Initial Training: District CCR Teams

Initial Training: District CCR Teams
for Student Participating in the Alternate Assessment Kentucky State Personnel Development Grant/CCR

Agenda Review Note to Trainer: You may choose between two agendas. One has a start time of 8:30 am. The other a start time of 9:00 am. Your Agenda is located in Tab 1 of your notebook content: Training Agenda/PowerPoint Notes Review Agenda Handout with participants. Check with team members about lunch time slot. -

Nondisclosure Form This training includes discussion about future state-required student assessment, in particular the Employability Skills Attainment Record (ESAR). To protect the security of the test, only authorized persons are permitted to view. A full copy of the Employability Skills Attainment Record test items will not be distributed during this training session. Background documents released by the CCR project, draft or final, and supporting assessment materials will be provided during this training. However, they may not be reproduced, discussed, or in any way released or distributed to unauthorized personnel. Specifically you are not authorized to share CCR materials to anyone other than district personnel or partners. Your role is to lead your district action plan and get prepared for implementation. Your role is not share the materials received with other districts/agencies/entities. CCR project staff and cooperative consultants linked to the project bear the responsibility of informing others. Your role is not to train other districts. That too is the responsibility of CCR project staff and cooperative consultants. District team members are asked to sign the nondisclosure form operative consultants. Note to Trainer: Collect the signed non-disclosure agreements and keep on file with training documentation.

CCR Acronyms Tab 3 Background Information
Tab 3 Background Information – CCR Acronyms Before going further in the training content please remove the CCR Acronyms handout from Tab 3-Background Information. Participants in previous training sessions requested an acronym sheet. This is needed because: Not all district team members may be familiar with special education acronyms. When developing the career readiness measures there was alignment, to the degree appropriate for students participating in the alternate assessment, with accountability measures and work-based learning options utilized in the field of Career and Technical Education. Those acronyms are unfamiliar to many in special education. Terms related to higher education opportunities for this population of students may be utilized. Also terms related to services from the Office of Vocational Rehabilitation are included in the training content. New acronyms now exist, due to the development of the new accountability measures for the alternate assessment. Keep the acronym sheet within reach for reference during the training session. Trainer Note: Try to avoid using acronyms as much as possible during the training session. Or use the full term in conjunction with the acronym to assist participants in acclimating to new and unfamiliar terms.

Process for CCR Implementation
support from project Receive technical (usability sites) Intensive and coop consultants staff Receive technical support provided by the coop Targeted 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 (this includes the entire state) Universal This is the three-tiered concept for the CCR implementation and roll-out process. Implementation phases have occurred n the following fashion: Usability Sites receive intensive services. Those services were provided first in order to test and make adjustments, as needed the CCR products and practices. Coaching and follow-up sessions are facilitated by the CCR Project Director and cooperative consultants. Usability Sites: Campbell, Christian, Simpson & Spencer. Targeted services were offered to 1-2 districts within the cooperative regions that did not have a Usability Site. Coaching and support is provided mainly from the cooperative consultants. Training started 4-6 months after the Usability Site (intensive) training. All other districts (universal level) receive training and begin implementation, after targeted districts are trained. Cooperatives began training districts in the universal level during Spring 2016. All districts receive the same training and materials.. The training/implementation phases were needed to allow time at the Usability Sites to test the revised CCR measures and provide feedback to the project on issues or concerns arising during initial implementation. To provide targeted and universal training and coaching services the project is building the capacity of the cooperative consultants via an online Coaching Communities of Practice (CoP). The CoP began September 2015 and will continue on a bi-monthly basis through the training and implementation process. Kentucky State Personnel Development Grant/CCR

In May 2015, KDE officially informed districts about the revised CCR measures for students participating in the alternate assessment. Binder Tab 3 – Background information includes the Friday Fast Five from May 22, The Fast Five included: A brief description of the revisions. Students will be awarded Career-Ready status by the Office of Career and Technical Education (OCTE). The Fast Five informs you to contact Dale Winkler, the former Associate Commissioner in the Office of Career and Technical Education. In July Debbie Seider was named as the contact for OCTE. Debbie serves on both CCR project workgroups. Background: The revised CCR Assessment and Accountability measures for the Alternate Assessment were presented, along with corresponding instruments, documents, and processes, to the KDE Associates on July 1, Dale Winkler, Associate Commissioner for CTE at the time, presented the information. Dr. Winkler was the lead for shepherding the changes through KDE. A communication plan from KDE was not released during the School Year, as the Kentucky Board of Education conducted a larger review of the entire Unbridled Learning Accountability Model. At the end of that process no changes were made that would affect how CCR is measured. Dr. Winkler also ed the Fast 5 information to DACs and BACs statewide in mid-September 2015. KY’s accountability model is currently under review again due to the Every Student Succeeds Act (ESSA).

Implementation Timelines
• Four CCR Usability Sites begin implementation • All LEAs engage in CCR readiness activities • Statewide pilot • Usability Sites continue • Accountability begins – first year points can be earned under the revised measures • Usability Sites complete activities Timelines for Implementation were released for the first time to school districts in the Friday Fast Five. Four CCR Usability Sites begin implementation All LEAs engage in CCR readiness activities Statewide pilot Usability Sites continue Accountability begins – first year points can be earned under the revised measures Usability Sites complete activities Emphasize: The workgroups are still in discussion and actively making decisions and changes as feedback is supplied from the Usability Sites. Targeted sites are also providing information. The workgroups are also seeking and fielding input from project evaluators, staff in other related projects, KDE, other groups, etc. As universal level training continues, cooperative consultants are providing district feedback back to the project director for consideration by the CCR workgroups and KDE. The workgroup is addressing issues/concerns on a monthly basis and making refinements and revisions, as needed. You may be asked, during the training, to provide input on issues being addressed.

State Personnel Development Grant (SPDG)
How we got here State Personnel Development Grant (SPDG) To better prepare students with low incidence disabilities to reach proficiency and graduate from high school ready for college and careers through increased and enhanced academic achievement, communication capacity, and transition opportunities. The CCR project and implementation activities are funded by the KY State Personnel Development Grant (SPDG), under the Individuals with Disabilities Education Act. These federal grants provide funds to states for use in reforming and improving their systems for personnel preparation and professional development in early intervention, education and transition services in order to improve results for children with disabilities. There are two goals within the SPDG. Goal 2, shown on the screen, is targeted toward students participating in the alternate assessment. The CCR initiative is targeted to the transition opportunities area. Academic achievement=SPLASH (Strategies for Programming Longitudinally for All Students with Severe Handicaps Communication capacity=TAALC (Teaching Academic Age Appropriate Learning via Communication) Transition opportunities=CCR for students in the Alternate Assessment.

Specific Purposes College and Career Readiness Initiative
To help KY define and measure college and career readiness for students with low incidence disabilities Revise the CCR Measures for students participating in the alternate assessment within the Unbridled Learning Accountability Model: Next Generation Learners To formalize a transition to postsecondary model for students with IEPs remaining in high school until the age of 21 Transition to Post-Secondary Model (Instructional Model) The major purpose of the CCR initiative was to revise the College and Career Measures for student participating in the alternate assessment. These measures are part of the Unbridled Learning Accountability Model under the Next Generation Learners component. The second major purpose is to develop an instructional model for career readiness. Kentucky State Personnel Development Grant/CCR

After High School Rethinking College
For the revisions to CCR assessment and instructional activities to succeed an increased understanding of the opportunities that exist for students with significant cognitive disabilities, after they exit from high school, is needed. This understanding is necessary not only by school personnel, but also by parents, families, business and community members. You can help with the public relations and advancement in thinking on behalf of these students. Several videos are included in the content of this training, placed throughout to assist with expanding knowledge about future possibilities. Note to Trainer: After the hyperlink navigates to the Think College Training webpage select the “Watch the Trailer” option in the upper left After short video review the Think College website including: Higher Education Opportunity Act 2008 Amendments Transition to Postsecondary Programs for Students with Intellectual Disabilities (TPSID) what other states are doing Resources Rethinking College

Supported Higher Education Program
Kentucky had one of the Transition to Postsecondary Programs for Students with Intellectual Disabilities (TPPSIDs) funded under the Higher Education Opportunity Act. The grant cycle for the Supported Higher Education Project ended in Spring The project, while in existence, assisted institutes of higher education in developing Comprehensive Transition Programs (CTPs) for students with intellectual disabilities. Review SHEP website to show the participants: Information about different locations in KY with Comprehensive Transition Programs. Information about eligibility for KEES money via Rep. Rollins and HB 45 Trainer Note: Although the SHEP project is no longer funded, an institute of higher education can apply to the US Department of Education to become a Comprehensive Transition Program. Information for application is included within the Think College website, Topics Menu, Becoming a Comprehensive Transition Program. Trainer Note: The SHEP project funding ended. The Comprehensive Transition Programs within Kentucky did not. Prior to the end of project funding, SHEP staff assisted the CTPs with planning for sustainability. The onus of the continuation of the programs is now on each post-secondary institution.

https://youtu.be/Jacvb7QyArY
An Integrated Life College Student with Down Syndrome Directs Drumline: Hannah College Student join Sorority: Alexis Optional Slide: Trainer may show one or both videos, if desired. Murray State University has one of Kentucky’s Comprehensive Transition Programs. Just like it did for us, going to college has provided experiences beyond the academic realm for the students with intellectual disabilities enrolled. Hannah wanted to be involved with the band. The band director was on board from the beginning to include Hannah but wasn’t quite sure how to give her the appropriate integrated involvement. Alexis told her mom she wanted to go through rush and join a sorority. You may have seen her story on the Meredith Vieira show.

Unbridled Learning Accountability Model: Next Generation Learners
Binder Tab 2 – Revised Measures, etc., includes the CCR Comparison Handout. Let’s look at CCR measures for students in the general and alternate assessment. The CCR Comparison handout includes this table at the top. This slide shows the current assessment and accountability measures for students participating in the general assessment. As previously stated, the accountability model review by the Kentucky Board of Education in made no changes the CCR measures. Review each component with the participants. Kentucky State Personnel Development Grant/CCR

Next-Generation Learners Inclusion of Alternate Assessment Student Scores Elementary Middle School High School COLLEGE/CAREER READINESS Used in calculation: Percentage of students career ready N/A Benchmarks from Transition Attainment Record at grade 8 will be used for college/career measure. **English/Reading-17 Mathematics-15 Benchmarks from Transition Attainment Record at grade 11 will be used for a college/career measure. **English/Reading-19 Mathematics-16 This slide depicts the current assessment and accountability measures for students participating in the alternate assessment. The graphic is not included in your comparison handout. You will see little resemblance or correlation to the general assessment in the previous slide. Also note that one assessment instrument determines CCR for this population of students, the Transition Attainment Record (TAR). Kentucky State Personnel Development Grant/CCR

This slide shows the correspondence between Assessment and Accountability for students participating in the general and alternate assessment programs, according to the revised measures. College Ready – Students in the regular assessment must meet benchmarks on the ACT, COMPASS or KYOTE. Students in the Alternate Assessment must meet benchmarks on the Transition Attainment Record (TAR) to be considered College Ready. The TAR aligns to the ACT at grade 11. The TAR is a checklist which evaluates the student’s readiness in reading, mathematics and science. Career Ready: Academic - Students in the regular assessment achieve Career Ready Academic status if they meet the requirements on either the Armed Services Vocational Aptitude Battery (ASVAB) or the ACT Work Keys. Students participating in the alternate assessment must meet the benchmarks on a new assessment, the Employability Skills Attainment Record (ESAR). Career Ready: Technical – For students in the regular assessment to achieve Career Ready: Technical status they must meet the benchmarks on the Kentucky Occupational Skills Standards Assessment (KOSSA) or obtain an industry certification. Students in the alternate assessment will have to complete a Career Work Experience Certification (CWEC) process. Students will be awarded Career-Ready status by the Office of Career and Technical Education (OCTE). Bonus Points: Students in the alternate assessment will be able obtain the .5 bonus point if they become both college and career ready. To meet this they would have to achieve benchmarks on the TAR, benchmarks on the ESAR and achieve the CWEC. Kentucky State Personnel Development Grant/CCR

CCR Measures Revised – Why? Supporting Documents
Tab 3 Background Information includes three additional Handouts: Rationale and Overview CCR Talking Points CCR Acronyms – previously referred to at the beginning of the training. The handout is self-explanatory. There were many reasons for KDE’s desire to revise the CCR Measures for students participating in the alternate assessment within the Unbridled Learning Assessment and Accountability Model. Review the Rationale and purpose of revisions to CCR Assessment and Accountability measure: Go over high points. CCR Talking Points document is a condensed version of background information, in bullet format. District team members can utilize the documents to help with their own understanding. The documents can also be a reference to help inform others within the district and community.

Kentucky State Personnel Development Grant/CCR
CCR Definitions What does “College Ready” mean for a student participating in the alternate assessment? What does “Career Ready” mean for a student participating in the alternate assessment? Review Glossary Tab 2 Revised Measures – Find the CCR Definitions Handout While developing the revised measures the terms “College and Career Ready” were defined for students with significant cognitive disabilities. Review the CCR definitions handout with participants Differences between College Ready definitions: Success in Comprehensive Transition Program versus success in credit-bearing courses at postsecondary institution Standards of readiness are related to CTPs versus standards of readiness related to credit-bearing courses at postsecondary institutions The asterisk linked to Comprehensive Transition Programs was added since CTPs are a new concept to many. A more thorough definition of CTPs is included in the glossary. Differences between Career Ready definitions: 1st paragraphs for Career ready are identical except for the ending phrase in the general definition stating “related to a specific career pathway.” The CTE HS courses are preparing students for specific careers. The Career Work Experience Certification developed for students on the alternate assessment prepares students with the general skills needed for a career. The definition continues with a paragraph defining preparatory for these students. Conduct Large Group review the Glossary related to the CCR definitions (25 definitions) Kentucky State Personnel Development Grant/CCR

College Ready Trainer Note: Refer participants back to CCR Comparison Handout (Binder Tab 2 – Revised Measures, etc.). Each CCR component for the alternate assessment will be discussed in more detail. The Transition Attainment Record will continue to be used to indicate college readiness. The TAR will continue to assess the Alternate K-PREP standards which are the academic standards. No proposals for changes to this instrument were made during the revision process for CCR measures. Note: During this training we will not be delving in-depth into the Transition Attainment Record. Training content will be focusing on the new career ready measures. Kentucky State Personnel Development Grant/CCR

Career Ready: Academic
Employability Skills Attainment Record Checklist of skills and knowledge in career awareness and development Binder Tab 5: Employability Skills Attainment Record Annotated Version for Test Administrators. The Employability Skills Attainment Record (ESAR) corresponds to the Career Ready Academic component of the model and guides academic career readiness The Employability Skills Attainment Record is a checklist of skills and knowledge in the area of career awareness and development and will be evaluated based on data collected regarding each of the categories. Kentucky State Personnel Development Grant/CCR

Employability Skills Attainment Record
The Employability Skills Attainment Record utilizes the same format and rubric as the Transition Attainment Record. The process for ESAR administration is also similar to that of the TAR. The ESAR consists of 30 test items in a rating scale format. The Qualified ESAR Administrator will lead the team in completing the assessment. More information is available in the Employability Skills Attainment Record Administration Guide, currently in draft. The guide will be piloted in the Usability sites this fall. Review each section of the Employability Skills Attainment Record Annotated Version Handout with the participants: Demographic Information: likely completed by the Qualified ESAR Administrator Team Member Directions for Rating Test Items Reaching Instructional Team Consensus ESAR Format Standards - Near and far standards Difference between TAR and ESAR. In the TAR there is one standard and multiple test items. The ESAR can have multiple standards (1-6) linked to one test item. Worksite – around half of the test items are assessed at a worksite. Trainer Note: Standard setting/benchmarking for the ESAR will occur in the future, when more test data is available. The standard setting will be determined by the range of test items achieved, not the setting of the test items achieved. The test items assessed at a worksite may or may not affect the ESAR benchmarks. This will not be known until the standard-setting process is completed ESAR Areas – same 3 areas as the Employability and Foundational Academic Standards-Alternate Assessment After Completion of Test Items Ratings Kentucky State Personnel Development Grant/CCR

ESAR – Grade Level Administration
Administered at Grade 12 ESAR can be conducted for a student in Grade 11 under the following conditions: Student has completed two (2) courses leading to the Career Work Experience Certification and is enrolled in a third course The ESAR will be administered at Grade 12. Grade 12 was selected due to the amount of testing within the KY Alternate Assessment Program conducted at Grade 11. Grade 12 was also selected because students will have completed more coursework that includes work-based learning experiences. Those experiences will provide students more opportunity to achieve the employability skills assessed. The ESAR can be conducted for a student in Grade 11 under the following conditions: Student has completed two (2) courses leading to the Career Work Experience Certification and is enrolled in a third course. This process aligns with the KOSSA early test administration process for students participating in the general assessment. Early assessment at Grade 11 would provide students planning to exit with a graduation code after Grade 12 two opportunities to meet benchmarks on the ESAR. The coursework leading the Career Work Experience curriculum will be discussed later in the agenda when the Course of Study Leading to the Alternative High School Diploma is discussed.

ESAR – Grade 14 Administered at Grade 14 if benchmarks have not been met in previous years Students assessed at Grade 14 cannot have a graduation code in place Aligns with the Transition Attainment Record process Students who have completed the Grade 12 assessment, and remained enrolled as a Grade 14 student, will have continued opportunity for assessment on the ESAR, if benchmark has not been met at in previous year(s). A graduation code cannot be in place for a student being assessed in Grade 14. This process mirrors the process in place for the Transition Attainment Record.

Students Assessed at Multiple Grades
The highest score will be selected for accountability, when the student exits with a graduation code. If a student is assessed at multiple grades, the highest score will be selected for accountability, when the student exits with a graduation code. Multiple grade scenarios include: Grades – student exits with graduation code in Grade 14 Grades – student exits with graduation code after completion of Grade 12 Grades – student exits with graduation code in Grade 14 The scores are “banked” until student exits with a graduation code.

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 Refer participants to the EFAS-AA handout located in Binder Tab 4: EFAS-AA and EFAS-AA Progressions The slide shows the three main areas and corresponding subareas contained in the ESAR. These are a direct match to the Employability & Foundational Academic Standards: Alternate Assessment document. Personal Qualities and People Skills Positive Work Ethic: uses directions, keeps up with personal belonging/tools, punctuality, attendance, responsibility for behavior and actions, outlook toward work assignments, meeting work standards Integrity: follow rules, loyalty to employer, ethical behavior Teamwork: share ideas, work cooperatively respect opinions Self-representation: good manners, dress appropriately, greet people politely Foundational Academic Skills Speaking and listening: ask questions & seek guidance, get information, use variety of communication skills, know how to listen and when to ask questions Reading and Writing: use charts, guides and written directions, completes forms and materials related to time worked and other information required by employer Mathematics: uses basic math skills, make simple budget and track money Workplace Knowledge Skills Technical literacy: uses technology tools, uses social media, follows directions when using internet, cell phones, Critical Thinking and problem solving: recognizes symbols, signs and maps when traveling to and from jobs, participates in solving problems Health and Safety: follows safety rules, uses equipment and supplies safely and as directed Job acquisition and advancement: identifies jobs that uses personal talents and interests, applying for a job, skills in answering questions during and interview, develops training plans for work experiences 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) The source of the Employability and Foundational Academic standards is the Kentucky Occupational Skill Standards Assessment (KOSSA). During initial research one of the project workgroup members reviewed the KOSSA. The Skill Standards reside within the KDE Office of Career and Technical Education. They provide a common language, goals, and reference points for employers, students, and educators. The Skill Standards Assessment System was initially adopted as a performance indicator for Perkins Act Accountability. More recently, the KOSSA was identified as a component of the Kentucky Unbridled Learning Accountability System as a measure of career readiness for senior preparatory students. It was important for the CCR project to look at these skill standards, developed by business and industry, when it came to developing the employability standards for students participating in the alternate assessment. The skill standards that appeared relevant or salient students on Alternate Assessment were chosen from the KOSSA. The skills chosen were “soft skills” needed by any individual to acquire and retain a job. This work led to the development of the Employability & Foundational Academic Standards: Alternate Assessment document, the foundation document for the ESAR. Trainer Note: Click the link to show participants where the KOSSA standards reside. The KOSSA standards in each program area are the same until the Occupational section. The beginning standards relate to the “soft skills” for all occupations. Kentucky State Personnel Development Grant/CCR

Department of Labor Office of Disability Employment
U.S. Department of Labor -- ODEP - Office of Disability Employment Policy - Youth in Transition - Soft Skills: The Competitive Edge Those standards were cross-walked with the Department of Labor’s Office of Disability Employment Skills to Pay the Bills research and curriculum. Note to Trainer: Via the link to Skills to Pay the Bills, briefly explore the site the Disability Office of Employment site.

EFAS-AA Binder Tab 4: EFAS-AA and EFAS-AA Progressions There are 40 standards, derived mainly from the KOSSA, included in the Employability and Foundational Academic Standards. Little change was made to the wording, basically leaving the standard as defined by business and industry. Exception: some standards may state “at school and work”. KOSSA standards do not specify “work” as they are targeted toward the worksite. One or two standards may be more closely linked to the Skills to Pay the Bills curriculum. Kentucky State Personnel Development Grant/CCR

EFAS-AA Progressions Handout - EFAS-AA Progressions found in Binder Tab 4. Trainer Note 2: Introduction text in the Progressions Only handout on page 2 and EFAS-AA and Progressions Combined handout on Page 5 were edited on Participants using training binders bulk printed by RICOH will need to note the change during the training session or be provided with the most recent pages. The standards within the EFAS-AA needed to be further defined to assist teachers, related service personnel and employment specialists with instruction. So the EFAS-AA Progressions document was developed for that purpose. The slide shows three of the progressions under the area of Positive Work Ethic. The progressions span from Primary through HS. The employability and foundational skills can and should be embedded and worked on throughout all grade levels. Note that the settings expand in the upper grade levels. Informal input was sought on the progressions during Fall The progressions were formally vetted in March. Kentucky State Personnel Development Grant/CCR

In Revision One standard, and it’s corresponding progressions will soon be revised. The text for standard “EA 005: Assumes responsibility for behavior and actions at the worksite” will remain the same. The example in the parenthesis will be deleted. The example was added by the CCR Workgroup, but was not fully developed. While revising the ESAR test items for this standard the workgroup realized the progressions are based on the one example and not based fully on the standard. As soon as the edits are made, and receive approval from the members of the original vetting team, a revised version of the progressions will be posted for distribution.

EFAS-AA Progressions High School Progressions Elementary Progressions
Classroom Elementary Progressions Personal Qualities and People Skills Foundational Academic Skills Workplace Knowledge Skills School Middle School Progressions Community High School Progressions This slide depicts a visual of the instructional process for the progressions. The standards will be taught at all levels, beginning at primary. The graphs shows the broadening of the settings as the students advances through the grades. Kentucky State Personnel Development Grant/CCR

EFAS-AA Progressions Independence Workplace Community School Classroom Fading Supports This slide depicts a second point in relation to the progressions. When a new standard is introduced, no matter the grade level, the instruction begins in the classroom and then the settings are broadened. Also the supports would fade as the student advances toward independence. Supports Kentucky State Personnel Development Grant/CCR

Document Review Time: Career Ready Academic
EFAS-AA EFAS-AA Progressions Optional Activity Let’s take time now to review documents: ESAR & EFAS-AA Introduction sections as a large group Presumed Competence- Douglas Biklen, Dean of School of Education at Syracuse University EFAS-AA Progressions 5-10 minutes to review progressions Think-Pair-Share Questions to Group: How many teachers in the district teach students with significant cognitive disabilities down to the primary level? What do you think their reaction will be to the standards and the progressions? What is the best way to get the information to them?

Alignment of the Employability and Foundational Academic Standards-AA with the Alternate K-PREP Standards The CCR Instructional Workgroup members tested how to embed employability standards (EFAS-AA) with Alternate K-PREP standards. The members discussed and questioned whether or not to focus primarily on academic (Alt K-PREP) or EFAS-AA standards at certain grade levels, and even drafted sample instructional frameworks to help work through the thinking process. The final determination was the standards in the EFAS-AA should be taught at all grade levels, beginning at primary. Instruction must occur for both sets of standards. But the workgroup feels teachers can best judge how and when to align, embed, and place emphasis on the standards. To assist with this the workgroup developed a template for developing units of study. The development of units of study will be an important instructional practice for addressing both sets of standard. A common template will also assist in teachers sharing units of study ideas across the state. Kentucky State Personnel Development Grant/CCR

Units of Study Unit Title/Area Teacher/Instructor/Team
Teacher/Instructor/Team Grade Level/Department Approximate Length of Unit Standards Enduring Understanding/Essential Questions Critical Vocabulary Instructional procedures/activities Assessment Resources The slide shows the components required to share/submit/upload sample Units of Study Unit Title/Area Teacher/Instructor/Team Grade Level/Department Approximate Length of Unit Standards Enduring Understanding/Essential Questions Critical Vocabulary Instructional procedures/activities – could be two different terms Assessment Resources An open format was used for the Unit of Study and an annotated version is in development that defines the meaning or what is expected to be recorded within the form sections. A professional development session was recently developed through the project that includes developing units of study. Cooperative consultants will soon have opportunities to receive the training for replication in their region.

Refer participants to the CCR Comparison Document (Binder Tab 2)
We are now going to transition from discussing the Career Ready: Academic Measures Click to Transition Slide

To the Career Ready: Technical measures.

Career Ready: Technical Kentucky Career Work Experience Certification
Provides opportunity for student demonstrations of practical knowledge and skills Includes three phases: Career Exploration Person Centered Planning Work-based Learning Utilizes community based school-business partnerships The Career Work Experience Certification corresponds with the requirements of Career Ready-Technical component of Accountability Model. The CWEC provides opportunity for student demonstrations of practical knowledge and skills included in the EFAS-AA and assessed by the ESAR. The overall process Includes three general phases: Career Exploration in Grades and beyond; Person Centered Planning beginning at Grade 9; and Work-based learning, which includes a minimum of three years of coursework. The certification process utilizes community based school-business partnerships. School-business partnerships assist in providing the work-based learning options provided to the student. Kentucky State Personnel Development Grant/CCR

Career Work Experience Certification Outline of Process by Grade Level
Middle School Grade 6 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 Transition Planning begins at age 14 or 8th grade, whichever comes first Person Centered Planning begins at Grade 9, as needed 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 Work Transition Program (CWTP) prior to last two years of school Determine postsecondary decision to employment at prior to exit Summary of Performance given to student upon year of exit Refer participants to the CWEC handout- Page 6 included in Binder Tab 6. NOTE TO TRAINER: Handout was edited Provide participants with new page 5-6. The slide shows an outline of the CWEC process by grade level. Review each grade level. Note at Grade 6: The Supports for Community Living Application should be submitted for some students, as appropriate. Supports for Community Living (SCL) is a Kentucky Medicaid program home- and community-based waiver providing an alternative to institutional care for individuals with intellectual and developmental disabilities. SCL allows individuals to remain in or return to the community in the least restrictive setting. There is a waiting list for services and supports. Submitting an application will place the student on the list. Applicants will be served in chronological order as funding becomes available. You can find more information about Supports for Community Living and the application process on the website for the Kentucky Cabinet for Health and Family Services, Department for Medicaid page. HS Person-Centered Planning – Beginning at Grade 9, as needed Transition Planning – district will determine on individual student basis if transition planning will suffice. Good, solid transition planning is person centered planning. For the majority of students this process, if implemented with fidelity. – Trainer Note: Please emphasize. If a student needs a more in-depth person-planning process, the district may select the formal process they would like to use. ARCs may need to hone their problem-solving skills. For more involved students specific formal model(s) or components of specific models (ex. PATH) may be needed. Teams could utilize: Problem solving models – example, ASD problem solving Compression Planning Backwards planning The key to planning for the CWEC is knowing the student’s estimated year of graduation. Is the student planning on exiting with a graduation code at age 18? Will the student exit with a graduation code at 21? At an age in between? Trainer Note: Emphasize the development of the 3-year work-based learning (career pathway) for individual students. The work-based learning process is a minimum of three years. Trainer Note: Not all districts have the CWTP. Some have their own district developed programs. Kentucky State Personnel Development Grant/CCR

Career Work Experience Certification Outline of Process by Grade Level
Middle School Grade 6 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 Transition Planning begins at age 14 or 8th grade, whichever comes first Person Centered Planning begins at Grade 9 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 Work Transition Program (CWTP) prior to last two years of school Determine postsecondary decision to employment at prior to exit Summary of Performance given to student upon year of exit As already discussed and seen in the earlier graphic, the EFAS-AA and progressions are expected to be taught in broadening settings, as the student advances through the grades. It is during the Career Work Experience Certification Process that a student is given opportunities to practice, maintain and generalize knowledge and skills related to the employability standards in community and work-based settings. EFAS-AA & Progressions Kentucky State Personnel Development Grant/CCR

Career Work Experience Certification
Non-Negotiable Components Flexibility: Work-Based Learning Opportunities In Kentucky we have a wide range of districts sizes, from Augusta Independent (one-building school district) to Jefferson County Some components of the CWEC are not negotiable. They apply to all districts in order to have statewide fidelity. A degree of flexibility was needed to address the differences in sizes and availability of community resources. But most importantly, flexibility is required to meet individual student learning needs. 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 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 Refer to page 4 of the CWEC Handout: Binder Tab 6 The CWEC components expected to implemented by all districts include: 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, when necessary, with district choice for which particular planning method(s) to use. Thoughtful transition planning is person centered planning. However some students may need a more in-depth PCP process. Or parts of a more in-depth process. This should be individualized according to student need.* 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* 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 Trainer Note: * indicates components already discussed. Mention but emphasize those in bold. Kentucky State Personnel Development Grant/CCR

Flexibility: Work-Based Learning Options
Cooperative Education Entrepreneurship Internship (Paid-Unpaid) Mentoring School-based Enterprise Service Learning Shadowing The need for flexibility within the CWEC process is met by using the flexibility inherent within the KDE-Career and Technical Education Work-Based Learning Manual. The KDE-CTE Work-Based Learning Manual includes a variety of options for students. These opportunities will be used to assist the student in applying and generalizing skills learned, in particular the standards within the EFAS-AA. ARCs will develop a minimum 3 year work-based learning (career pathway) for individual students In accordance with course of study In accordance with LRE Work-based learning will be linked to individual course of study. The courses of study will be documentation for the certification completion. The pathway will look different for individual students, based on their post-secondary goals, IEP Present Levels, course of study, and needs related to the LRE. Trainer Note: Emphasize research shows students that participated in paid internships have a higher degree of being employed after leaving. Paid internship is the ultimate option hoped for all students. Kentucky State Personnel Development Grant/CCR

Document Review Time: KY Work-Based Learning Manual
Legal Issues – Large Group Review Small Group Review: Service Learning Mentoring Shadowing Entrepreneurship School-based Enterprises Internship Cooperative Education Registered Apprenticeship and Pre-Apprenticeship KY Work-Based Learning Manual handouts: Binder Tab 9 Handout: Work-Based Learning Manual Review Handout Review briefly the different sections within the table of contents. Whole Group: Brief review of Chapter 1: Legal Issues Small Group: Assign small groups to: Chapter 2: Service Learning Chapter 3: Mentoring Chapter 4: Shadowing Chapter 5: Entrepreneurship Chapter 6: School-Based Enterprise Chapter 7: Internship Chapter 8: Cooperative Education Chapter 9: Registered Apprenticeship and Pre-Apprenticeship – All groups scan to determine why apprenticeship was not chosen as a work-based option for students participating in the alternate assessment. Each small group will complete the Work-Based Learning Manual review handout and report out to large group.

Rethink Careers When we think of students within this population our view of possible careers has likely been limited. We may need to rethink “careers” in the future. Click on link to show video. Question to Participants: What was your past vision/expectation for a student with a significant cognitive disability within the food service field?

Rethink Careers #2 Optional Video: Madelaine , from Australia, also has Downs Syndrome. She was concerned about her weight and stamina and decided to do something about it. This lead to a career that went another direction. Click on link to show video.

Community Work Transition Program Handout – Binder Tab 6 – CWTP Quick Facts
The CWTP is formal program that can be used as a vehicle for providing the work-based learning options to students as they pursue the Career Work Experience Certification, particularly in the last two years of school. Review the CWTP Quick Facts Advise team members to utilize the Quick Facts when training and informing other district personnel about: It is important for district team members to know the difference between the CWTP and Community Based Instruction. And to understand the relationship of the CWTP to work-based learning and CWEC.

Changes to CWTP Dropped 25% school match & develop yearly MOU with each school district Name change to Community Work Transition Program Adding small scope of singular services for students who do not need full job coaching services Order of Selection Providing required Pre-Employment Transition Services: exploration, training & job placement remain (3 years) Students can stop/start services at anytime Employment Specialists can work with more students at different stages in program # of years in program determined by needs of student, not program rule Based on recent CWTP training: Schools will no longer pay 25% match (still completes a budget) and will require an annual Memorandum of Understanding with each school district. Name change to Community Work Transition Program – the term “based” caused confusion with the CBI concept. Adding a small scope of singular services for students who do not need full job coaching services The Order of Selection has changed – eligible individuals who have the most significant disabilities. OVR counselor considers seven major areas of functional limitations to determine priority category: communication, interpersonal skills, mobility, self-care, self direction, work skills and work tolerance. To meet the new Workforce Innovation Opportunity Act - Pre-Employment Transition Services will be provided exploration, training & job placement remain (3 years instead of 2) Students can stop/start services at anytime Employment Specialists can work with more students at different stages in program # of years in program determined by needs of student, not program rule For more information about CWTP contact Meada Hall:

Community-Based Instruction (CBI)
CBI is a strategy to teach students to get “ready” to live, work, and play in their communities Community-Based Instruction Handout: Binder Tab 6 Review the handout for CBI Advise team members to utilize the handout when training and informing about: the difference between CBWTP, CBI and Work-Based Learning

What’s the Difference? Work-Based Learning CWTP
Community Based Instruction Work Based Learning (WBL) – the options used by Career and Technical Education CWTP: a formal program, in partnership with OVR, that is the vehicle for providing an experiential curriculum, career exploration, and work based learning options. The program is specific for students with disabilities. The CWTP was develop years ago for students with significant cognitive disabilities in rural communities. The student on alternate assessment are to be given priority for the program. Community Based Instruction is an instructional practice that can be implemented at any grade level. The a broad range of knowledge and skills can be addressed through CBI, not merely employability skills.

Courses of Study Information
Direct participants to the Course of Study handouts in Binder Tab 10. Note to Trainers: Handout was edited in November New version has been uploaded to the CCR Initial Training Dropbox site in Tab 10.

Courses of Study Descriptions
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 To ensure continued instruction in the core subject areas during Grades 9-12 Course of Study Descriptions for the Alternative High School Diploma have been developed to: Document a course of study, based upon student needs, leading to an Alternative High School Diploma Document the completion of the Career Work Experience Curriculum – the four specific courses leading to the completion of the Career Work Experience Certification Provide fidelity with completion of Courses of Study statewide The Course of Study was also developed to ensure continued instruction in the core content areas during Grades There have been known instances where students participating in the alternate assessment were not provided instruction in the core subjects (math, reading/language arts) throughout high school.

Courses of Study: Alternative High School Diploma
To assist ARCs in developing individual student alternative multi-year courses of study Alternative High School Diploma Course of study as one transition service included in students’ IEP (707 KAR 1:320 Section 7) The revised course of study descriptions provide guidance to ARCs for the development of the multi-year course of study. ARCs must develop a multi-year course of study for individual students as a transition requirement on the student’s IEP.

Courses of Study: Alternative High School Diploma
Aligns to the Minimum HS Graduation Requirements – Regular High School Diploma Provides sample Course Titles and Descriptions Utilizes Kentucky’s Valid Course Code List Course codes are used in Infinite Campus(IC) for Lead Reporting Teachers follow IC standards for Course Codes, Course Data, and Teacher of Record As stated before (CCR Q & A document), the Alternative HS Diploma is not a regular diploma. We cannot make it so. But we can describe and provide courses of study under that diploma that could show a employer the type of coursework the student has completed. The revised course of study aligns the requirements for a Regular HS Diploma. The revised Courses of Study document provides Course Titles, Descriptions, and valid course codes for each individual course. All this work went through appropriate committees at KDE. The Course of Study Descriptions for the Alternative High School Diplomas will be posted on the KDE website in school year

How does ESSA change state policies regarding alternate assessments and regular high school diploma?
Requires an alternate diploma must be standards-based and aligned with the State requirements for a regular high school diploma Allows states to count students in the numerator of the graduation rate formula who take alternate assessment and have not completed the requirements of a regular diploma, BUT only if they are awarded a State-defined alternate diploma that is- Standards-based Aligned with the State requirements for a regular high school diploma Obtained within the time period for which the State allows students with disabilities under IDEA to stay in public school --- usually until age 21. The Course of Study Descriptions for the Alternative HS Diploma are aligned with the minimum requirements for a regular HS diploma. This has KY in a good position, in light of the Every Student Succeeds Act (ESSA) Under ESSA, an alternate diploma must be standards-based and aligned with the State requirements for a regular high school diploma; therefore, the alternate diploma may not be based solely on meeting IEP goals that are not fully aligned with the State’s grade-level academic content standards. Also under ESSA, § High school graduation rate. (a) Four-year adjusted cohort graduation rate. A State must calculate a four-year adjusted cohort graduation rate for each public high school in the State in the following manner: (1) The numerator must consist of the sum of— (i) All students who graduate in four years with a regular high school diploma; and (ii) All students with the most significant cognitive disabilities in the cohort, assessed using an alternate assessment aligned to alternate academic achievement standards under section 1111(b)(2)(D) of the Act and awarded a State-defined alternate diploma.

Multi-Year Course of Study: Alternative High School Diploma
Course of Study Template Aligns with ILP Includes Postsecondary Goals Serves as a documentation tool for courses by school year Will be filed, on an annual basis, in the Career Work Experience section of the Career Ready Alternate Assessment Folder (CRAAF) Usability Sites have been testing the course descriptions when completing the Multi-Year Course of Study Template. The template is now included in the IEP. The Multi-Year Course of Study template: Aligns with ILP Includes Postsecondary Goals Serves as a documentation tool for courses by school year Will be included, on an annual basis, in the Career Work Experience Section of the Career Ready Alternate Assessment Folder. Trainer Note: Review the blank template and the sample template with the participants. Discuss known issues related to using the Course of Study Descriptions within Infinite Campus: Course of Study Descriptions-Alternative High School Diplomas, particularly those for core courses (Language Arts 1-4, Math 1-4) cause a teacher to take roll for multiple classes per period. This is workable. The core courses will also require the use of multiple grade books per period. Teachers can copy and paste similar lesson plans from one grade book to another.

Document Review Time: Courses of Study Leading to Alternative High School Diploma
Give the participants 5 minutes to further review the documents, separately or in pairs. Note the last paragraph on Page 1: While a particular student in an alternative course of study may be enrolled in a “regular class,” that student would not be earning “credit” toward a regular high school diploma, but instead be participating in the course as part of his planned alternative course of study. If the content for the student with a disability is the same as for nondisabled students, then the grade for the student with a disability is reported in the same manner as for the nondisabled students. If the content has been modified to the extent that it is not the same as for nondisabled students, then the issue is larger than grading, report cards or functioning level. This is a violation of the requirements in 704 KAR 3:304 (Kentucky Program of Studies) and 704 KAR 3:305 (Minimum high school requirements). If the content has been modified to the extent that it is not the same as for nondisabled students, no grade or credit is given or entered into Infinite Campus. Discuss IC issues and solutions.. Multiple Rosters Multiple Grade Books Continued teaching of core subjects (math, science, social studies, Eng/LA Dealing with quarters, semesters, trimesters – align the core classes/electives with the HS schedule More recent issues from Usability and Targeted Sites: Site-based councils are determining core subjects – may require chemistry as opposed to the science course named Post/collect other issues from the group to report back to the project workgroups for consideration.

Course of Study Descriptions Matrix
NOTE TO TRAINER: Handout was edited Participants using training binders bulk printed by RICOH prior will need to mark the change during the training session or be provided with the most recent version of the handout. The Course of Study Descriptions for the Alternative High School Diploma were recently put into a matrix format. The matrix is a supplemental document. But you must have a full understanding of the master document that provides the description of the courses. Place the matrix at the back of the main Course of Study document. The template is helpful in understanding the grade level in which courses occur. It is particularly helpful in understanding which courses lead to the Career Work Experience Certification and the order in which a student takes the classes. Review the matrix with the participants, Course Title, Course Codes, Grade Levels and information contained in the Guidance column. General Electives - Select 3 in Grades 9-12 Note: Electives may also be selected from general education course codes, including CTE courses.

Courses for Career Work Experience Certification
Specifically review the course that lead to the Career Work Experience Certification. Reminder to participants: a minimum of three years of course work and completion of all four courses must be completed to achieve the certification. Point out the grade level and prerequisites for each course. This aligns to the “preparatory” concept in career technical education when a student in that program is pursuing a career pathway. Also point out that each course leading to the CWEC is intended to occur for one year or in alignment with the length of courses for CTE classes. Remind the participants that knowing the student’s expected exit from school is critical in planning for the completion of the CWEC. Guide the participants back to the descriptions for each course within the master Course of Study handout. Developing Career Option – page 8 Developing Leadership Skills – page 10 Experience in Workplace Principles – page 10 Individualized Career Work Experiences – pages 8-9 Guide participants to the Table of Contents in the CTE Work-Based Learning Manual – Tab 9. The work-based learning options of service learning, mentoring, shadowing, entrepreneurship, school-based enterprise, internship and cooperative education will be aligned within the four courses leading to the CWEC. Options provided in worksites will occur within the last two courses.

ESAR at Grade 11 - Requirements
Completed Completed This slide shows the coursework leading to the Career Work Experience Certification and the conditions for conducting the Employability Skills Attainment Record (ESAR) for students in Grade 11, discussed earlier in the training content. (Slide 21) The requirement that the student has completed two (2) courses leading to the Career Work Experience Certification means The student has already taken Developing Career Options and Developing Leadership Skills The requirement that the student is enrolled in a third course means: The student is enrolled in Experience in Workplace Principles Enrolled

Career Work Experience Certification
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 Programs Vehicles for implementing a % of the work-based learning options CBWTP District Develop Program Combination This slide summarizes the inter-relationship, within the CWEC process, between the CTE Work-Based Learning Options, the Course of Study Descriptions, and work-based learning programs. Review: Within the minimum of three years of course work required for the CWEC, a variety of CTE Work-Based Learning Options will be provided. The work-based learning options, will be linked to the Course of Study Descriptions: Alternate Assessment. Some courses will occur in classroom/school settings and some in community and worksites. Work-based learning programs are the a vehicle for providing students some of the options within the CTE Work-based Learning Manual, particular those implemented in the community and worksite settings. The multi-year course of study, and potentially transcripts in IC, will document the completion of the CWEC process. One Usability Site is developing the pathway to the CWEC within IC. Kentucky State Personnel Development Grant/CCR

CTE Work-Based Learning Options
CWEC CTE Work-Based Learning Options Work-Based Learning Programs (CBWTP, District Developed, Combination)) Courses of Study Another depiction of the interrelationship between the CTE Work-Based Learning Options, Courses of Study, and Work-Based Learning programs and their support for the Career Work Experience Certification process.

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 3 4 5 6 ILP process begins; interest inventories conducted; career exploration begin; Supports for Community Living application submitted for individual students, as needed 7 Continue interest inventories; continue career exploration; transition planning begins at age 14 or 8th grade, whichever comes first 8 9 • 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 students o In accordance with course of study o In accordance with LRE 10 Referral to OVR at age 16 11 X Optional if early administration conditions are met • Referral to Community Work Transition Program (CWTP) prior to last two years of school, or • Referral to district developed work-based learning program 12 • Determine postsecondary decision to employment at prior to exit • Summary of Performance given to student upon year of exit 14 X Year 5 HS - Benchmarks not at met Grade 12 X Year 6 HS - Benchmarks not met on previous administrations X Year 7 HS - Benchmarks not met on previous administrations Refer participants to handout CCR Revised Measures-Outline by Grade in Binder Tab 2 This slide and the handout attempt to show, by grade, the large chunk steps that should occur related to the revised Career Ready measures for students participating in the alternate assessment. It all begins, as it should, with instruction. And the instruction of the Employability and Foundational Academic Standards-Alternate Assessment should begin at the primary grade level.

Bonus Points When the new measures go into effect it will be the first time bonus points will be possible within the alternate assessment. This too aligns more closely with the point system for students within the general assessment. To achieve the .5 Bonus Point a student much attain benchmarks on the TAR, attain the benchmarks on the ESAR, and complete the Career Work Experience Certification process. As you recall from the rationale for the revisions to the CCR measures, the bonus points seemed to be of importance in some districts. Trainer Note: The Commissioner’s Accountability Steering Committee and Workgroups are reviewing Kentucky’s accountability model, including the .5 bonus point. The state is considering changes to the current accountability system as allowed under ESSA, the new, main federal law governing public education. The current timeline calls for the new system to be in place for the school year. For more information: Commissioner’s Accountability Steering Committee: Accountability Workgroups: ESSA Page:

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 The Alternate Assessment and Accountability Folder, also referred to as the AAAF, has been a requirement of the Alternate Assessment Program for several years. The AAAF contains the following information: Student Information Teacher Code of Ethics Teacher Certificates Work Samples Attainment Task Scores and Additional Supports (if needed) Transition Attainment Record (TAR) Information. The AAAF also serves monitoring purposes at both a district and state level. The project developed documentation needed related to the new measures for Career Ready, the ESAR and the CWEC; the Career Ready Alternate Assessment Folder (CRAAF). The folder mirrors information maintained for the Alternate Assessment Attainment Folder (AAAF). We used the AAAF as a basis because teachers have prior knowledge of this type of information. The format has similarities.

Career Ready Alternate Assessment Folder (CRAAF)
Draft CRAAF Components: Student Information Page Code of Ethics-Confidentiality Agreement Quiz of Certification (specific to standards) Employability Skills Attainment Record Career Work Experience Certification The CRAAF will be used to document the results for the ESAR. The CRAAF will also be used to document the completion of the Career Work Experience Certification process. The CRAAF will be a separate folder from the AAAF because the Career Ready point will be awarded by KDE’s Office of Career and Technical Education. The office will audit CRAAFs when on monitoring or review visits for CTE programs. Draft CRAAF Components: 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: Completed ESAR and Evidence Grade 11 (early administration) Anecdotal Notes (supporting notes regarding specific student information on ESAR Documentation concerning meeting to complete the record (i.e., who, where, and when). Section 2: Completed ESAR and Evidence from Grade 12 Section 3-4-5: Completed ESAR and Evidence from Grade 14 (Continue until Exit Year if benchmarks are not met) The CRAAF will included the following sections: Section 1: If the ESAR is administered early at Grade 11, the folder section begins that year. If not the ESAR documentation begins at Grade 12. (Section 2) If the student exits with a graduation code at the completion of Grade 12, the documentation in the folder stops there. Section 3-4-5 If the student does not meet benchmarks in Grades 11(if eligible for early administration) or 12, and continues receiving services as a Grade 14 student, they will continue to be assessed annually on the ESAR. The folder will include a section for each year the students remains in Grade 14. . Kentucky State Personnel Development Grant/CCR

CRAAF: 5. Career Work Experience Certification
Grade 9 Multiple year course of study, including the courses leading to the CWEC Copy of Transition Page of Student’s IEP Anecdotal Notes Grade 10 – same components as above Grade 11 – same components as above Grade same components as above. For students exiting with a Graduation Code, the Summary of Performance, including specific student information related to attainment of the CWEC, may serve as the anecdotal notes. Grade 14 – same components as Grade 12 Component 5 of the CRAAF pertains to the Career Work Experience Certification For each school year, beginning at Grade 9, the grade level section would contain: Multi-year course of study, including the courses leading to the Career Work Experience Certification Copy of Transition Page of Student’s IEP Anecdotal Notes (supporting notes regarding specific student information related to attainment of the CWEC) Note: The Summary of Performance can be used as anecdotal notes the year the student exits with a graduation code. Kentucky State Personnel Development Grant/CCR

CRAAF Folder Systems Expanding folders with individually labeled file folders Notebook with section tabs Discuss the folder system the district currently uses for the Alternate Assessment Accountability Folder (TAR). Will the same system work for the Career Ready Alternate Assessment Folder? New ideas?

Platforms for Alternate Assessment
Student Registration Database: Technology platform for Transition Attainment Record scores Online Training System: Platform for TAR, Attainment Tasks, ESAR and CWEC quizzes Career Ready Database: Platform for ESAR scores and CWEC status The Student Registration Database is the platform used to collect the Transition Attainment Record scores. The Online Training System is the platform currently used for the Transition Attainment Record quizzes. A database is needed to accommodate the scores for the Employability Skills Attainment Record and the student status in completing the Career Work Experience Certification process when the revised measures for Career Ready go into effect. A database is in development. It is called the Career Readiness Database (CRD). At the completion of the Employability Skills Attainment Record (ESAR) the Qualified ESAR Administrator will key the ESAR scores into the database. The year the student exits with a graduation code qualified personnel will key the student status into the database, indicating Yes (Y) or No (N), the student completed the coursework leading to the CWEC. Documentation to support the data is kept in the Career Ready Alternate Assessment Folder. The Office of Career and Technical Education, when conducting on-site visits will review the CRAAF. Kentucky State Personnel Development Grant/CCR

Document Review Time: Revised Measures
Frequently Asked Questions Tab 2: Frequently Asked Questions. Document revised Provide participants with the revised document. A FAQ document was developed to assist school districts with understanding the revised measures. Jigsaw to quickly review document content. Divide the number of questions by the number of participants. 40 questions / # of participants

Joint Website for MSD KY State Personnel Development Grant (SPDG)
Teaching Age-Appropriate Academic Learning via Communication (TAALC) College and Career Readiness (CCR) Kentucky Alternate Assessment Project (KAAP) Kentucky Peer Support Network msd1stop.hdiuk.org Earlier in the CCR development process a CCR WIKI was proposed and partially completed. Since then several projects that work with teachers of moderate and severe disabilities planned a joint website. The joint website will assist those in KY seeking information about the State Personnel Development Grant and other MSD related projects. The site is mainly focused for people working with students with moderate and severe disabilities. The website is in WIKI format. Review the following sections from by clicking the msd1stop link on the slide. Links within the site are at the bottom of the main page. Briefly discuss: KY State Personnel Development Grant (SPDG) overview of SPDG links to other initiatives under the grant Co-Teaching for Gap Closure and SPLASH – can show the link to SPLASH, housed at U of L Links to Post-School Outcome Data – can show the link to PSO Parent Page will be added in the future Teaching Age-Appropriate Academic Learning via Communication (TAALC) Good videos and presentations. Highlight training modules College and Career Readiness (CCR) Information related to the project, handouts, Online modules – intro module posted Kentucky Alternate Assessment Project (KAAP) Information not loaded yet.. May link to existing website Kentucky Peer Support Network Newly added. Information not loaded yet.

Program Attributes Handout: KY Taxonomy for Transition Programming in Binder Tab 7 To prepare for the CCR revised measures and the supporting instructional practices all districts will look at Program Attributes. The KY Program Attributes are based on the Taxonomy for Transition Programming. The taxonomy is a document available and used nationally since Is based on a review of research. The taxonomy is written for programming for all students with disabilities. If you have the programmatic components in place in your district and classrooms students with disabilities will be more likely to successfully transition from high school to postsecondary settings. The document was revised for Kentucky. It now includes current terminology and added components specific to Kentucky. We also added some appendices that would be helpful to districts. The KY Taxonomy includes updates and the career ready components within the CCR revisions for students participating in the alternate assessment. The best way for districts to use the Taxonomy is in the PLC format or team format, before setting goals. Large Group: Review and discuss document components on the slide in relation to Pages 1-3: Student Focused Planning includes the IDEA requirements for IEP development Student Academic & Career Development – student instruction Interagency Collaboration – the original document had another subarea but it related to state level activities. This document is designed for district & classroom level use. Family Involvement – point out empowerment Program Structure Kentucky State Personnel Development Grant/CCR

Document Review Time: Taxonomy for Transition Programming
Glossary Jigsaw to quickly review the Glossary # participants 7 pages in glossary 3 groups of 4 2 pages each in glossary Questions on Flip Chart Were there any concepts new to you? Any surprises? What are some similarities that you noticed between the definitions and what is going on in the district programming right now? Did you find concepts missing in your programming based on the definitions you read? Level of Understanding of Programming for Students with Any Disability Scale 1-5

Self-Assessment – Part I & Part II
Handouts District Self-Assessment instrument in Binder Tab 8. For the district self-assessment the NSTTAC document was used, with Kentucky edits. This version has embedded attributes related to implementation of the revised CCR measures into the appropriate section of the taxonomy. Remember the Taxonomy was developed to guide districts in assessing and developing programming for all students with disabilities. The attributes to CCR for students participating in the alternate assessment are designated by an asterisk. Go over instrument components. Then provide teams options for completing Part I and Part II Option 1 – Preferred Option Individually complete Part I and II. Then discuss as team. Option 2 Assign to Taxonomy Sections to small group to discuss and come to agreement on rating. Then discuss as team Option 3 Complete Part I and II as full team Note to Trainer – discussion is typically richer is there is individual or small group rating first. But large group (Option 3) can work. Remind participants to use the Taxonomy Glossary when completed the Parts I and II.

District Self-Assessment Part I: Assessing Current Implementation Part II: Identifying Strengths and Needs Recommendation: Each team have a computer with the Goal/Action Plan only form Select a recorder for the team decisions about the assessment. Provide recorder with an electronic copy of the District Self-Assessment & Action Plan Only file. If Option 1 or 2 is chosen (Initial rating by individual or small groups) – begin with 30 minutes on timer. Monitor the group discussion and adjust time as needed. Teams need to be given as much time as needed. Teams may key final decisions made from Part I and Part II into electronic copy of instrument.

Sample Goal- Action Steps
Goal: Implement more formalized person centered planning by Fall 2016 Determine individual students that need more in-depth person centered planning process, beyond appropriate transition planning Investigate person centered planning processes Investigate professional development providers available for person centered planning processes Target staff to attend training Consult with educational cooperative about joint district or regional training options Schedule training in summer 2016 Supplementary Handouts: District Self-Assessment Sample CCR Activities Sample Activities from Usability Site Team(s)/Targeted Site Teams(s) from Optional Handout: Action Plan Examples Review the SMART Goal addendum The next step in the Self-Assessment process will be the development of Goals and Action Steps for the areas of need. A handout on the components of SMART goals is included in the back of district self-assessment document. Any KDE document recommends using the SMART Goal format for development of goals. Note: the Example is not in SMART Goal format. Smart Goal examples are included in the Action Plan Examples handout. The samples also do not show the Who/By When component.

Sample Goal – Action Steps
Goal: Increase available local businesses to partner with us and provide locations for work-based learning options Review the existing catalog of business partners that currently participating with the CBWTP. Educate existing partners about the CWEC process Select new businesses and organizations to target Present information about the CWEC process and work-based learning to the targeted local businesses, organizations and agencies Update the catalog of business partners willing to participate in the CBWTP and CWEC process. Include contact information, location, type of business, and work based learning opportunity available at the site Maintain information of business or organizations that are not willing or unable to partner Annually review the catalog Supplementary Handout: District Self-Assessment Sample CCR Activities Briefly review goal. Review the Supplementary Handout.

District Self-Assessment Part III: Setting Goals for Year 1
Using the results from Parts I and II, complete the Action Plan sections for the district self-assessment. Assist the Team by putting potential Goal areas on a Flip Chart. Option 1 – Preferred Option Assign area of weakness to pair or small groups to draft goal and action step. Give minutes, monitor discussion, change time as needed. Pairs or small groups report out in full team Full team makes suggestions/revisions Record Goals and Action Steps within the electronic copy. Option 2 Full team works on goals/action steps. Trainer Note: This option can take more time, can bog down the team, and limit individual contribution of ideas.

Team Sharing Give for team(s) time to briefly report goals/action steps.

Other Potential Team Members
Add other agency members to district team Department for Behavioral Health, Division of Developmental and Intellectual Disabilities (BHDDID) Office for the Blind County Resource Map Establish cross adult agency active collaborative teams at each of the CCR 1% usability site districts and at the state level to manage the seamless transition process, to learn together, to establish interagency linkages, trouble shoot gaps between policy and practice, and to track and document progress. Early engagement of adult agency employment specialists working in conjunction with school personnel before school exit; A centralized, coordinated approach to accessing services with strong interagency links to make sure there is no wrong door to gaining access for transition-aged students with significant disabilities; Achievement of cross-system, common integrated employment outcomes through the collaboration among critical transition partners. Outcomes to include: A stronger connection to adult service providers and post-school supports, More transitions of Michelle P. waiver students leaving school with jobs, A stronger connection to local employers, Expanded opportunities for students to have paid work experiences before school exit; and Specific outcomes identified by Education’s College and Career Readiness.

Follow-up on Tim

Jill Griffiths –jill.Griffiths@uky.edu
Closing Day 2 Next Steps PD Evaluation Contact Information: Jill Griffiths

If Tim can work toward making change, So Can We!
Closing Thoughts If Tim can work toward making change, So Can We!

Initial Training: District CCR Teams

Similar presentations

Presentation on theme: "Initial Training: District CCR Teams"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Initial Training: District CCR Teams

Similar presentations

Presentation on theme: "Initial Training: District CCR Teams"— Presentation transcript:

Similar presentations

About project

Feedback