top of page
ClipartKey_631693.png

The Cincinnati Public Schools Strategic Plan explicitly states 3E pathway goals for students: 

1.) 2020-21 School Year: 95% of graduating students declare a 3E pathway.

 

2.) 2021-22 School Year: 100% of graduating students declare a 3E pathway.

3E Planning Meetings

          As an integral aspect of our closing the gap efforts, the 10th and 11th-grade counselors at Woodward meet with each student to review their credits, grades, and develop a plan for their college and career readiness goals. We also review graduation requirements and develop a plan to ensure students are on track to graduate, by their Senior year. We meet with Junior's biannually and Sophomore's yearly. Parents/Caregivers are encouraged to collaborate in our 3E planning meetings. 3E planning meetings align with the ASCA Mindsets & Behaviors, specifically Mindset (M) 4., which states, "Understanding that postsecondary education and lifelong learning are necessary for long-term career success," (ASCA, 2014). 3E Planning Meetings also align with ASCA Mindsets & Behaviors B-LS 7. which states, "Identify long- and short-term academic, career and social/emotional goals," (ASCA, 2014). Additionally, these meetings align with B-SMS 5. which describes that students should, "Demonstrate perseverance to achieve long- and short-term goals," (ASCA, 2014). Click the buttons on the left to learn more about the specific graduation requirements for the Class of 2022 and 2023, and a sample of the Graduation Plan Reports that we complete for each student!

  

College-Bound Seniors - Scholarship Night

The Woodward School Counselors developed a Scholarship Information Night for students who have been identified as college-bound. We presented information on specific scholarships and scholarship resources to increase students' access to college. Furthermore, supplementary information regarding the FAFSA and other financial aid was highlighted. 

I created and presented on the UNCF Scholarship Program to students attending a Historically Black College & University (HBCU) in the Fall. UNCF is the nation’s largest private scholarship provider to minority group members, specifically African-American students attending an HBCU.  This presentation introduced this program and guided students through the registration process. Click the button below to view a sample of the UNCF presentation. 

UNCF's Mission Statement: 

"UNCF’s mission is to build a robust and nationally-recognized pipeline of under-represented students who, because of UNCF support, become highly-qualified college graduates and to ensure that our network of member institutions is a respected model of best practice in moving students to and through college." (UNCF, 2021). Click the button below to access more information about UNCF's Scholarship Resources

ASCA Mindsets & Behaviors Alignment

M 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-LS 4. Apply self-motivation and self-direction to learning

B-LS 6. Set high standards of quality

B-LS 7. Identify long- and short-term academic, career and social/emotional goals

B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals

B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

B-SS 1. Use effective oral and written communication skills and listening skills

(ASCA, 2014)

Screen Shot 2021-03-01 at 4.42.14 PM.png
Screen Shot 2021-03-01 at 8.34.07 PM.png

Holland Codes Assessment

 Based on Holland's Theory of Career Choice, the Holland Code Self-Directed Assessment (RIASEC) evaluates an individual's personality, interests, and unique abilities to determine careers that will be satisfactory and congruent with their traits. 

         During a student's Junior 3E meeting, they expressed a desire to engage in college and career exploration, as they were unaware of what they wanted to study. I administered the Holland Code Self-Directed Search assessment to determine their top three types, and together we processed her results (Tang, 2019). This assessment is an effective tool to inform college/career and 3E exploration for students. Check out the assessments tab to learn more about The Holland Code.

Riasec-Details-Graphic.webp
512x512bb.jpg

ASCA Mindsets & Behaviors Alignment

M 2. Self-confidence in ability to succeed

M 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success

 

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-LS 7. Identify long- and short-term academic, career, and social/emotional goals

B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals

B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

(ASCA, 2014)

Check and Connect

SP_Final.webp

Check and Connect is an evidence based intervention designed to serve as a dropout prevention strategy that relies on close monitoring of school performance, mentoring, case management, and other supports (US Department of Education, 2011). This intervention is implemented by the building-level leadership teams at Woodward, I have been engaging in weekly check-in meetings with a caseload of Senior students who we're identified as requiring intensive supports. As a part of the Check and Connect Senior Mentorship team, my role involves supporting students in completing graduation requirements, goal-setting, collaboration with teachers, connecting students with college and career readiness and academic resources, and supporting students in the college and job application process. 

Math Homework

ASCA Mindsets & Behaviors Alignment

M 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

M 6. Positive attitude toward work and learning

B-LS 3. Use time-management, organizational, and study skills

B-LS 4. Apply self-motivation and self-direction to learning

B-LS 7. Identify long- and short-term academic, career, and social/emotional goals

B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals

B-SMS 6. Demonstrate ability to overcome barriers to learning

B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

B-SS 3. Create relationships with adults that support success

B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary 

(ASCA, 2014).

ACT Information Meetings

165-1654888_act-official-act-prep-guide-
Library Student

Each CPS 11th-grade student takes the ACT test and, to promote their success, we meet with students individually, in small groups, and at the classroom and school level to provide information and registration assistance. We recognize that navigating the college preparation and application process can be overwhelming, particularly for first-generation students. As Professional School Counselors, it is our duty to advocate for students' access to college (ASCA, 2016). These informational sessions and meetings, coupled with individualized support during the registration and preparation process, and the coordination of fee waivers, are implemented to promote equitable access to college. 

ASCA Mindsets & Behaviors Alignment

M 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-LS 3. Use time-management, organizational, and study skills

B-LS 4. Apply self-motivation and self-direction to learning

B-LS 7. Identify long- and short-term academic, career, and social/emotional goals

B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals

(ASCA, 2014).

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2011, October). Children Classified as Having an Emotional Disturbance intervention report: Check & Connect. Retrieved from http://whatworks.ed.gov.

bottom of page