for Student Participating in the Alternate Assessment
Presenters
Jill Griffiths, UK-HDI
Kevin O’Hair, KDE-OAA
Debbie Seider, KDE-OCTE
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
Career Ready: Academic
Employability Skills Attainment Record
• Checklist of skills and knowledge in career
awareness and development
• Formative and summative assessment
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
Career Ready: Academic
Kentucky State Personnel Development
Grant/CCR
Career Ready: Academic
Kentucky State Personnel Development
Grant/CCR
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
Advancement
Time, Task, and Resource
Management
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
Career Work Experience Certification
Outline of Process by Grade Level
Middle School
Grade 6
Middle School
Grades 7-8
High School
Grades 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
•
•
•
•
•
•
•
•
Kentucky State Personnel Development
Grant/CCR
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
Taxonomy
Program Attributes
Student Development
Determine Student
Transition
Competencies
*Academic
Development
*Career Development
*Personal/Social
Development
Align Student
Transition
Competencies with
Alt K-PREP Standards
Program
Structure
Develop Course of
Study Descriptions
*Academic courses with
transition competencies
embedded
*Employability Specific
Courses (CBI, work-based
& experiential)
*Self-determination
Course
Kentucky State Personnel Development
Grant/CCR
Develop a WIKI
develop instructional
frameworks, resources,
locations for
competencies, aligned
with Course of Study at
high school level
Kentucky State Personnel Development
Grant/CCR
EFAS-AA
Kentucky State Personnel Development
Grant/CCR
EFAS-AA Progressions
Kentucky State Personnel Development
Grant/CCR
Career Work Experience Certification
Outline of Process by Grade Level
Middle School
Grade 6
Middle School
Grades 7-8
High School
Grades 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
EFAS-AA &
Progressions
•
•
•
•
•
•
•
•
Kentucky State Personnel Development
Grant/CCR
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
Structure for Developing the
Instructional Model
Taxonomy
Program Attributes
Student Development
Determine Student
Transition
Competencies
*Academic
Development
*Career Development
*Personal/Social
Development
Align Student
Transition
Competencies with
Alt K-PREP Standards
Program
Structure
Develop Course of
Study Descriptions
*Academic courses with
transition competencies
embedded
*Employability Specific
Courses (CBI, work-based
& experiential)
*Self-determination
Course
Kentucky State Personnel Development
Grant/CCR
Develop a WIKI
develop instructional
frameworks, resources,
locations for
competencies, aligned
with Course of Study at
high school level
Career Work Experience Certification
Taxonomy
Program Attributes
Student Development
Determine Student
Transition
Competencies
*Academic
Development
*Career Development
*Personal/Social
Development
Align Student
Transition
Competencies with
Alt K-PREP Standards
Program
Structure
Develop Course of
Study Descriptions
*Academic courses with
transition competencies
embedded
*Employability Specific
Courses (CBI, work-based
& experiential)
*Self-determination
Course
Kentucky State Personnel Development
Grant/CCR
Develop a WIKI
develop instructional
frameworks, resources,
locations for
competencies, aligned
with Course of Study at
high school level
Career Work Experience Certification
Non-Negotiable
Components
Flexibility:
Work-Based Learning
Opportunities
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
Flexibility:
Work-Based Learning Options
•
•
•
•
•
•
•
Cooperative Education
Entrepreneurship
Internship (Paid-Unpaid)
Mentoring
School-based Enterprise
Service Learning
Shadowing
Kentucky State Personnel Development
Grant/CCR
Courses of Study
Purpose:
• 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
Career Work Experience Certification
KY CTE Work-Based
Learning Options:
Include in
• Cooperative
Education
• Entrepreneurship
• Internship (PaidUnpaid)
• Mentoring
• School-based
Enterprise
• Service Learning
• Shadowing
Course of Study
Descriptions:
Alternate
Assessment
Work-Based
Learning
Programs
Vehicles for implementing a %
of the work-based learning
options
• CBWTP
• District
The student’s multi-year
Develop
Course of Study
documents the
Program
completion of the CWEC
• Combination
Kentucky State Personnel Development
Grant/CCR
Career Ready for Students Participating in the Alternate Assessment
Grade
1
2
3
4
5
Instruction in the Career Ready: Academic
Employability and
Employability Skills
Foundational
Attainment Record (ESAR)
Academic Standards
Career Ready: Technical
Career Work Experience Certification (CWEC)
X
X
X
X
X
ILP process begins; interest inventories conducted; career exploration begin; Supports for
Community Living application submitted for individual students, as needed
6
X
7
X
8
X
ESAR Baseline
9
X
Grade 9 ESAR
10
X
11
X
12
X
14
X
14
X
14
X
Continue interest inventories; continue career exploration; transition planning begins at age 14
or 8th grade, whichever comes first
• Person centered planning begins
at Grade 9
• Annual transition planning
Grade 10 ESAR
o Plan Course of Study
Grade 11 ESAR
• Develop a minimum three year
Grade 12 ESAR - final
work-based learning (career
administration if student pathway) for individual students
graduates with an exit
o In accordance with course of
code
study
Year 5 HS ESAR - final
o In accordance with LRE
administration if student
graduates with an exit
code
Year 6 HS ESAR - final
administration if student
graduates with an exit
code
Year 7 HS ESAR - final
administration
Referral to OVR at age 16
• Referral to Community
Based Work Transition
Program (CBWTP) prior to
last two years of school, or
• Referral 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
Draft CCR WIKI Components
Assessment &
Accountability 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
Curriculum Resources
•
•
•
•
•
Instructional Resources
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.
2.
3.
4.
5.
Student Information Page
Code of Ethics-Confidentiality Agreement
Quiz of Certification (specific to standards)
Employability Skills Attainment Record
Career Work Experience Certification
Kentucky State Personnel Development
Grant/CCR
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).
Kentucky State Personnel Development
Grant/CCR
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)
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
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
Kentucky State Personnel Development
Grant/CCR
Cooperative CCR Roll-Out Planning
September – 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 Team
Required 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 Membership
Optional
• 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 Level
October - 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 Level
January - 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
Kentucky State Personnel Development
Grant/CCR