pennsylvania training and technical assistance network career education and work standards: tools...
TRANSCRIPT
Pennsylvania Training and Technical Assistance Network
Career Education and Work Standards: Tools for Transition
July 23, 2009Pennsylvania Community on
Transition Conference
Diane Orloski, Luzerne IU 18Rosemary Nilles, PaTTAN
Pittsburgh
Did You Know?
Lets start thinking……
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PaTTAN’s Mission
The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania
Department of Education working in partnership with families and
local education agencies to support programs and services to
improve student learning and achievement.
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PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement decision is an Individualized
Education Program (IEP) team decision, our goal for each child
is to ensure IEP teams begin with the general education setting with the use of supplementary
aids and services before considering a more restrictive
environment.4
Objectives Participants will increase understanding of
various ways to develop effective transition practices for students with disabilities within the general curriculum Using PA’s Standards Aligned System.
Using resources within the Career Education and Work (CEW) Standards Toolkit .
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The Context:Secondary Transition and Students with Disabilities
“Why is transition important for all students?”
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In the U.S. today, less than 20% of the workforce is in jobs classified as unskilled. This in almost an exact reversal of the nature of the American workforce just 40 years ago.
There is a tremendous demand for educated people with general employability and specialized technical skills in areas related to computer science, high-tech manufacturing, software development, biotechnology, biomedical applications, sales and services, data base management and skilled health care .
Nearly all of the rapidly growing jobs and occupations require postsecondary or extensive continuing training.
Why?Why? The new economy
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Why?Why? The new economy
0%
20%
40%
60%
80%
100%
1950 1994 2002
Professional
Skilled
Unskilled
• About 70% of jobs in Pennsylvania require advanced skills, compared to 27% in 1950
**Source: U.S. Bureau of Census and PA Dept of Labor and Industry, Center for Workforce Information and Analysis
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What Does This Mean for Students with Disabilities?
Getting a high school diploma is not enough
The challenge is not only to ensure all students achieve high academic standards, but also gain skills needed to achieve their desired post-school goals and assume adult responsibilities in their communities
Storms, J., O’Leary, E., Williams, J (2000). Transition requirements: A guide for states, districts, schools, universities and families, p. 6
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Secondary Transition for Students with Disabilities
A bridge between school programs and the opportunities of adult life.
Involves partnership between student, family, school-age services and program providers, post-school services and program providers, and local community members.
Builds on student’s strengths, interests and preferences, and addresses needs
Identifies services /supports needed to reach post-school goals
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National Data for Students with Disabilities…
About 70.3% of students with IEPs graduate with diplomas, compared to 85% of their peers in general education.
About 32% of students with IEPs who
complete high school enroll in post-secondary education compared to 68% of the general student population.
.
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National Data for Students with Disabilities (cont.)
The rate of employment for youth with disabilities is substantially below the 63% employment rate for youth in the general population.
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005) After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
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Realities of Adult Life for Persons with Disabilities
Lower post-secondary education completion
Higher unemployment/underemployment
Lower standard of living
Do not receive post-school supports and services equal to those received by students enrolled in secondary programs
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WHY IS TRANSITION GOOD FOR ALL KIDS?
Every Child by Name…
Proficient in core subjects Graduates from high school, ready for college
& career Achieves equitable
outcomes, regardless of background, condition or circumstances
Our Vision in Pennsylvania
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Our Charge for Students with Disabilities
Developing programs and supports to keep students engaged in the general education curriculum, and meeting with academic and socialsuccess.
Designing transition programs within these structures assist our students in achieving their post-school goals.
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Special Educators’ Dilemma
HOW do we fit transition activities into the school day?
WHERE do they happen?
WHEN do they happen?
HOW does this interface with the IEP?
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Tools from PDE to Support Transition Planning for
ALL Students
Standards Aligned System (SAS)
Career Education and Work (CEW) Standards and Toolkit
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Introduction to Pennsylvania’s Standards
Aligned System (SAS)
Located on the Education Hub
www.pde.state.pa.us
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Standards Aligned System (SAS)
The Pennsylvania Standards Aligned Systems (SAS) is a collaborative product
of research and good practice thatidentifies six distinct elements which, if
utilized together, will provide schools anddistricts a common framework for continuous
school and district enhancement and improvement.
SAS addresses each PA Academic Standard 22
Resources & Materials
The stuff you use to teach the content
Clear Standards
What students should
know and do
Fair Assessments
How you measure what students know
& can do
Curriculum Framework
Big Ideas, Concepts, Competencies –
the content behind the standards
InstructionHow you teach
the content behind the standards
InterventionsHow you help
struggling kids understand
the contentStrongResults
For ALL
Students
Standards Aligned Systems
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Curriculum Framework forEach Academic Standard
Big Ideas: Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.
Concepts: Describe what students should know,
key knowledge, as a result of this instruction, specific to grade level.
Competencies: Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. 24
Essential Questions: Questions connected to the SAS framework and specifically linked to the Big Ideas. They should frame student inquiry and promote critical thinking. They should assist in learning transfer.
Vocabulary: Key terminology linked to the standards, big ideas,
concepts and competencies in a specific content area and grade level.
Exemplars: Performance tasks that can be used for assessment,
instruction as well as professional development. Exemplars provide educators with a concrete example of assessing students' understanding of the big ideas, concepts and competencies.
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Coming Soon to the Curriculum Framework…
SAS Curriculum Framework:Connections to
School District Curriculum
Understand = Big Ideas
Know = Concepts
Do = Competencies 26
Pennsylvania’s Career Education and Work (CEW)
Standards www.pde.state.pa.us
The Career Education and Work Standards, Chapter 4 of Title 22, are part of the State Board of Education’s regulations of required education for all students in
Pennsylvania.
PDE home page- K-12 Education –Curriculum and Instruction- Career Education and Work- Standards- scroll down to list of all standards 27
Through a comprehensive approach, Career Education and Work Standards complement all the disciplines and other academic standards. If Pennsylvania’s students are to succeed in the workplace, there are certain skills they need to obtain prior to graduation from high school.
These skills have been identified in the Career Education and Work Standards, but it is up to individual school districts to decide how they are to be taught. Districts can implement integration strategies within existing disciplines or can implement stand alone courses to address these standards.
A New Vision of Career Education
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Career Education and Work (CEW) Standards describe what students should know and be able to do at four grade levels (3, 5, 8 and 11) in four areas:
13.1- Career Awareness and Preparation
13.2- Career Acquisition (Getting a Job)
13.3- Career Retention and Advancement
13.4- Entrepreneurship
Let’s look at CEW Standards on the SAS webpage
Pennsylvania Career Education & Work Standards
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Career Awareness and Exploration, Grade 11: Big Ideas
Interests, aptitudes, and abilities are unique for each individual and play a key role in career choice.
Change impacts career options and choices. Career choice and preparation are lifelong
processes based on many influences and using many strategies.
There is a definitive relationship between education and career planning and choice.
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Career Exploration, Grade 11:Concepts
List some of the factors that impact personal career choices. Explain the relationship of interests, abilities, and aptitudes to career choices. Describe how interests, abilities, and achievement relate to achieving personal,
social, educational and career goals. List sources of career information. List sources for finding traditional and non-traditional careers. Describe ways that roles can change for individuals in the workplace. List the school-based opportunities for career awareness/preparation. List some factors that justify the selection of a career. List some sources of information about career preparation opportunities. Describe the relationship between educational achievement and career success. Identify resources to inquire about educational and training opportunities to
prepare for careers. Describe how the courses taken in high school relate to your career interests. Identify the parts of a career plan that require constant maintenance.
Explain how educational plans are important to the career choice process.
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Career Exploration, Grade 11:Competencies
Interview an adult and determine what factors influenced their career choices and how they influenced them.
Identify personal interests, aptitudes and abilities that influence career choice. Select some career options that are based on your personal interests, abilities, aptitudes,
achievements and goals. Locate, evaluate, and interpret career information. List a variety of traditional and non-traditional occupations. Given an example of someone's role change in the workplace, describe how it could open up
new opportunities for career choices. Choose some school-based opportunities for career awareness/preparation that would
benefit your career selection. Write a brief essay or speech that justifies your selection of a career. Use research and information resources to obtain career preparation information about
some of your career choices and compare them. Compare your current high school career plan with your current personal goals and make
changes where feasible. Select colleges and college course work that supports your personal career interests. Maintain a career planning portfolio.
Assess and modify your educational plan to support career goals.
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Career Acquisition, Grade 8:Big Ideas
Effective speaking, listening and writing are essential in the career acquisition process.
Identification and application of sound research practices and networking strategies are essential in the career acquisition process.
Comprehensive planning leads to effective career decisions.
Understanding and demonstrating workplace skills and knowledge is paramount in the career acquisition process.
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Career Acquisition, Grade 8:Concepts
List and describe effective delivery techniques used in an interview such as eye contact, body language and enunciation.
List and describe three important listening skills or attending behaviors necessary in a job interview.
Identify which written documents convey the ideas, thoughts, feelings and experiences necessary in the job acquisition process.
List and locate community job agencies. List and describe the parts of a high school academic plan. List and identify the source of information required in a career portfolio including
personal components, academic history and self-assessment activities. Describe the components and use of a weekly planner. List and describe essential workplace skills/knowledge that assist in career
acquisition such as responsibility, dependability, integrity and team building. Explain the importance of health, safety and labor laws in daily activities.
List and describe the types of technical literacy used for a job search.
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Career Acquisition, Grade 8:Competencies
Identify effective delivery techniques in a mock interview such as: eye contact, body language and enunciation.
Identify three important listening skills or attending behaviors during a sample job interview.
Draft a letter of introduction and sample resume. Complete a sample job application. Locate community job agencies and internet web sites and compare their usefulness by
asking adults for their preference in the job search process. Network with family, community or business people related to your career field of
interest. Create a high school academic plan connected to a developing career goal. Construct a career portfolio including personal components, academic history and self-
assessment activities. Using a weekly planner, designate specific periods of time to complete homework,
projects, family responsibilities and personal activities. Describe the importance of responsibility, dependability, integrity and team building in the
work setting. Demonstrate health, safety and labor laws in daily activities. Demonstrate technical literacy skills/knowledge in a job search. 36
Career Retention and AdvancementGrade 9: Big Ideas
Career retention and advancement is dependent upon student’s interpersonal skills, work habits, attitudes and effective time management skills.
Personal budgeting is significantly impacted by career choice.
Change as a factor and the role of lifelong learning, must be understood from a personal perspective and then as a workplace participant.
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Entrepreneurship, Grade 11:Competencies
• Recognize opportunity. • Analyze and conceptualize. • Create, innovate and self criticize. • Evaluate a situation and assess risk. • Share authority, when appropriate. • Value diversity. • Determine personal biases and stereotypes. • Determine interests. • Evaluate personal capabilities. • Conduct self-assessment to determine entrepreneurial potential. • Make decisions. • Develop tolerance for ambiguity. • Use feedback for personal growth. • Set personal goals. • Explain the concept of risk management.
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For each student, the school district must create an individualized career plan including, such as, but not limited to:
Assessment and continued development of career portfolio
Career goals Cluster/pathway opportunities Individual interests and abilities Training/education requirements and financing
Ch. 4 RequirementCareer Exploration/Assessment
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Schools must assist each students to start a Career Portfolio by the 8th grade. This portfolio will follow each student through graduation. Software available that incorporates career
aptitudes and abilities as well as an electronic portfolio
Ch. 4 Requirement Career Exploration/Assessment
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Students draw up a plan for career preparation in the eighth or ninth grades. They choose a pathway leading to a particular career goal and the core courses and electives that will enable them to graduate in that pathway
Ch. 4 Requirement
Career Plan of Study
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“Sounds like it’s not just special educators who need to be thinking about transition!”
“We all need a set of tools to get the job done!”
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Pennsylvania’s Career Education and Work (CEW) Toolkit
More tools to make transition a reality for
all students
www.pacareerstandards.com
Funded by PDE, Bureau of Career and Technical Education
Developed by Career Development Leaders Network
Coordinated by Jeannette Carter, Ph.D.
Outreach for K-12 at Pennsylvania College of Technology43
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CEWS MissionEnsure that each student
achieves and maintains
a personally and professionally rewarding
career journey.
www.pacareerstandards.com45
Goals of the Toolkit
• This electronic toolkit provides resources, references, crosswalks and other tools to assist elementary, middle and high schools teachers and administrators in implementing the Pennsylvania (PA) Career Education and Work Standards.
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CEWS Content
• Four strands – Career awareness
– Career acquisition
– Career retention
– Entrepreneurship
www.pacareerstandards.com 47
Key Student Outcomes
• Develop an individualized career plan and a career portfolio
• Develop a personal budget
• Develop a business plan
www.pacareerstandards.com 48
CEW Standards Crosswalks• Two sets of crosswalks assist educators
in making connections between CEW standards and other academic standards
• Tool can be used to connect career-related skills and competencies in any setting, including community, job site, Career/Tech Center
• Identifies how students access critical content
• Benchmarks at grades 3, 5, 8, 1149
CEW Standards Crosswalk
Core Academic Standards Crosswalk• Identifies the CEW standards that are met when
listed standards in the other academic area are fully accomplished. Standards and anchors are listed where available.
Extended Academic Standards Crosswalk • identifies the CEW standards that can be met
through the careful selection and introduction of a topic directly related to the CEW standard.
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Other Curriculum Resources• Surveys for schools (K-3, 4-5, 6-8, 9-12)
to determine curriculum coverage of CEW standards
• Sample CEW lesson plans, all grades• Course content for Futures courses• Literature resources• Games for students• Online learning program
CEW Toolkit: Assessments• Quick Assessment- Explore jobs that best match
your personality.(Approximately 5 min.)
• Interest Profiler - Helps you decide what kinds of occupations and jobs you might want to explore based on your interests. (Approximately 30 min.)
• Work Importance Profiler - Discover how much you value achievement, independence, recognition, relationships, support, and working conditions in a job. Get a list of jobs that reflect your values. (Approximately 30 min.)
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CEW Toolkit: Assessment and Planning
• AES Free college planning site– Holland Types– Career Key Assessment
• Online Pennsylvania Career Guide• College Board: Majors and Careers
Central• Parent Tools• Use of Portfolios
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Parent / Guardian Brochures
• Downloadable brochures for parents of elementary, middle, and high school students
• Examples:– Helping Your Child Identify Interests– Why Should My Child Explore Careers?– Career Clusters and Pathways– Helping Your Child Make Career Decisions– Parent Involvement = Student Success
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Parent / Guardian Resources
• America's Career Resource Network Parents HomepageTopics such as starting young, school success, career exploration, beyond high school and children with special needs are addressed. Additional resources and links are provided.
• Career CheckInventory for parents and students to take together. Parents can see how their child's interests match up to their plans for a future career.
• "Your Child's Career" - website for parents55
Resources• Resources on this site can supplement
existing career development resources already in use in the schools.
• Core Internet Resources (box on right) are the most widely used and applicable websites.
• Additional resources will continue to be added to the toolkit. Schools are encouraged to submit resources and lesson plans for inclusion in the toolkit.
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AllAll school personnel in school personnel in allall school districts! school districts!
Who is going to do this work on transition?
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IV. Making Transition Happen for All Students
It’s all about collaboration!
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Effective Practices: School Level
Using the CEW Crosswalks to assure that CEW standards are addressed across the curriculum
Developing activities/programs around careers at each grade level
Electronic portfolios for all students
Business & community partnerships, work experience, job shadowing, internships
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Effective Practices: School LevelGeneral Education Courses
One effective practice to implement the standards is the development of stand-alone courses (e.g., Careers Class) for ALL 8th and 9th graders, often linked with character education programs.
Course outlines for Futures 1, Futures II and Foundations for Success ) suggest content these courses might include. (Refer to CEW Toolkit.)
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Effective Practices: School LevelMapping Transition Activities
Many schools are “mapping” the activities that occur in general education for each grade level. Examples: career based field trips,
guidance services, resume writing, career exploration
These activities can be listed in the transition grid of the IEP
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Some Time-Saving Tips
Talk to your district administrators: Where are the CEW Standards being
included in your district? Vocational Assessments for all 8th graders? Portfolio for all students 8 – 12 grade? Family Consumer Science? Completion Project?
Parents are partners! Share the materials!
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Resources & Materials
The stuff you use to teach the content
Clear Standards
What students should
know and do
Fair Assessments
How you measure what students know
& can do
Curriculum Framework
Big Ideas, Concepts, Competencies –
the content behind the standards
InstructionHow you teach
the content behind the standards
InterventionsHow you help
struggling kids understand
the contentStrongResults
For ALL
Students
Standards Aligned Systems
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Effective Practices: Classroom Level
General and special educators working together and using SAS to: Teach to the Standards, including CEW. Use Fair Assessments to inform and adjust
instruction. Use Curriculum Framework: Big Ideas,
Concepts, and Competencies to design unit organizers and lesson plans… which leads to differentiation of content, assignments, assessments.
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Effective Practices: Classroom Level (cont.)
General and special educators working together and using SAS to: Use effective instruction to keep students
engaged. Use or adapt materials to accommodate
individual needs. Use targeted interventions for at-risk students
based on assessment data. Use portfolios to document transition
activities.66
Effective Practices: SAS and IEP Development
Identify student’s Post-School Goals (using Assessment)
Use Fair Assessments to identify Present Levels of Academic and Functional Performance (PLAAFP), including specific Needs
Identify Course of Study needed to achieve post-school goals
Identify the standards student must meet to address identified Needs
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Indicator 13
connection
Effective Practices: SAS and IEP Development
Use Big Ideas, Concepts, and Competencies to focus on what student needs to know to meet post-school goals (Measurable Annual Goals- MAG)
Use effective instructional strategies to identify what works for the student & to keep him/her fully engaged (Specially Designed Instruction- SDI)
Use Materials and Resources as tools for instruction
Use Interventions (Safety Nets) to make sure student meets the standards and moves towards post-school goals (SDI)
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Making the Connections
Who in your district/school is using the Career Education and Work (CEW) toolkit?
Can teachers identify CEW Standards addressed in their content areas?
If not, who can help to make this happen?
Are parents aware of these resources?69
Making the Connections
Do your students with disabilities have access to challenging, standards-based instruction with adequate supports?
How can the CEW toolkit be used to improve transition practices for students with disabilities? For all students?
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And Other Connections…
How might using the Standards Aligned System and the Career Education Toolkit benefit your students, and all students in Pennsylvania?
What three things will you do in your district/school/classroom as a result of today’s session?
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Contact Information www.pattan.net
Rosemary Nilles
PaTTAN Pittsburgh
800-446-5607 ex. 6870
Diane Orloski
Luzerne IU 18
570-718-4632
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary
Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education72