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“Who Are We?….What Have We Done? - IUP and career ready.pdf · “Who Are We?….What Have We...
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Transcript of “Who Are We?….What Have We Done? - IUP and career ready.pdf · “Who Are We?….What Have We...
“Who Are We?….What Have We Done?....
Where Have We Been?....”
Betty Holmboe and Mike Thompson- Consultants and Trainers for 339 Plans-PDE
Consultants and Trainers working for PDE throughout the Commonwealth of Pennsylvania
linked to the Chapter 339 Mandate since 2011.
Trained multiple K-12 school counselors and others at IU’s and Career and Technology
Centers to develop the Chapter 339 Plans.
We have trained over 400 school districts and over 50 CTC’s in 23 out of 29 Intermediate
Units.
The Administrative Perspective:A Former Superintendent/Principal
Dr. Jill Dillon
“Seeing the Need and Power of K-12 Career Development in Schools”
“Too many Seniors with last minute decisions for their post-secondary life”
‘There was pockets of great advice from the school counselor for individuals that requested the
Information”(Tier 3 Delivery)
“We had a great partnership with the Career and Technical Center for our 10th-12th grade
students”.
“We had no vertical K-12 career awareness for career development”.
“We only had one school counselor in the district”!
“How We Began and Implemented the Process of
K-12 Career Development”
Harmony School District & linking to the Clearfield CTC
1. 1.Team
Members
Training
2. Communication
Monthly Meetings
Communications with Stakeholders
3. Schedules
Minutes matter in a day
40/20 daily
4. Professional Development
Focused monthly meeting team meetings and
early dismissals for curriculum meetings
Faculty Meetings
5. Implementation
Dual-Certifications
Advisory Council, Workforce Development, CTC
and Business Partnerships
6. Sustainability
Graduation Checklist
CTC Featured in Program of Study Booklet
“College and Career Readiness
For All Students”
Pa. Department of Education
“PENNSYLVANIA LEARNERS WILL BE PREPARED FOR MEANINGFUL ENGAGEMENT IN
POSTSECONDARY EDUCATION, IN WORKFORCE TRAINING, IN CAREER PATHWAYS, AND AS
RESPONSIBLE, INVOLVED CITIZENS.”
SPRING 2015
CHAPTER 339 MANDATE
ORIGINAL LEGISLATION INTRODUCED IN 1989
THE PERKINS AUDITING PROCESS EVERY FIVE YEARS DEMONSTRATED THAT THERE WERE VERY FEW K-
12 GUIDANCE PLANS IN PA.(2006)
THE ORIGINAL INTENT OF THE LEGISLATION WAS FOR ALL SENDING SCHOOL DISTRICTS TO PRESENT INFORMATION
ABOUT THE LOCAL CAREER AND TECHNICAL CENTER AS A VIABLE OPTION FOR ALL STUDENTS RATHER THAN A
PLACEMENT OPTION FOR JUST STUDENTS WITH LEARNING DISABILITIES AND BEHAVIOR ISSUES.
CHAPTER 339 MANDATES A COMPREHENSIVE AND INTEGRATED K-12 GUIDANCE PLAN
“THERE SHALL BE A WRITTEN PLAN ON FILE, APPROVED BY THE LOCAL BOARD OF SCHOOL DIRECTORS, FOR THE
DEVELOPMENT AND IMPLEMENTATION OF A COMPREHENSIVE, SEQUENTIAL PROGRAM OF GUIDANCE SERVICES FOR KINDERGARTEN THROUGH 12TH GRADE.”
What is Career Development and Why is it
Important
to Build a Comprehensive
K-12 System?
What is Career Development and Why is it Important to
Build a K-12 Career Development Program
CAREER DEVELOPMENT IS A LIFELONG PROCESS THROUGH WHICH PEOPLE COME TO UNDERSTAND THEMSELVES AS THEY RELATE TO THE WORLD OF WORK AND THEIR ROLE IN IT. THIS IS HOW PEOPLE FASHION THEIR OWN “WORK IDENTITY”.
A PROCESS OF TRYING ON VARIOUS ROLES TO DETERMINE VARIOUS FACETS OF A CAREER THAT FIT AN INDIVIDUALS, INTERESTS,SKILLS AND PERSONALITY.
LEARNING THE IMPORTANCE OF THE BALANCE BETWEEN CAREER, FAMILY AND LEISURE.
The Economic Consequences of Neglecting K-12
Career Development
A generation of students without a career focus with numerous employment shifting and “college major hopping.”( ave.3-4 times in
college career)
Ineffectual transitioning from secondary to post-secondary and work will
cost employers millions in training and re-training because the average
amount of time that is spent on a first job holder is less than a year.
Young people move through a series of “job experiments” in their early
to late twenties costing employers and the young person time and money.
This is extremely detrimental to the economy as well as the person.
Stages to Build the Career Development System
• K-5 - Awareness
• Grade 6-8 -Exploration
• Grade 9-12- Planning
Workforce and
Post-Secondary Realities
73%
10%
16%
40%
40%
19%
10%
56%
0%
20%
40%
60%
80%
100%
Professional
Skilled
Unskilled
Professional 16% 19% 33%
Skilled 10% 40% 56%
Unskilled 73% 40% 10%
1950 1994 2014
33%
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 Attainment and
Workforce Needs
The Post Secondary Sieve
“The One Way to Win Syndrome”
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”
Some Post-Secondary Facts
• 66% of all high school graduates attempt an associate or bachelors degree immediately out of high school(Success in the New Economy).
• 55% of all incoming freshman drop out by the end of the freshman year(Tinto-Retention Study).
• Graduation rates for four year programs stand at 28% nationally(with an average of a 5.9 year completion rate for a Bachelors Degree(Tinto-Retention Study).
• Debt load for college students has risen by 300% since 2001(PHEAA).
• 56% of all bachelors degree students are underemployed(Success in the New Economy).
• The most popular college major is “Undeclared (Princeton Review 2015).
#10. Political Science and Government
#9. Communications
#8. Economics
#7. English Language
#6. Education
#5. Biology/Biological Sciences
#4. Nursing
#3. Psychology
#2. Business Administration
#1 Undeclared/Undecided (1 in 8 students)
(Princeton Review -2015)
Top 10 College Majors- Bachelors Degree Programs
What Students Would Have Done Differently to be Successful in Today’s Labor Market- Princeton Review 2015
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%
Why is it Important to Engage all
Stakeholders in the K-12 Career
Development Program?
Key Stakeholders Needed to Impact the Academic and Career Readiness of
All Students and to Design an Effective K-12 Career Development Program
“It’s Everybody’s Business”
Parents
Business/
Community Post-Secondary
Educators/
Administrators
Students
What are the CEW Standards
And How Can They Become Integrated into the
K-12 Curriculum?
History and Framework of the CEW Standards
• Passed into Law- September 2006 ( Originated in 1996)
• Introduced by the Business Community to enhance workforce/economic development
• Four Strands
Awareness and Planning Career Retention
Career Acquisition Entrepreneurship
• Four Benchmarked Grade Bands
K-3 6-8
4-5 9-12
Some Skills Addressed in the CEW Standards K-12Career Awareness/Prep
“A dream and a plan)
13.1
Career Acquisition
”Getting a Job”
13.2
Career Retention
“Keeping a Job”
13.3
Entrepreneurship
“Creating a Job”
13.4
Abilities 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(5th Grade)*
Workplace Skills Financial Literacy Components of a business
plan
Academic/Career
Plan(8th-12th Grade)*
Career Portfolios
(8th grade)*
Time Management
Strategies for Curriculum Integration of the Career Education and Work
Standards
• Using a Comprehensive K-12 Counseling Career Development Delivery System
• Rewriting Curriculum With a Gap Analysis and Mapping Tools
• Engaging all Stakeholders With a Team Approach
• Developing Portfolios for all Students (“I” Statement format)
• Developing a System of K-12 Events Collaborating with Business Partners and Intermediary Organizations
• Developing and Sustaining a Career Based Graduation Project
The Good News!
Recent proposed changes to the SPP will allow, and even encourage districts to utilize the powerful tool of Career Development to re-engage students WHILE impacting the district School Report Card!
The New Future Ready Pa. Index
1.More Holistic indicators of student success
2.Focus on College and Career Ready Outcomes
3.Measures that incentivize effective instructional practices
4.Indicators that promote equity and success
Proposed Future Ready Pa Index
College and Career Measures:
Career Standards Benchmark- (K-5-25 hours) (6-8-55 hours) (9-12 75 hours) CEW Standards: Documented (NEW)
Industry Recognized Standards Based Competency with Credentials
AP/IB/College Courses/Career Pathways
Graduation Rate
Post-Secondary Transition to School, Military, Work- (New)
Examples of Data that May Play a Critical Role in the Future
Ready Pa. Index
• Other Factors That May Be Involved in the New SPP
• % of students understanding the range of post-secondary options (5th grade or earlier).
• % of students with an Academic Career Plan(no later than 8th grade).
• % of students with a Career Portfolio(no later than 8th grade).
• % of students with the Academic/Career Plan revisited annually.(Tier 3 intervention) and % of
parents/guardians directly involved in this process.
• .
Contacts:
PDE Consultants for K-12 Career Development
and the
Chapter 339 Mandate
Michael D. Thompson- [email protected]
Betty Holmboe- [email protected]
Dr. Jill Dillon- [email protected]
