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

Handouts and Resources for the 3/26/13 Webinar Accessed at the Techlink website at: www.techlinkpa.com 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

How Did You Come to Be Involved With the PDE Counselor Trainings for Chapter 339?

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.

Describe the Trainings You are Doing For PDE

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.

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)

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.

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

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.

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

The Forgotten Half in the United States The Workforce Issue The Forgotten Half in the United States 30% of United States people between 18-25 do not have a high school diploma. 20% of United States people between 18-25 “only” graduate from high school

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

Unskilled jobs are disappearing; demand for high skills is rising

Gap Between Educational Attainment and Workforce Needs

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.

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. .

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

Factors Impacting College Graduates Salaries Recession 2009-2010 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 2006-2007 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

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%

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%

#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

#10. Political Science and Government #9. Communications #8. Economics #7. English Language #6. Education #5. Biology/Biological Sciences #4. Nursing #3. Psychology #2. Business Administration #1 Undeclared/Undecided (1 in 8 students) Princeton Review-2012 23

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

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

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

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.

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.

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!

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).

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

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: www.vocopher.org

Stages of Career Development Linked to the CEW Standards Stage, Age and Grade Fantasy- Birth-10 years old (Grades K-4) Awareness Interest- 11-12 years old (Grades 5-6) Awareness/Exploration Capacity- 13-14 years old (Grades 7-8) Exploration Tentative-15-17 years old (Grades 9-11) Planning Crystallization- 18-21 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

BEGIN WITH THE END IN MIND

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

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)

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

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) www.pacareerzone.com, COIN Products, Career Cruising, XAP,Bridges Naviance.

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

Section 4: Why are Integration of the CEW Standards so Critical in Developing College and Career Ready Students?

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

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-3 6-8 4-5 9-12

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

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

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.

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

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

Career Development Resources Free Resources: www.pacareerstandards.com - PDE Main site www.pacareerzone.com - PDE Program www.onetonline (My next move-middle school portion) www.educationplanner.org (6-12) www.gettingthemthere.org (6-12) www.asvab.com (9-12) www.collegeboard.com (8-12) www.careerclusters.org (K-12) Commercial Products - Site Licenses with a cost www.xap.com (former bridges or choices K-12) www.careercruising.com (K-12) www.coinproducts.com (middle school and high school) www.careergame.com (elementary) www.naviance.com (6-12)

Section 5: Why is It Important to Understand the Value of Career and Technical Education for All Students?

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!!

Career and Technical Education An underutilized resource for career training nd development Career and Technical Education, or CTE, offers multiple ways to win

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

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

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!

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

Career and Technical Education Resources www.techlinkpa.com www.collegetransfer.net (articulated credit transfer) www.paworkstats.state.pa.us high priority occupations www.education.state.pa.us “NEW” PDE website elementary and secondary education career and technical education programs of study Pathways to Prosperity Project http://www.gse.harvard.edu/news events/features/2011/Pathways to Prosperity Feb2011.pdf Work Trends http://www.heldrich.rutgers.edu/sites/default/files/content/Work_Trends_May_2011.pdf Link to SOAR http://www.portal.state.pa.us/portal/server.pt/community/programs_of_study/7686 Contact: Mary E. GristPerkins POS Outreach Manager Office of Secondary Partnerships Room 332, 3 Penn Center Harrisburg, PA 17110 Office- 717-736-4112 ; megrist@hacc.edu

Section 7: How Can Data Be Used to Measure Impact on Students in a K-12 Program?

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

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?

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*

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!!

Contact Information Michael D. Thompson PDE Consultant mdt7450@gmail.com 717-919-8966 Betty Holmboe betty.holmboe@gmail.com