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Annotated Bibliography

Adams, L., Beadle-Brown, J., & Mansell, J. (2006) Individual planning: An exploration of the link between quality of plan and quality of life. British Journal of Learning Disabilities, 34, 68-76. DOI: 10.1111/j.1468-3156.2005.00356

Individual planning originated in the United States during the early 1970s and has become

commonplace for individuals with disabilities. Individual plans have a number of functions,

including full involving all stakeholders and identifying services. One of the key policies now in

place is the introduction of person-centered planning. Research argues that individual plan

systems need to be assessed in terms of the outcomes for the user. Even though this research

study centered on individuals with disabilities in a residential group home, the data gathered

about individual plans can be applied to the ILP used in schools. For the individualized plan,

several criterion were noted: relevancy, observable, age appropriate, functional, time line,

monitoring, measurable, realistic, accountable, choice, community participation, community

presence and competence. All of these criterion should be applied to an ILP as well. The study

found few relationships with having an individual plan and outcomes. However, one explanation

discovered might be the lack of association between the individual plan goals and the individual

outcomes and the poor implementation of the plan itself. Training is needed to support people in

the pursuit of individual plan goal and the process. Some of the positive results were the trend

towards those with higher quality individual plans spending more time engaged in meaningful

activities. Another trend was the relationship between the goals and community presence and

participation. Finally there was a trend noted in the relationship between accountability and

meaningful activity and a timeline being specified. All of these trends can be found in the use of

ILPs with students.

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Beres, I., Magyar, T., & Turcsanyi-Szabo, M. (2012). Towards a personalized, learning style based collaborative blended learning model with individual assessment. Informatics in Education, 11(1), 1-28

The development of problem solving skills, finding and using information sources, working on

projects, and more are requirements for today’s students. The integration of technology into

learning demands students have an understanding of their own learning. E-education is not

pedagogy, but technology driven, and it must be flexible and adaptable. Today’s learning goal is

not to learn facts, but to generate a flexible and creative knowledge base. For this to take place,

teachers must address differences in students. This project began with researching cognitive

styles. The Learning and Skills Research Centre identified 71 models of learning styles. The

report then moves into the theoretical foundations of learning styles. Based on the review of

learning styles and assessments, the researchers surmise the learning styles of individuals do play

a role in digital teaching and learning environments. They also note, though, there is no

incontrovertible proof that teaching which supports individual learning styles has a significantly

positive effect on students. After reviewing other e-learning models, the aim of the researchers

was to develop a web-based environment which integrated individual learning styles with critical

thinking and problem solving skills, evaluation skills, and supporting online collaboration and

the tracking of individual capacity and value. Their work was case studies over four semesters

within a course at a university. According to opinions offered by the students at the end of the

experiment, it is important for a learner to be allowed to learn in their own style and that a

blended learning method is the most efficient.

Bloom, T. (2013). Preparing the text generation: How technology enables individualized student planning. Scholastic Administr@tor. Retrieved from http://www.scholastic.com/browse/article.jsp?id=3757234

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An ambitious goal for all schools is to have every graduate prepared for college and a successful

career. This goal requires the tailoring of education to fit individual needs. Digital technology

has vastly increased the flexibility and effectiveness of individualized instruction. Each year,

more states are mandating or promoting individual learning plans (ILPs) for middle and high

school students. The ILP may have a different name, but all the programs have the goals of

aligning coursework, including postsecondary preparation and promoting career aspirations, as

well as providing the student with support to make transitions successfully. These transitions

may be between educational stages or from school to the workplace. Before the digital era, ILPs

were written on paper and stored in an individual student’s folder. They were not very effective

in impacting achievement and provided hardly any data for decision makers. Electronic ILPs,

though, make it easier to develop personalized plans with easy access. ILPs do differ, but

common characteristics include academic planners, goals, career exploration, a resume builder,

and a way to update the plan. Some include personal reflection, personality and learning-style

inventories, identification of strengths and weaknesses, action plans including deadlines,

community service areas, and referrals for support. Best practices identified with the use of ILPs

include emphasize the individual part of the ILP, creating a support team for each student,

making the ILP a living document, and using the ILP to analyze and improve practices. The

appropriate utilization of an ILP should provide a wealth of data to create feedback for

continuous improvement and a way to enable the student to become college and career ready.

Bloom, T., & Kissane, E. (2011). Individual learning plans: Improving student performance. Naviance. Retrieved from http://www.naviance.com/resources/white-papers

In 2009, a survey detailing states’ policies on individual learning plans (ILPs) for students was

published. Hobsons, the company conducting the study, found there was an increased focus on

improving student performance and outcomes due to the passage of the No Child Left Behind

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(NCLB) law and the incentives through the Race to the Top program. The report included

information about mandates for ILPs and how reform efforts have increased their popularity.

The results from the study captured the current status of college and career readiness initiatives

through questioning each state. Part of the study was to discover what individual states were

using to assist their students with college and career planning, including ILPs. Since ILPs

contain information not normally collected in student data systems, it was desired to see how the

ILP was being used as a way to have accountability and monitoring of success. State education

department websites were searched to identify the initiatives in place or under development. The

result of the study was put into table form with states listed who had mandated ILPs, those who

had mandated guidance frameworks or other initiatives, states who had no mandates for ILPs,

and those who had no mandates, but did have guidance frameworks or other initiatives in place.

The study noted the ILP models were different, but did share characteristics such as academic

planners, identification of goals, a career exploration tool, a resume builder, and annual updating.

The implications included the fact all states are actively implementing some type of ILP or

guidance framework to support college and career planning. The opportunity discovered was for

states to share their experiences with others. The ideal situation would be to align course content

and course taking patterns in high school to improve success rates later in college. It was

suggested ILPs be mandated to collect information pertinent for student success in life.

Bullock-Yowell, E., Andrews, L., McConnell, A., & Campbell, M. (2012). Unemployed adults’ career thoughts, career self-efficacy, and interest: Any similarity to college students? Journal of Employment Counseling, 49(1), 18-30. DOI: 10.1002/j.2161-1920.2012.00003.x Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/j.2161-1920.2012.00003.x/abstract

Career counseling has been shown to increase employment and improve academic and career

decision making as well as improve job and college retention. Unemployment is at a record high

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in the United States, yet no one has an understanding of career development needs, including

general career guidance. Identified was a lack of research with unemployed adults, therefore the

study conducted compared college student career development factors with those of unemployed

adults. An individual’s beliefs about his or her capability to perform tasks related to career

decision-making are related to different constructs and traits. The study was an initial phase of

research of unemployed adults seeking employment through a job center. In two distinct

samples, 404 original data participants and 2,444 archival data participants were used. The first

sample was composed of 202 clients at the job center in a small, southeastern U.S. city. The

second sample was composed of 200 college students from a mid-sized state university in the

same city. The archival data was used to verify the original data were a reasonable

representation. Three different instruments were used to identify career thoughts, self-efficacy in

making career decisions, and personality types. The results of the study showed unemployed

adults and college students different with regard to area of career interest. There was no

significant in the level of negative thoughts or career decision-making self-efficacy. It was

apparent career counseling interventions could be utilized to assist individuals, especially those

adults who are unemployed. Options should be given to adults such as online tools to aid them

in determining their interests, searching for occupations, and identifying skills and tools needed.

Many college students have been introduced to and influenced by career development courses

and these should be offered to adults as well. Individual learning plans can be used so the client

and counselor can identify resources and activities to attain goals. A step-by-step learning plan

can help the client to identify and learn about new possible occupations.

Craig, B., & Stevens, K. (2011). Learning without limits: The promise of high-speed learning networks for rural and inner-city communities. The International Journal of Learning, 18(1), 537-549

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A major challenge for schools is to provide and information and communication technologies

structure which can support emerging participatory and collaborative applications. For some

rural areas, students are moving to urban schools where the curriculum is broader and taught by

experts. The use of networks might help keep rural communities and schools viable. The

economy has forced many schools to eliminate smaller classes on specialized subjects. With the

Internet and online courses available to more areas now, schools can utilize these technologies to

offer such courses. Research was conducted for personalized learning for senior students in a

networked environment. However, it was noted the next generation of teaching and learning

across a network of schools has become extremely sophisticated, demanding a higher speed of

connectivity. It also requires the use of high level experts to support and maintain the

technology and the infrastructure. For most students, though, the vision is to take learning

beyond the traditional classroom walls. Their previous experiences has been within one

institution, with their own teachers, with their own classrooms and even their own culture. With

the advent of sophisticated technology and the ability to broaden the horizons for students, they

are working in an open online environment with the flexibility of learning from anywhere at any

time. For many schools and districts moving toward online education and programs, it is

important the technology be maintained and integrated properly.

Cranker, K., & Servais, N. (2013). A move towards autonomy: Individualized education plans for effective materials use. SiSAL Journal, 4(2), 96-124

Self-Access Centers (SAC) have gained popularity since the 1990s. In the beginning, the goals

were to promote autonomous learning, support classroom learning, and supplementing learning

by exposing learners to a variety and amount of authentic and interesting materials. However, it

was discovered students’ personal learning goals often differ from what is taught in the

classroom. In a study conducted through the University of Delaware, Individualized Education

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Plans (IEPs) were used and included goal-setting, learning style surveys, online study skills

training, and other concepts. After a plan is developed for a first session, the students use the

feedback from the session to create an IEP for the following session. A course objective

database (COD) was developed as a spreadsheet which listed the objectives for each course and a

list of relatable resources. During Phase I, the students were matched with the level and

objectives as well as the resources needed to be successful and a paper-generated IEP was

developed. In Phase II, the IEP was moved online which staff could track more easily. One

issue brought forth was the amount of time it took to complete the IEP, but after being

successful, more teachers wanted to use it with their students. The results of the study indicated

even though the IEP was useful, it did not increase the frequency of students visiting the SAC.

Instead, the IEP was successful in encouraging more self-directed behaviors. The IEP became a

pathway for students and provided a way for follow-up to occur between the teachers and the

individual students.

D’Amico, M. M., Morgan, G. B., Robertson, S., & Rivers, H. E. (2013). Dual enrollment variables and college student persistence. Community College Journal of Research and Practice, 37(10), 769-779. DOI: 10.1080/10668921003723334 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10668921003723334#.U6Yb2LGmWSo

Dual enrollment is defined as a collaborative effort between high schools and colleges so

students in high school can enroll in college courses and receive credit toward a degree. In a

2007 study measuring the relationship between dual enrollment and educational goals, it was

found dual enrollment was related to increased aspirations and was a better predictor of high

aspirations. Dual enrollment students had higher grade-point averages (GPAs) in their first year

of college and were more likely to persist to the second year and progress toward a degree. This

study further explored this relationship, focusing on technical colleges in South Carolina.

Students were found to use dual enrollment not only to experience college-level courses, but also

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for employment motives. The sample included 2,607 students who were dual enrollment

students in three academic years and continued enrollment at a South Carolina technical college

following high school graduation. The sample was 60.6% female and 39.4% male. The majority

were Caucasian students (77.2%) with 20.6% African American. The sample was determined to

be representative of the population. Two types of courses were considered, those which

transferred and those which were career-related. Gender and county residence were found to not

be significant predictors of persistence, however ethnic backgrounds, course setting, and course

type were found to be significant predictors. Results of the student include continuing work with

local school districts to expand dual enrollment opportunities. Also, schools should promote

course offerings in career areas and help students to plan their paths to success. It was also noted

students should be given the opportunity to take dual enrollment courses on the college campus.

This provides a benefit to the student, giving them a chance to integrate their experiences in

college with those of high school.

de León, A. P. (2011). A model prekindergarten through 4th year of college (P-16) individual graduation plan proposal (Applied research project, Texas State University-San Marcos). Retrieved from https://digital.library.txstate.edu/handle/10877/3682

An issue faced the Texas Legislature which required the development of the components of a P-

16 Individual Graduation Plan (IGP). This plan was to prepare students for college success and

was a requirement for all students in a dropout recovery program. However, no such plan

existed at the time of the project. Many administrators, students and parents at the high school

level are familiar with graduation plans, but it was important in Texas to start the plans even

earlier. IGPs are established to assist students in taking responsibility for their education through

a process of personal assessment, educational planning, and goal setting. The simple

accessibility of public schools in the United States makes it an ideal start for career planning.

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Career counseling has changed through the years and the IGP helps with the internalization of

career counseling by students and a focus on school-to-job transition. Traditionally, the

development of IGPs is saved for the high school years, but there are some tools and resources

available for younger students. Unfortunately, as this study indicates, there is no coordinated or

collaborative effort which exists between preschool, K-12, and postsecondary institutions. Also,

in the implementation of IGPs, there needs to be training on how to use them effectively and how

to utilize technology to make the planning convenient for all stakeholders. A study conducted in

2004 found Internet-based planning products ranked higher than CD-ROM or paper-based

products. In the state of Oregon, a Diploma Education Plan and Profile is used as a road map to

guide students and prepare them for success. Students are responsible, with guidance, for

developing their personal plan. The school is responsible for providing access, a process, and

guidance to complete the plan. Searching for others who were implementing student plans, the

researcher found only two states were using online accessible products, Oregon and Kentucky.

Using these examples and comparing them, the development of a plan for Texas was completed

through this study. Basing the development on a review of literature, ten preliminary

components were classified: plan summary, educational progress, student profile, personal

development, academic development, career development, postsecondary development,

monitoring and intervention, support and portfolio. Using qualitative methodology, the

researcher posed several questions about the IGP in structured interviews of stakeholders, users

of the plan, administrators, supporters, developers and experts. Two representatives of each

group were interviewed for a total of ten respondents. After the interviews were conducted,

adjustments were made to the model plan which should be considered a working document,

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subject to revision according to the needs of the student and the school. The resulting model

plan was included in the appendix.

Dockery, D. J., & McKelvey, S. (2013) Underrepresented college students’ experience with school counselors. Journal of School Counseling, 6(3), 186-198

Future employment, as well as current jobs, will rely on skills in technology, verbal and written

communication, and post-secondary education and training. Counselors in schools must provide

the preparation students need to access higher education. They should address and remove

barriers, especially for first-generation college students, students of color, and those from lower

socioeconomic backgrounds. Nationally, almost 60% of K-12 school-aged students are first-

generation, where neither parent has attained a college degree. Only 59% of first-generation

students move to higher education, though, while 93% of second-generation students do. These

students seem to have significant barriers which interfere with their efforts to attend college,

including the lack of adequate academic preparation, misunderstand of financial aid and

admissions requirements, and fewer experiences with higher education. In a previous survey it

was noted students who were asked about the perceptions of high school counselors, said the

priorities were college selection and college decision-making as well as assistance with

scholarships. Even though students see counseling as a way to help them with decisions about

college, many of the underrepresented also indicated they did not necessarily meet with, or

receive help from, their school counselor. This current study was completed in the spring of

2012 with a sample of 126 participants. A survey was used to gather information about their

relationship with their high school counselor and what was done to help them attend college.

Students indicated school counselors could have done more to support their decision-making

about higher education. Comments about counselors not being available or giving out inaccurate

information were prevalent. Recommendations included counselors should provide accurate

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career, academic, and post-secondary information to all students as well as make clear the

connections between academic preparation, higher education, and careers.

Domene, J. F., Shapka, J. D., & Keating, D. P. (2006) Educational and career-related help-seeking in high school: An exploration of students’ choices. Canadian Journal of Counseling, 40(3), 145-159

Using 483 students in grades 11 and 12 from two schools, this study examined patterns of

educational and career planning issues. For many, school-based guidance services are one of the

few sources of formal career counselling they will ever have. Schools have begun developing

career-related services and interventions and one of the study’s tasks was to identify students

who are the least likely to utilize these services. In previous research, students were said to

perceive their schools as only marginally useful for career preparation. Most look to their

parents and friends as an influence on their career choices. Surveys of the students in the study

were conducted in classes and additional information on academic performance was obtained

from school records. The survey included two specific open-ended questions asking who the

students were most likely to rely on for advice on courses and who they were most likely to rely

on for advice for career plans. Results demonstrated students have a clear preference for relying

on help from family members for career planning. However, counsellors were most frequently

used for educational planning. There seems to be a need for research which explores why

students do not seek assistance from counsellors for career planning, especially since they do use

them for educational planning. Another interesting result was the need for more research as to

why students do not see the link between education and career. The need for a unified system

for all students to have available both educational and career guidance is evident from the study.

This is another time an Individual Learning Plan (ILP) would be useful if the student utilized the

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entire program, including both educational and career advice, especially if the student could see

the correlation between the two.

Dounay, J. (2006). States prepare students and families for college. Phi Delta Kappan, 88(1), 5-6

In recent years, states have begun delivering the word to students about the importance of a

college degree for the workforce. They are also emphasizing the steps young people and their

parents must take. The first step is knowing the admissions standards of postsecondary

institutions. As early as the middle grades, Florida schools provide students and their parents

with information on career opportunities, educational requirements associated with a career and

institutions which would prepare the student for the career. This information also includes the

recommended high school curriculum to prepare the student for success at the college level.

Louisiana requires middle schoolers to be given a list of course offerings and high school

graduation requirements prior to student scheduling. Parents have to sign off each year before

courses are entered into a student’s schedule. In a growing number of states, students and their

parents are developing individual graduation plans (IGPs) when the students are in the 8th grade.

These plans lay out the student’s goals and specify the courses they will take in order to attain

their goals. Each year, students and their parents review the plans and make changes as needed.

In several states, administrators and counselors are responsible for giving each student the

requirements for graduation at the beginning of each year of high school and a report at the end

of the year showing their progress towards graduation. Another part of the IGP is to help

students and parents find information on eligibility for financial aid and how to apply. Some

states offer information on how to compare and select a postsecondary institution. Some of the

IGP goals are to help students actually complete college or work applications. All these

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components of an IGP ultimately are to ensure student success after high school, to make them

productive adults.

Ehrenreich, H., Reeves, P. M., Corley, S., & Orpinas, P. (2012). With graduation in sight: Perceptions of high- and low-aggression students of the journey to high school completion. School Psychology Quarterly, 27(4), 198-209

Using an ecological framework, this study explored students’ perceptions of the paths to high

school graduation, focusing on the challenges, influences, and motivations. Analyzing 16 focus

groups with 81 eleventh graders, eight groups scored high on aggression on the Problem

Behaviors Frequency Scales and eight groups who scored low. Graduating from high school

creates opportunities for success. Highly aggressive students are more likely to have a lower

GPA and to drop out of school. Factors such as grades, retention, motivation, and school

engagement have a strong influence on academic performance. The ability to make and maintain

friendships in high school is also important in adolescent development. The importance of the

family cannot be overstated, as well as the expectations set in the school environment. Data was

collected as part of a longitudinal study, a mixed-methods project. Approximately 700 students

from 6th to 12th grades were considered and the present study collected data when the students

were in the 11th grade. Taking a survey each year on aggressive behavior, students were selected

for the focus groups according to the data. Over a four-month period, hour-long focus groups

were conducted on-site at the high schools involved. The high-aggressive students differed from

the others due to four themes: structural barriers, external stress factors, the need for concrete

motivation sources, and the strong influence of coaches in the schools. Many of the students

were found to believe getting a GED was a viable pathway to upward mobility. Highly

aggressive students were found to view social stress as a barrier to completing high school.

Motivation was needed in concrete form, such as scholarship money. Even though parents were

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considered as a large influence, the coach position was of greater influence to highly aggressive

students. The role of a caring adult cannot be underestimated in the success of these students.

Farmer-Hinton, R. L., & Holland, N. E. (2008). The influence of high school size on access to postsecondary information, conversations, and activities. American Secondary Education, 37(1), 41-61

College aspirations continue to rise, but for many students from low socioeconomic backgrounds

and students of color, their numbers are underrepresented. This under representation may be

related to the absence of guidance they receive regarding postsecondary planning. This

investigation desired to determine the role school size played in high school seniors’ perceptions

about access to college planning information. Students in small schools report they are engaged

and committed to school due to the connections they have made. Teachers know the students

well and can appropriately challenge them. Small schools have higher attendance rates, lower

dropout rates, more participation in extracurricular activities and higher graduation rates. Due to

frequent communication opportunities, teachers and other staff members often talk to students

about various topics. Parents, teachers and counselors of students in small schools are very

influential in the college planning process. The study considered school size, college preparation

activities, college “talk”, counselor advocacy, and school demographics. Apparently students

in small schools participate in more college prep activities such as college fairs and visiting

campuses. They also feel more engaged in discussing with others the prospect of attending

college. Small school counselors have more time to work with students on college prep activities

and programs. The study found small schools can support a college culture and are infused with

expectations for students to pursue postsecondary goals. Since most jobs now require at least

some postsecondary education, the current K-12 system must work to prepare students for

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enrollment and success in college. Recommendations include incorporating college planning

and preparation into their K-12 experiences. The ILP is one method of doing so.

Flynn, S. V., Duncan, K. J., & Evenson, L. L. (2012) An emergent phenomenon of American Indian secondary students’ career development process. The Career Development Quarterly, 61, 124-140. DOI: 10.1002/j.2161-0045.2013.00042

Nine American Indian secondary students’ career development experiences were examined in

this study. American Indians of single-race living on trial lands have the lowest levels of

schooling than any other minority group in the United States. Counselors working with these

students assume a vital role in helping these students have a college-bound attitude through

effective career development. According to research, American Indian students have low

occupational expectations, lack of confidence in their skills, and lower self-estimated abilities for

social, investigative and enterprising careers. The Bureau of Indian Affairs also reports that

American Indians living on tribal lands have unemployment rates five times greater than the

general population. School counselors working with these students play a vital role, but there are

questions about what a counselor is actually responsible for during this transitional time. Other

factors include the fact American Indians have the highest dropout rate of any cultural group and

their parents, who usually are living in a lower socioeconomic status area, do not have the

postsecondary experiences to share with their children. This study used a phenomenological

methodological framework and took into account all conscious and unconscious experiences.

The researchers acted as the interviewers and included a narrative of personal experiences. A

semi-structured set of questions were used and the overall purpose was to understand the lived

experience of the students with regard to secondary career development. The results indicated

these students need more experiences, role modeling, and mentorship. These students must

believe in themselves and their potential. There are definitely techniques, assessment tools, and

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national programs which can help these students achieve a sufficient level of self-efficacy and a

positive outcome expectation for the future.

Fox, H. L. (2013). Individual learning plans: An entry point to programs of study and career pathways. Champaign, IL: University of Illinois at Urbana-Champaign, Office of Community College Research and Leadership, Pathways Resource Center. Retrieved from http://pathways.illinois.edu/wp-content/uploads/2013/09/Individualized-Learning-Plans.pdf

Several names exist for what is essentially an individualized learning plan: individual graduation

plan, next-step plan, personalized learning plan. As a result of the success of such plans for

those under the Individuals with Disabilities Act of 1990, the National Association of Secondary

School Principals (NASSP) recommended all students have a personal plan for progress. By

2011, ILPs were mandated in 25 states and in Washington, D.C. 22 other states provide a

framework or model for ILP implementation. This growth in the use of such plans has created a

situation in which districts in the U.S. need more information about the effectiveness and

evaluation of ILPs. For most, the ILP process starts at the middle school level. They start with

broad frameworks and move to more specifics. The ILP provides an entry point for the student

and records their progress. ILPs are updated at least annually, but should be reviewed and

references frequently, especially if the student’s interests change. ILPs should include a set of

assessments, reflection and exploration activities, and a plan of action. A well-developed ILP

should provide a seamless transition from high school to the next phase of the student’s life,

whether it be college, the military, or entry into the workforce. The value of ILPs include

motivation of students, providing students with necessary skill sets to be successful, helping

students to recognize the value of academic work, engagement of parents in student academic

activities, and providing information to improve the quality of programs for students. Research

cited included these benefits: improved relationships with educational personnel, improved

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communication skills, improved goal setting, improved understanding of abilities, increased

engagement in academic work and more challenging coursework, and an increased

understanding of postsecondary and career options. “However, it is important to note that the

evidence available on the effectiveness of ILPs is limited” (p. 3). Little is known about how the

ILP processes affect underrepresented groups of students. It is essential the ILP process be

monitored and evaluated.

Fox, H. L. (2014). Achieving their goals: Implementing an individualized learning plan process to build student success. Champaign, IL: University of Illinois at Urbana-Champaign, Office of Community College Research and Leadership, Pathways Resource Center. Retrieved from http://pathways.illinois.edu/wp-content/uploads/2014/03/ILP-Guide-Web.pdf

The Individual Learning Plan (ILP) is one part of a comprehensive school counseling program

which supports student growth and achievement. The ILP should be student-driven, but a wide

variety of individuals may be involved, including a counselor, advisor, parent, or administrator.

It is recommended schools adopt a whole-school approach and not leave everything in the hands

of the school counselor. This guide was written to help schools successfully implement an ILP

program. After providing general information about the ILP and defining terms, the guide

explained the 16 career clusters identified by the National Association of State Directors of

Career Technical Education Consortium. Benefits of the ILP were listed for policy makers,

middle and high school educators, postsecondary educators, and students. The ILP was

identified as being a student-centered process and central to the process is a customized dynamic

ILP which reflects the student and their learning environment. To be optimally effective, ILPs

must be reviewed and referenced frequently, with information contained within reflective of the

student’s current goals and interests. Phases of the ILP include exploring, planning, and

transitioning. Within each phase are activities and components to help the student be successful.

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A customizable ILP template was also presented as part of the article. The same template, as

well as an example ILP, can be found on the Pathways Resource Center website

(http://pathways.illinois.edu/?page_id=928). ILPs may be completed as physical copies, web

forms, or though software/access provided by ILP companies such as Career Cruising, Naviance,

or What’s Next Illinois. Also provided in the report are the four phases of implementation:

Engagement and Commitment, Process Development and Alignment, Process Implementation,

and Embedding the Process. ILPs are living documents created through a student-directed

process which results in a customized educational plan aligned with the goals of the student. The

intent of the ILP is to help students gain skills, recognize the importance of education, and

motive them to strive to accomplish their goals.

Gilmore, G., & Waru, H. (2012). Key competencies and strength and difficulties questionnaire: From idea to application. Kairaranga, 13(1), 50-54. Retrieved from http://files.eric.ed.gov/fulltext/EJ976673.pdf

There was a need for some type of screening for education purposes and key competencies,

especially for students in a Youth Justice Residential School setting in New Zealand. A group of

professionals worked to focus on improving educational planning, using an evidence-based

approach, the Strength and Difficulties Questionnaire (SDQ). Between 2009 and 2011, the

school management team developed an Individual Learning Plan (ILP), which formed part of the

Individual Education Plan (IEP). The IEP has key competencies as a focus as well as

summarizing a student’s academic ability. The ILP concept is considered to be a holistic

planned pathway including traits of health and well-being, mental well-being, family well-being,

and spiritual well-being. The idea is to utilize the ILP to manage the individual as a whole

person. Hopefully the use of the ILP would motivate teachers to think differently about the role

of students in their learning. The use of the SDQ was to add strength to the ILP process. The

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SDQ used was designed to detect emotional and behavioural difficulties, with questions relating

to twenty-five psychological, emotional, hyperactivity, conduct, peer and pro-social positive and

negative attributes. The SDQ identifies strengths as well as areas for development. The case

study described the researcher’s experience with using the SDQ. Administering it to one

resident student, the research took place over a month and an action plan was developed as a

result. For this student, it became apparent one need was to be involved in decision-making

when tasks or activities were assigned. Giving the student some responsibility to complete tasks

to conclusion was one result of the research findings which enabled the student to be successful.

Building upon the strengths of the student identified through the SDQ, a plan could be developed

and utilized to ensure continued success for the student.

Goupil, G., Tasse, M. J., Garcin, N., & Dore, C. (2008) Parent and teacher perceptions of individualised transition planning. British Journal of Special Education, 29(3), 127-135

This was a pilot study of individualized transition planning from school to adulthood for students

with learning disabilities in Canada. The goal of special education is to teach the skills that will

prepare students for a harmonious transition from school to community, but this is also a goal for

all students. Schools must provide opportunities for students to learn academic skills but also

necessary skills for them to become fully participating members of society. A transition plan

should be a long-term process with the participation of students, families, and school personnel.

Best practices identified for individualized transition planning include: cooperation and

collaboration between community and services, assessment of student skills, teaching of social

skills, education on available employment options, opportunities for students to have gainful

employment during the last years of high school, direct participation of families in the process,

and preparation for a formal transition plan. Twenty-one students participated in the study who

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were recruited from six high schools. Students were encouraged to use three transition planning

tools. At the end of the study, all participants were asked to complete a questionnaire. All open-

ended questions were examined and summarized. Parents believed the transition planning

process to be an important step ensuring their child’s successful adaptation to adult life. For

most, the transition plan did encourage new thoughts and ideas. Schools found the ITP a useful

process and the planning of goals to be feasible for the students. Teachers noted the ITPs had

influenced the content of their lessons. One last result was the importance the student attend all

meetings about the ITP. The idea of student-led conferences was vital to the success of the

program.

Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school counseling programs. The Career Development Quarterly, 61, 283-288. DOI: 10.1002/j.2161-0045.2013.00057

For this study, the concept of college and career ready is a misnomer. For the purpose of the

study, the term career ready is used only because the word career, broadly defined, includes

going to work right after high school as well as attending a college or university and emphasizes

the total person. Career ready students are defined as having a proactive style of interacting with

the present to move towards a self-defined future career. According to this report, helping

students to become career ready begins in elementary school. School counselor positions have

changed from a service orientation to a program in human growth and development. Content to

be covered includes academic development, career development, and personal/social

development. Individual student planning is a component of a comprehensive school counseling

program. This program should begin no later than middle school, but the foundation should

begin in elementary school. During the high school years, plans developed should be

periodically reviewed with regard to the student’s personal, academic, and career goals.

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Although school counselors do make substantial contributions to helping students become career

ready, others must assist them. Teachers, administrators, parents, and members of various

community organizations are all a part of making career readiness a whole school-community

approach. The goal of student career readiness must be reflected in school and district policies

and also be a part of the school improvement plan (SIP). These same goals should also be

reflected in the activities of local chambers of commerce, service clubs, and business, industry,

and labor organizations in the communities.

Hamilton, M. (2009). Putting words in their mouths: The alignment of identities with system goals through the use of individual learning plans. British Educational Research Journal, 35(2), 221-242. Retrieved from http://onlinelibrary.wiley.com/doi/10.1080/01411920802042739/abstract

Individual Learning Plans (ILPs) were originally a formative assessment tool, but are now a part

of a system of measurements, used for administrative purposes and showing where a learner is

now and their planned destination. The role of the ILP is to plan the route the learner will take

from start to finish. ILPs are designed to be used in a one-to-one setting, where the student and

the mentor can identify and periodically review progress toward goals. Apparently the original

use of the ILP in this setting was to record progress and was not a part of the actual teaching and

learning process. The researcher argued the ILP did merit closer investigation. In looking at the

details of an ILP, the researcher included studying guidance documents and observational studies

of classroom practice and collected examples. Three reasons were given for the study of ILPs:

they are a key artifact, they are a focus for debate among practitioners, and they are an integral

part of the individualized, student-centered practice which is highly valued. The case study

included what should be expected in a completed ILP. Working with a particular person, the

researcher showed how an ILP is created, modified and used and how it is processed and

sponsored by other parties. In this case, the ILP was a paper and pencil version. The study

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found the impact of the ILP on the tutor (mentor) was just as important as its effect on the

students.

Harris, J., Solberg, S., Moore, S., Ruthven, M., & Larson, M. (2013). The use of individualized learning plans to help students to be college and career ready. A presentation prepared for the College and Career Readiness and Success Center at the American Institutes for Research.

This presentation was developed and given by several experts in the field of college and career

readiness. Questions guiding the research included: should ILPs be considered a promising

practice for developing college and career readiness and are students with disabilities

participating in the development of ILPs. The strategies employed were mixed-methods, with

interviews of students, establishing a study group of schools in four states, a Web review of ILP

purposes and implementation strategies and conversations with state and district school officials.

A quality ILP was defined as consisting of a student’s course taking and post-secondary plans

aligned to their career goals, also including the college and career readiness skills he or she has

developed. Identified were three areas where quality ILPs help students develop: self-

exploration, career exploration, and career planning and management. Quality ILP

characteristics included youth defined goals and plans, youth identified alignment of courses

with career goals, youth exploration of career planning and management skills, engaging in ILPs

regularly, and whole school implementation. ILPs should focus on a student’s strengths and how

to align those with future goals. One teacher’s experience noted the ILP makes courses and

curriculum relevant to the student which increases understanding. Best practices include

beginning in middle school, providing online access, emphasizing career development processes,

and adopting student-led parent-teacher conferences. One researcher noted the establishment of

an alignment of career readiness with K-5 being career awareness, 6-8 being career exploration,

9-12 being career preparation, and postsecondary being career preparation and advancement.

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Individual graduation plans (IGPs) should be required of all students in grades 8-12, developed

with the help of a school counselor and their parents. These plans should be flexible, but review

at least annually throughout high school by all stakeholders. Surveys were given to students,

counselors and parents to track the effectiveness of having such plans in place and the

overwhelming majority found them to be worth the effort and use. Several examples of Web-

based programs were given for students, parents and educators to utilize when planning for

college and career readiness. Another presenter outlined the six areas of career and college

readiness: effective planning and implementation, innovations and individualized learning,

college and career preparation, tracking results, legislation and partnerships. Individual Career

and Academic Plans (ICAPs).are helpful in decreasing dropout rates and increasing graduation

rates, assisting parents and students in exploring postsecondary opportunities, aligning courses

and curriculum to the student goals, and are a way to determine if the student is on-track. In

Colorado, plans were made to implement ICAP programs with awareness in 2010-2011,

implementation in 2011-2012 and 2012-2013, and transformation to the ICAP program for all

students state-wide in 2013-2014. Surveying school counselors, they found 85% list ICAP as a

priority, but found limiting factors to be a lack of funding, administrative turnover and lack of

administrative support as a whole. Statistics were presented on various questions asked of those

in the state implementing the ICAP program. The last presenter gave information on

recommendations, such as developing models with grade-specific ILP activities and benchmarks,

creating accountability systems, and working with vendors to design career information systems.

Hutchins, B. C., Meece, J. L., Byun, S., & Farmer, T. W. (2012). Planning for the future: An investigation of work-bound rural youth. Rural Educator, 33(2), 7-19

This purpose of this study was to explore educational and occupational expectations of work-

bound rural youth. Three groups were identified and each was compared to college-bound rural

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youth using a recent national investigation. Little is known about the unique needs and

experiences of rural youth. This investigation explored relations between the individual, family,

school, and experiences. A particular focus was to understand how their experiences contribute

to their postsecondary plans. With the rapidly changing labor market, today’s students cannot

depend on high-paying and stable employment. For rural youth, their limited access to resources

which support career development may inhibit their success. Also, their geographic location

does not provide effective role models in more technical, professional, and managerial positions.

The participants in the study included 7,945 students in grades 9 through 12, of which 52.6%

were female and with a variety of racial and ethnic backgrounds, but mainly White (68.4%).

Both student and teacher instruments were used and incentives were given to each person

participating. Students were asked questions like the level of education of each parent, how

disappointed parents would be if they did not graduate from college, and how much respect they

had for their parents. They also reported their demographic characteristics and perceptions of

local job opportunities, as well as school characteristics and programs. Teachers were asked

about academic achievement and other program questions. Results indicated 56% of rural youth

did plan to continue their education after high school with 34% who planned to work and also

further their education. Although the numbers were encouraging, the analysis revealed youth

who planned to work after high school, regardless of educational expectations, face a number of

obstacles. Help to give them include identifying and applying for grants, scholarships, and loans

and for counselors to promote career development aligned with their academic interests.

Jensen, V. M. (2013). Working longer makes students stronger: The effects of ninth grade classroom hours on ninth grade student performance. Educational Research, 55(2), 180-194. DOI: 10.1080/00131881.2013.801244

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In Denmark before 2003 only a few regulations governed classroom hours. In July of that year,

the Danish Ministry of Education made changes which reduced variation in classroom hours.

For this study, 64% of all ninth grade students in 2003-2006 were considered, using data from

administration records and through personal and institution identifiers. Instead of focusing on

class size or teacher quality, this study particularly measured the effectiveness of time spent in

school. The government outlines recommendations about expected proficiency levels, but the

municipalities decide the day-to-day operations requirements. The individual school is

responsible for teaching and administration of the school budget. Even though the focus of this

study was on literacy and math, the researcher found that with budget constraints, the optimal

allocation of school resources is important and the number of hours spent in a particular subject

may affect performance. In this case, math performance was improved but literacy did not

change. The reason the study is related to the Individual Learning Plan is due to Note #10. The

2006 Act in Denmark which involved the change in classroom hours also introduced Individual

Learning Plans (ILPs) for each student. An ILP includes information about the student’s current

proficiency level and their short-term learning goals. It also includes their plans for reaching

their goals. The ILP is considered a tool for maintaining a focus on student progress and for

enhancing teacher-parent communication. “Although the initial investigation of these individual

learning plans did not focus on improvement in student performance, the authors find that the

learning plans improved student motivation and the teacher-parent communication” (Note #10).

Therefore, the ILP can potentially affect student performance in the long run.

Kalchik, S., & Oertle, K. M. (2011). What is an individual career plan (ICP). Transition Highlights, 3, 1-16. Office of Community College Research and Leadership. Retrieved from http://occrl.illinois.edu/files/Highlights/Highlight_01_2011.pdf

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In the late 1960s and early 1970s, the concept of individual student planning was developed

through school guidance counseling programs. One such plan was the Individual Career Plan

(ICP). In this publication, it is noted only eight of the 50 states have no mandate, support or

plans for Individual Learning Plans (ILPs). Different terminology has been used throughout the

years which makes some research difficult. For example, the ILP or ICP is also known as the

Mandated Career Plan, the Individual Academic Plan, Individual Student Planning, Graduation

and Career Plan, Personalized Learning Plan, and Individual Career Development Plan, just to

name a few. However, in a foundational piece of literature, the following characteristics were

defined: an ongoing record never completed, flexible document to be used throughout a lifespan,

person-centered, and competency-based. According to the scholarly work of early child

development theorists and career development theorists, arguments can be made that self-

awareness and career awareness are interconnected. Therefore, career planning needs to begin

early in life, but it is never too late to begin. It is important, though, the ICP or ILP does not

become a checklist with no meaning and significance. Its implementation should be

intentionally connected to guidance counseling. High schools in particular should ensure they

are living documents, referred to by teachers, counselors, parents and the students. They should

assist students in exploring opportunities and never limit choices. The implementation of such

programs has been criticized in some states for forcing students to select and commit to a

particular career early in their educational program. These plans should be flexible and easily

changed as the student changes. While the paper and pencil form still exists, the advancement of

technology is pushing ICPs (ILPs) to evolve. Web-based plans are becoming more

commonplace. Part of the challenges in implementing such a plan is the states which do not

provide leadership, training or support. There are many variations in politics, economics, and

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demographics which influence the implementation of such a program. Another challenge is the

sheer number of counselors. The recommendation is to have a 250-to-1 ratio for students to

counselors. The national average is 457-to-1. All of these challenges result in inadequate

policies, minimal effort, and therefore, limited benefits for students. While there has been some

research on the effects of ICPs (ILPs) on students, this research is limited. More evaluation and

research is critical. The primary focus has been on middle and high school planning and

transitions and not enough focus has been on students as they move through college and into

careers. Examples and resources were given at the end of the report.

Kallio, A., & Owens, L. (2004) Opening doors to postsecondary education and training: Planning for life after high school [A handbook for students, school counselors, teachers, & parents]. The Journal for Vocational Special Needs Education, 26(3), 23-41

For students with disabilities, preparing for life after high school may be a daunting task.

Students should be aware of their strengths, know what interests them, and consider different

types of work and jobs. Students should also be able to identify what knowledge and skills they

need for work. After high school, students usually choose to continue their education, go

directly into the workforce, or enter military service. Postsecondary education includes technical

college degree and certification programs, apprenticeships, two- and four-year colleges, private

schools, and on-the-job training. Students should begin thinking about and planning for their

postsecondary lives in middle school. Also, students should think about putting together a

portfolio designed to demonstrate accomplishments and competencies. The handbook continues

with information for students about high school requirements, what the law requires for students

with disabilities at both the secondary and postsecondary levels, and a list of colleges and

universities in the area with contact information. Starting on page 33, a section called planning

and preparing discusses successful transition and skill development. This section includes

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questions and a checklist for the student to complete as they move through their high school

career and begin to focus on postsecondary education. At the end of the handbook is a section

with terminology definitions. The final thoughts note communication is essential, and adds that

successful college students take primary responsibility for accommodations, communication, and

services. College students with disabilities must be given an equal opportunity and assistance

may be offered if needed. The law ensures opportunity, but it does not ensure success. The

student is the one ultimately responsible for what happens after high school.

Kim, M. (2013). Focusing on the future: Experience from a career-related program for high-ability students and their parents. Gifted Child Today, 36(1), 27-34

Career development is a lifelong process requiring the development of skills and knowledge.

Gifted and high-achieving students are usually very self-directed. However, approximately 57%

of first-time students entering a four-year institution full-time, seeking a bachelor’s degree, in

2001-2002 actually completed their program in six years or less. One of the reasons stated was

the lack of realistic postsecondary planning related to career goals. Career development should

help students make career decisions by providing information, encouraging self-awareness,

enhancing their self-concept, and give them the necessary knowledge and skills needed. Some

students may feel confused and make a career choice too early without enough information.

“Students from various cultural backgrounds, ability sets, and achievement levels have different

career interests and expectations” (p. 29). Parents influence their students’ career choices with

expectations and support. However, parents often need tools to help them help their children.

The College of William and Mary hosted a career-related conference for high-achieving middle

and high school students and their parents. Focusing on the Future began with two opening

sessions and then students and parents could attend different sessions. One of the mandatory

sessions for students was completing a career inventory. A total of 340 students and parents

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participated in the 2010 conference. Surveys indicated students gained five benefits: narrowing

down their career choices, getting detailed information, becoming more confident about college

life, knowing what courses to take in school, and demonstrating authentic experiences in possible

career options. Other results indicated academic planning during secondary school is essential,

career-related programs benefit students, and AP courses and dual enrollment programs should

be strengthened, and gifted students need in-depth information.

King, C. (2011). Fostering self-directed learning through guided tasks and learner reflection. SiSAL Journal, 2(4), 257-267

This study focused on learner attitudes and behavior as they moved through activities which

become less teacher directed as they progressed. Each activity had a section for learner

reflection and data was collected using a grounded theory approach. The idea of fostering

learner autonomy is now widely accepted. Self-access centers are beginning to play an

important role in the development of students. Learner reflection and review should be

incorporated into a portfolio structure to encourage the development of the student. The self-

directed learning project consisted of 17 adult migrant learner participants enrolled in a 16-week

course. A two-pronged approach was used for data collection, with pre-project and post-project

questionnaires and a series of reflective comments. For some of the students, having access to

materials outside of class was reported to have an effect on how much time they spent learning.

Other results included students commenting on the fact they were more able to articulate the

reason for and the benefits of studying outside of class. The results also showed learners were

more able to take responsibility for planning their own course of action. Guided, self-accessed

projects appear to have a positive impact on both the learner’s attitude and their behavior. Even

though this study was conducted with a small group, the results of the research do have

implications for the access of ILPs outside the classroom and school.

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Lachmann, P., & Kiefel, A. (2012). Recommending learning activities as strategy for enabling self-regulated learning. In 12th International Conference on Advanced Learning Technologies (ICALT), Rome, 704-705. Retrieved from http://dbis.rwth-aachen.de/S-ROLE2012/papers/srole2012_submission_9.pdf

This paper proposed the usage of a learning activity for fostering a personal learning

environment. Two widgets were developed and evaluated, which allowed learners to compile an

individual learning plan. The first widget, the “Learning Activity Recommender” shows learners

the current task, the matching learning strategies, and a list of concrete learning steps with

related information. When a student selects a learning strategy, the widget then sends an activity

to the “Learning Plan” widget. This empowers the student to compile and modify an individual

learning plan, using the strategies and activities. These widgets are currently being used and

evaluated in a German learning course. The participants will eventually report on usefulness and

ease of use, as well as attitude acceptance. The original participants were giving face-to-face

instruction and an activity to complete. Afterwards, they gave feedback via an online survey.

The idea of recommending strategies got positive feedback, but the state of handling the widgets

was criticized. Other evaluations are planned for the future.

Leonard, J. (2013) Maximizing college readiness for all through parental support. School Community Journal, 23(1), 183-202

The lack of college readiness skills is a national problem. College readiness is defined as the

level of preparation a student needs in order to enroll and succeed, without remediation, in a

credit-bearing general education course at a postsecondary institution. This study explored a

partnership between a traditional, suburban high school of 600 students and a community college

to maximize credit accumulation. It also asked how parental support can help increase college

readiness skills for academically average students. Completing an analysis of planning meeting

notes, student surveys, and interviews with multiple individuals. Over a three year period, 74

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students averaged 9.4 college credits per year with a 91% success rate. Parent engagement was

essential for recruitment and enrollment, financial support, and guidance. Even though some of

the teachers implied parents did not attend conferences or communicate in any way, there was

ample evidence the program was working because of the behind-the-scenes parental attention.

Parents helped enroll their children and were attracted to the College Success Seminar offered.

Students indicated both parents and counselors were influences on them enrolling in the dual

credit courses. Parents also played a role in the program by supporting it financially, covering

the annual tuition fee. The use of an online program alerted parents when the students were not

living up to the expectations, so this kept parents engaged. An online learning platform was used

which enabled students and parents to access syllabi, assignments, and grades. This program’s

strength was it opened new pathways for students who wanted to consider college, but might

have been overlooked.

McAllister, T. (2013). School counselors’ perception of their role in assisting students with college preparedness. Theses and Dissertations, Paper 831. Retrieved from http://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=1832&context=etd

School counselors provide educational planning and guidance to students which make them a

valuable asset. They are involved in a variety of activities to assist students, but these are varied

across guidance programs. The profession has evolved over the years but even today counselors

are seen as a vital part of a schools’ educational team. While this is seen by most, literature fails

to define exactly what a school counselor’s role entails. This particular study was qualitative in

nature and sought to examine the role of the school counselor in assisting student preparedness

for college. Five participants were selected in South Carolina for the study. Earlier literature

stated school counselors may be the logical choice to provide preparation and assistance to

students planning postsecondary education, but they are often not trained in all areas needed to

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ensure success. Heavy workloads are also challenges for counselors who often have more

students to work with than they can handle efficiently. After an extensive literature review, it

was noted there was little research about the functional roles of a counselor in assisting students

with postsecondary preparation. This study included semi-structured interviews consisting of

seven questions. One respondent noted the use of Individual Graduation Plans (IGPs) as a way

to focus on individual student interests and career goals. They added young people change their

minds and so, the IGP is continually tweaked. This IGP is utilized mainly at the 9th and 10th

grade levels. Another respondent noted the use of a Strategies for Success class where 9th grade

students complete a project on what they want to do after high school. This helps them develop

a plan for high school and their future. An additional respondent also mentioned the use of IGPs,

noting they are talking about starting in the 8th grade and used in all student interviews,

especially as a junior or senior. According to the results of the study, additional resources are

needed to actively engage counselors and others in the successful implementation of the South

Carolina’s Personal Pathways to Success Initiative, of which IGPs are a part. For those

counselors interviewed, all of them were aware of the initiative, but even though they believe the

IGPs are a useful tool, one participant referred to them as “those darn IGPs”. These mandated

programs are difficult to implement with the meager resources and time available.

McIlveen, P., Morgan, T., & Bimrose, J. (2012) A longitudinal study of the experience of a career development program for rural school students. Australian Journal of Career Development, 21(1), 22-30

For students residing in rural and isolated areas of Australia, aspirations for higher education are

choices not often made. Nine students participated in a program and were interviewed 18

months later to explore their recollections of their experience. It has been argued career

education and counseling give these types of students the potential to overcome barriers by

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giving them confidence about their chosen career path and how they might achieve their goals.

Evidence proves career education can positively influence career decision-making, self-efficacy,

and the confidence of high school students. For this study, students were given the opportunity

to attend a university to explore career paths in relation to higher education. Three career classes

were developed so students could experience practical exploration activities. Students were also

provided with the opportunity to have a one-on-one session for an hour with a career counsellor

from the university. Out of the original 23 students in the study, 14 were not able to be located

after the three-year period. All nine remaining participants were enrolled in post-secondary

courses, with eight at a university and one at a technical college. These nine were interviewed

using a semi-structured questionnaire. For some of the students, career decision-making was a

personal and private issue. However, all except one felt the program provided them with timely

and useful information which supported their decisions. Most of the students expressed surprise

at the amount of information available. The one-on-one session was also seen as very valuable

since they could talk in depth and not have to compete with other students. Overall, the study

showed evidence of a long-term positive impact on the sample of students with regard to career

development programming.

McKillip, M. E. M., Rawls, A., & Barry, C. (2012). Improving college access: A review of research on the role of high school counselors. ASCA|Professional School Counseling, 16(1), 49-58

Jobs in the United States are requiring more education beyond high school now and estimates

suggest by 2018, the U. S. will have more available jobs requiring a college degree than persons

to fill them. Many high school students do not move into college successfully. This report notes

92% of high school students in 2004 planned to continue their education, but by 2009, only 31%

of 25- to 29-year-olds had completed a degree. High school counselors hold key positions to

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increase the number of students receiving post-secondary degrees. This study reviewed the

literature to understand how various contexts help shape counselor interactions with students.

There is a particular need for find ways to support under-represented students such as first

generation college bound students and students from minority backgrounds. Counselors deliver

programs and services and should support all students via individual planning. Counselor

positions have changed over the years. During the 1970s, counselors took on more

administrative duties thereby making them mental health experts, administrators, and college

counselors all in one. At one point, only a select few were expected to attend college. Now the

expectation is that all students will attend college. In many cases, though, the school counselor

has too many other duties to actually be a true college counselor. With that in mind, students

should have resources to help them with college preparatory activities. Course taking paths in

high school do impact college enrollment and students need to accept responsibility for their

choices. Since the need focuses on the expansion of programs to help supplement school

counselors, the importance of an ILP becomes clear. Giving students access to information they

can gain on their own can only prove to assist them in their decision making.

Myers, S. M., & Myers, C. B. (2012). Are discussions about college between parents and their high school children a college-planning activity: Making the case and testing the predictors. American Journal of Education, 188, 281-308

Academic preparation and college planning are required for United States students in order to

enroll in higher education institutions. Any students who lack college planning are less likely to

attend college. Families who engage in earlier discussions about college have students who have

higher attendance and aspirations while in high school. In this study, parent-student

communication was measured across four topics: academic requirements, financial aid, cost of

college and type of college to attend. College planning is not just academic preparation. This

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study focused on the three-stage model of college choice, according to four sets of variables.

The first set of variables included parent-student communication. The second set consisted of

college preparation activities of parents and students. Third is the use of social capital such as

social involvements, interactions, and networks. And last are the variables which include

intragenerational and intergenerational measures. After the study was completed, it became clear

that younger students and parents discuss issues like college type and academic requirements.

Later in the student’s life they discuss costs of college and financial aid opportunities. It was

also discovered student and parental involvement is associated with greater levels of discussion

about college planning. Part of the issues with the study include the wide disparities among

United States students. The availability of college counselors vary, and in low-status schools,

counselors may be more likely to emphasize graduation from high school rather than going to

college. Not all students have the same access to college information and resources. How this

fits with the ILP is the fact using a particular company for ILP purposes is the availability of

college and career information for all students, not just particular students with certain

characteristics or schools with particular characteristics.

National Collaborative on Workforce and Disability. (2013). Individualized learning plans: A research and demonstration project. Retrieved from http://www.ncwd-youth.info/ilp-summary

As states continue to refine requirements for graduation so all students are college and career

ready, different strategies are being used. One strategy being employed is the development of an

individualized learning plan (ILP). ILPs are created and maintained by students and engage

them in career development activities so they may develop their own goals. Individual planning

is not new. In the 1970s, students with disabilities have included individualized education

programs (IEPs) as part of their curriculum. The Department of Labor’s Office of Disability

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Employment Policy (ODEP) launched a study in the 2008-2009 school year. It is the first

longitudinal research and demonstration project to discover if ILPs are actually effective. The

study looked at 14 schools in four states. Questions answered during the study concerned to

what extent the quality of the ILP is associated with post-secondary education and work

transitions, to what extent career readiness indicators and school-based workforce indicators

influence success, whether or not ILPs with robust workplace connections produce better

outcomes, and whether or not ILPs with specific characteristics produce better post-secondary

and work transition outcomes. This study is ongoing and NCWD is continuing to collect data

and provide support to schools participating in the research. The initial first year findings were

the ILP staff, which developed a Guidepost for Success scale to measure students’ use of

information and services, showed these guidelines were strongly correlated with student success.

Also, increased student and family involvement was evident in the planning process. The ILP

helped parents to feel more comfortable discussing plans with their students. Future use of ILPs

should include earlier implementation and being mandatory for all students.

Osgood, D. A. (2012). An entrepreneurial systems approach to positive youth development: A new approach to dropout prevention. Applied Developmental Science, 16(3), 113-121. DOI: 10.1080/10888691.2012.695257

There is a difference between attending school as a child and becoming sufficiently educated by

the time one graduates and becomes an adult. Choices shape the quality of living for all of us

and for future generations. Students who drop out of school are an economic threat and become

a serious cost to society. If a student does not graduate or at the least complete a diploma

equivalent, they have limited career options. Taking a look at small business and how it

succeeds gives insight into how to help young people develop. At this point, public education is

a top-down approach where students have little say in what they learn and how they learn it.

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Another issue is how progress is measured. Osgood poses an interesting question which asks if

the business planning process and approach could be applied as an individual learning plan (ILP)

for positive youth development in public education. The study began with ideas borrowed from

business: self-assessment, goal identification, planning, and networking. In this case, self-

assessment came in the form of an online program to assess individual preferences which

generated a personality profile. This profile was then correlated to a career profile. The second

step was to identify goals which allowed students to build on their self-assessment results.

Students could identify their strengths and weaknesses and begin to articulate their career

objectives. During the planning phase, students created a life map or visualization of their

ultimate objectives. Networking allowed the students to realize what was available to them as

resources to help them reach their goals. The findings of the study indicated youth are able to

formulate goals and understand needs and talents and how education is valuable. Using the ILP

tailored to each student, the visual representation gave the student a tangible way to be reminded

of their objectives. It also gave teachers and parents a comprehensive guide to the student.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009) Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119

Learning styles refers to what mode of instruction or study is most effective for a person.

Optimal instruction requires diagnosing learning styles and tailoring instruction accordingly.

Learning style inventories have gained in popularity and people are concerned that they, and

their children, be seen and treated by educators as unique individuals. However, there has been

no clear evidence learning styles actually affect a student’s learning. With so many learning

styles inventories on the market, the research question became which version has practical

implications for educational contexts. This study evaluated the learning-styles concept looking

through present literature. The literature failed to provide adequate support for applying

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learning-style assessments in schools. The researchers note the kind of research needed must

begin by classifying learners into categories and then randomizing them to receive different

instructional treatment. They also note the optimal instructional method should vary across

disciplines. Using learning styles inventories as a method of educational interventions can prove

to be costly. If students are assessed and grouped to be given customized instruction, this might

require teacher training as well as the creation and validation of activities for each learning style.

And there is no guarantee this instructional method actually benefits the students. “Basic

research on human learning and memory, especially research on human metacognition, much of

it carried out in the last 20 years or so, has demonstrated that our institutions and beliefs about

how we learn are often wrong in serious ways” (p. 117). The conclusion is validation is lacking,

and the researchers feel the widespread use of learning-style measures in educational settings is

unwise and a wasteful use of limited resources.

Phelps, L. A., Durham, J., & Wills, J. (2011). Education alignment and accountability in an era of convergence: Policy insights from states with individual learning plans and policies. Education Policy Analysis Archives, 19(31), 1-33. ISSN 1068-2341 Retrieved from http://epaa.asu.edu/ojs/article/view/921

Since 1998 more than twenty states have created Individual Learning or Graduation Plan

(ILP/IGP) policies. This study included four states and was twofold: to determine the extent to

which states were using federal and state resources to align their ILP initiatives and to develop

policy recommendations to strengthen performance outcomes. The popularity of student-

centered innovations like the ILP have increased over the past decade. The history of education

in the United States reveals a history of allowing states and local school boards to control

curriculum, graduation requirements and teacher qualifications. However, the need to ensure

equitable education for all students has been at the foundation federally. Federal laws have

slowly been enacted and implemented in areas of education. The provision of individualized

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education plans (IEPs) was established for all children with disabilities, ages 0 to 21 in 1975. In

2004, amendments to this act expanded the provision to include secondary education and

transition planning beginning at age 14. In 1998, the Rehabilitation Act amendments stated

eligible youth and adult vocational rehabilitation clients would receive an individualized plan for

employment. In 2007 a 50-state survey was conducted and the results showed some states

required their states to identify the courses they would take in high school and what diploma they

would pursue if options were available. A few states asked students to include in their learning

plan what they anticipated doing the first year after high school graduation. For this research

project, a series of questions guided the qualitative case study, such as the range and variation in

state and/or local policies and practices on ILPs and how states were evaluating the value, worth,

and/or effective of the ILPs. Searches of state department websites, including governmental and

educational sites, were conducted to identify the key policies and implementation details. Also,

extended interviews were conducted with staff in several state educational department offices.

Seven states were selected by a seven-member research team and substantial differences were

found in four key policy attributes: consistency, specifity, power, and stability. A table of key

features in the ILP policies of the seven states was presented. Four states were then selected to

further investigate: Louisiana, New Mexico, South Carolina, and Washington. Across these

four, three key themes emerged: limited evidence documenting the ILP implementation effort,

use of federal funds to expand the ILP investment, and longitudinal student data systems were

receiving some attention. Five recommendations were made for future success of ILP

implementation. Also recommendation was the pursuit of partnerships between researchers and

leading ILP school networks, high schools, and institutions of higher learning. These should be

pursued to address two challenges: to identify and measure the key ingredients and practices

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which represent robust and stable ILP implementation and documenting through well-designed,

non-experimental and experimental studies, the impact of ILP practices on high school

graduation rates, successful transition to postsecondary institutions or productive careers, and

other personal outcomes.

Power, A. (2011). Against short term professional learning. Issues in Educational Research 21(3), 295-309. Retrieved from http://www.iier.org.au/iier21/power.html

A three-year study from 2006 to 2008, using teacher interviews and observations in a high

school, was conducted in Australia. The purpose of the study was to facilitate teachers in the

development of individual learning plans. The idea was to return control of professional

development to the individual teacher. The research was conducted as a case study of one

teacher’s journey. According to the researcher, an individual learning plan is a specific approach

to professional learning which gives a teacher the opportunity to determine the content and

purpose of what they learn. An ILP is used to set out a program of study or to set learning

targets. For the teacher in the study, the professional learning started with the ILP and then

moved to research to project-based learning to cross-curricular work. Since the study took place

over a three-year period, there was enough time to see the changes made in the teacher, as well

as colleagues. The case study confirmed key points about professional learning. The focus

should not only be on what a student should learn, but how to attack problems, using critical

thinking skills. The teacher’s improvement herself led to improvement in the students. The

study underlined the importance of time spent in developing learning goals and achieving them.

The persistence of the teacher had significant effects on the learning community, both students

and fellow teachers. It was important for them to embrace change and use an ILP to guide

progress. One of the results from the study was the fact even though funding had been cut after

the first year, the teacher and others decided to continue through the next two years. This was

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significant because it took three years for the training, implementation and resulting effort to be

evaluated fully.

Rowan-Kenyon, H. T., Perna, L. W., & Swan, A. K. (2011) Structuring opportunity: The role of school context in shaping high school students’ occupational aspirations. The Career Development Quarterly, 59, 330-344

In the United States where the jobs which earn the most require at least a bachelor’s degree and

where students with fewer resources are underrepresented in postsecondary institutions,

promoting occupational aspirations is important. Students have unequal access to preparation,

such as college counseling and a preparatory curriculum. Through case studies of 15 high

schools in five states, occupational aspirations of students were studied and how they are shaped

by context. A model by Perna in 2006 (Figure 1, p. 331) draws four contexts which influence

students: students themselves and families; their schools; higher education institutions; and

federal and state policies. Other research notes students are introduced to learning experiences

of potential career relevance in childhood and adolescence. Research also notes many influences

on a student, including socioeconomic status, ethnicity, and families. Data for this study was

gathered through demographic and academic profiles, as well as focus groups of 9th and 11th

graders, along with their parents. Teachers and counselors were also interviewed. Results

indicated students’ career plans and their understanding of the academic coursework needed to

achieve their goals did correlate with the resource level of the schools. The nature of career

programming also varied by school and seemed to be an influence on the students’ choices.

Interestingly enough, the 11th graders were shown to have more doubts about their future careers

over the 9th graders. Students noted they learned about career-related information through

classes and teachers, parents and other family members, but teachers seemed to be the greatest

influence. Each school did have career programming in place, like the Armed Services

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Vocational Aptitude Battery (ASVAB) and computer-based career inventories. Results included

the need for more career programming and statewide initiatives and district policies.

Sahlberg, P. (2012). A model lesson: Finland shows us what equal opportunity looks like. American Educator, 36(1), 20-27, 40. ISSN: ISSN-0148-432X Retrieved from http://www.aft.org/pdfs/americaneducator/spring2012/Sahlberg.pdf

Public education is increasingly challenged to provide adequate learning opportunities to all

children. Finland’s system is unique. The country has progressed to being a model over the past

three decades. Finland has been able to create a system where students are learning and

equitable education has become the norm across the country. Implementing a national

curriculum was one of the first steps. As a part of the implementation process, career guidance

and counseling became compulsory. It was important for all students to make appropriate

choices regarding their futures. Career guidance was used as a cornerstone in both upper and

lower secondary education. It served as a bridge between education and the work world. As part

of their career curriculum, each student in the new comprehensive schooling system, or

peruskoulu, spends at least two weeks in a workplace. In Finland, all students in upper

secondary school have personalized learning plans. These are not tied to particular ages or

classes and students can take their time to complete their studies, according to their plan. This

type of planning has helped with retention and graduation rates.

Sepion, M. (2013). Electronic individual learning plans (e-ILPs) in adult education. Regional Collaboration Fund (RCF). Retrieved from http://jiscrsclondon.wordpress.com/2013/05/01/electronic-individual-learning-plans-in-adult-education/

Over the summer of 2012, Sepion was invited to support a project to examine the potential of

electronic individual learning plans in the context of adult learning. Adult education had tended

to use paper versions of the ILP while the younger generations were beginning to utilize

electronic versions. The Learning and Skills Improvement Service (LSIS) recognized this issue

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and funded a study to explore the e-ILP for adults. Five London-based learning providers took

part in the study. Each of the providers hired tutors to implement the e-ILP with their learners.

Surveys were conducted before and after the ILP engagement. From Sepion’s blog Web site, the

full report prepared for the Regional Collaboration Fund can be downloaded. It noted the

consortium of providers used an ILP block for Moodle 2 designed for the project. A range of

strategies were adopted, including groups which used 100% e-ILPs, some which used a

50%/50% hybrid approach of e-ILPs and paper ILPs, and some which used the e-ILP only as a

course journal. Learners were encouraged to use their e-ILP outside of specific courses. Due to

the short time frame in which the project was underway, it was not possible to fully evaluate the

use of the e-ILP. However, the project did develop several considerations for those wishing to

implement e-ILPs. Training and support are needed for both trainers and participants. Timing

was an important issue as was being able to access the e-ILP outside of classes. The term, e-ILP,

was also problematic to the participants, who wanted the name to be more user-friendly. Other

issues found dealt more with the actual design of the e-ILP, including having separate

requirements for each provider since they can vary from place to place as well as having a

simplified toolbar with fields onscreen rather than tabs. The participants also wanted the ability

to upload images and documents to the e-ILP for more personalization.

Solberg, V. S. (May 12, 2011). The nature of effective individualized learning plans and their promise in supporting college and career readiness. A Webinar transcript.

Three research studies were included in the Webinar about ILPs, also known by other names like

the Individual Graduation Plan (IGP) or the Individual Transition Plan (ITP). There is a current

issue facing the world and that is creating a competitive workforce. In Pennsylvania a recent

study was able to link high school graduates to their unemployment insurance data. The data

clearly showed that as an individual gained access to post-secondary training, the range of the

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industries available to them expanded dramatically. Students need skills which can transfer

across careers, such as social skills, communication skills, problem-solving and decision-making

skills, and learning how to learn. No longer can schools focus on how many students graduate

high school, but instead, how many students finish post-secondary training. The first step in the

research was to find out what policies states had and what was mandated. Focusing on four

states, they selected 14 schools to work with from the perspective of utilizing ILPs. Solberg

identifies an ILP as both a document and a process. The American School Counseling

Association came out with a national model using individualized student planning. At this point,

most schools are using counselors as the instigators in implementing ILPs, but Solberg believes

many more individuals should be involved. Career and technical education has led the way with

creating 16 career clusters and 79 career pathways. If a student is interested, they can find out

more about a particular career and how to get there. An ILP is creating a personalized learning

environment where the student is the manager and is engaged in identifying what they want to do

in the future. It helps them align their courses to their goals, making everything relevant. The

question is, though, what are the essential elements of an ILP. For most states, it is simply a

program of study. For others it is a career development activity with developing goals,

identifying skills and how they align. Also it is a way to document everything, especially if it is

online and accessible anytime, anywhere. As Solberg points out, an ILP should be all of these

things. It is not just a course of study to get out of high school. It is not just identifying what

will happen after post-secondary training. It is a lifelong documentation of development that

helps an individual become employable but also is a process for maintaining that employability

throughout the lifespan of the person. The ILP should be student-driven. Also research with the

focus groups showed communication in general was better through the ILP. Teachers and

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parents both felt the ILP gave them a way to connect with the student. It also seemed to make

the student feel more engaged, as well as their parents. Other research showed the ILP was

being implemented through an advisory period which lasted from 9th through 12th grade. The

indication was this provided a time for the student and their advisor to grow through the

relationship built around the ILP process. Other research showed the ILP beginning to be the

main catalyst for parent-teacher conferences. Allowing the student to become part of that

process, sharing their ILP during the conference, really made the process meaningful to all

parties. In some cases the ILP is also being used as part of a senior exit interview. By using

engaging ILPs, this should impact college and career readiness as research is showing they help

students become more autonomous and self-regulated learners.

Solberg, V. S., Phelps, L. A., Haakenson, K. A., Durham, J. F., & Timmons, J. (2011). The nature and use of individualized learning plans as a promising career intervention strategy. Journal of Career Development, 39(6), 500-514. DOI: 10.1177/0894845311414571. Retrieved from http://jcd.sagepub.com/content/39/6/500

ILPs are being implemented in high schools throughout the United States as strategic planning

tools. ILPs are helping students align course plans with career aspirations. Over 20 states have

mandated all high school students are required to develop an ILP. ILPs are a portfolio document

that is created and updated at least annually. The original concept for an ILP came from the

Individuals with Disabilities Education Act (IDEA) of 2006. For most students with disabilities,

developing an Individualized Education Plan (IEP) is a normal part of their school experience.

Because many of these plans seemed to be successful, expanding on the idea to provide

something similar for all students seemed a good idea. To date there is little research evaluating

the effectiveness of ILPs, so the potential for future research is indicated. Online ILPs remove

the barriers of documents which are cumbersome, difficult to store, and not fully accessible.

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Fortunately many online programs now exist provided by a number of vendors. “Access to

online career information systems are internationally recognized as fundamental to providing

lifelong career guidance services” (p. 503). Focus group discussions indicated many promising

school practices and challenges related to the engagement of students with ILPs. Some of these

practices include student-led conferences, dedication of a regular course time for working with

the ILP, and conducting career exploration activities. Some of the challenges included the need

for school-wide ILP participation and the need for an ILP curriculum offering a wider range of

activities. In the U. S., ILPs are showing promise as a potentially powerful career development

model. They support college readiness, too, as they help students become aware of how courses

are relevant to career goals. ILPs also seem to increase the positive relationships between

teachers and students, and parents and the school. However, validation studies are needed.

Solberg, V. S., Howard, K. A., Gresham, S. L., & Carter, E. (2012). Quality learning experiences, self-determination, and academic success: A path analytic study among youth with disabilities. Career Development and Transition for Exceptional Individuals. DOI: 10.1177/2165143412439887. Retrieved from http://cde.sagepub.com/content/early/2012/05/11/2165143412439887

One set of skills known to have particular importance for youth with and without disabilities is

self-determination. This can be broadly defined as having the skills, attitude, drive, and support

needed to direct one’s life in ways that are personally valued. For students to develop self-

determination, they must be involved in learning environments specifically designed to provide

the experiences needed to promote the development of skills. A total of 135 sophomores and

seniors participated in a study designed to understand how individualized learning plans (ILPs)

support students’ ability to make successful postsecondary transitions. Participants completed a

series of assessments via an online system. A Quality Learning Experiences Scale was

constructed with 45 items addressing the students’ involvement in, use of, and views regarding a

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series of learning experiences. A 19-item Goal Setting Scale was used to evaluate the degree to

which students actively selected and established goals, optimized learning experiences to reach

their goals, and identified potential challenges. Other such assessments were also used. The

results indicate the need for meaningful access to a comprehensive high school program. This

program should include preparatory experiences, career and work-based learning experiences,

development and leadership experiences, connecting activities, family involvement, and

engagement in ILPs. Another result was finding that goal setting had a large effect on

motivation. Ensuring students have access to an array of online career information systems is

important since these can facilitate active career exploration and planning.

Stringer, K., Kerpelman, J., & Skorikov, V. (2012). A longitudinal examination of career preparation and adjustment during the transition from high school. Developmental Psychology, 48(5), 1343-1354

A key task during the transition from childhood to adulthood includes preparing for a career.

The aim of this study was to assess dimensions of career preparation over the course of the

transition from high school to work and further education and their associations with changes in

social and emotional adjustment and self-actualization. The study used a subset of data from the

Adolescent and Young Adult Development Study conducted by one of the authors. The current

study used a sample of 454 participants from six high schools. Data was collected annually on

six occasions with an interval of one year between measurements, and the first measurement

taken during the fall semester of the senior year. Overall, each career preparation dimension in

the 12th grade predicted changes in adjustment even 4.5 years post-high school. The study found

that changes in career indecision and planning were not associated with later adjustment. This

suggests the role exploration is occurring during ages 17 to 22. For well-adjusted students, it

may be the case they are confident enough about their abilities they have already made career

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decision and engaged in career planning prior to the 12th grade. The education system in the

United States is structured so students start making decisions about career in high school.

Students should receive assistance in preparation for postsecondary education or work. It is

important for practitioners and counselors to focus on building confidence in students’ ability to

attain their career goals. The need for better programs and interventions which help increase

their career confidence and planning and decrease career indecision in high school is one area

which could be filled with an online ILP program.

Sturrock, D. (2011). NMIT Moodle-based ILP project. Presentation for NZ MoodleMoot 2011. Nelson Marlborough Institute of Technology. Retrieved from http://www.slideshare.net/DavidSturrock/nmit-online-ilp-project

According to the presentation, there are four aspects to a learner’s journey: knowing the learner,

knowing the curriculum demand, knowing what to do, and knowing how to do it. The first

aspect includes items such as initial and diagnostic assessments, effective induction processes,

and individual learning plans (ILPs). An ILP is a tool enabling the learner to state learning

goals, their strengths and weaknesses, set targets, and reflect on their progress. An ILP is also a

communication method between learners and teaching and support staff. However, in this

project an ILP was not seen as a course planner or assessment tracking device. In 2011, 80% of

full-time learners were developing ILPs. NMIT planned to link the ILP to their information

system so learners could have electronic access and full ownership of their plan and data.

Several screen shots are included of the ILP program used by NMIT. With 21 tutors actively

using online ILPs with 482 learners, 968 targets were set and 53 reflective reviews completed.

The ILP was composed of four parts: the student details, their targets, their progress reviews

(comments), and course reports. The online ILP was kept in a shared space to be accessed by the

student and the learning coach or tutor. Online ILPs can be updated at any time and individual

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targets can be placed on a calendar for easy viewing. The online ILP was noted to be more

accessible and have more functionality than a paper version. Several issues were identified

throughout the project. There were general issues with the staff’s and the students’ perception of

an ILP, plus a variety of models were available for adoption. Communication and notifications

were expected frequently and it was desired to have integration between Moodle and other

system data.

Truong, H. Q. T. (2011). High school career education: Policy and practice. Canadian Journal of Educational Administration and Policy, 123, 28 pp.

Research has shown student dissatisfaction with career counselling in secondary schools. This

study explored policy and practice reflecting on two interviews with counsellors and 35 student

questionnaires about career education. Recently it has been demonstrated students are leaving

high school unprepared for postsecondary plans. Employers believe high schools are not

teaching relevant information and skills needed. Students do not see the link between their

course work and life beyond high school. New directions indicate students learning more about

career at an earlier stage may help them relate their academic work with their future plans. Other

studies have suggested regular career education increases academic success. This particular

study asked students to answer questions about their plans, who they asked for advice, and

opinions about guidance services and career education. Counsellors were interviewed before and

after the student questionnaires were completed. These interviews gave way to reviewing

mandated career development programs. Career Studies was a compulsory Grade 10 course

which helped link academics with career goals. Grade 9 now implements a job shadowing

component. Grades 11 and 12 and their parents are invited to an evening where representatives

from colleges and universities, private schools and trades attend. The student questionnaires

indicated a high percentage of students did seek professional advice, but their confidence in

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guidance counselling ranged from contentedness in some areas to dissatisfaction in others, such

as the counsellors often being wrong in the information they are providing. Students also

indicated a desire to add several services, such as having more time for individual sessions,

asking former graduates to speak, and preparatory sessions outlining sample pathways to careers

with linkage to courses in high school. The ILP programs could provide these extras with less

cost than adding counsellors to school budgets.

Wolf, M. A. (2010). Innovate to educate: System [re]design for personalized learning. A Report from the 2010 Symposium. Software & Information Industry Association in collaboration with ASCD and the Council of Chief State School Officers. Retrieved from http://www.siia.net/pli

Of the 150 education leaders at the 2010 Symposium, 91% very strongly or strongly agreed the

current traditional system cannot meet the personalized learning needs of students. Today’s

education system is inadequate and educators should be focused on identifying changes essential

to transform learning. Personalized learning requires a shift in the design of schools, but also a

utilization of modern technology. E-learning systems, which track and manage the learning

needs of all students, provide a platform to access learning content, resources, and opportunities

not available in the traditional classroom. Personalized learning should be a reality for all

students to ensure they are college and career ready. Student diversity is profound and

expectations are high, so equity demands careful consideration of the needs of individual

students. A personalized system must include the following five elements:

flexible/anytime/everywhere learning, redefining the role of the teacher, project-based/authentic

learning opportunities, student drive learning, and mastery/competency-based progression. New

technologies and programs can bring personalized learning to the student level. Personalized

learning is within reach. The results from the symposium indicate more research is needed to

study redesigns for personalization models and practices. Also, public-private partnerships

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should be implemented to advance technology so that applications, data, and content form a

seamless, integrated learning platform. Networks are needed to support personalized learning

and to implement state and district policies. There should be a shared understanding of all

aspects of the personalized learning system to help inform education stakeholders. Even though

this symposium did not mention Individual Learning Plans (ILPs) per se, the personalized

learning it does speak of can be accomplished through a system like an ILP.