Jackie Melendez, Program Manager /School
Counseling
Georgia Department of Education
Zelda Rogers, Program Director/Career Planning
Florida Department of Education
Kristi Enger, Guidance/Special Projects Coordinator
Idaho Division of Professional-Technical Education
National Cadre Position
 Graduation and postsecondary placement
rates will improve when administrators
emphasize comprehensive school
counseling programs and make better use of
the school counselor.
National Cadre Position
 School counselors can effectively
demonstrate positive student outcomes
when leadership-driven partnerships
among government agencies, state
counseling associations, and higher
education work to advance the mission of
school counseling and life career
development education.
National Cadre Position
 School administrators must understand the
transformed and enhanced role of the
school counselor. When administrators
understand and support the school
counselor’s role, counselors are better
equipped to implement a comprehensive
and developmental program.
National Cadre Position
 The National Leadership Cadre can play a
pivotal role in counseling reform by
working with selected Cadre state guidance
directors in developing innovative
strategies to break down isolated program
silos. Statewide collaboration with ALL
stakeholders is essential.
Need to Focus on Building Strong
State Partnerships
 Partnerships are the key to rapid,
irreversible change
 Key partners: DOEs, DOLs, State
Associations, Higher Education
 Partnerships result in living, functional state
school counseling models
 Partnership building is a complex process
The Georgia Story:
The “What”
 Increase high school
graduation rate, decrease
high school dropout rate,
and increase postsecondary enrollment
rate.
The “What” Results
 Data-based advocacy
 Infusion of career
planning objectives in
school counseling
programs
 Leadership in systematic
change
 Impact on high school
graduation
The “How”
 Creation of Year-long School
Counselor Leadership
Academy to build leadership
capacity
 Designed for certified school
counselors that meet
application criteria
 Aligned with the ASCA
Model
The “How”:
SCALE Program
School
Counselor
Academy
Leadership
Excellence
The “How”: Rationale
 An effort must be made by
state leadership to develop
and improve the necessary
leadership skills to
maximize educational
impact of school counseling
programs.
 Aligning school counseling
programs with reform
initiatives can demonstrate
leadership.
The “How”: Strategies
 Creation of Statewide
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School Counseling Task
Force
Collaboration with School
Improvement and CATE
GACTE Summer Institute
with an intensive counselor
strand
Regular meetings with
Counselor Directors and
Counselor Educators
Development of School
Counselor Leadership
• Two leadership workshops
conducted by Jay Carey
and Carol Dahir
• Regional counselor
workshops for program
updates
• Application process that
will start in July
• Face-to-face meetings
and webinars
SCALE Academy Topics
 Leadership role
development in school
improvement and
school completion
 Advocacy and Social
Justice (Equity)
 Accountability/Manag
ement Systems
 Data- Based Decision
Making
 Guidance Curriculum
 Career Planning and
Development
 Work-Based Learning
 Teaming and
Collaboration
Our Partners
 State Counseling
Association
 Higher Education
 CATE
 School Improvement
 Graduation Coaches
 DTAE
 Georgia Student Finance
Commission
The Florida Story: A Focus on
Career Development
 Secondary School Reform
 Middle School Requirements
 High School Requirements
 All Districts required to have a
minimum of one academy
Issues Driving School Reform
 Drop out rates
School Reform
 Employers report that
students don’t have skills to be successful
 Remediation/postsecondary education
 Education and training requirements have
changed in the workplace
The LAW…
Middle School Requirements
 Effective for students entering 6th grade in 20062007, promotion from a middle school requires
 3 year-long courses in English
 3 year-long courses in Mathematics
 3 year-long courses in Science
 3 year-long courses Social Studies
 1 semester course in career and
education planning to be completed
in 7th or 8th grade
Goal of A++ Legislation
 Ensure all students are
informed & prepared for
their future careers
regardless of whether they
plan to go:
 directly to work
 technical or community
college
 university
 military
Solutions…..
Middle School Career Course
 Career goals can motivate students to
stay in school
 Gives students a focus on the future
 Understand importance of planning
and consequences if they don’t
Course Requirements
 Career exploration using CHOICES (or
similar program)
 Educational planning using FACTS.org.
 Results in a career and education plan
 Plan signed by student, school
counselor or academic advisor, and
parent
 Parents informed of course and
MS Career & Education Planning
Course
 Process of academic and career awareness,
exploration, and planning
 Students will make more informed decisions
on course selection and career
 Prepares them for a successful transition to
high school
 Raises aspirations for career and education
options
What is www.FACTS.org?
 Florida’s central web resource for student
advising
 Helps students plan and track educational
progress (high school & college)
 Planning (electronic Personal Education
Planner [ePEP])
 Tracking (High School Academic
Evaluations)
Career and Education
Planning Course
 Stand-alone or
 Modules
integrated course
 Understanding the
 48 course options
 30 competencies
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Workplace
Self Awareness
Exploring Careers
Goal Setting & Decision
Making
Workplace Skills
Career & Education
Planning
Job Search
Middle
School
Career &
Education
Planning
Counselor
[Career
Specialist]
Teacher
Where’s
Your
Network?
Guest
Speakers
Business
Partners
Counselor’s Role
 Assist with the career exploration and


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development of the ePEP
Support the teacher with interpretation of
assessment results and other advisement
strategies
Help with development of curriculum
High school counselors can also help with
informing students of high school options
Classroom support
Resources
Educator’s Toolkit: Career &
Education Planning
www.fldoe.org/workforce/ced
Self Awareness
Self Awareness continued
High School Requirements
 16 core credit requirements
 4 credits in an area of specialization
(Major Area of Interest)
 4 credits in electives, a minor or
another major
 24 Total Credits
High School Requirements
4-year, 24-credit Standard Program
16 + 4 + 4 = 24
Total
Other Electives
MAI
Core Classes
Major Area of Interest (MAI)
 Four (4) credits selected by the student
in an area of interest. For example,
courses may be in:
 a career and technical program
 fine and performing arts, or
 an academic content area
Legislative Charge for
Guidance & Counseling
 Recommendations for improvement
in guidance, counseling & advising
 District guidance report
 Every district mandated to have a
guidance program implemented at
all schools
Annual District Guidance
Report
 Student access to guidance counselors
 Status of implementation of K-12 guidance program
 Information and training for counselors on careers
 Best practices for advisement
 Alternative strategies for delivering
guidance
 Actions taken for STW transition
(s. 1006.02)
 Guidance plan
Idaho and the Career
Development Process
Idaho’s Educational Structure
State Board of Education
Idaho Division of
Professional-Technical Ed
State Department of
Education
Idaho PTE FY2007 Goals
 Increase college PTE
capacity
 Support articulation
 Maintain high
placement rates
 Support high school
reform
Career Guidance Goals
 Align Idaho Comprehensive
Guidance and Counseling
Model with new ASCA model
 Infusion of career planning
objectives in school counseling
programs
 Leadership through
communication, technical
assistance, site visits
 Promote collaboration with
instructors, advisory committees,
associations, etc.
Our Partners
 Idaho School Counselor Association
 Idaho Career Guidance Association
 7-16/Postsecondary Education
 Counselor Educators
 State Board of Education
 State Department of Education
 Career Information Systems
 Commerce and Labor
 Vocational Rehabilitation
 Idaho Dept of Corrections
Strategies to Improve Career
Development Efforts
 Individual Graduation
Plans/ Programs of Study
coupled with Career
Planning
 Infusion of Career
Clusters into Idaho
resources
 Implementation of
advisor/advisee programs
Student Learning Plans
Administrative Code 08.02.03 –Thoroughness
Other required instruction for all students and other required
offerings of the school are: (4-1-97) … 02. Middle
Schools/Junior High Schools. (4-11-06) a. No later than the
end of Grade eight (8) each students shall develop parentapproved student learning plans for their high school and
post-high school options. The learning plan shall be
developed by students with the assistance of parents or
guardians, and with advice and recommendation from school
personnel. It shall be reviewed annually and may be revised
at any time. The purpose of a parent-approved student learning
plan is to outline a course of study and learning activities
for students to become contributing members of society.
Sample POS (Part of SLP)
POS Example (Page 2)
The Postsecondary Connection
Cluster Resources
 Brochures
 Summary Flyer
 Speakers Kit to assist
counselors
 Registration Guide Pages
 Graphics
 www.pte.idaho.gov/guidance/career_clusters.
htm
Continuing and Next Steps
 Finalize revised Idaho
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• Career Cluster resources
School Counseling Program • Greater infusion of HSTW
Model
key practices
Develop revised Career
Guidance Blueprint/Cluster
Activity manuals
Establish statewide universal
student planner
Continue communication
through focused and varied
efforts
Provide leadership in
fostering program
Giving Direction…
Vision without action is merely a dream.
Action without vision just passes the time.
Vision with action can change the world.
- Joel Barker
Does This Fit For Us?
 Would this work in my state?
 Would I want to do it?
 What would it take to be successful?
 What resources are available?
 Who are the people to make things happen?
 Will I have administrative support?
 What are my goals and objectives?
 How do I develop effective partnerships?