optimizing the general education/special education connection for student skills development in a...
TRANSCRIPT
Optimizing the General Education/Special Education Connection for Student Skills Development in a Standards-Based World
Diane S. Bassett, Ph.D.NSTTAC Secondary Transition State Planning Institute May 3, 2007
Summary of Major Changes from IDEA 1997 to IDEA 2004 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 results-oriented process, that is focused on improving the academic and functional achievement of thechild with a disability to facilitate the child’s movement from school to post-school activities…to prepare [them] for furthereducation, employment, and independentliving….
Principles for Transition vs. SBE System • Includes a range of domains
including academic• Provides coordinated
activities• Emphasizes individualized
planning process/ self-determination
• Ensures procedural safeguards
• Offers community-based learning
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
Hendrick Hudson S.D. vs. Rowley (1982)
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: “...prepare students for useful and happy occupations….” (West
Virginia)
“…sufficient levels of academic or vocational skills...to live up to his or her full human potential…” (Alabama)
“…to pursue life work intelligently…(Kentucky)
“…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 “…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) “…[IDEA ’97} clearly states its commitment to “our
national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities…”
“…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…”
“…to be prepared to lead productive, independent adult
lives to the maximum extent possible…”
Implications?
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? Contextual factors (school climate, philosophy, personnel allocation,
accountability systems) difficult to change (Noguera, 2004)
Organizational structures of schools (block scheduling, advisories, Small Learning Communities) not effective (Noguera, 2004)
School curriculum offers a broad but disconnected range of courses (Hill and Celio, 1998)
Teachers use a lecture format without looking for mastery of knowledge and skills (Cohen, 2001)
Pervasive student alienation and boredom, anti-intellectualism peer cultures undermine achievement (Steinberg, 1996)
High schools considered obsolete (Bill Gates, High School Summit, April 2005)
(Adapted from Noguera, 2004)
Obstacles to Secondary Special Education Program Effectiveness 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.
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
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, standards-based education includes: Continuous, systematic planning, coordination,
and decision making to define and achieve postsecondary goals
Curriculum pathways or options Academic, career-technical, and community-
based learning Multiple outcome domains and measures Appropriate aids and supports
More students with disabilities participate in general education classes
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
(NLTS2, 2003; 2004)
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 self-contained 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(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….
Foundation for a coordinated set of academic experiences
Foundation for community-based experiences Foundation for social intelligence Foundation for self-advocacy
It is the foundation for Secondary Education
Use Transition-focused competencies
To add relevance to academics
To blend community-based activities
To enhance self-determination
So How do We Maximize Our Teaching?
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
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 CompetenceThree 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 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) optionsWe have two (2) options
(1) (1) reactivereactive -- identify needs -- identify needs late in gamelate in game
(2) (2) proactiveproactive -- start early -- start early -- “transition education”-- “transition education”
Approaches to Covering Approaches to Covering Transition-Related ContentTransition-Related Content
course development
integration into existing content (infusioninfusion)
Source: Patton, Cronin, & Wood (2007)
““Spontaneous v. Planned”Spontaneous v. Planned”
Spontaneous -- it just happens!
Planned -- you can see it coming!
Infusion ProcessInfusion Process 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 Transition domains
reflect the relevancy of movement to adulthood
Transition is a process, not a product
Transition is measured by successful adult outcomes
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 curriculumApplied academics naturally support higher order thinking skills in order to reach standardsA 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 standardsOption 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
Applying Standards to IdeasCurricular Reference: (Social Studies material) Grade Level: Middle grades
List ideasusing 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-Self-management
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
Applying Ideas to the Standard Standard Reference: 3.3 (Life Science) Grade Level: Middle GradesBenchmark: Comparing and contrasting characteristics of treatments of various types of medical problems
List ideasusing 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
planningusing resourcesthinking
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
readingevaluatingproblem solving
Knowing your medical history
Family research
Addresses characteristics 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)
responsibilityself-improvementspeaking(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)
Curriculum-based Approach
Start with targeted curriculum
Identify functional topics Select/align with content
standard Evaluate
Standards-based Approach
Start with content standard
Identify unit or lesson plan
Identify functional topics Evaluate
Optimizing the General Ed./Special Ed. Connection….
…..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
Optimal: Co-Teaching with general educator 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: 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? 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