3.  For Chicago Public High School freshmen, grades and attendance trump test scores and family background by a long run as the most powerful predictors of graduation, according to a study by the Consortium on Chicago School Research at the University of Chicago.  Attendance, pass rates and grades are higher than expected in schools where more students feel their teachers can be trusted to keep their word, give them individual attention and show personal concern for their academic success.  Creating an environment in which students are expected to achieve at high levels and where they are encouraged and supported in doing so is a critical means of preparing students for college attendance.

4.  Instill the expectation of college readiness in students as early as possible to ensure that they begin to develop college and career aspirations, as well as to create an appropriate academic plan.  Work with families to create high expectations and clear pathways to postsecondary education. Parental support and knowledge of the college-going process is crucial to helping students attain bachelor’s degrees. By working collaboratively, high schools can assure that parents have the information that their children need to attend college.  Martinez, Monica & Klopott, Shayna. “Improving College Access for Minority, Low-Income, and First-Generation Students”, Pathways to College Network.

5.  Student › Transition to high school › Enrichment in English and Math › Small group support › Personalization and engagement › College Access › College Application Process

6.  Counselor › Ease of access in delivering guidance lessons › Effectively manage student progress › Personalization and engagement › Targeted interventions › Consistency › ASCA Goals

7.  Monday’s › Guidance Lesson  Tuesday › Math Enrichment  Wednesday › Career Exploration  Thursday › Reading Enrichment  Friday › Computer Literacy

8.  Needs Assessment › Assess College and Career Needs › Help Inform Instruction and Guide Lessons  Academic Goal Setting › Binder Organization › Time Management  Career Exploration (Booster) › Interest/Skills/Values Inventory

9.  College Selection Process › Selectivity › Match/Fit/Affordability  College Application Process  Personal Statement › Writing Workshops  Scholarship Search & Completion  Financial Aid and Understanding an Award Letter

10.  Life After High School › Campus Life › Social Advantages and Challenges of Adulthood  Consumer Education › Consumer Rights and Responsibilities › Financial Literacy

11.  Drawbacks to delivering lessons without seminar class › No consistent access point for delivering lessons  Affects student accountability › Disrupts academic learning › Is not systematic thus less effective › Lacks structure and focus

12.  Teacher w/Counselor › Counselor comes in and does Weekly Guidance Lessons › Collaborate on Special Projects/Initiatives › Requires a teacher who is well versed in the student achievement goals and strategies › Allows for a consistent access point › Allows counselor time to complete other duties

13.  Counselor Led › Allows for seamless integration of Counseling Goals and Student Outcomes › Strengthens the Counselor-Student Relationship › Allows for more targeted interventions › Limits time and freedom for other counselor duties

14.  Knowledge gained at the senior level informs our practice at all other grade levels  Helps us to provide intentional guidance touches  Creates an environment of clear expectations and goals of high school  Takes counseling out of the office and integrates our impact throughout the entire high school experience

15.  Guidance lessons will be attached to Choose Your Future Power Point