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Capital Region Counselors NetworkCAIU
February 7, 2012
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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
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Comprehensive Program to Help All Students Become College and Career Ready in the 21st Century Economy
To Develop a Network or System of Accurate and Helpful Information for Parents and Students to Transition from Academic to Career
To Understand the Interconnection and importance of the 3 D’s of: Career, Workforce and Economic Development
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73%
10%
16%
40%
40%
19%
24%
47%
30%
0%
20%
40%
60%
80%
100%
1950 1994 2006
Professional
Skilled
Unskilled
Source: U.S Bureau of Census and Pennsylvania Department of Labor & Industry, Center for Workforce Information & Analysis (Pennsylvania statewide)
Unskilled jobs are disappearing; demand for high skills is rising
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.
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. This data is also.
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Median Annual Income in Pennsylvania by Educational Attainment, 2007
$64,261
$48,500
$33,969
$28,000
$27,010
$12,684
$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000 $80,000
Post-Graduate Degree
Bachelor's Degree
Associate Degree
Some College, No Degree
HS Diploma/GED
Less than High School
Annual Income By Education
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43% of licenses & certificates earn more then an AA degree
27% of licenses & certificates earn more then a BA degree
31% of AA degrees earn more then a BA
0
5
10
15
20
25
30
35
40
45
AA
BA
BA
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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”
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• 2009-10 A Committee of Counselors met and developed the Pa. Companion Guide to the ASCA Model and a Toolkit/Implementation Guide
• The Guide and Toolkit provide school districts and counselors a step by step process, framework, resources and best practice models for writing the plan
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School Counseling in the Commonwealth of Pennsylvania:
Supporting Every Student to College and Career Success
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“Well, well…if it isn’t the counselor who told me I’d never amount to anything.”
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A profession that focuses on the relations and interactions between students and their school environment with the expressed purpose of reducing the effect of environmental and institutional barriers that impede student academic success.
The Education Trust
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INDIVIDUAL FOCUS
• Works in Isolation
• Works Primarily with Individual Student Problems
• Manages School Counseling Program Separate from School Mission
SYSTEMIC FOCUS• Teams and Collaborates
with All Stakeholders
• Works to Help the School Change to Better Meet Student Needs
• Involved Extensively as a Leader in School and Community
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“Leadership is not about a position, nor is it about a title, a seat, a place on the organizational chart. For school counselors, it’s about taking action, moving the agenda, making something happen that results in positive benefits for students and the school. It’s about having a vision about what needs to be done and getting others to help you systemically carry out that vision.” Patricia J. Martin Assistant Vice President National Office for School Counselor Advocacy The College Board
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Using Results Data To Demonstrate That School Counselors Are Vital Members
Of A Schools Academic Team For:
1. Raising Academic Achievement2. Advocating For Underrepresented
Youth3. Meeting School District Goals4. Preparing All Students For College And
Career Success
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Components of a Comprehensive K-12 School Counseling Program
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Academic Development
Career Development
Personal/Social Development
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Chapter 1-School Counseling in Pa. Chapter 2-School Counselor Roles Chapter 3-Foundation Chapter 4-Delivery System Chapter 5-Management Chapter 6-Accountability Chapter 7-Getting Started-”How to Build” Appendix
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1. List of all Counselors and assignments by level and building
2. Core Belief, Philosophy and Mission Statements
3. Role of all 5 Stakeholders in the Plan
4. Role of the counselor as leader, advocate, collaborator and systemic change agent
5. Delivery System at all 3 levels-Elementary, Middle, High
School Counseling Curriculum Individual Planning Prevention, Intervention and Responsive
Services System Support
6. Job Descriptions at all levels
Guidance Plan Outline- What Goes in the Chapter 339 Plan?
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Provide an avenue for a systematic and developmental delivery of career options for all students K-12(Career Domain through the Standards).
Provide a vehicle for sending school districts to include events and activities on how students become aware of the CTC programs K-12.
Provides specific written procedures for applying to and making the decision to attend an CTC.
Engages parents early in the process as one of the stakeholders in helping their child make a decision about attending a CTC.
Helps to eliminate the perception that only non-academic students attend the local CTC.
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RESULTS.
How are students different as a result of the school counseling program?
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Process Perception Results Reports What You Did For Whom What Others Know And
Are Able to Do What Is The Impact?
Raw NumbersHow many students were involvedNumber of Interventions/Events
Pre-Post AssessmentsSurveysNeeds Assessments
Linked to School Data: Grades Attendance Behavior
Example:
103 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.
Post- 85% of 8th gradersUnderstood their academic/career options
Example:Graduation Rate ImpactPre- 68% of students graduated from high school in 4 years
Post-(5 years later)82% of students graduated within 4 years