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Home. State Board | Department | Teachers | Parents | Students | Community | Data. West Virginia Department of Education 1900 Kanawha Boulevard East, Charleston, WV 25305 ( Staff Phone and Email by Name ) ( School Directory ). LINKS Advisory Training. Barbara Brady, PhD - PowerPoint PPT PresentationTRANSCRIPT
WVDE | School Counseling Home
Welcome to the LINKS Program WebsiteClick below to enter.
LINKS Advisory Training
Barbara Brady, PhDSchool Counseling CoordinatorOffice of Instruction
Cathy Grewe, CounselorJackson Middle School
ObjectivesParticipants will…
understand why LINKS is important… the potential impact on students and staff
become familiar with the LINKS Program explore the LINKS Website explore LINKing LINKS to other school activities and
programs receive an overview of the www.cfwv.com and
www.careercruising.com connection to scalable, sequential and ongoing career development
Begin exploring how to implement or improve program to move from ‘Good to Great’
Session ExpectationsSession ExpectationsITL - in text lingo DNTL ˜ Do not turn on laptop…
until we begin exploring the LINKS website
POV ˜ Phone on vibrate or turn off
NBC ˜ No side “bar” conversations
BPPA ˜ Be polite and pay attention
STTA ˜ Stick to the agenda
BHN ˜ Be here now; try to stay focused though the presenters may be boring; pretend if you have to
Throughout both days….School Steering Team
Guiding Questions – Agenda Sessions or page 6 & 7 ACTION PLAN (Appendix A)
Timeline for Planning and Implementing LINKS [Appendix B (NEW) or C (Existing)]
Big Ideas – Resource 2 Parking Lot – Questions to answer
Connecting to the InternetLUNCH
Timeline for Revising/Redesigning Current Program
Why LINKS?
Dr. Barb Brady
Session I: PURPOSESession I: PURPOSE
Children are the living messages that
we send to a world we will never see
The Unconscious Gap…
Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon
Until we become aware of the existing gap between what out students can do and what they are doing, we remain satisfied. Sandy River may be a good School, but what can you do to make it great?
Why LINKS…Teacher-led Student Advisory Program
Learning, Individualized Needs,
Knowledge and Skills
Improves Learning for ALL Addresses Individualized Needs Increases Knowledge and Skills for ALL
What is LINKSLINKS is a standards-based, system-wide
student support program/system to assist all students in successfully navigating middle and high school.
LINKS was designed specifically for WV students by WV educators
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 success
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.
LINKS is aComprehensive teacher-led, student-
centered advising program for students in grades 5-12
Organized structure for: Consistent delivery of academic, career, and
personal/social content standardsConnecting students with a caring adultIncreased collaboration between stakeholders
15
Support Groups, Mentoring, Student Helpers, Clubs, Crisis Interventions, Short-term counseling
Groups, Tutoring, Peer Helpers
Classroom Guidance Lessons, School Assemblies, Student Advisement Programs, Test Prep Programs, Academic Plans, Field Trips
Student Advisement Programs,
School Assemblies
IEP, 504 Therapy – Outside or SBMH Centers
LINKS is designed to
bridge the gap between what is taught in the 5 – 12 core curriculum and the skills necessary for success in school, post-secondary education, and in the work place
LINKS Student Advisement…
Bridge the gap … Self-Knowledge Life Skills School Success Skills Educational Development Work Ethic Career Planning.
Online Training Tools
Introductory Video
The LINKS Program promotes student success in school and life by: Relationship with a caring adult Career goal Connection with post secondary options
The Brutal FACTS…
Out of every 100 WV 9th Graders
73 will graduate HS
39 will enter college
13 will drop out..freshman yearONLY 16 will graduate in SIX years.
National Center for Higher Education Management Systems 2007
2007 Pawley’s Group Report Commissioned by 2006 WV Senate
Recommendation 7Recommendation 7:: Develop a new model for career counseling, student support and academic advising.recommended that West Virginia develop a
systematic way to help students with career exploration.
Solution: Solution: LINKS LINKS + www.cfwv.com + www.cfwv.com
2007 Pawley’s Group ReportWest Virginia must move from “random acts
of progress” to a system based on the 4 Ss
StrategicSynergisticSustainableScalable
Expected Outcomes for LINKS… All students make informed academic and
career plans Parents are systematically involved in their
child’s education including the development of academic and career plans
More students are successful in higher level courses
Expected Outcomes
Improved school behavior Fewer classroom disruptions More time to teach Increased graduation rates Higher test scores
Expected Outcomes:Expected Outcomes:
Academic achievementStandardized test
scoresOn-time transitions from
grade to gradeSchool attendanceGraduation rates
Help schools meet School Growth Requirements by improving:
Expected Outcomes…
Consistent Referral processEasy to use referral forms
Individual Student Referral Group referral Family concerns
21st Century Learning Skills
Expected Outcomes:
Additional benefits to students:
Better prepared for the global workforce and post-secondary education
Acquisition of school and workplace success skills
Build dreams and hopes for the future
Sample Integrated Approach
Activity 1 – Assessing your current Purpose???
Discuss your current purpose for your established advisory program.
1. What is the primary purpose?
2. What are expected student outcomes?
3. What are expected staff outcomes?
4. Are expectations being met?
Active Schools Campaign
Let's Move! WV is about putting children on the path to a healthy
future.
Let’s Move! WV is an initiative for grades Pre-K through Eighth that recommends schools accumulate an additional 15 minutes of daily physical activity.
High schools are encouraged to explore ways to add additional physical activity opportunities to the school day.
Physical Activity produces Health Benefits
•Reduces the risk for overweight, diabetes, and other chronic disease•Helps children feel better about themselves•Reduces the risk for depression and the effects of stress•Helps children prepare to be productive, healthy members of society and improves overall quality of life.
In 2008, the U.S. Department of Health and Human Services issued physical activity guidelines for Americans, ages 6 and older. Recommendation was for children and adolescents to participate in 60 minutes or more of physical activity daily. The American Heart Association recommends that children and adolescents should do 60 minutes or more of physical activity daily and they participate in physical activities that are appropriate for their age and enjoyable.
Physical Activity Recommendations
Physical Activity may lead to Academic Benefits
•Wood CountyNationally recognized research from Wood County Schools in Parkersburg , WV recently highlighted by both the Centers of Disease Control and the American Heart Association, has clearly shown the positive connections between healthier children, daily physical activity and academic performance.
Physical Activity Break
Let’s Move! WV
*Youth who are regularly active also have a better chance of a healthy adulthood.*
-Compliment Tag-
Morning Break
Voices from the Field: WV Examples
Nicholas County LINKS Program
Damon Hanshaw, Assistant Superintendent
Session IV Session IV
LINKS sample schools to discuss… How did LINKS got started? Who took the county-level lead? Who took the school level lead? What do the LINKS Day schedules look like? Bring
samples. What programs are integrated together? How has your data changed since implementing LINKS? What else has changed? How do you keep the momentum going?
Student Supports & Building Relationships
Students Supports
Cathy Grewe
Session II : PURPOSESession II : PURPOSE
Standard 4: Student Support Services and Family/Community Connections
Policy 2322: Standards for High quality Schools, the staff: places student well-being at the forefront of all decisions,
provides support services to address student physical, social/emotional and academic growth, and
forms positive connections to families and the community.
Connectiveness“Students are more likely to engage in healthy
behaviors and succeed academically when they feel connected to school.”
CDC Centers for Disease Control: Strategies for Increasing Protective Factors among Youth
A caring adult who will support and care for that child provides that connection as a primary
protective factor.
Student/Advisor RelationshipsIf students know there is an adult at school who truly cares about
them as individuals, they will
accept being prodded further
Our most vulnerable students
are those in greatest need of
a meaningful connection
Relationships If students know you care you can push
even more
Who is most vulnerable?
Malcolm Smith “Why are kids so Angry and What Can We Do About It?”
Over 300 students who committed violent acts No relationship with a caring adult (ONLY
COMMONALITY)
http://www.cjnetworks.com/~msconsult/peaceful.htm
Demonstration:
Risk and Protective FactorsRisk and Protective Factors
Volunteers PLEASE!!!Volunteers PLEASE!!!
Threats to school success: Low Self Esteem Neglect Dysfunctional home life Non-supportive parents Attendance Poverty Mental Health Issues ESL Learning disabilities Teachers (negativity) Safety issues Low expectations Peer Pressure Abuse/violence Bullying “Risky” Behaviors Gang Issues Transportation issues Poor Nutrition Lack of technology NO Exercise Drug usage
Protective Factors: Advisors Big brother/sister
program Teachers (positive) Church Supportive parents Coaches Community members Band Teachers Positive peer relationships Free Lunch Program Prevention programs Federal / State assistance Policemen Firemen Custodian Bus driver Community programs
Student/Advisor Relationships
Creating RelationshipsCreating Relationships Advisors
Peer Relationships
Mentoring (career, teacher, peer, community)
Tutoring
Student/school connectedness
Student/community connectedness
Faculty relationships
Culture of respect
Family Connections
The LINKS Program can help support a positive culture for learning by: Improving the teacher-
student relationshipImproving classroom
behaviorInforming and preparing all
school staff to better assist students
Creating a community of learners
Creating a Shared Creating a Shared VisionVision
Visioning
Dr. Barb
Session II : PURPOSESession II : PURPOSE
Visioning Activity – Large GroupThe enemy of “great” is “good”.
Jim Collins, Good to Great
Independently, using sticky notes, write important skills and knowledge you believe students should possess when they leave middle and/or high school...
Use questions from Session II
Be prepared to share….
School VISIONING EXERCISE
How will our school be different as a result of LINKS?
How will our students be different?
How will our staff be different?
How will our connection withParents be different?
American Student Achievement Institute
Use Resource #6
What needs added to Action Plan/Timeline?
Team Activity:
Who will lead the advisory visioning activity? When will it occur annually?
Discuss at your table and write action steps on your ACTION PLAN form.
Also discuss what your team would like to see change in your school and with your staff.
How would your school & staff be different?
Critical QUESTIONS when you have an established program…
Is your current structure working? What is/are the primary purpose(s) of advisory? Have you established expected student
outcomes? Have you established expected staff outcomes? Have you defined staff roles and responsibilities?
Advisory Types
Use Resource 3 – Advisory types to discuss which, if any other types of advisory your school will use in addition to LINKS (Skills- based and Relational)
Use Resource 4 to draft a basic schedule of the days of
the week you will hold advisory and list types.
Activity 2 – Establishing New Program Goals
Based on your discussions, what are some new program goals or what are some goals that are not being addressed?
1. What will the primary purpose(s) be?
Physical Activity Break
Let’s Move! WV-Paper Aerobics-
*Youth who are regularly active also have a better chance of a healthy adulthood.*
LUNCH
WebsiteWebsite
Hands on Exploration
Cathy Grewe
Session III:Session III:
Zigsaw ActivityZigsaw ActivityTeam members will move to table with
website component best matching their role: Advisors Counselors Coordinators Principals/Steering Team
Others will select another component (if enough team members)
Students Framework Resources Evaluation
Using LINKS WebsiteUsing LINKS Website
Record goals & steps on Action
Plan/Planning Calendar regarding
selecting your LINKS website
guru(s) and training your staff to
use the many resources on the
LINKS website
WebsiteWebsite
Roles and Responsibilities
Dr. Barb
Session III:Session III:
Table ActivityTable Activity
Find a table with the ROLE of your choice and study the bulleted “Roles and Responsibilities” and prepare to present to the group the primary responsibilities for this role.
Use the appropriate RESOURCE 8 - 12
Coordinator Responsibilities
Pos
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Ong
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Advisor Training
Parent Consent Forms
Student & Staff
Evaluation
Copy Plans &
Handouts
Student Feedback
Forms
Advisor Logs
Monthly Follow-up Trainings
Student & Parent
Evaluation
Advisor Evaluation
Prepare Student
Portfolios
Public Relations
Update & store
portfolios
Principal ResponsibilitiesP
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Pos
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Ong
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Res
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Secure resources & support
Establish Steering
Committee
Select coordinator(s)
Support implementation
& evaluation
Hold staff accountable
Share evaluation results
Recognize & support
successful implementation
Learn about LINKS
Internal & external
PR
Develop PD plan
Monitor program & eliminate barriers
WebsiteWebsite
Energizers and Ice Breakers
Cathy Grewe
Session III:Session III:
Energizers and Icebreakers
Same and different – Resource #7
Let’s Move.. Mary Weikle
DIRECTIONS: Join another table and in the next five minutes, find fivesimilarities & differences aspossible. Keep in mindEVERYONE must possess orNOT possess these traits.
Research based…Garden City High School, Garden City,
Kansas (2005) Despite rapidly rising numbers of students, and 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 2003-2004the attendance rose from 89 percent to 96 percent.
http://www.sreb.org/Programs/HSTW/publications/PubsDisplay.asp?SubSectionID=19
Grady High School Population
1997-1998: 721 1998-1999: 706 1999-2000: 699 2000-2001: 740 2001-2002: 870 2002-2003: 892 2003-2004: 933 2004-2005: 1,010 2005-2006: 1,216 2006-2007: 1,285 2007-2008: 1,365 2008-2009: 1,337
04/21/23 94
Students Eligible to Receive Free/Reduced Lunches
2003-2004: 383, 41% of students
2004-2005: 465, 46% of students
2005-2006: 528, 43% of students
2006-2007: 557, 44% of students
2007-2008: 644, 47%
0
100
200
300
400
500
600
700
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
04/21/23 95
Completion Rates
01-02 02-03 03-04 04-05 05-06 06-07 07-08
Grady 56% 68% 75% 89% 91% 87% 94%
State 62% 63% 65% 69% 71% 72% 75%
04/21/23 96
Retention Rate1997-98 1998-99 1999-00 2000-01 2001-02
9th
Grade
27% 18% 13% 7.2% 8.3%
10th
Grade
17% 9% 5% 2% 2.6%
11th Grade
18% 5% 6% 7.4% 2.58%
12th
Grade
6% 3% 7% 2.9% 5.59%
04/21/23 97
Proven Results from Student Advisement Programs
AP Enrollment Patterns
Between 1998 and 2005 the number of Grady students taking at least one AP test more than
tripled from 48 to 175 and the number of tests taken increased from 77 to 272, while the percentage of students scoring a 3 or higher increased slightly.
04/21/23 99
Average Student Attendance
1997-98: 87% 1998-99: 90.6% 1999-00: 92.9% 2000-01: 95% 2001-02: 95.01%
Physical Activity Break
Let’s Move! WV
*Youth who are regularly active also have a better chance of a healthy adulthood.*
Aerobic Rock-Paper-Scissors
LINKS Logistics
Structure
Dr. Barb
Session VSession V
LINKS Structure…
Steering Team – Group Brainstorm
PurposeMeeting ScheduleMembership
Resource #15 &
Appendix A: Action Plan/Planning Calendar
LINKS StructureSelecting Coordinators Grade Level School-wide Compensation
Who will the advisors be? (everyone/some?) Group size Meeting frequency Groupings (grade level? Career interests? Heterogeneous)
Team Time As a group or individually brainstorm regarding the questions in
Session V – Logistics. Who will be on your planning team Who will be your LINKS coordinator?
How will you compensate Who will be your advisors? How will you group students Will you use the LINKS only or a blended curriculum… etc
Create action steps and place on your timeline.
40 Lesson Plans (per grade level)- Policy 2520.19Course Code 7676
LINKS includes
40 lesson plans per grade level ( 9-12)36 lesson plans per grade level ( 5-8)
And is….Standards based (Policy 2520.19 allows schools
to offer for credit)
LINKS can be offered for creditCourse code 7676
1 time per week 45/50 minutes¼ credit per year = 1 full high school credit
Online Career Course www.cfwv.com 1 time per week 45/50 minutes¼ credit per year = 1 additional full high
school credit for
Up to2 full high school credits.
Grading RubricTo grade or not to grade
Resource #20 – Grading rubricPolicy 2520.19 …Find under advisory section
Discuss question from Session IV that are relevant to grading and/or granting credit.
Do you need to add an Action Step Do you need to add step to calendar?
LINKS Lesson Plan
Staff TrainingPower Points are located under theResource Section
Group Activity – Roles and Responsibilities
Move to a table of the role that you may be playing or are
interested in learning more about.
Go to the LINKS website and find the roles and responsibility
chart and lists related to your groups.
Review and discuss these roles and how they relate to the
overall success of the LINKS program.
Be prepared to share the roles/responsibilities for your group
that stood out as most important.Use Resources 8a-12a
What needs added to Action Plan/Timeline?
LINKS is a facilitated learning experience. You support and encourage students’ discussion!
Everything you need is on the website Engaged learning rubrics Mentoring activities Grading Rubric
LINKS coordinator provides copies of each lesson plan and handouts in time for you to prepare. Important to look ahead at lessons; some require
school specific forms.
Advisor Role – Lesson Delivery
Steering Team
LINKS Lesson Plan
Resource #16
LINKS Logistics
Personalization
Session VSession V
Curriculum Mapping
Resource #17
Grade level curriculum planning meetingExamine LINKS lessons for that gradeDo they fit?What are some topics that need addressed at
your schoolAre they addressed in other grade levels?Are they available in other state curriculums
Blending Curriculums
Quest iLEADCollege Summitwww.cfwv.com Others
Resource #18
College Foundation of WV
Career Activity Correlations
www.cfwv.com Grade Level and Lesson Activities: Have students explore their Portfolio in CFWV.com. You may wish
to concentrate on one area within the Portfolio and have the students fill out their relevant information.
Resources: Lesson Plan – Creating Your Own Overall Personal Portfolio and Career Portfolio Lesson Plan – Introduction to Lifelong Portfolios Lesson Plan – Storing Your Portfolio Plus More SAMPLE Correlation – Appendix E
Heather McChesney [email protected]
LINKing Activities Policy 4373 – Crosswalk (on table) Other School Initiatives Making High School Count Club Assemblies Motivational Assemblies Orientations Rachel’s Challenge Challenge Day Career Day Programs Others???
Resource #21
Glance through Policy 2520.19. Discuss at your table school-wide or grade level activities that you are doing or would like to do that relate to the grade level standards that could add minutes to LINKS.
Scheduling
Dr. Barb
Activity 4: Building the Daily ScheduleSample Advisory Types
Period Check and Connect
Curriculum-based Advisory
(LINKS)
Period Regular School Day
1st 7:45 – 8:32 (47 min)
7:45 – 8:26 (42 min)
1st 7:45 – 8:35 (50 min)
2nd 2nd
AA 10 minutes 50 minutes 3rd
3rd
LUNCH
May be a little shorter this day
LUNCH
4th 4th
5th 5th
6th 6th
7th 7th
Add the total # of minutes you have for each day and build your schedulebased on the your goals for each school day. (Don’t forget class change time)
Websites to assist with schedulinghttp://www.nassp.org/Content.aspx?
topic=57198http://msinab.wikispaces.com/file/view/
Middle-School-Advisory-Activities.pdf
http://www.schoolschedulingassociates.com/handouts/MiddleSchool102408.pdf
ANNOUNCEMENTS 8:25 – 8:30 PERIOD 1 8:30 – 9:16(46) 8:30 – 9:18(48) PERIOD 2 9:19 – 10:05(46) 9:22 – 10:14(48)
ANNOUNCEMENTS(4) PERIOD 3 10:08 – 10:54(46) 10:18 – 11:06(48) GRADE 6 Lunch 10:56 – 11:26(30) 12:24 – 12:54(30) 4th period 11:29 – 12:15(46) 11:10 – 12:02(52) 5th period 12:18 – 1:04(46) 12:02 – 12:22(Advisory)
GRADE 7 4th period 10:57 – 11:43(46)(Advisory) 11:10 - 11:46(36)
Lunch 11:45 – 12:15(30) 11:47 – 12:17(30) 5th period 12:18 – 1:04(46) 12:18 – 12:34(16) GRADE 8 4th period 10:57 – 11:43(46) 11:42 – 12:34(52) 5th period 11:46 – 12:32(46) 12:34 – 12:54(Advisory) Lunch 12:34 – 1:04(30) 11:10 – 11:40(30) PERIOD 6 1:07 – 1:53(46) 5 12:58 – 1:46(48) PERIOD 7 1:56 – 2:42(46) 6 1:50 – 2:38(48) PERIOD 8 2:45 – 3:30(45) 7 2:42 – 3:30(48)
Physical Activity Break
Let’s Move! WV
*Youth who are regularly active also have a better chance of a healthy adulthood.*
School Wide Physical Activity
Securing Buy –in: Overcoming Resistance
Dr. Barb
You want me to do what?
When are things ever going to stop coming at me?
Barriers to Change/Buy In
Legislated school reform (RTI, NCLB)
Expiring initiatives before full implementation
Change-related chaos
Frequent administrator and staff turnover
helps perpetuate this upheaval
Barriers to Change/Buy In
Poor management of staff (no one in charge) Limited or poor management of resources …
some lessons require additional information (signs, games, free resources not ordered)
Weak Leadership skills and management practices
lack of skills to manage the change process does not personalize the change process and secure support
for struggling staff members.
Barriers to Change/Buy In Inadequate staff development: Processes are
not in place to ensure staff learning that enables
deep understanding of desired practices and the
development of new mental habits, content
knowledge, required skills and behavior.
Staff may simply be weary of trying the next flavor of the year.
Barriers to Change/Buy In Staff may simply be weary of trying the next
flavor of the year.
Advisor’s Belief systems (not my job, I teach Math)
Advisor’s fear they don’t have the skills to be an advisor (may think they are expected to be counselors)
Barrier to Change
Allowing negative ‘power’ to ensuePilotsPassengersPrisonersHighjackers
Who has the power in your school, the minority or the majority?
RESISTANCE
is the
outward
expression of the fear
of losing something
Reactions to Change Denial Anger Bargaining Depression Acceptance
Similar to the grief process …Ask yourself this question “What do staff fear losing?
Changing Attitudes: Sending new messages
FROM: This too shall pass
TO: This is here to stay
FROM: Too much to do
TO: A lot to do now, but the payoff is well worth it
More time to teach
Fewer behavior problems
Changing Attitudes: Sending New Messages
FROM: Losing Instructional Time
TO: Every minute is a learning opportunity This IS instructional time
FROM: This won’t work here.
TO: What can I do to make this work? AND
If we were getting the results we want we wouldn’t need to change
Changing Attitudes: Sending New Messages
FROM: Kids won’t take it seriously TO: LINKS can be offered for credit and kids take it seriously if YOU take it seriously
FROM: Kids don’t care about this stuff TO: Kids need to know how much YOU care FROM: This is not my job TO: Helping students succeed is everyone’s
job. It is what we are all about.
Table Talk
What are some attitudes that you think will be most prevalent at your school?
Who are your highjackers?How can you turn highjackers into pilots?
Moving toward change…
Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon
Pre-implementation
Early-Implementation
FULL Implementation
Stage 1: Pre-Implementation
Select School Planning/Steering -
Get the Right People on THE Bus!
Attend Training – Raise Personal AwarenessGet BUY IN of steering teamBegin early stages of planning.
Set specific work plan with dates and who does whatFollow through when you return to your site
Stage 1: Pre-Implementation
Create YOUR Structure of Support
Stage I: Define RolesEstablish who will do what/whenWho will coordinator be? What will he/she do?What will advisors do?What will the counselors do?What will your leadership team do?
COMMIT TO FULFILLING YOUR ROLE!!!!
Stage I:Awareness
Steering Committee Continues to meetComplete “Questions to Ask”Set Preliminary TimelinePlan Staff Development to Introduce LINKS Invite staff to set vision for school Invite staff’s input on curriculum…by grade level
Stage I:AwarenessSteering Committee Continues to meetComplete “Questions to Ask”Set Preliminary TimelinePlan Staff Development to Introduce LINKS Invite staff to set vision for school Invite staff’s input on curriculum…by grade level
Stage I:Awareness
Define YOUR Expectations from LINKS ImplementationWhat are things you want to happen?What do you not want to happen?How do you feel about being here?Do you have negative feelings that may keep you
from fully benefiting?How can you change that?
Enthusiasm
Enthusiasm is contagious…
but so is the perpetual cycle of
negativity and cynicism
What will you perpetuate?
School data: Vision for changeCompletion rateRetention rate by grade level Increase in number of students taking higher
level coursesDisciplinary referrals (% of ISS, OSS)Attendance RateNumber of students participating in extra help
Stage 1: Creating the VISION
Source: Jerry North Central Regional Educational Laboratory
Describe your ideal student.What character traits will he exhibitWhat does he know?How does he behave?How does he think?How does he interact?
http://www.mdk12.org/process/leading/shared_vision.html
Stage 1: Creating the VISION
Source: Jerry North Central Regional Educational Laboratory
Describe your ideal classroom.What does it sound like?How are students behaving?How do they interact?How do I feel?How do I interact with my students?
http://www.mdk12.org/process/leading/shared_vision.html
Stage 2: Learning, acquiring, practicing How do your support your staff?
Ongoing job-embedded professional development Team teaching
How do you use and support your coordinator(s)Professional learning communitiesPreparing for lessons in advanceDiscussing what went wellStaying solution focused…how can you solve
challenges
Stage I:Awareness
How will you promote LINKS toOther staffCentral officeStudentsParents
?????
Stage II: Early ImplementationLeadership is keySchool principal must…
Be chief promoter of LINKS Actively monitor program Hold everyone accountable Be solution-focused… not problem focused
Don’t get caught up admiring the problem Provide ongoing professional development
See Do’s and Don’ts COMMIT TO FULFILLING YOUR ROLE!!!!
THE BALANCE OF TENSION
VISION DATA
CURRENTDATA
American Student Achievement Institute
BUILDING COMMITMENT
Trust
Passion / Excitement
Clear Communications
High Expectations
Low Ego / High Results
Toughness
American Student Achievement Institute
Collaborative Teams
How will you use collaborative teams to ensure ongoing conversations, planning, time for lesson review, curriculum planning, etc.
Action Plan… Who will be in charge of Curriculum Mapping
Advisor training (ongoing)Student/staff/parent surveysStudent portfoliosLesson plans and handouts Public relations Trouble shootingOngoing supportPrincipal monitoringCOACHING (Resource…
Stage 3: Full Implementation Continually look at school data: Are we addressing
school needs? Staff development for changes Staff development for new teachers Lesson supports Evaluate Address needs Reward exemplary practice Opportunities for sharing
Voices from the Field: WV Examples
Randolph County LINKS Program
Deb Super, Assistant Superintendent
Session IV Session IV
LINKS sample schools to discuss… How did LINKS got started? Who took the county-level lead? Who took the school level lead? What do the LINKS Day schedules look like? Bring
samples. What programs are integrated together? How has your data changed since implementing LINKS? What else has changed? How do you keep the momentum going?
Morning Break
SWOT Analysis – Team ActivityUse Resource 25 to assess:
StrengthsWeaknessesOpportunitiesThreats
Draw SWOT on flipchart. Post on wall when finished. Be prepared to share.
LINKS is a facilitated learning experience. You support and encourage students’ discussion!
Everything you need is on the website Engaged learning rubrics Mentoring activities Grading Rubric
LINKS coordinator provides copies of each lesson plan and handouts in time for you to prepare. Important to look ahead at lessons; some require
school specific forms.
Advisor Role – Lesson Delivery
Steering Team
LINKS Lesson Plan Demonstrations
As a team, select a
lesson plan, prepare to
discuss and demonstrate lesson
plan with the large group, using
at least one engaging activity. What did you like? What would you change Additional ideas/resources
Continuous Improvement
Fundamental change will occur in an environment supportive of change
Collaborative discussion, dialog, critique,
and research
Everyone is a learner and a leader
Commitment to core convictions
Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36.
American Student Achievement Institute
System of Support Structure Professional Learning Communities Time in School Schedule Fitting into existing system Involvement = buy in A system of support Providing adequate support High expectations - accountability
LINKS Teams…Professional Learning Communities/Teams Steering Committee (also decides on logistics) Public Relations LINKS Curriculum Team Professional Development Portfolio Development Evaluation Parental Involvement Senior projects Culminating Activity (Annual) Community Service Extra-Curricular
Ongoing Professional Development Professional learning communities Grade level teams …lesson plan deliveryTeams by Topic
curriculum map – Grade Level Teams customizing lesson plans portfolios Project Based Learning ISTP Parent activities
Book Clubs
Timeline Suggested Activities – Appendix B, C & D
Group Work Action Plan
Next STEPS…
Group Work (throughout the training)
Appendix A – Action PlanResource 1 – Questions to AskTimeline
GOAL…. Work to complete an implementation Plan to return to
your schools with a draft plan.
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
Courage, Courage, Courage!!
Not everything that is faced can be changed, but nothing can be changed unless it is faced
James Baldwin
Final Thoughts???
Safe Travels