scholarly journals Including College and Career Readiness Within a Multitiered Systems of Support Framework

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841876188 ◽  
Author(s):  
Mary E. Morningstar ◽  
Allison Lombardi ◽  
David Test
Keyword(s):  
Secondary Schools ◽  
Behavioral Interventions ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Positive Behavioral Interventions ◽  
College And Career ◽  
Nonacademic Factors ◽  
Data Informed ◽  
School Outcome ◽  
Systems Of Support

Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.

Systems of Support to Prepare Students for College and Career Readiness

2019 ◽  
pp. 192-213
Author(s):  
Mary Ann Remsen
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Secondary Level ◽  
Intervention Strategies ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Career And Technical ◽  
College And Career ◽  
Education Courses ◽  
Systems Of Support

Successful implementation of response to intervention (RTI) models at the secondary level is dependent on schoolwide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within career and technical education courses to strengthen college and career readiness. This chapter examines RTI practices at the secondary level with a focus on schoolwide implementation to incorporate systems of support in career and technical education courses. Current practices to support college and career readiness within schoolwide reform movements to incorporate RTI components and protocols are described. A revised model that incorporates a systems framework is discussed within career and technical education. Attention to career pathways, curriculum design, and intervention strategies are included as they specifically relate to college and career readiness. The information presented herein will be useful for educators seeking to improve RTI outcomes through schoolwide integration of intervention strategies to support student success after high school.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

College and Career Readiness and the Every Student Succeeds Act

2017 ◽  
Vol 53 (5) ◽  
pp. 809-838 ◽  
Author(s):  
Joel R. Malin ◽  
Debra D. Bragg ◽  
Donald G. Hackmann
Keyword(s):  
Remedial Education ◽  
Research Policy ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career ◽  
School Research ◽  
Education And Employment ◽  
And Mathematics ◽  
Every Student Succeeds Act

Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

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