College Career Readiness Instruction and Transition Planning:

Evidence Based Practices for Students with Disabilities

Vanessa Groneck, ConsultantCollege Career Readiness/Transition.NKCES

Target & Standard (TPGES)

WE ARE increasing our knowledge of the college career readiness framework and evidence based practices/resources for transition and academics for students with disabilities, SO THAT WE can develop and implement more strategies in the classroom that are focused on student success during and after high school. WE WILL KNOW THAT WE HAVE ACCOMPLISHED THIS WHEN the practices are utilized in our classroom planning and instruction.

TPGES - KY Framework for Teaching:Domain 1 – Planning & Preparation

1D – Demonstrating Knowledge of Resources

Agenda

College Career Readiness FrameworkAll Students, Students with Disabilities, Alternate Assessment

Effective Transition Planning and Programming

Evidence Based Practices for Transition

Evidence Based Practices for Academics

College Career Readiness Framework

Kentucky’s Definition of College Readiness

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

Kentucky’s Definition for Career Readiness

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

College Career Readiness Accountability in KY

8

Taxonomy for Transition

What is it?

Evaluating our strengths and needs

Transition Programming and PracticesStrengths & Needs

What Does Evidence-Based Mean?

Evidence Based Practices for Transition

Backward Chaining

Check and Connect

Community-based Instruction

Computer-assisted instruction

Constant Time Delay

Extension of Career Planning Services

Forward Chaining

Least to Most Prompting

One-More- Than Strategy

Progressive Time Delay

Response Prompting

Self-Management

Self-Monitoring

Simulations

Simultaneous Prompting

Total Task Chaining

Video Modeling

Published Curricula

Self-Advocacy Strategy

Self-Determined Learning Model of Instruction

Self-Directed IEP

Whose Future Is It?

Peer Assisted Instruction

Visual Displays

Training Modules

Academic Evidence Based Practices

Mnemonics

Peer Assistance

Self- Management

Technology-Based

Visual Displays

Instruction

Lessons on new skills to be taught and divided into the following areas:

Student Focused Planning

Employment Skills

Life Skills

Program Structure

Questions:Vanessa GroneckNorthern KY Cooperative for Educational Services(859) 442-8600 ext 26 vanessa.groneck@nkces.org