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Preparing Students for College and Careers

Preparing Students for College and Careers. Everyday Matters – Ensuring Success for Transition Aged Youth Texas Transition Conference Margo Vreeburg Izzo, PhD Izzo.1@osu.edu February 21, 2013. 21 st Century Skills Defined. The skills students need to succeed in the 21 st Century:

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Preparing Students for College and Careers

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  1. Preparing Students for College and Careers Everyday Matters – Ensuring Success for Transition Aged Youth Texas Transition Conference Margo Vreeburg Izzo, PhD Izzo.1@osu.edu February 21, 2013

  2. 21st Century Skills Defined The skills students need to succeed in the 21st Century: Life and Career Skills Learning and Innovation Skills Information, Media, and Technology Skills Core Subjects with 21st Century Themes (Partnership for 21st Century Skills, www.21stcenturyskills.org) 2

  3. Defined as the set of skills needed to find, retrieve, analyze and use information. Individuals who are both technologically and information literate will be able to use computers effectively to find the information they need. Useful for people with disabilities because they enhance communication, learning, writing, and task management. Creates equal opportunities in education and aid in transition from school to work. Need for Information andTechnological Literacy 3

  4. Nearly 80% of students with disabilities plan to work after graduation Only 70% were actually employed one year after graduation, with many working part time 70% of students plan to pursue some type of postsecondary education Only 35% were actually enrolled one year post graduation Only about 20% of high school graduates live independently following graduation Need for Career Planning 4

  5. 21st Century Curricula EnvisionIT and E-Mentoring Curricula Teach IT skills. Help students build a self-directed Transition Portfolio. Match students’ interests, abilities, and personality to career goals. 5

  6. Transition Curricula (cont.) • Incorporates UDL Supports for all learners. • Use the open source, fully accessible course management system, ATutor. • Allow students to become more engaged and invested in their learning by using material that is relevant to their lives.

  7. 21st Century Curricula 7

  8. Teachers are under pressure to provide one to one attention for at risk youth Mentoring can be useful for youth AND adults Youth involved in mentoring are: 46% less likely to begin drug use 27% less likely to begin alcohol use 52% less likely to skip school 33% less likely to hit someone 59% get better grades 73% raise their goals Need for Mentoring

  9. Sample IT Objectives in Curricula Information Technology Objectives Use rules for communicating online by sending/receiving email. 2. Retrieve information from the Internet. 3. Determine meaning of unknown words using online dictionary. 9

  10. Sample Transition Objectives • Complete three online self-assessments to identify preferred learning styles, personality traits, and career interests • Create PowerPoint slides that describe two preferred personality traits • Compare four career choices that match your personality traits • 4. Summarize key point in a college preparation chart such as: majors, application process, finances, student activities, campus visits and surrounding areas

  11. Age Appropriate Transition Assessments Develop realistic and meaningful goals Assist develop IEP postsecondary goals Provide information for present levels of performance Learn about the individual student, his/her strengths, needs, ambitions, interests, preferences Connect IEP with future plans Inform the Summary of Performance 11

  12. Online Assessments The VARK Questionnaire  http://www.vark-learn.com/english/page.asp The Myers-Briggs Personality Test http://www.personalitypathways.com/type_inventory.html The Princeton Review http://princetonreview.com/Careers.aspx 12

  13. Riley Guide • Assignment Overview • Students use The Riley Guide to find three websites related to their careers. Then the students write one to two sentences describing each website.

  14. Core Standards and Transition Assessment Princeton Review:After completing the Princeton Review students will be able to analyze their Interest Color and list 4 occupations to explore Core Standard: • Reading Strand: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

  15. Core Standards andTransition Assessment -Transition Portfolio, Activity 1a: Self Assessment: VARK - After completing the VARK students will be able to analyze their learning style and share strategies that enhance their learning -Common Core Standards • Reading Strand: Reading for Information2, Determine two or more central ideas of a text and analyze their development over the course of the text. • Writing Strand2e, Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. • Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback. -

  16. Transition Portfolio Students create a Transition Portfolio that includes: 1.PowerPoint Presentation 2. Job or College Comparison Chart Resume 4. Cover Letter 5. Career Narrative 6. Job or College Application 7. Interview with a Professional 8. Job or College Checklist 9. Bookmarks of websites visited in career search

  17. Portfolio PowerPoint Students include: Results of online assessments: VARK, Princeton Review, Myers-Briggs Personality Assessment Results of Internet Research on two – four careers of interest Postsecondary goals Education/Training Employment Independent Living 17

  18. Universal design is an approach to designing your teaching to benefit people of all learning styles without retrofitting In addition to the assistive technology supports, a variety of UDL supports are built into the E-Mentoring Program Teachers are encouraged to pick and choose the extent to which each student will use any of the supports Universal Design for Learning

  19. Guided notes are teacher-prepared handouts that “guide” students through course content with key items “blanked out” for the student to fill in the relevant term or idea. Students are prompted to download the guided notes at the beginning of each unit. Students may choose to print out and handwrite answers or simply fill them in electronically. The resulting product is a complete set of notes to study from that includes all critical content from the unit UDL – Guided Notes

  20. Many students don’t have effective study skills. When preparing for quizzes students need to know how to go back into the course and look for important information. These scaffolded review sheets are designed to guide those information retrieval study skills by providing direct, explicit directions to find important information. Material on the review sheet directly reflects upcoming quiz content and is topics are weighted accordingly. UDL - Review Sheets

  21. The E-Mentoring Program will introduce words that the student may not be familiar with. Words that are highlighted with a superscript question mark will have text box definitions. Students must hover their mouse cursor over the question mark (not the whole word) to see the definition. Model this to students and encourage them to use this support to improve comprehension. UDL - Glossary Definitions

  22. E-Mentoring Sample: Unit 1, Section 7

  23. A UDL approach to teaching encourages multiple means of student learning evaluations. In addition to quizzes, students complete many career exploration activities that are saved and printed to culminate in a student-centered career portfolio. These portfolios should be customized to the student and students are encouraged to personalize their materials to reflect their interests and personality. Note to teachers: Make sure all students have a three ring binder to compile their materials in and access to a printer. UDL - Transition Portfolio

  24. Student Feedback of UDL Supports • Of the students who used the supports in 2006-07: • 84.1% found Guided Notes either very helpful or helpful • 76.7% found Review Sheets either very helpful or helpful • 73.2% found the Glossary either very helpful or helpful

  25. Transition Gains Made through the EnvisionIT Curriculum* • Knowledge of Finding Jobs • Experimental students with and without disabilities had significant gains in knowledge in finding jobs post-test compared to control students. • Finding information about colleges • Experimental students with disabilities had greater gains in reported ability to find college information, compared to control students with disabilities. Izzo, Yurick, Nagaraja & Novak, (2010). Effects of a 21st Century Curriculum on Students’ IT and Transition Skills, Career Development for Exceptional individuals 25

  26. Sample PowerPoint:Maggie My EnvisionIT PowerPoint Presentation 26

  27. VARK I have a Read – Write Learning Style. I learn best by having something written down in front of me. I also learn best by writing things down because I cannot remember things if I don’t I learn best by reading and writing. 27

  28. Personality Type I am a I.S.F.J. Personality Type. I have a practical and conservative approach to life. I am quiet and caring and possess a inner strength and depth. I naturally put a greater value on what I see, hear and feel, then on theories. I am protective of people who I am close to, and always use my personal values to make a choice that is right for me. I can be relied on to be thoughtful, cooperative and considerate in the way I deal with people in my life. 28

  29. My Style Color: Yellow My style color is yellow. I perform my job responsibilities in a manner that is orderly and planned to meet a known schedule. I prefer to work where things get done with minimum interruption and change. 29

  30. My Interest Color: Blue My interest color is blue. I like jobs and careers that involve creative, humanistic thoughtful, quiet types of activities. Some jobs that might suit me are child care worker or photographer. 30

  31. My Postsecondary Employment Goal After High School, I will obtain a job at a Child Care Center. I love to work with children and to travel. My second career interest is to be a photographer. I could take pictures of the kids and give them to their parents. 31

  32. Education/Training Goals and Services Postsecondary Education and Training Goal After high school, I will enroll in child care classes at Columbus State Community College. Annual Goal: I will complete the Delaware Area Career Center course in childcare by completing all assignments/quizzes and planning lessons. Transition Services: - Volunteer in our church preschool program - Apply for Rehabilitation Services 32

  33. Education:Child Care Worker Minimum Requirements- High School Diploma Maximum Requirements- Bachelors or Masters Degree in Child Care 33

  34. Effective Procedures Beyond the Classroom Linking up students with the district’s Transition Coordinator to assist students with follow-up activities Sharing Transition portfolios PowerPoint presentations at IEP/IPE meetings 34

  35. Case Study – Student 1 African-American male Cognitively Delayed, Speech Disorder, ESL, Post-Traumatic Stress Before EnvisionIT - wanted to be a doctor After EnvisionIT - he is planning on attending the career center for Facility Maintenance (more realistic goal) 35

  36. Case Study – Student 2 White male Learning Disabilities in reading and writing Before EnvisionIT - no clue what he wanted to do for a career; knew he wanted to attend OSU After EnvisionIT – He feels that he knows what careers match his interests and preferences He wants to be a computer designer or a photographer Is working on scheduling job shadowing experiences with the district’s Transition Coordinator 36

  37. EnvisionIT Pilot Sites2007-10 Ohio State School for the Blind (OSSB). One Career Tech High School. Two large urban districts. Ideal implementation at OSSB – integrated across 9 – 12th grades! 37

  38. EnvisionIT Results Transition: • 61% of experimental students who were undecided at pretest had a career goal posttest. • Only 5% of experimental students who had a career goal pretest reported being undecided posttest compared to 13% of control students. Information Literacy Results: • Experimental students performed significantly better on the IT Literacy posttest compared to control students • F = 10.99 (272), p=.001.

  39. Results for 2007-08: Experimental: n=153 Control: n=134 -Statistical significance (p < .05) for all categories except SwD and AIMS Intensive Raw data gains suggests that EnvisionIT increased IT literacy Izzo, Yurick, Nagaraja, Novak, 2010, Effects of a 21st Century Curriculum on Students IT and Transition Skills. Pre-Post Mean Increase of Information Literacy by Group, Reading Level and Setting 39

  40. Pre-Post Mean Increase by GroupGoal Setting, Finding Jobs & College Info Results for 2007-08 Experimental (n=153) Control (n=134) Statistical Significance (p=.05) Goal setting for SwD Knowledge of finding jobs for Swd and SwoD, Knowledge of finding college info for SwD Izzo et al. 2010, CDEI 33(2) 40

  41. AIMSWeb Reading Results Six 9th graders who are deaf/HH, five 12th graders from tech program 8 of the 11 students moved at least 1 classification posttest. 3 of the 11 students moved from intensive to benchmark. The range of improvement was 5% to 44%. 41

  42. Pre-Post Reading Results of Students with HI or LD using AIMSWeb Assessment 42

  43. E-Mentoring2009-2010 Results (N=97) • Information Technology Literacy gains statistically significant for experimental group • Trend data reveals that Transition Knowledge did increase, just not enough to attain statistical significance for experimental group. Evidence to suggest that intervention helps students with and without disabilities improve Transition Knowledge.

  44. 2010-11 Descriptive Characteristics by Group(N=120) Conclusion: Though CONT group is twice as big as EXP group, the groups are proportionately balanced in their composition.

  45. 2010-2011 IT Literacy Gains N=120 Conclusion: Experimental group increased IT Literacy significantly compared to control group.

  46. 2010-2011 Transition Knowledge (TK) Gains Conclusion: Students in the experimental group increased their performance significantly on the Transition Knowledge test, as compared to the control group.

  47. 2010-2011 AIMS Web Reading Gains Conclusion: Intervention helps students with disabilities in reading as measured by their AIMS web score. For EXP group change in AIM score was similar between students with and without disabilities. For CONTROL group change in AIM score was much worse for students with disabilities.

  48. Scale-UP EnvisionIT: 2012-2016 • 2013-14: Final Revisions to Curriculum • Recruitment of Pilot Sites in 2012-13 • Title 1 districts • TA provided by UCEDD and state dep’t • Texas UCEDDs: • Center on Disability and Development, Texas A&M, College Station TX • Texas Center for Disability Studies, U of Texas at Austin

  49. Discussion • E-Mentoring curriculum makes a positive difference in the lives of students with and without disabilities. • Project utilizes experimental pretest-posttest design in school settings. Challenges: • Student attrition and engagement. • Teacher fidelity. • Technology access. • Learning supports are essential as is teacher-led instruction in gaining positive results for students.

  50. Student Quotes about E-Mentoring: • “I like having a mentor who understands me.” • “My mentor gave me motivation, I learned about college.” • “We taught each other things.” • “It is helpful to be encouraged.” • “My mentor gives me helpful feedback on my coursework.”

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