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College and Career Ready = Transition Focused Education. Core Standards With a New Lens Catherine H. Fowler National Secondary Transition Technical Assistance Center Idaho Transition Cadre October 2, 2013. Objectives. Overview college and career readiness factors

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college and career ready transition focused education

College and Career Ready = Transition Focused Education

Core Standards With a New Lens

Catherine H. Fowler

National Secondary Transition Technical Assistance Center

Idaho Transition Cadre

October 2, 2013


Overview college and career readiness factors

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


reauthorizing nclb esea
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
“old wine in new bottles”…sort of

Secondary Transition = College and Career Ready

purpose of common core
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
College Readiness

Enter ready to succeed in credit bearing courses

CCSSO , 2010

more college readiness
…more College Readiness

content knowledge

critical thinking: problem formulation, research, communication, accuracy

learning strategies: test-taking, note-taking, collaborative group skills, time management, technology skills

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

Conley, 2010



mindsets: sense of belonging, ownership of learning, self-awareness, perseverance, effort, motivation, grit and tenacity!

learning strategies

social skills: interpersonal skills such as empathy, cooperation, assertion, responsibility, accountability

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

college is
College Is



Vocational, business, technical

College-based transition programs

students with disabilities total enrollment 88 to 08
Students with Disabilities: Total Enrollment – ’88 to ‘08

* = HEATH, 2001


^ = NCES, Horn and Berktold

Hart, Madaus, Dukes, 2013

skills attributes behaviors and college success
Skills/ Attributes/ Behaviors and College Success

Academic preparation

Knowledge of disability needs and early communication (Lightner, 2012; Karp & Bork, 2012)

Self-management (e.g., time, workflow, behavior)

Communication skills

Social integration/ participation (Mamisiseishvili & Koch, 2010)

Hart, Madaus, Dukes, 2013

current data on college ready
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
…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 readiness
Career Readiness

CCSSO, 2012

Conley, 2012

Common Core intends to prepare students for careers that:

Offer competitive, livable salaries above the poverty line

Offer opportunities for career advancement

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

skills attributes behaviors and employment success
Skills/ Attributes/ Behaviors and Employment Success

Communication (giving and receiving information)

Attitude/ enthusiasm



Problem solving

Professionalism (blending and applying above skills)

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

skills attributes behaviors in growing industries
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


“…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
Standards-Based Education ≠ Special Education?

Need for standards

Individualized to preferences, interests, and needs

Shift as students get closer to graduation


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
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 instruction
    • Goal setting in teaching writing paragraph or persuasive essay
    • Self-awareness and self-advocacy through research and presenting ideas
    • Problem-solving applied in mathematics, science, and other content
more ideas not necessarily ebps
…more ideas (not necessarily EBPs)
  • Discuss accommodations and provide opportunities to request
  • Note-taking strategies
  • Time-management
    • Syllabus review
    • Use technology
  • Clubs, extracurricular
  • College searches (including 529, etc.)
  • College 101/ orientation course
  • Career fair/ mock interviews
more possibilities not necessarily ebps
…more possibilities (not necessarily EBPs)

Use vocabulary of accommodations and strategies in class

Provide opportunities to negotiate accommodations, assistance

Force to problem solve

Team/ peer projects

Career exploration

Work Based Experiences

Student-directed SOP

what do you do
What do you do?



be intentional
Be Intentional

Understand the Idaho Core Standards

Use student performance data (academic and other)

Which skills need to be taught to multiple students?

Remember – everyone’s focused on college and career readiness

What “transition-focused skills” need to be taught to one student?

be intentional contin
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
Universal Design for Learning

Multiple means of representation

Multiple means of expression

Multiple means of engagement

online resources
Online Resources
    • 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
    • 411 on Disability, Skills to Pay the Bills
    • Community of Practice on Transition
additional resources
Additional Resources – resources and current information on the adoption and implementation of the Common Core State Standards;





contact me
Contact Me!

Catherine Fowler