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I was not able to attend the first meeting, so I am reviewing the work that was done so I apologize ahead of time if my comments were addressed at the first meeting. I think the draft looks really good, but my concern lies in our rural districts in particular that may have 1 or 2 counselors for the entire district that take on multiple other roles. How would all of these items be addressed??

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I think the draft does a great job or organizing and defining the roles and responsibilities of everyone. I just don't know how many schools actually have all of these working parts.

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I see this tool as primarily being a campus level tool.

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Although unconscious bias is mentioned- I would like to see more about ensuring access to all students. College visits need to be named as an essential action, and need to included as an educational experience and not a reward. ALL students need to be able to explore college campuses, as well as different job site opportunities. I wonder if there is a way to incorporate more systemic factors- I still want to ensure this avoids a deficit lens, especially if we start looking at college-going rates- some schools may be rated poorly, even though they are doing the work and making a positive difference in students' lives

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I still have questions about distinctions between counseling program and advising program- and they are integrated, but yet also separate? Is there an expectation/recommendation to hire a specific postsecondary advisor?

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I think it could be both- campuses may feel constrained by their district, if the district is not engaged.

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Sometimes there are district commitments and sometimes there are district and campus commitments. Also it discusses highly qualified and highly effective advisors- but those are not defined. I worry about defining highly effective advisors only on college enrollment- as there are other systemic factors that need to be addressed

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systems of funding. how is this funded? systemic racism and its impacts on college and career readiness and access- how to avoid tracking in schools

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District leaders can use this as a guiding document to work in partnership with campuses to design effective advising programs.

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Would TEA be in a place to recommend an advisor:senior ratio?

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I thought there might be mention of military specifically. I also was looking for something that especially addressed unique populations such as students experiencing homelessness or foster placement. I also thought there might be mention of something like college visits/fairs/mobile go on site (but maybe I missed that). Under district commitments maybe consider adding "excused" absences for college visits or similar practices to support visits. We may also want to add something about access to technology to support college research and "virtual" visits, career exploration and interest inventories, and resources on financial planning.

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I am wondering if it may also need to be a tool for IHE or other partners that are serving a whole county/region.

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Do we need to consider using  "comprehensive school counseling program" instead of counseling program to align to the Texas Model language?  Similarly, we may need to think about using "professional school counselor" or "certified school counselor" rather than "certified counselor" which may be associated by some with LPC or LCSW positions.

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Certain groups are spelled out in TEC for specialized advising attention, (At-Risk, etc.) Should we make the EAF language parallel or address these groups in some other way? I also thought there would be explicit references to TEC 33.007, 28.026, & 29.911.

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Not all campuses with multiple counselors designate a lead. Also, the definition of counselor supervisor was a bit confusing for me.

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I am not clear on what a "caseload management system" is or how that is connected to the tracking that is mentioned.

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In a few places it references "non-negotiable" or "pre-defined" criteria. Will we be providing more specifics?

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I would like to see some direct page number references to the Texas Model. For instance, there's a great chart on p.100-101 on roles in individual planning. There's a concise chart on p. 115 that could be helpful as well. Finally, the program curriculum is directly relevant to this work (eg. p. 143-150). The program audit on p. 172 might be helpful as well.

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I was surprised that the section on training did not explicitly mention resources like Texas OnCourse or the THECB resources like (College For All Texans, GenTX, etc.) I thought there might be more explicit emphasis on financial planning given the new requirements in HB3.

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I think it does a good job of laying out the roles, but what happens if the role is the counselor. 

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I think it does a good job of laying out the roles, but what happens if the role is the counselor. 

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The distinction in roles and responsibilities of each stakeholder is clear.  How do we envision this being implemented in smaller, rural districts where the different positions/departments may live within a single department or professional?

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What are their qualifications? It may or may not be a school counselor -- is it another educator in the district? Outside organization or person? Is it open to anyone who wants to do it?

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When discussing building advisor capacity, I would like to add that we would need to insure that career exploration in the middle schools, CTE programs of study, and the new work based learning opportunities are part of any professional development designed for counselors/advisor.

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Counselor Role (not aligned to evolved role in large urban districts)

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Counselor Role (not aligned to evolved role in large urban districts)

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Prioritized Lever 1 references repeatedly the counselor.  However, in Houston ISD, the counselor plays a support role regarding college access.  We have created an entire College Readiness department, and function independently from the counseling department.  This lever needs to be broadened and expanded and refined to include department realties of larger districts.  Honestly, it's been ten years plus since Houston ISD had a structure that would align to how Lever 1 defines counselor roles.

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Time comes to mind for me.  A big challange will be having access to students for this advising process as academic proformance is a high priority and, geneerally, it is hard to have quality access to students for advising fue to academic requirements.  How can we embed this in academic curriculum?

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Time comes to mind for me.  A big challange will be having access to students for this advising process as academic proformance is a high priority and, geneerally, it is hard to have quality access to students for advising fue to academic requirements.  How can we embed this in academic curriculum?

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EAF fits in context of comprehensive counseling program, but how? What are the connections? Also, what are the connections to other district programs such as CTE?

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A lot happening in the world of Texas CTE that aligns to EAF -- CLNA, WBL, Programs of Study, Advisory Committees, Labor Market Information/Data Analysis, etc. -- how are we clearly aligning the EAF to these priorities?

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I think it reflects what we talked about last meeting. I have questions around implementation.

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I think it reflects what we talked about last meeting. I have questions around implementation.

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I like the initial list of terms included in the framework. I do think we could also support campuses by defining/providing examples for a few additional terms like "well-supported advisor" or "sufficient control" or even "responsive hiring process". I think more specific we can be the better.

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Small rural schools are not going to have a Counselor and if they do have a Counselor, the Counselor Supervisor is the Principal or Superintendent who is also the Principal).  Teaming to accomplish the EAF framework is a challenge and this may be viewed as another thing to do.  How can we incorporate this into intitiatives/laws school districts are already addressing, i.e. through District Site-based and Campus Site-based committees, Student Health Advisory Committees, Safe and Supportive Schools Committees, etc?

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Small rural schools are not going to have a Counselor and if they do have a Counselor, the Counselor Supervisor is the Principal or Superintendent who is also the Principal).  Teaming to accomplish the EAF framework is a challenge and this may be viewed as another thing to do.  How can we incorporate this into intitiatives/laws school districts are already addressing, i.e. through District Site-based and Campus Site-based committees, Student Health Advisory Committees, Safe and Supportive Schools Committees, etc?

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Effective advising starts at an early age, so the efforts should begin in elementary and definitely in middle school. Most currently think that postsecondary advising happens only at the HS, but really need a push at the MS level -- especially with growth in MS Career Exploration/Awareness and students choosing endorsements and programs of study in 8th grade

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For a district  who chooses to designate specific advisors, what would be the level of education needed and / or certifications required. At the collegiate level, advisors have a degree and that is it. Many of them are trained on the job with no counseling / advising training, certifications, or experience.

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Primarily a district tool, but campus should have access to ensure alignment in priorities.

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How will we find qualified personnel to train, mentor, help campuses?

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If Advisors are a new role, then there should be a credential that is approved to recognize advisors and ensure they are quality! Continuing professional development should be a requirement of advisors to ensure they are up to date on trainings and information.

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Is there a scenario where the advisor is the counselor?

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Is there a scenario where the advisor is the counselor?

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This may be in the weeds, but we know the importance of continued support for at-risk populations as they transition into postsecondary ed/workforce training. The extent to which intentional transition to a new contact can be facilitated, that can help improve success for students post-graduation. That may be most relevant to address in the partnerships section. It may be contained within the action "partnerships are strategic" but I wanted to call out that hand-off/transition as key to success.

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I think both will need to see it and understand it. The campus will need to use this to delineate roles.

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David J As we push into discussions of equity, please address the unique needs of our DACA & DREAMER's.  Specific training and advocacy for access to funding (grants); knowing their rights in being able to access higher education as Texas Residents, and sensitivity at the campus and higher ed side to the challenges they face.

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A lot of new requirements for CCMR/Accountability that EAF could align to that will ensure engagement and also help align all programs/systems -- how is EAF addressing new FAFSA requirement, CLNA requirement, MS Endorsement Selection, ASVAB and other testing requirements, etc.

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I would like to see a definition provided for post-secondary. In Perkins V, it recognizes college, working and military as post secondary participation. Could we duplicate that definition? It should provide for consistency.

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Can we tie EAF to framework that leads to outcome bonuses? Districts may be more willing to implement if it is showing that by implementing the framework, students will graduate CCMR, and therefore more funding will be received

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Under Key Terms, Advisor, it states advisor may or may not also be a counselor.  The law specifically states counselor.  How do we need to address this?

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Under Key Terms, Advisor, it states advisor may or may not also be a counselor.  The law specifically states counselor.  How do we need to address this?

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I find the needs and strategies strong through out the document.

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I think there will need to be some clarity on the advisor role. I would also consider that some of those who would apply for these roles are highly qualified.  What I read was that counselor will be the lead and I think that may pose a relationship barrier.  I think it will need to be understood by the principals or supervisor how this relationship should work.

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No mention of military readiness

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The EAF should not only be at the Secondary Level.  This is a culture building process from Birth to Post-Secondary.

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The EAF should not only be at the Secondary Level.  This is a culture building process from Birth to Post-Secondary.

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The role of CTE in advising isn't mentioned -- a lot of responsibility can fall into CTE

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A framework that outlines the EAF, llke a Scope & Sequence tied to the Texas Comprehensive Module to accompany this document would be awesome.  Is this part of the framework as well? 

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A framework that outlines the EAF, llke a Scope & Sequence tied to the Texas Comprehensive Module to accompany this document would be awesome.  Is this part of the framework as well? 

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David J - We use the NSC data (and have since 2012), and while it's much more accurate than what we were getting from our old THECB enrollment data.  Could we work with THECB to use the state ID (require it on the Texas Common Application), and then report in as close to real time enrollment into all colleges who use the Texas Common Application.  This seems like a fairly easy fix, and would break us from matching students to DOB and high school they graduated from.

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why is there such a focus on outcomes for students being aligned to what they studied in high school? Can't high school be a time of exploration? I change majors- I would be considered "not successful" since my major didn't match what I thought my high school major would be. Can we have greater focus on other key functions of society- higher voting percentages, greater civic engagement, higher volunteer rates, etc.

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How can we tie so much to career aspirations when we don't even know what careers may exist in 20 years? I worry about students who aren't exposed to different careers- even with career exploration if kids don't know anyone in that profession it doesn't seem as real to them... I also wonder about other quality of life aspects- control over schedule, regular schedule, safety, flexibility for taking care of family- I feel like these aspects are often missing from the conversation

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David J - COVID-19 has opened us up to how powerful virtual delivery systems can be, such as virtual town halls and workshops done over zoom and teams.  We have delivered top 10% writing workshops, college fairs focused on HBCU's, health care, and so forth; and program opportunities, such as the EnMed program at Texas A&M.  In the frame work of effective advising, I feel we need to add a virtual component, an expectations that advisors, counselors, and schools will utilize these 'new' medium.

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David J - I echo the need for the State to provide robust reporting on post-secondary outcomes.  One challenge, we're having in Houston ISD is that as our CTE programs ramp up (and we have some incredible ones) graduates are now able to enter the workforce post high school with a workforce certification and college hours.  When reporting to our Board of Education, it would be great to show the balance of kids going into college and into the workforce, using their CTE skills.

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Maybe in the effective tools section--is there a place in the framework to address the need for advising to make clear the stackable nature of skills, knowledge and credentials. A req that advising be forward-thinking so that students have the mindset of how their experiences and skills can transfer along an ever-changing life plan and adapt in a world where jobs in 20 years are not even on our radar right now.

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Exploration is critical to students knowing what is out there and what their interests actually are aligned to for a career.

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Exploration is critical to students knowing what is out there and what their interests actually are aligned to for a career.