Incorporating College and Career Readiness into Your School Counseling Program

8/19/2019 Incorporating College and Career Readiness into Your School Counseling Program

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INCORPORATING COLLEGE ANDCAREER READINESS INTO YOURSCHOOL COUNSELINGPROGRAMCarolyn Berger, PH.D.

Nova Southeastern University

[email protected]

mailto:[email protected]:[email protected]


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FULL PRESENTATION AVAILABLE AT:

http://bit.ly/ACA2016CCR


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Outline

■ Review of CCR Standards that should be covered in coprograms

■ Resources for Counselor Educators: Sample syllabi, texexamples, and class activities

■ Integration of CCR into Practicum & Internship experien


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Why is incorporating CCR so importa

National initiatives are bringing attention to the school counseling profession ato CCR (Reach Higher, 2014):

o First Lady’s Reach Higher initiative

o President’s North Star Goal to increase the number of college graduates

States

Workforce is changing and our students must be prepared

o By 2020, 65% of jobs in the nation will require some form of postsecondary educatEducation and the Workforce: https://cew.

georgetown.edu/publications/reports/)

o At our current rate of educational attainment, the U.S. will be short 5 million workerrequire postsecondary credentials by 2020.

https://cew.georgetown.edu/publications/reports/https://cew.georgetown.edu/publications/reports/https://cew.georgetown.edu/publications/reports/


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Why is incorporating CCR so importan

■ Improve Equity & Access

– Significant gaps for educational attainment across ethnic groups and inc(National Center for Education Statistics, 2011):

o More Asian (90%) and White (71%) students enroll in college immediately aftcomparison to Black (63%) or Hispanic (62%) students.

o While 84% of youth from high incoming families enroll in college immediatelyschool, only 55% of youth from low income families enroll

– Certain minority groups overrepresented in college majors that result in l jobs ( https://cew.georgetown.edu/cew-reports/african-american-majors/

o African Americans represent only 7% of STEM majors

o 20% of African Americans majored in human services and community organihas the second-lowest median earnings at $39,000

https://cew.georgetown.edu/cew-reports/african-american-majors/https://cew.georgetown.edu/cew-reports/african-american-majors/


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Why is incorporating CCR so important?

Research of Counselor Education programs supported the need

place more attention on equity-based CCR counseling (Perusse,Poynton, Parzych, and Goodnough, 2014)

Many Counselor Education programs have placed little focus on

college admissions process (College Board, 2010). Approximat

some School Counseling preparation programs have a CCR des

course in the program of studies.

Perusse et al. recommend that equity-based CCR counseling wiinclude all eight components outlined by the National Office of S

Counselor Advocacy (College Board, 2010).


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CCR Standards for School Counseling

■ The 2016 CACREP Standards include the Core Career Development Standards:

a. theories and models of career development, counseling, and decision making

b. approaches for conceptualizing the interrelationships among and between work, menta

relationships, and other life roles and factors

c. processes for identifying and using career, avocational, educational, occupational and linformation resources, technology, and information systems

d. approaches for assessing the conditions of the work environment on clients’ life experie

e. strategies for assessing abilities, interests, values, personality and other factors that cocareer development

f. strategies for career development program planning, organization, implementation, admand evaluation

g. strategies for advocating for diverse clients’ career and educational development and eopportunities in a global economy

h. strategies for facilitating client skill development for career, educational, and life-work pmanagement

i. methods of identifying and using assessment tools and techniques relevant to career pdecision making

j. ethical and culturally relevant strategies for addressing career development


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CCR Standards for School Counseling

■ The 2016 CACREP Standards include Entry-Level Specialty Area for School Co

5.G.):

1) Foundations

c. models of P-12 comprehensive career development

2) Contextual dimensions

b. school counselor roles in consultation with families, P-12 and postsecondary scho

community agencies

c. school counselor roles in relation to college and career readiness

3) Practice

e. use of developmentally appropriate career counseling interventions and assessme

g. strategies to facilitate school and postsecondary transitions

i. approaches to increase promotion and graduation rates

j. interventions to promote college and career readiness

k. strategies to promote equity in student achievement and college access


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Your Own State’s Standards

■ Each state also has its own standards for education that relate to CCR

■ Make sure you meet your state standards that relate to CCR as well


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Florida Standard Examples

Knowledge of career development and postsecondary opportunities

■ Demonstrate knowledge of major career development theories.

■ Identify school counseling activities related to careers.

■ Identify decision-making approaches for students in various stages of career devel

■ Demonstrate knowledge of resources, including assessments, used in career deve

■ Interpret student assessment data relevant to career development.

■ Identify appropriate activities for promoting student employability and lifelong learn

■ Demonstrate knowledge of resources that provide specific information about eductechnical career opportunities.

■ Identify ways to assist students in selecting secondary and postsecondary opportu

■ Demonstrate knowledge of sources of financial assistance for funding educationalopportunities.


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Eight Components of College andCareer Readiness Counseling

■ Developed by the National Office for School Counseling Advocacy through Board

■ The 8 components are a comprehensive, systemic approach for school couuse to inspire all students to, and prepare them for college success andopportunity—especially students from underrepresented populations

(The College Board, 2010)


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Eight Components of College and CareerReadiness Counseling

1. College Aspirations

2. Academic Planning for Collegeand Career Readiness

3. Enrichment and ExtracurricularEngagement

4. College and Career Explorationand Selection Processes

5. College and Career Asse

6. College Affordability Pla

7. College and Career AdmProcesses

8. Transition from High ScGraduation to College E


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ASCA Mindsets & BehaviorsAll standards can apply to one of three domains: Academic, Career

Social/Emotional…■ Career Development – Standards guiding school counseling pro

help students

1) understand the connection between school and the worand

2) plan for and make a successful transition from school to poeducation and/or the world of work and from job to job acrosspan.

(ASCA, 2016)


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ASCA Mindsets & Behaviors35 Standards the fall within Mindset standards or Behavior Standards

Mindset Standards1. Belief in development of whole self, including a healthy balance of mental,

social/emotional and physical well-being

2. Self-confidence in ability to succeed

3. Sense of belonging in the school environment

4. Understanding that postsecondary education and life-long learning are neceslong-term career success

5. Belief in using abilities to their fullest to achieve high-quality results and outco

6. Positive attitude toward work and learning

(ASCA, 2016)


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ASCAMindsets

&Behaviors


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NCDA Career Counseling Standards

■ NCDA’s Career Development Policy Statement

– General statements of what should be cove

within each grade level

– http://www.ncda.org/aws/NCDA/pt/fli/472

■ National Career Development Guidelines (200

– http://www.ncda.org/aws/NCDA/pt/fli/235

– Not divided up by age, very comprehensive

http://www.ncda.org/aws/NCDA/pt/fli/4728/falsehttp://www.ncda.org/aws/NCDA/pt/fli/4728/falsehttp://www.ncda.org/aws/NCDA/pt/fli/4728/falsehttp://www.ncda.org/aws/NCDA/pt/fli/23590/falsehttp://www.ncda.org/aws/NCDA/pt/fli/23590/falsehttp://www.ncda.org/aws/NCDA/pt/fli/23590/falsehttp://www.ncda.org/aws/NCDA/pt/fli/23590/falsehttp://www.ncda.org/aws/NCDA/pt/fli/4728/false


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Phew… that’s a lot to cover!

■ Blended career courses with other counseling discipl

make covering these standards challenging

■ Impossible to fit it all in one course!

■ Ideas to make covering all these standards more feas

– Revamping Career Development course

– Separate modules/activities/assignments for diffcounseling disciplines

– Imbedding CCR throughout curriculum – Ideas fo

where topics could be covered?


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Resources for Counselor Educators


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Sample Syllabi

■ NSU’s Career Development & College Planning course syllabu

http://bit.ly/nsuCCRsyllabus

■ UNF’s College & Career Readiness course syllabus:http://bit.ly/unfCCRsyllabus

■ UNF’s Career Advisement Internship course syllabus:http://bit.ly/unfCareerInternship

http://bit.ly/nsuCCRsyllabushttp://bit.ly/unfCCRsyllabushttp://bit.ly/unfCCRsyllabushttp://bit.ly/unfCareerInternshiphttp://bit.ly/unfCareerInternshiphttp://bit.ly/unfCareerInternshiphttp://bit.ly/unfCCRsyllabushttp://bit.ly/nsuCCRsyllabus


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Helpful Textbooks

General CCR Focus/Comprehensive Texts:

Curry, J. & Milsom, A. (2014). Career Counseling in P-12 Schools.

Sharf, Richard S. (2010). Applying career development theory to counseling. (5th

Texts focused on equity and access:

Savitz-Romer, M. & Bouffard, S. M. (2012). Reading, willing, and able: A developmcollege access and success.

Putnam, R. D. (2015). Our kids: the American dream in crisis.

High school focused texts:

Conley, D. T. (2010). College and career ready: Helping all students succeed beyo

Fitzpatrick, C. & Costantini, K. (2011). Counseling 21st century students for optimcareer readiness: A 9th-12th grade curriculum.

Financial Aid Focused Texts:

Chany, K. & Martz, G. (2015). Paying for college without going broke.


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Utilizing Local Resources■ Link students to local resources

– Consider businesses including banks and other employers of

graduates– Involve local universities and state/community colleges

– Involve local school counselors and district supervisors

■ Request special guests to speak about local resources

■ Possibly schedule for students to access trainings on topics such

state or district adopted CCR online programs

– Our students have attended trainings on:

■ Florida Shines: https://www.floridashines.org/

■ Student Navigator: Plan Your Future. Broward County Public Schools

■ Naviance

https://www.floridashines.org/https://www.floridashines.org/https://www.floridashines.org/


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Utilizing Local Resources

■ Look at local data compared to national average and states: http://datacenter.kidscount.org/

http://datacenter.kidscount.org/http://datacenter.kidscount.org/


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Local Resources: Sample GuestSpeakers

January 11: School District Supervisors; K-12 CareerEducation curriculum and materials used in the district

January 25: Wells Fargo-Financial Literacy; Financial Literacycurriculum and materials that are used in schools

February 1: DOE-Student Financial Assistance Office; FAFSA-challenging issues when working with 12 grade

students/families to complete FAFSA (e.g., homeless,stepfamily, one parent, independent)

February 29: School district choice programs staff;Acceleration Programs in the school district (e.g., Cambridge,IB, Early College)

March 7: Researcher to present on reStrickland reports research findings foapplication to CCR

April 4: Local state (community) colleg

postsecondary programs at Florida StaJacksonville that range from certificateprograms, associates, and four year

April 11: First Coast Manufacturing Asinternships provided through various mbusinesses in Jacksonville

April 18: CSX-Executive VP; Work-readseeks in employees and expectations

work place


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What Works Clearinghouse:College/Career Prep Guide

■ http://ies.ed.gov/ncee/wwc/topic.aspx?sid=2

http://ies.ed.gov/ncee/wwc/topic.aspx?sid=2http://ies.ed.gov/ncee/wwc/topic.aspx?sid=2http://ies.ed.gov/ncee/wwc/topic.aspx?sid=2http://ies.ed.gov/ncee/wwc/topic.aspx?sid=2


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NOSCA Guides

NOSCA’s Elementary, Middle, High School Guides:

Elementary: https://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdf

Middle: https://secure-media.collegeboard.org/digitalServices/pdf/advocacy/4382_MS_Counselor_Guide_WEB_120213.pdf

High: https://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b-

4151_HS_Counselor_Guide_web.pdf

https://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4382_MS_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4382_MS_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4382_MS_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4382_MS_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b-4151_HS_Counselor_Guide_web.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b-4151_HS_Counselor_Guide_web.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b-4151_HS_Counselor_Guide_web.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b-4151_HS_Counselor_Guide_web.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b-4151_HS_Counselor_Guide_web.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4382_MS_Counselor_Guide_WEB_120213.pdfhttps://secure-media.collegeboard.org/digitalServices/pdf/advocacy/nosca/11b-4383_ES_Counselor_Guide_WEB_120213.pdf


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NOSCA Component Activity


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World of Work ResourcesResources for Exploring the World of Work:

■ Bureau of Labor Statistics: http://www.bls.gov/k12/

■ College Board: https://www.collegeboard.org/

■ On Net On Line: www.onetonline.org

■ America’s Career InfoNet: http://www.acinet.org/acinet/

■ America’s Job Bank: http://www.AJB.dni.us/

■ Career Resource Center: http://www.careers.org/

■ Military Career Guide: http://www.militarycareers.com/

■ Occupational Outlook Handbook: http://www.bls.gov/ooh/

■ The Occupational Information Network (O*Net): http://www.doleta.gov/progr

■ My Skills-My Future: www.mynextmove.org /

http://www.bls.gov/k12/https://www.collegeboard.org/http://www.onetonline.org/http://www.acinet.org/acinet/http://www.ajb.dni.us/http://www.careers.org/http://www.militarycareers.com/http://www.bls.gov/ooh/http://www.doleta.gov/programs/onet/http://www.mynextmove.org/http://www.mynextmove.org/http://www.mynextmove.org/http://www.doleta.gov/programs/onet/http://www.bls.gov/ooh/http://www.militarycareers.com/http://www.careers.org/http://www.ajb.dni.us/http://www.acinet.org/acinet/http://www.onetonline.org/https://www.collegeboard.org/http://www.bls.gov/k12/


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World of Work Activity

Activity for Exploring the World of Work: http://bit ly/labormarketactivity

Use the resources listed above to help you work with the following student:

Emma is a 7th grade student who recently participated in a College and Career Recounseling activity in her Career & Education planning course. She took an intereexplored her personal values as they relate to her future career options. She decipursue a STEM career because she likes science and math. However, she doesn’tabout STEM careers. She has heard of engineering and thinks it sounds interestinknow what her other options are for careers in science and math.

Find a list of STEM careers and help Emma narrow it down to five that interest hethe table with the following information:

Occupation Job Outlook Median Wages Education

Required

On the job tasks S

http://bit.ly/labormarketactivityhttp://bit.ly/labormarketactivity


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Career Assessment Resources Ability & Aptitude Assessment Links

■ Armed Services Vocational Aptitude Battery (ASVAB)- grades 1hours, 8 scales of academic and vocational topics

■ Campbell Interest and Skill Survey (CISS)- interests and skillsage 15+, 30 minutes

■ Differential Aptitude Test (DAT)- 8 aptitudes, 3 hours, 2 forms12

■ Self-Directed Search (SDS)- interests and skills aligned with Hcodes, 20 minutes, MS & HS grades

http://official-asvab.com/counselors.htmhttp://official-asvab.com/counselors.htmhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://www.pearsonclinical.com/talent/products/100000364/differential-aptitude-tests-for-personnel-and-career-assessment-dat-dat.htmlhttp://www.pearsonclinical.com/talent/products/100000364/differential-aptitude-tests-for-personnel-and-career-assessment-dat-dat.htmlhttp://www.self-directed-search.com/http://www.self-directed-search.com/http://www.self-directed-search.com/http://www.pearsonclinical.com/talent/products/100000364/differential-aptitude-tests-for-personnel-and-career-assessment-dat-dat.htmlhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://official-asvab.com/counselors.htm


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Career Assessment Resources

Attitudes, Beliefs, & Readiness Assessment Links

■ Career Beliefs Inventory (CBI)- 96 items, grades 8-12, 5 cate(e.g. Factors that influence my decisions)

■ Career Decision Making Self-Efficacy Scale (CDSE)- long or sforms, high school, 5 broad areas (e.g., self-appraisal)

■ Career Development Inventory (CDI)- 80 items, four aspects maturity (e.g., career planning), 1 hour, high school

■ Career Thoughts Inventory (CTI)- 48 items, 3 scales (e.g.,commitment anxiety), high school

■ College Going Self-Efficacy Scale (CGSES)- 30 items, measurbeliefs about college attendance and persistence, MS and H

http://www.mindgarden.com/78-career-beliefs-inventoryhttp://www.mindgarden.com/78-career-beliefs-inventoryhttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.vocopher.org/ncda2008/data/resources/CDI%20User%20Manual.pdfhttp://www.vocopher.org/ncda2008/data/resources/CDI%20User%20Manual.pdfhttp://www4.parinc.com/Products/Product.aspx?ProductID=CTIhttp://www4.parinc.com/Products/Product.aspx?ProductID=CTIhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www.strivetogether.org/sites/default/files/images/16%20College%20Going%20Self-Efficacy%20Scale.pdfhttp://www4.parinc.com/Products/Product.aspx?ProductID=CTIhttp://www.vocopher.org/ncda2008/data/resources/CDI%20User%20Manual.pdfhttp://www.mindgarden.com/79-career-decision-self-efficacy-scalehttp://www.mindgarden.com/78-career-beliefs-inventory


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Career Assessment Resources

Interest inventories

■ Campbell Interest and Skill Survey (CISS)- see earlier slide

■ Pictorial Inventory of Careers (PIC)- watch videos to determinmuch they like a career, 22 minutes, MS and HS

■ Reading-Free Vocational Interest Inventory-2 (R-FVII2)- circle to indicate whether they like a certain occupation, 20 min, a

good with ESE students■ Self-Directed Search (SDS) see earlier slide

■ Strong Interest Inventory (SII)- based on Holland’s 6 occupatthemes, 45 minutes, ages 14+

http://www.talentassessment.com/pages/PIC/http://www.talentassessment.com/pages/PIC/http://www.pearsonclinical.com/talent/products/100000101/reading-free-vocational-interest-inventory-2.htmlhttp://www.pearsonclinical.com/talent/products/100000101/reading-free-vocational-interest-inventory-2.htmlhttp://www.pearsonclinical.com/talent/products/100000101/reading-free-vocational-interest-inventory-2.htmlhttps://www.cpp.com/products/strong/index.aspxhttps://www.cpp.com/products/strong/index.aspxhttps://www.cpp.com/products/strong/index.aspxhttp://www.pearsonclinical.com/talent/products/100000101/reading-free-vocational-interest-inventory-2.htmlhttp://www.talentassessment.com/pages/PIC/


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Career Assessment ResourcesPersonality assessment

■ Myers-Briggs Type Indicator (MBTI)- measures persacross 4 dimension: extra/introversion, sensing/intthinking/feeling, and judging/perceiving, 30 minuteschool

Values assessment

■ Life Values Inventory (LVI)- 42 items, 14 values, 20minutes, high school

http://www.myersbriggs.org/my-mbti-personality-type/http://www.myersbriggs.org/my-mbti-personality-type/http://www.lifevaluesinventory.org/http://www.lifevaluesinventory.org/http://www.lifevaluesinventory.org/http://www.myersbriggs.org/my-mbti-personality-type/


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Career Assessment ResourcesComprehensive online systems (these include differenassessments)

■ Kuder Career Planning System- replaced Florida Choicesinfo on FL Virtual Campus website

■ Career Key- based on Holland, MS and HS, take assessminterests and can then search online for occupations thamatch

■ DISCOVER- by ACT, MS and HS, UNIACT interest inventory

and values assessment (self-report), students can explooccupational info and majors

■ EXPLORE- by ACT, assesses academics and also careerinterests, grades 8-9, provided info about careers; NOTEExplore is no longer available and is being replaced by AAspire

http://www.kuder.com/product/kuder-career-planning-system/https://www.flvc.org/partner-portal/education-and-career-planning-tool-implementationhttps://www.flvc.org/partner-portal/education-and-career-planning-tool-implementationhttps://www.flvc.org/partner-portal/education-and-career-planning-tool-implementationhttp://www.careerkey.org/http://www.careerkey.org/http://www.careerkey.org/http://www.act.org/discover/http://www.act.org/discover/http://www.discoveractaspire.org/http://www.discoveractaspire.org/http://www.discoveractaspire.org/http://www.discoveractaspire.org/http://www.act.org/discover/http://www.careerkey.org/https://www.flvc.org/partner-portal/education-and-career-planning-tool-implementationhttp://www.kuder.com/product/kuder-career-planning-system/


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Career Assessment ResourcesInformal assessments- Usually no reliability/validity data

normed, often free or inexpensive– Card Sorts- cards with words or pictures and a longer desc

back- students organize cards in piles to indicate their leve

no one way for counselors to use

– Career Genograms- explore family relationships as they rel

careers/colleges and may explore employment or educatio

of relatives

– Career Style Interview (CSI)- Savickas’ Career Construction

subjective experiences help students make sense of CCR is

questions about hobbies, interests, role models, etc.

http://www.vocopher.com/CSI/CCI_workbook.pdfhttp://www.vocopher.com/CSI/CCI_workbook.pdfhttp://www.vocopher.com/CSI/CCI_workbook.pdf


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Career Assessment Assignment

Activity description:

Write a Student Career Assessment Paper which will summarize youexperiences conducting career assessments with a middle or high sstudent. The purpose of this project is for school counselor candidaapply college/career assessments, career development theories, ancurriculum planning with a student. Candidates will reflect on this exto make plans for improving their CCR counseling work.

(see http://bit.ly/nsuCCRsyllabus for more information, including a r

http://bit.ly/nsuCCRsyllabushttp://bit.ly/nsuCCRsyllabushttp://bit.ly/nsuCCRsyllabus


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CareerAssessmentActivity


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Resources for Creating a College-GoiCulture

■ PowerPoint presentation: Working Systemwide to Raise College Aspirations– http:// bit.ly/CGCpresentation

– PPT includes ideas for creating a College Going Culture in grades PK-12

■ College Board’s Creating a College Going Culture:http://www.collegeboard.com/prod_downloads/collegeed/collegeEd-create-cogoing-culture.pdf

■ 45 ways to create a CGC:http://eao.arizona.edu/sites/eao.arizona.edu/files/45ways.pdf

■ Creating a CGC for ELL students: http://www.colorincolorado.org/article/creatcollege-going-culture-english-language-learners

http://bit.ly/CGCpresentationhttp://bit.ly/CGCpresentationhttp://bit.ly/CGCpresentationhttp://www.collegeboard.com/prod_downloads/collegeed/collegeEd-create-college-going-culture.pdfhttp://www.collegeboard.com/prod_downloads/collegeed/collegeEd-create-college-going-culture.pdfhttp://www.collegeboard.com/prod_downloads/collegeed/collegeEd-create-college-going-culture.pdfhttp://eao.arizona.edu/sites/eao.arizona.edu/files/45ways.pdfhttp://eao.arizona.edu/sites/eao.arizona.edu/files/45ways.pdfhttp://www.colorincolorado.org/article/creating-college-going-culture-english-language-learnershttp://www.colorincolorado.org/article/creating-college-going-culture-english-language-learnershttp://www.colorincolorado.org/article/creating-college-going-culture-english-language-learnershttp://www.colorincolorado.org/article/creating-college-going-culture-english-language-learnershttp://www.colorincolorado.org/article/creating-college-going-culture-english-language-learnershttp://eao.arizona.edu/sites/eao.arizona.edu/files/45ways.pdfhttp://www.collegeboard.com/prod_downloads/collegeed/collegeEd-create-college-going-culture.pdfhttp://bit.ly/CGCpresentation


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College-Going Culture SampleAssignment

■ This activity will help you synthesize much of what we have read, heard, reseaexperienced, and discussed throughout this course about college and career Creating a college-going culture is planned intentionally and thoughtfully, witsupport efforts. You will want to use references to support your responses, astyle for the body of text and reference page.

■ Select a level (elementary, middle or high school). Appoint yourself the schoothe school level you select. (Congratulations on your position!) Craft a college

program for your school. Structuring the program by grade level with appropriawill be a helpful organizer. You will want to cite literature that supports what yand the rationale for why your plan will create a CG Culture. As part of the CG sure your program is culturally competent and includes families of your stude

(see syllabus: http://bit.ly/unfCCRsyllabus)

http://bit.ly/unfCCRsyllabushttp://bit.ly/unfCCRsyllabushttp://bit.ly/unfCCRsyllabus


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Resources for Helping Students Choa College

■ College Board: https://bigfuture.collegeboard.org/find-colleges/how-find-your-c

■ NCES: https://nces.ed.gov/collegenavigator /

■ State resources: http://www.flbog.edu / (FL State University Systems)

■ Petersons: https://www.petersons.com/college-search/how-to-choose-a-college

■ ACT: http://www.actstudent.org/college/choosing.html

■ College Scorecard: https://collegescorecard.ed.gov /

■ NACAC: http://www.nacacnet.org/studentinfo/articles/Pages/Before-You-Apply.

https://bigfuture.collegeboard.org/find-colleges/how-find-your-college-fithttps://bigfuture.collegeboard.org/find-colleges/how-find-your-college-fithttps://nces.ed.gov/collegenavigator/https://nces.ed.gov/collegenavigator/http://www.flbog.edu/http://www.flbog.edu/https://www.petersons.com/college-search/how-to-choose-a-college.aspxhttps://www.petersons.com/college-search/how-to-choose-a-college.aspxhttp://www.actstudent.org/college/choosing.htmlhttp://www.actstudent.org/college/choosing.htmlhttps://collegescorecard.ed.gov/https://collegescorecard.ed.gov/http://www.nacacnet.org/studentinfo/articles/Pages/Before-You-Apply.aspxhttp://www.nacacnet.org/studentinfo/articles/Pages/Before-You-Apply.aspxhttp://www.nacacnet.org/studentinfo/articles/Pages/Before-You-Apply.aspxhttps://collegescorecard.ed.gov/http://www.actstudent.org/college/choosing.htmlhttps://www.petersons.com/college-search/how-to-choose-a-college.aspxhttp://www.flbog.edu/https://nces.ed.gov/collegenavigator/https://bigfuture.collegeboard.org/find-colleges/how-find-your-college-fit


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Activity: Helping Student Choose aCollege

Sample case scenario for class discussion activity:

You are working with a 10th grade student named Alejandra whose family emigrated frwhen she was three years old. Alejandra is a citizen of the U.S.; however, no one in her gone to college in the U.S. and her family does not understand the U.S. college system Alejandra states that her family will not let her move away from home until she is marristrongly connected to her family and is concerned that going to college will separate hefamily. Alejandra does not know what she wants to major in, but she is interested in a immigration attorney.

This student needs help deciding on colleges where she should apply. Utilize Savitz & B4) plus website resources in this week’s Blackboard module to help you discuss this topeers. In your discussion, answer the following questions:

1) How can you help this student deal with her identify conflicts as it relates to going t

2) How would you help the student narrow down her top college choices?


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Resources for Specific Populations

■ LGBTQ Friendly Colleges & Student Resources:http://www.affordablecollegesonline.org/lgbtq-college-student-guide/

■ Hispanic Student Resources:

■ Financial Aid resources for Hispanic students

■ Hispanic Scholarship Fund

■ Online guide for Hispanic students: affordability

■ Hispanic Assn of Colleges & Universities

■ HISPA

http://www.affordablecollegesonline.org/lgbtq-college-student-guide/http://www.gocollege.com/financial-aid/college-grants/hispanic.htmlhttp://www.gocollege.com/financial-aid/college-grants/hispanic.htmlhttps://hsf.net/https://hsf.net/http://www.affordablecollegesonline.org/spotlight/making-college-affordable-online-guide-for-hispanic-students/http://www.affordablecollegesonline.org/spotlight/making-college-affordable-online-guide-for-hispanic-students/http://www.hacu.net/hacu/Overview_of_HACU_Programs.asphttp://www.hacu.net/hacu/Overview_of_HACU_Programs.asphttp://www.hispa.org/?q=node/1http://www.hispa.org/?q=node/1http://www.hispa.org/?q=node/1http://www.hacu.net/hacu/Overview_of_HACU_Programs.asphttp://www.affordablecollegesonline.org/spotlight/making-college-affordable-online-guide-for-hispanic-students/https://hsf.net/http://www.gocollege.com/financial-aid/college-grants/hispanic.htmlhttp://www.affordablecollegesonline.org/lgbtq-college-student-guide/


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■ African American Student Resources:

■ HBCU list■ HBCU Network

■ Scholarships

■ Resources for African American students (and other underrepresented po

■ Look into local programs- examples include: Trio, Upward Bound,

■ Rites of Passage- youth development program

– Example program in NYC

– Link to article about ROP

http://www.edonline.com/http://www.edonline.com/http://www.hbcunetwork.com/http://www.hbcunetwork.com/https://www.unigo.com/pay-for-college/scholarships/scholarship-resources-for-african-american-studentshttps://www.unigo.com/pay-for-college/scholarships/scholarship-resources-for-african-american-studentshttp://www.globaled.us/plato/resources.htmlhttp://www.globaled.us/plato/resources.htmlhttp://brotherhood-sistersol.org/programs/rites-of-passage-programhttp://brotherhood-sistersol.org/programs/rites-of-passage-programhttp://afrocentric.info/PDFfolder/RoPPrgms_FstrResilienceAfAmStdnts.pdfhttp://afrocentric.info/PDFfolder/RoPPrgms_FstrResilienceAfAmStdnts.pdfhttp://afrocentric.info/PDFfolder/RoPPrgms_FstrResilienceAfAmStdnts.pdfhttp://brotherhood-sistersol.org/programs/rites-of-passage-programhttp://www.globaled.us/plato/resources.htmlhttps://www.unigo.com/pay-for-college/scholarships/scholarship-resources-for-african-american-studentshttp://www.hbcunetwork.com/http://www.edonline.com/


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■ Native American Student Resources:

■ Striving to Achieve (NCSL Publication)

■ Scholarships/grants

■ Know about financial aid opportunities

■ American Indian College Fund

■ Native American Student Advocacy Institute (College Board)

http://www.ncsl.org/research/state-tribal-institute/striving-to-achieve-helping-native-american-stude.aspxhttp://www.ncsl.org/research/state-tribal-institute/striving-to-achieve-helping-native-american-stude.aspxhttp://www.gocollege.com/financial-aid/college-grants/native-american.htmlhttp://www.gocollege.com/financial-aid/college-grants/native-american.htmlhttp://www.finaid.org/otheraid/natamind.phtmlhttp://www.finaid.org/otheraid/natamind.phtmlhttp://www.collegefund.org/http://www.collegefund.org/https://nasai.collegeboard.org/https://nasai.collegeboard.org/https://nasai.collegeboard.org/http://www.collegefund.org/http://www.finaid.org/otheraid/natamind.phtmlhttp://www.gocollege.com/financial-aid/college-grants/native-american.htmlhttp://www.ncsl.org/research/state-tribal-institute/striving-to-achieve-helping-native-american-stude.aspx


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■ Exceptional Student Education Student Resources:

– Find programs supported by local colleges/universities■ Example: USF’s Stages program

– Connect students with disabilities offices at postsecondary inBroward College )

– Educate students on rights and responsibilities ( see article a

– List of helpful websites

– Career Guidance & Exploration Links

http://www.coedu.usf.edu/main/stages/stages.htmlhttp://www.coedu.usf.edu/main/stages/stages.htmlhttp://www.broward.edu/studentresources/disability/Pages/default.aspxhttp://www2.ed.gov/about/offices/list/ocr/transition.htmlhttp://www.ncset.org/websites/postsecondary.asphttp://www.ncset.org/websites/postsecondary.asphttp://www.ncset.org/topics/career/practices.asp?topic=1http://www.ncset.org/topics/career/practices.asp?topic=1http://www.ncset.org/topics/career/practices.asp?topic=1http://www.ncset.org/websites/postsecondary.asphttp://www2.ed.gov/about/offices/list/ocr/transition.htmlhttp://www.broward.edu/studentresources/disability/Pages/default.aspxhttp://www.coedu.usf.edu/main/stages/stages.html


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■ English Language Learners

– NYC Resources for ELL– Create a College Going Culture for ELL Students

■ Undocumented students

– http://sites.ed.gov/hispanic-initiative/graduate-financial-aid-guide-to-su

– http://www.thedream.us/

– Florida Immi grant Coalition

– Broward College Out-of-State Fee Waiver – Finaid.org link

– College Board link

– Big Future (College Board) link - see resources at bottom of page

– US News article

http://schools.nyc.gov/NR/rdonlyres/2F18A225-A859-4261-B6AA-E373C5A7F567/0/050713_OELLhandbook.pdfhttp://schools.nyc.gov/NR/rdonlyres/2F18A225-A859-4261-B6AA-E373C5A7F567/0/050713_OELLhandbook.pdfhttp://www.colorincolorado.org/article/28915/http://www.colorincolorado.org/article/28915/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/https://www.broward.edu/admissions/Documents/Out%20of%20state%20tuition%20waiver%20FAQs.pdfhttps://www.broward.edu/admissions/Documents/Out%20of%20state%20tuition%20waiver%20FAQs.pdfhttp://www.finaid.org/otheraid/undocumented.phtmlhttp://www.finaid.org/otheraid/undocumented.phtmlhttps://professionals.collegeboard.com/guidance/financial-aid/undocumented-studentshttps://professionals.collegeboard.com/guidance/financial-aid/undocumented-studentshttps://bigfuture.collegeboard.org/get-started/for-undocumented-students/questions-and-answers-about-paying-for-collegehttps://bigfuture.collegeboard.org/get-started/for-undocumented-students/questions-and-answers-about-paying-for-collegehttp://www.usnews.com/education/best-colleges/paying-for-college/articles/2014/08/15/how-immigrants-without-legal-status-can-pay-for-collegehttp://www.usnews.com/education/best-colleges/paying-for-college/articles/2014/08/15/how-immigrants-without-legal-status-can-pay-for-collegehttp://www.usnews.com/education/best-colleges/paying-for-college/articles/2014/08/15/how-immigrants-without-legal-status-can-pay-for-collegehttps://bigfuture.collegeboard.org/get-started/for-undocumented-students/questions-and-answers-about-paying-for-collegehttps://professionals.collegeboard.com/guidance/financial-aid/undocumented-studentshttp://www.finaid.org/otheraid/undocumented.phtmlhttps://www.broward.edu/admissions/Documents/Out%20of%20state%20tuition%20waiver%20FAQs.pdfhttp://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://floridaimmigrant.org/our-work/education-immigrant-youth/in-state-tuition/http://www.colorincolorado.org/article/28915/http://schools.nyc.gov/NR/rdonlyres/2F18A225-A859-4261-B6AA-E373C5A7F567/0/050713_OELLhandbook.pdf


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Resources for Specific PopulationsResources for girls/women:

■ Successful women engineers■ STEM careers link – see info related to girls

■ See a lot of great links on the White House’s page for Women in STEM

■ Tips for encouraging girls to pursue STEM careers

■ Resources for encouraging girls to pursue STEM

■ Women of tomorrow

http://www.businessinsider.com/most-powerful-women-engineers-in-2015-2015-5?op=1http://www.businessinsider.com/most-powerful-women-engineers-in-2015-2015-5?op=1http://stemcareer.com/tag/girls/http://stemcareer.com/tag/girls/http://stemcareer.com/tag/girls/http://stemcareer.com/tag/girls/http://stemcareer.com/tag/girls/https://www.whitehouse.gov/administration/eop/ostp/womenhttp://www.girlsinc.org/resources/tips-encouraging-girls-stem.htmlhttp://www.girlsinc.org/resources/tips-encouraging-girls-stem.htmlhttp://www.informationweek.com/strategic-cio/it-strategy/12-stem-resources-for-young-women/d/d-id/1297790http://www.informationweek.com/strategic-cio/it-strategy/12-stem-resources-for-young-women/d/d-id/1297790http://www.womenoftomorrow.org/http://www.womenoftomorrow.org/http://www.womenoftomorrow.org/http://www.informationweek.com/strategic-cio/it-strategy/12-stem-resources-for-young-women/d/d-id/1297790http://www.girlsinc.org/resources/tips-encouraging-girls-stem.htmlhttps://www.whitehouse.gov/administration/eop/ostp/womenhttp://stemcareer.com/tag/girls/http://www.businessinsider.com/most-powerful-women-engineers-in-2015-2015-5?op=1


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Activity/Discussions for Working witSpecific Populations

■ What are some things you would need to do to make sure you’re meeting t

of minority, at-risk, and underserved populations as it relates to CCR?

■ Choose a specific population discussed. Partner with a peer and come up for interventions that will help target CCR needs of these students.


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Financial Aid Resources

■ http://www.financialaidtoolkit.ed.gov/tk/resources.jsp

■ http://www.finaid.org /■ https://fafsa.ed.gov /

■ http://www.fastweb.com /

■ http://collegecost.ed.gov/netpricecenter.aspx

■ http://sites.ed.gov/hispanic-initiative/graduate-financial-aid-guide-to-succ

http://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.financialaidtoolkit.ed.gov/tk/resources.jsphttp://www.finaid.org/http://www.finaid.org/http://www.finaid.org/https://fafsa.ed.gov/https://fafsa.ed.gov/https://fafsa.ed.gov/http://www.fastweb.com/http://www.fastweb.com/http://www.fastweb.com/http://collegecost.ed.gov/netpricecenter.aspxhttp://collegecost.ed.gov/netpricecenter.aspxhttp://collegecost.ed.gov/netpricecenter.aspxhttp://sites.ed.gov/hispanic-initiative/graduate-financial-aid-guide-to-success/http://sites.ed.gov/hispanic-initiative/graduate-financial-aid-guide-to-success/http://sites.ed.gov/hispanic-initiative/graduate-financial-aid-guide-to-success/http://collegecost.ed.gov/netpricecenter.aspxhttp://www.fastweb.com/https://fafsa.ed.gov/http://www.finaid.org/http://www.financialaidtoolkit.ed.gov/tk/resources.jsp


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Financial Aid:Guest Speakers & Field Experiences

■ See local resources/guest speakers slide

■ Field experiences to help students learn aboutfinancial aid

– http://bit.ly/unfFinAidexperiences

– http://bit.ly/unfCCRexperiences

http://bit.ly/unfFinAidexperienceshttp://bit.ly/unfFinAidexperienceshttp://bit.ly/unfFinAidexperienceshttp://bit.ly/unfCCRexperienceshttp://bit.ly/unfCCRexperienceshttp://bit.ly/unfCCRexperienceshttp://bit.ly/unfCCRexperienceshttp://bit.ly/unfFinAidexperiences


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Extracurricular Resources

■ College Board article on extracurricular activities:https://bigfuture.collegeboard.org/get-started/outsidclassroom/extracurriculars-matter-to-you-and-to-colle

■ Huffpost College Article: What Do Colleges Want?http://www.huff ingtonpost.com/marjorie-hansen-shaevitz/extra-curricular-activities-college-admission_b_3040217.html

https://bigfuture.collegeboard.org/get-started/outside-the-classroom/extracurriculars-matter-to-you-and-to-collegeshttps://bigfuture.collegeboard.org/get-started/outside-the-classroom/extracurriculars-matter-to-you-and-to-collegeshttps://bigfuture.collegeboard.org/get-started/outside-the-classroom/extracurriculars-matter-to-you-and-to-collegeshttp://www.huffingtonpost.com/marjorie-hansen-shaevitz/extra-curricular-activities-college-admission_b_3040217.htmlhttp://www.huffingtonpost.com/marjorie-hansen-shaevitz/extra-curricular-activities-college-admission_b_3040217.htmlhttp://www.huffingtonpost.com/marjorie-hansen-shaevitz/extra-curricular-activities-college-admission_b_3040217.htmlhttp://www.huffingtonpost.com/marjorie-hansen-shaevitz/extra-curricular-activities-college-admission_b_3040217.htmlhttp://www.huffingtonpost.com/marjorie-hansen-shaevitz/extra-curricular-activities-college-admission_b_3040217.htmlhttps://bigfuture.collegeboard.org/get-started/outside-the-classroom/extracurriculars-matter-to-you-and-to-colleges


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Transitioning Resources

Elementary to Middle School: GA Guide: https://www.gadoe.org/School-Improvement/Federal-

Programs/Documents/Parent%20Engagement/Final%20Middle%20Sch

tion%20Toolkit.pdf

NASP Article:

http://www.nppsd.org/vimages/shared/vnews/stories/525d81ba96ee9/

%20Transition%20from%20Eleemntary%20to%20Middle%20School.pdf

NC guide:http://crocscounselorconnection.weebly.com/uploads/8/2/9/9/829945

_guide_6_graders.pdf

http://pbskids.org/itsmylife/school/middleschool /

https://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdfhttps://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdfhttps://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdfhttps://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdfhttps://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdfhttp://www.nppsd.org/vimages/shared/vnews/stories/525d81ba96ee9/Tr%20-%20Transition%20from%20Eleemntary%20to%20Middle%20School.pdfhttp://www.nppsd.org/vimages/shared/vnews/stories/525d81ba96ee9/Tr%20-%20Transition%20from%20Eleemntary%20to%20Middle%20School.pdfhttp://www.nppsd.org/vimages/shared/vnews/stories/525d81ba96ee9/Tr%20-%20Transition%20from%20Eleemntary%20to%20Middle%20School.pdfhttp://crocscounselorconnection.weebly.com/uploads/8/2/9/9/8299455/transition_guide_6_graders.pdfhttp://crocscounselorconnection.weebly.com/uploads/8/2/9/9/8299455/transition_guide_6_graders.pdfhttp://crocscounselorconnection.weebly.com/uploads/8/2/9/9/8299455/transition_guide_6_graders.pdfhttp://pbskids.org/itsmylife/school/middleschool/http://pbskids.org/itsmylife/school/middleschool/http://pbskids.org/itsmylife/school/middleschool/http://pbskids.org/itsmylife/school/middleschool/http://crocscounselorconnection.weebly.com/uploads/8/2/9/9/8299455/transition_guide_6_graders.pdfhttp://www.nppsd.org/vimages/shared/vnews/stories/525d81ba96ee9/Tr%20-%20Transition%20from%20Eleemntary%20to%20Middle%20School.pdfhttps://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdf


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Transitioning Resources

■ Middle School to High School

– NC guide:http://ashle ymmatthews.weebly.com/uploads/2/9/6/6/2966646/tran

e_8th_graders.pdf

– National HS Guide: http://files.eric.ed.gov/fulltext/ED501073.pdf

■ High School to College

– College Board website: https://bigfuture.collegeboard.org/find-colleges

life■ Summer Melt (10-20% students who are accepted never enroll; most low income)

– http://sdp.cepr.harvard.edu/files/cepr-sdp/files/sdp-summer-melt-hand

– http://blog.ed.gov/2013/07/summer-melt/

http://ashleymmatthews.weebly.com/uploads/2/9/6/6/2966646/transition_guide_8th_graders.pdfhttp://ashleymmatthews.weebly.com/uploads/2/9/6/6/2966646/transition_guide_8th_graders.pdfhttp://ashleymmatthews.weebly.com/uploads/2/9/6/6/2966646/transition_guide_8th_graders.pdfhttp://files.eric.ed.gov/fulltext/ED501073.pdfhttp://files.eric.ed.gov/fulltext/ED501073.pdfhttps://bigfuture.collegeboard.org/find-colleges/campus-lifehttps://bigfuture.collegeboard.org/find-colleges/campus-lifehttps://bigfuture.collegeboard.org/find-colleges/campus-lifehttps://bigfuture.collegeboard.org/find-colleges/campus-lifehttp://sdp.cepr.harvard.edu/files/cepr-sdp/files/sdp-summer-melt-handbook.pdfhttp://sdp.cepr.harvard.edu/files/cepr-sdp/files/sdp-summer-melt-handbook.pdfhttp://sdp.cepr.harvard.edu/files/cepr-sdp/files/sdp-summer-melt-handbook.pdfhttp://blog.ed.gov/2013/07/summer-melt/http://blog.ed.gov/2013/07/summer-melt/http://blog.ed.gov/2013/07/summer-melt/http://sdp.cepr.harvard.edu/files/cepr-sdp/files/sdp-summer-melt-handbook.pdfhttps://bigfuture.collegeboard.org/find-colleges/campus-lifehttp://files.eric.ed.gov/fulltext/ED501073.pdfhttp://ashleymmatthews.weebly.com/uploads/2/9/6/6/2966646/transition_guide_8th_graders.pdf


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Sharing Out…

■ What are some creative and innovative ways you cover CCR inprogram?


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Summary

■ There are a LOT of helpful resources!

■ Important to consider how you will structure your program to cover CCR, animbed these resources throughout your curriculum

■ Don’t stop at a CCR course; consider imbedding in classes like Multicultur

Exceptional Students, Prac/Internship, and more

■ Please contact me with questions at [email protected]

References

mailto:[email protected]:[email protected]


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References■ American School Counselor Association (2016). ASCA Mindsets and Behaviors. ASCA: Alexa

■ Carnevale, A.P., Smith, N., & Strohl, J. (June 2010). Help wanted: Projections of jobs and edrequirements through 2018. Washington, DC: Georgetown University Center on Education a

Workforce

■ Chany, K. & Martz, G. (2015). Paying for college without going broke. Natick, MA: The Prince

■ The College Board (2010). The College Board National Office for School Counselor Advocacycomponents of college and career readiness counseling. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_1111

■ Conley, D. T. (2010). College and career ready: Helping all students succeed beyond high scFrancisco: Jossey-Bass.

■ Curry, J. & Milsom, A. (2014). Career Counseling in P-12 Schools. New York, NY: Springer P

■ Fitzpatrick, C. & Costantini, K. (2011). Counseling 21st century students for optimal collegereadiness: A 9th-12th grade curriculum. New York, NY: Taylor & Francis.

■ Putnam, R. D. (2015). Our kids: the American dream in crisis. New York, NY: Simon & Schus

■ Savitz-Romer, M. & Bouffard, S. M. (2012). Reading, willing, and able: A developmental appaccess and success. Cambridge, MA: Harvard Education Press.

■ Sharf, Richard S. (2010). Applying career development theory to counseling. (5th ed.). BelmThomson Brooks/Cole.

Thank you for coming!!


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Thank you for coming!!

■ Full presentation accessible at:

http://bit ly/ACA2016CCR

Feel free to contact Carolyn Berger at [email protected]