PEP - Personal
Education Plans
Professional
Development
SCLT Summer Work
Personal & District
Values
District Values
• Excellence
• Students first
• Integrity
• Accountability
• Equity
• Collaboration
• Fun
PEP Overview &
Compliance
What is it really?
The Personal Education Plan is a process that students
participate in, which results in an actual plan.
Process:
Grade level required
activities using:
1) Naviance
2) CollegeinColorado
3) Guidance Lessons
Plan:
1. Career cluster or path goal
2. Post secondary goal
3. 4-year high school plan,
including courses
What’s new?
1. Increased compliance with ICAP
State Requirements
2. Increased Lesson Quality
3. Increased Training and Support
ICAP
Compliance
Why does it matter?
Because the ASCA
Because
we
know
Because
Colorado’s
legislature
National
Model
Because
the
2009
state
of
Because
the
DPS
Because
Colorado’s
legislature
passed
Because
a
Personal
Because
it
is
the
best
DPS
for
School
passed
laws
ICAPs for
hasrequiring
Individual
Colorado’s
School
the ASCENT
legislationFinance
reforming
Counseling
Education
Plan
is
part
of
secondary
students.
Colorado
Board
students
hasschool
Post
to
Secondary
make
how
high
students
can
Act
requires
that
sixth
grade
Student
Planning
Department
ofconcurrent
Education’s
rules
Standards
include
participate
in
enrollment
DPS’
graduation
Readiness
plans
goals
for
their
that
we
students
open
a
College
In
of
the
programs.
In order
for
afour
student
to
for as
theone
ICAP
law
require
academic
and
requirements.
th
th
are
futures,
even
to
fulfill.
if
Colorado
account
inof
order
to
participate
the
ASCENT
concurrent
students
incharged
9in
through
12
grade
components
the
career
planning
for
enrollment
program,
they
must
have
begin
theplans
ICAP
process.
tothose
explore
careers,
post
change.
delivery
system.
an ICAP
directly relating
to the postall students.
secondary education, and high
secondary course.
school success.
Why does it matter?
ASCENT law
(state)
Graduation
requirements
ICAP law
(state)
School Finance
Act
(state)
Best
practices
DPS School
Counseling
Standards
(DPS)
Personal
Education
Plan
(PEP)
School Board
Goals
ASCA
National
Model
(DPS)
ICAP Standards
Grouped into 4 Categories
Goal Setting:
Career Exploration:
* Career or workforce, post-secondary, and
academic goals 2.01(1)(a)
* Interest surveys 2.01(1)(a)
* Career exploration 2.01(1)(a)
State ICAP
(DPS PEP)
Academic Planning:
Post-Secondary & Financial Planning:
* Intentional 4-Year course plan in alignment
with PS and workforce goals 2.01(1)(c)
* College applications or alternative applications
2.01(1)(f)
* Service Learning opportunities 2.01 (1)(e)
* Progress toward securing scholarships, loans,
grants, etc. 2.01(1)(h)
* Record of remedial and CE courses taken
2.01(1)b), PS courses taken 2.01(1)(g), and
student assessment scores 2.01(1)(d)
* Understanding of the financial impact of PS
education 2.01(1)(i)
ICAP/PEP Alignment
PEP Categories
ICAP Categories
(PEP Last Year)
(PEP This Year)
• Career Exploration
• Academic Planning
• College Planning
•
•
•
•
•
Career Exploration
Academic Planning
Post-Secondary &
Financial Planning
Goal Setting
We identified 2 new areas of focus that we were missing:
Financial Planning AND Goal Setting
6-8th Scope & Sequence
9-12th Scope & Sequence
Data & ICAP Compliance
• “District Responsibility”
o “The district shall establish specific policies, which must include
a method to evaluate the implementation and effectiveness
of the standards set forth.”
• Data reports will be pulled 2-4 times throughout the year
and will be collected via CollegeinColorado and/or
Naviance (pay special attention to the yellow boxes)
• District and school-specific data is reported to Assistant
Superintendents, Instructional Superintendents, and
other district personnel, including the school board.
• The DPS Board wants to ensure that ALL students have
these experiences in compliance with state law.
What do all these expectations
have in common?
ASCENT law
(state)
Graduation
requirements
ICAP law
(state)
School Finance
Act
(state)
Best
practices
DPS School
Counseling
Standards
(DPS)
Personal
Education
Plan
(PEP)
School Board
Goals
ASCA
National
Model
(DPS)
They are all EXTERNAL
motivators
• If only focus on the external demands…
o Compliance
o Actions, deadlines, requirements
o Appearance,
o Duty or obligation
o What you “should” do or what you’re supposed
to do
• Feel controlled, trapped, pressured, overwhelmed
• Creates resentment, frustration, & disconnect
between what say and do
• Lack the internal drive to meet the demand
Student PEP
Comments
(Handout)
Think-pair-share
• Read student comments (side A)
o Discuss guiding question
• Read student comments (side B)
o Discuss guiding question
• Compare and contrast groups of comments
Student Comments
School A
• “I don’t know what a PEP is.”
• “We haven’t really done a lot with PEP at the
sophomore year. It would be better if our counselor
would help us so later on we could apply for
scholarships and in order for us to succeed.”
• “It was helpful but haven’t done much with it. I
haven’t really talked about it. They sometimes do
announce things about it.”
• “I don’t know what this is.”
• “I don’t really know.”
• “I don’t know what a PEP is.”
Guiding Question
• What assumptions can you make about this
school’s implementation of PEP?
• __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Student Comments
School B
• “The guidance helps keep goals in mind for after high
school.”
• “A Personal Education Plan is your plans for after high
school and your goals.”
• “I have worked with my teachers and counselors to find
out what I need to do to get into the schools I want with
the classes I need and it helped a lot.”
• “Yes, it was helpful definitely for my AP classes that I get
for college credit.”
• “I think that they did a good job on the PEP. They give us
a lot of information on colleges that will fit us. They try to
put us in the best classes.”
• “The guidance helps keep goals in mind for after high
school.”
Guiding Question
• What assumptions can you make about this
school’s implementation of PEP?
• __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
The real question is
What do you
believe?
How To Vote via Texting
TIPS
1. Standard texting rates only (worst case US $0.20)
2. We have no access to your phone number
3. Capitalization doesn’t matter, but spaces and spelling do
Students will be able to…
• Career Exploration & Planning
o Understand the value, skill requirements, and habits of work in the 21st century
o Match personal interests with career possibilities
o Identify a personal career, pathway, or Career Cluster goal
• Goal Setting
o Learn the process of developing goals and pathways on their journey to
career and postsecondary readiness.
o Develop the persistence and motivation to overcome barriers to meet goals.
• Academic Success & Course Planning
o Learn the academic beliefs, behaviors, and performance standards required
to be “on-track” for college and career readiness.
o Learn the process of intentionally selecting classes to meet high school
graduation requirements and choosing co-curricular experiences that align
with career and postsecondary path goals.
• Postsecondary & Financial Planning
o Explore the earning and lifestyle potential of postsecondary education.
o Learn the process needed to plan and prepare for a career after high school
graduation. This includes understanding how to access and pay for postsecondary education.
How important to
you believe these
outcomes are for all
students?
(Complete Survey))
My Core Values
& Beliefs
My Values
• Excellence
• Hard work
• Students first
• Integrity
My Beliefs
1) Belief that all students must graduate college &
career ready, with an understanding of the 21st
century college & career reality
o Believe that all students can be college–ready
(experience at Cole/DSST)
o Believe that there are multiple pathways and
that all students need the same foundational
knowledge and skills to be college AND career
ready
o Believe the problem is when we fall to one
extreme or the other (Not all kids can vs. 4-year
college of all)
Colleges and Employers want the same qualities
and skills in candidates. They also use similar
information to evaluate you.
College Application
 Care with which you filled
out the application (e.g. no
mistakes)
 Academic Record: courses
taken, grades earned
 Work and Volunteer History
 Recommendation letters
 Interview (if applicable)
 Personal Statement &
Essays
Job Application
 Career with which you filled
out the application (e.g. no
mistakes)
 Academic Record: courses
taken, grades earned
 Work and Volunteer History
 References
 Interview
35
New Reality
Taken
from
“Defining
a 21st
Century
Education
by Craig
D. Jerald
New Reality
Taken
from
“Defining
a 21st
Century
Education
by Craig
D. Jerald
New Reality
Taken
from
“Defining
a 21st
Century
Education
by Craig
D. Jerald
New Reality
Taken
from
“Defining
a 21st
Century
Education
by Craig
D. Jerald
New Reality
Taken
from
“Defining
a 21st
Century
Education
by Craig
D. Jerald
Source: Denver Scholarship Foundation
Postsecondary includes…
• Post-secondary educational Options
o
o
o
o
o
o
o
4-year college or university
Community College
Trade school
Certificate
Apprenticeship
Internship
Military
• Choice depends on student and industry
• It’s all about completion – multiple pathways
Taken from
report by
Colorado
Succeeds,
“The Business
Case for
Education
Reform.”
In more ways than 1
• http://www.youtube.com/watch?v=spNDLD2KRuA
&feature=relmfu (Ed pays)
Bachelor’s Degree Reality Check
• Bachelor’s degree students’ unemployed or underemployed is
estimated at 53.6% (Associated Press, 2012)
• “27% of people with post-secondary licenses or certificatescredentials short of an associate’s degree-earn more than the
average bachelor’s degree recipient.” (Pathways to
Prosperity, 2011)
• Demand for middle-skilled professionals is exploding in
industries like
o
o
o
o
o
Healthcare
Construction
Manufacturing
Natural resources
Mining and installation/repair
Average College Debt
New Post Grad Reality
(they even made a movie about it)
• ALL students, (including “college-bound”
students) need career path guidance, careerreadiness skills, and an understanding of the
21st century job market.
• According to survey conducted by Cuuran
Consulting Group (2007),
o 75% of those who wanted jobs found jobs within six months of
graduation (25% didn’t)
o 43% are in a different career field than the one they entered
immediately after graduation
o 44% are still not sure they are in the right career field
Source: Curran Consulting Group: Essential Data on Colleges and Careers, May 7, 2012 by Sheila Curran. Five
Year Out Alumni Survey, Class of 2001, Duke University, March, 2007 by Sheila Curran.
My Beliefs
2) The importance of non-cognitive factors in student
success
• Academic Mindset
• Academic Responsibility or sense of control
• Efforts & Persistence
• Academic Behaviors (i.e. Characteristics of
Successful Learners)
• Learning Strategies
Academic
Beliefs
Growth Mindset and Sense of Personal Control are more closely
associated with school performance than test scores
(Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, and Beechum, 2012).
Research Study by Dweck
Fixed Mindset Group
Growth Mindset Group
Test 1 - 5th Graders were
given a puzzle to complete.
When they finished, they
were told either…
“You must be smart
(intelligent).”
“You must have worked
really hard.”
Test 2 - Same students were
given the choice between a
difficult and an easy task.
Most chose the easy task.
90% chose the difficult task.
They gave up quickly.
They worked hard at
figuring out the puzzle.
Test 4 - Same students then
asked if they wanted to see
exams of students who did
better or worse than them.
Wanted to see exams of
students who did worse.
Wanted to see exams of
students who did better.
Test 5 - Students were
given the original puzzle
again to see if they
improved.
Scores dropped by nearly
20%.
Raised average score by
30%.
Academic Beliefs
Test 3 - Same students were
given a difficult (8th g.) test.
Academic Beliefs
Control Group
1st year college students were
shown a video with older college
students talking about their
academic interests, with no
discussion of their grades or class
performance.
Treatment Group
1st year college students were
shown a video with older college
students talking about their initial
difficulty in college and how their
performance and GPA improved
over time.
Outcome:
• One week later – Students in treatment group outscored
control group students on practice GRE questions.
• One year later - Students in treatment group had higher
GPAs than control group by .27 points and were 80% less
likely to have dropped out of school. (Wilson and Linville
(1982, 1985)
Academic
Behaviors
Attendance, homework, and study habits are more
closely related to school performance than test scores.
Academic Behaviors
• Attendance:
o One study followed the 8th grade students with the
lowest standardized test scores as they entered HS in
Chicago. The lowest scoring students who had less
than a week of absences in a semester passed more
of the 9th grade courses than students who entered
HS with the highest test scores but who missed just
one more week of class (Allensworth and Easton,
2007).
Academic Behaviors
• Homework:
o Students with the lowest standardized test scores (i.e.
bottom third) who spent over 10 hours per week on
homework were able to raise their grades to mostly
B’s, the same grade as students with the highest
standardized test scores who did not do their
homework (Keith, 1982).
o Time spent on homework has a positive effect on
both grades and standardized test scores.
Academic Behaviors
• Attendance and study habits strongly predicts
student’s grades, even more than standardized test
scores or any other student background
characteristics.
• Grades predict high school and college
performance and graduation
• Grades even predict people’s future
alary.
o For each point increase in GPA, men and women earned
20% more money in their jobs 9 years after high school,
even after controlling for educational attainment (Miller,
1998).
o Why might this be? Because students who attend class and
complete their work are likely to practice work habits
needed in college as well as in the workforce.
Beliefs behind the lessons
3) Defining college & career readiness beginning in
middle school
o Example: College & Career Readiness Rubric
My Beliefs
4) The importance of financial planning (beginning in
MS and ending with transition to college)
o MS Parent Support and CollegeInvest Grant
Matching Opportunities
o Summer Melt experience
My Beliefs
5) The importance of planning, goal setting, and
creating pathways toward goals
• GOAL + pathway + motivation = Hope
• If roadblock, create new pathway (multiple
pathways or routes to goals)
GOAL + Pathway +
Motivation = HOPE
• People who regularly set goals and pathways tend to…
o Set learning-based goals within their reach (NOT performancebased goals that may be outside their control)
o Have internal desire to learn new skills and master new tasks
o Track progress and increase effort with failure or setback
o Create new paths to goals when face obstacles or barriers
o Use positive self-talk (e.g. “Keep going!” “You can get this
done.”)
o Receive higher scores on achievement tests, higher overall
grade point averages, and higher graduation rates, even
when controlling for intelligence
o Have increased self-esteem, confidence, and perceived
problem-solving abilities and sense of control
o Have less anxiety
Snyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H., and Wiklund, C. (2002).
Hope and Academic Success in College, Journal of Educational Psychology, 94, 820-826.
My Beliefs
6) The importance of anticipating and overcoming
obstacles or barriers
Taken from
report by
Colorado
Succeeds,
“The Business
Case for
Education
Reform.”
College Completion & the
Problem of Persistence
From Complete College
America, Colorado 2011
Break Time
What’s new?
1. Increased compliance with ICAP
State Requirements
2. Increased Lesson Quality
3. Increased Training and Support
Lesson
Development &
Revision
In-depth review:
What’s the
same? Different?
6-8th Scope & Sequence
9-12th Scope & Sequence
Wiki Link
• www.dpsk12.org  Counseling Department 
Counseling Resources  PEP Information
• http://dps-counseling.wikispaces.dpsk12.org/PEP+Resources
Lesson Revision: What’s New?
• Condensed into 4 lessons per grade per year
(exception for 8th grade)
• Progressive in nature, not repetitive
• Put into ready-to-use classroom PowerPoint
presentations for increased graphics and visual
instructions
• Include interactive websites, assessments, and/or
games
• Include pre-selected YouTube clips intended to
inspire and engage
• Include meaningful and instantaneous pre/post
assessments
You Tube Examples
• Education Pays
o http://www.youtube.com/watch?v=spNDLD2KRuA&feature=relmfu (Ed pays)
• Tips to staying focused on your goals
o http://www.youtube.com/watch?v=Gtb5GDkJTig
• Famous Failures
o http://www.youtube.com/watch?v=zLYECIjmnQs
• Note-Taking Tips
o http://www.youtube.com/watch?v=9gCrslHx7xA
• Intro to Naviance and college options
o http://www.youtube.com/watch?v=V8CFuruP08s
• HSF video comparing/contrasting life with and without a
college degree
o http://www.youtube.com/watch?v=FQuR5dMHpPs&feature=youtu.be
• Valedictorian speech highlighting scholarships &
overcoming obstacles
o http://www.youtube.com/watch?v=Q0Wcr82UOsw
Interactive student
pre/post assessment tools
• Promethean board clicker technology
o Download CPS at www.einstruction.com
• Cell phone voting technology
o www.pollseverywhere.com
• Create a Google Docs survey
o www.drive.google.com
Middle School: What’s New?
• Middle School (Grades 6-8)
o Standards-based report cards and characteristics of
successful learners component added to MS success
lesson
o Research-based personal qualities necessary for
college/career readiness, including academic beliefs
and behaviors
o Goal setting and resume planning components
o College costs and financial aid vocabulary
o Other deadlines such as transition survey and
spreadsheet data collection requirements are
included
High School: What’s New?
• High School (Grades 9-12)
PSWR and/or 21st Century Skill component
New 10th grade interest/career exploration requirements
Ninth grade College EXPO prep
Implications of GPA, ACT, Accuplacer, and remediation
Introduction to credit recovery options
College transition lesson to introduce final steps to enroll in
college and prevent the “summer melt”
o Transcripts and graduation requirements; Naviance Career
and PS Survey; and Naviance 4-year course plan
combined into single lesson.
o For 9th & 10th grade, this lesson can be used to support class
registration to make it relevant.
o Other deadlines and requirements such as senior contracts
and exit surveys are included
o
o
o
o
o
o
Breakout Groups
• Breakout Groups
1. Middle Schools
2. 6-12 Schools
3. High Schools
• Anticipated Outcomes:
o Understand the updates for the 2012-13 Scope &
Sequence
o Know where to get the resources
o Begin to plan for implementation
o If not using the lesson plans, what WILL you use? How
will you ensure it is a highly engaging, interactive
lesson?
What’s new?
1. Increased compliance with ICAP
State Requirements
2. Increased Lesson Quality
3. Increased Training and Support
Training &
Support
Tools of the Trade
• What do you need to know and be able to do in
order to effectively implement PEP curriculum for all
students?
o www.collegeincolorado.org
• Holland Types & Career Clusters
o http://succeed.naviance.com
• MBTI Type Indicator
o www.dpsk12.org  Departments  Counseling
Services  Counseling Resources  PEP Info
o www.dpsk12.org  Departments  Career and
Technology Education  Plans of Study
o Pre/post poll site www.polleverywhere.com
o Parent Guide Resource Books
Tools to Increase Support
1. Time/Task Analysis
2. Counselor/Administrator Agreement
3. PEP Action Plan for support and
coordination (Handout)
Time Task Analysis
Use of Time Assessment
Direct Student Services

chool
S
Counseling
Core
Curriculum
7-7:15 a.m.
7:16-7:30 a.m.
7:31-7:45 a.m.
7:46-8 a.m.
8:01-8:15 a.m.
8:16-8:30 a.m.
8:31-8:45 a.m.
8:46-9 a.m.
9:01-9:15 a.m.
9:16-9:30 a.m.
9:31-9:45 a.m.
9:46-10 a.m.
10:01-10:15 a.m.
10:16-10:30 a.m.
10:31-10:45
10:46-11 a.m.
Individual

Student
Planning
Responsive

Services
Indirect
Student
Services
Program Management and School

Support
Program

Foundation,
Referrals/

Management
Consultation/
and
Collaboration Accountability
air-Share
F
Responsibility
Non
SchoolCounseling
Tasks
 on-SchoolN
Counseling
Tasks
Counselor/Administrator Agreement
Training & Support
Opportunities
• Introduction to PEPs (Thurs, Sept 6th)
• Naviance Training (Mon, Sept 10th)
• School Counseling PD on PEP (Tues or Wed,
Sept 11th or 12th)
• Career Fair Prep Meeting (Thurs, Sept 13th)
• CollegeinColorado Training (Thurs, Sept 13th)
• Comprehensive PEP Training (Sat, Sept 22nd)
• On-going department meetings
End