School Counseling, Plans of Study, and Individual Learning ...
Individual Planning, Individual Learning Plans, & School Counseling Original Presentation by Gary Spear, Ed.S. Revised by Gregg Curtis, PhD School Counseling Consultant WI Department of Public Instruction Every Child a Graduate? More 9th grade students are retained than any other grade. (2,936 in 2010-2011) Retention at 9th grade is highly correlated to dropping out of high school. Over the 2009-2011 school year span, 9th graders have the highest average rate for habitual truancy than any other grade. (15.3%)
**Habitual truancy = student is absent without an acceptable excuse for all or part of 5 days during a single semester 9th graders are suspended at a higher rate than any other grade. (13% in 2009-2010) Every Child a Graduate? Factors contributing to 9th grade failure: Student doesnt identify or understand goals beyond high school. Student doesnt connect coursework with goals beyond high school. Student doesn't enroll in exploratory or Career & Technical Education (CTE) courses. Student doesn't connect with an adult in school. Student doesn't transition to new educational
environment. Every Child a Graduate? What types of interventions assist students in overcoming these challenges and barriers to school success? Every Child a College & Career Ready Graduate!! Comprehensive School Counseling Program Wisconsin Comprehensive School Counseling Model (WCSCM) Supports EVERY student in academic, personal/social, and career development Individual Student Learning Plans & Portfolio
and Parent Educational/Career Planning Conferences Comprehensive School Counseling A comprehensive school counseling program is an integral component of the schools academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students. How?
ensures equity and access to a rigorous education for all students supports a developmentally intentional balance of prevention and intervention strategies identifies the knowledge and skills all students will acquire as a result of the preK-12 comprehensive school counseling program is delivered to all students in a systematic fashion is based on data-driven decision making is provided by a state-credentialed school counselor in collaboration with appropriate staff Comprehensive School Counseling As students understand themselves,
explore the world around them, establish goals for their futures, and create a plan to achieve their goals they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their lives and careers tomorrow. Wisconsin Comprehensive School Counseling Model: Delivery Definition of Individual Planning Assist students in planning, monitoring, and managing their academic,
personal/social, and career development Purpose of Individual Planning Help students collect information for, develop, and use an Individual Learning Plan (ILP) Counselors Role in Individual Planning Helping students with transitions
Grade to Grade School to School School to Work/Career Utilizing relationship with students to assist them in self & career exploration Providing facilitation skills to educational/career planning conferences Individual Planning Topics Decision-Making Skills Setting Personal Goals Work Habits Career Awareness & Knowledge of Opportunities Transitioning Course Selection (Developing an
Intentional Sequence of Courses) Interest Inventories Individual Planning Strategies Assessment Academic and Career Planning Counseling Core Classroom Curriculum Individual Learning Plan Students will:
engage in the process of evaluating their interests, skills, and values; investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; propose career options and set goals create an Individual Learning Plan to reach those goals Individual Learning Plan Learning Record vs. Learning Plan Traditional Four Year Plan A format that serves as a learning record and
looks toward the past Individual Learning Plan A format that identifies what is to be achieved and looks toward the future HIGH SCHOOL COURSE PLAN 1. a. b. 2. a. Use pencil. Write in the courses you plan to take throughout high school. Consider your schools sample four-year course plans for the career major(s) which interests you. Consider the following: Graduation Requirements / Postsecondary Admissions Requirements / NCAA Eligibility Requirements / Scholarship Requirements Review your 4-Year High School Course Plan each semester. Make revisions as needed. b. Add your grades and credits for the previous semester.
CUMULATIVE CREDITS CLASS RANK CLASS RANK CLASS RANK CLASS RANK 11TH GRADE 1ST SEMSTER Grade Grade 12TH GRADE 2ND SEMESTER
Grade 1ST SEMESTER Grade 2ND SEMESTER CUMULATIVE CREDITS CUMULATIVE CREDITS CUMULATIVE CREDITS CUMULATIVE CREDITS CLASS RANK CLASS RANK CLASS RANK
CLASS RANK Grade Individual Learning Plan ILPs use technology to enhance access, provide tools, and supply organizational templates. ILPs meet benchmarks within the WCSCM Academic, Personal/Social, and Career Content Standards. ILPs take into account what happens to students outside the walls of the school building. ILPs provide both process and product for students to use. These combine to open unique educational and career opportunities. Curricular Domains
Establish learning and/or developmental goals in the three domains including action plans and review Academic Development Intentional Course Sequence; Achievement; Attendance; etc. Career Development Exploration; Assessments of Self and Careers; Clusters; Pathways; Program of Study; Experiential; etc. Personal/Social Development Decision-making; etc.
Strengths & Weakness; Goal Orientation; Sample ILP Benchmarks B.1 Apply the skills necessary to improve learning and make successful academic transitions (Academic Domain) B.8.1.2: Apply critical thinking skills for making successful academic transitions B.12.1.1: Become a self-directed and independent learner E.1 Apply self-knowledge in the decision-making or goalsetting process (Personal/Social Domain) E.8.1.1: Develop an action plan to achieve short- and long-term goals E.12.1.1: Demonstrate commitment and persistence in the pursuit of a goal
H.1 Attain educational achievement and performance levels needed to reach personal and career goals (Career Domain) H.8.1.5 Develop an individual learning plan to enhance educational achievement and attain career goals Student ILP Contents INTENTIONAL COURSE SEQUENCE STUDENT CLASSIFICATION STUDENT GRADUATION ELIGIBILITY COURSE OFFERINGS ACTIVITY ELIGIBILITY COURSE DESCRIPTIONS
SCHEDULE CHANGES HONORS/AP/DUAL CREDIT OR ARTICULATED COURSES ADVISORY/DELIVERY SYSTEM INDEPENDENT STUDY COURSES GRADE POINT AVERAGES EXPLORE-PLAN-ACT-WORKKEYS CAREER EXPLORATION SUMMER SCHOOL EXPERIENCE WORK TO LEARN EXPERIENCE AREA TECHNICAL SCHOOL PROGRAMS
EXTRACURRICULAR ACTIVITIES PHYSICAL/MENTAL WELLNESS PLAN Include: STUDENT GRADUATION ILP Core Components Collaboratively Curricular Developed Domains Addressed Academic
Career Personal/Social Intentional Sequence of Study = Graduation Provides Opportunities for Self/Career Exploration Includes Extracurricular/Off-campus Experiences Is Reviewed and Maintained Regularly Portfolio / ePortfolio (e)Portfolio Components Statement of Purpose Transcript Assessment and Inventory Data Cover Letters
Resume; Demonstration of Career Enhancement & Leadership Activities Letters of Recommendation Strengths and Skills (e)Portfolio Components (cont.) Work Experience Work-based Learning Service Learning/CommunityVolunteer Service Extra/Co-curricular Activities Awards and Honors Language Skills 21st Century Skills Educational/Career Conferences Conferencing is a process that involves activities
planned and directed by school counselors that assists students in planning, monitoring, and managing their own learning, as well as, their personal and career development. Through these activities, students are encouraged and given opportunities to set and evaluate their educational and career goals and develop their Individual Learning Plan that will help them achieve their educational, career and life goals. Ed/Career Conference Benefits Students take responsibility for their future Students and parents gain insight into
students growth and development Parents feel more informed and involved Students and parents are motivated to be involved earlier in post-secondary planning Student apprehension about school and future goals is reduced A connection is developed between school, parents, and students to ensure academic success Evaluation and Impact Participation Data Student Feedback Parent/Guardian Feedback School Improvement Data Goals Attendance Graduation Rate
Retention Behavior Referrals Enrollment Retention Graduation Rate Areas of Study Standards and Benchmarks Scheduling Data Postsecondary Data
Perspectiva Cognitiva Clássica de David Ausubel em 1967 APRENDIZAGEM SIGNIFICATIVA APRENDIZAGEM SIGNIFICATIVA CONHECIMENTO PRÉVIO NOVO CONHECIMENTO NÃO ARBITRÁRIA NÃO LITERAL É a aquisição de conhecimentos com compreensão e elaboração, com maior retenção, com capacidade de explicação, aplicação e transferência.
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