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There has to be a way to get this into the school day and not take away from academis. How do we get the engagement time with students?

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We have to figure out a way to provide this without sacrificing classroom instruction.  Also, we need to figure out a way to get students and parents excited about this and wanting to participate.  Especially our first generation college students and families

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how can we help districts/campuses see that this is a way to strengthen academics and not take away from it- if students are better informed/advised about options, they may be more engaged in school if they see their destination. postsecondary planning is life readiness- everyone needs it.

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Our counselors have developed and built in a social / emotional component that is being shared weekly within all teachers LMS. The same could be done for a advising component

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Our district will be virtual into October but we still needed to start our CTE advising. The CCA in our district have developed a plan for still going virtually into each level 1 course and holding one on one discussions with students. It has taken some organizing on the front end but it is happening. We also are planning the same for our middle school visits. This could be "copied" for one on one advising as well.

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We are currently struggling with how balance our time between or face-to-face learners and remote learners. I don't think anyone is getting this right....and if they are, please call me!

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It is important to make sure the content is provided in the appropriate lense for the recipient, i.e., student/parent/educator/etc.
Also, with students who are pulled so many ways and do not see the urgency, how do we get them engage in a continual manner?

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There is now a greater need for one on one support where individuals want to talk to someone. There was a time where most would be happy to receive email notification, text or view social media for information. Offering several methods of delivery is necessary to adjust to current and future situations. This may be easier for some districts than others.

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And programming, specifically for advising. This summer Breakthrough rising seniors participated in senior seminars that were facilitated by our advisors and summer interns. We used individual advising via phone or Zoom as follow up.

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Accountability and the Ever-Changing Guidelines 

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Accountability and the Ever-Changing Guidelines 

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How do we assess our roadmap to CCMR and CCMR Outcomes when we can't get students tested, we can't give CTE certs, we don't know how we 'bridge' 2019 to 2021 cohorts.

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Making it clear that the advising culture across the district is relationship-focused and not added things for teachers "to do".

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Establishing Outcomes & Goals - how will this help our current efforts

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Establishing Outcomes & Goals - how will this help our current efforts

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Speaking as someone who manages an existing advising program with established goals and targets, I'd want to know right off how implementing EAF would assist HISD in reaching its current goals.

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Campus and district counseling programs are completely overwhelmed right now with advising as they try to fulfill their statutory advising obligations while doing the COVID pivot. I think this may not be the best time to ask them to take on an additional task of completing a diagnostic of their programs.

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Campus and district counseling programs are completely overwhelmed right now with advising as they try to fulfill their statutory advising obligations while doing the COVID pivot. I think this may not be the best time to ask them to take on an additional task of completing a diagnostic of their programs.

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How is this working and being succesful? Pattern after their successes.

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Increased gaps due to remote instruction

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Increased gaps due to remote instruction

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Where gaps already existed in special advising groups, those deficits are likely to become even larger as many students that fall into those groups may opt for remote/hybrid instruction - which will present an even greater challenge to advisors trying to connect with those students.  Need to find LEAs that have a plan to address this challenge.

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I think it would be most helpful if the tool allows for branching pathways of what a district currently has, and what it would like to focus on.  Or the survey could be a series of opened ended questions that allow for us to customize our answers.

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We nee to provide an easy platform for them to complete a diagnostic of their program and how can they incorporate this into a diagnostic modality they may already be involved in such as SHAPE, etc.

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I would add in looking at programs that have been researched by outside organizations.  For example, Chicago School System's advising programs has a rich array of evaluations from respected outside groups.  HISD's advising program has been externally and internally evaluated by HERC (out of Rice) and by our research and accountability department.

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One stop shop, assessment/diagnostic, for a variety of mandates/initiatives so the process is streamlined, user friendly, and effective!

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There's a fine line between mandating the framework and schools willing to see the importance of the work and to want to make change. It would be good to share ways or examples of how the framework can be utilized so this can create buy in with leadership and campus staff. As mentioned before, align with CCMR and other requirements for leverage.

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Show how success of program is tied to accountability and increased $$$$!