Virginia Middle and High School Principals Conference and

Virginia Middle and High School Principals Conference and Exposition Profile of a Virginia Graduate: Implications for School Counselors Joe Wharff School Counseling Specialist Virginia Department of Education June 26, 2017

Agenda • The State of School Counseling in Virginia • Profile of a Virginia Graduate (POVG) • Implications for School Counselors • School Counseling Integrated Domains • Integrated Learning Supports and Student Services • SOA Walk-Through

School Counseling State of the State • Board of Education • • • Revised SOA – Freshman, 2018 -2019 SISP Ratios- White Paper School Counselor Evaluation Tool SC Standards and Regulations Profile of a Virginia Graduate

Profile of a Virginia Graduate

Profile of a Virginia Graduate describes the knowledge, skills, competencies, and experiences students should attain during their K -12 education to make them “lifeready. ” 5

Regulations Establishing Standards for Accrediting Public Schools in Virginia (SOA), pg. 7 “In Virginia, as a student progresses through elementary, middle, and secondary school, the college- and careerready student will be expected to achieve and apply appropriate academic and technical knowledge; attain and demonstrate age-appropriate productive workplace skills, qualities, and behavior; align knowledge, skills, and personal interests with career and civic opportunities; and build connections for interactions with diverse communities. ” 6

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School Counselors 8

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BOE Action for Consideration in Our Work • Expand Career Exposure, Exploration, and Planning • Academic and Career Plan Portfolio (ACPP) • Career Investigation Course • Encourage Internships and Work-Based Learning Experiences for All Students 10

Academic and Career Plan Portfolio Page 44 - Board Document “Beginning in the elementary school years, students are to explore the different occupations associated with career clusters and select an area or areas of interest. Students will begin the development of an Academic and Career Plan Portfolio (ACPP) in elementary grades to include information about interests, values such as dependability and responsibility, and skills supporting decisions about their future interests and goals. ” 11

Career Investigation Course Page 44 - Board Document “In middle school, students are to complete a locally selected career interest inventory and select a career pathway. Students shall complete a Career Investigations course selected from the Career and Technical Education state approved list to support development of the ACP. ” 12

Implications for Counselors • Comprehensive and Development SC Programs, K-12 • Diploma Requirement Changes • SOL’s/Carnegie Credits • Ultra-Individualized Learning Approaches • ACP’s! Push Students with Rigorous Courses • 2022 and Beyond! • Social-Emotional Considerations?

Standards for Schools Counseling Programs in Virginia - Domains • Social/Emotional Counseling - assists students to develop an understanding of themselves, the rights and needs of others, how to resolve conflict and to define individual goals, reflecting their interests, abilities and aptitudes. • College Career, and Citizenship Counseling - helps students to acquire information and plan action about work, jobs, apprenticeships, and post-secondary educational, and career opportunities; • Academic Counseling - assists students and their parents to acquire knowledge of the curricula choices available to students, to plan a program of studies, to arrange and interpret academic testing, and to seek post-secondary academic opportunities;

Social-Emotional Self-Efficacy – Importance of Change and Growth • Virginia Tiered Systems of Support • School counselor roles • Trauma Informed Care • Attendance • Safety and Crisis Management • Mental Health – Screening • Special Populations • At Risk: Military/EL’s

Multi Tiered System of Supports • In Virginia, we refer to this framework as the Virginia Tiered Systems of Support (VTSS). • VTSS represents the integration of multiple systems supporting students and parents and collaborating with community entities.

TIER I: Core, Universal- Everyone GOAL: 100% of students achieve at high levels! Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students Tier 1 is effective if at least 80% are meeting benchmarks

TIER II: Supplemental, Targeted GOAL: No more than approximately 20% of students needing supplemental instruction in addition to the core instruction to achieve benchmarks. Tier II is effective if at least 70 -80% of students improve performance (i. e. gap is closing toward benchmark and/or progress monitoring goals)

TIER III: Intensive, Individualized GOAL: 0 -5% of students needing intensive, individualized instruction in addition to core and supplemental instruction in order to achieve benchmarks. Tier III: is effective if at least 70 -80% of students improve performance (i. e. gap is closing toward benchmark and/or progress monitoring goals)

Academic/Career/Social-Emotional Effective Planning Develop a plan to address the needs of English Learners (ELs).

Student Scenario An EL student (age 17) has recently enrolled in the school division’s high school. The translator tells you that the student has already graduated from secondary school in El Salvador. The enrollment documents show the student completed 11 th grade in the previous school. The documents show the student completed two years of Bachillaro level, including the high school level. The student wants to transfer to an alternative educational program to finish classes.

First Consideration Transcript Review § Take the time to learn about other countries’ educational systems. § Understand that variations exist from country to country. § Remember that systems are fluid and constantly changing. § Transcripts from individual schools may or may not reflect expectations set by country.

Other Considerations 10 years 11 years 12 years 13 years Philippines Turkey, Russia, Colombia, Peru, Brazil, Jamaica, El Salvador Unites States, France, Saudi Arabia, Nigeria, India, Canada, China, South Korea, Mexico Italy, Germany, Switzerland, Cuba, Czech Republic 6 + 4 8 + 3 9 + 2 6 + 5 8 + 4 6 + 3 8 + 2 + 3 6 + 3 + 4 9 + 4 Diploma Bachillerato Certificate External Exit Exam (CXC) Diploma or External Exit Exam Certificate (GSEC, Higher Secondary Cert. , Baccalaureat, etc. ) Example by Silvia Hoke http: //www. worknotes. com/MD/MAFSA/member/t. aspx

Other Considerations Planning post-secondary paths § Develop transition plans § Create a modified plan to address pathways to adult education http: //www. valrc. org/index. html

Military Children Interstate Compact on Educational Opportunity - Eligibility Children of: • active duty members of the uniformed services • National Guard and Reserve on active duty orders • Members or veterans who are medically discharged or retired for (1) year. • Applies to public schools only.

Unique Aspects of Military Connected Children • Most military children attend schools in six to nine different schools from kindergarten to 12 th grade • On average, a military student transfers to different schools more than twice during high school

Military Students Transition Stressors • Mixed emotions • Sadness/Excitement • Anger/Anticipation • Vulnerability/Confidence • Loneliness/New challenges • May be living in temporary housing • Making new friends – who to sit with at lunch? ! • Reorienting to new classmates, teachers, schedules, school policies and offerings • May have missed deadlines for sports or extracurricular activities • Lack of sense of belonging

Military Students Deployment Stressors • Safety of deployed parent(s) • Increased responsibilities at home • Changes in family structure – may be less involvement from parent at home, or child may feel the need to be strong for remaining parent • Limited opportunities to attend extracurricular activities • Living with extended family • Worry about financial resources

Military Students Stressors HOW CAN WE HELP?

Military Students Stressors HOW CAN WE HELP? Interstate Compact on Educational Opportunity for Military Children

College, Career, and Citizenship College, Career and Citizenship • Academic and Career Plan • Comprehensive and Developmental • ACP Portfolio (ACPP) • Critical Decision Making • Career Investigations Course • Work-Based Learning • Workplace Readiness Skills • Career Coach Program

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K-12 Career Development Comprehensive and developmental process Elementary, Middle and High School Purposeful and collaborative Electives/CTE courses aligned to workforce needs Work-based Learning Opportunities Collaboration! Administrators, Teachers, School Counselors, CTE, SPED, Business and Industry, and Postsecondary education

School Counseling and Career Development Grades K- 5 § Career Awareness and Exploration Goals – Clusters Grades 6 -8 § Career Development & Planning Clusters – Pathways Grades 9 -12 § Career Focus and Experiences Pathways - CTE/Credentials - Postsecondary

Career Awareness and Exploration, Grades K-5 Essential Components • • Goal Setting What is a Career? Introduction of Career Clusters Virginia VIEW • Web site

Career Development & Planning Grades 6 -8 Essential Components • Interest Assessment • Career cluster and pathway deep dive • Connecting interests with career planning Rigor and relevance • Virginia Education Wizard

Use Virginia Education Wizard www. vawizard. org

What are Career Clusters? Career Clusters are groupings of occupations and industries that are used for: § Organizing curriculum design, and § Career counseling and guidance.

16 Career Clusters http: //www. doe. virginia. gov/instruction/career_technical/career_clusters/index. shtml • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business Management & Administration • Education & Training • Finance • Government & Public Administration • • • Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics (STEM) Transportation, Distribution & Logistics

79 Career Pathways Within each career cluster, there are multiple career pathways that represent a common set of skills and knowledge, both academic and technical, necessary to pursue a full range of career opportunities within that pathway – ranging from entry level to management, including technical and professional career specialties.

Pathways: • • • Securities and Investments Business Finance Accounting Insurance Banking Services

Finance Plans of Study 12 11 10 Banking Services Pathway K & S 13 Grade 9 Courtesy of Benson Consulting – July 2007 Securities and Investments Pathway K & S 14 Business Finance Pathway K&S Insurance Pathway K & S Accounting Pathway K & S 15 Specific Skill Preparation May Continue 16 Cluster Knowledge and Skills Adult Education Entry and Exit Points 16+

Academic – 2018 -19 • • Graduation Requirements Verified Credits (4) Standard Units of Credit Industry Certification • AP or IB or Honors • Demonstration of the 5 C’s • SOA Walk-Through (Handout)

Thank You Joseph Wharff School Counseling Specialist 804 -225 -3370 Joseph. Wharff@doe. virginia. gov Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218 -2120 CTE Website: http: //www. doe. virginia. gov/instruction/career_technical/