1. IU8 Appalachian Intermediate Unit
Developing a K-12 School Guidance Plan & Program (339) Linked to the ASCA Model and the Future Ready PA Index
IU8
Appalachian Intermediate Unit
Tuesday September 25th
Presented by: Michael D. Thompson, Betty Holmboe, Kathy Specht, Alice Justice
Consultants/Trainers, PDE’s Bureau of Career & Technical Education

2. “Who Are We?….What Have We Done?.... Where Have We Been?....”
Since 2010: Statewide PDE Consultants & Trainers, linked to the Chapter 339 Mandate
Trained multiple K-12 school counselors & others at IU’s and Career & Technology Centers
Training Participation: 430+ school districts & 50 CTC’s in 29 IUs
Showcase Culminating Event: 250+ school districts & 30 Career & Technology Centers
: Six new areas finishing the entire state
Only took 8 years! Now we are just beginning!
Mention that this all this work (339 Planning) serves as the foundation for the ESSA Plan and the Career portion of the PA Future Ready Index

3. A Question to Be Answered https://www.youtube.com/watch?v=W1K2jdjLhbo
Rubik’s Cube:
A Question to Be Answered
We don't know what the future brings.  The kids are our future.   Key point, asking questions not giving answers.  Helping to inspire kids. Helping kids develop a purpose.

4. Many Youths Without A Purpose William Damon - Paths to Purpose Peter Benson-“Sparks”-
The Purposeful:
Found something meaningful, sustained
Interest & a clear sense of future purpose
20%
The Disengaged:
Neither a purpose in life nor an inclination to find one
25%
25%
The Dabblers:
Tried potentially purposeful pursuits, yet to commit
30%
The Dreamers and Dabblers are like 1 tick away from being Disengaged, or 1 tick away from Purposeful.   Move clockwise to help them move to Purposeful.  The fact that your 55% of kids are those middle section....they aren't getting attention it makes a strong case for tier I Career Development. If you don't have a strong 339 Plan those middle of the road kids won't get it.
The Dreamers:
Imagining great things
No practical pursuits

5. Focus on strengths with kids right away and let others know what they are.  Connect students to the outside world...how can they get paid for doing what they love, look at the labor market, pay attention to passion/spark, connect the dots and you will find a purposeful child.   

6. Chapter 339 Mandate
1989: Original legislation 2006: PA Perkins auditing (every five years) found few K-12 guidance plans Legislative Intent: all sending school districts present the Career and Technology Center as a viable option for all students; not just for students with learning disabilities & behavior issues Chapter 339 mandates a comprehensive and integrated K-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.”
This is the why....if you get audited before it is done, you provide what you have.  Must be board approved.

7. How Can the Comprehensive K-12 Guidance Plan Help Career & Technology Center Programs?
Provides a systematic & developmental delivery of career options for all students K-12 (Career Domain through the Standards).
Provides for students to become aware of the CTC programs K-12 through sending school districts’ events & activities.
Provides specific procedures for applying & deciding to attend the CTC.
Engages parents early in the process in helping their child make a decision to attend the CTC.
Changes perceptions that only non-academic students attend the CTC.
This is a very important part of the plan.  Find out who is in the room?  CTC people?  Do you know how many folks go to the CTC from your district?

8. “College and Career Readiness For All Students” Pa
“College and Career Readiness For All Students” Pa. Department of Education
“Pennsylvania learners will be prepared for meaningful engagement in postsecondary education, in workforce training, in career pathways, and as responsible, involved citizens.” Spring 2015

9. 1 in the Spring (Showcase)
Trainings
4 Trainings &
2 Technical Assistance
Trainings
1 in the Fall &
1 in the Spring (Showcase)
Dates To Be Announced
Training #
Date
#1 Counselor Related Items
September 25th
#2 Program Delivery
November 1st
Technical Assistance
December 5th
#3 Stakeholder Engagement
February 12th
#4 Career Pathways
March 13th
June 3rd
These need to be individualized for each of the training.  Time of day when starts and ends...lunch provided (time frame) mid morning break and we are act 48 provider. Possible 2 trainings in the second year.

10. Four Components & Thirteen Concepts of the K-12 Guidance Plan (339)
Counselor Related
Training 1
Delivery System
Training 2
Stakeholder Engagement
Training 3
Pathway Development
Training 4
Concept 1: Names, Locations, Ratios
Concept 4: Mission Statement
Concept 10: Stakeholders
Concept 12: Career & Postsecondary Resources
Concept 2: Counselor Role
Concept 5: Program Calendars
Concept 11: K12 Advisory Council
Concept 13: Career & Technology Center Strategies
Concept 3: Job Descriptions
Concept 6: Program Delivery
Concept 7: K-12 Curriculum Scope & Sequence
Concept 8: Annual Program Goals*
Concept 9: Academic/Career Plan & Portfolio Process*
Make sure they understand the 4 components and the 13 concepts (specific pieces) and the components are the buckets or areas of focus.  PDE has developed a rubric and an appendix that will utilize this information to assess program development.  Connect concept 13 with the next slide.
*Concept 8 and 9 will be covered in Training 3.

11. The School-Counseling Profession: The Current Situation
Since 1969, no teaching degree required to enter school counseling in PA
Many counselors coming to the profession from mental health background
Many counselors focusing on the personal/social areas in a ‘first responder” mode
~ 85% of school counselors in PA are women
Describe why this slide is here.  3 domains....not trained as teachers....background is Mental Health...and the women slide is about Holland types.

12. ASCA Model For School Counseling- (Key Concepts) (Research based model developed in Arizona in the late ‘90’s-RAMP Schools-best practice models))
Domain
Roles
Stakeholders
Delivery
Academic
Advocate
Students
Curriculum (Direct)
Tier 1
Career
Collaborator
Parents
Responsive (Direct)
Tier 2
Social/Emotional
Leader
Educators
Individual Planning (Direct) Tier 3
Mindsets and Behaviors are linked to all three domains and intended to replace standards.*
PA CEW Standards to be reported for the Future Ready PA Index on CEW Benchmarks.
Systemic Change Agent
Business/
Community
Post-Secondary
System Support (Indirect)
Counselor Related & Fair Share
ASCA model connection was to organize it by Domain, Roles, Stakeholders and Delivery...Career is neutral compared to Academic and Social.  Important to be Tier I.  Most counselors are familiar with being a collaborator and advocate (traditional) but encouraging them to see themselves as system changers and leaders.   And making administrators begin to see them as such.

13. Time in Direct / Indirect Service with Students *ASCA Recommended
Delivery Component
Elementary
% of Time
Middle
High School
Guidance Curriculum
35-45%
25-35%
15-25%
Responsive,
Prevention & Intervention
Services
30-40%
Individual
Student
Planning
5-10%
System Support
*80% direct
20% indirect
10-15%
15-20%
This slide is here to get administrators to understand where counselors should be spending their time.   As the child gets older the counselor needs to be in tier 3 more.....Tier 1 younger, moving more toward Tier 3 as you move up.

14. Types of Counselor Interventions
Who is identifying kids for tier 2, tier 3?  MST, SAP, Child Study Team. It could be your grade level teams.  Identification should be data based.  How do we get system support in here....
ALICE CAN YOU DO SOMETHING WITH THIS SLIDE......

15. Success in the New Economy Developed and Narrated by: Kevin Fleming
Moving from role into why it is important.  It is important to understand why all those tiers are important and the context (labor market) in which you need to be connecting kids with those tiers.  

16. What is Career Development? Why Build a K-12 Career Development Program?
Career development is a lifelong process through which people come to understand themselves as they relate to the world of work and their role. This is how people fashion their own “work identity”.
For students, finding an identity or “spark” as early as in the elementary may enhance self esteem and positive engagement with others.
A process of trying on various roles to determine various facets of a career that fit an individuals, interests, skills & personality.
Learning the importance of the balance between career, family and leisure.

17. The Economic Consequences of Neglecting K-12 Career Development
A generation of students without a career focus
numerous employment shifting
“college major hopping” (avg. 3-4 times in college career)
Ineffectual transitioning from secondary to postsecondary & work
costs employers millions in training & re-training
average amount of time spent on a first job holder - less than a year
A series of “job experiments” in their early to late twenties
costing employers and the young person time and money
detrimental to the economy and the person

18. Stages to Build the K-12 Career Development System
K-5: Awareness
Creating an awareness of the self through interests and abilities Finding the “Spark”
Grade 6-8: Exploring careers and the labor market
“Exploring the “Spark”
Grade 9-12: Planning
Developing an Academic/Career Plan connected to the “Spark”
Each individual cycles through these stages at a different part.  When they are ready.   But all 4 grade bands have standards for each.   

19. Adult Stages of Career Development
Donald Supers’ Stages of Career Development Lifelong Process of Developing a “Work Identity”
Stage, Age and Grade
Fantasy: Birth-10 years old (Grades K-4) Awareness
Interest: years old (Grades 5-6) Awareness/Exploration
Capacity: years old (Grades 7-8) Exploration (Reality Check) Aptitudes
Tentative:15-17 years old (Grades 9-11) Planning
Crystallization: years old (Graduation)
Students will be able to “crystallize” a vocational preference upon graduation from high school instead of by their mid-20’s
Adult Stages of Career Development
Trial / Little Commitment: years old
Advancement: years old
Maintenance: years old
Decline/Disengagement: 60 years and over
Life-long construct.    Everyone is in career development throughout their lifetime.   Goal is by graduation from high school that some sort of crystallization is going on.   (Goals)

20. Why is it Important to Engage all Stakeholders in the K-12 Career Development Program?

21. It’s Everybody’s Business
Five Key Stakeholders Needed to Design an Effective K-12 Career Development Program & Advisory Council
Parents
Business/
Community
Students
Postsecondary
Students are the primary customer.  EVERYONE IS RESPONSIBLE TO MAKE THIS HAPPEN.
It’s Everybody’s Business
Educators/
Administrators

22. The Power of Connecting To Outside Stakeholders: The Inside/Outside Approach
Reach outside of the walls of the school to effectively develop relevant curriculum and experiences
Students, parents & teachers need to know these opportunities
Connecting leads to opportunities & resources
Creates an innovative & entrepreneurial spirit for researching new ideas & strategies
Allows others to help with the delivery for curriculum
An effective multi-building advisory council helps the program set & revise goals & measure impact
All 5 stakeholder groups are engaged in this advisory council
What is available in your community and the world at large.  This is where the leader part comes in.  Take the initiatives, connect with your business partners don't wait for permission!  Reach out on your own.   Look for opportunities to make this happen.   Are the TIW opportunities.  Become the Entrepreneur!    This helps you with Developing goals for your action plan for all stakeholders and developing your career and post-secondary resourcdes.

23. Workforce & Postsecondary Realities

24. Unskilled jobs are disappearing; demand for high skills is rising
Comment on this is the 1:2:7 the reality of work force from Flemings video.   

25. “Skills” Gap Between Educational Attainment & Workforce Needs
On the right is what we need on the left is what we have.  We need many more skilled workers.

26. Postsecondary Attainment in PA
Level of Education
% of PA Residents (Current)
% Needed by 2025 Workforce
Certificates/
Associates
12.5%
33% ***
Bachelor’s Degrees
20.3%
22%
Master’s or Higher
12.0%
11%
Important postsecondary resource for them.  Reinforces the skills gap.
Source: Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. Recovery: Job Growth and Education Requirements Through Washington, D.C.: Georgetown University Center on Education and the Workforce (2013), growth-and-education-requirements-through-2020/.

27. The Four Year Plan https://www.youtube.com/watch?v=qW_LLj9mcbg
Maybe his school didn't have a 339 plan.  Hopefully your plan can help kids avoid being this kid.  The kid you didn't have time to call down because you had 3 mental health crises!  That is why it is so critical that your 339 plan makes sure this doesn't happen.

28. Some Postsecondary Facts
66% of all high school graduates attempt an associate or bachelors degree immediately out of high school (Success in the New Economy/You Tube)
55% of all incoming freshman drop out by the end of the freshman year (Tinto- Retention Study).
Graduation rates for four-year programs stand at 28% nationally (with an average of a 5.9 year completion rate for a Bachelors Degree (Tinto-Retention Study).
Debt load for college students currently stands at $37,900 dollars (PHEAA).
56% of all bachelors degree students are underemployed (Success in the New Economy/You Tube).
The most popular college major is “Undeclared” (Princeton Review 2017).
Use updated sources that are current when giving this type of data to parents and students.

29. What College Graduates (2- & 4-year) Would Have Done Differently to be Successful in Today’s Labor Market - Princeton Review 2017
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%
Educate staff and parents about what is going on.  How do you get that info out to your staff and parents.  Most would still go but what would they do differently.  Ask counselors in the room how long it takes getting a kid into a school vs helping the figure out a program or major.

30. Flipping The College Decision-Making Paradigm
“ONE WAY TO WIN”
DEGREE ATTAINMENT
“PLANNING FOR THE END IN MIND”
SKILLS BASED EDUCATION
1. Graduate from High School
Select a career cluster or pathway
2. Enroll directly into a four-year university
2. Select the major or program
3. Graduate with any four-year degree
3. Select the type of postsecondary training needed to attain that credential or degree
4. Become gainfully employed
Helping kids with plan as a cluster or pathway or then think about a program and then look at a school.  

31. What are the Career Education & Work (CEW) Standards
What are the Career Education & Work (CEW) Standards? How do they Assist with Skill Development & Meaningful Engagement for all Students?
Tier I All kids should get all standards.

32. History & Framework of the CEW Standards
Passed into Law - September 2006 (Originated in 1996)
Introduced by the Business Community to enhance workforce/economic development
These standards describe what students should know and be able to do at four grade levels (3, 5, 8 & 11) in four areas:
Four Strands:
13.1 Awareness and Planning Career Retention
13.3 Career Acquisition Entrepreneurship
Not developed by educators....were developed by educators with business folks.

33. Skills Addressed in the CEW Standards K-12
Career Awareness/Prep
“A dream and a plan”
13.1
Career Acquisition
”Getting a Job”
13.2
Career Retention
“Keeping a Job”
13.3
Entrepreneurship
“Creating a Job”
13.4
Abilities & Aptitudes
Speaking & Listening in Conversations
Work Habits
Risks & Rewards of being an Entrepreneur
Personal Interests
Interviewing Skills
Cooperation & Teamwork
Character Traits of Entrepreneurs
Relating school subjects to careers
Resources
Group Interactions
Age Appropriate Opportunities
Career Preparation Opportunities connected to CTC, Postsecondary & the Career Plan (5th Grade)*
Workplace Skills
Financial Literacy
Components of a Business Plan
Academic/Career Plan
(8th-12th Grade)*
Career Portfolios
(8th grade)*
Time Management
Asterisks are required by the Pa Future Ready Index.

34. Strategies for Curriculum Integration of the Career Education & Work Standards
Using a comprehensive K-12 counseling career development delivery system
Rewriting curriculum with a gap analysis & 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 & intermediary organizations
Developing & Sustaining a Career-Based Graduation Project

35. Consultants/Trainers PDE, Bureau of Career and Technical Education
Michael Thompson
Betty Holmboe
Kathy Specht
Alice Justice