PEP - Personal Education
PlansProfessional
Development
SCLT Summer Work
Personal & District Values
District Values• Excellence
• Students first• Integrity
• Accountability• Equity
• Collaboration• Fun
PEP Overview & Compliance
What is it really?The Personal Education Plan is a process that
students participate in, which results in an actual plan.
Process:Grade level required
activities using:1) Naviance
2) CollegeinColorado
3) Guidance Lessons
Plan:1. Career cluster or path
goal2. Post secondary goal3. 4-year high school plan,
including courses
What’s new?1. Increased compliance with ICAP
State Requirements2. Increased Lesson Quality3. Increased Training and Support
ICAP Compliance
Because we know it is best for students to make plans for their futures, even if those plans change.
Because the DPS Counseling Standards
include academic and
career planning for all students.
Because the ASCA National
Model has Individual Student
Planning as one of the four
components of the delivery
system.
Because a Personal Education Plan is part
of DPS’ graduation requirements.
Because the DPS School Board has Post Secondary Readiness
goals that we are charged to fulfill.
Because the 2009 state of Colorado’s School
Finance Act requires that sixth grade students
open a College In Colorado account in
order to begin the ICAP process.
Because Colorado’s legislature passed laws
requiring ICAPs for secondary students.
Colorado Department of Education’s rules for the
ICAP law require students in 9th through 12th grade to
explore careers, post secondary education, and
high school success.
Why does it matter?
Because Colorado’s legislature passed the ASCENT legislation
reforming how high school students can participate in
concurrent enrollment programs. In order for a student to
participate in the ASCENT concurrent enrollment program, they must have an ICAP directly relating to the post-secondary
course.
DPS School Counseling Standards
ASCA National Model
Best practice
s
Why does it matter?
Personal Education
Plan(PEP)
School Finance Act
(state)
ICAP law(state)
ASCENT law(state)
Graduation requirements
(DPS)
School Board Goals(DPS)
ICAP Standards
Grouped into 4 Categories
Goal Setting:* Career or workforce, post-secondary,
and academic goals 2.01(1)(a)
Career Exploration:* Interest surveys 2.01(1)(a)
* Career exploration 2.01(1)(a)
Academic Planning: * Intentional 4-Year course plan in
alignment with PS and workforce goals 2.01(1)(c)
* Service Learning opportunities 2.01 (1)(e)
* Record of remedial and CE courses taken 2.01(1)b), PS courses taken 2.01(1)
(g), and student assessment scores 2.01(1)(d)
Post-Secondary & Financial Planning:
* College applications or alternative applications 2.01(1)(f)
* Progress toward securing scholarships, loans, grants, etc. 2.01(1)(h)
* Understanding of the financial impact of PS education 2.01(1)(i)
State ICAP (DPS PEP)
ICAP/PEP AlignmentPEP Categories
(PEP Last Year)ICAP Categories
(PEP This Year)
• Career Exploration• Academic Planning• College Planning
• Career Exploration• Academic Planning• Post-Secondary &• Financial Planning• Goal Setting
We identified 2 new areas of focus that we were missing: Financial Planning AND Goal Setting
6-8th Scope & Sequence
9-12th Scope & Sequence
Data & ICAP Compliance
• “District Responsibility”o “The district shall establish specific policies, which must
include a method to evaluate the implementation and effectiveness of the standards set forth.”
• Data reports will be pulled 2-4 times throughout the year and will be collected via CollegeinColorado and/or Naviance (pay special attention to the yellow boxes)
• District and school-specific data is reported to Assistant Superintendents, Instructional Superintendents, and other district personnel, including the school board.
• The DPS Board wants to ensure that ALL students have these experiences in compliance with state law.
What do all these expectations have in
common?
Personal Education Plan
(PEP)
School Finance Act
(state)
ICAP law(state)
ASCENT law(state)
Graduation requirements
(DPS)School Board Goals(DPS)
Student g
rowth objecti
ves
Graduatio
n rates
Applicatio
n rates
Scholarsh
ip applicatio
ns
Senior exit
survey
ACT & te
st sc
ores
Perso
nal
statements
Principals Assistant Principals
Director of
Counseling
Parents and
community
teachers
School board
District Superintendents
They are all EXTERNAL motivators• If only focus on the external demands…
o Complianceo Actions, deadlines, requirementso Appearance, o Duty or obligationo What you “should” do or what you’re supposed
to do• Feel controlled, trapped, pressured, overwhelmed• Creates resentment, frustration, & disconnect
between what say and do• Lack the internal drive to meet the demand
Student PEP Comments
(Handout)
Think-pair-share• Read student comments (side A)
o Discuss guiding question
• Read student comments (side B)o Discuss guiding question
• Compare and contrast groups of comments
Student CommentsSchool A
• “I don’t know what a PEP is.” • “We haven’t really done a lot with PEP at the
sophomore year. It would be better if our counselor would help us so later on we could apply for scholarships and in order for us to succeed.”
• “It was helpful but haven’t done much with it. I haven’t really talked about it. They sometimes do announce things about it.”
• “I don’t know what this is.”• “I don’t really know.”• “I don’t know what a PEP is.”
Guiding Question• What assumptions can you make about
this school’s implementation of PEP?
• __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Student CommentsSchool B
• “The guidance helps keep goals in mind for after high school.”
• “A Personal Education Plan is your plans for after high school and your goals.”
• “I have worked with my teachers and counselors to find out what I need to do to get into the schools I want with the classes I need and it helped a lot.”
• “Yes, it was helpful definitely for my AP classes that I get for college credit.”
• “I think that they did a good job on the PEP. They give us a lot of information on colleges that will fit us. They try to put us in the best classes.”
• “The guidance helps keep goals in mind for after high school.”
Guiding Question• What assumptions can you make about
this school’s implementation of PEP?
• __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
What do you believe?
The real question is
How To Vote via Texting
1. Standard texting rates only (worst case US $0.20)2. We have no access to your phone number3. Capitalization doesn’t matter, but spaces and spelling do
TIPS
EXAMPLE
Poll: All students capable of learning & becom...
Poll: Counselor's primary focus should be on c...
Poll: All students should learn how to access ...
Students will be able to…
• Career Exploration & Planningo Understand the value, skill requirements, and habits of work in the 21st centuryo Match personal interests with career possibilitieso Identify a personal career, pathway, or Career Cluster goal
• Goal Settingo Learn the process of developing goals and pathways on their journey to career and
postsecondary readiness.o Develop the persistence and motivation to overcome barriers to meet goals.
• Academic Success & Course Planningo Learn the academic beliefs, behaviors, and performance standards required to be
“on-track” for college and career readiness. o Learn the process of intentionally selecting classes to meet high school graduation
requirements and choosing co-curricular experiences that align with career and postsecondary path goals.
• Postsecondary & Financial Planningo Explore the earning and lifestyle potential of postsecondary education.o Learn the process needed to plan and prepare for a career after high school
graduation. This includes understanding how to access and pay for post-secondary education.
How important to you believe these outcomes are for
all students?
(Complete Survey))
My Core Values & Beliefs
My Values• Excellence• Hard work
• Students first• Integrity
My Beliefs1) Belief that all students must graduate college &
career ready, with an understanding of the 21st century college & career reality o Believe that all students can be college–ready
(experience at Cole/DSST)o Believe that there are multiple pathways and
that all students need the same foundational knowledge and skills to be college AND career ready
o Believe the problem is when we fall to one extreme or the other (Not all kids can vs. 4-year college of all)
Colleges and Employers want the same qualities and skills in candidates. They also
use similar information to evaluate you.
Care with which you filled out the application (e.g. no mistakes)
Academic Record: courses taken, grades earned
Work and Volunteer History Recommendation letters Interview (if applicable) Personal Statement &
Essays
College Application
Job Application Career with which you filled
out the application (e.g. no mistakes)
Academic Record: courses taken, grades earned
Work and Volunteer History References Interview
35
New Reality
Taken from “Defining a 21st Century Education by Craig D. Jerald
New Reality
Taken from “Defining a 21st Century Education by Craig D. Jerald
New Reality
Taken from “Defining a 21st Century Education by Craig D. Jerald
New Reality
Taken from “Defining a 21st Century Education by Craig D. Jerald
New Reality
Taken from “Defining a 21st Century Education by Craig D. Jerald
Source: Denver Scholarship Foundation
Postsecondary includes…• Post-secondary educational Options
o 4-year college or universityo Community Collegeo Trade schoolo Certificateo Apprenticeshipo Internshipo Military
• Choice depends on student and industry• It’s all about completion – multiple pathways
Taken from report by Colorado
Succeeds, “The Business
Case for Education Reform.”
In more ways than 1• http://
www.youtube.com/watch?v=spNDLD2KRuA&feature=relmfu (Ed pays)
Bachelor’s Degree Reality Check • Bachelor’s degree students’ unemployed or underemployed
is estimated at 53.6% (Associated Press, 2012)• “27% of people with post-secondary licenses or certificates-
credentials short of an associate’s degree-earn more than the average bachelor’s degree recipient.” (Pathways to Prosperity, 2011)
• Demand for middle-skilled professionals is exploding in industries likeo Healthcareo Constructiono Manufacturing o Natural resources o Mining and installation/repair
Average College Debt
• ALL students, (including “college-bound” students) need career path guidance, career-readiness skills, and an understanding of the 21st century job market.
• According to survey conducted by Cuuran Consulting Group (2007),o 75% of those who wanted jobs found jobs within six months of
graduation (25% didn’t)o 43% are in a different career field than the one they entered
immediately after graduationo 44% are still not sure they are in the right career field
Source: Curran Consulting Group: Essential Data on Colleges and Careers, May 7, 2012 by Sheila Curran. Five Year Out Alumni Survey, Class of 2001, Duke University, March, 2007 by Sheila Curran.
New Post Grad Reality(they even made a movie about
it)
My Beliefs2) The importance of non-cognitive factors in
student success
• Academic Mindset• Academic Responsibility or sense of control• Efforts & Persistence• Academic Behaviors (i.e. Characteristics of
Successful Learners)• Learning Strategies
Academic Beliefs
Growth Mindset and Sense of Personal Control are more closely associated with school performance than test scores
(Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, and Beechum, 2012).
Academic Beliefs
Research Study by Dweck
Fixed Mindset Group
Growth Mindset Group
Test 1 - 5th Graders were given a puzzle to complete. When they finished, they were told either…
“You must be smart (intelligent).”
“You must have worked really hard.”
Test 2 - Same students were given the choice between a difficult and an easy task.
Most chose the easy task.
90% chose the difficult task.
Test 3 - Same students were given a difficult (8th g.) test.
They gave up quickly. They worked hard at figuring out the puzzle.
Test 4 - Same students then asked if they wanted to see exams of students who did better or worse than them.
Wanted to see exams of students who did worse.
Wanted to see exams of students who did better.
Test 5 - Students were given the original puzzle again to see if they improved.
Scores dropped by nearly 20%.
Raised average score by 30%.
Academic Beliefs
Outcome: • One week later – Students in treatment group outscored
control group students on practice GRE questions.• One year later - Students in treatment group had higher GPAs
than control group by .27 points and were 80% less likely to have dropped out of school. (Wilson and Linville (1982, 1985)
Control Group Treatment Group
1st year college students were shown a video with older college students talking about their academic interests, with no discussion of their grades or class performance.
1st year college students were shown a video with older college students talking about their initial difficulty in college and how their performance and GPA improved over time.
Academic Behaviors
Attendance, homework, and study habits are more closely related to school performance than test scores.
Academic Behaviors• Attendance:
o One study followed the 8th grade students with the lowest standardized test scores as they entered HS in Chicago. The lowest scoring students who had less than a week of absences in a semester passed more of the 9th grade courses than students who entered HS with the highest test scores but who missed just one more week of class (Allensworth and Easton, 2007).
Academic Behaviors• Homework:
o Students with the lowest standardized test scores (i.e. bottom third) who spent over 10 hours per week on homework were able to raise their grades to mostly B’s, the same grade as students with the highest standardized test scores who did not do their homework (Keith, 1982).
o Time spent on homework has a positive effect on both grades and standardized test scores.
Academic Behaviors• Attendance and study habits strongly predicts
student’s grades, even more than standardized test scores or any other student background characteristics.
• Grades predict high school and college performance and graduation
• Grades even predict people’s future alary.o For each point increase in GPA, men and women
earned 20% more money in their jobs 9 years after high school, even after controlling for educational attainment (Miller, 1998).
o Why might this be? Because students who attend class and complete their work are likely to practice work habits needed in college as well as in the workforce.
Beliefs behind the lessons
3) Defining college & career readiness beginning in middle school
o Example: College & Career Readiness Rubric
My Beliefs4) The importance of financial planning (beginning
in MS and ending with transition to college)o MS Parent Support and CollegeInvest Grant
Matching Opportunitieso Summer Melt experience
My Beliefs5) The importance of planning, goal setting, and
creating pathways toward goals• GOAL + pathway + motivation = Hope• If roadblock, create new pathway (multiple
pathways or routes to goals)
GOAL + Pathway + Motivation = HOPE
• People who regularly set goals and pathways tend to…o Set learning-based goals within their reach (NOT
performance-based goals that may be outside their control)o Have internal desire to learn new skills and master new taskso Track progress and increase effort with failure or setbacko Create new paths to goals when face obstacles or barrierso Use positive self-talk (e.g. “Keep going!” “You can get this
done.”)o Receive higher scores on achievement tests, higher overall
grade point averages, and higher graduation rates, even when controlling for intelligence
o Have increased self-esteem, confidence, and perceived problem-solving abilities and sense of control
o Have less anxietySnyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H., and Wiklund, C. (2002). Hope and Academic Success in College, Journal of Educational Psychology, 94, 820-826.
My Beliefs6) The importance of anticipating and overcoming
obstacles or barriers
Taken from report by Colorado
Succeeds, “The Business
Case for Education Reform.”
College Completion & the Problem of Persistence
From Complete College America, Colorado 2011
Break Time
What’s new?1. Increased compliance with ICAP
State Requirements2. Increased Lesson Quality3. Increased Training and Support
Lesson Development & Revision
In-depth review:
What’s the same?
Different?
6-8th Scope & Sequence
9-12th Scope & Sequence
Wiki Link• www.dpsk12.org Counseling Department
Counseling Resources PEP Information
• http://dps-counseling.wikispaces.dpsk12.org/PEP+Resources
Lesson Revision: What’s New?
• Condensed into 4 lessons per grade per year (exception for 8th grade)
• Progressive in nature, not repetitive• Put into ready-to-use classroom PowerPoint
presentations for increased graphics and visual instructions
• Include interactive websites, assessments, and/or games
• Include pre-selected YouTube clips intended to inspire and engage
• Include meaningful and instantaneous pre/post assessments
You Tube Examples• Education Pays
o http://www.youtube.com/watch?v=spNDLD2KRuA&feature=relmfu (Ed pays)
• Tips to staying focused on your goalso http://www.youtube.com/watch?v=Gtb5GDkJTig
• Famous Failureso http://www.youtube.com/watch?v=zLYECIjmnQs
• Note-Taking Tipso http://www.youtube.com/watch?v=9gCrslHx7xA
• Intro to Naviance and college optionso http://www.youtube.com/watch?v=V8CFuruP08s
• HSF video comparing/contrasting life with and without a college degreeo http://www.youtube.com/watch?v=FQuR5dMHpPs&feature=youtu.be
• Valedictorian speech highlighting scholarships & overcoming obstacleso http://www.youtube.com/watch?v=Q0Wcr82UOsw
Interactive student pre/post assessment
tools• Promethean board clicker technology
o Download CPS at www.einstruction.com • Cell phone voting technology
o www.pollseverywhere.com • Create a Google Docs survey
o www.drive.google.com
Middle School: What’s New?
• Middle School (Grades 6-8)o Standards-based report cards and characteristics of
successful learners component added to MS success lesson
o Research-based personal qualities necessary for college/career readiness, including academic beliefs and behaviors
o Goal setting and resume planning componentso College costs and financial aid vocabularyo Other deadlines such as transition survey and
spreadsheet data collection requirements are included
High School: What’s New?
• High School (Grades 9-12)o PSWR and/or 21st Century Skill componento New 10th grade interest/career exploration requirementso Ninth grade College EXPO prepo Implications of GPA, ACT, Accuplacer, and remediationo Introduction to credit recovery optionso College transition lesson to introduce final steps to enroll
in college and prevent the “summer melt”o Transcripts and graduation requirements; Naviance
Career and PS Survey; and Naviance 4-year course plan combined into single lesson.
o For 9th & 10th grade, this lesson can be used to support class registration to make it relevant.
o Other deadlines and requirements such as senior contracts and exit surveys are included
Breakout Groups• Breakout Groups
1. Middle Schools2. 6-12 Schools3. High Schools
• Anticipated Outcomes:o Understand the updates for the 2012-13 Scope &
Sequenceo Know where to get the resourceso Begin to plan for implementationo If not using the lesson plans, what WILL you use?
How will you ensure it is a highly engaging, interactive lesson?
What’s new?1. Increased compliance with ICAP
State Requirements2. Increased Lesson Quality3. Increased Training and Support
Training & Support
Tools of the Trade• What do you need to know and be able to do in
order to effectively implement PEP curriculum for all students? o www.collegeincolorado.org
• Holland Types & Career Clusterso http://succeed.naviance.com
• MBTI Type Indicatoro www.dpsk12.org Departments Counseling
Services Counseling Resources PEP Infoo www.dpsk12.org Departments Career and
Technology Education Plans of Studyo Pre/post poll site www.polleverywhere.com o Parent Guide Resource Books
Tools to Increase Support
1. Time/Task Analysis2. Counselor/Administrator Agreement 3. PEP Action Plan for support and
coordination (Handout)
Time Task Analysis Use of Time Assessment
Direct Student Services
Indirect Student Services
Program Management and School Support
Non- School-
CounselingTasks
School Counseling
Core Curriculum
Individual Student Planning
Responsive Services
Referrals/Consultation/Collaboratio
n
Program Foundation, Management
and Accountabilit
yFair-Share
Responsibility
Non-School-Counseling
Tasks7-7:15 a.m.
7:16-7:30 a.m.
7:31-7:45 a.m.
7:46-8 a.m.
8:01-8:15 a.m.
8:16-8:30 a.m.
8:31-8:45 a.m.
8:46-9 a.m.
9:01-9:15 a.m.
9:16-9:30 a.m.
9:31-9:45 a.m.
9:46-10 a.m.
10:01-10:15 a.m.
10:16-10:30 a.m.
10:31-10:45
10:46-11 a.m.
Counselor/Administrator Agreement
Training & Support Opportunities
• Introduction to PEPs (Thurs, Sept 6th)• Naviance Training (Mon, Sept 10th)• School Counseling PD on PEP (Tues or Wed,
Sept 11th or 12th)• Career Fair Prep Meeting (Thurs, Sept 13th)• CollegeinColorado Training (Thurs, Sept 13th)• Comprehensive PEP Training (Sat, Sept 22nd)• On-going department meetings
End