Welcome to GUIDANCEFEST 2014

Leadership andCollaboration

Tommi Leach, Academic Coordinator, ODCTE

Leadership

• What does leadership look like in schools?• Is it defined by title alone?• Leaders come in all shapes and sizes.• Good leaders lead by example.• Some of the best leaders are those who are

thoughtful, observant and listen more than they talk.

Would you consider all of these people leaders?

What about this guy???

Leadership…

A leader is best when people barely know he exists, when his work is

done, his aim fulfilled, they will say: we did it ourselves. —Lao Tzu

Leadership is more likely to develop

• Participating in leadership activities that are personally meaningful

(Example: Fighting to save school counselor jobs with evidence of school counselor success in helping close achievement gaps)

Take INITIATIVE

• Leadership role out of motivation – brings fulfillment

• Leadership role out of obligation – feels like a chore

• Taking part in building leadership teams show school counselors care about instructional strategies

Ways to increase leadership roles:

1) Be visible around the school and connect professionally with school counselor, educator, staff and administration colleagues

2) Share expertise and knowledge that others would find helpful through mentoring, presentations, emails or simple print materials for reference

3) Join and participate professional organizations

More ways to increase leadership roles:

5) Present staff development on college/career readiness counseling, ethics, multicultural issues

6) Take on a new challenge. Leaders grow by pushing themselves

7) Start by volunteering to pick up the slack for a colleague who must temporarily step aside

8) Volunteer to chair a committee

Do you have a fixed or a growth mindset?

MINDSET CATAGORIES FIXED GROWTHChallenges The school counseling

program does not need any change.

The school counseling program should be evaluated frequently and results used to guide the work for the department in supporting students.

Persistence In this school, we cannot run groups or go into classrooms because the teachers do not let us. So I see students whenever they are referred.

As a school counselor, looking at the data from the survey on study skills, I was able to provide an overview of student concerns to the teachers and together we are developing lessons to support students. I will then provide group activities in an appropriate time for those who need more support.

Growth or Fixed Mindset?MINDSET CATEGORIES FIXED GROWTH

Effort No matter what lesson or activity the school counselor delivers, nobody notices. They just ask me to teach a lesson when they need a substitute.

Measuring what students learn as a result of the lesson or activity is essential work that guides school counseling curriculum development.

Feedback The administration and teachers do not understand the role of the school counselor. School counselors are not teachers so the feedback on classroom lessons really should not be given.

Having an advisory council provides the department with information related to the needs of students and the community as well as educates the administration and teachers on the effectiveness of school counseling programs.

Collaboration…

A group becomes a team when each member is sure enough of himself and his contribution to praise the skill of the others.

-Norman Shidle

Essential Skills for Counselors

• Counselors must know how to play well with others

• Strong communication skills • Taking the time and energy to build

rapport with staff and to educate others about the transformed role of the school counselor

It’s True• Counselors are the eyes and ears

of the school

• Counselors are the glue that holds the school together

COLLABORATION

―Collaboration is essential to student success

―Student success requires every stakeholder be on board

―Schools are often “silos”―Need a system perspective

Collaboration• Understanding different roles means staff

support student needs without turf wars

• Collaboration across disciplines– Vertical and horizontal teaming– Professional Learning Communities– Share unique insights

Collaboration

• For those counselors who have been teachers: – sharing this commonality with staff may increase

credibility – especially with veteran teachers and administrators

• For non-teacher counselors: – it is important for teachers to recognize their

separate but connected areas of expertise

Know Your Stuff

• Become familiar with K-12 course content • Become familiar with teaching and learning

classroom environments• Highlight where ASCA Student Standards and

competencies:– Can apply– Be taught– Be generalized by students

ASCA Student Standards

• Note-taking• Time management• Emotion management• Conflict resolution• Tying academic subjects to future career and

college readiness decisions

Benefits of Collaboration

• Help teachers see the benefit• Make lessons more meaningful and relevant to

students and teachers• It shouldn’t seem like something “extra” or an “add

on”– Math: Incorporate calculating a class grade and a GPA by

converting between fractions, decimals, and percentages– Science: Incorporate stress management techniques with

vocabulary and concepts about volcanoes– Social Studies: Incorporate conflict resolution strategies

with the study of the Civil War

Don’t be afraid…• I’m just one

person (and a busy one at that!!)

How do I start???• Have an idea• Recruit team members• Research your data (use pre &

post data)• Form your goals with team

Making your plans…• Organize and make plans this

year• Work to get necessary players on

board• Be ready to put your plan in place

next year

Keep it simple…• Start small

– A class– A grade level– A specific group of students

• Get help from others– Technology Center– Teacher/retired teacher or counselor for testing

assistance• KEEP TRACK OF YOUR TIME INVOLVED

We know what we need to do…don’t wait on legislation…

Contact Information

Tommi Leach, M.Ed.Academic Coordinator405-743-5524tommi.leach@careertech.ok.gov

Managing Your Professional School

Counseling Program

Erica Harris, M.Ed. Advisement Specialist

Advocates

Flexible

Resourceful

Specialized

Compassionate

Valuable

Leaders

Empowering

Random Acts of Guidance vs.

Intentional Guidance

Are School Counselor’s in your school…

• Busy Professional vs. Always Available?

• Starters vs. Utility Players?

What gives our students the best? Random Acts of

Guidance or Intentional?

Quote: Fair Share of Duties

“If all educators are counting state tests or taking a turn supervising afterschool sports, it is appropriate for school counselors to take a TURN also. If school counselors are the only people in school counting tests or supervising sports then it is no longer considered a fair-share responsibility.”

(Hatch, 2014)

The First Lady of the United States; A School Counselor Fan!

Accountability and Effectiveness

Tulsa Model • School Counselor

Effectiveness– Monitors student progress– Accountability reports

• Leadership – Involvements

Marzano• Establishing and Communicating

Clear Goals – Providing clear goals and scales– Tracking progress– Celebrating success

• Planning and Preparing for Implementation of Goals and Scaffolding of Content or Activities– Effective goal setting and

scaffolding – Attention to established standards

or procedures

Accountability and Effectiveness

Guidance Self Study • Responsive Services #1- Counseling students through a variety

of situations, i.e., tardies, absences, behavior problems, study skills, decision making, etc.

• Responsive Services #4 - Providing documentation of supportive services the tech center has provided students

• System Support #2 - A variety of data is collected and analyzed on a regular basis to determine progress, anticipate needs, and make decisions about effectiveness of guidance and advisement program objectives and strategies on student results

Continuous Improvement Supports

• Program Evaluation

• Program Improvement

• Program Advocacy

• Student Advocacy

• Systemic Change

What If… We Had 1 Additional Counselor?

• 1/3 of the effect of recruiting teachers in the top 15 % of their profession.

• Same effect expected from lowering class sizes.• Reduced the number of disruptive behavior.

• 20% Boys • 29% Girls

• Test scores increased almost 1%.

A Revelation: Evidence Supported Intentional Guidance

“Even though school counselors know that addressing social and self-management skills contributes to improved academic outcomes, they rarely have school-based outcome data to support the effectiveness of this type of intervention.”

(Luck & Webb, 2009)

Student Success Skills

• 5 weekly classroom lessons, followed by a monthly booster.

• Students with the lowest level test scores from the previous

year participated in 8 small group lessons.

Results

• 4th grade 95% in both Reading and Math

• 5th grade 78% in Reading and 89% in Math

• Decrease in “assigned” duties unrelated to school counseling.

• Administrators became very protective of the school

counselor’s time.

• School Counselor is no longer the BTC.

• School Counselor is no longer the Exceptional Student

Education Coordinator

• School Counselor is no longer assigned lunchroom or bus duty.

The Ripple Effect of Reporting Data

Advocating for protected time and appropriate roles leads to

intentional guidance programs.

The real Professional School Counselor is a busy professional.

Reality

Public Perception

Where do we start?

• Track services and the needs of students

• Gain the support of teachers, staff and parents

through an advisory committee.

• Educate our administrators about our roles,

time spent with direct and indirect services.

Practical Applications

• Screening Time

– teaching others to screen

– counselor of the day

• Always a Counselor - even on supervision

• Annual Agreement (ASCA, Ramp tool)

The Professional School Counseling Story

How do we track our INTENTIONAL CounselingServices?

• Student Sign In Sheet• Track Referrals

– reasons, actions, and results

• Counselor Documents– handwritten

– excel spreadsheet

Tracking Tools

• EZ Analyze Time Tracker– Note-keeping and time-tracking functions– Generates reports for accountability and improved

services. – Free

• DigitalCounselor.com – Similar to EZ Analyze– Lesson Planning Template- aligned to ASCA

standards

Tracking Tools

• School Counselor Central– Note keeping, time tracking – Advisory Committee – Student Personnel Accountability Report Card

(SPARC)– Free Demo

• $150 site• $600 district

Results… Now What?

• Share the results with administration, advisory

committee, teacher and staff.

• Advocate for student needs revealed by the data.

• Inch by Inch!

• Collaborate with other Professional School

Counselors.

Results… Now What?

• OSCAR-

– Oklahoma School Counselor Accountability Report

• RAMP

– American School Counselor Association

Contact Information

Erica Harris, M.Ed.Advisement Specialist

405-743-5164Erica.Harris@careertech.ok.gov

The Use of Data in School Counseling, Hatch 2014

www.psmag.com, School Counselors Do More Than You’d Think. Sept. 2014, University of Florida Research

Professional School Counseling , School Counselor Action Research: A Case Example, Luck & Webb 2009

Developing a College and Career Readiness CultureUsing Micro-Messaging

Claudia Otto, Ph.D.Disability Services Specialist

College and Career Ready Culture

Step 1 – currently

• An academic state of mind

Step 2 – needed increase

• An employability frame of reference

Step 3 – targeted results

• Students can see themselves as functioning members in the community

Disability vs. Accessibility

Disability Laws Create Cultures• Individuals with Disabilities Education Act of

1990 (IDEA)• Section 504 of the Rehabilitation Act of 1973

(Section 504)• Americans with Disabilities Act of 1990

(ADA)

They outline and frame a student’s transition path toward future goals.

IDEA

• Entitlement Law – Students will receive more services than their peers with this law

• Provides students the individualized services they need for learning

This is a pre-set plan!

504 Requirements of Education

• Protects individuals from discrimination based on their disability

• Provision of general or special education and related aids and services designed to meet the students’ “individual educational needs”

This is a guide!

ADA Requirements• Protects individuals with disabilities from

discrimination, making it a civil rights violation• Extends Section 504 to private sectors• Provide equal opportunity to participate in courses,

programs, and activities

This is self-advocacy!

College & Career Counseling

Investigate the Community Potential

Assess theAccessibility Potential

Career OptionsVocational Opportunities

Educational ChoicesAcademic AchievementPhysical Management

AptitudeSocial Relationships

Interest

Message Formats

• Included or Excluded• Engaged or Discouraged• Valued or Overlooked

Typically 40-80messages in a10 minute conversation

Micro-Messages• Signals we send to one another through our

behavior and communication efforts• Ultimately convey the meaning of the message• Reveal a lot about our own biases and

preconceived notions• Messages are small, but the Impact can be large• Often semi-conscious; just below the surface• Built into an environmental culture• Can change lives

Key Micro-Messaging Elements

• Verbal – what is said• Para verbal – how it is said• Non verbal – body language• Contextual – who or what else is present• Omission – what is not said or not done• Praise and criticism – feedback messages

Holistic

• Can affect whole aspects not just an individual event in isolation

• One thing can have a ripple affect on a potential outcome

For example:http://www.youtube.com/watch?v=glK9MygRQ8M

Micro-Affirmation

• Micro-messages that cause people to feel valued, encouraged, or included

• It takes time – a year or more to be comfortable and efficient

• It takes effort – a conscious plan• It takes support – peers and a learning

community

College & Career Readiness Cultures

Praise• “Your science lesson is correct; good job!”Reinforcement• “Your science lesson is correct; you must have

worked hard on it!”Micro-Message• “You must have worked hard on your science

lesson! I see medical technician in your future.”

Micro-Messages Create New Realities

Combat This… To Get This…

Look at Your Classroom / Office• Individuals with disabilities are affected by

attitudes• Positive, supportive attitudes are conveyed in…

– physical environment– displayed materials– modes of communication

(verbal, body, interpreter, adaptive device, etc.)– discussion (active focus and listening)– feedback (leveling statements)

Example: The Office Space

Example: The Conversation Space

Work Force Opportunity

• Intrinsic Valueso autonomy/interest

• Social Valueso contributing to society

• Extrinsic Valueso job security / money

• Prestige Valueso respected occupation

Technology Center Opportunity

• Instructors from industry• Relevant hands on curriculum• Authentic work ready settings• Peer collaborative learning• Leadership opportunities

Community College Opportunity

• Can master academic and learning needs while living at home

• Emphasis is on teaching not research so teachers like to teach

• Establish record of success doing college level work

• Remediation opportunities• Some admission programs are open

Create a Culture

From Experience in the SPED World…

• Checking emails / texting during a face-to-face conversation (shows…disregard)

• Interrupting a person mid-sentence (shows irrelevance)

• Making eye-contact only when your are speaking rather than when you are listening (shows superiority)

• Using “you” statements rather than “we” (shows pressure)

• Confusing a person of a certain ethnicity with another person of the same ethnicity (shows simplicity)

• Rolling your eyes &/or Sighing loudly (shows judgment)

From Experience in the SPED World cont.

• Slowing or raising your voice, even though the other person has no difficulties hearing you (shows lack of disability knowledge)

• mentioning the achievements of other people (shows attempts to confine/pigeon-hole)

• making jokes aimed to lighten the mood before knowing the person well (shows discomfort)

• Issuing invitations that may be uncomfortable for certain groups (shows superiority)

Remember:

Your reaction can either affirm or reject.

Claudia Otto, Ph.D. Disability Services SpecialistOK Dept. Career & Technology Education405-743-5596claudia.otto@careertech.ok.gov

Preparing Your Students for their Next Step

Roberta DouglasCareer Development Specialist

Oklahoma Department of CareerTechroberta.douglas@careertech.ok.gov

7 actions your students need to take now….

• What should they do to be ready?

• What do they need to know?

• How can you help them?

Number ONE

Become a well-rounded student

GPAACT/SATEssaysLetters of RecommendationLeadership ExperienceCommunity InvolvementAccomplishments

How can you help? - Raise their awareness. Encouragement. Support.

Number TWO

Develop employment skills– Develop GOOD customer service skills– Team work– Positive attitude– Part-time employment

How can you help? – Show students how skills translate

Number THREE

Develop critical thinking skills– Students will need to be able to recognize, evaluate and

solve problems

How can you help? - Promote critical thinking through problem solving

Number FOUR

Develop writing skills

How can you help?- Writing assignments/activities- Discussion of what is appropriate, when

Number FIVE

Demonstrate Independence

How can you help? - Encourage students to self-advocate

- Promote responsibility

Number SIX

Gain a clear view of what to expect in the world of work

https://okcis.intocareers.org/realitycheck/RC_introduction.aspx

Recognizing the differences

What students expect:

• Corner office with a view• Big bucks $$• Freedom to make all the

decisions• Flexible schedule• 40 hours. Period.

What employers expect:

• Skills/education• Show up (preferably, on

time) • Hard worker• Independent

thinker/decision maker

Adjusting Expectations

How can you help? – Challenge your students – Set goals and give recognition when met– Provide real world information about careers &

schools

– Connect students with employers often

Number SEVEN

Create a plan– Where am I going? – What does it take to get there?

How you can help? – Be an ambassador of information– Use tools that work for you

Tool to help:

Assessments available in OKCIS & OKCIS, Jr.

– Interest Profiler– Skills– Reality Check– Work Importance – Career Cluster Inventory– Additionally:

• ACT/SAT Prep, Civil Service test prep• Universal Encouragement Program• IDEAS

ODCTE Career Development Initiative

• Assure students have the knowledge and skills to make informed career choices and to create education plans to be prepared for those careers

• HOW? – An Online Career Development System free to

everyone, K-12 & adult students– Better access to training/education options – Better access to jobs and careers

QUESTIONS?

Roberta DouglasCareer Development Specialist

Oklahoma Department of CareerTechroberta.douglas@careertech.ok.gov

405-743-5425

Counseling for Careers

Kelly Arrington, CAC Manager, ODCTE

Getting Serious About Preparing Students for 21st-Century Jobs

• 47% of all new job openings from 2010 to 2020 will fall into the 21st-century jobs. These are jobs that require more than a high school education, but less than a bachelor’s degree.

Source: Harvard Business Review, 2012/12, Who Can Fix the“Middle Skills” Gap?

Southern RegionalEducation Board

93# 25 Failure to Launch

What Employers Look For

• Ability to work in a team structure• Ability to make decisions and solve problems• Ability to plan, organize and prioritize work• Ability to verbally communicate with persons

inside and outside the organization• Ability to obtain and process information

• Source The Job Outlook for the College Class of 2014/ National Association of Colleges and Employers

Changing Jobs

How many times?• Individuals born from 1957

to 1964 held an average of 11 jobs from age 18 to age 44.

• Majority of the jobs being held before age 27

• Job is defined as an uninterrupted period of work with a particular employer.

Dilbert’s Career Day

U. S. Department of LaborCareers in Highest Demand

(Source Slide: SREB SC 2014)

Occupation Education Level National Median Salary

Oklahoma Median Salary

Manufacturing technician

Certificate $64,590 $58,570

Automotive technician Certificate $58,560 $34,360

Medical equipment repair

Certificate $61,480 $33,580

Civil drafters Certificate $55,940 $50,090 - $53,150Tower crane operator Apprenticeship $86,170 $49,630Plumber/pipefitter Apprenticeship $61,830 $37,050Electrician Apprenticeship $52,910 $45,470Welders/cutters/blazers Apprenticeship $47,920 $35,970

Aircraft mechanic Apprenticeship $52,010 $50,850

U. S. Department of LaborCareers in Highest Demand

(Source Slide: SREB SC 2014)

Occupation Education Level

National Median Salary

Oklahoma Median Salary

Diagnostics medical sonographer

Associate $65,860 $64,200

Dental hygienist Associate $70,210 $64,840

Radiation therapist Associate $78,910 $75,100

Air traffic controller Associate $108,040 ?

Paramedic Associate $52,010 $29,560

Computer systems analyst

Associate $82,320 $66,010

U. S. Department of LaborCareers in Highest Demand

(Source Slide: SREB SC 2014)

Occupation Education Level

National Median Salary

Oklahoma Median Salary

Application software developer

Bachelors $99,000 $60,620

Information security analyst

Bachelors $86,170 $61,970

Electronics engineer Bachelors $90,000 $74,540 - $87,150Market research analyst

Bachelors $60,300 $49,140

Medical and Health Services Manager

Bachelors $88,580 $74,420

Translator Bachelors $45,430 $21,280

OccupationEducation and Training Classification

Title 2012 2022 Percent Typical Entry-Level Education 2

Retail Salespersons 47,680 51,940 8.9 2,060 $20,580 Less than high schoolRegistered Nurses 32,100 37,670 17.3 1,180 $56,870 Associate's degreeLaborers and Freight, Stock, and Material Movers, Hand 27,360 29,830 9.0 1,100 $23,560 Less than high schoolOffice Clerks, General 40,590 41,540 2.4 950 $24,930 High school diploma or equivalentGeneral and Operations Managers 28,160 31,310 11.2 840 $80,120 Bachelor's degreeHeavy and Tractor-Trailer Truck Drivers 26,540 29,640 11.7 730 $36,540 Postsecondary non-degree awardAccountants and Auditors 16,420 18,700 13.8 710 $53,280 Bachelor's degreeBookkeeping, Accounting, and Auditing Clerks 33,380 37,430 12.2 710 $30,080 High school diploma or equivalentNursing Assistants 19,970 22,680 13.6 650 $21,490 Postsecondary non-degree awardSecretaries and Administrative Assistants, Except Legal, Medical, and Executive 28,380 31,310 10.3 640 $27,790 High school diploma or equivalentFirst-Line Supervisors of Retail Sales Workers 24,490 25,370 3.6 620 $32,110 High school diploma or equivalentConstruction Laborers 14,360 16,990 18.3 570 $27,330 Less than high schoolElementary School Teachers, Except Special Education 15,860 17,730 11.8 540 $41,190 Bachelor's degreeLicensed Practical and Licensed Vocational Nurses 14,000 15,930 13.8 540 $36,910 Postsecondary non-degree award

http://www.ok.gov/oesc_web/Services/Find_Labor_Market_Statistics/Projections/trends2018.html

Median Annual Wage, 2013 1

Occupations with the Most Openings - All Occupations 2012-2022

Employment

Average Annual

Openings 2012-2022

OccupationEducation and Training Classification

Title 2012 2022 Percent Typical Entry-Level Education 2

http://www.ok.gov/oesc_web/Services/Find_Labor_MarkDiagnostic Medical Sonographers 860 1,220 41.09 50 $64,200 Associate's degreeVeterinary Technologists and Technicians 770 1,080 39.43 40 $25,420 Associate's degreeComputer Numerically Controlled Machine Tool Programmers, Metal and Plastic180 250 37.99 10 $46,630 High school diploma or equivalentPhysical Therapist Assistants 1,160 1,590 37.04 70 $51,770 Associate's degreePhysical Therapist Aides 630 850 35.67 40 $22,280 High school diploma or equivalentOccupational Therapy Assistants 550 730 33.09 30 $56,580 Associate's degreeInterpreters and Translators 420 560 32.39 20 $21,280 Bachelor's degreePhysical Therapists 2,130 2,790 30.94 120 $78,090 Doctoral or professional degreeMeeting, Convention, and Event Planners 1,090 1,430 30.89 50 $34,420 Bachelor's degreeDental Hygienists 2,080 2,710 30.51 120 $64,840 Associate's degreeWelding, Soldering, and Brazing Machine Setters, Operators, and Tenders830 1,080 29.76 50 $36,610 High school diploma or equivalentPhysician Assistants 1,800 2,330 29.66 90 $93,110 Master's degreeBrickmasons and Blockmasons 720 930 29.13 30 $38,590 High school diploma or equivalentNursing Instructors and Teachers, Postsecondary 1,340 1,720 28.57 60 $52,520 Master's degreeHelpers--Electricians 1,630 2,090 28.55 70 $29,430 High school diploma or equivalentSurgical Technologists 2,180 2,800 28.49 80 $34,930 Postsecondary non-degree awardCardiovascular Technologists and Technicians 790 1,010 27.66 30 $38,760 Associate's degreeInformation Security Analysts 510 650 27.40 20 $61,970 Bachelor's degreeMarket Research Analysts and Marketing Specialists 2,420 3,080 27.25 100 $49,140 Bachelor's degree

http://www.ok.gov/oesc_web/Services/Find_Labor_Market_Statistics/Projections/trends2018.html

Fastest Growing Occupations - All Occupations 2012-2022

Employment

Average Annual

Openings 2012-2022

2013 Median Annual Wage 1

Occupation 2012-2022Education and Training Classification

Title 2012 2022 Number Percent Typical Entry-Level Education 2

Farmers, Ranchers, and Other Agricultural Managers 15,420 12,170 -3,250 -21.10 250 $30,540 High school diploma or equivalentPostal Service Mail Carriers 3,630 2,610 -1,020 -28.09 130 $54,360 High school diploma or equivalentData Entry Keyers 2,430 1,780 -650 -26.72 30 $24,490 High school diploma or equivalentPostal Service Mail Sorters, Processors, and Processing Machine Operators 1,200 830 -370 -31.02 10 $53,830 High school diploma or equivalentInformation and Record Clerks, All Other 2,270 1,990 -280 -12.26 50 $37,580 High school diploma or equivalentSwitchboard Operators, Including Answering Service 1,580 1,350 -240 -14.98 30 $24,050 High school diploma or equivalentPostal Service Clerks 660 440 -220 -33.03 10 $52,130 High school diploma or equivalentComputer Operators 840 710 -140 -16.37 10 $33,560 High school diploma or equivalentPostmasters and Mail Superintendents 500 370 -130 -25.66 10 $63,060 High school diploma or equivalentCouriers and Messengers 1,090 970 -130 -11.46 10 $27,750 High school diploma or equivalentDoor-to-Door Sales Workers, News and Street Vendors, and Related Workers 650 540 -110 -17.43 10 High school diploma or equivalentWord Processors and Typists 410 300 -110 -26.67 0 $31,950 High school diploma or equivalentMail Clerks and Mail Machine Operators, Except Postal Service 1,000 900 -100 -10.02 20 $25,990 High school diploma or equivalent

Occupations in Decline - All Occupations

Employment

Employment Change

2012-2022

Average Annual

Openings 2012-2022

2013 Median Annual Wage 1

In no other industrialized country has the transition from school to career been left so much to chance as in the United States of America. National Dropout Prevention Network, 2010

102# 542 What Counselors Need to Know

SREB Summer Conf. 2014

Career Development 101

Career Awareness

Career Exploration

Career Planning

Career Preparation

Career Application

Even Simpler 101

Who Am I

Where Am I Going

How Am I Going to Get There

What decision do you help your students make FIRST?

MAJOR

COLLEGE

CAREER

105# 542 What Counselors Need to KnowSREB Summer Conference 2014

These Decisions Must Be Made, BUT in What Order?

CAREER

COLLEGE MAJO

R106# 542 What Counselors Need to Know

SREB Summer Conference 2014

http://www.youtube.com/watch?v=0rbMHLDY1pA

Activity

Career Guidance IndicatorsHigh Schools That Work

• Their teachers or counselors often encouraged them to take more challenging English courses.

• Their teachers or counselors often encouraged them to take more challenging mathematics courses.

• Their teachers or counselors often encouraged them to take more challenging science courses.

• When planning and reviewing their high school four-year education plan, they talked with their parents, step-parents or other adults with whom they lived at least once a year.

• They reviewed the sequence of courses they planned to take throughout high school at least once a year.

Career Guidance IndicatorsHigh Schools That Work

• They were very satisfied with the help they received at school in the selection of high school courses.

• A teacher or counselor talked to them individually about their plans for a career or further education after high school.

• They and/or their parents (or step-parents/guardians) received information or assistance from someone at their school in selecting or applying to college.

• Someone from a college talked to them about going to college.

• They spoke with or visited someone in a career in they aspired to.

% Met the Readiness Goal

Reading Math Science0

10

20

30

40

50

60

70

80

IntensiveModerateLow

In Closing

• Job opportunities exist in all educational levels• Our students need to know there are different

ways to success.• The earlier we can start with career

awareness/exploration, the better.• Intensive career guidance makes a difference

in academic achievement.• http://vimeo.com/67277269

Kelly ArringtonCareer and Academic Connections Manager

405.743.5159Kelly.arrington@careertech.ok.gov

Melissa White, M. Ed, LPCExecutive Director of Counseling/ACE

OSDE Update

HB 1378

• CPR and defibrillator training• Once during 9th-12th grade• Exemptions

HB 1384

• “Parent’s Bill of Rights”

HB 1623

• Optional Suicide Prevention and Awareness training in grades 7th-12th

HB 2372

• Prohibits employers from requesting or requiring access to social media accounts of employees or potential employees.

HB 2414

• Amends eligibility requirements pursuant to the Lindsey Nicole Henry Scholarship for students that participated in SoonerStart.

HB 2497• Requires SDE to promulgate rules

providing exemptions from state mandated assessments for students facing “exceptional emergency circumstances.”

• RSA- Pre K is now considered in the “Good Clauses” as a year of retention.

HB 2536

• Power of Attorney • 1 year

• Recommendation.. FERPA Waiver

HB 2541

• Child Pornography• Bullying• Possible referral to OJA

HB 2571

• Once a student is discharged from a state facility, the originating district becomes the “resident” school “for school purposes.”

HB 2625

• Amends RSA• Refer to handout

HB 2626

• Cleans up the Open Transfer• Filed no later then May 31st

• Approve or deny by July 15th

• Parent must notify receiving district by Aug. 1st

HB 2921

• Native American languages to counts as a World Language credit

HB 2938

• Vocal Music certification can now teach piano

VETOED HB 3170• 4 proficient EOIs (Algebra I, English II, and 2

more + they must at least take the Biology EOI)– Remember SB 559--- allows students to be

exempt from taking EOIs if they have already demonstrated proficiency. Check approved exempt scores.

– WorkKeys (Business Writing and Reading for Info= 4 & Applied Math=5)

HB 3173

• Amends Open Records Act to exempt TLE records.

HB 3350– Resident or non-resident tuition waiver to CareerTech

for a period of (5)years.– Children of peace officers, firefighters, medical

technicians, who have given their lives in the line of duty to CareerTech for a period of (5) Years.

– Children of members of the Oklahoma Law Enforcement Retirement System who have given their lives in the line of duty or whose disability is by means of personal or traumatic injury of a catastrophic nature and occur in the line of duty.

HB 3399• Repeal of Common Core• PASS Standards• Standard Revision• Testing• Waiver

HB 3469

• “Quinten Douglas Wood Act of 2014”

SB 934• Allows parents, legal guardians, or

person acting with the permission of such to provide firearms to minors for participation in hunting animals/fowl, hunter safety courses, education or training in the safe handling of firearms, target shooting, skeet, trap, or sporting event or shooting competition.

SB 1143

• Must recite the pledge of allegiance to the flag of the United States of American once every school week.

• A notice must be posted informing student they do not have to participate.

SB 1181

• “A STEM State of Mind”• STEM Community• STEM Region

• CareerTech and SDE—strategies to support STEM programs.

SB 1295

• Intruder Drill—school district determines the amount of student involvement.

SB 1377

• Acute psychiatric care facility begins providing education services on the 11th day of admission.

SB 1422• AP Computer Science to count for a

Math credit

• IF……the computer science course is taken in the student’s senior year and the student is concurrently enrolled in or has completed Algebra II.

SB 1653• STEM Blocks

SB 1655

• Eliminates district wide report cards

SB 1828

• TLE records are not subject to Open Records Act and requires SDE to keep all data collected confidential.

SB 1830

• Higher Ed– Leave of absence for active uniformed

military services called into active duty for up to (5) years.

– Withdraw and receive full refund– After 50% of work is completed-withdraw and

receive an I. Student can complete course once they have returned.

– Admission and GPA not penalized– Will not lose financial aid

MELISSA WHITEEXECUTIVE DIRECTOR OF COUNSELING/ACE

OKLAHOMA STATE DEPARTMENT OF EDUCATION

(405)521-3549Melissa.White@sde.ok.gov