College and Career Ready = Transition Focused Education

Core Standards With a New Lens

Catherine H. FowlerNational Secondary Transition Technical Assistance Center

Idaho Transition CadreOctober 2, 2013

Objectives

Overview college and career readiness factors

Consider alignment of evidence-based practices and predictors within the Idaho Core Standards

Resources

Reauthorizing NCLB/ ESEA

“every student should graduate from high school ready for college and a career, every student should have meaningful opportunities to choose from upon graduation from high school” President Obama in Blueprint for Success, 2010

The administration has a goal that by 2020, the U.S. will return to having the highest proportion of college graduates in the world

“old wine in new bottles”…sort of

Secondary Transition = College and Career Ready

Purpose of Common Core

The Common Core State Standards… only include what is most essential for students

to know and be able to do in ELA and math are focused include both content and skills have a clear, logical progression of content and

skills from grade to grade are about student mastery, not content

coverage

“Standards are not curriculum. This initiative is about developing a set of standards that are common across states. The curriculum that follows will continue to be a local responsibility (or state-led, where appropriate)” (CCSSO, 2012).

College Readiness

Enter ready to succeed in credit bearing courses

CCSSO , 2010

…more College Readinesscontent knowledgecritical thinking: problem formulation,

research, communication, accuracylearning strategies: test-taking, note-

taking, collaborative group skills, time management, technology skills

transition knowledge and skills: applications, college culture, self-advocacy

Conley, 2010

…more

behaviors mindsets: sense of belonging, ownership of

learning, self-awareness, perseverance, effort, motivation, grit and tenacity!

learning strategiessocial skills: interpersonal skills such as

empathy, cooperation, assertion, responsibility, accountability

Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, & Beechum (2012)

College Is

4-year2-yearVocational, business, technicalCollege-based transition programs

Students with Disabilities: Total Enrollment – ’88 to ‘08

1988* 1991* 1992-1993# 1994* 1995-1996^ 1996* 1998* 2000* 2003-2004# 2007-2008#0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

* = HEATH, 2001#= IES/NCES^ = NCES, Horn and Berktold Hart, Madaus, Dukes, 2013

Skills/ Attributes/ Behaviors and College Success

Academic preparationKnowledge of disability needs and early

communication (Lightner, 2012; Karp & Bork, 2012)Self-management (e.g., time, workflow,

behavior)Communication skillsSocial integration/ participation

(Mamisiseishvili & Koch, 2010)

Hart, Madaus, Dukes, 2013

Current Data on College Ready

In 2012, 67% of all high school graduates met the English College Readiness Benchmark (ACT, 2012)

25% of all high school graduates met readiness benchmarks for English, Reading, Math, and Science (ACT, 2012)

36% of ALL first year undergrads took remedial courses (NCES, 2012)

…and for students on IEPs

50+% do not consider self to have disability (NLTS2, 2009)

Many do not understand accommodations (e.g., personal needs, process for requesting; Getzel & Thoma, 2009 & Lightner, 2012)

Student knowledge and skills do not match professor/ college expectations (Karp & Bork, 2012)

Hart, Madaus, Dukes, 2013

Career ReadinessCommon Core intends

to prepare students for careers that:

1. Offer competitive, livable salaries above the poverty line

2. Offer opportunities for career advancement

3. Are in a growing or sustainable industry

Work ready = basic expectations (punctuality, appropriate dress)

Job ready = specific training necessary

Career ready = key

content knowledge and key learning skills and techniques

Conley, 2012CCSSO, 2012

Skills/ Attributes/ Behaviors and Employment Success

Communication (giving and receiving information)

Attitude/ enthusiasmTeamwork NetworkingProblem solvingProfessionalism (blending and applying above

skills)

Office of Disability and Employment Policy (Skills to Pay the Bills, 2012)

Skills/ Attributes/ Behaviors in Growing Industries

Non-routine analytical (e.g., problem-solving, math applications)

Non-routine interactive (e.g., planning, self-awareness, self-monitoring)

Non-routine manual (e.g., physical coordination, agility)

Council of Economic Advisors, 2011

I choose C

Anxiety

“…While I like the idea of everyone in the nation finally (with skepticism) being taught and held to the same academic standards, I wonder how

that will have an impact on students with exceptionalities…” (Richard, on

CEC blog)

Standards-Based Education ≠ Special Education?

Need for standards

Individualized to preferences, interests, and needs

Shift as students get closer to graduation

Standards

Transition

Individualized

Self-Determination

Life Skills

Employment

Standardized

Math

Reading

Writing

Relevance

How do we insure that relevant, transition-focused skills

(employment, independent living, social, career planning, decision making, self-advocacy, college success) are taught as students demonstrate progress

in the Idaho Core?

Reflect on Predictors and EBPs

Self-determination and ELA standards

Social skills using peer mediated instruction*

Application of knowledge in math standards (and Science)

Informational texts in English Language Arts (and Social Studies and Science)

…

Evidence based practices to teach academic skills

Evidence based practices to teach life skills with some math and reading components

Technology skills and student involvement in the IEP

…

Using Self-Management Instruction to Teach:

• Academic Skills • Social Skills • Job Specific Skills Using Self-Monitoring Instruction to Teach:• Functional Life Skills

…

Embedding self-determination within academic instruction and aligning with core instructionGoal setting in teaching writing

paragraph or persuasive essaySelf-awareness and self-advocacy

through research and presenting ideas

Problem-solving applied in mathematics, science, and other content

…more ideas (not necessarily EBPs)

Discuss accommodations and provide opportunities to request

Note-taking strategiesTime-management

Syllabus review Use technology

Clubs, extracurricularCollege searches (including 529, etc.)College 101/ orientation courseCareer fair/ mock interviews

…more possibilities (not necessarily EBPs)

Use vocabulary of accommodations and strategies in class

Provide opportunities to negotiate accommodations, assistance

Force to problem solveTeam/ peer projectsCareer explorationWork Based ExperiencesStudent-directed SOP

What do you do?

Content Behaviors

Example: ELA

Standard: Reading: Key Ideas and DetailsAnalyze how and why individuals, events, and ideas develop and interact over the course of a text.

Academic Context:To Kill a Mockingbird

Real life Skill:Self-Determination

Instruction:

Do a character study of Boo Radley. Analyze his relationships with other characters (e.g., Scout and Jem). Identify how the relationship changes and why including what makes him hide. Apply Boo’s situation to your own. Explain how your disability/difference affects your life and potential friendships.

Example: Math - Transformations in the Plane

Slide

Rotation

Think Tank Activity

Be Intentional

Understand the Idaho Core StandardsUse student performance data

(academic and other)Which skills need to be taught to

multiple students?Remember – everyone’s focused on

college and career readinessWhat “transition-focused skills” need to

be taught to one student?

Be Intentional (contin.)

Explicit instruction?Process (e.g., social skills through

collaborative groups, career knowledge through online research)

Make a plan

Universal Design for Learning

Multiple means of representation

Multiple means of expression

Multiple means of engagement

Online Resourceswww.nsttac.org

Evidence-Based Predictors, Predictor Resources Evidence Based Practices, Practice Descriptions

Organized by Skill Taught Evidence Based Practices, Lesson Plans, Student

Development Life Skills (self-determination components)

101 on College and Career Readiness and 101 on Universal Design for Learning

www.ncwd-youth.info 411 on Disability, Skills to Pay the Bills

www.ideapartnership.org Community of Practice on Transition

Additional Resourceswww.corestandards.org – resources and

current information on the adoption and implementation of the Common Core State Standards

www.cast.org www.careertech.orgwww.p21.org www.ncwd-youth.org http://www2.ed.gov/programs/racetothe

top-assessment/index.htmlwww.parcconline.org;

http://www.k12.wa.us/smarter/

CAUTION:LIMITED RESEARCH

DUE TO QUICK ROLL OUT

Opportunity

Contact Me!

Catherine Fowlerchfowler@uncc.edu

704-687-8853

nsttacmail@uncc.edu 704-687-8606

www.nsttac.org