College Career Readiness Instruction and Transition Planning: Evidence Based Practices for Students with Disabilities Vanessa Groneck, Consultant College Career Readiness/Transition. NKCES

Target & Standard (TPGES) WE ARE increasing our knowledge of the college career readiness framework and evidence based practices/resources for transition and academics for students with disabilities, SO THAT WE can develop and implement more strategies in the classroom that are focused on student success during and after high school. WE WILL KNOW THAT WE HAVE ACCOMPLISHED THIS WHEN the practices are utilized in our classroom planning and instruction. TPGES - KY Framework for Teaching: Domain 1 – Planning & Preparation 1D – Demonstrating Knowledge of Resources

Agenda College Career Readiness Framework All Students, Students with Disabilities, Alternate Assessment Effective Transition Planning and Programming Evidence Based Practices for Transition Evidence Based Practices for Academics

College Career Readiness Framework

Kentucky’s Definition of College Readiness College readiness is the level of preparation a first-time student needs in order to succeed in a credit-bearing course at a postsecondary institution. “Succeed” is defined as completing entry-level courses at a level of understanding and proficiency that prepares the student for subsequent courses.

Kentucky’s Definition for Career Readiness Career readiness is the level of preparation a high school graduate needs in order to proceed to the next step in a chosen career, whether that is postsecondary coursework, industry certification, or entry into the workforce.

College Career Readiness Accountability in KY

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Taxonomy for Transition What is it? Evaluating our strengths and needs

Transition Programming and Practices Strengths & Needs

What Does Evidence-Based Mean?

Evidence Based Practices for Transition Backward Chaining Check and Connect Community-based Instruction Computer-assisted instruction Constant Time Delay Extension of Career Planning Services Forward Chaining Least to Most Prompting One-More- Than Strategy Progressive Time Delay Response Prompting Self-Management Self-Monitoring Simulations Simultaneous Prompting Total Task Chaining Video Modeling Published Curricula Self-Advocacy Strategy Self-Determined Learning Model of Instruction Self-Directed IEP Whose Future Is It? Peer Assisted Instruction Visual Displays Training Modules

Academic Evidence Based Practices Mnemonics Peer Assistance Self- Management Technology-Based Visual Displays

Instruction Lessons on new skills to be taught and divided into the following areas: Student Focused Planning Employment Skills Life Skills Program Structure

Questions: Vanessa Groneck Northern KY Cooperative for Educational Services (859) ext 26