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PEP - Personal Education Plans Professional Development.

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Presentation on theme: "PEP - Personal Education Plans Professional Development."— Presentation transcript:

1 PEP - Personal Education Plans Professional Development

2 SCLT Summer Work Personal & District Values

3 District Values Excellence Students first Integrity Accountability Equity Collaboration Fun

4 PEP Overview & Compliance

5 What is it really? The Personal Education Plan is a process that students participate in, which results in an actual plan. Process: Grade level required activities using: 1)Naviance 2)CollegeinColorado 3)Guidance Lessons Plan: 1.Career cluster or path goal 2.Post secondary goal 3.4-year high school plan, including courses

6 What’s new? 1.Increased compliance with ICAP State Requirements 2.Increased Lesson Quality 3.Increased Training and Support

7 ICAP Compliance

8 Because we know it is best for students to make plans for their futures, even if those plans change. Because the DPS Counseling Standards include academic and career planning for all students. Because the ASCA National Model has Individual Student Planning as one of the four components of the delivery system. Because a Personal Education Plan is part of DPS’ graduation requirements. Because the DPS School Board has Post Secondary Readiness goals that we are charged to fulfill. Because the 2009 state of Colorado’s School Finance Act requires that sixth grade students open a College In Colorado account in order to begin the ICAP process. Because Colorado’s legislature passed laws requiring ICAPs for secondary students. Colorado Department of Education’s rules for the ICAP law require students in 9 th through 12 th grade to explore careers, post secondary education, and high school success. Why does it matter? Because Colorado’s legislature passed the ASCENT legislation reforming how high school students can participate in concurrent enrollment programs. In order for a student to participate in the ASCENT concurrent enrollment program, they must have an ICAP directly relating to the post- secondary course.

9 DPS School Counseling Standards ASCA National Model Best practices Why does it matter? Personal Education Plan (PEP) School Finance Act (state) ICAP law (state) ASCENT law (state) Graduation requirements (DPS) School Board Goals (DPS)

10 ICAP Standards

11 Grouped into 4 Categories Goal Setting: * Career or workforce, post-secondary, and academic goals 2.01(1)(a) Career Exploration: * Interest surveys 2.01(1)(a) * Career exploration 2.01(1)(a) Academic Planning: * Intentional 4-Year course plan in alignment with PS and workforce goals 2.01(1)(c) * Service Learning opportunities 2.01 (1)(e) * Record of remedial and CE courses taken 2.01(1)b), PS courses taken 2.01(1)(g), and student assessment scores 2.01(1)(d) Post-Secondary & Financial Planning: * College applications or alternative applications 2.01(1)(f) * Progress toward securing scholarships, loans, grants, etc. 2.01(1)(h) * Understanding of the financial impact of PS education 2.01(1)(i) State ICAP (DPS PEP)

12 ICAP/PEP Alignment PEP Categories (PEP Last Year) ICAP Categories (PEP This Year) Career Exploration Academic Planning College Planning Career Exploration Academic Planning College Planning Career Exploration Academic Planning Post-Secondary & Financial Planning Goal Setting Career Exploration Academic Planning Post-Secondary & Financial Planning Goal Setting We identified 2 new areas of focus that we were missing: Financial Planning AND Goal Setting

13 6-8 th Scope & Sequence

14 9-12 th Scope & Sequence

15 Data & ICAP Compliance “District Responsibility” o “The district shall establish specific policies, which must include a method to evaluate the implementation and effectiveness of the standards set forth.” Data reports will be pulled 2-4 times throughout the year and will be collected via CollegeinColorado and/or Naviance (pay special attention to the yellow boxes) District and school-specific data is reported to Assistant Superintendents, Instructional Superintendents, and other district personnel, including the school board. The DPS Board wants to ensure that ALL students have these experiences in compliance with state law.

16 DPS School Counseling Standards ASCA National Model Best practices What do all these expectations have in common? Personal Education Plan (PEP) School Finance Act (state) ICAP law (state) ASCENT law (state) Graduation requirements (DPS) School Board Goals (DPS)

17 Student growth objectives Graduation rates Application rates Scholarship applications Senior exit survey ACT & test scores Personal statements Principals Assistant Principals Director of Counseling Parents and community teachers School board District Superintendents

18 They are all EXTERNAL motivators If only focus on the external demands… o Compliance o Actions, deadlines, requirements o Appearance, o Duty or obligation o What you “should” do or what you’re supposed to do Feel controlled, trapped, pressured, overwhelmed Creates resentment, frustration, & disconnect between what say and do Lack the internal drive to meet the demand

19 Student PEP Comments (Handout)

20 Think-pair-share Read student comments (side A) o Discuss guiding question Read student comments (side B) o Discuss guiding question Compare and contrast groups of comments

21 Student Comments School A “I don’t know what a PEP is.” “We haven’t really done a lot with PEP at the sophomore year. It would be better if our counselor would help us so later on we could apply for scholarships and in order for us to succeed.” “It was helpful but haven’t done much with it. I haven’t really talked about it. They sometimes do announce things about it.” “I don’t know what this is.” “I don’t really know.” “I don’t know what a PEP is.”

22 Guiding Question What assumptions can you make about this school’s implementation of PEP? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

23 Student Comments School B “The guidance helps keep goals in mind for after high school.” “A Personal Education Plan is your plans for after high school and your goals.” “I have worked with my teachers and counselors to find out what I need to do to get into the schools I want with the classes I need and it helped a lot.” “Yes, it was helpful definitely for my AP classes that I get for college credit.” “I think that they did a good job on the PEP. They give us a lot of information on colleges that will fit us. They try to put us in the best classes.” “The guidance helps keep goals in mind for after high school.”

24 Guiding Question What assumptions can you make about this school’s implementation of PEP? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

25 What do you believe? The real question is

26 How To Vote via Texting 1.Standard texting rates only (worst case US $0.20) 2.We have no access to your phone number 3.Capitalization doesn’t matter, but spaces and spelling do TIPS EXAMPLE

27 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: All students capable of learning & becom...

28 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: Counselor's primary focus should be on c...

29 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: All students should learn how to access...

30 Students will be able to… Career Exploration & Planning o Understand the value, skill requirements, and habits of work in the 21 st century o Match personal interests with career possibilities o Identify a personal career, pathway, or Career Cluster goal Goal Setting o Learn the process of developing goals and pathways on their journey to career and postsecondary readiness. o Develop the persistence and motivation to overcome barriers to meet goals. Academic Success & Course Planning o Learn the academic beliefs, behaviors, and performance standards required to be “on-track” for college and career readiness. o Learn the process of intentionally selecting classes to meet high school graduation requirements and choosing co-curricular experiences that align with career and postsecondary path goals. Postsecondary & Financial Planning o Explore the earning and lifestyle potential of postsecondary education. o Learn the process needed to plan and prepare for a career after high school graduation. This includes understanding how to access and pay for post- secondary education.

31 How important to you believe these outcomes are for all students? (Complete Survey))

32 My Core Values & Beliefs

33 My Values Excellence Hard work Students first Integrity

34 My Beliefs 1)Belief that all students must graduate college & career ready, with an understanding of the 21 st century college & career reality o Believe that all students can be college–ready (experience at Cole/DSST) o Believe that there are multiple pathways and that all students need the same foundational knowledge and skills to be college AND career ready o Believe the problem is when we fall to one extreme or the other (Not all kids can vs. 4-year college of all)

35 Colleges and Employers want the same qualities and skills in candidates. They also use similar information to evaluate you. Care with which you filled out the application (e.g. no mistakes) Academic Record: courses taken, grades earned Work and Volunteer History Recommendation letters Interview (if applicable) Personal Statement & Essays College ApplicationJob Application Career with which you filled out the application (e.g. no mistakes) Academic Record: courses taken, grades earned Work and Volunteer History References Interview 35

36 New Reality Taken from “Defining a 21 st Century Education by Craig D. Jerald

37 New Reality Taken from “Defining a 21 st Century Education by Craig D. Jerald

38 New Reality Taken from “Defining a 21 st Century Education by Craig D. Jerald

39 New Reality Taken from “Defining a 21 st Century Education by Craig D. Jerald

40 New Reality Taken from “Defining a 21 st Century Education by Craig D. Jerald

41 Source: Denver Scholarship Foundation

42 Postsecondary includes… Post-secondary educational Options o 4-year college or university o Community College o Trade school o Certificate o Apprenticeship o Internship o Military Choice depends on student and industry It’s all about completion – multiple pathways

43

44 Taken from report by Colorado Succeeds, “The Business Case for Education Reform.”

45

46 In more ways than 1 &feature=relmfu (Ed pays) &feature=relmfu

47 Bachelor’s Degree Reality Check Bachelor’s degree students’ unemployed or underemployed is estimated at 53.6% (Associated Press, 2012) “27% of people with post-secondary licenses or certificates- credentials short of an associate’s degree-earn more than the average bachelor’s degree recipient.” (Pathways to Prosperity, 2011) Demand for middle-skilled professionals is exploding in industries like o Healthcare o Construction o Manufacturing o Natural resources o Mining and installation/repair

48 Average College Debt

49 ALL students, (including “college-bound” students) need career path guidance, career- readiness skills, and an understanding of the 21 st century job market. According to survey conducted by Cuuran Consulting Group (2007), o 75% of those who wanted jobs found jobs within six months of graduation (25% didn’t) o 43% are in a different career field than the one they entered immediately after graduation o 44% are still not sure they are in the right career field Source: Curran Consulting Group: Essential Data on Colleges and Careers, May 7, 2012 by Sheila Curran. Five Year Out Alumni Survey, Class of 2001, Duke University, March, 2007 by Sheila Curran. New Post Grad Reality (they even made a movie about it)

50 My Beliefs 2)The importance of non-cognitive factors in student success Academic Mindset Academic Responsibility or sense of control Efforts & Persistence Academic Behaviors (i.e. Characteristics of Successful Learners) Learning Strategies

51 Academic Beliefs Growth Mindset and Sense of Personal Control are more closely associated with school performance than test scores (Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, and Beechum, 2012).

52 Academic Beliefs Research Study by Dweck Fixed Mindset GroupGrowth Mindset Group Test th Graders were given a puzzle to complete. When they finished, they were told either… “You must be smart (intelligent).” “You must have worked really hard.” Test 2 - Same students were given the choice between a difficult and an easy task. Most chose the easy task.90% chose the difficult task. Test 3 - Same students were given a difficult (8 th g.) test. They gave up quickly.They worked hard at figuring out the puzzle. Test 4 - Same students then asked if they wanted to see exams of students who did better or worse than them. Wanted to see exams of students who did worse. Wanted to see exams of students who did better. Test 5 - Students were given the original puzzle again to see if they improved. Scores dropped by nearly 20%. Raised average score by 30%.

53 Academic Beliefs Outcome: One week later – Students in treatment group outscored control group students on practice GRE questions. One year later - Students in treatment group had higher GPAs than control group by.27 points and were 80% less likely to have dropped out of school. (Wilson and Linville (1982, 1985) Control GroupTreatment Group 1 st year college students were shown a video with older college students talking about their academic interests, with no discussion of their grades or class performance. 1 st year college students were shown a video with older college students talking about their initial difficulty in college and how their performance and GPA improved over time.

54 Academic Behaviors Attendance, homework, and study habits are more closely related to school performance than test scores.

55 Academic Behaviors Attendance: o One study followed the 8 th grade students with the lowest standardized test scores as they entered HS in Chicago. The lowest scoring students who had less than a week of absences in a semester passed more of the 9 th grade courses than students who entered HS with the highest test scores but who missed just one more week of class (Allensworth and Easton, 2007).

56 Academic Behaviors Homework: o Students with the lowest standardized test scores (i.e. bottom third) who spent over 10 hours per week on homework were able to raise their grades to mostly B’s, the same grade as students with the highest standardized test scores who did not do their homework (Keith, 1982). o Time spent on homework has a positive effect on both grades and standardized test scores.

57 Academic Behaviors Attendance and study habits strongly predicts student’s grades, even more than standardized test scores or any other student background characteristics. Grades predict high school and college performance and graduation Grades even predict people’s future alary. o For each point increase in GPA, men and women earned 20% more money in their jobs 9 years after high school, even after controlling for educational attainment (Miller, 1998). o Why might this be? Because students who attend class and complete their work are likely to practice work habits needed in college as well as in the workforce.

58 Beliefs behind the lessons 3)Defining college & career readiness beginning in middle school o Example: College & Career Readiness Rubric

59 My Beliefs 4)The importance of financial planning (beginning in MS and ending with transition to college) o MS Parent Support and CollegeInvest Grant Matching Opportunities o Summer Melt experience

60 My Beliefs 5)The importance of planning, goal setting, and creating pathways toward goals GOAL + pathway + motivation = Hope If roadblock, create new pathway (multiple pathways or routes to goals)

61 GOAL + Pathway + Motivation = HOPE People who regularly set goals and pathways tend to… o Set learning-based goals within their reach (NOT performance- based goals that may be outside their control) o Have internal desire to learn new skills and master new tasks o Track progress and increase effort with failure or setback o Create new paths to goals when face obstacles or barriers o Use positive self-talk (e.g. “Keep going!” “You can get this done.”) o Receive higher scores on achievement tests, higher overall grade point averages, and higher graduation rates, even when controlling for intelligence o Have increased self-esteem, confidence, and perceived problem-solving abilities and sense of control o Have less anxiety Snyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H., and Wiklund, C. (2002). Hope and Academic Success in College, Journal of Educational Psychology, 94,

62 My Beliefs 6)The importance of anticipating and overcoming obstacles or barriers Taken from report by Colorado Succeeds, “The Business Case for Education Reform.”

63 College Completion & the Problem of Persistence From Complete College America, Colorado 2011

64 Break Time

65 What’s new? 1.Increased compliance with ICAP State Requirements 2.Increased Lesson Quality 3.Increased Training and Support

66 Lesson Development & Revision

67 In-depth review: What’s the same? Different?

68 6-8 th Scope & Sequence

69 9-12 th Scope & Sequence

70 Wiki Link  Counseling Department  Counseling Resources  PEP Information

71 Lesson Revision: What’s New? Condensed into 4 lessons per grade per year (exception for 8 th grade) Progressive in nature, not repetitive Put into ready-to-use classroom PowerPoint presentations for increased graphics and visual instructions Include interactive websites, assessments, and/or games Include pre-selected YouTube clips intended to inspire and engage Include meaningful and instantaneous pre/post assessments

72 You Tube Examples Education Pays o (Ed pays) Tips to staying focused on your goals o Famous Failures o Note-Taking Tips o Intro to Naviance and college options o HSF video comparing/contrasting life with and without a college degree o Valedictorian speech highlighting scholarships & overcoming obstacles o

73 Interactive student pre/post assessment tools Promethean board clicker technology o Download CPS at Cell phone voting technology o Create a Google Docs survey o

74 Middle School: What’s New? Middle School (Grades 6-8) o Standards-based report cards and characteristics of successful learners component added to MS success lesson o Research-based personal qualities necessary for college/career readiness, including academic beliefs and behaviors o Goal setting and resume planning components o College costs and financial aid vocabulary o Other deadlines such as transition survey and spreadsheet data collection requirements are included

75 High School: What’s New? High School (Grades 9-12) o PSWR and/or 21st Century Skill component o New 10 th grade interest/career exploration requirements o Ninth grade College EXPO prep o Implications of GPA, ACT, Accuplacer, and remediation o Introduction to credit recovery options o College transition lesson to introduce final steps to enroll in college and prevent the “summer melt” o Transcripts and graduation requirements; Naviance Career and PS Survey; and Naviance 4-year course plan combined into single lesson. o For 9 th & 10 th grade, this lesson can be used to support class registration to make it relevant. o Other deadlines and requirements such as senior contracts and exit surveys are included

76 Breakout Groups 1.Middle Schools Schools 3.High Schools Anticipated Outcomes: o Understand the updates for the Scope & Sequence o Know where to get the resources o Begin to plan for implementation o If not using the lesson plans, what WILL you use? How will you ensure it is a highly engaging, interactive lesson?

77 What’s new? 1.Increased compliance with ICAP State Requirements 2.Increased Lesson Quality 3.Increased Training and Support

78 Training & Support

79 Tools of the Trade What do you need to know and be able to do in order to effectively implement PEP curriculum for all students? o Holland Types & Career Clusters o MBTI Type Indicator o  Departments  Counseling Services  Counseling Resources  PEP Info o  Departments  Career and Technology Education  Plans of Study o Pre/post poll site o Parent Guide Resource Books

80 Tools to Increase Support 1.Time/Task Analysis 2.Counselor/Administrator Agreement 3.PEP Action Plan for support and coordination (Handout)

81 Time Task Analysis Use of Time Assessment Direct Student Services Indirect Student Services Program Management and School Support Non- School- Counseling Tasks School Counseling Core Curriculum Individual Student Planning Responsive Services Referrals/ Consultation/ Collaboration Program Foundation, Management and Accountability Fair-Share Responsibility Non-School- Counseling Tasks 7-7:15 a.m. 7:16-7:30 a.m. 7:31-7:45 a.m. 7:46-8 a.m. 8:01-8:15 a.m. 8:16-8:30 a.m. 8:31-8:45 a.m. 8:46-9 a.m. 9:01-9:15 a.m. 9:16-9:30 a.m. 9:31-9:45 a.m. 9:46-10 a.m. 10:01-10:15 a.m. 10:16-10:30 a.m. 10:31-10:45 10:46-11 a.m.

82 Counselor/Administrator Agreement

83 Training & Support Opportunities Introduction to PEPs (Thurs, Sept 6 th ) Naviance Training (Mon, Sept 10 th ) School Counseling PD on PEP (Tues or Wed, Sept 11 th or 12 th ) Career Fair Prep Meeting (Thurs, Sept 13 th ) CollegeinColorado Training (Thurs, Sept 13 th ) Comprehensive PEP Training (Sat, Sept 22 nd ) On-going department meetings

84 End


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