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I appreciate the emphasis on district and campus level commitments. Interested in determining effective high-quality training for advisors and building leader's capacity to appropriately evaluate effectiveness.

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Excellent shared responsibility for advising among campus staff for adequate support of successful student outcomes.

Patty Williams-Downs

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Yes. Additionally, the district and campus commitments at each lever are essential for effective implementation.

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Yes. Developing consistent language and incorporating district/campus level commitments  in each lever, as well as essential actions encourages accountability and tangible metrics.

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Appreciate naming this as the first key lever. Leadership designing an inspiring, comprehensive and implementable vision is the first and most important step in this process. I can see NPO's and other TEA supporting this process as consultants. 

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Appreciate naming this as the first key lever. Leadership designing an inspiring, comprehensive and implementable vision is the first and most important step in this process. I can see NPO's and other TEA supporting this process as consultants. 

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Patty Williams-Downs from OneGoal-Houston

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I can easily the work of this group incorporated in several key levers: consulting with district leaders across the state, support with holistic and large scale trainings, developing high quality tools, etc. Envisioning this is SO exciting! The collective responsibility and the exchange of learning this process would require is really inspiring and innovative. 

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I can easily the work of this group incorporated in several key levers: consulting with district leaders across the state, support with holistic and large scale trainings, developing high quality tools, etc. Envisioning this is SO exciting! The collective responsibility and the exchange of learning this process would require is really inspiring and innovative. 

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Patty Williams-Downs, OneGoal- Houston

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LOVE seeing this hear. Bringing in external partnerships is the definition of collective responsibility and community involvement. There are a ton of external services that can support any phase of this process: foundation building, consulting, refinement, good to great. They can also provide equitable services which can be pretty difficult for districts to staff for in the early stages of this process. 

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LOVE seeing this hear. Bringing in external partnerships is the definition of collective responsibility and community involvement. There are a ton of external services that can support any phase of this process: foundation building, consulting, refinement, good to great. They can also provide equitable services which can be pretty difficult for districts to staff for in the early stages of this process. 

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My cautionary tips to mitigate risks: 1. Ensure there's a district lead that can manage these partnerships; streamlining, vetting, aligning to the larger district goal and support implementation toward results. 2. Ensure partners can add value aligned with the district's values and OUTCOMES. 3. Ensure the lead can support with district buy in and communication.

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I appreciate this lever and I'm wondering if it should stand outside of high quality training. Maybe this depends on the audience but does this go hand and hand with training? My caution here is that divorcing them from the start may create a misalignment down the line. Keeping them together creates a healthy synergy that can't be undone: as training for all stakeholders are being created, so are the tools to support with buy in, skill development and implementation towards results. 

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I appreciate this lever and I'm wondering if it should stand outside of high quality training. Maybe this depends on the audience but does this go hand and hand with training? My caution here is that divorcing them from the start may create a misalignment down the line. Keeping them together creates a healthy synergy that can't be undone: as training for all stakeholders are being created, so are the tools to support with buy in, skill development and implementation towards results. 

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Patty Williams-Downs, OneGoal-Houston

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while this is district-focused, we should also highlight the importance of state support  through accountability/funding in driving desired outcomes

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while this is district-focused, we should also highlight the importance of state support  through accountability/funding in driving desired outcomes

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I appreciate that the first lever has to do with leadership and planning.  On the second bullet, it might be help to stated it in this format:  the district provides suitable financial resources to effectively implement a school counseling program by providing adequate support, staff, training and timeline for implementation.  N. McCormick

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I appreciate that the first lever has to do with leadership and planning.  On the second bullet, it might be help to stated it in this format:  the district provides suitable financial resources to effectively implement a school counseling program by providing adequate support, staff, training and timeline for implementation.  N. McCormick

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Recommend considering a TEA-supported list of external partnership with 

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Recommend considering a TEA-supported list of external partnership with 

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The proposed framework provides a comprehensive set of actions that address the components deemed important by the steering committee.   

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The proposed framework provides a comprehensive set of actions that address the components deemed important by the steering committee.   

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The question we received from feedback collected included timing.  Will there be enough time to develop this work and roll it out on the recommended schedule?  If counselors and others worked on a counseling curriculum worked during the summer to launch efforts in the fall, it would be great.  N. McCormick

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The question we received from feedback collected included timing.  Will there be enough time to develop this work and roll it out on the recommended schedule?  If counselors and others worked on a counseling curriculum worked during the summer to launch efforts in the fall, it would be great.  N. McCormick

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I agree with others that this lever is key. I wonder though if it needs to be made clear that those who are leading the EAP, likely school counselors, will be involved in the planning at the district leadership level. I say this because I think implementation results are best when those implementing had a say in the design.  

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I agree with others that this lever is key. I wonder though if it needs to be made clear that those who are leading the EAP, likely school counselors, will be involved in the planning at the district leadership level. I say this because I think implementation results are best when those implementing had a say in the design.  

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-Laura Brennan, TXOC

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Agree with this lever - though I wonder how the advisor will demonstrate their knowledge post high-quality PD - an assessment? a badge? Does it make sense to specify options for this?

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Agree with this lever - though I wonder how the advisor will demonstrate their knowledge post high-quality PD - an assessment? a badge? Does it make sense to specify options for this?

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- Laura Brennan, TXOC

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I wonder if we should specify/recommend for a plan for teachers to incorporate key advising topics into their classes - ie financial planning in math or economics courses.  I feel like with a clear plan from leadership - teachers would be more likely to implement. So basically it is just making the last bullet under Essential Action 2, a bit stronger and focused as part of a plan from leadership. 

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I wonder if we should specify/recommend for a plan for teachers to incorporate key advising topics into their classes - ie financial planning in math or economics courses.  I feel like with a clear plan from leadership - teachers would be more likely to implement. So basically it is just making the last bullet under Essential Action 2, a bit stronger and focused as part of a plan from leadership. 

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-Laura Brennan, TXOC

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1. I am sure many schools/districts will be working from a list of existent partnerships as well as looking for new ones - are we anticipating that they would cut the cord and therefore not allow them on campus if they didnt make it through the selection process? I think it would make sense to have a recommendation here.
2. It seems like a best practice may be for the EAP to map who is being served by who, ie College Forward may serve a certain group, and Breakthrough another. It seems important for that to be clear to devise and prioritize services for those who aren't being served by either.
- Laura Brennan, TXOC

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YES! I am very excited about where this is going! Great work!

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YES! I am very excited about where this is going! Great work!

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- Laura Brennan, TXOC

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- Laura Brennan, TXOC

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Yes, it aligns with the core of our work at TXOC and we will be huge advocates as this roles out. 

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Yes, it aligns with the core of our work at TXOC and we will be huge advocates as this roles out. 

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- Laura Brennan, TXOC

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On Lever 1, Action 1, be clear this includes "ALL" students. •	The district collects and shares student-level formative and summative metrics data, for all student populations,  with designated Effective Advising Program leadership to inform goal setting.

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On Lever 1, Action 1, be clear this includes "ALL" students. •	The district collects and shares student-level formative and summative metrics data, for all student populations,  with designated Effective Advising Program leadership to inform goal setting.

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If you don't ensure that the collection includes all data, it will be piece-mealed out to subpopulation leaders and no one will merge it into the final report. In the special populations world, we have lived this life for decades. Here is our chance. Here is a good example: Principal - yes all of our students participated in SAT/ACT/TSI. Counselor: yes all of our students ... and that includes SPED. SPED Teachers: No, the information is given out in English classes and English resource and self-contained classes do not receive the information so we try to help those who need to take that test but we don't know how.

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Actions 2 addresses building capacity through check-ins, etc. Level 3 addresses on-going professional development. There needs to be a statewide high impact training that sets the foundation to build a common vision and train the basic skill set. Check-ins and follow-up professional development assumes the foundation of knowledge and skills exist for those with the responsibility to advise. Also ensure the training address all student populations. Basic foundation training is implied in the description for Lever 2 but not in any of the Essential Action items.

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On Essential Action 4, ensure there is a scaffolded approach to meet the support needs of all student populations. Some students will require more advising support that others, either due to the disability, the first-generation college student, foster child, etc.

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Anyone at the district level who is responsible for the leadership is only on campuses on intermittent schedules. The district administrator may have the primary responsibility but it is the campus administration who are the boots on the ground. Leadership monitors what they are responsible for and will not worry about it if they know a district-level person is monitoring.  It should read, "Effective advising programs are developed and monitored by the district and campus leadership teams and implemented through ..."   You have district and campus in the bullets but leave it out in the description. Don't leave the campus out of the description. 

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Anyone at the district level who is responsible for the leadership is only on campuses on intermittent schedules. The district administrator may have the primary responsibility but it is the campus administration who are the boots on the ground. Leadership monitors what they are responsible for and will not worry about it if they know a district-level person is monitoring.  It should read, "Effective advising programs are developed and monitored by the district and campus leadership teams and implemented through ..."   You have district and campus in the bullets but leave it out in the description. Don't leave the campus out of the description. 

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Essential Action 1, when considering the role of the workforce boards, the Vocational Rehabilitation Services under the Texas Workforce Board will assist with college tuition and books, if the student qualifies. SPED Students, in inclusion, do not often receive that information and VR will tell you that hardly any 504 student receives the information. They are the most underserved population in state VR services because it is up to the HS Counselor to give the students the information. There should be a bullet of responsibility for counselors to know and  advise special populations students of support provided. Another example is the foster students and homeless students who have special access to funding to support postsecondary education. If the counselor does not provide that information, most assume college is a financially unattainable dream. There should be a bullet to address the responsibility of advising special population connections to agency and community support services.

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Essential Action 1, when considering the role of the workforce boards, the Vocational Rehabilitation Services under the Texas Workforce Board will assist with college tuition and books, if the student qualifies. SPED Students, in inclusion, do not often receive that information and VR will tell you that hardly any 504 student receives the information. They are the most underserved population in state VR services because it is up to the HS Counselor to give the students the information. There should be a bullet of responsibility for counselors to know and  advise special populations students of support provided. Another example is the foster students and homeless students who have special access to funding to support postsecondary education. If the counselor does not provide that information, most assume college is a financially unattainable dream. There should be a bullet to address the responsibility of advising special population connections to agency and community support services.

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I am also curious, since the Texas 60x30 is important, why is it not referenced anywhere. Maybe I missed it. :-)

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Good for you, Essential Action 1 addresses ALL students.

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Good for you, Essential Action 1 addresses ALL students.

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Essential Action 2, please add that the tools must meet the needs of ALL students or there are addendum tools for students in special populations to ensure their advising needs are met to connect them to postsecondary education and/or meaningful careers.

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Absolutely, yes, as long at all educators are trained on it and we monitor to make sure we do what we said we would do.

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Absolutely, yes, as long at all educators are trained on it and we monitor to make sure we do what we said we would do.

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Yes, I definitely see higher education. Special populations is there but too many times it is "implied" which means it won't routinely happen in those areas as an expected statewide practice.

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Yes, I definitely see higher education. Special populations is there but too many times it is "implied" which means it won't routinely happen in those areas as an expected statewide practice.

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I think it looks good and I am looking forward to your email about the feedback and if it was useful.

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I think it looks good and I am looking forward to your email about the feedback and if it was useful.

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Yes, school districts can help lay a strong foundation for effective advising; however only when understanding the perspectives of all stakeholders in the process. It is important to get out of our "own heads" or areas of expertise to help bring about transformation of a program and systemic change.

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Yes, school districts can help lay a strong foundation for effective advising; however only when understanding the perspectives of all stakeholders in the process. It is important to get out of our "own heads" or areas of expertise to help bring about transformation of a program and systemic change.

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The EAF's definition of roles and responsibilities will inform, with clarity, school administration and staff on the components of a high-quality advising program and bring accountability.

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The EAF's definition of roles and responsibilities will inform, with clarity, school administration and staff on the components of a high-quality advising program and bring accountability.

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Clearly defined roles and responsibilities promote strength and support in a framework.

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Clearly defined roles and responsibilities promote strength and support in a framework.

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This framework will certainly advance the work favorably.  Roles are clearly defined and expectations clear.

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I can certainly support and promote this framework within the District.  Actually, this year, we were working to ensure College Access Providers and Counselors collaborate on a regular basis as well as work together on tasks.  We each desire the same outcomes for all scholars.

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I don’t have anything super-specific to suggest on the draft, but there were a few things that came to mind as I read through it (which I’m sure you’re already aware of):

As outcomes metrics are being developed tied to the advising performance (specific to postsecondary education), it might be helpful to explore alignment with the success indicators that the community colleges are using for their performance-based funding model.

Financial resources will be critical for ISDs to be able to deliver on these goals – When the districts are looking at the “reinvestment” opportunities, could TEA provide a recommendations about how to apply those dollars?

I appreciated the emphasis on labor market data to inform career opportunities – just want to emphasize that the more localized/regionalized this information can be, the better.

Just a personal curiosity – who’s doing really great work on career aptitude/exploration in late middle or early high school? Can the military help develop this? TSTC also has some interesting tools related to this….

Overall, I LOVE the partnership development component – so much potential there!

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From Keith Sledd, Heart of TX Defense Alliance

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From Keith Sledd, Heart of TX Defense Alliance

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My feedback is not so much for these two documents but more toward consideration for actual implementation.

Think we have to look at what EAF resources or digital tools can be used virtually especially to enable smaller ISDs to compete?  Staff in smaller districts already were several “hats.” I think any digital or virtual resources that make the program simpler and easier to implement will be key.

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Yes, I can see an organization like Breakthrough supporting as an effective external partnership. 

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Yes, I can see an organization like Breakthrough supporting as an effective external partnership. 

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I value listing this as the first lever of change as visible priority by leadership is critical. I also value the recognition that it takes both district and campus leadership. My only wish is that the essential action 2 is better defined. I think the structural component is so huge - when in the schedule does advising happen, by whom, and how is that information tracked, etc? 

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I value listing this as the first lever of change as visible priority by leadership is critical. I also value the recognition that it takes both district and campus leadership. My only wish is that the essential action 2 is better defined. I think the structural component is so huge - when in the schedule does advising happen, by whom, and how is that information tracked, etc? 

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Agree with the other comments here that training/PD and qualifications of postsecondary advisors  still matter. I wonder if the role some of us CBOs can play is to share teh competencies we put in our job descriptions when we hire advisors + the content of our training?

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Agree with the other comments here that training/PD and qualifications of postsecondary advisors  still matter. I wonder if the role some of us CBOs can play is to share teh competencies we put in our job descriptions when we hire advisors + the content of our training?

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Yes, I hope to see adoption at every school! I think the one piece that is missing that would make this tool even more impactful is to be more explicit about structures - when in the calendar does advising happen, at what frequency? How do you make curriculum decisions with postsecondary options in mind, like essays in ELA, fin aid in economics, how do you engage families? How do we account for summer melt? 

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Yes, I hope to see adoption at every school! I think the one piece that is missing that would make this tool even more impactful is to be more explicit about structures - when in the calendar does advising happen, at what frequency? How do you make curriculum decisions with postsecondary options in mind, like essays in ELA, fin aid in economics, how do you engage families? How do we account for summer melt? 

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But, again, overall this is a great tool and I'm grateful to see it!