LINKS Advisory Training Barbara Brady, Ph. D School Counseling Coordinator Office of Instruction Cathy Grewe, Counselor Jackson Middle School
Objectives n Participants will… n understand why LINKS is important… the potential impact on students and staff n become familiar with the LINKS Program n explore the LINKS Website n explore LINKing LINKS to other school activities and programs n receive an overview of the www. cfwv. com and www. careercruising. com connection to scalable, sequential and ongoing career development n Begin exploring how to implement or improve program to move from ‘Good to Great’
Session Expectations ITL - in text lingo n DNTL ˜ Do not turn on laptop… until we begin exploring the LINKS website n POV ˜ Phone on vibrate or turn off n NBC ˜ No side “bar” conversations n BPPA ˜ Be polite and pay attention n STTA ˜ Stick to the agenda n BHN ˜ Be here now; try to stay focused though the presenters may be boring; pretend if you have to
Throughout both days…. n School Steering Team q Guiding Questions – Agenda Sessions or page 6 & 7 q ACTION PLAN (Appendix A) q Timeline for Planning and Implementing LINKS [Appendix B (NEW) or C (Existing)] q Big Ideas – Resource 2 q Parking Lot – Questions to answer n Connecting to the Internet n LUNCH
Timeline for Revising/Redesigning Current Program
Session I: PURPOSE Why LINKS? Dr. Barb Brady
Children are the living messages that we send to a world we will never see
The Unconscious Gap… 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? Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon
Why LINKS… Teacher-led Student Advisory Program Learning, Individualized Needs, Knowledge and Skills n Improves Learning for ALL n Addresses Individualized Needs n Increases Knowledge and Skills for ALL
What is LINKS n LINKS is a standards-based, system-wide student support program/system to assist all students in successfully navigating middle and high school. n 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 a n. Comprehensive teacher-led, student-centered advising program for students in grades 5 -12 n. Organized structure for: q. Consistent delivery of academic, career, and personal/social content standards q. Connecting students with a caring adult q. Increased collaboration between stakeholders
IEP, 504 Groups, Tutoring, Peer Helpers Classroom Guidance Lessons, School Assemblies, Student Advisement Programs, Test Prep Programs, Academic Plans, Field Trips Therapy – Outside or SBMH Centers Support Groups, Mentoring, Student Helpers, Clubs, Crisis Interventions, Short-term counseling Student Advisement Programs, School Assemblies 15
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 n Introductory Video
The LINKS Program promotes student succe school and life by: ü Relationship with a caring adult ü Career goal ü Connection with post secondary options
The Brutal FACTS… Out of every 100 WV 9 th Graders q 73 will graduate HS q 39 will enter college q 13 will drop out. . freshman year q. ONLY 16 will graduate in SIX years. National Center for Higher Education Management Systems 2007
2007 Pawley Group Report ’s Commissioned by 2006 WV Senate Recommendation 7: Develop a new model for career counseling, student support and academic advising. q recommended that West Virginia develop a systematic way to help students with career exploration. Solution: LINKS + www. cfwv. com
2007 Pawley’s Group Report n West Virginia must move from “random acts of progress” to a system based on the 4 Ss q Strategic q Synergistic q Sustainable q Scalable
Expected Outcomes for LINKS… n All students make informed academic and career plans n Parents are systematically involved in their child’s education including the development of academic and career plans n More students are successful in higher level courses
Expected Outcomes n Improved school behavior n Fewer classroom disruptions n More time to teach n Increased graduation rates n Higher test scores
Expected Outcomes: Help schools meet School Growth Requirements by improving: üAcademic achievement üStandardized test scores üOn-time transitions from grade to grade üSchool attendance üGraduation rates
Expected Outcomes… n Consistent Referral process n Easy to use referral forms n Individual Student Referral n Group referral n Family concerns
Expected Outcomes: 21 st Century Learning Skills
Additional benefits to students: Ä Better prepared for the global workforce and post-secondary education Ä Acquisition of school and workplace success skills Ä 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
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 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,
Physical Activity Recommendations 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 may lead to Academic Benefits • Robert Wood Johnson foundation “Activity breaks can improve… • cognitive performance • classroom behavior. ” • Wood County Nationally 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
Let’s Move! WV -Compliment Tag- Physical Activity Break *Youth who are regularly active also have a better chance of a healthy adulthood. *
Morning Break
Session IV Voices from the Field: WV Examples Nicholas County LINKS Program Damon Hanshaw, Assistant Superintendent
LINKS sample schools to discuss… n n n n 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?
Session II : PURPOSE Student Supports & Building Relationships Students Supports Cathy Grewe
Standard 4: Student Support Services and Family/Community Connections Policy 2322: Standards for High quality Schools, the staff: v places student well-being at the forefront of all decisions, v provides support services to address student physical, social/emotional and academic growth, and v 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 Relationships If 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 n If students know you care you can push even more n Who is most vulnerable? n Malcolm Smith “Why are kids so Angry and What Can We Do About It? ” n Over 300 students who committed violent acts q No relationship with a caring adult (ONLY COMMONALITY) http: //www. cjnetworks. com/~msconsult/peaceful. htm
Demonstration: Risk and Protective Factors Volunteers PLEASE!!!
Threats to school success: n n n Low Self Esteem Dysfunctional home life Attendance Mental Health Issues Learning disabilities Safety issues Peer Pressure Bullying Gang Issues Poor Nutrition NO Exercise Neglect Non-supportive parents Poverty ESL Teachers (negativity) Low expectations Abuse/violence “Risky” Behaviors Transportation issues Lack of technology Drug usage
Protective Factors: n n n Advisors Teachers (positive) Supportive parents Community members Positive peer relationships Prevention programs Policemen Firemen Custodian Bus driver Community programs Big brother/sister program Church Coaches Band Teachers Free Lunch Program Federal / State assistance
Student/Advisor Relationships
Creating Relationships n Advisors n Peer Relationships n Mentoring (career, teacher, peer, community) n Tutoring n Student/school connectedness n Student/community connectedness n Faculty relationships n Culture of respect n Family Connections
The LINKS Program can help support a positive culture for learning by: üImproving the teacher- student relationship üImproving classroom behavior üInforming and preparing all school staff to better assist students üCreating a community of learners
Session II : PURPOSE Creating a Shared Visioning Dr. Barb
Visioning Activity – Large Group The 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 Use Resource #6 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 with Parents be different? What needs added to Action Plan/Timeline? American Student Achievement Institute
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… n Is your current structure working? n What is/are the primary purpose(s) of advisory? n Have you established expected student outcomes? n Have you established expected staff outcomes? n Have you defined staff roles and responsibilities?
Advisory Types n 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) n 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?
Let’s Move! WV -Paper Aerobics- Physical Activity Break *Youth who are regularly active also have a better chance of a healthy adulthood. *
LUNCH
Session III: Website Hands on Exploration Cathy Grewe
Zigsaw Activity n Team members will move to table with website component best matching their role: n n Advisors Counselors Coordinators Principals/Steering Team q Others will select another component (if enough team members) § § Students Framework Resources Evaluation
Using 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
Session III: Website Roles and Responsibilities Dr. Barb
Table 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
Session III: Website Energizers and Ice Breakers Cathy Grewe
Energizers and Icebreakers Same and different – Resource #7 Let’s Move. . Mary Weikle
DIRECTIONS: Join another table and in the next five minutes, find five similarities & differences as possible. Keep in mind EVERYONE must possess or NOT 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 -2004 the attendance rose from 89 percent to 96 percent. http: //www. sreb. org/Programs/HSTW/publications/Pubs. Display. asp? Sub. Section. ID=19
Grady High School Population n n n 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 3/19/2018 94
Students Eligible to Receive Free/Reduced Lunches n 2003 -2004: 383, 41% of students n 2004 -2005: 465, 46% of students n 2005 -2006: 528, 43% of students n 2006 -2007: 557, 44% of students n 2007 -2008: 644, 47% 3/19/2018 95
Completion Rates 01 -02 02 -03 03 -04 Grady 56% 68% 75% 89% 91% 87% 94% State 62% 63% 65% 69% 71% 72% 75% 3/19/2018 04 -05 05 -06 06 -07 96 07 -08
Retention Rate 1997 -98 1998 -99 1999 -00 2000 -01 2001 -02 9 th Grade 27% 18% 13% 7. 2% 8. 3% 10 th Grade 17% 9% 5% 2% 2. 6% 11 th Grade 18% 5% 6% 7. 4% 2. 58% 12 th Grade 6% 3% 7% 2. 9% 5. 59% 3/19/2018 97
Proven Results from Student Advisement Programs AP Enrollment Patterns q 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.
Average Student Attendance n 1997 -98: 87% n 1998 -99: 90. 6% n 1999 -00: 92. 9% n 2000 -01: 95% n 2001 -02: 95. 01% 3/19/2018 99
Let’s Move! WV Aerobic Rock-Paper. Scissors Physical Activity Break *Youth who are regularly active also have a better chance of a healthy adulthood. *
Session V LINKS Logistics Structure Dr. Barb
LINKS Structure… Steering Team – Group Brainstorm n Purpose n Meeting Schedule n Membership Resource #15 & Appendix A: Action Plan/Planning Calendar
LINKS Structure Selecting Coordinators n Grade Level n School-wide n Compensation Who will the advisors be? (everyone/some? ) n Group size n Meeting frequency n Groupings (grade level? Career interests? Heterogeneous)
Team Time q As a group or individually brainstorm regarding the questions in Session V – Logistics. q Who will be on your planning team q Who will be your LINKS coordinator? n How will you compensate q Who will be your advisors? q How will you group students q Will you use the LINKS only or a blended curriculum… etc n Create action steps and place on your timeline.
40 Lesson Plans grade level)- 2520. 19 (per Policy Course Code 7676
LINKS includes Ø 40 lesson plans per grade level ( 9 -12) Ø 36 lesson plans per grade level ( 5 -8) And is…. ØStandards based (Policy 2520. 19 allows schools to offer for credit)
LINKS can be offered for credit Course code 7676 1 time per week 45/50 minutes ¼ credit per year = 1 full high school credit Online Career Course www. cfwv. com 1 time per week 45/50 minutes ¼ credit per year = 1 additional full high school credit for Up to 2 full high school credits.
Grading Rubric n To grade or not to grade q Resource #20 – Grading rubric q Policy 2520. 19 …Find under advisory section q Discuss question from Session IV that are relevant to grading and/or granting credit. q Do you need to add an Action Step q Do you need to add step to calendar?
LINKS Lesson Plan
Staff Training Power Points are located under the Resource Section
Group Activity – Roles and Responsibilities ØMove to a table of the role that you may be playing or are interested in learning more about. ØGo to the LINKS website and find the roles and responsibility chart and lists related to your groups. ØReview and discuss these roles and how they relate to the overall success of the LINKS program. ØBe prepared to share the roles/responsibilities for your group that stood out as most important. Use Resources 8 a-12 a What needs added to Action Plan/Timeline?
Advisor Role – Lesson Delivery n LINKS is a facilitated learning experience. You support and encourage students’ discussion! n Everything you need is on the website q Engaged learning rubrics q Mentoring activities Steering Team q Grading Rubric n LINKS coordinator provides copies of each lesson plan and handouts in time for you to prepare. q Important to look ahead at lessons; some require school specific forms.
LINKS Lesson Plan
Resource #16
Session V LINKS Logistics Personalization
Curriculum Mapping Resource #17
Grade level curriculum planning meeting n Examine LINKS lessons for that grade n Do they fit? n What are some topics that need addressed at your school n Are they addressed in other grade levels? n Are they available in other state curriculums
Blending Curriculums n Quest n i. LEAD n College Summit n www. cfwv. com n Others
Resource #18
College Foundation of WV Career Activity Correlations
www. cfwv. com n Grade Level and Lesson Activities: n 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. n Resources: n n n 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 Mc. Chesney HMc. Chesney@hepc. wvnet. edu
LINKing Activities n n n n n Policy 4373 – Crosswalk (on table) Other School Initiatives Making High School Count Club Assemblies Motivational Assemblies Orientations Rachel’s 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 Schedule Sample Advisory Types Add the total # of minutes you have for each day and build your schedule based on the your goals for each school day. (Don’t forget class change time) Period 1 st Check and Connect 7: 45 – 8: 32 (47 min) Curriculumbased Advisory (LINKS) 7: 45 – 8: 26 (42 1 st min) 2 nd AA Period 2 nd 10 minutes 50 minutes 3 rd LUNC H May be a little LUNC shorter this day H 4 th 5 th 6 th 7 th Regular School Day 7: 45 – 8: 35 (50 min)
Websites to assist with scheduling n http: //www. nassp. org/Content. aspx? topic=57 198 n http: //msinab. wikispaces. com/file/view/Middle -School-Advisory-Activities. pdf
http: //www. schoolschedulingassociates. com/handouts/Middle. School 102408. pdf
n ANNOUNCEMENTS 8: 25 – 8: 30 n PERIOD 1 8: 30 – 9: 16(46) 8: 30 – 9: 18(48) n PERIOD 2 9: 19 – 10: 05(46) 9: 22 – 10: 14(48) ANNOUNCEMENTS(4) n PERIOD 3 10: 08 – 10: 54(46) 10: 18 – 11: 06(48) GRADE 6 n Lunch 10: 56 – 11: 26(30) 12: 24 – 12: 54(30) n 4 th period 11: 29 – 12: 15(46) 11: 10 – 12: 02(52) n 5 th period 12: 18 – 1: 04(46) 12: 02 – 12: 22(Advisory) GRADE 7 n 4 th period 10: 57 – 11: 43(46)(Advisory) 11: 10 - 11: 46(36) n n n n n Lunch 11: 45 – 12: 15(30) 11: 47 – 12: 17(30) 5 th period 12: 18 – 1: 04(46) 12: 18 – 12: 34(16) GRADE 8 4 th period 10: 57 – 11: 43(46) 11: 42 – 12: 34(52) 5 th 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)
Let’s Move! WV School Wide Physical Activity Break *Youth who are regularly active also have a better chance of a healthy adulthood. *
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 n Legislated school reform (RTI, NCLB) n Expiring initiatives before full implementation n Change-related chaos n Frequent administrator and staff turnover helps perpetuate this upheaval
Barriers to Change/Buy In n Poor management of staff (no one in charge) n Limited or poor management of resources …some lessons require additional information (signs, games, free resources not ordered) n Weak Leadership skills and management practices n lack of skills to manage the change process n does not personalize the change process and secure support for struggling staff members.
Barriers to Change/Buy In n 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. n Staff may simply be weary of trying the next flavor of the year.
Barriers to Change/Buy In n Staff may simply be weary of trying the next flavor of the year. n Advisor’s Belief systems (not my job, I teach Math) n Advisor’s fear they don’t have the skills to be an advisor (may think they are expected to be counselors)
Barrier to Change n Allowing negative ‘power’ to ensue q Pilots q Passengers q Prisoners q Highjackers 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 n Denial n Anger n Bargaining n Depression n 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 n What are some attitudes that you think will be most prevalent at your school? n Who are your highjackers? n How can you turn highjackers into pilots?
Moving toward change… Early-Implementation FULL Implementation Pre-implementation Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon
Stage 1: Pre-Implementation n Select School Planning/Steering - Get the Right People on THE Bus! n Attend Training – Raise Personal Awareness n Get BUY IN of steering team n Begin early stages of planning. q Set specific work plan with dates and who does what q Follow through when you return to your site
Stage 1: Pre-Implementation Create YOUR Structure of Support
Stage I: Define Roles Establish who will do what/when q Who will coordinator be? What will he/she do? q What will advisors do? q What will the counselors do? q What will your leadership team do? n COMMIT TO FULFILLING YOUR ROLE!!!!
Stage I: Awareness Steering Committee Continues to meet q Complete “Questions to Ask” q Set Preliminary Timeline q Plan Staff Development to Introduce LINKS q Invite staff to set vision for school q Invite staff’s input on curriculum…by grade level
Stage I: Awareness Steering Committee Continues to meet q Complete “Questions to Ask” q Set Preliminary Timeline q Plan Staff Development to Introduce LINKS q Invite staff to set vision for school q Invite staff’s input on curriculum…by grade level
Stage I: Awareness Define YOUR Expectations from LINKS Implementation q What are things you want to happen? q What do you not want to happen? q How do you feel about being here? q Do you have negative feelings that may keep you from fully benefiting? q How can you change that?
Enthusiasm is contagious… but so is the perpetual cycle of negativity and cynicism What will you perpetuate?
School data: Vision for change n Completion rate n Retention rate by grade level n Increase in number of students taking higher level courses n Disciplinary referrals (% of ISS, OSS) n Attendance Rate n Number of students participating in extra help
Stage 1: Creating the VISION Describe your ideal student. What character traits will he exhibit What does he know? How does he behave? How does he think? How does he interact? Source: Jerry North Central Regional Educational Laboratory http: //www. mdk 12. org/process/leading/shared_vision. html
Stage 1: Creating the VISION 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? Source: Jerry North Central Regional Educational Laboratory http: //www. mdk 12. org/process/leading/shared_vision. html
Stage 2: Learning, acquiring, practicing n How do your support your staff? n Ongoing job-embedded professional development n Team teaching q How do you use and support your coordinator(s) q Professional learning communities q Preparing for lessons in advance q Discussing what went well q Staying solution focused…how can you solve challenges
Stage I: Awareness How will you promote LINKS to q Other staff q Central office q Students q Parents ? ? ?
Stage II: Early Implementation n Leadership is key q School principal must… n n Be chief promoter of LINKS Actively monitor program Hold everyone accountable Be solution-focused… not problem focused q Don’t get caught up admiring the problem n Provide ongoing professional development q See Do’s and Don’ts n COMMIT TO FULFILLING YOUR ROLE!!!!
THE BALANCE OF TENSION E VISION DATA CURRENT DATA F 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 n. Curriculum Mapping n. Advisor training (ongoing) n. Student/staff/parent surveys n. Student portfolios n. Lesson plans and handouts n. Public relations n. Trouble shooting n. Ongoing support n. Principal monitoring n. COACHING (Resource…
Stage 3: Full Implementation n Continually look at school data: Are we addressing school needs? n Staff development for changes n Staff development for new teachers n Lesson supports n Evaluate n Address needs n Reward exemplary practice n Opportunities for sharing
Session IV Voices from the Field: WV Examples Randolph County LINKS Program Deb Super, Assistant Superintendent
LINKS sample schools to discuss… n n n n 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 Activity n Use Resource 25 to assess: q Strengths q Weaknesses q Opportunities q Threats n Draw SWOT on flipchart. Post on wall when finished. Be prepared to share.
Advisor Role – Lesson Delivery n LINKS is a facilitated learning experience. You support and encourage students’ discussion! n Everything you need is on the website q Engaged learning rubrics q Mentoring activities Steering Team q Grading Rubric n LINKS coordinator provides copies of each lesson plan and handouts in time for you to prepare. q Important to look ahead at lessons; some require school specific forms.
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. q What did you like? q What would you change q Additional ideas/resources
Continuous Improvement Fundamental change will occur in an environment supportive of change Ø Collaborative discussion, dialog, critique, and research Ø Everyone is a learner and a leader Ø Commitment to core convictions American Student Achievement Institute
System of Support n Structure n Professional Learning Communities n Time in School Schedule n Fitting into existing system n Involvement = buy in n A system of support n Providing adequate support n High expectations - accountability
LINKS Teams…Professional Learning Communities/Teams n n n 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 ü Professional learning communities ü Grade level teams …lesson plan delivery üTeams by Topic v curriculum map – Grade Level Teams v customizing lesson plans v portfolios v Project Based Learning v ISTP v Parent activities ü Book Clubs
Timeline Suggested Activities – Appendix B, C & D
Group Work Action Plan n Next STEPS…
Group Work (throughout the training) n Appendix A – Action Plan n Resource 1 – Questions to Ask n Timeline GOAL…. n Work to complete an implementation Plan to return to your schools with a draft plan.
Personalizing the Learning Environment “High schools of the 21 st 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!! Not everything that is faced can be changed, but nothing can be changed unless it is faced James Baldwin
Final Thoughts? ? ? Safe Travels
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