Post on 25-Dec-2015
transcript
GLASTONBURY HIGH SCHOOL
• Matthew Dunbar, Principal
• Ted Gregorski, Director of School Counseling
• Kim Herwerth, School Counselor
• Mary Metheny, Library Media Specialist
• Rosemary Tralli, Director of Career & Vocational Education
• www.glastonburyus.org
Glastonbury High School
• 2100 students• 182 Faculty members• 4 Assistant Principals• 10 Curriculum
Directors (K-12)• 12 School Counselors• 3 School
Psychologists• Youth and Family
Services
• Traditional 8 period schedule• Graduation requirements
include 14 performance standards and 21 credits
• 96% of graduating class will attend two or four year colleges
• Rigorous curriculum including ECE and AP offerings
• Extensive support services including math, writing, and foreign language labs
• Over 50 clubs and activities
GHS School Counseling Office
The role of the school counselors in preparing your child for collegeGrade 9Grade 10 Grade 11 Grade 1212 School Counselors (3 smaller caseload
counselors)3 Psychologists4 Assistant PrincipalsTEAM Approach
Grade 9• Academic monitoring• Solid schedule including college
prep courses• Encourage extracurricular
activities• High school transcript
information• Planning for next school year
with courses and credits• Promote student self advocacy• Close contact with case manager
NCAA Eligibility
• NCAA clearinghouse.org• Registration• Knowing what courses
are required• Different requirements
for Div. I and II• GPA/SAT requirements• Approval of course
Ongoing contact with parentsPhone calls (parent school
counselor)
Scheduled meetings such as • Freshman parent groups • Case conferences • Planning and Placement
Team meetings (PPT’s) or Section 504 meetings
Grade 10
Continued reinforcement of importance of:• Academic performance• Accruing credits• Increasing self advocacy skills in managing school challenges • Extracurricular participation
Grade 10 College Planning
PSAT• Fall practice test for SAT Reasoning Test• Registration information is reviewed with students in classroom
setting prior to test date
Individual career/ personality/interest inventories offered to students on NAVIANCE during their Health and Physical Education Class
Sophomore Parent Breakfast
Students are encouraged to attend the Fall College Fair at Glastonbury High School
Focus on General Post Secondary Planning
• PSAT’s in fall
• Fall College/Career Fair
• Junior Mini Groups
• Exploring Colleges and Careers on NAVIANCE
• Individual career/interest inventories
• Spring Individual Junior Parent meetings
Goals for Successful Post Secondary Transition :
1. Student to develop/maintain good academic habits
2. Student to practice good self advocacy skills
3. Student and families to use supports to put in place a post-secondary plan
Team of student, parent(s) and school staff
Course offerings for Career interests:
Health Careers CollaborativeAdvanced Research Mentorship
Great Path AcademyAcademy of the Arts
Academy of Math and ScienceAgriscience and Technology
Support Programs
• 9th grade Mentor Program
• English for English Language Learners (ELL)
• Senior Focus Group
• Big Brother/Big Sister Program
• Evening presentation on college awareness for the student with special needs
• Peer Tutoring Center
The School’s role in preparing student’s with Special Needs for
transition
• Incorporated in the curriculum Students have 2 classes through the special ed
department called Strategies for Success 1 & 2 that include explanation of their disabilities, strategies to compensate and self advocacy skills
• Expect increasing independence and self advocacy from students as they progress through high school
• Reduce unnecessary modifications• Provide as rigorous a curriculum as the student can
manage with increasing independence
A Key Cognitive Strategy for College Success
Ability to evaluate the credibility and utility of source material and then integrate sources
into a paper or project appropriately
David Conley
Today’s Keynote Speaker
GHS Performance Standard #19
The Glastonbury High School student researches effectively by locating, accessing, evaluating and using
appropriate information from a variety of sources.
Library Orientation and
Four Common Required Research Experiences
• Taught collaboratively – library media program and core curriculum areas
• Assessed collaboratively by library media specialist and classroom teacher
Library Orientation
• Week long introduction to library databases for research and web evaluation tools
• Establishes a base from which all future research at GHS happens
Freshman I-Search
• Choose a topic of personal interest
• Four required sources including one book
• Cite in MLA documentation style
Sophomore Persuasive Essay
• Choose a controversial topic
• Take a stand
• Support ideas with evidence from at least 3 current sources
• Cite in MLA
documentation
style
Junior U.S. History Paper
• Choose a topic in American history• Formulate a question/thesis• Support ideas and analysis with seven
sources including one print monograph and one primary source• Cite in Chicago documentation style
Senior Current Issues Papers• Choose one foreign policy topic and one
domestic policy topic
• Ask a question and take a position
• Support ideas with evidence from five sources no older than one year.
• Cited in APA
documentation style
21st Century Skills• Creative and critical
thinking
• Generate ideas from
multiple sources of
reliable information
• Information literacy/fluency
• Respect for intellectual property
• Transfer of skills across disciplines
• Adherence to schedule of due dates
Perkins IV
Throughout 2008-13, CTE programs shall address the following activities:
• Standards-based curriculum• State CTE Assessment System • Work-based learning • Career pathways • Career & technical student organizations• Postsecondary linkages
Articulation Agreements
• Manchester Community College
• Middlesex Community College
• University of Connecticut
Current Work-Based Learning Experiences
• Allied Health Clinical Experience– Hartford Hospital– St. Francis Hospital
• Supervised Agricultural Experience (SAE)
Strategies that Build Connections
• Inform students, parents, teachers and counselors
• Develop ongoing relationships with post-secondary institutions
• Build standards-based curriculum that links to career pathways
• Develop structured work-experiences• Analyze test data and use that data to
inform instruction