How to Personalize ASCA Competencies

How to Personalize ASCA Competencies

Presented by Nick Rabinovitch & Susie Wood, Human eSources

Introduction

Our Partner Presenters

In his work at Human eSources Nick oversees the educational content of our products and resources. Nick has been in the online education and career development field for 11 years after spending 7 years as a high school teacher. He has a bachelor of science degree in biological sciences and psychology and a bachelor of education in secondary education.

Susie has been with Human eSources for 11 years, covering everything from support and consulting to training. Her past work as an adjunct college professor and outplacement professional, as well as her current personal counseling practice, give Susie an in-depth understanding of career and education development. Susie has a masters degree in training and counseling.

Nick Rabinovitch, BSc, BEd Director of Product Research & Design

Susie Wood, MA, MSSW Senior Education Consultant & Trainer

Introduction

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About Human eSources Introduction

Our philosophy is simple: we believe that everyone has the right to a sa6sfying and fulfilling life and that the star6ng point for the journey begins with personal insight.

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Agenda

About Human eSources Personalized Learning

College – Getting in vs. Staying in

ASCA Mindsets and Behaviors ASCA – AchieveWORKS Crosswalk

AchieveWORKS Overview

Introduction


Staying in a job? See appendix slide

Many middle and high school students appear to be misinformed about even the basics of college attendance and enrollment1. Students greatly overestimate the price of higher education2 and often think that entrance requirements are more stringent than they are. They tend to think that the most difficult thing about college is getting in, when in fact the vast majority of students attend their first choice institution, but many do not complete their first year (i.e., staying in college is harder than getting into college).3


Identifying a Problem

1 Avery, C., & Kane, T. J. (2004). Student perceptions of college opportunities. The Boston COACH Program. NBER Chapters, in: College Choices: The Economics of Where to Go, When to Go, and How to Pay For It (pp. 355-394). National Bureau of Economic Research, Inc. 2 Horn, L. J., Chen, X., & Chapman, C. (2003). Getting ready to pay for college: What students and their parents know about the cost of college tuition and what they are doing to find out. National Center for Education Statistics Report No. 2003030. Washington, DC: U.S. Department of Education, Institute of Education Sciences. 3 (2015) Review Protocol for Studies of Interventions to Support the Transition to College. Version 3.1. What Works Clearinghouse. Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_tc_protocol_v3.1.pdf on April 15, 2016

•  Academic success •  College and career readiness •  Social/emotional development Based on research and best practices in student achievement


Addressing the Problem

Available at http://www.schoolcounselor.org/asca/media/asca/home/mindsetsbehaviors.pdf

ASCA Mindsets & Behaviors

ASCA Mindsets and Behaviors

•  Align with Common Core and State Standards

•  Find specific competencies at www.schoolcounselor.org/studentcompetencies

•  Similar to CAS Learning and Development Outcomes http://www.cas.edu/learningoutcomes

Available at http://www.schoolcounselor.org/asca/media/asca/home/mindsetsbehaviors.pdf

Personalized Learning

Individualized vs. Personalized Learning

Educator’s Role Student’s Role Standards* End result Essence

Discovers and documents each student’s traits and tailors instruction to each student. Focus on the teacher, follow instructions, remember and perform. Institutionally and politically established competencies that can be tested, measured and converted into data for refining instruction. Literate and knowledgeable performers. Education is done to the student

Individualized Encourages students to become more aware of their own traits and allows for choice in the way students learn and are assessed. Pay attention to the world, consult with the teacher (and others), identify and pursue emerging areas of interest while being attentive to strengths, challenges, and interests. A narrower set of competencies demonstrated through original, compelling and valuable published or constructed works. Skilled, knowledgeable, curious, compassionate, wise and engaged life-long learners. Education happens as a result of what the learner does

Personalized



Personal Assessments

Learning & working preferences

Preferences for receiving informa6on and being

produc6ve

Grades 6-12

•  Study habits •  Classroom

adaptations •  Personal awareness

Natural behaviors and where we put our focus

Grades 9-12

•  College selection •  Career selection •  Intervention and

communication •  Personal awareness

Differing abili6es to process informa6on and produce things of value in the current culture

Grades 8-12

•  Course/Major selection

•  Career selection •  Study strategies •  Personal awareness

What is measured Target audience Applications

Personality type

Multiple intelligences

Demo https://connection.naviance.com/family-connection

Using AchieveWORKS with Students

Get Buy In From Students and Parents

Add your contact information and send home with students

DWYA Handbook

Guide to Interpretive Counseling Using the Report

Criteria Checklists

Creativity Made YouTube video

Ask college what creative opportunities would be available for video production

ASCA – AchieveWORKS Crosswalk

Crosswalk

Available in the Naviance Network

Observe Others

•  Leading or participating in groups is always more enjoyable and successful when one is able to read others' body language and communicate accordingly…

Help Others

•  Getting involved in charity work and service-oriented activities via….

Create relationships with adults that support success ASCA Standard

AchieveWORKS Report Section

ASCA – AchieveWORKS Crosswalk

Example

Sample Guidance

MI Advantage: Interpersonal - Developing this Intelligence

Demonstrate perseverance to achieve long- and short-term goals ASCA Standard

AchieveWORKS Report Section

ASCA – AchieveWORKS Crosswalk Example

Sample Guidance

The Learning Style Inventory: Persistence

•  Study in groups that include people who regularly complete tasks as well as some people who don't. In this way, you can explore possibilities, have fun, and be organized.

•  Be careful not to overextend yourself by working on too many projects at once.

•  You might complete tasks better if they are short and specific with immediate outcomes. This way you can complete them in a short time and get an immediate response once your work is checked.

For more information, please contact your Hobsons Account Manager, visit Naviance.com, or call 1.866.337.0080

Thank you!

Appendices

•  Stay current with your knowledge and skills

•  Use good relational skills

•  Maintain moral integrity

•  Carry out assignments on time

•  Take initiative

•  Display a positive attitude

•  Maintain a constant effort

•  Be willing to earn rewards

•  Stay productive

•  Be a team player

Top 10 Ways to Keep Your Job and Advance Your Career

Adapted from Ten Reasons Why People Lose Their Jobs. Thom Rainer. September 26, 2013. Church Central. Retrieved from http://www.churchcentral.com/blogs/ten-reasons-why-people-lose-their-jobs/ on April 18, 2016

Appendix B

Comparison of ASCA and CAS Standards

ASCA Mindsets & Behaviors CAS Academic Development •  strategies and activities to support and

maximize each student’s ability to learn

•  Knowledge acquisition, construction, integration and application

•  Cognitive complexity

Career Development •  understand the connection between

school and the world of work •  transition from school to postsecondary,

world of work and from job to job across the life span

•  Practical competence •  Humanitarianism and civic engagement

Social/Emotional Development •  manage emotions and learn and apply

interpersonal skills

•  Intrapersonal development •  Interpersonal competence