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College & Career Advising Mentoring Plan

 

COLLEGE AND CAREER ADVISING AND MENTORING PLAN

(2017-2018)

 

Pursuant to Idaho Code §33-1212A your school district/charter school must have a College and Career Advising and Mentoring Plan, plans must be submitted to the State Board of Education and the effectiveness of your plan must be reported annually. College and Career Advising and Mentoring Plan (Plan) must be submitted by October 1st of each year by emailing the plan to mailto:Plans@osbe.idaho.gov.

 

Plans may be submitted as a:

Consolidated plan combined with your school district Continuous Improvement Plan (incorporated within the plan or as an appendix to the plan) - When combining plans the consolidated plan must meet all of the requirements of each of the plans; or

Standalone College and Career Advising and Mentoring plan

 

Pursuant to Idaho Code §33-1212A, school districts and charter schools:

May employ non-certificated staff to serve in the role of college and career advisors and student mentors.

Appropriate alternative forms of advising and mentoring must be research-based and may include the following:

High contact programs such as:

Near peer or college student mentors; and

Counselor, teacher or paraprofessional as advisor or mentor;

Collaborative programs such as:

Student ambassadors; and

Cooperative agreements with other school districts or postsecondary institutions; and

Virtual coach or mentor programs

Must provide professional development in the area of college and career advising to all staff serving in the role of student mentors or advisors. All individuals providing services in the role of a college and career advisor must have a basic level of training or experience in the area of advising or mentoring to provide such services.

Must notify parents or guardians of all students in grades 8 through 12 of the availability of college and career advising provided by the district and how to access such services.

Must report annually on the effectiveness of their college and career advising programs as part of their annual continuous improvement plan.

 

Pursuant to Idaho Administrative Code, IDAPA 08.02.02.801, the following metrics must be included as part of the College and Career Advising and Mentoring Plans:

Percent of learning plans reviewed annually by grade level in grades 9 through 12

Number and percent of students who go on to some form of postsecondary education one and two years after graduation (this information may be obtained from the State Board of Education Office)

Number of students graduating high school with a career technical certificate or an associate's degree.

One or more additional metrics chosen by the school district or charter school to determine the effectiveness of the College and Career Advising and Mentoring plan

 

Plans must include baseline data (previous year at a minimum) and annual benchmarks (performance targets).

 

 

 

TEMPLATE 3

School District

Clark County Schools District #161

Contact

Name: Dee Anne Taylor

Phone: 208-374-5215

E-mail: taylord@mudlake.net

 

Use additional space or pages as needed.

College and Career Advising Model used by the LEA (if using research based model not identified in Section 33-1212A, Idaho Code, site research used):

 

The College and Career Advising and Mentoring model that Clark County SD #161 utilizes is counselor driven and follows the American School Counseling Association National Standards (ASCA). These standards address college and career readiness for our students. Through the utilization of some of the teaching staff for various activities the academic standards allow for the implementation of strategies and activities that provide support which enables our students to learn. Additionally, these standards provide the necessary foundation that our students need to acquire the attitudes, beliefs, knowledge, and skills required to enable them to successfully transition from school to work force and career.

 

 

Description of college and career advising and or mentoring plan, break out plan by grade level (if variable by grade):

 

Sixth-Eighth Grades:

 

Personality & interest inventory tests

Study Career Clusters

After School Tutoring provided by 21st CCLC and staff

6th Grade Student and Parent Orientation

Field trip to experience careers in certain fields

This year we will experience:

What a vet and vet technician does

What an animal scientist does

What a miner and silversmith does

 

Sixth-Twelfth Grades:

Back-to-school night presentations

Mandatory parent attendance at registration

Messages sent out on the Remind system

Special parent meetings

 

Eighth Grade:

Academic advising and orientation to high school provided by counselor for students and parents

Develop a dynamic 4-year plan with student, counselor, and parents

College Campus tour

Assemblies on student success in school (PBIS) and college and career options

 

 

TEMPLATE 3

Ninth-Twelfth Grades:

Utilization of the Meyers-Briggs personality test along with O*Net to explore careers

Use of a speed reading program to improve reading speeds and comprehension to enhance our students' preparedness for college entrance exams

Attendance of a Tech Expo.

Attendance of a college or career fair

Offerings of dual credit classes.

Take Spanish speaking students to Spanish CLEP exam

Review 4 year plans with counselor

Freshman Orientation-introduction to high school with student and parent

Parent informational night-orientation to high school.

Classroom presentations about high school success, college and career options

Career unit in required computer class

Assembly on student success in school, college and career options

Opportunity for Credit recovery courses through IDLA

Overload courses

Mentoring program

 

Tenth-Eleventh Grades:

Attend the Junior Achievement Inspire to Hire Day

Visit a college campus

Explore college majors available

Job shadowing

ACT/SAT prep

Microsoft Certification opportunities

AP Courses

 

Twelfth Grade:

Participate in National College Application Week

Fill out the FASFA as a class

Encouraged to participate in concurrent enrollment

Scholarship information-classrooms, online, parent information

Senior Project - mentoring and advising

 

 

Summary of method used to notify parents of available resources:

 

Phone calls

Emails

Text

Text Remind Alerts

Fliers/letters sent home

Website

Social Media

Direct conversations

School Paper

 

TEMPLATE 3

Reader Board

Parent informational nights

Office hours at P/T conferences

Parent Teacher Conferences-individual and group

 

Provide effectiveness measures chosen by the school district/charter school, required metrics, previous year or years data and benchmarks chosen by LEA:

Performance Measure

2015-2016

(optional)

2016-2017

Benchmark

Percent of Learning Plans reviewed annually by grade level, in grade 9 through 12

 

100%

 

100%

100%

Number of Students Graduating High School with a Career Technical Certificate

 

0

0

0

Number of Students Graduating High School with an Associate's Degree

 

0

0

0

Number and percent of students who go on to some form of postsecondary education, one and two years after graduation (school district and charter school go on rates may be retrieved from the State Board of Education)

1 Year # 1

1 Year # 7

A 10% increase from previous year

1 Year % 25

1 Year 44%

2 Year # 2

2 Year #11

A 10% increase from previous year

2 Year 50%

2 Year 65%

Additional effectiveness metrics chosen by the school district/charter school

 

 

 

Clark County SD #161 will increase the number of students enrolled in dual credit classes courses in 16-27 SY.

 

 

 

2 (about 4%)

5 (about 11%)

A 5 % increase from the previous year up to 25% of all high school students

FAFSA completion (% of seniors)

50%

65%

10% increase from the previous year

College Application Week (% of seniors who apply)

87%

80 %

80%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Please proceed to the College and Career & Mentoring Budget and Expenditures (Template 4)