Building Your K-12 Career Development Program Linked to Your Chapter 339 Plan

1
Building Your K-12 Career Development
ProgramLinked to Your Chapter 339 Plan

• Presenters
• Michael D.Thompson Betty Holmboe
• Independent Counselor Consultants - PDE
• March 26th, 2013

Sponsored by Tech Link
2
Handouts and Resources for the 3/26/13
WebinarAccessed at the Techlink website at
www.techlinkpa.com

• Webinar Powerpoint
• Section 1 Career Development Theory, Holland
  Assessment and Holland Hexagon
• Section 2 How and Why to Connect to the
  Community 8 Keys to Employability
• Organizing Career Resources
  Advisory Council Guidelines Building the
• Structure,Approach,PassionThe
  Education and Community Connection
• What Employers Want
  Employability Certificate8 Tips for Talking to
  Business
• Section 3 Career Education and Work Standards I
  Statements CEW 101Series
• Gap Analysis Tools
• Section 4 Must Haves of Career Development
• Section 5 Career and Technical Education
  Resources
• Section 6 Data Explanation and Examples

3
How Did You Come to Be Involved With the PDE
Counselor Trainings for Chapter 339?
4
Our Roles

• Mike Thompson- Counselor background in K-12
  program development in the career domain with a
  focus on the Career Pathway Model.
• The K-12 Counseling Program and
  the development
• of the Chapter 339 Plan.
• Betty Holmboe- Executive Director experience with
  The Capital Region Partnership for Career
  Development.
• Linking business/community
  stakeholders to the
• K-12 counseling program to
  aid in the innovative
• integration of the CEW
  standards to enhance program
• sustainability.

5
Describe the Trainings You are Doing For PDE
6
Trainings

• Working with teams of K-12 counselors in all
  regions of the state to assist them with the
  development of their comprehensive guidance
  program in three domains
• Academic, Career and
  Personal/Social
• Chapter 339 has become the impetus for school
  counselors to organize their delivery for
  students linked to the Pa.Companion Guide,
  statewide version of the American School
  Counseling Model for K-12 counseling programs.
• The focus of Chapter 339 has centered in the
  career domain for developing a transition plan
  for ALL students.

7
State Standards and Mandates   Chapter 339
mandates a comprehensive and integrated PreK-12
guidance plan There shall be a written plan on
file, approved by the local board of school
directors, for the development and implementation
of a comprehensive, sequential program of
guidance services for kindergarten through 12th
grade. The plan must include procedures to
provide for guidance services to AVTSs. Upon
request, the plan shall be submitted to the
Pennsylvania Secretary of Education.   Chapter
12 mandates a comprehensive program of student
services  Each school entity shall prepare a
written student services plan, including a school
counseling component, based on the needs of its
students and consistent with the districts
strategic plan requirements outlined in Chapter
4.    The Academic Standards for Career Education
and Work  Address the importance of career
planning for all students related to labor market
projections and workforce needs. Four strands
are addressed in these standards Career
Awareness and Planning- (Discovery Self Career
Acquisition- (Getting a Job) Career Retention-
(Keeping a Job) Entrepreneurship- (Creating a
Job)
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Session Agenda

• Presenter Background Information
  Questions will be answered after each section
• Section 1
• What is Career Development? Why is it Important
  to have a K-12 Program?
• Section 2
• Engaging All Stakeholders to Build and Sustain
  the K-12 Program
• Section 3
• The Must Haves of K-12 Career Development
• Section 4
• The Career Education and Work Standards and
  Integrating them into the Curriculum.
• Section 5
• Understanding the Importance and Value of Career
  and Technical Education.
• Section 6
• Understanding how to use data to show measurable
  impact on all students and to

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Section 1What is Career Development and Why is
it Important to Build a Comprehensive K-12
System?
10
Career Development Definitionand Rationale

• Career Development is a continuous lifelong
  process of developmental experiences that focuses
  on seeking, obtaining and processing information
  about self, occupational and educational
  alternatives, life styles and role options
  (Hansen, 1976). Put another way, career
  development is the process through which people
  come to understand themselves as they relate to
  the world of work and their role in it.
• The Career Development process is where an
  individual fashions a work identity. In America,
  we are what we do, thus it becomes a persons
  identity. It is imperative when educating our
  young people that our school systems assist and
  consider the significance of this responsibility
  for our youth and their future. The influences on
  and outcomes of career development are one aspect
  of socialization as part of a broader process of
  human development.

11

• Pathways to Prosperity Meeting the Challenge of
  Preparing Young Americans for the 21st Century
• February 2, 2011
• Harvard Graduate School of Education
• Dr. William Symonds

12
The Workforce Issue

• The Forgotten Half in the United States
• 30 of United States people between 18-25 do not
  have a high school diploma.
• 20 of United States people between 18-25 only
  graduate from high school

13
3 Solutions to the Problem from the Pathways
Report

• Better Partnerships Between Business and
  Education-(Making Classroom Learning Relevant)
• Comprehensive and Developmental K-16 Career
  Counseling (Everybodys Business)
• Government Contract With Youth to Make
  Postsecondary Education More Attainable

14
Unskilled jobs are disappearing demand for high
skills is rising
15
Gap Between Educational Attainment and Workforce
Needs
16
The Post-Secondary Issue

• Did you know most students who graduate
• from college are between 20,000 and
• 27,000 in debt?
• That is the equivalent of a car payment
• every month but without the car.
• Debt load for students in the US has increased by
  300 since 2001.

17

• PA ranks 5th in the nation for sending HS
  students to college.
• PA ranks 45th in the nation for graduating
  the same HS students similar for 2008 from
  college.

.
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100 Ninth Graders 30 Graduate Work Bound
30 Drop
Out 40 enter 4-year college 20 graduate
from 4-year college (5.5 year average)

10 graduates are
underemployed 10 graduates receive high
skill/high wage employment in major

Dr. Ken Gray,
Other Ways to Win


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Factors Impacting College Graduates Salaries

• Recession 2009-2010
• Females 28,000
• No Internship 28,000
• Did not work in area related to their major
  28,000
• Paid hourly 25,000
• First Job not at all related to the degree
  25,000

• Pre-Recession 2006-2007
• Males 33,150
• Did Internship 34,000
• Worked in area related to major
  34,510
• Paid Salary 35,500
• First Job very/somewhat related to degree
  35,000
• Unfulfilled Expectations Recent College
• Graduates Struggle in a Troubled
• EconomybyJessica Godofsky, M.P.P.Cliff
• Zukin, Ph.D.Carl Van Horn, Ph.D.May 2011

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Parents Still Supporting Adult ChildrenUnfulfill
ed ExpectationsRecent College Graduates
Struggling in a Troubled Economy
Children Age Cell Phone Living Situation Health Care Food College Loans Car Payment
22-25 32 29 21 26 12 11
26-29 15 17 7 15 9 6
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What Students Would Have Done Differently to be
Successful in Todays Labor Market
Been more careful about selecting a major or chosen a different major 48
Done more internships or worked part time in college or before college 47
Would have started looking for work much sooner while still in college 38
Would have taken more classes to prepare for a career 27
Would have gone to a different college 14
Something else 9
Would have not gone to college 4
22

• 10. Meteorology
• 9. Medical Technology Technician
• 8. Agricultural Economics
• 7. Teacher Education Multiple Levels
• 6. Astronomy and Astrophysics
• 5. Geological and Geophysical Engineering
• 4. School Student Counseling
• 3. Educational Administration/Supervision
• 2. Pharmacology
• 1. Actuarial Science
• 
  Huffington Post-Nov.
  2011

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• 10. Political Science and Government
• 9. Communications
• 8. Economics
• 7. English Language
• 6. Education
• 5. Biology/Biological Sciences
• 4. Nursing
• 3. Psychology
• 2. Business Administration
• 1 Undeclared/Undecided (1 in 8 students)
  
• Princeton Review-2012
• 
  

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Section 2Why is it Important to Engage all
Stakeholders in the K-12 Career Development
Program?
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Interconnection- The 3 Ds

• Economically Healthy
• Communities, New Opportunities

• Students Prepared and Fulfilled
• Workforce Strong, Competitive, Innovative
  
  
  
  
  

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Key Stakeholders Needed to Impact Academic and
Career Maturity of All Students and to Design a
K-12 School Counseling Program

• Parents

Business/ Community
Post-Secondary
Students
Educators/ Administrators
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Rationale for Connecting

• The Big Picture of 3Ds- Career, Workforce and
  Economic Development.
• To address the Career Education and Work
  Standards requires an outside/inside approach.
  You must go outside of the walls of the school to
  effectively develop relevance for students.
• Students need to know their opportunities and
  their major influencersParent and Teachers, need
  to know these opportunities as well.
• It is
  everybodys business!
• The power of connecting leads to bigger and
  better opportunities and resources for students.
• Creates an innovative and entrepreneurial spirit
  for researching new ideas.
• Allows others to help counselor and educators
  with the delivery for their curriculum, including
  a student delivery approach.
• Lead to the development of an effective district
  counselor advisory council to help the program
  set goals, measure impact and set new goals with
  new ideas for the goal of making a difference in
  students lives. All 5 stakeholder groups are
  engaged in this council.

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The Advisory Council

• Link between the school counseling program and
  the various groups to be
• served. The council serves in a leadership role
  to support the mission and goals of the
• school counseling program.Representatives of the
  council should reflect the diversity of
• the school/community and should include members
  from the following
• stakeholder groups
• Parents Educators Students
  Business/Community Post-Secondary
• 10-15 members 2-3 from each stakeholder group.
  
• Meetings at least 2 times per year.
• Develop a strategy on who to invite.
• Give potential members a choice and invite no
  less than two months out.
• Counselors should communicate the role of the
  council to potential members.
• Organize meetings with a goal driven agenda.
• Present yearly goals and objectives of the
  program to the Council
• Present data that addresses program effectiveness
  and analyze data to plan for program improvement,
  content and delivery.

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How to Connect

• Locate Your Champions!
• Network, Network, Network!
• Be an Investigator! Read and Listen!
• Think Innovatively!
• Use a Range of Resources and Share With Others!
• Get Out of Your Comfort Zone!
• Create Your Own Ideas on How to Connect!

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An Effective Connecting Approach

• 1. Highlight your job and commitment to
  connecting students to community
• 2. Be clear about why you contacted them...the
  mission.
• 3. Show enthusiasm and appreciation.
• 4. Be specific with your needs and flexible with
  the planning.
• 5. Highlight the benefit to you, the
  students...and them (win-win).

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Section 3What are the Basic Must Haves of
K-12 Career Development?
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Donald Super Theory of Self-Concept

• Career Maturity is developed by experiencing
  age appropriate interventions and is defined as
  being able to do specific vocational tasks and
  make effective career decisions at the
  appropriate age or stage
• Reference www.vocopher.org

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Stages of Career Development Linked
to the CEW Standards

• Stage, Age and Grade
• Fantasy- Birth-10 years old (Grades K-4)
  Awareness
• Interest- 11-12 years old (Grades 5-6)
  Awareness/Exploration
• Capacity- 13-14 years old (Grades 7-8)
  Exploration
• Tentative-15-17 years old (Grades 9-11)
  Planning
• Crystallization- 18-21 years old (Graduation)
• Students will be able to crystallize a
  vocational preference upon graduation from high
  school instead of their mid 20s!
• 
  
  Donald Super

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BEGIN WITH THE END IN MIND
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Key Concepts of an Effective K-12 Career
Development Program

• Think with the an end in mind strategy for ALL
  students, to prepare everyone for college and
  career readiness
• Base your program interventions and structure
  around on solid research and a working
  understanding of career development theory
• Engage and educate all stakeholders on the power
  and importance of integrated K-12 career
  development for ALL students
• Build the K-12 curriculum around the integration
  and evaluation of the impact of the Pa. Career
  Education and Work Standards on students for
  college and career readiness

36
Specific Must Haves for Your Program

• Elementary-Awareness (K-5) Lighting the
  spark in all children!
• Provide experiences for student develop an
  understanding of
• self linked to work and resources outside
  of their family.
• (By 5th grade ALL students should be
  exposed to the CTC and
• post-secondary options-CEW standards)
• Middle School- Exploration (6-8) Continue
  exploring the spark in all children!
• Build on earlier awareness activities to
  explore more specifically interest
• and abilities that have developed.
• (By 8th grade ALL students should have
  begun their own career portfolio
• and individualized academic and career
  plan-CEW standards)
• High School- Planning (9-12) Crystallizing the
  Spark with a plan by 12th grade!
• Continue to use the development
  interventions to build a transition plan
• for post secondary and career (By 12th
  grade ALL students will be able to
• crystallize a vocational preference and
  strategy linked to their own plan-a primary
• goal of the CEW Standards)

37
Some Promising Practices for Improving and
Sustaining Your K-12 Program

• Elementary-Awareness
• Provide professional development to staff on
  why elementary career
• development awareness is crucial.
  Locate champions in the school to build
• programs and curriculum.
• Link career development to existing
  character education initiatives.
• Engage parent and business partners through
  a career café approach.
• Use entrepreneurs to build the 4th strand of
  the CEW standards.
• Create a building level event around career
  development.
• Field trips to the CTC, a variety of
  post-secondary institutions.
• Research toolkits on the www.pacareerstandard
  s.com web site
• Research lesson plans on the www.pdesas.org
  system
• Research commercial products to determine
  what is best for your system.
• (CC Spark, Paws in Jobland, Rick Trow
  Productions)

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Some Promising Practices for Improving and
Sustaining Your K-12 Program

• Middle School-Exploration
• Provide professional development to staff on why
  middle school career
• development awareness is crucial.
• Get students out and bring people in..hard to
  explore solely inside the four
• walls of the classroom.
• Get business partners and targeted industries to
  support.
• Locate champions in the middle school to build
  programs and
• curriculum.
• Use the academic teaming process to address the
  career
• development needs of middle school
  children.
• Field Trips and mini shadows, advisory and
  career oriented
• mentoring, career panels, field trips, Six
  Fridays
• Stand alone career development course or part of
  specials
• Begin the the career portfolio and academic and
  career plan(8th)
• www.pacareerzone.com, COIN Products, Career
  Cruising, XAP,Bridges
• Naviance.

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Some Promising Practices for Improving and
Sustaining Your K-12 Program

• High School-Planning
• Continue providing professional development to
  staff on why high
• school career development planning is
  crucial. Career based graduation projects using
  the portfolio
• Stand alone career development courses
• Creating a Career Pathway or Academies Model for
  high school curriculum
• Advisory/Mentoring programs using teachers and
  business partners to assist with the career
  development program
• Career Panels, Informational Interviews,
  Shadowing, Internships
• Mock interviewing, resume workshops delivered by
  business partners
• Exit interview and a written career plan for all
  seniors
• Use computer based programs to deliver program
  Career Cruising, Education Planner, Bridges(XAP),
  Naviance

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Section 4Why are Integration of the CEW
Standards so Critical in Developing College and
Career Ready Students?
41
Students Need to Know.

• Who they are(Aware)
• Where they want to go(Explore)
• And understand the process of(Plan)
• how they are going to get there!
• Career Education and Work Standards (CEW) are the
  key to making this happen

42
History and Framework of the CEW Standards

• Passed into Law- September 2006 ( Originated in
  1996)
• Introduced by the Business Community to enhance
  workforce/economic development
• Four Strands
• Awareness and Planning
  Career Retention
• Career Acquisition
  Entrepreneurship
• Four Benchmarked Grade Bands
• K-3
  6-8
• 4-5
  9-12

43
Skills Addressed in the CEW Standards K-12
Career Awareness/Prep Career Acquisition Getting a Job Career Retention Keeping a Job Entrepreneurship Creating a Job
Abilities and Aptitudes Speaking and Listening in Conversations Work Habits Risks and Rewards of being an Entrepreneur
Personal Interests Interviewing Skills Cooperation and Teamwork Character traits of entrepreneurs
Relating school subjects to careers Resources Group Interactions Age appropriate opportunities
Career Preparation Opportunities connected to CTC and Post-Secondary Workplace Skills Budgeting Components of a business plan
Career Portfolios Time Management
44
Strategies for Curriculum Integration of the
Career Education and Work Standards

• Using a comprehensive K-12 counseling career
  development delivery system
• Rewriting curriculum with a gap analysis and
  mapping tools
• Engaging all stakeholders with a team approach
• Developing portfolios for all students (I
  Statement format)
• Developing a system of K-12 events collaborating
  with business partners and intermediary
  organizations

45
Resources for Integration of the CEW Standards

• Gap Analysis Tool- Determine what is currently
  being taught in the K-12 Curriculum.
• CEW 101 Series- Key Topics and Activities provide
  sample translation of the standards linked to big
  ideas and interventions.
• I Statements-outcome statements written in the
  first person to show what students will be able
  to do as a result of the teaching of the
  standards.

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Why Were The I Statements Developed?

• Needed a manageable way to assist educators with
  the curriculum integration process of the
  standards.
• Needed a useful mechanism to include types of
  materials for a career portfolio (requirement in
  the CEW standards from grades 8-12).
• To assist school districts with a gap analysis
  tool to develop a more comprehensive K-12 career
  development program.
• To use as a transition tool for special education
  students

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Comparative I Statements

• I Statement
• K-3 I can name five (5) different jobs in my
  community.
• 4-5 I can list five (5) different types of
  career training programs.
• 6-8 I have researched 3 different types of
  career training programs and their related
  employment possibilities
• 9-12 I understand postsecondary education and
  certification programs and the degrees awarded
  in those programs

• CEW Standard (Career Awareness Item D)
• K-3 Identify the range of jobs available in the
  community.
• 4-5 Describe the range of career training
  programs in the community such as, but not
  limited to
• Two-and-four year colleges
• Career and technical education programs at
  centers (formerly AVTS) HS
• Career Links, Local Industry Training Centers
• Community/recreation centers
• Faith-based organizations
• Military
• Registered apprenticeship
• Vocational rehabilitation centers
• Web-based training
• 6-8 Explain the relationship of career training
  programs to employment opportunities.
• 9-12 Analyze the relationship between career
  choices and career preparation opportunities,
  such as, but not limited to
• Associate Degree
• Baccalaureate Degree
• Certificate/Licensure
• Entrepreneurship

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Career Development Resources

• Free Resources
• www.pacareerstandards.com - PDE Main site
• www.pacareerzone.com - PDE Program
• www.onetonline (My next move-middle school
  portion)
• www.educationplanner.org (6-12)
• www.gettingthemthere.org (6-12)
• www.asvab.com (9-12)
• www.collegeboard.com (8-12)
• www.careerclusters.org (K-12)
• Commercial Products - Site Licenses with a cost
• www.xap.com (former bridges or choices K-12)
• www.careercruising.com (K-12)
• www.coinproducts.com (middle school and high
  school)
• www.careergame.com (elementary)
• www.naviance.com (6-12)

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Section 5Why is It Important to Understand the
Value of Career and Technical Education for All
Students?
54
Career and Technical Education is NOT the o-Tech
of the 1970s..

• Serving a few students for entry level jobs
• For struggling students or those with behavior
  issues
• In lieu of academics
• Today's CTE provides 21st century career and
  technical
• education and prepares students for lifelong
  learning!!

55
Career and Technical Education

• An underutilized resource for career training nd
  development
• Career and Technical Education, or CTE, offers
  multiple ways to win

56
The CTE of Today

• Provides students with the opportunity to
  bundle his/her electives (Program Of Study)
• into a meaningful career path that leads to
• Industry recognized certifications
• Advanced credits to college or post-secondary
  training
• Exposure to his/her career path

57
What Is SOAR?

• Students Occupationally and
  Academically Ready
• SOAR is the Career and Technical Program of Study
  and educational plan for a students future.
• SOAR Programs make students Career and College
  Ready
• SOAR offers free articulated college credit for
  work done in a Career abd Technical Education
  Program or Career and Technology Center
• 
  Benefits of SOAR
• Saving money on college tuition
• Saving time by shortening college attendance
• Getting on the right career pathway and entering
  the job market
• Career Ready

58
What is a SOAR Program of Study

• A SOAR Program is a state approved Career and
  Technical Education Program that credits skills
  and tasks learned at the secondary school(high
  school) level to a postsecondary (college)
  degree,diploma or certificate program. A SOAR
  program is provided through a statewide
  articulation agreement.
• Many colleges offer 9 credits or more through
  SOAR Programs of Study!

59
SOAR Program of Study Criteria

• Earn a high school diploma
• Achieve a minimum of a 2.5 grade point average
• Achieve competent or advanced level on the NOCTI
  Exam
• Achieve proficient on all tasks in the approved
  tasks list
• Furnish proof to the Postsecondary institution
  that you have met the requirements of your SOAR
  Program of Study

60
Career and Technical Education Resources

• www.techlinkpa.com
• www.collegetransfer.net (articulated credit
  transfer)
• www.paworkstats.state.pa.us high priority
  occupations
• www.education.state.pa.us NEW PDE website
• elementary and secondary education
• career and technical education
• programs of study
• Pathways to Prosperity Project
• http//www.gse.harvard.edu/news
  events/features/2011/Pathways to Prosperity
  Feb2011.pdf
• Work Trends
• http//www.heldrich.rutgers.edu/sites/default/file
  s/content/Work_Trends_May_2011.pdf
• Link to SOAR
• http//www.portal.state.pa.us/portal/server.pt/com
  munity/programs_of_study/7686
• Contact
• Mary E. GristPerkins POS Outreach Manager
• Office of Secondary Partnerships
• Room 332, 3 Penn Center
• Harrisburg, PA 17110

61
Section 7How Can Data Be Used to Measure
Impact on Students in a K-12 Program?
62
Process Perception Results Reports
What You Did For Whom What Others Know And Are Able to Do What Is The Impact?
Raw Numbers How many students were involved Number of Interventions/Events Pre-Post Assessments Surveys Needs Assessments Linked to School Data Grades Attendance Behavior Graduation Rates
Example 203 8th graders developed their Career Action Plan with teacher/counselor/parent assistance Example Pre-10 of 8th graders of understood their high school and post secondary academic/career options. Post- 85 of 8th graders Understood their academic/career options Example Graduation Rate Impact Pre- 68 of students graduated from high school in 4 years Post-(5 years later) 82 of students graduated within 4 years
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Examples of Data to Examine
Test Scores Achievement, Aptitude PSSA, Keystone 4-Sight NOCTI Enrollment Honors/AP Courses Special Education Career and Technical Center Graduation Rate Gender Ethnicity Socio-Economic Status
Attendance Absences Tardies Grade Level Discipline By Classroom By Types of Problems By Gender, Ethnicity, Socio- Economic Status GPA/Class Rank By Gender By Ethnicity By Socio-Economic Status
Retention Rates By Subject Area By Grad Level By Gender/Ethnicity Special Education By Gender By Ethnicity By Socio-Economic Status Dropout Rate By Gender By Ethnicity By Reason Why?
64
Possible Career Development Data to Consider

• of students being able to identify their
  spark. (Elementary,Middle and High School)
• of students being able to identify the range of
  post-secondary options including the CTC.(5th
  grade)
• of students that have participated in a job and
  post secondary search
• of students participating in a job shadow.
• of students participating in an internship.
• of students with an academic/career plan and
  parent participation.(8th grade)
• of students possessing a career portfolio.(8th
  grade)
• of students graduating with a written and
  verbal career plan.
• of students with a written resume interview.
• of students with a work force credential.
• of students with a dual enrollment course.
• of students with a developed business plan.
• of students that can declare a college major
  and give reasons for such
• All items may be disaggregated

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In SummaryHow Will You Develop And Sustain Your
System?

• Communicate Intent With Administrators
• Locate Your Champions and Develop a K-12
  Integration Team
• Engage Your Stakeholders and Educate them on the
  Value of K-12 Career Development
• Find Out What is Occurring Now
• Look For Your Gaps Connected To the CEW Standards
• Develop Action Plans and Set Goals Linked to Data
• Develop A Timeline for Accountability
• Act Now!!

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Contact Information

• Michael D. Thompson
• PDE Consultant
• mdt7450_at_gmail.com
• 717-919-8966
• Betty Holmboe
• PDE Consultant
• betty.holmboe_at_gmail.com