Presentation on theme: "1 Academic Standards and Transition Diane Sobolewski 2004 PA Transition Communities of Practice Conference Pennsylvania Training and Technical Assistance."— Presentation transcript:
1 Academic Standards and Transition Diane Sobolewski 2004 PA Transition Communities of Practice Conference Pennsylvania Training and Technical Assistance Network Pennsylvania Department of Education
2 Academic Standards IDEA requires that students with disabilities be involved and progress in the general education curriculum (i.e., the same curriculum as for non-disabled children.)
3 PA requires that all students take a state assessment, holding them accountable to state standards -- “children with disabilities shall be included in the State assessment system, with appropriate accommodations, where necessary.”
4 And now…... No Child Left Behind requires Adequate Yearly Progress for students with disabilities to achieve proficiency at the state, school district, and building levels
5 Transition Requirements IDEA ‘97 : 300.29 (a) Transition services means a coordinated set of activities for a student with a disability that 1. Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation ;
6 2. Is based on the individual student’s needs, taking into account the student’s preferences and interests; and 3. Includes -- (i.) Instruction; (ii.) Related Services; (iii.) Community Experiences; (iv.) The development of employment and other post-school adult living objectives; and (v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.
7 PA Chapter 14 Adopts by reference all of IDEA ‘97 transition language
8 Caught between the two worlds: special education students in the general education curriculum AND special education students involved in transition activities
9 Simply stated: Do students work on transition OR standards?
11 “... Factors outside of school are four times more important in determining a student’s success on standardized tests than are factors within the school.” Kellogg Corporation study, Michigan 2000
12 “…… students with disabilities did best when allowed to show mastery of standards in various ways, including in community- based programs.” Center for Policy Research, Alexandria, VA 2000
13 It is only a recent phenomenon that learning is treated as something disconnected from the community; something to be conducted by professionals in the confines of a classroom.
14 But how can students with disabilities be prepared for the PSSA and other high stakes tests if they are in the community, doing transition “stuff” ???
15 The Idea Transition and standards were never meant to be mutually exclusive Why doesn’t SOMEone develop SOMEthing that would help administrators, teachers, and parents see the connection? Standards and transition ARE compatible!
16 Transition Activities and PA Academic Standards The Matrix
17 PA Academic Standards Chose the standards for which teachers are being held accountable (PSSA/PASA) Reading, Writing, Speaking, Listening Grades 5, 8, 11 Mathematics Grades 3, 5, 8, 11
18 Transition Activities Life-Centered Career Education Curriculum Donn Brolin Transitions Curriculum -- Jim Stanfield Transition Planning Inventory -- Gary Clark Curriculums Framework -- PaTTAN-King of Prussia Transition Planning Guide -- State College School District Transition “Cheat Sheets” -- ARIN IU 28
19 Who can use this matrix? Parents Regular education teachers Special education teachers Transition Coordinators IU Transition Consultants Higher education faculty
20 Let’s take a closer look at the matrix User friendly Organized by outcome Each outcome starts on new page
21 Left column: Common transition activities Teachers can scan down this column to find the activity they need to include in the IEP.
29 Outcome: Attend two- or four-year college or university with support
30 Transition Activity Before / after class, student will approach teacher for assistance During ___________ class, student will research disability, study her own ER / IEP During ___________ class, student will request information from college of interest
31 Needs Present Levels of Educational Performance Diane is an 11 th grade student with a specific learning disability. When asked about how she learns and what impact her disability has on the classes she takes, she cannot give an explanation. She does not talk to her teachers nor does she ask for help when needed. Diane does not know how to self-advocate. Diane needs to be able to describe her disability. She needs to be able to list the adaptations and accommodations that work for her in each academic area. She needs to be able to approach her teachers and request / defend her need for accommodations.
32 Standard(s) Transition Activity Diane will explain need for accommodations to teachers Diane will describe disability / impact on learning Diane will lead / participate in her IEP meetings 1.6.11 A Ask clarifying questions 1.6.11 B Summarize and reflect on what has been heard 1.6.11 C Adjust voice to provide emphasis / influence 1.6.11 D Introduce relevant information Paraphrase and summarize as needed 1.6.11 E Initiate conversation, conduct interviews
33 Diane will be able to approach two of her regular education teachers independently at least once a month and identify how her disability affects the way she contributes to class discussion with a score of at least 3 on a teacher-made rubric. Measurable Annual Goal
34 Log of student and teacher conversation Rubric No less than once each month with two teachers Scoring at least a 2 on a teacher-made rubric Given a verbal prompt from support staff, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion. Short-term objective Expected Level of Achievement Method of Evaluation
35 Log of student and teacher conversation Rubric No less than once each month with two different teachers Scoring at least a 3 on a teacher-made rubric Given a visual cue from support staff, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion. Short-term objective Expected Level of Achievement Method of Evaluation
36 Log of student and teacher conversation Rubric No less than once each month with two different teachers Scoring at least a 3 on a teacher-made rubric Independently, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion. Short-term objective Expected Level of Achievement Method of Evaluation
37 Academic Standard What courses is the student taking? This year? Next year? Get those standards out and study them to see what might apply Go through reading, math, science first Then the others!
39 Academic Standard What courses is the student taking? Look at standards for a class in which student may be having difficulty Might there be a transition activity that would serve to clarify, remediate, or apply concepts being taught?
40 Rubric for Diane Self-Advocacy Goal Skill 123 Diane will respond with relevant answers Diane will ask relevant questions Diane will add emphasis while speaking, as needed Diane will identify significant points
41 1. Competitive employment w/o support 2. Competitive employment with support (long / short term) 3. Sheltered employment 4. Adult training facility (formerly Therapeutic Activity Center) 5. Adult day care 6. Other ____________ Employment Outcomes
42 _____ Choices software _____ Guest speakers _____ Graduation project _____ Other Career exploration
43 ActivityStandard? Choices software 1.2.5B Use a variety of media 1.2.11A Use established criteria for making decisions and drawing conclusions 1.8.11B Use traditional and electronic search tools Guest speaker 1.6.5A Ask pertinent questions, distinguish relevant information 1.6.8E conduct interview as part of research project Graduation project 1.1.11A Locate resources for independent project 1.4.11D Maintain a written record 1.4.11E Write a personal resume
44 _____ Community service _____ Job shadowing _____ Job tryouts _____ Work experience In-school work experience
45 ActivityStandard? Community service 1.6.5C Speak using skills appropriate to situation 1.6.8A Listen to others, ask probing questions 1.6.8D Contribute to discussions (on the job), adjust pace and volume, etc 1.6.11B Relate what has been heard to previous knowledge 1.6.11C Speak using skills appropriate to situation 1.6.11E Initiate everyday conversation, conduct interview 2.1.3H Demonstrate an understanding of one-to-one correspondence 2.8.11C Use patterns, sequences, and series to solve problems
46 ActivityStandard? Job shadowing 1.6.5B Retell actions, predict results, summarize 1.6.5D Ask relevant questions, respond with relevant information 1.2.8A Differentiate fact from opinion 1.6.8D Listen to contributions from others, clarify response, when asked 1.6.11B Summarize and reflect on what has been heard 1.6.11E Conduct interview 2.11.5C Identify maximum and minimum 2.2.11B Use estimation for when an exact answer is not needed
47 ActivityStandard? Job tryouts 1.1.5A Establish purpose for reading (such as to acquire information on the job) 1.1.8F Understand the meaning of and apply key vocabulary 1.6.8C 1.6.11C Speak using skills appropriate to situation 1.6.11 D Contribute to discussions 1.6.11 E Participate in small/large group discussions 1.6.11E Initiate everyday conversation 2.3.11 A Select and use appropriate units and tools to measure 2.3.11C Produce measures with specified levels of precision
48 Needs Present Levels of Educational Performance Adam is an 11 th grader with autism. He does not consistently initiate, maintain, or end conversations. He understands appropriate vs. inappropriate topics of conversation. He can tell time to the minute, but requires support to associate times with events during the day. He is a visual learner and requires visual representation of information in order to understand it. He does not know what jobs exist in his community. Adam needs to be able to ask unfamiliar people for information. Adam needs to be able to take information and chart it for purposes of summarizing and making a decision.
49 Standard(s) Transition Activity Adam will job shadow 2 occupations during each quarter (post office, mailroom at IUP, stockroom at Kmart, UPS warehouse, medical supply business, PNC Bank) 1.6.11A Listen to others, ask clarifying questions, synthesize information to determine relevancy 1.6.11B Summarize and reflect on what has been heard 1.6.11D Ask relevant questions, respond with relevant information 2.3.3D Tell time (analog and digital) to the minute 2.8.3G Gather information and display it in the form of a chart
50 During a job shadowing visit and given a list of questions developed ahead of time, Adam will chart 100% of the answers to questions about five aspects of each job. Measurable Annual Goal
51 Chart 5 aspects per job Given adult prompting, Adam will develop at least 5 aspects of a job (that are important to him) for each job shadowing site. Short-term objective Expected Level of Achievement Method of Evaluation
52 Chart Ask all questions Fewer than 3 verbal prompts Adam will ask an employee or a supervisor at each job shadowing site and write down their answers to questions regarding the job. Short-term objective Expected Level of Achievement Method of Evaluation
53 Report of Progress on Annual Goals Adam shadowed at PNC Bank and Diamond Medical Supply 2 verbal prompts Adam shadowed at UPS warehouse 2 verbal prompts Adam shadowed at Kmart and post office 4 verbal prompts Adam developed chart and shadowed at IUP 6 verbal prompts 4 th Report period 3 rd Report period 2 nd Report period 1 st Report period
54 Community Living Outcomes Residential Participation Recreation and Leisure
55 How to begin: Look at each experience Then task analyze ! Break it down to smallest skill components Relate those skill components to the standards
56 Residential _____ Home responsibilities _____ Participate in apartment program _____ Summer camps _____ Open case with MH/MR Base Service Unit _____ Supports Coordination _____ Community Living Arrangements _____ Respite care _____ Companionship / social groups _____ Community-based instruction _____ Shopping/money skills _____ Pedestrian safety _____ Social skills/communication _____ Section 8 housing
57 Participate in apartment program Housekeeping skills (sweeping, dusting, doing laundry, making beds, washing dishes, etc. Home maintenance skills (furniture arranging, changing light bulbs, replacing screens, troubleshooting problems, etc. Cooking / meal planning
58 (Math) 2.1.3 B Use whole numbers and fractions to represent quantities (Rding) 1.1.11A Locate resources for information (Rding) 1.2.11 A Read and understand essential content of information sources (FCS) 11.2.3.B Identify the importance of routines and schedules (FCS) 11.2.3 F Explain daily activities that fulfill family functions in meeting responsibilities Housekeeping ?StandardActivity
59 (Rding) 1.6.11 D Ask relevant, clarifying questions, respond with relevant information (Rding) 1.1.11A Locate resources for information (Rding) 1.2.11 A Read and understand essential content of information sources (FCS) 11.2.9 A Solve dilemmas using a practical reasoning approach Home maintenance ?StandardActivity
60 (Math) 2.1.3 B Use whole numbers and fractions to represent quantities (Rding) 1.1.11 A Locate resources for information (FCS) 11.3.6 F Analyze basic food preparation techniques and food-handling procedures (FCS) 11.3.3 F Identify components of a basic recipe (FCS) 11.3.6 D Describe a well-balanced daily menu (FCS) 11.3.12 C Evaluate sources of food and nutrition information Cooking / meal planning ?StandardActivity
62 Needs Present Levels of Educational Performance Kyle is a 12th grade student with ED currently attending the tech center in the area of building construction. He reads 70 wpm at the ninth grade level but relies heavily on material presented to him by demonstration. He experiences frustration when he does not understand printed material the first time he reads it. He plans on moving out on his own and expresses concern that he will not be able to do simple maintenance around the house, such as assembling new purchases, changing the element in a hot water tank, etc. Kyle needs to be able to follow simple written assembly instructions. Kyle needs to be able to demonstrate simple home maintenance skills.
63 Standard(s) Transition Activity Kyle will practice independent living skills, specifically home maintenance. 1.1.11A Locate resources for information 1.1.11F Understand the meaning of and apply key vocabulary 1.2.11A Read and understand essential content of information sources
64 Kyle will be able to locate the parts of a manual where he can locate parts, assembly, and contact information 100% of the time. Measurable Annual Goal
65 Teacher checklist All the information 5/5 trials Given situations where he needs to order parts for an appliance, Kyle will find the page in the manual that lists the parts and ordering information Short-term objective Expected Level of Achievement Method of Evaluation
66 Phone log Chart 5/5 trials successful order Independently Kyle will call the manufacturer and order the parts needed for an appliance Short-term objective Expected Level of Achievement Method of Evaluation
67 Report of Progress on Annual Goals Phone contact made, order placed, with teacher verbal prompt Phone contact made with manufacturer with teacher verbal prompt Parts page located and order form completed Parts page located 4 th Report period 3 rd Report period 2 nd Report period 1 st Report period
68 Participation _____ Transportation _____ Driver’s license _____ Photo ID _____ Public transportation _____ Family transportation _____ Special transportation _____ Car pool _____ Voter registration _____ Selective service _____ Jury duty information _____ Court system / obeying the laws _____ Community-based instruction _____ Travel training _____ Social skills
69 Transportation Driver’s license Photo ID Public transportation Family transportation Special transportation Car pool
70 ActivityStandard? Driver’s license (Rding) 1.1.8 A Locate appropriate texts (Rding) 1.6.8 D Clarify, illustrate, or expand on a response when asked Public transit (Rding) 1.6.8 C Speak using skills appropriate to purpose (Math) 2.1.3 E Count, compare, and make change using a collection of coins and one- dollar bills (Math) 2.2.5 D Demonstrate the ability to round numbers Car pool (Rding) 1.6.8 C Speak using skills appropriate to purpose (Rding) 1.6.8 D Clarify, illustrate, or expand on a response when asked
71 Other issues to consider: Voter registration Selective service Jury duty information Court system / obeying the laws
72 ActivityStandard? Voter registration (Civics) 5.3.3 F Explain what an election is (Civics) 5.3.9 E Identify major leaders at the local, state, and national governments (Civics) 5.3.9 F Explain the election process Selective Service (Rding) 1.1.5 A Establish purpose for reading Jury duty (Civics) 5.3.3 B Identify the role of the three branches of government (Civics) 5.3.3 C Identify reasons for rules and laws in the community Obeying the laws (Civics) 5.3.3 C Identify reasons for rules and laws in the community
74 Present Levels of Educational Performance Needs Ellen is an 11th grade student with mental retardation. She approaches new situations with fear. She does not know how to use public transportation, but will need to use it when she graduates to go to her job. She currently needs supervision to cross the street safely. Ellen needs to be able to use public transportation. Ellen needs to be able to follow pedestrian rules.
75 Transition Activity Standard(s) Ellen will learn to use public transportation and obey pedestrian rules for eventual move to group home placement. 1.8.5B Locate information using appropriate sources and strategies 1.6.5A Listen to others, ask questions, take notes 1.6.8C Speak using skills appropriate to purpose 2.1.3E Count, compare, and make change using a collection of coins and bills 2.2.5 I Select method of computation and explain why it is appropriate
76 Ellen will be able to use public transportation from school to her work experience job safely and with no errors. Measurable Annual Goal
77 Ellen will wait at the bus stop and get on the correct bus With supervision then independently Score of 3 on rubric Log of steps Taken Teacher rubric Short-term objective Expected Level of Achievement Method of Evaluation
78 Ellen will get off the bus at the correct stop, pay the driver the correct amount, and walk into her place of employment With supervision then independently Score of 3 on rubric Log of steps taken Teacher rubric Short-term objective Expected Level of Achievement Method of Evaluation
79 Report of Progress on Annual Goals 1 st Report period 2 nd Report period 3 rd Report period 4 th Report period Got on correct bus 10/10 times Rubric score of 2 Got on correct bus 10/10 times Rubric score of 3 Got off bus, got to work w/ reminders Score of 2 on rubric Got off bus and to work independently Score of 2 on rubric
80 Rubric for Ellen Participation Goal Skill123 Ellen will locate the correct bus stop Ellen will ask driver before boarding re: destination of bus Ellen will ask relevant questions Ellen will use correct combination of coins for fare
81 Recreation / Leisure Current hobbies ________________________________ _____________________________________________ Current clubs __________________________________ _____________________________________________ Current social activities __________________________ _____________________________________________ _____ Community-based instruction _____ Recreation facilities (YMCA, etc.) _____ Social skills _____ Sports _____ Local clubs, teen centers _____ Service organizations (AkTion Club, Kiwanis,etc) _____ Church groups
82 Good to know current status of Hobbies Clubs Social activities Sports in case there is some way to continue after high school !
83 Community Based Instruction Recreation facilities (YMCA, etc.) Social skills Sports
84 ActivityStandard? Finding recreation 1.2.8 A Distinguish between essential and nonessential information (HS&PE) 10.4.9 A Analyze and participate in physical activities that support physical fitness 1.6.11 A Ask clarifying questions Social skills 1.6.8 C Speak using skills appropriate to situation 1.6.8 E Initiate everyday conversation Locating sports (HS&PE) 10.5.9 C Identify and apply practice strategies related to skill improvement (HS&PE) 10.4.3 D Identify likes and dislikes related to participation in physical activities
86 Present Levels of Educational Performance Needs Cork is a 10th grade student with a specific learning disability and mild cerebral palsy that affects his left side. He is a shy young man who needs encouragement to initiate conversations. He is interested in joining a recreational sports league. He recently moved into the school district from another part of the state and is unfamiliar with opportunities that exist in the Pattan School District. He participates in physical education classes with some adaptations for speed and accuracy where they are needed (depending on the sport). For instance, when shooting baskets, he is permitted to shoot from a closer position or when playing golf, he tees off from the ladies’ tee. Cork needs to be able to identify recreation programs in his community. Cork needs to be able to follow the process to register for a recreation program.
87 Transition Activity Standard(s) Cork will call various organized community sport activities for information. Cork will choose one activity and go through the registration process. 1.1.11A Locate resources for information 1.4.11D Maintain a written record of activities 1.6.11A Ask clarifying questions 1.6.11C Speak using skills appropriate to situation
88 Cork will identify at least 5 community recreation programs by calling them on the telephone and recording relevant information on a chart. Measurable Annual Goal
89 Cork will compile a list of community recreation programs by using community resource handbooks, the telephone book, and the internet. At least 5 programs and telephone numbers Student work samples Short-term objective Expected Level of Achievement Method of Evaluation
90 Cork will ask each community recreation program a set of pre- determined questions as well as clarifying questions. A minimum of 10 questions per program Written compilation of information Short-term objective Expected Level of Achievement Method of Evaluation
91 Report of Progress on Annual Goals 1 st Report period 2 nd Report period 3 rd Report period 4 th Report period Compiled list of 3 programs from telephone book Added 3 programs from handbooks Compiled list of 10 questions per program Contacted 3 programs and completed questionnaire