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Heather Fox Pathways Resource Center Framing and Implementing Individualized Learning Plans Supporting Student Success Through Individualized Learning.

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Presentation on theme: "Heather Fox Pathways Resource Center Framing and Implementing Individualized Learning Plans Supporting Student Success Through Individualized Learning."— Presentation transcript:

1 Heather Fox Pathways Resource Center Framing and Implementing Individualized Learning Plans Supporting Student Success Through Individualized Learning Plans, Urbana Illinois November 4, 2014

2 An Affiliate of the Office of Community College Research and Leadership University of Illinois at Urbana-Champaign The mission of the PRC is to provide resources and supports to secondary and postsecondary institutions, employers, communities, and other partners as they engage in successful and sustainable pathways for students from secondary, to postsecondary, to careers.

3 a student-centered planning process wherein the student takes an active role, with the guidance of her/his parents, teachers, and counselors, in accessing, setting, reflecting on, and creating a plan to achieve her/his academic, career, and personal goals.

4 Individualized Learning Plan (ILP) a product of the ILP process that provides ongoing documentation of an individual student’s reflections; personal, academic, and career goals, skills, and interests; course plans and completed coursework; postsecondary aspirations and transition plan; and complementary learning activities.

5 engagement, motivation, and self-efficacy in their academic work (Bullock & Wikeley, 1999; National Collaborative on Workforce and Disability, 2013; Phelps et al., 2011; Solberg, Phelps, Haakenson, Durham, & Timmons, 2012; Wilkerson, 2010) communication skills relationships with educational personnel goal setting and planning skills own interests, skills, and abilities postsecondary and career options relevance of coursework to career goals challenging coursework Benefits to Students

6 improved academic engagement with students (Bloom & Kissane, 2011; Bullock & Wikeley, 1999; Hackmann, 2013; Phelps et al., 2011; Wilkerson, 2010) Benefits for K-12 Educators communication with students reduced disciplinary problems parental involvement graduation rates

7 Benefits to Postsecondary Educators (Hackmann, 2013) Entering postsecondary study students are: more rigorously prepared, less likely to need remediation, have a better understanding of and engagement in pre-college activities, more likely to have gained college credit while in secondary studies.

8 Individualized Learning Plans are designed to support EVERY student. To accomplish this: ILP processes need to be coordinated with other student supports including IEPs, 504 plans, ELL. Students need guidance and support from a wide range of stakeholders, including parents/guardian, teachers, counselors, administrators, and other staff.

9 What do you want to be when you grow up? An age-old question… What could I be?What am I interested in? What can I do? What do I need to know? What would I like doing? What is important to me?

10 R S U T Career Path A, B, or C?

11 Individual Learning Plan Phases

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13 Skills and Interests Inventories

14 Career Exploration

15 Engaging students in reflection through: advisory meeting summaries skills and interests inventories career exploration activities student reflection activities and course assignments Reflection

16 Career Cluster Selection

17 What are my goals and what can I do to get there? Customized Course Plan

18 Career Experiences

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20 Workforce job search preparation ( interview skills, soft-skill development, résumé review) activities relative to applying for employment (customized résumés, letters of application job applications). Military exploration of entrance requirements preparation for the Armed Services Vocational Aptitude Battery test (including pretesting) Building a relationship with a recruiter College selecting a postsecondary education option application process financial aid packages and scholarships Choose a Path Planning for Transition

21 correlate program of study development with student demand Aggregated student-level data improve the rigor and quality of programs improve partnerships across P-20 institutions

22 engagement and commitment process development and alignment process implementation embedding the process Implementing ILPs

23 1. 1.Build a shared understanding of the ILP process – –Team Charter – –Core definitions – –Shared purpose and goals 2. 2.Early Planning – –Right people represented? – –Who does the team have access to? – –Who does the team need to engage? – –Who are the stakeholders and how will they be engaged?

24 1. 1.Review existing academic and support structures Develop a framework for the ILP process (core team 3-5 individuals) – –Purpose statement – –Roles and responsibilities – –Protocol for the ILP process 3. 3.Supports for personnel – –Communication of the plan – –Professional development

25 1. 1.Pilot the new process 2. 2.Scale to full implementation

26 1. 1.Distribution of leadership 2. 2.Continuous improvement processes – –Pathways to Results, Rising Star, AdvancEd, High Schools that Work, etc.

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28 Time for a Brief Break…

29 Where are We?

30 For each item write out… The School Name 1. What do you do 2. When do you do it and 3. Who does it impact Example: Durango High School 1. career fair 2. every fall 3. juniors and seniors are required attend with a resume What parts of the ILP process are we currently doing well? Need Inspiration? Check out the components listed on page 12 of Achieving Their Goals.

31 For each item write out… Your School Name 1. What do you want to do 2. When would you do it and 3. Who would it impact Example: Durango High School 1. Resume & soft skill development 2. Jan- Feb annually 3. juniors and seniors would attend workshops focused on gaining entry to the workforce What parts of the ILP process do you want to develop or grow? Need Inspiration? Check out the components listed on page 12 of Achieving Their Goals.

32 Using ILP Data to Support Individual Students What does this tell you? What else would you want to know? What would you do next? Read the data provided and discuss with your partner the following questions.

33 Using ILP Data to Enhance Student Supports What does this tell you? What else would you want to know? What would you do next? Read the data provided and discuss with your partner the following questions.

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