Who Supports ICAP?

We all engage with and empower students.

Educators, parents, siblings, relatives, friends, personal experiences, hobbies, interests, achievement, and mindsets all contribute to a student’s career exploration story.

"I am the father of two grown sons. Representing all of our parents, I want to encourage you to have discussions with young people, around their passions, their interests, what they see themselves doing after high school. Those can be some of the most rewarding discussions."

- Kevin Aten, Superintendent, Bayfield Schools

How can we ALL support them?

Become a champion for the ICAP/PWR Process; consider joining an ICAP team
Engage students in meaningful career conversations
Integrate ICAP and PWR into classes, activities, sports, events, jobs, internships, lunchtime, advisory, clubs…
Provide feedback for improvement, advice, and guidance

Rural districts in northeastern Colorado have made it a point to get students involved in career training to prepare them for the everchanging workforce.

What are the expectations for EACH of us?

Administrators and Leaders ▼

Make postsecondary and workforce readiness a priority for your district & schools
Encourage staff members to integrate PWR activities into their curricula and activities
Value career development and PWR in teacher/staff evaluations

Community and Business Partners: ▼

Provide information and activities for students to better grasp what kinds of postsecondary opportunities exist
Help deliver Work-Based Learning experiences and opportunities for students
Design and implement college visit days, overnights, application days
Help teachers, counselors, and administrators understand the concurrent enrollment process

Counselors and Educators: ▼

Counselors:

Lead the ICAP Process
Select members and facilitate the ICAP/PWR team
Follow ASCA Mindsets and Behaviors
Create/facilitate/collaborate with others for ICAP/PWR lessons

Educators:

Co-plan and present
Develop and integrate PWR into curriculum and planning
Help students map curriculum to career goals
Work with counselors to promote CTE programming and pathways, andwork-based learning

CTE teams:

Tie CTE programs to ICAP and PWR through credentials, course mapping and career goals

SpED teams:

Map out ICAP and postsecondary goals through student IEPs . The student’s ICAP is the IEP!
Help others understand accommodations

Students and Families: ▼

Students own the process and are able to:

Discover their interests, strengths, and passions
Research and explore what’s possible – in school and out of school
Talk with adults about career ideas
Plan future coursework; consider sports, arts, drama, CTE, electives
Engage in work-based learning, college experiences, and community service
Reflect, reconsider, and revise their plan
Act on ideas and opportunities

Families support the process by: