# data[].attributes.body
- Case load for advisors
-Time to engage students

# data[].attributes.headline
High degree of turnover in positions without documented institutional knowledge. 

# data[].attributes.subject
High degree of turnover in positions without documented institutional knowledge. 

# data[].attributes.headline
Training for "traditional" counseling staff 

# data[].attributes.subject
Training for "traditional" counseling staff 

# data[].attributes.headline
We start the conversation too late when students' choices are more limited. 

# data[].attributes.subject
We start the conversation too late when students' choices are more limited. 

# data[].attributes.headline
Lack of timely, accurate data to be an effective case manager. 

# data[].attributes.subject
Lack of timely, accurate data to be an effective case manager. 

# data[].attributes.headline
Streamlining effective practices and providing ongoing training. Caseload can be a challenge

# data[].attributes.subject
Streamlining effective practices and providing ongoing training. Caseload can be a challenge

# data[].attributes.body
- Lack of advisor training:  inaccurate information given to students or advisor biases misleading students
- Staffing and limited resources
- Mismatch between advising and pathways available (example: student wants to be a plumber, but there are no courses or training programs available so student becomes discouraged)
- One person trying to do all advising:  "it takes a village"

# data[].attributes.headline
Well-rounded training to ensure Counselors provide knowledge to students who may not be interested in post-secondary education

# data[].attributes.subject
Well-rounded training to ensure Counselors provide knowledge to students who may not be interested in post-secondary education

# data[].attributes.body
Counselors should be knowledgeable of all post-secondary options

# data[].attributes.headline
Changing policies and admissions during our challenging times....how to stay connected and current of the new changes.

# data[].attributes.subject
Changing policies and admissions during our challenging times....how to stay connected and current of the new changes.

# data[].attributes.body
No clear goals for the program to be measured against.  Or goals are around activities instead of outcomes

# data[].attributes.body
- Lack of training about special education graduation requirements (TAC  89.1070)
-Confusion about the role of counselor vs. special education
--Who completes PGP?
--Who advises on correct course sequence, etc in the ARD if counselor doesn't attend
-- Who advises on college, career, military options if counselor is not directly advising the student (ex. in some LEAs, the special education case manager is given this role, yet has no training in course requirements, etc)
--Training for advising students with more significant disabilities - ie. those that take STAAR Alternate 2
--these students are still expected per IDEA to have postsecondary goals for postsecondary education/training - yet, there is not a lot of pre-training given to school staff to best understand how to do this

# data[].attributes.headline
Conflict with counselor and post-secondary advising staff; competition vs collaboration

# data[].attributes.subject
Conflict with counselor and post-secondary advising staff; competition vs collaboration

# data[].attributes.body
Time
People
Knowledge of all options
Dialogue between secondary (initial line advising) and Post-secondary (time to make it real)

# data[].attributes.body
High counselor to student ratios, counselors serving multiple roles on campus

# data[].attributes.headline
Capacity to have dedicated college advising staff (separate from general counselors)

# data[].attributes.subject
Capacity to have dedicated college advising staff (separate from general counselors)

# data[].attributes.body
advising shouldn't be left only to counselors.

# data[].attributes.body
Seen as "activities" like college essays, FAFSA completion, rather than an ongoing developmental process we guide kids through.  Ends up being disjointed

# data[].attributes.headline
Student's reluctance to visit with Counselors

# data[].attributes.subject
Student's reluctance to visit with Counselors

# data[].attributes.body
Advising on all post-secondary pathways (certificates, trades, military, etc.) has increased in demand (rightfully), but counselor knowledge and data metrics are built for college specifically

# data[].attributes.headline
No respect for the advising process; not seen as "counseling"

# data[].attributes.subject
No respect for the advising process; not seen as "counseling"

# data[].attributes.headline
Tends to be advisor-led versus student-led (lack of student agency)

# data[].attributes.subject
Tends to be advisor-led versus student-led (lack of student agency)

# data[].attributes.headline
Mis-aligned or competing priorities. For example, principals feel district pressure to get to 100% completion on a certain element of the process (ApplyTX), but end up harming the overall process when it derails advisors other priorities at the time (helping students doing early action applications). 

# data[].attributes.subject
Mis-aligned or competing priorities. For example, principals feel district pressure to get to 100% completion on a certain element of the process (ApplyTX), but end up harming the overall process when it derails advisors other priorities at the time (helping students doing early action applications). 

# data[].attributes.body
Meeting one-on-one with students for 15-20 minutes each semester, for 4 years in a row with the SAME advisor

# data[].attributes.headline
Leadership support to try strategies + fail forward. 

# data[].attributes.subject
Leadership support to try strategies + fail forward. 

# data[].attributes.body
Culture of improvement - not being fearful of trying something new that may not work.

# data[].attributes.headline
Relationship building skills and  individual student support! 

# data[].attributes.subject
Relationship building skills and  individual student support! 

# data[].attributes.body
This is a really a counseling support model. That takes an experience person to do and understand.

# data[].attributes.body
Career focused advising that is helping students to navigate their career decision making, and THEN looking at the academic/training pathway into that career

# data[].attributes.body
-Checklists
-Quick reference documents
-Information portal
-Training/topic schedule
-Regular check-ins with new/existing staff to discuss priority topics

# data[].attributes.headline
Regular reporting cadence to leadership 

# data[].attributes.subject
Regular reporting cadence to leadership 

# data[].attributes.body
Lit a fire of accountability under us but also provided air time to make it clear what obstacles were in the way or resources needed that leadership had to get involved in

# data[].attributes.headline
1 on 1 meetings; tying comprehensive counseling program yearly plan to CIP; engaging other stakeholders to be involved with the work (i.e. teachers, admin.); sharing data with campus on a regular basis; advocating to do board reports to share out data; publishing data points on visible domains and platforms (i.e. website, flyers, counseling websites/flyers/bulletin boards)

# data[].attributes.subject
1 on 1 meetings; tying comprehensive counseling program yearly plan to CIP; engaging other stakeholders to be involved with the work (i.e. teachers, admin.); sharing data with campus on a regular basis; advocating to do board reports to share out data; publishing data points on visible domains and platforms (i.e. website, flyers, counseling websites/flyers/bulletin boards)

# data[].attributes.body
Going into classrooms or other whole grade level spaces for college app/fin aid drives, and messaging this early and often so students were prepared with information to bring in. This allowed us to get a lot of students who needed minimal guidance done and focus on students who needed more follow up

# data[].attributes.headline
"Intrusive advising" with at-risk students.

# data[].attributes.subject
"Intrusive advising" with at-risk students.

# data[].attributes.body
Counselors/Advisors went to them rather than having teachers encourage the students to visit a Counselor and leaving it to the student to make the right choice to actually follow through.

# data[].attributes.headline
Dedicated advisors that also  have planning / step back time  and a network of other advisors to brainstorm/troubleshoot with

# data[].attributes.subject
Dedicated advisors that also  have planning / step back time  and a network of other advisors to brainstorm/troubleshoot with

# data[].attributes.headline
At the high school level, I saw a yearlong course for Seniors with a focus on college knowledge, soft skills, college exposure via college reps, etc... I really liked this because it provided support for all students. Counselor worked very closely with the english teacher who led this class.  Counselor will use this time to visit classes and pull students for 1:1.  I can see this class replicated across grade level. 

# data[].attributes.subject
At the high school level, I saw a yearlong course for Seniors with a focus on college knowledge, soft skills, college exposure via college reps, etc... I really liked this because it provided support for all students. Counselor worked very closely with the english teacher who led this class.  Counselor will use this time to visit classes and pull students for 1:1.  I can see this class replicated across grade level. 

# data[].attributes.body
Building effective partnerships with IHE advisors, military recruiters, workforce solutions staff. It takes a village!

# data[].attributes.body
Strong working relationship between advising and work-based learning experiences. Giving students WBL opportunities, and having effective pre- and post- advising to make the opportunity meaningful and make connections

# data[].attributes.body
We have experienced success in centralizing our advising efforts.  Advisors are supported by a team of managers, who were themselves our most effective advisors.  Managers also oversee large distri
ct college readiness initiatives, like integrating Naviance across grades 7-12.

# data[].attributes.headline
An embedded "traveling" community college advisor

# data[].attributes.subject
An embedded "traveling" community college advisor

# data[].attributes.body
The only issue is that he isn't knowledgeable about hs requirements so sometimes there is conflict

# data[].attributes.body
Creating mutual trust and respect between counselors/advisors
and staff has deeply impacted students' lives

# data[].attributes.headline
1:1 meetings with students AND caregivers starting before the senior year

# data[].attributes.subject
1:1 meetings with students AND caregivers starting before the senior year

# data[].attributes.body
Provides an opportunity to align on student's plan post high school AND a chance to provide information to parents/caregivers.

# data[].attributes.headline
Exposure and education at the starting in middle school of "options"

# data[].attributes.subject
Exposure and education at the starting in middle school of "options"

# data[].attributes.body
Having a consistent person or place to find information and guidance which builds relationships.  Also consistency in the information shared.

# data[].attributes.body
Advising programs that focus on the common ground between student interests, student abilities, and labor market information

# data[].attributes.body
Our data showed in HISD that the diversity of our campuses require targeted approaches at times.  For example, we created a men and women of color mentoring program that has at iyss core college readiness outcomes; we in the process of creating a similar program from our immigrant/DACA students, addressing their unique needs - immigration assistance to learning the in's and out's of the college process to addressing issue of trauma.   In a smiler vein we are addressing social-emotional needs of African-American students in neighborhood most impacted by social-justice issues that have arisen this past summer.  Finally, we training and addressing insecurities and trauma related to COVID-19 and how this impacts students college options.  Students are having to work; students who once left the city are now staying in Houston.  DJ - Houston ISD

# data[].attributes.headline
Struggled to advise on college AND career.  Advisors more comfortable with college exploration than career exploration and backwards mapping

# data[].attributes.subject
Struggled to advise on college AND career.  Advisors more comfortable with college exploration than career exploration and backwards mapping

# data[].attributes.body
We have to stop treating postsecondary pathways as silos...we have to integrate CCMR in meaningful advising. CTE and Military have to be part of conversations with college and career

# data[].attributes.body
Working in isolation from other counselors and partnerships.

# data[].attributes.body
Allows students to lean on each other in addition to their advisor

# data[].attributes.headline
Parents/caregivers feel like they are part of the team

# data[].attributes.subject
Parents/caregivers feel like they are part of the team

# data[].attributes.headline
When I was a College Advisor, we had Instructors of Dev Ed courses create a "flagging system" for students they felt were at risk of dropping or failing. We had specific Advisors dedicated to working with DE students (I was one)  and they would schedule meetings with students to come see them about concerns. We often provided resources to students such as tutoring sessions, or mentor assignments, etc. 

# data[].attributes.subject
When I was a College Advisor, we had Instructors of Dev Ed courses create a "flagging system" for students they felt were at risk of dropping or failing. We had specific Advisors dedicated to working with DE students (I was one)  and they would schedule meetings with students to come see them about concerns. We often provided resources to students such as tutoring sessions, or mentor assignments, etc. 

# data[].attributes.headline
Lack of advising for entire students groups

# data[].attributes.subject
Lack of advising for entire students groups

# data[].attributes.body
Example: SPED staff in charge of advising/PGP and when students are ready to graduate, not enough credits, wrong credits, no existing PGP, etc because counseling staff was not involved (per LEA decisions on roles/responsibilities)

# data[].attributes.headline
Working with students who have unrealistic college and career aspirations or unmotivated students 

# data[].attributes.subject
Working with students who have unrealistic college and career aspirations or unmotivated students 

# data[].attributes.body
No respect for advising professional

# data[].attributes.body
Advisors who project their own feelings are not actually helping the student in the long-run

# data[].attributes.headline
Manually matching together various spreadsheets/hand tracking data

# data[].attributes.subject
Manually matching together various spreadsheets/hand tracking data

# data[].attributes.body
College tours, career visits, etc.

# data[].attributes.body
Relying on counselors to research admissions requirements, career opportunities, scholarships, etc. They don't have time.

# data[].attributes.body
regular communication and relationship building between advisors, grant programs, non-profits, and counselors- if a program is going to do something for 9th graders- how do we ensure th 10th, 11th, and 12th graders get it also

# data[].attributes.body
As advisors, everyone should work together.  Sometimes there are competing goals with non profit programs or threats of taking jobs away from school staff. everyone should work together to support ALL students as a whole. Silo work does not help in the long run.

# data[].attributes.body
Monthly meetings with all partners involved (counselors, CBOs, district leaders and principals/admin) to look at overall data and data broken down for specific student populations

# data[].attributes.body
Advisors who are willing to sit with leadership to make suggestion that help with culture and overall student development when it comes to post-secondary advising

# data[].attributes.headline
Advisor biases, not involving parents/caregivers

# data[].attributes.subject
Advisor biases, not involving parents/caregivers

# data[].attributes.body
Advising that is only focused on getting students into college (FAFSA completion, college admission/enrollment, etc.) -- students go into college undeclared and are at risk of summer melt/drop out because they never saw the light at the end of the tunnel

# data[].attributes.body
As opposed to more triaged or scrum/sprint approach. Results in unintended consequences.

# data[].attributes.body
Elementary and Middle School/Junior High opportunities to learn more about HS level (CTE POS, PGP, College Nights)

# data[].attributes.headline
I believe that 1:1 advising is important.  However, the time that a counselor can meet with a student is limited by their caseload.  That's in addition to the campus administrators having the autonomy to assign other duties can come in the way of successful advising. 

# data[].attributes.subject
I believe that 1:1 advising is important.  However, the time that a counselor can meet with a student is limited by their caseload.  That's in addition to the campus administrators having the autonomy to assign other duties can come in the way of successful advising. 

# data[].attributes.headline
District priorities that compromise post-secondary outcomes. 

# data[].attributes.subject
District priorities that compromise post-secondary outcomes. 

# data[].attributes.body
Testing, dual credit etc.

# data[].attributes.body
Start early!

# data[].attributes.headline
fear of tracking students to one pathway- how to ensure students know about all the pathways and they get to make informed choices about what THEY want

# data[].attributes.subject
fear of tracking students to one pathway- how to ensure students know about all the pathways and they get to make informed choices about what THEY want

# data[].attributes.headline
Parent bias or misinformation which conflicted with student interest

# data[].attributes.subject
Parent bias or misinformation which conflicted with student interest

# data[].attributes.body
Parents were set on having student go to college because they were adamant that the student get a degree to earn "a lot of money" but a middle skill job the student was interested in had data that showed the earnings for that occupation were well above some Bachelor degree occupations.

# data[].attributes.body
In Houston ISD, we had great initial success with a decentralized advising approach but after the glitter of having a campus based advisors who reported to the principal wore off and budgets became tight, principals began to shed their advisors and/or place them in the classroom.

# data[].attributes.body
being on the campus and so being able to help families, younger siblings and families already know you from previous students

# data[].attributes.body
While bonus funds are to be dedicated to College and Career Readiness, we learned that there are loopholes in the law.  If a district is investing significantly in college and career efforts, a district can divert these funds to support other initiatives as opposed to be required to supplement current program.  Recommend we advocate fighting of the legislation.