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Building Your K-12 Career Development Program Linked to Your Chapter 339 Plan

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Title: Building Your K-12 Career Development Program Linked to Your Chapter 339 Plan


1
Building Your K-12 Career Development
Program Linked to Your Chapter 339 Plan
  • Presenters
  • Michael D.Thompson Betty Holmboe
  • Independent Counselor Consultants - PDE
  • March 26th, 2013

Sponsored by Tech Link
2
Handouts and Resources for the 3/26/13
Webinar Accessed at the Techlink website at
www.techlinkpa.com
  • Webinar Powerpoint
  • Section 1 Career Development Theory, Holland
    Assessment and Holland Hexagon
  • Section 2 How and Why to Connect to the
    Community 8 Keys to Employability
  • Organizing Career Resources
    Advisory Council Guidelines Building the
  • Structure,Approach,PassionThe
    Education and Community Connection
  • What Employers Want
    Employability Certificate8 Tips for Talking to
    Business
  • Section 3 Career Education and Work Standards I
    Statements CEW 101Series
  • Gap Analysis Tools
  • Section 4 Must Haves of Career Development
  • Section 5 Career and Technical Education
    Resources
  • Section 6 Data Explanation and Examples

3
How Did You Come to Be Involved With the PDE
Counselor Trainings for Chapter 339?
4
Our Roles
  • Mike Thompson- Counselor background in K-12
    program development in the career domain with a
    focus on the Career Pathway Model.
  • The K-12 Counseling Program and
    the development
  • of the Chapter 339 Plan.
  • Betty Holmboe- Executive Director experience with
    The Capital Region Partnership for Career
    Development.
  • Linking business/community
    stakeholders to the
  • K-12 counseling program to
    aid in the innovative
  • integration of the CEW
    standards to enhance program
  • sustainability.

5
Describe the Trainings You are Doing For PDE
6
Trainings
  • Working with teams of K-12 counselors in all
    regions of the state to assist them with the
    development of their comprehensive guidance
    program in three domains
  • Academic, Career and
    Personal/Social
  • Chapter 339 has become the impetus for school
    counselors to organize their delivery for
    students linked to the Pa.Companion Guide,
    statewide version of the American School
    Counseling Model for K-12 counseling programs.
  • The focus of Chapter 339 has centered in the
    career domain for developing a transition plan
    for ALL students.

7
State Standards and Mandates   Chapter 339
mandates a comprehensive and integrated PreK-12
guidance plan There shall be a written plan on
file, approved by the local board of school
directors, for the development and implementation
of a comprehensive, sequential program of
guidance services for kindergarten through 12th
grade. The plan must include procedures to
provide for guidance services to AVTSs. Upon
request, the plan shall be submitted to the
Pennsylvania Secretary of Education.   Chapter
12 mandates a comprehensive program of student
services  Each school entity shall prepare a
written student services plan, including a school
counseling component, based on the needs of its
students and consistent with the districts
strategic plan requirements outlined in Chapter
4.    The Academic Standards for Career Education
and Work  Address the importance of career
planning for all students related to labor market
projections and workforce needs. Four strands
are addressed in these standards Career
Awareness and Planning- (Discovery Self Career
Acquisition- (Getting a Job) Career Retention-
(Keeping a Job) Entrepreneurship- (Creating a
Job)
8
Session Agenda
  • Presenter Background Information
    Questions will be answered after each section
  • Section 1
  • What is Career Development? Why is it Important
    to have a K-12 Program?
  • Section 2
  • Engaging All Stakeholders to Build and Sustain
    the K-12 Program
  • Section 3
  • The Must Haves of K-12 Career Development
  • Section 4
  • The Career Education and Work Standards and
    Integrating them into the Curriculum.
  • Section 5
  • Understanding the Importance and Value of Career
    and Technical Education.
  • Section 6
  • Understanding how to use data to show measurable
    impact on all students and to

9
Section 1 What is Career Development and Why is
it Important to Build a Comprehensive K-12
System?
10
Career Development Definition and Rationale
  • Career Development is a continuous lifelong
    process of developmental experiences that focuses
    on seeking, obtaining and processing information
    about self, occupational and educational
    alternatives, life styles and role options
    (Hansen, 1976). Put another way, career
    development is the process through which people
    come to understand themselves as they relate to
    the world of work and their role in it.
  • The Career Development process is where an
    individual fashions a work identity. In America,
    we are what we do, thus it becomes a persons
    identity. It is imperative when educating our
    young people that our school systems assist and
    consider the significance of this responsibility
    for our youth and their future. The influences on
    and outcomes of career development are one aspect
    of socialization as part of a broader process of
    human development.

11
  • 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

12
The Workforce Issue
  • The Forgotten Half in the United States
  • 30 of United States people between 18-25 do not
    have a high school diploma.
  • 20 of United States people between 18-25 only
    graduate from high school

13
3 Solutions to the Problem from the Pathways
Report
  • Better Partnerships Between Business and
    Education-(Making Classroom Learning Relevant)
  • Comprehensive and Developmental K-16 Career
    Counseling (Everybodys Business)
  • Government Contract With Youth to Make
    Postsecondary Education More Attainable

14
Unskilled jobs are disappearing demand for high
skills is rising
15
Gap Between Educational Attainment and Workforce
Needs
16
The Post-Secondary Issue
  • Did you know most students who graduate
  • from college are between 20,000 and
  • 27,000 in debt?
  • That is the equivalent of a car payment
  • every month but without the car.
  • Debt load for students in the US has increased by
    300 since 2001.

17
  • 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.

.
18
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


19
Factors Impacting College Graduates Salaries
  • Recession 2009-2010
  • Females 28,000
  • No Internship 28,000
  • Did not work in area related to their major
    28,000
  • Paid hourly 25,000
  • First Job not at all related to the degree
    25,000
  • Pre-Recession 2006-2007
  • Males 33,150
  • Did Internship 34,000
  • Worked in area related to major
    34,510
  • Paid Salary 35,500
  • First Job very/somewhat related to degree
    35,000
  • Unfulfilled Expectations Recent College
  • Graduates Struggle in a Troubled
  • EconomybyJessica Godofsky, M.P.P.Cliff
  • Zukin, Ph.D.Carl Van Horn, Ph.D.May 2011

20
Parents Still Supporting Adult Children Unfulfill
ed ExpectationsRecent College Graduates
Struggling in a Troubled Economy
Children Age Cell Phone Living Situation Health Care Food College Loans Car Payment
22-25 32 29 21 26 12 11
26-29 15 17 7 15 9 6
21
What Students Would Have Done Differently to be
Successful in Todays Labor Market
Been more careful about selecting a major or chosen a different major 48
Done more internships or worked part time in college or before college 47
Would have started looking for work much sooner while still in college 38
Would have taken more classes to prepare for a career 27
Would have gone to a different college 14
Something else 9
Would have not gone to college 4
22
  • 10. Meteorology
  • 9. Medical Technology Technician
  • 8. Agricultural Economics
  • 7. Teacher Education Multiple Levels
  • 6. Astronomy and Astrophysics
  • 5. Geological and Geophysical Engineering
  • 4. School Student Counseling
  • 3. Educational Administration/Supervision
  • 2. Pharmacology
  • 1. Actuarial Science

  • Huffington Post-Nov.
    2011

23
  • 10. Political Science and Government
  • 9. Communications
  • 8. Economics
  • 7. English Language
  • 6. Education
  • 5. Biology/Biological Sciences
  • 4. Nursing
  • 3. Psychology
  • 2. Business Administration
  • 1 Undeclared/Undecided (1 in 8 students)
  • Princeton Review-2012


24
Section 2 Why is it Important to Engage all
Stakeholders in the K-12 Career Development
Program?
25
Interconnection- The 3 Ds
  • Economically Healthy
  • Communities, New Opportunities
  • Students Prepared and Fulfilled
  • Workforce Strong, Competitive, Innovative





26
Key Stakeholders Needed to Impact Academic and
Career Maturity of All Students and to Design a
K-12 School Counseling Program
  • Parents

Business/ Community
Post-Secondary
Students
Educators/ Administrators
27
Rationale for Connecting
  • The Big Picture of 3Ds- Career, Workforce and
    Economic Development.
  • To address the Career Education and Work
    Standards requires an outside/inside approach.
    You must go outside of the walls of the school to
    effectively develop relevance for students.
  • Students need to know their opportunities and
    their major influencersParent and Teachers, need
    to know these opportunities as well.
  • It is
    everybodys business!
  • The power of connecting leads to bigger and
    better opportunities and resources for students.
  • Creates an innovative and entrepreneurial spirit
    for researching new ideas.
  • Allows others to help counselor and educators
    with the delivery for their curriculum, including
    a student delivery approach.
  • Lead to the development of an effective district
    counselor advisory council to help the program
    set goals, measure impact and set new goals with
    new ideas for the goal of making a difference in
    students lives. All 5 stakeholder groups are
    engaged in this council.

28
The Advisory Council
  • Link between the school counseling program and
    the various groups to be
  • served. The council serves in a leadership role
    to support the mission and goals of the
  • school counseling program.Representatives of the
    council should reflect the diversity of
  • the school/community and should include members
    from the following
  • stakeholder groups
  • Parents Educators Students
    Business/Community Post-Secondary
  • 10-15 members 2-3 from each stakeholder group.
  • Meetings at least 2 times per year.
  • Develop a strategy on who to invite.
  • Give potential members a choice and invite no
    less than two months out.
  • Counselors should communicate the role of the
    council to potential members.
  • Organize meetings with a goal driven agenda.
  • Present yearly goals and objectives of the
    program to the Council
  • Present data that addresses program effectiveness
    and analyze data to plan for program improvement,
    content and delivery.

29
How to Connect
  • Locate Your Champions!
  • Network, Network, Network!
  • Be an Investigator! Read and Listen!
  • Think Innovatively!
  • Use a Range of Resources and Share With Others!
  • Get Out of Your Comfort Zone!
  • Create Your Own Ideas on How to Connect!

30
An Effective Connecting Approach
  • 1. Highlight your job and commitment to
    connecting students to community
  • 2. Be clear about why you contacted them...the
    mission.
  • 3. Show enthusiasm and appreciation.
  • 4. Be specific with your needs and flexible with
    the planning.
  • 5. Highlight the benefit to you, the
    students...and them (win-win).

31
Section 3 What are the Basic Must Haves of
K-12 Career Development?
32
Donald Super Theory of Self-Concept
  • Career Maturity is developed by experiencing
    age appropriate interventions and is defined as
    being able to do specific vocational tasks and
    make effective career decisions at the
    appropriate age or stage
  • Reference www.vocopher.org

33
Stages of Career Development Linked
to the CEW Standards
  • Stage, Age and Grade
  • Fantasy- Birth-10 years old (Grades K-4)
    Awareness
  • Interest- 11-12 years old (Grades 5-6)
    Awareness/Exploration
  • Capacity- 13-14 years old (Grades 7-8)
    Exploration
  • Tentative-15-17 years old (Grades 9-11)
    Planning
  • Crystallization- 18-21 years old (Graduation)
  • Students will be able to crystallize a
    vocational preference upon graduation from high
    school instead of their mid 20s!


  • Donald Super

34
BEGIN WITH THE END IN MIND
35
Key Concepts of an Effective K-12 Career
Development Program
  • Think with the an end in mind strategy for ALL
    students, to prepare everyone for college and
    career readiness
  • Base your program interventions and structure
    around on solid research and a working
    understanding of career development theory
  • Engage and educate all stakeholders on the power
    and importance of integrated K-12 career
    development for ALL students
  • Build the K-12 curriculum around the integration
    and evaluation of the impact of the Pa. Career
    Education and Work Standards on students for
    college and career readiness

36
Specific Must Haves for Your Program
  • Elementary-Awareness (K-5) Lighting the
    spark in all children!
  • Provide experiences for student develop an
    understanding of
  • self linked to work and resources outside
    of their family.
  • (By 5th grade ALL students should be
    exposed to the CTC and
  • post-secondary options-CEW standards)
  • Middle School- Exploration (6-8) Continue
    exploring the spark in all children!
  • Build on earlier awareness activities to
    explore more specifically interest
  • and abilities that have developed.
  • (By 8th grade ALL students should have
    begun their own career portfolio
  • and individualized academic and career
    plan-CEW standards)
  • High School- Planning (9-12) Crystallizing the
    Spark with a plan by 12th grade!
  • Continue to use the development
    interventions to build a transition plan
  • for post secondary and career (By 12th
    grade ALL students will be able to
  • crystallize a vocational preference and
    strategy linked to their own plan-a primary
  • goal of the CEW Standards)

37
Some Promising Practices for Improving and
Sustaining Your K-12 Program
  • Elementary-Awareness
  • Provide professional development to staff on
    why elementary career
  • development awareness is crucial.
    Locate champions in the school to build
  • programs and curriculum.
  • Link career development to existing
    character education initiatives.
  • Engage parent and business partners through
    a career café approach.
  • Use entrepreneurs to build the 4th strand of
    the CEW standards.
  • Create a building level event around career
    development.
  • Field trips to the CTC, a variety of
    post-secondary institutions.
  • Research toolkits on the www.pacareerstandard
    s.com web site
  • Research lesson plans on the www.pdesas.org
    system
  • Research commercial products to determine
    what is best for your system.
  • (CC Spark, Paws in Jobland, Rick Trow
    Productions)

38
Some Promising Practices for Improving and
Sustaining Your K-12 Program
  • Middle School-Exploration
  • Provide professional development to staff on why
    middle school career
  • development awareness is crucial.
  • Get students out and bring people in..hard to
    explore solely inside the four
  • walls of the classroom.
  • Get business partners and targeted industries to
    support.
  • Locate champions in the middle school to build
    programs and
  • curriculum.
  • Use the academic teaming process to address the
    career
  • development needs of middle school
    children.
  • Field Trips and mini shadows, advisory and
    career oriented
  • mentoring, career panels, field trips, Six
    Fridays
  • Stand alone career development course or part of
    specials
  • Begin the the career portfolio and academic and
    career plan(8th)
  • www.pacareerzone.com, COIN Products, Career
    Cruising, XAP,Bridges
  • Naviance.

39
Some Promising Practices for Improving and
Sustaining Your K-12 Program
  • High School-Planning
  • Continue providing professional development to
    staff on why high
  • school career development planning is
    crucial. Career based graduation projects using
    the portfolio
  • Stand alone career development courses
  • Creating a Career Pathway or Academies Model for
    high school curriculum
  • Advisory/Mentoring programs using teachers and
    business partners to assist with the career
    development program
  • Career Panels, Informational Interviews,
    Shadowing, Internships
  • Mock interviewing, resume workshops delivered by
    business partners
  • Exit interview and a written career plan for all
    seniors
  • Use computer based programs to deliver program
    Career Cruising, Education Planner, Bridges(XAP),
    Naviance

40
Section 4 Why are Integration of the CEW
Standards so Critical in Developing College and
Career Ready Students?
41
Students Need to Know.
  • Who they are(Aware)
  • Where they want to go(Explore)
  • And understand the process of(Plan)
  • how they are going to get there!
  • Career Education and Work Standards (CEW) are the
    key to making this happen

42
History and Framework of the CEW Standards
  • Passed into Law- September 2006 ( Originated in
    1996)
  • Introduced by the Business Community to enhance
    workforce/economic development
  • Four Strands
  • Awareness and Planning
    Career Retention
  • Career Acquisition
    Entrepreneurship
  • Four Benchmarked Grade Bands
  • K-3
    6-8
  • 4-5
    9-12

43
Skills Addressed in the CEW Standards K-12
Career Awareness/Prep Career Acquisition Getting a Job Career Retention Keeping a Job Entrepreneurship Creating a Job
Abilities and Aptitudes Speaking and Listening in Conversations Work Habits Risks and Rewards of being an Entrepreneur
Personal Interests Interviewing Skills Cooperation and Teamwork Character traits of entrepreneurs
Relating school subjects to careers Resources Group Interactions Age appropriate opportunities
Career Preparation Opportunities connected to CTC and Post-Secondary Workplace Skills Budgeting Components of a business plan
Career Portfolios Time Management
44
Strategies for Curriculum Integration of the
Career Education and Work Standards
  • Using a comprehensive K-12 counseling career
    development delivery system
  • Rewriting curriculum with a gap analysis and
    mapping tools
  • Engaging all stakeholders with a team approach
  • Developing portfolios for all students (I
    Statement format)
  • Developing a system of K-12 events collaborating
    with business partners and intermediary
    organizations

45
Resources for Integration of the CEW Standards
  • Gap Analysis Tool- Determine what is currently
    being taught in the K-12 Curriculum.
  • CEW 101 Series- Key Topics and Activities provide
    sample translation of the standards linked to big
    ideas and interventions.
  • I Statements-outcome statements written in the
    first person to show what students will be able
    to do as a result of the teaching of the
    standards.

46
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47
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48
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49
Why Were The I Statements Developed?
  • Needed a manageable way to assist educators with
    the curriculum integration process of the
    standards.
  • Needed a useful mechanism to include types of
    materials for a career portfolio (requirement in
    the CEW standards from grades 8-12).
  • To assist school districts with a gap analysis
    tool to develop a more comprehensive K-12 career
    development program.
  • To use as a transition tool for special education
    students

50
Comparative I Statements
  • I Statement
  • K-3 I can name five (5) different jobs in my
    community.
  • 4-5 I can list five (5) different types of
    career training programs.
  • 6-8 I have researched 3 different types of
    career training programs and their related
    employment possibilities
  • 9-12 I understand postsecondary education and
    certification programs and the degrees awarded
    in those programs
  • CEW Standard (Career Awareness Item D)
  • K-3 Identify the range of jobs available in the
    community.
  • 4-5 Describe the range of career training
    programs in the community such as, but not
    limited to
  • Two-and-four year colleges
  • Career and technical education programs at
    centers (formerly AVTS) HS
  • Career Links, Local Industry Training Centers
  • Community/recreation centers
  • Faith-based organizations
  • Military
  • Registered apprenticeship
  • Vocational rehabilitation centers
  • Web-based training
  • 6-8 Explain the relationship of career training
    programs to employment opportunities.
  • 9-12 Analyze the relationship between career
    choices and career preparation opportunities,
    such as, but not limited to
  • Associate Degree
  • Baccalaureate Degree
  • Certificate/Licensure
  • Entrepreneurship

51
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52
Career Development Resources
  • Free Resources
  • www.pacareerstandards.com - PDE Main site
  • www.pacareerzone.com - PDE Program
  • www.onetonline (My next move-middle school
    portion)
  • www.educationplanner.org (6-12)
  • www.gettingthemthere.org (6-12)
  • www.asvab.com (9-12)
  • www.collegeboard.com (8-12)
  • www.careerclusters.org (K-12)
  • Commercial Products - Site Licenses with a cost
  • www.xap.com (former bridges or choices K-12)
  • www.careercruising.com (K-12)
  • www.coinproducts.com (middle school and high
    school)
  • www.careergame.com (elementary)
  • www.naviance.com (6-12)

53
Section 5 Why is It Important to Understand the
Value of Career and Technical Education for All
Students?
54
Career and Technical Education is NOT the o-Tech
of the 1970s..
  • Serving a few students for entry level jobs
  • For struggling students or those with behavior
    issues
  • In lieu of academics
  • Today's CTE provides 21st century career and
    technical
  • education and prepares students for lifelong
    learning!!

55
Career and Technical Education
  • An underutilized resource for career training nd
    development
  • Career and Technical Education, or CTE, offers
    multiple ways to win

56
The CTE of Today
  • Provides students with the opportunity to
    bundle his/her electives (Program Of Study)
  • into a meaningful career path that leads to
  • Industry recognized certifications
  • Advanced credits to college or post-secondary
    training
  • Exposure to his/her career path

57
What Is SOAR?
  • Students Occupationally and
    Academically Ready
  • SOAR is the Career and Technical Program of Study
    and educational plan for a students future.
  • SOAR Programs make students Career and College
    Ready
  • SOAR offers free articulated college credit for
    work done in a Career abd Technical Education
    Program or Career and Technology Center

  • Benefits of SOAR
  • Saving money on college tuition
  • Saving time by shortening college attendance
  • Getting on the right career pathway and entering
    the job market
  • Career Ready

58
What is a SOAR Program of Study
  • A SOAR Program is a state approved Career and
    Technical Education Program that credits skills
    and tasks learned at the secondary school(high
    school) level to a postsecondary (college)
    degree,diploma or certificate program. A SOAR
    program is provided through a statewide
    articulation agreement.
  • Many colleges offer 9 credits or more through
    SOAR Programs of Study!

59
SOAR Program of Study Criteria
  • Earn a high school diploma
  • Achieve a minimum of a 2.5 grade point average
  • Achieve competent or advanced level on the NOCTI
    Exam
  • Achieve proficient on all tasks in the approved
    tasks list
  • Furnish proof to the Postsecondary institution
    that you have met the requirements of your SOAR
    Program of Study

60
Career and Technical Education Resources
  • www.techlinkpa.com
  • www.collegetransfer.net (articulated credit
    transfer)
  • www.paworkstats.state.pa.us high priority
    occupations
  • www.education.state.pa.us NEW PDE website
  • elementary and secondary education
  • career and technical education
  • programs of study
  • Pathways to Prosperity Project
  • http//www.gse.harvard.edu/news
    events/features/2011/Pathways to Prosperity
    Feb2011.pdf
  • Work Trends
  • http//www.heldrich.rutgers.edu/sites/default/file
    s/content/Work_Trends_May_2011.pdf
  • Link to SOAR
  • http//www.portal.state.pa.us/portal/server.pt/com
    munity/programs_of_study/7686
  • Contact
  • Mary E. GristPerkins POS Outreach Manager
  • Office of Secondary Partnerships
  • Room 332, 3 Penn Center
  • Harrisburg, PA 17110

61
Section 7 How Can Data Be Used to Measure
Impact on Students in a K-12 Program?
62
Process Perception Results Reports
What You Did For Whom What Others Know And Are Able to Do What Is The Impact?
Raw Numbers How many students were involved Number of Interventions/Events Pre-Post Assessments Surveys Needs Assessments Linked to School Data Grades Attendance Behavior Graduation Rates
Example 203 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 graders Understood their academic/career options Example Graduation Rate Impact Pre- 68 of students graduated from high school in 4 years Post-(5 years later) 82 of students graduated within 4 years
63
Examples of Data to Examine
Test Scores Achievement, Aptitude PSSA, Keystone 4-Sight NOCTI Enrollment Honors/AP Courses Special Education Career and Technical Center Graduation Rate Gender Ethnicity Socio-Economic Status
Attendance Absences Tardies Grade Level Discipline By Classroom By Types of Problems By Gender, Ethnicity, Socio- Economic Status GPA/Class Rank By Gender By Ethnicity By Socio-Economic Status
Retention Rates By Subject Area By Grad Level By Gender/Ethnicity Special Education By Gender By Ethnicity By Socio-Economic Status Dropout Rate By Gender By Ethnicity By Reason Why?
64
Possible Career Development Data to Consider
  • of students being able to identify their
    spark. (Elementary,Middle and High School)
  • of students being able to identify the range of
    post-secondary options including the CTC.(5th
    grade)
  • of students that have participated in a job and
    post secondary search
  • of students participating in a job shadow.
  • of students participating in an internship.
  • of students with an academic/career plan and
    parent participation.(8th grade)
  • of students possessing a career portfolio.(8th
    grade)
  • of students graduating with a written and
    verbal career plan.
  • of students with a written resume interview.
  • of students with a work force credential.
  • of students with a dual enrollment course.
  • of students with a developed business plan.
  • of students that can declare a college major
    and give reasons for such
  • All items may be disaggregated

65
In Summary How Will You Develop And Sustain Your
System?
  • Communicate Intent With Administrators
  • Locate Your Champions and Develop a K-12
    Integration Team
  • Engage Your Stakeholders and Educate them on the
    Value of K-12 Career Development
  • Find Out What is Occurring Now
  • Look For Your Gaps Connected To the CEW Standards
  • Develop Action Plans and Set Goals Linked to Data
  • Develop A Timeline for Accountability
  • Act Now!!

66
Contact Information
  • Michael D. Thompson
  • PDE Consultant
  • mdt7450_at_gmail.com
  • 717-919-8966
  • Betty Holmboe
  • PDE Consultant
  • betty.holmboe_at_gmail.com
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