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A Snapshot on the Use of Individual Learning Plans in the US [Infographic]

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Across the country schools and districts are recognizing the value of individualized learning plans (ILPs) as a way to bring greater coherence, focus, and purpose to the decisions students make about their education and life goals.

But do ILPs have a positive effect on student outcomes? The National Association for College Admission Counseling (NACAC), in partnership with Hobsons, recently released a report that answers how educators view ILPs and whether they see them as helping students reach their goals. Check out the following infographic for key highlights from the report findings.

Download the full report here: http://bit.ly/1UCjCVk

Published in: Education
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A Snapshot on the Use of Individual Learning Plans in the US [Infographic]

  1. 1. More than half of survey respondents with ILPs (54 percent) had been using them for more than ive years. Nearly one-third (31 percent) had been using ILPs for 10 years or more. Key Elements of State ILPs — Academic Plan...........................49 Academic, career, and personal goals identified .........45 Career exploration ...................45 Individual Learning Plans A Nationwide Review Distribution of Counselor Caseloads Among counselors implementing ILPs, 7.7% have a caseload of more than 500 students. 41% of respondents had a caseload of 250 students or lower. The national average for public schools is 482 students. 50.9% 251–500 students 41.3% 250 or fewer students 7.7% >500 students The changing economic and technological landscape has necessitated that schools provide students with the skills to navigate the 21st century workplace. A recent report, left, produced by the National Association for College Admission Counseling (NACAC) and Hobsons, examines how states and schools have responded to these demands through schools’ use and implementation of Individual Learning Plans (ILPs). Presented here are some highlights from the report. Download the report. The majority (62 percent) felt that ILPs somewhat or greatly contributed to successful student outcomes. 3% Missing 24% Not sure 12% Does not improve 46% Somewhat improves 15% Greatly improves ILP usage by Free/Reduced Price Lunch Rates 1 – 24% 22 8 75% + Students eligible for FRPL PercentageofRespondentsImplementingILPs Hobsons helps students identify their strengths, explore careers, create academic plans, match to best-fit educational opportunities, and reach their education and life goals. Through our solutions, we enable thousands of educational institutions to improve college and career planning, admissions and enrollment management, and student success and advising for millions of students around the globe. ©2015 Hobsons. All rights reserved worldwide. www.hobsons.com Before 6th grade 6th grade 7th grade 8th grade 9th grade 10th–12th grade Not sure Grade When ILP is Initiated Percentageof SurveyRespondents 5 13 12 38 27 2 4 63% 29% 63% of ILPs Were Initiated in Middle School Percentage of Survey Respondents Who Reported that Students Meet with School Personnel at Least Once per Academic Year Middle School – 58% High School – 90% Number of States Job Title of Survey Respondents 33% | Director or Head of Counseling Department 57% | School Counselor 3% | College Counselor 2% | Principal; Vice/Assistant Principal; Head of School 6% | Other Staff n=1,626 Each of the 50 states and the District of Columbia had an initiative that promoted college and career planning for high school students. Twenty-nine states and the District of Columbia mandated ILPs for all students. ■ States with Mandated ILPs or other College and Career Planning Initiatives States with Mandated Individual Learning Plans or other College and Career Planning Initiatives

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