Karen L. Alexander, Ph.D. AchieveTexas Coordinator Texas Tech University Terry Brock Texas Counselors’ Network Weatherford College 4/29/2015Copyright©2009 Texas Education Agency2

The materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions:  Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA.  Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA.  Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.  No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.  Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.  For information contact: Office of Intellectual Property, Texas Education Agency, Room 2-186, 1701 N. Congress Ave., Austin, TX ; phone or ; 4/29/2015Copyright©2009 Texas Education Agency3

 Highlight resources and approaches for career guidance that focus on the development of well-planned and implemented programs of study.  Identify essential components of the program of study  Share implementation strategies from local districts 4/29/2015Copyright©2009 Texas Education Agency4

Perkins IV defines as…  providing access for students (and parents, as appropriate) to information regarding career awareness and planning with respect to an individual’s occupational and academic future; and  providing information with respect to career options, financial aid, and postsecondary options, including baccalaureate degree programs. 4/29/2015Copyright©2009 Texas Education Agency5

 Created around career clusters  Improve learner achievement – both academic and technical  Promote successful transitions from secondary to postsecondary education  Support workforce and economic development 4/29/2015Copyright©2009 Texas Education Agency6

 Concept - Students can succeed in school, career, and life if they plan their own individual college and career success.  Philosophy - No career option is intrinsically better than the other. Whether the choice is right or not depends on the personal goals of the student.  Goal - To prepare students for college and career, and allow them to choose the options that are best for them. 4/29/2015Copyright©2009 Texas Education Agency7

 Work for students to support their career goals  Initiate early career awareness  Expose students to all available career opportunities through career exploration  Help students transition successfully to postsecondary education and career 4/29/20158Copyright©2009 Texas Education Agency

4/29/2015Copyright©2009 Texas Education Agency9 Career Development Spans All Grades K-5: Understanding the Importance and Value of Work and Jobs Introduction to the world of careers 6-8: Initial Career Exploration Discovering interest areas Grade 8: Career Exploration and Transition Develop graduation plans based upon personal interest/cluster areas 9-12: Programs of Study Related to a Career Goal Academics and technical courses, intensive guidance, individual graduation plans Postsecondary: Career Preparation Achieving credentials: college, certification, apprenticeship, military Employment: Career Advancement Continuing Education and Lifelong Learning Steps to Success

4/29/2015Copyright©2009 Texas Education Agency10

1. District decides to implement AchieveTexas 2. Career Awareness, Exploration, Concentration, Preparation, and Advancement 3. Add Programs of Study 4. Enhance guidance and counseling 5. Build seamless connections 6. Establish extended learning 7. Build strong partnerships 8. Support intense professional development 4/29/2015Copyright©2009 Texas Education Agency11

 Districts should set a goal for implementation based on recommendations from their local advisory committee or board.  Eight Steps in the Implementation Guide are recommendations for local implementation. 4/29/2015Copyright©2009 Texas Education Agency12

CTE must have POS that…  Align rigorous academic standards and student achievement standards;  Include Academic and CTE content in a coordinated, non-duplicative progression of courses;  Are relevant and challenging at the secondary and postsecondary level;  Lead to employment in high skill, high wage, or high demand occupations;  Offer opportunities for dual credit; and  Lead to a degree, certificate, or credential. 4/29/201513Copyright©2009 Texas Education Agency

 Programs of study can be the centerpiece of the guidance program.  Programs of study help students plan an individualized coherent educational path. 4/29/201514Copyright©2009 Texas Education Agency

AchieveTexas Programs of Study 115+ Models Available

What is a Program of Study ? 1.Nationally recognized logos identify the Career Cluster for each model.

What is a Program of Study ? 2. Program of Study names, established in the State's Career Cluster Initiative ( ), head each model. They focus attention upon a specific career field within a cluster.

What is a Program of Study ? 3. Cluster Overviews maintain the 16 U.S. Department of Education Career Cluster definitions.

What is a Program of Study ? 4. Career goals shown here correlate with occupational names and O*NET codes used by the Bureau of Labor Statistics (BLS). Use OSCAR ( to begin investigating those careers of interest. The "goal" of models is to target in-demand occupations.

What is a Program of Study ? 5. Career Options provide examples of contemporary job titles currently appearing in sources, such as WorkInTexas ( Jobs are correlated to the postsecondary education typically required for a career.

What is a Program of Study ? 6. High School Suggested Coursework highlights the Core Courses and Career-Related Electives recommended to prepare for a career goal. Models are based on the Recommended High School Graduation Plan and can easily be adapted for the Distinguished Achievement High School Graduation Plan. With established models it is easier to anticipate the consequence of curriculum changes, such as when legislation recently increased math and science requirements, or whenever a student decides to modify her/his TAP.

What is a Program of Study ? 7. Certificates shown on the models are associated with specific courses. Use the Certification Finder at Career InfoNet ( to investigate post-secondary certifications.

What is a Program of Study ? 8. Example Postsecondary program names are identified from the Associates level through Graduate Degrees. Names are based upon the CIP Code Names. Could be edited to highlight local articulation partners.

What is a Program of Study ? 9. Extended Learning Experiences include Work-Based Learning, Curricular, and Extracurricular activities. Participation in and support of Career and Technical Student Organizations (i.e. BPA, DECA, FBLA, FCCLA, FFA, TSA, HOSA, or SkillsUSA) is especially important to AchieveTexas. While campuses might modify their list of Extracurricular and Service Learning Experiences, examples should always cohesively extend meaningful learning in settings suitable and safe for students. Students could record volunteer service in their portfolios, or participate in a program such as The President's Volunteer Service Award ( g/index.cfm) where school groups may, likewise, record their service hours. g/index.cfm

Research indicates… Research indicates… “The process of creating individual learning plans…helps engage students in their own development, a critical component in their success.” Chait, R., Muller, R.D., Goldware, S., & Housman, N.G. (2007). Academic interventions to help students meet rigorous standards: State policy options. Washington, DC: Institute for Educational Leadership. 4/29/201525Copyright©2009 Texas Education Agency

 Local districts choose which career clusters to implement based on the needs of the students, community, and local economy.  Not all schools will be able to offer all 16 clusters.  Goal is to use advanced technology to give students a sample of each career cluster and enhance their opportunities for high-demand, high-skill, or high-wage occupations. 4/29/2015Copyright©2009 Texas Education Agency26

 TAC§74.3 Description of a Required Secondary Curriculum states that a district must provide career and technical education courses selected from at least three of the eight (sixteen) career and technical areas (clusters) taught on a campus in the school district with provisions for contracting for additional offerings with programs or institutions as may be practical.  Perkins grant requirement—at least one POS in each of the three locally selected clusters. 4/29/2015Copyright©2009 Texas Education Agency27

Former CTE Program Names  Family & Consumer Sciences  Agricultural Sciences  Business Education Career Clusters  Education and Training  Human Services  Hospitality & Tourism  Agriculture, Food & Natural Resources  Business Management & Administration  Finance  Information Technology 4/29/2015Copyright©2009 Texas Education Agency28 Even small districts can offer more than three clusters.

4/29/2015Copyright©2009 Texas Education Agency29 Counselor Guide and Counselor Kits

4/29/2015Copyright©2009 Texas Education Agency30 16 Cluster Guides

4/29/2015Copyright©2009 Texas Education Agency31

Findings (Gysbers, 2008) Students Who Received Counseling Services While In High School:  Had slightly higher high school academic records.  Were more satisfied with their high school experiences.  Were more consistent with their career choices and remained longer in their chosen areas after high school.  Made more progress in their chosen areas of employment. 4/29/201532Copyright©2009 Texas Education Agency

 Were more likely to enter postsecondary education and then graduate.  Were more satisfied with their post- secondary education.  Reported greater satisfaction with their lives five years out of high school.  Expressed more positive attitudes about the counseling they received while in high school. 4/29/ Copyright©2009 Texas Education Agency Gysbers, N. (June 2008). College and Career Readiness for All Students: A Major Goal of Comprehensive School Counseling Programs. 9 th Annual Transforming School Counseling Academy.

 Meets TEC § —Personal Graduation Plans (PGPs)  Meets TEC §33.007—Counseling Public School Students Regarding Higher Education  Supports TEC §33.005—Model Comprehensive, Developmental Guidance, and Counseling Program 4/29/2015Copyright©2009 Texas Education Agency34

Four core components form the foundation: 1. A guidance curriculum 2. A responsive services component 3. An individual planning system 4. System support 4/29/2015Copyright©2009 Texas Education Agency35

 Guidance Professionals were overwhelmingly positive about career clusters and programs of study: ◦ 84% stated that organizing curricula around career clusters and programs of study is an effective way to deliver guidance programs. High School Guidance Counseling. (2003). National Center for Education Statistics. 4/29/201536Copyright©2009 Texas Education Agency