presenters jill griffiths, uk-hdi kevin o’hair, kde-oaa debbie seider, kde-octe kentucky state...

Kentucky State Personnel Development Grant/CCR

PresentersJill Griffiths, UK-HDI

Kevin O’Hair, KDE-OAADebbie Seider, KDE-OCTE

for Student Participating in the Alternate Assessment

Unbridled Learning Accountability Model: Next Generation Learners

College and Career Readiness Measures

Implementation Timelines

2015-2016• Four CCR Usability Sites begin implementation• All LEAs engage in CCR readiness activities

2016-2017• Statewide pilot• Usability Sites continue

2017-2018• Accountability begins – first year points can be

earned under the revised measures• Usability Sites complete activities


Unbridled Learning Accountability Model: Next Generation Learners


Career Ready: Academic

Employability Skills Attainment Record• Checklist of skills and knowledge in career

awareness and development• Formative and summative assessment


ESAR as Formative Assessment

• Beginning 8th Grade – Baseline Year• Transition Assessment Instrument• Used for formative assessment and

instructional planning annually• ESAR and evidence reviewed annually by team


ESAR as Summative Assessment

• The year the student exits with a graduation code

• ESAR and evidence reviewed by a team• Highest score used for accountability


Career Ready: Academic


ESAR Areas

Personal Qualities and People Skills

Foundational Academic Skills

Workplace Knowledge Skills

Positive Work Ethic Speaking and Listening Technical Literacy

Integrity Reading and Writing Critical Thinking and Problem Solving

Teamwork Mathematics Health and Safety

Self-Representation Job Acquisition and AdvancementTime, Task, and Resource Management


KOSSA ESAR

Reviewed Kentucky Occupational Skill Standards (KOSSA) and pulled those skill standards that appeared salient for population of youth participating in Alternate Assessment

Cross-walked identified, salient KOSSA with US Department of Labor’s Office of Disability Employment Policy’s Skills to Pay the Bills research and curriculum (2012)

http://education.ky.gov/CTE/kossa/Pages/KOSSAStandardsDocs.aspx

http://education.ky.gov/CTE/kossa/Pages/KOSSAStandardsDocs.aspx


Career Ready: Technical

Kentucky Career Work Experience Certification• Provides opportunity for student

demonstrations of practical knowledge and skills• Utilizes community based school-business

partnerships• Includes three phases: • Career Exploration• Person Centered Planning• Work-based Learning

Career Work Experience Certification Outline of Process by Grade Level

Middle SchoolGrade 6

Middle SchoolGrades 7-8

High SchoolGrades 9-12

Grade 14

• ILP Process begins• Interest Inventories

conducted• Career Exploration begins• Supports for Community

Living Application for individual students submitted

• Continue Interest Inventories• Continue Career Exploration• Determine baseline of skill

levels on Employability Skills Attainment Record - 8th Grade

• Transition Planning begins at age 14 or 8th grade, whichever comes first

• Person Centered Planning begins at Grade 9

• ESAR formative assessment continues on annual basis

• Annually Continue Transition Planning • Plan Course of Study

• Develop a minimum 3 year work-based learning (career pathway) for individual students• In accordance with course of

study• In accordance with LRE

• Referral to OVR at age 16• Referral to Community Based Work

Transition Program (CBWTP) prior to last two years of school or to district developed work-based learning program

• Determine postsecondary decision to employment at prior to exit

• Summary of Performance given to student upon year of exit


Bonus Points


Structure for Developing the Instructional Model

TaxonomyProgram Attributes

Student Development

Determine Student Transition

Competencies*Academic

Development*Career Development

*Personal/Social Development

Develop a WIKIdevelop instructional

frameworks, resources, locations for

competencies, aligned with Course of Study at

high school level

Align Student Transition

Competencies with Alt K-PREP Standards

Develop Course of Study Descriptions

*Academic courses with transition competencies

embedded*Employability Specific

Courses (CBI, work-based & experiential)

*Self-determination Course

Program Structure


EFAS-AA


EFAS-AA Progressions

Career Work Experience Certification Outline of Process by Grade Level

Middle SchoolGrade 6

Middle SchoolGrades 7-8

High SchoolGrades 9-12

Grade 14

• ILP Process begins• Interest Inventories

conducted• Career Exploration begins• Supports for Community

Living Application for individual students submitted

• Continue Interest Inventories• Continue Career Exploration• Determine baseline of skill

levels on Employability Skills Attainment Record - 8th Grade

• Transition Planning begins at age 14 or 8th grade, whichever comes first

• Person Centered Planning begins at Grade 9

• ESAR formative assessment continues on annual basis

• Annually Continue Transition Planning • Plan Course of Study

• Develop a minimum 3 year work-based learning (career pathway) for individual students• In accordance with course of

study• In accordance with LRE

• Referral to OVR at age 16• Referral to Community Based Work

Transition Program (CBWTP) prior to last two years of school or to district developed work-based learning program

• Determine postsecondary decision to employment at prior to exit

• Summary of Performance given to student upon year of exit


EFAS-AA &Progressions


Structure for Developing the Instructional Model

TaxonomyProgram Attributes

Student Development








high school level








Program Structure


Career Work Experience Certification

Taxonomy

Program Attributes

Student Development








high school level








Program Structure



Non-Negotiable Components

Flexibility:Work-Based Learning

Opportunities


Non-negotiable components:• Process begins in alignment with the ILP at the 6th grade• District programs align with the Kentucky Taxonomy for Transition Programming• Process includes Person Centered Planning, with district choice for which particular planning

method(s) to use• Career work experiences for students are Individualized and implemented in accordance with

the Individualized Education Program (IEP)• Components of the CWEC are aligned with the Course of Study for Alternate Assessment and

meet the requirements of course descriptions (in development)• Students receive instruction in skills in Employability and Foundational Academic Skills-Alternate

Assessment and opportunities to generalize the skills in community and work environment(s)• Placement in work-based learning environments is based on the Least Restrictive Environment

(LRE) for each student• Interagency Collaboration is utilized for work-based learning opportunities• Evidence-based practices are utilized in school, community and work settings, for both

instructional and transition practices• Universal Design for Learning (UDL) practices are incorporated within instruction• Experiences are in alignment with KDE-CTE Work-Based Learning Manual


Flexibility: Work-Based Learning Options

• Cooperative Education• Entrepreneurship• Internship (Paid-Unpaid)• Mentoring• School-based Enterprise• Service Learning • Shadowing

http://www.hdi.uky.edu/cbwtp/Default.aspx

Courses of StudyPurpose:• To document a course of study, based upon

student needs, leading to an Alternative High School Diploma

• To document the completion of the Career Work Experience Curriculum

• To provide fidelity with completion of Courses of Study statewide



KY CTE Work-Based Learning Options:Include in • Cooperative Education• Entrepreneurship• Internship (Paid-

Unpaid)• Mentoring• School-based

Enterprise• Service Learning • Shadowing

Course of Study Descriptions:

Alternate Assessment

The student’s multi-year Course of Study documents the

completion of the CWEC

Work-Based Learning ProgramsVehicles for implementing a % of the work-based learning options

• CBWTP• District

Develop Program

• Combination

Career Ready for Students Participating in the Alternate Assessment

Grade Instruction in the Employability and

Foundational Academic Standards

Career Ready: Academic Employability Skills

Attainment Record (ESAR)

Career Ready: Technical Career Work

Experience Certification (CWEC)

1 X 2 X 3 X 4 X 5 X

6 X

ILP process begins; interest inventories conducted; career exploration begin; Supports for Community Living application submitted for individual students, as needed

7 X Continue interest inventories; continue career exploration; transition planning begins at age 14 or 8th grade, whichever comes first

8 X ESAR Baseline

9 X Grade 9 ESAR• Person centered planning begins at Grade 9• Annual transition planning o Plan Course of Study• Develop a minimum three year work-based learning (career pathway) for individual studentso In accordance with course of studyo In accordance with LRE

10 X Grade 10 ESAR Referral to OVR at age 16

11 X Grade 11 ESAR• Referral to Community Based Work Transition Program (CBWTP) prior to last two years of school, or• Referral to district developed work-based learning program 12 X

Grade 12 ESAR - final administration if student graduates with an exit code

• Determine postsecondary decision to employment at prior to exit• Summary of Performance given to student upon year of exit

14 X

Year 5 HS ESAR - final administration if student graduates with an exit code

14 X

Year 6 HS ESAR - final administration if student graduates with an exit code

14 XYear 7 HS ESAR - final administration

Draft CCR WIKI ComponentsAssessment &

Accountability ResourcesCurriculum Resources Instructional Resources

• KY Unbridled Accountability Model

• Next Generation Learners Component

• Next Generation Learners CCR

• CCR for Students Participating in the Alternate Assessment

• College Ready – TAR• Career Ready Academic –

ESAR• Career Ready Technical –

CWEC• Career Development

Assessment & Accountability Folder Components

• Alternate K-PREP Standards • Alternate K-PREP

Progressions• EFAS-AA• EFAS-AA Progressions• Course of Study

Descriptions

• Activities for EFAS-AA by Primary, Intermediate, Middle School and High School

• Use academic as part of examples

• Ways students can demonstrate the skills for each activity

• Resources for each activity• Units of Study – teachers

can upload examples• Lesson Plans – teachers can

upload examples• Links to other instructional

WIKIs

College & Career Ready Documentation

• College Ready:– Transition Attainment Record: Alternate

Assessment and Accountability Folder (AAAF)• Career Ready:– Employability Skills Attainment Record: Career

Ready Alternate Assessment Folder (CRAAF)– Career Work Experience Certification (CRAAF)


Career Ready Alternate Assessment Folder (CRAAF)

Draft CRAAF Components:1. Student Information Page2. Code of Ethics-Confidentiality Agreement3. Quiz of Certification (specific to standards)4. Employability Skills Attainment Record 5. Career Work Experience Certification


CRAAF: 4. Employability Skills Attainment Record

• Section 1: Grade 8 Baseline ESAR and Evidence • Sections 2-7: ESAR Annual Formative Assessment

Results for Grades 9-12, Grade 14, as needed • Section 8: Completed ESAR and Evidence from Exit Year • Section 9: Anecdotal Notes (supporting notes regarding

specific student information on ESAR• Section 10: Documentation concerning meeting to

complete the record (i.e., who, where, and when).


CRAAF: 5. Career Work Experience Certification

– Section 1: Multiple year course of study (career pathway), indicating a minimum of 3-years in work-based learning courses

– Section 2: Copy of Transition Page of Student’s IEP– Section 3: Anecdotal Notes (Summary of

Performance including specific student information related to attainment of the CWEC)


Platforms for Alternate Assessment

• Student Registration Database (SRD): Technology platform for Transition Attainment Record scores

• Online Training System (OTS): Platform for TAR, ESAR and CWEC quizzes

• Career Ready Database (CRD): Platform for ESAR scores and CWEC status


Process for CCR Implementation

Intensive(usability sites)

Receive technical support from project

staff and coop consultants

Targeted

Receive technical support provided by the coop

Universal(this includes the entire state)

Taxonomy training, develop focused work based learning trainings, collaboration between transition/LIC and CCR and RITT to develop communities of practice about work based learning and other CCR priorities/next steps, beginning self

assessment with taxonomy followed by development of an action plan, foster a sense of urgency for districts to put things in place to be able to successfully implement new CCR measures


Usability Sites Selection & Initial Training

• Campbell County High School – June 2-3• Christian County High School – July 14-15• Franklin-Simpson High School – May 26-27• Spencer County High School – August 5-6

Cooperative CCR Roll-Out PlanningSeptember – October (Initial Steps)

• Districts organize CCR team• Districts that do not have CBWTP or own

program – begin planning for mechanism to provide work-based learning

• Contact Meada Hall, HDI for CBWTP training

District TeamRequired Membership

• HS school level administrator (principal or assistant principal)• HS guidance counselor• HS classroom teacher of students with low incidence disabilities• MS classroom teacher of students with low incidence disabilities• District level administrator (Instructional Supervisor, District

Assessment Coordinator)• Director of Special Education• Vocational Rehabilitation Counselor *• CBWTP Employment Coordinator/Job Coach

District Team MembershipOptional

• Representatives from the Kentucky Division of Developmental and Intellectual Disabilities (DDID), the Kentucky Centers for Independent Living, or the Kentucky Career and One-Stop Centers*

• Representative from Office for the Blind *• Related service providers• District consultants

District Self-Assessment

CCR Roll-out- Targeted LevelOctober - December

Proposal – plan training for one district team. • CCR staff will conduct training• Cooperative Consultant(s) will participate as

team member and “trainer in training”

CCR Roll-out Planning – Universal LevelJanuary - May

• Cooperative Consultants begin training plan for other district teams (universal level)

• Training Options– Train multiple teams in cooperative sub-area– Train CCR Cadre of District Core Team Members

• Take information back to full district team

– Webinars for Core Teams/ Full Teams• Beginning and basic information

NOTE: All Districts May Not Be Trained by End of 2015-16

CCR District Team Coaching

• Cooperative consultant will provide coaching to district CCR teams after training

• Organizational coaching – support and coaching to team – not instructional coaching to individual

• Coaching based on CCR Action Plan• PD needs determined based on CCR Action

Plan

Next Steps for Project• Update Usability Sites on recent product/processes changes• Continue Usability Site coaching sessions• Continue CCR Coaching Community of Practice/Assist

Cooperative Consultants with planning regional roll-out• Complete CCR WIKI• Complete Career Ready Database to collect ESAR/CWEC data• Benchmark ESAR• Continue development of presentation modules• Develop ESAR and CWEC Administrator Guide(s)• Develop CCR Quizzes for ESAR and CWEC• CEC presentations• Continue presentations to regional groups


Questions

presenters jill griffiths, uk-hdi kevin o’hair, kde-oaa debbie seider, kde-octe kentucky state...

Documents

accountability measures

ccr measures

revised ccr assessment

ccr usability sites

career readiness measures

alternate assessment

ccr readiness activities2016

additional information