This process also assists counselors and teachers to better prepare students with transition planning as students move to high school. Providing specific activities which allow students to explore and decide what they like (and do not like) to do and what they find interesting (or uninteresting) while in elementary school helps with more complex analysis of their world as they reach middle school. By acknowledging that these conversations may begin as early as Kindergarten, school counselors should provide classroom guidance lessons to assist students in discovering their basic likes and dislikes in areas such as outside play versus inside play, playing with things versus people, and traveling far from home versus staying home each day. This model serves as a developmental framework for school counselors to utilize when beginning purposeful career conversations with students and parents alike.
The eight quality indicators include working with students on their personal and social awareness first, before offering traditional career counseling interventions or programming. In addition to assisting with program evaluation, they also serve as a guide for school counselors in order to ensure every students’ unique career and academic needs are met, especially in the emerging area of financial literacy. The Colorado Department of Education consequently approved these standards to support every students’ Individual Career and Academic Plan (ICAP) as the “ICAP Quality Indicators,” which now serve as a means by which to measure postsecondary program effectiveness. Prior to this movement at the national level, several states had already begun the task of working systemically to improve career and college readiness programming in K-12 schools.Īs a result, the Colorado College and Career Readiness (CCR) Standards for School Counselors were developed in 2014 in response to the addition of ASCA's "Mindsets and Behaviors” as a compliment to the ASCA national model. With momentum gained through national movements such ASCA’s statement on school counselors’ responsibility for career and college planning (ASCA, 2013) and the First Lady’s Reach Higher initiative (Waldo, 2015), college completion and career readiness has become the focus of many state education agencies and non-profit organizations throughout the U.S. The ASCA Mindsets and Behaviors encourage additional emphasis to be placed on how students perceive themselves in relation to others and how developing their interpersonal capabilities will lead to current and future academic and personal success (ASCA, 2014). The American School Counselor Association (ASCA) National Model offers a framework for school counselors to provide students with tools to assess their current interests and form future goals (ASCA, 2012). K-12 College and Career Readiness Standards: Transforming Postsecondary Planning By Leann M.
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