A National Leadership Summit on Improving Results for Youth
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Transcript of A National Leadership Summit on Improving Results for Youth
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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
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Aligning Transition and SBE: Beyond Square Pegs & Round Holes
Carol A. Kochhar-Bryant& Diane S. BassettNCSET National Leadership Summit on Improving ResultsSeptember, 18-19, 2003
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Essential Questions1. 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?
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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?
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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?
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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
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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?
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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
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National Longitudinal Transition Study, 1996
METHOD OF HIGH SCHOOL EXIT
TWO YEARS AFTER HIGH SCHOOL
Reached age beyond IDEA service
13% competitively employed
Dropped out 12% competitively employed
Graduated 7% competitively employed
Graduated (non-disabled)
59% competitively employed
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NCLB Emphasizes Outcomes and Accountability
Differences in 8th 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)
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SO……… IDEA & NCLBAre Getting Acquainted
Placed expectations on SEAs and LEAs to align systems to ensure:
1. Transition planning in the IEP2. Access to the (standards-based) general
curriculum with accommodations3. Strengthen interagency coordination to support
postsecondary goals
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No Child Left Behind 2001 Emphasizes:
• Results and accountability• Challenging academic content standards• State assessments• Curriculum standards• High-stakes exams
(28 states)
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IDEA Emphasizes:
• Individualized process for educational programming
• Access to the general education curriculum
• Transition services • States’ responsibility
to align each system
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Principles for Transition vs SBE System
1. Transition begins early2. Range of domains
including academic.3. Coordinated activities4. Individualized planning
process/ self-determin. 5. Procedural safeguards6. 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
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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.
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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
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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
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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
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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.”
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What are YOUR suggestions for blending standards into a system anchored by transition?
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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
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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
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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
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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 services2. Collection and use of data weak3. Many impediments to transition (poor linkages with community, transportation, & lack of community work experiences).
• Promising sites for innovation in blending transition and SBE
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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)