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Individual Planning, Individual Learning Plans, & School Counseling

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Presentation on theme: "Individual Planning, Individual Learning Plans, & School Counseling"— Presentation transcript:

1 Individual Planning, Individual Learning Plans, & School Counseling
Original Presentation by Gary Spear, Ed.S. Revised by Gregg Curtis, PhD School Counseling Consultant WI Department of Public Instruction

2 Every Child a Graduate? More 9th grade students are retained than any other grade. (2,936 in ) Retention at 9th grade is highly correlated to dropping out of high school. Over the school year span, 9th graders have the highest average rate for habitual truancy than any other grade. (15.3%) **Habitual truancy = student is absent without an acceptable excuse for all or part of 5 days during a single semester 9th graders are suspended at a higher rate than any other grade. (13% in )

3 Every Child a Graduate? Factors contributing to 9th grade failure:
Student doesn’t identify or understand goals beyond high school. Student doesn’t connect coursework with goals beyond high school. Student doesn't enroll in exploratory or Career & Technical Education (CTE) courses. Student doesn't connect with an adult in school. Student doesn't transition to new educational environment.

4 Every Child a Graduate? What types of interventions assist students in overcoming these challenges and barriers to school success?

5 Every Child a College & Career Ready Graduate!!
Comprehensive School Counseling Program Wisconsin Comprehensive School Counseling Model (WCSCM) Supports EVERY student in academic, personal/social, and career development Individual Learning Plans & Portfolio Student and Parent Educational/Career Planning Conferences

6 Comprehensive School Counseling
A comprehensive school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students. •  How? ensures equity and access to a rigorous education for all students supports a developmentally intentional balance of prevention and intervention strategies identifies the knowledge and skills all students will acquire as a result of the preK-12 comprehensive school counseling program is delivered to all students in a systematic fashion is based on data-driven decision making is provided by a state-credentialed school counselor in collaboration with appropriate staff

7 Comprehensive School Counseling
As students understand themselves, explore the world around them, establish goals for their futures, and create a plan to achieve their goals they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their lives and careers tomorrow.

8 Wisconsin Comprehensive School Counseling Model: Delivery
Curriculum Responsive Services Individual Planning System Support

9 Definition of Individual Planning
Assist students in planning, monitoring, and managing their academic, personal/social, and career development

10 Purpose of Individual Planning
Help students collect information for, develop, and use an Individual Learning Plan (ILP)

11 Counselor’s Role in Individual Planning
Helping students with transitions Grade to Grade School to School School to Work/Career Utilizing relationship with students to assist them in self & career exploration Providing facilitation skills to educational/career planning conferences

12 Individual Planning Topics
Decision-Making Skills Setting Personal Goals Work Habits Career Awareness & Knowledge of Opportunities Transitioning Course Selection (Developing an Intentional Sequence of Courses) Interest Inventories

13 Individual Planning Strategies
Assessment Academic and Career Planning Counseling Core Classroom Curriculum

14 Individual Learning Plan
Students will: engage in the process of evaluating their interests, skills, and values; investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; propose career options and set goals create an Individual Learning Plan to reach those goals

15 Individual Learning Plan
Learning Record vs. Learning Plan Traditional Four Year Plan A format that serves as a learning record and looks toward the past Individual Learning Plan A format that identifies what is to be achieved and looks toward the future

16 Traditional Four Year Plan

17 Individual Learning Plan
ILPs use technology to enhance access, provide tools, and supply organizational templates. ILPs meet benchmarks within the WCSCM Academic, Personal/Social, and Career Content Standards. ILPs take into account what happens to students outside the walls of the school building. ILPs provide both process and product for students to use. These combine to open unique educational and career opportunities.

18 Curricular Domains Establish learning and/or developmental goals in the three domains including action plans and review Academic Development Intentional Course Sequence; Achievement; Attendance; etc. Career Development Exploration; Assessments of Self and Careers; Clusters; Pathways; Program of Study; Experiential; etc. Personal/Social Development Decision-making; Strengths & Weakness; Goal Orientation; etc.

19 Sample ILP Benchmarks B.1 Apply the skills necessary to improve learning and make successful academic transitions (Academic Domain) B.8.1.2: Apply critical thinking skills for making successful academic transitions B : Become a self-directed and independent learner E.1 Apply self-knowledge in the decision-making or goal-setting process (Personal/Social Domain) E.8.1.1: Develop an action plan to achieve short- and long-term goals E : Demonstrate commitment and persistence in the pursuit of a goal H.1 Attain educational achievement and performance levels needed to reach personal and career goals (Career Domain) H Develop an individual learning plan to enhance educational achievement and attain career goals


21 ILP Core Components Collaboratively Developed
Curricular Domains Addressed Academic Career Personal/Social Intentional Sequence of Study = Graduation Provides Opportunities for Self/Career Exploration Includes Extracurricular/Off-campus Experiences Is Reviewed and Maintained Regularly Portfolio / ePortfolio

22 (e)Portfolio Components
Statement of Purpose Transcript Assessment and Inventory Data Cover Letters Resume; Demonstration of Career Enhancement & Leadership Activities Letters of Recommendation Strengths and Skills

23 (e)Portfolio Components (cont.)
Work Experience Work-based Learning Service Learning/Community-Volunteer Service Extra/Co-curricular Activities Awards and Honors Language Skills 21st Century Skills

24 Educational/Career Conferences
Conferencing is a process that involves activities planned and directed by school counselors that assists students in planning, monitoring, and managing their own learning, as well as, their personal and career development. Through these activities, students are encouraged and given opportunities to set and evaluate their educational and career goals and develop their Individual Learning Plan that will help them achieve their educational, career and life goals.

25 Ed/Career Conference Benefits
Students take responsibility for their future Students and parents gain insight into student’s growth and development Parents feel more informed and involved Students and parents are motivated to be involved earlier in post-secondary planning Student apprehension about school and future goals is reduced A connection is developed between school, parents, and students to ensure academic success

26 Evaluation and Impact Participation Data Student Feedback
Parent/Guardian Feedback School Improvement Data Goals Standards and Benchmarks Scheduling Data Postsecondary Data Attendance Graduation Rate Retention Behavior Referrals Enrollment Retention Graduation Rate Areas of Study

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