Transcript Note to EEDA Ambassadors

EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005
Ann White
State Department of Education
February, 2007
Now is the time to prepare
South Carolina students to compete in
a global economy
“When I was growing up, my parents used to say to me,
‘Tom, finish your dinner. People in China and India are starving.’
Today I tell my girls, ‘Finish your homework.
People in China and India are starving for your jobs.’”
–Thomas L. Friedman, The World Is Flat: A Brief History of the Twenty-First Century
If 85% of jobs require education or training
beyond high school, then South Carolina
students must be provided with:
• Exposure to the entire range of professional opportunities that exist
• Programs to help them choose classroom courses relevant to their
aspirations and abilities
• Ongoing guidance and support from educators, counselors and
parents or parental designees
• Experiential interaction with professionals in their chosen fields to
understand job requirements and employer expectations
Solution…
To achieve statewide prosperity, South Carolina’s students must
graduate at higher rates with education plans that prepare them
to compete in the global economy.
Education and Economic Development Act of 2005 (EEDA), has
set up a system using Personal Pathways to Success and the
SC Comprehensive Developmental Guidance and Counseling
Program Model to help students meet the challenges of today's
economy. The primary purpose of this legislation is to better
prepare SC students with the educational tools needed for
postsecondary study and 21st century careers.
Personal Pathways to Success empowers youth by making
education relevant to their aspirations and abilities, promising a better
economy and quality of life for everyone in South Carolina.
The SC Comprehensive Developmental Guidance and
Counseling Program Model helps students to become aware of the world
of work, explore career options, and prepare for post-secondary
opportunities.
Through Personal Pathways to Success and the
Guidance and Counseling Program Model, all
students will have the resources to identify,
explore and attain their career and employment
goals.
In elementary school…
In middle school…
In high school…
Students will learn about a
variety of professions through
career awareness activities.
Students will explore careers to identify
clusters of study relevant to their
aspirations and abilities.
Students will experience a variety of
professional opportunities through
job shadowing, apprenticeships or
internships.
th
Beginning in the 8 grade, students
will write and annually update an
Individual Graduation Plan (IGP) with
help from guidance specialists and
parents or parental designees.
th
In the 10 grade, students will
declare a major based on their
chosen cluster of study.
Students will plan and prepare for
post-secondary study, specialized
training or employment with input
from parents or parental designees,
educators, counselors and the
business community.
Every step along the Pathway is crucial to
making each student’s future a success
Employment: Career Advancement
Continuing education and lifelong learning
Post-secondary: Career Preparation
Achieving credentials: college, certification, apprenticeships, military
9–12: Career Preparation
Academics and technical courses, intensive guidance, individual graduation plans
8: Transition
Choosing a cluster of study and major (can change easily at any time)
6–8: Career Exploration
Discovering interest areas
K–5: Career Awareness
Introduction to the world of careers
Let’s look at each component:
1. The SC Comprehensive Developmental
Guidance and Counseling Program Model
2. Career Cluster of Study and Individual Graduation
Plans (IGP).
SC Comprehensive Developmental Guidance and
Counseling Program Model
• The Guidance and Counseling Program Model contains
the following clearly defined components:
 Beliefs and Philosophies
 Mission Statement
 Standards for Students
• Academic
• Career
• Personal/Social Development
The philosophy of the Guidance and Counseling Program Model
 Is based upon the following beliefs...
 All children are unique and should be respected with dignity, can
succeed at high levels, needs appropriate personal/ social skills to
achieve beyond the educational program
 Learning is a lifelong process
 Fostering a positive self-image is a collaborative effort of the
school, home, community leading to responsible and productive
citizenship
 The needs and diversity of all students are addressed at all
educational levels
 The guidance program is an integral part of the overall educational
program and serves as a critical link to the instructional program
and community
The mission statement of the Guidance and Counseling
Program Model
 Is:
 To assist school districts and communities with the planning,
development, implementation, and assessment of a school guidance
and counseling program that supports the personal, social, educational,
and career development of all students PreK-12.
 To assist school districts in complying with state regulations.
SC Comprehensive Developmental Guidance and
Counseling Program Model Standards
Academic Development = Learning to Learn
Career Development = Learning to Work
Personal/ Social Development = Learning to Live
• See link to Standards and Competency Indicators
Academic Development = Learning to Learn
Students will:
•
•
•
develop personal qualities that
contribute to being an effective learner.
employ strategies
to achieve school success.
understand the interrelationship of life in
the school, home, community,
and society.
Career Development = Learning to Work
Students will:
•
•
•
•
understand the relationships among
personal qualities, education and
training, and the world of work.
demonstrate decision making,
goal setting, problem solving,
and communication skills.
explore careers and the connection
of school to work and community.
demonstrate a positive attitude
toward work and the ability to
work together.
Personal/ Social Development = Learning to Live
Students will
 understand and appreciate self.
 understand and appreciate others.
 understand and appreciate home
and family.
 develop sense of community.
 make decision, set goals, and
take action.
 develop safety and survival skills.
Clusters of Study and Individual Graduation Plans
•
Career clusters are courses of study organized around different sets of
occupations. Schools partner with businesses and other local
institutions to provide students with the chance to get hands-on, realworld experience in the field of their choice.
•
Individual Graduation Plans (IGPs) identify the academic coursework
and serves as a road map to guide students toward their goals. It is
flexible and can changed based on student interest and ability.
Clusters of Study
A/V Technology and Communications
Hospitality and Tourism
Agriculture, Food and Natural Resources
Human Services
Architecture and Construction
Information Technology
Business, Management and Administration
Manufacturing
Education and Training
Finance
Government and Public Administration
Health Science
Marketing, Sales and Service
Public Safety and Security
Science, Technology, Engineering and
Mathematics
Transportation, Distribution and Logistics
Clusters of study provide focus and direction
as students plan their coursework
•
There are 16 clusters of study as established by the U.S.
Department of Education
•
School districts will offer courses organized around these
clusters of study
•
Clusters will include majors; four required courses are in each
major
•
Each school district will offer a minimum of three clusters
(July, 2007)
An Individual Graduation Plan (IGP) is a road
map that guides students toward their
education, career or employment goals
An IGP also:
• Includes general graduation requirements as well as coursework and
out-of-classroom learning opportunities related to the student’s cluster
of study
•
Encourages students to begin planning for their futures now, making
them more aware of what it takes to achieve their goals
•
Is flexible and can change based on a student’s aspirations, abilities
and interests
•
May include career and academic assessments ++
Parents and parental designees are an integral
part of Personal Pathways to Success
Along with school counselors, parents or parental designees
are expected to:
•
Help students choose a cluster of study
•
Offer input when students write their IGP
•
Help students prepare for post-secondary study, specialized training or
employment after graduation
•
Provide encouragement and support for students as they work toward
attaining their goals
Beginning in the 2006–07 school year, all 8th grade public school
students will choose a cluster of study and write an IGP with input from
their school counselor and parents or parental designees
A Sample Individual Graduation Plan
Cluster of Study: Health Science
Major: Health Treatment Specialties
Required Core for Graduation
9
10
11
12
Math–Four Units
Algebra I
Geometry
Algebra II
Pre-Calculus
English–Four Units
English I
English II
English III
English IV
Science–Three Units
Physical
Science
Biology
Chemistry
or Physics
Physics or Biology
II
Social Studies–Three Units
One unit of Social Studies
U.S. History
Economics/
Government
Required Courses for Major–Four Units
Health Science Technology I, II, III, IV; Medical Terminology;
Others
Complementary Coursework
Anatomy & Physiology, AP Biology, AP Calculus, Emergency
Medical Services, Sports Medicine
Career-oriented Learning Opportunities
Career Mentoring, Shadowing, Service Learning, Internship,
Cooperative Education, Senior Projects
Professional Opportunities After Postsecondary Education
2-Year Degree: Dental Hygienist, Paramedic, Registered Nurse
4-Year Degree or Higher: Athletic Trainer, Pharmacist, Physical
Therapist, Medical Doctor
IGP Conference
•
•
•
•
•
Individual conference with every student
Parent/guardian/designee must attend
Cluster chosen by student
IGP signed by counselor, student, and parent
Numbers tallied for report
Counselor Role
•
•
•
•
Lead conference (meet with parent and
student)
Interpret assessments, academic record
Integrate career cluster and academic plan
Introduce IGP, sign
Personal Pathways to Success empowers youth
by making education relevant to their aspirations
and abilities, promising a better economy and
quality of life for everyone in South Carolina.
References
Personal Pathways to Success (White, A., 2007)
SC State Department of Education, Columbia, SC.
The South Carolina guidance & counseling writing
team (1999). South Carolina comprehensive
developmental guidance and counseling program
model. Columbia, SC: SC Department of Education.