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| The Kuder System Finds Fans in Indiana |
By: Marsha VanNahmen, Director
College & Career Exploration Center, Columbus, Indiana
fan2 (făn) n. (Short for fanatic.) Informal. An ardent devotee.
That pretty much describes us. We are Kuder Career Planning System fans. The College & Career Exploration Center is dedicated to helping learners develop informed and attainable plans for success in higher education and careers. The Exploration Center, located in the Columbus (Indiana) Learning Center, is a one-stop clearinghouse for accessible information and advisement about colleges and careers. We provide a wide range of on-site services and programs for individuals in the region including current higher education students enrolled at Ivy Tech Community College – Columbus, Indiana University – Purdue University Columbus (IUPUC), and Purdue University College of Technology. Outreach programming involves middle and high school students across south central Indiana. The Center is collaboratively staffed by career professionals from Ivy Tech, IUPUC, Purdue College of Technology, K-12 public schools, and C4 Columbus Area Career Connection – the career and technical education provider in the region.
This is the fourth year we have provided site licenses for high schools through our outreach programming. The Pathway to College Program of Ivy Tech Community College was the original funder – using grant dollars from Lilly Endowment. The Exploration Center currently utilizes grant money, including funds from Lumina Foundation for Education. Individuals from various perspectives agree – the money is well-spent.
Dr. Doug Moore, Director of Guidance at Columbus East High School, counts on the Kuder system as an integral part of the overall developmental career guidance curriculum. Dr. Moore states, “In recent years, our guidance staff has been reduced by 25%. With increasing demands on our time to coordinate mandated testing, we count on the entire school staff to help support and encourage career exploration and awareness. We especially depend on the freshman Keystone component of our Pathways to Life approach. Integrating the Kuder Career Planning System within the course helps 9th graders launch their high school career equipped with information specific to their likes/dislikes, abilities, and personal values.”
Keystone is the first piece of the award-winning Pathways to Life approach at Columbus East. Other components include the 10th grade Cornerstone, 11th grade Milestone, and 12th grade Capstone pieces. The Keystone curriculum includes: an orientation to high school; training in use of building technology; study and test taking skills; time management and organizational skills and is generally designed to smooth student transitions and help young people learn and develop necessary success skills.
The Kuder system is a major foundational piece of the Keystone curriculum. Nan Keach, Keystone Coordinator, is another Kuder fan. Keach says, “Kuder is a valuable resource to help students gain personal awareness about “Who am I?”, “Where do I want to go?”, “How do I get there?” Our freshmen use their assessment results to arrange relevant job shadow experiences that help them understand how their school subjects relate to future careers.” Keach goes on to add, “Individual results help students develop their four-year career plan, make appropriate course selections that support their chosen Career Pathway, and understand what they need to study following high school graduation in order to reach their personal and professional goals.”
Super’s Work Values Inventory is Mrs. Keach’s favorite feature. “Understanding one’s personal values provides insight that endures over time. Likes and dislikes may shift around an area of interest, but work values are likely to remain more constant and will be an important factor in future career decisions.”
Mrs. Keach and Dr. Moore both appreciate the web-based format of the Kuder system. During 10th grade Cornerstone Exhibitions (part of a Smaller Learning Communities initiative) and 11th grade Milestone conferences, students can access and share assessment results with parents and counselors when formulating postsecondary plans. Even years later, young people can revisit their baseline results when making refinements to their education and career plans.
Not all students have access to a course like Keystone at their school. Hauser High School is a smaller school (500) in a rural school corporation. The College & Career Exploration Center received a McCabe Fund grant from Lumina Foundation for Education. The McCabe Project helps students – including more first-generation and low income students – prepare for college and career success. McCabe funds are used to design and deliver a customized outreach program that supports the school’s career guidance curriculum. For the past two years, all 9th grade students at Hauser have participated in the McCabe Project.
The Kuder Career Planning System serves as the cornerstone for the McCabe Project at Hauser. Students complete the assessments then attend a series of college and career modules that build on their individual results. Some programming modules include: understanding assessment results, developing a five-year career plan, learning about Career Pathways, college and career selection processes, and future workforce trends. “Given limited staff and finite resources, we are thrilled to have a comprehensive career planning tool like Kuder available for our students”, said Tim Stephens, Hauser High School principal. There are Kuder fans at Hauser High School as well.
As a part of the College & Career Exploration Center continuous improvement process, we collect evaluation data to determine if resources we purchase add value and fulfill the intended purpose. The Career Planning System evaluation results tell us that students are Kuder fans, too. From the evaluations, we gain an understanding of how students use their results (e.g. print results, share results with parents and counselors, save results to E-locker and electronic portfolios). We learn what features students use frequently and find most helpful (Search by College and Search by Major). Respondents tell us the assessments are easy to take (4.21/5.00*) and the individual results are easy to understand (3.99/5.00*). More than three-fourths of the students who took the assessments would recommend the Career Planning System to other students, friends, and parents.
Anecdotal comments from students are very telling and powerful.
• Showed me more career options than I had ever considered
• It gives a student who is lost some direction and a starting point
• It will help me decide classes to take in high school
• A good way to see if your interests match your skills
• Learn what jobs match with likes/interests/skills
• Good college planning advice
These positive quantitative and qualitative results make our decision to renew the licenses an easy one.
Bear with me – as I wave my foam finger – while I share a couple final thoughts. The Kuder Administrative Database Management System is a treasure chest of information. Administrators can access data in various reports and configurations. Certainly, one can remind a student of a forgotten user name so he or she can access their results. But, the wealth of data goes far beyond that. To cite one example: we identified females with high interest or high ability in the science/technical cluster for a targeted gender equity initiative. We have also used data on high interest/high ability clusters when considering introducing new courses.
Last but certainly not least, the Kuder team delivers exceptional customer service and support. At the College & Career Exploration Center, we strive to provide a diverse range of tools and resources to meet the needs of the learners we serve. We use various products and deal with numerous vendors. The support we receive from Kuder is unparalleled. Regardless of when I phone or e-mail – I get an answer to my inquiry right away. In addition to getting the help I need, I always learn about new features or how to more fully utilize the system. Suffice to say – we are KUDER FANS!!
*based on a 5-point Likert scale: 5 = highest
| Catalina D'Achiardi Joins the NCASI Faculty |
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W elcome
National Career Assessment Services, Inc. (NCASI) would like to welcome Catalina D’Achiardi, Ph.D. to the NCASI Faculty. In August 2005, she joined the faculty as a research consultant.
Congratulations
NCASI would also like to congratulate Dr. D’Achiardi on her recent invitation from the American Psychological Association to give two presentations at the upcoming annual APA convention. She will conduct the presentations with colleagues on the following topics: 1) Assessed interests and perceived skills in rural vs. urban adolescents. This presentation will compare the Kuder Career Search with Person Match (interest inventory) and Kuder Skills Assessment profiles of a matched sample of rural vs. urban tenth graders, and 2) Designing innovative career interventions for diverse adolescents. It will outline the use of the Kuder Career Planning System with high school students. This symposium is a compilation of four papers addressing career interventions for different groups of adolescents.
About Catalina D’Achiardi
Dr. D’Achiardi is a native of Bogotá, Colombia. She came to the United States in 1995 to pursue a bachelor’s degree in Psychology at Loras College in Dubuque, Iowa. After graduating from Loras, Dr. D’Achiardi earned her Master’s degree in counseling psychology at Southern Illinois University in Carbondale, Illinois, where she went on to complete a PhD in the same area.
Dr. D’Achiardi’s 12-month pre-doctoral internship brought her to the Student Counseling Service (SCS) at Iowa State University in 2004. She joined the SCS as a Staff Psychologist and Coordinator of Research & Program Evaluation in August of 2005 after the completion of her doctorate. She was recently promoted to Career Exploration Program and Research Coordinator for SCS.
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| Integrating the KCPS & the Five Critical Components of Career Interventions |
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By: Catalina D'Achiardi, Ph.D.
NCASI Research Consultant
It has been well documented in vocational psychology literature that career development programs in high schools are, in general, effective and that students themselves have identified them as an important component during their high school education (Baker & Popowicz, 1983; Chen & Marks, 1998). However, it is often difficult for guidance staff to have the time and resources to offer a comprehensive career exploration program to students. It is for this reason that three years ago, a colleague, Dr. Jane Swanson, and I started to explore the possibility of providing this service at a local high school. Not surprisingly, we experienced some difficulties in developing a program that would be both effective and which would keep students interested in the different career exploration activities. In the process of planning the Career Exploration Program we used a book chapter published by Brown & Krane in 2000 that outlined five critical components of career interventions. Perhaps you are already familiar with these five components as they were introduced by Dr. Don Zytowski in last spring’s issue of Kuder User News. Nevertheless, in this article I will first describe, briefly, the content of the publication by Brown & Krane and then I will provide a summary of how we have come to integrate the use of the Kuder Career Planning System (KCPS) and the five critical components in the program that we developed for this local high school. It is my hope that this article will provide some guidance on how to apply what the KCPS has to offer in the delivery of career services to students.
The Five Critical Components
Brown and Krane (2000) conducted an evaluation of several studies that other researchers had carried out on the effectiveness of career interventions. In this evaluation, they were able to identify the five factors that contribute to effective career exploration programs. The five critical components as they described them are: (1) written exercises that facilitate clarification of career and life goals; (2) individualized interpretations and feedback of career assessments; (3) providing world-of-work information; (4) modeling opportunities that demonstrate effective planning and coping strategies; and, (5) attention to building support for choices within one’s social network. They noted that the quality of career interventions increased linearly with the number of these critical components used, although none of the studies that they reviewed used more than three of the components.
In 2003, Brown and colleagues continued to conduct research on these five factors and were able to find more support for the importance that these have on career choice outcomes. Based on this subsequent research, these authors were also able to more specifically define each of the five components and generate some hypotheses that could be tested about how to integrate the components into career interventions to maximize their usefulness. For example, they suggested that career counselors not only teach students where to find informational resources, but that they provide students with the chance to gather and process occupational information during the time allotted for the career intervention. Another example is to allow students to discuss their feelings about the accuracy, contradiction, or surprise of career assessment results during individualized or small group interpretations. These and other hypotheses should be considered when integrating any of the “critical components” into career interventions.
Integrating the KCPS & the Five Critical Components
The career intervention that Dr. Swanson and I developed is a six-week Career Exploration Program. We have been delivering the same program for a local high school’s tenth graders for the past three years. In the last two years (2004-2005 and now 2005-2006), we have integrated the KCPS as the main tool to guide students’ career exploration. Below is an outline of the content of each of the six sessions and how we have used the KCPS to implement the five critical components.
• Session 1. The main goal for the first session was to introduce students to the purpose of the Career Exploration Program. Career Facilitators who delivered the program first assessed students’ developmental status regarding their career exploration process. Second, they explained the process of career development emphasizing exploration rather than choice (given their stage of development); and finally, they introduced the six Kuder Career Clusters used in the Kuder Career Search and the Kuder Skills Assessment as an organizational framework for careers and information about themselves.
• Session 2. During the second session students explored their career interests. They were first introduced to the Kuder Career Planning System (KCPS) and then were asked to complete the Kuder Career Search with Person Match (KCS). Doing this helped students identify their main areas of interest and also got them started in creating their Kuder Career Portfolios. Students received a small group interpretation of their KCS results in which they were able to ask questions about their individual profiles. Moreover, students looked at job descriptions and short videos of different individuals based on their list of “Person Match” sketches. This allowed them to observe first hand how different professionals have attained their career goals and coped with their own career planning. The two critical components used during this session included: (1) the individualized interpretation of the student’s assessment results, which was done in small groups; and, (2) the modeling of opportunities that demonstrate effective planning and coping of career paths. The latter was accomplished through the exploration of job descriptions and the observation of short occupational videos using the KCPS.
• Session 3. The main goal for the third session was for students to explore their work values. Students were asked to take Super’s Work Values Inventory (WVI). Career Facilitators encouraged a discussion to help students clarify their emerging values and provided some instruction on how values impact career decisions and lifestyle. Students were asked to add their results to their Kuder Career Portfolio. During this session we also used individualized interpretations of their WVI results as the main critical component.
• Session 4. During the fourth session students explored their skills. Students were asked to take the Kuder Skills Assessment (KSA). Career Facilitators helped students look at their results and identify their current, as well as their desired skills and then help them link this to their KCS results. Students were given some time to ask questions about the integration of both of these assessment results and what these meant for their future career decision-making. Students added the results of their KSA to their Kuder Career Portfolios. Just like in the last two sessions of the Career Exploration Program, the critical component used in this session was the individualized interpretation of assessment results.
• Session 5. The fifth session was designed to help students learn where to find information about the world of work. Students signed-in to the KCPS and Career Facilitators guided them through the many links to occupational information resources available through the system (e.g., the online Occupational Outlook Handbook and O*Net). Students were also encouraged by Career Facilitators to identify role models or other adults that may serve as sources of information. Finally, students were also given some information about how to start exploring ways to build support networks within their families and communities. For example, they were given information regarding registration for their school’s job shadowing program. The two main critical components integrated in this session included: (1) providing world-of-work information; and, (2) attention to building support for choices within one’s social network.
• Session 6. The sixth and final session was used to help students integrate all the information provided during the previous five weeks. Career Facilitators helped students review their Kuder Career Portfolios and encouraged them to write down short-term career exploration goals. The final critical component used in this career exploration program was the use of written exercises that facilitate clarification of career and life goals.
A final evaluation of the program was also administered to students during this last session. Below are the results of the evaluation of the program for the 2004-2005 school year.
Dr. D’Achiardi will be presenting on this topic on April 3, 2006 at 10:00 a.m., Central Time. Kuder users are invited to listen to the presentation live via the Internet. To sign up for the presentation, please click on the following link http://www.surveymonkey.com/s.asp?u=956561781290.
References
Baker, S. B. & Popowicz, C. L. (1983). Meta-analysis as a strategy for evaluating effects of career education interventions. Vocational Guidance Quarterly, 31(3), 178-186.
Brown, S.D., & Ryan Krane, N.E. (2000). Four (or five) sessions and a cloud of dust: Old assumptions and new observations about career counseling. In. S.D. Brown & R.W. Lent (Eds.). Handbook of Counseling Psychology (3rd ed., pp. 740-766). New York: John Wiley & Sons.
Brown, S. D., Ryan Krane, N. E., Brecheisen, J., Castelino, P., Budisin, I., Miller, M. et al. (2003). Critical ingredients of career choice interventions: More analyses and new hypotheses. Journal of Vocational Behavior, 62, 411-428.
Chen, H., & Marks, M.R. (1998). Assessing the needs of inner city youth: Beyond needs identification and prioritization. Children and Youth Services Review, 20 (9), 819-838.
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| Born to Run?: A 30-Year Follow-Up of Kuder Users |
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By:  Patrick J. Rottinghaus, Ph.D.
NCASI Associate Director of Research
After watching the 2006 Grammy Awards the other night, my mind is on music. Although only an elementary student in 1975, I do remember the AM radio hits of the era, including those by Earth Wind, & Fire, Bee Gees, Bruce Springsteen, and even Barry Manilow! Otherwise, I do not recall much, especially regarding my career plans. Perhaps I aspired to be a professional football player or weather forecaster. Fortunately, my collaborator and NCASI Director of Research, Dr. Don Zytowski, was already a leading figure in vocational psychology and wrote important books on interest measurement. More germane to this article, he was astute enough to save a stack of Kuder Occupational Interest Inventories (KOIS) he administered to a group of Iowa high school students in 1975.
In 2005, we set out to locate these individuals and learn about t heir careers over the past three decades. A total of 107 of 140 (76%) living alumni agreed to participate in this study. In particular, we wanted to know how stable their interests were over such a long time-span. Consistent with earlier studies, we found that most people’s interest patterns remained moderately stable, whereas a few barely changed and others showed dramatic change. Figure 1 depicts the diversity of profile stabilities of 10 KOIS interest scales for 76 participants who completed the inventory at both times.
Perhaps the most interesting aspects of the study involved inquiring about the participants’ career barriers, regrets, and supports. We asked the following:
1) If applicable, describe some of the barriers that have interfered with achieving some of your career goals.
2) If you could live your work life over, what would you have changed?
3) Have you had any role models/mentors who influenced or supported your career development? If yes, describe each person’s relationship to you (i.e., parent, boss, etc.) and describe how they helped your career.
Barriers
We identified ten career barrier categories comprising 87 barrier statements (see Table 1).
Regrets
Table 2 reports the eight career regrets categories comprising 80 statements.
Supports
The percentage of participants reporting mentors differed by gender, χ2(1, N = 81) = 14.92, p < .001, favoring men (see Figure 2). Significant educational level differences also were evident, χ2(2, N = 81) = 7.47, p < .05, with a greater proportion of those with at least four-year college degrees reporting having mentors (see Figure 3). Mirroring these results, a male attorney participant with several mentors noted “Bosses and coworkers showed me ‘the ropes’ and helped guide me in career decisions.”
Dramatic sociological, technological, and economic changes  have occurred in the United States over the past 30 years. These macro-level, and more individualized, factors have influenced our participants’ career patterns. Indeed, we are all affected by such external circumstances and internal self-appraisals. Consistent with leading scholars such as Donald Super, my own career has become much more crystallized and realistic over time. How will students in your community change or remain the same in the future? Only time will tell. Nonetheless, continued focus on helping them continually explore, and refine their awareness of interests, values, skills, and identity as they relate to the word of work will enhance their ultimate career satisfaction.
Change continues to be about the only constant in our world. Yet, somehow, Barry Manilow now tops the charts again according to The Billboard 200 on February 8th, 2006. I guess the more things change, the more they stay the same—at least for some! As another recording artist Paul Simon said in 1975, “I’m Still Crazy After All These Years”; but, like “The Boss,” some were born to run!
Dr. Rottinghaus will be presenting on this topic on March 30, 2006 at 10:00 a.m., Central Time. Kuder users are invited to listen to the presentation live via the Internet. To sign up for the presentation, please click on the following link http://www.surveymonkey.com/s.asp?u=545491781249.
Congratulations to Dr. Pat Rottinghaus!
Dr. Rottinghaus has been invited to present at the annual National Career Development Association Convention. He will conduct three presentations on the following topics: self-efficacy theory, veteran career transitions stories, and specialized career counseling groups. |
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| New Edition of DYF Now Available |
NC ASI is proud to release the second edition of the popular career planning curriculum series Develop Your Future®. This new edition contains the same features educators across the country know and appreciate plus updated references, web links, and instructions to incorporate additions and enhancements to the Kuder Career Planning System. Also new to the second edition is a helpful appendix about the Kuder Administrative Database Management System.
The comprehensive, research-based Develop Your Future curriculum helps instructors use a multimodal approach to guide secondary students through all stages of the career planning process. The Develop Your Future manuals provide complete lesson plans, including mini-lectures, discussions, interactive classroom activities, PowerPoint® or overhead slides, and homework assignments. Additionally, authors JoAnn Harris-Bowlsbey, Ed.D., and Nancy S. Perry, MSEd., have designed the curriculum to incorporate the online Kuder Career Planning System and other customized systems powered by Kuder so students can create online career portfolios while they learn about their interests, skills, and work values, explore related career and education options, complete two-, four-, or six-year education plans, document career planning events, create resumés, and more.
The curriculum allows instructors–even those new to career planning courses–to create engaging, developmentally appropriate, research-based lesson plans with limited preparation time. Lessons are based on the best of career development theory, especially that of John L. Holland and Donald E. Super, and address the standards and competencies developed by NOICC, ASCA, and the Department of Labor.
 New to the second edition of Develop Your Future is an appendix describing the Kuder Administrative Database Management System and its use. The Kuder database, included with purchase of a site license, is a secure collection of the demographic data entered by system users and of the results of their work within the system. In other words, the database is a collection of the portfolios of all the system users who have used the system by registering with a site’s access code and ZIP code. Through the Administrative Database Management System, instructors, counselors, and administrators can access individual and aggregate data to produce both simple and highly detailed reports of students’ interests, skills, work values, gender, ethnicity, etc. These reports support better counseling, program development, funding and grant applications, and more. Additionally, the database management system facilitates quick and easy communication with system users and parents through e-mail and message posting.
Develop Your Future I is a nine-module course designed to lead middle/junior high school students through a process of self-discovery and to promote occupational awareness. Develop Your Future I encourages parental involvement with a 22-page “Parent Guide” that helps parents understand and participate in the career planning process their children are using. Develop Your Future II guides high school students through twelve modules of career planning and preparation. Both are available aligned to either the Kuder Six Career Clusters or the Federal 16 Career Clusters.
For more information about Develop Your Future or to order your copy of the second edition, contact your Kuder representative or Customer Support at 877.999.6227 or support@ncasi.com.
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| Kuder Training |
Online Trainings:
NCASI continues to offer online training on the components of the Kuder Career Planning System. If you are interested in participating in a session, please click on the corresponding links below to complete an online registration form and view dates and times of upcoming trainings.
How to use the Administrative Database Management System. These sessions will review the components of the database and demonstrate different ways to utilize the data. For a listing of dates and times and to register, please click on the following link: http://www.surveymonkey.com/s.asp?u=200451769114
How to register students for and navigate the Kuder Career Planning System. The session will review user registration and key components of the student portfolio. For a listing of dates and times and to register, please click on the following link: http://www.surveymonkey.com/s.asp?u=796811769209
Special Online Presentations:
NCASI offers online presentations on the articles contributed to Kuder User News by the NCASI Faculty. This issue features articles by Dr. Catalina D’Achiardi and Dr. Pat Rottinghaus. Kuder users are invited to listen to the presentation live via the Internet. To register for a presentation, please click on the corresponding link below.
Integrating the KCPS & the Critical Components of Career Interventions. Dr. Catalina D’Achiardi will review how she integrated the Kuder Career Planning System and Five Critical Components of Career Interventions into a Career Exploration Program for 10th grade students. The presentation is scheduled for April 3rd at 10:00 AM, Central Time. Space is limited. To register, please click on the following link, http://www.surveymonkey.com/s.asp?u=956561781290
Born to Run?: A 30-Year Follow-Up of Kuder Users. Dr. Pat Rottinghaus will discuss some of the findings from the 30-Year Follow-Up study conducted with Dr. Don Zytowski, NCASI Director of Research. The presentation is scheduled for March 30th at 10:00 AM, Central Time. Space is limited. To register, please click on the following link, http://www.surveymonkey.com/s.asp?u=545491781249
For more information about online training, please contact Eric Heitz, NCASI Director of Training, via e-mail at heitze@ncasi.com.
Regional Trainings:
NCASI representatives are finishing up regional training in the states of Missouri and South Carolina. To register for a session, please call the corresponding contact listed below.
Missouri Training Schedule:
Feb. 17, 9:00 a.m.: Heart of Missouri Tech Prep Regional Training, Contact: June Skutnick - 660.630.5800
Mar. 27, 12:00 p.m.: Chariton County Training, Contact: Becky Reigelsber - 660.272.3201
South Carolina Training Schedule:
Feb. 16, 8:00 a.m.: Midlands Technical College Regional Training, Contact: David Highsmith - 803.822.3504
Coming Soon!
Online calendar of NCASI events such as regional trainings, online trainings, and conferences. Watch your e-mail inbox for more information.
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| Quick News... |
CONGRATULATIONS!!
Students Continue to Win FREE iPods!
T he Harrington Foundation awarded iPods to A.B. from Oak Park High School in Kansas City, Missouri, and B. H. from Elmwood Jr. High School in Rogers, Arkansas. The monthly iPod drawings continue to be extremely popular!
Encourage continuing use of the system by reminding students and clients of the monthly drawings for iPods. Each monthly winner receives the new iPod Nano. The Foundation will continue to have monthly drawings for iPods throughout the academic year. Individuals can register to win an iPod through their Kuder Career Portfolios.
Deadlines Approaching for Harrington Foundation Scholarship Application
Scholarships from the Harrington Foundation help students pursue their career goals by supporting postsecondary study. National scholarships and some statewide scholarships totaling up to $10,000 are awarded annually.
All application materials must be submitted in a single envelope between March 15, 2006, and April 15, 2006. To be eligible, applicants must graduate from high school by June 2006 and must be accepted for admission as a full-time student in an accredited postsecondary institution.
For additional application instructions, qualifications, and the application form, visit The Harrington Foundation web site at www.theharringtonfoundation.org.
We Want to Hear From YOU:
Submit your comments, article ideas, and best practices by e-mail to news@ncasi.com. Selected best practices submissions are awarded $50!
Kuder User News is published by
National Career Assessment Services, Inc.
www.ncasi.com • 800.314.8972 • support@ncasi.com
Editor: Dr. Donald G. Zytowski, Director of Research
Writer/Designer: Bethney Larson, Director of Communications
Writer: Amy Gates, Communications
Kuder® is a registered trademark of
National Career Assessment Services, Inc.
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NCASI Launches New Web Site
Last month, National Career Assessment Services, Inc., (NCASI) launched a new corporate web site. Visit www.ncasi.com to learn more about the company, our mission, our products, and the research behind the assessments and the online portfolio.
www.ncasi.com
Look for Us at These Upcoming Conferences
February
Feb. 16-17: TN School Counselors' Institute, Nashville, TN
Feb. 24-28: First Year Experience 24th Annual Conf., Atlanta, GA
Feb. 25: CAROCP Spring In-Service, Los Angeles, CA
March
Mar. 9: SC Counseling Peer Group Conf., Columbia, SC
Mar. 16-18: VA Middle School Association Conf., Norfolk, VA
Mar. 17-19: Appalachian Studies Association Conf., Dayton, OH
Mar. 19-22: Innovations Conference, Atlanta, GA
Mar. 29-31: VA School Counselors Association Conf., Richmond, VA
Mar. 30 - Apr. 3: American Counseling Association Conf., Montreal, Canada
April
Apr. 1-3: Association of Supervision & Curriculum Development Conf., Chicago, IL
Apr. 3: VA Counselors’ Institute, Richmond, VA
Apr. 8-11: National School Board Association Conf., Chicago, IL
Apr. 8-12: National Association of State Directors of Career Technical Education Consortium Spring Meeting, Washington, DC
Apr. 17-20: American Association of Collegiate Registrars & Admissions Officers Annual Meeting, San Diego, CA
Apr. 22-25: American Association of Community Colleges Convention, Long Beach, CA
Apr. 24-26: P-16 Conference, Austin, TX
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