April 19, 2012
“ Formalized plan and process that involves students setting learning goals based on personal, academic and career interests, beginning in the middle school grades and continuing throughout high school with the close support of adult mentors that include teachers, counselors and parents . ” (N.J .J.A .A.C .C. 6 . 6A:8 :8 – Standa dards rds and d Assessment f for r Stude dent A Achie ievement)
Academic Planner Academic, career, personal goals identified Integrated career exploration including Resume builder valid assessment ILP shared with student, Updated annually parent, counselor, and teacher Student reflection Personality and learning Student strengths and style assessments needs Action plan with Community service deadlines learning Referrals for learning support Source: NAVIANCE Report , Results of State Survey on Individual Learning Plans - February 2009
Pers ersonal D Dev evelo elopment Academic ic D Develo lopment Career eer Developmen ment Replic licatio ion, P Portabilit ility and Flexib ibilit ility
Goal Setting Learning Style Survey Personality/Interests Inventory
Goal setting Course Selection for graduation and related to interests and skills Individualized student learning opportunities (such as independent study, work-based programs and structured learning experiences) Support Services and Referral (as needed)
Goal Setting Career Interests/Skills Survey Career Awareness and Exploration activities to heighten awareness of what’s available and generate interest (Grade 6) Career Planning and Preparation activities while developing academic knowledge and skill readiness (Grade 9)
9 High Schools 5 Middle School Grades ◦ 7 - Level I schools ◦ 4 - Level II schools ◦ 3 districts with a Middle and High school ◦ Charter School ◦ County Vocational School
Bergen en Essex Emerson School District Bloomfield High School Villano Elementary Emerson Jr./Sr. HS Glouces ester er Delsea Regional High School Burling ngton ton Northern Burlington County Regional High School Huds dson North Bergen School District Cam Camden Horace Mann School Camden County Technical North Bergen High School Schools
Monmouth Monmou Mercer er West Windsor Plainsboro Asbury Park High School Regional Thomas R. Grover Middle School Uni nion on Roselle Borough Middle iddlesex Abraham Clark High School Greater Brunswick Charter School North Brunswick Linwood Middle School North Brunswick Township High School
Pilot Program Coordinator District Administrator Principal Teacher School Counselor Special Education Representative Local Teacher Association/Union President/designee Parent Representative
School Year 2009 – 2010 ◦ Grades 6 th and 9 th School Year 2010 – 2011 ◦ Grades 6 th , 7 th , 9 th and 10 th School Year 2011 – 2012 ◦ Includes grades 8 th , 11 th and 12 th
Met three times a year to share successes and challenges. Participated in webinars Received technical assistance and support in key areas: o Curriculum development o Parental involvement
Abraham Clark High School
Select Key Findings For a majority of the pilot schools, implementing PSLPs shifted the way they approached student development. Schools that reported the greatest positive impact were those that created opportunities for small group interaction.
Beneficial to students: Web-based access. Exposure to accounts of day-to-day work experience. Tools that produce living documents. Well-designed/“student-friendly” interfaces. Assorted self-assessment tools. Language features.
Beneficial to teachers: Access to student information. Updateable pre-packaged presentations/lessons. Usage data summaries.
Small group approach Full-size class approach Hybrid model
Curriculum Content ◦ Personal development ◦ Career development ◦ Academic development Curriculum Development
Principals o Ancillary support to provide resources and accommodate schedule changes. Teachers o Planning and facilitating sessions Program coordinators o Maintained program oversight o Coordinated professional development o Oversaw development and delivery of curriculum o Communication with staff, students and community stakeholders
School Counselors ◦ Served in a variety of roles ◦ Facilitated PSLP sessions ◦ Incorporated PSLPs into regular guidance discussions ◦ Viewed PSLPs as beneficial to their work Parents ◦ Limited involvement, despite outreach.
Customized to the trainee needs. Provided throughout the year. Conducted in advance. Include substantial time for interacting with the system and practice. Elicit teacher input in planning, development and implementation.
Period Types: Homework or special activity period. A class period in which the school substituted the PSLP curriculum for the traditional lesson. A custom period of time that was created to accommodate the implementation of PSLP.
Indicators to gauge motivation: Principal’s actions to determine if PSLP is a priority for the school. Teacher responsiveness to PSLP activities. Parents’ participation in the PSLP process. Degree to which students are engaged and completing PSLP assignments.
North Brunswick Township School District Debra Serafin
Abraham Clark High School Diana Lobozzo
April 19, 2012
Delsea Regional High School Linda Lawyer and Barbara Sullivan
Northern Burlington County Regional HS Matthew Konowicz
Ms. Miriam R. Ramirez Research Assistant John J. Heldrich Center for Workforce Development
Robert Grimmie Director, Center for Occupational Employment Information
Goal/Objective Tasks/Steps to Implement Staff Assigned Target Date Resources Evidence of Success
Lori Howard Education Program Development Specialist 609-777-0548 David McNair Planning Associate 609-777-3578 www.state.nj.us/education/ser/pslp/ E-mail: pslp@doe.state.nj.us
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