Planning, Training, Implementation, And Evaluation

NCPNRichmond, VA

October 19, 2012

SuperintendentTulsa OK Public SchoolsClaremore, OK Public

SchoolsOologah, Ok Public

Schools

Harold Helton – Director

Jeanie Newell-Career Guidance Specialist

Jeff Miller - College and Career Transition Specialist

A classroom guidance delivery system where students, divided into small groups, receive career, academic and personal social development facilitated by a teacher

Planning: Define your goals; plan toward a deadline; find an advocate; $$$$ issues

Training: Why it is so important; when it should be done and who should do it?

Implementation: Ways to structure TAA; select personnel; curriculum choices; CACR

Evaluation: Surveying your outcomes with everyone and planning time to change

40,919 students

9 high; 12 middle; 8 alternative schools

85% Free and reduced lunches

TPS Student Demographics:

30% African American; 29% Caucasian;

26% Hispanic; 7% Native American; 8% other

Graduation rate 2010-2011=79 %

Goal: to provide TAA to all 6-12 graders in three years (approximately 20,000 students)

Central HS Fine and Performing Arts

McLain HS Aviation; Pre Engineering; Robotics

Webster HS Broadcasting; Journalism & Info Tech

Rogers MS & HS Early College; IB; Languages

Memorial HS Science; Tech; Engineering

BTW HS IB & languages

Edison MS & HS College Preparatory Academy

East Central HS Entrepreneurial magnet

Hale HS Culinary; Human Performance; Lodging and Hospitality

Tulsa MET Alternative “Big Picture”

Graduation rate=66.2%

College and Career Readiness=7%

(Measured by proficiency on four ACT academic tests. Those who are proficient do not require college remediation.)

Provide equal access to academic college and career advisement to all

Structure to communicate important information about academic standards career planning and postsecondary training

Adult who cared about students ability to succeed in school and life, by showing relevance of school and their future

Replacement for professional counseling

Homeroom

Study hall

Sustained silent reading time

“Free time”

Trained teachers who work with small groups to explore educational and career possibilities

Trained teachers who see the whole student, not just in one class or subject

Trained teachers providing an approved curriculum for academic, social/personal growth and career development

Trained teachers who help students see why education is relevant to their future

Determine what you want TAA to do

Find an advocate

Define your mission statement

Plan toward a deadline

Get buy-in from those participating

Select schools/grades; personnel; pilot programs; volunteers???

$$$ -What do you need? Who will fund?

Establishing academic and career goals beginning in the sixth grade and continuing through the senior year; developing a relationship with an adult who shows a genuine interest in a students progress in achieving academic and career goals.

Lack of consensus of what to accomplish

Not everyone thinks this is a good idea

Finding a curriculum to fit your needs

Scheduling time and structure for a advisory program

Buy-in from top to bottom

$$$$$ - how do we get what is needed?

Administrators-TAA can help raise graduation rates; lower drop out rates; creates more parental involvement

Counselors-Relieves high ratio of students/counselors. Help to provide college and career readiness info to all

Teachers /Parents-connecting future careers to current education; parents more involved

Students-provide an adult who is interested in the whole person, just not the subject

Train EVERYONE on the concept of TAA

Designate one trainer specifically for TAA

Research other TAA training programs

Hire a consultant for training

Provide teachers with an established curriculum they can modify

Importance of evaluation data

GUIDANCET

he help all students receive from parents, teachers, counselors, community members and others who assist with educational and career development

COUNSELINGT

he help some students receive from credentialed professionals to overcome personal and social problems that interfere with learning

Researched and chosen a career

Chosen a postsecondary training institution

Applied and been accepted at a school

Created and completed a plan of study

Mastered study skills to succeed

Participated in internship (student teaching)

Been licensed and have secured work

Consistent disseminator of essential career and postsecondary information

Encourages students to plan for the future

Supports efforts to be prepared for college and career

Shares life lessons and experience

Goes beyond mastery of any one subject

Best if this can be a long term relationship (“looping”)

Use your mission statement to evaluate outcomes

Create a curriculum using the mission statement

Beg, borrow or steal materials from other advisory programs

Plan to review your program at the end of the year and be prepared to change

Customized OK Regents Planner in hard copy and binder for each student

Other TAA Lessons posted on our website

Designated a coordinator to manage TAA

Lesson format? Grades, subjects, career clusters? Who selects? Who disseminates?

Students scheduled into small groups (15-20)

30 minute minimum advisory period

Advisory least once every two weeks

Make sure to share your data with your advocate and other stakeholders

Yearly evaluation (rubric) with principal and coordinator administrator in charge

Teacher evaluations yearly

Students complete pre and post survey on topics covered in TAA

Adjust accordingly after reviewing evaluations

70% said they were properly trained

92% said there was adequate time for TAA

73% thought the materials and time allotted, information and activities were helpful

Most teachers used College and Career Planner; many used the materials found on the website and others used materials produced at the school

Suggestions for improvement encouraged

New school accepted 6-10th graders

College credits through concurrent enrollment starting 11th grade on Rogers campus

Must have a 19 on the ACT in 10th grade to be concurrently enrolled

Advisory focuses on improving EXPLORE and PLAN scores to make the 19 on the ACT

81% of parents attended student enrollment conferences and reviewed Plans of Study

Tulsa Chamber of Commerce and OU -Tulsa Community Engagement Center

Provide coaches to assist during advisory time

Share personal experiences and importance of education in specific careers

Recruitment, training placement and evaluation by TPS, Chamber and OU

Dr. Keith Ballard Supt Tulsa Public Schools

ballake@tulsaschools.orgHarold Helton Director

College and Career Readiness Deptheltoha@tulsaschools.org

Jeff Miller Transition Specialistmilleje2@tulsaschools.org

Jeanie Newell Career Guidance Specialist

newelje@tulsaschools.org