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Include the overall mission and specific needs of the organization. Describe how the program will address the mission and needs. )/Type/Annot/V(Summary of Program\r\nWith these grant monies, Jarrell ISD will create an environment that allows for personal advising, professional mentorship and career success that will empower students to partake in a comprehensive approach to planning for and achieving success both at Jarrell ISD and in an increasingly more global world. In partnership with academic and career readiness advising, students will explore their strengths and curiosities and be connected with relevant resources and experiential opportunities. This plan will guide counselors and advisors in developing and implementing a college and career advising continuum, using the identified student milestones along the continuum. The plan allows for assessment of students' progress, and support for students in developing and updating individualized plans. In addition, students will be given opportunities to learn about a range of college and career options, as well as, the education requirements linked to careers through advising and exploration. Although this plan will begin with career awareness and exploration in elementary school, grant funds will be used to fund the activities and support necessary to implement comprehensive career advising in the 5th grade as the student transitions to middle school, and from middle school to high school. Two EAF Priorities for Lever 2 and 3 evolved through the scoring on the EAF Diagnostic and EAF Priority Map from the Planning year and Implementation Year 1. Jarrell intends to utilize strategic Professional Development and retain quality certified counselors to improve staff and counselor skills for quality individual advising and align programming with the Texas Comprehensive Counseling Model, strengthening CTE Programs of Study and improving the CCMR Outcomes. \r\n\r\nFull implementation calls for the following: \r\n\r\n1.PROFESSIONAL DEVELOPMENT: Jarrell ISD recognizes the importance of professional development as training is imperative to best support students. Using grant funds JISD counselors and advisors will attend more Region 13 Counselor workshops, conferences such as the Texas School Counseling Conference, one counselor to attend the CTAT Conference \(Career and Technical Association of Texas \)with the CTE Coordinator, Texas Association for College Admission Counseling, and SchooLinks onboarding. \r\n2. SCUTA: Program and Implementation costs for best practices based on data of quality time spent advising students, aligning with SB 179, keeping accurate records and developing a data driven school counseling program. SCUTA offers confidential, comprehensive documentation and a use-of-time analysis system. \r\n3. VALIDATE ME: Contracted Service to ensure Limited English Proficient students continue on a solid educational path towards a high school graduation and a post secondary education by ensuring the proper reading of transcript and accurate class placement with Validate Me. \r\n4. SCHOOLINKS: This software provides students in K-12 with a single platform for college and career planning that places equal access on career and college planning. Schoolinks will support the students, families and CTE and counseling staff in quality advising with real time progress for student work and planning. \r\n5. SCUTA is the tool counselors will use to monitor the quality time spent advising students, aligning with SB 179 for 80% time spent with students, , keeping accurate records and developing a data driven school counseling program. SCUTA follows the ASCA Model recommendations and offers confidential, comprehensive documentation and data for an effective advising program.\r\n6. TSIA: Because TSIA compliance is necessary for college admissions, the district will cover the cost of the first full TSIA assessment f. In the event the student does not pass, grant funding will cover the cost of additional assessments after remediation.\r\n7. STUDENT PLANNING/ORGANIZATION MATERIALS & STRESS RELIEF ITEMS to help reduce student stress and support career planning and organization materials such as notebooks, calendars and stress aids . \r\n8. CALENDLY: A scheduling platform for appointments for parents, college, career and military recruiters.\r\n9. 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Include \(1\) program goals, deliverables, milestones, and roles and responsibilities, \(2\) strategy for coordinating efforts with Effective Advising Program Leads, \(3\) facilitation and support strategy for participating and individual districts, and \(4\) communication strategy. )/Type/Annot/V(EAF Coach \r\nCharlotte Winkelmann will be Jarrell ISDs EAF Coach for the Implementation 2 Grant.\r\nShe has over 50 years experience as a teacher, counselor, administrator, and Counseling\r\nDirector. She was the EAF Coach for our EAF Planning Grant and the Implementation 1 Grant.\r\nShe was able to support our district through our vision, mission and goals for a successful\r\nimplementation for both grants to improve CCMR and CTE Outcomes. Because of her\r\ncoaching success, she is a TEA EAF Designated Coach and will be a TEA Distinguished EAF\r\ncoach by the end of the summer of 2023. She is a consultant at Region 13, meaning she leads professional development and is a mentor for the Counseling Coordinators and Directors in the Region 13 area. She is also the Secondary Counseling Support consultant and works with several Region 13 districts in maintaining strong Counseling Programs. \r\n\r\nProject Lead \r\nLaura Bicknell is the project lead. Laura is qualified for this position as she is currently the Coordinator of Health Services. In addition, Laura is a former school counselor with a Texas Certification. Based on her current roles and responsibilities which include providing support for counselors, the CCMR Coordinator and CTE Coordinator. Laura will spend approximately 10% of her time on this project.\r\nDistrict Steering Committee\r\nThe HS, MS and ES counselors will collaborate to align strategic milestones to implement and monitor progress for grade level expectations. A Sped Representative will provide information for and ensure equity for students receiving special education services. CTE Coordinator will collaboratively work to implement and monitor work based programs, Programs of Study and communicate any CTE updates.. A CCMR representative will collaboratively work on the committee to implement and monitor progress for interventions and will provide information about College, Career, Military Readiness. The Coordinator of Health Services will collaboratively work to implement and monitor progress for interventions and will provide information pertaining to student wellness. \r\n\r\nDistrict Commitment \r\nThe district and campus support school counselors and advisors in the planning, implementation, and evaluation of a comprehensive school counseling program, in alignment with the Texas Model for Comprehensive School Counseling Programs, that are led by a certified professional school counselor. In addition, the district provides school counseling program leaders with adequate funding and sufficient control over their budgets to ensure access to necessary resources for implementation of a school counseling program. This includes providing adequate support, staff, training, and a timeline for implementation. The district and campus leadership structure ensures that the school counseling program is represented on district and campus leadership team\(s\) to ensure alignment in counseling program and district/campus goals. The district and campus administrators reserve time for regularly scheduled meetings with school counseling program staff. The district and campus provide opportunities for ongoing support and professional development of school counseling program staff, especially in the areas of academic and career development for effective advising. District and campus administrators are trained on the Texas Model for Comprehensive School Counseling Programs and ensure that counseling and advising are reflected in district and campus goals.\r\n)>> endobj 167 0 obj <>/Subtype/Form/Type/XObject>>stream xWn7}W@(d;Xv1XvGrMrmsŞbiՅ3gΜ|tp;j5㷣񙚗7݋ZV{5rݯjtVξ^Oތ'_gӵHS'[VZ av)Of8>~,v0Ϋ&j,UTGթ:(Fo NuP(zh RMH@~ ցã.+S.D~5 x\]O>Rw3\᪄_?Xz}Sm))"];pPU&]9m`Ӹ((ek3C||jZf` j:Iͯԧ60RT6rK3Q U@k5z']R0ZG*;r9TK0KZ%ʰ(b# \lڪlt|z* WF[T 2ZK \,IVtq5L`,$ iΗf]ɺ]P?o)I!R$33Q!ԣY,E<|y6n¶Ptgy:Qz'C}`*t-x/"0$U/g"EeUe0( L_L g^8qWdU+ z 3dr]j4,p8  H SUw$ׅ T*hf옃zn[7m(/;4̝T 6C(m?f PW<Bt?ܺRn!܄AR5)11?Q.YfыysՁ,FұZIªy~ekKh R3H~lD?SOFĦջ?/(Ir;~DGaۏ(FWMfSbr7DnAÝ'tm2:dяLIC*"y3d׮1p9u~02Fk,,Pf`v4UR;VHͮOqWp$Leشٖ+JkggyZE&~Nr;d[)j^ܒ"S3mذF\1 '+yD)DŽѸ6 ObBHH%u6 8[Mƿ{TY| [UCGbM'ݕ2ɋJ76t<(-̦O/0@0-P+B_Jmz?t",Y-^-e_Yeک!;[7@*1 0O K,#50RAvQrDѭ`qe'j>2-T endstream endobj 168 0 obj <> endobj 169 0 obj <> endobj 170 0 obj <>/FontDescriptor 171 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 281 814[ 291 365 614 537 817 718 225 296 296 420 679 225 408 225 384 537 379 537 537 558 537 537 516 537 537 225 225 679 679 679 447 972 650 569 636 701 515 485 691 707 247 345 560 475 879 742 777 563 777 585 522 529 679 625 933 587 559 584 296 763 296 679 425 262 512 584 461 585 524 296 585 560 224 224 475 224 858 560 584 584 585 345 412 320 561 474 711 446 476 471 296 236 296 679]]>> endobj 171 0 obj <> endobj 172 0 obj <> endobj 173 0 obj <>/FontDescriptor 174 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 281 814[ 291 365 614 537 817 718 225 296 296 420 679 225 408 225 384 537 379 537 537 558 537 537 516 537 537 225 225 679 679 679 447 972 650 569 636 701 515 485 691 707 247 345 560 475 879 742 777 563 777 585 522 529 679 625 933 587 559 584 296 763 296 679 425 262 512 584 461 585 524 296 585 560 224 224 475 224 858 560 584 584 585 345 412 320 561 474 711 446 476 471 296 236 296 679]]>> endobj 174 0 obj <> endobj 175 0 obj <>stream xmo6w8`/ 5#RE"sҢS驒 ~wdQbomQyw?~X.yVˬׯ/^ %,LZ=eJe]J5\,8ףY17p`.nnoWn~F7 CN0>8<!es(l^(g6ь 0:$c4T:l̎zLf ֆװ Y:/yiP2>"xHfxpG`nrSu'~6 {h 8p25i6~G4_O[:vى/#`n qAo>ﳹS\Ep A.׿ ^ѹ;8vӄu]RtH:7zza'Bgc(^QذigFa\ZBՅkrńZ`A7ynDC50]-:_ƞΰ:F5::1NzO&@g$>0^џ O6>":oiT n @XCXwpY C|`mZmhH$3d%3Y'wxl6ľ$(>ɾu|QBh 6z_A~WG*_ meUKY8OSUF$]D 22AopeaB>+f'. +m 9Tw.$*:}ݒDƶ.4kYťj8־[%i%vB:GY(jѡUMN/c$,$!ھjYMO7^Sx5T)~ 2^aqf498g=9@;D)#*pd-mwFKSR]Bey򠷜"2 +bJjoJY0!ҵbæ=RψY$ceD}{0zbu3B5{6GH N‹ N '5CIQޛai~HJ0م=*9o- endstream endobj 176 0 obj <>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/StructParents 46/Type/Page>> endobj 177 0 obj [ 178 0 R 181 0 R 184 0 R 187 0 R ] endobj 178 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 176 0 R /Parent 220 0 R /Q 0/Rect[ 43.919 751.346 89.138 771.165]/StructParent 47/Subtype/Widget/T(CDN[0])/TU(Enter the organization's county-district number.)/Type/Annot/V(246907)>> endobj 179 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02140Tr  4BY( endstream endobj 180 0 obj <> endobj 181 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 176 0 R /Parent 220 0 R /Q 0/Rect[ 141.854 751.346 223.18 771.165]/StructParent 48/Subtype/Widget/T(VendorID[0])/TU(Enter the organization's vendor ID. )/Type/Annot/V(74-6001448)>> endobj 182 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI07530041Tr  4  endstream endobj 183 0 obj <> endobj 184 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 176 0 R /Parent 220 0 R /Q 0/Rect[ 567.209 751.346 591.165 771.165]/StructParent 49/Subtype/Widget/T(AmendmentNo[0])/TU(Enter the amendment number if submitting an amendment to the original application. Enter N/A when applying for grant funds.)/Type/Annot>> endobj 185 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 186 0 obj <> endobj 187 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 176 0 R /Parent 220 0 R /Q 0/Rect[ 20.835 45.539 591.137 575.235]/StructParent 50/Subtype/Widget/T(ProjEvalMod[0])/TU(2. School District Partner Selection: Outline the process you took to identify and select districts to participate in the Effective Advising Planning Pilot. What are the key elements that informed your selection? How will you ensure that participating districts fulfill their commitment to develop an Effective Advising Program Plan?)/Type/Annot/V(District Implementation Plan for Grade Expectations and Essential Actions\r\nPriority One: Lever 5:Quality Tools and Resources 5.2 Integrate materials into the individual planning system to support parent and family engagement. EA 5.1 and 5.3 could also be part of this priority focus area., Lever 3: Internal culture for Advising, and Lever 2: , Lever 5: Quality Materials and Assessment Resources, Lever 1: Strong Program Leadership and Planning. \r\n\r\nDevelopmental Area for this Priority: Academic \r\nGrade level Intervention identified to be implemented: By the end of the 9th grade, 90% of the students will take the PSAT 8/9, review the results and align their career goals with the results of Planning Assessments on Schoolinks and College Board resources \(Khan Academy and Big Future\). Making this a grade level expectation in 9th will allow students to review their PGPs they completed in 8th grade in the Implementation Year and make changes if necessary and complete their ICAP.\r\nTargeted grade-level: 9th grade\r\nNumber of students: 245\r\nDevelopmental Area Addressed: Academics.\r\nAlignment to grade level expectations developed during the planning and Implementation year 1. By the end of the 9th grade, 100% students will have taken the PSAT 8/9, complete the Planning Assessments on Schoolinks and create a career goal.\r\nMetrics to be monitored throughout implementation: SchooLinks data and PSAT reports, Khan Academy and Big Futures access will also be monitored. Data will be collected on parents logins to Schoolinks and attendance in the one-on one conferences for HB 5. Data on parent logins and one on one conferences with parents will also be collected. \r\n Key staff: Counselors, CCMR Coordinator, Testing Coordinator & CTE Coordinator and staff. Communication and/or Professional Development needed to addressed the implementation of the priority\r\nAlthough District staff will own this initiative, counselors and trained staff will be leading this grade level expectation. District will provide training for parents who will support students. District technology will collaborate and update as needed. \r\nQuality tools and resources: PSAT 8/9 score results, SchooLinks Planning Assessments and College Board resources: Big Futures and Khan Academy, and usage reports from Schoolinks. \r\nExpected student outcomes: 90% participation in PSAT 8/9 and goal setting. For those who did not take the PSAT, students will still participate in this grade level expectation.. \r\nAnticipated Student Outcomes and their alignment to the metrics: Students will utilize Schoolinks to make wiser choices in exploring, investigating, and selecting post-secondary program options in relation to their future goals and interests. As students plan their PGPs, moving towards their ICAPs, this will also build student self-ownership in their course selections, programs of study, and academic careers.\r\n\r\nGrade Level Expectation 2: Developmental Area for this Priority: Career Planning and Financial Literacy\r\nEAF Levers: Lever 1: Strong Program Leadership and Planning. Lever 2: Effective, well-supported school counselors and advisors , Lever 3: Internal Culture of Advising, Lever 4: Effective Outside Partnerships and Lever 5: Quality Materials and Assessment Resources.5.2 Integrate materials into the individual planning system to support parent and family engagement. 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V#ܻ@ , Z73cZviLn5G/+o15 Ax |HBһOۆZu9R}pǞ$5ge={2ʊP YD$,AHfDɌ 4Ÿ\N:}6y+ d;\R}_jm]3+$%A~MIswP"Fm޽]vnj;1hq.*W[5:R{7:u{\^C{L[@JNƑ c!Bl~[|qqVoК J 姱麯]&gn^4!~c8\`i)hۘ3ㅠ:D;o2; !YyGvj߷@bgc/ d`A9 endstream endobj 194 0 obj <>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/StructParents 51/Type/Page>> endobj 195 0 obj [ 196 0 R 199 0 R 202 0 R 205 0 R ] endobj 196 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 194 0 R /Parent 221 0 R /Q 0/Rect[ 44.526 750.408 89.138 770.227]/StructParent 52/Subtype/Widget/T(CDN[0])/TU(Enter the organization's county-district number.)/Type/Annot/V(246907)>> endobj 197 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02140Tr  4BY( endstream endobj 198 0 obj <> endobj 199 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 194 0 R /Parent 221 0 R /Q 0/Rect[ 142.279 750.408 223.605 770.227]/StructParent 53/Subtype/Widget/T(VendorID[0])/TU(Enter the organization's vendor ID. )/Type/Annot/V(74-6001448)>> endobj 200 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI07530041Tr  4  endstream endobj 201 0 obj <> endobj 202 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 194 0 R /Parent 221 0 R /Q 0/Rect[ 567.203 750.408 591.159 770.227]/StructParent 54/Subtype/Widget/T(AmendmentNo[0])/TU(Enter the amendment number if submitting an amendment to the original application. Enter N/A when applying for grant funds.)/Type/Annot>> endobj 203 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 204 0 obj <> endobj 205 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 194 0 R /Parent 221 0 R /Q 0/Rect[ 21.26 44.997 591.165 707.744]/StructParent 55/Subtype/Widget/T(StatProgReq1Txt[0])/TU(Outline the required qualifications and experience for primary project lead \(EAF Coach\) in the implementation and delivery of the program. Include whether the position is existing or proposed.)/Type/Annot/V(Grade level expectation Intervention identified to be implemented: 100% of 8th grade students will create their PGP that will be formalized with their ICAP in 9th grade with their counselor and staff after Find My Path on SchooLinks to identify a career goal based on interest and begin researching the educational pathway of their desired career. The PGP will drive the student course selection process. The FAFSA/TASFA graduation requirement will be discussed in anticipation of submission in their Senior year. Many of the 8th grade students will be enrolled in leadership classes with AVID trained teachers, allowing for the collaboration and an external partnership for AVID training and staff support. \r\nIntervention identified to be implemented Find My Path Assessment completion in Schoolinks. This will include a Financial literacy milestone of utilizing Texas Reality: Check\r\nTargeted grade-level: 8th grade.\r\nNumber of students: 247.\r\nDevelopmental Area Addressed: Career planning and financial literacy\r\nAlignment to grade level expectations developed during the planning year: Students will create a PGP, moving towards their ICAP plan with their counselor. \r\nMetrics to be monitored throughout implementation: SchooLinks and https://texasrealitycheck.com/\r\nKey staff: Counselors, CCMR Coordinator, & CTE Teachers. Professional Development will be needed to address the implementation of this grade level expectation.\r\nDistrict staff will own this initiative, though it will be guided by campus counselors and teachers trained in using these tools and materials. District will provide training for parents who will support students with Schoolinks and PGP conferences. District technology will collaborate and update as needed. \r\nQuality tools and resources: SchooLinks and Texas Reality Check\r\nExpected student outcomes: 100% of 8th graders will complete their PGP and Find My Path in Schoolinks.\r\nAnticipated Student Outcomes and their alignment to the metrics: Students will utilize Schoolinks to make wiser choices in exploring, investigating, and selecting post-secondary program options in relation to their future goals and interests. As students plan their PGPs, moving towards their ICAPs, this will also build student self-ownership in their course selections, programs of study, and postsecondary options. \r\nEssential Action/Grade Level Expectation 3 : Developmental Area for this Priority: Social/Emotional \r\nEAF Lever 5: High Quality Tools & Resources and Lever 3: Creating an internal culture for advising.\r\nIntervention identified to be implemented: 100% of students will complete their Personality Survey on SchooLinks with their counselor and other staff to increase their familiarity, explore their social/emotional interests, and aid in the transition to middle school for course selection.\r\nTargeted grade-level: 5th grade.Number of students: 256. \r\nDevelopmental Area Addressed: This would support social/emotional learning as the students become aware of how their skills related to emotion, behavior, and mindset impacts success in and out of the classroom. \r\nAlignment to grade level expectations developed during the planning year: 5th grade students will start earlier than Middle School in the exploration of personal/social emotional development for career awareness.\r\nMetrics to be monitored throughout implementation: SchooLinks data reports and usage, also parent engagement with the outcomes of the Personality assessment. .\r\nKey staff: Counselors, CCMR Coordinator, & CTE Teachers.Professional Development needed to address the implementation of the priority grade level expectation.: \r\nDistrict staff will own this initiative, but will be guided by campus counselors and teachers trained in using these tools and materials. \r\nDistrict will provide training for parents for Schoolinks to support their students in their Personality Assessment. District technology will collaborate and update as needed. \r\nQuality tools and resources: SchooLinks \r\nExpected student outcomes: 100% participation in Schoolinks career exploration through inventories of personal and social interests-Personality Assessment.\r\nAnticipated Student Outcomes and their alignment to the metrics: Students will utilize Schoolinks to make wiser choices in exploring, investigating, and selecting post-secondary program options in relation to their future goals and interests. As students learn more about themselves, this will also build student self-ownership in their course selections, programs of study, and academic careers.\r\nIntervention Plan: Student progress for all Essential Actions will be monitored and shared with stakeholders using SchooLinks reports. Tier 2 students needing additional support will meet in small groups with a school counselor. 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Enter N/A when applying for grant funds.)/Type/Annot>> endobj 224 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 225 0 obj <> endobj 226 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 215 0 R /Parent 222 0 R /Q 0/Rect[ 22.003 44.998 589.598 665.183]/StructParent 60/Subtype/Widget/T(StatProgReq2Txt[0])/TU(Describe how the proposed budget will meet the needs and goals of the program, including for staffing, supplies and materials, contracts, travel, etc. If applicable, include a high-level snapshot of funds currently allocated to similar programs. Include a short narrative describing how adjustments will be made in the future to meet needs.)/Type/Annot/V(The budget is based on JISDs EAF Priority Map, EAF Diagnostic and in Alignment with the EAF mission, vision and goals from the Planning Year and Implementation Year 1\r\nPriority 1: EA 5.2 Integrate materials into the individual planning system to support parent and family engagement. Priority 2: EA 3.2 Require training on the fundamentals of advising for all district staff who work directly with students and include additional required advising-related training for staff with specific advising support roles. Priority 3: EA 2.1: Recruit, select, assign, induct, and retain highly qualified school counselors and advisors to lead the implementation of the individual student planning system. By the end of the 2023-2024 school year, all district staff who work directly with students will receive training on the fundamentals of advising through training and experiences that allows for more effective student advising. The district will select high qualified school counselors and then provide campus professional development and training as needed for job responsibilities. By recruiting, hiring, and retaining highly qualified counselors, all students will benefit from higher quality advising and implementation of the individual student planning system as well as improved relationships. In support of Lever 1, the school counseling program leadership ensures all school counselors, advisors, and advising support partners receive adequate training related to academic and career advising.\r\nFunds for leadership and planning \(Payroll 6100\): \r\nTeam Lead Stipend \($1,000\) The district has an identified leader who ensures successful integration of effective advising into the overall comprehensive program organizational structure. \r\nEAF Steering Committee Stipends \($5,000\) The EA Steering Committee evaluates school counseling staff roles and responsibilities to ensure an effective advising system.\r\nEAF Steering Committee Stipends: Special Education/SEL Coordinator & CTE Coordinator \($2,000\) The steering committee collects student-level data to drive equitable practices.\r\nExternal partners \(Professional and Contracted Services 6200\): \r\nThese expenditures support Lever 4 by providing funding for effective external partners. These external partners and professional contracted services have been strategically selected to support advising goals. Texas Counseling Association Dues \($1600\) 10 counselors. School counselor and advisor growth and learning through professional development.\r\nTSCA Conference for one elementary and one secondary counselor \($1,550\) \r\nEAF Coach \($20,000\) Identifies gaps in campus and district capacity to meet program goals\r\nTexas Association for College Admission and Counseling \(TACAC\) membership for two high school counselors \($230\) and conference fees and travel for one counselor \($1200\) \r\nCareer and Technical Association of Texas \(CTAT\) for CTE Coordinator and Counselor \($3,000\)\r\nTSIA \($1500\) for retests after intervention.\r\nRegion 13 High School Student Advising Cooperative for one counselor \($500\)\r\nSeeds of Hope \($10,000\) 5th grade students will start earlier in the personal/social emotional development for career awareness as it relates to their personal and social exploration\r\nRegion 13 Counseling Cooperative for all counselors \($2,000\)\r\nRegion 13 New Counselor Institute for one counselor \($900\) \r\nAVID Summer Institute Training 2024 \($60,600\) San Antonio- housing, stipend, travel allotment\r\nCTE Fair for grades 6-8 \($1500\)\r\nHigh-quality Materials and Assessments: \(6300\)\r\nThese expenditures support Lever 5 by creating advising efficiency with tools and resources that support college and career readiness, and align with grade-level benchmarks established in Lever 1.\r\nStress Relief/Organization Materials \($700\)\r\nAdobe Docusign \($480\) For MOUs for External Partnerships, PGPs, HB 5 schedule changes \r\nValidate Me \($1,000\)\r\nCalendly \($900\)\r\nSCUTA \($2,250\) Provides school counselors adequate time to ensure fidelity of implementation.\r\nSchooLinks \($14,500\)\r\n6th Grade Cougar Camp \($1500\) Summer transition activity for incoming 6th grade students.\r\nCTE and Post Secondary Signing Day for Seniors \($1,500\)\r\nFreshman Cougar Boot Camp \($1,500\) Summer transition activity for incoming 9th grade students.)>> endobj 227 0 obj <>/Subtype/Form/Type/XObject>>stream xX[s8}Wak+SE$FH2 0UylkږhIaOBbf_廜s>}pycwA6Fx(1#f0f oF?q6`$VF_~Iq܈Tm%1iٖ[1ؿ=,Hm;g+'J['CUĤbL&*ʱt)sIZՐJO'g6!`:L&-EyWWJG Tz)e\pGLp{s]iB>!6Mؓr"1 X ޤ䫌 ]F3[v82`bJx04* ҡ(BEgtxD~AHZgdu<>l7\7"tǃo] 3 G$8)Fd*j8*N2&ԁH ہdsg*BSH7dVdz@:ঠ(#BaLRd|?"auB](Xզ݇E?a&xTR},#|"eVcނd<^㺎2 B "I#C1 rGQT"qQ@J?#FIԧPRy!kAѠCXV"wy]'kOeJ)2; 'DSo ߭;ٵ᭍k+cՑIaJ+_?Rj$)@ )~e޺M0< Fzd7XFC}i CP%m)8`Nq;&SiP)%Ʌo}XZi;ݍ"_٬QSxG0KDžr;Da)ҹo 5Q6.2V~UZhfA 5T!Pf^i&JWQ"Q]k|RtUm)Y'q <#.+{% I%~8U4GjOjITO<]6{@9ob̨;NyF26#29dF}a!~ݕ^j4ݷv~?JemmU[J^)Zit~nѴ\lKk+0gr/!P7{+o(e҅zu}!|9s`#>i݅%F%o*qY/m, |V3%+[DWڰ|#(3ayz+?βh:ykawUe5`d#TJr(xXnXٟNiILJ>,b1"Jj'51)`>²k ab?hv&5:~q86C@;8Y0QPҨLDXDJ1k~Ӥu.! /^ZJ8iGz:{̶Pv| \9֏zbQǓ©rmm.|g"EΦ6aט &JKۖsvX G1ȁn%8Ǭi޻X$/jܛ 1dHP:oX]"[ܳ!<(wfUYU3(Cew@MZD֞0*?ADgY3pm{?6&~(3&ϵ͉E梳x ]׋>"շr *< ^+* gW  )uGH[i;K,{^Z^ }٧> endobj 229 0 obj <> endobj 230 0 obj <>/FontDescriptor 231 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 281 814[ 291 365 614 537 817 718 225 296 296 420 679 225 408 225 384 537 379 537 537 558 537 537 516 537 537 225 225 679 679 679 447 972 650 569 636 701 515 485 691 707 247 345 560 475 879 742 777 563 777 585 522 529 679 625 933 587 559 584 296 763 296 679 425 262 512 584 461 585 524 296 585 560 224 224 475 224 858 560 584 584 585 345 412 320 561 474 711 446 476 471 296 236 296 679]]>> endobj 231 0 obj <> endobj 232 0 obj <> endobj 233 0 obj <>/FontDescriptor 234 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 281 814[ 291 365 614 537 817 718 225 296 296 420 679 225 408 225 384 537 379 537 537 558 537 537 516 537 537 225 225 679 679 679 447 972 650 569 636 701 515 485 691 707 247 345 560 475 879 742 777 563 777 585 522 529 679 625 933 587 559 584 296 763 296 679 425 262 512 584 461 585 524 296 585 560 224 224 475 224 858 560 584 584 585 345 412 320 561 474 711 446 476 471 296 236 296 679]]>> endobj 234 0 obj <> endobj 235 0 obj <>stream xWn6}1#"%E4I~ODr$ӾlTHBK=)dJ*KGI3_Hx 0tw _!.Lfb ICVgŌn,e Abk9'fT*-Lsf}$d 9,1ŒRopc'/K1:q!h TN)Z(&0D}CNӴS,k#2_/7x~Dx* "e؁8Mlv`PwomǞ 1aW GFt5YP-[jQ-a@;[&K(6vOmYw/Eڡ_=5Eę1{ΰzfWXxh mﶅ-Z[Exd?M^C ?~!Yܡbθ3:8a%V;p0l%*}F|آ?;#{\4N|2I9ql h ,ƾ=-g)gqa]4HB43V͇Uɂ:\Q ?% d]b d~Lth#[8Al1ƟP VPH'*'P :BAeJzߪW,8PQ;C{.vU? 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