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I think CCMR was a wake-up call to this question. We were so concerned about a diploma, we weren't considering what that diploma unlocked for student.
Key now is to start in junior high with needs assessments.

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How are we not only getting district/educator feedback in the pilot process, but also incorporating community, family, and student feedback? This would be a great opportunity to get them engaged and provide a voice to these stakeholders.

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Clearly understanding/defining the goals of advising is going to be huge.  With CCMR we are shifting from a focus on high school graduation to a focus on success after high school graduation.  Advisors need to be informed and supported with resources and materials to share a variety of options with a diverse group of stakeholders. Beyond training the advisors, we need print and electronic resources to share in multiple languages.

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Bring those voices into the drafting process

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Bring those voices into the drafting process

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To make sure that advising meets the needs of students, families, etc, they need to be a part of THIS process, of the planning and drafting. We tend to make a lot of assumptions on what students need and what we think high quality advising is, but our assumptions can be very different from students, families and communities actually experience

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can we ask students what they think successful advising looks like? how do they want to receive information? this feedback would be helpful to incorporate

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Inclusion in Community Chamber and Other Groups

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Inclusion in Community Chamber and Other Groups

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Do we host virtual townhalls,  focus group discussions in various home languages to gather that information?

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It's on my mind that advising work has to synthesize all kinds of information. I think mental health needs and social/emotional factors are critical. It makes a difference to the conversation if we have a child that experiences chronic depression (for instance). The school counselor is going to be thinking about mitigating factors to support that health need--family supports, access to health care providers, strong community supports etc. These factors are not going to be visible in looking at GPA and test scores.

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Post secondary is clearly defined with examples. The act of advising needs to start before junior / senior year. Example - if a student enters hs with 2 math credits, they need to understand the importance of not just meeting the hs requirement but looking at post-secondary plans in deciding their additional math.

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It should be a model with components that encompasses all parts of advising -- take the focus away from advising "position" and instead make it a "program" that can be incorporated into other district programs because it clearly connects to them.

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Jules: I wanted to ensure you had this in writing. There are several programs/departments in TWC whose information, programs, or expertise would be useful in either training Counselors or partnering with them as part of an Advising team, those are:
TWC Vocational Rehabilitation
TWC AEL (Adult Education & Literacy)
TWC Foster Youth Programs
TWC Apprenticeship Team
TWC Skills Development Team
TWC Education Outreach and Regional Education Outreach teams

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David JWe also need to include the expectation in the EAF for districts to create feedback loops/committees to give voice and feedback to our advising efforts from parents and students.  I had not even thought of creating such a committee or feedback group.  It's sparking a lot of thought in the need for this.

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Separate from building the EAF itself, giving templates to campuses to help make the reflection process as easy as possible would be helpful. Student feedback doesn't have to be a survey or focus group (those are great!), but it could be spending time with the text responses or FAQs from meetings/office visits to pull out  what is working or not working.  Support from campus leadership to have the pause/reflection time is critical.

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I keep coming back to wanting to understand the scope of variety in advising. We've talked about a lot of different kind of advisors, internal/external, etc. I think we need to understand 1) the actual breadth of variety and 2) who are the most important ones for us to focus on (who is on campus most, having the most touchpoints with students, tasked with working with a large number of students as opposed to a specific cohort or population)

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Need to address military

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If we are assessing student needs and including community and family in our process-- and this assessment is valid, should we not have equity?

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Make sure it is clearly defined that postsecondary advising is not just about postsecondary training, but anything a student does postsecondary -- college, career, OR military. If we can do that effectively, then all students will be included and needs met.

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I think all teachers need to be trained on this also, they spend so much time with the students and if they could encourage and be able to discuss next classes to take as well as career opportunities tied to their course that would be beneficial

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possibly naming and defining a deficit lens, and then providing resources to counter that deficit lens. how can we generate questions for self-reflection of educators as they do this work

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I know you mentioned upcoming pilots and I assume that will include a variety of types of districts. But even before that, you could collect sample districts, campuses, students and test them within the framework.

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I think all stakeholders need to have training/understanding of the framework.

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I would be nice to have a 1-pager that clearly defines programming at each level: elementary, middle, and high school. In addition to this having a similar handout for rural, urban, and suburban areas.

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David J - in our EAE, there needs to be an expectation that districts and schools look deeper than straight enrollment data but dig into the data, looking at enrollment trends by race, gender, quartile, and economic-disadvantaged/at-risk as well as subpopulation, like homeless.

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EAF need to encompass all types of post-secondary career opportunities not just college.  Provide a broad scope of opportunities for any student!

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EAF need to encompass all types of post-secondary career opportunities not just college.  Provide a broad scope of opportunities for any student!

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I have always been concerned with the  bias against or wildly inaccurate information given to undocumented students. I would like to see a structured resource of information to provide to Texas students.

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Maybe including wording like Postsecondary Path/Option . To help people understand that PS doesn't always equal college.

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While I believe not every student needs to go to college, research shows that a college degree is still the best path for low-income and students of color. I want to ensure students are able to make INFORMED and personalized choices. If they choose going to straight to the military or the workforce- they can be successful. But research also supports expanding college access and success.

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Equity Problem with Saying College Isn't For All

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It is important to emphasize areas of the framework that are not negotiable and must be included. How these areas of the framework are implements or adjusted is flexible.

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Providing clear resources and program activities for the various student populations; also clearly defining special populations of students and supports necessary

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Build stable of diversity & equity trainings, using university departments

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Build stable of diversity & equity trainings, using university departments

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David J Could we tap into our university departments focused on student of color and gender studies) to assist us in building out a suite of presentations that districts could tap into to train their staffs around social justice and cultural bias?

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It takes a village -- I loved the comments about using the framework to develop a "team" for advising and taking the focus off of a full-time position. If a district has the means to hire a position to oversee and support the work, then great, but it really does need to be a district-wide initiative/team and focus point

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Make sure employer voices are also represented

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The EAF includes components on how a district can incorporate community, family, student into the process through informational pieces, personal graduation plans, face-to-face meetings, etc.

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It would be helpful to also engage with the research and work around this in the field. The Texas Consortium for Male Students of Color does assessments at ISD and IHE level that might help inform what is needed. Several other great resources that could inform what practitioners and researchers have identified as key components at the programmatic level or campus level that could help inform the framework.

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Provide information not your thoughts as to what a student should do for psot-secondary endeavors.

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Because I am a highly visual person, I made these quickly to visualize what I was talking about earlier