Individual Learning Plans: Improving Student Performance

Transcription

1 1 Individual Learning Plans: Improving Student Performance Todd Bloom, Ph.D. Chief Academic Officer Emily Kissane Policy Analyst April 2011

2 2 Table of Contents Purpose of the Study and Methodology... 3 Background... 4 Results... 6 Implications... 8 Appendix A... 9 Appendix B... 17

3 3 Purpose of the Study and Methodology In 2009, Hobsons published a survey detailing states policies on individual learning plans (ILPs) for all students. A great deal has changed in the policy landscape in two years, from the president and congressional leaders at the federal level to the governors and legislatures in many states. In addition to these leadership changes, the increased focus on improving student performance and outcomes brought about by Child Left Behind (NCLB) has been intensified with the introduction of Race to the Top. Giving these developments, Hobsons saw the need to update the report, assessing how these policies have affected the use of ILPs and other college and career readiness planning tools as a means to maximize student achievement. This report begins by giving background about the subject of statewide mandates for ILPs, particularly how national reform efforts have increased their popularity. The main part of the report, the Results section, captures the current status of state level college and career readiness initiatives by responding to the following questions: What is each state s primary initiative for college and career planning for all students? Which states mandate or encourage individualized learning plans for all students? Which states mandate or encourage a guidance framework or other college and career readiness structure? What agencies or entities are involved in these efforts? To respond to the three aforementioned research questions, Hobsons did a complete search of each state s education department website to identify initiatives currently in place or under development. Information from education organizations and foundations and from research journals was used to supplement or confirm details about some states. The characteristics of each initiative were determined by evaluating plan templates, legislation and explanatory documents available online.

4 4 Background The concept of formalized planning for each member of a large cohort of students took hold when the 1975 for All Handicapped Children Act (Public Law ) mandated Individualized Plans (IEPs) for students receiving special education services. Plans were developed for each student and updated annually by teams of teachers, parents, school administrators, related services personnel, and students (when appropriate). Over time, the IEP became recognized as a critical ingredient to help meet each student s unique special education needs.1 Reform efforts such as NCLB amplified the national dialog about improving student achievement. Educators and policymakers recognized that the IEP concept s focus on identifying and supporting the individual student s needs could be applied to all students. By capturing and monitoring course-taking and planning, assessment results, post-secondary plans, career aspirations and extracurricular activities, schools could more effectively engage students and improve their performance. In addition to the positive impact on achievement, taken collectively, ILPs could create a robust data set, which can be used for accountability and more in-depth analysis of factors influencing student achievement. Since the implementation of NCLB, data such as state assessment results and graduation and dropout rates have been continually monitored by policymakers and the public. Parents, government leaders and businesses expect to see annual updates of these figures disaggregated by student subgroups. Most reported data, however, are only a small slice of what is important in a child s education. Expanded datasets are essential for more accurate data-based decision making. ILPs contain information not traditionally collected in student data systems, including a multiyear academic plan, career interests, student reflection data, personality and learning style assessments, and action plans. The comprehensive plans provide additional data points and school level reports to aid in accountability and monitoring of individual and student group success. Growing concerns about economic competitiveness and about achievement and opportunity gaps have also driven public demand that students graduate from high school ready for post-secondary education and careers. Many states have turned to P-20 councils to make policy recommendations on improving high school graduation rates and expanding access to college. To have informed discussions and debates, P-20 councils and other policymakers need rich data to understand the connection between school performance and predicted success in higher education. Comprehensive individual information, like students goals, behaviors, learning styles and extracurricular activities are needed along with traditional performance data to make informed decisions that assist students. Ideally, these needed data must be captured beginning in elementary school and follow the child through graduation and into college. Race to the Top intensified discussion of these issues by directing $4 billion to state reform efforts around four priorities: 1) adopting standards and assessments that prepare students to succeed in college and the workplace; 2) building data systems that measure student growth and success, and inform teachers and principals how to improve instruction; 3) recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and 4) turning around their lowest performing schools. 1 U.S. Department of, Special & Rehabilitative Services Archived: A 25 Year History of the IDEA and US Department of, My Child s Special Needs. A Guide to the Individualized Program Archived Information. Year History of the IDEA

5 5 Each of the Race to the Top priority areas requires schools to collect and analyze detailed information about each student. Successful state funding applications have identified personalized learning as a key strategy, with longitudinal data for each student necessary both for improving teaching and learning strategies and for teacher and administrator evaluation. Taken as a whole policy strategy, Race to the Top assesses the value added by each school and district and nationalizes standards and evaluation.

6 6 Results Each of the fifty states and the District of Columbia has an initiative that promotes college and career planning for every high school student in the state. Some states mandate a planning activity, while others recommend a framework that school may elect to use. Appendix A gives information about all of these initiatives, including whether or not they are mandated and the agencies involved in implementation. As of the writing of this report, 25 states plus the District of Columbia mandate ILPs for all students, and three states mandate a guidance framework that does not include a formal planning document. Twenty-two states do not have a mandate, but nine of them provide ILP models and 13 provide a guidance framework for districts to use. Table 1: Types of State ILP Initiatives ILP model States with mandates Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, Guidance framework or other college and career readiness initiatives Georgia, Mississippi, Tennessee District of Colombia, Florida, Hawaii, Idaho, Indiana, Iowa, Kentucky, Louisiana, Michigan, Missouri, Nevada, New Jersey, New Mexico, Oregon, Rhode Island, South Carolina, South Dakota, Utah, Virginia, Washington, West Virginia States without mandates Kansas, Nebraska, New Hampshire, New York, Ohio, Texas*, Vermont, Wisconsin Alabama, California, Illinois, Maine, Maryland, Massachusetts, Minnesota, Montana, rth Carolina, rth Dakota, Oklahoma, Pennsylvania, Wyoming *Texas: mandated for students at risk of not graduating from high school The ILP models capture different characteristics but also share commonalities (see Table 2). Some of the most frequently cited plan characteristics are: an academic planner (including plans for one year post-graduation); identification of academic, career, and personal goals; a validated career exploration tool; a resume builder; and the ability to update annually. Found less often in ILPs are opportunities for personal reflection; personality and learning style inventories; identification of areas of strength and need; action plans with deadlines; community service learning, and referrals for learning support. Almost all the ILPs contain academic planners some aligned to graduation requirement and others to career goals or clusters. Most plans enable students to identify academic, career and personal goals, and are updated annually. Less commonly found were ILPs that required validated assessments for career exploration and learning style. Appendix B identifies which characteristics are present in the ILPs for each state.

7 7 Table 2: Twelve Common Key Characteristics of State Individualized Learning Plan Academic planner Academic, career, and personal goals identified Integrated career exploration including valid assessment Résumé builder Annual update ILP shared with student, parent, counselor, and teacher Student reflection Personality and learning style assessments Student strengths and needs Action plan with deadlines Community service learning Referrals for learning support

8 8 Implications Mandated ILPs are an important component in the effort to ensure that students are on track to graduate from high school ready for post-secondary education and career. Achievement gaps are easy to identify and document through test scores and other assessment data included in each student s plan. If the ILP process is available for students in earlier grades, the potential for longitudinal data sets and analysis is much greater. Giving students ownership of developing, planning, and monitoring their goals will increase their level of engagement in their own education and increase the likelihood they will graduate from high school and successfully enroll in college, eventually attaining a one-, two-, or four-year credential. Before the widespread availability of technology, ILPs were typically paper plans stored in student folders. Those documents had limited impact on achievement and provided no data for decision makers. Online ILPs create opportunities for students, parents, and school staff to support an approach that deeply engages students in their learning and helps them understand the impact of middle school decisions on college and career preparation. As school staff become more comfortable using technology to assist in their job roles, states will have increased opportunities to define and implement plans for students. Moreover, as account- ability continues to be a focus in education, ILPs become a valuable source of pertinent data for schools. Electronic capture is essential to monitor implementation. Online ILPs help states determine which students are receiving specific supports, whether academic, counseling, or interventions. Moreover, online formats also allow for easier sharing and communication between students, parents, and school staff. These data are key to ensure all students have access to rigorous courses throughout their academic careers. Online ILPs provide data for district administrators to monitor anticipated enrollment in gatekeeper courses like Algebra I in the eighth grade. If enrollment does not represent the school s diversity, principals can work with school counselors and math teachers to prepare more students for rigorous course taking. Without equal access to rigorous courses, schools will not be able to close the achievement gap. It is clear that states are actively involved in developing and implementing ILPs or guidance models to support college and career planning, though they may be at different stages in identifying priorities and levels of implementation. School counselors should play a vital role in developing and implementing the state policies. This is a great opportunity for states to learn from each other by sharing their developed ILPs and frameworks as well as implementation practices. Many states are implementing P-20 councils to more closely align PK-12 education with higher education. This work includes attempts to better align course content and course taking patterns in high school to later success in college courses. These P20 initiatives need ILP data, however. P20 Councils need as much detail as possible about each student s experience in high school and they must know about subsequent student performance in one-, two-, and four-year colleges. Such data will assist P-20 councils in making informed recommendations and decisions. Moreover, as their work becomes further specialized, ILPs can be mandated to collect information that is found to be pertinent for student success.

9 9 Appendix A Table 3: State Status on Developing and Implementing Individual Learning Plans State Website(s) State mandate? Type of plan or activity Agencies involved Alabama Online planning tools and resources Alabama Career Information Network; funding from College Access Challenge Grant Alaska beginning Personal Learning and Career Plan labor.alaska.gov/awib/pdf/ilp_based _on_alaska_cteps.pdf 2012 Alaska Commission on Postsecondary Alaska Department of and Early Development Alaska Department of Labor and Workforce Development Alaska Parent Teacher Association Alaska Tech Prep Consortium University of Alaska Arizona and Career Action Plan Arizona Department of Arkansas adesharepoint2.arkansas.gov/memos/ Lists/Approved%20Memos/DispFor m2.aspx?id=217, beginning Arkansas College and Career Readiness Planning Program Arkansas State Board of Linked Learning students follow industry-themed pathways that integrate academics, technical courses and work-based learning ConnectEd: The California Center for College and Career Linked Learning Alliance, a statewide group of more than 140 education, industry, and community organizations and individuals, beginning Individual Career & Academic Plan College in Colorado (program rules are attached to site) California pathways/index.php Colorado ives/icap.htm Colorado Department of Higher

10 10 State Website(s) State mandate? Type of plan or activity Agencies involved Connecticut implementation in process Student Success Plan Connecticut Department of Student Success Plan Delaware Department of Individual Graduation Portfolio D.C. Public Schools Required career and education course, electronic Personal Plan Florida Department of ssreform/studentsuccessplan_mission _skills.pdf Delaware students_family/rhss/default.shtml District of dcps.dc.gov/dcps/college+and+ Colombia Careers/Individual+Graduation+ Portfolio Florida Center for Advising & Academic Support Georgia =CICTAPlanningNew Career, Technical and Agricultural Pathways Georgia Department of Hawaii graduation.k12.hi.us/ptp.html Personal Transition Plan Hawaii Department of Idaho Program_of_Study_Curriculum/ Post-secondary Readiness Plan Professional-Technical Programs_of_Study.html Illinois College Zone, education and career portal Illinois Student Assistance Commission Indiana Graduation Plan Indiana Commission for Higher k12academics/requirements/pages/ GradPlan.aspx Indiana Department of

11 11 State Website(s) State mandate? Type of plan or activity Agencies involved Iowa 8th Grade Plan (updated annually) Iowa Department of option=com_content&view= Iowa Workforce Development article&id=1657&itemid=2467 Iowa College Student Aid Commission College Saving Iowa 529 Plan Kansas Personal Plans of Study Kansas State Department of Personal Plans of Study Kansas State Department of Individual Learning Plans Kentucky Department of 3231 Kansas tabid=3231 Kentucky Instructional+Resources/Secondary +and+virtual+learning/ilp/ college_and_career_readiness.html Louisiana grad_options_plans.html Individual Graduation Plan Department of Maine Under development Maine Department of Maryland Career Development Framework (advisory framework) Maryland State Department of career/index.html Maryland DE/divisions/careertech/career_techn ology/tools_support/mcdfr.htm

12 12 State Website(s) State mandate? Type of plan or activity Agencies involved Massachusetts Your Plan for College Massachusetts al Financing Authority Massachusetts Department of Elementary and Secondary Massachusetts Department of Higher Michigan MDE_EDP_ _296459_7.pdf al Development Plan Michigan Department of Minnesota education.state.mn.us/mde/learning _Support/Counseling_Character_ A Student s Guide to Creating a Career Minnesota Department of Plan Service_Learning/Counseling_Career _Guidance/index.html Mississippi redesign.rcu.msstate.edu/ Being phased in Redesigning for the 21st Century Workforce (career pathways and comprehensive guidance framework) Mississippi Department of Missouri dese.mo.gov/divcareered/ Personal Plan of Study Missouri Department of Elementary and Secondary Big Sky Pathways (career pathways) Montana Association for Career and Technical guide_pps.htm Montana

13 13 State Website(s) State mandate? Type of plan or activity Agencies involved Nebraska Personal Learning Plan Nebraska Department of, effective July 1, 2011 Academic Plan Nevada Department of nemodel/student_planning.shtm careerclustersresources.htm Nevada law.justia.com/codes/nevada/2009/ title-34/chapter-388/middle-schoolsand-junior-high-schools/ / New Hampshire guidance/nh_comp_guid.htm Individual planning as part of the Comprehensive Developmental Guidance and Counseling Program Model New Hampshire Department of New Jersey (currently being piloted in select districts) Personalized Student Learning Plan New Jersey Department of New Mexico NextStepPlan/index.html Next Step Plan New Mexico Public Department New York Career Plans New York State Department careerzone.ny.gov/ New York State Department of Labor rth Carolina /guidance/resources/programofstudy/ Program of Study for Comprehensive School Counseling Public Schools of rth Carolina rth Dakota college_and_career_planning/ rth Dakota College Access Network (college awareness site) Bank of rth Dakota rth Dakota College Access Network

14 14 State Website(s) State mandate? Type of plan or activity Agencies involved Ohio Individual Academic and Career Plan Ohio Department of Oklahoma CareerTech Oklahoma Department of Career and Technology Oregon page/?id=2094 Plan and Profile Oregon Department of Pennsylvania New Standards Aligned System Pennsylvania Department of Rhode Island RIFramework_web.pdf Individual Learning Plans Rhode Island Department of Elementary and Secondary Rhode Island School Counselor Association Providence College Rhode Island School-to-Career South Carolina Individual Graduation Plan South Carolina Department of Commission on Higher Regional Centers South Carolina Occupational Information System South Dakota Personal Learning Plan South Dakota Department of Tennessee Focused Plan of Study Tennessee Department of Tennessee Board of Regents

15 15 State Website(s) State mandate? Texas Required for Personal Graduation Plan junior/middle/ high school students identified as at risk for not graduating; districts encouraged to establish plans for each student entering 9th grade ED/htm/ED.28.htm# Type of plan or activity Agencies involved Texas Agency Utah /guidance/model/utahmodel.pdf Student Plan or Student Occupational Plan Utah State Office of Vermont Personalized learning (strategic goal of Transformative in Vermont Framework) Vermont Department of (under development) Academic and Career Plan Virginia Department of High School and Beyond Plan Office of Superintendent of Public Instruction Individual Student Transition Plans West Virginia Department of html/dept/transformation.html Virginia graduation/academic_career_ plan.shtml Washington graduationrequirements/requirementhighschoolbeyond.aspx West Virginia wvde.state.wv.us/counselors/ documents/10thgradeistpprotocol _000.doc secure.cfwv.com/default.aspx Community and Technical College System of West Virginia West Virginia Higher Policy Commission

16 16 State Website(s) State mandate? Type of plan or activity Agencies involved Wisconsin dpi.wi.gov/sspw/ppt/scilp.ppt Individual Learning Plan Wisconsin Department of Public Instruction Wyoming edu.wyoming.gov/programs/ Career College Readiness Wyoming Department of career_college_readiness.aspx

17 17 Appendix B Table 4: Characteristics of States: ILPs/Provided Guidance or Framework for ILPs State Academic Academic, Career Resume Plan Career, and Exploration Builder Personal Goals Updated Personal Annually at a Reflection Minimum AK AZ CO CT DE DC FL HI ID IN IA KS KY LA MA Action Plan Service Learning Learning Support Reference MI MO NE NM NY Personality and Strengths Learning Style and Needs Assessments OH OR

18 18 State Academic Academic, Career Resume Plan Career, and Exploration Builder Personal Goals Updated Personal Annually at a Reflection Minimum Personality and Strengths Learning Style and Needs Assessments RI SC SD TN T UT VT VA WA WV WI Action Plan Service Learning Learning Support Reference