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BVSD – ICAP Conversation Lauren Jones, Tracy Thompson CCCS October 14, 2013
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BVSD – ICAP ConversationLauren Jones, Tracy Thompson
CCCS
October 14, 2013
Our Job is to prepare our students for____________
College and Career Readiness What is your definition?
What do they mean?
How can college and career readiness be measured?
What are the implications of various measurement approaches?
Readiness vs. Preparedness
National Assessment Governing Board defines preparedness as a subset of readiness “Preparedness focuses on academic qualifications, which are measured by NAEP. Readiness includes behavioral aspects of student performance - time management, persistence, and interpersonal skills, for example, which are not measured by NAEP.”
(Technical Panel on 12th Grade Preparedness Research Final Report, 2009)
Different Types of Readiness
Work ready- Meets basic expectations regarding workplace behavior and demeanor
Job ready - Possesses specific training necessary to begin an entry level ‐position
Career ready - Key learning skills and techniques sufficient to begin studies in a career pathway
College ready – Preparing the four keys to college and career readiness necessary to succeed in entry -level general education courses
David T Conley
College and Career Readiness
The level of preparation a student needs in order to enroll and succeed—without remediation—in a credit bearing course at a ‐postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program, or in a high quality ‐certificate program that enables students to enter a career pathway with potential future advancement. Succeed is defined as completing the entry level courses or core certificate ‐courses at a level of understanding and proficiency that makes it possible for the student to consider taking the next course in the sequence or the next level of course in the subject area or of completing the certificate.
Career and College Readiness - Conley, 2007, 2010
Career and College Readiness – ACT, 2008
The level of achievement a student needs to be ready to enroll and succeed—without remediation—in credit bearing first year ‐ ‐postsecondary courses. And by postsecondary we mean primarily two year or fouryear ‐institutions, trade schools, and technical schools. Today, however, workplace readiness demands the same level of knowledge and skills as college readiness.
Four Keys to Career and College Readiness
Contextual Skills and Awareness
Self-regulation
Key Content Knowledge
Key Cognitive Strategies
Source: CCCS/CDE 2012
Four Components of Colorado’s ICAP
Aiming for Meaning
Making Meaning
“Goals play a large role in an active process because they shape behaviors which affect outcomes which shape the meaning that people make of the whole process and therefore how they set other goals in the future”
Alfred Bandura
What are the goals of your current ICAP Activities?
Motivation
Motivation is a cyclical process involving the kinds of goals people set, the reason they set them, and the actions they take to achieve them.
Motivation is an active process that is about the meaning that people make of their experiences, not a passive state that can be imparted to them by others.
The questions are not whether students are motivated rather what are they motivated for and why?
Reaching Future Goals
When presenting the benefits of college, strike a balance between intrinsic and extrinsic rewards. (Ex. Financial benefits and being social)
Build on youth’s interests and passions to tap into intrinsic motivation for their future.
Help young people internalize the benefits of extrinsic rewards and performance goals.
Reaching Future Goals
Emphasize mastery and learning for academic activities rather than just the end goal.
Stress the value of effort and de-emphasize the role of innate ability.
Help youth find and develop interests and passions.
Academic Innovations Bull's-eye
Passions
Values
Personality and Strengths
Skills and Aptitudes - Roles
Roles, Occupations, and Vocations
YOU!
Meaningful implementation of the 10-year plan
What is a Quality ILP (ICAP)?
A document consisting of a student’s (a) course taking and post-secondary plans aligned to career goals and (b) documentation of the range of college and career readiness skills he/she has developed.
A process that relies on a student’s understanding of the relevance of school courses as well as out-of school learning ‐opportunities and provides the student access to career development opportunities that incorporate self-exploration, career exploration, and career planning and management activities.
Source: National Collaborative on Workforce and Disability
Source: National Collaborative on Workforce and Disability
CSU Global and their V-WAN Research Project
The Problem Retention
Nationally, only half finish or transfer within 6 years
In Colorado, fewer than 1 in 4 full-time community college students complete a degree within 3 years
Career development needs Vocational psychology research points to a high percentage of adults showing a need for:
-career direction
-assistance with identifying and
pursuing training needs
What might cause these problems? Incomplete or inaccurate knowledge of the self, opportunities in the world of work, and of
how to design and implement a career plan
Low self-efficacy, few resources for coping with career challenges
One Solution: The Virtual Workforce Assessment Network (V-WAN)
What is it? Empirically supported, user-friendly career planning tool
Provides a battery of career assessments online
Creates personalized psychological profiles that integrate interests, values and personality
Recommends occupations predicted to be a good fit
Post-intervention ResultsCareer Decision Self-Efficacy (F=10.11, p<.01, partial η2=.02)
Control (n=242) V-WAN only (n=213) V-WAN + Workshop (n=153)
3.5
3.6
3.7
3.8
3.9
4
Care
er D
ec. S
elf-
Effica
cy
Post-intervention ResultsCareer Decision-Making Difficulties (F=4.83, p<.01, η2=.02)
Control (n=242) V-WAN only (n=213) V-WAN + Workshop (n=154)
3.5
3.6
3.7
3.8
3.9
4
Care
er D
ec.-M
akin
g D
if-fic
ultie
s
Post-intervention ResultsCareer Optimism (F=2.82, p=.06, η2=.01)
Control (n=242) V-WAN only (n=213) V-WAN + Workshop (n=153)
3.3
3.4
3.5
3.6
3.7
Care
er O
ptim
ism
Next Steps….. Action Plan
District Level
Building Level
Identify GoalsIdentify Stakeholders and develop buy-in
FacultyParentsDistrict AdministratorsBuilding-level AdministratorsThe communityPost-secondary partnersStudents
Create a vision of what is possible
Thanks!Lauren Jones
720-858-2825
Tracy Thompson
720-858-2323
Career Guidance/ICAP Resources
CCCS - http://www.coloradostateplan.com/counselors.htm
ICAP/CCCS - http://www.coloradostateplan.com/ICAP.htm CDE - http://www.cde.state.co.us/SecondaryInitiatives/ICAP.htm
Career Choices, Mindy Bingham and Sandy Striker, Academic Innovations, 2011College and Career Ready; Helping All Students Succeed Beyond High School, David T. Conley, Jossey-Bass 2010Ready Willing and Able: A Developmental Approach to College Access and Success, Savitz-Romer, Mandy and Bouffard, Suzanne M. Bouffard, Harvard Education Press, 2013
