1 Academic Standards and Transition Diane Sobolewski 2004 PA Transition Communities of Practice Conference Pennsylvania Training and Technical Assistance

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Academic Standards

andTransition

Diane Sobolewski

2004 PA Transition

Communities of Practice Conference

Pennsylvania Training and Technical Assistance Network Pennsylvania Department of Education

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Academic Standards

IDEA requires that students with disabilitiesbe involved and progress in the general

education curriculum (i.e., the same curriculum as for non-disabled

children.)

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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.”

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And now…...No Child Left Behind

requires Adequate Yearly Progress

for students with disabilitiesto achieve proficiency at the

state, school district, and building levels

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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;

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2. Is based on the individual student’s needs, taking into account the student’s preferences and interests; and3. 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.

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PA Chapter 14

Adopts by reference all

of IDEA ‘97 transition

language

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Caught between the two worlds:

special education students in the general education curriculum

AND

special education studentsinvolved in transition activities

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Simply stated:

Do students work on transition

ORstandards?

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What’s a special education teacher to

do??

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“. . . Factors outside of schoolare four times more importantin determining a student’s success on standardized tests than are factors within the school.”

Kellogg Corporation study, Michigan2000

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“…… students with disabilitiesdid best when allowed to showmastery of standards in variousways, including in community-based programs.”

Center for Policy Research, Alexandria, VA 2000

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It is only a recent phenomenonthat learning is treated

as something disconnected from the community;

something to be conducted by professionals

in the confines of a classroom.

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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”

???

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The IdeaTransition and standards were never

meant to be mutually exclusive

Why doesn’t SOMEone develop SOMEthingthat would help administrators, teachers, and

parents see the connection?

Standards and transition ARE compatible!

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Transition Activitiesand

PA Academic Standards

The

Matrix

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PA Academic Standards

Chose the standards for which teachers are being held accountable (PSSA/PASA)

Reading, Writing, Speaking, ListeningGrades 5, 8, 11

MathematicsGrades 3, 5, 8, 11

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Transition Activities

•Life-Centered Career Education CurriculumDonn 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

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Who can use this matrix?

•Parents •Regular education teachers•Special education teachers•Transition Coordinators•IU Transition Consultants•Higher education faculty

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Let’s take a closer look at the matrix

User friendly

Organized by outcome

Each outcome starts on new page

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Left column:Common transition activities

Teachers can scan down this

column to find the activity they

need to include in the IEP.

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1. 2. 8. B

Reading

ReadingCritically

in AllContentAreas

8th

gradeUse and

understand avariety of

media

Middle column:Number of Standard

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Right column:Descriptors of each standard

This was included for those whomight be unfamiliar with the standards and did not have a copy of them to use as a reference.

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Goals and Objectives


16 year old

Courses of Study

14 year old

Present

Levels of Educational Performance

Post-School Outcomes

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Goals and Objectives


16 year old

Courses of Study

14 year old

PELPost-School Outcomes

Academic Standards

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Consider:Transition activities can support

academic goals

Academic activities can supporttransition goals

Transition Academics

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It’s not EITHER / OR

It’s BOTH!

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Outcome:

Attend two- or four-yearcollege or university

with support

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Transition Activity

Before / after class, student will approach teacher for assistance

During ___________ class, studentwill research disability, study her own ER / IEP

During ___________ class, student will request information from college of interest

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Needs

Present Levels of Educational Performance

Diane is an 11th grade student with a specific learning disability. When asked about how she learns and what impact her disabilityhas on the classes she takes, she cannot give an explanation. Shedoes 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 tobe able to list the adaptations and accommodations that work for her in each academic area. She needs to be able to approachher teachers and request / defend her need for accommodations.

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Standard(s)

Transition Activity

Diane will explain need for accommodations to teachersDiane will describe disability / impact on learningDiane will lead / participate in her IEP meetings

1.6.11 A Ask clarifying questions1.6.11 B Summarize and reflect on what has been heard1.6.11 C Adjust voice to provide emphasis / influence1.6.11 D Introduce relevant information

Paraphrase and summarize as needed1.6.11 E Initiate conversation, conduct interviews

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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

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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 objectiveExpected Level of

AchievementMethod ofEvaluation

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Rubric

No less than once each month with two different teachers


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.



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Rubric

No less than once each month with two different teachers


Independently, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion.



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Academic Standard

What courses is the student taking?This year? Next year?

Get those standards out and study themto see what might apply

Go through reading, math, science firstThen the others!

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Academic Standard

What courses is the student taking?

Look at standards for a class in whichstudent may be having difficulty

Might there be a transition activitythat would serve to clarify, remediate, or

apply concepts being taught?

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Rubric for Diane Self-Advocacy Goal Skill 1 2 3

Diane will respond with relevant answers

Diane will ask relevant questions

Diane will add emphasis while speaking, as needed

Diane will identify significant points

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1. Competitive employment w/o support

2. Competitive employment with support (long / short term)

3. Sheltered employment4. Adult training facility

(formerly Therapeutic Activity Center)5. Adult day care6. Other ____________

Employment Outcomes

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_____ Choices software _____ Guest speakers _____ Graduation project _____ Other

Career exploration

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Activity Standard ?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

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_____ Community service

_____ Job shadowing

_____ Job tryouts

_____ Work experience

In-school work experience

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Activity Standard ? 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

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Activity Standard ?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

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Activity Standard ?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

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Needs


Adam is an 11th 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.

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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 relevancy1.6.11B Summarize and reflect on what has been heard1.6.11D Ask relevant questions, respond with relevant information2.3.3D Tell time (analog and digital) to the minute2.8.3G Gather information and display it in the form of a chart

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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.


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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.



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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.



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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

4th

Report period

3rd

Report period

2nd

Report period

1st

Report period

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Community LivingOutcomes

• Residential

• Participation

• Recreation and Leisure

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How to begin:

• Look at each experience• Then task analyze !• Break it down to smallest skill

components• Relate those skill components

to the standards

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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

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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

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(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

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(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

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(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 informationCooking / meal planning

?StandardActivity

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Residential example

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Needs


Kyle is a 12th grade student with ED currently attending the tech centerin 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.

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Standard(s)

Transition Activity

Kyle will practice independent living skills, specifically home maintenance.

1.1.11A Locate resources for information1.1.11F Understand the meaning of and apply key vocabulary1.2.11A Read and understand essential content of information sources

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Kyle will be able to locate the parts of a

manual where he can locate parts, assembly,

and contact information 100% of the time.


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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



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Phone log

Chart

5/5 trials

successful order

Independently

Kyle will call the manufacturer and order the parts needed for an appliance



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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

4th

Report period

3rd

Report period

2nd

Report period

1st

Report period

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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

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Transportation

• Driver’s license

• Photo ID

• Public transportation

• Family transportation

• Special transportation

• Car pool

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Activity Standard ? 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

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Other issues to consider:Other issues to consider:

• Voter registration

• Selective service • Jury duty information

• Court system / obeying the laws

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Activity Standard ? 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

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Participation example

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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 shegraduates 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.

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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 strategies1.6.5A Listen to others, ask questions, take notes1.6.8C Speak using skills appropriate to purpose2.1.3E Count, compare, and make change using a collection of coins and bills2.2.5 I Select method of computation and explain why it is appropriate

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Ellen will be able to use public

transportation from school to her work

experience job safely and with no errors.


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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


Achievement

Method ofEvaluation

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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



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1st

Report period

2nd

Report period

3rd

Report period

4th

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

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Rubric for Ellen Participation Goal

Skill 1 2 3Ellen 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

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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

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Good to know current status of

• Hobbies• Clubs• Social activities• Sports

in case there is some way to continue after high school !

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Community Based Instruction

• Recreation facilities (YMCA, etc.)

• Social skills

• Sports

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Activity Standard ?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

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Recreation / Leisure example

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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.

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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 activities1.6.11A Ask clarifying questions1.6.11C Speak using skills appropriate to situation

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Cork will identify at least 5 community

recreation programs by calling them on the

telephone and recording relevant

information on a chart.


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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



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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



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1st

Report period

2nd

Report period

3rd

Report period

4th

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

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My email address:

[email protected]

My phone number:

1-800-446-5607, x6854

Documents

1 Academic Standards and Transition Diane Sobolewski 2004 PA Transition Communities of Practice Conference Pennsylvania Training and Technical Assistance