CCR and Eligibility Benchmark Report

Executive
Summary
Purpose
& DesiredOutcomes
Survey
Highlights
ResourcesInsights
& Learnings
Understanding the CCR landscape across U.S. School Districts
Table of Contents

CCR and Eligibility Health Check
To better inform discussions and planning efforts for College and Career Readiness. With a direct focus on how
to best utilize data to shape culture and drive student success.
Purpose
Desired Outcomes
It is our hope that the information found in this report can help bring insight into ways that district leadership
can help improve processes around College and Career Readiness. In particular, we hope that what is provided
in the report will allow you to return to your teams and help shape a framework for improving desired
outcomes related to College and Career Readiness.

Executive Summary:
As we look to better understand how College and Career Readiness (CCR) is evolving with
school districts across the country and how they continue to make an impact on readiness,
it is important to determine the current state of the various CCR initiatives from a level
priority, measurement and effectiveness perspective. While a CCR success framework
might look different by district, this survey was developed in an effort to gain insight into
where the gaps lie and opportunities where additional guidance could be provided to drive
greater impact to student readiness.
The questions asked are further outlined in the report; however, the basis behind them
were to understand the level of priority, effectiveness, desire to improve measurement of
these key initiatives.
Of those surveyed, the initiatives that received a weighting of highest priority were:
provide data to counselors to help prioritize support (100%), improve the number of
students enrolling in post-secondary education (92%), improve access to crucial data
metrics (92%) and reporting and to cultivate a culture of hope and aspirations (92%).
The lowest weighted initiatives by priority were: Increase soft and non-cognitive skill
development (42%), increase scholarship awards (50%), Increase SAT/ACT scores (58%) and
activate PBIS activities wall-to-wall (58%).
The largest gaps seen based on the level of priority and the lower percentage given to the
effectiveness of the initiatives were: improve the number of students enrolling in post-
secondary education and cultivating a culture of hope and aspirations. While there could
be many driving factors influencing this outcome, further assessment if these gaps is
needed to understand the impact
The initiatives with the largest gap relating to awareness around priority, measurement or
desire to improve were scholarships, parent engagement and soft skill and non-cognitive
skill development.
The findings of the survey present a great opportunity for discussion to determine why
some initiatives are receiving greater priority than others, if there are any addressable gaps
and how districts can continue to implement strategies to improve the impact of all CCR
related initiatives.
Improve the number of students enrolling in
post-secondary education*
50% Of respondents say their school haslessthan
70% post-secondary enrolment
“We Need to more closely track students who enter into community
college education and vocational schools.” 1
75% Of respondents aspire to post-secondary enrolment to
exceeding 90%
“Tracking is dependent on student self reporting.”1
CCR and Eligibility Health Check
Benchmark Report for the National Superintendents Academy - West Cohort
*Represents Question 1 of 14 of the survey
1. Represents open ended feedback from participants based on the first question on the survey

Survey Highlights
Question Focus Areas
• Improving the number of students enrolling in post-
secondary education
• Improving college admission workflows (transcripts and
LOR’s)
• Providing data to counselors to help prioritize support
• Ensuring equity and access by standardizing CCR activities
for all students
• Increasing Scholarship Awards • Increase parent engagement and support
• Increasing soft and non-cognitive skill development • Activate PBIS activities wall-to-wall
• Increase total number of students taking SAT/ACT • Increase SAT/ACTScores
• Increase total % of students enrolled in AP Courses • Increase total % of students passing AP Exam
• Improve access to crucial data metrics and reporting • Cultivate a culture of hope and aspirations

Highlights
How are your peers prioritizing these focal areas
to address CCR Improvements and are they effective?
Biggest Priorities
*Improve the number of students enrolling in post-
secondary education
Provide data to counselors to help prioritize support
Improve access to crucial data metrics and reporting
*Cultivate a culture of hope and aspirations
* There is a gap between the level of priority and effectiveness or need for improvement
Lowest Priorities
*Increase Soft and Non-Cognitive Skill Development
*Increase Scholarship Awards
Increase SAT/ACT Scores
Activate PBIS Activities Wall-to-Wall
* There is a gap between the level of priority and awareness of the initiative

• 50% of respondents have 70% or below of their student
population enrolls in post-secondary
• 75% of the total aspiring to 90-100% of post-secondary
enrollment
Respondent Feedback:
• My role is to increase students reading at proficiency at
the elementary level, which is a strong indicator for
success at the post secondary level.
• We have been working with counselors to increase FASA
applications to 100% of all 12th graders who are
eligible. We have increased the number of AP courses
available students. Naviance Year 1
• Need to more closely track students who enter into
community college education and vocational schools.
• Tracking is dependent on student self reporting. The
district prioritized CSU, UC and city college, but had not
prioritized private. We are beginning to track that this
year.
Q1: Improve the number of students enrolling in post-secondary education

• 92% are committed to tracking this data
• Majority gave their districts a 8/10 ranking on effectiveness
Q2: Provide data to counselors to help prioritize support
• Providing pathways that will reach non-traditional
students and minority students and empowering
counselors to seek these students out.
• Presently using Naviance to monitor. Would like to have
a system that does not allow counselors to sort students
between college or career opportunities. All students
should be prepared for both.
• Need to increase the capacity and determination of
counselors to support the work
• Data that is readily available for counselors and Admin
teams to review and dissect in PLC and site leadership
teams

• 50% of districts are prioritizing increasing scholarship
awards for their students
• Only 33% currently tracking these dollars and most not
knowing how they are performing.
• Most respondents are not aware of how many dollars they
are awarded or what they aspire to
Q3: Increase Scholarship Awards
• District initiated a foundation. information is being
tracked by our Chief of Secondary Schools. Targets
have been given to principals.
• We are continuing to investigate ways for all parents
to have the information they need to support their
students in applying for scholarships. Many high
schools have also set up college and career centers
within their schools to give students assistance with
completing scholarship applications.
• Ensuring equity and access through appropriate
master scheduling is a higher priority

• 1/3 of respondents are tracking, 1/3 are not tracking and 1/3
are unsure if they are tracking the data
• 58% are unsure if they are meeting this objective
• 92% do not know the investment they are making in
admission workflows and are unsure what it should be
Q4: Improve college admission workflows (Transcripts & Letters of Recommendation)
• We use Naviance to track these processes
• Increase knowledge base and capacity of counselors to
support this work
• I do not know

• 75% of respondents are tracking this data
• Majority of respondents ranked themselves a 5,6 or 7 out of 10 on
effectiveness
• 25% of respondents say that 50% of students have access, while 25% say
80% have access and others are unsure or it is below 30%.
• 75% strive to have 90%+ of their students accessing CCR related
resources
Q5: Ensure equity and access by standardizing CCR activities for All Students
• While increasing equity is spoken as a goal; there
is little done to actively reach minority students
and the usher them towards post secondary
education.
• Only the second district in the state to implement
auto enrollment into advanced programs ― also
referred to as Academic Acceleration ― this will
be a big step to further foster a college-going
culture and prepare every student for life after
high school.
• Our vision is that CCR would be embedded in the
classrooms, and that all teachers would make
school to career connections for students.

• 58% of respondents currently track this
• Respondents had varying feedback on how well they
meet this objective, but 25% were unsure
• All respondents say that less than 50% of their parents
are engaged, with 33% of respondents indicating they
were unsure of the percentage
• 75% strive to have 90%+ of their students accessing
CCR related resources
Q6: Increase parent engagement and support
• Community Cabinet meetings, DELAC meetings and a
community engagement coordinator has been hired.
• Families/parents and schools work together in a culture
of shared leadership & responsibility for student success.
When schools, parents, families, and communities work
together to support learning, students tend to earn
higher grades, attend school more regularly, stay in
school longer, and enroll in higher level programs.
• District schools reach out to parents through consistent
school communications, active volunteer programs, and
special events, such as family reading nights, open
houses, etc.
• Our vision is that all parents would access Naviance and
the students' Individual Career and Academic Plans on a
regular basis and use this information to guide their
students in planning for post graduation opportunities.

• 58%of respondents do not currently track this
• 50%of respondents are unaware of whether
they are meeting this objective
Q7: Increase soft and non-cognitive skill development
• The district currently has a focus on creativity,
collaboration, communication and critical thinking. The
curriculum is being revised to support this work as well
as professional development.
• We have a SEL survey that teachers fill out for students.
Data has not been utilized to make decisions.
• The capacity to monitor these skills are listed in our state
standards. It would be great to have a systematic way to
link PWR experiences to the soft skills.
• Need to increase full service schools initiative to provide
additional counselors and trauma informed practice to
elementary and middle schools.

• 50% of respondents are currently tracking this
• Respondents had varying feedback on how well they meet this
objective, but 25% were unsure
• Respondents had varying feedback on how their PBIS activities being
activated, but 25% were unsure
Q8: Activate PBIS activities wall-to-wall
• Our district uses the terminology of restorative practices
to and safe and civil schools to provide positive
behavioral support.
• PBIS is a systems change process for an entire school or
district. The goal is teaching behavioral expectations in
the same manner as any academic subject. Teaching
consistent behavioral expectations to all students, using
a common language is a priority.
• About 50% of our schools are currently using PBIS. We
are a site based management school district so many
schools are using other programs to support behavior
and create a positive culture.
• Our schema is Restorative Practices, coupled within a
Multi-Tiered System of Supports (MTSS) at 10 pilot
schools for 2016-17.

• Most respondents feel they are meeting this objective very
well
• 41% of respondents want to see a 90%+ test completion rate
• 41% of respondents are ensure of what their target
completion rate should be
Q9: Increase total number of Students taking SAT/ACT
• This has been scaled up and funding support has been
attained to help students with test cost. Additionally
PSAT is offered.
• All qualified students take the SAT for free. We provide
the PSAT as well but we do not provide ACT schoolwide.
• This is presently an issue for students who are in our gap
sub groups. We would like to see an increase in all of
these students completing the SAT
• We are implementing PSAT for all, grades 8-11

• Respondents are across the boarding on their evaluation of
meeting this objective effectively, with 33% unsure
• 25% of respondents want to see a 90%+ increase in test
scores, while the majority were unsure of what the target %
should be
• 41% of respondents are ensure of what their target
completion rate should be
Q10: Increase SAT/ACT scores
• Data baseline is being set, new performance goals will
be introduced in the near future.
• This should be a priority but we need to have data and
better understanding of post-secondary testing.
• All qualified students take the SAT for free. We provide
the PSAT as well but we do not provide ACT schoolwide.
• This is presently an issue for students who are in our gap
sub groups. We would like to see an increase in all of
these students completing the SAT.
• We don't want to teach a test, but want students to be
prepared for the test of life.

• The majority of respondents feel they are meeting this
objective effectively, with 33% unsure
• The target percentage increase in students enrolling in AP
courses was across the board, with 50% of respondents
unsure of what it should be
Q11: Increase total % of studentsenrolled in AP courses
• Encourage multiple pathways to the AP courses and
directly focus on promoting students of color to these
classes.
• We use AP potential for student placement. Based on
AP potential data nearly 90% of student are enrolled in
AP course.
• All of our high schools offer AP classes but the vision
would be for these classes to better reflect the diversity
present in each school.
• Work with credentialed teachers as it relates to
providing rigorous instruction that supports all kids not
those they believe can do well

• The majority of respondents feel they are meeting this
objective effectively, with 33% unsure
• The target percentage increase in students enrolling in AP
courses was across the board, with the highest percentage
falling in the 0-10% range (33% of respondents)
Q12: Increase total % of students passing AP exit exam
• My work is to increase the number of minority students
in these classes and who pass the exam
• We need to have a more strategic plan for AP not just
teacher lead plan.
• The vision would be for 100% of the students to pass
the AP exit exam.
• We are working through a capacity building model to
increase numbers by site through site leadership teams

• The majority of respondents scored themselves
between a 5 and 10 out of 10 on effectively meeting
this objective
Q13: Improve access to crucial data metrics and reporting
• Increase data protocols at the school level as well as
ensure that my office is using data on a regular basis to
direct the work.
• Continued enhancements to our MiSiS student
information system.
• We are currently using the Power BI software to
construct district dashboards that will provide data
more efficiently to administrators and teachers.
• We are developing our data dashboard with metrics
• We've got to get better job of having data meetings
and the important thing being how it impacts
instruction.

• 50% of respondents are currently tracking this, while
33% are not and the remaining are unsure
• 60% of respondents feel they are somewhat or
adequately meeting this objective, while 40% are
unsure
Q14: Cultivate a culture of hope and aspirations
• I work to increase learner agency for students which
builds the hopes and aspirations that they have.
• Continued tracking of performance through our school
experience survey.
• I am not sure how to measure this. We use our staff
and student surveys to determine student and staff
growth mindset. We have more room to grow.
• We just piloted a survey for students regarding their
feeling of connectedness to their schools. We will be
using this data to help to determine the types of
social/emotional supports that are needed district-
wide.

Insight and Learnings
Considerations:
• What are your priorities related to CCR?
• Where do you feel there are areas for improvement?
• What do you know and, what don’t you know?
Insight and Future Learnings:
• There are initiatives of high priority but are underperforming within the district
• Why is this?
• What strategies can you deploy to drive improvements?
• There are initiatives of low priority but also lack awareness
• Why is this?
• Would it be a priority if more awareness was placed around the initiative?
• Should some of these initiatives have higher priority?
• Where have you spent most of your time on CCR related initiatives? Do you have data to inform you
whether or not you are pointed in the right direction?

Resources
Below you will see a list of resources related to CCR, SEL, PBIS, and Counselor Effectiveness:
Redefining Readiness from AASA: http://www.redefiningready.org/supporters/
The Use of Data in School Counseling: http://hatchingresults.com/books/Use-Of-Data/The-Use-of-Data-in-School-Counseling.cfm
Pathways to Prosperity: http://www.agi.harvard.edu/pathways/CreatingPathwaystoProsperityReport2014.pdf
Readiness Report: http://www.gallup.com/services/177128/youth-readiness-future-report-gallup-student-poll.aspx
Social Emotional Learning: http://www.casel.org/social-and-emotional-learning/core-competencies/
ACSA Mindsets & Behaviors: https://schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf
EPIC (Various resources and concepts around CCR): http://www.epiconline.org/what-we-do/the-four-keys/

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