1. Clearing the Hurdles to Career and College: It’s Never Too Early to Plan for the Future Loujeania Williams Bost National Dropout Prevention Center for Students with Disabilities Keynote Texas transition Conference February 21, 2013 Austin, TX

2. The Intended Goal of Transition Services To prepare students with disabilities for postsecondary education, work, and independent.

3. Transition in the IEP Strengths, Interests. Preferences  Involve the student  Include student’s vision for the future  Needs, strengths, preferences, and interests.  Focus on courses of study  Relevant to student’s goals for the future  Access to general curriculum  Access to state and district-wide assessment  Plan for graduation Texas Statewide Transition

4. Why Start Early? ”In the current educational environment, there is a critical defining point for students in the college and career readiness process—one so important that, if students are not on target for college and career readiness by the time they reach this point, the impact may be nearly irreversible” The Forgotten Middle ( ACT,2008)

5. Students’ academic achievement level at grade 8 is a critical indicator of whether students will reach college and career readiness by the time they graduate from high school.

6. Start transition planning early. High school is too late!!!

7. The middle school years are a vital time to teach the importance of college and career readiness and the linkages to success in life.

8. Consider This Signs of disengagement that lead to later school dropout begin early, often as early as elementary school Over 60% of students who eventually dropout of high school failed ≥ 25% of their credits in 9 th grade. Only about 50% of youth who graduate have necessary skills for success in college and work

9. Why Start Early On average, one student in America drops out every 26 seconds; 1.23 million per year. Close to half of African American and Hispanic youth fail to graduate on time. Jobs that require post-secondary education will make up more than 2/3 of new jobs. Few middle school students with disabilities have realistic career plans, and many lack awareness of the world of work (Finch & Mooney, 1997)

10. Research Support Sex-role stereotypes, particularly about gender- appropriate occupations, are formed early (Guss and Adams 1998) Students at risk, girls, and minority group children often limit their career choices early (O’Brien et al. 1999) Middle school provides a significant opportunity for development of knowledge skills, attitudes, and awareness that are the foundations for the next stage of life (Kerka, 2000)

11. What does career development and transition look like in middle school?

12. Transition and Career Skills Career awareness and exploration Self determination and advocacy Problem solving and strategic thinking Choice making Academic learning (content and behaviors) Community experiences

13. Overall, research contends that “students benefit, both vocationally and academically, from participation in career courses. In particular, they seem to increase their knowledge of careers and their ability to make career-related decisions.

14. Effective transition services and dropout prevention Why is middle school crucial? How are they linked?

15. Middle School Years Middle School Predictors of Dropout Poor Attendance Poor Behavior Failing Math Failing English

16. Linking transition services and dropout prevention Academic Engagement- career development activities academic support, after school programs, Personalized Learning- service learning, and other structures Student Engagement- extracurricular activities, problem solving, self determination, life skills training, interests, preferences, attitudes, goal setting Family engagement- relevance and importance of school to future endeavors, SMART goals, Dynarski, Clarke, Cobb, Finn, Rumberger, and Smink (2008)

17. Linking transition services and dropout prevention Integrating academic content with career and skill-based themes through career academies and other multiple pathways models are key strategies that support school completion. Providing students with the necessary skills to complete high school and by introducing students to postsecondary options. Instruction on behavior and social skills Dynarski, Clarke, Cobb, Finn, Rumberger, and Smink (2008). Dropout Prevention: A Practice Guide (NCEE 2008–4025)

18. Students engagement and attendance are increased thru student participation in educational field trips, and presentations which exposes them to career and educational opportunities and clear messages about staying in school Howard A. Doolin Middle School

19. How can schools impact college and career readiness? 19

20. Create a College and Career Culture for All Youth Foster academic preparation and achievement Support parent and community involvement Provide college and career planning information Help students through the many steps in postsecondary planning. Promote meaningful IEP participation

21. Create a College and Career Culture for All Youth Ensure early identification and monitoring of at-risk students based on course performance outcomes Ensure students have six year personalized graduation plans (grade 8 to freshman college year) providing multiple pathways to college and viable careers

22. Create a College and Career Culture for All Youth Ensure students are empowered to become leaders of a "college and career ready culture" Ensure evidence-based practices are implemented through structured collaboration Ensure transparent student progress is created through frequent, formative feedback of performance outcomes

23. Monitor Student Progress toward College and Career Readiness Measure Student Academic Achievement Monitor Course Sequence Completion Identify Gaps in Student Placement, Instructional Program and Student Support Monitor early identification of students exhibiting risks of school failure

24. Attend to the Early Seeds of Dropout Monitor early warning signs and take action (Mind the ABCs) Promote/provide a positive school climate Provide rigorous and Relevant instruction Engage and support families Engage students in effective transition services and activities

25. Begin with the End in Mind- Create a Career and College Culture Focus on career and college in the middle school. Provide to youth and their families the effects of taking a challenging curriculum on their future educational, career, and income options. Use multiple sources of information, including standardized assessments, to help inform students and their parents of the students’ progress toward college readiness. Work with families to calculate college costs and develop a plan to meet these costs.

26. Engage and Educate your Students and Faculty Spend time reviewing students’ interest inventories and transition assessments Help students learn how to use sources of college and career information. Promote creative and informed career exploration opportunities. Promote and sustain the use of evidence based practices

27. Engage parents and give them opportunities to engage with each other. Create a core group: Ask some of the more energetic and willing parents to be your core CCR committee. Build Connection - Get together with parents, and let parents get together with each other. Ask them to help you make the case: Solicit their feedback often and ask them to get involved in advocacy and education efforts. No one, except perhaps a student, makes a better “face” for your efforts than a parent talking about the importance of CCR policies to the future success of their children.

28. Inform and Educate Parents Create fact sheets that explain the importance of college- and career-ready knowledge and skills – and how they will help their children succeed. Help parents understand what state requirements mean Give parents information on how school and elected officials feel about the CCR agenda. Keep parents abreast of the latest news and updates Stay in touch: making sure that they have the information they need to support their children and the CCR initiative.

29. Getting Youth with disabilities college and career ready: What Parents can do. 29

30. Children Need Adult Advocates- Be that Caring Adult The Last Dropout “Every child needs at leas one adult who’s irrationally committed to his/ her future” Bill Milliken (2007)-

31. Stress the importance of staying in school Talk to your child about their academic and career interests during elementary and middle school. Help your child think about the connections between academic coursework, college, and future career. Help your child establish goals for getting more information about colleges and careers.

32. Service learning Career exploration Paid work experience Career advising Curriculum based interventions, e.g., computer based career guidance Youth who participate are more likely to be competitively employed Supporting Student Engagement Work-based learning

33. Find the right school setting  Regular School  Magnet School  Charter School Career Academy  GED Program  etc.

34. Supporting Student Engagement Extracurricular Activities 34

35. Key messages for Parents Expect more: The world your child will enter is different than the world you entered after high school. Partner with educators: Teachers and school administrators need your support – and you need theirs’. Get involved, stay involved: Be supportive: Create an environment at home that enables your child to succeed.

36. Thank You For Your Time!

37. Contact Loujeania W. Bost lbost@clemson.edu National Dropout Prevention Center for Students with Disabilities Clemson University 209 Martin Street Clemson, SC 29631 Phone: 864-656-6976 Visit our website at www.ndpc-sd.orgwww.ndpc-sd.org “Helping Youth with Disabilities Stay in School and Graduate”