Inspiring All Youth to Reach Higher in Pursuit of Their Career and Life Goals V Scott Solberg PhD vsolberg ssolbergbuedu School of Education Boston University National Collaborative on Workforce amp Disability for Youth ID: 670000
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Academic and Career Plans: Inspiring All Youth to Reach Higher in Pursuit of Their Career and Life Goals
V. Scott Solberg, PhD (@vsolberg; ssolberg@bu.edu)School of Education, Boston UniversityNational Collaborative on Workforce & Disability for YouthSlide2
Institute for Educational Leadership (IEL)’s Center for Workforce Development
National Collaborative on Workforce & Disability for Youth, a national technical assistance centerFocus on needs of ALL youth, including youth with disabilities and other disconnected youth Improve state and local policyStrengthen workforce development service deliveryImprove competencies of youth service professionalsEngage youth and familiesSupported by Office of Disability Employment Policy, U.S. Department of Labor
Who We Are
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Introduce the Nature and Promise of ACPs Use multiple sources of evidence to delineate state, district and state implementation recommendations
This Presentation Will:7Slide8
Analysis of 52 focus groups consisting of family members, educators, and students from 15 schools in the four original statesSurvey 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 schoolsInterviews with state and district leaders in 14 states
Data from which conclusions are based:8Slide9
http://www.ncwd-youth.info/use-of-individualized-learning-plans
Summary of ACP Research9Slide10
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11“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.”
“Because of the [ACP], I have a better relationship with my mother.”Slide12
12[ACPs] “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.”Slide13
ILP Reactions from Educators
Altarum
(2011). Parent and educator perspectives on ILPs: Final recommendations From a four state report. Report available from
Altarum
.Slide14
Teacher’s ACP Experience
“I love it. I absolutely love it. I think it’s a success in that it’s made everyone a stakeholder in where this child is going … the [ACP] makes the courses and the curriculum the child chooses more relevant. They understand now why they have to take algebra I. They understand now why they have to take biology.”
Altarum
(2011). Parent and educator perspectives on ILPs: Final recommendations From a four state report. Report available from
Altarum
.Slide15
Another Teacher’s Experience “It really is selling public education.. the parent leaves feeling really good about what we’re doing, good about what their kid’s doing, they’re more likely to be engaged and involved in the
school…and lets them see what we do in our school.”
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Altarum
(2011). Parent and educator perspectives on ILPs: Final recommendations From a four state report. Report available from
Altarum
.Slide16
16“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.”Slide17
17“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
[ACP].”Slide18
18“We are now talking in 8th and 9
th grade meetings about Transition Plans and [ACPs] in a more organized fashion.” “[Schools] develop a 6th–12th [grade] system of advisement for all students through systematic, comprehensive, and developmental advisement.”Slide19
ACPs create a personalized learning environment in which youth:Create stronger relational connections with their family, teachers, and peers;
Choose a more rigorous course schedule; andEngage in a wide range of career exploration and work-based learning activities.ACPs Themes from Research Efforts:19Slide20
20[ACPs] are the game changer in education and the glue that ties together all of the other initiatives Slide21
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Improve college and career readiness to address critical national need to improve post-secondary completion – apprenticeships, 2-year or 4-year degree programs.Nature of the Problem
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Massachusetts – 6 Years Post H.S.
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Four Year Plan
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ACPs drive relevance of education and motivation to succeed in school and lifeACPs facilitate career readiness that enables youth to have a plan for how post-secondary education will enable them to achieve their career and life goals
Evidence that ACPs Leverages College and Career Readiness27Slide28
Why Use ACPs?
Findings from National Research Study
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Family InvolvementGeneral 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).Slide30
Final Model Students with DisabilitiesSlide31
Youth Who are Becoming Career Ready Can:
31Identify
one or more careers of interestClearly 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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Challenge is gaining buy-in for whole-school ACP implementationSimplify the language and goal of ACPsCreate grade-based curriculum that is tied to standards and college and career readiness indicatorsFocus on implementation quality and ensures access to caring and encouraging educators and family
Implementation Strategies32Slide33
33ACPs 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
ACPs about two times per week Slide34
Career development skillsLeverages relevance of school and engagement in seeking more rigorous academic courses and work-based learning opportunitiesOur Perspective on Explaining the Nature and Promise of ACPs
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What is a Quality ACP?
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 student
access 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 readyBecoming career ready results in students becoming aware of the relevance and utility of academic courses and out of school learning opportunitiesAs 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 Change37Slide38
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 ACPs 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 ACP (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 ACPs with IEPs
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ACPs Believed to:
Break down silos between special education and school counselingIncrease engagement of general educators in transition readiness activities Be most effective when incorporating annual student-led parent-teacher conferencesIncrease number of students with disabilities graduating with a general education diplomaIncrease access to transition assessmentsMakes 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 DisabilitiesGeneral 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.When “all means all” perspective reflected, owned, and actively engaged in.Slide41
Positive Youth DevelopmentCareer goals provide meaning and motivationUse of technology to access knowledge and skills (e.g., MOOCs)Use of Grand Challenges in Engineering and civic engagement to think though and build capacity to use talent and skills
Gifted and Talented41Slide42
Online career information systems that include employment engagement featuresFamily engagement activitiesAnnual student-led parent-teacher conferencesDistrict ACP Team to define the PLP grade-based scope and sequenceSchool ACP Team to design implementation and train-the-trainer strategy for whole school engagement
Access to professional developmentImplementation quality rubric to determine ACPs are being implemented fully and that ACPs are being administered by caring and encouraging adultsImplementation Plan42Slide43
“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 implementationSlide44Slide45
Family Resourceshttp://www.ncwd-youth.info
/sites/default/files/infobrief-40-families-and-college-and-career-readiness-ilp.pdf45Slide46
http://www.ncwd-youth.info/ilp/produce-college-and-career-ready-high-school-graduates
Resources to Guide Scaled Implementation46Slide47
State Generated Resources
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https
://
www.cde.state.co.us
/postsecondary/
icaptoolkitSlide48
http://dpi.wi.gov/acp
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More Resources on ILPs
53ILP Fact Sheet: http://www.ncwd-youth.info/fact-sheet/individualized-learning-planPolicy 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
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Strategies & Tools for
Work-based Learning ExperiencesEngaging Youth in Work Experiences: An Innovative Strategies Practice Brief: http://www.ncwd-youth.info/innovative-strategies/practice-briefs/engaging-youth-in-work-experiencesFeatures strategies from 10 successful programs nationwideWork-based Learning Jumpstart: http://www.ncwd-youth.info/work-based-learning
Ch. 3 in High School High Tech Program Guide: http://www.ncwd-youth.info/hsht/program-guide
Guide 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 DevelopmentBriefs: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-28Helping 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-planningCareer 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/
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on Disability Disclosure: A Workbook for
Youth:
http://
www.ncwd-youth.info/411-on-disability-disclosure
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V. Scott Solberg
ssolberg@bu.eduEllie Castineecastine@
bu.edu
Curtis Richards
richardsc@iel.org
Mindy Larson
Ph
.
202.822.8405 Ext.
169
LarsonM@iel.org
NCWD/Youth:
www.ncwd-youth.info
Funded by ODEP, U.S. DOL:
www.dol.gov/odep
Contact Us
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