Objective 17 - Guidance Plan and Services 339.31; 339.32; 4.12(5); 4.34(b)

*This objective was formerly numbered 18

Commendations

Franklin: 18.1-18.9: the guidance department and other services implement a comprehensive program to assure realistic placements, effective support for special learners and regular students, exceptional articulation opportunities, College in the High School, BEST, above average cooperative education and very effective follow-up placement studies. The records maintained and the computer systems utilized reflect a well organized staff with a sincere dedication to the students.

Mercer: A database has been established and is utilized to document a follow-up procedure for all program areas. A phone bank is also used to gather data that has not been returned in a timely manner. The follow-up studies are done on a one, two, and three year schedule. The teachers have access to their data via the intranet and the administration has access to all data. Data is used to determine the effectiveness of the program.

WACTC: the multiple publications and “on-line” documentation are exemplary. The material included in the WESTERN AREA CAREER AND TECHNOLOGY CENTER SCHOOL REPORT is significant and highlighting this data to various stakeholders should be replicated by others. (Information available from school’s website: http://www.wactc.net)

18.1 Provide a copy of the current guidance certificate for personnel assigned responsibility of providing pupils with vocational-technical guidance services.

MBIT: The guidance counselor and the Tech-Prep counselor both hold appropriate type 31 and 32 Secondary School Counselor certifications.

18.2 Provide a copy of guidance services plan approved by the board.

MBIT: Policy #112 and support material including job descriptions, ISO reports and procedure documents all provide evidence of a thorough guidance system that delivers extensive services for the size of the department. The ISO process appears to be effective in providing continuous improvements based on students and staff critiques. The new counselor has innovative ideas and with time will implement significant upgrades such as the proposed Career Development Center. The school should consider the possibility of adding additional personnel in this area.

18.3: Describe the assistance provided to students to establish a career plan.

Butler: Career planning is incorporated in the instructional program when the students first enroll and are an ongoing part of each student’s portfolio.

Easton Area SD: the school district’s comprehensive student career plan process is worthy of replication. This working document includes direct involvement of each student, multiple teachers, guidance counselors, an assigned teacher mentor, and the School to Career Coordinator. This plan is a progressive review and then the determination of courses to be taken as well as re-establishment of a career goal for the student when he/she exits the high school. Students meet a minimum of twice yearly to update their file. The completed form provides all data necessary for the district personnel to accurately complete required end of year state data information. (See the following career planning documents: 9th Grade Career Awareness Program, 10th Grade Career Day, 11th Grade Shadow Day Information, 12th Grade Career Day, 12th Grade Career Fair Documents)

18.4: Describe how guidance personnel provide necessary information so students can make informed decisions.

MBIT: 18.3 & 18.4. The counselors utilize the “Open Door To College”, and “My Career Goals” activities to provide career planning assistance. They have also implemented a new career plan format that provides more directions and support to students.

18.5 Describe support of a placement service that makes provision for the transition from school to work.

MBIT: two certified instructors are assigned the responsibility for workplace learning that includes Coop, clinical, job shadowing, and an 8000-hour apprenticeship program in Welding and Machine Technology. The instructor has created his own database that includes the contracts, training plans, visit reports, job bank, email job notices, and the annual student participation reports.

18.6: Describe the school-initiated system of parental involvement.

Berks: The mandatory pre-entrance parental night is exemplary. The night’s activity includes overview of program expectations, appropriate course and school guidelines, postsecondary opportunities, and direct interaction between parent, student, and instructor. An accompanying program-specific booklet is provided to parents and students to reinforce concepts explored during the meeting. (See THIS PDF DOCUMENT for open house materials)

ECAT: Integration of the parent connects program serves as an excellent source for parents to monitor student progress.

MBIT: an outstanding Parent Organization has been initiated to improve communications. The school invites membership through welcome letters at the beginning of the school year and has experienced exceptional participation and attendance at the initial meetings. Parents are becoming more knowledgeable of the services available and their involvement is increasing the participation in resources such as PLATO.

18.8: Describe assistance with the conduct of follow-up studies to determine program effectiveness.

SUN: ALL CIPs. Teacher involvement in the student follow-up survey ensures a high percentage of feedback. The information from the survey is entered into a data bank.