1. 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

2. 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

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

4. 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

5. 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

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

7. 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:

8. 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

9. 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

10. 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)

11. 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.

12. 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.

13. 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

14. 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

15. 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)

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

17. 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 ( ) and the first semester of Year 4 ( ).
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).

18. 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.

19. 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)

20. 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

21. 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

22. 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

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

24. Schoology 38

25. Additional Resources
EIT Student Videos: EIT Teacher Training Videos: OSU Nisonger Center EIT Website: UCONN Neag School of Education: Univ of Rochester Institute for Innovation Transition 40

26. 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?

27. Questions?
Margo Izzo, Principal Investigator Allison Lombardi, Project Coordinator in CT Andrew Buck, Program Manager for OH