Personalized Learning 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 University National Collaborative on Workforce & Disability for Youth

Who We Are Institute for Educational Leadership (IEL)’s Center for Workforce Development National Collaborative on Workforce & Disability for Youth, a national technical assistance center Focus on needs of ALL youth, including youth with disabilities and other disconnected youth Improve state and local policy Strengthen workforce development service delivery Improve competencies of youth service professionals Engage youth and families Supported by Office of Disability Employment Policy, U.S. Department of Labor

This Presentation Will: Introduce the Nature and Promise of PLPs Use multiple sources of evidence to delineate state, district and state implementation recommendations

Data from which conclusions are based: Analysis of 52 focus groups consisting of family members, educators, and students from 15 schools in the four original states Survey 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 schools Interviews with state and district leaders in 14 states

Summary of PLP Research Graphic showing cover of Use of Individualized Learning Plans report - http://www.ncwd-youth.info/use-of-individualized-learning-plans http://www.ncwd-youth.info/use-of- individualized-learning-plans

“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 [PLP], I have a better relationship with my mother.”

[PLPs] “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.”

ILP Reactions from Educators   Altarum (2011).  Parent and educator perspectives on ILPs: Final recommendations From a four state report. Report available from Altarum.

Teacher’s PLP 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 [PLP] 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.

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.” Altarum (2011).  Parent and educator perspectives on ILPs: Final recommendations From a four state report. Report available from Altarum.

“I love it. For my students, it has been their roadmap “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.”

“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 [PLP].”

“We are now talking in 8th and 9th grade meetings about Transition Plans and [PLPs] in a more organized fashion.”   “[Schools] develop a 6th–12th [grade] system of advisement for all students through systematic, comprehensive, and developmental advisement.”

PLPs Themes from Research Efforts: PLPs create a personalized learning environment in which youth: Create stronger relational connections with their family, teachers, and peers; Choose a more rigorous course schedule; and Engage in a wide range of career exploration and work- based learning activities.

[PLPs] are the game changer in education and the glue that ties together all of the other initiatives

From the Wisconsin Department of Public Instruction

Nature of the Problem Improve college and career readiness to address critical national need to improve post-secondary completion – apprenticeships, 2-year or 4-year degree programs.

Massachusetts – 6 Years Post H.S.

Evidence that PLPs Leverages College and Career Readiness PLPs drive relevance of education and motivation to succeed in school and life PLPs 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

Why Use ILPs? Findings from National Research Study Engaging in Quality ILPs Increases Goal Setting Motivation Increases Academic Self-Efficacy Improves GPA, Career Decision-Making Readiness; Lowers Distress Graphic showing path analytic results linking engagement in ILPs to supporting increased goals, motivation to attend school, increased self-efficacy and how this leads to better grades, attendance and career decision-making readiness. 27

Family Involvement General Sample: Career Search Self-Efficacy Academic Self-Efficacy GPA; Career Decision-Making Readiness; Distress General 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). For the General Sample, results indicated that family involvement in career development preparation leads to improved GPA (standardized estimate = .023, p < .001), career decision-making readiness (std. est. = .030, p < .000) and distress (std. est. = -.034, p. < .000) through its direct effect on career search self-efficacy which leads to academic self-efficacy. For the Disability Sample, results indicated that family involvement in career development also leads to GPA (std. est. = .023, p. < .001) and distress (std. est. = -.046, p. < .027). following the same pathway. Efforts designed to enable families to become more engaged in supporting their child’s career exploration is likely support the academic success and ability to manage distress for all students. For students from the general sample, family involvement in career exploration also supports the student’s readiness to make career decisions.

Final Model Students with Disabilities The final model for the sample using Students with Disabilities indicated that Access to Quality Learning Environments was directly related to both Career Search Self-Efficacy (β = .74). Career Search Self-Efficacy was directly related to both Goal Setting (β = .75) and Academic Self-Efficacy (β = .48). Goal Setting was directly related to both Motivation to Attend School (β = .60). Motivation to Attend School was directly related to Academic Self-Efficacy (β = .36) and lower Career Decision Making Readiness (β = -.22). Academic Self-Efficacy was directly related to Distress (β = -.31), and GPA (β = .32). Final Model Students with Disabilities

Youth Who are Becoming Career Ready Can: Identify one or more careers of interest Clearly 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 30

Implementation Strategies Challenge is gaining buy-in for whole-school PLP implementation Simplify the language and goal of PLPs Create grade-based curriculum that is tied to standards and college and career readiness indicators Focus on implementation quality and ensures access to caring and encouraging educators and family

PLPs 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 PLPs about two times per week

Our Perspective on Explaining the Nature and Promise of PLPs Career development skills Leverages relevance of school and engagement in seeking more rigorous academic courses and work- based learning opportunities

What is a Quality ILP?   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.

Quality Career Development 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

Theory of Change ILPs enable youth to become career ready Becoming career ready results in students becoming aware of the relevance and utility of academic courses and out of school learning opportunities As 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

Comparing ILPs with IEPs 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 ILPs 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 ILP (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.

ILPs Believed to: Break down silos between special education and school counseling Increase engagement of general educators in transition readiness activities Be most effective when incorporating annual student-led parent-teacher conferences Increase number of students with disabilities graduating with a general education diploma Increase access to transition assessments Makes career & education plans portable, accessible outside school when using ePortfolio as part of an online career information system

Promising Practice for Students with Disabilities General 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.

Implementation Plan Online career information systems that include employment engagement features Family engagement activities Annual student-led parent-teacher conferences District PLP Team to define the PLP grade-based scope and sequence School PLP Team to design implementation and train- the-trainer strategy for whole school engagement Access to professional development Implementation quality rubric to determine PLPs are being implemented fully and that PCPs are being administered by caring and encouraging adults

Academic and technical skills Leadership and ethical behavior Communication skills Effectively works in teams Employment and citizenship Technology Actively solves problems Personal career development Critical thinking Personal and financial well-being Innovation and creativity

“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 implementation

Family Resources Graphic showing cover of family guide for engaging in ILPs http://www.ncwd-youth.info/sites/default/files/infobrief-40- families-and-college-and-career-readiness-ilp.pdf

Resources to Guide Scaled Implementation http://www.ncwd-youth.info/ilp/produce-college- and-career-ready-high-school-graduates Graphic showing cover of Policy Brief

State Generated Resources Graphic showing cover ICAP toolkit https://www.cde.state. co.us/postsecondary/ic aptoolkit

Graphic showing Wisconsin academic career planning implementation website http://dpi.wi.gov/acp

More Resources on ILPs ILP Fact Sheet: http://www.ncwd-youth.info/fact-sheet/individualized-learning-plan Policy 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

Strategies & Tools for Work-based Learning Experiences Engaging Youth in Work Experiences: An Innovative Strategies Practice Brief: http://www.ncwd-youth.info/innovative- strategies/practice-briefs/engaging-youth-in-work-experiences Features strategies from 10 successful programs nationwide Work-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

Engaging Families in Supporting Career Development Briefs: 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-28 Helping 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

More Career Development Resources Using Career Interest Inventories, http://www.ncwd- youth.info/innovative-strategies/practice-briefs/using-career- interest-inventories-to-inform-career-planning Career 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/ 411 on Disability Disclosure: A Workbook for Youth: http://www.ncwd-youth.info/411-on-disability-disclosure

Contact Us V. Scott Solberg ssolberg@bu.edu Ellie Castine ecastine@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