partner for proven results: a model partnership impacting academic achievement and post-secondary...

Partner for Proven Results: A Model Partnership Impacting Academic Achievement and Post-Secondary

Rebecca A. Schumacher

University of North Florida,

Jacksonville, Florida

Third Annual Evidence-Based School Counseling Conference 2015


Introductions

• Who Am I? • Who Are You?


Engagement Activity

Find a partner, share your thoughts and jot down to report out what your thinking may be, or your experiences about District-University Partnerships.

Consider two categories

Benefits Challenges

Presentation Focus

1. Partners Defined and Described:

The District --- the School Counseling Preparation Program---the Community

2. The Genesis and Evolvement of the Partnership

3. Program Delivery Models and Examples of DCPS Student Impact

4. Lessons Learned: Benefits & Challenges

5. Replication and Application: The Current State of the Partnership

6. Application for YOU



PARTNERS DEFINED AND DESCRIBED:The District & the School Counseling Preparation Program

About Us District

Student Population 125,164/195 schools

% of economically disadvantaged 53%

% of minority 63%

% graduating in 4 years with standard diploma

72.1 % to 74% this past year compared to 75% for the State

% Drop out rate 4.1%

2014-2015 Source: DCPS Schools.org



Duval County {DCPS}

Schools Levels Number

Elementary 103

Middle 24

High 19

Other (charter, alternative, virtual, exceptional centers)

46


Duval l County Public SchoolsEvery School. Every Classroom. Every Student. Every Day.

Total Number of School Counselors in the District

229

# Students Per School Counselor 562

Elementary# Students Per School Counselor

598

Middle# Students per School Counselor

497

High School# Students per School Counselor

THE FLORIDA LEGISLATURE’S OFFICE OF PROGRAM POLICY ANALYSIS & GOVERNMENT ACCOUNTABILITY (2015)

561


UNF School Counseling

SUPPORTERS OF ACADEMIC RIGOR (SOAR)School Counseling Program


Program Philosophy

The program prepares school counselors who are systemic change agents, advocates for educational equity and social justice, and leaders in diverse schools and communities, with emphasis on schools in urban communities.

Through the systematic development, implementation, and assessment of powerful learning experiences; the program facilitates students’ development as culturally competent leaders in educational reform and social justice initiatives within their schools and local communities.

The SOAR program faculty works collectively with community members, youth, and other educators in order to promote the interconnectedness of teaching, scholarship, service and professional practice within community contexts.


Characteristics of the Program

A cohort model A 48-credit Master of Education

degree in Counselor Education Eligibility for school counselor

certification in Florida Skill building in counseling

leadership, collaboration, and data-driven decision making

Field experiences integrated throughout the coursework for a total of 700 clock hours

Focus on urban school experiences

Focus on knowledge and understanding for innovative practices in school counseling

Use of technology applications in school counseling to support students’ growth and development

Use of data driven comprehensive programs that promote success for all students in the areas of academic, career, and social/emotional development

Focus on equity and access opportunities for all students

Designed for the working student; an evening and weekend program with approximately 3 daytime obligations per semester (summer term may require more daytime obligations)


Cohort 15

Gender

Male 8.69%

Female 91.3%

Race

Caucasian 47.82%

African American 43.48%

Hispanic 8.69%


Cohort 16 N=28

Gender Gender

4

22

Gender

Male 15%

Female 85% 13

10

11

3

Race

Caucasian 46%

African American 36%

Middle East 4%

American Indian or AlaskaNative %4

Asian 10%


Teaching background vs. non-teaching background

Teacher Certified 2015

Yes 36.4%

No 63.6%

12

16

Teacher Certified 2016

Yes 43%

No 57%

Great Need in our CommunityThe Community Foundation of Northeast Florida reported in March 2013 that “by 2018, experts estimate that more than 60% of the working population will need some postsecondary training in order to obtain employment”.

Yet in Jacksonville, only 38% of citizens hold a college degree (The Community Foundation of Northeast Florida, 2013).

http://www.jaxcf.org/document.doc?id=414



Data and Educational levels 2013 education levels % of working age 25 to 64 attained

no H.S. HS D or GED

Associates Bachelors Grad. Degree

0

10

20

30

40

50

60

U.SFlJax


The Partnership

Shared Commitment

Of both the school district and university school counseling faculty

Shared disposition that all children can succeed. • emphasis on strategies to eliminate the achievement gap between

minority and low income students and their more advantaged peers;

• emphasis on academic success, and post secondary planning and readiness to increase the college going rate



Genesis of the Program; Genesis of the Partnership

• SOAR was born out of The Education Trust as one of six universities selected for The Transforming School Counseling Initiative, DeWitt Wallace-Reader’s Digest, $515,000 (October 1998).

• SOAR (Supporters of Academic Rigor) emphasized a social justice agenda, especially those strategies needed to eliminate the achievement gap between minority and low-income students and their more advantaged peers.

• The SOAR Program has field experiences integrated into course work each semester

• Practicum and Two Internships are spaced throughout the program in three of the six semesters.


The Infancy of the Partnership

The UNF SOAR-DCPS Partnership in the GEAR UP grant was developed to deliver career and academic advising to two cohorts of approximately 340 students each. Each cohort began in grade 7 from the feeder school, Ribault Middle through high school.

Services:

a) three large/small group career & academic advising sessions,

b) two individual sessions in after school programs and summer , and,

c) parent/guardian contact with family night programs. •


SOAR Student First Year

First Fall• Practicum (100 hours)

All students based in a defined school(s) delivering

weekly counseling &

Two Family Night programs

plus:

Assisting school counselors in schools throughout the district

First Spring• Internship (300 hours)

All students based in a defined school(s) delivering

weekly CCR counseling

Two Family Night programs

Career Fair

Plus assisting in community and schools’ program

Program Delivery Models

Our partnership has evolved over the decade plus


The Evolvement of the Partnership

1999 we began in one middle school

With two cohorts of 7th grade who we continued with through high school to graduation in 2006

2006-present

We have been in 3 other high schools

5 other middle schools

2 elementary school

Each school with high % of free/reduced lunch students


Thus far .

University of North Florida School Counseling master-level students have each completed 250 to 400 clock in field experiences in our partner schools.

Fifteen cohorts of approximately 280 school counseling students = approximately 110,000 hours of mentoring/counseling activities.


This Fall - School Counseling Students

Delivered well over 1,120 clock hours in various events -

Financial Aid nights

8th grade transition nights

NACAC Fair

Weekly Counseling

Family Nights



Weekly Mentoring

Weekly Mentoring/Counseling

• Weekly mentoring conducted by a UNF school counseling student and one to as many as six students at a specific school.

• Topics are a range of topics developed sequentially and developmentally.

• Lessons developed using our district’s template for small or large group lessons


Mentoring topics

Goal Setting

Course Selections for Academic

Program of Studies

Time Management

Test Taking Strategies

Organizational Strategies

Career Exploration

College Research

Financial Aid Research

FAFSA

Essay Writing

College Application Completion

College Life

Financial Literacy


Mentoring


Impact on GPA

2010

Series12.46

2.48

2.5

2.52

2.54

2.56

2.58

2.6

2.62

2.64

2.669th Grade Students

GPA of Students who received counselingGPA of Students who did not receive counseling


2011-2012

Series12.4

2.5

2.6

2.7

2.8

2.9

310th Grade

GPA of Students who Received CounselingGPA of Students who did not receive counseling

Third Annual Evidence-Based School Counseling Conference

2012-2013.

Series12.3

2.35

2.4

2.45

2.5

2.55

2.6

2.65

2.7 11th Grade

GPA of Students who received counselingGPA of Students who did not receive counseling



12th Grade-2013-2014

Series12.25

2.3

2.35

2.4

2.45

2.5

2.55

2.6

2.65

GPA of Students who received men-toringGPA of Students who did not receive mentoring

Schools2012-2013 source: FLDOE http://doeweb-prd.doe.state.fl.us/eds/nclbspar/year1213/schl1213.cfm?dist_number=

2013-2014 Source: DCPS Schools.org

The Schools Ribault Jackson Raines

Senior Population 256 136 198

% graduating in 4 years with standard diploma

73.175.9%

66.074.5%

5772.1%

2015 National Youth-At-Risk Conference Savannah, GA


CCR with families and in the schools

CCR

Career Fairs

Financial Aid Programs

Classroom Lessons

Instant Decision Days

College Goal Sundays

BEACON

3rd Annual NEFEC Counselor Forum

What is this “instant decision day”

“Instant Decision Day is an event that allows high school students to meet directly with a university admissions counselor who will review application materials and process a decision instantly.

This event takes time, a strong support system, and careful diligence and organization to be done well. It is also one of the most rewarding events you may ever plan”.

Quote from E. Monahan, 2013 UNF graduate


Instant Decision Day


Benefits

• Face to face professional communication with an admissions counselor

• Direct application evaluation and feedback for improvement

• Interview skills practice• Opportunity to receive scholarships• Potential to walk away with a college acceptance

Ten Simple Steps to Hosting an IDD

1. Get support for the event and create an Instant Decision Day team or committee. (Reach out to local university partnership for assistance if available, use of your parent or community parts.)

2. Establish a date, time, and location for the event.

3. Communicate with local university/college representatives who are interested in participating and/or survey Seniors for colleges that they are interested in applying.

4. Gather admissions criteria from participating institutions including GPA, SAT/ACT scores, etc.

5. Create a list of materials students will need to have on IDD in order for admissions to be determined for each institution (i.e. transcripts, academic history, completed application, etc.).

Ten Simple Steps to Hosting an IDD

6. Present information to high school seniors and have them sign up for IDD appointments.

7. Check student qualifications against admissions criteria and assign eligible students to appointments with corresponding representatives.

8. Confirm IDD details with admissions representatives.

9. Print and disperse student appointment passes and relevant materials.

10.Host Instant Decision Day!

First Year 2011-2012 III.

• Instant Decision Day

Over 50 students participated

18 students admitted – 20 deferred

One “full ride” + $17,586 in texts

Over $60,586 in scholarships offered


To Third Year Fall 2013 III.• Instant Decision Day


Number of Seniors Who Met with College Admission Representatives

203 Seniors184 Seniors admitted

Number of Admissions Awarded

314

Scholarship Amounts Awarded

$ 504,931.00

Number of Colleges Represented

9 different colleges

To Fourth Year Fall 2014 III. • Instant Decision Day


Number of Seniors Who Met with College Admission Representatives

94 Seniors66 Seniors admitted

Number of Admissions Awarded

159

Scholarship Amounts Awarded

$360,000.00

Number of Colleges Represented

8 different colleges

Elementary School with 4th and 5th GradersN=106 out of 135 potential III.

80%

13%

4%3%

How many new careers did you learn about today?

Five +

Four

Three

Two

One



Lessons LearnedChallenges

Benefits


Challenges in Partnerships


Benefits

•Live Supervision•Application to school issues

Authentic Learning

•School Counseling Students•Practicing School Counselors

Professional Growth &

Development

•Developing self awareness •Value for diversity•Infusion into practice

Cultural Competence


Unanticipated Benefit

Second Students are hired in school counseling positions.

Of this current cohort who will graduate this spring or summer, 12 of 24 were hired this Fall as they began their third and last internship.


Replication and Application: The Current State of the Partnership

Within the district

Instant Decision Day is being replicated in some of our high schools.

Career Fairs are being planned in all middle schools

Our program

First year students now are in three middle schools for the weekly mentoring

CCR lessons are being delivered to 5th graders in one elementary school

Five Career Fairs are being delivered in the next two months

Two schools’ 5th graders will spend a day on the UNF campus in May

One faculty was appointed Professor in Residence at one of the UNF College of Education’s Professional Development Schools

First to have our program participate in the College’s Professional Development Schools

Developing Professional Development Schools in Belize where our students will have the option of completing an internship in Belize


Lessons Learned

Communication Relationships Data


Your thoughts

What did you jot down or think about as benefits and challenges that was not discussed?


For Later

If you have questions after this presentation don’t hesitate to email us

[email protected]

mailto:[email protected]


Resources

The Community Foundation for Northeast Florida. (2013, March). A strategy for philanthropic

investment in duval county public schools. Retrieved from:


datacenter.kidscount.org

The Florida Legislature’s Office Of Program Policy Analysis & Government Accountability (2015).

Unpublished Report.

Duval County Public Schools: http://www.duvalschools.org

Ramsy, J., Guadarrama, I.N., Nath, J. L.(2011). Investigating university-school partnerships. In

Research in Professional Development Schools.Charlotte, N.C. : Information Age Publishing.

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partner for proven results: a model partnership impacting academic achievement and post-secondary...

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