Scaling-Up College and Career Readiness (CCR) Interventions with Technology Allison Lombardi, PhD University of Connecticut Margo Vreeburg Izzo, PhD Andrew Buck, MA Ohio State University

2015-2016 Team Margo Izzo, Principal Investigator Alexa Murray, Andrew Buck, Kristin Page, Victor Johnson, Ohio State team Patricia Anderson, CT State Dept of Education Missy Wrigley, CT SERC Allison Lombardi, Uconn Nick Gelbar, UConn UCEDD Jessica Monahan, Graham Rifenbark, UConn

Scaling-Up Effort OSEP funded project to Ohio State CT named partner state in 2014 Tasked to scale-up and sustain EnvisionIT curriculum

The EnvisionIT (EIT) Curriculum Designed for students in grades 8-12 Teach information technology (IT) literacy skills Help students build a self-directed Transition Portfolio 5 4

The EIT Curriculum Match student interests, abilities, and personality to career goals Align with Common Core State Standards (CCSS) in ELA and national standards in IT literacy, career development, and financial literacy Emphasizes “T” in STEM learning 5 5

& Self-Directed Planning Information Technology & Computer Common Core Standards & Self-Directed Planning Assessment Transition Information Technology & Computer Literacy 6 6 6

ESSA Definition of Digital Learning Every Student Succeeds Act (ESSA) 21 U.S.C. 812(c) (3) Digital learning means any instructional practice that effectively uses technology to strengthen a student’s learning experience and encompasses a wide spectrum of tools and practices, including the following:

ESSA Definition of Digital Learning (2) Interactive learning resources Access to online databases Use of data and information to personalize learning Online and computer-based assessments Collaboration and communication Hybrid or blended learning Courses for students in different locations

ESSA and EIT Alignment EIT meets ESSA criteria through content and delivery: Schoology LMS allows for interactive learning Students connect with databases such as College Navigator Students take online age-appropriate assessments such as the VARK and O*NET Interest Profiler to help shape their career goals Students can use blog feature in Schoology EIT well-suited for blended learning where the teacher instructs and leads students through the digital content EIT can be accessed from Schoology and Google Documents and is compatible with computers, tablets, and smart phones Though Internet-based many activities can be printed off and require collaborative learning

Alignment to National Standards EnvisionIT is aligned to national standards for: English Language Arts (Common Core State Standards) Information and Communication Technology (Technology and Engineering Literacy) Financial Literacy (National Standards in K-12 Personal Finance Education/Jump$tart) Transition (National Standards and Quality Indicators for Secondary Education and Transition - NASET)

CT CORE Transition Skills EnvisionIT Objective B. Utilize effective self-determination skills including areas such as: choice-making, problem-solving, goal-setting, communication and self-advocacy TR 4a. Ability to define and incorporate the S.M.A.R.T. Goals strategy to write postsecondary employment and education goals for Career Plan A and Career Plan B according to the S.M.A.R.T. goal framework. C. Strengthen his/her self-esteem and social-emotional awareness by analyzing his/her strengths and challenges in order to implement personal/vocational goals TR 3a. Considering prior self-assessment results, select two careers based on student’s interests and strengths preferences. Ability to identify through OOH the occupational group/industry to which these careers belong. D. Assist with the development of his/her Individualized Education Program (IEP) TR 3b. Ability to complete career self-assessment in O*Net and compare list of recommended careers with student’s two self-selected careers.

CT CORE Transition Skills EnvisionIT Objective L. Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet his/her individual needs TR 6a. Ability to research financial aid programs to help pay for education or training in Career Plan A and B. M. Demonstrate skills to access appropriate employment to meet his/her individual needs TR 7c. Ability to revise draft resume based on feedback from group discussion. P. Demonstrate the ability to use technology to enhance employment, learning, and community involvement ICT 10a. Ability to use what you have learned to search the Internet for job interview questions.

Transition Portfolio Title Page Bookmarks of Career Search Websites Self-Assessment Results Career Comparison Table Postsecondary Goals for 2 Career Plans Postsecondary School Comparison Table Transition Preparation Checklist 12 13

Transition Portfolio (2) 8. Career Essay 9. High School Course Schedule 10. Resume 11. Cover Letter 12. Job and College Application 13. Interview with a Professional 14. PowerPoint or Digital Presentation 14

Connecticut State partner as of 2014 3-Year Scale-Up plan Partnership between UConn, CT State Department of Education, SERC Implemented in high schools Implemented in various courses: Careers, Vocational Education, ELA (9th grade at risk)

Ohio Implemented in urban, suburban, and rural high schools Implemented in various courses: Freshman Seminar, Postsecondary Planning

Sample Today we focus on Year 3 and 4 findings from a pre/post quasi-experimental design Includes 18 teachers from 10 secondary schools in OH and CT who participated in Year 3 (2014-15) and the first semester of Year 4 (2015-16). 11 teachers implemented the curriculum (intervention group, n = 235) and 7 teachers did not implement (comparison group, n = 120). Intervention group: 49% of students were on IEPs, 3% were on 504 plans, and 35% did not have a documented disability (with 13% missing data). Comparison group: 51% of students were on IEPs, 3% on 504 plans, and 45% did not have a documented disability (with 5% missing data).

Method RQ1: What is the effect of EnvisionIT on reading? RQ2: Does this effect differ by grade? RQ3: Does this effect differ by length of class (semester or year)? Intervention and comparison group students were administered the AIMSweb 8th grade Reading Maze before and after the curriculum as a pre and post test.

Method (2) Students (level-1) were nested within teachers (level-2) Dependent variable= difference score on AIMSweb representing change in reading achievement from pre to post. Multilevel Linear Modeling (MLM; Snijders & Bosker, 1999) was utilized To test this assumption a random effects analysis of variance model was estimated so that the intraclass correlation coefficient (ICC; ρ) – representing the proportion of variance between teachers – could be calculated. Approximately 13% of the variance in AIMSweb difference scores was found between teachers (level-2)

Descriptive Statistics of Study Outcome By Intervention Status Variable Intervention n Intervention M Intervention SD   Comparison n Comparison M Comparison SD Pre-Intervention aimsweb8 223 23.68 10.42 115 30.13 11.12 Post-Intervention 210 26.03 11.11 97 31.18 12.61 Key findings: There is a trend level increase in the difference scores (post-pre) for both groups, although greater for the intervention group

Fixed Effects Estimates (Top) and Variance-Covariance Estimates (Bottom) for Final Model of the Effectiveness of EnvisionIT on AimsWeb 8th scores Key findings: There was a significant and large effect of EIT on reading scores (r = .55) The effect was significant when controlling for free and reduced price lunch and length of the curriculum (Semester or Year) Parameter Final Model requivalent   Fixed Effects pr Intercept -3.40 (1.43) 0.55 Level 1 - Student Length of Class -0.99 (1.96) 0.03 Lunch 0.88 (0.83) 0.06 10th Grade 1.45 (1.76) 0.05 11th Grade 3.88* (1.64) 0.14 12th Grade 3.11 (2.19) 0.08 Level 2 - Teacher EnvisionIT 3.11* (1.31) Random Parameters Level 2 Intercept (τ00) 2.86 (1.86) 0.39 Level 1 Intercept (σ2) 39.13 (3.36) 0.57 -2*log likelihood 1852.2

Results (2) 9th -3.403 -0.290 10th -1.953 1.160 11th 0.472 3.585 12th Grade Comparison Group, Not Eligible for FLS, Semester Intervention Group, Not Eligible for FLS, Semester 9th -3.403 -0.290 10th -1.953 1.160 11th 0.472 3.585 12th 2.823 Key findings: Intervention group students showed greater change in AIMSweb 8th scores regardless of grade level. Note. Predicted change in aimsweb8 score from pre to post FLS= free and reduced price lunch

Results (3) EIT features embedded literacy strategies, which might make a difference in maintaining reading levels into the high school grades

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Additional Resources EIT Student Videos: http://go.osu.edu/eitvideos EIT Teacher Training Videos: http://go.osu.edu/eitpd OSU Nisonger Center EIT Website: http://go.osu.edu/eit UCONN Neag School of Education: http://education.uconn.edu/ Univ of Rochester Institute for Innovation Transition http://www.nytransition.org/ 40

Guided Discussion How is digital literacy and/or reading being promoted in high schools in your state? Are students with disabilities included in these efforts? How is digital literacy and/or reading embedded into transition services within secondary special education?

Questions? Margo Izzo, Principal Investigator Margo.Izzo@osumc.edu Allison Lombardi, Project Coordinator in CT allison.lombardi@uconn.edu Andrew Buck, Program Manager for OH Andrew.Buck@osumc.edu