Individual Planning

1
Individual Planning

• Appraisal, Advisement, Placement
• and Follow-up
• Career and Educational Development

2
Intervention Steps

• Appraisal
• Advisement
• Placement
• Follow-up

3
Individual Planning

• The counselor uses whatever methods are most
  appropriate for helping individuals make plans
  for the future (VanZandt Hayslip, 2001) cited
  in Cobia and Henderson (2003).
• School counselors want to help young people make
  careful decisions by exploring all their options,
  using many sources of information and identifying
  probable outcomes. That goal guides the this
  program element (C H, 2003, p. 107).

4
Appraisal

• Student appraisal takes many forms in a school
  counselors job. Through appraisal activities,
  counselors collect and interpret data about
  students achievement, aptitudes, attitudes,
  interests, skills and behaviors (C H, 2003,
  107).

5
Appraisal

• School counselors use many different appraisal
  methods including observations, interviews,
  review of records, tests and inventories.
  (Schmidt)

6
Appraisal

• Schmidt (1999)
• Gathering data from these sources, analyzing
  information, drawing accurate conclusions, and
  making recommendations to address the concerns
  of students and others is an important aspect of
  effective school counseling.

7
Why use Tests?

• Myrick (1993)
• 1. They help make decisions on how best to help a
  student
• 2. Tests help educators describe behavior and
  identify the best type of learning environment
• 3. The idea of ability and achievement

8
ACA States that Counselors Should Use Tests For

• 1. placement and selection of individuals(i.e.,
  gifted, Special Education)
• 2. to describe an individual (i.e., WISC-III -
  intelligence, cognitive skill, achievement
• 3. to predict success in schools, educational
  programs(SAT, GRE)
• 4.to help counselors measure growth
  (achievement,motivation,fears) test/retest)

9
How Not to Use Tests

• Anastasi (1992) she states that the criticism is
  the use of the tests and not the test themselves
• 1. looking at single score to represent the test
  performance rather than test score band
• 2. a single time period score (all tests given on
  one day)

10
How Not to Use Tests

• 3. focusing on a single indicator without
  collaborating and qualifying the data from other
  tests or from other sources of info about the
  student
• 4. using tests for other purposes
• 5. assuming a test is culturally fair

11
Types of Tests (Schmidt 1999)

• 1. Achievement tests
• 2. Aptitude tests
• 3. Personality tests
• 4. Intelligence tests
• 5. Projective tests
• 6. Interest inventories
• 7. Other tests (rating scales, observations,
  checklists, frequency counting, interviews,
  self-expression)

12
Advisement

• Uses data gathered in appraisal to help students
  achieve their personal/social, academic, and
  career goals (G H, 2000).
• Focuses on students increasing their career
  awareness, self-knowledge, and skills in making
  decisions (C H, 2003).
• 3 components

13
Advisement C H (2003)

• 1. Student component exploring careers,
  developing career options/interests, exposure to
  role models, connecting values to careers
• 2. Parent component familiarizes parents with
  educational and career decision making and
  teaches ways they can facilitate the process in
  their children
• 3. School personnel career education and ways
  to incorporate it into the classroom

14
Placement

• Counselors work with students as they move from
  school into the workplace or other postsecondary
  or vocational choice
• Placement activities includestructured work
  experiences that parallel student interests
• Preparation for employment/interviews
• Seminars, websites for college admissions,
  financial aid, applications, etc.
• Military, local employment recruiters,
• Student advisement

15
Career and Educational Development

• Counselors incorporate individual planning into
  a counseling program using the standards from
  organizations
• ASCAs National Standards
• National Career Development Guidelines
• National Occupational Information Coordinating
  Committee (NOICC)

16
Career Center

• Place where career information is made available
  to students and parents
• Occupational descriptions
• Occupational outlook projections
• College and Military information
• Apprenticeship information
• Information for special populations
• Financial aid
• Career planning resources (i.e., vocational
  assessment, job search skills, job simulation)

17
Computer Assisted

• DISCOVER
• SIGI System for Interactive Guidance
  Information
• CIDS Career Information Delivery System
• Free sites are also on the internet
• www.acinet.org/acinet

18
Activities

• Checkout on-line
• Bias website
• www. acinet.org/acinet
• Identify 3 IP activities at the elementary school
  that would result from a review of achievement
  test scores and student grades. How would this
  change for middle and high school?

19
Activities

• Complete exercises on page 121

20
Summary

• What is individual planning?
• How is it used to connect educational and career
  planning?
• How does it involve collaboration between
  counselors, teachers, students and parents?
• What are the 4 intervention steps?
• What are the goals of individual planning at each
  grade level?