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The Critical First Step to The Critical First Step to Motivational & Meaningful Motivational & Meaningful
Education PlansEducation Plans
Counseling for Careers Counseling for Careers in the Classroom:in the Classroom:
“‘“‘College for all’ might be College for all’ might be the mantra, but the hard the mantra, but the hard reality is that fewer than reality is that fewer than one in three young people one in three young people achieve that dream.”achieve that dream.”
Pathways to Prosperity Project,Harvard Graduate School of Education,
February 2011
CollegeCollege is not the end goal.is not the end goal.
CareerCareer is the goal, and is the goal, and
collegecollege is the vehicle to help is the vehicle to help students reach the goal.students reach the goal.
““Within the U.S. economy, there is Within the U.S. economy, there is also growing evidence of a ‘skills also growing evidence of a ‘skills gap’ in which many young adults gap’ in which many young adults lack the skills and work ethic lack the skills and work ethic needed for many jobs that pay a needed for many jobs that pay a middle class wage.”middle class wage.”
Pathways to Prosperity Project,Harvard Graduate School of Education,
February 2011
Schools are looking to increase:Academic achievementHigh school graduation ratesParticipation in AND completion of post-secondary education and training
NONO
Start with Start with MOTIVATIONMOTIVATION and and improvements will improvements will
follow.follow.
NONO
Many students who drop outMany students who drop out“can’t see a clear, transparent “can’t see a clear, transparent connection between their connection between their program of study and program of study and tangible opportunities in the tangible opportunities in the labor market.”labor market.”
Pathways to Prosperity Project,Harvard Graduate School of Education,
February 2011
If our aim is If our aim is intrinsicintrinsic motivation, how do we motivation, how do we help students “create” help students “create”
it and maintain it?it and maintain it?
NONO
PATHWAYS help to PATHWAYS help to provide that provide that
connectionconnection so so students stay students stay motivated…motivated…
Are based on the student’s interests, passions, “calling”
Align with the student’s career and education goals
Consider individual student needs Involve teachers—counselors can’t do it all Consider a broader range of postsecondary
options Lead to genuine career opportunities Include parent/guardian input
……when pathway & course selections:when pathway & course selections:
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Prepare students for careers AND postsecondary education
Integrate challenging academics with demanding career and technical curriculum
Prepare students for a broader range of postsecondary opportunity rather than limiting options after high school
PATHWAYSPATHWAYS
LEAD TO…LEAD TO…
High-SkillHigh-SkillHigh-WageHigh-Wage
High-DemandHigh-Demand
More projected job openings for prepared workers
Require credentials or degrees and at least some postsecondary education
Jobs with median wage greater than the median for all occupations
JOBSJOBS
If our aim is If our aim is intrinsicintrinsic motivation, how do we motivation, how do we
help students “create” it help students “create” it and maintain it?and maintain it?
NONO
to provide comprehensive to provide comprehensive guidance in the classroom & guidance in the classroom &
create create connectionsconnections for for ALL studentsALL students
Counseling for Counseling for CareersCareers
“…“…there is a difference between there is a difference between systematic exploration and the systematic exploration and the blind trial and error experienced blind trial and error experienced by too many students. Helping by too many students. Helping students make informed choices students make informed choices about their education is a critical about their education is a critical strategy to help increase student strategy to help increase student success…”success…”
Advancing Student Success in the California Community CollegesRecommendations of the California Community Colleges Student Success Task Force
Understand their own identityHave researched and identified a career
path that matches their interests and goalsHave a plan for achieving those goals
Students are far more likely to persist Students are far more likely to persist in completing necessary training or in completing necessary training or education and transition successfully education and transition successfully to the workforce when they:to the workforce when they:
Freshman Transition InitiativeFreshman Transition InitiativeDr. Rebecca DedmondDr. Rebecca Dedmondwww.freshmantransition.orgwww.freshmantransition.org
Freshman Transition Standards Freshman Transition Standards outline outline coursework that includes:coursework that includes:
Personal/Social Development & Skill Building
Educational Achievement PlansCareer/Life Skills and Planning
A Freshman Transition course:A Freshman Transition course:
Creates buy-in to the educational process, which builds intrinsic motivation
Offers relevant themes for academic skill development
Helps students become identity achieved and builds self-esteem
Supports counseling and guidance objectives by helping students set goals and develop education and career plans
Gap AnalysisGap Analysis
If our aim is If our aim is intrinsicintrinsic motivation, how do we motivation, how do we help students “create” help students “create”
it and maintain it?it and maintain it?
NONO
Begins with a semester Freshman Transition course providing comprehensive guidance and
facilitating development of a 10-year Plan
Continues with the annual updating of students’ 10-year plans
And empowers teachers & counselors to use the 10-year plan to enhance and inform advising
and academic coaching
In an article for NASSP’s Principal Leadership magazine, Dr. Dedmond recommended a school-wide initiative that
Dr. Dedmond recommends that a Freshman Dr. Dedmond recommends that a Freshman Transition course curriculum should help students:Transition course curriculum should help students:Dr. Dedmond recommends that a Freshman Dr. Dedmond recommends that a Freshman Transition course curriculum should help students:Transition course curriculum should help students:
1. Recognize the value of education and training, and understand the need for lifelong learning and skill building
2. Become identity achieved, which builds self-esteem, confidence, and character
3. Create an educational plan for the next 10 years—along with the skills to change
Choose a curriculum that…Choose a curriculum that…
Is personalized
Gets students actively involved and motivated
Encourages critical thinking and problem solving
Integrates academics and career exploration
Reinforces/challenges academic skills
According to the New York Times, what percentage of
25-year-old white men lived with their parents in 2007.
“About one-fourth [25%] of 25-year-old white men lived at home in 2007 – before the latest recession – compared with one-fifth [20%] in 2000 and less then one-eighth [12.5%] in 1970.”
“Long Road to Adulthood Is Growing Even Longer,” by Patricia Cohen, The New York Times, June 12, 2010
http://www.nytimes.com/2010/06/13/us/13generations.html
Choose a curriculum that…Choose a curriculum that…
Empowers students to find -- and plan for a career that supports -- their interests, passions, callings
“Having a cause fuels momentum during the startup years...when combined with self-discipline and well-honed work habits...”
(Levine, 87)
A 10-Year Plan provides the vision that helps students:
Stay in high school, graduate, then…Enter and COMPLETE post-secondary
education and/or training, then…Make timely and successful transitions into
an economically self-sufficient adulthood.
Instructors can use the Instructors can use the 10-year plan as a tool to 10-year plan as a tool to
help provide effective help provide effective one-on-one guidance in one-on-one guidance in
an advisory role.an advisory role.
Successful ModelsSuccessful Models
Seaman High SchoolSeaman High SchoolTopeka, KSTopeka, KS
Smoothing transition from middle school to high school
Seaman Freshman Center ModelSeaman Freshman Center ModelCreation of new freshman-only campus
provided opportunity for refocusing efforts
Goal: 100% graduation rate
Goal: Support students in time of change -- socially and academically – so they start high school on solid foundation
Goal: Help students become “happy and healthy and productive citizens in the workforce and in our communities”
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Reported Student OutcomesReported Student OutcomesGreater sense of responsibility with
regards to their academics
Look more critically at elective courses during scheduling
New realistic understanding of money and budgeting
Increased career focus led to creation of an internship program
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Reported OutcomesReported Outcomes“We have a lot of students that will really sit down with the counselors and talk with them because they want to make sure that they have a clear understanding of which classes are going to be beneficial.”
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Cathie Klein, Success 101 Lead TeacherSeaman High School
Topeka, KS
Successful ModelsSuccessful Models
Santa Barbara City CollegeSanta Barbara City CollegeSanta Barbara, CASanta Barbara, CA
Successful community college partnership with local high schools
Santa Barbara City College is the co-winner of the 2013 Aspen Prize for Community College Excellence
Get Focused...Get Focused... Stay Focused! Stay Focused!™™
Freshman Transition Initiative Model
SBCC DEFT ModelSBCC DEFT Model Instituted Dual Enrollment Freshman Transition
(DEFT) course at Carpinteria High School in 2009◦ Expanded to other area high schools in 2010
Goal: Students continue a life-long process of career and life decision-making
Goal: Students continue updating their personalized 10-year Plan to maintain their motivation and focus
Goal: Students enter college or post-secondary training with a career path, a major, and an education plan
Goal: Students are ready to navigate post-secondary system and complete in a timely manner
SBCC DEFT ModelSBCC DEFT Model“The big picture is that if students as young as 14 years of age learn, in an informed way, what they want to do with the rest of their lives, the benefit is not only to those students but to parents, the high school, the college, and the community.”
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Dr. Diane Hollems, Dean of Educational ProgramsSanta Barbara City College
Santa Barbara, CA
Get Focused…Stay Focused!Get Focused…Stay Focused!™™
aligns with:aligns with:• K-12 Common Core State Standards
• Association of American Community College’s recommendations for the re-imagined community college
• California Community Colleges Chancellor’s Office Student Success Task Force recommendations
• National CTE initiatives
• National economic development priorities:
◦“America cannot lead in the 21st century unless we have the best educated, most competitive workforce in the world.”
President Barack Obama, Remarks on Higher Education, April 24, 2009
Reported Student OutcomesReported Student Outcomes
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A-G Completion Rates(College-preparatory courses required for admission to the UC/CSU systems)
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
28.10% 23.30% 23.40% 35.60% 24.20% 33.60% 37.10% 47.60%
API Growth 2006-2012
680
690
700
710
720
730
740
750
760
770
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
School Year
Sc
ore
778
2012-2013
Reported Student OutcomesReported Student Outcomes
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Suspensions
137 136
105
61 6649 47
020406080
100120140160
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
School Year
Nu
mb
er o
f S
usp
ensi
on
s
Reported OutcomesReported Outcomes“What I remember about Freshman Seminar when I took the Career Choices class was being overwhelmed and having too many things that I was really interested in doing…but looking back on it, it really was able to help me narrow my focus on my passions.”
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Lauren, 12th grade student reflecting on her Freshman Seminar experience
Carpinteria High SchoolCarpinteria, CA
Help studentsHelp students getget focused…focused…
with a course addressing the with a course addressing the Freshman Transition StandardsFreshman Transition Standards
and and staystay focused!focused!with the annual updating of with the annual updating of
students’ students’ 10-year Plans10-year Plansand with the use of students’and with the use of students’
10-year Plans10-year Plans to support to support advising, counseling, and course advising, counseling, and course
selection functionsselection functions
TheThe “Get Focused…”“Get Focused…” PartPartAcademically-Based
Career and Life Skills CurriculumMeeting 95% of the
Freshman Transition Standards
o Who Am I? Identity formation activities leading to career commitment and career focus
o What Do I Want? Evaluate lifestyle, career, education, financial choices, and the impact of career choice
o How Do I Get It? Strategies to stay the course and realize their career, education, financial, and lifestyle goals
o Culminating in the development an online10-year plan that provides key data for teacher-led advisories, academic coaching, and counseling
Why Why Career ChoicesCareer Choices??
Academically-basedIntegrates technologyFlexible enough for classroom, small
group, or one-on-one situationsStudent-friendlyAllows for individual creativity and
customizationSpeaks to ALL students!
Common Core State StandardsCommon Core State Standards• Implementation of Common Core & the College and Career Readiness Standards
• Contextualized lesson development – breaking down the “silos” that separate academic departments
• Real-world learning experiences that prepare students with transferable job skills
• Reinforcing the message that students must prepare for college-level work to reduce the need for remediation
ProvenProvenUsed in over 4,800 schoolsIncreases reading, writing, and
math scoresDecreases dropout ratesReduces lateral movement
between career pathways
Award-WinningAward-Winning
Promising Intervention- U.S. Dept. of Education
Best Practices - U.S. Dept. of Labor
Breaking Traditions - Vocational Equity in Education
Council
Different by Design…Different by Design…
Goes beyond traditional career orientation textbooks by teaching a
self-discoveryself-discovery &planning processplanning process
students will use time and time again throughout their lives!
ONLINE TOOLfor Data-driven Advisory
www.My10yearPlan.comEach student creates a
10-year career-inclusive education plan
that is available online for advisory meetings and annual updating.
Advantages of Integrated,Theme-Driven Curriculum
Learners:See connections and relationships between
disciplines – more like the real world.Are more motivated and engaged by
thematic/relevant topics.Learn to synthesize information rather than
memorize facts. Gain an increased perception of the real world
that makes the transition to work faster and easier.
TheThe “Stay Focused!”“Stay Focused!” PartPart
Get Focused...Stay Focused!Get Focused...Stay Focused!™™
Follow-up Module OutlineFollow-up Module Outline
When students have a personalized, online 10-year career and education plan detailing researched and considered goals, dreams, and expectations:
• Counseling and advisory sessions will be more targeted and productive
• Academic coaching by instructors has new meaning
Get Focused...Stay Focused!Get Focused...Stay Focused!™™ == Whole-school Initiative Whole-school Initiative
because students will understand the consequences of not achieving at their ability
level and will focus their energies.
Counseling for Careers is about Counseling for Careers is about Creating ConnectionsCreating ConnectionsConnecting students with a goal that looks beyond high school and an INTRINSIC desire to reach that goal
Connecting students with a plan for obtaining that goal
Connecting students with adult advocates to support their efforts and their plan
Connecting student with peers
Don’t hesitate to contact us.
Chris PowellChris PowellEducational ConsultantAcademic Innovations
Dr. Lauren WintermeyerDr. Lauren WintermeyerDirector, Dual Enrollment Programs
Santa Barbara City [email protected]
