Transition in a StandardsBased World: Can We Do It

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Transition in a Standards-Based World Can We Do
It?

• 30th Annual Bresnahan-Halstead/Kephart
• Symposia
• Vail, Colorado
• July 25, 2006
• Jane M. Williams, Ph.D.
• Towson University

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Transition in a Standards-Based World - Outline

• Premises
• IDEA of 2004 NCLB
• Tips Characteristics
• A Rubric Examples
• Summary
• References and Resources

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Transition in a Standards-Based World Premises

• Transition standards-based education are not
  mutually exclusive.
• Transition standards-based education are
  complementary -- they have the same ultimate
  goal to prepare students for success in the
  post-secondary environment.

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Transition in a Standards-Based World Premises

• Transition and standards-based education focus on
  improving post-school results for all students,
  including those with disabilities.
• Transition must be based on standards to ensure
  effective post-school results, not just outcomes.

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Transition in a Standards-Based World Premises

• Transition is a constellation of services,
  supports, and programs that facilitates movement
  to the students desired post-school goals.
• Transition the coordinated set of activities -
  is premised on adequate yearly progress toward
  attainment of a long-range, measurable goal.

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Transition in a Standards-Based World Premises

• Transition services must include attainment of
  state academic content and performance standards,
  school-to-career strategies, industry skill
  standards, and soft skills e.g., SCANS.
• Transition services must identify what the
  students must know and be able to do to meet
  post-school goals and achieve results.

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Transition in a Standards-Based World Premises

• Standards-based language special education
  language
• What goals/(objectives) standards
• will we teach?
• What are the annual evaluation criteria defined
  as adequate yearly progress upon which the
  student will be measured i.e., evaluated?

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Transition in a Standards-Based World IDEA
NCLB

• Results and accountability
• Challenging academic content standards
• State assessments
• Curriculum standards

• High-stakes exit exams (28 states)
• New expectations for all students
• Emphasis on transition for all students

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Transition in a Standards-Based World IDEA
NCLB

• NCLB
• Focus on academic and basic literacy
• Common rigorous learning standards
• Performance can be measured validly and reliably
  through testing

• Transition under IDEA
• Range of educational outcomes
• Individualized process
• Curriculum matches post-school goals
• Career-oriented
• Involves interagency coordination/support

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Transition in a Standards-Based World IDEA
NCLB

• Transition as a process of continuous, systematic
  planning, coordination, and decision-making to
  define and achieve post-secondary goals
• Curriculum options or pathways
• Blending academic, career-technical and
  community-based learning
• Multiple outcome domains and measures
• Appropriate aids and supports(opportunities)

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Transition in a Standards-Based World - IDEA of
2004

• Transition services - a coordinated set of
  activities designed to be within a
  results-oriented (vs. outcome-oriented) process
  focused on improving the academic and functional
  achievement to facilitate (vs. promote)
  movement from school to post-school activities.
  (Sec. 602(34)(A) 300.42(a)(1))

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Transition in a Standards-Based World IDEA of
2004

• IEP requires statement of annual goals, including
  academic and functional goals to enable the
  child to be involved and progress in the general
  curriculum (Sec. 614(d)(1)(A)(i)(II)
  300.320(a)(2)(i))
• IEP requires measurable postsecondary goals . in
  the areas of training, education, employment and,
  where appropriate, independent living. (Sec.
  614(d)(1)(A)(VIII)(aa) 300.320(b)(1))

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Transition in a Standards-Based World Tips

• Provide specially designed instruction
• i.e., adapt the content, methodology, or
• delivery of instruction to
• (a) address the unique needs of a student and
  
• (b) ensure access for the child to the general
  curriculum so that he or she can meet the
  educational standards within the public agency
  that apply to all children.

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Transition in a Standards-Based World Tips

• Implement the framework of school-to-work schema
  for students.
• Provide school and work-based mentors for
  students.
• Collaborate with general educators ensure they
  receive supports they need to work with students
  with disabilities and rely on their content
  knowledge to support student attainment of
  standards.

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Transition in a Standards-Based World Tips

• Utilize career awareness and exploration
  activities into transition assessment job
  fairs, guest speakers, job shadowing,
  volunteering, internships, paid and unpaid work
  experiences, apprenticeships.
• Require standards-based activities as part of
  these experiences.
• View these experiences as potential career ladder
  opportunities.

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Transition in a Standards-Based World Tips

• Provide multiple opportunities through authentic
  experiences to demonstrate competence
  portfolios, work samples, skits, questionnaires,
  structured interviews, simulations, response
  cards, projects (group or individual), class
  discussions, student conferences, games,
  journals, learning logs, checklists.

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Transition in a Standards-Based World
Characteristics

• Figure 2 IEP Process for Transition - The
  Present/Future
• Ed O'Leary, 1998 (Storms, OLeary, Williams, 2000)

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Transition in a Standards-Based World
Characteristics

• Assessment information includes formal and
  informal transition-focused data
• Post-school domains are noted prior to the
  development of annual goals and objectives
• Strengths and needs are related to desired
  academic and post-school attributes
• Goals and objectives reflect academic and
  transition-related competencies

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Transition in a Standards-Based World
Characteristics

• Content Standards- statements of what students
  should know and do by the time they finish their
  public education
• Benchmarks- statements about what students know
  and do by certain levels or times

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Transition in a Standards-Based World
Characteristics

• Juan wants to own hi own golf and tennis store
• Jennifer wants to become licensed as a welder
• Joey wants to be a special education teacher
• Jill wants to attend community college to become
  a paralegal

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Transition in a Standards-Based World
Characteristics

• An Annual Goal uses the Post-School Outcome to
  frame what a students will accomplish toward
  his/her post-school vision for that year
• For example
• - Jill will improve her writing skills across all
  subject areas OR Jill will apply the conventions
  of Standard English in oral and written
  communication

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Transition in a Standards-Based World
Characteristics

• Short-term objectives explain how the goal will
  be met and measured.
• For example,
• - Jill will take English Composition and pass
  with a B or better
• - Given legal and/or historical passages from
  her history class, Jill will write persuasive
  5-paragrapgh essays that support her opinions as
  measured by course rubric and students
  self-evaluation
• - Given an unedited paper from the school
  newspaper, Jill will edit and correct errors with
  80 accuracy as measured by cross-checking with
  sponsors editing checklist

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Transition in a Standards-Based World
Characteristics

• Use the content standards too verify how you are
  going to address the post-school outcomes
• Use the content benchmarks as annual goals to
  support both the PSOs and the integration of
  standards into goal development

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Transition in a Standards-Based World
Characteristics

• Students have a vision for their future
• Students have access to general education
  curricula
• The IEP is a coordinated set of activities
• Integration of dreams and content is assured!

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Transition in a Standards-Based World A Rubric

• 1. Identify the students post-school
• goal/vision using age-appropriate
• transition assessments.
• 2. Describe measurable post-school
• results for student for employment,
• further training and education, and
• independent living that are tied to
• students post-school goal/vision.

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Transition in a Standards-Based World A Rubric

• 3. Identify appropriate academic standards
  (reading/language arts, writing, math, science),
  career/workplace standards, and,
• as appropriate, industry/career and
• technology education standards on which to
  focus instruction and community experiences for
  the student.

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Transition in a Standards-Based World A Rubric

• Operationalize the standard i.e., determine
  what the student must know and be able to do in
  order to attain the standards.
• Identify activities and strategies linked to the
  students post-school goal that will accomplish
  the goal.

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Transition in a Standards-Based World A Rubric

• 6. Describe present levels of educational
  performance related to each standard for each of
  the areas of transition planning e.g.,
  instruction, community experiences, development
  of employment and adult living skills, and as
  appropriate, daily living skills.

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Transition in a Standards-Based World A Rubric

• 7. Describe students course of study,
• educational activities strategies, as
• well as methods, materials, and
• needed resources, that will
• accomplish each identified standard.
• 8. Link the activities and strategies to
• district curricula, courses and other
• educational experiences that are part of
  the students course of study.

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Transition in a Standards-Based World A Rubric

• 9. Determine person(s) responsible,
• timelines for accomplishment of
• activities and strategies, and
  evaluation criteria.
• 10. Monitor progress toward attainment of
  standard and post-school goal/vision.

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Transition in a Standards-Based World A Rubric

• 11. Revise, as needed, activities and
• strategies to ensure attainment of
• standard(s) and students post-school
• goal/vision.
• Select additional standards, as needed,
• based on student performance on required
  assessments.

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Transition in a Standards-Based World Examples

• Postschool Outcome Candace desires postsecondary
  education training to match career goal.
• Domains Career/Employment and Postsecondary
  Education.
• Access Skill Communication Verbal responding
  and interacting with others.

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Transition in a Standards-Based World Examples

• Annual Goal based in access skill of responding
  to others
• Candace will demonstrate verbal initiation and
  response behaviors that will be helpful in
  postsecondary education as measured by the
  following objectives
• 1. Given communication opportunities in class
  and in the community, Candace will ask questions
  regarding her career interests as measured by
  teacher observations and self-reports to her
  guidance counselor.

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Transition in a Standards-Based World Examples

• 2. Given communication opportunities in class and
  in the community, Candace will evidence
  appropriate verbal and nonverbal responses as
  measured by videotaped mock interviews analyzed
  by her guidance counselor.
• (Longo, 2002).

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Transition in a Standards-Based World Examples

• Content Area Geography
• Domains Career, Residential
• National Geography Standard Student will
  describe and interpret physical and human
  processes that shape landscapes.
• Authentic transition activity used to demonstrate
  the standard Using information about physical
  and human movement effects on employment and
  housing, Susan will select those options that
  promote her personal preferences for employment
  and independent living.

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Transition in a Standards-Based World Examples

• 1. Using the telephone book, the newspaper, or
  the Internet, Susan will list 5 to 10 housing
  options and 5 employment options available in her
  urban community as measured by her list and
  self-report to her career teacher.
• Given her completed research, Susan will select 3
  living and vocational options based on personal
  preferences including environment, landscape, and
  opportunity as measured by a written report and
  oral presentation to her career class. (Longo,
  2002).

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Transition in a Standards-Based World Examples

• Content Area Math
• Domain Daily Living Skills
• National Math Standard Student will represent
  situations that involve variable quantities with
  expression equations, inequalities, and matrices.

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Transition in a Standards-Based World Examples

• Authentic activity based in transition
• Given information about budgeting format,
  Michael will construct a variety of mathematical
  expressions to assist in understanding
  disparities between his desired lifestyle and
  projected income.
• 1. Given records from his utility company,
  Michael will graph differences in electric usage
  over one years time.

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Transition in a Standards-Based World Examples

• 2. Given approximations of income and expenses,
  Michael will develop an equation or matrix
  depicting projected income and projected expenses
  as measured by his math teacher and student
  self-report.
• 3. Given his budget and matrix, Michael will
  compute the differences in income and
  expenditures with 100 accuracy. As measured by
  his math teacher and oral report on how to
  reconcile the two sets of numbers (Longo, 2002).

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Transition in a Standards-Based World Examples

• Source New Jersey, Mathematics Core Curriculum
  Standards, Grades 9-12
• Standard/Student Expectations Use measurement
  appropriately in other subject areas and
  career-based contexts.
• Performance Outcomes Maintain a portfolio of
  occupations that require extensive use of
  measurement skills include interviews with
  professionals (Patton Trainor, 2002).

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Transition in a Standards-Based World Examples

• Source New Jersey, Science Core Curriculum
  Standards, Grades 9-12.
• Standard/Student Expectations Use computer
  spreadsheet, graphing and database programs to
  assist in quantitative analysis.
• Performance Outcomes Collect and organize data
  (wins/losses) from school sports teams. Analyze
  by sport, team membership, location of event
  (Patton Trainor, 2002).

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Transition in a Standards-Based World Examples

• Source North Carolina. Algebra, High School
• Standard/Student Expectations Uses matrixes to
  display and interpret data.
• Performance Outcomes Create and maintain a
  matrix of grades received on homework
  assignments, tests, and projects (Patton
  Trainor, 2002).

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Transition in a Standards-Based World Examples

• Sarah 10th grader primary language
• English specific learning disability
• learns best through auditory
• presentations.
• Post-school goal/vision To become a
• cosmetologist.
• Transition Assessments Nevada Career
• Information System Self-Directed
• Search Form E Transition Planning
• Inventory.

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Transition in a Standards-Based World Examples

• State Standard (Nevada) Write narratives that
  reveal the writers attitude toward the subject
  relate a clear coherent incident, event, or
  situation with detail and employ strategies such
  as relevant dialogue and physical description.
• Objective - Writing. Write summaries that present
  main ideas and key supporting information.

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Transition in a Standards-Based World Examples

• Objective - Writing Write persuasive editorials
  or essays that state a thesis and arrange
  supporting details, reasons and examples,
  effectively anticipating and answering reader
  concerns and arguments.
• Transition services Instruction Sarah will
  write a 3- to 5-page persuasive essay revealing
  her reasons for her career choice with supporting
  details, reasons, and examples, relating
  strategies employed to select goal, and answer
  arguments of her family to her career choice .

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Transition in a Standards-Based World Examples

• Objective - Listening and Speaking. Organize and
  deliver impromptu and planned presentation
  appropriate to audience and purpose.
• Transition services Instruction. Sarah will
  organize and deliver impromptu and planned
  presentations on cosmetology or a related
  occupation within career family.

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Transition in a Standards-Based World Examples

• Objective Listening and Speaking. Give clear and
  concise multi-step directions to complete a task.
• Transition services Instruction. Sarah will
  orally present clear and concise multi-step
  directions to complete a complex task (roll-up,
  perm, and color).

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Transition in a Standards-Based World Examples

• Reading and Writing Standard 4.2 (Jill) will
  speak and write using standard language
  structures and diction appropriate to audience
  and task
• Benchmark (for 9012) (Jill will) evaluate the
  impact of langue as related to audience and
  purpose
• Connecticut State Department of Education 2005
  English Framework

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Transition in a Standards-Based World Examples

• PSO Jill wants to attend community college to
  become a legal assistant
• Annual Goal Jill will evaluate the impact of
  language as related to audience and purpose
• - Short Term Objectives
• - Jill will take English Composition and pass
  with a B or better
• - Give legal and/or historical passages from
  her history class, Jill will write persuasive 5
  paragraph essays that support her opinions as
  measure by course rubric and student
  self-evaluation
• - Given an unedited paper from the school
  newspaper, Jill will edit and correct errors
  with 80 accuracy as measure by cross- checking
  with sponsors editing checklist

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Transition in a Standards-Based Education
Summary

• The ultimate test of effective transition
  planning is whether the student possesses the
  academic workplace skills competencies to
  engage in further education, be meaningfully
  employed, live independently, enjoy a
  satisfying quality of life. Standards-based
  education can assist with that goal.

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References

• Longo, P. (2002). Standards, transition,
  postsecondary goals, and the individualized
  education program One states efforts at
  integration. In C.A. Kochhar-Bryant D. Bassett,
  Aligning transition and standards-based
  education Issues and strategies, (pp.41-54).
  Arlington, VA Council for Exceptional Children.
  
• Patton, J. R., Trainor, A. (2002). Using
  applied academics to enhance curricular reform in
  secondary education. In C.A. Kochhar-Bryant D.
  Bassett, Aligning transition and standards-based
  education Issues and strategies, (pp.55-76).
  Arlington, VA Council for Exceptional Children.

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Resources

• McAlonan, S., Hotchkiss, H., Urich, L., Roark,
  K. (1999). Bringing standards to life A How to
  guide to contextual learning and curriculum
  integration. Denver, CO Colorado Department of
  Education.
• McAlonan, S. et al. (1999) Making standards work!
  A teachers guide to contextual learning
  Integrating academic content standards with
  career development and workplace competences.
  Denver, CO Colorado Department of Education.
• The Making Standards Work Handbooks Reading
  Writing Mathematics Science Geography
  History are available http//www.cde.state.co.us.
  

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The Next Step

• Applying what you have learned