“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
PLANNING
A Key Strategy 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 the
ACADEMIC DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)


Standard
StandardA:A:Students
Studentswill
willacquire
acquirethe
theattitudes,
attitudes,
knowledge
knowledgeand andskills
skillsthat
thatcontribute
contributetotoeffective
effectivelearning
learning
ininschool and across the life span.
school and across the life span.

Standard
StandardB:B:Students
Studentswill
willcomplete
completeschool
schoolwith
withthe
the
academic
academicpreparation
preparationessential
essentialtotochoose
choosefrom
froma wide
a wide
NATIONAL range
rangeofofsubstantial
substantialpostsecondary
postsecondaryoptions,
options,including
including
college.
LEADERSHI college.

P Standard
StandardC:C:Students
Studentswill
willunderstand
understandthe
therelationship
relationshipofof
CADRE academics
academicstotothe
theworld
worldofofwork,
work,and
andtotolife
lifeatathome
homeand
and
ininthe
thecommunity.
community.
 Integrated Delivery of Career Planning
Develops Student Competencies in the
CAREER DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

 Standard A: Students will acquire the skills to

Standard A: Students will acquire the skills to
investigate
investigatethe
theworld
worldofofwork
workininrelation
relationtoto
knowledge
knowledgeofofself
selfand
andtotomake
makeinformed
informedcareer
career
decisions.
decisions.
 Standard B: Students will employ strategies to
Standard B: Students will employ strategies to
achieve
achievefuture
futurecareer
careergoals
goalswith
withsuccess
successand
and
NATIONAL
satisfaction.
satisfaction.
LEADERSHI
P
 Standard C: Students will understand the relationship
Standard C: Students will understand the relationship
CADRE between
betweenpersonal
personalqualities,
qualities,education,
education,training,
training,and
and
the
theworld
worldofofwork.
work.
 Integrated Delivery of Career Planning
Develops Student Competencies in the
PERSONAL/SOCIAL DOMAIN
(Most relevant standards in red.
See handout for the complete list of competencies.)

 StandardA: A:Students
Studentswill
willacquire
acquirethetheknowledge,
knowledge,
 Standard
attitudes,and
attitudes, andinterpersonal
interpersonalskills
skillstotohelp
helpthem
them
understand and respect self and others.
understand and respect self and others.
 StandardB:B:Students
Studentswill
willmake
makedecisions,
decisions,set
setgoals
goals
 Standard
NATIONAL and take necessary action to achieve goals.
and take necessary action to achieve goals.
LEADERSHI 
P  StandardC:C:Students
Standard Studentswill
willunderstand
understandsafety
safetyand
and
survivalskills.
skills.
CADRE survival
 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 one’s
career development.
NATIONAL
LEADERSHI
P
“Every student, every year, deserves at least 30 minutes of a caring adult’s
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
 Idaho’s Career Plan
Models

NATIONAL
LEADERSHI
P

CADRE

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

 Idaho’s 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).
 Missouri’s 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
 Collaboration with parents/guardians
LEADERSHI
P
 Individual Planning is enhanced through Missouri’s
CADRE web-based career/educational planning system, Missouri
Connections: www.missouriconnections.org
 Nebraska’s Career Plan
Model

NATIONAL
LEADERSHI
P

CADRE
 Nebraska’s Snapshot

1. The centerpiece of Nebraska’s career education guidance process

is the state’s 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 student’s
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 ASCA’s recommended counselor to student ratio 1:250 maximum)
Elementary Middle
Delivery System High School
School % of School % of
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  …[Idaho’s 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
 MA’s CVTE Career Plan
Monitoring Criteria*
There must be evidence that:

1. students annually evaluate their chosen career pathway;

2. students are responsible for developing and managing their career

plans;

3. students have opportunities to tailor their CVTE program goals

based on all aspects of the industry;

4. students develop their plans with assistance from school

NATIONAL counselors and others (e.g., teachers, employers, peer mentors) and
special education teachers when applicable;
LEADERSHI
P
5. parents/guardians approve students’ plans and plan updates;
CADRE
6. students use multiple assessment results in goal setting and
planning (e.g., MCAS, Accuplacer, PSAT, competency checklists,
career assessments, exploratory program results);
 MA’s Career Plan Criteria (cont.)
7. students select academic/technical courses based on their
career pathway, postsecondary requirements and
achievement record;

8. students establish short and long term goals in planning for

postsecondary education/training (including registered
apprenticeship programs) and future employment;

9. students document and consider their extracurricular

accomplishments and life experiences in goal setting and
NATIONAL planning;

LEADERSHI 10. staff assisting students and parents in the interpretation of

P assessment results are qualified; and
CADRE 11. students review and update their career plans at least twice
a year.
*(to be used by MADOE in monitoring CVTE in FY 08 )
 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
LEADERSHI provide any assistance in the implementation of the
P
Individual 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.

 Nebraska’s 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
 Schools will need to assure/provide evidence that they
CADRE
are implementing PLP for all students in order to get
accredited by the state.
 A Final Note on Career
Planning

The goal is for students’ plans to become pathways or guides

through which students can use the past and present to
anticipate and prepare for the future.
NATIONAL
~Norm Gysbers, 2004~
LEADERSHI
P

CADRE