Individual Planning, Individual Planning, Individual Learning Individual Learning

Plans, Plans, &&

School Counseling School Counseling

Original Presentation by Gary Spear, Original Presentation by Gary Spear, Ed.S.Ed.S.

Revised by Gregg Curtis, PhDRevised by Gregg Curtis, PhD

School Counseling ConsultantSchool Counseling Consultant

WI Department of Public InstructionWI Department of Public Instruction

Every Child a Graduate?Every Child a Graduate?► More 9More 9thth grade students are retained than any other grade. grade students are retained than any other grade.

(2,936 in 2010-2011)(2,936 in 2010-2011)► Retention at 9Retention at 9thth grade is highly correlated to dropping out of grade is highly correlated to dropping out of

high school.high school.► Over the 2009-2011 school year span, 9Over the 2009-2011 school year span, 9thth graders have the graders have the

highest average rate for habitual truancy than any other highest average rate for habitual truancy than any other grade. (15.3%)grade. (15.3%)**Habitual truancy = student is absent without an acceptable excuse **Habitual truancy = student is absent without an acceptable excuse

for all or part of 5 days during a single semesterfor all or part of 5 days during a single semester► 99thth graders are suspended at a higher rate than any other graders are suspended at a higher rate than any other

grade. (13% in 2009-2010)grade. (13% in 2009-2010)

Every Child a Graduate?Every Child a Graduate?►Factors contributing to 9Factors contributing to 9thth grade failure: grade failure:

Student doesn’t identify or understand goals Student doesn’t identify or understand goals beyond high school.beyond high school.

Student doesn’t connect coursework with Student doesn’t connect coursework with goals beyond high school.goals beyond high school.

Student doesn't enroll in exploratory or Career Student doesn't enroll in exploratory or Career & Technical Education (CTE) courses.& Technical Education (CTE) courses.

Student doesn't connect with an adult in Student doesn't connect with an adult in school.school.

Student doesn't transition to new educational Student doesn't transition to new educational environment.environment.

Every Child a Graduate?Every Child a Graduate?

What types of interventions What types of interventions assist students in overcoming assist students in overcoming these challenges and barriers these challenges and barriers to school success?to school success?

Every Child a College & Every Child a College & Career Ready Career Ready

Graduate!!Graduate!!► Comprehensive School Counseling ProgramComprehensive School Counseling Program

Wisconsin Comprehensive School Counseling Wisconsin Comprehensive School Counseling Model (WCSCM)Model (WCSCM)

Supports EVERY student in academic, Supports EVERY student in academic, personal/social, and career developmentpersonal/social, and career development

► Individual Learning Plans & PortfolioIndividual Learning Plans & Portfolio

► Student and Parent Educational/Career Student and Parent Educational/Career Planning ConferencesPlanning Conferences

Comprehensive School Comprehensive School CounselingCounseling

► A comprehensive school counseling program is an A comprehensive school counseling program is an integral component of the school’s academic mission.integral component of the school’s academic mission.

► Comprehensive school counseling programs, driven by Comprehensive school counseling programs, driven by student data and based on standards in academic, student data and based on standards in academic, career and personal/social development, promote and career and personal/social development, promote and enhance the learning process for enhance the learning process for allall students. students. • • 

► How?How? ensures equity and access to a rigorous education for ensures equity and access to a rigorous education for allall

studentsstudents supports a developmentally intentional balance of prevention supports a developmentally intentional balance of prevention

and intervention strategiesand intervention strategies identifies the knowledge and skills identifies the knowledge and skills allall students will acquire as students will acquire as

a result of the preK-12 comprehensive school counseling a result of the preK-12 comprehensive school counseling programprogram

is delivered to is delivered to allall students in a systematic fashion students in a systematic fashion is based on data-driven decision makingis based on data-driven decision making is provided by a state-credentialed school counselor in is provided by a state-credentialed school counselor in

collaboration with appropriate staff collaboration with appropriate staff

Comprehensive School Comprehensive School CounselingCounseling

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

Wisconsin Comprehensive Wisconsin Comprehensive School Counseling Model: School Counseling Model:

DeliveryDelivery

Definition of Individual Definition of Individual PlanningPlanning

►Assist students in planning, Assist students in planning, monitoring, and managing monitoring, and managing their academic, their academic, personal/social, and career personal/social, and career developmentdevelopment

Purpose of Individual Purpose of Individual PlanningPlanning

Help students collect Help students collect information for, develop, information for, develop,

and use an Individual and use an Individual Learning Plan (ILP)Learning Plan (ILP)

Counselor’s Role in Individual Counselor’s Role in Individual PlanningPlanning

►Helping students with transitionsHelping students with transitions Grade to GradeGrade to Grade School to SchoolSchool to School School to Work/CareerSchool to Work/Career

►Utilizing relationship with students to Utilizing relationship with students to assist them in self & career explorationassist them in self & career exploration

►Providing facilitation skills to Providing facilitation skills to educational/career planning educational/career planning conferencesconferences

Individual Planning TopicsIndividual Planning Topics

►Decision-Making SkillsDecision-Making Skills►Setting Personal GoalsSetting Personal Goals►Work HabitsWork Habits►Career Awareness & Knowledge of Career Awareness & Knowledge of

OpportunitiesOpportunities►TransitioningTransitioning►Course Selection (Developing an Course Selection (Developing an

Intentional Sequence of Courses)Intentional Sequence of Courses)► Interest InventoriesInterest Inventories

Individual Planning StrategiesIndividual Planning Strategies

►AssessmentAssessment ►Academic and Academic and Career PlanningCareer Planning

Counseling Core Classroom Counseling Core Classroom CurriculumCurriculum

Individual Learning PlanIndividual Learning Plan►Students will: Students will:

engage in the process of evaluating their engage in the process of evaluating their interests, skills, and values; interests, skills, and values;

investigate the inter-relationship of educational investigate the inter-relationship of educational achievement, life goals, career planning, training achievement, life goals, career planning, training and placement;and placement;

evaluate the present job market and analyze evaluate the present job market and analyze predictions of future trends at local, regional, predictions of future trends at local, regional, state, national and global levels; state, national and global levels;

propose career options and set goals propose career options and set goals create an Individual Learning Plan to reach those create an Individual Learning Plan to reach those

goalsgoals

Individual Learning PlanIndividual Learning Plan

►Learning Record vs. Learning PlanLearning Record vs. Learning Plan

Traditional Four Year PlanTraditional Four Year Plan►A format that serves as a learning record and A format that serves as a learning record and

looks toward the pastlooks toward the past

Individual Learning PlanIndividual Learning Plan►A format that identifies what is to be achieved A format that identifies what is to be achieved

and looks toward the futureand looks toward the future

HIGH SCHOOL COURSE PLAN

1. Use pencil. Write in the courses you plan to take throughout high school. a. Consider your school’s sample four-year course plans for the career major(s) which interests you. b. Consider the following: Graduation Requirements / Postsecondary Admissions Requirements / NCAA Eligibility Requirements / Scholarship Requirements

2. Review your 4-Year High School Course Plan each semester. a. Make revisions as needed. b. Add your grades and credits for the previous semester.

9TH GRADE 10TH GRADE

1ST SEMSTER Grade 2ND SEMESTER Grade 1ST SEMESTER Grade 2ND SEMESTER Grade

TOTAL CREDITS CUMULATIVE CREDITS CUMULATIVE CREDITS CUMULATIVE CREDITS

CLASS RANK CLASS RANK CLASS RANK CLASS RANK

11TH GRADE 12TH GRADE

1ST SEMSTER Grade 2ND SEMESTER Grade 1ST SEMESTER Grade 2ND SEMESTER Grade

CUMULATIVE CREDITS CUMULATIVE CREDITS CUMULATIVE CREDITS CUMULATIVE CREDITS

CLASS RANK CLASS RANK CLASS RANK CLASS RANK

Individual Learning PlanIndividual Learning Plan

► ILPs use technology to enhance access, provide ILPs use technology to enhance access, provide tools, and supply organizational templates. tools, and supply organizational templates.

► ILPs meet benchmarks within the WCSCM ILPs meet benchmarks within the WCSCM Academic, Personal/Social, and Career Content Academic, Personal/Social, and Career Content Standards.Standards.

► ILPs take into account what happens to students ILPs take into account what happens to students outside the walls of the school building.outside the walls of the school building.

► ILPs provide both process and product for ILPs provide both process and product for students to use. These combine to open unique students to use. These combine to open unique educational and career opportunities.educational and career opportunities.

Curricular DomainsCurricular Domains► Establish learning and/or developmental goals Establish learning and/or developmental goals

in the three domains including action plans in the three domains including action plans and reviewand review Academic DevelopmentAcademic Development

► Intentional Course Sequence; Achievement; Attendance; Intentional Course Sequence; Achievement; Attendance; etc.etc.

Career DevelopmentCareer Development► Exploration; Assessments of Self and Careers;Exploration; Assessments of Self and Careers;► Clusters; Pathways; Program of Study; Experiential; etc.Clusters; Pathways; Program of Study; Experiential; etc.

Personal/Social DevelopmentPersonal/Social Development► Decision-making; Strengths & Weakness; Goal Decision-making; Strengths & Weakness; Goal

Orientation; etc.Orientation; etc.

Sample ILP BenchmarksSample ILP Benchmarks► B.1 Apply the skills necessary to improve learning and B.1 Apply the skills necessary to improve learning and

make successful academic transitions (Academic make successful academic transitions (Academic Domain)Domain) B.8.1.2: Apply critical thinking skills for making successful B.8.1.2: Apply critical thinking skills for making successful

academic transitionsacademic transitions B.12.1.1: Become a self-directed and independent learner B.12.1.1: Become a self-directed and independent learner

► E.1 Apply self-knowledge in the decision-making or goal-E.1 Apply self-knowledge in the decision-making or goal-setting process (Personal/Social Domain)setting process (Personal/Social Domain) E.8.1.1: Develop an action plan to achieve short- and long-term E.8.1.1: Develop an action plan to achieve short- and long-term

goalsgoals E.12.1.1: Demonstrate commitment and persistence in the E.12.1.1: Demonstrate commitment and persistence in the

pursuit of a goalpursuit of a goal

► H.1 Attain educational achievement and performance H.1 Attain educational achievement and performance levels needed to reach personal and career goals levels needed to reach personal and career goals (Career Domain)(Career Domain) H.8.1.5 Develop an individual learning plan to enhance H.8.1.5 Develop an individual learning plan to enhance

educational achievement and attain career goalseducational achievement and attain career goals

Student ILP ContentsStudent ILP Contents

Include:Include:INTENTIONAL COURSE SEQUENCEINTENTIONAL COURSE SEQUENCE STUDENT CLASSIFICATION STUDENT CLASSIFICATION

STUDENT GRADUATION STUDENT GRADUATION ELIGIBILITY ELIGIBILITY

COURSE OFFERINGS COURSE OFFERINGS

ACTIVITY ELIGIBILITY ACTIVITY ELIGIBILITY COURSE DESCRIPTIONS COURSE DESCRIPTIONS

SCHEDULE CHANGES SCHEDULE CHANGES HONORS/AP/DUAL CREDIT OR HONORS/AP/DUAL CREDIT OR ARTICULATED COURSES ARTICULATED COURSES

ADVISORY/DELIVERY SYSTEMADVISORY/DELIVERY SYSTEM INDEPENDENT STUDY COURSES INDEPENDENT STUDY COURSES

GRADE POINT AVERAGES GRADE POINT AVERAGES EXPLORE-PLAN-ACT-WORKKEYSEXPLORE-PLAN-ACT-WORKKEYS

CAREER EXPLORATION CAREER EXPLORATION SUMMER SCHOOL EXPERIENCESUMMER SCHOOL EXPERIENCE

WORK TO LEARN EXPERIENCEWORK TO LEARN EXPERIENCE AREA TECHNICAL SCHOOL AREA TECHNICAL SCHOOL PROGRAMS PROGRAMS

EXTRACURRICULAR ACTIVITIESEXTRACURRICULAR ACTIVITIES PHYSICAL/MENTAL WELLNESS PLANPHYSICAL/MENTAL WELLNESS PLAN

ILP Core ComponentsILP Core Components► Collaboratively DevelopedCollaboratively Developed► Curricular Domains AddressedCurricular Domains Addressed

AcademicAcademic CareerCareer Personal/SocialPersonal/Social

► Intentional Sequence of Study = GraduationIntentional Sequence of Study = Graduation► Provides Opportunities for Self/Career ExplorationProvides Opportunities for Self/Career Exploration► Includes Extracurricular/Off-campus ExperiencesIncludes Extracurricular/Off-campus Experiences► Is Reviewed and Maintained RegularlyIs Reviewed and Maintained Regularly► Portfolio / ePortfolioPortfolio / ePortfolio

(e)Portfolio Components(e)Portfolio Components

►Statement of PurposeStatement of Purpose►TranscriptTranscript►Assessment and Inventory DataAssessment and Inventory Data►Cover LettersCover Letters►Resume; Demonstration of Career Resume; Demonstration of Career

Enhancement & Leadership ActivitiesEnhancement & Leadership Activities►Letters of RecommendationLetters of Recommendation►Strengths and SkillsStrengths and Skills

(e)Portfolio Components (e)Portfolio Components (cont.)(cont.)

►Work ExperienceWork Experience►Work-based LearningWork-based Learning►Service Learning/Community-Service Learning/Community-

Volunteer ServiceVolunteer Service►Extra/Co-curricular ActivitiesExtra/Co-curricular Activities►Awards and HonorsAwards and Honors►Language SkillsLanguage Skills►2121stst Century Skills Century Skills

Educational/Career Educational/Career ConferencesConferences

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

Ed/Career Conference Ed/Career Conference BenefitsBenefits

• Students take responsibility for their futureStudents take responsibility for their future• Students and parents gain insight into Students and parents gain insight into

student’s growth and developmentstudent’s growth and development• Parents feel more informed and involvedParents feel more informed and involved• Students and parents are motivated to be Students and parents are motivated to be

involved earlier in post-secondary planninginvolved earlier in post-secondary planning• Student apprehension about school and Student apprehension about school and

future goals is reducedfuture goals is reduced• A connection is developed between school, A connection is developed between school,

parents, and students to ensure academic parents, and students to ensure academic successsuccess

Evaluation and ImpactEvaluation and Impact►Participation DataParticipation Data►Student FeedbackStudent Feedback►Parent/Guardian FeedbackParent/Guardian Feedback►School Improvement Data GoalsSchool Improvement Data Goals

►Standards and BenchmarksStandards and Benchmarks►Scheduling DataScheduling Data►Postsecondary DataPostsecondary Data

AttendanceAttendance Graduation RateGraduation Rate

Retention Retention Behavior Referrals Behavior Referrals

EnrollmentEnrollment Retention Retention

Graduation RateGraduation Rate Areas of StudyAreas of Study