Falkville High School Seniors Career Coaching Report Horizon Point Consulting, Inc.
Table of Contents Information Shared with Each Student ............................................................................ 3 Basic Demographics ................................................................................................................ 4 Plans After High School .......................................................................................................... 5 Preparation for College and Career ................................................................................... 6 Barriers Identified .................................................................................................................. 7 Overcoming Barriers ....................................................................................................................... 7 Follow-‐Up Activities ................................................................................................................ 9 Appendices .............................................................................................................................. 10 Appendix A ........................................................................................................................................ 10 Appendix B ........................................................................................................................................ 12
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Information Shared with Each Student
Every high school senior at Falkville High School was scheduled for a 45 minute one-‐on-‐one career coaching session with a Certified Career Development Facilitator (CDF). These appointments took place over four days in November of the students’ senior year. Prior to the coaching session, each student completed basic information online including their plans after graduating as well as the Strong Interest Inventory®. The purpose of the coaching session was to: 1. Review students’ talents and interests/passions revealed through their Strong assessment. 2. Discuss career connections as well as college majors connected to talent and interest areas 3. Discuss plans after high school 4. Discuss pathways and tools to reaching goals set for after high school including covering ACT/SAT registration, test dates and prep, financial aid information, college application processes, and exploration for careers and colleges 5. Identify barriers to career and educational attainment and provide tools and resources for overcoming those barriers The following information was given to each student: 1. Strong Interest Inventory® College Profile (see example in hardcopy of mailed information) 2. Career Planning Worksheet and Checklist (See Appendix A) 3. A checklist for completing the FAFSA (See Appendix B) 4. Next Stop College pamphlet (contained in hardcopy of mailed information) Based on career path and needs, some students were given: 1. Printouts of college applications 2. Waivers for ACT registration 3. Printouts of career information 4. Printouts of college major or certificate options
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Basic Demographics
Number of students receiving coaching: 46 (50 were originally scheduled. Two were no longer at the school once coaching began and two did not show up for sessions). Males: 18 Females: 28 White: 45 Unknown: 1
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Plans After High School
Plans after high school were identified before coaching and during coaching the coaching session. Several changes were reflected after the coaching session. This section reflects plans upon leaving the coaching session. Plans are divided into four categories: military, work, two-‐year college, and four-‐year college. Two-‐year colleges were further divided into certificate programs, Associates Degree, and plans to transfer to get a four-‐year degree. Each area was also tied to career fields, indicated by category. Forty-‐six percent (46%) of students indicated an interest in a career field that in-‐demand in Morgan County. Plan after High School Military Work
2 Year College
4 Year College
Percentage of Students* 4% 9%
Certificate Program Associates Degree
78% 7%
Plan to transfer to 4 year school
24%
48%
36%
*Percentages may not add up to 100 due to overlap in some areas. **Listed in order of frequency
Career Field Connection** Construction (general and HVAC), Manufacturing, Utilities (lineman) EMT, auto-‐diesel mechanics, cosmetology Nursing, medical sonography, physical therapy assistant, business, accounting aerospace, electrical maintenance, computer information systems, music, medical lab technician, fine arts, writing, photography, paralegal, dental hygienist, criminal justice, graphic design Engineering (civil, electrical, aerospace, and mechanical), science field, agriculture field, nursing, education, social work, veterinarian, criminal investigator, economics/finance
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Preparation for College and Career
Students were asked to discuss what they had done or were in the process of doing to prepare for college and career. One major component of this is ACT or SAT testing for admission purposes. The following is a breakdown of ACT information including one-‐on-‐one help that was provided to students in this area: Already taken the ACT: 10 students (22%) This number is not consistent with the number of students planning to pursue a 4-‐ year degree, for which the ACT is required. The 78% of students who have not yet taken the ACT were encouraged to do so immediately if they planned to pursue education beyond high school and were shown online how to do so. Those not having taken the test before December 1st will miss scholarship application deadlines that require the ACT. Registered to take the ACT with a coach during their session: 7 students (15%) All of these students were on free and reduced lunch and therefore received a waiver for the cost of the ACT registration ($35.00). In addition, coaches took pictures of four students and uploaded their pictures to the ACT site now that a picture is required. These students may or not have taken the test due to this small limitation that they did not have access to a camera or understand how to upload a photo online. Students that were in need of college application materials were given printouts of applications for the schools they were interested in pursuing. In addition, every student received information about steps in the financial aid process as well as where to go to get application waivers for admission applications if that was a barrier to applying. Four students requested and were given direct contact info to someone in the field they were interested in pursuing in order to learn more about the field.
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Barriers Identified
There were several barriers identified in this process of pursuing education and or training needed beyond high school to insure success. Some of the things seen were: • Lack of self awareness about strengths and interests, which limits confidence • Lack of knowledge about careers • Teenage pregnancy • Not having passed all parts of the graduation exam • Students living in poverty (measured by students qualifying for free and reduced lunch) • Single parents households (one coach who coached 25 students only talked to 4 students that had both a mother and father figure present in the home) • Lack of understanding about what it takes to get into college, for example, not taking the ACT, assuming the school of their choice has a major they want to pursue, knowing or thinking they could qualify for a Pell Grant, but having no idea how to obtain one, etc. • Lack of computer skills or limited access to computers at home needed to register for ACT and complete college applications. • Drug use. At least one student appeared to be under the influence of some type of substance and one student told a coach that she believed 75% of her classmates were involved in drugs in some way. While this may be an exaggeration by this student, it cannot be overlooked.
Overcoming Barriers
The coaching process helped students begin to understand their strengths and interests as well as information about careers of interest. In addition, their English research paper assignment on a career will further help with self-‐exploration and knowledge. Those that requested contact information of someone in their area of interest will be able to learn first-‐hand about the career they would like to pursue. Connecting students and their families to the resources that the Neighborhood Christian Center (NCC) provided through Valley Rubber’s support can help students in overcoming barriers related to poverty, lack of parental support, teenage pregnancy and drug usage. Connecting students to resources provided by North Alabama Center for Educational Excellence (NACEE) including free ACT test prep, application waivers FALKVILLE HIGH SCHOOL SENIORS CAREER COACHING REPORT 7
and free financial aid and FAFSA application completion can help students and their families deal with barriers related to lack of understanding in what it takes to pursue education beyond high school as well as access to computers and the internet. All students were made aware of the support NACEE provides during their coaching session.
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Follow-‐Up Activities
1. Horizon Point Consulting, Inc. obtained contact information and permission to use that contact information from 35 (76%) of students. Horizon Point will follow-‐up with students via this contact information provided six months after coaching to see if they have needs that need to be addressed related to their college and career goals. Horizon Point Consulting, Inc. will also follow up with students 1 year after the coaching to determine if students are in fact pursuing areas that were identified during coaching. 2. Horizon Point Consulting, Inc. will schedule a follow-‐up meeting at the high school with parents to provide them with an opportunity to complete the FAFSA with a NACEE staff person. This will take place in February 2013. 3. Valley Rubber will follow-‐up with students who apply for the Valley Rubber Scholarship. 4. Horizon Point Consulting, Inc. offered to set up a tour of the Fine Arts School in Downtown Decatur that were interested in programs the school offers. Mr. James will follow up with Horizon Point if this is desired.
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Appendices
Appendix A
FALKVILLE HIGH SCHOOL CAREER PLAN
NAME: ________________________________________ My Holland Code: ___________ My Top Three Career Interests: 1. ______________________ This matches with my career assessment YES NO 2. ______________________ This matches with my career assessment YES NO 3. ______________________ This matches with my career assessment YES NO Visit http://www.careerinfonet.org to learn more about these careers by searching for them in the “Topics A-‐Z” box in the top right hand corner of the screen. What education will I have to pursue to reach my career goal? _____ Community College Which college(s) would I like to consider that have a program(s) that aligns with my career goal? Average cost: _________________ _____ for a certification., in what field? __________________________________ _____ to purse an Associate’s degree, in what field/major?:_______________________ ______ College or University (to pursue a bachelors degree) Which college(s) would I like to consider that have a major(s) that aligns with my career goal? ____________________________________ Application deadline: Average Cost: ____________________________________ Application deadline: Average Cost: ____________________________________ Application deadline: Average Cost: What do you plan to major in?:________________________________ FALKVILLE HIGH SCHOOL SENIORS CAREER COACHING REPORT 10
Checklist for College Admittance and Career Planning: ________ Take a campus visit to where you are interested in attending. If you are interested in the military, visit the recruiter’s’ office. _______ Immediately take the ACT and/or SAT if you haven’t already done so. Register at www.ACTstudent.org ; collegeboard.org for SAT _________ Check with Mr. James if you are on Free and Reduced Lunch for College Application Waivers and ACT/SAT fee waivers. _______ Ask friends and family if they know anyone working in the career field(s) you are interested in pursuing. Schedule a time to job shadow someone in your field (December-‐start of school). Look up your areas of interest on careerinfonet.org or other sites to learn more. _________Check out additional Financial Aid Assistance that might be available to you : WIA Training Youth Grants (Based on Income) Decatur Career Center 256.355.0142 1819 Bassett Avenue SE Decatur, AL 35601 _______ Search for scholarships to apply for (ongoing every month) -‐Ask your Mr. James weekly if any scholarships have come in -‐Complete the Valley Rubber scholarship application -‐Search company websites for scholarships Search the web; Some good sites for search are: www.fastweb.com www.scholarships.com www.collegebard.com www.federalstudentaid.ed.gov/scholarship ______ Send in application(s) for 4 year colleges and universities (most deadlines are February or earlier; community colleges are on a continual basis) ______ Request transcripts be sent to the school(s) I’m applying through the office (after you submit your applications) ______ Used the FAFSA Forecaster at www.FAFSA4caster.ed.gov to see if I may qualify for financial aid (December or January) ______ Get all the materials together to complete the FAFSA (see sheet in your folder) (January) 2012 Taxes must be filed to do this. ______ Get your FAFSA pin so you can complete the FAFSA at www.pin.ed.gov (January) ______ Submit my FAFSA online as soon as possible. The sooner you submit it, the more money there is available to you. go to www.fafsa.ed.gov to see a list of deadlines ____ If three weeks has passed since submitting your FAFSA and you have not received your Student Aid Report (SAR) from them, check the status at www.fafsa.ed.gov “Check Status of a Submitted FAFSA” _____ Keep in touch with the school you’ve selected to attend to see how much financial aid will cover for the cost of school (April-‐July) _____ Decide where I want to attend and pay any enrollment fees (April-‐May)
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Appendix B
Gathering the Documents Needed to Apply for the FAFSAThe FAFSA asks for information about you (your name, date of birth, address, etc.) and about your financial situation. Depending on your circumstances (for instance, when you filed taxes or what tax form you used), you might need the following information or documents as you fill out the FAFSA: • Your Social Security number (it’s important that you enter it correctly on the FAFSA!) • Your parents’ Social Security numbers if you are a dependent student • Your driver’s license number if you have one • Your Alien Registration Number if you are not a U.S. citizen • Federal tax information or tax returns including IRS W-2 information, for you (and your spouse, if you are married), and for your parents if you are a dependent student: IRS 1040, 1040A, 1040EZ Foreign tax return, or Tax return for Puerto Rico, Guam, American Samoa, the U.S. Virgin Islands, the Marshall Islands, the Federal States of Micronesia, or Palau
• Records of your untaxed income, such as child support received, interest income, and veterans noneducation benefits, for you, and for your parents if you are a dependent student • Information on cash; savings and checking account balances; investments, including stocks and bonds and real estate but not including the home in which you live; and business and farm assets for you, and for your parents if you are a dependent student Keep these records! You may need them again. Source: http://studentaid.ed.gov/fafsa/filling-out#gathering-the-documentsneeded-to-apply For free help filling out your FAFSA visit North Alabama Center for Educational Excellence. Decatur OfficeU.S. Postal Building Room 208 Decatur, AL 35601 256-350-6478
Cullman Office401 2nd Avenue, Suite 101 Cullman, AL 35055 256-739-2382
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