1. Building Your K-12 Career Development Program Linked 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 Webinar Accessed at the Techlink website at:
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,Passion;The Education and Community Connection;
What Employers Want; Employability Certificate;8 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 AVTS’s. 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 district’s 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)

8. 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
establish program goals for sustainability and growth.

9. Section 1: What is Career Development and Why is it Important to Build a Comprehensive K-12 System?

10. Career Development Definition and 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 person’s 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. Harvard Graduate School of Education
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 Forgotten Half in the United States
The Workforce Issue
The Forgotten Half in the United States
30% of United States people between do not have a high school diploma.
20% of United States people between “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 (Everybody’s 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. .

18. 30 Graduate Work Bound 30 Drop Out
100 Ninth Graders
30 Graduate Work Bound 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”

19. Factors Impacting College Graduates Salaries
Recession
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
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

20. Parents Still Supporting Adult Children Unfulfilled Expectations:Recent 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% 9% 6%

21. What Students Would Have Done Differently to be Successful in Today’s 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. #9. Medical Technology Technician #8. Agricultural Economics
#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

23. #10. Political Science and Government #9. Communications #8. Economics
# English Language
# Education
# Biology/Biological Sciences
# Nursing
# Psychology
# Business Administration
# Undeclared/Undecided (1 in 8 students)
Princeton Review-2012 23

24. Section 2: Why is it Important to Engage all Stakeholders in the K-12 Career Development Program?

25. Interconnection- The 3 D’s
Economically Healthy Communities, New Opportunities
Interconnection- The 3 D’s
Students Prepared and Fulfilled
Workforce Strong, Competitive, Innovative
Career Development
Economic Development
Workforce Development

26. 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

27. Rationale for Connecting
The Big Picture of 3D’s- 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 influencers:Parent and Teachers, need to know these opportunities as well.
It is everybody’s 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.

28. 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.

29. 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!

30. 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).

31. Section 3: What are the Basic “Must Haves” of K-12 Career Development?

32. 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:

33. Stages of Career Development Linked to the CEW Standards
Stage, Age and Grade
Fantasy- Birth-10 years old (Grades K-4) Awareness
Interest years old (Grades 5-6) Awareness/Exploration
Capacity years old (Grades 7-8) Exploration
Tentative years old (Grades 9-11) Planning
Crystallization years old (Graduation)
Students will be able to “crystallize” a vocational preference upon graduation from high school instead of their mid 20’s!
*Donald Super

34. BEGIN WITH THE END IN MIND

35. 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 web site
Research lesson plans on the system
Research commercial products to determine what is best for your system.
(CC Spark, Paws in Jobland, Rick Trow Productions)

38. 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)
COIN Products, Career Cruising, XAP,Bridges
Naviance.

39. 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

40. Section 4: Why 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

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.

49. 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

50. Comparative “I“ Statements
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
Industry Training
Military Training
Registered Apprenticeship
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
Barb 50

52. Career Development Resources
Free Resources:
- PDE Main site
- PDE Program
(My next move-middle school portion)
(6-12)
(6-12)
(9-12)
(8-12)
(K-12)
Commercial Products - Site Licenses with a cost
(former bridges or choices K-12)
(K-12)
(middle school and high school)
(elementary)
(6-12)

53. Section 5: Why 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 1970’s…..
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 student’s 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
(articulated credit transfer)
high priority occupations
“NEW” PDE website
elementary and secondary education
career and technical education
programs of study
Pathways to Prosperity Project
events/features/2011/Pathways to Prosperity Feb2011.pdf
Work Trends
Link to SOAR
Contact:
Mary E. GristPerkins POS Outreach Manager
Office of Secondary Partnerships
Room 332, 3 Penn Center
Harrisburg, PA 17110
Office ;

61. Section 7: How 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
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
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

63. 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
Dropout Rate
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*

65. In Summary: How 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!!

66. Contact Information
Michael D. Thompson
PDE Consultant
Betty Holmboe