Building Your K-12 Building Your K-12 Career Development ProgramCareer Development ProgramLinked to Your Chapter 339 Linked to Your Chapter 339

PlanPlan

Presenters:

Michael D.Thompson & Betty Holmboe

Independent Counselor Consultants - PDE

March 26th, 2013

Sponsored by Tech LinkSponsored by Tech Link

Handouts and Resources for theHandouts and Resources for the 3/26/13 Webinar 3/26/13 Webinar

Accessed at the Techlink website at:Accessed at the Techlink website at: www.techlinkpa.com www.techlinkpa.com Webinar PowerpointWebinar PowerpointSection 1Section 1: Career Development Theory, Holland Assessment and Holland Hexagon: Career Development Theory, Holland Assessment and Holland Hexagon

Section 2Section 2: How and Why to Connect to the Community; 8 Keys to Employability;: How and Why to Connect to the Community; 8 Keys to Employability; Organizing Career Resources; Advisory Council Guidelines; Building the Organizing Career Resources; Advisory Council Guidelines; Building the Structure,Approach,Passion;The Education and Community Connection;Structure,Approach,Passion;The Education and Community Connection; What Employers Want; Employability Certificate;8 Tips for Talking to BusinessWhat Employers Want; Employability Certificate;8 Tips for Talking to Business

Section 3Section 3: Career Education and Work Standards; I Statements; CEW 101Series; : Career Education and Work Standards; I Statements; CEW 101Series; Gap Analysis ToolsGap Analysis Tools

Section 4Section 4: Must Haves of Career Development: Must Haves of Career Development

Section 5Section 5: Career and Technical Education Resources: Career and Technical Education Resources

Section 6Section 6: Data Explanation and Examples: Data Explanation and Examples

How Did You Come to Be How Did You Come to Be Involved With the PDE Counselor Involved With the PDE Counselor

Trainings for Chapter 339?Trainings for Chapter 339?

Our RolesOur Roles Mike Thompson- Counselor background in K-12 program Mike Thompson- Counselor background in K-12 program

development in the career domain with a focus on the Career development in the career domain with a focus on the Career Pathway Model.Pathway Model.

““The K-12 Counseling Program and the development The K-12 Counseling Program and the development

of the Chapter 339 Plan.”of the Chapter 339 Plan.”

Betty Holmboe- Executive Director experience with The Betty Holmboe- Executive Director experience with The Capital Region Partnership for Career Development. Capital Region Partnership for Career Development.

Linking business/community stakeholders to theLinking business/community stakeholders to the

K-12 counseling program to aid in the innovative K-12 counseling program to aid in the innovative integration of the CEW standards to enhance programintegration of the CEW standards to enhance program sustainability.sustainability.

Describe the Trainings You are Describe the Trainings You are Doing For PDEDoing For PDE

TrainingsTrainings Working with teams of K-12 counselors in all regions of the Working with teams of K-12 counselors in all regions of the

state to assist them with the development of their state to assist them with the development of their comprehensive guidance program in three domains:comprehensive guidance program in three domains:

Academic, Career and Personal/SocialAcademic, Career and Personal/Social

Chapter 339 has become the impetus for school counselors to Chapter 339 has become the impetus for school counselors to organize their delivery for students linked to the Pa.Companion organize their delivery for students linked to the Pa.Companion Guide, statewide version of the American School Counseling Guide, statewide version of the American School Counseling Model for K-12 counseling programs.Model for K-12 counseling programs.

The focus of Chapter 339 has centered in the career domain for The focus of Chapter 339 has centered in the career domain for

developing a transition plan for “ALL” students.developing a transition plan for “ALL” students.

Session AgendaSession AgendaPresenter Background Information Presenter Background Information Questions will be answered after each sectionQuestions will be answered after each section

Section Section 1:1:What is Career Development? Why is it Important to have a K-12 Program?What is Career Development? Why is it Important to have a K-12 Program?

Section 2: Section 2: Engaging All Stakeholders to Build and Sustain the K-12 ProgramEngaging All Stakeholders to Build and Sustain the K-12 Program

Section 3: Section 3: The “Must Haves” of K-12 Career DevelopmentThe “Must Haves” of K-12 Career Development

Section 4:Section 4:The Career Education and Work Standards and Integrating them into the Curriculum.The Career Education and Work Standards and Integrating them into the Curriculum.

Section 5:Section 5:Understanding the Importance and Value of Career and Technical Education.Understanding the Importance and Value of Career and Technical Education.

Section 6:Section 6:Understanding how to use data to show measurable impact on all students and toUnderstanding how to use data to show measurable impact on all students and toestablish program goals for sustainability and growth.establish program goals for sustainability and growth.

Section 1:Section 1:

What is Career Development and What is Career Development and Why is it Important Why is it Important

to Build a Comprehensive K-12 to Build a Comprehensive K-12 System?System?

Career Development DefinitionCareer Development Definitionand Rationaleand 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.

Pathways to Prosperity: Pathways to Prosperity: Meeting the Challenge of Meeting the Challenge of Preparing Young Americans Preparing Young Americans for the 21for the 21stst Century Century

February 2, 2011February 2, 2011

Harvard Graduate School of Harvard Graduate School of EducationEducation

Dr. William SymondsDr. William Symonds

The Workforce IssueThe Workforce Issue

The Forgotten Half in the United StatesThe Forgotten Half in the United States

30% of United States people between 18-25 do not 30% of United States people between 18-25 do not have a high school diploma.have a high school diploma.

20% of United States people between 18-25 “only” 20% of United States people between 18-25 “only” graduate from high schoolgraduate from high school

3 Solutions to the Problem from 3 Solutions to the Problem from the Pathways Reportthe Pathways Report

Better Partnerships Between Business and Education-Better Partnerships Between Business and Education-(Making Classroom Learning Relevant) (Making Classroom Learning Relevant)

Comprehensive and Developmental K-16 Career Comprehensive and Developmental K-16 Career Counseling (Everybody’s Business)Counseling (Everybody’s Business)

Government Contract With Youth to Make Government Contract With Youth to Make Postsecondary Education More AttainablePostsecondary Education More Attainable

73%

10%

16%

40%

40%

19%

20%

54%

26%

0%

20%

40%

60%

80%

100%

1950 1994 2011

Professional

Skilled

Unskilled

Source: U.S Bureau of Census and Pennsylvania Department of Labor & Industry, Center for Workforce Information & Analysis (Pennsylvania statewide)

Unskilled jobs are disappearing; demand for high skills is rising

Gap Between Educational Gap Between Educational Attainment and Workforce NeedsAttainment and Workforce Needs

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

EducationalAttainment

Jobs ofTomorrow

ProfessionalSkilledUnskilled

The Post-Secondary IssueThe Post-Secondary Issue

Did you know most students who Did you know most students who graduategraduate

from college are between $20,000 andfrom college are between $20,000 and

$27,000 in debt? $27,000 in debt?

That is the equivalent of a car paymentThat is the equivalent of a car payment

every month but without the car.every month but without the car.

Debt load for students in the US has increased by 300% since 2001.Debt load for students in the US has increased by 300% since 2001.

.

PA ranks 5th in the nation PA ranks 5th in the nation for sending HS students to for sending HS students to college.college.

PA ranks 45th in the PA ranks 45th in the nation for graduating the nation for graduating the same HS students similar same HS students similar for 2008 from college. for 2008 from college.

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 Factors Impacting College Graduates SalariesGraduates Salaries

Pre-Recession 2006-2007Pre-Recession 2006-2007 Males $33,150 Males $33,150 Did Internship $34,000Did Internship $34,000 Worked in area related to major Worked in area related to major

$34,510 $34,510 Paid Salary $35,500Paid Salary $35,500 First Job very/somewhat related to First Job very/somewhat related to

degree $35,000degree $35,000

Unfulfilled Expectations: Unfulfilled Expectations: Recent CollegeRecent CollegeGraduates Struggle in a TroubledGraduates Struggle in a TroubledEconomybyJessica Godofsky, M.P.P.CliffEconomybyJessica Godofsky, M.P.P.CliffZukin, Ph.D.Carl Van Horn, Ph.D.May 2011Zukin, Ph.D.Carl Van Horn, Ph.D.May 2011

Recession 2009-2010Recession 2009-2010 Females $28,000Females $28,000 No Internship $28,000No Internship $28,000 Did not work in area related to Did not work in area related to

their major $28,000their major $28,000 Paid hourly $25,000Paid hourly $25,000 First Job not at all related to the First Job not at all related to the

degree $25,000degree $25,000

Parents Still Supporting Adult Parents Still Supporting Adult ChildrenChildren

Unfulfilled Expectations:Recent College Graduates Struggling in a Unfulfilled Expectations:Recent College Graduates Struggling in a Troubled EconomyTroubled Economy

Children Children AgeAge

Cell Cell PhonePhone

Living Living SituationSituation

Health Health CareCare

FoodFood College College

LoansLoans

Car Car PaymentPayment

22-2522-25 32%32% 29%29% 21%21% 26%26% 12%12% 11%11%

26-2926-29 15%15% 17%17% 7%7% 15%15% 9%9% 6%6%

What Students Would Have Done Differently What Students Would Have Done Differently to be Successful in Today’s Labor Marketto be Successful in Today’s Labor Market

Been more careful about selecting a Been more careful about selecting a major or chosen a different majormajor or chosen a different major

48%48%

Done more internships or worked part Done more internships or worked part time in college or before collegetime in college or before college

47%47%

Would have started looking for work Would have started looking for work much sooner while still in collegemuch sooner while still in college

38%38%

Would have taken more classes to Would have taken more classes to prepare for a careerprepare for a career

27%27%

Would have gone to a different collegeWould have gone to a different college 14%14%

Something elseSomething else 9%9%

Would have not gone to collegeWould have not gone to college 4%4%

#10. Meteorology#10. Meteorology #9. Medical Technology Technician#9. Medical Technology Technician #8. Agricultural Economics#8. Agricultural Economics #7. Teacher Education: Multiple Levels#7. Teacher Education: Multiple Levels #6. Astronomy and Astrophysics#6. Astronomy and Astrophysics #5. Geological and Geophysical Engineering#5. Geological and Geophysical Engineering #4. School Student Counseling#4. School Student Counseling #3. Educational Administration/Supervision#3. Educational Administration/Supervision #2. Pharmacology#2. Pharmacology

#1. Actuarial Science#1. Actuarial Science Huffington Post-Nov. 2011Huffington Post-Nov. 2011

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

Princeton Review-2012Princeton Review-2012

Section 2:Section 2:

Why is it Important to Engage all Why is it Important to Engage all Stakeholders in the K-12 Career Stakeholders in the K-12 Career

Development Program?Development Program?

Interconnection- The 3 D’sInterconnection- The 3 D’s

Economically Healthy Economically Healthy

Communities, New OpportunitiesCommunities, New Opportunities

Students Prepared and FulfilledStudents Prepared and Fulfilled

Workforce Strong, Competitive, Workforce Strong, Competitive, InnovativeInnovative

Key Stakeholders Needed to Impact Academic and Key Stakeholders Needed to Impact Academic and Career Maturity of All Students and to Design a Career Maturity of All Students and to Design a

K-12 School Counseling ProgramK-12 School Counseling Program

ParentsParents

Business/Community

Post-Secondary

Educators/Administrators

Students

Rationale for ConnectingRationale for Connecting The Big Picture of 3D’s- Career, Workforce and Economic Development.The Big Picture of 3D’s- Career, Workforce and Economic Development.

To address the Career Education and Work Standards requires an outside/inside approach. 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.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, Students need to know their opportunities and their major influencers:Parent and Teachers, need to know these opportunities as well. need to know these opportunities as well.

It is everybody’s business!It is everybody’s business!

The power of connecting leads to bigger and better opportunities and resources for students.The power of connecting leads to bigger and better opportunities and resources for students.

Creates an innovative and entrepreneurial spirit for researching new ideas.Creates an innovative and entrepreneurial spirit for researching new ideas.

Allows others to help counselor and educators with the delivery for their curriculum, Allows others to help counselor and educators with the delivery for their curriculum, including a student delivery approach.including a student delivery approach.

Lead to the development of an effective district counselor advisory council to help the 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 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.difference in students lives. All 5 stakeholder groups are engaged in this council.

The Advisory CouncilThe Advisory CouncilLink between the school counseling program and the various groups to beLink between the school counseling program and the various groups to beserved. The council serves in a leadership role to support the mission and goals of the 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 school counseling program.Representatives of the council should reflect the diversity

ofofthe school/community and should include members from the followingthe school/community and should include members from the followingstakeholder groups:stakeholder groups: Parents; Educators; Students; Business/Community; Post-SecondaryParents; Educators; Students; Business/Community; Post-Secondary

10-15 members; 2-3 from each stakeholder group. 10-15 members; 2-3 from each stakeholder group. Meetings at least 2 times per year.Meetings at least 2 times per year. Develop a strategy on who to invite.Develop a strategy on who to invite. Give potential members a choice and invite no less than two months out.Give potential members a choice and invite no less than two months out. Counselors should communicate the role of the council to potential members.Counselors should communicate the role of the council to potential members. Organize meetings with a goal driven agenda.Organize meetings with a goal driven agenda. Present yearly goals and objectives of the program to the CouncilPresent yearly goals and objectives of the program to the Council Present data that addresses program effectiveness and analyze data to plan for program Present data that addresses program effectiveness and analyze data to plan for program

improvement, content and delivery.improvement, content and delivery.

How to ConnectHow to Connect

Locate Your Champions!Locate Your Champions! Network, Network, Network!Network, Network, Network! Be an Investigator! Read and Listen!Be an Investigator! Read and Listen! Think Innovatively!Think Innovatively! Use a Range of Resources and Share With Others! Use a Range of Resources and Share With Others! Get Out of Your Comfort Zone! Get Out of Your Comfort Zone! Create Your Own Ideas on How to Connect!Create Your Own Ideas on How to Connect!

An Effective Connecting An Effective Connecting ApproachApproach

1.1. Highlight your job and commitment to Highlight your job and commitment to connecting students to communityconnecting students to community

2. Be clear about why you contacted 2. Be clear about why you contacted them...the mission.them...the mission.

3. Show enthusiasm and appreciation.3. Show enthusiasm and appreciation.

4. Be specific with your needs and flexible 4. Be specific with your needs and flexible with the planning.with the planning.

5. Highlight the benefit to you, the 5. Highlight the benefit to you, the students...and them (win-win).students...and them (win-win).

Section 3:Section 3:

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

Donald Super Theory of Self-Donald Super Theory of Self-ConceptConcept

““Career Maturity”Career Maturity” is developed by experiencing age is developed by experiencing age appropriate interventions and is defined as being able to do appropriate interventions and is defined as being able to do specific vocational tasks and make effective career decisions specific vocational tasks and make effective career decisions at the appropriate age or stageat the appropriate age or stage

Reference: www.vocopher.org Reference: www.vocopher.org

Stages of Career Development LinkedStages of Career Development Linked to the CEW Standards to the CEW Standards

Stage, Age and GradeStage, Age and Grade

•FantasyFantasy- Birth-10 years old (Grades K-4) Awareness- Birth-10 years old (Grades K-4) Awareness

•InterestInterest- 11-12 years old (Grades 5-6) Awareness/Exploration- 11-12 years old (Grades 5-6) Awareness/Exploration

•CapacityCapacity- 13-14 years old (Grades 7-8) Exploration- 13-14 years old (Grades 7-8) Exploration•TentativeTentative-15-17 years old (Grades 9-11) Planning-15-17 years old (Grades 9-11) Planning

•CrystallizationCrystallization- 18-21 years old (Graduation)- 18-21 years old (Graduation)

Students will be able to “crystallize” a vocational preference upon graduation Students will be able to “crystallize” a vocational preference upon graduation from high school instead of their mid 20’s!from high school instead of their mid 20’s!

*Donald Super*Donald Super

Key Concepts of an Effective Key Concepts of an Effective K-12 Career Development K-12 Career Development

ProgramProgram

Think with the an “end in mind” strategy for Think with the an “end in mind” strategy for ALLALL students, to prepare students, to prepare everyone for college and career readiness everyone for college and career readiness

Base your program interventions and structure around on solid research Base your program interventions and structure around on solid research and a working understanding of career development theory and a working understanding of career development theory

Engage and educate all stakeholders on the power and importance of Engage and educate all stakeholders on the power and importance of integrated K-12 career development for integrated K-12 career development for “ALL”“ALL” students students

Build the K-12 curriculum around the integration and evaluation of the Build the K-12 curriculum around the integration and evaluation of the impact of the Pa. Career Education and Work Standards on students for impact of the Pa. Career Education and Work Standards on students for college and career readinesscollege and career readiness

Specific “Must Haves” for Your Specific “Must Haves” for Your ProgramProgram

Elementary-Awareness (K-5) Elementary-Awareness (K-5) Lighting the spark in all children!Lighting the spark in all children! Provide experiences for student develop an understanding ofProvide experiences for student develop an understanding of self linked to work and resources outside of their family.self linked to work and resources outside of their family. (By 5th grade (By 5th grade ALL ALL students should be exposed to the CTC andstudents should be exposed to the CTC and post-secondary options-post-secondary options-CEW standardsCEW standards)) Middle School- Exploration (6-8)Middle School- Exploration (6-8) Continue exploring the spark in all children!Continue exploring the spark in all children! Build on earlier awareness activities to explore more specifically interest Build on earlier awareness activities to explore more specifically interest and abilities that have developed. and abilities that have developed. (By 8th grade ALL students should have begun their own career portfolio (By 8th grade ALL students should have begun their own career portfolio and individualized academic and career plan-and individualized academic and career plan-CEW standardsCEW standards)) High School- Planning (9-12) High School- Planning (9-12) Crystallizing the Spark with a plan by 12th grade!Crystallizing the Spark with a plan by 12th grade! Continue to use the development interventions to build a transition plan Continue to use the development interventions to build a transition plan for post secondary and career (By 12th grade ALL students will be able tofor 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 primarycrystallize a vocational preference and strategy linked to their own plan-a primary goal of the goal of the CEW Standards)CEW Standards)

Some Promising Practices for Improving and Sustaining Some Promising Practices for Improving and Sustaining Your K-12 ProgramYour K-12 Program

Elementary-AwarenessElementary-Awareness Provide professional development to staff on why elementary career Provide professional development to staff on why elementary career development awareness is crucial. Locate champions in the school to build development awareness is crucial. Locate champions in the school to build programs and curriculum.programs and curriculum. Link career development to existing character education initiatives. Link career development to existing character education initiatives. Engage parent and business partners through a career café approach.Engage parent and business partners through a career café approach. Use entrepreneurs to build the 4th strand of the CEW standards.Use entrepreneurs to build the 4th strand of the CEW standards. Create a building level event around career development.Create a building level event around career development. Field trips to the CTC, a variety of post-secondary institutions.Field trips to the CTC, a variety of post-secondary institutions. Research toolkits on the www.pacareerstandards.com web siteResearch toolkits on the www.pacareerstandards.com web site Research lesson plans on the www.pdesas.org system Research lesson plans on the www.pdesas.org system Research commercial products to determine what is best for your system.Research commercial products to determine what is best for your system. (CC Spark, Paws in Jobland, Rick Trow Productions)(CC Spark, Paws in Jobland, Rick Trow Productions)

Some Promising Practices for Improving and Sustaining Some Promising Practices for Improving and Sustaining Your K-12 ProgramYour K-12 Program

Middle School-ExplorationMiddle School-Exploration Provide professional development to staff on why middle school career Provide professional development to staff on why middle school career development awareness is crucial. development awareness is crucial. Get students out and bring people in…..hard to explore solely inside the four Get students out and bring people in…..hard to explore solely inside the four walls of the classroom. walls of the classroom. Get business partners and targeted industries to support.Get business partners and targeted industries to support. Locate champions in the middle school to build programs and Locate champions in the middle school to build programs and curriculum. curriculum. Use the academic teaming process to address the careerUse the academic teaming process to address the career development needs of middle school children. development needs of middle school children. Field Trips and “mini” shadows, advisory and career orientedField Trips and “mini” shadows, advisory and career oriented mentoring, career panels, field trips, Six Fridaysmentoring, career panels, field trips, Six Fridays Stand alone career development course or part of specialsStand alone career development course or part of specials Begin the the career portfolio and academic and career plan(8th)Begin the the career portfolio and academic and career plan(8th) www.pacareerzone.com, COIN Products, Career Cruising, XAP,Bridgeswww.pacareerzone.com, COIN Products, Career Cruising, XAP,Bridges Naviance.Naviance.

Some Promising Practices for Improving and Sustaining Some Promising Practices for Improving and Sustaining Your K-12 ProgramYour K-12 Program

High School-PlanningHigh School-Planning Continue providing professional development to staff on why highContinue providing professional development to staff on why high school career development planning is crucial. 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:Section 4:

Why are Integration of the CEW Why are Integration of the CEW Standards so Critical in Standards so Critical in

Developing College and Career Developing College and Career Ready Students?Ready Students?

Students Need to Know….Students Need to Know….

Who they are…(Aware)Who they are…(Aware)

Where they want to go…(Explore)Where they want to go…(Explore)

And understand the process of…(Plan)And understand the process of…(Plan)

how they are going to get therehow they are going to get there!!

Career Education and Work Standards (CEW) Career Education and Work Standards (CEW) are the key to making this happenare the key to making this happen

History and Framework of the History and Framework of the CEW StandardsCEW Standards

Passed into Law- September 2006 ( Originated in 1996)Passed into Law- September 2006 ( Originated in 1996)

Introduced by the Business Community to enhance workforce/economic Introduced by the Business Community to enhance workforce/economic developmentdevelopment

Four Strands Four Strands Awareness and Planning Career RetentionAwareness and Planning Career Retention Career Acquisition EntrepreneurshipCareer Acquisition Entrepreneurship

Four Benchmarked Grade BandsFour Benchmarked Grade Bands K-3 6-8K-3 6-8 4-5 9-124-5 9-12

Skills Addressed in the CEW Skills Addressed in the CEW Standards K-12Standards K-12

CareerCareer Awareness/PrepAwareness/Prep

Career AcquisitionCareer Acquisition

””Getting a Job”Getting a Job”

Career RetentionCareer Retention

““Keeping a Job”Keeping a Job”

EntrepreneurshipEntrepreneurship

““Creating a Job”Creating a Job”

Abilities and Abilities and AptitudesAptitudes

Speaking and Speaking and Listening in Listening in ConversationsConversations

Work HabitsWork Habits Risks and Rewards Risks and Rewards of being an of being an EntrepreneurEntrepreneur

Personal InterestsPersonal Interests Interviewing SkillsInterviewing Skills Cooperation and Cooperation and TeamworkTeamwork

Character traits of Character traits of entrepreneursentrepreneurs

Relating school Relating school subjects to careerssubjects to careers

ResourcesResources Group InteractionsGroup Interactions Age appropriate Age appropriate opportunitiesopportunities

Career Preparation Career Preparation Opportunities Opportunities connected to CTC connected to CTC and Post-Secondaryand Post-Secondary

Workplace SkillsWorkplace Skills BudgetingBudgeting Components of a Components of a business planbusiness plan

Career PortfoliosCareer Portfolios Time ManagementTime Management

Strategies for Curriculum Strategies for Curriculum Integration of the Career Education Integration of the Career Education

and Work Standardsand Work Standards Using a comprehensive K-12 counseling career development delivery Using a comprehensive K-12 counseling career development delivery

systemsystem

Rewriting curriculum with a gap analysis and mapping toolsRewriting curriculum with a gap analysis and mapping tools

Engaging all stakeholders with a team approachEngaging all stakeholders with a team approach

Developing portfolios for all students (“I” Statement format)Developing portfolios for all students (“I” Statement format)

Developing a system of K-12 events collaborating with business partners Developing a system of K-12 events collaborating with business partners and intermediary organizationsand intermediary organizations

Resources for Integration of the Resources for Integration of the CEW StandardsCEW Standards

Gap Analysis Tool- Determine what is currently Gap Analysis Tool- Determine what is currently being taught in the K-12 Curriculum.being taught in the K-12 Curriculum.

CEW 101 Series- Key Topics and Activities provide CEW 101 Series- Key Topics and Activities provide sample translation of the standards linked to big ideas sample translation of the standards linked to big ideas and interventions.and interventions.

““I” Statements-outcome statements written in the first I” Statements-outcome statements written in the first person to show what students will be able to do as a person to show what students will be able to do as a result of the teaching of the standards.result of the teaching of the standards.

Why Were The “I” Statements Developed?Why Were The “I” Statements Developed?

Needed a manageable way to assist educators with the curriculum Needed a manageable way to assist educators with the curriculum integration process of the standards.integration process of the standards.

Needed a useful mechanism to include types of materials for a career Needed a useful mechanism to include types of materials for a career portfolio (requirement in the CEW standards from grades 8-12).portfolio (requirement in the CEW standards from grades 8-12).

To assist school districts with a gap analysis tool to develop a more To assist school districts with a gap analysis tool to develop a more comprehensive K-12 career development program.comprehensive K-12 career development program.

To use as a transition tool for special education studentsTo use as a transition tool for special education students

Comparative “Comparative “I“ StatementsI“ StatementsI StatementI Statement

K-3: I can name five (5) different jobs K-3: I can name five (5) different jobs in my community. in my community.

4-5: I can list five (5) different types 4-5: I can list five (5) different types of career training programs. of career training programs.

6-8: I have researched 3 different 6-8: I have researched 3 different types of career training programs and types of career training programs and their related employment possibilitiestheir related employment possibilities

9-12 I understand postsecondary 9-12 I understand postsecondary

education and certification programs education and certification programs and the degrees awarded in those and the degrees awarded in those programsprograms

CEW Standard (Career Awareness Item D)CEW Standard (Career Awareness Item D)K-3:K-3: Identify the range of jobs available in the community. 4-5:4-5: 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 training6-8:6-8: Explain the relationship of career training programs to employment

opportunities.

9-12:9-12: 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

Career Development ResourcesCareer Development ResourcesFree Resources:Free Resources: www.pacareerstandards.com - PDE Main sitewww.pacareerstandards.com - PDE Main site www.pacareerzone.com - PDE Programwww.pacareerzone.com - PDE Program www.onetonline (My next move-middle school portion)www.onetonline (My next move-middle school portion) www.educationplanner.org (6-12)www.educationplanner.org (6-12) www.gettingthemthere.org (6-12) www.gettingthemthere.org (6-12) www.asvab.com (9-12)www.asvab.com (9-12) www.collegeboard.com (8-12) www.collegeboard.com (8-12) www.careerclusters.org (K-12)www.careerclusters.org (K-12)

Commercial Products - Site Licenses with a costCommercial Products - Site Licenses with a cost www.xap.com (former bridges or choices K-12)www.xap.com (former bridges or choices K-12) www.careercruising.com (K-12)www.careercruising.com (K-12) www.coinproducts.com (middle school and high school)www.coinproducts.com (middle school and high school) www.careergame.com (elementary) www.careergame.com (elementary) www.naviance.com (6-12)www.naviance.com (6-12)

Section 5:Section 5:

Why is It Important to Why is It Important to Understand the Value of Career Understand the Value of Career and Technical Education for All and Technical Education for All

Students?Students?

Career and Technical Education is Career and Technical Education is NOTNOT the o-Tech of the 1970’s….. the o-Tech of the 1970’s…..

Serving a few students for entry level jobsServing a few students for entry level jobs

For struggling students or those with behavior issuesFor struggling students or those with behavior issues

In lieu of academicsIn lieu of academics

Today's CTE provides 21st century career and technical Today's CTE provides 21st century career and technical education and prepares students for lifelong learning!!education and prepares students for lifelong learning!!

Career and Technical EducationCareer and Technical Education

An underutilized resource for career training An underutilized resource for career training nd development nd development

Career and Technical Education, or CTE, Career and Technical Education, or CTE, offers multiple ways to winoffers multiple ways to win

The CTE of TodayThe CTE of Today

Provides students with the opportunity to Provides students with the opportunity to bundle his/her electives: (Program Of Study) bundle his/her electives: (Program Of Study)

into a meaningful career path that leads to:into a meaningful career path that leads to:

Industry recognized certificationsIndustry recognized certifications Advanced credits to college or post-secondary trainingAdvanced credits to college or post-secondary training Exposure to his/her career pathExposure to his/her career path

What Is SOAR?What Is SOAR?

Students Occupationally and Academically ReadyStudents Occupationally and Academically Ready SOAR is the Career and Technical Program of Study and educational plan SOAR is the Career and Technical Program of Study and educational plan

for a student’s future.for a student’s future. SOAR Programs make students SOAR Programs make students Career and College ReadyCareer and College Ready SOAR SOAR offers free articulated college credit for work done in a Career abd offers free articulated college credit for work done in a Career abd

Technical Education Program or Career and Technology CenterTechnical Education Program or Career and Technology Center

Benefits of SOARBenefits of SOAR Saving money on college tuitionSaving money on college tuition Saving time by shortening college attendanceSaving time by shortening college attendance Getting on the right career pathway and entering the job marketGetting on the right career pathway and entering the job market

Career ReadyCareer Ready

What is a SOAR Program of What is a SOAR Program of StudyStudy

A A SOARSOAR Program is a state approved Career and Program is a state approved Career and Technical Education Program that credits skills and Technical Education Program that credits skills and tasks learned at the secondary school(high school) tasks learned at the secondary school(high school) level to a postsecondary (college) degree,diploma or level to a postsecondary (college) degree,diploma or certificate program. A certificate program. A SOARSOAR program is provided program is provided through a statewide articulation agreement.through a statewide articulation agreement.

Many colleges offer 9 credits or more through Many colleges offer 9 credits or more through SOARSOAR Programs of Study!Programs of Study!

SOAR Program of Study SOAR Program of Study CriteriaCriteria

Earn a high school diplomaEarn a high school diploma Achieve a minimum of a 2.5 grade point averageAchieve a minimum of a 2.5 grade point average Achieve competent or advanced level on the NOCTI Achieve competent or advanced level on the NOCTI

ExamExam Achieve proficient on all tasks in the approved tasks Achieve proficient on all tasks in the approved tasks

listlist Furnish proof to the Postsecondary institution that Furnish proof to the Postsecondary institution that

you have met the requirements of your SOAR you have met the requirements of your SOAR Program of StudyProgram of Study

Career and Technical Education Career and Technical Education ResourcesResources

www.techlinkpa.comwww.techlinkpa.com www.collegetransfer.net (articulated credit transfer)www.collegetransfer.net (articulated credit transfer) www.paworkstats.state.pa.us www.paworkstats.state.pa.us high priority occupationshigh priority occupations www.education.state.pa.us “NEW” PDE websitewww.education.state.pa.us “NEW” PDE website elementary and secondary educationelementary and secondary education career and technical educationcareer and technical education programs of studyprograms of studyPathways to Prosperity ProjectPathways to Prosperity Projecthttp://www.gse.harvard.edu/news events/features/2011/Pathways to Prosperity Feb2011.pdf http://www.gse.harvard.edu/news events/features/2011/Pathways to Prosperity Feb2011.pdf Work TrendsWork Trendshttp://www.heldrich.rutgers.edu/sites/default/files/content/Work_Trends_May_2011.pdf http://www.heldrich.rutgers.edu/sites/default/files/content/Work_Trends_May_2011.pdf Link to SOAR Link to SOAR

http://www.portal.state.pa.us/portal/server.pt/community/programs_of_study/7686http://www.portal.state.pa.us/portal/server.pt/community/programs_of_study/7686

ContactContact::Mary E. GristPerkins POS Outreach ManagerMary E. GristPerkins POS Outreach ManagerOffice of Secondary PartnershipsOffice of Secondary PartnershipsRoom 332, 3 Penn CenterRoom 332, 3 Penn CenterHarrisburg, PA 17110Harrisburg, PA 17110Office- Office- 717-736-4112717-736-4112 ; megrist@hacc.edu ; megrist@hacc.edu

Section 7:Section 7:

How Can Data Be Used to How Can Data Be Used to Measure Impact on Students in a Measure Impact on Students in a

K-12 Program?K-12 Program?

ProcessProcess PerceptionPerception Results ReportsResults Reports What You Did For WhomWhat You Did For Whom What Others Know And What Others Know And

Are Able to DoAre Able to Do What Is The Impact?What Is The Impact?

Raw NumbersRaw NumbersHow many studentsHow many students were involvedwere involvedNumber of Number of Interventions/EventsInterventions/Events

Pre-Post AssessmentsPre-Post AssessmentsSurveysSurveysNeeds AssessmentsNeeds Assessments

Linked to School Data: Linked to School Data: GradesGrades AttendanceAttendance BehaviorBehavior Graduation RatesGraduation Rates

Example:Example:203 8th graders developed 203 8th graders developed their Career Action Plan their Career Action Plan with with teacher/counselor/parent teacher/counselor/parent assistanceassistance

Example:Example:Pre-10% of 8th graders of Pre-10% of 8th graders of understood their high school understood their high school and post secondary and post secondary academic/career options.academic/career options.

Post- 85% of 8th gradersPost- 85% of 8th gradersUnderstood their Understood their academic/career optionsacademic/career options

Example:Example:Graduation Rate ImpactGraduation Rate ImpactPre- 68% of students Pre- 68% of students graduated from high school graduated from high school in 4 yearsin 4 years

Post-(5 years later)Post-(5 years later)82% of students graduated 82% of students graduated within 4 yearswithin 4 years

Examples of Data to ExamineExamples of Data to ExamineTest Scores

Achievement, Aptitude

PSSA, Keystone

4-Sight

NOCTI

Enrollment Enrollment Honors/AP Courses Honors/AP Courses Special EducationSpecial EducationCareer and Technical CenterCareer and Technical Center

Graduation Rate Graduation Rate GenderGenderEthnicityEthnicitySocio-Economic StatusSocio-Economic Status

AttendanceAttendanceAbsencesAbsencesTardiesTardiesGrade LevelGrade Level

Discipline Discipline By ClassroomBy ClassroomBy Types of ProblemsBy Types of ProblemsBy Gender, Ethnicity, Socio- By Gender, Ethnicity, Socio-

Economic StatusEconomic Status

GPA/Class RankGPA/Class RankBy GenderBy GenderBy EthnicityBy EthnicityBy Socio-Economic StatusBy Socio-Economic Status

Retention Rates Retention Rates By Subject AreaBy Subject AreaBy Grad LevelBy Grad LevelBy Gender/EthnicityBy Gender/Ethnicity

Special EducationSpecial EducationBy GenderBy GenderBy EthnicityBy EthnicityBy Socio-Economic StatusBy Socio-Economic Status

Dropout Rate Dropout Rate By GenderBy GenderBy EthnicityBy EthnicityBy Reason Why?By Reason Why?

Possible Career Development Data Possible Career Development Data to Considerto Consider

% of students being able to identify their “spark”. (Elementary,Middle and High School)% 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.% of students being able to identify the range of post-secondary options including the CTC.

(5th grade)(5th grade) % of students that have participated in a job and post secondary search% of students that have participated in a job and post secondary search % of students participating in a job shadow.% of students participating in a job shadow. % of students participating in an internship.% of students participating in an internship. % of students with an academic/career plan and parent participation.(8th grade)% of students with an academic/career plan and parent participation.(8th grade) % of students possessing a career portfolio.(8th grade)% of students possessing a career portfolio.(8th grade) % of students graduating with a written and verbal career plan.% of students graduating with a written and verbal career plan. % of students with a written resume & interview.% of students with a written resume & interview. % of students with a work force credential.% of students with a work force credential. % of students with a dual enrollment course.% of students with a dual enrollment course. % of students with a developed business plan.% of students with a developed business plan.

% of students that can declare a college major and give reasons for such% of students that can declare a college major and give reasons for such

All items may be disaggregated*All items may be disaggregated*

In Summary:In Summary:How Will You Develop And Sustain How Will You Develop And Sustain

Your System?Your System? Communicate Intent With AdministratorsCommunicate Intent With Administrators Locate Your Champions and Develop a K-12 Integration Locate Your Champions and Develop a K-12 Integration

TeamTeam Engage Your Stakeholders and Educate them on the Value of Engage Your Stakeholders and Educate them on the Value of

K-12 Career DevelopmentK-12 Career Development Find Out What is Occurring NowFind Out What is Occurring Now Look For Your Gaps Connected To the CEW StandardsLook For Your Gaps Connected To the CEW Standards Develop Action Plans and Set Goals Linked to DataDevelop Action Plans and Set Goals Linked to Data Develop A Timeline for AccountabilityDevelop A Timeline for Accountability Act Now!!Act Now!!

Contact InformationContact Information

Michael D. ThompsonMichael D. Thompson PDE ConsultantPDE Consultant

mdt7450@gmail.commdt7450@gmail.com 717-919-8966717-919-8966

Betty HolmboeBetty HolmboePDE ConsultantPDE Consultant

betty.holmboe@gmail.combetty.holmboe@gmail.com