1. Policy and Practice Implications for Secondary and Postsecondary Education and Employment for Youth With Disabilities September 18 and 19, 2003 Washington, DC A National Leadership Summit on Improving Results for Youth

2. Aligning Transition and SBE: Beyond Square Pegs & Round Holes Carol A. Kochhar-Bryant & Diane S. Bassett NCSET National Leadership Summit on Improving Results September, 18-19, 2003

3. Essential Questions 1. How do standards-based education and transition services differ in their assumptions and principles? 2. Why do standards-based education and transition services need to be bridged or aligned?

4. Essential Questions 3.How can transition planning serve as a unifying framework for achieving alignment? 4.What strategies can we use to achieve this new alignment?

5. Mental Stretching: 1.What are the assumptions in both transition and standards-based systems? 2. What differences are there between transition and standards-based systems? 3. What similarities exist between transition and standards-based systems?

6. A Short History 1970s: students not in voc.ed; living at home with parents 1980s: Research & postschool studies find high unemployment, dependence, social isolation 1984: OSERS: transition a “federal priority” 1980s: School-to-Work programs expand

7. Short History (Cont.) OSERS 1991 initiative: 5-year system change projects 2000 Report to Congress: 10 years later, transition initiative not as successful as expected What happened?

8. What Happened? What Results? Unclear results from the system change projects National progress data: big differences in diploma, NAEP math/reading, SAT Special education students perform much worse than peers

10. NCLB Emphasizes Outcomes and Accountability Differences in 8 th grade state assessments for students with and without disabilities ranged from: 23 to 47% in reading 19 to 42% in math 25 to 44% in writing (NCEO, 2000)

11. SO……… IDEA & NCLB Are Getting Acquainted Placed expectations on SEAs and LEAs to align systems to ensure: 1.Transition planning in the IEP 2.Access to the (standards-based) general curriculum with accommodations 3. Strengthen interagency coordination to support postsecondary goals

12. No Child Left Behind 2001 Emphasizes: Results and accountability Challenging academic content standards State assessments Curriculum standards High-stakes exams (28 states)

13. IDEA Emphasizes: Individualized process for educational programming Access to the general education curriculum Transition services States’ responsibility to align each system

14. Principles for Transition vs SBE System 1.Transition begins early 2.Range of domains including academic. 3.Coordinated activities 4.Individualized planning process/ self-determin. 5.Procedural safeguards 6.Community-based learning 1.Common content standards for all 2.Academic & basic literacy outcomes 3.Student performance can be measured 4.Learning standards will unify understanding of what students should know and do

15. SBE Principles (cont.) 5. Increased standards will: a. decrease number of ‘low- track’ English, Math, and Science classes; b. increase enrollment in college prep. classes; c. eliminate tracking; d. improve options and outcomes for youth. 6. Rigorous learning standards will refocus teaching and learning on common understanding of what schools expect students to know and be able to do.

16. So…..to compare…… A TRANSITION SYSTEM looks at: Holistic educational outcomes Individualized process Curriculum that matches postschool goals Career-orientation Interagency involvement STANDARDS-BASED SYSTEM looks at: Academic and basic literacy skills Common rigorous learning standards Performance that can be measured validly and reliably through testing

17. All students have the right…. To achieve high standards appropriate to their abilities and talents To prepare for and to assume their roles as capable citizens Of choice and self- determination To achieve basic literacy and functional skills that can be measured reliably and validly To an individualized approach to their learning and transition to adult life

18. Students have a right: To academic and vocational standards to improve student outcomes To engage in blended academic and career/vocational opportunities to enhance futures planning

19. 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.”

20. What are YOUR suggestions for blending standards into a system anchored by transition?

21. School Districts can: Blend standards and transition Move beyond standardized tests Integrate transition into school improvement, accountability, and data systems Provide access to relevant assistive technology and telecommunications Use universal design principles to access general education curriculum Strengthen partnerships in the community Document and share successes Do transition because it is right – not for compliance

22. Educators can: Understand and be actively involved in standards- based reform Have high expectations for their students Know how to use a range of accommodations and alternative measures of performance See to provide curriculum that is relevant Embed transition IEPs into a standards-based system

23. Educators can also: Include families in planning for students Be sensitive to the cultural context Offer alternative means of evaluation Be actively involved in their own education and planning

24. Directions for Transition & SBE GAO Report: Improving outcomes for youth 1. 70% IDEA students--standard diploma or alternative credential (45% for ED/BD) (2001-02) 2. 24% receive vocational services 2. Collection and use of data weak 3. Many impediments to transition (poor linkages with community, transportation, & lack of community work experiences). Promising sites for innovation in blending transition and SBE

25. Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius -- and a lot of courage -- to move in the opposite direction. Albert Einstein (1879-1955)