About
LINKS
Barbara Ashcraft, MA, LPC
School Counseling Coordinator
Training Objectives
 Participants will…
 understand why LINKS is important… the potential
impact
 become familiar with the LINKS Program
 become familiar with the LINKS Website
 examine LINKS roles and responsibilities
 understand the magnitude of the need to plan and
secure buy-in
 explore the planning and implementation Tools
 explore LINKing LINKS to other school activities and
programs
Training Objectives
 Participants will…
 begin developing an individual school plan for
implementation
 establish school timeline
 consider logistics
 Examine current committees and relevance to LINKS
and need for expansion
understand the magnitude of the need to plan and
secure buy-in
 learn some strategies to secure buy-in
Students need to know….
Who they are…
Where they want to go…
And how they are going to get there!
Contributors to Student Success
Career goal
Connection with
caring adult
Connection with post
secondary
opportunities
The Silent Epidemic 2007
Grad Nation 2009
Two Important Interrelated Goals —
Achievement and Wellbeing
Achievement promotes
well being
Well being promotes
achievement
Schools often acknowledge 1 but
historically have failed to acknowledge 2
8
Maslow’s Hierarchy of Needs
Opportunity Gap
Are some students provided more opportunities than
others?
 Access to home computer
 Knowledgeable parents to support student learning and career
exploration
 Participation in Support Services
 Tutoring, Mentoring, ESL Classes

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
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Participation in Extra / Co-curricular programs
Test Prep Programs
Dual Credit Programs
Early enrollment in college courses
10
IEP, 504
Groups, Tutoring, Peer
Helpers,
Classroom Guidance Lessons,
School Assemblies, Student
Advisement Programs, Test Prep
Programs, Academic Plans,
Field Trips
Therapy – Outside or SBMH Centers
Groups, Mentoring, Student
Helpers, Clubs, Crisis Interventions
Short-term counseling
Classroom Guidance
Lessons,
Student Advisement Programs,
School Assemblies
11
2007 Pawley’s Group Report
Commissioned by 2006 WV Senate
Recommendation 7: Develop a model for career
counseling, student support and academic
advising.
– recommended that West Virginia develop a
systematic way to help students with career
exploration.
2007 Pawley’s Group Report
 West Virginia must move from “random acts
of progress” to a system based on the 4
Ss –
Strategic
Synergistic
Sustainable
Scalable
st
21
Century Reality
Success in a world of change requires schools to
ensure that all students have:
 the capacity to be autonomous, lifelong
learners
 the ability to solve problems and create new
solutions
 the ability to collaboratively work with others
st
21
Century Learning…
21st century students need more than
reading, writing, and arithmetic; they must
be able to solve problems, think critically,
communicate effectively, and work in
teams.
st
21
Century Learning…
Personalizing the Learning
Environment
“High schools of the 21st century must be much
more student-centered and above all much more
personalized in programs, support services and
intellectual rigor.” This means every student
should have a personal adult advocate and a
Personal Plan of Progress.
NASSP. (2004). Breaking Ranks II: Strategies for Leading High School Reform
SREB High Schools That Work
Ten Key Practices
Guidance — Involve students and their parents in a
guidance and advisement system that develops positive
relationships and ensures completion of an accelerated
program of study with an academic or career/technical
concentration. Provide each student with the same
mentor throughout high school to assist with setting
goals, selecting courses, reviewing the student's
progress and suggesting appropriate interventions as
necessary.
Guidance: What is it?
Guidance
The help all students
receive from parents,
teachers, counselors,
community members
and others to assist
with educational and
career development
Counseling
The help some
students receive from
credentialed
professionals to
overcome personal
and social problems
that interfere with
learning.
What is Advisement?
1. A systemic approach to providing ALL students with skills
and background to make decisions about his/her
education and career
2. A process to aid students in developing self-awareness,
option awareness, and decision-making skills
3. A process to help each student improve his/her chances
for long-term employment
Expected Outcomes
 All students make informed academic and
career plans
 Parents are systematically involved in
development of ISTP plans
 More students successful in higher level courses
 Improved school behavior
 Increased graduation rates
 Higher test scores
Relationships
 If students know you care you can push even
more
 We can identify and support those who are
most vulnerable?
Introducing LINKS…
Learning, Individualized Needs,
Knowledge and Skills
 Improve Learning for ALL
 Address Individualized Needs
 Increase Knowledge and Skills for ALL
About LINKS …
 web-based framework and curriculum for
student advisement programs
(Advisor/Advisee) in West Virginia
 designed to advance student learning and
development in a deliberate, proactive,
manner to encourage individual success
About LINKS …
 involving a personal relationship with at least
one adult serving as an advocate for the
student.
 bridge the gap between what is taught in the
core curriculum and the skills necessary for
success in school and in the work place
About LINKS…
 Piloted in 21st Century HSTW sites
 40 lesson plans per grade level (WV specific,
downloadable)
 Standards based (Policy 2520.19 allows schools to
offer for credit)
Free pilot with Career Cruising (on-line
career exploration and planning tool)
About LINKS…
 Can be offered for credit
 Course code 7676 called LINKS
 1 time per week 45/50 minutes
 ¼ credit per year = 1 full high school credit
Online Career Course
 1 time per week 45/50 minutes
 ¼ credit per year = 1 additional full high school
credit for
2 full credits.
40 Lesson Plans (per grade level)- Policy 2520.19
Course Code 7676
LINKS Lesson Plan
Research based…
Garden City High School, Garden City,
Kansas (2005)
Despite rapidly rising numbers of English as a Second
Language students, Garden City High School has raised
student achievement in reading, mathematics and science.
Even with a more rigorous curriculum and higher graduation
requirements,
 the dropout rate fell from 15 percent in 1993-1994 to
3.4 percent in 2003-2004
 the attendance rose from 89 percent to 96 percent.
http://www.sreb.org/Programs/HSTW/publications/PubsDisplay.asp?SubSectionID=19
LINKS Student Advisement Program
Evaluation
 Collaborating with
◦ National Center for Family Literacy (Training
and Evaluation)
◦ Edvantia / ARCC
◦ WVDE Office of Assessments/Research
…to conduct annual and longitudinal study on
the impact of this program on student
achievement and post-secondary success