Building Your K-12
Career Development Program
Linked to Your Chapter 339
Plan
Presenters:
Michael D.Thompson & Betty Holmboe
Independent Counselor Consultants - PDE
March 26th, 2013
Sponsored by Tech Link
Handouts and Resources for the
3/26/13 Webinar
Accessed at the Techlink website at: www.techlinkpa.com
Webinar Powerpoint
Section 1: Career Development Theory, Holland Assessment and Holland Hexagon
Section 2: How and Why to Connect to the Community; 8 Keys to Employability;
Organizing Career Resources; Advisory Council Guidelines; Building the
Structure,Approach,Passion;The Education and Community Connection;
What Employers Want; Employability Certificate;8 Tips for Talking to Business
Section 3: Career Education and Work Standards; I Statements; CEW 101Series;
Gap Analysis Tools
Section 4: Must Haves of Career Development
Section 5: Career and Technical Education Resources
Section 6: Data Explanation and Examples
How Did You Come to Be
Involved With the PDE Counselor
Trainings for Chapter 339?
Our Roles

Mike Thompson- Counselor background in K-12 program
development in the career domain with a focus on the Career
Pathway Model.
“The K-12 Counseling Program and the development
of the Chapter 339 Plan.”

Betty Holmboe- Executive Director experience with The
Capital Region Partnership for Career Development.
Linking business/community stakeholders to the
K-12 counseling program to aid in the innovative
integration of the CEW standards to enhance program
sustainability.
Describe the Trainings You are
Doing For PDE
Trainings

Working with teams of K-12 counselors in all regions of the
state to assist them with the development of their
comprehensive guidance program in three domains:
Academic, Career and Personal/Social

Chapter 339 has become the impetus for school counselors to
organize their delivery for students linked to the
Pa.Companion Guide, statewide version of the American
School Counseling Model for K-12 counseling programs.

The focus of Chapter 339 has centered in the career domain for
developing a transition plan for “ALL” students.
State Standards and Mandates
Chapter 339 mandates a comprehensive and integrated PreK-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. The plan must include procedures to provide for guidance
services to AVTS’s. Upon request, the plan shall be submitted to the Pennsylvania Secretary of
Education.”
Chapter 12 mandates a comprehensive program of student services
“Each school entity shall prepare a written student services plan, including a school counseling
component, based on the needs of its students and consistent with the district’s strategic plan
requirements outlined in Chapter 4.
The Academic Standards for Career Education and Work
“Address the importance of career planning for all students related to labor market projections
and workforce needs”. Four strands are addressed in these standards:
Career Awareness and Planning- (Discovery Self
Career Acquisition- (Getting a Job)
Career Retention- (Keeping a Job)
Entrepreneurship- (Creating a Job)
Session Agenda
Presenter Background Information
Questions will be answered after each section
Section 1:
What is Career Development? Why is it Important to have a K-12 Program?
Section 2:
Engaging All Stakeholders to Build and Sustain the K-12 Program
Section 3:
The “Must Haves” of K-12 Career Development
Section 4:
The Career Education and Work Standards and Integrating them into the Curriculum.
Section 5:
Understanding the Importance and Value of Career and Technical Education.
Section 6:
Understanding how to use data to show measurable impact on all students and to
establish program goals for sustainability and growth.
Section 1:
What is Career Development and
Why is it Important
to Build a Comprehensive K-12
System?
Career Development Definition
and Rationale


Career Development is a “continuous lifelong process of developmental
experiences that focuses on seeking, obtaining and processing information
about self, occupational and educational alternatives, life styles and role
options” (Hansen, 1976). Put another way, career development is the
process through which people come to understand themselves as they relate
to the world of work and their role in it.
The Career Development process is where an individual fashions a work
identity. In America, we are what we do, thus it becomes a person’s
identity. It is imperative when educating our young people that our school
systems assist and consider the significance of this responsibility for our
youth and their future. The influences on and outcomes of career
development are one aspect of socialization as part of a broader process of
human development.

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
The Workforce Issue
The Forgotten Half in the United States


30% of United States people between 18-25 do not
have a high school diploma.
20% of United States people between 18-25 “only”
graduate from high school
3 Solutions to the Problem from
the Pathways Report

Better Partnerships Between Business and Education(Making Classroom Learning Relevant)

Comprehensive and Developmental K-16 Career
Counseling (Everybody’s Business)

Government Contract With Youth to Make
Postsecondary Education More Attainable
Unskilled jobs are disappearing; demand for high skills is rising
100%
80%
16%
19%
26%
10%
40%
60%
54%
40%
73%
Professional
Skilled
Unskilled
40%
20%
0%
20%
1950
1994
2011
Source: U.S Bureau of Census and Pennsylvania Department of Labor & Industry, Center
for Workforce Information & Analysis (Pennsylvania statewide)
Gap Between Educational
Attainment and Workforce Needs
60.00%
50.00%
40.00%
Professional
Skilled
Unskilled
30.00%
20.00%
10.00%
0.00%
Educational
Jobs of
Attainment Tomorrow
The Post-Secondary Issue
Did you know most students who graduate
from college are between $20,000 and
$27,000 in debt?
That is the equivalent of a car payment
every month but without the car.
Debt load for students in the US has increased by 300% since 2001.
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.
.
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”
Factors Impacting College
Graduates Salaries




Pre-Recession 2006-2007
Males
$33,150
Did Internship
$34,000
Worked in area related to major
$34,510
Paid Salary
$35,500
First Job very/somewhat related to
degree
$35,000
Unfulfilled Expectations: Recent College
Graduates Struggle in a Troubled
EconomybyJessica Godofsky, M.P.P.Cliff
Zukin, Ph.D.Carl Van Horn, Ph.D.May 2011




Recession 2009-2010
Females
$28,000
No Internship
$28,000
Did not work in area related to
their major
$28,000
Paid hourly
$25,000
First Job not at all related to the
degree
$25,000
Parents Still Supporting Adult
Children
Unfulfilled Expectations:Recent College Graduates Struggling in a
Troubled Economy
Children
Age
Cell
Phone
Living
Health Food College Car
Situation Care
Payment
Loans
22-25
32%
29%
21%
26%
12%
11%
26-29
15%
17%
7%
15%
9%
6%
What Students Would Have Done Differently
to be Successful in Today’s Labor Market
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%

#10. Meteorology
#9. Medical Technology Technician
#8. Agricultural Economics
#7. Teacher Education: Multiple Levels
#6. Astronomy and Astrophysics
#5. Geological and Geophysical Engineering
#4. School Student Counseling
#3. Educational Administration/Supervision
#2. Pharmacology

#1. Actuarial Science









Huffington Post-Nov. 2011

#10.
#9.
#8.
#7.
#6.
#5.
#4.
#3.
#2.
Political Science and Government
Communications
Economics
English Language
Education
Biology/Biological Sciences
Nursing
Psychology
Business Administration

#1
Undeclared/Undecided (1 in 8 students)








Princeton Review-2012
Section 2:
Why is it Important to Engage all
Stakeholders in the K-12 Career
Development Program?
Interconnection- The 3 D’s
Students Prepared and Fulfilled
Career Development
Economically Healthy
Communities, New Opportunities
Workforce
Development
Workforce Strong, Competitive,
Innovative
Economic
Development
Key Stakeholders Needed to Impact Academic and
Career Maturity of All Students and to Design a
K-12 School Counseling Program
Parents
Business/
Community
Students
Educators/
Administrators
Post-Secondary
Rationale for Connecting

The Big Picture of 3D’s- Career, Workforce and Economic Development.

To address the Career Education and Work Standards requires an outside/inside approach.
You must go outside of the walls of the school to effectively develop relevance for students.

Students need to know their opportunities and their major influencers:Parent and Teachers,
need to know these opportunities as well.
It is everybody’s business!

The power of connecting leads to bigger and better opportunities and resources for students.

Creates an innovative and entrepreneurial spirit for researching new ideas.

Allows others to help counselor and educators with the delivery for their curriculum,
including a student delivery approach.

Lead to the development of an effective district counselor advisory council to help the
program set goals, measure impact and set new goals with new ideas for the goal of making a
difference in students lives. All 5 stakeholder groups are engaged in this council.
The Advisory Council
Link between the school counseling program and the various groups to be
served. The council serves in a leadership role to support the mission and goals of the
school counseling program.Representatives of the council should reflect the diversity of
the school/community and should include members from the following
stakeholder groups:
Parents; Educators; Students; Business/Community; Post-Secondary








10-15 members; 2-3 from each stakeholder group.
Meetings at least 2 times per year.
Develop a strategy on who to invite.
Give potential members a choice and invite no less than two months out.
Counselors should communicate the role of the council to potential members.
Organize meetings with a goal driven agenda.
Present yearly goals and objectives of the program to the Council
Present data that addresses program effectiveness and analyze data to plan for program
improvement, content and delivery.
How to Connect







Locate Your Champions!
Network, Network, Network!
Be an Investigator! Read and Listen!
Think Innovatively!
Use a Range of Resources and Share With Others!
Get Out of Your Comfort Zone!
Create Your Own Ideas on How to Connect!
An Effective Connecting
Approach
1. Highlight your job and commitment to connecting
students to community
2. Be clear about why you contacted them...the
mission.
3. Show enthusiasm and appreciation.
4. Be specific with your needs and flexible with the
planning.
5. Highlight the benefit to you, the students...and them
(win-win).
Section 3:
What are the Basic “Must Haves”
of K-12 Career Development?
Donald Super Theory of SelfConcept


“Career Maturity” is developed by experiencing age
appropriate interventions and is defined as being able to do
specific vocational tasks and make effective career decisions at
the appropriate age or stage
Reference: www.vocopher.org
Stages of Career Development Linked
to the CEW Standards
Stage, Age and Grade
Fantasy- Birth-10 years old (Grades K-4)
Awareness
•
Interest- 11-12 years old (Grades 5-6)
Awareness/Exploration
Capacity- 13-14 years old (Grades 7-8)
•Tentative-15-17 years old (Grades 9-11)
Exploration
Planning
•
•
Crystallization- 18-21 years old (Graduation)
•
Students will be able to “crystallize” a vocational preference upon graduation
from high school instead of their mid 20’s!
*Donald Super
Key Concepts of an Effective
K-12 Career Development
Program




Think with the an “end in mind” strategy for ALL students, to prepare
everyone for college and career readiness
Base your program interventions and structure around on solid research and
a working understanding of career development theory
Engage and educate all stakeholders on the power and importance of
integrated K-12 career development for “ALL” students
Build the K-12 curriculum around the integration and evaluation of the
impact of the Pa. Career Education and Work Standards on students for
college and career readiness
Specific “Must Haves” for Your
Program



Elementary-Awareness (K-5)
Lighting the spark in all children!
Provide experiences for student develop an understanding of
self linked to work and resources outside of their family.
(By 5th grade ALL students should be exposed to the CTC and
post-secondary options-CEW standards)
Middle School- Exploration (6-8) Continue exploring the spark in all children!
Build on earlier awareness activities to explore more specifically interest
and abilities that have developed.
(By 8th grade ALL students should have begun their own career portfolio
and individualized academic and career plan-CEW standards)
High School- Planning (9-12) Crystallizing the Spark with a plan by 12th grade!
Continue to use the development interventions to build a transition plan
for post secondary and career (By 12th grade ALL students will be able to
crystallize a vocational preference and strategy linked to their own plan-a primary
goal of the CEW Standards)
Some Promising Practices for Improving and Sustaining
Your K-12 Program
Elementary-Awareness

Provide professional development to staff on why elementary career
development awareness is crucial. Locate champions in the school to build
programs and curriculum.

Link career development to existing character education initiatives.

Engage parent and business partners through a career café approach.

Use entrepreneurs to build the 4th strand of the CEW standards.

Create a building level event around career development.

Field trips to the CTC, a variety of post-secondary institutions.

Research toolkits on the www.pacareerstandards.com web site

Research lesson plans on the www.pdesas.org system

Research commercial products to determine what is best for your system.
(CC Spark, Paws in Jobland, Rick Trow Productions)
Some Promising Practices for Improving and Sustaining
Your K-12 Program
Middle School-Exploration

Provide professional development to staff on why middle school career
development awareness is crucial.

Get students out and bring people in…..hard to explore solely inside the four
walls of the classroom.

Get business partners and targeted industries to support.

Locate champions in the middle school to build programs and
curriculum.

Use the academic teaming process to address the career
development needs of middle school children.

Field Trips and “mini” shadows, advisory and career oriented
mentoring, career panels, field trips, Six Fridays

Stand alone career development course or part of specials

Begin the the career portfolio and academic and career plan(8th)

www.pacareerzone.com, COIN Products, Career Cruising, XAP,Bridges
Naviance.
Some Promising Practices for Improving and Sustaining
Your K-12 Program
High School-Planning
 Continue providing professional development to staff on why high
school career development planning is crucial. Career based graduation
projects using the portfolio
 Stand alone career development courses
 Creating a Career Pathway or Academies Model for high school curriculum
 Advisory/Mentoring programs using teachers and business partners to
assist with the career development program
 Career Panels, Informational Interviews, Shadowing, Internships
 Mock interviewing, resume workshops delivered by business partners
 Exit interview and a written career plan for all seniors
 Use computer based programs to deliver program: Career Cruising,
Education Planner, Bridges(XAP), Naviance
Section 4:
Why are Integration of the CEW
Standards so Critical in
Developing College and Career
Ready Students?
Students Need to Know….
Who they are…(Aware)
Where they want to go…(Explore)
And understand the process of…(Plan)
how they are going to get there!
Career Education and Work Standards (CEW)
are the key to making this happen
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 Acquisition

Four Benchmarked Grade Bands
K-3
4-5
Career Retention
Entrepreneurship
6-8
9-12
Skills Addressed in the CEW
Standards K-12
Career Acquisition
”Getting a Job”
Career Retention
“Keeping a Job”
Entrepreneurship
“Creating a Job”
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
Workplace Skills
Budgeting
Components of a
business plan
Career Portfolios
Time Management
Career
Awareness/Prep
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
Resources for Integration of the
CEW Standards

Gap Analysis Tool- Determine what is currently
being taught in the K-12 Curriculum.

CEW 101 Series- Key Topics and Activities provide
sample translation of the standards linked to big ideas
and interventions.

“I” Statements-outcome statements written in the first
person to show what students will be able to do as a
result of the teaching of the standards.
Why Were The “I” Statements Developed?

Needed a manageable way to assist educators with the curriculum
integration process of the standards.

Needed a useful mechanism to include types of materials for a career
portfolio (requirement in the CEW standards from grades 8-12).

To assist school districts with a gap analysis tool to develop a more
comprehensive K-12 career development program.

To use as a transition tool for special education students
Comparative “I“ Statements
I Statement
CEW Standard (Career Awareness Item D)
K-3: Identify the range of jobs available in the community.
4-5: Describe the range of career training programs in the community such as, but
not limited to:
– Two-and-four year colleges
– Career and technical education programs at centers (formerly AVTS)
& HS
– Career Links, Local Industry Training Centers
– Community/recreation centers
– Faith-based organizations
– Military
– Registered apprenticeship
– Vocational rehabilitation centers
– Web-based training
6-8: Explain the relationship of career training programs to employment
opportunities.
9-12: Analyze the relationship between career choices and career preparation
opportunities, such as, but not limited to:
•
Associate Degree
•
Baccalaureate Degree
•
Certificate/Licensure
•
Entrepreneurship
•
Industry Training
•
Military Training
•
Registered Apprenticeship

K-3: I can name five (5) different jobs
in my community.

4-5: I can list five (5) different types
of career training programs.

6-8: I have researched 3 different
types of career training programs and
their related employment possibilities

9-12 I understand postsecondary
education and certification programs
and the degrees awarded in those
programs
Career Development Resources
Free Resources:

www.pacareerstandards.com - PDE Main site

www.pacareerzone.com - PDE Program

www.onetonline (My next move-middle school portion)

www.educationplanner.org (6-12)

www.gettingthemthere.org (6-12)

www.asvab.com (9-12)

www.collegeboard.com (8-12)

www.careerclusters.org (K-12)
Commercial Products - Site Licenses with a cost

www.xap.com (former bridges or choices K-12)

www.careercruising.com (K-12)

www.coinproducts.com (middle school and high school)

www.careergame.com (elementary)

www.naviance.com (6-12)
Section 5:
Why is It Important to
Understand the Value of Career
and Technical Education for All
Students?
Career and Technical Education is
NOT the o-Tech of the 1970’s…..

Serving a few students for entry level jobs

For struggling students or those with behavior issues

In lieu of academics
Today's CTE provides 21st century career and technical
education and prepares students for lifelong learning!!
Career and Technical Education

An underutilized resource for career training
nd development

Career and Technical Education, or CTE,
offers multiple ways to win
The CTE of Today
Provides students with the opportunity to
bundle his/her electives: (Program Of Study)
into a meaningful career path that leads to:



Industry recognized certifications
Advanced credits to college or post-secondary training
Exposure to his/her career path
What Is SOAR?






Students Occupationally and Academically Ready
SOAR is the Career and Technical Program of Study and educational plan
for a student’s future.
SOAR Programs make students Career and College Ready
SOAR offers free articulated college credit for work done in a Career abd
Technical Education Program or Career and Technology Center
Benefits of SOAR
Saving money on college tuition
Saving time by shortening college attendance
Getting on the right career pathway and entering the job market
Career Ready
What is a SOAR Program of
Study
A SOAR Program is a state approved Career and
Technical Education Program that credits skills and
tasks learned at the secondary school(high school)
level to a postsecondary (college) degree,diploma or
certificate program. A SOAR program is provided
through a statewide articulation agreement.
Many colleges offer 9 credits or more through SOAR
Programs of Study!
SOAR Program of Study Criteria





Earn a high school diploma
Achieve a minimum of a 2.5 grade point average
Achieve competent or advanced level on the NOCTI
Exam
Achieve proficient on all tasks in the approved tasks
list
Furnish proof to the Postsecondary institution that
you have met the requirements of your SOAR
Program of Study




Career and Technical Education
Resources
www.techlinkpa.com
www.collegetransfer.net (articulated credit transfer)
www.paworkstats.state.pa.us high priority occupations
www.education.state.pa.us “NEW” PDE website
elementary and secondary education
career and technical education
programs of study
Pathways to Prosperity Project
http://www.gse.harvard.edu/news events/features/2011/Pathways to Prosperity Feb2011.pdf
Work Trends
http://www.heldrich.rutgers.edu/sites/default/files/content/Work_Trends_May_2011.pdf
Link to SOAR
http://www.portal.state.pa.us/portal/server.pt/community/programs_of_study/7686
Contact:
Mary E. GristPerkins POS Outreach Manager
Office of Secondary Partnerships
Room 332, 3 Penn Center
Harrisburg, PA 17110
Office- 717-736-4112 ; megrist@hacc.edu
Section 7:
How Can Data Be Used to
Measure Impact on Students in a
K-12 Program?
Process
Perception
Results Reports
What You Did For Whom
What Others Know And
Are Able to Do
What Is The Impact?
Raw Numbers
How many students
were involved
Number of
Interventions/Events
Pre-Post Assessments
Surveys
Needs Assessments
Linked to School Data:
Grades
Attendance
Behavior
Graduation Rates
Example:
203 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.
Example:
Graduation Rate Impact
Pre- 68% of students
graduated from high school
in 4 years
Post- 85% of 8th graders
Understood their
academic/career options
Post-(5 years later)
82% of students graduated
within 4 years
Examples of Data to Examine
Test Scores
Enrollment
Honors/AP Courses
Special Education
Career and Technical Center
Graduation Rate
Gender
Ethnicity
Socio-Economic Status
Attendance
Absences
Tardies
Grade Level
Discipline
By Classroom
By Types of Problems
By Gender, Ethnicity, SocioEconomic Status
GPA/Class Rank
By Gender
By Ethnicity
By Socio-Economic Status
Retention Rates
By Subject Area
By Grad Level
By Gender/Ethnicity
Special Education
By Gender
By Ethnicity
By Socio-Economic Status
Dropout Rate
By Gender
By Ethnicity
By Reason Why?

Achievement, Aptitude

PSSA, Keystone

4-Sight

NOCTI
Possible Career Development Data
to Consider

% of students being able to identify their “spark”. (Elementary,Middle and High School)
% of students being able to identify the range of post-secondary options including the
CTC.(5th grade)
% of students that have participated in a job and post secondary search
% of students participating in a job shadow.
% of students participating in an internship.
% of students with an academic/career plan and parent participation.(8th grade)
% of students possessing a career portfolio.(8th grade)
% of students graduating with a written and verbal career plan.
% of students with a written resume & interview.
% of students with a work force credential.
% of students with a dual enrollment course.
% of students with a developed business plan.

% of students that can declare a college major and give reasons for such







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


All items may be disaggregated*
In Summary:
How Will You Develop And Sustain
Your System?
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Communicate Intent With Administrators
Locate Your Champions and Develop a K-12 Integration
Team
Engage Your Stakeholders and Educate them on the Value of
K-12 Career Development
Find Out What is Occurring Now
Look For Your Gaps Connected To the CEW Standards
Develop Action Plans and Set Goals Linked to Data
Develop A Timeline for Accountability
Act Now!!
Contact Information
Michael D. Thompson
PDE Consultant
mdt7450@gmail.com
717-919-8966
Betty Holmboe
PDE Consultant
betty.holmboe@gmail.com