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TRANSCRIPT
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The Big Picture
Postsecondary & Workforce
Ready
Learning & Behavior Skills
Content Knowledge
Social Studies & Social Sciences
• Social, cultural, historical concepts• Interpret sources, evaluate evidence, build conceptual frameworks• Civic responsibility & political process• Interpret from a global perspective
Arts & Humanities
• Shaping of culture• Instruments of social & political thought• Awareness of innovators
Science
• Scientific method• Draw conclusions• Core concepts of disciplines• Scientific concepts can be challenged
Literacy
• Read with understanding & write coherently• Employ English properly & fluently• Use logic & rhetoric• Access primary & secondary sources
Find and Use Information &
IT
Creativity & Innovation
Collaboration
Critical Thinking & Problem Solving
Civic Responsibility
Communication
Personal Responsibility
Global & Cultural
Awareness
Work Ethic
Mathematical Sciences
• Be quantitatively literate• Algebraic & geometric principles• Problem solving• Data & statistics
Colorado’s interpretation of 21st Century Skills!
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)
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 four-year ‐institutions, trade schools, and technical schools. Today, however, workplace readiness demands the same level of knowledge and skills as college readiness.
Not every student needs exactly the same knowledge and skills to be college and career ready.
Colorado's Postsecondary Workforce Readiness Definition:
"The knowledge, skills, and behaviors essential to high school graduates to be prepared to enter college and the workforce and compete in the global economy including content knowledge, learning and behavior skills.“
See more at: http://www.cde.state.co.us/postsecondary#sthash.fC8CIxlO.dpuf
Key Cognitive Strategies
The Four Keys & Measurements
Student Ownership of Learning Model
Policy Framework
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Video
ICAP Journey
CDE Grad Guidelines Work Groups
Capstone November 2013
ICAP November 2013
21st Century Skills December 2013
Industry Certificate February 2014
Special Populations February 2014
Assessment May 2014
Endorsed Diploma May 2014
Source: National Collaborative on Workforce and Disability
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 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.
A Quality ILP is….
Source: National Collaborative on Workforce and Disability
How do we use ICAP for student engagement and successful
transition in Middle School NOW?
Why is the transition to ninth grade challenging to students?
• Academic challenges• More rigorous classes, frequent homework assignments• Credits count towards graduation• More inexperienced teachers compared to other grades
• Social challenges• Larger school, fewer personal connections• Stresses of making friends, fitting in• Desire for greater independence, less likely to seek out
adults
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Why a focus on transition to ninth grade?
Compared to other high school grades, ninth grade students nationally have •Lowest grade point average•Most missed classes•Most failing grades•Most misbehavior referrals•Highest enrollment because 22% are repeating the grade
Success in ninth grade is critical to on-time graduation from high school.
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How can schools support transitioning ninth graders?
• Coordination between middle school and high school
• Thoughtful and Intentional Course Selection Processes
• Contagious movement: 8th grade Career Fairs!• Ninth grade orientation, summer academy• Ongoing support during ninth grade
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Transition Planning Tool
School Counseling Pyramid
Individualized
Interventions
Closing the Gap
Small Group
Core Curriculum
School School Improvement
Individual Exploration
I Am Who I Am … And As Others See MeBarriers: What They Are and What to Do about ThemGoal Setting Begins with a Dream
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INDUSTRY
CLUSTER
PATHWAYS
PLAN OF STUDY
PWR Standards!
Minnesota: Spectrum of Work-Based Learning Experiences
Internships/ Co-Ops:
Students participate in paid work experience with employer, school coordinator and student agreeing to follow training plan. Students take vocational and work related classes at school.
Entrepreneurship:
Students create an alternate work program, are their own boss, earn money, create a project, run their business, and earn high school credit.
Rotations:
Students work in a number of different departments or for different employers, to explore different occupations within an industry cluster.
Tours:
Students take part in tours of worksites. Employer-led tours of site which provides students with information on requirements of different jobs.
Job Shadowing:
Students make brief worksite visits to spend time with individual workers learning what their jobs entail.
Mentoring:
Students are paired with “adult peers” from the workplace who provide guidance and encouragement on career-related, interdisciplinary projects.
Service Learning:
Students unpaid work, geared to the public good, integrated with school learning through projects or similar mechanisms.
Youth Apprenticeship:
The integration of academic instruction and work-based learning. The student commits to one or two years of paid work experience in a specific trade and is registered as a youth apprentice.
RotationsJob
ShadowingMentoring
Entrepre-neurship
ServiceLearning
Internships/Co-Op
YouthAppren-ticeship
Tours
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Academic and Career Planning/Management
Job Search SkillsYouth Development and LeadershipCareer and Work-Readiness Skills Work-Based Learning Financial LiteracyThe Art of Communicating -Without WordsDo You Have the Universal Skills Employers Are Seeking?Why Should I Hire You?Know What You Want … and What You Have to OfferGetting to the Nitty Gritty with STEM – Informational InterviewsWho Needs a Resume Anyway?OK – I Have a Resume, Now What?What Have We Learned & How Do We Use It?Putting It All Together: The Career Development Checklist
Thoughtful yearly registration
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Personal Financial Literacy
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PWR Plan/Portfolio
Career Development
REPEATS!
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CTE 1 2 3 4 5
CAREER PATHWAYS 1 2 3 4 5
PLANS OF STUDY 1 2 3 4 5
ICAP 1 2 3 4 5
Middle School Transition 1 2 3 4 5
How Confident are you in…
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CTE: Career & Technical Education
CAREER PATHWAYS
SKI RANCH CIENCE
INESTHETICS
NFO TECHNOLOGY
AG
IBUSINESS
NIMAL HUSBANDRY
E
VIRONMENTAL SCIENCE
AD & CHEMISTRY
EALTH & HISTROY &
HYDROPONICE & HYDRO-
ENGINEERING
BEERIOLOGY
COLOGY
NGINEERING
OBOTICS
FOODFEED
THCBOSS
CREATE CARESTEAMIT
TOURISM SAGE SOLAR
&Guide
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How can a partnership with you/your entity
benefit the school and student body?
How do you/your entity keep up with specific needs to accept, place, hire, train, motivate, engage and retain
students?
With the lens of Career & College Readiness, what do you do best to support the unique community of Eagle
(and High Country Consortium)?
What barriers do you see are present with our graduates and how
do/can you(your entity) make a positive impact?
Final Thoughts: Please leave us with an overall message
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www.coloradostateplan.com/ICAP.htmlhttps://resources.cccs.edu/education-services/career-college-readiness/
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