1. PEP - 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

2. SCLT Summer Work Personal & District Values

3. District Values Excellence Students first Integrity Accountability
Equity
Collaboration
Fun

4. PEP Overview & Compliance

5. Grade 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:
Naviance
CollegeinColorado
Guidance Lessons
Plan:
Career cluster or path goal
Post secondary goal
4-year high school plan, including courses

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

7. ICAP Compliance

8. Why 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.

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

10. ICAP Standards
Also must be transferable, accessible, and in compliance with FERPA

11. Grouped into 4 Categories
(DPS PEP)
State ICAP
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)

12. ICAP/PEP Alignment Career Exploration Academic Planning
PEP Categories
(PEP Last Year)
ICAP Categories
(PEP This Year)
Career Exploration
Academic Planning
College Planning
Career Exploration
Academic Planning
Post-Secondary &
Financial Planning
Goal Setting
Ramp 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

13. 6-8th Scope & Sequence
in compliance with 2011 ICAP milestones; yellow = data collection through CIC, Naviance, etc

14. 9-12th Scope & Sequence
Q1 lessons complete; Q2 lessons in progress

15. Data & 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.

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

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

18. They are all EXTERNAL motivators
If only focus on the external demands…
Compliance
Actions, deadlines, requirements
Appearance,
Duty or obligation
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)
Discuss guiding question
Read student comments (side B)
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.”

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.”

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 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 number
Capitalization doesn’t matter, but spaces and spelling do
TIPS

27. Poll: 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

28. Poll: 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

29. Poll: 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

30. Students will be able to…
Career Exploration & Planning
Understand the value, skill requirements, and habits of work in the 21st century
Match personal interests with career possibilities
Identify a personal career, pathway, or Career Cluster goal
Goal Setting
Learn 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 Planning
Learn 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 Planning
Explore 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.

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
Belief that all students must graduate college & career ready, with an understanding of the 21st century college & career reality
Believe 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 ready
Believe the problem is when we fall to one extreme or the other (Not all kids can vs. 4-year college of all)

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

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

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

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

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

40. New Reality
Taken from “Defining a 21st Century Education by Craig D. Jerald
Automatic jobs no longer exist b/c technology is replacing them. Need more expert thinking and communication.

41. 63% will require B.A. OR CERTIFICATE so need to know how to help kids access all options.
Source: Denver Scholarship Foundation

42. Postsecondary includes…
Post-secondary educational Options
4-year college or university
Community College
Trade school
Certificate
Apprenticeship
Internship
Military
Choice depends on student and industry
It’s all about completion – multiple pathways
Have audience brainstorm. Compete to compete! Not just about college enrollment.

43. Need to give students the whole story.

44. Taken 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

45. True. In so many ways – to society, in healthcare, in obesity, in voting, etc. etc. etc. W

46. In more ways than 1
(Ed pays)

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
Healthcare
Construction
Manufacturing
Natural resources
Mining and installation/repair
But 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)

48. Average College Debt

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 graduation
44% are still not sure they are in the right career field
50% of the time, they found jobs through personal connections
60% of the time, their career choices were influenced somewhat or a great deal by their parents
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.

50. My Beliefs 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
I 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).

52. Academic Beliefs Fixed Mindset Group Growth Mindset Group
Research Study by Dweck
Fixed Mindset Group
Growth Mindset Group
Test 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

53. Academic 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 Group
Treatment Group
1st 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.

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

55. Academic 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).

56. Academic 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.

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.
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.

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

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

60. My Beliefs
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…
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 tasks
Track progress and increase effort with failure or setback
Create new paths to goals when face obstacles or barriers
Use 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 intelligence
Have increased self-esteem, confidence, and perceived problem-solving abilities and sense of control
Have less anxiety
Students must view selves as being capable of initiating and implementing actions to pursue valued personal goals
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
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
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

64. Break Time

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

66. Lesson Development & Revision

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

68. 6-8th Scope & Sequence
in compliance with 2011 ICAP milestones; yellow = data collection through CIC, Naviance, etc

69. 9-12th Scope & Sequence
Q1 lessons complete; Q2 lessons in progress

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 8th 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 Tips to staying focused on your goals
(Ed pays)
Tips to staying focused on your goals
Famous Failures
Note-Taking Tips
Intro to Naviance and college options
HSF video comparing/contrasting life with and without a college degree
Valedictorian speech highlighting scholarships & overcoming obstacles

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

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

75. High School: What’s New?
High School (Grades 9-12)
PSWR and/or 21st Century Skill component
New 10th grade interest/career exploration requirements
Ninth grade College EXPO prep
Implications of GPA, ACT, Accuplacer, and remediation
Introduction to credit recovery options
College 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

76. Breakout Groups Breakout Groups Middle Schools 6-12 Schools
High Schools
Anticipated Outcomes:
Understand the updates for the Scope & Sequence
Know where to get the resources
Begin to plan for implementation
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? Increased compliance with ICAP State Requirements
Increased Lesson Quality
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?
Holland Types & Career Clusters
MBTI Type Indicator
 Departments  Counseling Services  Counseling Resources  PEP Info
 Departments  Career and Technology Education  Plans of Study
Pre/post poll site
Parent Guide Resource Books

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

81. Time Task Analysis Use of Time Assessment Direct Student Services
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 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

84. End