Advisory Program Implementation

Part II

ADVISORY PROGRAM IMPLEMENTATION

Directions: The school LINKS coordinator is the most appropriate person to complete this survey.

Directions: The LINKS school coordinator, in collaboration with your steering team should complete this survey. This information will then be used to complete the WVDE web-based version of this survey in order to inform changes to the LINKS Model at the state level. If your school does not have a LINKS coordinator, a member of the Guidance and Advisement or LINKS steering committee (counselor, principal, lead teacher) can complete this survey. Please complete the survey by May 15of each year. If your school has grade level coordinators, ask each grade level coordinator to complete this survey to drive completion of the school survey. If you do not know the answer to any of the questions, please consult other members of your steering committee or school staff.

(CHOOSE all that apply to your CURRENT position.)

(a)Superintendent

(b)High School Principal

(c)Middle School Principal

(d)Assistant Principal

(e)Assistant Superintendent

(f)Academic Teacher

(g)Elective Teacher

(h)Career/Technical Teacher

(i)School Counselor

(j)LINKS Coordinator

(k)Other:

IMPLEMENTATION ASSESSMENT OF CURRENT ADVISORY PROGRAM

PURPOSE: This part of the survey is a self-assessmentdesigned to assist in rating the current implementation status of your school’s AdvisoryProgramandassist school advisory leadership team in setting systemic goals. It can highlight at what level your program is being implemented and serve as a benchmarking tool for improvement by helping you identify facets of your program that need strengthened to align with the LINKS Model which reflects researched best practices.

DIRECTIONS:Please mark all responses that apply for each statement that has been implemented at your school. Steps are listed in the suggested order of occurrence. Total the number of check marks in each area.

PLANNING PROCESS AND STRUCTURE

A: School Administration:

Administrative leaders work in concert with teachers / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Reviews/discusses teacher as “advisor” role during teacher evaluation
Reviews teacher expectations related to advisory during hiring process
Establishes grade-level advisory program coordinators who provides grade level support and ensures
Organizes and works with
an advisory planning committee that includes parents, students, faculty and other stakeholders
Annually approves goals/ curriculum and a plan of action to enhance
Markets program name/logo
Fosters communication among parents, teachers, counselors, and students about advisory
Provides opportunities to tour or observe model advisory programs/best practices in other schools or via technology
Provides initial and ongoing orientation/professional development for new/current staff
Provides ongoing weekly walk-throughs to ensure ALL staff are implementing advisory with fidelity to school model and established advisory goals
Develops a school master schedule that allocates sufficient time for advisement activities
Total for each column
Total Points for Section A: (22 points possible)

SET CALENDAR

B: Yearly Calendar Schedule

Yearly Calendar Schedule / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Established and adhere to planning committee meeting times
Targeted staff training dates are schedule related to advisory
Advisory sessions in Master schedule (45-50 minutes at least once a week)
Parent/advisor/student conference dates/ times are established annually
Student scheduling/academic planning process involves a time set aside in calendar for advisor/student planning
Total for each column:
Total Points for Section B (10 possible): / Your Total

STRUCTURE

C: Program Structure

Our School (‘s) … / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
has a leadership or steering team that guides program design, curriculum, and evaluation.
steering team meets at least twice annually.
has a LINKS coordinator that oversees the program and supports advisors
has GRADE LEVEL COORDINATORS who assists with grade-level program implementation.
has a systemic process for referring at-risk students that is well-known by advisors
advisory program is school-wide and involves most staff.
advisory groups are twenty-five (25) or less.
provides grade-level or school-wide LINKing activities related to some of the lessons.
Total for each column:
Total Points for Section C (16 possible): / Your Total

CURRICULUM

D (1): Curriculum Development & Implementation

(To be addressed by planning committee and administration)

Curriculum Development & Implementation / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
The school develops and/or administers a student advisory needs assessment to identify school specific needs.
The school delivers grade-level lessons from LINKS website and covers other school-specific needs identified by school data.
All advisors have and follow grade-level curriculum map.
A School Coordinator copies materials for use by advisors (advisors do not have to copy own lessons).
The school has identified school-specific categories to be incorporated into the development of student portfolios.
Total for each column:
Total Points for Section D (1)(10 possible): / Your Total

D (2): Lesson Topics

Please check lessons being utilized to develop student skills and knowledge acquisition relating to / Yes (.5) / No (0)
Developing a plan of study to identify course selection
Understanding WV Career Clusters and Concentrations
Selecting Career Cluster and/or Concentration
Completing and understanding interest inventories/academic assessments
Understanding individual learning styles and improving learning process
Improving study skills
Creating resumes
Demonstrating 21st Century workforce skills
Demonstrating 21st Century school success skills
Improving social skills
Exploring school/community involvement options
Exploring leadership opportunities
Exploring lifelong learning options
Understanding the relevance of grade point average (GPA) or good grades
Understanding the relevance of course selection and future goals
Addressing high school graduation requirements
Learning college & military entrance requirements
Developing an individual portfolio related to future goals
Understanding and apply financial literacy skills to present and future success
Transitioning from grade to grade
Setting short and long-term goals
Below: list other lessons that support academic, career and 21st Century skill development and award .5 point for each lesson
Total Points for Section D (2) is eleven (11): / Your Total
Total Points for Section D (1) + D (2) is twenty-one (21): / Your Total

ADVISOR TIME WITH STUDENTS

E: Student Advisors

Student Advisors / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Works with career cluster or single grade peer groups as a unit throughout middle or high school
Meets with small equitably distributed groups of students
Meets a minimum of once a week for a minimum of 36 times per year
Meets with advisory group for a minimum of 30 (twice a week) or at least 45 minutes (once a week)
Provides at least one weekly lesson to address grade specific needs
Total for each column:
Total Points for Section F (10 possible): / Your Total

TEACHER/ADVISOR PROFESSIONAL DEVELOPMENT

F (1): Teacher Involvement

Teacher Involvement / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Staff were involved in a visioning exercise that helped the school define expectation for the advisory program based on the student outcomes we envisioned for our students
The school provides grade level opportunities (at least monthly) for advisors to review/discuss lessons prior to delivery of lessons.
The school provides grade level opportunities (at least monthly) for advisors to debrief/discuss lessons, successes, challenges, and delivery strategies, and make suggestions for future improvements
There are established peer mentors for “new” advisors.
The school trains substitutes, new staff, and support staff on the use of LINKS materials.
Counselors share advisee records regarding attendance, grades, discipline, etc.
Total for each column:
Total Points for Section G (1) (12 possible): / Your Total

F (2) Professional Development Opportunities

Please check advisor training opportunities being offered: / Yes (.5) / No (0)
LINKS Advisory program purposes, curriculum, and benefits
Roles and Responsibilities of all school stakeholders in relation to LINKS (advisor, coordinator, principal, counselor, student, steering committee).
Orientation to LINKS website
Delivering LINKS Lessons (engaging delivery methods)
Forging advisor/advisee and student-to-student relationships (energizers graduation requirements)
WVDE LINKS Evaluation site, survey types, timelines and process
Student scheduling process and advisor role
Sequence of core class selection
Academic progress, attendance, and future plans
Orientation to vocational technical school and/or feeder high school
Individual student transition plans (ISTP, Two Year, Three or Five Year Plan)
Assessment interpretation (i.e. interests inventories, learning styles inventories, WESTEST 2, EXPLORE, PLAN, ACT).
WV career clusters and/or concentrations
Senior project components

High school graduation requirements
Offering credit
Grading/assessing student attainment of LINKS competencies
Ways to involve parents and/or improve parent/school communications
NCAA requirements
Promise Scholarship and other student financial aid/scholarship options
College entrance requirements
Below: list other advisor training opportunities that are offered and award .5 point for each lesson
Total Points for Section F: / Your Total

PARENT/STUDENT/ADVISOR CONFERENCE

G: Parental Participation

Parental Participation: The advisor is involved in a process to … / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Increase parental attendance at parent/teacher conferences and other opportunities to engage parents in their child’s education (school/grade level/advisory orientations, career programs, informational meetings [bullying, cyber safety, financial literacy, post-secondary opportunities, senior meetings, scheduling, transitioning to high school, etc.])
Make regular contact with advisee’s parents to provide general school information and for positive reinforcement related to individual students.
Support the school counselor by contacting non-responsive parents to engage them in developing their child’s schedule
Meet with parent at least annually to discuss student academic and career plan (includes updating ISTP/Five Year Plan – 8th grade and beyond)
Regularly contact parents when concerns arise (attendance, behavior, academic, etc.)
Total for each column:
Total Points for Section G (10 possible): / Your Total

H: ADVISORY OUTCOMES

Please check measurable benefits observed at your school: / Yes (.5) / No (0)
Increased parental participation/attendance (75% or more of parents engaged)
Improved course scheduling
Decreased schedule changes
Increased faculty ownership for “student” success
Increased time for counselors to focus on counseling
Improved student enrollment process that includes involvement of counselor/parents/ advisors/teachers and peer mentors as a team to support student transitions
Increased knowledge of educational opportunities and academic planning
Improved understanding of graduation requirements/college entrance requirements
Increased enrollment in higher level courses (math, science, AP, Honors, IB, etc.)
Greater number of students with a “career” plan/focus on higher achievement
Increased number of partners (i.e., businesses, colleges)
Fewer dropouts
Improved attendance
Improved graduation rates
Your Total / Your Total

MARKETING

I: Community & Public Relations

Parental Participation: The advisor is involved in a process to … / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Provides letter/flyer to inform all parents of program purpose and meeting dates
Maintains ongoing communication with parents regarding student progress
Maintains ongoing communication with parents regarding LINKS activities
Publishes a newsletter (bi-annual, annual, quarterly, etc.) to discuss activities and benefits of advisory
Reports to the community on a regular basis about the program and its results (TV, radio, newspaper, etc.)
Total for each column:
Total Points for Section K (10 possible): / Your Total

EVALUATION

J: Program Evaluation & Improvement

Program Evaluation & Improvement / Not Implemented (0) / Partially Implemented (1) / Fully Implemented (2)
Parents evaluate LINKS Student Advisement Program and School/Advisory Supports
Students evaluate LINKS Advisory experience and are given opportunities to provide lesson feedback
Teachers evaluate LINKs Advisory experience
LINKS Advisory Steering Committee compiles, reviews and shares program evaluation results
Coordinator/steering team complete annual program assessment to identify program strengths and weaknesses.
Program adjustments are made prior to the next school year sessions
Annual program improvement plans or planned changes are shared annually with students, parents, and school staff
Total for each column:
Total Points for Section L (14 possible): / Your Total

______GRAND TOTAL for Section A through Section J

EVALUATING YOUR ADVISORY PROGRAM

Add one (1) bonus point if additional specific lessons are listed after “Other” in Section C and one (1) bonus point if additional specific training topics are listed after “Other” in Section E

ADVANCED

(Majority of criteria checked in each section) / PROFICIENT(Minimum of 3 criteria checked in each section) /

BASIC

(Minimum of 2 criteria checked in each section) /

DEVELOPING

(Must have at least 1 criterion checked in each section) / NOT YET ESTABLISHED
(No criteria checked in one or more sections)
120 or morePoints / 86-119 Points / 61-85 Points / 31-65 Points / 0 -30 Points

Advanced

/ Your advisory program is well established. Continue to review and self-evaluate after every session and make required adjustments as needed to continue to help students be successful. Continue giving advisors opportunities to share and build synergy. Consider serving as a demonstration sites for other schools. Consider developing and sharing tools/processes to assist other schools in implementing or improving

Proficient

/ Your advisory program has engaged the majority of your school’s staff, students and parents. The LINKS activities are varied and supportive of students’ goals. Continue to challenge yourselves to find additional ways to provide students the opportunity to develop skills they need for future success and provide advisors more opportunities to share and learn from each other. Carefully examine areas you were not able to check and consider professional development options to improve these areas.
Basic / Your advisory program is meeting the standard. Continue to meet on a regular basis with your advisory committee, encourage staff participation, and seek feedback from students and parents to help make progress in what you’re doing. Continue to challenge yourselves to find additional ways to provide students the opportunity to develop skills they need for future success and provide advisors more opportunities to share and learn from each other. Carefully examine areas you were not able to check and consider professional development options to improve these areas
Developing / Your advisory program is in the development stage. You most likely have been working hard to develop a program in which everyone is actively involved. Don’t give up. Real change takes time and energy. You may feel frustration because not everyone views it as their job to assist students in planning for their future. Continue to seek administrative support, train staff on a regular basis and seek community assistance. Carefully examine areas you were not able to check and consider professional development options to improve these areas. Send staff members, who have not yet had the opportunity, to state LINKS training. You may want to visit a school with an established, effective program.
Not Yet Established / Seek assistance because your advisory program does not have the basic structure yet established to be effective. Consider sending a school team (principal, counselor, grade level teachers, a parent leader, etc.) to a state-level LINKS training or ask for a trainer to provide professional development at your school. You may also want to take a team to visit a school who has a well-established program that is producing positive student/school results.

This Implementation Assessment developed by Barbara Ashcraft, School Counseling Coordinator

West Virginia Department of Education

The rubric was adapted (with permission) from the

TAA Advisory Assessment Rubric

Developed by Career and Support Services Team

Oklahoma Department of Career and Technology Education