Presentation on theme: "PEP - Personal Education Plans"— Presentation transcript:
1PEP - Personal Education Plans Need: copies or ICAP law & Milestones, copy of deadlines, PAAK codes?, paper version of career cluster survey, example cluster results, example plan of study, example Naviance surveys, example worksheet or transition questions.Professional Development
5Grade level required activities using: 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:NavianceCollegeinColoradoGuidance LessonsPlan:Career cluster or path goalPost secondary goal4-year high school plan, including courses
6What’s new? Increased compliance with ICAP State Requirements Increased Lesson QualityIncreased Training and Support
8Why does it matter?Because the ASCA National Model has Individual Student Planning as one of the four components of the delivery system.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 a Personal Education Plan is part of DPS’ graduation requirements.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 the DPS School Board has Post Secondary Readiness goals that we are charged to fulfill.Because Colorado’s legislature passed laws requiring ICAPs for secondary students. Colorado Department of Education’s rules for the ICAP law require students in 9th through 12th grade to explore careers, post secondary education, and high school success.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.
9Why does it matter? DPS School Counseling Standards ASCA National ModelBest practicesPersonal Education Plan(PEP)School Finance Act(state)ICAP lawASCENT lawGraduation requirements(DPS)School Board Goals
10ICAP StandardsAlso must be transferable, accessible, and in compliance with FERPA
11Grouped into 4 Categories (DPS PEP)State ICAPGoal 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)
12ICAP/PEP Alignment Career Exploration Academic Planning PEP Categories(PEP Last Year)ICAP Categories(PEP This Year)Career ExplorationAcademic PlanningCollege PlanningCareer ExplorationAcademic PlanningPost-Secondary &Financial PlanningGoal SettingRamp up Career exploration and better pair it with academic planning for HS. Ramp up academic planning piece for MS. Were doing well with PS piece, but we were not specifically calling attention to our work related to financial planning. Need to keep an overall focus on the intent, helping student develop and take action steps toward their goals for the future.We identified 2 new areas of focus that we were missing: Financial Planning AND Goal Setting
136-8th Scope & Sequencein compliance with 2011 ICAP milestones; yellow = data collection through CIC, Naviance, etc
149-12th Scope & SequenceQ1 lessons complete; Q2 lessons in progress
15Data & ICAP Compliance “District Responsibility” “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.
16What do all these expectations have in common? DPS School Counseling StandardsASCA National ModelBest practicesPersonal Education Plan(PEP)School Finance Act(state)ICAP lawASCENT lawGraduation requirements(DPS)School Board Goals
17teachersSenior exit surveyPrincipalsACT & test scoresStudent growth objectivesAssistant PrincipalsApplication ratesSchool boardDistrict SuperintendentsGraduation ratesScholarship applicationsPersonal statementsDirector of CounselingParents and community
18They are all EXTERNAL motivators If only focus on the external demands…ComplianceActions, deadlines, requirementsAppearance,Duty or obligationWhat you “should” do or what you’re supposed to doFeel controlled, trapped, pressured, overwhelmedCreates resentment, frustration, & disconnect between what say and doLack the internal drive to meet the demand
20Think-pair-share Read student comments (side A) Discuss guiding questionRead student comments (side B)Compare and contrast groups of comments
21Student 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.”
22Guiding QuestionWhat assumptions can you make about this school’s implementation of PEP?________________________________________________________________________________________________________________________________________________________________________________________________________
23Student 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.”
24Guiding QuestionWhat assumptions can you make about this school’s implementation of PEP?________________________________________________________________________________________________________________________________________________________________________________________________________
26How To Vote via Texting EXAMPLE This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones to do some audience voting just like on American Idol.So please take out your cell phones, but remember to leave them on silent. You can participate by sending a text message.This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan. The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than spam – and that’s text message spam because you have to pay to receive it!Standard texting rates only (worst case US $0.20)We have no access to your phone numberCapitalization doesn’t matter, but spaces and spelling doTIPS
27Poll: All students capable of learning & becom... 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...In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.Poll: All students capable of learning & becom...27
28Poll: Counselor's primary focus should be on c... 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...In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.Poll: Counselor's primary focus should be on c...28
29Poll: All students should learn how to access ... 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 ...In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.Poll: All students should learn how to access ...29
30Students will be able to… Career Exploration & PlanningUnderstand the value, skill requirements, and habits of work in the 21st centuryMatch personal interests with career possibilitiesIdentify a personal career, pathway, or Career Cluster goalGoal SettingLearn the process of developing goals and pathways on their journey to career and postsecondary readiness.Develop the persistence and motivation to overcome barriers to meet goals.Academic Success & Course PlanningLearn the academic beliefs, behaviors, and performance standards required to be “on-track” for college and career readiness.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 PlanningExplore the earning and lifestyle potential of postsecondary education.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.
31How important to you believe these outcomes are for all students? (Complete Survey))
34My BeliefsBelief that all students must graduate college & career ready, with an understanding of the 21st century college & career realityBelieve that all students can be college–ready (experience at Cole/DSST)Believe that there are multiple pathways and that all students need the same foundational knowledge and skills to be college AND career readyBelieve the problem is when we fall to one extreme or the other (Not all kids can vs. 4-year college of all)
35College Application Job Application Colleges and Employers want the same qualities and skills in candidates. They also use similar information to evaluate you.College ApplicationJob ApplicationCare with which you filled out the application (e.g. no mistakes)Academic Record: courses taken, grades earnedWork and Volunteer HistoryRecommendation lettersInterview (if applicable)Personal Statement & EssaysCareer with which you filled out the application (e.g. no mistakes)Academic Record: courses taken, grades earnedWork and Volunteer HistoryReferencesInterview
36New RealityTaken from “Defining a 21st Century Education by Craig D. JeraldA new survey of pay rates shows a dramatic decrease in pay for unskilled workers, while rates for skilled workers are outpacing inflation (Business Day). Students parents generation may have been able to get decent paying job and work up the ladder. No longer a reality. No room for growth and no longer a reward for loyalty (staying with same company).
37New RealityTaken from “Defining a 21st Century Education by Craig D. JeraldLoyalty no longer rewarded. No longer paid more just for seniority. Rewards are tied to individual and group performance and continued employment is based on continued worker performance.
38New RealityTaken from “Defining a 21st Century Education by Craig D. JeraldWorkers now need to be able to problem solve, make decisions, and get things done – which is very satisfying. When we are able to utilize our skills and talents, have autonomy, and learn and grow, it is extremely rewarding. Students need to discover the joy and value or work!! My example of watching my parents work on the farm.
39New RealityTaken from “Defining a 21st Century Education by Craig D. JeraldVery few factory-based, manufacturing, or automated jobs that don’t require high level of human interaction, communication, and skill or high-level thinking, problem solving and creativity. All these jobs are being outsourced to other countries. Anchored careers in information and service industries.
40New RealityTaken from “Defining a 21st Century Education by Craig D. JeraldAutomatic jobs no longer exist b/c technology is replacing them. Need more expert thinking and communication.
4163% will require B.A. OR CERTIFICATE so need to know how to help kids access all options. Source: Denver Scholarship Foundation
42Postsecondary includes… Post-secondary educational Options4-year college or universityCommunity CollegeTrade schoolCertificateApprenticeshipInternshipMilitaryChoice depends on student and industryIt’s all about completion – multiple pathwaysHave audience brainstorm. Compete to compete! Not just about college enrollment.
44Taken from report by Colorado Succeeds, “The Business Case for Education Reform.” More HS dropouts than jobs available for them; more jobs for HS graduates than students who graduate: way more careers for college graduates than students who complete PS training
45True. In so many ways – to society, in healthcare, in obesity, in voting, etc. etc. etc. W
47Bachelor’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 likeHealthcareConstructionManufacturingNatural resourcesMining and installation/repairBut also true. Kids need to know how to market themselves and access real jobs (need 21st c skills). Need to let kids know it’s hard and that their college performance matters. Although other sources say BA = 9.6 and AA = 7.9 and HS =10 and less than HS is 25.8 (Bureau of Labor and Statistics)
49(they even made a movie about it) New Post Grad Reality(they even made a movie about it)ALL students, (including “college-bound” students) need career path guidance, career-readiness skills, and an understanding of the 21st century job market.According to survey conducted by Cuuran Consulting Group (2007),75% of those who wanted jobs found jobs within six months of graduation (25% didn’t)43% are in a different career field than the one they entered immediately after graduation44% are still not sure they are in the right career field50% of the time, they found jobs through personal connections60% of the time, their career choices were influenced somewhat or a great deal by their parentsSource: 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.
50My Beliefs The importance of non-cognitive factors in student success Academic MindsetAcademic Responsibility or sense of controlEfforts & PersistenceAcademic Behaviors (i.e. Characteristics of Successful Learners)Learning Strategies
51Academic BeliefsI believe that ALL kids are capable of learning and the research supports this reality.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).
52Academic Beliefs Fixed Mindset Group Growth Mindset Group Research Study by DweckFixed Mindset GroupGrowth Mindset GroupTest 1 - 5th 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 (8th 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%.Academic Beliefs
53Academic Beliefs Control Group Treatment Group 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 Group1st 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.1st 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.(Skip this slide if running short on time) Note: not just true for 5th graders, same type of effect when done with college students.
54Academic BehaviorsAttendance, homework, and study habits are more closely related to school performance than test scores.
55Academic Behaviors Attendance: One study followed the 8th 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 9th 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).
56Academic Behaviors Homework: 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).Time spent on homework has a positive effect on both grades and standardized test scores.
57Academic BehaviorsAttendance 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 graduationGrades even predict people’s future alary.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).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.
58Beliefs behind the lessons Defining college & career readiness beginning inmiddle schoolExample: College & Career Readiness Rubric
59My BeliefsThe importance of financial planning (beginning in MS and ending with transition to college)MS Parent Support and CollegeInvest Grant Matching OpportunitiesSummer Melt experience
60My BeliefsThe importance of planning, goal setting, and creating pathways toward goalsGOAL + pathway + motivation = HopeIf roadblock, create new pathway (multiple pathways or routes to goals)
61GOAL + Pathway + Motivation = HOPE People who regularly set goals and pathways tend to…Set learning-based goals within their reach (NOT performance-based goals that may be outside their control)Have internal desire to learn new skills and master new tasksTrack progress and increase effort with failure or setbackCreate new paths to goals when face obstacles or barriersUse positive self-talk (e.g. “Keep going!” “You can get this done.”)Receive higher scores on achievement tests, higher overall grade point averages, and higher graduation rates, even when controlling for intelligenceHave increased self-esteem, confidence, and perceived problem-solving abilities and sense of controlHave less anxietyStudents must view selves as being capable of initiating and implementing actions to pursue valued personal goalsSnyder, 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,
62My BeliefsThe importance of anticipating and overcoming obstacles or barriersTaken from report by Colorado Succeeds, “The Business Case for Education Reform.”
63College Completion & the Problem of Persistence I believe we may be setting goals FOR kids rather than taking time to assist them through a process of real planning and discovery, which allows them to set meaningful goals for themselves (Again, we’re back to INTERNAL MOTIVATION !!)From Complete College America, Colorado 2011
686-8th Scope & Sequencein compliance with 2011 ICAP milestones; yellow = data collection through CIC, Naviance, etc
699-12th Scope & SequenceQ1 lessons complete; Q2 lessons in progress
70Wiki Link Counseling Department Counseling Resources PEP Information
71Lesson Revision: What’s New? Condensed into 4 lessons per grade per year (exception for 8th grade)Progressive in nature, not repetitivePut into ready-to-use classroom PowerPoint presentations for increased graphics and visual instructionsInclude interactive websites, assessments, and/or gamesInclude pre-selected YouTube clips intended to inspire and engageInclude meaningful and instantaneous pre/post assessments
72You Tube Examples Education Pays Tips to staying focused on your goals (Ed pays)Tips to staying focused on your goalsFamous FailuresNote-Taking TipsIntro to Naviance and college optionsHSF video comparing/contrasting life with and without a college degreeValedictorian speech highlighting scholarships & overcoming obstacles
73Interactive student pre/post assessment tools Promethean board clicker technologyDownload CPS atCell phone voting technologyCreate a Google Docs survey
74Middle School: What’s New? Middle School (Grades 6-8)Standards-based report cards and characteristics of successful learners component added to MS success lessonResearch-based personal qualities necessary for college/career readiness, including academic beliefs and behaviorsGoal setting and resume planning componentsCollege costs and financial aid vocabularyOther deadlines such as transition survey and spreadsheet data collection requirements are included
75High School: What’s New? High School (Grades 9-12)PSWR and/or 21st Century Skill componentNew 10th grade interest/career exploration requirementsNinth grade College EXPO prepImplications of GPA, ACT, Accuplacer, and remediationIntroduction to credit recovery optionsCollege transition lesson to introduce final steps to enroll in college and prevent the “summer melt”Transcripts and graduation requirements; Naviance Career and PS Survey; and Naviance 4-year course plan combined into single lesson.For 9th & 10th grade, this lesson can be used to support class registration to make it relevant.Other deadlines and requirements such as senior contracts and exit surveys are included
76Breakout Groups Breakout Groups Middle Schools 6-12 Schools High SchoolsAnticipated Outcomes:Understand the updates for the Scope & SequenceKnow where to get the resourcesBegin to plan for implementationIf not using the lesson plans, what WILL you use? How will you ensure it is a highly engaging, interactive lesson?
77What’s new? Increased compliance with ICAP State Requirements Increased Lesson QualityIncreased Training and Support
79Tools of the TradeWhat do you need to know and be able to do in order to effectively implement PEP curriculum for all students?Holland Types & Career ClustersMBTI Type Indicator Departments Counseling Services Counseling Resources PEP Info Departments Career and Technology Education Plans of StudyPre/post poll siteParent Guide Resource Books
80Tools to Increase Support Time/Task AnalysisCounselor/Administrator AgreementPEP Action Plan for support and coordination (Handout)
81Time Task Analysis Use of Time Assessment Direct Student Services Direct Student ServicesIndirect Student ServicesProgram Management and School SupportNon- School- Counseling TasksSchool Counseling Core CurriculumIndividual Student PlanningResponsive ServicesReferrals/ Consultation/ CollaborationProgram Foundation, Management and AccountabilityFair-Share ResponsibilityNon-School- Counseling Tasks7-7:15 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.10:31-10:4510:46-11 a.m.
83Training & Support Opportunities Introduction to PEPs (Thurs, Sept 6th)Naviance Training (Mon, Sept 10th)School Counseling PD on PEP (Tues or Wed, Sept 11th or 12th)Career Fair Prep Meeting (Thurs, Sept 13th)CollegeinColorado Training (Thurs, Sept 13th)Comprehensive PEP Training (Sat, Sept 22nd)On-going department meetings