Center Consolidated Schools, 26JT

ICAP Policy

BasicInstructionalProgram

In an effort to be post-secondary ready, theeducationalprogramshallprovideformalstudiestomeetthegeneralacademic needsofallstudentstoenablethemtomeetorexceedstateanddistrictcontent standards. Totheextentpossibleopportunitiesforindividualstudentstodevelop specifictalentsandinterestsinmorespecializedfieldsshallalsobeprovided.

Anatmosphere shallprevailinwhichhealthygrowthisfostered, inwhichabilityis recognizedandexcellenceencouraged, andinwhichaproductive lifeisheldbefore studentsasamodeltoemulate.

Thevariousinstructional programsshallbedevelopedwiththeviewtoward maintainingbalanced,integratedandsequentiallyarticulatedcurriculawhichwill servetheeducationalneedsofallstudentsinthedistrict.

Preparationforpostsecondaryopportunities

Studentswill begin planningforpostsecondaryopportunities throughouttheirmiddle and highschoolcareerssotheywillbeadequately preparedupon graduationfromhighschool to successfully enter post-secondary education/training or the workforce.

Beginninginsixthgrade,Districtpersonnel shallassiststudentstodevelop andmaintainindividual careerandacademicplans. Thestudent's careerand academicplanwillbedesignedtoassistthestudentandthestudent's parent/guardianinexploring thepostsecondarycareerandeducational opportunitiesavailabletothestudent,aligningcourseworkandcurriculum, applyingtopostsecondaryeducationinstitutions, securing financialaidand ultimatelyenteringtheworkforce.

Post-Secondary planning goals:

-Each student upon enrollment will be enrolled in thecollegeplanning andpreparation resource, "College ln Colorado” (CIC).

-The ICAP process will be designed to help students take ownership for establishing and reaching their future educational and career goals.

-All students grades 7 through 12 will have an established ICAP focused on a career goal.

-Students in grades 7 through 12 will learn to access, navigate, and use CollegeinColorado.org.

-Through career planning inventories and activities, students will investigate personal interests, skills, strengths, and weaknesses related to educational and career goals.

-District secondary administrators, counselors, and instructional staff will learn to access, navigate, and use CIC. These staff will actively participate in ICAP implementation through advisory groups.

-Parents will learn to access, navigate, and use CIC as a resource to support their student’s future post-secondary goals.

-All district students, parents, staff, counselors and administrators will know and understand the value of and relationship between the ICAP, current academic instruction, and postsecondary goals and expectations.

ICAP Roles and Responsibilities

  • District Administration
  • Ensure that ICAP is built into the regular school calendar.
  • Provide sufficient resources to counselors for ICAP supplies, college visits and field trips, CIC customization, and professional development.
  • Work with building administration to facilitate project implementation.
  • MS and HS Administrators
  • Work with building staff and counselors to facilitate project implementation.
  • Facilitate planning and implementation for the training of building staff.
  • Develop and implement strategies to help staff to integrate ICAP into the curriculum and into the school calendar.
  • Initiate activities to bring parents into the career planning process of their students.
  • Counselors
  • Work with administrators and building staff to facilitate project implementation.
  • Develop and implement strategies to help staff to integrate ICAP into the curriculum and develop ICAP plans for ICAP advisory groups that are aimed to help the student take ownership for establishing and reaching their future educational and career goals.
  • Provide ongoing project training, support, and resources to building staff.
  • Engage outside resources to support ICAP programming.
  • Facilitate ICAP related college visits, career fairs, and field trips.
  • Seek resources to support ICAP implementation.
  • Annually review each student plan.
  • Initiate activities to bring parents into the career planning process for their students.
  • Provide information to parents/guardians about ColoradoCommissiononHigherEducation(CCHE) admission requirements for institutions in Colorado as well as thecoursesthedistrict offersthatmeettheCCHEadmissionrequirements prior to the enrollment 9th grade year.
  • Assist students in course selection based on student educational and career goals.
  • Use CIC Professional Center to determine how many and how well students complete project goals and use existing homework policy to keep students accountable on a monthly basis.
  • Evaluate ICAP impact through pre/post test analysis, post-secondary attendance analysis, and FAFSA completion.
  • Building Staff:
  • Secondary enrollment staff will ensure that students are enrolled in an ICAP grade level advisory group and are assigned a room and advisor.
  • Instructional staff will work with students to facilitate ICAP implementation.
  • Attend trainings prior to designated ICAP days.
  • Implement ICAP plans with fidelity.
  • Develop and implement strategies and lesson plans to integrate CIC into the curriculum.
  • Teach students to understand the relationship between the ICAP, current academic learning, and postsecondary goals and expectations.
  • Train students to view their CIC accounts as a “living/changing” document that should be visited regularly.
  • Ensure students assigned to advisory group have completed grade level requirements.
  • Initiate activities to bring parents into the career planning process of their students, including facilitation of a student-led parent-teacher conference about ICAP.
  • Students:
  • Understand the value of and relationship between the ICAP, current academic learning, and postsecondary goals and expectations.
  • Explore career opportunities for the future
  • Complete interest surveys in order to learn more about self
  • Select an appropriate career cluster and career goal
  • Create high school course plan based on the selected career cluster and goal
  • Complete the designated yearly grade level requirements

Post-secondary planning activity requirements:

  • In addition to grade level requirements, at a minimum, all students will annually do the following:
  • Career Cluster and Interest Inventories
  • Create post-secondary goals
  • Research available careers and the educational requirements for each
  • Research post-secondary educational options and the admission requirements for each, including attendance at a college fair or college visit
  • Learn about financial aid and scholarship options
  • Plan courses related to educational and career interests
  • Do personal reflection based on current academic learning, ICAP activities, and future educational and career aspirations
  • All students must satisfactorily complete Senior Seminar during senior year to graduate.

LEGALREFS.: C.R.S.22-1-104(teachingofhistory,cultureandcivilgovernment)

C.R.S.22-1-108through22·1·110(instructiononthefederalconstitution andtheeffectofuseofalcoholandcontrolledsubstances)

C.R.S.22-25·101 etseq.(ColoradoComprehensiveHealthEducationAct)

C.R.S.22-32-109(1)(ff)(noticeofcoursesthatsatisfyhighereducation admissionguidelines)

C.R.S.22-32·109(1)(nn)(careerandacademicplanningforstudents beginninginninthgrade)

C.R.S.22·35·101etseq.(Concurrent EnrollmentPrograms Act)

CROSSREFS.: IKF,GraduationRequirements

JIC,StudentConduct,andSubcodes