2020 Mississippi Alternate Academic Standards for Career Readiness III & IV

7 Miss. Admin. Code Pt. 218

2020 Mississippi Alternate Academic Standards for Career Readiness III & IV

Effective Date: 2020-2021 School Year

2020 Mississippi Alternate Academic Achievement Standards for Career Readiness III & IV Carey M. Wright, Ed.D., State Superintendent of Education Nathan Oakley, Ph.D., Chief Academic Officer Robin Lemonis, State Director of Special Education

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Mississippi Department of Education Post Office Box 771 Jackson, Mississippi 39205-0771 Office of Special Education 601.359.3498 www.mdek12.org/ose The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the above-mentioned entities: Director, Office of Human Resources Mississippi Department of Education

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Table of Contents Acknowledgements .............................................................................................................................. 5 Introduction .......................................................................................................................................... 6 2020 Mississippi Alternate Academic Achievement Standards for Career Readiness III & IV .......... 7 Research and Background Information ................................................................................................ 8 Core Elements in the Use and Design of the MS AAAS for Career Readiness III & IV ...................... 8 Structure of the Standards Document................................................................................................... 9 Support Documents and Resources .................................................................................................... 11 References .......................................................................................................................................... 11 Career Readiness III ........................................................................................................................... 13 Career Readiness IV ........................................................................................................................... 16

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MISSISSIPPI ALTERNATE ACADEMIC ACHIEVEMENT STANDARDS for CAREER READINESS III & IV

2020

Acknowledgements The Mississippi Department of Education gratefully acknowledges the hard work of the following individuals for their involvement in developing the Mississippi Alternate Academic Achievement Standards (MS AAAS) for Career Readiness III & IV: Meagan Arender Angelitta Darden Carlie Graves Denise Harrison Rhonda Jones Tina Keenan LaNell Kellum Bonnie Owen Myra Pannell Ashley Privett Denise Sibley Taye Smith Gwen Stallworth Stacey Todd Mary West Nicole Wimberley

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Rankin County School District Gulfport School District Kosciusko School District Mississippi Department of Education Alcorn County School District Enterprise School District Mississippi State University RCU Mississippi State University RCU Mississippi State University RCU Desoto County School District Mississippi State University RCU Clinton School District Pascagoula Gautier School District Ocean Springs School District Lincoln County School District Rankin County School District

MISSISSIPPI ALTERNATE ACADEMIC ACHIEVEMENT STANDARDS for CAREER READINESS III & IV

2020

Introduction The Mississippi Department of Education (MDE) is dedicated to student success, which includes improving student achievement and establishing communication skills within a technological environment. The Mississippi Alternate Academic Achievement Standards (MS AAAS) for Career Readiness provides a consistent, clear understanding of what students are expected to know and be able to do by the end of the course. The purpose of the MS AAAS for Career Readiness is to build a bridge from the content in general education to academic expectations for students with the most significant cognitive disabilities. The standards are designed to be rigorous and relevant to the real world, reflecting the knowledge and skills that students need for success in postsecondary settings. Purpose The purpose of the MS AAAS for Career Readiness is to provide a common framework for teachers of students with a significant cognitive disability (SCD) to use in curriculum development and instructional delivery. In an effort to closely align instruction for students with significant cognitive disabilities who are progressing toward postsecondary settings, the MS AAAS for Career Readiness includes career-development, course-specific standards. The standards' contents are grouped into three domains: personal/social development, career development, and technology.

Implementation The MS AAAS for Career Readiness III & IV will be piloted during the 2020-2021 school year.

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MISSISSIPPI ALTERNATE ACADEMIC ACHIEVEMENT STANDARDS for CAREER READINESS III & IV

2020 Mississippi Alternate Academic Achievement Standards for Career Readiness III & IV

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Overview of MS AAAS for Career Readiness

2020

Research and Background Information The MDE is committed to creating a world-class educational system that prepares all students to be successful in college and in the workforce. Success for all students includes those with SCD. This Career Readiness course is designed to provide students with significant cognitive disabilities the skills, education, and experiences that prepare them for opportunities beyond high school. The MS AAAS for Career Readiness reflects common career development themes found in the States’ Career Cluster Initiative (2008), American School Counselors Association Standards, National Career Development Guidelines, and The Partnership for 21st Century Learning framework. Select standards from the International Society for Technology in Education (ISTE) are included to provide meaningful digital experiences that will translate to the workplace. All the standards are designed to be rigorous and relevant to the real world, reflecting the knowledge and skills students need for success in postsecondary settings. The accompanying teacher resource guide will use scaffolding to optimize student learning and meet each student as his or her ability level.

Core Elements in the Use and Design of the MS AAAS for Career Readiness III & IV The MS AAAS for Career Readiness was developed for students with significant cognitive disabilities. This document does not dictate a manner or specific methods of teaching. The standards in this document are not sequenced for instruction and do not prescribe classroom activities, materials, or instruction strategies. Rather, these standards are end-of-course expectations for each grade or course. The standards are intended to drive relevant and rigorous instruction that emphasizes student knowledge of both disciplinary core ideas (concepts) and the application of career readiness skills to support student readiness for postsecondary settings. The MS AAAS for Career Readiness are comprised of three domains: personal/social, career development, and technology. Skills in each of these areas will be developed as students’ progress through Career Readiness courses I-IV. The performance objectives in each domain are written with consideration to students with SCDs. A brief description of each domain is presented below: 1. Personal/social: Cultivating personal and social development is a process that results in students understanding themselves and their capabilities as well as understanding themselves in relation to other people. Many of the critical 21st-century skills sought after by employers fall in the category of personal and social development: communication, collaboration, problem solving, initiative and personal responsibility. Explicit instruction with emphasis on the future work environment can be delivered in a variety of ways, including mentoring, job shadowing, career exploration, job simulations, site visits, and career training. Some students may not be working toward gainful employment. Therefore, it is equally important for students to develop socially acceptable leisure skills. Teaching appropriate leisure skills includes modeling of appropriate interaction with materials within the environment. Students will understand themselves in relationship to other people. Through a 8

Overview of MS AAAS for Career Readiness

variety of tools, students will identify interests, abilities, and strengths that relate to an occupation of interest. Students will also learn how to make decisions and set goals toward achieving their career and life plans. 2. Career development: Students will build skills and a knowledge base that facilitates a successful transition from school to postsecondary education and/or work. In this course, students will explore career clusters, research career options, interact with employers and other professionals, demonstrate interview skills, and hone communication skills. 3. Technology: Technology is constantly changing how we work, transact business, and communicate. In this strand, students will learn the skills valued by employers and useful for everyday living. The computer skills they acquire will prepare them to communicate electronically in a professional setting. Internet safety and ethical online conduct are concepts that will be practiced and reinforced throughout the unit. Using the internet as source for self-assessments, employment information, and other postsecondary options will provide relevant opportunities for students to experience the abundance of resources available online. The use of technology, including assistive devices, will increase learning outcomes because students will have a variety of ways to express what they are learning in the classroom and workplace.

Structure of the Standards Document The Standards Document is divided into the following four categories: 1. Content strand: In Career Readiness, the content strands are organized into three distinct areas: personal/social, career development, and technology. 2. Disciplinary core ideas: The disciplinary core ideas subdivide the main content strands based on recurring ideas found in each strand. These core ideas are the key organizing principles for the development of emphasis on one of the three content strands in each grade level. All content strands will be found in each grade level. 3. Conceptual understanding: These are statements of the core ideas for which student should demonstrate an understanding. Some grade level and/or course topics include more than one conceptual understanding with each guiding the intent of the standards.

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Overview of MS AAAS for Career Readiness

4. Mississippi Alternate Academic Achievement content standard: The MS AAAS for Career Readiness is a general statement of what students with significant cognitive disabilities should know and be able to do because of instruction.

Disciplinary Core Idea Mississippi Alternate Academic Achievement Standard (MS AAAS)

Performance Objectives

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Overview of MS AAAS for Career Readiness

Support Documents and Resources The MDE Office of Special Education has developed support documents for the MS AAAS Career Readiness course. Local districts, schools, and teachers may use these documents to construct standards-based Career Readiness instruction and lessons, allowing them to customize content and delivery methods to fit each student’s needs. The support documents may include suggested resources, instructional strategies, sample lessons, and blueprints. Professional development efforts will be aligned to the MS AAAS for Career Readiness and delivered in accord with teacher resources to help expand expertise in delivering student-centered lessons. The most successful national models and programs will be referenced for a capacity-building effort that can develop a more effective culture of Career Readiness education in Mississippi.

References American School Counselor Association. ASCA National Standards for Students. (2004). Alexandria, VA: American School Counselor Association. Australian Government, Department of Education and Training. (2014, August 6). Australian blueprint for career development. Retrieved from https://docs.education.gov.au/node/36117 Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from http://ceedar.education.ufl.edu/tools/innovation-configurations/ Core curriculum content standards for students with severe disabilities. (2000). NJ: New Jersey State Department of Education. Retrieved from https://www.freeholdboro.k12.nj.us/cms/lib/NJ01001089/Centricity/Domain/14/Curriculum Guides/OTHER/Special Education.pdf Florida Department of Education. (n.d.). Educators toolkit modules. Retrieved from http://www.fldoe.org/academics/college-career-planning/educators-toolkit/ Florida Department of Education, Special Education. (2016). FSAA datafolio teacher resource guide. FL: Florida Department of Education. International Society for Technology in Education. (2016). ISTE standards for students. Retrieved from https://www.iste.org/standards/for-students Kearns, J., EdD, Kleinert, H., EdD, Harrison, B., PhD, Sheppard-Jones, K., Hall, M., EdD, & Jones, M.,PhD. (2011). What does 'college and career ready' mean for students with significant cognitive disabilities? (pp. 2-30). Lexington, KY: National Alternate Assessment Center. Maryland Department of Education. (2012, August). Maryland career development framework. Retrieved from http://marylandpublicschools.org/programs/Documents/CTE/CDFrameworkAugustRevised2 012.pdf Michigan Department of Education. (2009, October). 2009 Michigan educational technology 11

Overview of MS AAAS for Career Readiness

standards. Retrieved from https://www.michigan.gov/documents/METS_K-2_129581_7.pdf Mississippi Department of Education. (2015). 2015 Keystone: Career planning. Retrieved from http://sos.ms.gov/ACProposed/00020962b.pdf Mississippi Department of Education. (n.d.). Mississippi career development resource document. Retrieved from https://www.rcu.msstate.edu/Portals/0/Media/MS Career Development Resource Document.pdf?ver=2017-12-15-093409-050 National Career Development Association. (2004, September 30). National career development guidelines framework. Retrieved from https://www.ncda.org/aws/NCDA/asset_manager/get_file/3419 Partnership for 21st Century Learning. (2016). Framework for 21st century learning [Working paper]. Retrieved from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf

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Overview of MS AAAS for Career Readiness

Career Readiness III DOMAIN: PERSONAL/SOCIAL DEVELOPMENT Responsible Problem Solving and Decision Making Skills Conceptual understanding: Developing knowledge of their own skills, interests, strengths, and weaknesses provides students with the information necessary to solve problems responsibly and make better decisions about their postsecondary goals. ACR.PS.6

Demonstrate self-advocacy skills in a comfortable environment

ACR.PS.6.a Express feelings of self-worth ACR.PS.6.b Receive and accept constructive criticism, and give constructive criticism ACR.PS.7

Resolve conflict(s) using critical thinking skills leaving room for more than one solution

ACR.PS.7.a Be aware of and communicate individual needs for accommodations ACR.PS.7.b Demonstrate independent behaviors for resolving conflict (i.e., self-control, walk away, ask for time out) Communication Conceptual understanding: Effective communication skills contribute to the success of any employee. Developing strong relationships within an organization depends on effective communication whether verbal, nonverbal, or written. Demonstrating the following objectives will facilitate productive working relationships with the students and their colleagues. ACR.PS.8

Demonstrate appropriate communication and social skills in multiple settings

ACR.PS.8.a Articulate thoughts and ideas effectively in oral, written, or nonverbal skills using the student’s mode of communication in multiple settings ACR.PS.8.b Demonstrate ability to work with and accept diverse thoughts, opinions, and beliefs

DOMAIN: CAREER DEVELOPMENT Career Selection and Planning Conceptual understanding: Students will have the opportunity to practice decision-making and goal-setting strategies to plan their postsecondary goals. The student’s IEP Transition Packet* will track the student’s progress toward reaching his or her goals. 13

MS AAAS for Career Readiness IV

ACR.CD.5

Apply decision-making strategies, set goals, and take necessary action to achieve employment goals

ACR.CD.5.a Re-evaluate personal interests, abilities, and skills through updated transition assessment from IEP Transition Packet* and Transition Plan ACR.CD.5.b Track high school graduation requirements and progress in IEP Transition Packet* ACR.CD.5.c Demonstrate awareness of the education and training required to achieve career goal ACR.CD.5.d Determine gaps in current and required skills to perform desired job ACR.CD.5.e Update short- and long-term work preparation goals in IEP Transition Packet* ACR.CD.6

Employ transition strategies for Future Job Placement

ACR.CD.6.a Update the student’s IEP Transition Packet* that includes goals for education, employability, and life skills ACR.CD.6.b Demonstrate knowledge of various services and agencies to assist in achieving postsecondary education employment goals and/or services ACR.CD.6.c Demonstrate employability and job readiness skills in an internship, job shadowing, simulated work experience, or competitive employment ACR.CD.6.d Exhibit sufficient skills to perform job task

DOMAIN: TECHNOLOGY Technology Operations and Concepts Conceptual understanding: While students may have some knowledge of technology, this section instructs students in the more advanced functions of the computer. This information will provide them with a context for additional technology instruction. ACR.T.7

Learn basic chart and graph skills

ACR.T.7.a

Demonstrate the use of chart and graph skills using technology (e.g., Keynotes, Google Slides, Microsoft apps, ChartGo online tools, etc.)

ACR.T.7.b

Illustrate the various procedures for creating charts and graphs using technology (e.g., create a video, organize digital pictures, create using an app, etc.)

Digital Citizenship Conceptual understanding: Living and learning in an interconnected world requires students to understand their roles in managing their digital identity and reputation as well as the permanence of 14

MS AAAS for Career Readiness IV

their online actions. Students learn the importance of engaging in positive, safe, and ethical behavior whether using technology for personal, educational, or employment purposes. ACR.T.8

Develop a self-monitoring checklist of appropriate use to refer to when using technology

ACR.T.8.a

Identify websites and digital resources that may contain inaccurate or biased information

ACR.T.8.b

Exhibit appropriate use of technology (e.g., appropriate legal/ethical behaviors when using technology, including social interactions online or when using networked devices)

Research and Informational Literacy Conceptual understanding: The ability to access information from various resources is a skill that will benefit students throughout their lifetime. Technology, including assistive technology, will be used to research career-related information and to complete interest assessments. ACR.T.9

Demonstrate the ability to access digital career planning resources

ACR.T.9.a

Locate details about postsecondary education and/or employment options that relate to my education or employment goals (e.g., online college applications, job applications, Mississippi Works, etc.)

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MS AAAS for Career Readiness IV

Career Readiness IV DOMAIN: PERSONAL/SOCIAL DEVELOPMENT Transition Planning Conceptual understanding: Developing an accurate knowledge of their own skills, interests, strengths, and weaknesses provides students with the information necessary to make better transition decisions toward achieving their postsecondary goals. ACR.PS.9

Demonstrate attainment of general employability skills and personal qualities needed to be successful in school and employment (e.g., critical thinking, problem solving, information gathering, technology management, interpersonal skills, honesty, dependability, etc.)

ACR.PS.9.a Practice engaging in teamwork, showing initiative, and other soft skills (e.g., problem solving, work ethic, flexibility, adaptability, time management, customer service, etc.) ACR.PS.10

Identify community resources for health, wellness, and leisure

ACR.PS.10.a Differentiate among services provided by various health, wellness, and leisure resources in your community ACR.PS.11

Demonstrate self-advocacy skills across multiple settings

ACR.PS.11.a Express feelings of self-worth and coping skills in multiple settings ACR.PS.11.b Receive and accept constructive criticism and give constructive criticism in multiple settings ACR.PS.11.c Communicate individual needs (e.g., medical, physical, accommodations, etc.) Communication Conceptual understanding: Effective communication skills contribute to the success of any employee. Developing strong relationships within an organization depends on effective communication, whether verbal, nonverbal, or written. Demonstrating the following objectives will facilitate productive working relationships with the students and their colleagues. ACR.PS.12

Demonstrate awareness of appropriate communication and social skills

ACR.PS.12.a Articulate thoughts and ideas effectively using oral, written, or nonverbal skills in a variety of contexts ACR.PS.12.b Demonstrate ability to advocate for personal thoughts, opinions, and beliefs 16

MS AAAS for Career Readiness IV

DOMAIN: CAREER DEVELOPMENT Transition Strategies for Future Job Placement Conceptual understanding: Students will have the opportunity to practice decision-making and goal-setting strategies to plan their postsecondary goals. The student’s IEP Transition Packet* will track the student’s progress toward reaching their goals. ACR.CD.7

Employ transition strategies for future job placement.

ACR.CD.7.a Annually update the student career readiness portfolio that includes goals for education, employability, and life skills ACR.CD.7.b Demonstrate knowledge of specific services provided by agencies to assist in achieving postsecondary education employment goals and/or services ACR.CD.7.c Demonstrate employability and job readiness skills in an internship, job shadowing, simulated work experiences, or competitive employment ACR.CD.7.d Exhibit sufficient skills to perform job task with accommodations (as needed) Job Seeking and Advancement Conceptual understanding: Students will have the opportunity to practice decision-making and goal-setting strategies to plan their postsecondary goals. The student’s IEP Transition Packet* will track the student’s progress toward reaching their goals. ACR.CD.8

Employ skills and strategies to secure, maintain, and advance in their chosen career or postsecondary opportunity

ACR.CD.8.a Demonstrate ability to use different types of career information resources to facilitate career search ACR.CD.8.b Update student IEP Transition Packet* to reflect progress to date on education and skills acquired ACR.CD.8.c Demonstrates job seeking skill: complete applications (e.g., online and/or paper) ACR.CD.8.d Demonstrates job seeking skill: prepare resume and cover letter ACR.CD.8.e Demonstrates job seeking skill: job interview preparation ACR.CD.8.f Recognize personal boundaries, personal responsibility, and privacy needs in the workplace ACR.CD.8.g Demonstrate employability and job readiness skills in an internship, job shadowing, simulated work experiences, or supportive or competitive employment

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MS AAAS for Career Readiness IV

DOMAIN: TECHNOLOGY Technology Operations and Concepts While students may have some knowledge of technology, this section instructs students in the more advanced functions of the computer. This information will provide them with a context for additional technology instruction. ACR.T.10

Learn common technology-related troubleshooting skills

ACR.T.10.a Demonstrate the use of common technology-related troubleshooting skills (e.g., locating, uploading, or attaching a file; spellcheck; running software updates, checking peripherals, etc.) ACR.T.11

Practice creating and editing documents

ACR.T.11.a Create documents using technology (e.g., word documents, spreadsheets, photos, slide presentations, videos, etc.) ACR.T.11.b Demonstrate various editing techniques (i.e., making corrections to a document that has been edited and then resaving the document, photoshop editing, etc.)

Digital Citizenship Conceptual understanding: Living and learning in an interconnected world requires students to understand their roles in managing their digital identity and reputation as well as the permanence of their online actions. Students learn the importance of engaging in positive, safe, and ethical behavior, whether using technology for personal, educational, or employment purposes. ACR.T.12.

Distinguish between valid and invalid sources to ensure digital safety

ACR.T.12.a Demonstrate the ability to responsibly utilize technology (using only secure internet connections, not logging on to unsecured networks, posting only appropriate media, being aware of cyberbullying, etc.)

*IEP Transition Packet* includes student documentation and transition plan. This information is required on the IEP transition page (e.g., career planning, aptitude and skills, job interests, selfassessment, parent survey, career choices inventory, etc.).

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MS AAAS for Career Readiness IV