Personal/Transition Plan The Board of Education Policy 4540, High School Graduation Requirements and Commencement establishes that all students must complete a Personal/Transition Plan (PTP) as a requirement toward earning a Hawaii High School Diploma. This document identifies what each Hawaii high school student must do to complete their PTP. Awarding of credit for the PTP will not be based on hours spent completing the PTP, but on the content and quality of the PTP. Credit will be awarded only upon completion of the PTP requirements identified by this document. High schools must implement counseling, guidance, assessments, instructional activities that best meet the needs of their students and community. PART I: CAREER PLANNING Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
CAREER GOALS AND OPTIONS
CTE.9-12.2.1 Analyze individual education and career goals annually
The student: Evaluates and updates earlier education and career goals (e.g., determines whether they are achievable; incorporates a timeline; identifies career pathway requirements and resources required to pursue the career; conducts an annual evaluation of educational and career goals; revises plan as appropriate).
RUBRIC
Draft 6/7/06
Advanced
Proficient
Partially Proficient
Novice
Analyze, in great detail, individual education and career goals annually
Analyze, in detail, individual education and career goals annually
Analyze, in some detail, individual education and career goals annually
Analyze, in minimal detail, individual education and career goals annually
1
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
RESOURCE OPTIONS
Education and Career Opportunities System. (ECOS) Career Kokua www.thejobjourney.org
SAMPLE PERFORMANCE ASSESSMENT SAMPLE EVIDENCE Career Goals and Options should be reassessed every year to ensure continued growth and development of the student. Year 1: Establish Personal/Transition plan based on personal, educational and career goals Year 2: Analyze career goals and update educational plan. Year 3: Analyze career goals and update educational plan. Year 4: Analyze career goals and update educational plan.
www.academicinnovations.com Internet searches
Draft 6/7/06
2
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
CAREER GOALS AND OPTIONS
CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values
The student: Applies a decision-making model to compare a list of potential career choices to personal interests, strengths, and values (e.g., uses career assessment information; engages in job shadowing, volunteer opportunities, apprenticeships, internships, mentorships).
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Evaluate, in great detail, potential career choices in relation to personal interests, strengths, and values
Evaluate, in detail, potential career choices in relation to personal interests, strengths, and values
Evaluate, in some detail, potential career choices in relation to personal interests, strengths, and values
Evaluate, in minimal detail, potential career choices in relation to personal interests, strengths, and values
RESOURCE OPTIONS
Education and Career Opportunities System. (ECOS) Career Kokua www.thejobjourney.org www.academicinnovations.com Internet searches Draft 6/7/06
SAMPLE EVIDENCE Career Goals and Options should be reassessed every year to ensure continued growth and development of the student. Conduct annual interest surveys summarizes results with personal reflections. Year 1: An interest survey summarizing results with personal reflections. Year 2: An interest survey summarizing results with personal reflections. Year 3: An interest survey summarizing results with personal reflections. Year 4: An interest survey summarizing results with personal reflections.
3
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
WORKPLACE BEHAVIORS
CTE.9-12.2.3 Apply appropriate and safe behaviors and practices in the school, community, and workplace
The student: Demonstrates safe behaviors and practices appropriate for the school, community, and workplace (e.g., reliability, punctuality, regular attendance, task completion, meeting deadlines, adaptability, politeness, honesty, taking responsibility for actions, working cooperatively, adhering to safety guidelines and procedures, maintaining appropriate appearance and hygiene for the workplace).
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Consistently apply appropriate and safe behaviors and practices in the school, community, and workplace
Usually apply appropriate and safe behaviors and practices in the school, community, and workplace
Sometimes apply appropriate and safe behaviors and practices in the school, community, and workplace
Rarely apply appropriate and safe behaviors and practices in the school, community, and workplace
RESOURCE OPTIONS
SAMPLE EVIDENCE
www.thejobjourney.org
Provide evidence of student’s product or performance that demonstrate that the student can apply appropriate safe behaviors. (i.e. student is a member of the class safety committee, conducts safety inspections of classroom or shop, demonstrates safe operation of a tool or equipment)
www.academicinnovations.com Other resources
Draft 6/7/06
4
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
CAREER PORTFOLIO DEVELOPMENT
CTE.9-12.2.4 Assess career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals
The student: Evaluates and modifies career portfolio, written plan, CD, or website to update earlier education and career plans and includes goal statements, actions, and experiences (e.g. volunteer work, education, resume(s), references, work samples, certificates or awards, records of attendance, transcripts).
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Assess, in great detail, career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals
Assess, in detail, career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals
Assess, in some detail, career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals
Assess, in minimal detail, career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals
RESOURCE OPTIONS
ECOS Chalkandwire www.thejobjourney.org www.academicinnovations.com Other resources
Draft 6/7/06
SAMPLE EVIDENCE
Portfolio contents to include: √ Contact information √ Personal Information √ Educational records √ Personal interest √ Personal, Educational and Career Goals √ Career assessments √ Career preparation √ Work experience √ College preparation √ Test scores Four-year personal fitness plan, which projects the student’s personal fitness activity through grade twelve beyond. 5
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
JOB SEARCH RESOURCES
CTE.9-12.2.5 Analyze the demographic, geographic, and technological trends that affect work opportunities
The student: Assesses demographic, geographic, and technological trends and explains how they may affect opportunities in a chosen career.
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Analyze, in great detail, the demographic, geographic, and technological trends that affect work opportunities
Analyze, in detail, the demographic, geographic, and technological trends that affect work opportunities
Analyze, in some detail, the demographic, geographic, and technological trends that affect work opportunities
Analyze, in minimal detail, the demographic, geographic, and technological trends that affect work opportunities
RESOURCE OPTIONS
SAMPLE EVIDENCE
ECOS www.thejobjourney.org
Documentation of at least two careers each school will provide an analysis of demographic, geographic and technological trends that may affect the work opportunities.
www.academicinnovations.com Internet Other resources
Draft 6/7/06
6
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
JOB APPLICATION PROCESS
CTE.9-12.2.6 Gather and prepare documents related to job-seeking
The student: Prepares resume, letters of application or inquiry, and fills out job applications.
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Gather and prepare documents related to job-seeking, with accuracy
Gather and prepare documents related to job-seeking, with no significant errors
Gather and prepare documents related to job-seeking, with a few significant errors
Gather and prepare documents related to jobseeking, with many significant errors
RESOURCE OPTIONS
SAMPLE EVIDENCE
ECOS www.thejobjourney.org
Include example(s) of the following documents in the student’s portfolio to be updated each year. √ Letter of application √ Resume √ Application √ Reference letter √ Thank you letter
www.academicinnovations.com Other resources
Draft 6/7/06
7
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
JOB APPLICATION PROCESS
CTE.9-12.2.7 Prepare for the job interview process
The student: Engages in necessary steps to prepare for the job interview process (e.g., prepares for employment tests, knows questions interviewers can and cannot ask, role plays a job interview).
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Prepare for the job interview process, with completeness and accuracy
Prepare for the job interview process, with no significant errors
Prepare for the job interview process, with a few significant errors
Prepare for the job interview process, with many significant errors
RESOURCE OPTIONS
SAMPLE EVIDENCE
www.thejobjourney.org
Documentation of students interview skills: √ Interview preparation √ Introduction; √ Discussion of background √ Discussion of skills and abilities √ Closing the interview
www.academicinnovations.com Other resources
Draft 6/7/06
8
Personal/Transition Plan Standard 2: CAREER PLANNING—Explore and understand educational and career options in order to develop and implement personal, educational, and career goals TOPIC
BENCHMARK
SAMPLE PERFORMANCE ASSESSMENT
JOB BENEFITS
CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest
The student: Evaluates the job benefits associated with careers of interest (e.g., salaries, working conditions, lifestyle, health coverage, retirement, professional development, vacation).
RUBRIC Advanced
Proficient
Partially Proficient
Novice
Assess, in great detail, the compensation, lifestyle, and other benefits associated with careers of interest
Assess, in detail, the compensation, lifestyle, and other benefits associated with careers of interest
Assess, in some detail, the compensation, lifestyle, and other benefits associated with careers of interest
Assess, in minimal detail, the compensation, lifestyle, and other benefits associated with careers of interest
RESOURCE OPTIONS
SAMPLE EVIDENCE
ECOS www.thejobjourney.org
The student provides an analysis of a career choice and an expected lifestyle. For example: The student creates a compatibility chart comparing and contrasting the student’s desired lifestyle with a chosen career using topics such physical setting, working conditions, work relationships, psychological rewards, family, and financial rewards.
www.academicinnovations.com Other resources
Draft 6/7/06
9
Personal/Transition Plan PART II: IMPLEMENTATION STRAGTEGIES Here are some suggested implementation strategies that may be used at a high school. Advisory Period / Homeroom / Classroom Mentorship: • Time that is currently set into the school’s schedule for the students to research / document / discuss different career choices. • Reflections on the student’s interests, career or post-secondary choices. Guidance courses: • Use the guidance courses as starting points. Then students’ use a mentor, advisor, or councilor for follow-up. • Guidance courses help students choose pathways, college or career choices. FARRINGTON HIGH SCHOOLS ADVISORY PROGRAM: 1. REGULAR SESSION WITH ADVISES FOR 4 YEARS. • About twice a month. • 24 sessions a year (extra for registration week). • 42 minutes a session. 2. MANUAL • Common lessons for each grade level. • Over-view - Vertically and horizontally aligned. • Program objectives outlined. o Guidance for teachers. o Personalize School o How-To’s o Career Guidance, rigorous o History & Concerns program of study. o Information School-Wide Needs o References & Acknowledgments. o Explanations, purpose & other information. •
FORMS: o Attendance o Parent Contact Documentation o Individual Meeting Log o Demographic
Draft 6/7/06
10
Personal/Transition Plan Credit Checks Goals: Long-tern, Short-term Communication and feedback Reading Log Personal Data and Individualized Post High School Plan. Learning Styles Interest, Personality, Inventories, etc… Test Scores Tentative Plan (4 year Post Education? Military? Etc…) Financial Aid Plan. o ADVISORY REPORT CARD Printed on NCR paper (White student, Yellow student, Pink Advisor, Goldenrod Counselor) Assessment Tool o o o o o
Other resources found to be implemented in other states. • The use of counselors for career guidance and counseling. Some states use the counselors primarily for job search, college and post secondary leads. The counselors are used to guide students in favored directions that meet student interests. • Use Career and Technical Education courses to find resources, research, internships and on the job training for students. Those schools have students create resumes, mock interview and compete in extra curricular competitions. • Some schools have supports from the state to have an onsite School-to-Work programs that allow students to research jobs, careers and get to know educational requirements for those careers. • Online portfolio resources aids available to educational institutions ECOS Chalkandwire ePotaro FolioLive
Draft 6/7/06
11
Personal/Transition Plan PART III: FREQUENTLY ASKED QUESTIONS Is the PTP a diploma graduation requirement? Yes, the Personal/Transition Plan is a high school diploma graduation 1/2 credit requirement. When will the 1/2 credit be awarded to the high school student? The Personal/Transition Plan (PTP) is a standards-based credit. Student credit is awarded when the student provides evidence documenting achievement of the Career Planning Standard. The Career Planning Standard is required throughout grades 9 to 12. Therefore the credit for the PTP is awarded in the student’s senior year. What if a student comes in from out of state/country or comes from another school without a PTP? Upon enrollment in the school in Hawaii, the student shall complete a PTP from the point on enrollment into that school. Can schools use existing programs to implement the PTP program such as Advisory Periods or Homeroom? Schools are encouraged to implement the PTP program in a way that will allow the student ample opportunity to address the standard requirements. How the schools structures the school day will not be dictated by the state. Who will be responsible with oversight of the PTP requirements to ensure success? Each school will determine who will be responsible for the awarding of the credit for the PTP. The student must meet proficiency for each of the benchmarks identified in the HCPS III Career and Technical Education, Career Planning standard. Is there an ACCN number for the PTP? Yes, the ACCN number is TCG1105 Personal and Transition Plan: Semester credit This semester credit is required for graduation. Yearly development and updating of a Personal/Transition plan will provide students with knowledge and skills in learning about themselves, exploring life goals, careers and occupations, relating school subjects to future career needs, and making tentative long and short-range educational and/or career plans. High schools will implement counseling, guidance, assessments, and instructional activities that best meet the needs of their students and community. Can schools use a variety of online aids such as Chalkandwire, ECOS, Career Kokua? Yes, schools that are currently using these online programs and resources are encouraged to continue their use of online portfolio systems. Can the PTP be offered as a semester class? Who is ultimately responsible to assign a grade or award the credit? If it is a teacher, will this be considered to be an additional Prep time for the teacher? How will the school track the students over time to determine if the student can be awarded the credit? What is the role of the guidance teacher now that the guidance class in no longer a high school requirement? Draft 6/7/06
12
