600 Washington St. SE * P.O. Box 47200 * Olympia, WA 98504-7200 * 360.725.0415

As we enter

spring, the

College Bound

Scholarship

program is in full

swing—both for sign-ups in middle

school and FAFSA completion for

students in high school. More than

98,000 students have applied for the

program since it began in 2007. Fur-

thermore, nearly 16,000 students from

the Class of 2012, our first cohort, are

scheduled to graduate and, for those

who meet the requirements, attend

college in the fall. This has been a

state-wide effort and a tribute to all

who work so hard to make Washington

students college bound.

Middle School Know Who Has Applied

You may now access the Higher Educa-

tion Coordinating Board’s (HECB)

secure portal to view which of your

students has applied for College

Bound. Once you have the list of

names you can compare it with the

names of your students who are eligi-

ble for the free- and reduced-price

lunch program and focus your sign-up

efforts. Instructions to access the por-

tal and OSPI’s Disclosure form are on

HECB’s website: http://

www.hecb.wa.gov/

ProgramAdministration/CollegeBound/

Who

Best Practices

Staff responsible for sign-ups report

that these three methods are very ef-

fective:

Pre-populate College Bound

applications and sign up eligible

students during parent-teacher or

student-led conferences. You can

discuss the benefits of education

beyond high school, obtain signa-

tures, and ask families to drop

the completed application off

before they leave.

Small group discussions with

eligible students about the bene-

fits of continuing their education

are also effective.

You can sign them up online

(always preferable —quick, accu-

rate, and environmentally con-

scious) and send the signature

page home with instructions to

return it to you.

Reminders

The deadline is June 30 at the

end of the student’s 8th grade

year; students only need to sign

up once.

Only eligible 7th and 8th grade

students may apply. To find out

the income requirements go to:

http://www.hecb.wa.gov/

PayingForCollege/CollegeBound/

EligibilityAndApplications#overlay

-context Free materials (brochures, post-

ers, applications) are available.

Email:

collegebound@hecb.wa.gov

Each ESD has a counselor from

College Bound Scholarship

Inside this issue:

College Bound

Scholarship (cont’d)

2

Spotlight Corner 3

AP Test Fee Change 4

Middle School

Initiative

4-5

ASCA National

Conference

5

Counselors & Stu-

dents ―at-Promise‖

6

WSCA Conference 6

Data Shows Increase

7-8

Data Video Conference

8

Counselors & Coor-dinators Workshop

9

Spring Regional Workshops

9

Navigation Princi-pals Survey Sent

10

NavAcademy Held 10

Grant Budget Reminder

11

The Navigator Revived

11

OSPI Office of Superintendent of Public Instruction

CGCP News

March-April 2012

Volume 3, Issue 5

Continued on page 2

CGCP News Page 2

College Bound Scholarship (continued)

the College Success Foundation available to as-

sist you in signing up eligible students.

http://www.hecb.wa.gov/PayingForCollege/

StateAid

HIGH SCHOOL Know Your College Bound Students

Step one is to sign up eligible students for College

Bound in middle school. Supporting these students

throughout their high school years is just as

important. Now you can access the names of your

College Bound students so that you may monitor

their course selection, GPAs, and whether they

have filed the FAFSA. Instructions to access the

portal are easy and fast, and the data are accurate

and updated daily.

http://www.hecb.wa.gov/ProgramAdministration/

CollegeBound/Who

February 1, FAFSA Completion, and

the Class of 2012

February 1 was the priority deadline for College

Bound seniors to file the Free Application for

Federal Student Aid (FAFSA). This was to ensure

they could receive the best financial aid packages

for which they are eligible. Thanks to your help

nearly 8,200, of the 16,000 College Bound seniors,

have filed the FAFSA. Now that the priority deadline

has passed, this is the message to pass on to your

College Bound students who have yet to file:

―It is not too late to file—do it today, don’t

delay!‖

College Bound was designed to combine with

State Need Grant (SNG); however, if SNG is

reduced or unavailable, the commitment of a full

College Bound Scholarship award based on the

student’s eligibility will be kept.

Stay on top of the paperwork—answer all

requests for additional information from the

Dept. of Education (FAFSA) and/or the college

financial aid office promptly.

File the FAFSA even if they are not sure they

want to attend college. Once they decide to

attend, they will have the funding.

Information regarding undocumented citizenship

and the scholarship eligibility are highlighted below:

All College Bound application and publicity

materials (in multiple languages) include

language stating that students must have a

Social Security Number (SSN) to receive the

scholarship.

The application and Q & A have been

translated into 11 languages and are posted

on the Web site for families and K-12 staff to

download.

College Bound students, who do not have

citizenship status when they apply for the

scholarship, would be eligible if their status

(or the laws governing eligibility) changes

within five years of high school graduation.

For example students who applied for the

Scholarship in 2007/08 have until 2017 to

gain citizenship status.

Whether College Bound students attend a 2- or

4-year college, they should be encouraged to

take rigorous, academically challenging classes.

The Good, Better! Best!! Poster outlines course-

work options for your students. These are free,

available in Spanish and English, and may be

ordered by emailing

collegebound@hecb.wa.gov

http://www.hecb.wa.gov/sites/default/files/

CollegeBound%20Good%20Better%

20BEST_PosterPrint.pdf

Resources

―I am College Bound‖- A Facebook page for

students about study tips, life/school

issues, academic planning.

―Washington is College Bound‖- A Facebook

page for counselors to learn from others

and share your insights.

Revised version of the PowerPoint for stu-

dents and families. http://

www.hecb.wa.gov/PreparingForCollege/

CollegeBound/2012.

Blog: collegeboundwa.edublogs.org

Links:

collegebound.wa.gov

fafsa.gov

collegeboard.org

www.gearup.gov

Spotlight Corner

Navigation 101 Leadership Award

During the CRI NavAcademy, January 11, 2011, at the WIIN Center, Mike Hubert, Director of Guidance and Counseling and former Program Supervisor for Navigation 101, was presented with the Navigation 101 Leadership Award for the leadership he has provided over the years to the Navigation 101 program.

The award was presented to Mike by Dan Newell, Assistant Superintendent for Secondary Education and School Improvement.

Dave Forrester, American School Counselor of the Year Finalist

Dave was nominated by WSCA President Diana Gruman for ASCA School Counselor of the Year. In her letter she stated: ―I was motivated to nominate Dave because, among the many professional school counselors I have trained and observed, Dave stands out as one of the very best. We all feel strongly that Dave’s accomplishments in Washington State and in our Nation distinguish him as a counselor worthy of a national award.‖

At Olympia High School, Dave is surrounded by experienced counselors who are committed to

developing a fully-implemented, comprehensive, data-driven program. All the counselors have a superhero alias and Dave is called ―Spider Man.‖ He earned the name because he is a master of networking, collaborating, and creating a web of services to support students most in need.

Dave is inspired to apply innovative ideas to overcome barriers. He is an energetic pioneer who is able to marry his technological skills and personal qualities with his passion for comprehensive school counseling systems. Dave and Diana were honored recently in Washington DC by the American School Counselor Association!

AVID Conference Honors Wellpinit Schools

During AVID’s 2011 National Conference, the Western Division was represented by two of our Native American

school districts. This was the first time for a Native American school to be featured at an AVID National Conference. Tim Ames, Wellpinit, discussed AVID’s transformative effect on all aspects of school life: student aspirations, academic skills, rigor, course alignment with college standards, staff attitudes, administrative leadership, and school culture.

Tim Ames is serving in his seventh year as superintendent of the Wellpinit Public School District, centrally located on the Spokane Indian Reservation in eastern Washington. During his tenure, the Wellpinit district has made

significant gains in high school graduation, increased numbers of students being successful in postsecondary pursuits, and the integration of culture into the schools. Wellpinit is a former Navigation 101 grantee district (2006-07 through 2008-09) and is currently using Navigation101.com in addition to AVID.

Aviation High School Earns State Achievement Award

Aviation High School was one of five Highline School District schools selected for the Washington Achievement Award 2011. The school, one of the 2011-12 Navigation grantee schools, received the award for overall excellence, math, and science.

The award is based on a school’s performance according to the Washington Achievement Index, a comprehensive

measurement of how schools are performing over time in the areas of language arts, math, science, graduation rate, improvement, and closing achievement gaps.

The award is presented jointly by the State Board of Education and the Superintendent of Public Instruction.

Twelve Innovative Plans Approved by Supt. Dorn

Supt. Dorn has approved 12 innovative plans from 11 schools and one district. The plans are the result of E2SHB

1546, which took effect on July 22, 2011, and tasks the state superintendent with developing ―a process for creating innovative schools, with a priority on models focused on the arts, science, technology, engineering, and mathematics (A-STEM) that partner with business, industry, and higher education to increase A-STEM pathways that use project-based or hands-on learning for elementary, middle, and high school students.‖ Schools and communities that are struggling to improve student academic outcomes and close the educational opportunity gap were especially encouraged to participate. Included in the approvals are College Readiness Initiative Schools

Toppenish High School and First Creek and Stewart Middle Schools in Tacoma.

Page 3 CGCP News

The information below explains the AP/IB test fees

that are covered for eligible low-income students in

Washington.

ADVANCED PLACEMENT TEST FEE PAYMENT STRUCTURE

AP reimbursements are paid directly to The College

Board rather than through grants to public or private

schools. The current fee per examination is $87. The

total student fee is reduced through a series of waiv-

ers. The AP test fee reduction is a collaborative effort.

Each exam up to three exams will cost $15 per exam.

Any exams over three will cost $53.

AP Test Fee Collaborative Member Responsibilities:

$87.00—AP Examination Costs (1-3 Exams) in May

2012

$26.00—The College Board reduces fees for qual-

ified low-income students

$8.00—The school/school district waives the

$8.00 fee it normally receives for administration

$38.00—A federal grant managed through the

OSPI reimburses The College Board $38.00 for

each exam for qualified low-income students with

a cap of three exams.

$15.00—The eligible student pays $15.00 for

each exam up to three.

$87.00—AP Examination Costs (four plus Exams)

in May 2012

$26.00—The College Board reduces fees for qual-

ified low-income students.

$8.00—The school/school district waives the

$8.00 fee it normally receives for administration.

$53.00—The eligible students pays $53.00 for

each exam over three.

PROPOSED SCHOOL-BASED STRATEGIES TO FOSTER

ACCESS TO AP

Timing of Payment: Be flexible about when students

are required to pay the exam fee. This gives them

the time and support to pay when they can.

Advance Notice: Give students and parents advance

notice to explain the exam fee and communicate the

value of AP Exams as an opportunity for them to

save money in college. Host a parent night in

advance to review the benefits of participating in the

AP Program and AP Exam fees.

School Fundraising: Consider local fundraising to

cover fees.

INTERNATIONAL BACCALAUREATE TEST FEE

PAYMENT STRUCTURE

IB reimbursements are paid to local school district

upon receipt and approval of the IB Test Fee Applica-

tion. IB test registration and subject fees for each

higher level (HL) or standard level (SL) subject ex-

ams are paid through the federal grant managed by

OSPI with a cap of three exams, which includes the

registration fee.

Advanced Placement Test Fee Payment Structure

Page 4 CGCP News

Children with strong social and emotional skills

have been shown to demonstrate greater success,

both academically and socially, than their peers

without social and emotional skills. For this

reason, social and emotional learning (SEL)

programs are important contributors to the social,

emotional, and academic success of students.

Based on what is known about the developmental

needs of youth in the middle-level grades, specific

competencies within three developmental domains

have emerged as priority outcomes for this age

group. These three domains include personal-

social, academic-educational, and career.

Using these outcomes, participants from the Uni-

versity of Washington Social Development Re-

search Group (UW-SDRG) and OSPI worked with

the AWSP to compile and distribute an online sur-

vey to middle-level counselors and principals in

the state of Washington.

The results of these surveys indicated that nearly

90 percent of counselors and principals rated the

competencies as very important or important,

with the exception of educational planning (78

percent principals, 73 percent counselors). In

general, about half of the principals identified the

need for more materials to address skills. Most

school counselors (60 percent or more) rated

their school’s effectiveness at addressing the

skills as effective or very effective, with the ma-

jority identifying caring relationships (93.3 per-

cent) and high expectations (90.4 percent) in

their schools as effective or very effective.

Washington State Middle School Initiative

Continued on page 5

Hands-On Career Counseling

Principals as Partners, Counselors as Collabo-

rators

Empower Students to Develop a Positive Self-

Image

RTI Intervention that Work

Highly Effective School Counselors

Helping Homeless and Foster Care Youth

Implementing Suicide Prevention Programs

Launching School-wide Positive Behavioral

Interventions and Supports

District-wide Student Support Services Teams

Your Advisory Council: Empowerment

Through Relationships

Choices and Challenges in School Counseling

Remove the Duty, Increase the School Coun-

seling

Gather, Report and Implement

The registration brochure can be downloaded at

http://schoolcounselor.org/content.asp?

pl=325&sl=129&contentid=182.

ASCA National Conference

This year’s ASCA National Conference, ―Be Bril-

liant: Celebrating ASCA’s Diamond Anniversary,‖

will be June 23-26, 2012, in Minneapolis. The con-

ference is ―jam-packed with hard-hitting, informa-

tive sessions; engaging, entertaining keynote

speakers; and networking opportunities galore.‖

Keynote speakers include:

Dan Savage, columnist, ―It Gets Better‖ pro-

ject on the epidemic suicide rate among gay

teens. The title of his speech is ―It Gets Bet-

ter: Dan Savage and the Power of Communi-

ty.‖

Stacey Bess, teacher, who worked for 11 years

at the School with No Name, a school for

homeless children (the school was actually

housed in a small shed). The title of her

speech is ―Beyond the Blackboard.‖

Jamie Vollmer, an award-winning advocate of

public education and author of ―Schools Can-

not Do It Alone.‖ The title of his speech is ―The

Great Conversation: Creating Conditions for

Reform and Innovation One Community at a

Time.‖

Saturday, June 23, is a day of pre-conference

workshops. Breakout sessions begin Sunday, June

24, and include such topics as:

Academic Resilience and High School Transi-

tion

Page 5 CGCP News

Washington State Middle School Initiative (continued)

The final list of 16 vetted student success compe-

tencies and 5 system support competencies

include:

Educational Success Skills

1. Organization Skills/Time Management

2. Study and Test

3. Self-Advocacy

4. Goal Setting

5. Educational Planning

Self-Management Skills

1. Self-Control

2. Stress Management

3. Decision Making

4. Persistence

Interpersonal Skills

1. Empathy/Compassion

2. Problem Solving/Conflict Management

3. Effective Group Skills

4. Social Belonging

Knowledge of Self

1. Self-Efficacy

2. Personal Identity

3. Citizenship

System Level Support

1. Caring Relationships:

2. High Expectations

3. Opportunities to Contribute

4. Family Involvement

5. Cultural Competency

OSPI will be continuing to partner to take these

results, share them with the field, and explore

additional avenues by which we can support

middle level guidance in WA schools.

For more information, contact Mike Hubert at

mike.hubert@k12.wa.us.

(Article submitted for inclusion in the March-April

Graduation: A Team Effort (GATE) Newsletter)

―The professional school counselor provides consulta-

tion in defining and identifying at-risk students. The

goal is to identify and intervene before they move

through a continuum of self-destructive

behavior.

The school counselor:

provides responsive programs, including short-

term individual, group, family and crisis counsel-

ing;

provides programs for individual planning to meet

academic, educational and career counseling

needs;

provides curriculum programs to strengthen per-

sonal/interpersonal skills (choice, self-acceptance,

feelings, beliefs and behaviors, problem-solving,

decision-making);

identifies suicidal students, counsels them and

refers them to appropriate outside agencies;

provides in-service support presentations to staff;

provides referrals for additional specialized support

services within the district and from other commu-

nity resources; and

provides consultation with and support for parents/

guardians of at-risk students.

The school counselor works as a member of a team

with other student service professionals.‖ (The Pro-

fessional School Counselor and Dropout Prevention/

Students-At-Risk; American School Counselor Associ-

ation Position Statement, Adopted 1989-90; revised

1993, 1999) The activities within a comprehensive

guidance and counseling program are designed to

keep all students in school and to help them be suc-

cessful. Their primary objective is aligned with the

mission of the school which is to promote and en-

hance student learning. School counselors can play a

valuable role in all "dropout prevention programs."

Counselors work as members of a student support

team with other school and often community

resources, such as graduation coaches, to provide a

―wrap-around‖ model with the goal of identifying and

intervening before students move through a continu-

um of disengagement, leading to becoming a drop-

out.

Any student may at any time be at risk with

respect to dropping out of school. Comprehensive

school guidance and counseling programs such, as

those developed by the American School Counselor

Association, and as adapted by the Washington

School Counselor Association, promote school

success for all students by focusing on academic

achievement, prevention and intervention activities,

advocacy, social/emotional issues, and career devel-

opment. All these areas lead to the development of

the "whole person" where students may be success-

ful members of society upon exiting the school

environment.

School counselors are expected to serve as leaders in

schools and to collaborate with educational col-

leagues as well as with community members, other

agencies, and with parents and families of school-

aged children. Efforts in dropout prevention should

also include counselors and schools forming partner-

ships with local agencies to more effectively support

students.

The counseling role of advocacy is also important to

dropout prevention efforts. In addition to working

with students to establish individual academic and

career plans, counselors should advocate at the

school administrative level for supportive

programs for at-risk or ―at-promise‖ youth.

attend? WSCA will be posting the conference

handouts at: http://www.wa-

schoolcounselor.org/content.asp?

pl=109&contentid=109

Other news out of the conference included:

WSCA membership had reached 989.

WSCA Scene membership had grown to

319 for outstripping any other state in the

nation. Join the conversation on the SCE-

NE by going to: https://

schoolcounselor.groupsite.com/login

WSCA conference a Huge Success

The Washington School Counselor Association was

held on March 1st – 3rd at the Doubletree Hotel in

SeaTac. Over 580 counselors attended the confer-

ence, making it one of the largest on record.

School counselors attended general sessions and

breakouts on a broad sweep of topics at all levels

and interests. OSPI guidance and counseling staff

facilitated two of the sessions which were very well

attended: ―School Improvement and the School

Counselor‖ as well as ―Statewide Guidance and

Counseling Updates from OSPI.‖ Not able to

School Counselors and Students “at-Promise”

Page 6 CGCP News

All Navigation 101 grantees are required to collect,

report, and provide data to be used as indicators

for program effectiveness related to students’ aca-

demic, career, and personal/social development.

Navigation 101 was built around the American

School Counselor Association (ASCA) National Mod-

el. School counselors face large student-to-

counselor ratios, making it difficult for any one

person to provide all of the information and

support that a student needs to successfully gradu-

ate from high school and go onto fulfill their post-

high school aspirations.

It is a primary goal of the program that Navigation

101 help inform and guide the development of a

comprehensive guidance and counseling program

at each school, and that Navigation 101 become

embedded in the program. Research shows that

when students participate in comprehensive guid-

ance programs like Navigation 101, they do better

in school.

Evaluation of the fundamental Navigation 101

elements are used to address program needs

related to program fidelity, program implementa-

tion, and sustainability. The principal goals for

more college and career ready students are to

increase the number of students who are prepared

for postsecondary opportunities, take more rigor-

ous curriculum, engage in dual credit programs,

graduate with college-ready transcripts, and con-

nect their course selection with career interests.

Page 7 CGCP News

Navigation News Corner Navigation 101 is part of a comprehensive guidance and counseling program that helps students make careful choices for their future in the areas of course selection, goal setting, and career and college planning. Superintendent Dorn’s OSPI Priorities promote Navigation 101 as a proven student engagement program for dropout prevention, intervention, and retrieval.

Data Shows Increase in Navigation 101 Implementation

Overall, grantees’ ratings in their level of imple-

mentation of the key elements continue to

increase.

Advisories are the heart of Navigation 101,

where students engage in school by ensuring

that at least one adult at school knows and cares

about each student. The Navigation 101

curriculum and related activities are provided in

advisory to all students each year. Developing

relationships and guiding students to develop

their career and college readiness skills needed

for their future are cultivated in advisories.

The trend remains that more years implementing

the program increased the ratings.

Continued on page 8

Analysis of the implementation data shows the fol-

lowing:

In 2011, more than half of the participants

(51percent) reported awarding credit for

Navigation 101 advisories and/or activities,

compared to only 36 percent in 2010.

The number of respondents reporting high

levels of implementation of curriculum-

delivered advisories increased from 54 percent

in 2010 to 63 percent in 2011.

Findings in 2011 indicate 91 percent of

participants described high-level portfolio use

regarding the types of documents students

maintain, including work samples, academic

inventories, and financial and individual

planning documents.

The percentage of schools involving all students

in student-led conferences increased from 78

percent in 2010 to 89 percent in 2011.

The number of participants reporting high levels

of integration between conferences and

registration increased by nine percentage

points, and more schools are building master

schedules based on student choices.

For each of the Navigation 101 program elements,

best practices have been identified through evalua-

tion surveys and school site visits.

Curriculum-delivered Advisories: Increase in

alignment with other academic programs such

Page 8 CGCP News

Data Shows Increase in Navigation 101 Implementation

(continued)

as AVID, professional development opportuni-

ties, and increase in career and college

conversations.

Portfolios: Increase of e-portfolios and digital

storytelling along with effortless connection

to High School and Beyond Plan/Culminating

Project.

Student-led Conferences: Increased parent

involvement and goals of 100 percent partici-

pation.

Student-informed Scheduling: Increase in

middle school algebra and increase in gate-

way class enrollment such as high school

chemistry and physics.

Evaluation: Positive school climate as a

result of program and positive perception

data from parents, students, and teachers

about student-led conferences.

Program Management: Program supports

school improvement efforts, distributive lead-

ership, and strengthened community partner-

ships.

Comprehensive Guidance and Counseling

Program: The longer the engagement with

program, the greater the increase in college-

direct rates and increased connection with

school’s career center.

Data Collection Video Conference

On February 22, a video conference was held to

explain the Navigation 101 grant requirements for

data collection. Each school and school district’s

data coordinators are responsible to send all re-

quired data to Candace Gratama at The BERC

Group, our contractor for program evaluation. The

data collected for BERC include student-led confer-

ence surveys from advisors/students/parents,

online implementation survey, staff/student sur-

veys, and transcripts from graduates. Some

schools will be asked to participate in focus

groups with observations from The BERC Group

between March and May.

The Student-led Survey forms and Staff/Student

Survey have been sent to all grantee schools and

are due back by April 13 or at the end of stu-

dent-led conferences. Transcripts are due by

June 30. If you have questions, contact Danise

Ackelson at 360.725.4967 of Candace Gratama

at 206.229.8530.

It has been suggested by a number of Navigation

101 leaders to host a workshop for coordinators

and counselors. The date for the workshop is set

for April 26, 2012, at the WIIN Center in Tacoma

from 9:00 am–Noon. The room size is limited, so

we will be able to accommodate approximately 50

people.

Topics we plan to cover include updates on guid-

ance curriculum, building successful leadership

teams, how to implant Navigation 101 with CGCP,

how to develop effective counselor/principal rela-

tionships, connection with Washington CGCP

Framework, and using data. There will be sufficient

time for networking with other schools during the

workshop.

If you have a best practice or new idea to share,

please contact Danise Ackelson

(danise.ackelson@k12.wa.us) before March 28.

Various leaders and counselors from schools in

across the state will be asked to present at this

workshop. Three clock hours will be offered.

Registration information has been sent to all Navi-

gation 101 grantee schools by Laura Moore, Navi-

gation 101 Administrative Assistant. If other

schools are interested in attending, contact Laura

Moore. laura.moore@k12.wa.us

Registration information has been sent to all Navi-

gation 101 grantee schools by Laura Moore, Navi-

gation 101 Administrative Assistant. If other

schools are interested in attending, contact Laura

Moore. laura.moore@k12.wa.us

Workshop Agenda

9:00–9:30 Introductions, Navigation 101

Elements

9:30–10:30 Holistic Curriculum Planning, Role

of Counselor, Vertical Teaming

10:30–10:40 Break

10:40–11:40 Leadership Team Guidelines,

Program Management Relevance

11:40—Noon Evaluation Information, Question

and Answer, Clock Hours

Remember to register by the dates in bold/red

next to the various locations.

Navigation 101 Spring Regional Workshops: “Planning for Next Year”

To support Navigation 101 grantee schools, the

OSPI Navigation staff will be presenting Spring

Regional Workshops at selected ESDs and the

WIIN Center-Tacoma in May. These half-day work-

shops, which are scheduled from 9:00 am–Noon,

are open to Navigation grantees and College Readi-

ness Initiative school leadership teams.

Presentations from various school leaders will

include updates about the Navigation 101 program,

fundamental elements implementation, holistic

curriculum planning, leadership team guidelines,

program management relevance, vertical teaming/

transition and the role of counselor. Time will be

available throughout the day for networking with

other schools. In addition, if space is available,

non-grantee schools can register to attend. Three

clock hours will be offered.

ESD #101 Spokane—May 2 (Register by

April 25)

North Central ESD #171 Wenatchee—May 10

(Register by May 3)

ESD #113 Tumwater—May 16 (Register by

May 9)

Tacoma WIIN Center—May 23 (Register by

May 16)

Spring Workshop for Counselors and Coordinators

Page 9 CGCP News

A Navigation 101 survey was sent to all middle

and high school principals to collect information

and capture a more complete snapshot of how

career guidance is implemented in Washington

middle and high schools, and thereby inform OSPI

planning to support school needs. The Navigation

101 program has continued to expand into Wash-

ington schools since formal inception in 2006.

Approximately one-half of the middle and high

schools in our state are implementing a Navigation

101 program either through our grant programs

or by accessing

www.Washington.Navigation101.com through our

partner Envictus. We would like to know of any

additional schools who are implementing Naviga-

tion 101 or similar career guidance programs that

are not on our lists of grantees or list of schools

utilizing Navigation101.com curriculum.

The OSPI Web site offers information that may

assist with both the completion of this survey and

with ongoing efforts to support the career guid-

ance needs of all students.

Link to Navigation 101.com through Envictus

Corporation http://www.k12.wa.us/

SecondaryEducation/CareerCollegeReadiness/

default.aspx or

www.Washington.navigation101.com

Link to ―Career Guidance Washington‖ curricu-

lum http://www.k12.wa.us/

SecondaryEducation/CareerGuidance/

default.aspx

Link to ―Sparking the Future‖ curriculum

http://www.k12.wa.us/SecondaryEducation/

CareerCollegeReadiness/SparkingFuture.aspx

Frequently Asked Questions about Navigation

101 Program Key Elements

http://www.k12.wa.us/SecondaryEducation/

CareerCollegeReadiness/FAQ.aspx

Counselors can encourage their principals to

complete the survey. If you have any questions

regarding this survey, feel free to contact us. The

survey is open and can be accessed by contacting

Laura Moore (laura.moore@k12.wa.us or

360.725.6433 [1]).

Page 10 CGCP News

Navigation 101 Survey Seeks Information from Principals

NavAcademy Held for College Spark College Readiness Initiative Schools

The NavAcademy was held on January 11 and 12 at the WIIN Center in Tacoma for the nineteen College Spark CRI schools. The outcomes of the NavAcade-

my were to increase knowledge on specific imple-mentation topics, build partnerships for sustainabil-ity, and to further develop dynamic action plans. The presentation topics included how to use holistic

curriculum, planning for vertical alignment, and evaluation.

Best practices for Navigation 101 were shared by Franklin Pierce and Grandview School Districts relat-ed to curriculum planning and connection with other

school programs.

Former OSPI Assistant Superintendent Erin Jones

presented Culturally Sensitive Practices and hosted a panel discussion with staff from various schools and non-profits who work successfully with students of color.

This is the third year of a six-year grant to imple-

ment Navigation 101 in the College Readiness Initi-ative. The statistics below were shared that show positive results after the second year of the initia-tive.

There is an increased in number of graduating

seniors eligible for entrance into a four-year college, based on their high school course work.

Navigation 101 high school graduation rates

were 20 percent higher than a group of schools not using Navigation 101.

Increased participation in students taking key

math and science courses is shown:

A 13 percent increase in students taking 8th

grade algebra

Similar increases in students taking high

school chemistry, physics, and advanced math (Gatekeeper courses)

Participating students rate their Sense of

Belonging and Future Focus higher than

average.

The percentage of schools involving all

students in student-led conferences increased from 78 percent in 2010 to 89 percent in 2011.

Program evaluators have found a clear trend

that ―the longer a school implements Navigation 101, the greater the increase in col-lege-going rates‖.

With spring conferences, graduations, and the end

of the school year fast approaching, it’s easy to put

some items on the back burner. Navigation budget

expenditures is often one of those items.

Information has been sent to district and building

grant coordinators and district fiscal officers

regarding expenditures of the Navigation grant

funds if program staff has noted less than 50 per-

cent expenditure. By this time of the year, schools

should have expended at least half of the grant

funds allocated to them.

It’s important that schools utilize the grant funds

they have received. This not only validates the

grant award, but helps in showing that the funds

are needed to support the program in schools for

the benefit of students.

Dates to remember:

June 30—all supplies, etc., need to be

ordered/received by June 30, 2011. There

are no carry-over funds for the Navigation

101 grant.

August 15—all invoices must be submitted to

OSPI through the iGrants invoice system in

EDS.

If schools/districts need to do a budget revision,

remember to provide an explanation in the space

provided, especially if the change in any one cate-

gory exceeds 10 percent.

Navigation Grant Budget Reminder

Page 11 CGCP News

During the 2008 and 2009, Navigation staff pro-

duced a publication designed for students and par-

ents call The Navigator. Based on feedback re-

ceived from the fall Navigation 101 regional work-

shops, program staff have revived the publication.

The first issue has been sent to Navigation build-

ing coordinators and school counselors for distri-

bution to students and parents. The publication

provides information on the Navigation program

and some of its elements as well as information of

funding options for postsecondary education.

The plan is to publish The Navigator quarterly as

well as post it on the Navigation Web page at

http://www.k12.wa.us/SecondaryEducation/

CareerCollegeReadiness/default.aspx. If you have

questions or suggestions for content, contact

Danise Ackelson (danise.ackelson@k12.wa.us or

360.725.4967) or Laura Moore

(laura.moore@k12.wa.us or 360.725.6433 [opt

1]).

The Navigator Revived

Office of Superintendent of Public Instruction

OSPI/Secondary Education

Comprehensive Guidance &

Counseling

PO Box 47200

Olympia WA 98504-7200

Phone: 360.725.4967

Fax: 360.586.9321

E-mail:

navigation101@k12.wa.us

We’re on the Web!!

http://www.k12.wa.us/

SecondaryEducation/

CareerCollegeReadiness/

default.aspx

The Office of Superintendent of Public Instruction is the lead education agency in the state for K-12 education. The current Superintendent of Pub-lic Instruction is Randy Dorn. The agency was formed by the territorial gov-ernment in the 1870s.

For more information, contact:

Dan Newell, Assistant Superintendent for Secondary Education & School Improvement 360.725.4954; dan.newell@k12.wa.us

Mike Hubert, Director of Guidance & Counseling—360.725.0415;

mike.hubert@k12.wa.us

Danise Ackelson, Navigation 101 Supervisor—360.725.4967; danise.ackelson@k12.wa.us

Laura Moore, Admin. Assistant, Navigation 101—360.725.6433; laura.moore@k12.wa.us

CGCP News Page 12

OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color,

national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identi-

ty, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director

at 360.725.6162 or PO Box 47200, Olympia, WA 98504-7200.