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600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 * 360.725.0415
As we enter
spring, the
College Bound
Scholarship
program is in full
swing—both for sign-ups in middle
school and FAFSA completion for
students in high school. More than
98,000 students have applied for the
program since it began in 2007. Fur-
thermore, nearly 16,000 students from
the Class of 2012, our first cohort, are
scheduled to graduate and, for those
who meet the requirements, attend
college in the fall. This has been a
state-wide effort and a tribute to all
who work so hard to make Washington
students college bound.
Middle School Know Who Has Applied
You may now access the Higher Educa-
tion Coordinating Board’s (HECB)
secure portal to view which of your
students has applied for College
Bound. Once you have the list of
names you can compare it with the
names of your students who are eligi-
ble for the free- and reduced-price
lunch program and focus your sign-up
efforts. Instructions to access the por-
tal and OSPI’s Disclosure form are on
HECB’s website: http://
www.hecb.wa.gov/
ProgramAdministration/CollegeBound/
Who
Best Practices
Staff responsible for sign-ups report
that these three methods are very ef-
fective:
Pre-populate College Bound
applications and sign up eligible
students during parent-teacher or
student-led conferences. You can
discuss the benefits of education
beyond high school, obtain signa-
tures, and ask families to drop
the completed application off
before they leave.
Small group discussions with
eligible students about the bene-
fits of continuing their education
are also effective.
You can sign them up online
(always preferable —quick, accu-
rate, and environmentally con-
scious) and send the signature
page home with instructions to
return it to you.
Reminders
The deadline is June 30 at the
end of the student’s 8th grade
year; students only need to sign
up once.
Only eligible 7th and 8th grade
students may apply. To find out
the income requirements go to:
http://www.hecb.wa.gov/
PayingForCollege/CollegeBound/
EligibilityAndApplications#overlay
-context Free materials (brochures, post-
ers, applications) are available.
Email:
Each ESD has a counselor from
College Bound Scholarship
Inside this issue:
College Bound
Scholarship (cont’d)
2
Spotlight Corner 3
AP Test Fee Change 4
Middle School
Initiative
4-5
ASCA National
Conference
5
Counselors & Stu-
dents ―at-Promise‖
6
WSCA Conference 6
Data Shows Increase
7-8
Data Video Conference
8
Counselors & Coor-dinators Workshop
9
Spring Regional Workshops
9
Navigation Princi-pals Survey Sent
10
NavAcademy Held 10
Grant Budget Reminder
11
The Navigator Revived
11
OSPI Office of Superintendent of Public Instruction
CGCP News
March-April 2012
Volume 3, Issue 5
Continued on page 2
CGCP News Page 2
College Bound Scholarship (continued)
the College Success Foundation available to as-
sist you in signing up eligible students.
http://www.hecb.wa.gov/PayingForCollege/
StateAid
HIGH SCHOOL Know Your College Bound Students
Step one is to sign up eligible students for College
Bound in middle school. Supporting these students
throughout their high school years is just as
important. Now you can access the names of your
College Bound students so that you may monitor
their course selection, GPAs, and whether they
have filed the FAFSA. Instructions to access the
portal are easy and fast, and the data are accurate
and updated daily.
http://www.hecb.wa.gov/ProgramAdministration/
CollegeBound/Who
February 1, FAFSA Completion, and
the Class of 2012
February 1 was the priority deadline for College
Bound seniors to file the Free Application for
Federal Student Aid (FAFSA). This was to ensure
they could receive the best financial aid packages
for which they are eligible. Thanks to your help
nearly 8,200, of the 16,000 College Bound seniors,
have filed the FAFSA. Now that the priority deadline
has passed, this is the message to pass on to your
College Bound students who have yet to file:
―It is not too late to file—do it today, don’t
delay!‖
College Bound was designed to combine with
State Need Grant (SNG); however, if SNG is
reduced or unavailable, the commitment of a full
College Bound Scholarship award based on the
student’s eligibility will be kept.
Stay on top of the paperwork—answer all
requests for additional information from the
Dept. of Education (FAFSA) and/or the college
financial aid office promptly.
File the FAFSA even if they are not sure they
want to attend college. Once they decide to
attend, they will have the funding.
Information regarding undocumented citizenship
and the scholarship eligibility are highlighted below:
All College Bound application and publicity
materials (in multiple languages) include
language stating that students must have a
Social Security Number (SSN) to receive the
scholarship.
The application and Q & A have been
translated into 11 languages and are posted
on the Web site for families and K-12 staff to
download.
College Bound students, who do not have
citizenship status when they apply for the
scholarship, would be eligible if their status
(or the laws governing eligibility) changes
within five years of high school graduation.
For example students who applied for the
Scholarship in 2007/08 have until 2017 to
gain citizenship status.
Whether College Bound students attend a 2- or
4-year college, they should be encouraged to
take rigorous, academically challenging classes.
The Good, Better! Best!! Poster outlines course-
work options for your students. These are free,
available in Spanish and English, and may be
ordered by emailing
http://www.hecb.wa.gov/sites/default/files/
CollegeBound%20Good%20Better%
20BEST_PosterPrint.pdf
Resources
―I am College Bound‖- A Facebook page for
students about study tips, life/school
issues, academic planning.
―Washington is College Bound‖- A Facebook
page for counselors to learn from others
and share your insights.
Revised version of the PowerPoint for stu-
dents and families. http://
www.hecb.wa.gov/PreparingForCollege/
CollegeBound/2012.
Blog: collegeboundwa.edublogs.org
Links:
collegebound.wa.gov
fafsa.gov
collegeboard.org
www.gearup.gov
Spotlight Corner
Navigation 101 Leadership Award
During the CRI NavAcademy, January 11, 2011, at the WIIN Center, Mike Hubert, Director of Guidance and Counseling and former Program Supervisor for Navigation 101, was presented with the Navigation 101 Leadership Award for the leadership he has provided over the years to the Navigation 101 program.
The award was presented to Mike by Dan Newell, Assistant Superintendent for Secondary Education and School Improvement.
Dave Forrester, American School Counselor of the Year Finalist
Dave was nominated by WSCA President Diana Gruman for ASCA School Counselor of the Year. In her letter she stated: ―I was motivated to nominate Dave because, among the many professional school counselors I have trained and observed, Dave stands out as one of the very best. We all feel strongly that Dave’s accomplishments in Washington State and in our Nation distinguish him as a counselor worthy of a national award.‖
At Olympia High School, Dave is surrounded by experienced counselors who are committed to
developing a fully-implemented, comprehensive, data-driven program. All the counselors have a superhero alias and Dave is called ―Spider Man.‖ He earned the name because he is a master of networking, collaborating, and creating a web of services to support students most in need.
Dave is inspired to apply innovative ideas to overcome barriers. He is an energetic pioneer who is able to marry his technological skills and personal qualities with his passion for comprehensive school counseling systems. Dave and Diana were honored recently in Washington DC by the American School Counselor Association!
AVID Conference Honors Wellpinit Schools
During AVID’s 2011 National Conference, the Western Division was represented by two of our Native American
school districts. This was the first time for a Native American school to be featured at an AVID National Conference. Tim Ames, Wellpinit, discussed AVID’s transformative effect on all aspects of school life: student aspirations, academic skills, rigor, course alignment with college standards, staff attitudes, administrative leadership, and school culture.
Tim Ames is serving in his seventh year as superintendent of the Wellpinit Public School District, centrally located on the Spokane Indian Reservation in eastern Washington. During his tenure, the Wellpinit district has made
significant gains in high school graduation, increased numbers of students being successful in postsecondary pursuits, and the integration of culture into the schools. Wellpinit is a former Navigation 101 grantee district (2006-07 through 2008-09) and is currently using Navigation101.com in addition to AVID.
Aviation High School Earns State Achievement Award
Aviation High School was one of five Highline School District schools selected for the Washington Achievement Award 2011. The school, one of the 2011-12 Navigation grantee schools, received the award for overall excellence, math, and science.
The award is based on a school’s performance according to the Washington Achievement Index, a comprehensive
measurement of how schools are performing over time in the areas of language arts, math, science, graduation rate, improvement, and closing achievement gaps.
The award is presented jointly by the State Board of Education and the Superintendent of Public Instruction.
Twelve Innovative Plans Approved by Supt. Dorn
Supt. Dorn has approved 12 innovative plans from 11 schools and one district. The plans are the result of E2SHB
1546, which took effect on July 22, 2011, and tasks the state superintendent with developing ―a process for creating innovative schools, with a priority on models focused on the arts, science, technology, engineering, and mathematics (A-STEM) that partner with business, industry, and higher education to increase A-STEM pathways that use project-based or hands-on learning for elementary, middle, and high school students.‖ Schools and communities that are struggling to improve student academic outcomes and close the educational opportunity gap were especially encouraged to participate. Included in the approvals are College Readiness Initiative Schools
Toppenish High School and First Creek and Stewart Middle Schools in Tacoma.
Page 3 CGCP News
The information below explains the AP/IB test fees
that are covered for eligible low-income students in
Washington.
ADVANCED PLACEMENT TEST FEE PAYMENT STRUCTURE
AP reimbursements are paid directly to The College
Board rather than through grants to public or private
schools. The current fee per examination is $87. The
total student fee is reduced through a series of waiv-
ers. The AP test fee reduction is a collaborative effort.
Each exam up to three exams will cost $15 per exam.
Any exams over three will cost $53.
AP Test Fee Collaborative Member Responsibilities:
$87.00—AP Examination Costs (1-3 Exams) in May
2012
$26.00—The College Board reduces fees for qual-
ified low-income students
$8.00—The school/school district waives the
$8.00 fee it normally receives for administration
$38.00—A federal grant managed through the
OSPI reimburses The College Board $38.00 for
each exam for qualified low-income students with
a cap of three exams.
$15.00—The eligible student pays $15.00 for
each exam up to three.
$87.00—AP Examination Costs (four plus Exams)
in May 2012
$26.00—The College Board reduces fees for qual-
ified low-income students.
$8.00—The school/school district waives the
$8.00 fee it normally receives for administration.
$53.00—The eligible students pays $53.00 for
each exam over three.
PROPOSED SCHOOL-BASED STRATEGIES TO FOSTER
ACCESS TO AP
Timing of Payment: Be flexible about when students
are required to pay the exam fee. This gives them
the time and support to pay when they can.
Advance Notice: Give students and parents advance
notice to explain the exam fee and communicate the
value of AP Exams as an opportunity for them to
save money in college. Host a parent night in
advance to review the benefits of participating in the
AP Program and AP Exam fees.
School Fundraising: Consider local fundraising to
cover fees.
INTERNATIONAL BACCALAUREATE TEST FEE
PAYMENT STRUCTURE
IB reimbursements are paid to local school district
upon receipt and approval of the IB Test Fee Applica-
tion. IB test registration and subject fees for each
higher level (HL) or standard level (SL) subject ex-
ams are paid through the federal grant managed by
OSPI with a cap of three exams, which includes the
registration fee.
Advanced Placement Test Fee Payment Structure
Page 4 CGCP News
Children with strong social and emotional skills
have been shown to demonstrate greater success,
both academically and socially, than their peers
without social and emotional skills. For this
reason, social and emotional learning (SEL)
programs are important contributors to the social,
emotional, and academic success of students.
Based on what is known about the developmental
needs of youth in the middle-level grades, specific
competencies within three developmental domains
have emerged as priority outcomes for this age
group. These three domains include personal-
social, academic-educational, and career.
Using these outcomes, participants from the Uni-
versity of Washington Social Development Re-
search Group (UW-SDRG) and OSPI worked with
the AWSP to compile and distribute an online sur-
vey to middle-level counselors and principals in
the state of Washington.
The results of these surveys indicated that nearly
90 percent of counselors and principals rated the
competencies as very important or important,
with the exception of educational planning (78
percent principals, 73 percent counselors). In
general, about half of the principals identified the
need for more materials to address skills. Most
school counselors (60 percent or more) rated
their school’s effectiveness at addressing the
skills as effective or very effective, with the ma-
jority identifying caring relationships (93.3 per-
cent) and high expectations (90.4 percent) in
their schools as effective or very effective.
Washington State Middle School Initiative
Continued on page 5
Hands-On Career Counseling
Principals as Partners, Counselors as Collabo-
rators
Empower Students to Develop a Positive Self-
Image
RTI Intervention that Work
Highly Effective School Counselors
Helping Homeless and Foster Care Youth
Implementing Suicide Prevention Programs
Launching School-wide Positive Behavioral
Interventions and Supports
District-wide Student Support Services Teams
Your Advisory Council: Empowerment
Through Relationships
Choices and Challenges in School Counseling
Remove the Duty, Increase the School Coun-
seling
Gather, Report and Implement
The registration brochure can be downloaded at
http://schoolcounselor.org/content.asp?
pl=325&sl=129&contentid=182.
ASCA National Conference
This year’s ASCA National Conference, ―Be Bril-
liant: Celebrating ASCA’s Diamond Anniversary,‖
will be June 23-26, 2012, in Minneapolis. The con-
ference is ―jam-packed with hard-hitting, informa-
tive sessions; engaging, entertaining keynote
speakers; and networking opportunities galore.‖
Keynote speakers include:
Dan Savage, columnist, ―It Gets Better‖ pro-
ject on the epidemic suicide rate among gay
teens. The title of his speech is ―It Gets Bet-
ter: Dan Savage and the Power of Communi-
ty.‖
Stacey Bess, teacher, who worked for 11 years
at the School with No Name, a school for
homeless children (the school was actually
housed in a small shed). The title of her
speech is ―Beyond the Blackboard.‖
Jamie Vollmer, an award-winning advocate of
public education and author of ―Schools Can-
not Do It Alone.‖ The title of his speech is ―The
Great Conversation: Creating Conditions for
Reform and Innovation One Community at a
Time.‖
Saturday, June 23, is a day of pre-conference
workshops. Breakout sessions begin Sunday, June
24, and include such topics as:
Academic Resilience and High School Transi-
tion
Page 5 CGCP News
Washington State Middle School Initiative (continued)
The final list of 16 vetted student success compe-
tencies and 5 system support competencies
include:
Educational Success Skills
1. Organization Skills/Time Management
2. Study and Test
3. Self-Advocacy
4. Goal Setting
5. Educational Planning
Self-Management Skills
1. Self-Control
2. Stress Management
3. Decision Making
4. Persistence
Interpersonal Skills
1. Empathy/Compassion
2. Problem Solving/Conflict Management
3. Effective Group Skills
4. Social Belonging
Knowledge of Self
1. Self-Efficacy
2. Personal Identity
3. Citizenship
System Level Support
1. Caring Relationships:
2. High Expectations
3. Opportunities to Contribute
4. Family Involvement
5. Cultural Competency
OSPI will be continuing to partner to take these
results, share them with the field, and explore
additional avenues by which we can support
middle level guidance in WA schools.
For more information, contact Mike Hubert at
(Article submitted for inclusion in the March-April
Graduation: A Team Effort (GATE) Newsletter)
―The professional school counselor provides consulta-
tion in defining and identifying at-risk students. The
goal is to identify and intervene before they move
through a continuum of self-destructive
behavior.
The school counselor:
provides responsive programs, including short-
term individual, group, family and crisis counsel-
ing;
provides programs for individual planning to meet
academic, educational and career counseling
needs;
provides curriculum programs to strengthen per-
sonal/interpersonal skills (choice, self-acceptance,
feelings, beliefs and behaviors, problem-solving,
decision-making);
identifies suicidal students, counsels them and
refers them to appropriate outside agencies;
provides in-service support presentations to staff;
provides referrals for additional specialized support
services within the district and from other commu-
nity resources; and
provides consultation with and support for parents/
guardians of at-risk students.
The school counselor works as a member of a team
with other student service professionals.‖ (The Pro-
fessional School Counselor and Dropout Prevention/
Students-At-Risk; American School Counselor Associ-
ation Position Statement, Adopted 1989-90; revised
1993, 1999) The activities within a comprehensive
guidance and counseling program are designed to
keep all students in school and to help them be suc-
cessful. Their primary objective is aligned with the
mission of the school which is to promote and en-
hance student learning. School counselors can play a
valuable role in all "dropout prevention programs."
Counselors work as members of a student support
team with other school and often community
resources, such as graduation coaches, to provide a
―wrap-around‖ model with the goal of identifying and
intervening before students move through a continu-
um of disengagement, leading to becoming a drop-
out.
Any student may at any time be at risk with
respect to dropping out of school. Comprehensive
school guidance and counseling programs such, as
those developed by the American School Counselor
Association, and as adapted by the Washington
School Counselor Association, promote school
success for all students by focusing on academic
achievement, prevention and intervention activities,
advocacy, social/emotional issues, and career devel-
opment. All these areas lead to the development of
the "whole person" where students may be success-
ful members of society upon exiting the school
environment.
School counselors are expected to serve as leaders in
schools and to collaborate with educational col-
leagues as well as with community members, other
agencies, and with parents and families of school-
aged children. Efforts in dropout prevention should
also include counselors and schools forming partner-
ships with local agencies to more effectively support
students.
The counseling role of advocacy is also important to
dropout prevention efforts. In addition to working
with students to establish individual academic and
career plans, counselors should advocate at the
school administrative level for supportive
programs for at-risk or ―at-promise‖ youth.
attend? WSCA will be posting the conference
handouts at: http://www.wa-
schoolcounselor.org/content.asp?
pl=109&contentid=109
Other news out of the conference included:
WSCA membership had reached 989.
WSCA Scene membership had grown to
319 for outstripping any other state in the
nation. Join the conversation on the SCE-
NE by going to: https://
schoolcounselor.groupsite.com/login
WSCA conference a Huge Success
The Washington School Counselor Association was
held on March 1st – 3rd at the Doubletree Hotel in
SeaTac. Over 580 counselors attended the confer-
ence, making it one of the largest on record.
School counselors attended general sessions and
breakouts on a broad sweep of topics at all levels
and interests. OSPI guidance and counseling staff
facilitated two of the sessions which were very well
attended: ―School Improvement and the School
Counselor‖ as well as ―Statewide Guidance and
Counseling Updates from OSPI.‖ Not able to
School Counselors and Students “at-Promise”
Page 6 CGCP News
All Navigation 101 grantees are required to collect,
report, and provide data to be used as indicators
for program effectiveness related to students’ aca-
demic, career, and personal/social development.
Navigation 101 was built around the American
School Counselor Association (ASCA) National Mod-
el. School counselors face large student-to-
counselor ratios, making it difficult for any one
person to provide all of the information and
support that a student needs to successfully gradu-
ate from high school and go onto fulfill their post-
high school aspirations.
It is a primary goal of the program that Navigation
101 help inform and guide the development of a
comprehensive guidance and counseling program
at each school, and that Navigation 101 become
embedded in the program. Research shows that
when students participate in comprehensive guid-
ance programs like Navigation 101, they do better
in school.
Evaluation of the fundamental Navigation 101
elements are used to address program needs
related to program fidelity, program implementa-
tion, and sustainability. The principal goals for
more college and career ready students are to
increase the number of students who are prepared
for postsecondary opportunities, take more rigor-
ous curriculum, engage in dual credit programs,
graduate with college-ready transcripts, and con-
nect their course selection with career interests.
Page 7 CGCP News
Navigation News Corner Navigation 101 is part of a comprehensive guidance and counseling program that helps students make careful choices for their future in the areas of course selection, goal setting, and career and college planning. Superintendent Dorn’s OSPI Priorities promote Navigation 101 as a proven student engagement program for dropout prevention, intervention, and retrieval.
Data Shows Increase in Navigation 101 Implementation
Overall, grantees’ ratings in their level of imple-
mentation of the key elements continue to
increase.
Advisories are the heart of Navigation 101,
where students engage in school by ensuring
that at least one adult at school knows and cares
about each student. The Navigation 101
curriculum and related activities are provided in
advisory to all students each year. Developing
relationships and guiding students to develop
their career and college readiness skills needed
for their future are cultivated in advisories.
The trend remains that more years implementing
the program increased the ratings.
Continued on page 8
Analysis of the implementation data shows the fol-
lowing:
In 2011, more than half of the participants
(51percent) reported awarding credit for
Navigation 101 advisories and/or activities,
compared to only 36 percent in 2010.
The number of respondents reporting high
levels of implementation of curriculum-
delivered advisories increased from 54 percent
in 2010 to 63 percent in 2011.
Findings in 2011 indicate 91 percent of
participants described high-level portfolio use
regarding the types of documents students
maintain, including work samples, academic
inventories, and financial and individual
planning documents.
The percentage of schools involving all students
in student-led conferences increased from 78
percent in 2010 to 89 percent in 2011.
The number of participants reporting high levels
of integration between conferences and
registration increased by nine percentage
points, and more schools are building master
schedules based on student choices.
For each of the Navigation 101 program elements,
best practices have been identified through evalua-
tion surveys and school site visits.
Curriculum-delivered Advisories: Increase in
alignment with other academic programs such
Page 8 CGCP News
Data Shows Increase in Navigation 101 Implementation
(continued)
as AVID, professional development opportuni-
ties, and increase in career and college
conversations.
Portfolios: Increase of e-portfolios and digital
storytelling along with effortless connection
to High School and Beyond Plan/Culminating
Project.
Student-led Conferences: Increased parent
involvement and goals of 100 percent partici-
pation.
Student-informed Scheduling: Increase in
middle school algebra and increase in gate-
way class enrollment such as high school
chemistry and physics.
Evaluation: Positive school climate as a
result of program and positive perception
data from parents, students, and teachers
about student-led conferences.
Program Management: Program supports
school improvement efforts, distributive lead-
ership, and strengthened community partner-
ships.
Comprehensive Guidance and Counseling
Program: The longer the engagement with
program, the greater the increase in college-
direct rates and increased connection with
school’s career center.
Data Collection Video Conference
On February 22, a video conference was held to
explain the Navigation 101 grant requirements for
data collection. Each school and school district’s
data coordinators are responsible to send all re-
quired data to Candace Gratama at The BERC
Group, our contractor for program evaluation. The
data collected for BERC include student-led confer-
ence surveys from advisors/students/parents,
online implementation survey, staff/student sur-
veys, and transcripts from graduates. Some
schools will be asked to participate in focus
groups with observations from The BERC Group
between March and May.
The Student-led Survey forms and Staff/Student
Survey have been sent to all grantee schools and
are due back by April 13 or at the end of stu-
dent-led conferences. Transcripts are due by
June 30. If you have questions, contact Danise
Ackelson at 360.725.4967 of Candace Gratama
at 206.229.8530.
It has been suggested by a number of Navigation
101 leaders to host a workshop for coordinators
and counselors. The date for the workshop is set
for April 26, 2012, at the WIIN Center in Tacoma
from 9:00 am–Noon. The room size is limited, so
we will be able to accommodate approximately 50
people.
Topics we plan to cover include updates on guid-
ance curriculum, building successful leadership
teams, how to implant Navigation 101 with CGCP,
how to develop effective counselor/principal rela-
tionships, connection with Washington CGCP
Framework, and using data. There will be sufficient
time for networking with other schools during the
workshop.
If you have a best practice or new idea to share,
please contact Danise Ackelson
([email protected]) before March 28.
Various leaders and counselors from schools in
across the state will be asked to present at this
workshop. Three clock hours will be offered.
Registration information has been sent to all Navi-
gation 101 grantee schools by Laura Moore, Navi-
gation 101 Administrative Assistant. If other
schools are interested in attending, contact Laura
Moore. [email protected]
Registration information has been sent to all Navi-
gation 101 grantee schools by Laura Moore, Navi-
gation 101 Administrative Assistant. If other
schools are interested in attending, contact Laura
Moore. [email protected]
Workshop Agenda
9:00–9:30 Introductions, Navigation 101
Elements
9:30–10:30 Holistic Curriculum Planning, Role
of Counselor, Vertical Teaming
10:30–10:40 Break
10:40–11:40 Leadership Team Guidelines,
Program Management Relevance
11:40—Noon Evaluation Information, Question
and Answer, Clock Hours
Remember to register by the dates in bold/red
next to the various locations.
Navigation 101 Spring Regional Workshops: “Planning for Next Year”
To support Navigation 101 grantee schools, the
OSPI Navigation staff will be presenting Spring
Regional Workshops at selected ESDs and the
WIIN Center-Tacoma in May. These half-day work-
shops, which are scheduled from 9:00 am–Noon,
are open to Navigation grantees and College Readi-
ness Initiative school leadership teams.
Presentations from various school leaders will
include updates about the Navigation 101 program,
fundamental elements implementation, holistic
curriculum planning, leadership team guidelines,
program management relevance, vertical teaming/
transition and the role of counselor. Time will be
available throughout the day for networking with
other schools. In addition, if space is available,
non-grantee schools can register to attend. Three
clock hours will be offered.
ESD #101 Spokane—May 2 (Register by
April 25)
North Central ESD #171 Wenatchee—May 10
(Register by May 3)
ESD #113 Tumwater—May 16 (Register by
May 9)
Tacoma WIIN Center—May 23 (Register by
May 16)
Spring Workshop for Counselors and Coordinators
Page 9 CGCP News
A Navigation 101 survey was sent to all middle
and high school principals to collect information
and capture a more complete snapshot of how
career guidance is implemented in Washington
middle and high schools, and thereby inform OSPI
planning to support school needs. The Navigation
101 program has continued to expand into Wash-
ington schools since formal inception in 2006.
Approximately one-half of the middle and high
schools in our state are implementing a Navigation
101 program either through our grant programs
or by accessing
www.Washington.Navigation101.com through our
partner Envictus. We would like to know of any
additional schools who are implementing Naviga-
tion 101 or similar career guidance programs that
are not on our lists of grantees or list of schools
utilizing Navigation101.com curriculum.
The OSPI Web site offers information that may
assist with both the completion of this survey and
with ongoing efforts to support the career guid-
ance needs of all students.
Link to Navigation 101.com through Envictus
Corporation http://www.k12.wa.us/
SecondaryEducation/CareerCollegeReadiness/
default.aspx or
www.Washington.navigation101.com
Link to ―Career Guidance Washington‖ curricu-
lum http://www.k12.wa.us/
SecondaryEducation/CareerGuidance/
default.aspx
Link to ―Sparking the Future‖ curriculum
http://www.k12.wa.us/SecondaryEducation/
CareerCollegeReadiness/SparkingFuture.aspx
Frequently Asked Questions about Navigation
101 Program Key Elements
http://www.k12.wa.us/SecondaryEducation/
CareerCollegeReadiness/FAQ.aspx
Counselors can encourage their principals to
complete the survey. If you have any questions
regarding this survey, feel free to contact us. The
survey is open and can be accessed by contacting
Laura Moore ([email protected] or
360.725.6433 [1]).
Page 10 CGCP News
Navigation 101 Survey Seeks Information from Principals
NavAcademy Held for College Spark College Readiness Initiative Schools
The NavAcademy was held on January 11 and 12 at the WIIN Center in Tacoma for the nineteen College Spark CRI schools. The outcomes of the NavAcade-
my were to increase knowledge on specific imple-mentation topics, build partnerships for sustainabil-ity, and to further develop dynamic action plans. The presentation topics included how to use holistic
curriculum, planning for vertical alignment, and evaluation.
Best practices for Navigation 101 were shared by Franklin Pierce and Grandview School Districts relat-ed to curriculum planning and connection with other
school programs.
Former OSPI Assistant Superintendent Erin Jones
presented Culturally Sensitive Practices and hosted a panel discussion with staff from various schools and non-profits who work successfully with students of color.
This is the third year of a six-year grant to imple-
ment Navigation 101 in the College Readiness Initi-ative. The statistics below were shared that show positive results after the second year of the initia-tive.
There is an increased in number of graduating
seniors eligible for entrance into a four-year college, based on their high school course work.
Navigation 101 high school graduation rates
were 20 percent higher than a group of schools not using Navigation 101.
Increased participation in students taking key
math and science courses is shown:
A 13 percent increase in students taking 8th
grade algebra
Similar increases in students taking high
school chemistry, physics, and advanced math (Gatekeeper courses)
Participating students rate their Sense of
Belonging and Future Focus higher than
average.
The percentage of schools involving all
students in student-led conferences increased from 78 percent in 2010 to 89 percent in 2011.
Program evaluators have found a clear trend
that ―the longer a school implements Navigation 101, the greater the increase in col-lege-going rates‖.
With spring conferences, graduations, and the end
of the school year fast approaching, it’s easy to put
some items on the back burner. Navigation budget
expenditures is often one of those items.
Information has been sent to district and building
grant coordinators and district fiscal officers
regarding expenditures of the Navigation grant
funds if program staff has noted less than 50 per-
cent expenditure. By this time of the year, schools
should have expended at least half of the grant
funds allocated to them.
It’s important that schools utilize the grant funds
they have received. This not only validates the
grant award, but helps in showing that the funds
are needed to support the program in schools for
the benefit of students.
Dates to remember:
June 30—all supplies, etc., need to be
ordered/received by June 30, 2011. There
are no carry-over funds for the Navigation
101 grant.
August 15—all invoices must be submitted to
OSPI through the iGrants invoice system in
EDS.
If schools/districts need to do a budget revision,
remember to provide an explanation in the space
provided, especially if the change in any one cate-
gory exceeds 10 percent.
Navigation Grant Budget Reminder
Page 11 CGCP News
During the 2008 and 2009, Navigation staff pro-
duced a publication designed for students and par-
ents call The Navigator. Based on feedback re-
ceived from the fall Navigation 101 regional work-
shops, program staff have revived the publication.
The first issue has been sent to Navigation build-
ing coordinators and school counselors for distri-
bution to students and parents. The publication
provides information on the Navigation program
and some of its elements as well as information of
funding options for postsecondary education.
The plan is to publish The Navigator quarterly as
well as post it on the Navigation Web page at
http://www.k12.wa.us/SecondaryEducation/
CareerCollegeReadiness/default.aspx. If you have
questions or suggestions for content, contact
Danise Ackelson ([email protected] or
360.725.4967) or Laura Moore
([email protected] or 360.725.6433 [opt
1]).
The Navigator Revived
Office of Superintendent of Public Instruction
OSPI/Secondary Education
Comprehensive Guidance &
Counseling
PO Box 47200
Olympia WA 98504-7200
Phone: 360.725.4967
Fax: 360.586.9321
E-mail:
We’re on the Web!!
http://www.k12.wa.us/
SecondaryEducation/
CareerCollegeReadiness/
default.aspx
The Office of Superintendent of Public Instruction is the lead education agency in the state for K-12 education. The current Superintendent of Pub-lic Instruction is Randy Dorn. The agency was formed by the territorial gov-ernment in the 1870s.
For more information, contact:
Dan Newell, Assistant Superintendent for Secondary Education & School Improvement 360.725.4954; [email protected]
Mike Hubert, Director of Guidance & Counseling—360.725.0415;
Danise Ackelson, Navigation 101 Supervisor—360.725.4967; [email protected]
Laura Moore, Admin. Assistant, Navigation 101—360.725.6433; [email protected]
CGCP News Page 12
OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color,
national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identi-
ty, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director
at 360.725.6162 or PO Box 47200, Olympia, WA 98504-7200.