Show simple item record

dc.contributor.authorMorningstar, Mary E.
dc.contributor.authorLombardi, Allison
dc.contributor.authorTest, David W.
dc.date.accessioned2018-03-23T14:40:25Z
dc.date.available2018-03-23T14:40:25Z
dc.date.issued2018-03-19
dc.identifier.citationMorningstar, M.E., Lombardi, A., Test, D. (2018). Including College and Career Readiness Within a Multitiered Systems of Support Framework. AERA Open. 4(1), 1-11.en_US
dc.identifier.urihttp://hdl.handle.net/1808/26244
dc.descriptionA grant from the One-University Open Access Fund at the University of Kansas was used to defray the author's publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.
dc.description.abstractCurrent 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.en_US
dc.publisherSageen_US
dc.rightsThis article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).en_US
dc.rights.urihttp://www.creativecommons.org/licenses/by-nc/4.0/en_US
dc.subjectAdolescenceen_US
dc.subjectCareer developmenten_US
dc.subjectCollege readinessen_US
dc.subjectQualitative researchen_US
dc.subjectSpecial educationen_US
dc.subjectStudent behavior/attitudeen_US
dc.subjectStudent cognitionen_US
dc.titleIncluding College and Career Readiness Within a Multitiered Systems of Support Frameworken_US
dc.typeArticleen_US
kusw.kuauthorMorningstar, Mary E.
kusw.kudepartmentSpecial Educationen_US
dc.identifier.doi10.1177/2332858418761880en_US
kusw.oaversionScholarly/refereed, publisher versionen_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Except where otherwise noted, this item's license is described as: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).