A FRAMEWORK FOR DEVELOPING
CAREER PLANS THAT BEST FIT
YOUR STUDENTS
PRESENTED BY
KAREN L. ALEXANDER, PH.D.
CINDY MILLER, M.ED.
ACHIEVETEXAS PROJECT
KAREN.ALEXANDER@TTU.EDU
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
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
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A NEED IN TEXAS
• What makes a student college and career ready?
• How are today’s students different than students of
the past?
• What are some of the challenges of this current
population?
With permission from © 2013 Texas College & Career Readiness Center
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HIGH SCHOOL DROPOUT FACTS: THE NUMBERS DON’T LIE
•
•
These empty desks were set
up at the National Mall in June
of this year to signify the 857
kids who drop out of school
every hour of every school day.
With nearly 7000 students
dropping out each day, a study
from the Alliance for Excellent
Education predicts that 12
million students will drop out in
the next decade. Click through
the gallery to learn more about
the cause and the cost of not
completing your education,
and get the high school
dropout facts.
http://www.takepart.com/photos/nine-shocking-facts-highschool-drop-out-rates
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PARENTING PROBLEMS?
The 2012 High School
Dropouts in America survey
found that parents were the
greatest cause of high school
dropouts. An astounding 23
percent of dropouts identified
the lack of parental support
for the reason they dropped
out, while 21 percent cited
becoming a parent as the
reason they didn’t complete
high school.
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AMOUNT OF INCOME
The U.S. Department of
Education reported in 2011
that a high school graduate
could expect to make
$27,380 in average annual
income. A high school
dropout should expect much
less, averaging only $19,540
annually in income—a
difference of $7,840
annually.
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GOING TO COLLEGE
While a high school
dropout can only
expect to earn an
average of $19,540
annually, a college
graduate with a
bachelor’s degree can
expect to earn almost
$46,930, two and one
half times more per
year in income.
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EMPLOYMENT OUTLOOK
The years after the recession
have hit high school dropouts
significantly harder than those
with higher levels of education.
According to the Department of
Labor’s Bureau of Labor
Statistics, high school dropouts
suffer from 14.9 percent
unemployment, whereas less
than 10 percent of high school
graduates and 4.3 percent of
college graduates are
unemployed.
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GIRL POWER
Among all races and
ethnicities, girls
graduated at a higher
rate (75 percent)
than boys (68
percent).
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SOCIETAL IMPACT
Having a more educated
population benefits
society by increasing the
likelihood of attracting
business investment and
decreasing the amount of
money that needs to be
spent on social services.
High school graduates
are also less likely to
commit crimes and rely
on government support.
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MINORITY STUDENTS SUFFER THE MOST
Forty-two percent of
Hispanic students and 43
percent of African
American students will
not graduate high school
on time, according to an
Alliance for Excellent
Education report. These
rates are roughly twice as
high as Asian (17 percent)
and white Americans (22
percent).
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HOW THE U. S. COMPARES
In 1970, the United States
had the highest rate of high
school graduation. Today we
are 21st in the world. Over
the past 30 years, there has
been no increase in the
percentage of U.S. adults
who have received a college
degree (42 percent), despite
every other OECD nation
(with the exception of
Germany) experiencing an
increase.
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TRUE OR FALSE
The career interests of students have
changed over the past five years.
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Career Interests of Texas Students
2012
1. Sports Athlete
2. Doctor
14. Architect
(#4)
(#6)
3. Multi-Media Artist
4. Truck Driver
(new)
5. Forensic Science Tech
6. Veterinarian
7. Lawyer
(#10)
(#7)
16. Psychologist
(#15)
(new)
18. Pediatrician
19. Artist
(#5)
(#18)
(#30)
20. Physical Therapist
(#2)
8. Registered Nurse
9. Actor
15. Police Officer
17. Welder
(new)
(#11)
(#3)
21. Hairdresser/Cosmetologist
22. CEO
(#9)
10. Musician/Singer
(#14)
11. Graphic Designer
(new)
(#16)
(#12)
(#35)
23. Fashion Designer
24. Zoologist
(#24)
(#19)
12. Teacher (K-12) (#1)
25. Computer Programmer
13. Auto Mechanic
*From 8,739 Texas students contacting LMCI Hotline in 2012
*(Number) represents position of career in 2007
(#13)
(#20)
ACHIEVE TEXAS CLUSTER EMPLOYMENT
SOURCE: RICHARD FROESCHLE, LABOR MARKET & CAREER INFORMATION, TEXAS WORKFORCE COMMISSION
Cluster Name
PCT 2010-20
Wage 2011
AA Openings
STEM
Information Technology
Business & Management
Health Science
Government
Finance
Law & Public Safety
Arts, A/V & Communications
19.1%
22.3%
16.3%
30.8%
15.8%
17.7%
21.7%
13.4%
$90,361
$80,942
$56,796
$55,853
$53,254
$53,036
$50,703
$48,199
10,015
11,405
52,955
42,305
5,885
12,995
15,895
4,955
Education and Training
Architecture and Construction
Agriculture & Natural Resources
Marketing, Sales and Service
Manufacturing
Transportation & Logistics
Human Services
Hospitality and Tourism
32.9%
18.4%
8.4%
17.8%
15.6%
16.5%
25.6%
22.9%
$47,387
$40,164
$39,774
$39,236
$38,653
$34,725
$29,057
$21,127
43,475
36,430
27,480
57,355
25,855
36,270
28,710
87,565
TRUE OR FALSE
AchieveTexas College and Career
Initiative uses the 16 Career Clusters™
in its framework.
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ACHIEVETEXAS
COLLEGE AND CAREER INITIATIVE
•Created around Career Clusters™
•Improve learner achievement – both
academic and technical
•Promote successful transitions from
secondary to postsecondary education
•Support workforce and economic
development
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ACHIEVETEXAS SUPPORTS ALL 16 CAREER CLUSTERS™
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TRUE OR FALSE
Some careers are better than others.
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ACHIEVETEXAS IS BASED UPON…
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.
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CAREER DEVELOPMENT SPANS ALL GRADES
Steps to Success
Employment: Career Advancement
Continuing Education and Lifelong Learning
Postsecondary: Career Preparation
Achieving credentials: college, certification, apprenticeship, military
9-12: Programs of Study Related to a Career Goal
Academics and technical courses, intensive guidance, individual graduation plans
Grade 8: Career Exploration and Transition
Develop graduation plans based upon personal interest/cluster areas
6-8: Initial Career Exploration
Discovering interest areas
K-5: Understanding the Importance and Value of Work and Jobs
Introduction to the world of careers
ACHIEVETEXAS IS DESIGNED TO…
•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
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EIGHT STEPS FOR SYSTEM BUILDING
1. Decide to implement AchieveTexas
2. Span all grades
3. Add Programs of Study for all students
4. Enhance guidance and counseling
5. Build seamless connections
6. Establish extended learning
7. Build strong partnerships
8. Support intense professional
development
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QUESTIONS?
PROGRAM OF STUDY MODEL COMPONENTS
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HB 5: SECTION 28.02121
 A principal of a high school shall designate a school
counselor or school administrator to review personal
graduation plan options with each student entering
grade nine together with that student ’s parent or
guardian. The personal graduation plan options
reviewed must include the distinguished level of
achievement and the endorsements. Before the
conclusion of the school year, the student and the
student ’s parent or guardian must confirm and sign a
personal graduation plan for the student.
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HB 5: SECTION 28.02121
 A personal graduation plan under Subsection (c) must
identify a course of study that:
1. promotes college and workforce readiness and
career placement and advancement; and
2. facilitates the student's transition from secondary
to postsecondary education.
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WHY PROGRAMS OF STUDY?
 Programs of study can be the centerpiece of the
guidance program.
 Programs of study help students plan an
individualized coherent educational path.
 Programs of study can be the basis for your Personal
Graduation Plans for all students.
 Teachers, especially CTE teachers, can help you!
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PROGRAMS OF STUDY IN TEXAS
• 122 models are available at www.achievetexas.org
• Models illustrate various career goals in all 16 career clusters
• Components:
•
•
•
•
•
•
•
•
Middle school connection
Requirements for the High School Graduation Plan
Secondary certifications
Extended learning opportunities, including CTSOs
College credit opportunities
Postsecondary linkages
Career opportunities from entry level to advanced
Professional associations
• Recent revisions include more postsecondary detail
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Specific POS career goal
is listed first. Related
career goals are listed
with the assigned O*NET
Code. Hyperlinked to the
specific occupation as
described in the
Occupational Outlook
Handbook.
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Districts can list courses
offered for high school
credit at the 8th grade,
such as Algebra I or the
various Principles
Courses. This cell might
also include your Career
Portals or Exploring
Careers—use these
courses to create the
initial PGP students will
need for high school.
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Core Courses reflect
changes resulting from Texas
House Bill 3 (2010). CareerRelated Electives reflect
approved CTE courses
resulting from the TEKS
revision process. All POS are
based upon the
Recommended High School
Graduation Program and can
be adapted for the
Distinguished Achievement
Program (DAP). Contain the
Coherent Sequences for CTE
courses.
Changes will be coming for
the HB5 requirements when
finalized.
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COHERENT SEQUENCE OF COURSES…
Four credits
Districts determine these locally
All sequences should be coherent and connect
back to a student’s career goal
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This section promotes the
community outreach
expectation for school
accountability.
Career and Technical Student
Organizations (CTSOs) have
hyperlinks to take students to
the organizations’ website.
CTSOs are curricular
organizations supporting the
related CTE courses.
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Districts may customize this
section by listing all of the
college credit opportunities
available on the local level while
students are enrolled in high
school. Section will be important
for student performance
acknowledgement.
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Examples are
provided of on-thejob training and
certifications that
are available at the
secondary level.
Certifications will be
important for student
performance
acknowledgement.
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Postsecondary section is
hyperlinked to additional pages
providing more details about
programs. Sample career options
are provided with each degree
level. Occupations reflect entrylevel through professional-level
positions that require advanced
degrees.
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IMPLEMENTATION OF PROGRAMS OF STUDY
Perkins requires CTE programs have POS that…
• Align rigorous academic standards and student achievement
standards;
• Include academic and CTE content in a coordinated, nonduplicative 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.
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CAREER GUIDANCE AND ACADEMIC COUNSELING
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.
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0
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.
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TRUE OR FALSE
Districts are required to implement all
16 Career Clusters™.
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ALL 16 CLUSTERS IN EVERY SCHOOL?
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.
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MINIMUM REQUIREMENT
TAC§74.3 Description of a Required Secondary
Curriculum states that a district must offer 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.
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GO BEYOND THE MINIMUM!
Even small districts can offer more than three clusters.
Former CTE Program Names
Family & Consumer Sciences
Agricultural Sciences
Business Education
Career Clusters
Education and Training
Human Services
Hospitality & Tourism
Agriculture, Food & Natural
Resources
Manufacturing
Business Management &
Administration
Finance
Information Technology
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These courses
could be added to
a POS in Health
Sciences
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6
ACHIEVETEXAS RESOURCES
Counselor Guide
and
Counselor Kits
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WHAT ARE YOU DOING WITH…
 College and Career
Planning Guides
COPYRIGHT© TEXAS EDUCATION AGENCY
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TRUE OR FALSE
AchieveTexas supports counselor
mandates.
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BENEFITS FOR COUNSELORS
• Meets TEC §28.0212—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
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0
COMPREHENSIVE, DEVELOPMENTAL
GUIDANCE, AND COUNSELING PROGRAM
Four core components:
1. A guidance curriculum
2. A responsive services component
3. An individual planning system
4. System support
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COLLEGE AND CAREER READINESS
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TRUE OR FALSE
There is a difference between readiness
for college and eligibility for college.
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READINESS VS. ELIGIBILITY
• Readiness and eligibility are two different goals
• More students are going to college than ever
before and this trend is likely to continue
• Two-year colleges have seen a noticeable
enrollment increase
With permission from © 2014 Texas College & Career Readiness Center
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TEXAS STATEWIDE POSTSECONDARY
ENROLLMENT BY INSTITUTION
(2006-2010)
800,000
743,252
750,000
692,845
700,000
650,000
600,000
617,507
575,712
Public 2-year*
587,244
557,550
500,000
Public 4-year
532,226
550,000
491,140
497,195
2006
2007
509,136
450,000
400,000
350,000
300,000
2008
2009
2010
*Headcount only includes students enrolled in credit-bearing classes
Source: THECB. (2011). Texas higher education: Statewide longitudinal enrollment .
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© 2014 TEXAS COLLEGE & CAREER READINESS CENTER
TRUE OR FALSE
College ready is the same as career
ready.
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ACTE DEFINES CAREER READY
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CONSIDER THIS DATA…
Source: Texas HS Snapshot College Readiness Survey Summary data with 19, 505 students and 37 different high schools represented.
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© 2014 TEXAS COLLEGE & CAREER READINESS CENTER
CONSIDER THIS DATA…
Source: Texas HS Snapshot College Readiness Survey Summary data with 19, 505 students and 37 different high schools represented.
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© 2014 TEXAS COLLEGE & CAREER READINESS CENTER
ARE YOU POISED TO LEAD…
Administrators
Business and
Industry
Postsecondary
Partners
Teachers
Engaged
and
Motivated
Students
Parents
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TRUE OR FALSE
AchieveTexas College and Career
Planning Guides promote the
dimensions of college and career
readiness.
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WHAT ARE YOU DOING WITH…
Academic Behaviors?
Contextual Skills and
Awareness?
 College and Career
Planning Guides
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WITH ACHIEVETEXAS…
• We can build a college and career ready culture.
• We can better inform parents of opportunities for their
students.
• We have an opportunity to impact ALL students.
• We can improve the coordination between core and
career-related electives.
• ALL students will benefit from a focus on academic and
technical skills.
• ALL students can focus their future.
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QUESTIONS?
FOR MORE INFORMATION
• Visit these websites
• www.achievetexas.org
• www.tea.state.tx.us
• www.careertech.org
• Email Dr. Karen Alexander at
karen.alexander@ttu.edu or
• Cindy Miller
cynthia.l.miller@ttu.edu
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