Continuing and Sustaining Your K-12 Career Development Program Continuing and Sustaining Your K-12 Career Development Program Presenter: Michael D.Thompson Independent Counselor Consultant - PDE February 20th, 2013 Sponsored by Tech Link

Handouts and Resources for the 2/20/13 Webinar Accessed at the Techlink website at: Webinar Powerpoint Section 1: Career Development Theory Section 2: 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 Business 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 Gap Analysis Tools Section 4: Must Haves of Career Development Section 5: Creating a Career Pathway Culture Section 6: Career and Tech Ed Resources Section 7: Data Explanation and Examples

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

37 Years as a Counselor and Educator 37 Years as a Counselor and Educator Retired from Middletown Area SD in 2009 Retired from Middletown Area SD in 2009 Developed a K-12 Career Development/Pathway Model at MASD Developed a K-12 Career Development/Pathway Model at MASD Served on State Leadership Team for CEW Standards(CDLN) Served on State Leadership Team for CEW Standards(CDLN) Adjunct Professor at Millersville University for Career Development Adjunct Professor at Millersville University for Career Development Contracted by PDE in 2010 to help school districts in Pennsylvania develop K-12 plans linked to the Chapter 339 requirement Contracted by PDE in 2010 to help school districts in Pennsylvania develop K-12 plans linked to the Chapter 339 requirement Background- Michael Thompson

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: 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 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. 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. The focus of Chapter 339 has centered in the career domain for developing a transition plan for “ALL” students.

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: Using Promising Practice Models such as Career Pathways to sustain K-12 career development. Section 7: 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.

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

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

3 Solutions to the Problem from the Pathways Report Better Partnerships Between Business and Education- (Making Classroom Learning Relevant) Better Partnerships Between Business and Education- (Making Classroom Learning Relevant) Comprehensive and Developmental K-16 Career Counseling (Everybody’s Business) Comprehensive and Developmental K-16 Career Counseling (Everybody’s Business) Government Contract With Youth to Make Postsecondary Education More Attainable 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 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. PA ranks 45th in the nation for graduating the same HS students similar 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 Graduates Salaries Pre-Recession Pre-Recession Males $33,150 Males $33,150 Did Internship $34,000 Did Internship $34,000 Worked in area related to major $34,510 Worked in area related to major $34,510 Paid Salary $35,500 Paid Salary $35,500 First Job very/somewhat related to degree $35,000 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 Recession Recession Females $28,000 Females $28,000 No Internship $28,000 No Internship $28,000 Did not work in area related to their major $28,000 Did not work in area related to their major $28,000 Paid hourly $25,000 Paid hourly $25,000 First Job not at all related to the degree $25,000 First Job not at all related to the degree $25,000

Parents Still Supporting Adult Children Unfulfilled Expectations:Recent College Graduates Struggling in a Troubled Economy Children Age Cell Phone Living Situation Health Care FoodCollegeLoans Car Payment % 32%29%21%26%12%11% % 15%17%7%15%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%

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

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 Educators/ Administrators Students

Rationale 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. You must go outside of the walls of the school to effectively develop relevance for students. 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. 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! 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, including a student delivery approach. 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. 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 Parents; Educators; Students; Business/Community; Post-Secondary  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! 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!

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 “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: Reference:

Stages of Career Development Linked to the CEW Standards Stage, Age and Grade Fantasy- Birth-10 years old (Grades K-4) Awareness Fantasy- Birth-10 years old (Grades K-4) Awareness Interest years old (Grades 5-6) Awareness/Exploration Interest years old (Grades 5-6) Awareness/Exploration Capacity years old (Grades 7-8) Exploration Capacity years old (Grades 7-8) Exploration Tentative years old (Grades 9-11) Planning Tentative years old (Grades 9-11) Planning Crystallization years old (Graduation) Crystallization 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 *Donald Super

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 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 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 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 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! Elementary-Awareness (K-5) Lighting the spark in all children! Provide experiences for student develop an understanding of Provide 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 ALL students should be exposed to the CTC and (By 5th grade ALL students should be exposed to the CTC and post-secondary options-CEW standards) post-secondary options-CEW standards) Middle School- Exploration (6-8) Continue exploring the spark in all children! Middle School- Exploration (6-8) 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-CEW standards) and individualized academic and career plan-CEW standards) High School- Planning (9-12) Crystallizing the Spark with a plan by 12th grade! 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 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 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 crystallize a vocational preference and strategy linked to their own plan-a primary goal of the CEW Standards) 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 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.  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 web site  Research lesson plans on the 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 Your K-12 Program Middle School-Exploration  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 walls of the classroom. walls of the classroom.  Get business partners and targeted industries to support.  Locate champions in the middle school to build programs and curriculum. curriculum.  Use 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 oriented mentoring, career panels, field trips, Six Fridays 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)  COIN Products, Career Cruising, XAP,Bridges Naviance. 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. 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) Passed into Law- September 2006 ( Originated in 1996) Introduced by the Business Community to enhance workforce/economic development Introduced by the Business Community to enhance workforce/economic development Four Strands Four Strands Awareness and Planning Career Retention Awareness and Planning Career Retention Career Acquisition Entrepreneurship Career Acquisition Entrepreneurship Four Benchmarked Grade Bands Four Benchmarked Grade Bands K K

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 Using a comprehensive K-12 counseling career development delivery system Rewriting curriculum with a gap analysis and mapping tools Rewriting curriculum with a gap analysis and mapping tools Engaging all stakeholders with a team approach Engaging 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 and intermediary organizations 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. 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. 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. “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 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). 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 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 To use as a transition tool for special education students

Comparative “I“ Statements 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. 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 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 9-12 I understand postsecondary education and certification programs and the degrees awarded in those programs 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 training 6-8: 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

CEW Resources Toolkits- Grade 3,5,8 & 11 grade bands Toolkits- Grade 3,5,8 & 11 grade bands Lesson Plans under Curriculum Resources tab Lesson Plans under Curriculum Resources tab Quick Assessment-Explore Jobs that match personality Quick Assessment-Explore Jobs that match personality Interest Profile-Occupations based on Interest Interest Profile-Occupations based on Interest Work Importance Profiler- Workplace preferences or settings based on personal values Work Importance Profiler- Workplace preferences or settings based on personal values

Career Development Resources Free Resources:  PDE Main site  PDE Program (My next move-middle school portion) (My next move-middle school portion) (6-12) (6-12) (6-12) (6-12) (9-12) (9-12) (8-12) (8-12) (K-12) (K-12) Commercial Products - Site Licenses with a cost  (former bridges or choices K-12)  (K-12)  (middle school and high school)  (elementary)  (6-12)

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

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

Career and Technical Education is NOT the o-Tech of the 1970’s….. Serving a few students for entry level jobs Serving a few students for entry level jobs For struggling students or those with behavior issues For struggling students or those with behavior issues In lieu of academics In lieu of academics Today's CTE provides 21st century career and technical education and prepares students for lifelong learning!!

The CTE of Today Provides students with the opportunity to bundle his/her electives(POS) 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 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 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 Career Ready

Career and Technical Education Resources (articulated credit transfer) (articulated credit transfer) high priority occupations high priority occupations “NEW” PDE website “NEW” PDE website elementary and secondary education elementary and secondary education career and technical education career and technical education programs of study programs of study Pathways to Prosperity Project events/features/2011/Pathways to Prosperity Feb2011.pdf events/features/2011/Pathways to Prosperity Feb2011.pdf Work Trends Link to SOAR Contact: Mary E. GristPerkins POS Outreach Manager Office of Secondary Partnerships Room 332, 3 Penn Center Harrisburg, PA Office ;

Section 6: Why are Career Pathways Models a Promising Practice for High School Reform?

What are Career Pathways? A broad grouping of careers that share similar characteristics and whose employment requirements call for many common interests, strengths and competencies. It represents a systematic way to group occupations by similar types of skill sets and interests by work family

Why use Career Pathways in High Schools? The desired outcome of career preparation is student achievement and ultimate success in a career of choice. Meeting the career related needs of students call for academic alignment combined with career opportunities in authentic work settings. Career pathways provides a useful framework to aid both students and educators in making those meaningful connections to the working world The desired outcome of career preparation is student achievement and ultimate success in a career of choice. Meeting the career related needs of students call for academic alignment combined with career opportunities in authentic work settings. Career pathways provides a useful framework to aid both students and educators in making those meaningful connections to the working world

Creating a Career Pathway Culture in Your School District  Educate administrators and staff on research regarding how “career pathways” will enhance the academic and career maturity of all students.  Locate counselor/educator champions in the district to form a K-12 career development integration team. Visit and research promising practice models.  Engage all five stakeholder groups and create an advisory council for the program. Students;Parents;Educators;Business/Community;Post-Secondary Students;Parents;Educators;Business/Community;Post-Secondary  Develop a timeline for each layer of program development and accountability  Develop goals for each level of career development(transition of students becomes critical) becomes critical)  Create a monthly and yearly calendar of events

Creating a Career Pathway Culture in Your School District Identify the name and number of Pathways(use business and post- secondary to do this) Identify the name and number of Pathways(use business and post- secondary to do this) Determine when students will identify their pathway and the process for changing their pathway if necessary.Decide if the students will be required to take a certain number of credits in their pathway to graduate.(board decision) Determine when students will identify their pathway and the process for changing their pathway if necessary.Decide if the students will be required to take a certain number of credits in their pathway to graduate.(board decision) Revisit the curriculum guide for redesign around each pathway and use this as the guide for all stakeholders Revisit the curriculum guide for redesign around each pathway and use this as the guide for all stakeholders Revisit the graduation project around a career development theme including an exit interview. Revisit the graduation project around a career development theme including an exit interview. Develop brochures and other media visuals to promote career pathways. Develop brochures and other media visuals to promote career pathways. Develop and deliver parent awareness trainings Develop and deliver parent awareness trainings Phase the program in over time Phase the program in over time Use data to measure impact and set new goals.(Follow graduates) Use data to measure impact and set new goals.(Follow graduates)

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

Process Process Perception Perception Results Reports Results Reports What You Did For Whom What You Did For Whom What Others Know And What Others Know And Are Able to Do Are Able to Do What Is The Impact? What Is The Impact?  Raw Numbers  How many students were involved were involved  Number of Interventions/Events Interventions/Events  Pre-Post Assessments  Surveys  Needs Assessments  Linked to School Data: Grades Grades Attendance Attendance Behavior Behavior Graduation Rates Graduation Rates Example: 203 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

Examples of Data to Examine Test Scores  Achievement, Aptitude  PSSA, Keystone  4-Sight  NOCTIEnrollment  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 Economic Status GPA/Class Rank  By Gender  By Ethnicity  By Socio-Economic Status Retention Rates  By Subject Area  By Grad Level  By Gender/Ethnicity Special Education  By Gender  By Ethnicity  By Socio-Economic Status Dropout Rate  By Gender  By Ethnicity  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 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 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 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*

Let’s take a closer look at these facts… Research shows that preparation for transition from secondary to post- secondary education, employment & independent living must begin well before exiting high school. Career preparation is essential throughout the school experience. (National Standards & Quality Indicators- Transition Toolkit for Systems Improvement, 2009) Research shows that preparation for transition from secondary to post- secondary education, employment & independent living must begin well before exiting high school. Career preparation is essential throughout the school experience. (National Standards & Quality Indicators- Transition Toolkit for Systems Improvement, 2009) Work-based learning during the school years leads to better post-school employment outcomes. (Hughes/Moore & Bailey,1999) Work-based learning during the school years leads to better post-school employment outcomes. (Hughes/Moore & Bailey,1999) Effective career development that integrates academic & non-academic components (e.g. career planning, goal setting), through meaningful school & community-based work experiences (job shadowing, co-op, mentoring) and partnerships, provide the hallmarks for teaching the basic skills needed career success, growth & independence. (National Standards & Quality Indicators/ Transition Toolkit for Systems Improvement, 2009 Effective career development that integrates academic & non-academic components (e.g. career planning, goal setting), through meaningful school & community-based work experiences (job shadowing, co-op, mentoring) and partnerships, provide the hallmarks for teaching the basic skills needed career success, growth & independence. (National Standards & Quality Indicators/ Transition Toolkit for Systems Improvement, 2009

In Summary: How Will You Develop And Sustain Your System? Communicate Intent With Administrators Communicate Intent With Administrators Locate Your Champions and Develop a K-12 Integration Team Locate Your Champions and Develop a K-12 Integration Team Engage Your Stakeholders and Educate them on the Value of K-12 Career Development Engage Your Stakeholders and Educate them on the Value of K-12 Career Development Find Out What is Occurring Now Find Out What is Occurring Now Look For Your Gaps Connected To the CEW Standards Look For Your Gaps Connected To the CEW Standards Develop Action Plans and Set Goals Linked to Data Develop Action Plans and Set Goals Linked to Data Develop A Timeline for Accountability Develop A Timeline for Accountability Act Now!! Act Now!!

Contact Information Michael D. Thompson PDE Consultant PDE Consultant