Capital Region Counselors Network CAIU February 7, 2012

 Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21 st Century  February 2, 2011  Harvard Graduate School of Education Dr. William Symonds

 Comprehensive Program to Help All Students Become College and Career Ready in the 21 st Century Economy  To Develop a Network or System of Accurate and Helpful Information for Parents and Students to Transition from Academic to Career  To Understand the Interconnection and importance of the 3 D’s of: Career, Workforce and Economic Development

21 st Century Economic Realities Unskilled jobs are disappearing; demand for high skills is rising

. 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. This data is also.

21 st Century Economic Realities Annual Income By Education

 43% of licenses & certificates earn more then an AA degree  27% of licenses & certificates earn more then a BA degree  31% of AA degrees earn more then a BA

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”

A Committee of Counselors met and developed the Pa. Companion Guide to the ASCA Model and a Toolkit/Implementation Guide The Guide and Toolkit provide school districts and counselors a step by step process, framework, resources and best practice models for writing the plan

School Counseling in the Commonwealth of Pennsylvania: Supporting Every Student to College and Career Success Support PDE Vision

“Well, well…if it isn’t the counselor who told me I’d never amount to anything.”

A profession that focuses on the relations and interactions between students and their school environment with the expressed purpose of reducing the effect of environmental and institutional barriers that impede student academic success. The Education Trust

INDIVIDUAL FOCUS Works in Isolation Works Primarily with Individual Student Problems Manages School Counseling Program Separate from School Mission SYSTEMIC FOCUS Teams and Collaborates with All Stakeholders Works to Help the School Change to Better Meet Student Needs Involved Extensively as a Leader in School and Community

“Leadership is not about a position, nor is it about a title, a seat, a place on the organizational chart. For school counselors, it’s about taking action, moving the agenda, making something happen that results in positive benefits for students and the school. It’s about having a vision about what needs to be done and getting others to help you systemically carry out that vision.” Patricia J. Martin Assistant Vice President National Office for School Counselor Advocacy The College Board

Using Results Data To Demonstrate That School Counselors Are Vital Members Of A Schools Academic Team For: 1.Raising Academic Achievement 2.Advocating For Underrepresented Youth 3.Meeting School District Goals 4.Preparing All Students For College And Career Success

Components of a Comprehensive K-12 School Counseling Program

Addressing Students Needs in Three Domains  Academic Development  Career Development  Personal/Social Development

Pa. Companion Guide to the ASCA Model

What’s In It?  Chapter 1-School Counseling in Pa.  Chapter 2-School Counselor Roles  Chapter 3-Foundation  Chapter 4-Delivery System  Chapter 5-Management  Chapter 6-Accountability  Chapter 7-Getting Started-”How to Build”  Appendix

1.List of all Counselors and assignments by level and building 2.Core Belief, Philosophy and Mission Statements 3.Role of all 5 Stakeholders in the Plan 4.Role of the counselor as leader, advocate, collaborator and systemic change agent 5.Delivery System at all 3 levels-Elementary, Middle, High School Counseling Curriculum Individual Planning Prevention, Intervention and Responsive Services System Support 6. Job Descriptions at all levels Guidance Plan Outline- What Goes in the Chapter 339 Plan?

 Provide an avenue for a systematic and developmental delivery of career options for all students K-12(Career Domain through the Standards).  Provide a vehicle for sending school districts to include events and activities on how students become aware of the CTC programs K- 12.  Provides specific written procedures for applying to and making the decision to attend an CTC.  Engages parents early in the process as one of the stakeholders in helping their child make a decision about attending a CTC.  Helps to eliminate the perception that only non-academic students attend the local CTC.

RESULTS. How are students different as a result of the school counseling 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 Example: 103 8th graders developed their Career Action Plan with teacher/counselor/parent assistance Example: 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 Example: 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

Contact: Michael D. Thompson PDE Consultant