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Our district piloted the ESF at four campuses and then for 19-20 took it district wide. Initially we challenged campuses to choose 1-2 levers to focus on. Will the EAF give this flexibility? Looking at the levers I see it as comprehensive.

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I think of the TNTP report I read recently- about the opportunity myth- and wonder how these four aspects can be incorporated into the EAF- how do ensure high expectations from advisors, counselors, teachers

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I think all faculty and staff would be thrilled to have a mentor role, but lack "permission" inside their campus and do not feel confident because of lack of training

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Has to be relevant to all the stakeholders --

Admin:  how is EAF impacting accountability and funding?

Industry:  how is EAF preparing students to work for me?

Parents:  how is EAF helping my child prepare for their future?

Student: how is EAF helping to make school relevant to my future plans?

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Keep advising aligned with campus and district accountablity measures and vice versa

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I think teachers are often motivated by seeing their students succeed. They want to see how their own actions made a difference to their students.

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The time for collaboration would have to be built into the day so it is not "one more thing" added to the plate. Our district has designated days in the schedule for "long range planning for teachers" and they are sacred. No one can schedule or organize for them or have a meeting during these times. Could an essential action be "Allow for two days annually to facilitate the partnership of faculty and staff in student advising".

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For faculty and staff these bonuses bring funds back to the districts and schools. Also, CCMR Outcomes have a direct impact on the school and district accountability rating.

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Amarillo had a community focus on advising & PSE success years ago--ISDs were committed to the enthusiasm for PSE. I'm not sure what the logistics were around advising, but I know it was a common question for any adult to ask a student "what's your plan for college?" They continue that at Amarillo College--faculty and staff buy-in across initiatives. Not sure where the ISD stands now. There's a case study on the community work, if that would have any helpful insights. I'd be happy to share (This is Jenny Achilles)

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Making connections on how this maybe connects with goals/plans?

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Having financial incentive to prioritize postsecondary outcomes

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If districts can see data or understand how to access data that clearly states the engagement is making an impact then this will likely be well received.

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If districts saw the economic and community benefit - the results of an effective EAF, the buy-in will be there.

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Have as part of campus/district leadership's professional review. Accountability measures OR incentives/bonus

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If EAF focuses on students graduating CCMR, then districts will buy-in because of accountability and increased funding.

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It needs to be more than just sit and get. Students need to be physically engaged in the process of what opportunities are out there and what they look like!

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research- data to support better student outcomes with stronger/better advising supports

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If the counselor/advising team can serve as a project manager and divvy up students and create checklists for the teacher/support staff mentors to use to check in with their students and then report back - more likelihood of engagement and success. The more this is built into a CRM to make it easy to run personalized lists/progress updates the better.

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How does this connect to their work?

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Instead of seeing advising as a position responsible for that work, making it a culture where everyone knows that everyone is responsible for a universal goal -- which is that students will graduate CCMR

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This has to be tied to school ratings/TPESS, etc.

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Third parties want to support, but often lack the data visibility to measure if they are effective or to adequately support students well. They have inherent interest in collaborating to support their grant writing.

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Providing an example of how the different roles fit into advising programs and what specific actions or PD they can take to support would be beneficial

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Making this part of the manditory requirements for their TEKS for faculty to immurse it into their curriculum areas.

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Simplify the grant application process and make the required documentation more streamlined

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district and leadership are often driving by data

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Are we getting scholarship money or access?
Are we happy in our self-exploration and choices?
Are we supported in our process?

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David J - Tying in the bonus dollars more directly to investing in direct student advising, software resources, and college exploration activities.  Also, the funds cannot supplant current investment but must be use to supplement.  To often funds are easily diverted to invest in other district priorities.

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How does this make counselors/advisors jobs easier? If, for example, EAF meant I didn't have to do any more lunch/hallway duty, it could pull people in by showing it's actually responding to what counselors/advisors want/need at the school level

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stakeholders need to be made aware (up front) how and why their participation with schools is critical and most importantly impacted.

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David J - advocate for funds at the state level to allow smaller districts to receive block grants to build out their advising programs with the caveat that eventually CCMR-bonus dollars will be such for them to fund their own advising programs.

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David J -
Set expectations that campuses have college, career, and military signing days.  Teachers and administrators love seeing their seniors celebrated in this manner, and it brings them into the final process of celebrating the overall campus efforts to prepare and launch their seniors.