Transcript No Slide Title

Optimizing the General
Education/Special Education
Connection for Student Skills
Development in a StandardsBased World
Diane S. Bassett, Ph.D.
NSTTAC Secondary Transition State Planning Institute
May 3, 2007
[email protected]
Summary of Major Changes from
IDEA 1997 to IDEA 2004
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Transition services moved from 14 t 16
Shift in emphasis to “Results”
Emphasis on progress in the gen. ed. curriculum
An exception to the requirement to evaluate
before changing a student’s status (SOP)
Revision of “Statement of Interagency
Responsibilities” in IEP
IDEA 2004
Transition is designed to be within a resultsoriented process, that is focused on improving
the academic and functional achievement of the
child with a disability to facilitate the child’s
movement from school to post-school
activities…to prepare [them] for further
education, employment, and independent
living….
Principles for
Transition vs. SBE System
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Includes a range of
domains including
academic
Provides coordinated
activities
Emphasizes
individualized planning
process/ selfdetermination
Ensures procedural
safeguards
Offers community-based
learning
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Provides common content
standards for all
Emphasizes academic &
basic literacy outcomes
Student performance can
be measured with
standardized measures
Learning standards will
unify understanding of what
students should know and
do
IDEA 2004 and NCLB
NCLB and IDEA 2004 align to reaffirm that
all students should meet high academic
standards
 All students should be at proficient or
advanced levels by 2013-14 school year
 These high expectations are at odds with
basic tenet of Rowley
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Hendrick Hudson S.D. vs.
Rowley (1982)
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Rowley provides for a “basic floor of educational
opportunity” to students with disabilities
Does not provide for an optimal education where
students can realize their potential
Is a “mimimal” education an “adequate”
education?
“Cadillac vs. Chevrolet” argument
States courts are now arguing that
minimal is not adequate:
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“...prepare students for useful and happy occupations….” (West
Virginia)
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“…sufficient levels of academic or vocational skills...to live up to his
or her full human potential…” (Alabama)
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“…to pursue life work intelligently…(Kentucky)
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“…to prepare citizens for their role as participants and as potential
competitors in today’s marketplace of ideas…” (New Hampshire)
(Johnson, 2003)
Luke P. vs. Thompson School
District – Colorado
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“…all education has as its purpose the
advancement of knowledge and skills so
that the student can reasonably apply
them in other contexts…public schools
must accord some educational
benefit…must address issues of
generalization…” (2005, Due Process
Decision)
K.L and Mercer Island School
District (District Ct. Decision 12/8/2006)
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“…[IDEA ’97} clearly states its commitment to “our
national policy of ensuring equality of opportunity, full
participation, independent living, and economic selfsufficiency for individuals with disabilities…”
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“…IDEA “97 is simply not about ‘Access:’ it is focused on
“transition services….an outcome-oriented process,
which promotes movement from school to post-school
activities…”
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“…to be prepared to lead productive, independent adult
lives to the maximum extent possible…”
Implications?
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A minimal education is no longer an adequate
education
All students are expected to achieve proficiency
on content area standards
Public schools may be expected to provide
education that can generalize to other settings
Public schools may be expected to ensure
student learning can be used in the future to
provide economic self-sufficiency
High School Reform: A
Contradiction in Terms?
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Contextual factors (school climate, philosophy, personnel allocation,
accountability systems) difficult to change (Noguera, 2004)
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Organizational structures of schools (block scheduling, advisories, Small
Learning Communities) not effective (Noguera, 2004)
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School curriculum offers a broad but disconnected range of courses (Hill and
Celio, 1998)
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Teachers use a lecture format without looking for mastery of knowledge and
skills (Cohen, 2001)
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Pervasive student alienation and boredom, anti-intellectualism peer cultures
undermine achievement (Steinberg, 1996)
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High schools considered obsolete (Bill Gates, High School Summit, April 2005)
(Adapted from Noguera, 2004)
Obstacles to Secondary Special
Education Program Effectiveness
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Program Coherence
 Lack
of curriculum, wide variation of instruction
 Gen. ed. curriculum not responsive to student needs
 Need for more adaptations and modifications
 Increase opportunities for vocational education
 Lack of time and coordination for transition planning
(Wasburn-Moses, 2006)
Obstacles to Secondary Special
Education Program Effectiveness
cont.
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Lack of Options for Students
 Limited
course choices especially for basic skill
instruction
 Limited opportunities for vocational education
 Limited opportunities for transition planning
 Limited accommodations and modifications
(Wasburn-Moses, 2006)
Secondary School Reform should
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Provide comprehensive and flexible
programs that integrate academic
development, social-psychological
development, career development,
preparation for life roles.
( Bassett and Kochhar-Bryant, 2006; Jorgensen, 1998; Patton and Trainor,
2002)
Effective transition-focused, standardsbased education includes:
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Continuous, systematic planning, coordination,
and decision making to define and achieve
postsecondary goals
Curriculum pathways or options
Academic, career-technical, and communitybased learning
Multiple outcome domains and measures
Appropriate aids and supports
More students with disabilities
participate in general education
classes
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In 2001-2002, 7 of 10
secondary students with
disabilities were taking at
least one academic
course
More students taking
science and foreign
language courses
30% of students with
disabilities were enrolled
in NO special education
courses
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Vocational course taking
declined by 7%
Students with
mild/moderate disabilities
taking more academic
courses
Life skill/study skill
courses offered in special
ed. classes
An increase in selfcontained special
education courses
Is Transition Obsolete?
General education students “graduate,”
special education students “transition”
 “Special” professionals are the only ones
who can support students with disabilities
in school through the transition process
 Many high school students with
exceptionalities are not included in typical
school experiences
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(Tashie &Jorgensen, 1999)
Transition as a Unifying
Framework
“Transition is not just a program or a project or a
set of activities that has a beginning and an
end. Rather, it is a vision and a goal for
unfolding the fullest potential of each
individual and it represents a systematic
framework for planning to fulfill that potential.”
(Kochhar-Bryant and Bassett, 2002)
Transition is the….
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Foundation for a coordinated set of academic
experiences
Foundation for community-based experiences
Foundation for social intelligence
Foundation for self-advocacy
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It is the foundation for Secondary Education
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Use Transition-focused
competencies
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To add relevance to
academics
To blend communitybased activities
To enhance selfdetermination
So How do We Maximize Our
Teaching?
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Begin with the end in
mind
Think: What is the
purpose of what I am
teaching?
Think: How do I connect
the concepts with
standards?
Use concepts of
contextual, authentic
learning
Authentic Learning Experiences
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The relevance of
student learning has
an immediate or
personal value to the
student.
The learning has an
eventual value
beyond school
Hanley-Maxwell et al., 1999
Three Levels of Competence
1.
Knowledge (facts, concepts)
2.
Skills (performance)
3.
Intelligent application of
knowledge & skills (practical
and social intelligence)
Contextual Skills
Specific competencies
(i.e., knowledge, skills, application of)
of local and cultural relevance
needed to perform everyday activities
in a variety of settings
typically encountered by most individuals.
Students need to know why they
are learning what they are learning
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Be explicit
Be metacognitive
Link to the real world
Design authentic
evaluation
Seek generalization
to other environments
Ask “So What?”
questions
We have two (2) options
(1) reactive
-- identify needs
late in game
(2) proactive
-- start early
-- “transition education”
Approaches to Covering
Transition-Related Content
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course development
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integration into existing
content (infusion)
Source: Patton, Cronin, & Wood (2007)
“Spontaneous v. Planned”
 Spontaneous -- it just
happens!
 Planned -- you can see it
coming!
Infusion Process
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Become familiar with some adult
outcomes frame of reference.
Be familiar with the curricular
material.
Have access to some good
resources.
Identify “infusion points.”
Plan “infusion bursts” (i.e.,
activities)
Do it.
So What?
So who else might use this ________?
So what kinds of job, activities, etc. might
use this ________?
So when might you use this _________?
So where might you use this _________?
So how could you use this __________ in a
job, with your friends, etc.?
So why is this important?
Transition and Contextual
Learning: The Dynamic Duo
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Transition domains
reflect the relevancy
of movement to
adulthood
Transition is a
process, not a
product
Transition is
measured by
successful adult
outcomes
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Applied academics
reflect the relevancy
of what is to be
learned
Applied academics
emphasize process
over product
Applied academics
can be measured in
many ways
What to do?
Use integrated, relevant
unit plans that reflect
standards and
transition-focused
competencies.
Blending standards, contextual learning,
and a transition focus:
Standards
reflect a thinking curriculum
Applied academics naturally support
higher order thinking skills in order to reach
standards
A transition focus begins with the end in
mind (e.g., postschool outcomes and skills)
Making standards relevant will enhance
student learning and engagement
One Curricular Option: Link to
the Standards!
Use the content
standards to support
and guide what you
are teaching
We have two options
for blending
curriculum and
standards
Option One: A
Curriculum-Based
Approach
Option #1: Applying Standards
to Ideas
Choose the topic or curricular
material
 List ideas and activities using life
skills
 Link the ideas to the curriculum
 Plan what you will do
 Plan what students will do
 Identify the standards to be addressed
 Build in evaluation and links to
workplace competencies
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Applying Standards to Ideas
Curricular Reference: (Social Studies material)
Grade Level: Middle grades
List ideas
using life
skills that
relate to the
curricular
material
What is the
activity?
How does the
activity link
to the
curricular
reference?
What will
the teacher
do?
What will the
students do?
How will you
know that the
standard has
been
mastered?
What are the
standards or
benchmarks
that will be
addressed?
What are the
workplace
competencies
that will be
addressed?
Best place to
get stylish
clothes
Collage
b/c Aztecs and
Incas like
stylish clothes
Provide
format for
the collage
Group project
Share collage &
relate to
clothing of
Aztecs & Incas
History
Standard 3:
Explain how
the culture of
the earliest
civilizations
spread and
interacted.
-Problem
solving
-Creative
thinking
-Team member
How to
prevent illness
Questionnaire
New diseases
killed people
throughout the
world
Teacher asks
students how
they stay
healthy –
questions
Students
complete
questions &
vaccination
record
Class discussion
& written
summation of
precautionary
measures
History
Standard 4:
Identify and
explain the
consequences
of scientific
and
technological
changes
-Using
resources
-Interpreting
-Selfmanagement
How do
people choose
their careers
Discussion and
job search
Spanish
soldiers made
a decision to
become
soldiers
Teacher
generates
questions
about
finding out
about jobs &
shows how
to do an
internet job
search
Students
perform an
internet job
search on a
job of their
choosing
Completion of a
form describing
career
Economics
Standard 2:
Describe the
characteristics
that make the
US economy a
mixed
economy
-Demonstrates
computer
literacy
-Evaluating
-Writing
© Patton and Bassett, 2004
Option Two:
A Standards-Based
Approach
Option #2: Applying Ideas to the
Standard!
Select the standard(s) you wish to use
 Using a life skills approach, list ideas
to address the standard
 Be conscious of how the activity links
to the curricular reference
 Plan what you will do
 Plan what students will do
 Build in evaluation and links to
workplace competencies
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Applying Ideas to the Standard
Standard Reference: 3.3 (Life Science)
Grade Level: Middle Grades
Benchmark: Comparing and contrasting characteristics of treatments of various types of medical problems
List ideas
using life
skills to
address the
standard
What is the
activity?
How does
activity link
to the
curricular
reference?
What will the
teacher do?
What will
the students
do?
How will you
know that the
standard has
been
mastered?
What are the
workplace
competencies
that will be
addressed?
Knows about
first aid
Development
of a first aid
kit
Addresses
treatment of
real medical
problems
Research
what belongs
in a basic first
aid kit &
brings a
sample kit to
class
Students
check list
against
supplies they
have at home
List is
generated of
supplies
needed
planning
using
resources
thinking
Treating
illness (e.g.,
a cold)
Research
activity
Addresses
treatment of a
common
malady
Brings in a
compendium
of treatments
Student
researches a
treatment
option
Submission of
a written
report of
findings
reading
evaluating
problem
solving
Knowing
your medical
history
Family
research
Addresses
characteristic
s of medical
problems
Teacher will
bring in an
example of a
history form
and discuss it
Completes
medical
history of
self
Completed
form (NB:
this is kept
confidential)
responsibility
selfimprovement
speaking
(interviewing)
© Patton and Bassett, 2004
Blending Curricula and Standards
with a Transition Focus
(Assumption: Student has IEP needs identified; student has access to general education)
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Curriculum-based
Approach
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Standards-based
Approach
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Start with targeted
curriculum
Identify functional topics
Select/align with content
standard
Evaluate
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Start with content
standard
Identify unit or lesson
plan
Identify functional topics
Evaluate
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Optimizing the General Ed./Special
Ed. Connection….
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…..will occur in those
schools that have
transition-focused
teachers working as
equal partners with
general educators,
supported by strong
administrative leaders
Roles for Special Educators
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Optimal: Co-Teaching with general educator
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General educator supplies content, standards
Special educator supplies relevance, UDL, standards
Resource setting: educator adds relevance, UDL,
standards
Self-Contained: Teach integrated units of study
Community-based: infuse standards into unit planning
and activities
For all settings, provide formative and summative evals
that reflect academic and career standards
To achieve this
connection, the ideal
transition-focused
special educator:
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Is a building-based special educator, NOT a transition
coordinator
Has a strong academic background (highly qualified in at
least one content area)
Has a strong vocational background’
Has a strong background in strategic instruction
Has a strong behavioral background
Has worked in another field besides education
Walks on water
How do we cultivate these
individuals?
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Transition and sped. secondary
services are required in higher
education curricula
Ongoing, strategic professional
development required in schools
More time for collaborative,
integrative planning in schools
Curriculum mapping with
transition-focused competencies
More opportunities for students to
learn outside the classroom
More opportunities for students to
have a say in educational
decisions
“Every generation needs a new
revolution.”
Thomas Jefferson