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

 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

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 η 2 =.02)

Post-intervention Results Career Decision-Making Difficulties (F=4.83, p <.01, η 2 =.02)

Post-intervention Results Career Optimism (F=2.82, p =.06, η 2 =.01)

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 Career Guidance/ICAP Resources CCCS - ICAP/CCCS - CDE - 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