Heather Conley FSCA 2014

Transcription

1 Heather Conley FSCA 2014

2 Career Planning Resources for Florida s Secondary Schools Today s topics: Legislation Resources Available Personal Pathways to Success Initiative Study Florida CHOICES

3 Middle Grades Promotion Students must complete a course in career and education planning in 6 th, 7 th or 8 th grade.

4 Career and Education Planning Course Requirements of the course include: Result in a completed personalized academic and career plan Emphasize technology or the application of technology in career fields Include information from the Department of Economic Opportunity s economic security report as described in s , F.S.

5 Career and Education Planning Course Legislation also specifies that the course must: Be Internet-based, easy to use Customizable to each student Emphasize the importance of entrepreneurship skills The required personalized academic and career plan must include a detailed explanation of the diploma designation options provided under s Include information on available opportunities to earn college credit in high school, including AP, IB, Dual Enrollment and courses that lead to industry certification pursuant to s or s

6 Academic and Career Plan Districts can develop their own program/template to help students complete this requirement of the course.

7 Is there a digital worksheet to use? My High School Plan.doc +.pdf Customizable Table in Microsoft WORD format Cells for each school subject Cells for 2 semesters each year Areas for signatures and dates Can be saved to central location or personal storage device Both PDF and Word versions can be found on Educator s Resources page of student side of Florida CHOICES

8 My High School Plan.doc or.pdf

9

10 8 Course Standards

11 Everyday Economics: Entrepreneurs

12 Entrepreneurship Activity Your Portfolio > Career Planning > Career Plans

13 Bureau of Standards and Instructional Support Academic Advisement Flyers - What Students and Parents Need to Know Also Available in Spanish and Haitian Creole

14 More Online Resources Both available for download to view or print: online publication online publication Spanish and Creole versions also available

15 Each high school can nominate up to three students Internship is for one year in Germany working in their vocational interest area Graduating high school seniors can apply by January 31 each year Proficiency in German not required For more information call at

16 Relevant National Data A 2013 report from Georgetown University noted 65% of job openings through the year 2020 will require education past high school, yet only about half of those jobs need a four-year degree. The statistic emphasizes not only the importance of collaboration between education and industry, but the importance of promoting accurate information to the available career pathways for students following high school.

17 What can be done? States levels of degree attainment have been the focus of reform efforts across the country as leaders recognize the connection between postsecondary education and economic opportunity and the importance of guidance counseling.

18 South Carolina s 2005 Education and Economic Development Act (EEDA) EEDA is a career-focused school reform with an emphasis on career counseling, designed to better prepare South Carolina students for the workforce and post-highschool education through a focus on career awareness and exploration at all school levels and the creation of locally relevant programs of study.

19 Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative National Dropout Prevention Center (NDPC) at Clemson University in conjunction with National Research Center for Career and Technical Education (NRCCTE) at the University of Louisville Principal Investigators: Dr. Cathy Hammond Dr. Sam Drew

20 Purpose of 5-Year Study Examine the influence of South Carolina s Education and Economic Development Act (EEDA) on the development of Perkins IVdefined Programs of Study (POS) and student outcomes.

21 Eight High Schools in South Carolina and Two Student Cohorts Eight high schools across the state varying on Levels of school and community resources Demographic characteristics Estimated levels of EEDA implementation Two student cohorts Class of 2009 ( no exposure) Class of 2011 (exposure 8 th 12 th grades)

22 Major Finding of Study Career-Focused Guidance was a Key Ingredient to the Reform Implementation

23 Who Most Helpful in Developing the IGP for Class of 2009 and Class of 2011 as 12th Graders Percentage of Respondents Class of 2009 N=505 (42) Class of 2011 N=620 (36) No One 12% 4% Parent 34% 29% Teacher 9% 5% Guidance 36% 58% Friends 6% 2% Multiple Responses 4% 2%

24 Differences in Reports of Class of 2011 as 10th Graders by # Risk Factors When you put together your career plan who was the most helpful in developing your plan? % of Respondents 0 Factors 1 Factor Parents, step-parents or other adults with whom you live 2 or More Factors 35% 29% 27% A teacher 6% 2% 6% A guidance counselor 51% 56% 51% Friends 3% 4% 4% No one 5% 9% 13%

25 Increased Focus on Career Services More time spent engaging in one-on-one interaction with students with the majority of their counseling sessions centering on career issues. I think the Act has put us more in the role of working on career exploration and meeting with and counseling students, and the registration process is a cooperative effort. An effort to discuss all postsecondary options: We share with them what their options are if they want to go directly into the workforce, if they wanted to go and get a technical degree or a 2-year degree or a 4-year degree. And, we make sure they understand what the requirements are on admissions in higher ed [education] so they could be accepted into those programs.

26 Alignment with ASCA National Model There was an imbalance in the participants ability to provide comprehensive guidance services across the three areas of career, academic, and personal/social Less time focused on programming and individual counseling for personal/social issues We re so focused on IGPs, meeting with parents, getting career assessments done, and getting their futures planned that we don t have time to do the groups that we used to do. We don t have time to do one-on-one personal and social We can t focus on that all.

27 Potential of Career-Focused Guidance as a Dropout Prevention Strategy Helps students: Identify their career goals Develop a plan to move toward those goals Select courses that relate to those goals See that the school cares about them and their individual interests and success Learn a planning process setting goals and developing plans to reach them Know about course and program options

28 Preliminary Findings on Changes in School Counselor Duties in Sample Schools Counselors reported engaging in more career development with students (especially around IGPs) Counselors reported a need for more resources because their other job duties have not changed (i.e., still testing, scheduling, crisis intervention, etc.) Some counselors felt that they are now unable to fully meet students needs because of the high counselor-to-student ratio and time intensity for EEDA requirements, such as IGPs Due to increase in career guidance activities, counselors are now engaging in less personal/social guidance activities Counselors interviewed at all sites gave positive feedback on EEDA helpful for students to be required to engage in more focused, goaldriven career guidance

29 School-Level Findings EEDA and Career-Focused Guidance Structured guidance for career planning and academic advisement was a critical underlying element for policy implementation and student participation in career planning and programs of study. The policy has increased the amount of career-focused guidance activities with students, although the amount of such guidance varies across schools. The Individual Graduation Plan (IGP) process appears to be a key facet of policy implementation. IGPs are seen by many interviewed staff and students as a valuable tool.

30 Student Comments on Individual Graduation Plans When I first said that I want to do criminal justice, I was just thinking strictly attorney, because you ll see on TV all the powerful attorneys and everything. But once I took the classes, I had no idea how many different job positions were in the field of criminal justice. I narrowed it down to studying criminal law. And so that s what I m going to major in when I go to college. CTE student, senior (2011)

31 Student Comments from the Study: If I wasn t in the cluster that I wanted to be in, I think school would be basically pointless. Because it would just be like, I m just taking these classes, but it has nothing to do with my future. CTE student, senior (2011) My grades got better in math, because I know if I really want to be an electrical engineer, I m going to need my math and science. senior (2011)

32 Student Comment on Relationships With Counselors At first, when I got to high school, I was like they just want to get you to graduate. They don t care anything about your future, and all kinds of stuff. But when they started doing this, I m like, yes they do, because they re asking me what I want to be when I graduate, what I plan to do, and how I plan to get there, and they re giving me classes to help me get there and prepare myself, so they do care. CTE student, senior (2011) 32

33 Full Executive Summary

34 For More information Cairen Withington NDPC - National Dropout Prevention Center cairenw@clemson.edu Natalie Stipanovic, Ph.D. Assistant Professor, Coordinator: School Counseling Program School of Human Services College of Education, Criminal Justice, & Human Services University of Cincinnati natalie.stipanovic@uc.edu

35 Career Information Delivery System (CIDS) DOE purchases from Bridges/XAP Company Provided free to residents in the state of Florida Florida specific version of CHOICES Non-internet version of CHOICES In use for over 25 years Middle and High schools Adult Education Programs Community Colleges and Universities Other State Agencies

36 Training Services In-person district trainings for Florida CHOICES, as requested Seasonal webinars on Florida CHOICES and Career Planning Topics One-on-one Phone Trainings as requested

37 Home Page

38 Middle School Role Page

39 High School Role Page

40 Parents Page

41 Career Planning

42 The Assessments

43 New Interest Profiler Assessment has 60 Questions

44 Interest Profiler Results

45 Results now show Careers by Best Match ranking and Education Level

46 Career Information

47 Career Exploration

48 Florida s HOT Careers

49 Employment Tools

50 High School Planning

51 Postsecondary Schools

52

53 Financial Aid Planning

54 Financial Aid Calculators

55 Your Portfolio

56 Goal Setting activities

57 Goal Setting activities

58 Educator s Resource Page

59 Educator s Resource Page continued

60 Educator s Resource Page includes Secondary Resources

61

62

63 Get direct information from our office on: Florida CHOICES program Middle School Career Course Webinar Training Schedule * Middle School * High School * Adult/Postsecondary

64 The Complete Florida Plus Program has been created by Section , F.S. The University of West Florida (UWF) is charged with overseeing the development of this initiative which shall include support for a K-12 Career & Education Planning System. The DOE is working with UWF as the development process begins. We will keep you informed as more information becomes available.

65 Thank you for your attention today!