The purpose of the program is to provide comprehensive career guidance and counseling that includes sequential activities aimed at "whole learner" career and personal development. The uniqueness of this program is its comprehensive "building block" format. Beginning in Kindergarten and continuing through 12th grade, students are given the opportunity to explore various educational and career options. Using the building block format, students work through personal and life skill development, personal planning and goal setting, and school-to-work transitions. Career counselors work with students in grades 7 through 12 at their home schools, and with juniors and seniors who have the option of attending C/K VTC for one-half day.
Adult students are afforded many of the same opportunities as the secondary students only in a slightly different format. Postsecondary students have the option of attending classes all day, one-half day, or at night. All daytime students are tested prior to entry using interest and aptitude assessment tools. These test results are used to help guide students in a career direction most suited to their particular needs and abilities. During the education process, emphasis is placed on development of personal and career skills with an accent on the successful integration of family and career. Several enrichment groups are offered during the lunch hour, including parenting, job preparation, and GED classes. In addition, both secondary and postsecondary students are given the opportunity to work on remediation and/or GED classes during regular class hours. The special populations' counselors (Advance/DHS Jobs, Careers Unlimited, and Single Parent/Displaced Homemaker Coordinators) work extensively with a variety of social service and government agencies to ensure that students receive the optimal services available.
One of the most essential components of the Career Guidance and Counseling Program is job placement. All students are required to attend job readiness classes before completion. Students have the opportunity to participate in on-the-job training in their career field and upon completion receive assistance with job placement. Job placement is a cooperative effort between the counselors, instructors, students, various government and social services agencies, and businesses.
The ultimate goal of the program is to provide students with the personal and career skills necessary to successfully obtain and retain employment that will enable them to be financially independent. This is the final step in the building block format. The success of the program is witnessed by the fact that enrollment and placement are at an all time high.
The duties of the counselors vary according to the populations served. Two of the counselors have the primary duty of working with Kindergarten through 12th-grade students in each of the 14 feeder schools. These counselors are responsible for presenting career, educational, and personal awareness materials to elementary teachers for use with their students. Through the use of career games and a special Career Day held at the C/K VTC, middle school students are guided to a better understanding of the relationship of education and career. Junior high students are given a career planner which enables them to format a career plan spanning their junior high through postsecondary years. High school students are tested during their sophomore year for interest, aptitude, and ability. They are counseled individually in an effort to help them make sound career choices, set goals for the future, and develop decisionmaking skills.
The three special populations counselors serve the majority of the adult students on the C/K VTC campus and a few of the secondary students through the Advance/DHS JOBS (AD), Careers Unlimited (CU), and Single Parent/Displaced Homemaker (SP/DH) programs. These programs are designed to meet the needs of students who might not be successful without additional supportive services. The AD program counselor works exclusively with students who are participants in the Department of Human Services (DHS) JOBS program to provide career and personal development that will enable the students to become gainfully employed and get out of the welfare cycle. The CU program targets female students between 15 and 25, with primary emphasis on directing young females (including at-risk teens and teen mothers) into nontraditional or high wage careers so that they will be able to support themselves and their families. The SP/DH coordinator works with students who have custody of their minor children and students who through death, divorce, disability, or desertion have lost their primary source of income. The counselor guides students in career and personal choices through individual and group counseling and assists the students with job placement. The special populations counselors work very closely with various social service and government agencies to ensure that students will benefit from all available services. Collaborative agreements have been established with the County Health Department; Wichita, Caddo, and Delaware (WCD); WIC; DHS; Vocational Rehabilitation; the Food Stamp program; and Southwest Youth and Family Services to offer services on campus. In addition, the counselors make themselves available to any students on campus who need their services. Additional staff offer assistance in testing students, providing job readiness classes, and assisting with on-the-job training (OJT) and job placement.
Various instructional approaches were used to assist the approximately 1,600 students served during the year, including individual and group counseling, career awareness activities, and testing. Materials used include vocational assessment tools, and a wide variety of videos, books, games, and activities. The innovative design of the program has resulted in record enrollment and placement for the school during the past two years.
However, an ordinary day would probably find the two career counselors each in different feeder schools working with the students. One would be assessing high school students' interest and aptitude with the Test of Adult Basic Education (TABE) and System for Assessment and Group Evaluation (SAGE) tests. The other would be doing individual or group career counseling with students after they have tested.
The AD counselor would be conducting an orientation class for DHS/JOBS students. This class works as a bonding tool in an effort to lower the attrition rate of this particular student population. She would be working with the students on self-esteem building, goal setting, and decisionmaking skills.
The CU counselor would be enrolling students and emphasizing the nontraditional and high wage career options that are available for students and the benefits of such careers. She might also find her day interrupted to deal with a crisis involving a student or to attend a meeting with administration.
The SP/DH counselor would be enrolling students and coordinating with a social service agency to determine what funding is available to help the student through school. She might also be leading a special group activity for students during the lunch hour or taking a student to an appointment with a social service agency.
The testing staff would be busy assessing newly enrolled students, scoring the tests, and directing students to the proper enrollment counselor. The communication specialist would be in a classroom conducting a job readiness class or checking to see that GED students are getting their needs met.
The job placement coordinator would be conducting on-site visits with business and industry in an effort to procure jobs for students who are nearing completion or preparing for OJT.
The program supervisor/counselor would be finalizing enrollment for new students and counseling students who have completed their training in open-entry/open-exit classes. She works closely with the five counselors in providing supportive services for students.
1.1 Assist Students/Clients To Increase Self-Knowledge and Self-Advocacy.
The C/K VTC Career Guidance and Counseling Program recognizes the importance of developing a solid foundation of self-knowledge and self-advocacy. The program also recognizes that due to different levels of maturity, the competencies ideally gained and built upon at defined points throughout a lifetime may not be in place. Therefore, the counselors are careful to assess students in regard to their individual levels of achievement.
Beginning in the elementary years, the career counselors offer materials to the teachers for use in the classrooms. During the middle school and junior high years, students are guided to experience a better self-awareness and acceptance through the use of career activities and testing. As high school students begin to develop career folders, they begin to develop an understanding of the need for continued growth and development and the importance of good communication skills. The career counselors distribute and/or administer interest inventories geared for elementary, junior high, and high school students. Students receive additional materials based on their individual areas of interest.
Adult students/clients are led to increased self-knowledge and self-advocacy by way of four major "vehicles of self-discovery":
Students are assisted in educational and occupational exploration in numerous ways. The Career Guidance and Counseling Program staff work in conjunction with public school teachers and vocational program instructors. This cooperative career exploration allows counselors and instructors to collaborate to identify the best method of career exploration for each specific student. Service areas which assist students in career exploration include the following:
The True Colors Program is used to direct students toward specific career areas that incorporate their individual personality traits. Nontraditional career areas are promoted and explored for both males and females.
1.3 Assist Students/Clients in Career Planning, Preparation, and Transition>
To assist with career planning and preparation, the future planner developed by the C/K school-to-work team is given to students in the 8th grade in preparation for the students' high school years. This planner includes an interest inventory, information regarding the thirteen career clusters, and college information. High school students are given a four-year plan of study to assist in academic planning relevant to their chosen career cluster. The folder provides spaces for pertinent career information, including extracurricular activities and accomplishments, as well as recording information needed for admission into college or for financial aid. Résumés may be developed from the information contained in the folder and used for scholarship or job applications.
Students are made aware of the changing roles of males and females through the use of various nontraditional videos and Choices, a teen woman's journal for self-awareness and personal planning. The CU counselor works with students upon enrollment regarding the benefits of nontraditional and high wage careers. Special services and financial assistance are available for female students ages 15 to 25 who choose to enroll in nontraditional or high wage career training.
To develop employability skills, all students attend a job readiness class before completing training. This class is designed to teach students how to prepare a cover letter and résumé, how to fill out a job application, the proper way to dress for an interview, and possible interview questions. At the end of each job readiness class, a mock interview is conducted by campus personnel with each student. This gives students the opportunity to experience the reality of a job interview. Applied communications training teaches students basic on-the-job communications skills unique to each training area. Some areas covered include telephone techniques, confidentiality, and customer consultation.
To address the necessity of integrating career and family life, the special populations counselors hold group meetings during the lunch hour as mentioned previously. These group sessions cover a variety of topics including parenting, assertiveness development, communication skills, and problem solving.
Over the years, it has been the observation of the C/K VTC staff that students frequently have a difficult time making the transition from the school setting to the work setting. In an effort to combat this situation, the staff has developed several programs designed to help students move from one arena to the other. One such program is the OJT program. This program allows students the opportunity to work in a job setting while at the same time continuing their education. In most situations, the student works two or three days a week and attends classes for the remainder. Another situation involves a cooperative program between Western Farmers Electric Cooperative and the CU and SP/DH programs. The purpose of the program is for students to become familiar with the working environment, gain technical knowledge, and have access to employees who can answer career questions concerning job qualifications, educational requirements, and promotional opportunities. This program serves from six to nine students each year. Youth apprenticeship is a work-site program designed to assist high school students in developing employment skills while working on the job. Students participating in this program work around a flexible schedule with their local high school and the work site. The C/K job placement coordinator monitors this program by keeping in close contact with the employer and the student.
2. Addressing the Needs of Diverse Student Populations
The career counselors either directly or indirectly serve students Kindergarten through 12th grade in all of the C/K VTC sending schools, providing career awareness, exploration, and planning, and targeting academically and economically disadvantaged students. Some of the activities include a special "Career Day" for 6th-grade students. SAGE and TABE testing begins in the 8th grade and the four-year plan of study in the 9th grade. Juniors and seniors have the option of attending C/K VTC for vocational training. Through a cooperative agreement with Redlands Community College, qualified high school students may receive college credit.
The special populations counselors work for the most part with clients who are undereducated and may have had negative experiences with the educational system in the past. In an effort to overcome this barrier and to form a bond with the clients, a special orientation has been designed for this particular student population. The students are guided through a three-day course focusing on self-esteem building, goal setting, and decisionmaking skills. These students have numerous and diverse problems that may prevent them from attending or being successful at school. The counselors work closely with the students to enlighten them regarding the many choices they have. The ultimate goal of this program is to train students for jobs that will enable them to support themselves and their families and to get out of the welfare system.
3. Program Support Services
The Career Guidance and Counseling Program has numerous support services designed to enhance the basic program services. The career counselors have developed an extensive career library that includes books, videos, and career activities that can be checked out to students or instructors. Career Search is another valuable tool that is available for student use. Career counselors also make valuable use of Career Choices and Career Directions. Another resource used extensively by the career counselors is the four-year plan of study. This planner is designed to be used by students throughout their high school years for career planning. The career counselors regularly attend special needs council meetings where they keep up-to-date on services being offered in the community and state.
The special populations program also has a lending library available for students and instructors. Other unique features of the program include the clothing closet available on a continuing basis and special clothing give-aways, which are conducted two to three times yearly. The purpose of the clothing closet is to provide students with appropriate attire for school and work. Community volunteers and students assist with this immense undertaking.
A local women's club sponsors one or more students each year. Benefits range from $1,500 scholarships to car repairs, depending on need. Noontime enrichment programs are offered each day during the lunch period. Community speakers and other C/K VTC staff assist with these programs. A volunteer literacy tutor works with students three days a week. The AD counselor is president of the community interagency council which meets once a month providing an opportunity to keep informed on the various services which may be available for students.
1. Family/Parental Involvement and Support
2. Faculty/Staff Involvement in Career Guidance and Counseling Program
The relationship between the counseling staff and the academic and vocational staff is a strong one. Academic teachers at the sending schools can call upon the career counselors to make class presentations, provide career information, or loan out career resource material as needed. During IEP meetings, academic and vocational teachers work with the career counselors and parents in an effort to fully meet the special needs of the students. Academic teachers and counselors serve each year on the advisory boards of the Career Guidance and Counseling Program's staff. VTC instructors frequently call upon the counselors to do individual counseling with students who may be having personal problems. The instructors may refer a student for assistance with job placement, or they may request the counselors conduct a special session for their class such as about sexual harassment. The counselors are also frequently asked to conduct inservice sessions.
3. Intra- and Interagency Collaboration
Several occupational training programs on campus work in collaboration with the Career Guidance and Counseling Program. The Child Care Program, which houses an on-campus day-care facility, licensed for 150 children, works with the special populations counselors to ensure that the day-care needs of their students are met. The financial aid officer works very closely with the counselors to guarantee that the students receive the maximum financial assistance available. Bus transportation is available for secondary and postsecondary students and their children who attend the on-campus day-care facility. The counselors work with the bus coordinator to ensure that the transportation needs of all students are met. Business and industry services personnel assist the job readiness teacher in conducting mock job interviews with students. In addition, the small business management coordinator provides additional classroom assistance to those students who want to start their own business. The benefits of this collaboration are that the students have a variety of options and services available to them, which makes for more successes.
Numerous collaborative agreements have been made with social service/government agencies and businesses. The WCD WIC program, Caddo County Health Department, DHS, and the Food Stamp program bring part or all of their services to the C/K VTC campus.
Southwest Youth and Family Services conducts parenting classes on campus and the Oklahoma State Employment Service comes on campus to register students for employment. The Association of South Central Oklahoma Government (ASCOG), Southwestern Oklahoma Development Authority (SWODA), Vocational Rehabilitation, and the Bureau of Indian Affairs (BIA) and numerous Native American tribes provide financial services and serve on advisory councils.
4. Collaboration with Business
Counselors conduct on-site visits with business and industry in an effort to keep abreast of the constant changes and needs for personnel. The counselors work closely with the job placement coordinator to ensure that completing students and students going on OJT are being placed in jobs suitable to their needs, skills, and experiences. The SP/DH and CU programs have developed a cooperative agreement with Western Farmers Electric Cooperative. The purpose of this program is for students to become familiar with the working environment, gain technical knowledge, and have access to employees who can answer career questions concerning job qualifications, educational requirements, and promotional opportunities. Between six and nine students take part in this program each year. The special populations counselors work extensively with DHS and business to secure work experience programs for students who have completed training but have not yet found permanent employment.
1. Institutional Support
The C/K VTC administration has continuously demonstrated its support for the Career Guidance and Counseling Program in several different areas. The administration has always been receptive to new ideas for growth and improvement. This can be witnessed by the fact that counselors are allowed to set up new and innovative programs to meet the needs of their individual students. An example of this is the orientation class for students in the AD program. This program was designed to reduce the attrition rate by allowing students to form a bond with the counselor and become comfortable in a school setting before starting classes. Another example is the setting aside of classroom space specifically for use by the special populations counselors. Adequate funding always has been and continues to be available for instructional materials, equipment, travel, and continuing education of the counseling staff. At the end of each school year, each counselor participates in an exit interview with the administration team. At this time, counselors have the opportunity to discuss successes, concerns, and new visions for the coming year.
2. Facilities
The program is housed in several different areas of the campus in an effort to make services more accessible to the students. The primary offices are located in the administration building so that students will have easy access to services upon enrollment. Offices range from adequate to roomy and are set up to accommodate privacy for individual counseling if needed. Classrooms used for conducting group activities are available to the counselors on a continuing basis along with the necessary equipment such as an overhead projector, large screen television, and VCR. A seminar center, with seating for 300, is also available to accommodate large groups when needed. One of the distinctive services offered by the special populations counselors is a clothing closet. Storage space is available for this purpose. A licensed day-care facility with a 150 child capacity is located on campus. The facility also cares and provides for developmentally and physically handicapped children providing services as needed.
3. Financial Support
Program costs include salaries, benefits, educational workshops, travel, promotional materials, equipment, tuition waivers for students, and telephone expenses. Funding sources include Carl D. Perkins, DHS, and local school district.
4. Guidance Personnel Qualifications
Four of the counselors in the program have a master's degree in Counseling and the fifth counselor has a master's degree in Critical/Creative Thinking. Together, the counselors have amassed an eminent number of years of experience. The counselors, including the program administrator, have a combined total of 60 years experience teaching in public school, including high school, elementary, and special education, and an additional six years in day care and Head Start. They have 29 years combined experience in counseling youth and adults and one year experience in agency counseling. Twelve years experience have been gained in employment and training project development. Related background and work experience, as well as educational qualifications are taken into consideration when staffing.
5. Professional Development
All of the counseling staff attends the Annual Vocational-Technical Conference for three days each August and the Mid-Winter Conference for two days in January. In addition, the staff is required to attend the county teacher's meeting twice a year and often attends other seminars related to the counseling field during the year. All five counselors received college credit hours during the 1993-1994 school year.
The counselors have conducted inservice meetings on such topics as sexual harassment and personality assessment. Programs have been conducted for outside agencies and businesses in an effort to build public relations and enhance working relationships.
6. Program Evaluation
Each separate entity of the Career Guidance and Counseling Program is evaluated yearly by the state supervisor from ODVTE (Oklahoma Department of Vocational and Technical Education). In addition, the counselors are evaluated twice yearly by the program administrator. Each separate entity also has an advisory committee to serve as a peer review system for evaluating student services. The committees are comprised of professional service providers from throughout the area. The feedback from these committees is used to evaluate the quality of services provided and make suggestions for program re-alignment. C/K VTC has joint accreditation with North Central Association and ODVTE and is evaluated every five years.
7. Follow-Up of Program Completors and Noncompletors