welcome! secondary professional school counselors’ support services meeting february 19, 2015...

Welcome!

Secondary Professional School Counselors’

Support Services Meeting

February 19, 2015

Education Service Center, Region 2 - 209 N. Water Street – Corpus Christi, TX 78401 – www.esc2.net

http://www.esc2.net/

Agenda Ethics Updates Comprehensive Guidance Program – evaluation and

data collection College & Career Readiness Counseling Career Inventories TxVSN CTE – What Counselor’s Need to Know Networking Reminders Upcoming Events



Ethics

You can't practice risk free - no matter what we do there is risk

Who sets the standards?What one word will keep you out of trouble?What do they entail?5 moral principles for ethical decision

making



Updates HB5 (need to change using this terminology since in a new legislative session) required forms

at bottom of HB5 page -endorsement opt out and locally developed course request PGPs for students in cy 10th-12th encouraged but not required Academic Achievement Record

TEKS changes HS Math for the 15-16 year - look at prerequisites

K-12 Fine Arts for the 15-16 year –

middle school changes - dance added, TEKS by rigor not grade level for middle school (ms 1, 2, 3) HS more options within the disciplines

CTE TEKS under review currently 17-18 year

2-phase adoption expected this spring and summer

2 new HS math courses - Statistics & Algebraic Reasoning for 15-16 year

up next for review: Personal financial literacy elective course; ELAR & SLAR

Advocacy and timing at the state level to bring attention to school counselors last legislative session - changed all terms to one - professional school counselor.

Several bills introduced for current legislative session - Need greater advocacy at state level for counselors - administrators advocate for local control regarding amount of time spent on duties and allocation of funds - overpowers proposed bills.

HB 181 - information on HS diplomas - remove requirement to include endorsements, distinguished level achievement and performance acknowledgements from diploma (not transcript) if passed would have an effective date for the 14/15 year...timeline will be tight...



Updates Changes to Apply Texas Authorizations - FAFSA MOU -

In order for local education agencies (LEAs) to be or continue to be eligible to receive their student’s FAFSA data, the district must enter into a FAFSA Completion Initiative Participation Agreement for Texas Public Secondary Education Entities (“Agreement”) with the THECB, signifying its careful management of access to the data and protection of it in accordance with FERPA. A copy of the required Agreement, signed by THECB, is attached. Districts (or SEEs) must complete and return the Agreement by:

- Entering the contact information for the district’s Lead Administrator or Counselor in Section 6.0 (S),

- Entering the Texas Public Secondary Education Entity name and 6-digit TEA district number in the heading of the Signatures table in Section 7.0, along with the superintendent name, title and date, - Signing the agreement on page 11, and - Scanning and emailing the Agreement to the THECB.

The signed Agreement should then be sent to the attention of Jane Caldwell, Director of Student Support, [email protected] by no later than 5:00, p.m., February 27, 2015. Districts failing to submit the MOUs by this date will be denied access to the data until they have completed and submitted the document.


http://tea.texas.gov/About_TEA/News_and_Multimedia/Correspondence/TAA_Letters/FAFSA_Completion_Agreement/

mailto:[email protected]


Comprehensive Guidance Program Evaluation Guidance Document

Evaluation is a critical component of a developmental guidance and counseling program and ensures accountability. The purpose of evaluation is to determine the value of the program, its activities, and staff in order to make decisions or to take actions regarding the future. The evaluation will measure the delivery of services (the process evaluation) and outcomes (product evaluation). This ongoing process provides information to ensure continuous improvement of the guidance program and gives direction to necessary changes.

1. How effective have the program improvements been?

2. Does the program meet the program standards?

3. Have students become competent in the high priority content areas?

4. How well are counselors performing their roles?


http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147494479



1. How effective have the program improvements been?

Program improvement identifies the objectives and strategies to be accomplished through implementation of a list of tasks within an expressed time line. It provides a basis for determining whether the objectives and the time lines were met. Further, it supports judgments as to the effectiveness of the improvements in attaining goals and provides the basis for the next set of program improvements.

As a result of designing program improvements, new expectations for counselor performance emerge. These expectations form the basis for the setting of professional growth goals by school counselors. Similar to program improvement plans, professional growth plans establish the objectives for developing specific skills or knowledge, identify the strategies for attaining the objectives, and specify the time lines.





2. Does the program meet the program standards?

A fully implemented and supported guidance and counseling program will have a measurable impact on students, parents, faculty, and the school climate. Because the evaluation is based on explicitly stated standards, data collection and analysis will describe the level of implementation of the program, the effectiveness of the guidance program, and the level of goal attainment.





3. Have students become competent in the high priority content areas?

Evaluating student competency development in a guidance program is critical to keeping the program efforts on target and efficient while simultaneously making the best use of the resources available. Effective evaluation must be carefully planned to include needs assessment and development of goals, targeting competencies, specifying expected results by grade level and setting objectives for specific activities.





4. How well are counselors performing their roles?

Because the quality of the guidance program is inextricably linked with the performance of the school counselor, counselor performance evaluation is critical to the improvement and maintenance of the developmental guidance and counseling program. The developmental guidance and counseling program framework also includes standards for the counselor’s job performance, expressed in the responsibilities of the professional school counselor and in each counselor’s specific job description in the local program.

Using the counselor’s job description as a guide, a relevant performance evaluation system and instrument can be used. School counselors should be appropriately supervised. Whenever possible, evaluations of school counselors’ performance should be the responsibility of certified counselors or someone specifically trained in school counselor supervision and evaluation.




Comprehensive Guidance Program Data collection related to the comprehensive guidance program:

Track minutes spent

Judson ISD



College & Career Readiness Counseling http://

www.careeronestop.org/Videos/CareerandClusterVideos/career-and-cluster-videos.aspx

http://media.collegeboard.com/digitalServices/pdf/advocacy/nosca/11b-4382_MS_Counselor_Guide_WEB_120213.pdf

http://media.collegeboard.com/digitalServices/pdf/nosca/11b-4151_HS_Counselor_Guide_web.pdf

http://media.collegeboard.com/digitalServices/pdf/nosca/11b_4393_counseling_page_WEB_111107.pdf?affiliateId=noscahero&bannerId=resources


http://www.careeronestop.org/Videos/CareerandClusterVideos/career-and-cluster-videos.aspx















Career Inventories

http://assessment.texasgenuine.org/

Student Interest Inventory

http://vacareerview.org/resources/pdf/publications/exploringcareerclusters/Career%20Cluster%20Activity%20Pages%20for%20K-2.pdf


http://assessment.texasgenuine.org/





TxVSN Presentation

Laura I. Hodges, MA, LPC-S, NCC, ACS

Counselor

Texas Virtual School Network (TxVSN)

972.348.1416 - office

972.348.1417 - fax

www.txvsn.org


http://www.txvsn.org/


What Counselors Need to Know about CTE

Joye Beard, Ph.D.

CTE Specialist

[email protected]



CTE’s Role in Career Guidance Tea Party Activity

Step One: Read the concern to yourself a few times. Think about the kinds of connections you can make about what you read.

Step Two: Move around the room and read your concern to others. When you pair up, take turns reading.Next, discuss your concern.What are some solutions you’ve been working on

at your district that you can share?



Continuum of Personalized & Applied Learning

Elementary Middle School High School

Career Education

Career Exploration

Career Preparation

What kinds of structures support school and out-of-school learning opportunities?

Counselors must advise elementary and middle school students and parents of the importance of postsecondary education.

Counselors must annually provide information about postsecondary

education, including advantages of earning an endorsement,

performance acknowledgment, and distinguished level of achievement

to the student and parent.



Supporting a Comprehensive Counseling & Guidance System

System Framewor

k

Individual Student

Planning

Guidance Curriculu

m

Responsive Services

System Supports

Research shows that comprehensive counseling and guidance systems result in students:

having access to more college and career information,

being more purposeful in their course selections,

reaching higher levels of academic achievement, and

feeling that their education has better prepared them for their future.



Preparing Students

Personal Graduation Plans

Individualized Education Program (IEP)

Career Coaching

Electronic Portfolios

CTE Student Organizations

Work Experience Opportunities

Individual

Student Planning

Postsecondary Readiness and Personal Graduation

Plans

Understanding the Commissioner’s Rules Concerning Special Education Services and §89.1070 Graduation

Requirements.

Keeping track of Performance

Acknowledgement for diplomas and transcripts.

Ensuring the appropriate

students enroll in a College Preparatory

Course

Students meeting all

required prerequisites

prior to course enrollment



Personal Graduation Plans

Districts must publish information on the FHSP and Endorsements on their website and ensure it is available to students and parents in grades 9 and above in the language in which they are most proficient.

State documents will be available in English and Spanish.

District must provide translation to other languages only if at least 20 students in a grade level primarily speak a different language.

HS PGP8th graders and parents

informed/pick endorsement

HS PGP confirmed &

signed by the end of 9th

grade year

If Endorsement

changes-notify parents

in writing

If Endorsement is dropped at end of 10th-

parents notified in

writing

The PGP Process



Plans Already in Place

• The U.S. Department of Education identified these 16 national clusters in 1999.

16 Career Clusters

• The 2006 Carl D. Perkins Career and Technical Education Act requires no less than three CTE programs of study in three different career clusters.

• To be eligible for CTE contact hour funding, a district MUST offer at least one coherent sequence of courses in at least three different career clusters.

Programs of Study*

• New graduation plan for students entering ninth grade in 2014-2015.

FSHP & Endorsements

Guidance Curriculum

*Districts & charters must join an SSA to apply for Perkins funding if they enroll fewer than ten/five students in coherent sequences of CTE courses even if even if the LEA is eligible for a Perkins allocation equal to or greater than $15,000.



Required Uses of Perkins Funds

Integrate academics with CTE programs using a coherent sequence of courses

Link CTE at the secondary and postsecondary levels.

Provide students with strong experience in and understanding of all aspects of an industry.

Develop, improve, or expand the use of technology in CTE programs.

Provide professional development programs to teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrating CTE programs.

Develop and implement evaluations of the CTE programs carried out with funds, including an assessment of how the needs of special populations are being met.

Initiate, improve, expand, and modernize quality CTE programs, including relevant technology.

Provide services and activities that are of sufficient size, scope, and quality to be effective.

Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.



CTE Accountability Carl Perkins

Eligible recipients that meet or exceed the state level of performance for at least four out of five performance measures are eligible for an additional allocation (the incentive award).

Academic Attainment

(ELA)

Academic Attainment

(Math)

Technical Skills

Attainment

Secondary School

Completion

Student Graduation

Rates

Secondary Placement

Nontraditional

Participation

Nontraditional

Completion

Performance-Based Monitoring The PBM system reflects the use

of integrated interventions based on LEA performance as evidenced by the PBMAS indicators.

CTE STAAR EOC Passing Rate

CTE LEP STAAR EOC Passing Rate

CTE Economically Disadvantaged

STAAR EOC Passing Rate

CTE SPED STAAR EOC Passing Rate

CTE Annual Dropout Rate (Grades 9-12)

CTE RHSP/DAP Diploma Rate

CTE Graduation Rate

CTE Nontraditional

Course Completion Rate-

Males

CTE Nontraditional

Course Completion Rate-

Females



PEIMS ReportingEffective 2014-2015 Report the number of students who were:

Enrolled in Foundation High School Program Pursuing Distinguished Level of Achievement Enrolled in a program to earn an endorsement

Information disaggregated by all student groups



Responsibilities for CTE Courses

• Districts must encourage to the greatest extent possible that students in CTE programs enroll in dual credit courses that lead to a degree, license, or certification.

Dual-Credit for CTE Students

• The SBOE will ensure that at least 50% of the CTE courses they approve are cost-effective for districts.

Cost-Effective Programs

• The SBOE will ensure that at least six advanced CTE or technology application courses, including personal financial literacy, are approved to satisfy a fourth credit in math.

New CTE Math (2017-2018)

• CTE certification exams for certifications no longer have to be in high-demand, high-wage, high-skill occupations.

Certifications & Licenses



CTE Math for FHSP Mathematics--three credits.

Two credits must consist of Algebra I and Geometry.

The third credit may be selected from one full credit or a combination of two half credits from two different courses.

Courses are subject to prerequisite requirements and must come from the following list:Third Math Course List

Mathematical Models with Applications AP Calculus BCMathematical Applications in AFNR (CTE – AFNR)

AP Computer Science (Tech App)

Digital Electronics (CTE – STEM) IB Mathematical Studies Standard Level (SL)Robotics Programming and Design (Tech App)

IB Mathematics SL

Algebra II IB Mathematics Higher Level HLPrecalculus IB Further Mathematics HLAdvanced Quantitative Reasoning Engineering Mathematics (CTE – STEM )Independent Study in Math Statistics and Risk Management (CTE –

Finance) Discrete Mathematics for Problem Solving Discrete Mathematics for Computer Science

(Tech App)AP Statistics Locally developed math course or other activity

[pursuant to TEC, §28.002(g-1)

AP Calculus AB Mathematics course endorsed by an IHE [pursuant to TEC, §28.025(b-5)

Algebraic Reasoning (in development for implementation in 2015-2016)

Statistics (in development for implementation in 2015-2016)Education Service Center, Region 2 - 209 N. Water Street – Corpus Christi, TX 78401 – www.esc2.net


4th Math Requirement To earn an endorsement a student must complete a 4th Math.

The 4th credit may be selected from one full credit or a combination of two half credits from two different courses.

Again, courses are subject to prerequisite requirements and must come from the following list:

Fourth Math Course List

Algebra II AP Computer Science (Tech App)

Precalculus IB Mathematical Studies Standard Level

Advanced Quantitative Reasoning IB Mathematics Higher Level

Independent Study in Mathematics IB Further Mathematics Higher Level

Discrete Mathematics of Problem Solving Engineering Mathematics (CTE – STEM )

Algebraic Reasoning Statistics and Risk Management (CTE – Finance)

Statistics Discrete Mathematics for Computer Science (Tech App)

AP Statistics Locally developed math course or other activity [pursuant to TEC, §28.002(g-1)

AP Calculus Mathematics course endorsed by an IHE [pursuant to TEC, §28.025(b-5)



Proposed CTE Math Courses for 2017-2018

Piping and Plumbing Technology (currently offered) Proposed name change to Plumbing Technology II Course within the Architecture and Construction Cluster

that leads to a Business & Industry Endorsement. Applied Mathematics for Technical Professionals

Course within Career Development that leads to any endorsement

Mathematics for Medical Professionals Course within the Health Science Cluster that leads to a

Public Service Endorsement.



Proposed CTE Math Courses for 2017-2018

Financial Mathematics Course within the Finance Cluster that leads to

a Business & Industry Endorsement. Manufacturing Engineering (currently

offered) Proposed name change to Manufacturing

Engineering Technology II Course within the Manufacturing Cluster that

leads to a Business & Industry Endorsement.



CTE Science for FHSP Science-three credits.

The first credit must come from Biology, AP Biology or IB Biology.

The second credit must be selected from the following laboratory-based options:

Second Science Advanced Course List

Integrated Physics and Chemistry (IPC) Physics

Chemistry Principles of Technology (CTE – STEM)

AP Chemistry AP Physics 1: Algebra-Based

IB Chemistry IB Physics



CTE Science for Endorsement The third (FHSP) or fourth (endorsement) credit may be selected

from one full credit or a combination of two half credits from two different courses. Courses may be subject to prerequisite requirements: Third or Fourth Science Advanced Course List

Chemistry IB Physics Physics IB Environmental ScienceAquatic Science Advanced Animal Science (CTE – Agriculture, Food, and Natural

Resources)

Astronomy Advanced Plant and Soil Science (CTE – Agriculture, Food, and Natural Resources)

Earth and Space Science Anatomy and Physiology (CTE Health Science course)Environmental Systems Medical Microbiology (CTE Health Science course)AP Biology Pathophysiology (CTE Health Science course)AP Chemistry Food Science (CTE – Hospitality and Tourism)AP Physics 1: Algebra-Based Forensic Science (CTE – Law, Public Safety, Corrections, and Security)

AP Physics 2: Algebra-Based Advanced Biotechnology (CTE – STEM)AP Physics C Principles of Technology (CTE – STEM)AP Environmental Science Scientific Research & Design (CTE – STEM)IB Biology Engineering Design & Problem Solving (CTE – STEM)IB Chemistry Principles of Engineering (CTE – STEM)Locally developed science course or other activity [pursuant to TEC, §28.0029(g-1)]

Science course endorsed by an IHE [pursuant to TEC, §28.025(b-5)]



Helping Students

Activities to meet students’ immediate needs when they experience problems that interfere with their success in school.

Attainable Goal

Setting

Administer Career

Assessments

Peer Coaching

Aspiration vs.

Performance

Responsive

Services



Team Building

Allows guidance counselors sufficient time to carry out guidance program management and evaluation work, community collaboration, committee work and required administrative tasks.

Those with Strong

Connections to CTE

Work-Based Learning

Facilitators

Career Coaches

CTE Administrato

rs

CTE & Core Teachers

Career Development Specialist

System Supports



Skill Centers: The Future of CTE

Skill centers are high schools that serve more than one school district and offer industry-defined Career and Technical Education classes.

Skill Centers

AFNR Hospitality & Tourism

Health Science Law Enforcement



Networking

Share celebrations

What is your main struggle/stressor right now?



Reminders:Texas Administrative Code


TITLE 19 EDUCATIONPART 7 STATE BOARD FOR EDUCATOR CERTIFICATIONCHAPTER 232 GENERAL CERTIFICATION PROVISIONSSUBCHAPTER A

CERTIFICATE RENEWAL AND CONTINUING PROFESSIONAL EDUCATION REQUIREMENTS

RULE §232.11

Number and Content of Required Continuing Professional Education Hours

Every 5 years on the last day of your birth month

Keep track of your CPEs

TEAL account access needed


http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=2&ti=19

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=3&ti=19&pt=7

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=232

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=7&ch=232&sch=A&rl=Y

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=7&ch=232&sch=A&rl=Y

http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=T&app=9&p_dir=N&p_rloc=167222&p_tloc=&p_ploc=1&pg=2&p_tac=&ti=19&pt=7&ch=232&rl=11

Upcoming Events South Texas Career Expo – JK Northway in Kingsville FREE event –

March 6th

Discuss April and May meeting dates



Comments & Questions

Stephanie Smith

Federal Programs & Counseling Specialist

[email protected]

361-561-8567


mailto:[email protected]


welcome! secondary professional school counselors’ support services meeting february 19, 2015...

Documents

water street corpus

updates changes

required agreement

state level

students fafsa data

local education agencies

new legislative session

middle school ms