Capital Region Counselors NetworkCAIU

February 7, 2012

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

February 2, 2011

Harvard Graduate School of Education

Dr. William Symonds

Comprehensive Program to Help All Students Become College and Career Ready in the 21st Century Economy

To Develop a Network or System of Accurate and Helpful Information for Parents and Students to Transition from Academic to Career

To Understand the Interconnection and importance of the 3 D’s of: Career, Workforce and Economic Development

73%

10%

16%

40%

40%

19%

24%

47%

30%

0%

20%

40%

60%

80%

100%

1950 1994 2006

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

.

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. This data is also.

Median Annual Income in Pennsylvania by Educational Attainment, 2007

$64,261

$48,500

$33,969

$28,000

$27,010

$12,684

$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000 $80,000

Post-Graduate Degree

Bachelor's Degree

Associate Degree

Some College, No Degree

HS Diploma/GED

Less than High School

Annual Income By Education

43% of licenses & certificates earn more then an AA degree

27% of licenses & certificates earn more then a BA degree

31% of AA degrees earn more then a BA

0

5

10

15

20

25

30

35

40

45

AA

BA

BA

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”

• 2009-10 A Committee of Counselors met and developed the Pa. Companion Guide to the ASCA Model and a Toolkit/Implementation Guide

• The Guide and Toolkit provide school districts and counselors a step by step process, framework, resources and best practice models for writing the plan

School Counseling in the Commonwealth of Pennsylvania:

Supporting Every Student to College and Career Success

“Well, well…if it isn’t the counselor who told me I’d never amount to anything.”

A profession that focuses on the relations and interactions between students and their school environment with the expressed purpose of reducing the effect of environmental and institutional barriers that impede student academic success.

The Education Trust

INDIVIDUAL FOCUS

• Works in Isolation

• Works Primarily with Individual Student Problems

• Manages School Counseling Program Separate from School Mission

SYSTEMIC FOCUS• Teams and Collaborates

with All Stakeholders

• Works to Help the School Change to Better Meet Student Needs

• Involved Extensively as a Leader in School and Community

“Leadership is not about a position, nor is it about a title, a seat, a place on the organizational chart.   For school counselors, it’s about taking action, moving the agenda, making something happen that results in positive benefits for students and the school.  It’s about having a vision about what needs to be done and getting others to help you systemically carry out that vision.” Patricia J. Martin Assistant Vice President National Office for School Counselor Advocacy The College Board

Using Results Data To Demonstrate That School Counselors Are Vital Members

Of A Schools Academic Team For:

1. Raising Academic Achievement2. Advocating For Underrepresented

Youth3. Meeting School District Goals4. Preparing All Students For College And

Career Success

Components of a Comprehensive K-12 School Counseling Program

Academic Development

Career Development

Personal/Social Development

Chapter 1-School Counseling in Pa. Chapter 2-School Counselor Roles Chapter 3-Foundation Chapter 4-Delivery System Chapter 5-Management Chapter 6-Accountability Chapter 7-Getting Started-”How to Build” Appendix

1. List of all Counselors and assignments by level and building

2. Core Belief, Philosophy and Mission Statements

3. Role of all 5 Stakeholders in the Plan

4. Role of the counselor as leader, advocate, collaborator and systemic change agent

5. Delivery System at all 3 levels-Elementary, Middle, High

School Counseling Curriculum Individual Planning Prevention, Intervention and Responsive

Services System Support

6. Job Descriptions at all levels

Guidance Plan Outline- What Goes in the Chapter 339 Plan?

Provide an avenue for a systematic and developmental delivery of career options for all students K-12(Career Domain through the Standards).

Provide a vehicle for sending school districts to include events and activities on how students become aware of the CTC programs K-12.

Provides specific written procedures for applying to and making the decision to attend an CTC.

Engages parents early in the process as one of the stakeholders in helping their child make a decision about attending a CTC.

Helps to eliminate the perception that only non-academic students attend the local CTC.

RESULTS.

How are students different as a result of the school counseling program?

Process Perception Results Reports What You Did For Whom What Others Know And

Are Able to Do What Is The Impact?

Raw NumbersHow many students were involvedNumber of Interventions/Events

Pre-Post AssessmentsSurveysNeeds Assessments

Linked to School Data: Grades Attendance Behavior

Example:

103 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 gradersUnderstood their academic/career options

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

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

Michael D. ThompsonPDE Consultant

mikethompson@centralpenn.edu717-728-2351