student literacy skills for post-secondary success

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Student Literacy Skills for Post-Secondary Success Texas Transition Conference 2013 Presented by Sharon Rutherford ESC Region XI Fort Worth, Texas 1

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Student Literacy Skills for Post-Secondary Success. Texas Transition Conference 2013 Presented by Sharon Rutherford . literacy /ˈlɪt(ə)rəsi/ noun : the ability to read and write . Oxford Dictionaries http :// oxforddictionaries.com/definition/english/literacy. Literacy = Communication. - PowerPoint PPT Presentation

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Page 1: Student Literacy  Skills for  Post-Secondary Success

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Student Literacy Skills for

Post-Secondary SuccessTexas Transition Conference 2013

Presented by Sharon Rutherford

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literacy /ˈlɪt(ə)rəsi/ noun: the ability to

read and write

2Oxford Dictionaries http://oxforddictionaries.com/definition/english/literacy

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Literacy = Communication

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Listening

Speaking

Reading Writing

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Essential Components of Reading Instruction

Early Literacy• Oral Language• Alphabetic Code• Print Knowledge/

Concepts

Conventional Literacy• Comprehension• Fluency• Vocabulary• Phonics• Phonemic

Awareness4

National Early Literacy Panel (2005); National Reading Panel (2000)

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Children’s Literature 1960 -2000• Dick and Jane• Dr. Seuss• Sesame Street• Beverly Cleary• Judy Blume

•Where the Wild Things Are• Polar Express• Harry Potter• The Stinky Cheese

Man• Diary of a Wimpy

Kid5

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Youth Literature 1960 -2000• Fahrenheit 451

(Bradbury)• 1984 (Orwell)• Animal Farm (Orwell)• Romeo and Juliet

(Shakespeare)• Great Expectations

(Dickens) • Edgar Allen Poe

• Old Man and the Sea (Hemingway)• Maya Angelou• To Kill a Mockingbird

(Lee)• The Hunger Games

(Collins)• Twilight (Meyer)• The Hobbit (Tolkien)

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High School Textbooks

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Today’s Literature and Textbooks

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iPad

KindleNook

eReaders

Page 9: Student Literacy  Skills for  Post-Secondary Success

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Literacy = Communication

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Listening

Speaking

Reading Writing

Page 10: Student Literacy  Skills for  Post-Secondary Success

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How we teach writing…Plannin

g

Drafting

RevisingEditing

Publishing

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Organization/ Progression

Use of Language/ Conventions

Development of Ideas

The Writing Process

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How students write…

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ComputerFacebook Twitter

Laptop

Texting

Email

Skype

QR codes

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Who are today’s students?

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The Mindset List for the Class of 2016“This year’s entering college class of 2016 [most of them born in 1994] was born into cyberspace and they have therefore measured their output in the fundamental particles of life: bits, bytes, and bauds. They have come to political consciousness during a time of increasing doubts about America’s future, and are entering college bombarded by questions about jobs and the value of a college degree.”

13Beloit College, The Mindset List

http://www.beloit.edu/mindset/2016/

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Who are today’s students?• They have always lived in cyberspace, addicted to a

new generation of “electronic narcotics” and they watch television everywhere but on a television.• They have never needed an actual airline “ticket,” a

set of bound encyclopedias, or Romper Room. • They have lived in an era of instant stardom and

self-proclaimed celebrities, famous for being famous.• History has always had its own channel.

14Beloit College, The Mindset List

http://www.beloit.edu/mindset/2016/

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Who are today’s students?• Since they've been born, the United States has

measured progress by a 2% jump in unemployment and a 16 cent rise in the price of a first class postage stamp.• Despite being preferred urban gathering places, two-

thirds of the independent bookstores in the United States have closed for good during their lifetimes.• They are probably the most tribal generation in

history and they despise being separated from contact with friends.

15Beloit College, The Mindset List

http://www.beloit.edu/mindset/2016/

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Skills for Workplace Success

1970• Reading• Writing• Arithmetic

1990• SCANS• Foundation skills• Workplace

competencies

2010• Academic

foundations• “Soft skills”• Technology

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SCANS 1990Secretary’s Commission on Achieving Necessary Skills

•Basic Skills•Thinking Skills•Personal Qualities

Foundation Skills

•Resources•Interpersonal Skills•Information•Systems•Technology

Workplace Competencies 17

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Today, it is not just about literacy, but, "learning literacy,“

not just about literacy skills, but, "literacy habits,“

not just about lifelong learning, but, it is a "learning lifestyle.“

David Warlick, Literacy & Learning in the 21st Century http://davidwarlick.com/wordpress/

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Defining Literacy (2003) – Part INational Assessment of Adult Literacy (NAAL)

• Task-based (conceptual) definition• Literacy is the ability to use printed and

written information to function in society, to achieve one's goals, and to develop one's knowledge and potential.

19National Assessment of Adult Literacy (NAAL)

http://nces.ed.gov/naal/fr_definition.asp

Search, comprehend, and use information

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Literacy TasksNational Assessment of Adult Literacy (NAAL)• Prose tasks• Search, comprehend, and use information from

continuous texts such as news articles and instructional materials

• Document tasks• Search, comprehend, and use information from non-

continuous texts such as job applications, maps, and food labels

• Quantitative tasks• Identify and perform computations using numbers

embedded in printed materials 20National Assessment of Adult Literacy (NAAL)

http://nces.ed.gov/naal/fr_definition.asp

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Defining Literacy (2003) – Part IINational Assessment of Adult Literacy (NAAL)• Skills-based (operational) definition• Successful use of printed material is a product

of two classes of skills: word-level reading skills and higher level literacy skills

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• Text search skills• Inferential skills• Basic reading skills• Application skills

• Language skills • Computation

identification skills• Computation

performance skills

National Assessment of Adult Literacy (NAAL) http://nces.ed.gov/naal/fr_definition.asp

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“Literacy can be thought of as a currency in this society.

Just as adults with little money have difficulty meeting their basic needs, those with limited literacy skills are likely to find it more challenging to

pursue their goals.”

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Adult Literacy in America (NCES)

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How do we respond as educators?

• Focus our attention on building literacy skills from the beginning of a child’s educational experience

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Post-HS

Reading to Learn

Pre K 1 2 4 5 6 7 8 9 10 11 123

Learning to Read

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How do we respond as educators?

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“For a student in elementary or middle school, the ARD committee understands that instructional and assessment decisions made now may impact a student’s graduation options when he or she is in high school.”

STAAR Modified/Alternate Participation Requirements

• Ensure that instructional and assessment decisions at the early grades consider the impact on student expectations and opportunities for the future.

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How do we respond as educators?

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“Modified coursework results in the student graduating on the Minimum High School Program (MHSP). Students who graduate on the MHSP are not eligible for automatic admission into a Texas four-year university.”

STAAR Modified/Alternate Participation Requirements

• Ensure that instructional and assessment decisions in high school do not compromise the student’s access to future educational opportunities

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How do we respond as educators?

•Know and understand the educational standards for Texas students

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TEKS

PreK GuidelinesELPS CCRS

TEA, Texas Essential Knowledge and Skills http://www.tea.state.tx.us/index2.aspx?id=6148

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How do we respond as educators?

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Ensure that students are receiving maximum access to the grade-

level/course curriculum, instruction, and assessment with appropriate supports and accommodations. With or

without accommodati

ons

STAAR

Modified TEKS-based instruction

STAAR Modified

Prerequisite skills

STAAR Alternate

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How do we respond as educators?

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• Know what is assessed on the STAAR assessments• Readiness Standards vs. Supporting Standards• Process Skills• Comprehension skills (TEKS Figure 19)• Genres of printed text• Literary genres (fiction, non-fiction, poetry, drama)• Informational genres (expository, persuasive,

procedural)• Media literacy

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How do we respond as educators?

• Prepare students to take ownership of their own education and future success• Start transition planning as early as

possible to help students• Develop self-determination skills• Develop self-advocacy skills• Develop disability awareness

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How do we respond as educators?

• Involve students in the development of the IEP•Work with students to develop attainable

yet challenging goals for now and in the future• Ensure that students know how their

interests, preferences, strengths, and limitations impact their post-secondary goals and expectations 30

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How do we respond as educators?

• Involve students in determining the types of supports and accommodations they need to be successful in multiple environments, including the use of assistive technology• Teach students how to use technology as a

tool for learning and working • Teach students to use information and

resources with integrity and fidelity 31

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How do we respond as educators?

• Help student’s plan a course of study designed to build knowledge and skills for the 21st Century workplace• Provide high school experiences that relate

directly to the student’s vision and goals for the future• Help the student make connections to services

after high school that will allow maximum access to post-secondary education and employment

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Continue to develop conventional literacy and communication skills, and…

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Listening(Receptive)

Speaking (Expressive)

Reading Writing

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Develop the skills needed to search, comprehend, and use information

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“Today's workplace demands more than competency in the three R's.

Employers want a new kind of employee with a broad set of skills,

or at least a strong foundation in the basics, in order to facilitate learning

on the job.”

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Geralyn McClure Franklin, Stephen F. Austin State University

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Thank you for your participation today!

Sharon RutherfordESC Region XIFort Worth, [email protected]

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For more information about transition planning in Texas, visit the Transition in Texas website www.transitionintexas.org

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References and Resources• National Center for Education Statistics (NCES) • A First Look at the Literacy of America’s Adults in the

21st Century http://nces.ed.gov/NAAL/PDF/2006470.PDF • Education Statistics Quarterly-Vol. 7 Issues 1&2

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006614 • Adult Literacy in America

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=93275 37

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References and Resources• Texas Workforce Commission, Labor Market and

Career Information (LMCI)• Texas Reality Check http://www.texasrealitycheck.com

/ • Workplace Basic Skills: Employer Demands and Worker

Preparation http://www.lmci.state.tx.us/shared/PDFs/BYN-2009-web.pdf

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References and Resources• National Collaborative on Workforce and Disability

(NCWD) • Workforce Development

http://www.ncwd-youth.info/workforce-development • Literacy and Learning for the 21st Century, David

Warlick, 2009 http://davidwarlick.com/colearners/?page_id=198 • Basic Skills Deficiencies at Work: Perceptions of Small

and Large Employers; Geralyn McClure Franklin, Stephen F. Austin State University http://www.sbaer.uca.edu/research/sbida/1993/PDF/03.pdf

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References and Resources• Reach Higher, America: Overcoming Crisis in the

U.S.Workforce; Report of the National Commission on Adult Literacy, June 2008 http://www.nationalcommissiononadultliteracy.org/report.html • Tough Choices or Tough Times, New Commission

on the Skills of the American Workforce (NCEE) http://www.skillscommission.org/• Achieve Texas – Programs of Study http://

www.achievetexas.org/POS_Covers.htm40

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References and Resources

• US Department of Labor, Office of Disability Employment Policy (ODEP)• Skills to Pay the Bills: Mastering Soft Skills for

Workplace Success http://www.dol.gov/odep/topics/youth/softskills/

• Federal Deposit Insurance Corporation (FDIC)• Money Smart for Young Adults http://

www.fdic.gov/consumers/consumer/moneysmart/young.html

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