nov-dec cgcp news · asca new student success standards 7-8 wsca conference 8-10 dual credit ......
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November-December,
2014
Volume 4, Issue 2
CGCP News Comprehensive Guidance and Counseling
OSPI Office of Superintendent of Public Instruction
OSPI Staff Change
After 39 years serving as a school counselor, or in advocacy and direct
support of comprehensive guidance and counseling programs, Mike
Hubert has retired effective December 1. Danise Ackelson will be
continuing in her key leadership in support of strong programs that serve
the academic, career and personal/social development needs of all
students in our schools. A new Secondary Education Director should be
in place no later than January 1.
When asked for a parting guidance, Mike offers two thoughts:
1. “Not really knowing what the future will hold, I still believe that setting
your sails to take full advantage of research informed practice, combined
with collaborative, passionately implemented, student-centered
programs, and an unwavering belief that this will make a positive
difference, will bring bright futures to Washington students. May your
work be done with a spirit of service to all students and their families.
2. “I would like to thank Dan Newell, the Assistant Superintendent and
supervisor of my division. It was only through his firm and passionate
commitment to empowering the OSPI voice related to school counseling
that any of the achievements over the past 6+ years of my time could be
possible. He brings great energy and “can-do” spirit to our work. I would
also want to thank Danise for stepping in early in my tenure to share the
same passion for school counselors and their primacy to education
reform. She is truly the state voice of school counselors and my hope is
that you will support her initiatives to strengthen your efforts and
celebrate your successes as counseling programs take center stage.
Finally, and certainly not least, thanks to my administrative assistant,
Laura Moore. She has been the frequent organizer behind the scene,
making sure that our efforts on your behalf were well organized and
presented. Combined with her amazing knowledge of policy history and
statutes, as well as her spirit of service, I could not have asked for more
support.”
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
Staff Change 1
Graduation
Toolkit Update
2
New Resources
for Graduation Requirements
2
Assessment Changes
2-3
SBCTC/COPS Statement on Use of Smarter Balanced
3-4
Transition English & Math Classes
4
NCAA Eligibility
Update
4-5
Equal Access Revisions
5
Career Guidance Award of Excellence
5-6
Allocation Model 6-7
Graduation
Specialist
7
ASCA New
Student Success Standards
7-8
WSCA
Conference
8-10
Dual Credit
Expansion Grant
10-
11
College Bound 11- 15
White House
Convening
15-
16
Tip of Hat to
Shannon Gubser
16-
17
Happy Sailing,
Mike
17
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November-December Issue CGCP News Page 2
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
Graduation Toolkit Update
The Graduation in Washington Toolkit has been updated to reflect changes in those
sections related to assessments. Make sure that the version you are using has an
October 2014 revision date. The toolkit can be found at:
http://www.k12.wa.us/graduationrequirements/GraduationToolkit.aspx.
State Board of Education: New resources for
Graduation Requirements
In the 2014 session, the Legislature passed E2SSB 6552 that directed the State
Board of Education (SBE) to adopt rules to implement the Career- and College-
Ready Graduation Requirements which had been adopted in the board resolution of
November 10, 2010, and revised on January 9, 2014, with some modifications. The
Board adopted rules to implement E2SSB 6552 on July 10, 2014.
A 5-minute video, entitled “A Career- and College-Ready Diploma” was posted in
October 2014. It describes the new requirements and is an excellent description for
all school staff to see. http://www.sbe.wa.gov/graduation.php
The NEW application form for a Temporary Waiver from High School Graduation
Requirements under Chapter 217, Laws of 2014 can be found here:
http://www.sbe.wa.gov/graduation.php.
Assessment Changes
OSPI has issued two statewide testing memorandums this fall that are of note to
school counselors and the guidance/support they provide staff, students, and
parents.
1. Memorandum No. 064-14 – English Language Arts 10th Grade Exit Exam for
Classes of 2016-2018
(http://www.k12.wa.us/BulletinsMemos/memoranda2014.aspx)
This notice to school districts, issued on October 23rd, affirms that the computer
adaptive Smarter Balanced ELA test items developed for online testing will be
used for both the 10th grade ELA Exit Exam for graduation, as well as for
accountability with grade 11. The memorandum goes on to share specific
calendar information as well as provide a summary table with concise
information on each cohort’s (classes of 2014 through 2019 and beyond)
assessment graduation requirements under current statutes.
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November-December Issue CGCP News Page 3
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
2. Memorandum No. 071-14 – ACT/SAT Science Cut Scores and Locally
Determined Assessment Options for Science
(http://www.k12.wa.us/BulletinsMemos/Memos2014/M071-14.pdf). This
memorandum provides an update on the status of two alternatives by which
students may meet the science assessment requirement.
ACT/SAT Cut score – OSPI recommended a cut score of 16 to the State Board of
Education (SBE). This cutoff was approved by SBE on November 14. Counselors
are reminded that students who choose to use the ACT for purposes of fulfilling
the science graduation requirement may have the test fee waived by using the
fee waiver form found at the following link:
http://k12.wa.us/assessment/Graduation Alternative/pubdocs/1633.pdf (mail-in
registration only).
Locally Determined Assessment – OSPI is developing the associated
documentation and processes to support local efforts to measure student (12th
graders on an IEP) demonstration of knowledge of select science standards,
aligned with the Biology End-of-Course exam. The scheduled release of these
materials is being planned for February, around the beginning of 2nd semester
on most schools. A training webinar will be posted for teacher access in mid-
January. Note: to be eligible, the student must have participated in a previous
high school science assessment, such as the Biology EOC or the science DAPE/
Special, Unavoidable Circumstances Appeals
Students in their senior year who have been unable to demonstrate their skills and
knowledge on the HSPE or other assessment because of special, unavoidable
circumstances may appeal to a High School Certificate Review Board. The definition
of a “special, unavoidable circumstance,” the process for filing an appeal, and the
criteria for granting an appeal, are included in the Special, Unavoidable
Circumstances Appeal Guidelines (PDF)
(http://www.k12.wa.us/assessment/GraduationAlternatives/SpecialCircumstances.a
spx), which defines the terms, explains the process for filing the appeal, as well as
the criteria for granting such a waiver.
SBCTC/COPS Statement regarding the use of Smarter
Balanced Assessment Consortium (SBAC) for
placement
In September of this year, the Washington State Council of Presidents
(representing Washington’s public baccalaureate institutions) and the State Board
of Community and Technical Colleges, issued a joint statement reflecting an
agreement on how the Smarter Balanced Assessment scores of 11th graders can be
used by their member institutions. In their statement of support for use of the
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November-December Issue CGCP News Page 4
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
Smarter Balanced Assessments to evaluate student learning, they include
measuring readiness for entry-level college coursework in mathematics and English
language arts.
“To that end, the six public baccalaureate institutions and the community and
technical college system have agreed to use 11th grade Smarter Balanced
Assessment scores of level 3 or 4 to enroll first-year college students who have
been admitted into entry-level college math and English courses without further
placement testing.”
This statement of support applies to the classes of 2016 through 2018, after which
it will then be renewed or modified, based on the outcomes for students. More
details can be found at http://www.sbctc.edu/documents/Smarter-balanced-final-
approved-10.6.2014.pdf.
Transition English and Math classes
As part of the joint agreement between the Washington State Council of Presidents
and the State Board of Community and Technical Colleges, SBCTC has partnered
with OSPI in developing Bridge to College courses (aka transition courses) in math
and English for students who do not score at a college-ready level (3 or 4) on the
Smarter Balanced Assessments. These courses are designed to assist high school
seniors in acquiring the specific skills in math and English that can get them “over
the hump” and thereby avoid remediation and placement testing when they enter
college. Developed with the end in mind, these courses are aligned between K-12
standards and those for entry-level college courses. More details can be found at
http://www.sbctc.ctc.edu/college/education/smarter_balanced_brief_oct2014.pdf.
Although the courses are designed for SBAC level 2 students mainly, and level 1
students may require different and more intensive interventions in the senior year,
there is nothing to prohibit small districts from including level 1 students in such
courses, if they believe that the students are sufficiently motivated, and minimum
course enrollments are a factor.
OSPI will be intensifying efforts to communicate to school counselors over the next
several months as student guidance related to these courses should serve to
enhance student access to postsecondary education. OSPI’s Teaching and Learning
division has submitted to present on this topic at the WSCA annual conference in
February.
NCAA Eligibility Update
The NCAA supports communications to school counselors and administrators
through their NCAA Eligibility Center High School Portal which can be found at
https://web1.ncaa.org/hsportal/exec/homeAction. This is a complimentary
subscription which will keep school counselors up-to-date related to NCAA eligibility
guidelines for student athletes. Within the November issue you can find links to the
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November-December Issue CGCP News Page 5
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
Guide for College-Bound Student Athlete, a link to a high school survey to seek
feedback designed to improve their services and communications with the high
schools, as new information on the changes to Division I academic requirements
starting with the Class of 2016.
Equal Access WAC revisions
Effective December 19th, revised rules go into effect that impact guidance and
counseling programs as they relate to course and program enrollment, access to
course offerings, as well as responsibilities related to preventing as well as addressing
harassment, intimidation, and bullying.
Schools are now required to include tests and appraisals, career and vocational
guidance materials, work/study programs and educational scheduling or placement in
their assessment. A prompt response as to whether substantial disproportionality
exists and it’s response to ensure that disproportionality is not the result of
discrimination is also required.
For more information on the revise rules, go to
http://www.k12.wa.us/equity/Rules.aspx.
Career Guidance Award of Excellence
The Office of Superintendent of Public Instruction is inviting public middle and high
schools to apply for The Career Guidance Award of Excellence. The award will
recognize schools that demonstrate outstanding high standards for development of
school-wide college and career readiness specifically related to career guidance as a
part of their comprehensive guidance and counseling program. Applications are due
January 22, 2015. Schools will be notified in late January, with an award ceremony
in early March, 2015.
What is the Career Guidance Award of Excellence?
Awards for career guidance will be selected from public middle and high schools
to honor schools with superb career guidance programs. Common
characteristics for schools designated for the Career Guidance Award of
Excellence include:
Serves all students and is a school-wide program
Connects with other school-wide initiatives
Data shows increase in college ready transcripts, increase in rigor,
program sustainability, decrease in college remediation rates, increase
in college persistence
Program structure connected to Comprehensive Guidance and
Counseling Program (CGCP) as described in RCW 28A.600.045
Aligned with American School Counselor (ASCA) National Standards
Develops a High School & Beyond Plan/Portfolio for every student
Distributive Leadership from administration, counselors, and lead teachers
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November-December Issue CGCP News Page 6
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
Utilizes Career Guidance Washington curriculum
Selection Priorities for schools:
All staff involved in an Advisory or similar program to disseminate
information and teach college & career readiness
Students and staff cultivate positive relationships with personal connections
Program builds a cohesive school culture for college and career readiness
Data shows that student-led conferences worthwhile and parent engagement
has increased
Through interconnected key elements, the career guidance program engages
the entire school
o Career Guidance WA Curriculum delivered to all students
o Student planning portfolios for development of the High School and
Beyond Plan starts in middle school
o Student-led conferences held each year with parents
o Student-informed scheduling connected to student course selection and registration process
o Ongoing evaluation of outcomes to measure program success
o Program has the foundations of Program Management and Leadership
Guidance & Counseling Programs
Application and support documents can be found at
http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/CGAwards.asp
x.
Allocation Model
Over the past couple of years, we have had the good fortune to report to secondary
school counselors, improvements in the allocation for their positions, based upon
legislative actions, and informed by the earlier recommendations of the Quality
Education Council. With the sharing of that information, we have also defined what
an allocation is, and the primacy of local school districts and their school boards in
determining how such allocations would be utilized (local control). We have shared
such information to illustrate how the legislature and governor assign significant
importance to the role of guidance and counseling in education. We continue to
hope that this information has led to greater confidence in sharing your program
successes with your school and district leadership, and not as we have cautioned,
to use this prototypical school staffing allocation formula news to initiate
conversations that begin with, “you get the money, hire more counselors.” The
financing of schools is a very complex set of decisions, and not everything funded
by state dollars is enough to create a fully funded position. The strength of school
counseling is that we can demonstrate how our efforts can positively impact career
and college readiness in our students. We urge you to share such efforts. It is our
OSPI guidance and counseling program belief that, as you increasingly demonstrate
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November-December Issue CGCP News Page 7
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
that you are making a difference, others will more readily assign greater priority to
the allocation of both state and local dollars to the work.
Graduation Specialists
There are many reasons some students don’t complete high school or perform at a
level equal to his or her classmates. All students need support to achieve these
important goals—and some need more help than others. Student success requires
high levels of collaboration between educators, community resources, the student,
and his/her family. One way to implement this team approach is through the use of
“graduation coaches.”
Although the American School Counselor Association (ASCA) does not specifically
take a position on use of graduation coaches, it does recognize that the inclusion of
such individuals within a school counseling program can be an important element in
schools seeking solutions to addressing student engagement. In the ASCA position
statement, The Professional School Counselor and the Use of Non-School Counseling
– Credentialed Personnel (adopted in 1994, revised in 2012), the organization
asserts that the use of non-school counseling personnel may provide valuable
services to students, but that such services must be clearly defined, based on the
individual’s training and skills, and delivered collaboratively within the context of a
Comprehensive Guidance and Counseling Program (CGCP)
(https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Non-
School-Counseling-Credentialed.pdf).
Graduation coaches work with school counselors, as a part of the CGCP team, to
ensure that all students have the support they need to graduate and transition into
postsecondary education and life, and that students who need targeted support get
it.
In 2013, OSPI prepared and released a model policy that defines the skill sets and
responsibilities that would shape the role and responsibilities of a graduation coach
within a Comprehensive Guidance and Counseling Program (CGCP). It can be found
at http://www.k12.wa.us/LegisGov/2013documents/ModelGradCoachesPolicy.pdf
American School Counselor
Association (ASCA): New Student
Success Standards
http://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf
The ASCA Mindsets & Behaviors for Student Success: K-12 College- and
Career Readiness for Every Student describe the knowledge, skills and attitudes
students need to achieve academic success, college and career readiness and
social/emotional development.
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November-December Issue CGCP News Page 8
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
The standards are based on a survey of research and best practices in student
achievement from a wide array of educational standards and efforts. These
standards are the next generation of the ASCA National Standards for Students,
which were first published in 1997. The 35 mindset and behavior standards identify
and prioritize the specific attitudes, knowledge and skills students should be able to
demonstrate as a result of a school counseling program. School counselors use the
standards to assess student growth and development, guide the development of
strategies and activities and create a program that helps students achieve their
highest potential. The ASCA Mindsets & Behaviors can be aligned with initiatives at
the district, state and national to reflect the district’s local priorities.
To operationalize the standards, school counselors select competencies that align
with the specific standards and become the foundation for classroom lessons, small
groups and activities addressing student developmental needs. The competencies
directly reflect the vision, mission, and goals of the comprehensive school
counseling program and align with the school’s academic mission.
Research-Based Standards: The ASCA Mindsets & Behaviors are based on a review
of research and college- and career-readiness documents created by a variety of
organizations that have identified strategies making an impact on student
achievement and academic performance. The ASCA Mindsets & Behaviors are
organized based on the framework of non-cognitive factors presented in the critical
literature review “Teaching Adolescents to Become Learners” conducted by the
University of Chicago Consortium on Chicago School Research (2012). This
literature review recognizes that content knowledge and academic skills are only
part of the equation for student success. “School performance is a complex
phenomenon, shaped by a wide variety of factors intrinsic to students and the
external environment.” (University of Chicago, 2012, p. 2). The ASCA Mindsets &
Behaviors are based on the evidence of the importance of these factors.
2015 Washington School Counselor Association Conference "Vision, Focus, Change, Rejuvenate”
Date: February 24th - 27th, 2015
The Doubletree Hotel and Conference Center,
18740 International Blvd, Seattle, WA. 98188
Registration can be found at: http://www.wa-schoolcounselor.org
Thursday Morning Keynote—Trish Hatch
Trish Hatch, PhD, is the author of The Use of Data in School Counseling: Hatching
Results for Students, Programs and the Profession (2014); co-author of the ASCA
National Model: A Framework for School Counseling Programs (ASCA, 2003; 2005)
and co-author of Evidence-Based Practice in School Counseling: Making a Difference
with Data-Driven Practices (Dimmit, Carey & Hatch, 2007). Dr. Hatch is the Director
of the School Counseling Program and Associate Professor at San Diego
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November-December Issue CGCP News Page 9
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
State University and the Executive Director of the Center for Excellence in School
Counseling and Leadership (CESCaL), in the College of Education at SDSU. A former
school counselor and administrator, Dr. Hatch has served in multiple leadership roles
including Supervisor/Postsecondary-Level Vice President of the American School
Counselor Association (ASCA). Dr. Hatch provides training and consulting on
evidenced-based practice, the use of data to improve outcomes for students,
programs and the profession.
Thursday Featured Speaker—Eric Sparks, Ed.D. Assistant Director, American
School Counselor Association
The ASCA Student Standards have guided school counselors’ practice for many years.
But student developmental needs are always changing, and ASCA’s standards have
been updated based on the latest research and best practice to enhance student
achievement and promote college and career readiness. The ASCA Mindsets &
Behaviors for Student Success: K-12 College- and Career-Readiness Standards for
Every Student describe the knowledge, skills and attitudes that students need to
achieve academic success, college and career readiness, and social/emotional
development. The standards are based on a survey of research and best practices in
student achievement from a wide array of educational standards and efforts. Come to
this session to learn all about the revised ASCA Student Standards.
Friday Morning Keynote—Jermaine Galloway
Officer Jermaine Galloway has been an Idaho law enforcement officer since 1997 and
has more than 11 years of experience in underage drinking and drug and alcohol
enforcement. Officer Galloway has worked several different assignments, including
crime scene investigation (CSI), DUI task force, officer mentoring, and as a field
training officer. After playing Division I basketball, Jermaine received his BA from the
University of San Francisco. Jermaine is currently an adjunct instructor at NNU
(Northwest Nazarene University). Jermaine has coordinated and led thousands of
alcohol-related initiatives. Jermaine is also an Idaho POST certified instructor in
alcohol beverage laws, drug identification, community policing, and hate & bias
crimes. He currently provides nationwide training to police officers, prevention
personnel, educators, counselors, parents, treatment providers, health professionals
and community, coalition members on alcohol and drug trends, drug identifiers, drug
clothing, party patrols, party drugs, Fake ID's, drug concealment, alcohol and energy
drinks, drug logos, synthetic drugs, drug concentrates, non- traditional ways of
alcohol consumption, cough medicine abuse, alcohol laws, drug stash compartments,
popular culture music, and other community based alcohol and drug initiatives.
Currently, Galloway has trained over 50,000 people nationwide and internationally.
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November-December Issue CGCP News Page 10
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
Pre Conference: Tuesday February 24th 9 a.m.-4 p.m.
School Counselor Supervision Dr. Cher Edwards
Wednesday February 25th 9 a.m.-4 p.m.
9-noon or 1-4 pm. Networks for Life—This class fulfills the state requirement for
suicide prevention training.
Enhancing Intrinsic Motivation to Change and Achieve—Dr. Kathy Biles, Ph.D., N.C.C
and Dr. Gene Eakin, Ph.D
Mandated Reporters—Dr. Cher Edwards
Working with Students with disabilities: How to navigate Special Ed and Section 504
to deliver effective strategies—Rebecca Ballbach and Jan Bakken, Special Ed. Director
in Everett Public Schools
More information is on the WSCA website www.wa-schoolcounselor.org.
Academic Acceleration: Dual Credit Capacity Expansion Competitive Grant One last round of grants is being offered for school districts to apply for the Dual
Credit Capacity Expansion competitive grants. RCWs 28A.320.195 and 196 assert the
importance of making dual high school and college credit courses available for
students, as well as a desire that more be done to promote academic acceleration for
all students, including the elimination of barriers, real or perceived.
To be eligible for this grant, a school district must have adopted an academic acceleration policy as outlined in RCW 28A.320.195. The school board must enact a
policy where students, who meet the state standard on the high school assessment, are automatically enrolled in the next most rigorous advanced course offered by the high school. Students who are successful in that course are then automatically
enrolled in the next most rigorous course, with the objective that these students will eventually be enrolled in dual credit courses. The subject of the course depends on
the area of the state assessment in which standard was met. Students must pass end-of-course tests in either Algebra I (Integrated Math I) or Geometry (Integrated Math 2) to meet the standard in mathematics. Students who meet the standard in
reading and writing qualify for advanced English, Social Studies, Humanities, and other related courses. Under this adopted policy, school districts must notify students
and parents about the policy, and must provide parents an opportunity to opt out and enroll the students in alternative courses. Schools who have already been awarded Dual Credit Expansion competitive grants in either of the 2013–14 grant cycles or in
the first two rounds awarded through this summer, are not eligible for a second grant. These grant funds can be used for all dual credit programs (except Running
Start) that include AP and IB.
Application Process: School districts, working with their high schools, may apply
through OSPI’s iGrants Package #661–Dual Credit Capacity Expansion competitive
grants. Awards will range between $1,900 to $10,000 per high school, depending
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November-December Issue CGCP News Page 11
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
360.725.4967
on student enrollment. The application in iGrants will open on Thursday, January 8,
2015.
Due Date: Applications must be submitted by the school district on behalf of all schools interested in Dual Credit Capacity Expansion grant funding. Applications must
be completed by 5:00 p.m., Thursday, February 5, 2015.
College Bound Scholarship News and Information
From Washington Student Achievement Council (WSAC) Beth Ahlstrom,
In our upcoming webinars, we will describe the highlights of the MS Toolbox including
how to access the portal, use the new upload feature, print Missing Information
Letters (MILs) and track your sign ups. You will be able to ask questions live during
the webinar and get answers immediately. Instructions to participate will be sent via
the counselor Listserv. We will host a webinar in January, so watch for the date.
Ninety-four (94) districts signed-up 90 percent or more, and of those, 69
signed up 100 percent of their students!
Sixty-three percent (63%) of this year’s 8th graders (last year’s 7th graders)
are already signed-up.
Since the program began in 2007, there has been a 32 percent increase in
sign-up numbers.
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Overall, 185,600 students have applied.
There are now three College Bound Listservs: two for students (9th graders and 12th
graders) and one for K-12 staff and partners. The messages are short and
informative, and you can always opt out later. This is the best way for us to stay in
touch with you and the students. Consider joining the student ones, too. That way
you will know what we send the students and you can help us reinforce the
messages! To sign-up for any or all of these, please visit www.collegebound.wa.gov.
Following up with the students: A complete application must have two signatures
(parent/guardian and student), have an income box checked, and be submitted to us
by June 30 of the student’s eighth grade year.
This is how we work with you to ensure that we have complete applications by the
June 30 deadline:
1. Every other month, beginning in October, we will send you a batch of MILs
(Missing Information Letters) and ask you to give them to students who have
incomplete applications. You may:
a. Collect them from the students and forward them to us (preferable); or
b. Ask the families to send them directly to us.
2. In addition to the MILs we send you, we also send three letters to the
families/students notifying them that their applications are incomplete and
provide instructions about what they must do.
3. Students with complete applications are sent a College Bound certificate and
magnet (usually within four to six weeks).
4. Students who fail to submit complete applications by the deadline are
notified that they are ineligible to receive the scholarship.
5. Finally, if a family believes there has been a mistake, there is an appeals
process.
Out with the old and in with the new: Each spring the USDA publishes income
eligibility requirements for the free and reduced-price lunch (FRPL) program. These
income guidelines are one of the ways eligibility is determined for College Bound.
Therefore, all materials—including applications—may only be used for the academic
year specified. If a student submits a previous year’s application, it will be considered
invalid. Please toss old brochures, posters, and applications.
Paper applications: Beginning this year, the Word version of the application, which
some schools have used to mail merge their FRPL list, is no longer available.
Instead, schools may use the upload feature in the MS Toolbox to input the names of
their FRPL students. This change was made because of the size and continual growth
of the program. For more information on how to upload names, attend one of the
webinars listed above.
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November-December Issue CGCP News Page 13
600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 *
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Portal access: Gaining access to the WSAC’s secure portal is your most important
sign-up tool. The portal is where you can track your CBS students and monitor your
sign-up rates. The process is as easy as 1, 2, 3.
1. Email [email protected]; use PORTAL ACCOUNT in the subject line
and provide your name, phone number, title, and the schools that you serve.
2. Activate! You will receive an activation email from WSAC. You must activate
your account within 48 hours or the link will expire.
3. Bookmark https://fortress.wa.gov/wsac/portal/default.aspx for future access
to your students’ names.
Correspondence: In early spring, superintendents and principals receive letters and
reports from CBS notifying them of their sign-up numbers. Then in late spring,
districts and schools that have sign-up rates lower than the state average receive
another letter and report alerting them to their low numbers.
Ordering materials: Free materials—brochures and posters (English and Spanish),
pencils, and window clings (new this year)—may be ordered by emailing
[email protected]. Please allow two weeks for delivery.
Questions, comments, concerns: We want to hear from you! Email us at
[email protected] or call 888-535-0747. We administer the program, but
it works because of you. Let us know what’s working and what’s not.
One-stop college information website: Whether you are a counselor, teacher,
parent or student, visit www.ReadySetGrad.org for the latest on financial aid,
academic preparation, scholarships, and more.
Keeping your student lists current:
1. Four times per year, students with new, complete applications on file with
WSAC will be matched with OSPI.
2. Then, after the initial match, there will be weekly matches with OSPI to
update student enrollment information. Remember that the accuracy of this
match depends on how quickly districts update their student information with
OSPI.
3. Finally, once students have been matched with OSPI, College Bound staff
cannot override the last reported school.
Middle School Specifics: Middle schools will receive a welcome packet from WSAC
with a sample of our College Bound materials and a News and Information sheet with important updates about signing up students for 2014-15. The packet is
addressed to "Counselor," so if does not reach you, please email us at [email protected] and one will be forwarded to you.
High School FAFSA Events: The dates and locations of the 2015 College Goal
Washington FAFSA completion events are posted at online at www.readysetgrad.org/educators/grad/college-goal. It's not too early to remind your College Bound seniors that they should file the FAFSA by the February 1,
2015, priority filing date even if their parents haven't filed their taxes or they
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haven't been accepted to college. For a list of the FAFSA priority filing dates for all Washington institutions visit
www.wfaa.org/docs/students/FinancialAidDeadlines.pdf.
A recent AP article about College Bound: www.seattlepi.com/news/article/Public-
college-enrollment-up-in-Washington-state-5838124.php
Counselor resources available on the Washington Financial Aid Association's website
under Resources and Outreach: www.wfaa.org
American College Application Campaign
The American College Application Campaign® (ACAC), a national initiative
administered by the Washington Student Achievement Council, is designed to
increase the number of first-generation and low-income students who pursue a
postsecondary education. The purpose is to assist high school seniors as they
navigate the college admissions process and ensure each participating student
submits at least one admissions application.
This initiative seeks to address income inequality, a critical need for the state.
Increasing the number of low-income students who apply and then earn a college
credential can reverse the cycle of poverty, reduce the strain on social services, and
advance opportunities for economic prosperity in Washington.
More information about the American College Application Campaign can be found
here. If your school is interested in participating in ACAC/CGW, please contact Anna
Batie, Program Associate, [email protected], 360.753.7856.
College Goal Washington
College Goal Washington is part of a national program that helps students and
families complete the Free Application for Federal Student Aid (FAFSA), the form
required to apply for federal financial assistance for higher education. The
Washington Student Achievement Council, in partnership with USA Funds, is the
lead agency in administering the College Goal Washington campaign. College Goal
Washington aims to reduce the barriers students face in paying for college. This
annual event takes place at numerous locations statewide. College Goal Washington
is an entirely volunteer-driven event.
Annual events take place in January and February. Attendees receive assistance on
completing an initial FAFSA submission and guidance on next steps in the financial
aid application process. At College Goal Washington events, students and families
can utilize the expertise of financial aid counselors through the FAFSA filing process.
The goals of the program are the following:
Increase the number of students that complete the FAFSA.
Ensure College Bound scholars file by the February 1 priority deadline.
Provide information on the entire federal financial aid process.
Connect with other state college access campaigns.
Provide students with information on TheWashboard.org.
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If you are interested in participating in the campaign, please contact Anna Batie at
[email protected]. For more information about the national events, please
follow this link: http://www.collegegoalsundayusa.org/Pages/default.aspx.
White House Convening for School
Counselors for Reach Higher Initiative
When more about 130 experts in school counseling gathered this summer for a summit
at Harvard University, there was talk about how to strengthen the role of counselors in helping more students go to college. In mid- November more than 350 people gathered
at San Diego State University to map out action plans for their states to meet that goal. Both events were sponsored by the White House and Michelle Obama's Reach Higher Initiative. They were part of the Obama administration's broader agenda to improve
college access and completion for students, particularly those from disadvantage backgrounds where no one else in their family has attended college. "There was energy
in the room to work on this together," said Trish Hatch, who organized the White House convening in San Diego, along with Laura Owen, Assistant Professor in the school counseling program at SDSU.
The first lady has indicated she will continue to promote school counseling after the
Obamas leave office, bolstering the commitments of participants gathered from 32
states, added Hatch, an associate professor and director of the SDSU department of
school counseling. Teams who came to the invitation-only event November 17-18,
discussed plans to modify school policies, provide professional development,
leverage student data, change school counselor training curriculum, and other
initiatives aimed at better preparing school counselors to do college advising, said
Hatch, who participated in an Education Week webinar last month on positioning
school counselors to be game changers in college access. A team from Washington
State included Dr. Diana Gruman, Sharon Camblin, Becky Ballach, Jeanne Willard,
Yolanda Watson, Heidi Morton, Michelle Nilsen, Keith Schacht, Aramis Johnson, and
Jennifer Brown.
Some of the work will require funding, but much can be done by changing the
language of school policies to include counselors or reforming curriculum so
counselors know how to best reach out to disadvantaged students and introduce
them to the possibility of college. "The Harvard event generated interest and put
ideas out there. San Diego moved from ideas to action plans," said Mandy Savitz-
Romer, who led the meeting at the Harvard Graduate School of Education in July.
David Hawkins, director of public policy and research at the National Association for
College Admission Counseling, said the administration has highlighted the need for
standards for pre-service and in-service training to improve college-readiness
counseling. "What this event did, with the first lady as the catalyst, is activated that
nerve center in a way that people from disparate parts of the country saw that
other people were working on the same problem," said Hawkins.
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A website created for the San Diego event includes details of the commitments
made by participants to advance the school counseling agenda. Some school
districts pledged to hire more counselors, expand completion of federal financial aid
applications, and improve access to enrollment in college-level courses in high
school. Others plan to develop certificate programs in college advising for
counselors and host training conferences on college- and career-readiness.
Outcomes of the Reach Higher Initiative
Committed leaders and commitment makers in the process of creating systemic
change in one or more of the following areas:
Designing or revising school counselor preparation at higher ed to ensure
adequate preparation standards for school counselors in college career
readiness (CCR)
Developing, improving, and sustaining partnerships between university
training programs and K-12 school districts to ensure field site placements
and activities during fieldwork and training for site supervisors and
administrators align with new requirements in CCR
Writing and implementing minimum credentialing/certificate standards for all
who participate in CCR activities (university training programs, K-12 school
districts, college access staff, and not-for-profit, non-college access groups).
Supporting professional development in districts for school counselors and
CCR service providers ensuring a collaborative scaffolding of agreed upon
roles and services
Creating policies, practices, and procedures that support hiring, supervision,
and placement of appropriately trained/certificated/licensed CCR service
providers ensuring responsibilities are tied to training (job descriptions,
evaluation tools, etc.)
Providing opportunities to develop strategic partnerships with donors,
funders, and researchers interested in evaluating or supporting any or all of
this work, promoting new systemic change models, and discovering evidence
based practices to support school counselors and the students they serve.
Tip of the Hat to Shannon Gubser Article
Kudos to Shannon Gubser, the WSCA 2014 Elementary School Counselor of the Year,
currently serving as an elementary school counselor at Lackamas Elementary in the
Yelm Community Schools District. Shannon and her co-author Kurt Fourre (the
principal at Lackamas) were published in the fall 2014 issue of the Association of
Washington School Principal magazine.
The article, entitled “The Principal-Counselor Relationship: A Customer Service
Model,” talks about strategies that have proven effective in working together for the
“betterment of our school’s academic and climate aspirations.” Designed to engage
school principals, Shannon and Kurt tie their successful efforts to both AWSP
Leadership Framework Criterion (2.2: Ensuring social, emotional and intellectual
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safety and 8.1: Identifying barriers to achievement) and to a foundational belief
system “What is best for the student?”
Thanks to Shannon and Kurt for their advocacy. Their efforts will inform principals
statewide, making a positive difference in the lives of our students.
Happy Sailing, Mike
As you know Mike Hubert has retired after 39 years of
serving students in the state of Washington.
He served as a counselor in the Yakima Valley before moving
to Bremerton High School. Starting in 2007, Mike served as a
consultant with the Navigation 101 program. He joined
OSPI in August 2008, eventually becoming program supervisor for Navigation 101,
and ending as Director of Guidance and Counseling, which eventually transformed
into work with all of Secondary Education.
Mike was the resident expert on all subjects dealing with secondary education from
Running Start to Dual Credit to Assessment and everywhere in between. His
willingness to help students has been a hallmark of Mike’s work. Mike has been a
mentor, coach, and friend to the program supervisors and staff of the Guidance &
Counseling Section of Secondary Education & Student Support.
Over the years he has been active in the American School Counselors Association
(ASCA) and involved with the Washington School Counselors Association (WSCA).
He served on a myriad of committees within the agency and with other state
agencies, too many to list here.
To say that his expertise and knowledge, as well as the man himself, will be missed
by those of us who worked directly with him or served with him on various
committees and projects is an understatement.
There are sailing trips and two “across the ocean” trips in his future. But we
wouldn’t be surprised if, at some point, Mike is back helping students.
So again we want to say “Happy sailing, Mike—fair winds always.”