Transcript Our Job is to prepare our students for____________

BVSD – ICAP Conversation
Lauren 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
Career and College Readiness - Conley, 2007, 2010
 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 – 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
Four Components of Colorado’s ICAP
Source: CCCS/CDE 2012
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 deemphasize the role of innate ability.
 Help youth find and develop interests and
passions.
Academic Innovations Bull's-eye
YOU!
Passions
Values
Personality and
Strengths
Skills and Aptitudes
- Roles
Roles, Occupations,
and Vocations
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 Results
Career Decision Self-Efficacy (F=10.11, p<.01, partial η2=.02)
Career Dec. Self-Efficacy
4
3.9
3.8
3.7
3.6
3.5
Control (n=242)
V-WAN only
(n=213)
V-WAN +
Workshop (n=153)
Post-intervention Results
Career Decision-Making Difficulties (F=4.83, p<.01, η2=.02)
Career Dec.-Making
Difficulties
4
3.9
3.8
3.7
3.6
3.5
Control (n=242)
V-WAN only
(n=213)
V-WAN +
Workshop (n=154)
Post-intervention Results
Career Optimism (F=2.82, p=.06, η2=.01)
Career Optimism
3.7
3.6
3.5
3.4
3.3
Control (n=242)
V-WAN only
(n=213)
V-WAN +
Workshop (n=153)
BVSD -ICAP
 Vision
 Information
 Practice
Next Steps…..
 Action Plan
 District Level
 Building Level
Identify Goals
Identify Stakeholders and develop buy-in
Faculty
Parents
District Administrators
Building-level Administrators
The community
Post-secondary partners
Students
Create a vision of what is possible
Thanks!
Lauren Jones
Tracy Thompson
[email protected]
[email protected]
720-858-2825
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, 2011
College and Career Ready; Helping All Students Succeed Beyond High School,
David T. Conley, Jossey-Bass 2010
Ready Willing and Able: A Developmental Approach to College Access and
Success, Savitz-Romer, Mandy and Bouffard, Suzanne M. Bouffard, Harvard
Education Press, 2013