84th Annual ConventionSouth Carolina PTA

April 28, 2007

EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005

Now is the time to prepare South Carolina students to compete in

a global economy

“When I was growing up, my parents used to say to me,

‘Tom, finish your dinner. People in China and India are starving.’

Today I tell my girls, ‘Finish your homework.

People in China and India are starving for your jobs.’”

–Thomas L. Friedman, The World Is Flat: A Brief History of the Twenty-First Century

The realities of global competition have hit hard in South Carolina

• 4,300 manufacturing jobs in South Carolina have been cut since 20051

• 50% of textile jobs in South Carolina have been lost since 20012

• 44% of U.S. textile jobs have been lost to overseas competition since 19963

1Wee, G. and Hirsch, D. The Charlotte Observer. June 15, 2006.2Healy, B. The Spartanburg Herald-Journal. May 20, 2006.3DuPlessis, J. The State. June 17, 2006.

With the rise of globalization and the low number of higher wage jobs, two gaps

have developed in South Carolina

The first is the alarming

gap between the state’s

per capita income as

compared to the rest

of the nation and

neighboring states.

12005 American Community Survey, U.S. Census Bureau.

$19,000

$20,000

$21,000

$22,000

$23,000

$24,000

$25,000

$26,000

Per Capita Income

United States

Georgia

North Carolina

South Carolina

With the rise of globalization and the low number of higher wage jobs, two gaps

have developed in South Carolina

Another gap exists

between the

knowledge and skills

our workforce

possesses and the

requirements of

available jobs in the

future.

*1998–1999 State Department of Education Special Survey.**Judy, R.W., D’Amico, C., and Geipel, G.L. Workforce 2020: Work and Workers in the 21st Century.

If 85% of jobs require education or training beyond high school, then South Carolina

students must be provided with:

• Exposure to the entire range of professional opportunities that exist

• Programs to help them choose classroom courses relevant to their aspirations and abilities

• Ongoing guidance and support from educators, counselors and parents or parental designees

• Experiential interaction with professionals in their chosen fields to understand job requirements and employer expectations

Solution…

To achieve statewide prosperity, South Carolina’s students must graduate at higher rates with education plans that prepare them to compete in the global economy.

Through the Education and Economic Development Act of 2005, students have the best possible chance for success — their own Personal Pathways to Success.

Personal Pathways to Success empowers youth by making education relevant to their aspirations

and abilities, promising a better economy and quality of life for everyone in South Carolina.

EEDAPersonal Pathways To Success

• At-risk initiatives • School reform model • Clusters of Study/Majors• Annual IGP conferences• Parental involvement• Rigor and relevance of coursework• Extended learning opportunities• Articulation agreements/dual enrollment• Seamless K-16 transition• Regional Education Centers

Through Personal Pathways to Success, all students will have the resources

to identify, explore and attain their career and employment goals

In elementary school… In middle school… In high school…

Students will learn about a variety of professions through career awareness activities.

Students will explore careers to identify clusters of study relevant to their aspirations and abilities.

Students will experience a variety of professional opportunities through job shadowing, apprenticeships or internships.

Beginning in the 8th grade, students will write and annually update an Individual Graduation Plan (IGP) with help from guidance specialists and parents or parental designees.

In the 10th grade, students will declare a major based on their chosen cluster of study.

Students will plan and prepare for post-secondary study, specialized training or employment with input from parents or parental designees, educators, counselors and the business community.

Every step along the Pathway is crucial to making each student’s future a success

K–5: Career AwarenessIntroduction to the world of careers

6–8: Career ExplorationDiscovering interest areas

8: TransitionChoosing a cluster of study and major (can change easily at any time)

9–12: Career PreparationAcademics and technical courses, intensive guidance, individual graduation plans

Post-secondary: Career PreparationAchieving credentials: college, certification, apprenticeships, military

Employment: Career AdvancementContinuing education and lifelong learning

Clusters of study provide focus and direction as students plan their coursework

• There are 16 clusters of study as established by the U.S. Department of Education

• School districts will offer courses organized around these clusters of study

• Clusters will include majors; four required courses are in each major

• Each school district will offer a minimum of three clusters (July, 2007)

Clusters of Study

A/V Technology and Communications

Agriculture, Food and Natural Resources

Architecture and Construction

Business, Management and Administration

Education and Training

Finance

Government and Public Administration

Health Science

Hospitality and Tourism

Human Services

Information Technology

Manufacturing

Marketing, Sales and Service

Public Safety and Security

Science, Technology, Engineering and Mathematics

Transportation, Distribution and Logistics

An Individual Graduation Plan (IGP) is a road map that guides students toward their

education, career or employment goals

An IGP also:• Includes general graduation requirements as well as coursework and out-

of-classroom learning opportunities related to the student’s cluster of study

• Encourages students to begin planning for their futures now, making them more aware of what it takes to achieve their goals

• Is flexible and can change based on a student’s aspirations, abilities and interests

• May include career and academic assessments ++

Parents and parental designees are an integral part of

Personal Pathways to Success

Along with school counselors, parents or parental designees are expected to:

• Help students choose a cluster of study

• Offer input when students write their IGP

• Help students prepare for post-secondary study, specialized training or employment after graduation

• Provide encouragement and support for students as they work toward attaining their goals

Additional resources will be provided to help students personalize

their education plans

• Beginning in middle school, the ratio of students to school counselors will improve to a maximum of 300:1 to ensure that each student receives adequate counsel, attention and support

• To achieve the ratio, career specialists who have completed CDF certification will be hired by middle schools (2006-07) and by high schools (2007-08) whose ratios are above 300:1

• Programs are being created to help students make a smooth transition from secondary to post-secondary institutions

• More students will have the chance to earn higher education credit in high school

• Programs are being implemented to specifically address the individual needs of at-risk students

Beginning in the 2006–07 school year, all 8th grade public school students will choose a cluster of study and write an IGP with input from

their school counselor and parents or parental designees

A Sample Individual Graduation Plan

Cluster of Study: Health Science Major: Health Treatment Specialties

Required Core for Graduation

9 10 11 12

Math–Four Units Algebra I Geometry Algebra II Pre-Calculus

English–Four Units English I English II English III English IV

Science–Three Units Physical Science

Biology Chemistry or Physics

Physics or Biology II

Social Studies–Three Units One unit of Social Studies U.S. History Economics/ Government

Required Courses for Major–Four Units Health Science Technology I, II, III, IV; Medical Terminology; Others

Complementary Coursework Anatomy & Physiology, AP Biology, AP Calculus, Emergency Medical Services, Sports Medicine

Career-oriented Learning Opportunities Career Mentoring, Shadowing, Service Learning, Internship, Cooperative Education, Senior Projects

Professional Opportunities After Post-secondary Education

2-Year Degree: Dental Hygienist, Paramedic, Registered Nurse4-Year Degree or Higher: Athletic Trainer, Pharmacist, Physical Therapist, Medical Doctor

High School to college….a seamless transition

Personal Pathways to Success cannot work without a strong partnership between

educational institutions and businesses

12 online Regional Education Centers will be created to connect schools,

students, businesses and professionals. These centers also will:

• Connect business and education with nonprofit groups, workforce development boards and other organizations devoted to helping students achieve their goals

• Coordinate and facilitate internships, apprenticeships and job shadowing opportunities for students across the state

Impact on middle/high schools

• Creation of curriculum templates• Influence on curriculum offerings, teacher demand• Increased rigor and relevance of coursework• At-risk programs (2007-08)• Whole-school reform model (HSTW, 2009-10)• Career specialists (CDF) added to middle and high schools• Counselor (+ CDF) to student ratio reduced to 300:1• Administrative responsibilities shifted from counselors• Improved communications and transitions to compliment K-12

developmental guidance and counseling programs• Individually scheduled IGP conferences each year—relationships built with

students and parents• Integration of students’ personal, career and academic goals• Increased opportunities for dual enrollment • Increased opportunities for extended learning opportunities• Improvement in attendance and discipline• Improvement in graduation rates

Impact on colleges

• Better informed, motivated students

• Increased number of students taking dual enrollment courses

• Improved communications with K-12, business and community

• Access to student career assessments ++

• Seamless K-16 transition

• Recruiting tool

• Improved graduation rates (fewer changes in majors)

Personal Pathways to Success is every student’s right and every

citizen’s responsibility Making this initiative a success is critical to South Carolina’s future.

Get involved today:

• Become an EEDA Ambassador and spread the word about Personal Pathways

• Volunteer your organization or business to be a partner of a Regional Education Center

• Visit www.scpathways.com and www.teachscpathways.org to learn more about the initiative

IGP CONFERENCES

Individual conference with every student

Parent/guardian/designee must attend Cluster chosen by student IGP signed by counselor, student, and

parent Numbers tallied for report

COUNSELOR ROLE

Lead conference (meet with parent and student)

Interpret assessments, academic record

Integrate career cluster and academic plan

Introduce IGP, sign

CAREER SPECIALIST (CDF) ROLE

Assist with conference logistics (invitation, preparation, materials, etc.)

Maintain accountability information All students completed career

assessment and exploration? Provide general information to parents

and students (clusters, assessments, WOW map, resources, job shadowing)

QUESTIONS ?QUESTIONS ?

Dr. Bob Couch, DirectorDr. Bob Couch, DirectorOffice of Career and Technology EducationOffice of Career and Technology Education

SC Department of EducationSC Department of Education803-734-8410803-734-8410

jcouch@sde.state.sc.usjcouch@sde.state.sc.us

ed.sc.gov/agency/offices/cateed.sc.gov/agency/offices/cate