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Noting comment made about caseload management technology and efficiency

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Noting comment made about caseload management technology and efficiency

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The structure of the teams and their understanding of how they will measure or determine success is huge. Often counselor performance is measured on "feeling" and perceptions instead of a defined list of measurables. It challenges leadership with understanding the counselor role in student achievement.

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This is so important - and we have to get in the habit of making this a whole campus initiative. It is NOT just the counselor or advisors job.

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Program leadership that has experience in advising is important.

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Program leadership that has experience in advising is important.

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What does an advisor in Texas need to KNOW. How can we assess that knowledge and hire for it

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What does an advisor in Texas need to KNOW. How can we assess that knowledge and hire for it

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Are we referring to internal partners (ex: CTE or Admin), or external partners in the community, region, and/or state? Internal partners could also be included in School Culture - just clarifying :)

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Tools/resources only as helpful as the data within them

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Tools/resources only as helpful as the data within them

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Actionable/timely data on individual student progress is key. Advisors should spend less time on administrative tasks and more time working with students

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I think the focus of this lever should be on how the partnership can be made effective for individual campuses. I've seen schools that establish a pointperson to coordinate advising partners with dedicated, regular meeting times with all advisors have the most success.

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This is crucial to avoid overlap of services, especially when multiple programs are assisting the same students while other students have few to no support.

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Is the culture to highlight specifically of advising or is that a key operational tool in a culture of support, caring, and belief that every student is capable of whatever great things they choose? (Ex: Amarillo ISD and College have done a lot of thinking about how to frame their school cultures.)

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Our dual credit partner provides excellent support for students, parents, & staff

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Our dual credit partner provides excellent support for students, parents, & staff

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For example, course selection MS ->HS graduation - this impacts post-secondary options

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We have to evaluate how many pieces of software a district is using ....the fatigue of that can make any great tool ineffective

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If advising is staffed outside of the counseling office (i.e. with nonprofit partners or specifically hired advisors) those folks should be in constant communication with the counseling office and have aligned planning/metrics.  Someone has to ultimately have "ownership" even when work is delegated

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Strong partnerships with regional colleges is essential. Data sharing agreements in place to share which students are missing enrollment/financial aid items; and joint program initiatives to increase access.

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Culture is making sure that every person on campus knows how they can support the goal (postsecondary choices). 

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Culture is making sure that every person on campus knows how they can support the goal (postsecondary choices). 

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Build out a strong plan for communicating and sharing data with CBOs who are partnering with schools to serve students.

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Benchmark to most means a long standardized test. What we need more of are SEL assessments

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A school culture that recognizes value in all post-secondary options, not just the BA.

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A school culture that recognizes value in all post-secondary options, not just the BA.

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Advisors must be trained on a wide variety of areas (workforce, common application, HBCU's & TASFA to supplement what we (HISD) sees as our advisors baseline knowledge, which is the 4 year mid-size university.

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Advisors must be trained on a wide variety of areas (workforce, common application, HBCU's & TASFA to supplement what we (HISD) sees as our advisors baseline knowledge, which is the 4 year mid-size university.

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We need that network of mentors and peer review to support ongoing effectiveness

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Also training for every staff on the "basics" but the knowledge of when to hand off (refer) to the program owner and how to do so effectively

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Also training for every staff on the "basics" but the knowledge of when to hand off (refer) to the program owner and how to do so effectively

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Note: This should be apart of the culture. Understanding that there are benchmarks for postsecondary options also exist. 

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Note: This should be apart of the culture. Understanding that there are benchmarks for postsecondary options also exist. 

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Connection to the community and school is vital. I've seen lots of successful advisors pivot from other roles at the campus (teachers, CBO advisors). Skills can be gained pretty quickly, but coming in with trust already established is huge. Unfortunately, hiring requirements for these positions (master's degree, certifications) can sometimes restrict the talent pool

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Where are we addressing the partnerships between PS advising, comprehensive school counseling, work-based learning, and how it all fits together? Breaking down silos will be crucial

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Building a culture of celebrating student successes can help combat burnout, and improve connection with the rewarding aspects of this work.

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Ensuring that there is summer coverage to support students especially in transitional senior year

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Here I'm thinking more about what is the specific program design.  What should be accomplished developmentally at each grade level and how is it scaffolded

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Here I'm thinking more about what is the specific program design.  What should be accomplished developmentally at each grade level and how is it scaffolded

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Sometimes counselors and their school leaders struggle with embracing the whole child, pairing SEL and advising.  It is a challenge for them to see and value both.  Also the goal is sometimes viewed as high school graduation instead of postsecondary readiness.  The future beyond high school matters.

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District CCMR goals that are pushed from the school board, to departments and across schools.  For example, special education, CTE, and athletics each create and are held accountable for hitting college readiness goals.

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District CCMR goals that are pushed from the school board, to departments and across schools.  For example, special education, CTE, and athletics each create and are held accountable for hitting college readiness goals.

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Training advisors in areas of student interest (career assessments), student abilities (ASVAB), and labor market information

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Workforce partners should expand beyond TWC or local Workforce Solutions offices. Including local employers, industry, apprenticeship programs, etc

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Workforce partners should expand beyond TWC or local Workforce Solutions offices. Including local employers, industry, apprenticeship programs, etc

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These partnerships can provide work-based learning opportunities for students or simply inform them of occupations and options they may have never before considered (or known about).

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Do advisors feel equipped to help students make decisions that set them up for the best chance of completion/career launch?

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I believe that limiting the ability of principals to assign other duties outside of  to individuals who are assigned to effectively advise students.   

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I believe that limiting the ability of principals to assign other duties outside of  to individuals who are assigned to effectively advise students.   

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I think equity is a huge part of post-secondary advising. Some students need little to no support from their high school staff, while others will need extensive. Meeting students' individual needs and accounting for the systemic barriers they face should be a part of each of these levers

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I am excited to these specific levers. I beleive these are essential to improving the work of advising and improving student outcomes.

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Addressing equity of opportunity and outcomes for students can absolutely be addressed in these levers. But, given the importance of this lens, it would be helpful to call it out as either a guiding principle or a separate lever. Or include it pretty high in the framework under the lever.

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I think this could fit in the 1st lever but I also feel it's important enough to stand on its own.

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I think that competing priorities makes many of these things difficult to implement from the district level. 

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I think that competing priorities makes many of these things difficult to implement from the district level. 

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Caseloads isn't specifically covered by levers.  It's implied in a few ways

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Caseloads isn't specifically covered by levers.  It's implied in a few ways

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Potential to address bias here - should think about specific actions necessary

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Potential to address bias here - should think about specific actions necessary

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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

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Lack of understanding how much time it takes to adequately advise first generation college students. One TASFA application requires multiple conversations with parents and students around the process, the need to file an income taxes, and supporting them through the verification process. Our advisors are not 12 months b/c our kids need assistance in navigating the complex enrollment and financial aid portals.

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We create a weekly benchmark in HISD, which are shared with the Supt. & Cabinent, who push down to School Support Officers, School Directors, and Principals.  Our college advising managers review benchmarks data each week, and create action plans.