High School Diploma. Essential Skills. 24 Credits Personalized Learning. 4 Year Plan and Profile Extended Application
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2 High School Diploma 24 Credits Personalized Learning Essential Skills Coursework and Proficiency Learning Reading, Writing, and Mathematics 4 Year Plan and Profile Extended Application Career Related Learning Experiences (CRLE) Roadmap to Success Demonstration of Skills Employability Index
3 The education plan and profile assists students in pursuing their personal, educational, and career interests and post-high school goals. The student is responsible, with guidance, to develop and manage his or her personal plan and profile. The school is responsible for providing a process and guidance to students. The process should begin no later than 7th grade and continue through 12th grade, with regular reviews and updates. The process should be designed with flexibility to allow students to change their plans as their personal and career interests and goals evolve along the way. Career-related learning experiences are structured educational experiences that connect learning to the world beyond the classroom. They are planned in the student s education plan in relation to his/her career interests and post-high school goals. Experiences provide opportunities in which students apply academic, career-related, and technical knowledge and skills and may also help students to clarify career goals. Students will demonstrate knowledge and skills in personal management, problem solving, communication, teamwork, employment foundations, and career development. Partnerships with local employers and community organizations provide a variety of opportunities, building upon the community s strengths and resources. Beyond the local community, regional opportunities help increase the school s capacity, and technology offers expanding possibilities worldwide. Career-related learning experiences can take place in a variety of ways and places- in school, the workplace, or in the community. These experiences may include, but are not required to be included, nor are they limited to: field-based investigations; field trips; guest speakers; job shadows; service learning; school-based enterprises; workplace mentoring and workplace simulations. Career-Related Learning Experiences (CRLE) are structured student activities in the community, the workplace, or in school that connect academic content and career-related learning to real life applications. These experiences extend, reinforce and support classroom learning. They include, but are not limited to: workplace mentoring; workplace simulations; school-based enterprises; structured work experiences; cooperative work and study programs; on-the-job training; apprenticeship programs; service learning; and fieldbased investigations. Extended application is the application of knowledge and skills in the context of the student s personal and career interests and post-high school goals. Students use knowledge and skills to solve problems, create products, and make presentations in new and complex situations. Extended application is based upon the principles of contextual teaching and learning and brain-based research. Extended application engages students in significant activities that help them connect academic studies to their context in real life situations. By making these connections students see meaning and relevance in their schoolwork.
4 Self-awareness, exploration of the larger world, and setting pathways are actually part of one process: personalized learning. In short, personalized learning allows the student to understand who he or she is, what adult roles seem most desirable, and how to get from here to there in the most productive way. Most personalized learning is designed to carry students from one phase to another: from expanding self-awareness, to understanding the demands and opportunities beyond high school, to setting a path and defining reliable steps. The process leads from the inner world where dreams are hatched, to the adult world with its very real demands, customs, and constraints; and finally, to a pathway that the student can see and understand clearly leading to success in adult roles. Personal Learning Plans provide students with the opportunity to look at themselves, generate questions about their futures that then become goals for personal learning, and see how their talents and aspirations connect to the adult world that awaits them. Figure 1: The diagram below provides a sketch of the student s personal four-year journey. General Scheme for Personalized Learning Plan (PLP) Awareness Exploration Active Inquiry Who am I? (CIS) Goals and Questions Course Selection Occupational Research Confirmation and Change Strategic Post- Secondary Decisions Advising, Mentoring, Reflection, Adaptation, Planning and Documentation Challenge Training Selected Financing Options Applications Completed
5 Sketching a PLP Sequence in the High School Years Personal Learning Discovery Questions School Support Needed AWARENESS (Grade 9) EXPLORATION ACTIVE INQUIRY Phase 1: Who am I? Phase 2: How do things work in my areas of interest? Phase 3: What will it take to get ready? Pre-Transition HS Tour & Panel Discussion Parent Orientation Session CIS Introduction Personal Inventories Goal Setting Forecasting & Pathway Selection Occupation/Career Exploration Trainings & Certifications Virtual Job Shadows Cost vs. Benefit Analysis PSAT College Visitations Job Shadow Resume Building Mock Interviews SAT/ACT/ASBVAB Parent Guidance Night -- apps CHALLENGE AND CONFIRMATION Phase 4: What can I do to show how I have prepared for future challenges? College Applications College Admissions Essay FAFSA Night(s) Scholarship Applications Extended App. Reflection SAT/ACT/ASVAB/Accuplacer READINESS FOR ADULT ROLES Post-Secondary Portfolio
6 The education plan and profile assists students in pursuing their personal, educational, and career interests and post-high school goals. The education plan serves as a road map to guide students learning throughout school and prepare them for next steps after high school. The education profile serves as a compass that documents students progress and achievement toward their goals and helps them to stay on course. EDUCATION PLAN Required Elements Describe personal, academic, and career interests. Describe personal, educational, and career goals (short-term and longterm). Identify next steps requirements following high school completion and steps for successful transition: 2-year, 4-year college or university, career school, apprenticeship, workforce, military Plan courses and learning experiences that support the student s interests and goals, including: opportunities for meeting academic standards, essential skills, technical knowledge and skills, extended application, and participation in career-related learning experiences. Common Features Students identify strengths, likes and dislikes, aptitude, talents, learning styles, and skills through selfawareness activities. Students identify academic preparation and careerrelated skills needed. Students identify tentative career interests, potential career paths and postsecondary education options. Students identify career learning areas to gain a deeper understanding of their career interests and expectations Students set goals, plans and strategies to achieve goals, and review progress toward goals. Students acquire and develop decision-making skills. Students establish and explore tentative career and educational goals. Students identify a support network and resources to help them accomplish their goals. Students review and update goals periodically and revise as needed. Students understand the educational opportunities and alternatives available to them. Students identify and plan for postsecondary entrance requirements, skill requirements, scholarships, financial aid information, advanced placement options, tech prep opportunities, workforce options and training requirements, etc. Students connect their interests and goals with learning experiences that will help them develop knowledge and skill and achieve their goals. Learning opportunities may include interdisciplinary, thematic, community connections, use of technology, distance learning, student leadership, co-curricular activities, etc. Students utilize career learning areas to identify technical and academic knowledge and skills and applications in career context.
7 EDUCATION PROFILE Required Elements Documentation of personal progress and achievement toward: Academic standards Essential skills/career-related learning standards Extended application Career-related learning experiences Credit requirements Record of personal awards, accomplishments, experiences, and skills. Reflections on current status of personal, educational, and career goals. Common Features Students review their academic progress and achievement throughout the school year. Students identify what they have accomplished and where they need to improve. Information displayed is a subset from the student s permanent record. Students or school may select areas of the profile to display and communicate to different audiences, e.g. parents, colleges, employers. Completed coursework Technical knowledge and skills Athletic and recreational activities Student leadership, club, or team involvement Artistic or creative work Volunteer activities Leisure pursuits, personal projects, hobbies, etc. Certification, licensing, credentials, or other forms of recognition (awards) earned Students review their goals and plans throughout the school year, reflecting on what they have learned from their experiences and accomplishments. Students education plans should be revised to reflect their progress and evolving interests.
8 Guidance Plan Activities** Freshmen Sophomores Juniors Seniors Pre-Transition HS Tour & Panel Discussion Forecasting Parent Orientation Session CIS Introduction Personal Inventories Personal Goal Setting Pathway Pathways Exploration Establish Education Plan & Profile Activities Chart Worksheet (CIS) Thinking About Me (CIS) Interest Profiler (CIS) Cluster Exploration Activity (CIS) Where Am I Going? (CIS) Relating My Education to My Goals (CIS) Getting Involved in School and Community (CIS) Resume Creator (CIS) Mapping My Exploration Forecasting/Transcript Review Pathways Selection & Application Revise Education Plan Occupation/Career Exploration Trainings & Certifications Required Virtual Job Shadows Cost vs. Benefit Analysis PSAT Exam Update Ed. Profile & Activities Chart (CIS) Complete SKILLS Assessment (CIS) Reality Check (CIS) Analyzing, Prioritizing, and Deciding (CIS) Getting What I Want from My Education (CIS) Comparing Schools (CIS) CRLE Planner (CIS) Reflecting on CRLE worksheet (CIS) Keeping Track of My Achievements Forecasting/Transcript Review Revise Education Plan SBAC Test College Visitations Job Shadow Cover Letter & Resume Building Mock Interview Forum SAT/ACT/ASBVAB Parent Guidance Night applications Employment Fairs Extended Application Proposal CRLE Worksheet Reflection Questions (Essay Prompts) Update Ed. Profile & Activities Chart (CIS) Work Importance Locator (CIS) Back Up Worksheet (CIS) Paying for School (CIS) Financial Aid Sort (CIS) Getting a Job/Job Search (CIS) Resume Creator (CIS) My Transition Checklist Forecasting/Transcript Review Revise Education Plan Recommendation Letter Requests College Applications College Admissions Essay FAFSA Night(s) Scholarship Applications (Adler) Extended Application Field Work Extended Application Reflection SAT/ACT/ASVAB/Accuplacer Resume CRLE Reflection Update Ed. Profile & Activities Chart (CIS) Matching Dreams to Realities (CIS) Managing My Resources (CIS) Extended Application Documentation (CIS) Paying for School (CIS) Favorites Applying for Schools and Scholarships
9 **Logistics for the implementation of the BHS Guidance Plan and Activities are dependent upon calendar and support personnel availability. If the district lands on a 5 day weekly schedule with students attending each day, we will utilize an advisory model whereby we have an assembly period embedded into the monthly calendar. If the district remains on a 4 day weekly schedule, we will embed the activities within grade level core courses as follows: Freshmen: Language Arts Sophomores: World Geography Juniors: Language Arts (in future years) Seniors: Government & Economics BHS will continue to conduct Diversified Occupations at the Junior level in the school year. Seniors will already have had the course, so there will be no need to implement the CIS Guidance plan at those two grade levels. However, we will implement the new guidance scope and sequence at the 9 th and 10 th grades. The following year ( ), we will carry that program forward to include the 11 th grade. The seniors will have completed the Diversified Occupations course, so there will be no need to include them. The first year of full implementation across all grade levels will occur in the school year. Staff support will be required to implement the program. We will rely heavily on the language arts and social studies teachers to provide time within their curriculum to administer the CIS activities. However, they will not be on their own. Assistance will be provided by the Guidance Counseling Office. It would be a good idea to have CIS professional development designed for the teachers, nonetheless. It may also be advisable to design a calendar of rotating guidance sessions, so we are not attempting to implement lessons at all grade levels during the same week. Additionally, our Media Specialist will continue to assist with the completion of Senior Portfolios for the next two years. However, this responsibility will slowly phase out as we move toward full implementation. At that point, duties will shift to include more CIS support in the guidance program.
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