Opening & Greetings

Opening & Greetings Joseph Wharff School Counseling Specialist Virginia Department of Education (VDOE)

Opening & Greetings Paula Fisher Robinson Assistant Director of College Access & PK12 Outreach State Council of Higher Education for Virginia (SCHEV)

Strengthening Communications between K12 and Higher Education New webpage! K12 and College Access Professionals www.schev.edu/Professionals

Opening & Greetings Virginia School Counselor Association (VSCA) Region 4 Representative Erin Hurley Fairfax County

Agenda & Discussion • Profile of a Virginia Graduate • Implications for School Counselors • New Graduation Requirements • 2018 and Beyond • Career Development Resources • Academic and Career Plan Portfolio (ACPP) • The Virginia Education Wizard – Rachel Angel • Military Interstate Compact • Utilizing a Data-Driven School Counseling Program • Action Planning

Learning Outcomes • Participants will learn about the Profile of Virginia Graduate and expectations for student success • Participants will understand new K-12 graduation requirements including credit accommodations and available resources • Participants will understand the Military Interstate Compact and flexibilities for military students in Virginia • Participants will understand data-driven, comprehensive and developmental school counseling programs • Participants will create a S.M.A.R.T. goal based on school/division data

Profile of a Virginia Graduate HOW!! WHAT WHY WHEN

Profile of a Virginia Graduate Profile of a Virginia Graduate

“Profile of a Virginia Graduate” Current Graduation Requirements • Include only academic expectations • Earning “credits” by completing courses • Completing “verified credits” through SOL Exams • Students are expected to show they have acquired knowledge • Colleges and employers noted “gaps” in these graduates

Reforming Expectations for High School Graduation • The Virginia Board of Education has reformed graduation requirements to respond to those gaps and better prepare students for expectations in the 21st century to create: • Smoother transitions to “what comes next” after high school • An awareness that “content knowledge” alone is not sufficient • Stronger alignment with future projection of workforce needs • Student experiences in higher order thinking and problem-solving

Workforce Needs • Based on multiple meetings with the Virginia Chamber of Commerce and the Virginia Business Council: • “Middle Skills” (technical, skilled labor) • “Soft Skills” (communication, collaboration, creative problem-solving…..)

Workforce Credentials • For every one job that requires an advanced degree, • there are two jobs that require a bachelor’s degree, • and seven jobs that require postsecondary training that leads to an associate’s degree or industry-recognized credential beyond a high school diploma but not a four-year degree. BLS Occupational Handbook; Grey & Herr, (2006) Other Ways to Win: Creating Alternatives for High School Graduates. Thousand Oaks: Corwin Press.

New Approach to Workforce Connections • “College ready” varies with college targeted • Implies college is not connected to career • Graduation becomes one step in a “Plan” to explore and select a career pathway – regardless of what the “Next Step” is immediately after high school Career Pathways replace the former goal of “College and Career Ready”

The State Board Identified Priority Areas for Profile of a Graduate • EXPANDthe use of performance assessments and REDUCEthe number of credits verified by SOL tests • INCREASEinternships and work-based learning experiences • INCREASEcareer exposure, exploration, and planning • EMPHASIZEthe “5 Cs” (critical thinking, creative thinking, collaboration, communication, and citizenship)

In Virginia, the Life-ready Individual will, During His or Her K-12 Educational Experience: CONTENT KNOWLEDGE Achieve and apply appropriate academic and technical knowledge Attain and demonstrate productive workplace skills, qualities, and behaviors • Elementary Exposure • Middle Exploration • HS Focus on Career Clusters • Aligned Program of Study • Multiple Pathways • “WHAT” Students Need to Know • Different Types of Assessments • Blended Content • 5 C’s Approach • Connections to Real World Issues • All Students • Transitions from School to Worksite • Continuum of Options • More than Learning About • Work on a Real World Community Problem • Research and Present • Capstone Project CAREER PLANNING WORKPLACE SKILLS COMMUNITY & CIVIC RESPONSIBILITY Align knowledge, skills, and personal interests with career opportunities Build connections and value for interactions with diverse communities

In Virginia, the Life-ready Individual will, During His or Her K-12 Educational Experience: CONTENT KNOWLEDGE Achieve and apply appropriate academic and technical knowledge Attain and demonstrate productive workplace skills, qualities, and behaviors CAREER PLANNING WORKPLACE SKILLS School Counselors COMMUNITY & CIVIC RESPONSIBILITY Align knowledge, skills, and personal interests with career opportunities Build connections and value for interactions with diverse communities

In Virginia, the Life-ready Individual will, During His or Her K-12 Educational Experience: CONTENT KNOWLEDGE Achieve and apply appropriate academic and technical knowledge Attain and demonstrate productive workplace skills, qualities, and behaviors Academic Career Social-Emotional CAREER PLANNING WORKPLACE SKILLS COMMUNITY & CIVIC RESPONSIBILITY Align knowledge, skills, and personal interests with career opportunities Build connections and value for interactions with diverse communities

SOA Graduation Requirements 2018 Freshman & Beyond Standard Diploma Advanced Studies Diploma Applied Studies Diploma

Standard Diploma First-time ninth graders 2018-2019 and beyond

Advanced Studies Diploma: First-time ninth graders 2018-2019 and beyond

Applied Studies Diploma Complete the requirements of their IEPs Do not meet the requirements for other diplomas Receive services through age 21 Requirements:

Applied Studies Diploma • The Applied Studies Curriculum Map consists of a Guide and six domains that outline skills and competencies that IEP teams can use to identify the need for additional instruction to assist students in meeting their postsecondary goals. • The domains include: • English • Mathematics • Science • History and Social Science • Employment • Independent Living • The Applied Studies Curriculum Map provides a guide that teachers, students, families, and other team members can use to identify skills that will have a direct impact on the student achieving their postsecondary goals.

SOA Graduation Requirements 2018 Freshman & Beyond • https://law.lis.virginia.gov/admincode/title8/agency20/chapter131/ • Verified Credits (5) • Locally Awarded Verified Credits (one in any) • AP, IB, Honors, Industry Cert. – Standard & Advanced • Demonstration of the 5 C’s • Authentic Performance Assessments • Academic and Career Plan Portfolio (ACPP) • Interest Inventory/Career Investigations Course/ACP • Credit Accommodations

Verified Credits • “Students may earn verified units of credit in any courses for which end-of-course SOL tests are available. Students shall not be required to take an end-of-course SOL test in an academic subject after they have earned the number of verified credits required for that academic content area for graduation, unless such test is necessary in order for the school to meet federal accountability requirements.” • This is also in place for currents students 10-12 next year and beyond.

Verified Credits Verified credits earned by students taking high school courses in middle school do count towards graduation requirements. Federal Requirements Graduation Requirements

SOA Graduation Requirements 2018 Freshman & Beyond • https://law.lis.virginia.gov/admincode/title8/agency20/chapter131/ • Verified Credits (5) • Locally Awarded Verified Credits (one in any) • Current Students- Three LAVC’s (any) - PROPOSED • AP, IB, Honors, Industry Cert. – Standard & Advanced • Demonstration of the 5 C’s • Authentic Performance Assessments • Academic and Career Plan Portfolio (ACPP) • Interest Inventory/Career Investigations Course/ACP • Credit Accommodations

Current Students- Three LAVC’s (any) “a. Students who enter the ninth grade for the first time prior to the 2018-2019 school year and do not pass SOL tests in English, mathematics, science or history and social science may receive locally awarded verified credits from the local school board in accordance with criteria established in guidelines adopted by the board. Credit accommodations for students with disabilities may be used to confer locally awarded verified credits as provided in 8VAC20-131-50 B 3.”

AP, IB, Honors, Industry Certification Standard & Advanced “In accordance with the Standards of Quality, students shall either (i) complete an Advanced Placement, honors, or International Baccalaureate course, or (ii) earn a career and technical education credential approved by the board, except when a career and technical education credential in a particular subject area is not readily available or appropriate or does not adequately measure student competency, in which case the student shall receive satisfactory competency-based instruction in the subject area to satisfy the standard diploma requirements.”

Demonstration of the 5 C’s • / “Students shall acquire and demonstrate foundational skills in critical thinking, creative thinking, collaboration, communication, and citizenship in accordance with the Profile of a Virginia Graduate approved by the board.”

Authentic Performance Assessments “A "verified unit of credit" or "verified credit" is a credit awarded for a course in which a student earns a standard unit of credit and” – “(iv) meets the criteria for the receipt of a verified credit for history and social science by demonstrating mastery of the content of the associated course on an authentic performance assessment, as provided in 8VAC20-131-110 B 4.”

Academic and Career Plan Portfolio “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.”

Career Investigation Course “Each middle school shall provide a course in career investigation in accordance with the provisions of 8VAC20-131-140. School divisions may seek alternate means of delivering the career investigation course provided it is equivalent in content and rigor and provides the foundation for a student to develop their Academic and Career Plans as described in 8VAC20-131-140.B.2. Possible alternative means to deliver the career investigation course could include, but not be limited to: online methods, middle school exploratory course options, and delivering the course content through other courses.”

Academic and Career Development K-12 Continuum • Elementary School • Awareness & Exploration • Students will begin the development of an Academic and Career Plan Portfolio • Career Cluster(s) AP/IB/Honors CTE Work Based Experiences Performance Assessments Industry Certifications Interest Inventory Career Investigations Curriculum Career Pathway • Middle School • Development & Planning • Each middle school shall provide a course in career investigation. • Interest Inventory • Career Pathway • Begin development of a personal Academic and Career Plan for each seventh-grade student. • Program of Study • Postsecondary • Career • Elementary • Middle • High Academic and Career Plan Program of Study Postsecondary Career Pathway Academic and Career Plan Portfoilo Career Cluster • High School • Focus & Experiences • Rigorous & Focused Courses • Work Based Experiences • Postsecondary Credentials

Credit Accommodations Additional pathways for students to earn credits required to graduate with a standard diploma

Accommodation Categories Assessments Locally Awarded Verified Credit Coursework

Locally Awarded Verified Credits Students Must: Pass the High School course Score within 375-399 on SOL test after taking it twice Demonstrate achievement in academic content through appeal process

Opening & Greetings