YEAR ONE (2017-2018)
Schools will revise their current organizational structure to support a systemic approach to school counseling program delivery, and as needed, update their goals and planned activities for 2017-2018. Schools will also tentatively sequence their focus on priority goals over the four year implementation period and tentatively assign activities to various school counseling partners and future partners.
Community-Based Guidance Initiative:
Schools will continue to recruit community partners to implement a variety of guidance activities such as campus visits, job shadowing, and tutoring. With significant support from ASAI, schools will develop guidance activities, assign activities to community partners in a coordinated manner, and train community partners. Training will include active listening skills, limits of confidentiality, and referral protocols.
YEAR TWO (2018-2019)
Teacher Advisor Program:
Schools will design a locally-appropriate organizational structure and timeline to support the successful implementation of a Teacher Advisor Program (TAP). With significant support from ASAI, schools will develop guidance activities, assign activities to various grade levels in a coordinated manner, and train teacher advisors. Training will include active listening, activity presentation, limits of confidentiality, and referral protocols.
Once designed and implemented, TAP teachers will meet with small groups of heterogeneous students on a regular basis to 1) provide guidance lessons, 2) provide one-to-one mentoring, and 3) develop a caring relationship. Guidance lessons may include bullying topics, career interest inventories, goal setting, etc. Mentoring may include one-to-one meetings (while other students participate in a guidance lesson) to discuss progress toward goals, etc. Relationship-building activities may include hobby days, school-wide picnics with TAP groups, etc.
Using a stepped implementation, schools will implement a TAP initiative in half of their grades during Year Two and half during Year Three.
YEAR THREE (2019-2020)
Teacher Advisor Program:
Continuing with a stepped implementation, the TAP curriculum will be developed for the remaining half of the school’s grade levels. Additional teachers will be trained.
Parents as Advisors Program:
ASAI will provide a set of online activities for parents to enable them to engage their children in age-appropriate academic, career, and social-emotional guidance activities. Activities will include academic, career, and social-emotional topics. For example, designing a four-year course plan, career interest inventories, conducting a campus visit, bullying, responsibility, and assertiveness training. Schools will encourage parents to participate in the online activities with their children. Schools and/or community partners may also assemble groups of parents and their children to participate in activities collectively. In many schools, a community partner will lead this initiative.
Teachers will be asked to consider implementing classroom activities in which students are asked to apply academic content to real-world applications related to their academic, career, and/or social-emotional development. For example, a keyboarding teacher might ask students to type career-related paragraphs for their daily warm-up, an economics teacher might ask students to apply the concept of “opportunity costs” to making a postsecondary education decision, or English teachers may have students write a compare and contrast paper with regard to various types of postsecondary education options. In many schools, an academic teacher will lead this initiative.
YEAR FOUR (2020-2021)
Sustainability Plan and Transition:
After Year Three, all curriculum development, partner recruitment, activity provider training, and coordination will be complete. Therefore, the initiative will be financially sustainable over time without a need for significant funding to sustain. A Sustainability Plan will be developed to 1) keep those involved in the initiative excited about their participation, 2) train new teachers and community members participating in the program, and 3) evaluate the impact of the program on student choices on an annual basis with program revisions as needed. In the original Guiding All Kids school, one teacher was given responsibility for these tasks as an “extracurricular assignment,” requiring minimal funding to sustain the initiative.