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North Penn presents K–12 guidance plan to meet Act 339 requirements and expand career pathways
Summary
District presenters asked the ECI committee to approve a K–12 guidance plan covering academic, social‑emotional and career readiness components, use of Smart Futures for career portfolios, and next steps to align to new state career/work standards.
District counselors and administrators presented a K–12 guidance plan intended for local approval and state submission under Act 339, describing how the plan will integrate social‑emotional supports, career exploration, internships, and post‑secondary transition tracking.
Dr. Brocksterman and Dr. Melissa Balden told the ECI committee the plan covers academic and social‑emotional counseling, career readiness and occupational skills, and a portfolio approach using Smart Futures to document students' career exploration across grades. "We are asking the school board to approve our guidance plan," Brocksterman said; presenters said the plan is scheduled for the 2026–27 implementation cycle but will require revisions to comply with new career and work standards effective July 1.
The presenters outlined key plan elements: K–2 through high school curricula that emphasize career awareness, middle‑school inventories and entrepreneurship exposure, and high‑school supports including dual enrollment, internships and the CHIP internship advisor program. The district plans to use Smart Futures to build student portfolios (resumes, artifacts, reflections) and to support transcript sharing with receiving institutions.
State policy changes are driving some of the updates. Brocksterman highlighted a forthcoming requirement affecting seniors: "students in their senior year will have to either opt out or provide evidence that they've completed their FASA application," he said, explaining the district will develop supports such as FAFSA nights to help families comply. (Transcript used the term FASA; the presenters clarified they meant the FAFSA student aid application.)
Accountability and follow up will use two primary data sources: an annual post‑secondary senior survey of graduates' immediate plans and the state Indicator 14 follow‑up survey for students with IEP transition goals, which surveys outcomes a year after graduation. Presenters said the district will schedule an advisory council meeting in April–May to broaden community participation and then return to the board for formal approval and state submission.
Committee members asked for future briefings on MTSS and how the district tracks academic and social‑emotional outcomes for students identified for extra supports; administrators agreed to provide those follow‑ups.
