Innovating a New State Plan Under Perkins IV

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Innovating a New State Plan Under Perkins IV
Opportunities for Occupational and Employment
Information Support for Academic and Career
Counseling
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Perkins IV

• Occupational and Employment Information (Section
  118)
• Still authorized with a separate funding stream
• New process for submission of plan
• One additional state-level activity
• Section 118 references added to
• Definition of All Aspects of the Industry
• Permissible use of State Leadership Funds
• Professional Development Activities
• If State decides to merge Tech Prep with BSG,
  will create additional Leadership Funds that can
  be used to support Section 118

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Perkins IV

• Career Guidance and Academic Counseling
• Still a permissible use of state leadership funds
• Still a permissible use of local BSG and Tech
  Prep programs, with a specific reference to
  Section 118 data
• Local plans must specifically describe how these
  resources will be provided to CTE students
• Stronger focus on postsecondary transitions
  (financial aid, links to baccalaureate programs)
• Inclusion of Graduation and Career Plans under
  Tech Prep

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Perkins IV

• Career Guidance and Academic Counseling
• Still a permissible use of state leadership funds
• Still a permissible use of local BSG and Tech
  Prep programs, with a specific reference to
  Section 118 data
• Local plans must specifically describe how these
  resources will be provided to CTE students
• Stronger focus on postsecondary transitions
  (financial aid, new emphasis on links to
  baccalaureate programs)
• Inclusion of Graduation and Career Plans under
  Tech Prep

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Perkins IV

• Accountability What is the Role of Section 118
  and Career Counseling?
• States will be evaluated on
• High School Graduation Rates
• GED attainment
• Placement in postsecondary education, training,
  military or workplace
• Participation and completion of courses preparing
  for non-traditional fields
• Postsecondary education retention or transfer to
  baccalaureate degree programs

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KEY CONTRIBUTIONS TO PERKINS INCLUDE

• Helping CTE Leaders identify high skill, high
  wage or high demand occupations and emerging
  professions
• Connections with the workforce and economic
  development efforts is paramount in career
  development. Section 118 utilizes the latest
  labor market information to create resources that
  are meaningful and useful to educators,
  administrators, counselors, parents and students.
  Information on employment trends and
  occupational supply already are incorporated into
  the work of Section 118.
• 2. Assisting CTE Leaders to ensure that
  students are preparing for careers that exist and
  provide a family-sustaining wage
• Students have access to occupational demand and
  wage data through Career Information Delivery
  Systems (CIDS) and other materials already
  provided by Section 118 programs. Career
  counselors help students and their parents use
  this information to make informed career and
  educational decisions.

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KEY CONTRIBUTIONS TO PERKINS INCLUDE

• 3. Promoting a vast array of career options
  for all students, including non-traditional
  career areas
• Too often, students make life and career choices
  using inadequate or misleading information.
  Career exploration activities provided by local
  counselors and educators, combined with quality
  career information provided by Section 118 allows
  a student and their parents to explore the myriad
  of opportunities that await them regardless of
  gender, race, ethnicity, socio-economic status or
  disability.
• Encouraging students to take higher level
  academics
• Students need to understand the link between
  academics achievement and their personal goals.
  Utilizing resources provided by Section 118,
  students explore their strengths and talents and
  match them with a career area. They identify
  what academic preparation is required for each
  occupational area. Local counselors help
  students document their academic and career goals
  and develop an educational plan that will carry
  them through high school to postsecondary
  education and beyond.

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KEY CONTRIBUTIONS TO PERKINS INCLUDE

• 5. Preparing students for a successful
  postsecondary transition
• The cornerstone of a successful Tech Prep program
  is the seamless transition from high school to
  postsecondary education. However, students
  without a career goal or academic major when they
  enter college are more likely to drop out.
  Section 118 resources provide the guidance for
  developing career plans, as well as resources to
  develop their career management and
  employability skills. The local counselor can
  assist the students and parents to select
  postsecondary options and, if necessary,
  financial aid.
• 6. Facilitating meaningful parental
  involvement
• Student attitudes about careers, education, and
  success are directly influenced by their parents.
  One of the mandates for Section 118 is
  encouraging parental involvement and many
  resources have been created for just this
  purpose. These resources, along with specific
  programs at the local level, identify specific
  and tangible activities in which a parent can
  engage their child in identifying personal
  strengths and talents, career interests,
  educational aspirations, life/work balance. Many
  of these resources are available in English and
  Spanish.

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Best Practices

• Collaboration
• Integration
• Systemic Support

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Best Practices - Collaboration

• Massachusetts Career Development Education (CDE)
  Benchmarks have been adopted by the state
  associations as the learning standards in their
  MA Counseling Model. Counselors develop,
  evaluate, modify, and deliver programs for
  alignment with the CDE Benchmarks.
• All MA CDE Stakeholders are at the Table
  including school counselors, WIBs, and Tech Prep
  
• Career Development Education is seen a shared
  agenda
• What did it take at the State Level?
• Systems Thinking (i.e., Big Picture Thinking)
• Patience (a lot)
• Solid Relationships/Networks (local, state, and
  national)
• Some political savvy
• Compelling data to make the case (a work in
  progress)

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Best Practices - Collaboration

• Content includes all aspects of the National
  Career Development Guidelines
• Personal/Social
• Career Management
• Academic Achievement
• Programs are data-driven and accountable by
  having counselors implement evidence-based
  interventions, measure student outcomes, and
  document results regularly
• http//www.doe.mass.edu/cd/

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Best Practices - Integration

• Nebraskas Skills for Lifelong Learning, Earning
  and Living effectively places career information
  (Section 118) and academic/career counseling as a
  foundation for a successful career education
  program
• Balance among the NCDG domains
• Learning Academic Development
• Earning Career Development
• Living Personal/Social Development
• Based on the ASCA National Model
• Linkages to the Career Clusters and Alignment
  with Foundation Knowledge and Skills

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Best Practices - Integration

• Age-appropriate K-12 curriculum
• Elementary Career Awareness, Career
  Information, Extended Learning
• Middle Career Exploration, Career Information,
  Extended Learning
• High School Career preparation and Application,
  Career Information, Extended Learning
• Effective use of Personal Learning Plans, which
  help make seamless transition to postsecondary
  education and training
• Strong focus on data-driven evaluation
• http//www.nebraskacareerconnections.org

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Best Practices- Systemic Support

• South Carolina Education and Economic Development
  Act provides for the development of a curriculum
  organized around career clusters that provides
  students with strong academics, opportunities to
  explore career options and real-world problem
  solving skills
• Specifically requires use of the States CRN
  (SCOIS) as a tool to be used to promote career
  awareness and career counseling

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Best Practices- Systemic Support

• Addresses the dropout rate in South Carolina with
  individual attention to students and regional
  education centers to coordinate career
  development for lifelong learners
• Promotes Dual Enrollment in CTE
• Requires Certified Career Development
  Facilitators
• Strong parental involvement
• Annual review of graduation and career plans
• http//www.scois.net/NewFolder2006/Allhomepagefile
  s/EEDAGuidelines7120620.pdf

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Discussion Sessions
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Context and Trends

• How have the economy, social, and political
  contexts changed since Perkins III?

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Context and Trends

• Trends in CTE? (Influence on your strand?)

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Biggest Challenges

• Three biggest challenges facing your community?

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Biggest Challenges

• How has your state addressed these challenges?

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Biggest Challenges

• How will Perkins IV help or hinder these
  challenges?

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Innovations and Opportunities

• Three biggest innovations or opportunities in
  your community?
• Underused existing opportunities?
• New opportunities under Perkins IV?

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Leading Change

• How can you inspire change?

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Leading Change

• How can you use the Perkins State Plan to
  implement your goal agenda?