ESD 113: Counselor Regional Meeting “Keeping Informed” Part 1 of 3 Danise Ackelson, Program Supervisor Navigation 101: College and Career Readiness Guidance & Counseling Mike Hubert, Director Guidance & Counseling Secondary Education and School Improvement

Meet our Constitutional Obligation to Fully-fund our Public Schools Improve Achievement for ALL Students and Reduce the Dropout Rate Modify our Mathematics and Science Assessment Graduation Requirements Expand Career/Technical Education (CTE) and Science, Technology, Engineering, and Mathematics (STEM) Opportunities Promote Early Learning Opportunities SUPERINTENDENT DORN’S 2011 PRIORITIES

Message from Assistant Superintendent Secondary Education, Dan Newell “Having worked in the schools for 34 years, there is no question that counselors have the ability and the mission to positively impact the lives of all students, from the most vulnerable to the most fortunate. I believe that all kids need to be supported in becoming, college, career and life-ready. School counselors are central to that work in our schools.” 3

Guidance Topics in WA State Graduation Requirements Resources State Board of Education Updates K-12 High School Feedback Reports Running Start Launch Year Dropout Initiatives College and Career Readiness: Navigation 101 College Bound Scholarship Guidance and Counseling Counselor / Principal Relationship 4

Graduation Requirements Resources o Graduation in WA toolkit o Earning a Diploma o Graduation Checklist (by class) o How Special Education Students Participate in State Testing OSPI state testing/grad requirements questions: o (360) , 5

Questions?Questions? Contact(s): Chris Barron, assessment communications manager, (360) , Alternate Assessments, OSPI (360) , 6

STATE BOARD OF EDUCATION: CAREER & COLLEGE READY DIPLOMA

Proposed Graduation Changes for Class of 2016 Proposed changes: Increase English from 3 credits to 4 credits Increase social studies from 2.5 credits to 3 credits; require.5 credit of civics, per RCW 28A Decrease electives from 5.5 to 4 Make Washington State History a non-credit requirement Clarify that 2 credits of health and fitness include.5 credits of health and 1.5 credits of fitness Create a “two for one” policy – students taking a CTE-equivalent course could satisfy two graduation requirements while earning one credit 8

GRADUATION REQUIREMENTS CONNECTED

K-12 High School Feedback Reports Feedback reports provide information on how graduates of a school or district fare in their next endeavor - for example, enrollment in college or participation in the workforce. Login: ERDC-P20 Password: preview 10

K-12 HS Feedback Reports (con’t) The reports address questions such as: – What percentage of students enroll in two and four-year colleges within a given timeframe after high school? – How do postsecondary enrollment rates vary by student characteristics? – How many postsecondary students are enrolled in pre- college courses? – What are the employment rates for students in postsecondary education and after they leave postsecondary education? 11

Running Start Legislative Change “(18) Beginning in the school year, students participating in running start programs may be funded up to a combined maximum enrollment of 1.2 FTE including school district and institution of higher education enrollment.” SECOND ENGROSSED SUBSTITUTE HOUSE BILL 1087 Chapter 50, Laws of 2011 (partial veto) 62nd Legislature st Special Session OPERATING BUDGET EFFECTIVE DATE: 06/15/11 12

Running Start Resources BULLETIN NO Students Participating in Running Start Programs Funded up to a Combined Maximum Enrollment of 1.20 FTE Maximum Combined Enrollment of 1.20 FTE ESHB Running Start programs funded up to a combined maximum enrollment of 1.20 FTE - Clarification Document Running Start Enrollment Verification Form - July

LEGISLATIVE UPDATES Launch Year Requires high schools to work toward offering dual credit courses that give students the opportunity to earn the equivalent of one year’s work of postsecondary credit. Information about dual credit programs such as Running Start, College in HS, AP, Tech Prep, and RS for Trades should be shared with all students and their parents each year Dropout Prevention & Intervention Funds appropriated for dropout prevention programs that include Building Bridges expansion, JAG, Opportunity Internship Program.

Launch Year (E2SHB 1808) “The legislature intends to help students progress from the high school to a certificate or degree by increasing opportunities and providing a clear pathway.” This is accomplished by: 1.High schools increasing the opportunities for students (especially seniors) to take more advanced classes. 2.Institutions of higher learning publishing lists of high school courses and adopting uniform scores or competency requirements that will be given credit toward certificate or degree requirements. 3.OSPI disseminating this information to school districts 15

Launch Year – Action Plan 1.OSPI will collaborate with SBCTC, HECB, and COP to acquire credit equivalency lists 2.OSPI will develop and launch a web site to include: 1.Listing of postsecondary opportunities by district / high school 2.Equivalency lists from colleges and universities 3.Dual credit program Information 4.Guidance tools for students and families 5.Additional supports resources for underrepresented students 3.Prepare and disseminate OSPI Launch Year memo to districts by mid-December highlighting these new resources 16

Dropout Initiatives Statewide Efforts to reduce the dropout rate 17

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Collaborative Groups and Products Program Workgroup (meets monthly) Program inventory and mapping Leadership Group (meets monthly) Oversight of system integration Partners Group (meets quarterly) System development and implementation Building Bridges Steering Committee (meets quarterly/biannually) Tasks described in RCW 28A

On-Time Graduation Rates by Student Characteristic for

PASS Act Implementation Efforts Program Integration (Jobs for America’s Graduates, College Success Foundation, Opportunity Internship Program, Building Bridges) Integrated RFP processes Integrated service delivery Shared outcome measures Creation of PASS Award System Implementation of Shared Definition for Absences in CEDARS 21

School Improvement Planning Process to include intentional dropout prevention, intervention and retrieval strategies utilizing self assessment tools to develop both academic and student support. Partnership Collaboration and communication among schools, families and communities to identify challenges and work toward culturally competent solutions. Leadership Effective School District and Building leadership is required to implement and ensure accountability of the change processes. Technical Assistance and Implementation (Professional Development/Training/Coaching) implementation of evidence-based programs and culturally competent practices with fidelity. Longitudinal and Disaggregated Data Systems and Data Driven Decision Making Aligned Early Learning with emphasis on language and literacy instruction–goal of all children reading at or above grade level by 3 rd grade. Student Advocates to provide Intensive, individual outreach, case management and services including collaboration with community providers. Alternative learning options (i.e. on-line learning, retrieval programs). Student Assistance Program (Coordinator and Team). Progressive levels of Tier 2 assessments and interventions. Standard treatment protocol. Immediate, entry level intervention for all students identified at risk.  Regular academic progress monitoring by all teachers in content areas.  Student, Family, and Community engagement and leadership.  Assessment and Universal Screening.  Core Academic Instruction (research based with fidelity).  Student Advisory Program.  Comprehensive Guidance and Counseling Program.  Assessment and Universal Screening.  Student, Family, and Community engagement and leadership.  School culture and climate.  Student health and well being.  Student Advisory Program.  Comprehensive Guidance and Counseling Program. Student Assistance Program (Coordinator and Team). Progressive levels of Tier 2 assessments and interventions. Standard treatment protocol. Immediate, entry level intervention for all students identified at risk. Student Advocates to provide Intensive, individual outreach, case management and services including collaboration with community providers. Alternative learning options (i.e. on-line learning, retrieval programs). Integrated Student Support Framework Goal: Graduation, Ready to Work, Ready for Life. Academic (Graduation, Career/College Ready ) Academic (Graduation, Career/College Ready ) Student Support (Physical, Social Emotional and Behavioral Health) Student Support (Physical, Social Emotional and Behavioral Health) 22

Graduation Coaches “(iii) Within the amounts provided, and in consultation with the public school employees of Washington and the Washington school counselors' association, the office of the superintendent of public instruction shall develop a model policy that further defines the recommended roles and responsibilities of graduation coaches and identifies best practices for how graduation coaches work in coordination with school counselors and in the context of a comprehensive school guidance and counseling program.” SECOND ENGROSSED SUBSTITUTE HOUSE BILL 1087 Chapter 50, Laws of OPERATING BUDGET 23

CONTACTS Danise Ackelson, Program Supervisor Navigation 101 Mike Hubert, Director Guidance & Counseling Dan Newell, Assistant Superintendent, Secondary Education & School Improvement ************************************** Thank you for attending!