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Ann White State Department of Education February, 2007 EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005.

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Presentation on theme: "Ann White State Department of Education February, 2007 EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005."— Presentation transcript:

1 Ann White State Department of Education February, 2007 EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005

2 Now is the time to prepare South Carolina students to compete in a global economy “When I was growing up, my parents used to say to me, ‘Tom, finish your dinner. People in China and India are starving.’ Today I tell my girls, ‘Finish your homework. People in China and India are starving for your jobs.’” –Thomas L. Friedman, The World Is Flat: A Brief History of the Twenty-First Century

3 If 85% of jobs require education or training beyond high school, then South Carolina students must be provided with: Exposure to the entire range of professional opportunities that exist Programs to help them choose classroom courses relevant to their aspirations and abilities Ongoing guidance and support from educators, counselors and parents or parental designees Experiential interaction with professionals in their chosen fields to understand job requirements and employer expectations

4 Solution… To achieve statewide prosperity, South Carolina’s students must graduate at higher rates with education plans that prepare them to compete in the global economy. Education and Economic Development Act of 2005 (EEDA), has set up a system using Personal Pathways to Success and the SC Comprehensive Developmental Guidance and Counseling Program Model to help students meet the challenges of today's economy. The primary purpose of this legislation is to better prepare SC students with the educational tools needed for postsecondary study and 21 st century careers.

5 Personal Pathways to Success empowers youth by making education relevant to their aspirations and abilities, promising a better economy and quality of life for everyone in South Carolina. The SC Comprehensive Developmental Guidance and Counseling Program Model helps students to become aware of the world of work, explore career options, and prepare for post-secondary opportunities.

6 Through Personal Pathways to Success and the Guidance and Counseling Program Model, all students will have the resources to identify, explore and attain their career and employment goals.

7 Every step along the Pathway is crucial to making each student’s future a success K–5: Career Awareness Introduction to the world of careers 6–8: Career Exploration Discovering interest areas 8: Transition Choosing a cluster of study and major (can change easily at any time) 9–12: Career Preparation Academics and technical courses, intensive guidance, individual graduation plans Post-secondary: Career Preparation Achieving credentials: college, certification, apprenticeships, military Employment: Career Advancement Continuing education and lifelong learning

8 Let’s look at each component: 1. The SC Comprehensive Developmental Guidance and Counseling Program Model 2. Career Cluster of Study and Individual Graduation Plans (IGP).

9 SC Comprehensive Developmental Guidance and Counseling Program Model The Guidance and Counseling Program Model contains the following clearly defined components:  Beliefs and Philosophies  Mission Statement  Standards for Students Academic Career Personal/Social Development

10 The philosophy of the Guidance and Counseling Program Model  Is based upon the following beliefs...  All children are unique and should be respected with dignity, can succeed at high levels, needs appropriate personal/ social skills to achieve beyond the educational program  Learning is a lifelong process  Fostering a positive self-image is a collaborative effort of the school, home, community leading to responsible and productive citizenship  The needs and diversity of all students are addressed at all educational levels  The guidance program is an integral part of the overall educational program and serves as a critical link to the instructional program and community

11  Is:  To assist school districts and communities with the planning, development, implementation, and assessment of a school guidance and counseling program that supports the personal, social, educational, and career development of all students PreK-12.  To assist school districts in complying with state regulations. The mission statement of the Guidance and Counseling Program Model

12 SC Comprehensive Developmental Guidance and Counseling Program Model Standards Academic Development = Learning to Learn Career Development = Learning to Work Personal/ Social Development = Learning to Live See link to Standards and Competency Indicators

13 Academic Development = Learning to Learn Students will: develop personal qualities that contribute to being an effective learner. employ strategies to achieve school success. understand the interrelationship of life in the school, home, community, and society.

14 Career Development = Learning to Work Students will: understand the relationships among personal qualities, education and training, and the world of work. demonstrate decision making, goal setting, problem solving, and communication skills. explore careers and the connection of school to work and community. demonstrate a positive attitude toward work and the ability to work together.

15 Personal/ Social Development = Learning to Live Students will  understand and appreciate self.  understand and appreciate others.  understand and appreciate home and family.  develop sense of community.  make decision, set goals, and take action.  develop safety and survival skills.

16 Clusters of Study and Individual Graduation Plans Career clusters are courses of study organized around different sets of occupations. Schools partner with businesses and other local institutions to provide students with the chance to get hands-on, real- world experience in the field of their choice. Individual Graduation Plans (IGPs) identify the academic coursework and serves as a road map to guide students toward their goals. It is flexible and can changed based on student interest and ability.

17 Clusters of Study A/V Technology and Communications Agriculture, Food and Natural Resources Architecture and Construction Business, Management and Administration Education and Training Finance Government and Public Administration Health Science Hospitality and Tourism Human Services Information Technology Manufacturing Marketing, Sales and Service Public Safety and Security Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics

18 Clusters of study provide focus and direction as students plan their coursework There are 16 clusters of study as established by the U.S. Department of Education School districts will offer courses organized around these clusters of study Clusters will include majors; four required courses are in each major Each school district will offer a minimum of three clusters (July, 2007)

19 An Individual Graduation Plan (IGP) is a road map that guides students toward their education, career or employment goals An IGP also: Includes general graduation requirements as well as coursework and out-of-classroom learning opportunities related to the student’s cluster of study Encourages students to begin planning for their futures now, making them more aware of what it takes to achieve their goals Is flexible and can change based on a student’s aspirations, abilities and interests May include career and academic assessments ++

20 Parents and parental designees are an integral part of Personal Pathways to Success Along with school counselors, parents or parental designees are expected to: Help students choose a cluster of study Offer input when students write their IGP Help students prepare for post-secondary study, specialized training or employment after graduation Provide encouragement and support for students as they work toward attaining their goals

21 Beginning in the 2006–07 school year, all 8 th grade public school students will choose a cluster of study and write an IGP with input from their school counselor and parents or parental designees A Sample Individual Graduation Plan Cluster of Study: Health Science Major: Health Treatment Specialties Required Core for Graduation Math–Four Units Algebra IGeometryAlgebra IIPre-Calculus English–Four Units English IEnglish IIEnglish IIIEnglish IV Science–Three Units Physical Science BiologyChemistry or Physics Physics or Biology II Social Studies–Three Units One unit of Social StudiesU.S. HistoryEconomics/ Government Required Courses for Major–Four UnitsHealth Science Technology I, II, III, IV; Medical Terminology; Others Complementary CourseworkAnatomy & Physiology, AP Biology, AP Calculus, Emergency Medical Services, Sports Medicine Career-oriented Learning OpportunitiesCareer Mentoring, Shadowing, Service Learning, Internship, Cooperative Education, Senior Projects Professional Opportunities After Post- secondary Education 2-Year Degree: Dental Hygienist, Paramedic, Registered Nurse 4-Year Degree or Higher: Athletic Trainer, Pharmacist, Physical Therapist, Medical Doctor

22 IGP Conference Individual conference with every student Parent/guardian/designee must attend Cluster chosen by student IGP signed by counselor, student, and parent Numbers tallied for report

23 Counselor Role Lead conference (meet with parent and student) Interpret assessments, academic record Integrate career cluster and academic plan Introduce IGP, sign

24 Personal Pathways to Success empowers youth by making education relevant to their aspirations and abilities, promising a better economy and quality of life for everyone in South Carolina.

25 References Personal Pathways to Success (White, A., 2007) SC State Department of Education, Columbia, SC. The South Carolina guidance & counseling writing team (1999). South Carolina comprehensive developmental guidance and counseling program model. Columbia, SC: SC Department of Education.


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