Plans provide a structured way for

students to gather, analyze, synthesize

and organize self, educational and
occupational information.
Norm Gysbers, 2004 ~

CLOSE-UP ON CAREER
A Key Strategy
PLANNING for Advancing presented by:
presented by:

the NLC* Vision

*National Leadership Cadre
 Away from Random Acts
of Guidance to
Integrated School Counseling

individualize
d planning

NATIONAL
curriculum
LEADERSHI
P

CADRE
Program Delivery
 Integrated Delivery of Career Planning
Develops Student Competencies in ASCAs
ACADEMIC DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the attitudes,

knowledge and skills that contribute to effective learning
in school and across the life span.
Standard B: Students will complete school with the
academic preparation essential to choose from a wide
NATIONAL range of substantial postsecondary options, including
college.
LEADERSHI
P Standard C: Students will understand the relationship of
CADRE academics to the world of work, and to life at home and in
the community.
 Integrated Delivery of Career Planning
Develops Student Competencies in ASCAs
CAREER DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the skills to

investigate the world of work in relation to
knowledge of self and to make informed career
decisions.

Standard B: Students will employ strategies to

achieve future career goals with success and
NATIONAL
satisfaction.
LEADERSHI
P
Standard C: Students will understand the relationship
CADRE between personal qualities, education, training, and
the world of work.
 Integrated Delivery of Career Planning
Develops Student Competencies in ASCAs
PERSONAL/SOCIAL DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

Standard A: Students will acquire the knowledge,

attitudes, and interpersonal skills to help them
understand and respect self and others.

Standard B: Students will make decisions, set goals

NATIONAL and take necessary action to achieve goals.
LEADERSHI
P Standard C: Students will understand safety and
survival skills.
CADRE
 Career Plan Definition
(found at http://www.umass.edu/schoolcounseling/NLC/index.htm)

A comprehensive, formalized written plan (that

learners use alone and with the help of others) that
relates learning to career goals. The plan is based
on both formal and informal assessments and
should include areas in which a learner needs to
NATIONAL increase knowledge and skills in order to reach
LEADERSHI documented goals.
P

CADRE
 Career Plan Definition (cont.)

A career plan is designed to facilitate transition

from high school to future learning or
employment. It can be thought of as both an
instrument and a process for monitoring ones
career development.
NATIONAL
LEADERSHI
P
Every student, every year, deserves at least 30 minutes of a caring adults
CADRE time to talk about their future career goals and dreams.
~Richard Lapan, 2005~
 State Career Planning Models
Are Used in the Following NLC
States

Idaho

Massachusetts

NATIONAL
LEADERSHI Missouri
P

CADRE
Nebraska
 Idahos Career Plan
Models

NATIONAL
LEADERSHI
P

CADRE

This template can be found at http://www.pte.idaho.gov/guidance/career_clusters.htm

 Idahos Snapshot

1. Plans are the means by which students, counselors, teachers and

parents maintain an organized understanding of where the student is
and what needs to be done to accomplish his/her goals.
2. Sequential, well-structured activities and experiences are
coordinated by grade level to support career/life planning.
3. Students are responsible for organizing and planning information.
4. Students interests, talents, achievements and goals must be
NATIONAL reviewed with parents and school personnel.
LEADERSHI 5. Planning is viewed as an integrated process documenting
P
acquisition of student information from a variety of sources (e.g.,
CADRE interest inventories, aptitude tests, computerized career information
assessments, achievement test results and grades).
 The Massachusetts
Career Plan Model

NATIONAL
LEADERSHI
P

CADRE

This template and the checklist can be found at: http://www.doe.mass.edu/cd/plan/resources

 A Massachusetts Snapshot
1. Career Plans are a Requirement for Students Enrolled in State Approved
Career/Vocational and Technical Education (CVTE) Programs:
Career guidance shall be provided to each student and shall include assessment of all
vocational technical students to determine individual vocational technical and academic
aptitude, interest, and learning styles and assistance with the development of a career plan
based on the assessments. (603CMR4.03 (4)(d))

In order to qualify as a candidate for the Certificate of Occupational Proficiency [], a

student must possess a portfolio containing at a minimum a competency profile [], as well
as a career plan []. (603CMR4.14)

NATIONAL Many CVTE high schools use or modify the MA Career Plan Model
(found at http://www.doe.mass.edu/cd/resources/default.html)
LEADERSHI
P
In 2005 - 2006 an advisory committee was convened to assist the
CADRE MADOE in establishing criteria for career planning implementation
(See slides 23-24).
 Missouris Personal Plan
of Study (note: under revision)

NATIONAL
LEADERSHI
P

CADRE
For more info, contact
http://missouricareereducation.org/curr/cmd/guidanceplacementG/GLE.html
or http://dese.mo.gov/divcareered/career_plan
 A Missouri Snapshot
An individual planning system is in place (including
necessary forms and procedures) to assist all students in
developing their plans. Planning is initiated no later than
grade eight (8) and includes:
Assessment activities
Advisement activities
Identification of long- and short-range
educational/career goals including a Personal Plan of
NATIONAL Study that is reviewed and revised annually
LEADERSHI Collaboration with parents/guardians
P
Individual Planning is enhanced through Missouris
CADRE web-based career/educational planning system, Missouri
Connections: www.missouriconnections.org
 Nebraskas Career Plan
Model

NATIONAL
LEADERSHI
P

CADRE
 Nebraskas Snapshot

1. The centerpiece of Nebraskas career education guidance process

is the states Personal Learning Plan (PLP), a web-based tool
that is downloadable with an ID and password.
2. Students are required to review and revise their plans each year
with input from their school counselors and families.
3. Initial plans are developed in 7th grade and updated on a yearly
basis through the high school and the postsecondary years.
NATIONAL 4. Parents and school staff work together to assist students in
developing their plans and meeting their goals.
LEADERSHI
P
5. The PLP process begins with a discussion of each students
CADRE current learning, earning and living goals per a discussion guide
found at www.NebraskaCareerConnections.org.
 Individual Student
Planning
in the ASCA Model
Individual student planning consists of school
counselors coordinating ongoing system activities to:
Help individual students establish personal goals
and develop future plans;

Help all students plan, monitor and manage their

learning;
NATIONAL Help all students meet competencies in the areas of
LEADERSHI academic, career and person/social development.
P

CADRE
 from the ASCA Model (cont.)

Within this component, students evaluate their

educational, occupational and personal goals.

School counselors help students make the transition

from school to higher education.

Activities are delivered on an individual basis or by

NATIONAL working with individuals in small groups or advisement
groups.
LEADERSHI
P
Parents/guardians and other school personnel are
CADRE included in planning activities.
 Time Management is
Critical
Calendars should be used to document: (1) student access and
participation levels and (2) the time school counselors spend on
delivery.

Recommended Time for Individual Planning

(based on ASCAs recommended counselor to student ratio 1:250 maximum)
Elementary Middle
Delivery System School % of School % of High School
NATIONAL Component Time Time % of Time

LEADERSHI Curriculum 35-45% 25-35% 15-25%

P Responsive Services 30-40% 30-40% 25-35%
CADRE Individual Planning 5-10% 15-25% 25-35%
System Support 10-15% 10-15% 10-15%
 In several states, career planning is
a requirement

Idaho
Indiana
Kentucky
Massachusetts
Missouri
NATIONAL
Nebraska
LEADERSHI
P New York
CADRE North Carolina
* Based on a 2007 survey of state guidance directors done by CSCOR (still underway)
 Requirements and
Monitoring in Idaho
Through the State Board Rules and Regulations
no later than the end of grade 8, all students will develop
parent-approved student learning plans for their high school
and post-high school options.
The learning plan will be developed by students and
parents/guardians with advice and recommendation from
school personnel.
NATIONAL
It will be reviewed annually and may be revised at any time.
LEADERSHI
P [Idahos Division of Professional-Technical Education] has
CADRE worked to put together a vision of the process and the product
to meet the heart of the rule: the needs of the student.
 Requirements and
Monitoring in
Massachusetts
Through the Coordinated Program Review process, districts
are monitored for compliance with federal and state
education requirements:
If they have programs that meet the Perkins Act definition
of career & technical education and are of such size,
scope and quality to be effective, and receive Perkins
allocation funds (directly or indirectly, including Tech
Prep).
NATIONAL
LEADERSHI Staff from the CVTE unit, together with any necessary
P outside consultants, conduct the CVTE portion of the
Coordinated Program Review.
CADRE
 MAs CVTE Career Plan
Monitoring Criteria*
MCAS and/or other appropriate academic
assessment results, as well as career assessment
results are used to tailor instructional and support
services and improve programs. Perkins Section
134 & 135, Vocational Technical Education
Regulations 603 CMR 4.03(4)

NATIONAL A Career Plan for each student enrolled in a

LEADERSHI career/vocational technical education programs is
P
developed with the involvement of
CADRE parents/guardians. Perkins Sections 134 & 135,
Vocational Technical Education Regulations 603
CMR 4.03(4)
 MAs Career Plan Criteria (cont.)
Services including career guidance are provided
to assist each student: (1) with a disability, (2)
from an economically disadvantaged family
(including foster children), (3) with limited
English proficiency and (4) that is preparing for a
career that would be nontraditional for their
gender in the successful completion of a
NATIONAL career/vocational technical education program,
and the transition to employment and/or further
LEADERSHI education including registered apprenticeship
P

CADRE programs. Perkins Section 3 & 134; Vocational

Technical Education Regulations 603 CMR
4.03(4).
 Requirements and
Monitoring in Missouri
The Missouri School Improvement Standards and Indicators
require that all students have a Personal Plan of Study
developed no later than 8th grade.
Monitoring occurs through the Missouri School
Improvement Review by which schools report to the
Missouri Department of Elementary and Secondary
Education compliance. Schools not meeting AYP
performance standards are eligible for an onsite review.
NATIONAL
The Department works with schools as needed to provide
LEADERSHI any assistance in the implementation of the Individual
P
Planning Process.
CADRE
 Requirements and
Monitoring in Nebraska
Through the State Accreditation Process

A Personal Learning Plan for all students grades 7-12 is

being proposed as a new Nebraska School Accreditation
Rule.

Nebraskas new accreditation rules (Rule 10) are

currently in negotiation between Commissioner of
Education and the Governor. The State Board of
NATIONAL Education has already approved them, before sending
LEADERSHI them to the Governor.
P

CADRE Schools will need to assure/provide evidence that they

are implementing PLP for all students in order to get
accredited by the state.
 A Final Note on Career
Planning

Remember, the conversation that you have

with a student may impact their future
economic potential.

NATIONAL ~ Trish Hatch, 2007 ~

LEADERSHI
P
.
CADRE