advisory focuses on building postsecondary and workforce readiness skills and
academic and career planning. May have a heavy focus on 21st Century Skills: Teamwork, critical
thinking, technology, car
•
At the secondary level may assist students with scholarship, financial aid, college and work
applications and be very heavily focused on career planning
COMMUNITY BUILDING (LINKS)
•
Community-oriented AA programs recognize that students may feel a sense of alienation and is
designed to keep students from falling through the cracks.
•
Young adolescents, especially fifth & sixth graders, are leaving the security of the self-contained
elementary school classroom, where they knew both the teacher and their peers well, and
coming into a situation where they are one of 100’s of students.
•
The high school AA builds a new small community for students.
10
•
•
To combat the social anonymity that students feel, the faculty and staff strive to build
relationships among a small peer group.
The role of the advisor in this program is to foster a sense of belonging and community, a sense
that "we are family."
Activities focus on building a group identity and might include creating an AA name and song,
creating a theme and displaying it on a bulletin board, choosing AA colors and using them on a
T-shirt to be worn on spirit days, completing a community service project, or friendly
competition via an intramural program to build a sense of team identity
Resource 3
•
INVIGORATION
•
•
•
•
•
•
•
•
The invigoration type of AA provides a setting for informal interactions between staff and
students.
Just as we recognize the value of recess in an elementary school setting, many schools feel the
need for a time-out from the academic program in the middle schools.
These programs provide an opportunity for students (and advisors) to have fun, to recharge
their batteries, and to recover from mental fatigue prior to resuming instruction.
The advisor's role is to maintain a balance between pandemonium and constructive activity.
The personal attributes and skills of advisors are important factors in this regard
Logistically, the invigoration program may accommodate large groups, but there is a potential
liability that comes with the great flexibility of this program.
Schools should take into account the possibility that parents will disparagingly consider it "free
time."
The ability of staff to interact at this level of informality is also a relevant consideration.
SCHOOL ADJUSTMENT ADVISORY
•
This model provides a systematic examination of the school-related issues that adolescents face.
Moving between schools or grades, improving school performance and achievement, making
use of school resources, planning for high school, learning peer mediation skills, or other such
matters become the topics of discussion and activity in the advisory sessions.
ADVOCACY ADVISORY
• In advocacy programs the relationship between the teacher and the individual student is
paramount.
• Although group activities may be used, individual conferences and informal meetings are
stressed as ways to develop a relationship in which the student feels comfortable in talking with
the advisor about whatever issue may be of concern to him or her.
• An important part of the role of the advisor is to get to know the student personally and serve as
his or her advocate with teachers and parents.
THEMED ADVISORY
•
School Wide Themes might change each month or quarter, assuming a focus of particular
importance at that time (bullying prevention, test readiness, school success skills, Red Ribbon
Week, etc.)
•
Theme groups might also be arranged by cross-grade level groups organized by student groups
with the same interests: Recycling, Auto Mechanics, Drama, golf, literature, etc.
•
Students meet in team-based groups and school-wide themes
11
Resource 3
•
Themes might carry over into Service and Interest Club membership that is open to everyone and
children from all grade levels join them. Typically, older students mentor younger students in the
activities of these clubs.
STUDY SKILLS/TEST PREP
•
Study and Test Skill preparation “advisory” arose is in response to NCLB requirements and the
focus is on improving standardized test performance.
•
By linking a portion of the advisory program clearly to the academic mission of the school, the
community's concerns about the time invested in advisory activities are abated… but this in
isolation does not fulfill the original intent of AA of supporting the whole child.
WORK BASED LEARNING
•
This program is organized around the development of workplace skills such as planning,
collaboration, and providing a useful and important service or product.
•
A good model for this type of advisory is found in Learning a Living: A Blue Print for High
Performance, from the Secretary of Labor's Commission on Achieving Necessary Skills, 1992.)
•
Examples include:
o the "tech squad" for the school, taking care of all the technology and managing
computer training for students and teachers
o the "teacher aides," students who work with teachers to prepare class materials,
conduct background research, or perform other errands and services.
o Natural Helpers, Conflict Mediators, Tutors, Student mentoring (LINK CREW), Rachel’s
Challenge, Aids to special needs children.
•
Among the most important aspects of both this format and the service format is the creation of
a meaningful and important sense of "purpose" for students.
INTEREST CENTERED ADVISORY (Club)
•
This format allows students and teachers to form groups based on mutual interests, such as a
craft, hobby sport or academic field.
•
The students and teachers interact informally, but it is around something they are both
interested in. In this model, groups of students may form their own interest group and seek an
advisor for it from the faculty or school staff.
12
Resource 3
Sample Integrated Advisory Schedule
13
Resource 4
Build Your Schedule – Advisory Type
Build IfYour
Advisory
Directions:
you planSchedule
to use advisory to–implement
advisory Type
types in addition to LINKS.
Determine
number
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advisorytypes
and in
build
your weekly
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andTypes
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your
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advisory
schedule
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to advisory
purpose.
R#3
Advisory
guide
your
advisory schedule according to advisory purpose. Use R#3 Advisory Types to guide your
decisions.
decisions.
Grades
Grades
5th
5th
6th
6th
7th
7th
8th
th
9
8th
9
10th
th
11th
10th
12th
11th
12th
14
Monday
Monday
Tuesday
Tuesday
Wednesday
Wednesday
Thursday
Thursday
Friday
Friday
Ask someone to play role of student named Johnny. Pick 11 others. Call them up one at a time
as you read each threat below and give them a piece of paper to wade up and form a circle
around the student.
Begin telling Johnny’s story. Johnny has many factors working against him. Pick a person in the
audience to represent each of these external factors and give them a piece of paper to wade up
in a ball. Have them form a circle around Johnny.
Resource 5
GROUP DEMONSTRATION – BUILDING RELATIONSHIPS/PROTECTICE FACTORS
External Threats to His Success:
Johnny is 16 years old and beginning the 10th grade. He spent two years as a freshman.
Johnny lives with his mother, as his parents divorced when he was 10 years old.
Johnny’s mother works evening shift at CVS, so his home alone in the evenings.
Johnny has not seen his father in 7 years, when he went to prison for drugs.
Johnny grandfather, the real father figure in his life, died a year ago.
Johnny was caught last year shoplifting and is on probation now.
Johnny has failed English 9 twice and is currently taking English 9 & 10.
Johnny failed Geometry last year and is repeating it this year.
Johnny has been suspended twice this year for fighting in school.
Johnny has been skipping classes lately and last week was caught walking along the railroad
tracks alone during the day.
Johnny says he is planning to dropout out of school as soon as his mom will let him.
After all 11 are surrounding Johnny, explain these are all the external threats to Johnny’s
success and he brings these to school with him every day. Instruct everyone to throw their
wads of paper at Johnny.
Now explain that in order for us to help Johnny deal with all these threats that we have to
create supportive and protective factors for him.
15
Resource 5
Again, you will pick a total of 11 people one at a time as you read each of the protective factors
below. Instruct the people to form an inner circle between Johnny and the threats already
identified.
Protective Factors
Teacher / Advisors
Teacher Tutor
Supportive Mom
Military Recruiter Mentor
Credit Recovery – After School
Small Group Counseling (anger management)
Mental Health Counselor (grief)
Fishing Club/Advisor
Pro Officer
Mom’s brother is willing to stop by in the evenings to check on him.
Church Youth Group Leader
Now, instruct the threats to pick up their wads of paper to throw at Johnny again, but this time
the supports we have been put in place are going to protect him from these threats. Have the
people with threats throwing papers while people who are supports surround and cover Johnny
from getting hit.
Process with Johnny… how it felt when the threats threw papers at you. How it felt when the
support people were there to protect you?
16
Directions: This exercise allows staff to create a vision together related to how students, staff, and the school will be
different as a result of the LINKS Student Advisement Program. You may wish to draw an outline of a student on a large
piece of paper and ask staff to write on a piece of paper their vision of how students will be different as a result of the
advisory program. What knowledge, skills, behaviors, and attitudes to you want your students to achieve as a result
of the advisory program? How will students de different as a result of LINKS?
Resource 6
Advisory Program Visioning Exercise
Students
School
Staff
How will the school be different?
How will the staff be different?
How will the culture be different?
How will classrooms be different?
What data will improve?
How will your relationships with students be different?
How will relationships with parents improve?
How will teaching improve?
17
“Same and Different” Team Building Exercise
Directions: Inside the circle, list five ways you are exactly the same as EVERYONE in the group. Outside
of the circle, list five ways you are completely different than EVERYONE ELSE in your group.
Resource 7
Five Ways I Am Different from Everyone Else
Five Ways We Are All The Same
18
This activity is a sample of activities provided for advisors under the Resource section of the LINKS
Website found under the Team Builders and Energizers tab.
•
Facilitate delivery of LINKS lessons.
•
Facilitate student achievement and personal growth through collaborative
classroom guidance experiences.
•
Advocate for your advisees.
•
Serve as a positive role model for your students.
•
Maintain appropriate student-adult boundaries.
•
Establish a nurturing environment that promotes communication.
•
Support advisee success by being the primary school contact for your
Resource 8a
LINKS Advisors Roles and Responsibilities
LINKS students and other relevant stakeholders, including parents and
guardians
•
Develop a partnership with parents/guardians to support student progress.
•
Meet face-to-face with parents at least 2x per year
•
Develop and update Individual Student Transition Plan (ISTP)
•
Conference regarding other student information
•
Communicate regularly with parents, including positive updates as well as
other information to provide for student needs
•
Provide information on available resources (e.g. tutoring)
•
Monitor student needs regarding attendance, behavior, academics, extracurricular activities, etc.
•
Monitor academic progress, and promote career awareness and personal
growth.
19
LINKS Advisors Roles and Responsibilities Continued
Resource 8a
•
Assist with career/academic portfolio development.
•
House career/academic portfolios for your advisees.
•
Develop positive relationships and provide extra support for individual
students as needed. (The advisor is not a substitute for the school
counselor.)
•
Collaborate with relevant community stakeholders to address student needs.
•
Collaborate with coordinator, school counselor, and school administrator to
secure resources and support students.
•
Facilitate the evaluation process.
o
Take online survey http://wvde.state.wv.us/forms/links-assessment
and make every effort to ensure every student in your advisement
group completes the survey at the beginning and end of each school
year.
o
Use other online tools to evaluate LINKS lessons and program (found
in the evaluation section of the website).
o
Facilitate student completion of online LINKS lesson evaluate at least
twice per semester.
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




































Resource 8b
21
Students Roles and Responsibilities for LINKS
Resource 9
•
Actively engage in the LINKS program.
•
Make up work when absent from school.
•
Download and complete missed worksheets from LINKS website.
•
Register and participate in www.cfwv.com activities
•
Be an active player in your own career planning.
•
Be responsible.
•
Be respectful.
•
Cooperatively work with adults in the program to ensure success.
•
Continually develop and maintain student portfolio.
•
Track your own graduation requirements, using credit checklist.
•
Acquire 21st century learning skills.
•
o
Become more self-aware, self-managed, and self-directed.
o
Offer and seek peer support when needed.
o
Seek support from school staff when needed.
o
Develop constructive relationships.
Develop Senior Project through high school. (If applicable in your school) Seek help
as needed from appropriate adults.
•
Seek help when needed from appropriate school staff as needed related to
academic, career, and personal/social needs
•
Be a positive role model for peers and assist struggling students as needed during
LINKS activities.
22
School Counselor - LINKS Roles and Responsibilities
•
Work as a team member to enhance the implementation of
•
Plan and collaborate with others to implement linking activities such as:
o
registering students for online career exploration programs
o
assisting with course selection for student schedules
o
checking students graduation requirements
o
training advisors regarding graduation requirements, programs of students,
Resource 10a
the LINKS program
parent conferencing for updating Five-year Plans (ISTPs)
o
planning career day programs and post secondary exploration programs
including "College Day" Program and field trips
o
planning/coordinating other school-wide assemblies that relate to LINKS
program
o
coordinating scholarship and financial aid assistance information and schoolwide programs
o
planning "Making High School Count" and "Making College Count" seminars
o
assisting with grade level orientations
o
assisting with grade-level and senior projects
o
planning interview expositions
o
identifying guest speakers on a variety of topics
•
Serve as a resource to LINKS mentors regarding lesson plans and activities
•
Create a system-wide referral process and informing all stakeholders
•
Provide counseling services to referred students from the LINKS program
•
Refer students to outside resources, as needed
23
School Counselor - LINKS Roles and Responsibilities Continued
•
Provide group counseling and/or coordinate with community resources to bring in
Resource 10a
experts to run groups for students with identified issues such as: substance abuse,
anger management, grief, domestic violence, etc.
•
•
Share relevant information with advisors including:
o
student transcripts
o
ISTP (5 year plan)
o
career pathway and concentration information
o
school graduation requirements and checklist
o
portfolio planner
Collaborate with LINKS advisor to develop and revise Individualized Student
Transition Plan (ISTP) annually
•
Work with referred students to adjust schedules and assure they are enrolled in all
courses required for graduation and career concentrations
•
Provide appropriate grade-level developmental guidance lessons on relevant topics
not covered by the LINKS program
•
Collaborate and provide consulting services that support the development and
implementation of the program
•
Provide educational data for the program
•
Provide professional staff development on academic, career and personal/social
domains, as needed
•
24
Respond to on-going needs of the program









































Resource 10b
25
PRINCIPAL Roles and Responsibilities
•
Review LINKS website particularly the Framework and Principal/Steering
Resource 11a
Committee tabs to gain knowledge of the LINKS program
•
Secure board support and resources needed to implement LINKS.
•
Establish a Steering Committee to plan and evaluate the LINKS program.
•
Select a building level and/or grade level LINKS coordinator(s).
•
Determine if school will offer credit and the number of minutes necessary to set
aside for LINKS lessons.
•
Work collaboratively to provide time, facilities and resources to implement the
LINKS program.
•
Develop a professional development plan that assures all school staff are trained to
implement LINKS.
•
•
•
Serve as chief promoter of the LINKS program.
Educate staff members regarding LINKS roles and responsibilities.
Provide support and direction for the implementation and evaluation of the LINKS
program.
•
Actively collaborate with the LINKS coordinator, steering committee, and program
advisors to:
o
support ongoing training of advisors in LINKS lessons content
•
assure that evaluations are completed by students, staff, and parents.
•
Actively monitor the LINKS program and eliminate barriers to successful
implementation.
•
Hold advisors and other team members accountable.
•
Recognize and support community members and school personnel for successful
implementation of the LINKS program.
•
26
Share evaluation results with faculty and other key stakeholders. (end of school
year)







































Resource 11b
27
Resource 11c
STEERING COMMITTEE Roles and Responsibilities
(administrator, teacher per grade level, LINKS coordinator, community and business leaders, post-secondary
institution representatives, parents, school counselor, student leader)
May use some of the Guidance and Advisement team for the first year of the program; meet in summer, then
revisit membership at least annually as needed.
•
Initiate implementation of program within the school.
•
Decide upon logistics of the program.
o
time in school day
o
designation of roles and duties
o
who does what
o
group size
o
frequency & duration
o
resources
o
lessons relevant to the school
o
mechanism for accountability/evaluation/results
•
Provide support, input, and recommendations for program development.
•
Look at school-wide data to determine school needs.
•
Develop and monitor program goals and competencies.
•
Participate in making recommendations regarding school and community needs to
the LINKS program.
•
28
Assist with planning of professional development needs.
COORDINATORS: The "GO-TO" person for the LINKS program.
Attend all training provided by district or state for the LINKS program.
Provide support for the implementation of the LINKS program and ensure that
school-specific needs are addressed.
•
Stay abreast of policies, procedures, and changes relevant to the LINKS
program.
•
Assist with delivery and/or scheduling of professional development for all
persons in the LINKS program.
•
Copy and distribute lesson plans and handouts to advisors or facilitate process
through grade level coordinators.
•
View all lesson plans well in advance and ensure that all school specific forms
are provided to advisors. (graduation requirements, checklists, course
Resource 12a
•
information, co- curricular activities, etc. )
•
View curriculum Power Points and align to specific school needs and/or
programs.
•
Communicate with building administrator and school board regarding program
logistics, successes, challenges, funding, and other needs.
•
Collect and share results data for the program with steering committee.
•
Provide public relations for the LINKS program.
•
Promote and advertise the program to all stakeholders. This may include, but
is not limited to:
Flyers
 Parent and Staff brochure (provided on LINKS website)
 Websites (updated regularly)
 Newsletter
 Public Service Announcement
 Morning announcements
Coordinate the maintenance and secure storage of student portfolios (hardcopy files)

•
29









































Resource 12b
30
Setting Future G0als
GRADE 9 LESSON 5
and take necessary action to achieve goals.
(AA.S.1) Students will acquire attitudes, knowledge, and skills that
contribute to effective learning in school and across the lifespan.
(AA.S.2)Students will complete school with the academic rigor and
preparation essential to choose from a wide range of substantial
postsecondary options, including college.
Resource 13
Time Required: 30-45 minutes
Content Standards: (AA.S.8) Students will make decisions, set goals,
Indicators (Students will…):
AAA.0.9.1.01
review and build upon educational skills necessary to progress toward life-long learning
AA.A.9.2.02 establish challenging academic goals in high school
AA.PSD.9.8.03 develop an action plan to set and achieve realistic goals.
GOAL: Students will write a letter or draw a visual, expressing success goals they wish to obtain in high school.
Activity Statements:
Student will set long term goals by developing a concept map or writing a goals letter to themselves
setting goals they wish to accomplish while in high school. They will “begin with the end in mind.” The
letter or concept or mind map will be created as if they are graduating from high school and have already
obtained these goals.
Materials:
1. Pencil/Paper
2. Handout 1
“21st Century Framework”
3. Handout 2
“Outline for Setting Graduation Goals”
4. Teacher Resource 1 “ Mind vs. Concept Mapping”
Procedures:
1. Using Handout 1 “21st Century Framework,” students will discuss in groups 21stCentury Skills to
acquire during high school to be prepared for post secondary success.
2. Building upon goals students set last week have students follow the outline on Handout 2 to
write a letter or draw a mind or concept map as though they are reflecting upon their high
school experience on their graduation day.
31
Setting Future G0als
GRADE 9 LESSON 5
Discussion:
Resource 13
What are the most important 21st Century skills and knowledge you will obtain while in high school?
What is something that you plan to change to help you reach new heights while in high school?
Who will you turn to for help when you are making decisions that will keep you from reaching your goals?
Additional Resources:
Mind Mapping http://www.12manage.com/methods_mind_mapping.html
Concept Mapping http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html
Extension Activities: Complete final draft of letter or concept or mind map and be prepared to place
in portfolio folder during the next LINKS lesson.
Activity:
Have students complete Long Term Goals section within their Portfolio
Have students complete Ultimate Goals (Life Goals) section within their Portfolio
Resource:
Lesson Plan -- Your Future, Your Portfolio (if not done in previous lesson)
Advisors: Record notes from advisement meetings in students’ advisement logs (schedule
accordingly)
Students: Enter Career & Life goals in the Portfolio
32
Resource 14
33
LINKS STEERING COMMITTEE
Principal
LINKS coordinator
Teachers [one per grade level]
Community and business leader(s)
Student leader
School Board Member
Resource 15
May use or build upon School Leadership Team members for the first year of the
program; meet in summer, then revisit membership at least annually as needed.
•
•
•
•
•
•
•
•
•
34
Post-secondary representative
Parent(s)
School counselor(s)
Central Office Leadership
Grade level teachers
Mental Health Agency
Possible Functions
Review the LINKS website to understand program development, goals and
curriculum and to become familiar with resources and planning tools.
Plan and Design LINKS program to meet school needs.
Decide upon logistics of the program.
o time in school day
o designation of roles and duties
o group size
o frequency & duration
o amount of graduation credit(s) to be offered
o resources (financial, human, materials, facilities)
Use template and LINKS recommended curriculum map to identify lessons
that meet specific school needs for each grade level
o Review LINKS Curriculum – Crosswalk with other curriculum.
o Make curriculum recommendations
o Consider school policies
o Make recommendations for policy changes (school and county)
o Consider specific school and community programs, needs and
resources.
o Use school-wide data to identify and address school needs.
o Make recommendations about offering credits, Linking activities, and
Identify school LINKS coordinator(s).
Assist with planning professional development needs.
Monitor program implementation to ensure fidelity.
Ensure that all relevant stakeholders complete appropriate evaluations on
the LINKS website.
Continually revise program, as needed.
T.E.A.M.
Getting to Know You
Getting to Know Me
Time Management
Effective Study Skills
Friendly vs. Mean Teasing
6.2
6.3
6.4
6.5
6.6
6.7
6.16
6.15
6.14
6.13
6.12
6.11
6.10
New School Year Orientation
6.1
5.18
5.17
5.16
5.15
5.14
5.13
5.12
5.11
5.10
Quarter 2
My Academic Record
Conflict Mediation
Friendly vs. Mean Teasing
Study Skills
Time is on My Side
Getting to Know Me- Life Lines
Getting to Know You
Rules for School
Introduction to Middle School
Quarter 2
Quarter 1
5.9
5.8
5.7
5.6
5.5
5.4
5.3
5.2
5.1
Quarter 1
Learning Styles
Coping Skills
Respect of Property & Belonging
Anger Management
Problem-Solving
Big Hairy Audacious Goal (BHAG)
Academic Progress Review
5.27
5.26
5.25
5.24
5.23
5.22
5.21
5.20
5.19
6.25
6.24
6.23
6.22
6.21
6.20
6.19
Career Journal
Online Writing Assessment
Career Journal
How Organized Am I
Leadership and Involvement
Public Speaking Pt II – Glad to Meet
You!
Hold ‘Em or Fold ‘Em Relationships
Public Speaking Pt I – Speak Up!
Career Journal 2
Career Exploration
Reflect and Revise
Test-Taking Skills
Respecting Authority
Belonging
Hold ‘em or Fold ‘em Friendships
Public Speaking Part II –
Communication Station
Public Speaking Part 1 - Tell Me About It
Quarter 3
Sixth Grade
My Wonderfully Changing Body
Consider the Source: Rumors
TMI – Too Much Information
Cheating vs. Helping
Decisions, Decisions
Decision-Making
BHAG
Big Hairy Audacious Goal
Handling Setbacks
Academic Progress Review
Quarter 3
Social
Responsibility
WESTEST Prep
Tech Sense I – Internet Alert
Safety First
Assertive vs. Aggressive
I-Messages
Moving Up to 6th Grade
Celebration/Evaluation
5.29
5.31
5.32
5.33
5.34
5.35
5.36
Choose a Winning ‘Tude Dude
Why School?
WESTEST Success
Netiquette
Not Always What It Seems
Contributing to Our Community
Think Ahead, Plan Ahead
6.28
6.29
6.30
6.31
6.32
6.33
6.34
Quarter 4
5.30
Choose a Winning Attitude, Dude!
5.28
Quarter 4
Topics selected are designed to meet content standards requirement for each grade level. Schools can rearrange or substitute topics/lessons as long as all content standards are
addressed at each grade level to align with WVDE Policy 2520.19.
Fifth Grade
Recommended Topics by Grade Level
Curriculum Delivery Schedule Template
Resource 16
35
Are You a Team Player?
Getting to Know You
Time Management II
Study Effectively
Bullying/Harassment
Conflict Mediation
Portfolio Update
Getting to Know Me
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
Teamwork
Getting to Know You
Time Management
Improving Study Skills
Leave Me Alone!
Harassment
Getting to Know Me (ACT/EXPLORE)
Conflict Mediation
Portfolio Update
8.2
8.3
8.4
8.5
8.6
8.8
8.9
7
8.10
New School Year Orientation
8.1
8.18
8.17
8.16
8.15
8.14
8.13
8.12
8.11
Quarter 2
Quarter 1
7.18
7.17
7.16
7.15
7.14
7.13
7.12
7.11
7.10
New School Year Orientation
7.1
6.18
Quarter 2
Introduction to Portfolio
6.9
6.17
Quarter 1
Conflict Mediation
6.8
Safe & Healthy Relationships
My 8th Grade Plan
Skilled vs. Professional
Post-Secondary Costs
Linking Career to Education
Post-Secondary Options Pt II
Post-Secondary Options Pt I
7.27
7.26
7.25
7.24
7.23
7.22
7.21
7.20
7.19
8.27
8.26
8.25
8.24
8.23
8.22
8.21
8.20
Communication Pt II
Presentation Skills Pt I
Writing Assessment
Progress Review/Organizing for
Success
Career Exploration
Test-Taking Skills
Healthy Relationships
Cross the Line: Diversity
Public Speaking Pt I – Non-Verbal
Communication
Talk to Me –
Public Speaking Pt II
Balancing Relationships
Test-Taking Skills
How to Write a Resume
Common Stressors: Feeling Frazzled?
Stress and What to Do About It
Label Shirts Not People
Quarter 3
8.19
Progress Review/Organizing for
Success
Career Exploration
Test-Taking Skills
Choose a Winning ‘Tude, Dude!
Writing Assessment: Career Journal 3
Quarter 3
Eighth Grade
Big Hairy Audacious Goal (BHAG)
Progress Review
Programs of Study III
Programs of Study II
Programs of Study I
Risky Business
PROMISE
Be a Leader
Breaking the Cycle
6.27
6.26
Seventh Grade
Big Hairy Audacious Goal (BHAG)
Progress Review
Skills for Global 21
Multiple Intelligences
8.36
8.35
8.34
8.33
8.32
8.31
8.30
8.29
8.28
Quarter 4
7.36
7.35
7.34
7.33
7.32
7.31
7.30
7.29
7.28
Quarter 4
6.36
6.35
Resource 16
36
Celebration/Evaluation
Leadership Skills II –
Effective Leaders
Starting with a Clean Slate
Leadership I: What’s In a Name?
Balancing Leisure
and Work
Rumors & Reputation
Do Your Best
Winning Attitude: Strengthen Your
RAS
Taking Responsibility for Me
Celebration/Evaluation
Critical Thinking II
Critical Thinking I
Global 21
Community Resources
Not Everyone Wins
WESTEST!
Taking Responsibility for Me
Winning Attitude: Gratitude
Halfway Through: Don’t Close the
Door
Celebration/Evaluation
9.11
9.10
9.9
9.8
9.7
9.6
9.5
9.4
9.3
9.2
9.1
Quarter 1
Optional – School Specific Lesson
Building Your Portfolio
A Place to Belong
The Art of Learning
Study Skills Assessment
Understanding Midterm Reports
Global 21 Skills Goals
Goal Setting
Time Management
Setting Ground Rules
Introduction to High School
9.22
9.21
9.20
9.19
9.18
9.17
9.16
9.15
9.14
9.13
9.12
Quarter 2
Test Taking Skills
Optional- School Specific Lesson
Programs of Study
Career Research
Interest Inventory
Decision-Making
Looking Back, Looking Forward
Why School?
Making and Keeping Friends
Community Resources
Reality Check-First Report Card
9.33
9.32
9.31
9.30
9.29
9.28
9.27
9.26
9.25
9.24
9.23
Transcripting/Scheduling
WESTEST/Writing Assessment II
Conflict Resolution
Anger Management
Optional
Community Service
Respect for Self and Others
Risk-Taking Behavior
Safe Dating/Healthy Relationships
Rights and Responsibilities
Educational Choices-Opportunity Cost
Quarter 3
9.44
9.43
9.42
9.41
9.40
9.39
9.38
9.37
9.36
Active Listening
9.35
9.35
Optional -School Specific Lesson
Evaluating the 9th Grade Experience
Self-Evaluation/Setting New Goals
Personal Finance
Student Led Career Awareness
Student Led Career Awareness
Resume Building
Problem Solving
Assertive vs. Aggressive
Communication/Behavior
Getting Along with Others
9.34
Quarter 4
Topics selected are designed to meet content standard requirement for each grade level. Schools can rearrange or substitute topics/lessons as long as all content standards are
addressed at each grade level.
Ninth Grade
Curriculum Delivery Schedule Template
Topics by Grade Level
Resource 17
37
10.11
10.10
10.9
10.8
10.7
10.6
10.5
10.4
10.3
10.2
10.1
Quarter 1
Optional - School Specific Lesson
Review Careers
Introducing Three-Year Plan
Test Taking Strategies
ACT Plan Preparation
Student Support Services
Study Skills Assessment
Understanding Test Scores
Graduation Requirements
LINKS Orientation
New School Year Orientation
10.22
10.21
10.20
10.19
10.18
10.17
10.16
10.15
10.14
10.13
10.12
Quarter 2
Optional – School Specific Lesson
Academic Success and Failure
Internet Safety/Social Networking
ACT PLAN Results
Learning Styles
Note Taking
Improving Organizational Skills
Team Building
Critical Thinking
Developing Peer Leadership
Review Careers
10.33
10.32
10.31
10.30
10.29
10.28
10.27
10.26
10.25
10.24
10.23
Quarter 3
Tenth Grade
Optional-School Specific Lesson
What Can We Learn From Our
Seniors?
Ethical Decision Making at Work
Ethical Decision in School
Self-Esteem/Self Control
WESTEST II Writing Assessment
Improving Communication With
Parents
Introduction to Senior Project
Transcript Review
Goals Progress
Update Portfolio
10.44
10.43
10.42
10.41
10.40
10.39
10.38
10.37
10.36
10.35
10.34
Quarter 4
Resource 17
38
Optional -School Specific Lesson
10th Grade Experience
Planning For a Safe Summer
Meeting Service Learning
Requirement
Building School Success Skills
Stress Management
Multiple Intelligences Part II
Multiple Intelligences Part I
Learning to Learn
Coping with Self-Defeating Behavior Il
Coping with Self-Defeating Behavior I,
Life Obligations
Optional - School Specific Lesson
11.11
Need-Based Financial Aid
Time Management
Post-Secondary Plans
ACT/SAT Prep
ACT/SAT Prep
Study Skills/Support Services
Understanding Test Scores
Credits/Graduation Checklist
New school Year Orientation
11.10
11.9
11.8
11.7
11.6
11.5
11.4
11.3
11.2
11.1
Quarter 1
11.22
11.21
11.20
11.19
11.18
11.17
11.16
11.15
11.14
11.13
11.12
Quarter 2
Creating Winning Essays
Creating Winning Essay
Creating Winning Essay
Getting to Retirement
Workplace Behavior
Interview Skills
Job Application
Finding Employment
Resume Writing
Communication Feelings
Rights and Responsibilities
11.33
11.32
11.31
11.30
11.29
11.28
11.27
11.26
11.25
11.24
11.23
Quarter 3
Eleventh Grade
Optional – School Specific Lesson
Diversity
Prejudice and Discrimination
Lifestyles/Careers/Education
Budgeting and Saving
Personal and Group Responsibility
WESTEST II/Writing Assessment
Relating School to Career – Chicago
Senior Project Prep
Graduation Requirements &
Scheduling
Lean Mean Coping Machine
11.44
11.43
11.42
11.41
11.40
11.39
11.38
11.37
11.36
11.35
11.34
Quarter 4
Resource 17
39
Optional - School Specific Lesson
Evaluating Junior Year
Post-Secondary Research III
Post-Secondary Research II
Post-Secondary Research I
Choosing a College/Training Options
Evaluating Post Secondary Options
WESTESTII Prep
Thinking Like a Genius
Job Readiness Skills
Almost Seniors
12.11
12.10
12.9
12.8
12.7
12.6
12.5
12.4
12.3
12.2
12.1
Quarter 1
Optional - School Specific Lesson
Military Careers
Post Graduation Action Plan
Requesting
References/Recommendations
Post-Secondary Applications
Senior Project Update
More Test & Assessments
College Day Prep
Senior year Plan
Graduation Requirements
New School Year Orientation
12.22
12.21
12.20
12.19
12.18
12.17
12.16
12.15
12.14
12.13
12.12
Quarter 2
Optional – School Specific Lesson
FAFSA I How to Complete
Personal Finance – Living on Your
Own
Personal Finance Checking/Savings
Budget
Personal Finance -Car Ownership
Financial Literacy-Credit Cards
Financial Literacy-Credit and Debt
Improving Communication Skills
Apprenticeships/Labor Unions
Improving Communication Skills
Making Your Resume Shine
12.33
12.32
12.31
12.30
12.29
12.28
12.27
12.26
12.25
12.24
12.23
Quarter 3
Twelfth Grade
Finalizing Senior Project Practice
Presentations
Finalizing Senior Project Practice
Presentations
Goal Reflections
Your Attitude is Showing
Communication Skills
Communication Skills
Connecting to Community
Employers Expectation
My Action Plan
Graduation Requirement/Portfolio
Update
FAFSA Understanding SAR Report
12.44
12.43
12.42
12.41
12.40
12.39
12.38
12.37
12.36
12.35
12.34
Stress management
Optional – School Specific Lesson
Optional – School Specific Lesson
Graduation Readiness
Senior Year/LINKS Evaluation
Senior Year Reflection
Living on My Own
Post-Secondary Survival
Senior Projects Practice Presentations
Senior Projects Practice Presentations
Senior Projects Practice Presentations
Quarter 4
Resource 17
40
14.
13.
12.
11.
Grade – Lesson #
10.
9.
8.
7.
6.
5.
4.
3.
2.
Grade – Lesson #
1.
Domain
Domain
Topic
Topic
Grade ___ Quarter 2
Grade ___ Quarter 1
GOAL
GOAL
Standard
Standard
Directions: If you want to offer lessons in addition to or in the place of the LINKS lessons provided online, using the LINKS grade level curriculum Map (for each specific
grade in your school), decide which LINKS lessons are appropriate for your school and write them in for the week you want lesson delivered. Write in the name of alternate
lessons you wish your school to deliver based on the needs of your student body. Lessons may be all LINKS or they may alternate between LINKS lessons and other lessons
specific to your school. Remember, if you are offering LINKS for credit the lessons must meet the standards in Policy 2520.19. Download the electronic copy of this form from
the Steering Committee section to complete electronically. This allows you to add as many lines as you want if you are offering more than one lesson per week. COURSE CODE:
6464
Curriculum Map
Resource 18
41
35.
34.
33.
32.
31.
30.
29.
Grade – Lesson #
28.
27.
26.
25.
24.
23.
22.
21.
20.
Grade – Lesson #
19.
18.
17.
16.
15.
Domain
Domain
Topic
Topic
Grade ___ Quarter 4
Grade ___ Quarter 3
GOAL
GOAL
Resource 18
42
Standard
Standard
Post-secondary
exploration
Student exhibits no interest in
exploring available postsecondary opportunities.
Completion of
activity sheets
and/or written
exercises
Relationships with Student makes no effort to
peers
develop or strengthen
relationships with peers,
remaining isolated or engages in
inappropriate actions/comments.
Relationships with Student makes no effort to
adults
develop new relationships with
school staff, including the LINKS
advisor, or interacts
inappropriately.
Goal setting
Student does not indicate that
any personal or professional
goals have been identified.
Vocabulary and
comprehension
Student maintains a positive
relationship the LINKS advisor, but
may have trouble interacting
appropriately with a teacher or
two.
Student identifies one or more
personal and/or professional goals
and has written some possible
steps for reaching them.
Student explores a few postsecondary opportunities, not
necessarily relevant to goals.
Student maintains appropriate
relationships with peers and is
developing some new relationships
within the LINKS advising group.
Student demonstrates an
understanding of some new
vocabulary and knowledge specific
to content explored through LINKS
advising lessons.
Student completes most of
handouts associated with LINKS
lessons as requested.
Meets
Student participates and is usually
engaged in small or large group
activities and/or discussion.
Needs Improvement
Student does not participate and
is not engaged in small or large
group activities and/or
discussion.
Student does not indicate any
level of learning new vocabulary
and knowledge specific to
content explored through
advising lessons.
Student does not complete any
of the written work.
Student…
Participation
during advising
sessions
Exceeds
Student articulates one or more goals in a
logical way, indicating thoughtful
consideration, and is able to identify realistic
and practical steps toward achieving goal(s).
Student explores a variety of post-secondary
opportunities relevant to identified goals and
can articulate relevant post-secondary
options.
Student demonstrates effort to develop and
sustain positive relationships with peers,
particularly other students in the LINKS
advising group who may not be part of their
normal peer group.
Student maintains a positive relationship the
LINKS advisor and demonstrates positive
regard and appropriate relationships with all
teachers and school staff.
Student is highly engaged, as demonstrated
by appropriate and active participation in
small and large group activities and/or
discussion.
Student appropriately uses new vocabulary
and knowledge specific to content explored
through LINKS advising lessons and integrates
those words and knowledge into oral and
written participation.
Student thoughtfully and thoroughly
completes all handouts associated with LINKS
lessons as requested.
Rubric to Assess LINKS Student Participation
Resource 19
43
Lesson
All
Domain
Introduction to High School
Example
Topic
Supporting Activity Description
____ Grade
___ Quarter Lesson Plans
LINKing Activities Worksheet “Template”
Person Responsible
Resource 20
44
DATE
Scheduled
Build
Your Schedule
Build Your Schedule
Directions: Decide what your advisory schedule will look like. Identify the number of days you
Directions: Decide what your advisory schedule will look like. Identify the number of days you
will
will have
have advisory.
advisory. Plan
Planyour
your‘modified’
‘modified’schedule
schedulefor
foradvisory
advisoryday(s).
day(s).
Period
Monday
Monday
Tuesday
Tuesday
Wednesday
Wednesday
Thursday
Thursday
Friday
Friday
(Times
(Times
(include lunch)
(include lunch)
Resource 21
45
Sample Scheduling Options
This is a list of the variety of schedules being used by schools attending the 2009
WVDE LINKS Training. Many of the options being used do not reflect best
practices for successful advisory. Best practice models are denoted with a *.
Words in italics are notes of concern and shows misalignment with LINKS model.
*Adjusted schedule once a week with “LINKS Day” schedule. Classes are shorter
to fit in LINKS. IDEAL and can offer ¼ credit per year for 1 full credit during high
school.
*Once a week for 50 minutes, used in a rotation with enrichment classes, clubs.
Resource 22
Flex time during lunch (How much time? How often?)
Advisory schedule coordinates with lunch period, every day for 15 minutes (NOT
A TRUE ADVISORY.. more like home-base).
Extend a home-base class to have 30 minutes every day instead of 15 minutes and
add LINKS to it. (Having daily is too much for schools that are new to advisory,
requires very effective, succinct planning.)
15 minutes every day in place of homeroom (homebase, not advisory).
30 minutes every day in the morning. Alternate between LINKS and RTI activities.
(DO NOT recommend having advisory first or last period of the day: skipping
issues)
Once per week 40 minutes to rotate with enrichment program. (Cannot offer for
credit unless LINKing activities substantiate additional time was accrued to make
up the difference.)
35 minutes per day rotated with EEE. (Having daily is too much for schools that
are new to advisory, requires very effective, succinct planning.)
Once per week for 45 minutes. (Cannot offer for credit unless LINKing activities
substantiate additional time was accrued to make up the difference.)
46
Twice per month 45 minutes at end of day (PK – 8) –(Do not recommend end of
the day…seems like an afterthought, everyone is tired and not as invested.)
20 minutes per day every day as part of home base, going to look into extending
this to 30 minutes once per week (middle school)…NOT ENOUGH TIME FOR
EFFECTIVE ADVISORY (Having daily is too much for schools that are new to
advisory, requires very effective, succinct planning.)
1 period for 40 minutes once per week (middle school) (Lessons take 45-50
minutes)
Once per week for 45 minutes rotating with intervention classes. (Would need to
have well-documented LINKing activities if offer credits, may not be enough time
to deliver effective LINKS lessons)
Resource 22
3 back to back lunches, incorporate LINKS curriculum in to tier 2 intervention time
during lunch for two days per week (30 minutes per day) (middle school). (Having
daily is too much for schools that are new to advisory requires very effective,
succinct planning.)
Half students eating lunch the other half in an AA class, 30 minutes per day.
(Having daily is too much for schools that are new to advisory, requires very
effective, succinct planning.)
40 minutes per day, 5 days per week, students choose the class as an elective
credit (mostly full day students) (James Rumsey Technical Center) (Having daily is
too much for schools that are new to advisory, requires very effective, succinct
planning.)
*Advisory occurs around lunch, Tuesday and Thursday for 45 minutes each
Advisory offered 3 days per week for 20 minutes. Research shows you cannot
have an effective lesson, holding 20 minutes could be wasting valuable school
time. Most of time would be spent getting students transitioned in and out of
advisory). A better schedule would be 45- 50 minutes once a week and 5-7
minutes a day just to connect with advisees, see who’s having attendance or other
issues).
47
Resource 23
48
Resource 23
49
Resource 24
50
Resource 24
51
Adapted from PDF version the SWOT analysis tool are available at
analysis and for more useful tools, diagrams and materials.
More informed faculty
Help with dropout problem
Systemic approach to monitoring
student academics and career
planning
Improve School Culture
Build relationships
www.businessballs.com/swotanalysisfreetemplate.htm.
Visit
www.businessballs.com for more about SWOT
overlook due to other initiatives
lack of teacher buy-in
criteria examples
Tried before, didn’t work
Teacher burnout
Frequent turnover
Gaps in capabilities
Staff attitudes
Too many other initiatives
Management
Not enough time to train
criteria examples
lack of principal buy-in
threats
weaknesses
Will help meet AYP
opportunities
strengths
Create a systemic approach to
parent/school connectedness
Examples
Advantages of advisory
Capabilities
Resources
People
Experiences
Knowledge
data
School schedule
Free curriculum and resources
Already have some components in
place Innovative aspects?
Supportive principal
Strong teach efficacy
Have professional learning
Communities
communications
Philosophy and values of staff
Examples
SWOT Analysis
Implementing an Effective LINKS Student Advisement System
Resource 25
52
importance
THREATS
January 27, 2012
importance
OPPORTUNITIES
Strengths and weaknesses are generally internal to your organization.
Opportunities and threats often relate to external factors.
Threats: What obstacles do you face? Is the local, state or federal
landscape changing in ways that will threaten your work?
Opportunities: A useful approach is to look at your strengths and ask
yourself whether these open up any opportunities.
Weaknesses: Do other people seem to perceive weaknesses that you
do not see? Are other schools doing anything better than you? It is best
to be realistic now, and face any unpleasant truths as soon as possible.
Strengths: What advantages does your school have? What do you do
better than anyone else? What unique resources do you have access
to? What do other educators see as your strengths?
1.
1.
SWOT Analysis
S / T - STRATEGY
S / O - STRATEGY
STRENGTHS
Resource 25b
53
importance
1.
1.
W / T - STRATEGY
W / O - STRATEGY
WEAKNESSES
LINKS
importance
54
Appendix A
6. ____________________________________________ ______________________ _________________ ___________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Tasks/Steps
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 1 ______________________________________________________________________________________________
In the spaces provided, develop a plan of action for each goal your team identifies and related task. Identify tasks and
describe specific and “do-able” steps for completing each task at your school. Then, think of the people and resources
that will be important for completing each step. Set realistic target dates for steps required to complete each task. Identify
one or more people responsible for shepherding the completion of each step and a leader to track progress on the overall
task.
Action Plan
___________________________________________________________________________________________________________
Team Members: _______________________________________________________________________________________
School: _______________________________________ Year___________________________________________________
Appendix A
55
______________________________________________________________________________________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Tasks/Steps
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 3
6. ____________________________________________ ______________________ _________________ ___________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Tasks/Steps
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 2 ______________________________________________________________________________________________
Appendix A
56
______________________________________________________________________________________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Steps to take:
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 5 ______________________________________________________________________________________________
6. ____________________________________________ ______________________ _________________ ___________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Tasks/Steps
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 4
Appendix A
57
6. ____________________________________________ ______________________ _________________ ___________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Steps to take:
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 7 ______________________________________________________________________________________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Steps to take:
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 6 ______________________________________________________________________________________________
Appendix A
58
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Steps to take:
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 9______________________________________________________________________________________________
6. ____________________________________________ ______________________ _________________ ___________________
5. ____________________________________________ ______________________ _________________ ___________________
4. ____________________________________________ ______________________ _________________ ___________________
3. ____________________________________________ ______________________ _________________ ___________________
2. ____________________________________________ ______________________ _________________ ___________________
Steps to take:
People & resources
Completion date
Task leader
1. ____________________________________________ ______________________ _________________ ___________________
By what date? _______________________ Person(s) steering this goal: ______________________________________________
Goal 8 ______________________________________________________________________________________________
Appendix A
59
Planning and Implementation Timeline
[Sample for NEW Programs]
Appendix B
60
February (Pre-planning)
• Leadership team receives LINKS training.
• Leadership team delivers a presentation to the faculty on LINKS
o Shares data (attendance rate, failure rates, graduation rates, retention rates, etc.) with the faculty that
reinforces the need for an advising program.
o Identifies key need areas in the school (attendance, transitioning, parental involvement, graduation
rates, test scores) that they want to improve through LINKS
o Create a shared school vision.
 What will be the results of implementing LINKS (school-wide guidance) in our school?
 How will our school be different?
 How will our students be different?
 What will the skills, knowledge and behavior of our students look like when they graduate?
 How will our relationship with parents change?
 How will our community relationship change
th
o Set specific goals and objectives. (example…Improve 9 grade promotion rates by 25%)
o Select committee to address these needs (could be the same as those already active through Faculty
Senate or may need to add new ones) Recruit members for each committee. Create action plan.
• Recruit volunteers for a LINKS steering committee to develop recommendations on the logistics for advising
program. Each grade level and department, including administration, needs to be represented on this
committee. Administration might assign some people to ensure that each grade level and department is
represented in the decision-making process.
o Begin address “Questions That Must Be Answered” in the steering committee
March
• The LINKS steering committee meets to
o finalize timeline/personalize this timeline to fit school needs
o begin working on Work Plan – who does what?
o identify successful implementation sites and plan visits or requests teachers from those schools to visit
their school to talk to the faculty about their advising programs. HSTW or WVDE can provide names of
these schools. Conference calls may be more efficient if schools are not close by.
• The LINKS steering committee meets to develop recommendations for your advising program. (when, how
often, all or some grades, which lessons) The committee continues to use “Questions That Must Be Answered” as
a guideline to ensure that all aspects of the school’s advising program are considered.
• At faculty senate share WVDE Curriculum Map and blank templates. Divide into grade level teams. Allow time
for teams to debate school needs in terms of topics/lesson. Which of WVDE lessons will you use? What needs
are not addressed? What additional lessons your school might want to offer? Allow team members to explore
other state websites available under the resource section.
April
• The LINKS steering committee presents preliminary school implementation plan with faculty and seeks
input/approval of decisions.
• The LINKS committee shares the approved Leadership Team recommendations at faculty meeting to get their
input.
• Grade level teams present draft grade level curriculum map, seeks input from full faculty.
• Other teams report out (portfolio, senior project, extra/co-curricular, etc). Seek input. What needs to change in
order to support LINKS and help all students succeed?
• The LINKS steering committee meets to finalize decisions on advising (who, what, when, where).
• Send a memo to the faculty explaining the logistics of the new advising program.
• Present second draft of curricular map. Are all supporting documents in place?
May
• The guidance committee examines other schools’ advising curricula/topics and seeks input from the LINKS
WebTop Community. Draft of proposed topics is presented to grade-level student groups for input.
•
Appendix B
Begin building master schedule. Decide who will advise who. Allow staff to rank their grade-level preference in
rank order, reminding them, they will remain with the group until they graduate.
• Use the input from students and faculty to finalize curriculum map.
•
If this was done through a survey, the LINKS steering committee tabulates survey results. Based these results,
the guidance committee composes a list of topics by grade level for each advising session scheduled for the next
year.
• Share this list with the Leadership Team for input/approval.
• Develop a final list of topics by grade level.
May/June
• Assign students to advisors for next year (on paper).
• Have principals and counselors examine school-wide programs (Making High School Count, Career and College
Days, Financial Aid workshop, Orientation and Transition Programs, etc.) Complete a preliminary “Linking
Activities” Plan. Answer these questions:
o How do these fit with school’s advisory curriculum?
o How much of this can count as instructional time for each grade?
o Will LINKS be offer for credit?
o How often will LINKS need to meet to offer desired credit?
o Will students systemically complete www.cfwv.com grade level activities and be given credit for online
learning?
o How ill advisors monitor completion of grade level activities?
June/July
• The LINKS steering team or other designated team works (by grade level) for one week to select lessons and
gather materials needed for school-specific advising lessons that are being used to support or in addition to
lessons available on the LINKS website. (Counselor should not be in charge of this. Each lesson team should be
lead by a respected grade-level teacher. Counselor can help grade-level coordinators identify and provide
resources
Before school starts, the steering team…
• plans parent/student orientation to introduce LINKS and other school programs/policies relevant to each grade
level
• plans first parent meeting allowing each advisor to meet their advisees and their parents
o advisors will distribute student schedules
o review portfolios and unofficial transcripts
• sends information about the LINKS advisement program and beginning school orientation to parents and
students in the “welcome back” letter, stresses the importance of parent involvement. May develop own
brochure or use the one available on the LINKS website.
Before school starts, the counselor(s) and LINKS coordinator(s)…
• develops or identifies school-specific forms required by LINKS by going through each lesson to identify needs
• coordinates development of student portfolios
o decides what school/student specific information to include (unofficial transcripts, test scores,
graduation requirements/checklists, senior project outline, etc.)
o orders crates and folders for storage in advisor classroom
• identifies student referral process and develops referral forms for advisors
Late July/Early August
• Provide staff development on LINKS advising program, the lessons, logistics, portfolios, mentoring skills, ice-breakers
and energizers, use of the website, school orientation, initial parent meetings. At least one full day, but preferably
two days of training is recommended.
o Divide advisors into grade level team and allow time for practicing the first months LINKS lessons.
o Review plans for initial parent meeting. Role play: discussing of the new program, the role of the advisor,
and sharing portfolio information
o Develop mentoring skills. Discuss the importance of the advisor/advisee relationship
o Review role and responsibilities forms from the LINKS website. Provide an opportunity for each staff
member to seek clarifications about his/her role.
61
•
Each advisor is given a plastic crate containing: portfolio folders with the names of their advisees, relevant test
scores, award certificates, unofficial transcripts, copies of each student’s ISTP and other materials.
• Hold first LINKS session.
• Advisors complete “Session Feedback” forms that are collected and tallied.
Late August (At the very beginning of school)
• Hold First Open House
o Provide an overview of the LINKS Program at a parent assembly. Give parents a brochure with mission
statement, rationale, goals, a curriculum map and schedule.
o Parents meet their student’s advisor in the advisor’s room at the beginning of the Open House and learn
about the purpose of the advising program and the advisor’s role with both parents and students during
the year.
• Hold first LINKS session.
• Advisors and complete “Session Feedback” forms and turn in to school coordinator/steering committee to tally,
trouble-shoot and provide assistance and make necessary changes to make LINKS run smoothly.
September
• Hold a brief advisory staff meeting to share results of survey brainstorm on problems and solutions.
• Hold a mock LINKS advising session. Advisors who have concerns give the LINKS coordinator completed feedback
forms to review for program improvement.
• Advisors, students and coordinators complete pre-survey on the LINKS website
Appendix B
62
October – November
• Continue holding LINKS advising sessions.
• The principal and LINKS coordinator develop a schedule for each grade level advisory team to meet at least once monthly to
distribute lesson materials and practice for upcoming lessons. Grade level coordinator facilitates a shared learning experience
of open dialogue of solution-focused shared leadership.
• Administrator and coordinator frequently visit classroom to identify strengths, weaknesses, and problem solve and provide
appropriate feedback and support.
• Steering team meets and trouble shoot, as needed. Decide if team-teaching is needed for some advisors.
December
• Advisors meet individually with each student to review academic and career plan and discuss any personal/social concerns,
begin
• Continue holding LINKS advising sessions.
• Conduct student lesson evaluation.
January
• Continue holding LINKS advising sessions.
• Conduct student and advisor end-of-semester school-specific program evaluation; may use short survey.
February
• Continue holding LINKS advising sessions.
• Conduct training on scheduling, programs of study, and how to assist students and parents in completing ISTP Plans.
• Hold individual parent/student conferences with each advisee.
March – April
• Continue holding LINKS advising sessions.
• Repeat organized walk through to observe all advising sessions.
May
• Complete Student/Advisor/parent program evaluations.
• Continue holding LINKS advising sessions.
• Share results/success with LINKS advisors.
• Hold faculty meeting. Revise program as needed for next year.
May - June
• Principals, coordinators and counselors complete on-line survey on the LINKS website.
Summer
• Troubleshoot/problem solve
• Review and revise curriculum map based on previous year’s feedback.
• Retrain staff, Train new staff
• Repeat
Timeline to Redesign Existing AA Program [Sample]
Appendix C
January/February (Preparation)
• Select school team to attend “Introductory LINKS training”
• Complete “Action Plan” to direct implementation. Set school-specific action steps.
• Recruit volunteers for a steering committee that develops recommendations on schoolspecific logistics of your LINKS advising program. Each grade level and department,
including administration, must be represented on this committee. The administration may
make committee assignments to ensure that each grade level and department is represented
in the decision making process.
• Determine who will become the ‘role’ experts and knowledgeable about each component of
the LINKS. Assign roles to each steering team member.
• Revise this timeline to meet school needs.
• Look at how your existing advisory program aligns with the LINKS program.
• Complete "Teachers as Advisors Implementation Rubric” and SWOT analysis to determine
strengths and weaknesses.
February/March (Pre-Planning)
• Meet with Steering Committee and/or Guidance and Advisement Team to determine what
fits with your program. Identify possible changes, deletions, and additions to your current
program.
• Select school and grade level coordinators.
• The guidance committee meets to make advising program recommendations. Use “Questions
That Must Be Answered” (available on LINKS website in Principal-Steering Committee tab)
as a guideline to ensure that all aspects of an advising program are considered.
• Leadership team reinforces the need for an advising program by delivering a presentation to
the faculty on Key Practice #8 sharing data (share attendance rates, failure rates,
graduation rates, retention rates, discipline issues etc.).
• Facilitate a staff discussion called “What do we want for our students”. Describe specific
skills and knowledge your students need when they leave your school. Where are they
systematically acquiring this information?
April (Pre-Planning)
• Give an overview of the LINKS Program at a school-wide faculty meeting.
• Introduce LINKS coordinators
• Disseminate topics identified as needs at previous staff meeting
• Develop and disseminate a survey to solicit input from faculty and students regarding:
o Logistics (when and how to fit LINKS into the school schedule)
o Credit/no credit
o Lesson topics
o Roles and responsibilities
• The guidance committee visits schools that have implemented successful advising programs
or invites teachers from those schools to talk to the faculty about their school’s advising
programs. WVDE can provide names of these schools. Conference calls can be held if
schools are not close by.
May (Pre-Planning and Program Development)
• The guidance committee meets with the Leadership Team to share recommendations and to
get input/approval of decisions.
63
The guidance committee shares the approved Leadership Team recommendations at faculty
meeting to get their input.
• Tabulate survey results. Share with faculty. Seek input by grade level to develop curriculum
map.
June (Program Development)
• The LINKS steering committee/volunteers work (by grade level) for one week to
select/create topics/lessons for next year’s advisement. All materials needed for each
advising session is identified, developed/selected by this team. At least two teachers
should be assigned to each grade level. Student and parent input are encouraged.
• A teacher committee is recruited to develop public relations materials, brochures, websites,
parent letters for next year’s advising topics by grade level. LINKS brochure is available on
LINKS website. Can be mailed with a cover letter listing primary topics for each grade level
or your own curriculum map.
• Students are assigned to advisors for next year.
July (Preparation for Implementation)
• Before school starts, the principal sends information about the new advisement program to
parents and students in the “welcome back” letter.
• Develop grade-level notebooks for each advisor with a list of advisees, curriculum map, and
one hard copy of each lesson and all handouts. Include any relevant handouts: role of
advisor, grading rubric, content standards Policy 2520.19, tips for advisors, etc.
• Counselors and coordinator(s) develop folders for each student with relevant academic and
career information and put in crates by advisors. Include advisor notebook in crate.
August (Training and Orientation)
• Provide staff development
o on the purpose of the LINKS advising program
o the logistics of the new program
o the role of the advisor, principal, counselor and coordinator(s)
o review website (share ice-breakers, grading rubric, additional resources, etc.)
o discuss referral process
o reinforce the role as primary “advocate” for their students.
o
process for contacting parents: call for encouragement, concerns over attendance,
ISTP’s, etc. Reinforce the importance of the advisor/parent/student relationship
o review curriculum map
o Break into grade level teams and allow advisors to review lesson plans.
o Practice the session on setting group rules. Discuss “do’s and don’ts”.
o encourage practice, feedback and adaptations of first month’s lesson
o provide schedule for bi-monthly grade level meetings to review and prepare for
lessons and develop solutions for any issues
•
Appendix C
At least one full day of training is recommended. More may be required
•
•
64
Provide advisor a plastic crate containing: folders with the names of their advisees, relevant
test scores, award certificates, unofficial transcripts and copies of each student’s ISTP.
Hold first Open House for Parents and Students (At the very beginning of school)
o Provide an overview of the LINKS Program at a parent assembly. Give parents a
brochure with mission statement, rationale, goals, a curriculum map and schedule.
Parents meet their student’s advisor in the advisor’s room at the beginning of the Open
House and learn about the purpose of the advising program and the advisor’s role with
both parents and students during the year.
o Hold LINKS lesson pertaining to grade level/school orientation. Begin getting acquainted
with students.
September (implementation)
• Hold LINKS sessions.
• Advisors and students complete WVDE online surveys.
• All advisors complete “Session Feedback” form for at least one session. Results are
collected and tallied by steering team.
• Hold faculty meeting to share results, discuss problems and solutions! Stay positive and
solution focused.
• Advisors may completed feedback forms for any lesson and provide to coordinator for
review for program improvement.
• Principal and coordinator monitor implementation. Assist with concerns.
• Develop a recognition program. Students can nominate their advisor.
October – November (implementation)
• Hold bi-weekly grade level advisor meetings, ‘learning communities’ to discuss and prepare
for lessons.
• Continue holding LINKS sessions.
• Share on-line student/advisor data.
• Principal and coordinator monitor implementation. Assist with concerns.
• Pair up less effective advisors with more effective advisors if needed until advisors become
more comfortable with the process.
December (implementation and revisions)
• Advisors meet individually with each student to review academic and career plan and discuss
any personal/social concerns.
• Continue holding LINKS advising sessions.
• Conduct student session evaluation.
• Meet with steering committee to discuss program implementation and strategize ways to
improve
• Conduct student survey on one identified lesson per grade level.
January
• Provide staff a summary of survey to staff.
• Continue holding LINKS advising sessions.
• Conduct student and advisor end-of-semester program evaluation.
• Principal and coordinator monitor implementation. Assist with concerns.
February
• Continue holding LINKS advising sessions.
• Conduct training on scheduling, programs of study, and how to assist students and parents in
completing ISTP Plans.
• Hold individual parent/student conferences with each advisee.
• Principal and coordinator monitor implementation. Assist with concerns.
March – April
• Continue holding LINKS advising sessions.
• Conduct organized walk throughs.
o
Appendix C
65
May
•
Complete Student/Advisor/counselor/coordinator/principal/parent on-line WVDE
evaluations.
• Continue holding LINKS advising sessions.
• Hold faculty meeting. Revise program as needed for next year.
June-August
o Coordinator and counselor collect portfolio crates from advisors.
o Update. Remove files of students who moved or dropped. Add files of new students. Store
in secure location.
o Tweak curriculum, as needed
o Provide training for new staff similar to previous year.
o Provide grade level training for all staff. Provide next grade level lessons. Advisors will keep
same students who advance and will need training on the next grade level.
o Provide orientation for new students and staff similar to previous year.
September – June Repeat process of previous year.
Appendix C
66
SCHOOL NAME______________________________
Planning and Implementation Timeline
Directions: Use this timeline to plan steps to fully prepare school for implementation of LINKS. Use the
LINKS Implementation Plan: Next Steps form to subdivide into doable steps, outline who does what.
Month
June
Activity
Who
July
August
September
October
Appendix D
November
December
LINKS Implementation Timetable
67
SCHOOL NAME______________________________
Planning and Implementation Timeline
Directions: Use this timeline to plan steps to fully prepare school for implementation of LINKS. Use the
LINKS Implementation Plan: Next Steps form to subdivide into doable steps, outline who does what.
Month
June
Activity
July
August
September
October
Appendix D
November
December
LINKS Implementation Timetable
68
Who
SCHOOL NAME______________________________
Month
January
Activity
Who
February
March
April
May
Appendix D
June
July
August
LINKS Implementation Timetable
69
SCHOOL NAME______________________________
Month
September
Activity
October
November
December
Appendix D
January
February
LINKS Implementation Timetable
70
Who
6.7 Friendly
Versus Mean
Teasing
6.4 – Getting to
Know Me
6.5 Time
Management
6.6 Study Skills
6.2 – Developing /
Reviewing
Ground Rules
6.3 – Getting to
Know You
Evaluate healthy relationships. AA.PSD.6.9.07
•
Identify useful study skills. AA.A.5.1.07
•
Understand appropriate good-natured communication with peers
and others. AA.PSD.6.7.12
Review and revise time management plan. AA.A.6.1.04
•
•
Identify personal strengths and weaknesses. AA.PSD.6.7.11
Develop a sense of belonging to a group to establish group
cohesiveness. AA. PSD.6.7.10
•
•
Distinguish cooperative behavior in groups. AA.PSD.6.7.05
Students will demonstrate understanding of grade level
expectations. AA.PSD.6.8.06
•
•
Students will understand grade level expectations. AA.A.6.2.11
•
Indicators
Lesson Plan – Successful Study Techniques
Resource:
Suggested CFWV.org Activity or Resources for
Students
Create batch of student accounts as students will need accounts in order to accomplish most, if not all, of the activities suggested below.
6.1 –Transition
Orientation
Lesson
•
Suggested activity prior to starting lessons:
LINKS TO CFWV CORRELATIONS FOR 6TH GRADE
Appendix E
71
•
Apply effective decision-making strategies AA.A.9.3.06
Establish short and long-term goals for the academic year.
AA.PSD.6.8.07
•
6.12 Problem
Solving
Revise organizational plan to achieve academic goals. AA.A.6.3.05
•
6.11 BHAG – My
Big Hairy
Audacious Goals
Review and progress and modify academic goals where indicated.
AA.A.6.3.04
•
Maintain a portfolio reflecting academic, career, and
personal/social accomplishments. AA.C.6.5.05
•
6.10 Academic
Progress Review
Recognize the importance of the portfolio and begin updating
current information. AA.A.6.2.12
•
6.9 Introduction
to the Portfolio
Define techniques for managing stress and conflict.
AA.PSD.6.9.05
•
6.8 Conflict
Resolution
Appendix E
72
Activity:
a. To “try out” real-life decision making in jobs
Have students record their intermediate-term goals
in the Looking Ahead section of their Portfolio.
Activity:
Resource:
Lesson Plan – Time for a Check Up!
Reporting:
Advisors, teachers and counselors with
professional accounts for Professional Tools may
add reviews to students’ Portfolio work.
Activity:
Have students outline their support plans for
any required tutoring or study assistance
through Support for Academic Goals.
Resources:
Lesson Plan – Creating Your Own Overall
Personal Portfolio and Career Portfolio
Lesson Plan – Introduction to Lifelong Portfolios
Lesson Plan – Storing Your Portfolio Plus More
Activity:
Have students explore their Portfolio in
CFWV.com. You may wish to concentrate on
one area within the Portfolio and have the
students fill out their relevant information.
Explore and differentiate learning styles and intelligences.
AA.A.6.1.06
Recognize coping skills for managing life events. AA.PSD.6.9.06
•
•
Identify techniques to cope with peer pressure. AA.PSD.6.9.04
•
6.16 Learning to
Learn – Learning
Styles
Demonstrate respect for others and their property AA.PSD.6.7.13.
•
6.14 Respect for
Property and
Belongings
6.15 Coping Skills
Learn and apply appropriate anger management skills.
AA.PSD.6.9.08
•
Use a decision-making and a problem-solving model
AA.PSD.6.8.01
6.13 Anger
Management
•
Appendix E
73
Have students record their thoughts and plans for
incorporating their learning style knowledge in their
Have students record their Learn Style Inventory
Results in their Portfolio
Activity:
Have the student take the Learning Style Inventory in
the Learn About Yourself Section
Road to Success Lesson Plan – Decision Making
Resources:
The Roads to Success lessons have been correlated to
the inventories and assessments found in CFWV.com
e.
d.
c.
b.
(and to show the importance of good
decision making), have the students go to
the Explore Careers section in CFWV.com.
Then ask them to select a career cluster that
appeals to them.
From the list of careers in that cluster,
choose one that has “Insider Info Only”
From the tabs on the left side of the page,
choose “Real Life Activity”
Have the student try out the “Real-Life
Decision Making” question for that career
Compare and contrast different career options. AA.C.6.4.11
Explore the various skills applied to the annual assessment. AA.
A.6.3.09
Improve written communication strategies. A. A..6.3.10
Review the previous writing assessment and apply new strategies
to improve skills AA.C.6.5.06
•
•
•
•
6.20 Career
Exploration
6.21 Online
Writing
Assessment –
Become a Better
Writer
Reinforce effective communication skills including public speaking
and presentation skills. AA.A.6.1.07
Revise organizational plan to achieve academic goals. AA.A.6.3.08
•
6.19 Progress
Review –
Organizing for
Success
•
Apply Global 21 skills to academic, career and personal/social
behaviors. AA.PSD.6.9.11
•
6.22 Public
Speaking – Part 1
-- Careers
Understand and apply skills for Global 21 learning. AA.A.6.3.07
•
6.18 Skills for
Global 21
Explore and differentiate learning styles and multiple
intelligences. AA.A.6.1.06
•
6.17 Multiple
Intelligences
Appendix E
74
Students can have fun playing the Career-OMatic where they get see what careers they
might have if they leave their career up to
chance. Then, students can browse careers by
the WV Career Clusters. Any careers students
find interesting they can add to their Portfolio.
Activity:
Activity:
Have students complete Short Term Goals section
within their Portfolio
Have students complete Goals into Action section
within their Portfolio
Journal
6.27 Test Taking
Skills
6.28 Winning
Attitude
6.26 What’s in a
Label?
6.24 Hold-em or
Fold-em
(Friendships)
6.25 Leadership
and School
Involvement
6.23 Public
Speaking – Part 2
Careers
Develop a positive attitude toward self as a unique and worthy
person. AA.PSD.6.7.01
Understand how self-esteem impacts social success.
AA.PSD.6.7.16
•
Understand how esteem impacts social success.
AA.PSD6.7.16
•
•
Identify attitudes and behaviors that lead to successful
learning. AA.A.6.1.01
•
Acquire and practice effective test-taking skills. AA.A.6.1.09
Understand the role of participation and engagement in the
development of leadership skills. AA.PSD.6.7.15
•
•
Explore opportunities to develop leadership. AA.A.6.1.08
Distinguish between all levels of communication including
speaking, listening, and non-verbal behavior. AA.PSD.6.7.9
•
•
Demonstrate understanding of effective communication
skills. AA.PSD.6.7.8
•
Evaluate healthy relationships. AA.PSD.6.9.07
Demonstrate understanding of effective communication skills.
AA.PSD.6.7.08
•
•
Demonstrate effective communication skills with presentations
and public speaking activities. AA.C.6.5.07
•
Appendix E
75
Review progress and modify academic goals where indicated.
AA.A.6.3.
Review and update portfolio. AA.PSD.6.8.08
•
•
•
6.35 Halfway
Through
6.36 Celebration /
Evaluation
Understand how to use assessment results in educational
planning. AA.A.6.2.07
Understand the options and opportunities for secondary
education. AA.A.6.2.14
•
6.34 High School
Credit
AA.PSD.6.7.17 Recognize an individual’s role and contribution
within their community.
Discern between valid and invalid internet resources.
AA.PSD.6.9.10
•
•
Demonstrate effective use of the internet as a research and
learning tool. AA.A.6.1.10
•
Utilize proper internet etiquette. AA.PSD.6.9.09
•
6.33 Your
Community Role
6.32 Tech Sense 3
Demonstrate effective use of the internet as a research and
learning tool. AA.A.6.1.10
•
Acquire and practice effective test-taking skills. AA.A.6.1.09
•
6.31 Tech Sense 2
(Netiquette)
Explore the various skills applied to the annual assessment.
AA.A.6.3.09
•
6.30 WESTEST
Identify the components of a successful academic career.
AA.A.6.2.13
•
Recognize an individual’s role and contribution within the
community. AA.PSD.6.7.17
6.29 Why
School?
•
Appendix E
76
Have students complete their Annual Reflection
in their Portfolio.
Students can fill out A Picture of Me in the
Future.
Activity:
Students can browse careers by the WV Career
Clusters. Any careers students find interesting
they can add to their Portfolio. Have students
record in their Journal what Cluster they liked
the most.
Activity:
Activity:
Activity:
Have students record their community service in
their Portfolio
Have students record their Early Skills in their
Portfolio.
Activity:
Jorea M. Marple, Ed.D.
State Superintendent of Schools