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CAREER GUIDANCE SYSTEM - EBSCO

CAREER & GUIDANCE DEPARTMENT

CALENDAR SUPPLEMENTTO SUPPORT GRADE 8-12 OBJECTIVES

TABLE OF CONTENTS

Priority Key......................................................................................................................2All Grades.....................................................................................................................3

August.......................................................................................................................3April or May.............................................................................................................5

Grade 8 in Focus........................................................................................................6September...............................................................................................................6October – December............................................................................................7January – February................................................................................................8March – April...........................................................................................................9

Grade 9 in Focus......................................................................................................11September.............................................................................................................11October – December..........................................................................................13January - February..............................................................................................14March – April.........................................................................................................15

Grade 10 in Focus...................................................................................................17September.............................................................................................................17October – December..........................................................................................18January - February..............................................................................................20March – April.........................................................................................................21

Grade 11 in Focus...................................................................................................23September.............................................................................................................23October – December..........................................................................................25January - February..............................................................................................26March – April.........................................................................................................28

Grade 12 in Focus...................................................................................................30September.............................................................................................................30October – December..........................................................................................32January – February..............................................................................................34

Addendum 1: Basic Checklist for Student Set-up.......................................35I. Personal Portfolio Information................................................................35II. Taking Career Assessments.......................................................................35

Priority Key – This key is used throughout the document to identify the importance of activities for counselors/administrators and students

CRITICAL

THIS IS A HIGH PRIORITY ACTIVITY

HIGH THIS ACTIVITY IS RECOMMENDED FOR REPORT MANAGEMENT AND PLANNING PURPOSES

LOW THIS ACTIVITY WILL EXPAND THE EXPERIENCE WITH THE PRODUCT, BUT IS NOT A NECESSARY COMPONENT FOR STUDENTS AND ADMINSTRATORS

All Grades

August

(or the month prior to school opening)

ADMINISTRATIVE COUNSELOR ACTIVITIES

Student upload and Site promotion to the next grade: Self-directed or EBSCO can assist

SELF-DIRECTED

- Use Account Management - Student Import Feature and template to import new students

- Use Account Management – Site Promotion feature to promote existing students. Run Site promotion before adding new students (or new students will be promoted to the next grade when site promotion is run)

EBSCO-ASSISTED

- Deliver file of student information to EP for upload and the creation of login credentials

- Distribute the login names and passwords to students

Report and Administrative Module Training:

If the school plans on using reports to assist in building a career education plan, counselors/administrators will need to be trained on the administrative module, especially the Report module.

In making the decision to use the Career Guidance System, a site has committed to the basics of setting up students and using the reports to see what the students are looking at in the program. As such, this is considered a basic “critical” step to gain the minimum benefits of using Career Guidance System.

- Train administrators in the use of Career Community and the administrative module (Career Management System).

- Reports greatly help career specialists and administrators identify:

- student usage statistics for occupation and college research. This information can be use in many ways. Examples include:

- Run the college report to identify colleges that have been saved by Juniors and Seniors. Use this information to invite college representatives to the site to talk about their institution, or plan site visits to the most saved colleges.- Run the occupation report to identify occupations that have been saved by Juniors and Seniors. Invite local representatives from those professions to the school to discuss the occupation in detail with students who are interested in the profession.

IGP Considerations:

If the school plans to make use of Career Guidance System’s IGP/Student Education Plan, it is essential that administrators prepare resources and time to create the components of the education plan. Resource-heavy activities include:

- Load the school’s courses into the system: EP can assist, but courses must be delivered in template format

- Create IGP Building Blocks (Schools of Study, Career Pathways, etc). This includes the identification of courses required to pursue the different schools of study

NOTE: Sites can effectively use the Career Guidance System without establishing the IGP/Student Education Plan functionality. This IGP option is available if your site creates education plans for each student, but is not a critical element in using the Career Guidance System.

April or May


ADMINISTRATOR USAGE REPORTS: RUN PRIOR TO JULY 15*

Site administrators can run site-usage reports to gauge usage of the program.

Administrators can show usage to superiors to show worth of the program and secure funding for next year’s subscription.

COLLEGE REPORTS: RUN PRIOR TO JULY 15*

Site administrators can run college reports. The reports will show the different colleges saved/viewed by students. For the most saved/viewed colleges, administrators might consider inviting college reps to the school, or coordinating a trip to the school during the spring or summer.

Administrators can use the “email” feature to send an invite to all students who are interested in a specific college.

OCCUPATION REPORTS: RUN PRIOR TO JULY 15*

Site administrators can run occupation reports. The reports will show the different occupations saved/viewed by students. For the most saved/viewed occupations, administrators might consider inviting individuals or companies to the school to present to interested students.

Administrators could also coordinate internships and work placement.

Administrators can use the “email” feature to send an invite to all students who are interested in a specific occupation.

* All logs are automatically cleared on July 15 each year.

Grade 8 in Focus GOALS FOR GRADE 8: INITIATING SELF-AWARENESS

September


Deliver Student login values. Information would include user name, password and siteid.

Provide a basic checklist to students on how to use the program. Basics would include setting-up personal information, how to take an assessment, how to view/save occupations and how to access the personal portfolio

Deliver information to the student’s guardian or parent on how they can access the system from home by using the student’s login information.

STUDENT ACTIVITIES

Students need to access the system with the user/pass/site login information. Students need to set up their personal information and SAVE. If student information is not set-up, several aspects of the program and administrative reporting will not be available.

Students need to take the self-assessment assessment and save to the portfolio as “Grade 8 Results.” This self-assessment will provide the top three career clusters that are most aligned to the student. Counselors and students can use this information when planning high school course selection.

Students can explore other areas of the program, including other assessments, other careers opportunities and more. Exploration will be more structured in high school grades, but students should be encouraged to explore the program.

October – December


Confirm Student Interaction and Follow-up

Counselors will confirm that students have complied with September requirements. This includes the initial login, the set-up of the personal information and the taking of the first “Self-Assessment” assessment.

Counselors will run the Report “Student Overview Report” to determine which students haven’t completed the September set-up.

“Career Cluster” Report Generation

Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Freshman Year in high school.

STUDENT ACTIVITIES

Student exploration of occupations

Students can explore the different occupations using the different types of filters. Occupations of interest can be saved into the student portfolio.

Student exploration of other program features

Students can explore other areas in the program.

Planning Center exploration can include Journal Entry creation and Planning Checklists.

Resource Center exploration provides state-specific information, web site links, occupation videos and other occupation articles.

Activity Center exploration will allow students to take quizzes and test preparation.

January – February


“Career Cluster” Report Generation and Student Meetings

Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Freshman Year in high school.

Counselors will prepare student meetings for March/April time frame in which career interests will be assessed during the course selection process for Freshman Year in high school.

STUDENT ACTIVITIES

Student exploration of program features

Students continue to Exploration Center, Planning Center, Resource Center and Activity Center.

March – April


Student Meetings

Counselors will meet with graduating 8th grade students.

During the meeting, portfolio information will be evaluated and initial student track will be created for High School.

STUDENT ACTIVITIES

Counselor Meetings

Students will meet with counselors and determine initial student track for High School.

Students will want to consider one of the following tracks, and then select courses with their counselor that will align to those tracks:

- Workforce – go into the workforce directly out of high school

- Apprenticeship/Vocational – technical and skill-based training in a trade

- College/University – continued education at a 2-yr or 4-yr college or university

- Military – military career

- Self-Employment

Grade 9 in Focus Goals for Grade 9:

Building Career Awareness Advancing Self-knowledge Coping strategies for academic & social situations Understanding emotions

September


Deliver Student login values.

Information would include user name, password and siteid.

Provide a basic checklist to students on how to use the program.

Basics would include setting-up personal information, how to take an assessment, how to view/save occupations and how to access the personal portfolio.

Initial IGP/Student Education Plan Set-up (only if your school desire IGP/Education Plan Set-up)

If IGP/Student Education Plan is used at your site, it will be important to set-up meetings with students so that they can: A.) Select the Program of Study and B.) Select the courses that they are taking as Freshman.

Counselors will set up individual or group meetings later in the year (March/April) to assist students in selecting the correct courses for their Sophomore year.

It will be up to the school/site to determine if courses are:

A.) added/adjusted during initial IGP set-up freshman year

B.) added to the IGP at the beginning of the school year by students

C.) added/adjusted each year based on counselor/student meetings that review results of assessments and post-secondary goals

Deliver information to the student’s guardian or parent.

Information would show how they can access the system from home by using the student’s login information.

STUDENT ACTIVITIES

Students’ initial access to the program

If not already done, Students need to access the system with the user/pass/site login information. Students need to access the PLANNING CENTER and set up their personal information and SAVE. If student information is not set-up, several aspects of the program and administrative reporting will not be available.

Students take “Career Cluster” Survey Assessment.

Students will take the Career Cluster survey and save to the portfolio as “Grade 9 Results.” This self-assessment will provide the top three career clusters that are most aligned to the student. Students will be able to see the occupations that are associated to the different clusters. Students are encouraged to explore the occupations aligned to their top clusters. If there are some that are of high interest, students should SAVE the occupation to their portfolio.

Planning Center Exploration

Students are encouraged to review the options in the planning center. In the planning center, students can set-up career and education goals, create planning checklists, post journal entries and access their portfolio.



Confirm Student Interaction, and report




Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Sophomore Year in high school.

STUDENT ACTIVITIES








January - February




Counselors will prepare student meetings for March/April time frame in which career interests will be assessed during the course selection process for Sophomore Year in high school.

STUDENT ACTIVITIES



March – April


Student Meetings


During the meeting, portfolio information will be evaluated. Student track will be confirmed or changed based on any changes.

STUDENT ACTIVITIES

Counselor Meetings

Students will meet with counselors and confirm student track for High School.


1. Workforce – go into the workforce directly out of high school

2. Apprenticeship/Vocational – technical and skill-based training in a trade

3. College/University – continued education at a 2-yr or 4-yr college or university

4. Military – military career

5. Self-Employment

Grade 10 in FocusGoals for Grade 10:

Future Planning Identifying and locating career resources Preliminary Test Preparation Developing tolerance and self respect Learning ways to resolve conflicts peacefully

September



Resend returning students their login/pass information. Provide login/pass information for new students.


Basics would include setting-up personal information, how to take an assessment, how to view/save occupations and how to access the personal portfolio

STUDENT ACTIVITIES


Students should access the program and confirm that their personal information is set-up and current. Students will make changes to their personal information in the PLANNING CENTER as necessary.

Students retake “Career Cluster” Survey


Students can compare results with previous Grade 9 results. Comparing the results will help students make decisions about the career direction they would like to pursue and to prepare them for meetings with guidance counselors during the school year.

Students take “Skills” Assessment Survey

Students will take the Skills Assessment survey and save to the portfolio as “Grade 10 Results.” This assessment will provide the top 10 occupations that are most aligned to the student. Students can navigate to the Occupation profiles and SAVE them in their personal portfolio.


Students are encouraged to review the options in the planning center. In the planning center, students can set-up career and education goals, create planning checklists, post journal entries and access their portfolio.

Later in the Sophomore Grade 10 year (by March), it will become HIGH to CRITICAL for students to fill out career and education goals. This is necessary so that meetings with guidance counselors can be as productive as possible.



Confirm Student Interaction, and report.




Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Junior Year in high school.

STUDENT ACTIVITIES








January - February



Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Junior Year in high school.

Counselors will prepare student meetings for March/April time frame in which career interests will be assessed during the course selection process for Junior Year in high school.

STUDENT ACTIVITIES



March – April


Student Meetings



STUDENT ACTIVITIES

Counselor Meetings



- Workforce – go into the workforce directly out of high school

- Apprenticeship/Vocational – technical and skill-based training in a trade

- College/University – continued education at a 2-yr or 4-yr college or university

- Military – military career

- Self-Employment

Planning Center Interaction

Students will use the Planning Checklist to prepare for Junior year.

Students will use the Journal feature to record accomplishments and aspirations for the summer and Junior year.

Students will use the Career Planning tools to assist in setting an agenda for summer activities as well as potential job contacts for the summer.


Future Planning – Education and Career Locating and using career resources Test Preparation

September





Basics would include setting-up personal information, how to take an assessment, how to view/save occupations and how to access the personal portfolio

STUDENT ACTIVITIES



Students retake “Career Cluster” Survey


Students can compare results with previous Grade 9 and Grade 10 results. Comparing the results will help students make decisions about the career direction they would like to pursue and to prepare them for meetings with guidance counselors during the school year.

Students take “Skills” Assessment Survey.

Students will take the Skills Assessment survey and save to the portfolio as “Grade 11 Results.” This assessment will provide the top 10 occupations that are most aligned to the student. Students can navigate to the Occupation profiles and SAVE them in their personal portfolio.

Students can compare results with previous Grade 10 results. Comparing the results will help students make decisions about the career direction they would like to pursue and to prepare them for meetings with guidance counselors during the school year.

PLANNING CENTER EXPLORATION

By the beginning of Junior year, it is critical for students to create goals for both career and education objectives. Students will use the GOALS section to lay a path for their post-secondary activities. Goals include:

Career Goals – Overall: understanding interests and the types of occupations that are available.

Career Goals – Military: understanding the types of military occupations and the path need to follow a military career after high school.

Education Goals – Workforce/Vocational: understanding the education and skills path needed to move to the workforce after a high-school education. This will assist in course selection in Junior and Senior year. This will assist in skills-building in extracurricular activities. This will assist in planning apprenticeships.

Education Goals – College: understanding the education and skills path needed to plan for college entrance after high school. This would include Test-taking, schedules, contacting schools, submitting applications, understanding financial aid and more.







Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Senior Year in high school.

STUDENT ACTIVITIES








January - February



Counselors will run the “Career Cluster” report. Counselors can use this report to establish group meetings with students. In group meetings, counselors can present information on the cluster and prepare students for career and education objectives, including class/course selection and/or education tract for Senior Year in high school.

Counselors will prepare student meetings for March/April time frame in which career interests will be assessed during the course selection process for Senior Year in high school.

STUDENT ACTIVITIES

Student exploration of colleges

For students interested in college, research & preparation will begin during the Junior year.

Juniors who are interested in college will begin their college research at this time.

Juniors will use the College Search in Exploration Center to identify colleges that meet their post-secondary requirements. Filtering features allow for quick pinpointing of colleges that are aligned to the parameters set-forth by the student, including cost, location, size, majors and more.

Juniors will SAVE colleges of interest to their portfolio. By saving to the portfolio, Counselors can provide insight on next steps in the college application process.

Students will also use these applications in the Planning Center to help them with their college research:

- College Planning Checklist- University Contacts- College Letters Sent- Exploring Financial Aid Options




Students continue to Planning Center, Resource Center and Activity Center.

March – April


Student Meetings



For students interested in college, counselors will assist students in creating an action plan. The action plan will include site visits, information requests, test scheduling/preparation and application submission.

For students interested in college, consideration of academic record and cost will need to be considered as students identify colleges of interest. Students will want to select several possible locations as acceptance is not guaranteed.

STUDENT ACTIVITIES

Counselor Meetings


Planning Center Interaction

Students will use the Planning Checklist to prepare for Senior year.

Students will use the Journal feature to record accomplishments and aspirations for the summer and Senior year.

Students will use the Career Planning tools to assist in setting an agenda for summer activities as well as potential job contacts for the summer.


Future Planning – Education and Career College visits/Interviews/Applications

September





Basics would include setting-up personal information, how to take an assessment, how to view/save occupations and how to access the personal portfolio.

STUDENT ACTIVITIES




For students interested in college, research & preparation should have started during their Junior year.

For those seniors who are interested in college, but have not concluded their research or decision, college research needs to occur at this time. Seniors need to have applications to prospective colleges no later than October for most sites. The College Profile in the program will provide contact information and due dates for applications.

Students will use these applications in the Planning Center to help them with their college research:

- College Planning Checklist- University Contacts- College Letters Sent- Exploring Financial Aid Options

Students retake “Career Cluster” Survey.

Students will take the Career Cluster survey and save to the portfolio as “Grade 12 Results.”

Students can compare results with previous Grade 9, 10 and 11 results. Comparing the results will help students make decisions about the career direction they would like to pursue and to prepare them for meetings with guidance counselors during the school year.

Students retake “Skills” Assessment Survey.

Students will retake the Skills Assessment survey and save to the portfolio as “Grade 12 Results.”

Students can compare results with previous Grade 10 and 11 results. Comparing the results will help students make decisions about the career direction they would like to pursue and to prepare them for meetings with guidance counselors during the school year.


By the beginning of Senior year, it is critical for students have goals for both career and education objectives. Students will use the GOALS section to lay a path for their post-secondary activities. Goals include:

- Career Goals – Overall : understanding interests and the types of occupations that are available.

- Career Goals – Military : understanding the types of military occupations and the path need to follow a military career after high school.

- Education Goals – Workforce/Vocational : understanding the education and skills path needed to move to the workforce after a high-school education. This will assist in course selection in Junior and Senior year. This will assist in skills-building in extracurricular activities. This will assist in planning apprenticeships.

- Education Goals – College : understanding the education and skills path needed to plan for college entrance after high school. This would include Test-taking, schedules, contacting schools, submitting applications, understanding financial aid and more.








STUDENT ACTIVITIES


For students interested in college, research & preparation should have started during their Junior year.

For those seniors who are interested in college, but have not concluded their research or decision, college research needs to occur at this time. Seniors need to have applications to prospective colleges no later than October for most sites. The College Profile in the program will provide contact information and due dates for applications.








January – February


Senior Student Meetings

Counselors will schedule meetings with graduating seniors where the student portfolio can be assessed and post-secondary tracks can be finalized.

STUDENT ACTIVITIES

Student exploration of occupations and Post-Secondary career actions.

For students who are not proceeding to college, near-future career decisions are critical. Students will use the Exploration Center to identify occupations that are of interest.

Students will use the Planning Center to create a Resume.

Students will use the Planning Center to log potential job contacts.

Students should use information that they have captured during their time in high school and use it to being a job search upon graduation.

State-specific links in the Resource Center will connect students to online job sites that may be helpful in finding a job upon graduation.

Students will use the journal to enter questions they may have about job preparation. This information will be used when the student has their final meeting with their guidance counselor.

Addendum 1: Basic Checklist for Student Set-up

I. Personal Portfolio Information

II. Taking Career Assessments

1. Getting Started:

Site ID: Your site ID is _____________________

Planning Center Personal Information - The Personal Information section is where you enter your personal data – name, address, telephone number, etc. Different from your login, this information automatically fills in certain sections in the Planning Center.

Why it’s important: Career Guidance System does not allow you to use some options in the Planning Center until you have entered your Personal Information.

To Add or Change Personal Information

a. Click the Planning Center tab.

b. Click the Personal Information option on the Planning Center menu.

c. Update all personal information boxes.

d. To finish, click the Update button. Career Guidance System displays a message at the bottom of the page showing that your personal information has been updated.

2. Exploring Occupations: Assessments

Career interest and skills assessments can help you discover more about you, and the things you like to do. They can also match you to occupations, based on the things you enjoy and your areas of strength.

3. Taking Career Guidance System Assessments

There is no time limit for completing the assessments, but, you should be aware that if your session is inactive for two or more minutes, it will terminate. Most students can complete each Career Guidance System assessments in 20 minutes or less.

4. To Complete an Assessment

a. Click the Exploration Center tab.

b. Click the Assessments option on the Exploration Center menu.

c. Click the name of the assessment link.

d. Review each question and then click the option that most closelymatches your answer.

e. When you have completed all questions in the assessment, click the Search button. You will see a bar graph containing the top three career clusters or occupations that most closely match all your response.

f. Click the bar graph next to a career cluster to view a list of occupations that belong to the career cluster.

g. Click an occupation name to view the Occupation Overview.

Note: To view the assessment in Spanish, click the En Español button.

To listen to an audio reading of a question, click the arrow “play” icon located to the left of the question.

Government & Nonprofit

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