District-Wide Implementation of State Mandated
Student Academic, Career, and Post-Secondary
Plans via Naviance in Middle and High Schools
New Haven Public Schools
New Haven, CT
July 2013

Session Description
Learn how an urban school district of 30
middle schools and 14 high schools used
a collaborative process involving
Naviance consultants, district and building
administrators, teachers, counselors, and
community stakeholders followed a clear
thoughtful rollout plan using Naviance as
the electronic tool to support the
implementation of state mandated student
academic, career, and post-secondary
plans.

Presenters
Dolores Garcia-Blocker, Ed.D.
Supervisor of Guidance
(District)
Monica Joyner
Administrative Intern
(High School)
Jason Schneider
Social Studies Teacher
(Middle School)

District Demographics
21,538 Enrollment - Pre K-12
30 Middle Schools
14 High Schools
43% Black
38% Hispanic
15% White
2% Asian
2% Other
13% ELL
13% Sped
64% Free & Reduced Lunch
71% C’12 Cohort Graduation Rate

Year 1 (SY 2011-12)
Student Success Plan (SSP)
Development

Conn. Gen. Stat. Sec. 10-221a(j)
For the school year commencing July 1, 2012, and each
school year thereafter, each local and regional board of
education shall create a student success plan for each
student enrolled in a public school, beginning in grade six.
Such student success plan shall include a student’s
career and academic choices in grades six to twelve,
inclusive.

Timeline
Phase 1 - FOCUS: Deepening the
working group’s understanding of
SSPs (Sep. 2011-Apr. 2012)
Phase 2 - FOCUS: Developing the
SSP template for New Haven
Public Schools (Apr. 2012-May
2012)
Phase 3 - FOCUS: Providing
technical assistance to middle and
high schools (May 2012-Aug 2012)

NHPS Framework for Achieving College
and Career Readiness: VISION
Students learn through meaningful
and coherent experiences that
support their intellectual, emotional
and physical development, and
that these experiences must be
created in individual classrooms,
within the school as a whole, and
extend beyond the school into their
lives.

NHPS Framework for Achieving College
and Career Readiness: APPROACH
Achieving college and career readiness requires a focus on
both the academic & intellectual development and social &
emotional development of students as well as explicit
attention to building the skills and knowledge needed for the
transition to college or career. Most importantly, the school
experience must be coherent and personalized to address
the needs and interests of each individual student.
Family and community are essential partners in the success
of students and should be engaged as such throughout the
school experience.

NHPS Framework for Achieving College
and Career Readiness: FRAMEWORK
College &
Career
Readiness
Social &
Emotional
Development
Academic &
Intellectual
Development
Family and Community
STUDENT

School Planning for Student Success Plans (Focused on Achieving CCR)
Programs or initiatives at this school that support … Making it personal…
Grade
Academic & Intellectual
Development
Social & Emotional
Development
College & Career
Readiness
How can this be
incorporated into/aligned
with SSP and Advisory?
6
7
8
Consider the experience of individual students over their time at your school. – for each core program or initiative identified as core to the
SSP at your school,, note the developmental area(s) it supports and the grade level (or other subgroup) that is served. Pay attention to
developmental areas that are not being addressed as thoroughly and to the transitions between grades.
11

School Planning for Student Success Plans (Focused on Achieving CCR)
Programs or initiatives at this school that support … Making it personal…
Grade
Academic & Intellectual
Development
Social & Emotional
Development
College & Career
Readiness
How can this be
incorporated into/aligned
with SSP and Advisory?
9
10
11
12
12
Consider the experience of individual students over their time at your school. – for each core program or initiative identified as core to the
SSP at your school,, note the developmental area(s) it supports and the grade level (or other subgroup) that is served. Pay attention to
developmental areas that are not being addressed as thoroughly and to the transitions between grades.

Year 2 (SY 2012-13)
SSP Implementation &
Naviance Training

Timeline
Phase 4 - FOCUS:
Implementing SSPs in middle and
high schools (Sep. 2012-Jun.
2013)
Providing ongoing professional
development to all stakeholders
(Sep. 2012-Jun.2013)

Stakeholders
 Superintendents
 Assistant Superintendents
 Directors
 Curriculum Supervisors
 IT Department
 Data Department
 Building Administrators
 Teachers
 Counselors
 Clerks
 Parents
 Community Partners

Naviance Consultant Visit to NHPS
Sample Agenda – MORNING
Patricia Melton
New Haven Promise
Uploading New Haven Promise materials to Naviance
8:30 – 9:15
Catherine McCaslin
Uploading National Student Clearinghouse Data to Naviance
9:15 – 10:00
Dolores Garcia-Blocker & Curriculum Supervisors
Course Planning
Demo of course planning functionality for district stakeholders . Initial discovery and
planning
10:15 – 11:45
LUNCH

Naviance Consultant Visit to NHPS
Sample Agenda – AFTERNOON
Gillian Redeaux & Mozella Burns
Sending scholarship and enrichment activities
12:30 – 1:30
Claudia Merson
Yale University New Haven & State Affairs
Importing external data to Naviance on STEM extra-curricular activities
1:45 – 2:15
Dolores Garcia-Blocker & Gillian Redeaux
Success Planning + Scope & Sequence
Setting up and assigning district tasks and programs based on scope & sequence.
2:30 – 4:00
Dolores Garcia-Blocker, Assistant Superintendents & Directors
District Reporting
Discussion of reporting requirements and Review of available school and district
reports
4:00 – 5:00

SSP / Naviance
Scope & Sequence
SY 2012-13

Scope & Sequence Rollout Plan
Marking Periods 1 - 4:
•Professional Development for Site Coordinators and Counselors
Marking Period 2:
•Implementation in Grades 8 & 9
Marking Period 3:
•Implementation in Grades 7 & 11
Marking Period 4:
•Implementation in Grades 6 & 10

Scope & Sequence: GRADE 6
(Marking Period 4)
Assessments:
1.None
Activities:
1.Complete customized survey to assess apprehensions and
expectations – to be developed in-house.
2.Create 1 SMART goal for 7th
grade after a review of their 6th
grade
record (attendance, achievement, discipline, etc.)
School SSP:
•Accomplish something from your SSP

Scope & Sequence: GRADE 7
(Marking Periods 3 & 4)
Assessments:
1.Complete Career Cluster Finder (CP)
Activities:
1.Create 2 SMART goals (academic and personal/social) for 7th
grade
if done in marking period 3 and 8th
grade if done in marking period 4
after a review of their current middle school record (SP)
School SSP:
1.Accomplish something from your SSP

Scope & Sequence: GRADE 8
(Marking Periods 2, 3 & 4)
Assessments:
1.Complete Career Key (CP)
Activities:
1.Create 3 SMART goals (academic, personal/social, and post-
secondary planning) at the end of the school year for high school.
These goals will serve as a starting point next year in 9th
grade. (SP)
School SSP:
1.Accomplish something from your SSP

Scope & Sequence: GRADE 9
(Marking Periods 2, 3 & 4)
Assessments:
1.Complete personality assessment / Do What You Are (CP)
Activities:
1.Build course plan to meet graduation requirements (SFE)
2.Create 3 SMART goals for the current school year (academic,
personal/social, and post-secondary plans) after a review of the 9th
grade record (SP)
School SSP:
•Accomplish something from your SSP

Scope & Sequence: GRADE 10
(Marking Period 4)
Assessments:
1.Complete Career Interest Profiler (CP)
Activities:
1.Create 2 SMART goals (academic & personal/social) for next
school year after a review of the 10th
grade record (SP)

Scope & Sequence: GRADE 11
(Marking Periods 3 & 4)
Assessments:
1.Complete personality assessment / Do What You Are (CP)
2.Complete Career Interest Profiler (CP)
Activities:
1.Create resume
2.Participate in junior class meetings with counselors to plan for next year
(SP)
3.Attend college visits (ColP)
4.Create a college list (ColP)
School SSP:
1.Accomplish something from your SSP.

Hill Regional Career High
School (9-12)

Hill Regional High School
• Inter-district Magnet
School
• Science/Health
• Business/Technology

Hill Regional High School
Demographics
Enrollment: 699
•49% Black
•19% White
•29% Hispanic
•4% Asian
•4% ELL
•5% Sped
•66% Free & Reduced Lunch
•92% C’12 Cohort Graduation
Rate

Hill Regional Career High School
Student Success Plan

Implementation Do’s and Don’ts
•DO share the student success plan with the
entire staff, regardless of their role in
implementation
•DO make every effort to obtain the technology
needed for implementation
•DO include as many people & departments as
possible in the implementation
•DON’T take on everything yourself –
DELEGATE!
•DO pace yourself
•DON’T try to do too much at once

Implementation of the NHPS Scope &
Sequence – Grade 9
Assessments:
•Complete personality assessment / Do
What You Are (CP)
Activities:
•Build course plan to meet graduation
requirements (SFE)
•Create 3 SMART goals for the current
school year (academic, personal/social,
and post-secondary plans) after a review
of the 9th
grade record (SP)
School SSP:
•Accomplish something from your SSP

Wexler-Grant School (K-8)

Wexler-Grant Demographics
Enrollment: 431
•81% Black
•4% White
•13% Hispanic
•0% Asian
•2% ELL
•13% Sped
•78% Free & Reduced Lunch

Wexler-Grant School
Student Success Plan

Implementation Strategies with
Limited Technological Resources
Being a school with limited technology resources was an accidental
blessing for Wexler-Grant. Given that we did not have enough
computers for students to complete Naviance assessments, etc., we
began our program by laying a clear foundation and having
conversations with our students during Advisory about what it means
to work, the skills necessary to go to college and pursue a career, and
the obstacles that people may encounter in the world of work.

Implementation Strategies with
Limited Technological Resources
1.If working in inner-city schools, assure that your approach is
culturally relevant. Consider demographics and obstacles that our
students may face in career and/or college options.
2.DO NOT BEGIN WITH THE COMPUTER. This is particularly
important. Remember that Naviance is a tool to support a Student
Success Plan, but is not the Student Success Plan itself.
3.Lay the groundwork: Particularly in the younger grades, it is
important to assess where students are in terms of comprehending
the realities of job market, college, pro-sports aspirations, etc.

Implementation Strategies with
Limited Technological Resources
4.If you do not have technology, try to avoid duplicating the
technology, unless you know that you will NEVER have the
technology. Students do not like to do things twice!
5.Consider separating groups by gender, which may diminish
posturing, nervousness, etc. in front of people of other gender.

Year 3 (SY 2013-14)
District Next Steps

SY 2013 - 14
• Develop a new scope &
sequence
• Continue to build capacity with
all stakeholders (inside &
outside of district)
• Implement district-wide rollout
plan to parents
• Monitor & support
implementation

SY 2013 - 14
• Continue to align Naviance
capabilities and features to
support SSP implementation
• Work with consultants to build
out Naviance where needed to
support specific components of
SSPs & school district initiatives
(e.g., 21st
Century Portfolios,
New Haven Promise
applications)

Contact Information
Dolores Garcia-Blocker, Ed.D,
Supervisor of Guidance
dolores.garcia-blocker@new-haven.k12.ct.us
Monica Joyner, Administrative Intern
High School
monica.joyner@new-haven.k12.ct.us
Jason Schneider, Social Studies Teacher
Middle School
jason.schneider@new-haven.k12.ct.us

THANK YOU!

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