 |
Esmeralda S. Cunanan
Carolyn Maddy-Bernstein
University of Illinois
National Center for Research in Vocational Education
Graduate School of Education
University of California at Berkeley
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
Supported by
The Office of Vocational and Adult Education
U.S. Department of Education
October 1997
FUNDING INFORMATION
| Project Title: | National Center for Research in Vocational Education |
|---|---|
| Grant Number: | V051A30003-97A/V051A30004-97A |
| Act under which Funds Administered: | Carl D. Perkins Vocational Education Act P.L. 98-524 |
| Source of Grant: | Office of Vocational and Adult Education U.S. Department of Education Washington, DC 20202 |
| Grantee: | The Regents of the University of California c/o National Center for Research in Vocational Education 2150 Shattuck Avenue, Suite 1250 Berkeley, CA 94704 |
| Director: | David Stern |
| Percent of Total Grant Financed by Federal Money: | 100% |
| Dollar Amount of Federal Funds for Grant: | $6,000,000 |
| Disclaimer: | This publication was prepared pursuant to a grant with the Office of Vocational and Adult Education, U.S. Department of Education. Grantees undertaking such projects under government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy. |
| Discrimination: | Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1972 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws. |
This handbook highlights the six exemplary career guidance and counseling programs identified during the nationwide search in 1996. It is organized into four chapters. Chapter 1 provides background information about the search for outstanding programs. The criteria used by teams of professionals in determining the exemplary programs are explained in Chapter 2. A description of each recognized program with the name, phone number, and address of a contact person are presented in Chapter 3. The concluding chapter contains practical suggestions from program coordinators for effective program design and implementation. Abstracts of the 1996 and 1995 exemplary programs are appended.
Applications submitted by schools and colleges across the nations were received by NCRVE-OSS. Applications were reviewed by a panel of nationally recognized professionals in the field using strict research-based criteria that focused on three clusters of components: (1) Career Guidance and Counseling Program Plan; (2) Collaboration, Articulation, and Communication Efforts; and (3) Institutional Support, Leadership, and Program Evaluation. Teams made site visits to determine top ranking programs. There were six programs recognized as exemplary career guidance and counseling programs during the 1996 nationwide search. These programs exemplify school efforts in developing and implementing well-integrated, comprehensive career guidance programs that assist all students in their transition from school to the world of work and/or further education. Each is successful in helping all students make the connection between school and work. State Departments of Education in which the six programs operate endorsed these programs for their exemplariness and for meeting state educational priorities. The identified programs can serve as models for schools in responding to the career development needs of the growing diverse student population through comprehensive career guidance programs.
NCRVE-OSS announced the six exemplary programs in several national newsletters. Information about the programs was disseminated through the OSS' publications and during workshops and conference presentations. Program information was also entered into the OSS' database of exemplary programs. Professionals, agencies, and other educational institutions can access the information about these programs through the OSS database (http://ncrve-oss.ed.uiuc.edu). In addition, representatives of the various programs have shared their success during presentations at regional and national conferences.
This document contains the criteria used for identifying exemplary programs; a description of each recognized program; the name, phone number, and address of a contact person for each of the exemplary programs; and suggestions for effective program implementation. For more information, contact OSS or the program representatives.
The search encouraged and invited career guidance and counseling programs that
The first cluster of components--Career Guidance and Counseling Program Plan-- are adapted from the National Career Development Guidelines (National Occupational Information Coordinating Committee [NOICC], 1989, 1996). Ideally, career guidance programs enhance the following:
The second cluster of components--Collaboration, Articulation, and Communication--stress the importance of forging strong partnerships with parents, businesses, teachers, and community organizations. Effective guidance programs are successful in getting the support of area businesses, industries, and/or community organizations.
The third cluster of components--Institutional Support, Leadership, and Program Evaluation--are typical of any good program. Such programs have strong administrative support, financial assistance, qualified personnel, program facilities, ongoing professional development, program evaluation, and follow-up to determine program and student outcomes. (See Figure 1.)
This section presents program information taken from the applications
submitted, surveys of program coordinators, and site visit evaluation results.
It contains a description of every program's purpose, target groups, address,
telephone number, fax number, contact person, essential features, and career
activities. Program coordinators provided input about the essential features of
their programs.
Purpose:
|
To
foster the career development of all students.
|
| Target
Groups:
|
Grades
7-12, students from the four small rural communities of New Leipzig, Elgin,
Flasher, and Carson in North Dakota
|
| Address:
|
Elgin
Public Schools 110 NW Street, P.O. Box 70 Elgin, ND 58533 |
| Telephone Number: | (701) 584-2374 |
| Fax
Number:
|
(701)
584-3018
|
| Contact
Person:
|
Kim
K. Schock, Area Vocational Guidance Counselor
|
Essential Features: The Area Vocational Guidance and Counseling Program is a cost-effective, highly visible program in four small rural communities in Southwest North Dakota. It assists students in their educational, occupational, and personal/social development. The program, which is based on the National Career Development Guidelines, helps students make the connection between their educational achievement, personal/social background, and career aspirations through the development of a career portfolio developed by the program coordinator and guidance staff.
The portfolio is used in the elementary level as a means for students to track their performance in standardized testing. The elementary counseling department and the Area Vocational Guidance Program staff work together to help students establish some career direction at an early stage of their lives. Students develop their career portfolio from the 7th grade through their senior year. The portfolio is key to helping students better understand themselves and acquire skills essential to making informed and positive career decisions.
The following agencies, organizations, and support programs are committed to providing support services:
Career Development Process
Purpose:
Grade(s)
Activities
Career
Awareness
4-12
Students
from grades 4-12 receive the Career Outlook, a publication developed by
the area vocational counselor in consultation with the North Dakota State
Occupations Information Coordinating Committee (NDSOICC). The Career
Outlook gives students and parents the most current occupational
information in North Dakota. The Comprehensive Tests of Basic Skills (CTBS) is
administered to students each year to track their progress
Career
Investigation
7
Information
from the Career Outlook is used in the 7th grade to help students
determine their career interests. Students discuss the world of work after
viewing the video Your Future: Planning Through Career Exploration. They
also take a career planning quiz, results of which are added to their career
portfolios.
8
Planning
for Life, College, and Careers is used in the 8th grade to help students
see the relationship between their interests, the subjects available in high
school, and their career goals. The video, Your Interest: Related to Work
Activities, also provides valuable career information.
Career
Exploration
9
As
a cooperative project between counselors and English teachers, 9th-grade
students do a career unit in their English classes. Students complete the
Career Area Interest Checklist. English instructors require students to
use career information for developing speeches and writing term papers. At the
beginning of the 9th grade, students do the High School Career-Course
Planner.
10
Tenth
graders take the General Aptitude Test Battery (GATB) to determine their
strengths and weaknesses and to match their aptitudes with the appropriate
occupations. Tenth-grade students do an activity, You Can Be What You Want
To Be by the American Vocational Association to evaluate their interests
and match these with programs and careers for their future. They also complete
the JOB-O-A, which is an advanced version of the JOB-O
they did in the 8th grade. By the end of the tenth year, students complete
the activity How To Read a College Catalog to learn about postsecondary
programs and institutions
Career
Preparation
11
All
juniors take the Armed Services Vocational Aptitude Battery (ASVAB). Juniors
can opt to take the Preliminary Scholastic Aptitude Test (PSAT) to prepare them
for future standardized tests and use scores to apply for scholarships. College
fairs give juniors the opportunity to talk with representatives from
institutions of their choice and make plans to visit schools of their choice.
During a planning session prior to the fair, college major handbooks,
individualized portfolios, all standardized tests, and the Choices
programs are reviewed.
12
Seniors'
ACT scores are used for assessment for admittance into postsecondary
institutions, scholarship purposes, identification of strengths and weaknesses,
and self-assessment. Seniors also attend planning sessions where they review
and assess their individualized portfolios, standardized tests, and their
planned career/ courses. College applications are completed. Transcript
information is discussed and financial aid, scholarship, loans, and grants are
explored Seniors also receive a checklist to help them plan for transition from
high school to the next step in life. Career Portfolios allow students to sum
up their interests, aptitudes, and academic capability and develop a
résumé.
CAREER AND TECHNOLOGY EDUCATION GUIDANCE AND COUNSELING
PROGRAM:
Haltom City, Texas
To
ensure that all students in the Birdville Independent School District acquire
the necessary tools which will empower them to make sound educational and
career decisions.
Target
Groups:
Grades
7-12, students from five northeast Tarrant County communities including
Richland Hills, parts of Haltom City, Hurst, North Richland Hills, and Watauga
in Texas
Address:
Birdville
Independent School District
6125 E. Belknap
Haltom City, TX 76117
Telephone Number:
(817)
831-5786
Fax
Number:
(817)
838-7261
Contact
Person:
Dr.
Ed Foster, Counselor of Career and Technology Education Dr. Linda Anderson
(Linda_Anderson@qm.birdville.k12.tx.us)
Essential Features: The success of the Career and Technology Education Guidance and Counseling Program is the result of the collaboration and commitment of counselors, teachers, administrators, parents, businesses and industries, community organizations, and other school personnel. The program provides all students a relevant education that focuses on the development of skills and knowledge essential in making successful educational, career, and occupational decisions and plans.
Counselors of the guidance program use a variety of strategies in responding to the career developmental needs of their students, including the following:
Career Activities:
Career Development Process
Purpose:
Grade(s)
Activities
Career
Investigation
7-8
Guest
speakers, usually parents and community volunteers, discuss their respective
careers with students. Students gain more information about occupations and
careers through class writing assignments and stories. Career Days are planned
for students, including a Tech Prep Career Fair. Students complete the career
interest surveys.
8
All
8th graders complete the Differential Aptitude Test (DAT).
Career
Exploration
7-12
Each
spring, students in grades 7-12 participate in group and individual guidance at
the high school campuses to plan their programs for the following year. The
Birdville CATE develops, prints, and distributes a Career Pathways book,
which includes a 10-minute video, to students and their parents.
9-12
A
series of assemblies are held to describe all CATE programs, including how
these programs link to employment and/or postsecondary training. Tech Prep
options, special scholarships, and internship programs are explained. All
students have access to the computerized Guidance Information System (GIS).
Career
Preparation
11-12
Students
select laboratory projects and/or on-the-job training programs. Juniors and
seniors take the SAT, ACT, and ASVB tests in preparation for postsecondary
education. Eleventh and 12th graders attend college nights.
FLAMBEAU CAREER GUIDANCE AND COUNSELING PROGRAM: Tony, Wisconsin
To
provide a comprehensive and systematic set of services to K-12 students and
area adults.
Target
Groups:
Approximately
700 K-12 students in a very rural and economically disadvantaged area of
northwestern Wisconsin
Address:
School
District of Flambeau
N5377 Maple Street
Tony, WI 54563
Telephone Number:
(715)
532-7760
Fax
Number:
(715)
532-5405
Contact
Persons:
Doug
Spielman, 7-12 Counselor
Chuck Ericksen, Community Education Director
Essential Features: Through integrated and applied curriculum and special student services, the Flambeau Career Guidance and Counseling (FCGC) Program introduces and connects students to individuals, institutions, and agencies who can help them realize their potential for lifelong learning and work within the community. Everyone involved in the Flambeau Career Guidance and Counseling Program believes all students should have an opportunity to become involved in meaningful education and/or community activities. As a team, they help students in developing and implementing their personalized learning plans and facilitate experiential learning to assist students in developing independence, leadership skills, and entrepreneurial skills.
The school district is also strongly committed to providing educational services to community residents of all ages. A cooperative arrangement exists between the nationally recognized Flambeau Community Education Program and the FCGC Program based on partnerships established over time. Adults in the community participate in workshops, classes, forums, focus groups, and special presentations conducted through the community education program. Consequently, these students undertake activities that emphasize job skills development, personal development, career development, community leadership training, professional development, and parenting skills.
The FCGC Program takes pride in contributing to (1) reducing dropout rates, (2) increasing student enrollment in postsecondary institutions, and (3) improving the employability of students. A strong partnership between the school and community organizations and businesses and industries is a major factor in the program's success.
Career Activities
Career Development Process
Career Investigation
The Wisconsin Student Assessment System tools are used to help students
understand their interests, aptitudes, and motivations.
The FCGC Program provides the following career-related activities:
Career Exploration
Tenth graders are required to participate in three self-assessment exercises
(i.e., Self-Directed Search-Form R, Meyers Briggs, and the 10th Grade Wisconsin
Student Assessment).
With their parents, students select one of 15 career cluster areas during each
school year. Teachers and community members who act as student mentors arrange
field trips to businesses, technical colleges, and universities. Students in
the 10th grade continue to develop their cumulative career portfolio.
Each student develops a personalized career plan. Job-seeking skills (e.g.,
résumés, letters of application, interviewing) are taught in both
English and vocational classes. Teachers serve as mentors.
Student entrepreneurship initiatives are supported through REAL (Rural
Entrepreneurship through Action Learning) classes. Students also participate in
a career awareness workshop. Community people provide structured
community-based learning experiences by hosting field trips and job
experiences.
As part of an 11th-grade English class, students experience job shadowing
Purpose:
Grade(s)
Activities
Career
Awareness
K-6
Teachers
integrate career guidance activities into all facets of their curriculum during
the regular school year and summer school. Elementary students engage in
activities focusing on the development of positive interpersonal behaviors and
goal-setting skills. Teachers use the Wisconsin Career Developmental Guidance
Model (WDGM) to integrate developmental guidance into the curriculum. The
following are some specific career awareness activities.
7-8
Activities
to expose students to a variety of occupations and careers are integrated into
the curriculum.
9-10
All
teachers facilitate career planning and high school course selection. The FCGC
Program provides students with educational and career opportunities through
various community partnerships. The Wisconsin Student Assessment System, The
Self-Directed Search-Career Explorer, and Career Vision tools are used within a
classroom setting.
Career
Preparation
11-12
Eleventh-
and 12th-grade students take the ASVAB, ACT, and PSAT examinations.
12
Students
complete a professional career portfolio by spring of their senior year.
SCHOOL-WIDE COUNSELING PROGRAM TO SUPPORT TECH PREP: Elk
Grove, Illinois
To
organize and update a well-defined system of guidance activities that promote
the career development of all students.
Target
Groups:
Approximately
1,700 students in Elk Grove High School that is located in a large suburban
district 25 miles northwest of Chicago
Address:
Elk
Grove High School
500 W. Elk Grove Boulevard
Elk Grove, IL 60007
Telephone Number:
(847)
718-4455
Fax
Number:
(847)
718-4515
Contact
Person:
Dr.
Anna Marie Yates, Counselor
Essential Features: The School-Wide Counseling Program To Support Tech Prep has appropriate avenues to address the needs of all students, including ESL counseling, the Talent Development Program, Special Education Services, and Upcoming Advisory Groups. Students leaving Elk Grove High School are equipped with the knowledge, skills, and attitudes necessary for making informed career and educational decisions.
The program is led by a team of nine counselors who provide career/educational and personal/social counseling. The outcome-based program is a planned curriculum designed to empower students to learn more effectively and efficiently. The program provides specialized counseling and intervention services and offers maximum student growth and development in three domains: (1) educational/academic--learning to learn, (2) personal, social, physical--learning to live, and (3) career--learning to work.
All students build portfolios that contain their assessment results, best work, résumé, cover letter, and other evidence of accomplishments. Student transition to postsecondary education and/or work is facilitated by career development activities such as participating in job shadowing, an internship, and volunteer work. Students also have opportunities for part-time employment that match their work styles or preferences.
Career Activities:
Career Development Process
Students and their parents learn about the student portfolio "Know Yourself
from A to Z" and Tech Prep options at the beginning of the school year. During
the Freshman Orientation Day, students begin exploring their career goals and
"dream" of the perfect future job.
Juniors and seniors have opportunities to get experience in the workplace. They
may participate in several school-to-work programs such as interrelated career
education programs, extended campus programs, and programs offered by Harper
College. They are encouraged to enroll in the Public Service and Community
Resource course and/or become involved in service learning. Through service
learning, students do volunteer work that allows them to work side-by-side with
employees at the work site.
Those who choose to pursue the Tech Prep program start an internship by their
senior year. Students have access to career nights, career-oriented field
trips, college visits, mentoring, and job shadowing.
Students may also take a seminar course designed to help them transition from
high school to the world of work and/or further education. A Vocational
Exploration course is available to offer students on-the-job experiences in the
community as well as three weeks in a classroom setting.
Purpose:
Grade(s)
Activities
Career
Exploration
9
Incoming
freshmen take EXPLORE and the Learning Styles Inventory.
10
A
comprehensive career unit is taught to all students while they are enrolled in
the oral communications class. Students learn to use or explore resources
available in school, including the GIS on computer, the Dictionary of
Occupational Titles, the Occupational Handbook, career files,
college files, college view books, catalogs, videos, college guides and
scholarship information, and other career- and college-related materials.
Results from the Harrington O'Shea Career Decision-Making System are used in
researching about careers. Students learn how to complete a job application,
write a cover letter, prepare a résumé, and prepare for a job
interview. They also participate in a mock job interview.
Career
Preparation
11-12
Students
take the SAT and ACT tests. SHARED COUNSELOR PARTNERSHIP PROGRAM: Houston, Texas
To
facilitate the successful transition of high school students into postsecondary
education programs.
Target
Groups:
High
school students within two service school districts, including Aldine
Independent School District and Spring Independent School District in Texas
Address:
North
Harris College
2700 West W. Thorne Drive
Houston, TX 77073-3499
Telephone Number:
(281)
618-5434
Fax
Number:
(281)
618-5402
Contact
Person:
Vicki
Stanfield, Program Director (stanfiv@nhc.nhmccd.cc.tx.us)
Essential Features: The Shared Counselor Partnership Program is the first of its kind. Partnering the community college with area school districts to assist high school students in their transition to postsecondary education creates a win-win situation for the involved institutions and students.
The program enhances the guidance program at both the high school and the college by providing the expertise of a trained college advisor at the high school and by having a college liaison as a member of the high school counseling team. It supports the district's emphasis on engagement in community partnerships with businesses, industries, schools, universities, and other public entities to provide connected learning opportunities for a diverse group of the student population. As a result of the program's initial success in increasing the number of students matriculating to postsecondary education programs at North Harris College and other colleges and universities, the program has gotten the full support of their administration. Collaboration is the key to the program's success.
The program's major focus is assisting more students to enter post high school education. By exposing students to the college environment through various activities, they learn how to make informed choices about their career and education. The Shared Counselor Partnership Program is a response to the disparity in services available to and used by the majority of the "middle" or average students who may not have a clear vision of their career possibilities or the level or type of education required. Thus, these students are introduced to various program offerings and career pathways.
Career Activities:
Career Development Process
Fish Camp activities conducted at various sites assist students in making good
decisions and in understanding the interrelationship of life roles and the
relationship between education and career planning.
The Program for Academic Recovery (PAR) provides 9th-grade students who are at
risk of failing a total educational program designed to assist in the
development of a positive self-concept and skills for success.
Students also have access to group workshops on career planning,
résumé writing, stress management, and family issues.
Career Fairs give local business representatives and professionals the time to
talk with students about the opportunities available in their chosen careers.
Improved Career-Decision Making Workshop provides parents and students with the
most current career trends identified by the Texas State Occupational
Information Coordinating Committee.
College night gives students the opportunity to visit with over 100 college
representatives.
Those eligible for enrollment at the community college while in high school can
avail of the Dual Credit Program. Night classes and programs are offered at the
community college to provide students the chance to earn high school credits.
Project Success, an eight-week program, assists prospective college students in
developing the skills needed to reach their highest potential in college.
Students interested in studying at North Harris College take the ASSET
placement test to determine appropriate placement and course of study upon
entering college.
The Senior-to-Senior Conference provides an opportunity for former graduates to
share their experiences with current seniors about college and/or career life
after high school.
Purpose:
Grade(s)
Activities
Career
Exploration
9
Students
are introduced to the Get a Life career portfolio and begin developing
their individual career plan.
9-12
Group
counseling led by counselors and specially trained teachers is held to discuss
psychoeducational topics in relation to developing a positive self-concept and
interpersonal skills. Individual counseling is also provided.
10
Tenth
graders and their parents participate in the College and Career Workshop
designed to provide the latest information about career trends.
Career
Preparation
11
Eleventh
graders take the ASVAB to assess their aptitudes and abilities for use in
career planning.
11-12
Workshops
are held annually to help students prepare for the PSAT, SAT, and ACT testing.
The Vocational Leadership Conference provides information on job applications,
interviewing skills, and job leads for incoming cooperative students.
12
Senior
orientation activities focus on the dissemination of general college
information to students. VAN BUREN INTERMEDIATE SCHOOL DISTRICT'S COMPREHENSIVE
CAREER GUIDANCE PROGRAM: Lawrence, Michigan
To
help students (1) make career and educational decisions, (2) develop individual
career plans, (3) implement decisions, and (4) prepare a portfolio to document
progress toward their educational and career goals.
Target
Groups:
Youth
and adults in Van Buren County
Address:
Van
Buren Intermediate School District Vocational-Technical Center
250 South Street
Lawrence, MI 49064
Telephone Number:
(616)
674-8001, ext. 303
Fax
Number:
(616)
674-8954
Contact
Person:
Donald
Olendorf, Administrator for Special Programs (DOLENDORF@aol.com)
Essential Features: The Van Buren program is based on Donald Super's premise that an effective guidance program enhances students abilities to make intelligent decisions and plans. This dynamic process involves self-awareness, option awareness, decision-making, planning, and placement. To further address the needs of students in the fifteen local school districts served, educators, employers, and the community incorporate technology to expand their guidance content and delivery system.
Students who include vocational training as part of their education benefit from the programs and services at the Vocational-Technical Center. Guidance coordinators help students review and update their plans.
Counselors at the Van Buren Technical Center and the counselors and teachers in the local districts collaborate in helping all students in their career and educational planning. Students are assisted to translate their decisions into a personal career plan, known as an Employability Development Plan (EDP). In addition to the EDP, students develop a four-year program plan based on their career and postsecondary decisions. The EDP is the starting point for the student-managed portfolios that document students' progress toward the goals outlined in their career plans. Many of the Van Buren senior students have successfully obtained college assistance, scholarships, and grants by presenting their completed portfolios when interviewing or applying. The information contained in the portfolios is summarized into résumés. While the EDP is the index for the portfolio, the résumé serves as its summary.
The Van Buren Intermediate School District Vocational-Technical Center's Comprehensive Career Guidance Program was recognized as an exemplary program by the U.S. Office of Education in 1986 and by the United States Army in 1994 under its Planning for Life Awards.
Career Activities:
Career Development Process
Career exploration activities include viewing videotapes, inviting speakers,
college days, job awareness days, and simulations. Most of these activities are
integrated in the high school curriculum.
Open House at the Vocational-Technical Center is popular among parents and
students since this gives them the chance to see what the center has to offer.
Students may explore careers at any of the cluster levels:
10
Juniors and seniors summarize the contents of their portfolios into a
résumé. The portfolios have been used to secure employment and
admission to colleges as well as for scholarships.
Grade(s)
Activities
Career
Investigation
8-9
Students
develop self-awareness, option-awareness, and decision-making through the
Prefolio program.
Career
Exploration
8-9
Eighth
and 9th graders make tentative career and educational decisions and identify a
career area. They visit all of the career clusters offered by the
Vocational-Technical Center.
9-12
Students
use locally developed and commercial inventories to help them determine their
interests and achievements. They can also use Holland's Self-Directed Search
and the Differential Aptitude Test.
Tenth
graders return to the Vocational-Technical Center to spend an hour in each of
their top two cluster areas.
11-12
Students
have the opportunity for job shadowing and participating in co-op.
Elgin Public Schools. (1995). Area vocational guidance and counseling program: Application to the 1996 exemplary career guidance and counseling programs search. Unpublished manuscript.
Elk Grove High School. (1995). School-wide counseling program to support Tech Prep: Application to the 1996 exemplary career guidance and counseling programs search. Unpublished manuscript.
Maddy-Bernstein, C., & Cunanan, E. S. (1995). Exemplary career guidance programs: What should they look like? (MDS-855). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
National Occupational Information Coordinating Committee. (1989, 1996). National career development guidelines. Portland, OR: Northwest Regional Educational Laboratory.
North Harris College. (1995). Shared counselor partnership program: Application to the 1996 exemplary career guidance and counseling programs search. Unpublished manuscript.
School District of Flambeau. (1995). Flambeau career guidance and counseling program: Application to the 1996 exemplary career guidance and counseling programs search. Unpublished manuscript.
Van Buren Intermediate School District Vocational-Technical Center. (1995). Van Buren Intermediate School District's comprehensive career guidance program: Application to the 1996 exemplary career guidance and counseling programs search. Unpublished manuscript.
Signature of Reviewer: __________________________________________________________________________
Date: ________________
| Total | |
| Part 1: General Information | 2 points possible _______ |
| Part 2: Demographic Information | 8 points possible _______ |
| Part 3: Program Information | 4 points possible _______ |
| Part 4: Components (itemized below) | 86 points possible _______ |
| TOTAL 100 points possible |
Part 4: Components
| A. | Career Guidance and Counseling Program Plan
| 1. | Assisting Students with Career Development Competencies |
| 1. Assist students/clients to increase self-knowldge and self-advocacy | 11 points possible _______
| 2. Assist students/clients in educational and occupational exploration | 11 points possible _______
| 3. Assist students/clients in career palnning, preparation, and transition | 11 points possible _______
| 2. | Addressing the Needs of Diverse Student Populations | 6 points possible _______
| 3. | Program Support Services | 6 points possible _______
| B. | Collaboration, Articulation, and Communication |
| 1. | Family/Parental Involvement and Support | 5 points possible _______
| 2. | Faculty/Staff Involvement in Guidance/Counseling Program | 5 points possible _______
| 3. | Intra- and Intragency Collaboration | 5 points possible _______
| 4. | Collaboration with Business | 5 points possible _______
| C. | Institutional Support, Leadership, and Program Evaluation |
| 1. | Institutional Support | 3 points possible _______
| 2. | Facilities | 3 points possible _______
| 3. | Financial Support | 3 points possible _______
| 4. | Guidance Personnel Qualification | 3 points possible _______
| 5. | Professional Development | 3 points possible _______
| 6. | Program Evaluation | 3 points possible _______
| 7. | Folow-Up of Program Completers and Noncompleters | 3 points possible _______
| 86 points possible ______ |
TOTAL: 100 points possible ______ |
| ||||||||||||||||||||||||||||||||||
Overall Comments: (Please list major strengths and weaknesses/concerns about the program.)
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Overall Recommendation:
| ______ | Do not recommend for site visit/evaluation. |
| ______ | Recommend for site visit/evaluation. (Please indicate below your concerns about the program, if any, that need to be addressed during the visit.) |
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Kim K. Schock, Area Vocational Guidance Counselor
Elgin Public
Schools
110 NW Street, P.O. Box 70
Elgin, ND 58533
(701)
584-2374
Fax: (701) 584-3018
Serving four small rural communities in southwest North Dakota, this comprehensive program strives to foster career development of students at all levels, with emphasis on serving the needs of students from grades 7-12. The program is based on the National Career Development Guidelines and operates on a Management By Objectives plan which includes a needs matrix that outlines students' activities for the whole year. The matrix shows career information activities and the dates they are conducted, interest and values, aptitude and achievement, orientation information, peer tutor needs or opportunities and other special needs, and meetings with counselors or other school personnel. Ninth- through 12th-grade students take the CHOICES program, a required career class taught by both academic and vocational teachers, as well as administrators and staff, parents, and advisory committee members. Every student in the district's four schools has a career portfolio that is updated yearly and given to students upon graduation. An advisory committee composed of a student, a community member, and a guidance counselor determines resources for the guidance program. The guidance counselor provides teacher inservice so that teachers can incorporate relevant career-related activities into their courses. Job shadowing activities are conducted in conjunction with a school-to-work grant. An annual follow-up of all graduates is also conducted. Completion rates for all vocational programs are very high, and the annual dropout rate is usually zero.
Career and Technology Education Guidance and Counseling Program
Dr. Ed Foster, Counselor of Career and Technology Education
Dr. Linda
Anderson
Birdville Independent School District
6125 E. Belknap
Haltom
City, TX 76117
(817) 831-5786
Fax: (817) 838-7261
E-mail:
Linda_Anderson@qm.birdville.k12.tx.us
The goal of the Birdville Independent School District's (BISD) Career and Technology Education Guidance and Counseling Program is to assist students in making effective plans to achieve their educational and career goals. A variety of career awareness activities is available to BISD elementary students as a regular feature in their curriculum. During middle school, students focus on careers through classes and career days. In high school, students continue learning about themselves in relation to the world of work and must choose a career pathway. This K-12 program, administered through the district office and implemented in all schools, is a team effort of counselors, teachers, administrators, librarians, parents, businesses and industries, and community organizations. Student services counselors, campus counselors, and crisis counselors are available to assist every BISD student. Three certified career counselors work closely with all district counselors, teachers, and the entire team to identify resources, assess student interests and aptitudes, initiate programs, and incorporate career development activities.
High-quality materials designed for BISD students are available to help them develop career and education plans and select career pathways. Teachers at all levels incorporate career information into their classes to support students in making good career-related decisions. A commercial career information system is available on each middle and high school campus. All schools work closely with parents and are site-based managed. A handbook is available to assist elementary and middle school counselors and teachers in guiding students in their career development. In addition, guest speakers--often parents--visit classes to talk about their careers, and local business representatives frequently visit all the BISD schools. Career information is disseminated through parent meetings, student handbooks, group and individual counseling, assemblies, news media, cable television, videotapes, handouts, and word of mouth. An internship program is available, and students have many opportunities to discover their interests and aptitudes.
Flambeau Career Guidance and Counseling Program
Doug Spielman, 7-12 Counselor
Chuck Ericksen, Community Education
Director
School District of Flambeau
N5377 Maple Street
Tony, WI
54563
(715) 532-7760
Fax: (715) 532-5405
Located in a rural and economically disadvantaged part of northwestern Wisconsin, the School District of Flambeau serves only 700 students in grades 7-12; nonetheless, it is a very significant part of the Flambeau community. The Flambeau Career Guidance and Counseling Program (FCGC) is integrated into all aspects of the K-12 curriculum, and student progress is documented through portfolios. Students access information through the Wisconsin Career Information System and a wide variety of other state and national resources.
The nationally recognized Flambeau Community Education Program and the FCGC participate in a cooperative arrangement based on partnerships established over time. Teachers, students, and staff interact with members of the community who mentor, teach classes, and provide job shadowing and community-based learning experiences. In addition, some individuals serve on advisory councils, school improvement teams, and ad hoc action committees. Workshops, classes, forums, focus groups, and special presentations are conducted through the community education program. These activities focus on job skills development, personal development, career counseling, community leadership training, professional development, and parenting skills. Students, parents, and community members of all ages participate in these learning activities.
At all levels, the curriculum emphasizes experiential learning and helps students develop an inside view of various professions through entrepreneurship, artists-in-residence, and youth service learning programs. In addition, project-based learning engages students in real life problem-solving and allows them to demonstrate their academic and vocational skills. Students are involved in the FCGC Program through peer mentoring and peer instructional services in the areas of economics, entrepreneurship, leadership, peer pressure, anger management, drug and alcohol refusal skills, traffic safety, self-esteem, and health.
School-Wide Counseling Program To Support Tech Prep
Dr. Anna Marie Yates, Counselor
Elk Grove High School
500 W. Elk
Grove Boulevard
Elk Grove Village, IL 60007
(847) 718-4455
Fax: (847)
718-4515
The School-Wide Counseling Program To Support Tech Prep at Elk Grove High School serves approximately 1,700 students every year. Its purpose is to organize and update a well-defined system of guidance activities to promote the career development of all students representing many cultures and having diverse academic abilities. Led by a team of nine counselors, the counseling program addresses the needs of all students through various services, including English as a Second Language, the Talent Development Program, counseling, special education services, and advisory groups. Guidance and counseling activities are shared by other school personnel, including the social worker, school psychologist, school nurse, services learning director, staff of the special education department, assessment director, and all student services personnel.
The counseling program is an integrated part of the total educational process at Elk Grove High School and involves all school personnel. This outcome-based program is organized into a planned curriculum empowering students to learn more effectively and efficiently. The program provides specialized counseling and intervention services and offers maximum student growth and development in three domains: (1) educational/academic--learning to learn; (2) personal, social, physical--learning to live; and (3) career--learning to work. A key feature of each students' career development is the development of a portfolio, which includes all test results, students' best work, a résumé, and a cover letter. Junior and senior students can gain experience in the workplace by participating in the Public Service and Community Resource course, volunteer work, and internships. The strong school and business partnerships in Elk Grove provide students with the opportunity to work at places that match their work style or preference.
Shared Counselor Partnership Program
Vicki Stanfield, Program Director
North Harris College
2700 West
W. Thorne Drive
Houston, TX 77073-3499
(281) 618-5434
Fax: (281)
618-5402
E-mail: stanfiv@nhc.nhmccd.cc.tx.us
North Harris College (NHC), in collaboration with its two service area school districts, Aldine Independent School District and Spring Independent School District, developed the Shared Counselor Partnership Program to facilitate the successful transition of secondary students into postsecondary education programs. The Shared Counselor Partnership Program maximizes student services in order to address the needs of all students, including members of special populations; students from different racial/ethnic, socioeconomic, and cultural backgrounds; and students at risk of failing or dropping out of school. This comprehensive student services system stresses the importance of early guidance of students in selecting education and career pathways through coordinated assessment, counseling, advisement, financial aid, and placement services. The program has forged strong ties with businesses and industries, public schools, universities, and other community entities to provide organized and connected learning opportunities for its diverse student population.
The Shared Counselor Partnership Program meets students' career development needs and concerns through group and individual counseling; group workshops on various topics, including stress management, family issues, résumé writing, and career planning; a peer/mentor system; vocational leadership conferences; and motivational speakers. The shared counselors, who function both as members of the high school's guidance program and as college advisors, assist students in career planning, preparation, and transition. Beginning in the 8th grade, students can take a career investigation class, are introduced to the Get a Life Career Portfolio, and develop their individual career plans. Senior-to-Senior Conferences provide an opportunity for graduates from the previous year to tell current seniors about college and/or career life after high school. Parents and students attend the Improved Career Decision-Making Workshop to learn about the latest career trends identified by the Texas State Occupational Information Coordinating Committee. Career fairs and college night programs provide students with relevant information to help them make appropriate career choices.
Van Buren Intermediate School District's Comprehensive Career Guidance Program
Donald Olendorf, Administrator for Special Programs
Van Buren
Intermediate School District Vocational-Technical Center
250 South
Street
Lawrence, MI 49064
(616) 674-8001, ext. 303
Fax: (616)
674-8954
E-mail: DOLENDORF@aol.com
The Van Buren Intermediate School District's Comprehensive Career Guidance Program helps youth and adults in Lawrence, Michigan--the state's second poorest county--(1) make informed career and educational decisions, (2) develop and implement individual career plans, and (3) prepare portfolios to document their progress toward educational and career goals. This program is founded on Donald Super's idea that an effective career guidance and development program enhances students' abilities to make sound career decisions and plans. Additionally, the program incorporates technology into its guidance content and delivery to better meet the needs of area students, educators, employers, and the community at large.
Counselors at the Vocational-Technical Center collaborate with counselors and teachers in 15 local districts to help all students in their career and educational planning. Teachers use prefolio workbooks to help 8th or 9th graders identify their top career interests and abilities. Students participate in various structured career awareness and exploration activities, including reading, computer information, job simulations, career internships, job shadowing, and work-based learning. With the counselor's guidance, students translate their decisions into career plans known as Employability Development Plans (EDP). In addition to the EDP, students also develop a four-year program plan based on their career and postsecondary decisions. The EDP is the starting point for student-managed portfolios that documents students' progress toward the goals outlined in their career plans. While the EDP is the index for the portfolio, a résumé based on student information in the portfolio serves as its summary.
The Van Buren Intermediate School District Vocational-Technical Center's Comprehensive Career Guidance Program was recognized as an exemplary program by the U.S. Office of Education in 1986 and by the United States Army in 1994 under its Planning for Life Awards.
Dr. Phillip Gilbreath, Director
Garland Independent School
District
Harris Hill Administration Building
P.O. Box 469026
Garland,
TX 75046-9026
(214) 494-8540
Located in one of the fastest growing areas in Dallas County, the Garland Independent School District (GISD) serves over 43,000 students in grades K-12 in 58 school campuses and one cooperative center. GISD offers Career and Technology Education (CATE) programs that empower students to achieve their potential and experience success through a comprehensive, integrated program. Students have access to information and receive assistance in the development of skills necessary for decision-making, problem-solving, and career and life planning. The program is an organized team effort consisting of counselors, teachers, administrators, librarians, parents, private industries, and community organizations. Every team member is committed to promoting the educational, psychological, social, and career development of all students.
CATE counselors perform several responsibilities, including coordinating all career interest survey testing, providing personal guidance to students in making career choices and selecting appropriate courses, providing CATE course information to middle school and high school students, and serving on advisory councils. Career and assessment materials (e.g., Ohio Career Interest Survey, Boy Scout Survey, Discover Computer Assisted Career Assessment, Decisions Guidance Booklet), career activities (e.g., career night, college night), and counseling strategies (e.g., individual and group counseling, classroom guidance) enable students to do career investigation and educational planning. The success of the guidance program in addressing the diverse needs of its student population is due in part to the strong support of parents and the community.
Career and Technology Education Career Guidance and Counseling Program
Bonny Green, Director
Katy Independent School District
Miller
Career Center
1734 Katyland Drive
Katy, TX 77493
(713) 396-6300
The mission of the Career and Technology Education program in Katy Independent School District (ISD) is to integrate career awareness, technical preparation, and academic excellence to train students to become productive citizens in a global workforce. Career awareness begins at the elementary level with career week programs and the implementation of a guidance curriculum. Career exploration is emphasized in middle and junior high school where students participate in the ACT's Career Planning Program (CPP). The CPP is an assessment designed to provide students with accurate, comprehensive information about their abilities and interests and help them explore and identify career paths.
Katy ISD's Career Guidance and Counseling Program uses individual and group counseling to address students' career development needs and concerns. Professional development activities are conducted for counselors, teachers, and other school personnel to increase their knowledge and understanding of career exploration, counseling, postsecondary training options for students, school-to-work, applied academics, and local partnerships. In addition, courses that promote increased self-concept and effective interpersonal and leadership skills, including career investigation, psychology, sociology, and health, are offered at the secondary level. The Miller Career Center, which serves as the central site for Katy ISD, is rich with current computer-based career resources that are available to students every day.
Career Guidance and Counseling Program
Glenda Taylor, Program Supervisor
Caddo-Kiowa Vocational-Technical
Center
P.O. Box 190
Ft. Cobb, OK 73038
(405) 643-5511
A comprehensive career development program, the Career Guidance and Counseling Program of Caddo-Kiowa Vocational-Technical Center (C/K VTC) helps secondary and adult students set educational and career goals. Through a "building block" format that begins in kindergarten and extends through 12th grade, students learn the importance of continued personal growth and good communication skills, improving self-awareness and self-advocacy, and exploring several career options. Adult students are afforded many of the same opportunities, in a slightly different format, that are available to secondary students.
Students are assisted in developing and implementing an individualized career plan based on their knowledge gained through the program. An important component of the Career Guidance and Counseling Program is job placement. To facilitate the transition from school to work, all students are required to attend job readiness classes and participate in on-the-job training in their field. Various strategies are used to assist the approximately 1,600 students every year. These strategies include individual and group counseling, career awareness activities, and testing. Materials used include vocational assessment tools and a wide variety of career resources in the form of videos, books, handbooks, and games.
Project SOAR--Success Opportunities Through Articulated Resources
Brenda Nixon, Project Coordinator
Metro Tech
1900 Springlake
Drive
Oklahoma City, OK 73111
(405) 424-8324
A consortium of Oklahoma City schools initiated Project SOAR (Success Opportunities through Articulated Resources) to plan and implement an articulated education program that includes academic and vocational education for area students. At the core of the project are career education and preparation components. Project SOAR participants have access to an extensive career guidance and counseling program that includes (1) career awareness, (2) career exploration, and (3) career planning. Each component has a well-developed curriculum that is integrated into school programs. In addition, the Oklahoma City schools' career guidance and counseling program adapted the National Career Development Guidelines developed by the National Occupational Information Coordinating Committee.
Each of the eleven middle schools and twelve high schools in the district has a Career Resource Center (CRC) to serve every student as well as many adults in the community. The CRCs, which are funded collaboratively through Project SOAR, Metro Tech, and the vocational-technical education program, serve as a hub for dispensing information and for developing the school's career curriculum. Students earn one credit in the CRC by completing a comprehensive career development curriculum that includes making a video interview, learning the "Top Jobs in the 2000s," "dressing for success," and completing a four-year education plan. CRC maintains a portfolio, containing assessment data, coursework, successes, honors, a résumé, and a career plan, for every student on both disk and hard copy. Students, counselors, and teachers routinely use the computers and other resources in the CRCs.
Springdale High School's Career Guidance and Counseling Program
Linda Auman, Counselor Coordinator/Vocational Coordinator
Springdale
Public Schools
1103 W. Emma Street
Springdale, AR 72764
(501)
750-8883
The Career Guidance and Counseling Program of Springdale High School (SHS) is part of a total team effort within the school to help approximately 1,600 students every year prepare for the world of work and/or further education. SHS students receive intensive career guidance and counseling by (1) taking a one-semester Career Orientation course in 8th grade during which their learning styles, career interests, and aptitudes are assessed; (2) building their career portfolio; (3) participating in guidance activities that stress teamwork, conflict resolution, and use of leisure time; (4) selecting a career major and developing a program of study during their 10th grade year; (5) taking the ASSET by ACT and/or Armed Services Vocational Aptitude Battery in their junior years; (6) attending the College Fair and Career Fair during their junior and senior years; and (7) maximizing the career resources available at the school's Career Center, a state-of-the-art facility.
A teacher advisory system, based on a Career Action Plan (CAP), makes it possible to respond to the career guidance needs of this large number of students. Teacher advisors, trained by counselors, meet monthly with approximately twenty students. The commitment of counselors, teachers, parents, administrators, business and industry, and students to continue improving the guidance program at SHS accounts for the success of the program in (1) exposing students and parents to different educational and occupational opportunities, (2) responding to the counseling needs of a diverse group of students, and (3) assisting students to successfully transition from school to work and/or postsecondary education.
Career Development Center
Marcela Rodgers-Vieira, Counselor/Coordinator
San Joaquin Delta
College
5151 Pacific Avenue
Stockton, CA 95207
(209) 474-5674
San Joaquin Delta College (SJDC) is a state-supported community college located in a low socioeconomic area in Stockton, California, with an estimated enrollment of 18,000 students. The student population is highly diverse with 48% white, 20% Hispanic, 6% black, and 26% Asian and others. To prepare SJDC students for the challenges of a changing workplace and increased global competition, the Career Development Center (CDC) assists all students and potential students at San Joaquin Delta College with the much needed career life planning process. The CDC framework is based on the National Career Development Guidelines, California Community College (CCC) Student Matriculation Plan, CCC Quality Indicators for Gender Equity and Single Parent/Homemaker Programs, career development theories (e.g., John Holland), and other career development resources. The purpose of the CDC is to (1) enhance students' self-knowledge and (2) refine skills in seeking and processing information, analyzing career problems, formulating creative solutions, choosing the most promising career opportunities, and implementing plans to accomplish goals that integrate their personal and career aspirations. The career life planning process empowers students to face career problems and crises, as well as acquire skills and hone capabilities to manage their own career development over a lifetime. CDC offers numerous services, including assistance on educational, career, and occupational exploration; decision making and goal setting; scholarship/financial aid information; résumé writing; college orientation; child care grants; and interview skills. The strategies used by CDC staff in reaching out to students are individual assistance, group presentations and workshops, a sequence of one unit career development courses, and independent study.
JOBS Program--OWLS (Older, Wiser, Learning Students)
Sue Stidham, JOBS Program Director
Northeastern Oklahoma A&M
College
P.O. Box 3989
200 I Street Northeast
Miami, OK 74353
(918)
542-8441
Designed to assist individuals who have dropped out of schools, who are trapped in low-paying jobs, who receive Aid to Families with Dependent Children (AFDC), and who are displaced homemakers, the JOBS Program is located at Northeastern Oklahoma A&M College in Miami, Oklahoma. This program, known as OWLS (Older, Wiser, Learning Students), has given these individuals the hope and the opportunity to become self-sufficient and to break the cycle of dependency on the welfare system. The program collaborates with various agencies such as the Department of Human Services, Job Training Agency, Native American organizations, area churches, and community action groups in helping these adult students realize their dream of obtaining an education.
Prior to admission to the program, OWLS participants complete a comprehensive intake process that involves an evaluation of cognitive, behavioral, and social skills, as well as needs, interests, and abilities. Students work with counselors in making educational and career decisions. When admitted to the program, students sign a contractual agreement to ensure program compliance and student success. Counseling services include individual and family therapy, physical and sexual abuse therapy, substance abuse counseling, parenting, and educational services. An essential educational service that the older, wiser, learning students receive is the availability of highly qualified tutors in math, science, health science, and English. These tutors also assist in delivering the employability module that includes "Return to Learn," résumé building, and job readiness skills.
The Pathway Program
Tonjua Williams, Coordinator
St. Petersburg Junior College
P.O.
Box 13489
St. Petersburg, FL 33733
(813) 341-3767
The Pathway Program paves the way for aspiring disadvantaged and other underrepresented students to enter the Nursing and Allied Health programs in St. Petersburg Junior College. The program takes pride in its strong career guidance component and other services that enable students to increase their self-esteem and self-advocacy; improve their socialization, work, and study skills; gain knowledge on conflict resolution and problem solving; and make career decisions that match their interests, abilities, and aptitudes. Services provided to Pathway participants include counseling, remediation, tutoring, assessment, financial assistance, resources, mentoring, career shadowing, and a well-planned curriculum. Pathway students sign individualized contracts that outline expectations and requirements they have to fulfill. In addition, students have access to the services offered by other resource centers such as the New Initiative Program and Career Center. Successful graduates become ambassadors of the program. The impact of the program to students is captured best by one graduate's remark: "I want to give back what was given to me."
Student Services/Counseling Program
Michael Crehan, Counselor
Renton Technical College
3000 NE 4th
Street
Renton, WA 98056
(206) 235-5840
The Student Services/Counseling program, an integral part of the Renton Technical College in Renton, Washington, serves a diverse student population that has an average age of 32 years. The program was established to serve all students, not just those who come to the counseling center. Guided by the National Career Development Guidelines and A Guide for Counseling and Guidance Services in Washington State, counselors are achieving their goals of facilitating (1) lifelong learning competencies; (2) personal effectiveness competencies required for social and personal development; and (3) life role competencies in multiple settings, including school, home, work, and community. Students' basic skills, interests, and aptitudes are assessed to determine career direction. Counselors assist students in setting educational and life goals and in making appropriate career choices. They also act as a liaison among students, agencies, faculty, and administrators. To enhance students' success, the program provides support services, including counseling, financial aid information, co-op placement, job fairs, career fairs, tutoring, transportation, child care, and mentoring. The program has been successful in graduating approximately 1,200 students from the various occupational programs each year.