“Plans provide a structured way for
students to gather, analyze, synthesize
and organize self, educational and
occupational information.
Norm Gysbers, 2004 ~
CLOSE-UP ON CAREER PLANNING
A Key Strategy for Advancing
the NLC* Vision
*National Leadership Cadre
presented by:
Away from Random Acts
of Guidance to…
… Integrated School Counseling
individualized
planning
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curriculum
LEADERSHIP
CADRE
Program Delivery
Integrated Delivery of Career Planning
Develops Student Competencies in ASCA’s
ACADEMIC DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)


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Standard A: Students will acquire the attitudes, knowledge
and skills that contribute to effective learning in school
and across the life span.
Standard B: Students will complete school with the
academic preparation essential to choose from a wide
range of substantial postsecondary options, including
college.
Standard C: Students will understand the relationship of
academics to the world of work, and to life at home and in
the community.
Integrated Delivery of Career Planning
Develops Student Competencies in ASCA’s
CAREER DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the skills to
investigate the world of work in relation to
knowledge of self and to make informed career
decisions.

Standard B: Students will employ strategies to
achieve future career goals with success and
satisfaction.

Standard C: Students will understand the relationship
between personal qualities, education, training, and
the world of work.
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Integrated Delivery of Career Planning
Develops Student Competencies in ASCA’s
PERSONAL/SOCIAL DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the knowledge,
attitudes, and interpersonal skills to help them
understand and respect self and others.

Standard B: Students will make decisions, set goals
and take necessary action to achieve goals.

Standard C: Students will understand safety and
survival skills.
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Career Plan Definition
(found at http://www.umass.edu/schoolcounseling/NLC/index.htm)
A comprehensive, formalized written plan (that
learners use alone and with the help of others) that
relates learning to career goals. The plan is based
on both formal and informal assessments and
should include areas in which a learner needs to
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increase knowledge and skills in order to reach
LEADERSHIP
documented goals.
CADRE
Career Plan Definition (cont.)
A career plan is designed to facilitate transition
from high school to future learning or
employment. It can be thought of as both an
instrument and a process for monitoring one’s
career development.
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LEADERSHIP
CADRE
“Every student, every year, deserves at least 30 minutes of a caring adult’s
time to talk about their future career goals and dreams.”
~Richard Lapan, 2005~
State Career Planning Models Are
Used in the Following NLC States
Idaho
Massachusetts
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LEADERSHIP
CADRE
Missouri
Nebraska
Idaho’s Career Plan Models
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This template can be found at http://www.pte.idaho.gov/guidance/career_clusters.htm
Idaho’s Snapshot
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1.
Plans are the means by which students, counselors, teachers and
parents maintain an organized understanding of where the student is
and what needs to be done to accomplish his/her goals.
2.
Sequential, well-structured activities and experiences are
coordinated by grade level to support career/life planning.
3.
Students are responsible for organizing and planning information.
4.
Students’ interests, talents, achievements and goals must be
reviewed with parents and school personnel.
5.
Planning is viewed as an integrated process documenting
acquisition of student information from a variety of sources (e.g.,
interest inventories, aptitude tests, computerized career information
assessments, achievement test results and grades).
The Massachusetts
Career Plan Model
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LEADERSHIP
CADRE
This template and the checklist can be found at:
http://www.doe.mass.edu/cd/plan/resources
A Massachusetts Snapshot
1.
Career Plans are a Requirement for Students Enrolled in State Approved
Career/Vocational and Technical Education (CVTE) Programs:
“Career guidance shall be provided to each student and shall include assessment of all
vocational technical students to determine individual vocational technical and academic
aptitude, interest, and learning styles and assistance with the development of a career plan
based on the assessments.” (603CMR4.03 (4)(d))
“In order to qualify as a candidate for the Certificate of Occupational Proficiency […], a
student must possess a portfolio containing at a minimum a competency profile […], as well
as a career plan […].” (603CMR4.14)
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2.
Many CVTE high schools use or modify the MA Career Plan Model
(found at http://www.doe.mass.edu/cd/resources/default.html)
3.
In 2005 - 2006 an advisory committee was convened to assist the
MADOE in establishing criteria for career planning implementation
(See slides 23-24).
LEADERSHIP
CADRE
Missouri’s Personal Plan
of Study (note: under revision)
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For more info, contact
http://missouricareereducation.org/curr/cmd/guidanceplacementG/GLE.html
or http://dese.mo.gov/divcareered/career_plan
A Missouri Snapshot
An individual planning system is in place (including
necessary forms and procedures) to assist all students in
developing their plans. Planning is initiated no later than
grade eight (8) and includes:

Assessment activities

Advisement activities

Identification of long- and short-range
educational/career goals including a Personal Plan of
Study that is reviewed and revised annually

Collaboration with parents/guardians

Individual Planning is enhanced through Missouri’s
web-based career/educational planning system, Missouri
Connections: www.missouriconnections.org
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Nebraska’s Career Plan Model
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Nebraska’s Snapshot
1. The centerpiece of Nebraska’s career education guidance process
is the state’s Personal Learning Plan (PLP), a web-based tool
that is downloadable with an ID and password.
2. Students are required to review and revise their plans each year
with input from their school counselors and families.
3. Initial plans are developed in 7th grade and updated on a yearly
basis through the high school and the postsecondary years.
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4. Parents and school staff work together to assist students in
developing their plans and meeting their goals.
5. The PLP process begins with a discussion of each student’s
current learning, earning and living goals per a discussion guide
found at www.NebraskaCareerConnections.org.
Individual Student Planning
in the ASCA Model
“Individual student planning consists of school
counselors coordinating ongoing system activities to:


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
Help individual students establish personal goals
and develop future plans;
Help all students plan, monitor and manage their
learning;
Help all students meet competencies in the areas of
academic, career and person/social development.”
from the ASCA Model (cont.)



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
“Within this component, students evaluate their
educational, occupational and personal goals.
School counselors help students make the transition
from school to higher education.
Activities are delivered on an individual basis or by
working with individuals in small groups or advisement
groups.
Parents/guardians and other school personnel are
included in planning activities.”
Time Management is Critical
Calendars should be used to document: (1) student access and
participation levels and (2) the time school counselors spend on
delivery.
Recommended Time for Individual Planning
(based on ASCA’s recommended counselor to student ratio 1:250 maximum)
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Elementary
School % of
Time
Middle
School % of
Time
High School
% of Time
Curriculum
35-45%
25-35%
15-25%
Responsive Services
30-40%
30-40%
25-35%
Individual Planning
5-10%
15-25%
25-35%
System Support
10-15%
10-15%
10-15%
Delivery System
Component
In several states, career planning is
a requirement
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CADRE
Idaho
Indiana
Kentucky
Massachusetts
Missouri
Nebraska
New York
North Carolina
* Based on a 2007 survey of state guidance directors done by CSCOR (still underway)
Requirements and
Monitoring in Idaho
Through the State Board Rules and Regulations
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LEADERSHIP
CADRE

…no later than the end of grade 8, all students will develop
parent-approved student learning plans for their high school
and post-high school options.

The learning plan will be developed by students and
parents/guardians with advice and recommendation from
school personnel.

It will be reviewed annually and may be revised at any time.

…[Idaho’s Division of Professional-Technical Education] has
worked to put together a vision of the process and the product
to meet the “heart of the rule”: the needs of the student.
Requirements and
Monitoring in Massachusetts
Through the Coordinated Program Review process, districts
are monitored for compliance with federal and state
education requirements:

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
If they have programs that meet the Perkins Act definition
of career & technical education and are of such size, scope
and quality to be effective, and receive Perkins allocation
funds (directly or indirectly, including Tech Prep).
Staff from the CVTE unit, together with any necessary
outside consultants, conduct the CVTE portion of the
Coordinated Program Review.
MA’s CVTE Career Plan
Monitoring Criteria*
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CADRE

MCAS and/or other appropriate academic
assessment results, as well as career assessment
results are used to tailor instructional and support
services and improve programs. Perkins Section
134 & 135, Vocational Technical Education
Regulations 603 CMR 4.03(4)

A Career Plan for each student enrolled in a
career/vocational technical education programs is
developed with the involvement of
parents/guardians. Perkins Sections 134 & 135,
Vocational Technical Education Regulations 603
CMR 4.03(4)
MA’s Career Plan Criteria (cont.)
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Services including career guidance are provided
to assist each student: (1) with a disability, (2)
from an economically disadvantaged family
(including foster children), (3) with limited
English proficiency and (4) that is preparing for a
career that would be nontraditional for their
gender in the successful completion of a
career/vocational technical education program,
and the transition to employment and/or further
education including registered apprenticeship
programs. Perkins Section 3 & 134; Vocational
Technical Education Regulations 603 CMR
4.03(4).
Requirements and
Monitoring in Missouri
The Missouri School Improvement Standards and Indicators
require that all students have a Personal Plan of Study
developed no later than 8th grade.
 Monitoring occurs through the Missouri School
Improvement Review by which schools report to the
Missouri Department of Elementary and Secondary
Education compliance. Schools not meeting AYP
performance standards are eligible for an onsite review.
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 The Department works with schools as needed to provide
any assistance in the implementation of the Individual
Planning Process.
Requirements and
Monitoring in Nebraska
Through the State Accreditation Process

A Personal Learning Plan for all students grades 7-12 is
being proposed as a new Nebraska School Accreditation
Rule.

Nebraska’s new accreditation rules (Rule 10) are
currently in negotiation between Commissioner of
Education and the Governor. The State Board of
Education has already approved them, before sending
them to the Governor.

Schools will need to assure/provide evidence that they
are implementing PLP for all students in order to get
accredited by the state.
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A Final Note on Career Planning
“Remember, the conversation that you have
with a student may impact their future
economic potential.”
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~ Trish Hatch, 2007 ~
.