Plymouth Whitemarsh High School
201 E. Germantown Pike, Plymouth Meeting, PA 19462
Colonial School District

The mission of the Colonial School District counseling department is to provide a comprehensive guidance program that cultivates lifelong learning and empowers all students to maximize their potential to become effective learners, responsible citizens, and productive members of the workforce by addressing the unique academic, career, and personal/social needs of all students.

The purpose of the Plymouth Whitemarsh High School (PWHS) portion of the CSD 339 Plan is to ensure that students make a successful and intentional transition following graduation from PWHS to a post secondary institution of academia or career occupation.

The PWHS 339 Plan documents a comprehensive process of curriculum delivery, instructional strategies and systematic procedures to effectively carry out a career and future ready plan for all students. The Colonial School District maintains an Article of Agreement with Central Montco Technical High School (CMTHS) to provide career and technical education to PWHS students.

Plymouth Whitemarsh High School’s counseling staff works with students grades 9-12. Four Guidance Counselor caseloads are divided alphabetically with the philosophy that consistency in working with students and their families from enrollment to graduation strengthens communication and a feeling of connectedness. Guidance counselors focus on personal, social, academic and career planning. Specific college and post-secondary planning is supported by the building’s College Counselor while additional support for social and emotional needs is delivered by two Community Counselors.

• Jeff Blizzard - Counselor A-E (388:1)
• Lisa Genovese - Counselor F-K (382:1)
• Peggy Benn - Counselor L-Q/R (379:1)
• MJ Grourke - Counselor S-Z/R (389:1)
• Beth Lynch - College Counselor (1531:1)
• Yakeita Sawyer - Community Counselor A-K (770:1)
• Maddie Wendler- Community Counselor L-Z (768:1)

 

CSD K-12 Counseling Department Mission

The mission of the Colonial School District counseling department is to work collaboratively with teachers, administrators, parents, and the community to provide a comprehensive guidance program that cultivates lifelong learning and empowers all students to maximize their potential to become effective learners, responsible citizens, and productive members of the workforce by addressing the unique academic, career, and personal/social needs of all students.

CSD K-12 Counseling Department Core Tenets

We believe that all students:

• are capable learners and can achieve success
• have the right to be respected and treated with equity and dignity
• can develop skills and behaviors leading to a lifelong quest for learning
• can achieve their own individual potential with support and guidance
• should feel safe, encouraged and supported in the school environment

Academic Domain

(PW.A) Big Idea: High school students will enroll in rigorous courses of study that align with their aptitude and future college and/or career plan.

• PW.A.1 - Students will select elective courses of study at PWHS and/or career plan.
• PW.A.2 - PW will increase communication, processes and open forums to convey that students should select rigorous courses of study that support their post secondary plan and career pathway. Specifically, attempt to take course(s) at a higher level than their traditional course load; Honors, Advanced Placement (AP), IB, CMTHS of Dual Enrollment class.

*The Rigorous Courses of Study Indicator represents the percentage of 12th graders who participated in at least one Rigorous Course of Study, defined as Advanced Placement (AP), IB, CMTHS or Dual Enrollment class.

Career Domain

(PW.C) Big Idea: All students will be able to identify and describe a career that aligns with their interests, abilities, aptitude and values, being sure to include job outlook and the financial considerations relative to that career.

• PW.C.1 - Students will participate in career readiness experiences such as career fair/speakers, the Career and Financial Management class, job shadow, internship, and/or CMTHS.
• PW.C.2 - All students will complete a comprehensive portfolio in Pathway Manager which outlines career inventories, interest surveys, aptitude assessments and post secondary career paths.

Personal/Social Domain

(PW.PS) Big Idea: Increase all students' exposure to the benefits and advantages of participating in extra-curricular school activities (clubs, teams, athletics, volunteering) to build self-confidence, leadership and self-esteem, which directly relate to career readiness.

• PW.PS.1 - Students will participate in an activities fair, seeking opportunities that foster service learning, leadership and/or perosnal and career interests.
• PW.PS.2 - Students will participate in a counselor led advisory on benefits of being involved in the school and community.

Students

Students will gain the knowledge necessary to understand the importance of planning for their futures. They will realize the relationship between their interest and the choices they make in school and how those decisions affect their post-secondary and career options. Students at all levels will receive developmentally appropriate guidance in the three domains of career, academic and personal/social growth. By exploring and developing a career identity beginning in Kindergarten, they will become more observant and aware of the opportunities within the community in which they live.

Students within this model will be able to provide feedback to counselors regarding program effectiveness. Their input will assist counselors in the design and implementation of programs that are efficient, effective, and utilize methods that are best suited in reaching their peer group.

Parents

Parents will benefit from a comprehensive career readiness program by understanding how they can best help their child experience a successful educational experience. Parents will begin to understand the importance of future planning based upon current trends in high priority occupations an will explore with their child and ask key questions to spark an interest in their child. The K-12 comprehensive program will benefit from parent involvement because they have the greatest  impact on their child's attitudes and behaviors.

When parents become partners in career development and are given the tools to help their children explore and plan their career future, the impact will be greatly increased when combined with the efforts of the school district.

Educators

By creating a comprehensive K-12 career readiness program, educators will benefit by expanding their knowledge base in order to help prepare students for future career demands and trends. Teachers will be educated on career standards and methods of delivery consistent with our mission when appropriate. This will be done through collaboration with educators, the school counseling department/advisory council and workforce personnel (educator in the workplace). This partnership will lead to awareness of career options available to students and staff and will guide future instruction.

Educators will contribute to the program by connecting their curriculum to various aspects of career exploration an acquisition, which can enhance their programs by making them meaningful and linked to a tangible future for their students. Educators will be in the position to facilitate personal and educational growth in unique and significant ways for all students.

Business/Community

A robust community is typically surrounded by a strong educational system. Businesses have a keen desire to see that schools are producing students who are ready to meet the demands of an evolving work environment. In order to ensure that students graduate with the knowledge that is needed to enter the world of work, the community often reaches into schools to share experiences and options. A comprehensive K-12 career readiness program will allow for the success of the community's businesses to open their doors to students, creating a healthy relationship between two.

The business community will significantly contribute to the K-12 program by providing real work experiences for the students of the high school. Through participation in career fairs, job shadow experiences, internship opportunities, and participating in mock interviews, the business community will be providing essential tools students need in order to assist them in targeting and fine-tuning their interests, applying their post-secondary planning skills sets, exploring their career options, and practicing their on-the-job training. 

Post-Secondary Partnerships

The higher education community will benefit from a K-12 career readiness program because they will be receiving students who have participated in a comprehensive developmental career readiness program. As a result, the students who will be attending their two-year, four-year college, technical/trade school, community college, apprentice program and the military will be more focused. Students will be less likely to change their majors, transfer to various colleges, or to discontinue their education because they will make better decisions about their post-secondary plans. The K-12 counseling program will benefit from building partnerships with post-secondary institutions.

These partnerships will assist in proposing rigorous, career-focused courses at the high school, while increasing opportunities for dual enrollment. College representatives will also help expand our students' knowledge base of post-secondary options through participation in high school visits, college fair attendance, and mentoring programs such as Drexel Fellows.

 

Leader

Counselors serve as leaders by effectively managing and implementing a comprehensive developmental school counseling program.  Counselors work with students and their families, administrators, community groups and post-secondary institutions.

Counselors demonstrate leadership by:

• Leading Student Support / Child Study Teams
• Leading Student Assistance Program
• Using data to identify and remove barriers to student learning
• Promoting student success by participation in efforts to close existing achievement gaps among underrepresented populations
• Serving  on school-based leadership/school improvement teams related to the welfare of students and climate to promote a safe and welcoming learning community
• Following ASCA Ethical Standards for School Counselors to demonstrate high standards of integrity, leadership and professionalism

Advocate

Counselors promote student achievement by advocating for all students’ academic, career and personal/social developmental needs.  Counselors, as advocates can impact attitudes and practices of staff and students to reduce or eliminate barriers so that students can be successful in meeting their career, personal/social and academic needs.

Counselors demonstrate advocacy by:

• Conducting individual, small group and large group lessons and activities to assist students to achieve school success
• Promoting student success by ensuring that students are provided with supports and resources that best meet their needs
• Responding to students’ needs in a prompt and professional manner that addresses situations of crisis.
• Assessing the need for mental/behavioral health referrals for students.

Collaborator

Counselors work with stakeholders inside and outside of the school in order to develop and enhance their comprehensive school-counseling program.  Through collaboration school counselors can access additional resources and can build relationships and a sense of community.

Counselors demonstrate collaboration by:

• Teaming with parents, teachers, administrators, and community agencies to address students’ needs.
• Working with CSD Home and School Visitor, CSD Behavioral Health Liaisons, and Community Counselors to support students and families
• Maintaining open communication with key stakeholders to foster a sense of community for the school system
• Serving actively on school leadership teams to network, problem solve and mediate in the educational community
• Identifying community resources and building partnerships that can be utilized to bolster student achievement.

Agent of Systemic Change

Counselors seek to serve the needs of every student. Counselors have access to school wide achievement, attendance, health and behavioral data that informs the school counseling program but also emphasizes the need to identify and remove barriers that prevent all students from achieving college and career readiness.

Counselors demonstrate systemic change by:

• Increasing access to educational opportunities for all students
• Identifying barriers, through data analysis, to student success and attempting to remove those obstacles.
• Modeling inclusive language
• Creating an environment that encourages any student to feel comfortable to come forward with problems
• Designing comprehensive programs that seek to equitably deliver the program components to all students.
• Identifying the current social issues impacting the safety and well-being of students and work collaboratively to educate key stakeholders

District Office Administration / School Board

Dr. Jason Bacani, Principal, Plymouth Whitemarsh High School

Karen Berk, Director of Pupil Services, CSD

Dr. Michael Christian, Superintendent of Schools, Colonial School District

Dr. Elizabeth McKeaney, Director of Curriculum, Colonial School District

Denise Marks, Principal, Conshohocken Elementary School

Susan Moore, Board Member, Colonial School District

Stephen Price, Assistant Principal, Plymouth Whitemarsh High School

Guidance Counselors and District Professional Staff

Ann Carracappa, Counselor (6-8), Colonial Middle School

Rebecca Duffy, IB Career Programme Coordinator (9-12), Plymouth Whitemarsh HS

Lisa Genovese, Counselor (9-12), Plymouth Whitemarsh HS

Nancy Labricciosa, Business Teacher / Internship Liaison, Plymouth Whitemarsh HS

Beth Lynch, College Counselor (9-12), Plymouth Whitemarsh HS

Christopher Manero, Social Studies Teacher / Service Learning Liaison, Plymouth Whitemarsh HS

Susan Mayson, Counselor (K-3), Ridge Park Elementary School

Carol Bucci, Transition Coordinator (9-12), Plymouth Whitemarsh HS

Trish Rocchino, Counselor (4-5), Colonial Elementary School

Yakeita Sawyer, Community Counselor (9-12), Plymouth Whitemarsh HS

Community Members

Dalfoni Banerjee, Principal Consultant/Founder, 3Sixty Pharma Solutions

Jennifer Butler, Executive Director of MontcoWorks, Montgomery County Workforce Development Board

Penny Brodie, Colonial Business Association

Vince Console, VP of Workforce Development, ABC Eastern PA Chapter Associated Builders and Contractors

Janet Dicenzo, Consultant, Education & Workforce Development

Ann Fandozzi, Chief Executive Officer/ President, ABRA Auto Body & Glass & Community Member/Parent

Michael Grossman, Colonial Business Administration

Matt Hein, Senior Vice President/Director of Business, Firstrust Bank

Courtney Klimek, Director of Marketing and Member Services, Montgomery County Chamber of Commerce

Mark Lacy, Detective, Plymouth Township Police Department

Dr. Sharon Larson, Executive Director, Main Line Health Center Lankenau Institute for Medical Research

Fred McCarthy, Coordinator of Special Projects & Marketing, CMTHS

David Sharp, Director of Business Operations, Covanta Energy

Mark Spencer, Regional Sales Manager, AccessIT Group Inc.

Mick Weeks, Senior Account Executive, Apple Education

Counseling services are delivered across three domains; Academic, Career and Personal/Social.  Additionally some services are considered Systems Support. Many services are provided on an ongoing basis throughout the school year while others occur at specific times of the year.  The program calendar is a detailed view of services delivered by the counseling department as a whole.

Academic Domain  *(Ongoing monthly/yearly)

• Coordinate and attend Parent/Team Conferences
• Attend IEP meetings
• Assist with MDE referral process and ER feedback
• Individual academic counseling
• Develop/Manage 504 Plans
• Develop Truancy Elimination Plans and coordinate TEP meetings
• Compile Data/Serve on CARE Team
• Schedule and Orient New Students
  • Change schedules as student need(s)/career pathway changes
• Coordinate Homebound instruction
• Monitor academic progress/interventions for  academically at risk students

Career Domain  *(Ongoing monthly/yearly)

• Individual career counseling
• College letters of recommendation
• Provide IEP input / participate in transition discussions for Special Ed. students
   

Personal Social  *(Ongoing monthly/yearly)

• Communication/Meetings with Interagency Facilities (clinics, hospital,etc)
• Individual counseling (behavioral/social/emotional)
• Group Counseling (Community Counselors)
• Collaborate with Community Counselors (risk assessments, outside services, etc)
• CARE Team Member

Systems Support *(Ongoing monthly/yearly)

• Meet with Administrative Team; Building needs
• LEA Representative  for IEP and GIEP Meetings
• Maintain confidential student records/releases
• CMTHS Counselor meetings
• Faculty Meetings / Department Head Meetings
• Scheduling
• Communicate with Physicians/Agencies
• ACT 339 Committee
• Pupil Services Committee
• OCY Referrals
• PLT Meetings
• Department Meetings
• Academic Council Meetings
• Perkins Meetings @CMTHS
• MCCC Counselor Meetings
• Internship Committee

July/August

academic

• Ninth Grade Orientation
• Register new students
• Schedule changes
• Department Goal setting
• Conference w/ Alternative School Administration
• NCAA eligibility with coaches

Career

Social

• Ninth Grade Orientation

September

academic

• Senior Check-In Meetings
• New Registration

Career

• College Admissions Office Visits
• Parent Presentation: College Apps
• Advisory: College Application Assistance

Social

• Transition groups for new students

October

academic

• Senior Check-In Meetings
• NCAA Eligibility w/ Students
• Academic Monitoring

Career

• College Admissions Office Visits
• Parent Presentation: Understanding Financial Aid for Grades 11 and 12
• Advisory: Naviance Overview
• Advisory: Testing Information
• Advisory: How Colleges Make Decisions

Social

• Ninth Grade ADL Training

November

academic

• 4 yr. Plan Meetings (Gr. 9)

Career

• College Admissions Office Visits
• Classroom Presentation: Transition to College
• Advisory: College Application Assistance
• Advisory: Paying for College

Social

December

academic

• 4 yr. Plan Meetings (Gr. 9)
• Academic Monitoring
• Admissions Open House

Career

• Ninth Grade Visit to CMTHS

Social

• Advisory: Senioritis

January

academic

• Dual Enrollment Registration
• Student Schedule Changes
• Credit Recovery Resolutions
• NCAA Eligibility w/ Parents
• Keystone Exams Administration
• Back to School Night

Career

• Advisory: PSATs & Beyond
• Parent Presentation: PSATs & Beyond
• Advisory: College Application Assistance

Social

• Advisory: Substance abuse

February

academic

• Electives Presentation to CMS students (Grade 8)
• Program Planniing Night (Grade 8)

Career

• Career Speaker Series
• Parent Presentation: Coffee & Meetings
• Career Meetings w/ Economically Disadvantaged Students

Social

• Parent / Student Presentation: Stress Less
• Advisory: Financial Credit

March

academic

• Course Selection
• Academic Monitoring

Career

• Course Selection
• Parent Presentation: Understanding Financial Aid for Grades 11 and 12
• Advisory: Insider's Guide to College Admissions
• PWHS Career Fair

SociaL

• Advisory: Understanding Student Loans

April / May

academic

• Review NCAA courses

Career

• Parent/Student Presentation: Beyond the Scenes in College Admission (Gr. 9)
• Sophomore Parent Meetings

Social

• Advisory: What Does Consent Mean
• Parent Presentation: The Digital Divide: Cyber Issues

May / June

academic

• Transition Meetings with CMS
• Master Schedule Resolution
• Proctor AP Exams
• Keystone Exams Administration
• Credit Recovery Resolutions

Career

• Parent Presentation: Coffee & Questions
• Sophomore Parent Meetings
• Advisory: College Application Application Process Part 2
• Naviance Career Assessments

Social

• 8th to 9th Special Ed. Transition Visit
• Advisory: Life after PW
• ASVAB Test
• PWHS Activities Fair

Guidance Curriculum (15% of Time)

Provides developmental, comprehensive guidance program content in a systematic way to all students (PreK-12).

Purpose: Student awareness, skill development and application of skills needed to achieve academically and be career and college ready by graduations.

academic

• Naviance: Learning Styles
• Naviance: Do What You Do 
• Naviance: Career Interest Profiler
• Naviance: MI Advantage
• NCAA Eligibility advisory
• 4-year Planning Meetings

Career

• Naviance: Overview
• Naviance: Learning Styles
• Naviance: Do What U Are
• Naviance: Career Interest Profiler
• Naviance: MI Advantage
• Career Speakers
• 9th Grade CMTHS Visit
• 4-Year Plan Meetings
• Career Awareness Night
• College Information Parents Nights
• College Application Assistance
• Advisory: SAT/ACT
• Advisory: How Colleges Make Decisions
• Advisory: Transition to College
• Advisory: Paying for College
• Advisory: PSATs & Beyond
• Advisory: Understanding Student Loans
• Electives Presentation: Job Shadowing Opportunities
• Internship Opportunities
• ASVAB

Personal / Social

• SAP Schoolwide Programs
• ADL - No Place for Hate Lessons
• Stress-Less Presentation
• Advisory: What Does Consent Mean
• Advisory: Senioritis
• Advisory: Financial Literacy
• Advisory: Importance of Activity Involvement

Prevention, Intervention, and Responsive Services (30% of Time)

Addresses school and student needs.

Purpose: Prevention, Intervention and Responsive services to groups and/or individuals.

Academic

• New Student Meetings
• 9th Grade Orientation
• 504 Plans
• IEP Meetings
• CARE TEam
• Student/Teacher Conferences
• 8-9 Special Education Transition Visit
• 8th Grade Pathway/Course Selection Presentation
• Individual Student Meeting
• Senior Check-In Meetings
• Academic Monitoring
• PW Academy Meetings
• Course Selection Process
• Reinstatement Conferences
• Truancy Elimination Plans

Career

• Career Awareness Night
• Senior Check-In Meetings
• College Admissions Officer Visits

Personal / Social

• New Student Transition Groups
• CARE Team
• Parent Session - Cyber Issues
• Activities Fair
• Advisory: Substance Abuse Awareness

Individual Student Planning (40% of Time)

Assists students and parents in the development of academic and career plans.

Purpose: Individual student academic and occupational planning, decision-making, goal-setting and preparing for academic transitions.

Academic

• Dual Enrollment
• Academic Progress Meetings
• PWA Meetings
• Parent Teacher Conference
• Work with AVID Classes
• Sophomore Parent Meetings, Schedule Changes & Irresolvables
• Individual Course Selection Meetings
• Consulting with Home School Visitor
• IEP Meetings
• PSAT / Pre-ACT Testing
• Credit Recovery Planning
• Coordinated Homebound Instruction

Career

• Community / College STEM programs
• PSAT / Pre-ACT Testing
• AVID College Visits
• Sophomore Parent Meetings
• Letters of Recommendation
• IEP Meetings
• College Application Help / Advisory

Personal / Social

• Individual Student Counseling
• Consult with Home School Visitor
• Consult with Behavior Health Advisor
• Consult with Community Counselors

System Support (15% of Time)

Includes Program, staff and school supports activities and services.

Purpose: Program delivery and support. 

Counselor Related

• Faculty meetings
• Scheduling
• Communication with Physicians and Outside Agencies
• OCY Referrals
• PLT Meetings
• Department Meetings / Department Goal Setting
• NCAA Clearinghouse Information Meeting
• Department Head Meetings
• Academic council Meetings
• CMTHS Counselor Meetings
• Perkins Meetings at CMTHS
• MCCC Counselor Meetings
• Internship Committee
• ACT 339 Committee
• Maintain Student Records
• Back to School Night
• Program Planning Night
• Maintain Student Records

Counselor other

• Support Keystone Administration
• Proctor AP Exams
• LEA in IEP and GIEP Meetings

 

The Plymouth Whitemarsh High School curriculum action plan, focused on career and college readiness, is planned and developed primarily by the counseling team (outlined in the following pages) and consists of lessons, advisory / evening presentations, and career focused forums / experiences.   Provided with career preparation information, students are directed to make decisions around identified Career Pathways, tied to national Career Clusters.

Career Speaker Series

• Audience: All Students
• Timeline: Monthly, Year-long
• Standards (ASCA/CEW): 13.1.11D,A,B
• PWHS Big Idea: PW.C.1
• Curriculum Delivery: PowerPoint, Discussion
• Location: Advisory, Bonus Block
• Evaluation and Assessment: pathwayManager Self Reflection
• Stakeholder Responsible: Counselors, Guest Speakers, Supervisor of Career Readiness

Job Shadowing and Internship Opportunities

• Audience: All Students
• Timeline:  Ongoing
• Standards (ASCA/CEW): 13.1.11,A,B,C,D,E,F, 13.2A,B,C
• PWHS Big Idea: PW.PS.1
• Curriculum Delivery: Experiential
• Location: Community Based
• Evaluation and Assessment: Participation
• Stakeholder Responsible: Counselors, Internship Faculty

New Student Meetings

• Audience: 20-40 Students
• Timeline: September
• Standards (ASCA/CEW): 13.1.11H
• PWHS Big Idea: PW.A.1,2, PW.C.1,2, PW.PS.2
• Curriculum Delivery: Group
• Location: Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Counselors

Career Meetings w Economically Disadvantaged Students

• Audience: ED Students
• Timeline: February
• Standards (ASCA/CEW): 13.1.11A-F, 13.1.11H
• PWHS Big Idea: PW.C.1,2
• Curriculum Delivery: Naviance, PowerSchool
• Location: Daytime
• Evaluation and Assessment: Meeting with Counselor
• Stakeholder Responsible: College Counselor

Financial Literacy

• Audience: All Students
• Timeline: February
• Standards (ASCA/CEW): 13.1.11D
• PWHS Big Idea: PW.C.1
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: EDI: Business Teachers

PWHS Electives Presentation

• Audience: All Students
• Timeline: February
• Standards (ASCA/CEW): CEW13.1D,F
• PWHS Big Idea: PW.A.2
• Curriculum Delivery: Video
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Course Selection
• Stakeholder Responsible: Assistant Principal, Counselors, Electives Teachers

Program Planning Night

• Audience: All Students
• Timeline: February
• Standards (ASCA/CEW): 13.1.11B,C,E,F,G,H
• PWHS Big Idea: PW.A.1,2
• Curriculum Delivery: Presentation
• Location: Evening
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Administration, Counselors, Teachers

Parent Presentation: Stress Less

• Audience: All Students, Parents
• Timeline: February
• Standards (ASCA/CEW): 
• PWHS Big Idea: PW.PS.2
• Curriculum Delivery: PowerPoint, Handouts
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: Community Counselors

SAP Schoolwide Programs

• Audience: All Students
• Timeline: Spring
• Standards (ASCA/CEW): 13.3.11A,C,E,G 
• PWHS Big Idea: 
• Curriculum Delivery: Video or Live Presentantion
• Location: Extended Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Community Counselors, Administration

Parent Presentation: The Digital Divide (Cyber Safety)

• Audience: All Students and Parents
• Timeline: April
• Standards (ASCA/CEW):  
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: Guest Speaker, Community Counselor, Counselors

Behind the Scenes in College Admissions

• Audience: All Students, Parents
• Timeline: April
• Standards (ASCA/CEW):  
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: College Counselor, Guest Speakers

Senior Check-in Meetings

• Audience: Grade 12
• Timeline: September, October
• Standards (ASCA/CEW):  13.1.11H,D
• PWHS Big Idea: 
• Curriculum Delivery: Naviance, PowerSchool
• Location: Daytime
• Evaluation and Assessment: Meeting with Counselor
• Stakeholder Responsible: Counselors

Presentation: College Application Process

• Audience: Grade 12, Parents
• Timeline: September
• Standards (ASCA/CEW):  
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: College Counselor

College Application Assistance

• Audience: Grade 12
• Timeline: September - November
• Standards (ASCA/CEW):  
• PWHS Big Idea: 
• Curriculum Delivery: Naviance, College websites
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Completed Application
• Stakeholder Responsible: College Counselor

Parent Presentation: Financial Aid

• Audience: Grade 11 & 12
• Timeline: October
• Standards (ASCA/CEW):  
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: College Counselor, Speaker

College Admissions Office Presentation

• Audience: Grade 11 & 12
• Timeline: September - November
• Standards (ASCA/CEW):  13.1.11D,F,H, 13.2.11C,A
• PWHS Big Idea: PW.C.2
• Curriculum Delivery: PowerPoint, Verbal Presentation
• Location: Daytime Counseling Office
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: College Counselor, Admissions Counselor

Paying for College

• Audience: Grade 12
• Timeline: November
• Standards (ASCA/CEW):  13.1.11D
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: College Counselor

How Colleges Make Decision

• Audience: Grade 12
• Timeline: November
• Standards (ASCA/CEW):  
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: College Counselor

Life After High School

• Audience: Grade 12
• Timeline: November, February, May
• Standards (ASCA/CEW):  13.2.11E
• PWHS Big Idea: PW.C.1,2
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: College Counselor

Senioritis

• Audience: Grade 12
• Timeline: December
• Standards (ASCA/CEW):  13.2.11E, 13.3.11E
• PWHS Big Idea: PW.PS.2
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: College Counselor

Substance Abuse Awareness

• Audience: Grade 12
• Timeline: January
• Standards (ASCA/CEW):  13.2.11E
• PWHS Big Idea: PW.PS.2
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Community Counselors

Presentation: Coffee & Questions

• Audience: Grade 12 Parents
• Timeline: February, May
• Standards (ASCA/CEW):
• PWHS Big Idea: 
• Curriculum Delivery: Discussion
• Location: Morning, Evening
• Evaluation and Assessment: Participation
• Stakeholder Responsible: College Counselor

Parent Presentation: Financial Aid

• Audience: Grade 11 & 12 Parents
• Timeline: March
• Standards (ASCA/CEW):
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: Guest Speaker, College Counselor

Understanding Student Loans

• Audience: Grade 12
• Timeline: March
• Standards (ASCA/CEW): 13.3.11D
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: 
• Stakeholder Responsible: College Counselor

 What Does Consent Mean?

• Audience: Grade 12
• Timeline: April
• Standards (ASCA/CEW): 
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Post Evaluation 
• Stakeholder Responsible: College Counselor

Parent Presentation: College Application Process Pt 2

• Audience: Grade 12
• Timeline: May
• Standards (ASCA/CEW): 
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Advisor, Bonus Block
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: College Counselor

Career and Financial Management (Senate Bill 723)

• Audience: Grades 9-11
• Timeline: Prior to Grade 12
• Standards (ASCA/CEW): CEW All 
• PWHS Big Idea: PW.A.1,2
• Curriculum Delivery: Course Curriculum
• Location: Career & Financial Management, Honors Career & Financial Management or Career Exploration
• Evaluation and Assessment: Career Portfolio, Assignments, Pathway Manager
• Stakeholder Responsible: EDI Career & Financial Management Teachers; SPE Career Exploration Teachers

Dual Enrollment / AP Informational Meeting

• Audience: Grades 9-11
• Timeline: TBD: Before Course Selection
• Standards (ASCA/CEW): 13.11.1.A 
• PWHS Big Idea: PW.A.1
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block, Evening
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Assistant Principal, Counselors, AP Teachers

Course Selection Preparation Presentation

• Audience: Grades 9-11
• Timeline: January
• Standards (ASCA/CEW): 13.1.11.A,B,D,F,G,H
• PWHS Big Idea: PW.A.1,2
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block, Evening
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Assistant Principal, Counselors, Bonus Block Teachers

Course Selection / Course Selection Meetings

• Audience: Grades 9-11
• Timeline: March - June
• Standards (ASCA/CEW): 13.1.11.A,B,H
• PWHS Big Idea: PW.A.1
• Curriculum Delivery: Naviance
• Location: Daytime
• Evaluation and Assessment: Completed Course Selection
• Stakeholder Responsible: Counselors, Assistant Principal, Teachers

Naviance Overview

• Audience: Grade 11
• Timeline: October
• Standards (ASCA/CEW): 13.1.11,B,C,F, 13.2.11C
• PWHS Big Idea: PW.C.2
• Curriculum Delivery: Naviance, PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Counselor

Testing Information

• Audience: Grade 11
• Timeline: October
• Standards (ASCA/CEW):
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint, College Board website
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: Counselor

Insider's Guide to College Admissions

• Audience: Grade 11
• Timeline: March
• Standards (ASCA/CEW): 13.1.11H
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Participation
• Stakeholder Responsible: College Counselor

Parent Presentation: PSATs and Beyond

• Audience: Grade 10 & 11
• Timeline: December - January
• Standards (ASCA/CEW): 
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Post Evaluation
• Stakeholder Responsible: College Counselor

Naviance: Learning Styles

• Audience: Grade 10
• Timeline: October - November
• Standards (ASCA/CEW): 3.1.11A,B
• PWHS Big Idea: PW.C.2
• Curriculum Delivery: Naviance
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Pathway Manager Self Reflection
• Stakeholder Responsible: College Counselor

Naviance: MI Advantage

• Audience: Grade 10
• Timeline: December - February
• Standards (ASCA/CEW): 3.1.11A,B
• PWHS Big Idea: PW.C.2
• Curriculum Delivery: Naviance
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Pathway Manager Self Reflection
• Stakeholder Responsible: College Counselor

Sophomore Parent Meetings

• Audience: Grade 10 Families
• Timeline: March - July
• Standards (ASCA/CEW): 3.1.11A,B,D,F
• PWHS Big Idea: 
• Curriculum Delivery: Naviance, PowerSchool
• Location: Daytime & Evening
• Evaluation and Assessment: Meeting with Counselor
• Stakeholder Responsible: Counselor

9th Grade Orientation

• Audience: Grade 9
• Timeline: August
• Standards (ASCA/CEW): 
• PWHS Big Idea: 
• Curriculum Delivery: Presentation, Tour
• Location: Daytime
• Evaluation and Assessment: Participation
• Stakeholder Responsible: Orientation Leaders, Administration, Staff

Importance of Being Involved in School Community

• Audience: Grade 9
• Timeline: September
• Standards (ASCA/CEW): 13.1.11A, 13.3.11A,C,E
• PWHS Big Idea: PW.PS.1
• Curriculum Delivery: Presentation
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Joining a Club
• Stakeholder Responsible: Counselors

Importance of Being Involved in School Community

• Audience: Grade 9
• Timeline: September
• Standards (ASCA/CEW): 13.1.11A, 13.3.11A,C,E
• PWHS Big Idea: PW.PS.1
• Curriculum Delivery: Presentation
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Joining a Club
• Stakeholder Responsible: Counselors

4 Year Plan Meetings

• Audience: Grade 9
• Timeline: October - February
• Standards (ASCA/CEW): 13.1.11H
• PWHS Big Idea: PW.A.1,2
• Curriculum Delivery: Naviance
• Location: Daytime Counselor Office
• Evaluation and Assessment: Completed 4 year plan
• Stakeholder Responsible: Counselors

Student Exploratory Visit to CMTHS

• Audience: Grade 9
• Timeline: December
• Standards (ASCA/CEW): 13.1.11F,E
• PWHS Big Idea: PW.C.1
• Curriculum Delivery: CMTHS Programs
• Location: Daytime CMTHS
• Evaluation and Assessment: Pathway Manager Self Reflection
• Stakeholder Responsible: CMTHS Teachers, Counselors

ASVAB Test

• Audience: Grade 9
• Timeline: May during Keystone Exams
• Standards (ASCA/CEW): CEW 13.1.11B,C,D
• PWHS Big Idea: PW.A.1,2
• Curriculum Delivery: ASVAB Test
• Location: After School
• Evaluation and Assessment: Completion of ASVAB
• Stakeholder Responsible: Counselors

Naviance: Do What You Are

• Audience: Grade 9
• Timeline: May - June
• Standards (ASCA/CEW): 13.1.11A,B
• PWHS Big Idea: PW.C.2
• Curriculum Delivery: Naviance
• Location: Biology Classes
• Evaluation and Assessment: Pathway Manager Self Reflection
• Stakeholder Responsible: Biology Teachers

Naviance: Career Interest

• Audience: Grade 9
• Timeline: May - June
• Standards (ASCA/CEW): 13.1.11A,B
• PWHS Big Idea: PW.C.2
• Curriculum Delivery: Naviance
• Location: Biology Classes
• Evaluation and Assessment: Pathway Manager Self Reflection
• Stakeholder Responsible: Biology Teachers

Course Selection Meetings

• Audience: Grade 8
• Timeline: January - March
• Standards (ASCA/CEW): 13.1.11A,B,H
• PWHS Big Idea: PW.A.1
• Curriculum Delivery: Naviance
• Location: Daytime
• Evaluation and Assessment: Completed Course Selection
• Stakeholder Responsible: Counselors, Assistant Principal, Teachers

Electives Presentation to CMS

• Audience: Grade 8
• Timeline: February
• Standards (ASCA/CEW): 13.1.11A
• PWHS Big Idea: PW.A.1
• Curriculum Delivery: PowerPoint
• Location: Daytime CMS
• Evaluation and Assessment: Course Selection
• Stakeholder Responsible: 

8th to 9th Special Education Visit

• Audience: Grade 8 IEP Students
• Timeline: May
• Standards (ASCA/CEW): 
• PWHS Big Idea: PW.PS.2
• Curriculum Delivery: Presentation, Tour
• Location: Daytime
• Evaluation and Assessment: Participation
• Stakeholder Responsible: Special Education Department

ADL - No Place for Hate Lessons

• Audience: Grade 9
• Timeline: October - March
• Standards (ASCA/CEW): 13.3.11A,C
• PWHS Big Idea: 
• Curriculum Delivery: Presentation, Activities
• Location: Advisory, Bonus Block
• Evaluation and Assessment: Participation
• Stakeholder Responsible: ADL Peer Trainers

 

NCAA Eligibility Presentation

• Audience: Student Athletes
• Timeline: January
• Standards (ASCA/CEW): 
• PWHS Big Idea: 
• Curriculum Delivery: PowerPoint
• Location: Evening
• Evaluation and Assessment: Attendance
• Stakeholder Responsible: NCAA Point Person

Intermediary Organizations

• Montco Works
• Drexel Fellows
• Discovery Ed
• Next Fab Lab
• PACAC
• NACAC
• College Board

Umbrella Organizations

• Montco Chamber of Commerce
• Whitemarsh Business Association

Community State Organizations

• Montgomery County Community College
• MCCC Gateway Program

Individual Contacts

• Michael Harcum, Montgomery County Community College
• Soo Hooi Oh, LTK Engineering 
• Warren Taylor, Thaddeus Stevens College of Technology
• Tariq Flager, Air National Guard
• Karey Bowen, Harcum College
• Cassie Fuenmayor, Babson College
• Nora Bounar, Bentley University
• Calvin James, Pennsylvania Institute of Technology
• Adrian Staudenmayer, Masonic Village

Community / Business Meetings

• Rotary club
• Perkins Committee
• CMTHS Counselor Meetings

Community Events

• William Jeanes Library Community Days
• Fellowship Hall
• Community Day at CMTHS

Career - Exploration and Planning

• Pa areerstandards.com – Main PA website for career development and the Core Standards for Career Education and Work. Click here to go to the website PA Career Standards website. 
   
• Pacareerzone.com – PA Department of Education-recommended career exploration site- Free! Includes three major pieces: "Assess Yourself," "Explore Job Families," and "Budget Your Life." See the "Grow" link at the top of the home page where users can create a login and record their progress each time they visit the site and review their previous work (features a resume builder, reference list builder, cover letter builder, and journaling functions; among others).
   
• www.educationplanner.org – PHEAA-sponsored site, with career exploration, college matching; postsecondary exploration- very interactive, with links to O*NET and numerous other resources; including checklists for what to look for in a postsecondary institution and what to do during postsecondary visits.
   
• www.onetonline.org – Links to My Next Move, and My Next Move for Veterans. Updated Bright Outlook Occupations feature is included within the O*NET site which helps users to more accurately target careers where new job opportunities should be in the future. In addition, the Browse by Industry searches within the O*NET sites are also updated to reflect more current employment patterns.
   
• www.pacareercoach.org – Designed to help participants find a good career. Provides the most current local data on wages, employment Job postings and associated education and training. ➢ Personalized results based on education.
   
• www.mynextmove.org – O*NET-related, user-friendly career exploration site.
   
• www.myfuture.com – College and Career Information and Military.
   
• www.careertech.org –  Nationwide, Career Technical Education (CTE) programs are changing, evolving and innovating to better serve the country's needs. CTE is preparing students of all ages to help drive America's success and vitality. Further, it is creating an educational environment that integrates core academics with real-world relevance.
   
• www.careertech.org/resources/clusters/interest-survey.html – Career Cluster survey.
   
• www.roadtripnation.org – Video/TV series on people interview others on their career path and spark.
   
• www.asvab.com – Aptitude and interest inventory for high school students.
   
• www.khanacademy.com - Career Exploration, interview with entrepreneurs, college admissions, test prep and course preparation.

Career Information Decision Systems (Site Licenses with a cost)

• www.careergaame.com – Elementary career interest tools.
   
• www.xap.com – former college and career site from Bridges.
   
• www.carcercruising.com - K-12 career development site.
   
• www.coinproducts.com - K-12 career development site.
   
• www.naviance.com – K-12 career development site.
   
• www.searchinstitute.org – Sparks Curriculum K-12.

Workforce Information:

• www.bls.gov/k12 – Bureau of Labor Statistics! Many resources and information for students and educators.
   
• www.paworkforce.state.pa.us – PA Workforce (labor market data, high-priority occupations, etc.).
   
• www.careeronestop.org – Sponsored by the US Department of Labor.
   
• winwin.workforce3one.org/– Labor market Information, many resources, sponsored by the US Dept. of Labor, Employment and Training Administration.
   
• www.bl.gov/ooh – Occupational Outlook Handbook. Number of new jobs (projected); Growth rate (projected)
   
• www.keystoneedge.com – Innovation, technology and entrepreneurship in PA
   
• money.usnews.com/careers/best-jobs/rankings – US News Best Jobs (Top 100)
   
• www.cwds.state.pa.us – Commonwealth Workforce Development System, PA CareerLink. Information for job seekers and employers in PA.
   
• www.guintcareers.com – Great site for job seekers of any age. Tips on numerous job search- related topics.
   
• www.educationplanner.org – Free website from PHEAA. Outstanding Pa. site for college and career information.
   
• www.collegeboard.com – College and Career and Testing Information Site. Nationally recognized.
   
• www.gettingthemthere.org – Developed by Pa. Bureau of Career and Technical Education for Post-Secondary.
   
• www.mymajors.com – College major website.
   
• www.myplan.com – College Board site. Excellent major finder.
   
• www.whatcanidowithismajor.com – Connects majors to careers.
   
• www.bls.gov/ooh - Bureau of Labor Statistics - career information on duties, education and training, pay, and outlook for hundreds of occupations.
   
• https://www.onetcenter.org/ - O-net resource center

College Planning - Costs / Financial Aid

• www.collegeboard.com - prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT and the Advanced Placement Program.
   
• www.phcaa.org – PHEAA's home page.
   
• www.fafsa.gov – Free Application for Federal Student Aid.
   
• www.finaid.org – The SmartStudentTM Guide to Financial Aid.
   
• www.fastweb.com – Free scholarship search.
   
• www.youcandealwithit.com – Paying back that student loan; budgeting tips.
   
• www.federalstudentaid.ed.gov – General financial aid info.
   
• www.dircct.ed.gov – U.S. Department of Education's Direct Loan Program.
   
• www.collegenavigator.gov -   Find the right college for you!
   
• www.finaid.org - Find everything from loans and grants to graduate school fellowships and education tax benefits to tuition payment plans.

Other Resources

• www.psca-web.org – PA. School Counselors site, PA Companion Guide and Tools.
   
• www.princetonreview.org – Information on College Majors and Careers.
   
• www.huffingtonpost.org – Information on College Majors and Careers.
   
• cew.georgetown.edu – Studies between, career, education and the workforce.

Media / Advertising

• Social Media
• Digital Billboard
• Connect-Ed
• Musical and Theater Programs

Publication / Documents

• Choosing Your Path Guide Book
• Choices: A Guide to PA Career Schools
• Book of Majors, Jobs and Careers Planning
• PA Career Guide

 

 

Demographics and Logistics of the Process

All students deserve a comprehensive career development program that will provide them and their families with resources and developmentally appropriate experiences to guide them through a sound decision making process as they transition through each level and beyond graduation. Students will compile a digital career portfolio to manage and maintain all career exploration, course selection and reflection activities. Each students' digital career portfolio will be housed in PathwayMANAGER.

Full implementation is required for the Class of 2026. Evidence of career exploration and readiness is required and collected per guidelines of the Pennsylvania Future Ready Index.

• Grade 11
  • Class of 2020
  • Evidence: 4
• Grade 10
  • Class of 2021
  • Evidence: 8
• Grade 9
  • Class of 2022
  • Evidence: 10
• Grade 8
  • Class of 2023
  • Evidence: 12
• Grade 7
  • Class of 2024
  • Evidence: 14
• Grade 6
  • Class of 2025
  • Evidence: 18
• Grade 5
  • Class of 2026
  • Evidence: 20

In the Colonial School District, the process begins in Kindergarten using the Career and Education Work Standards integrated into the content curriculum of reading/language arts, math, science and social studies. The process of collecting evidence to identify students’ participation in career readiness exploration begins in the 3rd grade and is in alignment with the requirements identified in the Pennsylvania Future Ready Index. Through self-exploration and teacher supported career exploration in the Colonial School District, students:

• At the Elementary Schools will learn how to identify career interests and complete various reflective inventories about their choices that will be included in their digital career portfolio. 
   
• At the Colonial Middle School, students will explore viable careers related to their interests and aptitudes while developing an individualized academic career plan that will be included in the digital career portfolio.
   
• At Plymouth Whitemarsh High School, students will continue to explore careers interests, participate in career experiences and finalize decisions regarding their post secondary plans. These additional career exploration related experiences and activities will be included in their digital career portfolio.

Student Profile - Career Pathways, Careers of Interest, Trade or College (pathwayManager)

Student Career Portfolio, Experiences and Reflections

Parent and Faculty Engagement

Parents will have access to their child’s portfolio on pathwayMANAGER which houses vital career and course planning information. Parents are encouraged to discuss the career portfolio as a family during the year, but especially during course selection and career exploration visits and activities. Parents are a vital part of a student’s decision making and must be informed of career opportunities and present at career and course planning forums such as Sophomore Spotlight Meetings and Program Planning Nights.

Teachers and faculty deliver career focused informational sessions (both academic and personal/social) during Bonus Block at the high school.  Teachers and faculty provide ongoing recommendations for course placement and post-secondary letters of recommendation through Naviance. Elective and content area teachers will create opportunities in the curriculum to tie skills and interests to high priority occupations that affect a student’s decision making process.

The faculty will receive professional development on pathwayManager and will provide input on the scope and sequence of the contents of the digital portfolio. In addition, a district wide Career Readiness Committee will be formed with representations from K-12 to ensure that, as a district, we are providing students with a variety of experiences across the four bands of the Career Education Work Standards to be career ready.

Plan / Portfolio Sustainability and Review Process

The contents of the Academic Career Plan and Portfolio will be reviewed by the 339 Planning Committee and the CSD Career Readiness Committee. Student plans will be revisited yearly as part of planned/required curriculum, ongoing Bonus Block advisories, and with individual student meetings. 

A student’s digital career portfolio will house all individualized information about a student’s course selections and career pathway exploration. As students transition from middle to high school they will be surveyed annually by key staff to monitor progress and plans for their post secondary pathway.

By the end of grade 11, every student will have a career portfolio containing:

• 12 pieces of evidence accumulated in grades K-5 and 6- 8
• 8 additional pieces accumulated in grades 9-11
  • Evidence collected in grades 9-11 must validate all four strands of the CEW standards (2 pieces minimum in each strand)
  • Two pieces of evidence collected in grades 9-11 must demonstrate implementation of the student’s individualized plan / pathway 

Career Development Intervention Chart (Evidence)

Grade 9

• Career Awareness
  • CMTHS Visit (Reflection)
  • 4 Year Plan (PM Career Plan)
  • Individualized Career Focused Field Trips - Level 1 (Reflection)
     
• Career Acquisition
  • Career & Financial Management or Career Exploration (Curriculum)
     
• Career Retention
  • Career & Financial Management or Career Exploration (Curriculum)
  • Career Fair and/or Career Speakers (Advisory Activity)
  • Individualized Career Focused Field Trips - Level 2 (Reflection)
     
• Entrepreneurship
  • Open Minds Competition (Collaborative Design, Plan and Presentation)

Grade 10

• Career Awareness
  • Sophmore Spotlight (PM Career Plan)
  • Individualized Career Focused Field Trips - Level 1 (Reflection)
  • ASVAB (May Exam)
     
• Career Acquisition
  • Career & Financial Management or Career Exploration (Curriculum)
  • Learning Styles Inventory - Naviance (Reflection)
     
• Career Retention
  • Career & Financial Management or Career Exploration (Curriculum)
  • Career Fair and/or Career Speakers (Advisory Activity)
  • Individualized Career Focused Field Trips - Level 2 (Reflection)
     
• Entrepreneurship
  • Open Minds Competition (Collaborative Design, Plan and Presentation)

Grade 11

• Career Awareness
  • Individualized Career Focused Field Trips - Level 1 (Reflection)
     
• Career Acquisition
  • Career & Financial Management or Career Exploration (Curriculum)
  • ASVAB Advisory (Analysis Activity)
     
• Career Retention
  • Career & Financial Management or Career Exploration (Curriculum)
  • Post Secondary Options & College Admissions Overview (Exit Slip)
  • Career Fair and/or Career Speakers (Advisory Activity)
  • Individualized Career Focused Field Trips - Level 2 (Reflection)
     
• Entrepreneurship
  • Open Minds Competition (Collaborative Design, Plan and Presentation)
  • IB Career Programme

Grade 12

• Career Acquisition
  • ​​​​​​​Career & Financial Management or Career Exploration (Curriculum)
     
• Career Retention
  • ​​​​​​​Career & Financial Management or Career Exploration (Curriculum)
  • Career Fair and/or Career Speakers (Advisory Activity)
  • Individualized Career Focused Field Trips - Level 2 (Reflection)
  • Senior Exit Information (Survey)
  • College Admissions Process (Naviance)
     
• Entrepreneurship
  • Work Study, Internship, Apprenticeships (OTJDocs/REF)
  • ​​​​​​​​​​​​​​Open Minds Competition (Collaborative Design, Plan and Presentation)
  • IB Career Programme

Class of 2021 and Beyond (Per PA Senate Bill 723)

A student who successfully completes a course in personal finance during grades nine through twelve shall be permitted to apply/replace 1 graduation credit in the areas of Mathematics, Social Studies, Business or Family Consumer Science as determined by the governing public High School. 

Therefore, PWHS recognizes students may replace one credit in Mathematics-Grade 11 or Social Studies-Grade 11 with the course Career & Financial Management, Honors Career & Financial Management, or Career Exploration.

• Career & Financial Management = 1 CREDIT TOWARD GRADUATION
• Honors Career & Financial Management = 1 CREDIT TOWARD GRADUATION
• Career Exploration = 1 CREDIT TOWARD GRADUATION

• Career Awareness
  • Naviance: Do What You Are, Career Interest Profiler, Strengths Explorer (13.1.11A: Career Decisions Unit)
  • Review career options based on self-assessments results in Naviance (13.1.11B: Career Decisions Unit)
  • Research 5 careers that match your interests and aptitude using the Career Decisions Grid (13.1.11B,C: Career Decisions Unit)
  • Job Shadow Day (13.1.11D)
  • Create Dream Board (13.1.11E)
     
• Career Acquisition
  • Participate in a Mock Interview (13.2.11A: Career Decisions Unit)
  • Create a resume (13.2.11C: Career Decisions Unit)
  • Complete a Job Application (13.2.11C: Career Decisions Unit)
  • Complete a Cover Letter (13.2.11C: Career Decisions Unit)
  • Put together a Career Portfolio (13.2.11G,H: Career Decisions Unit)
     
• Career Retention
  • Create and evaluate a personal budget that includes buying a house, spouse and children (13.3.11B: Buying a House Unit)
  • Evaluate credit scores and credit history of sample individuals. Write an approval or decline of a loan letter to each (13.3.11C: Credit Unit)
  • Create a personal Budget based on an amount for a realistic income in a chosen career (13.3.11D: Budgets Unit)
  • Evaluate job outlook and how the global workplace affects your chosen career (13.3.12F: Career Decisions Unit)
• Entrepreneurship
  • ​​​​​​​Private companies vs. Public corporations: Compare/contrast the value of working and/or investing in each business structure (13.4.12A: Stocks Unit)
  • Determine traits of a millionaire (adaptability, ethical behavior, leadership, positive attitude, risk-taking (13.4.12B: Goals Unit)
  • Design a retirement plan including personal and financial goals (13.4.11C: Retirement Unit)
  • IB Career Programme

Central Montco Technical High School (CMTHS) provides a variety of educational programs that prepare students to enter the workforce, or to continue their education at colleges, universities and technical schools.  In addition to occupation specific training, CMTHS promotes the development of civic responsibility, employability skills, leadership and professionalism.  All   programs are competency based and designed to meet the needs, skills, interests, abilities and preferences of the individual student. 

Plymouth Whitemarsh High School students are exposed to Central Montco Technical High School facilities and programs of study beginning in fifth grade.  Students whose Career Pathway aligns to a CMTHS program are strongly encouraged to enroll in the applicable program beginning in grade 10.

Student Awareness (CTE-CMTHS)

Students will explore CMTHS programs of study as an important step in planning for their futures. Students will realize the relationship between their interests and course selection choices made in school and how those decisions affect their post-secondary and career options.

Grade 7

• Program and/or Intervention: CMTHS Tours
• Program Delivery (Contact): CMTHS Staff
• Timeline: December
• Evidence Collected: Survey

Grade 7-8

• Program and/or Intervention: Workforce lesson
• Program Delivery (Contact): CMS Counselors
• Timeline: December
• Evidence Collected: Survey

Grade 9

• Program and/or Intervention: CMTHS Program Specific Experience
• Program Delivery (Contact): CMTHS Staff, PWHS Counselors
• Timeline: December
• Evidence Collected: Survey, CMTHS Visit Reflection

Grade 10

• Program and/or Intervention: Sophmore Focus
• Program Delivery (Contact): PWHS Counselors
• Timeline: February - July
• Evidence Collected: pathwayManager: Career Plan, Naviance: 4-year plan, PowerSchool: Course selection request management

Grade 9-11

• Program and/or Intervention: Career Fair
• Program Delivery (Contact): CMTHS Staff, PWHS Career Fair Coordinator
• Timeline: Ongoing: March
• Evidence Collected: Survey: 3-2-1 Exit Survey

Grade 9-11

• Program and/or Intervention: Course Selection / IEP Meetings
• Program Delivery (Contact): PWHS Counselors, CMTHS Special Education Liason
• Timeline: Ongoing: September - May
• Evidence Collected: pathwayManager: Career Plan, Naviance: 4-year plan, PowerSchool: Course selection request management

Grade 9-11

• Program and/or Intervention: Course Selection Advisory
• Program Delivery (Contact): PWHS Bonus Block Home-Base Teachers
• Timeline: Ongoing: September - May
• Evidence Collected: pathwayManager: Career Plan, Naviance: 4-year plan, PowerSchool: Course selection request management

Grade 9-12

• Program and/or Intervention: CMTHS Open House Promotion (Website, Print, Social Media)
• Program Delivery (Contact) : PWHS Administration, PWHS Counselors, CSD PR Department
• Timeline: December & May
• Evidence Collected: Student Attendance at CMTHS Open House (3-2-1 Exit Survey)

Parent Awareness (CTE-CMTHS)

Parents will understand the importance of future career planning based upon current trends in high priority occupations. Together parents and students will explore CMTHS programs aligned to these occupations, with the goal of assessing whether or not such programs are appropriate options.

Grade 6-8

• Program and/or Intervention: Website / Facebook promote CMTHS Open House
• Program Delivery (Contact): CMS Administration, CSD PR Department
• Timeline: October
• Evidence Collected: Attendance

Grade 6-8

• Program and/or Intervention: CMTHS Open House
• Program Delivery (Contact): CMTHS Staff
• Timeline: December
• Evidence Collected: Attendance

Grade 9-12

• Program and/or Intervention: PWHS Back to School Night
• Program Delivery (Contact): CMTHS Staff
• Timeline: October
• Evidence Collected: Attendance

Grade 9-12

• Program and/or Intervention: PWHS Program Planning Night
• Program Delivery (Contact): CMTHS Staff
• Timeline: February
• Evidence Collected: Attendance - Feedback

Grade 9-12

• Program and/or Intervention: CMTHS Open House Promotion (Website, Print, Social Media) 
• Program Delivery (Contact): PWHS Adminstration, PWHS Counselors, CSD PR Department
• Timeline: December and May
• Evidence Collected: Student Attendance at CMTHS Open Houses (3-2-1 Exit Survey)

Grade 9-11

• Program and/or Intervention: Course Selection / IEP Meetings
• Program Delivery (Contact): PWHS Counselors, CMTHS Special Education Liason
• Timeline: September - May
• Evidence Collected: pathwayManager: Career Plan, PowerSchool: course selection request, parent review/sign-off

Grade 10

• Program and/or Intervention: Sophomore Focus Meetings
• Program Delivery (Contact): PWHS Counselors
• Timeline: February - July
• Evidence Collected: pathway Manager: Career Plan, Navianc: 4-year-plan

Educator Awareness (CTE-CMTHS)

Educators will expand their knowledge base of CMTHS programs with the intent of informing students of opportunities that align with future career demands and trends, before and during the course selection process (Bonus Block Advisory, classroom conversations).

Grade 7

• Program and/or Intervention: Chaperones on CMTHS Tour
• Program Delivery (Contact):
• Timeline: December
• Evidence Collected: 

Grade 9-12

• Program and/or Intervention: Chaperones on CMTHS Program Specific Tours
• Program Delivery (Contact): CMTHS Staff, PWHS Administration
• Timeline: December
• Evidence Collected: Visit to CMTHS

Grade 9-12

• Program and/or Intervention: CMTHS Catalog Review
• Program Delivery (Contact): PWHS Staff, PWHS Department Heads
• Timeline: December-January
• Evidence Collected: Department Meeting Agenda

Grade 9-11

• Program and/or Intervention: Faculty Meeting Course Selection
• Program Delivery (Contact): PWHS Administration
• Timeline: January
• Evidence Collected: PW Google Team Drive (Resource Sign-off) 

Grade 6-12

• Program and/or Intervention: Best Practices Fair Option to Visit CMTHS
• Program Delivery (Contact): CMTHS Staff, CMS Staff, PWHS Staff
• Timeline: Spring PD (Biennially)
• Evidence Collected: Best Practices Fair staff registrations

Position Goal:

To assist students to understand themselves, to achieve to their capacity, and to make appropriate decisions through personal, educational and career counseling and guidance services.

Education Level:

Master’s Degree in Guidance and Counseling; Pennsylvania Certification in Elementary or Secondary School Counselor

Essential Duties and Responsibilities:

• Maintain a cooperative, enthusiastic, constructive attitude toward education and carry out assignments professionally and efficiently using good communication skills with students, staff and parents.
   
• Provide counseling with students, staff and parents individually and in groups as necessary in the solution of personal problems relating to home and family, health, emotional and educational concerns.
   
• Maintain sound organization and management of pupil records/data in accordance with district policy guidelines and disseminate accurate student data and records as permitted to approved requesters
   
• Assist new students and parents by orienting them to school procedures, available services, academic placement and schedule development as required at each level.
   
• Assist students and parents/guardians with course selection/scheduling.
   
• Provide classroom instruction in career awareness / planning (grades 6-12) as directed by building principal.
   
• Assist students, parents and staff in accessing the network of community services, tutoring, and other appropriate support sources as necessary.
   
• Work closely with the Special Education staff to ensure compliance with guidelines, completion of documentation and coordination of special education services.
   
• Serve as a member of the child study, instructional support, multidisciplinary, and student assistance teams as necessary and assist in coordinating services of same.
   
• Work collaboratively with community counselors.
   
• Schedule, coordinate, and administer individual and group testing and assessments as required by state and local programs and interpret results for students, parents and staff.
   
• Assist in orientation of incoming classes to each level as necessary.
   
• Provide information and assist students and parents in such areas as: evaluating career interests/choices, financial aid, occupational information, completing school, etc, as required at each grade level.
   
• Attend and participate in staff development activities, faculty meetings, department/grade level meeting, and serve on building and/or district committees as requested.
   
• Serve as cooperating professional, mentor, or advisor to students, colleagues, or others as requested and participate in studies, surveys, or research pertinent to the profession.
   
• Maintain appropriate confidentiality of all student-related information or data as well as building/district specific information.
   
• Submit accurate, legible, and complete information on forms, requisitions, reports, records, surveys in a timely fashion as requested by administration.
   
• Assist with coordination, execution and organization of administrative testing (SAT, ACT, KEYSTONE, ADVANCED PLACEMENT, ASVAB, etc.)
   
• Assist in public relations efforts to promote education, the Colonial School District, individual school activities, and the profession.
   
• Establish and maintain parental awareness of building level counseling services and supports through various forums and communication.
   
• Follow applicable laws, policies, procedures, and directives as established by the state, department of education, school board and administration.
   
• Pursue ongoing professional growth, seek self-improvement opportunities, and keep informed of new developments in the field.
   
• Perform other duties as assigned by the building principal/assistant principal.

Position Specifications

Temperament:            

• Is sensitive to needs of individuals from diverse ethnic,cultural and economic backgrounds
• Ability to work as a member of a team
• Ability to work effectively with others
• Must be cooperative, congenial and service-oriented

Cognitive Ability:        

• Ability to follow-through to complete assigned tasks           
• Ability to make decisions independently
• Ability to recognize and safeguard confidential material
• Ability to have excellent control under stressful and emergency circumstances, i.e., irate parent and/or student

13.1.11 Career Awareness and Preparation

A. Relate careers to individual interests, abilities, and aptitudes.

B. Analyze career options based on personal interests, abilities, aptitudes, achievements and goals.

C. Analyze how the changing roles of individuals in the workplace relate to new opportunities within career choices.

D. Evaluate school-based opportunities for career awareness/preparation, such as, but not limited to:

• Career days
• Career portfolio
• Community service
• Cooperative education
• Graduation/senior project
• Internship
• Job shadowing
• Part-time employment
• Registered apprenticeship
• School-based enterprise

E. Justify the selection of a career.

F. Analyze the relationship between career choices and career preparation opportunities, such as, but not limited to:

• Associate degree
• Certificate / licensure
• Entrepreneurship
• Industry training
• Military training

G. Assess the implementation of the individualized career plan through the ongoing development of the career portfolio.

H. Review personal high school plan against current personal career goals and select post-secondary opportunities based upon personal career interests.

13.2.11 Career Acquistion

1. Apply effective speaking and listening skills used in a job interview.
    
2. Apply research skills in searching for a job.

• CareerLinks
• Internet
• Networking
• Newspapers
• Professional associations
• Resource books (Occupational Outlook Handbook, PA Career Guide)

C. Develop and assemble, for career portfolio placement, career acquisition documents, such as, but not limited to:

• Job application
• Letter of appreciation following an interview
• Letter of introduction
• Post-secondary education/training applications
• Request for letter of recommendation
• Resume

D. Analyze, revise, and apply an individualized career portfolio to chosen career path.

E. Demonstrate, in the career acquisition process, the application of essential workplace skills/knowledge, such as, but not limited to:

• Commitment
• Communication
• Dependability
• Health/safety
• Laws and regulations (that is Americans with Disabilities Act, Child Labor Law, Fair Labor Standards Act, OSHA, Material Safety Data Sheets)
• Self-advocacy
• Scheduling/time management
• Team building
• Technical literacy

 

13.3.11 Career Retention & Advancement

1. Evaluate personal attitudes and work habits that support career retention and advancement.
    
2. Evaluate team member roles to describe and illustrate active listening techniques:

• Clarifying
• Encouraging
• Reflecting
• Restating
• Summarizing

C. Evaluate conflict resolution skills as they relate to the workplace:

• Constructive criticism
• Group dynamics
• Managing/leadership
• Mediation
• Negotiation
• Problem solving

D. Develop a personal budget based on career choice, such as, but not limited to:

• Charitable contributions
• Fixed/variable expenses
• Gross pay
• Net pay
• Other income
• Savings
• Taxes

E. Evaluate time management strategies and their application to both personal and work situations.

F.  Evaluate strategies for career retention and advancement in response to the changing global workplace.

G. Evaluate the impact of lifelong learning on career retention and advancement.

13.4.11 Entrepreneurship

1. Analyze entrepreneurship as it relates to personal career goals and corporate opportunities.
    
2. Analyze entrepreneurship as it relates to personal character traits.
    
3. Develop a business plan for an entrepreneurial concept of personal interest and identify available resources, such as, but not limited to:

• Community Based Organizations
• (chambers of commerce, trade/technical associations, Industrial Resource Centers)
• Financial institutions
• School-based career centers
• Small Business Administration services (that is SCORE, Small Business Development Centers, Entrepreneurial Development Centers)
• Venture capital

Click here to go to the PWHS Career Pathways page.

Work-based learning provides an opportunity for students to reinforce their classroom learning, explore future career fields, and demonstrate their skills in a real-world setting. Listed below are the common types of work-based learning activities, along with Pennsylvania Department of Education requirements to qualify for the activities.

Job Shadow (Unpaid)

Description

A career exploration activity in which students gain exposure to careers that they are interested in pursuing by working with business volunteers. For a short period, up to several days, students spend the work day as a shadow to a competent worker. By visiting a workplace, investigating a career field and industry, and experiencing a typical day on the job, students can determine if the career and industry fits their interests and career aspirations.

Requirements to Qualify

• Must be guided by a teacher advisor.
   
• Connected to the school’s curriculum/course of study.
   
• Follows a learning process that includes student pre, during, and post documentation connecting the shadowing experience to student interest and career planning. (e.g., research the experience, develop questions for experience, interview career mentor, reflect on experience and key learnings)
   
• Minimum three hours per experience; minimum of three separate experiences.

Internship (Unpaid)

Description

A highly-structured, sustained career preparation work experience in which students are placed at a workplace for a defined period to participate in and observe work within a given industry. Learning objectives are specified, and student performance is assessed. Students earn academic credit, giving the student a broad overview of the career area.

Requirements to Qualify

• Supervised by both an employer and a teacher advisor.
   
• Educator and employer evaluate the work experience, with input from student.
   
• Connected to the school’s curriculum/course of study.
   
• Includes a learning plan and a contract that details learning objectives and roles of all parties.
   
• Minimum six-week experience and/or 60 hours total.

Co-Op CTE Programs (Paid-Unpaid)

Description

A structured method of instruction combining school-based classroom learning with productive work-based learning in an occupation matching the student’s academic and career objectives. At the secondary level, cooperative education involves a planned partnership with specified connecting activities and responsibilities among students, parent/guardians, schools, employers, labor organizations, and government.

Requirements to Qualify

These specified connecting activities and responsibilities include, but are not limited to, the following:

• Supervision, coordination, monitoring, and evaluation of student progress and performance between the school-based and work-based learning components are performed by appropriately certified professional school personnel because school credit is to be awarded for this experience. A minimum of one on-site visit per month is required.
   
• Student enrollment in a PDE-approved career and technical education program that facilitates linkages with postsecondary education, a coherent multi-year sequence of instruction and the opportunity for full-time paid employment following graduation.
   
• Cooperative education teacher-coordinators shall complete a written training agreement and training plan, collect the student’s employment certificate or work permit and proof of workers’ compensation before being placed at the work site.
   
• An employer/employee relationship exists; therefore, all state and federal laws regarding employer/employee relationships are enforced. Attention shall be given to the Child Labor Act regarding work permits, working hours, insurance, workers’ compensation, and knowledge of OSHA standards.

Career Mentorship (Paid-Unpaid) and/or Externship (Unpaid)

Description

Occurs when a student is matched one-to-one with an adult professional in a chosen field of interest to explore a career, career interests, and related workplace and career development issues. The career mentor serves as a resource for the student by sharing insights and providing encouragement and guidance about the workplace, work ethics, careers, and educational requirements.

The one-to-one career mentoring relationship goes beyond the formal obligations of a teaching or supervisory role. Career mentoring experiences promote exploration of a field of interest and increase students’ exposure to jobs, careers, and adult role models in the workplace.

Students can develop pre-employment and work maturity skills while building professional knowledge. Building relationships with adults assists students in expanding their ability to develop positive relationships. 

Requirement to Qualify

This program shall incorporate the following:

• Develop clear, written policy and procedures materials for all parties.
   
• Match students with career mentors based on career interest and personality.
   
• Allow the mentor and mentee to interview and select each other.
   
• Have the student and career mentor set and communicate learning expectations that are assessed on a regular basis.
   
• Provide ongoing support and training for career mentor.
   
• Monitored by teacher or other school personnel.
   
• Mentorships can occur through many forums, such as e-mentoring, inside and outside of the classroom and after school.
   
• Required hours: As a very individualized experience, the time commitment is dependent on what is required for the student to develop a clear understanding of the career cluster and expectations, at a minimum of six hours.

Apprenticeship (Paid)

Description

A career preparation activity designed to prepare an individual for careers in the skilled crafts and trades. There are some apprenticeship programs that accept high school students between the ages of 16 and 18 to begin their apprenticeships. Apprenticeship training usually requires one to five years to complete, depending on which occupation is chosen.

State and federal registered apprenticeship programs are work-based education partnerships between industry, labor, education, and government. Apprenticeship is industry-driven and provides an effective balance between paid on-the-job training and required classroom and laboratory instruction. There is a broad span of occupations from low tech to high tech in fields including medical, trades, crafts, and technology.

Requirements to Qualify

Apprenticeship programs have five components (U.S. Department of Labor, n.d.).

• Business Involvement: Employers are the foundation of every apprenticeship program
   
• Structured On-the-Job Training: Apprenticeships always include an on-the-job training (OJT) component. A written training plan is developed between the business, the student, and the school entity
   
• Related Instruction: Education partners collaborate with business to develop the curriculum, which often incorporates established national-level skill standards
   
• Rewards for Skill Gains: Apprentices receive wages when they begin working and receive pay increases as they meet benchmarks for skill attainment. (PA Child Labor Laws should be followed)
   
• Nationally-recognized Credential: Every graduate of a registered apprenticeship program receives a nationally-recognized credential. This is a portable credential that signifies to employers that apprentices are fully-qualified for the job (U.S. Department of Labor, n.d.)

Co-op Transition Program (IEP Specific)

Description

Community-based work programs are a method of instruction that enables students with IEPs to combine academic classroom instruction (school-based learning component) with occupational instruction through learning on the job (work-based learning component) in a career area of choice. Emphasis is placed on the students’ education and employability skills.

Requirements to Qualify

• As directed by the IEP with transition goals (as per Chapter 14 Regulations).
   
• Must be guided by a transition coordinator in cooperation with the employer.

Service Learning (Unpaid)

Description

A teaching and learning opportunity that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through these experiences, students gain skills and knowledge to prepare for future work relationships and experiences.

Requirements to Qualify

• Supervised by both an agency representative and an assigned teacher advisor.
   
• Evaluated by the educator and the agency representative, with input from the student.
   
• Connected to the school’s curriculum/course of study.
   
• Includes a learning plan and a contract that details learning objectives and roles of all parties.
   
• Required hours: minimum of a six-week experience, and/or 60 hours total.

Flexibility and Adaptability

Adapt to Change

• Adapt to varied roles, job responsibilities, schedules and contexts
• Work effectively in a climate of ambiguity and changing priorities

Be Flexible

• Incorporate feedback effectively
• Deal positively with praise, setbacks and criticism
• Balance diverse views to reach workable solutions

Initiative and Self-Direction

Manage Goals and Time

• Set goals with tangible and intangible success criteria
• Balance short-term and long-term goals
• Utilize time and manage workload 

Work Independently

• Complete tasks without direct oversight

Be Self-Directed Learners

• Go beyond basic mastery of skills to expand one's own learning
• Demonstrate initiative to advance skill levels
• Demonstrate commitment to learning as a lifelong process
• Reflect critically on past experiences in order to inform future progress

Social and Cross-Cultural Skills

Interact Effectively with Others

• Know when it is appropriate to listen and when to speak
• Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

• Work effectively with people from a range of social and cultural backgrounds
• Respond open-mindedly to different ideas and values
• Leverage social and cultural differences to create new ideas

Productivity and Accountability

Manage Projects

• Set and meet goals
• Prioritize, plan and manage work to achieve the intended result

Produce Results

• Demonstrate attributes associated with producing high quality products

Leadership and Responsibility

Guide and Lead Others

• Use Interpersonal and problem-solving skills to influence and guide others toward a goal
• Leverage strengths of others to accomplish a goal
• Inspire others to reach their very best via example and selflessness
• Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others

• Act responsibly with the interests of the larger community in mind