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Individualized Career and Academic Plans: Inspiring All Youth to Reach Higher in Pursuit of
Their Career and Life Goals
V. Scott Solberg, PhD (@vsolberg; [email protected])School of Education, Boston University
National Collaborative on Workforce & Disability for Youth
Which states require or encourage using ILPs?ILP Policy Map: http://www.dol.gov/odep/ilp/map/
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Introduce the Nature and Promise of ICAPs
Use multiple sources of evidence to delineate state, district and state implementation recommendations
This Presentation Will:
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Create a personalized learning environment in which youth:
Create stronger relational connections with their family, teachers, and peers;
Choose a more rigorous course schedule; and
Engage in a wide range of career exploration and work-based learning activities.
ICAPs:
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“When we do sit down, we talk about her career goals and we’ll talk about her grades now and we also talk about alternate (careers)… There are other avenues she can think of, like a vet assistant.”
Reported on more than one occassion:
“Because of the [ICAP], I have a better relationship with my mother.”
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“I love it. For my students, it has been their roadmap. It gets them focused and maps out what they need to take in order to prepare for careers and college.” “The kids that we get have never been spoken to about college even being an option, or guided as to how they get through it. So when they dive into that, all of a sudden, it’s kind of ‘Oh, I can do that? Really?’ The whole concept of their future changes.”
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[ICAPs] are the game changer
in education and the glue that
ties together all of the other
initiatives
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From the Wisconsin Department of Public Instruction
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All youth need access to a caring and
supportive adult who maintains the
highest expectations for their potential.
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ICAPs enable youth and their families to build
the self-exploration, career exploration, and
career planning and management skills
needed to navigate between their interests,
skills and values and the plethora of world of
work opportunities.
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Students
in grad
cohort
2006
Graduate
with
in 5 years
Enrolle
d in co
llege
(Immediat
e Fall)
Persiste
ntly enro
lled in
colle
ge
Obtain a
degree w
ithin 6 ye
ars0%
10%20%30%40%50%60%70%80%90%
100%100%
95%74%
69%54%
High Income District
Youth Who are Becoming Career Ready Can:
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Identify one or more careers of interest Clearly describe plans to pursue the careers of interest Connect career plans to personal interests, skills &
values Identify how current courses relate to career plan Articulate skill & entry requirements for careers Engage in additional learning opportunities Describe their needed skills & future development plan Exercise these skills throughout life – Ready to engage
in lifelong career planning & management
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“We get to learn about some of the students
better and learned about their hobbies. I got
one girl that loves plants and wants to learn all
about plants. I didn’t have any idea that’s what
she wanted to do. I got one that wants to travel
to Australia and I didn’t know that, so I’ve
learned things about students personally and
that’s one thing I like about the ILP.
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“We are now talking in 8th and 9th grade
meetings about Transition Plans and [ICAPs]
in a more organized fashion.”
“[Schools] develop a 6th–12th [grade] system of
advisement for all students through
systematic, comprehensive, and
developmental advisement.”
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ICAPs are implemented most effectively
when there is whole-school buy-in and thus
small groups of students are assigned to an
educator who meets with them on ICAPs
about two times per week
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[ICAP] “definitely gave them a sense … that they
had set goals around this. It wasn’t, you know, ‘oh,
here it is, the first grade check and I’m getting a C,
oh, that’s okay.’ It was, ‘I had written a goal that I
was going to get an A-minus or better and I’m not
there and I’m the one that did this, I’m the one that
said this.’ The ownership and responsibility piece I
think is greater for my girls because they lead this
conference, they tell me what they’re going to do,
[and] I listen, basically.”
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Quality Indicator 1: Self-Awareness
Definition: An understanding of how one’s unique
interests, talents, and aspirations play a role in
decision-making and interpersonal relationships.
Individual thoughts and feelings that get students
excited about life and learning, and the ability to
articulate passions and dreams; including
recognizing challenges and potential barriers to
attaining goals, and how healthy lifestyles
contribute to personal and professional success.
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Quality Indicator 2: Career Awareness
Definition:
An understanding of the difference between jobs,
occupations, and careers and the impact this might
have on one’s career satisfaction. Ability to articulate
the implications of a wide range of local regional,
national, and global career pathways and
opportunities, while giving consideration to economic,
cultural influences, and the impact of stereotypes on
career choice.
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Quality Indicator 3: Postsecondary
Aspirations
Definition:
Participation in career exploration activities
centered on students’ passions, interests,
dreams, visions of their future-self, and
perceived options.
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Quality Indicator 4: Postsecondary Options
Definition:
The knowledge and application of a variety of
postsecondary and career opportunities and
advancements available by using tools such as
career clusters, personality assessments and
learning style inventories highlighting individual
strengths and capabilities.
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Quality Indicator 5: Environmental
Expectations
Definition:
An ecological system in which school,
family, community, culture, and worldview
influence the students’ career development
and post-secondary plans.
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Quality Indicator 6: Academic Planning
Definition:
The skills and knowledge necessary to map
out and pass the academic courses
required to achieve postsecondary goals.
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Quality Indicator 7: Employability Skills
Definition:
To define, develop, and hone skills that increase
the likelihood of becoming and remaining
successfully employed and civically responsible
citizens.
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Quality Indicator 8: Personal Financial
Literacy
Definition:
Having an awareness of and be able to
articulate the cost of postsecondary options
and apply this awareness to their
postsecondary career and academic planning
process.
ILPs are not required by federal law. They are required by state law or executive edict.
ILPs do not replace IEPs. ILPs can promote collaboration among school admin and staff
to support the Special Ed students’ career development (Connects Counseling, Spec Ed, CTE, Gen Ed staff).
Students may work on their ILPs in an advisory period or weekly class (Ongoing Process, Part of Regular School Day).
Students may meet frequently with an adult mentor/advisor or small group to work on ILP (Inclusive, Personal Support).
ILPs inform the IEP/Transition Planning process - Students & families come to table with understanding of student’s interests, options, goals, & current plans.
Comparing ILPs with IEPs
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Family Involvement
General Sample: GPA (std. est. = .023, p. < .001). Career decision-making readiness (std. est. = .030, p. < .000).Distress (std. est. = -.034, p < .000).
Disability Sample: GPA (std. est. = .023, p. < .001)Distress (std. est. = -.046, p. < .027).
Family Involvement
Career Search Self-Efficacy
Academic Self-Efficacy
GPA; Career Decision-Making
Readiness; Distress
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A child's life is like a piece of paper
on which every person leaves a mark
– Chinese/Malay Proverb
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A bit of fragrance clings to the hand that gives flowers
- Chinese/Malay Proverb
V. Scott [email protected]
Curtis [email protected]
Mindy LarsonPh. 202.822.8405 Ext. 169
NCWD/Youth: www.ncwd-youth.info Funded by ODEP, U.S. DOL: www.dol.gov/odep
Contact Us
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Institute for Educational Leadership (IEL)’s Center for Workforce Development National Collaborative on Workforce & Disability for Youth, a
national technical assistance center
Focus on needs of ALL youth, including youth with disabilities and other disconnected youth ◦ Improve state and local policy◦ Strengthen workforce development service delivery◦ Improve competencies of youth service professionals◦ Engage youth and families
Supported by Office of Disability Employment Policy, U.S. Department of Labor
Who We Are
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States use different names – Student Success Plan in CT, Individual Career & Academic Plan in CO, many more
37 states and DC require or encourage ILPs ILPs typically begin in middle school Purposes:◦To personalize learning ◦To develop college and career readiness◦To prepare early to meet graduation requirements
Long history of individualized plans in Special Education Not the same as an Individualized Education Program (IEP)
What is anIndividualized Learning Plan?
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What is a Quality ILP? A document consisting of:
(a) course taking and post-secondary plans aligned to career goals; and
(b) documentation of the range of college and career readiness skills that the student has developed.
A process that enhances the relevance of school and out-of-school learning opportunities, and provides the studentaccess to career development opportunities that involve building skills in self exploration, career exploration, and career planning and management.
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Engages youth in:◦ Self Exploration - Exploring their personal interests, skills,
values to better understand themselves ◦ Career Exploration - Learning about various career options
using online career information AND hands-on activities (meeting employers, job shadowing, career mentors, work experiences, etc.)
◦ Career Planning & Management - Defining own goals & plans for pursuing careers, postsecondary ed, & other life goals; Developing career & college readiness skills; Making informed decisions about secondary courses, in & out-of-school activities and postsecondary ed
Quality Career Development
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ILPs enable youth to become career ready Becoming career ready results in students becoming
aware of the relevance and utility of academic courses and out of school learning opportunities
As a result students select a more rigorous academic course schedule, increase effort to perform well academically, seek out work-based learning opportunities, and establish intentions to pursue a post-secondary training or degree program
Theory of Change
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Why Use ILPs? Findings from National Research Study
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Engaging in Quality
ILPs
IncreasesGoal
Setting
IncreasesMotivation
IncreasesAcademic
Self-Efficacy
Improves GPA, Career
Decision-Making
Readiness; Lowers Distress
Evaluated themes separately from each State and District Official
Evaluated Themes across each official type◦ State Officials Overseeing ILPs◦ State Officials Overseeing Special Education◦ District Officials Overseeing ILPs◦ District Officials Overseeing Special Education
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Analysis of 52 focus groups consisting of family members, educators, and students from 15 schools in the four original states
Survey of 1400 families and 525 educators from 14 schools in the four original states and follow up focus groups with educators and families from these schools
Other Data
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ILPs Believed to: Break down silos between special education and school
counseling Increase engagement of general educators in transition
readiness activities Be most effective when incorporating annual student-led
parent-teacher conferences Increase number of students with disabilities graduating
with a general education diploma Increase access to transition assessments Makes career & education plans portable, accessible
outside school when using ePortfolio as part of an online career information system
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Promising Practice for Students with Disabilities◦General and special education officials and
educators work together to ensure accessibility of ILP resources and activities.
◦Begin ILPs in middle school and should engage families in the process so that students and families can be stronger advocates.
Promising Practice for Students with Disabilities Continued States should provide guidance and examples of
how to integrate ILPs into the IEP plans including a focus on post school outcomes.
• States develop professional development materials and training venues to staff responsible for ILPs and IEPs are equipped with the knowledge and skills to assist students in developing goals and identifying skills, interests, and accommodation-related needs in both plans.
Lack of communication materials to explain purpose and value of ILPs to different stakeholders.
Lack of accountability systems for measuring ILP impact and ROI.
Lack of evidence-based grade-specific ILP curriculum that includes measurable benchmarks.
State Level ILP Challenges
District/School Capacity Development Challenges
Lack of leadership support for establishing whole-school buy-in
Dearth of staff knowledgeable about career development
General and special education educators need clarification as to their respective roles and responsibilities for engaging in ILPs.
Many transition staff do not understand how ILPs complement and support IEPs.
On-line Career Information Systems and ILP Challenges
Lack of connectivity between online career information and student information systems doesn’t allow districts to evaluate quality ILPs impact on academic outcomes
Many states are not providing an online career information system with ILP ePortfolio for all residents.
Inaccessibility of assessment tools and career information for students with significant disabilities.
Challenges to Engaging Families in ILPs
Families need access to the online resources and ILP activities.
More family related ILP activities need to be available.
Other ILP/IEP Challenges ILP implementation has not effectively considered the
assessment and curriculum access needs for students with significant disabilities.
There is lack of evidence for adopting/ adapting ILP curriculum/strategies for use for youth with significant disabilities.
Capacity Building Strategies◦ Develop an ILP/Career Development Implementation Guide◦ Provide Access to Online Career Information System(s)◦ Provide Access to Professional Development
Coordination Strategies◦ Create a Cross-sector Task Force◦ Expand CCR Activities, Especially Access to Work-Based
Learning◦ Create Communication and Marketing Materials
State Implementation Recommendations
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Monitoring and Evaluation Strategies◦Work with Online Career Information System Vendors to
Establish Dashboard Data on Implementation and Impact◦ Connect ILP data to State Longitudinal Data System
Collaborate with Family Advocacy Organizations and Design Strategies to Engage Families
Launch Demonstration Sites◦Offer Challenge Grants
State Recommendations (Cont.)
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District and School Strategies Establish grade-level curriculum beginning in middle school or
sooner and that engages students in developing self-exploration, career exploration, and Career planning & management skills
Use online career info systems/ E-Portfolios to make activities & plans easy to access anywhere, anytime (ensure Section 508 complaint)
Make career development activities part of regular school day - advisory periods, integrate into weekly class
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Assign each student a mentor/advisor – same teacher or counselor from grade to grade who supports career dev.
Adopt student-led parent-teacher conferences & IEP meetings
Engage employers & community partners – work experiences, guest speakers, job shadowing, career mentors, career projects
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District/School ResourcesIndividualized Learning Plans
How-To Guide
“Promoting Quality Individualized Learning Plans: A How to Guide Focused on the High School Years”
www.ncwd-youth.info/ilp/how-to-guide Includes:
Lessons, activities & resources to support implementation of ILPs Strategies for gaining whole school buy-in Strategies for developing and monitoring ILP implementation
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Strategies & Tools forSelf Exploration
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Purpose: To help students become aware of their interests, skills, and values to guide career exploration & planning
Student Competencies Activities
Identify own abilities, strengths, skills, and talents
Complete online career interest, ability, and values assessments using O*NET
Identify own social skills that will support future employability
Complete “Why Should I Hire You?” Activity
Identify skills and personal traits needed to manage your career(e.g., resiliency, self-efficacy, ability to identify trends and changes, and flexibility
Complete “Do You Have The Universal Skills Employers Seek?” Activity
Strategies & Tools forSelf Exploration
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More Sample Lessons, Activities & Tools:• I Am Who I Am … And As Others See Me (NCWD/Youth Guideposts
for Success Activities)• Identifying Personal Values (Utah Education Network)• How Likes and Dislikes Can Influence Career Choices (Georgia
Career Resource Network)• O*NET Ability Profiler (identify your strengths), Interest
Profiler (identify types of work activities you like), Work Importance Locator (identify what is important to you in a job)
• 411 on Disability Disclosure: A Workbook for Youth with Disabilities
Find links to these & more in NCWD/Youth’s Online ILP How-to Guide: http://www.ncwd-youth.info/ilp/how-to-guide/section-1/self-exploration
Strategies & Tools forCareer Exploration
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Purpose: To help students learn about the skills and qualities required to be successful in various careers and the secondary and post-secondary education and training necessary to pursue each career
Student Competencies Activities
Able to describe short- and long-term career and life goals
Complete “Goal Setting Begins with a Dream” Activity
Able to use different types of career information resources (i.e., occupational, educational, economic, and employment) for career planning
Complete “Considering Labor Market Information in Your Career Choice” Activity
Able to develop a career plan to meet own career goals
Design a travel map that identifies one's main goals and stops along the road (learning opportunities, experiences) needed to help reach the ultimate destination
Strategies & Tools forCareer Exploration
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More Sample Lessons, Activities & Tools:• Exploring Customer Service Jobs in Your Own Community; Generations
at Work (NCWD/Youth Guideposts for Success Activities)• Career Investigation (Utah Education Network)• Career Clusters Review and Occupational Exploration (Georgia Career
Resource Network)• My Next Move - O*NET tool allows students to match a profile of
interests with different kinds of careers• Career One Stop videos (U. S. Department of Labor,
Employment and Training Administration)
Find links in NCWD/Youth’s Online ILP How-to Guide: http://www.ncwd-youth.info/ilp/how-to-guide/section-1/career-exploration
Strategies & Tools forCareer Planning & Management
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Purpose: To help students develop a range of skills needed to secure and succeed in employment, navigate career changes, and pursue growth opportunities throughout a lifetime.
Student Competencies Activities
Able to identify strategies for improving educational achievement & options for continued education & training
Complete “Connecting Education to Our Careers” Activity
Career Readiness/ Work Readiness Skills (Communication; Enthusiasm & Attitude; Teamwork; Networking; Problem Solving & Critical Thinking; and Professionalism)
Complete soft skills activities in U.S. DOL ODEP’s Skills to Pay the Bills: Mastering Soft Skills for Workplace Success
Job Seeking Skills: resume and cover letter writing, job applications, interviewing, finding and pursuing employment leads, networking
Career Portfolios - Putting it all together: The Career Development checklist, Resume builder
Strategies & Tools forCareer Planning & Management
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Sample Lessons, Activities & Tools in the Online ILP How-to Guide address:• Job Search Skills• Youth Development and Leadership• Career and Work-Readiness Skills • Work-Based Learning • Financial Literacy
Access the guide online: http://www.ncwd-youth.info/ilp/how-to-guide/section-1/career-planning-and-management/job-search-skills
Strategies & Tools forWork-based Learning Experiences
Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief: http://www.ncwd-youth.info/innovative-strategies/practice-briefs/engaging-youth-in-work-experiences
◦ Features strategies from 10 successful programs nationwideWork-based Learning Jumpstart: http://www.ncwd-youth.info/work-based-learningCh. 3 in High School High Tech Program Guide: http://www.ncwd-youth.info/hsht/program-guideGuide to Internships for Students with Disabilities: http://ncld-youth.info/Downloads/intern-guide-final.pdf Strategies for Youth Workforce Programs to Become Employer-Friendly Intermediaries, http://www.ncwd-youth.info/information-brief-12
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Engaging Families in Supporting Career Development
Briefs: Understanding the New Vision for Career Development: The Role
of Family, http://www.ncwd-youth.info/node/1463 Helping Youth Develop Soft Skills for Job Success: Tips for Parents
and Families, http://www.ncwd-youth.info/information-brief-28 Helping Youth Build Work Skills for Job Success: Tips for Parents
and Families, http://www.ncwd-youth.info/information-brief-34 Tapping into the Power of Families: How Families of Youth with
Disabilities Can assist in Job Search & Retention, http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of-families
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More Career Development Resources Using Career Interest Inventories,
http://www.ncwd-youth.info/innovative-strategies/practice-briefs/using-career-interest-inventories-to-inform-career-planning
Career Exploration in Action, http://www.ncwd-youth.info/innovative-strategies/practice-briefs/career-exploration-in-action
Skills to Pay the Bills: Mastering Soft Skills for Workplace Success, http://www.dol.gov/odep/topics/youth/softskills/
411 on Disability Disclosure: A Workbook for Youth: http://www.ncwd-youth.info/411-on-disability-disclosure
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More Resources on ILPs
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ILP Fact Sheet: http://www.ncwd-youth.info/fact-sheet/individualized-learning-plan
Policy Brief: “Using Individualized Learning Plans to Produce College and Career Ready High School Graduates” http://www.ncwd-youth.info/ilp/produce-college-and-career-ready-high-school-graduates
ILP Resources Home Page: www.ncwd-youth.info/ilp Kick Start Your ILP (for Youth): http://
www.dol.gov/odep/ilp/kickstart.htm ILP Info Comic (for Youth): http://
www.dol.gov/odep/topics/youth/ShellySaves.htm
