Transcript MTSS for All incl ELL

Cradle to College / Career
Pathway to Success for All Students
Joanne Cashman, Ed. D.
Director, The IDEA Partnership
at
The National Association of State Directors of Special Education (NASDSE)
November 2012
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The IDEA Partnership acknowledges the contributions of crossstakeholders, including persons representing,
 Teachers,
 General Education Administrators,
 Special Education Administrators,
 Related Service Personnel,
 Families and youth,,
 Higher education , and
 Technical Assistance Providers
-andis deeply grateful to the Ready by 21 Initiative of the Forum for Youth
Investment to allow use and adaptation of some of their slides to provide
additional access to all education stakeholders.
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Cradle to College and Career

What do you think of when you hear these
words…

What does it mean for educators?

What does it mean for families?
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Is it for all students?
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Cradle to College and/or Career…
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Work together
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Public and private
School and community
Support success
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Academic
Social
Occupational
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Recognize the benefits for the child…the young
adult… and community

Focus on starting early and following along!
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Dropping out…

7,000 leave school
each day (775/day in
CA)
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Economic impact
(2009 dropouts)

Source: Diploma Counts, ED Week,
2012


At this rate: 13 million
will leave school in
the next decade
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Each costs the nation
over $260,000 over
his/her lifetime
If all had graduated,
benefit of $335 billion
to nation’s economy
over their lifetimes
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Most likely to drop out…
Academic performance
 Low grades
 Low test scores
 F’s in English
and Math
 Few credits
 Retention
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Educational engagement
 Low engagement
 High absenteeism
 Poor school behavior
 Low extracurricular
participation
 Poor relationships with
teachers and peers
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CA is making progress..but still
far to go!
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CA graduation rate is up by 5.5%

Gaps still exist..
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83% graduation rate for white students
59.2% graduation rate for Latino students
Source: Diploma Counts, ED Week, 2012

Imagine the lost potential… when education
matters more than ever!
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What about students with
significant disabilities?


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Only 50% had employment as a goal on their Transition
Plan
Even for students that had employment as a goal…only
38% went to work.
In CA,
 15% of youth with disabilities are served in integrated
work,70% are served in non-work settings and 15 are
served in some combination

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Source: Institute for Community Inclusion, 2012
Our vision for these students must change!
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Supporting students with
significant disabilities…
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May not earn a diploma
Can acquire academic skills
Must develop social skills
Must have work experiences
Must have support in reaching the goal of
working and living in the community
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Every student deserves the
chance to succeed and have a
fulfilling life!

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
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
Looks different for different students
No one view of success
Individual paths
Individual supports
Common goal….a rich and fulfilling life that
includes learning, relationships, work and
community living.
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Good news…

This year the Chairman of the National
Governors ’Association (NGA) has
Employment First as a national initiative!

Employment First advances work as a
goal for every individual!
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Expected outcomes for every
student…
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Remain in school
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Good attendance
Active learning
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Go on to college, advanced training and work

Live as independently as possible in the
community

Participate in the community
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Thinking outside the box…
At best, school
only fills a portion
of developmental space
© The Forum for Youth Investment; Ready by 21
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The question isn’t whether learning opportunities
outside of the traditional classroom and school day
help students prepare for and engage
in life, work, and further learning.
The question is why we are not working better
together to take advantage of what everyone can
do to help students learn everywhere and grow
every year…
Source: adapted from The Forum for Youth Investment; Ready by 21
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Everyone has a role…
School
Family
Community
agencies and
employers
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The education pipeline
© The Forum for Youth Investment; Ready by 21
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The Insulated Pipeline: TRICKLE UP! *
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Every year supports the learning in the next year.
Every level knows about and acts on what comes
before and after
Every layer of insulation adds capacity:
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Inner pipeline: Academic capacity in the individuals
First level of insulation: Capacity to support social,
emotional, civic needs through schools and their
partners
Outer level of insulation: Community capacity to
support its citizens
*Source: A conversation with Jose Melchior
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Early childhood

Critical foundation years
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Focus of supports and interventions
family
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More than information sharing
Collaboration among agencies essential
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Key elements…
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Developmentally appropriate services
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early childhood
Therapies
Medical interventions
Necessary family supports
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Nutritional information
Counseling services
Transportation
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Support providers…
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Family members
Child care / daycare
Head Start
Part C personnel
Foster care
Mental health
Medical health
Etc.
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Most Important: Our picture of what the
future will be for this child!
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High expectations early
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Graduate
Earn a diploma
Go on to college of training
Live in the community
Work
Have friends
Have interests
Share your vision

Ask others to share your vision and help you reach it
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Elementary
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Introduction to school
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Focus of supports and interventions
student

Collaboration is essential
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In-school services
Outside-school services
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Key elements…

Collaboration

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elementary
School
Family
Agencies
Neighborhood/Communities
Business Leaders
Clear communication
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Culture and language
Use of technology
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Support providers…
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Schools
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Title I, IDEA, Gifted, etc.
Breakfast and lunch programs
Families
Agencies and community after-school
programs
School-based mental health
Medical health
Faith-based organizations
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Middle School
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Exploring years
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Social/emotional
Physical
Academic
Focus of supports and interventions
student
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Key elements…
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middle school
What is appropriate for the age… and the
child
Integrate into academic courses
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Social/emotional learning
Career exploration
Technology

Clear communication
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Collaboration among all
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Support providers…
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School-based mental health
Schools
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Title I, IDEA, Gifted, etc.
Breakfast and lunch programs
After-school activities
Families
Agencies and community after-school
programs
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Most important: Are we focusing
on the whole child?

Helping them to love learning
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Helping them to grow as individuals
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High School

Last stepping stone into post-secondary
education, employment, and adulthood
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Preparation for systems of the future
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Focus on transferable skills
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Key elements…
high school
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Academic achievement
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Transition services
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Self-advocacy
Career shadowing and work opportunities
Post-secondary education options
Mentors and coaches
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Support providers…
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Schools
Families
Mentor programs / internship programs
Higher Education
Career development specialists
Vocational Rehabilitation
Juvenile Justice / Probation
Etc.
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Most Important: Early
intervention for at risk of
dropping out and focus on what
is next

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9th grade is critical: absences, course failures,
discipline reports can signal risk in the first
semester
Help students stay focused on what they need to
do to achieve their goals
Get them and their families the help they need
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Post-secondary & Employment
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Tomorrow’s jobs/careers
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Most require post-secondary education
Some require

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Four-year degree
Two-year degree
Job-specific training
Few available for high school diploma only
Many jobs for today’s kindergarten students
have not yet been created
or envisioned
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Who are the partners?
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Families
Peer groups
Schools and training organizations
Higher education
Youth-serving organizations
Nonprofit service providers and associations
Businesses (jobs, internships, apprenticeships)
Faith-based organizations
Libraries, parks and recreation departments
Community-based health and social service agencies
Source: adapted from The Forum for Youth Investment; Ready by 21
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Build systems that…
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Value, honor and support all youth
Coordinate agency resources
Support smooth transitions from year to year,
developmental level to developmental level
Emphasize child/youth growth in

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Academics
Social/emotional well being
Health and fitness
Civic responsibility
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Systems that focus on…
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Balance
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Academic & social/emotional skills
Physical & mental health
Family life and building independence
Intentional transition plans from the beginning
Collaboration
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Families, schools, agencies, community services
Shared resources & responsibility
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Your involvement is key to the success
of all our children and young adults!
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Additional resources
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The IDEA Partnership
www.ideapartnership.org
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Breaking Ranks
http://www.nassp.org/tabid/3162/default.aspx
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Breaking Ranks in the Middle School
http://www.nassp.org/Portals/0/Content/53495.pdf
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Ready by 21, Forum for Youth Investment
www.readyby21.org
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Reflections!
?
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Questions?
.
.
Discussion.
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