Grounding Standards- Based Instruction in Transition DCDT Conference Albuquerque, NM October 22,...
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Transcript of Grounding Standards- Based Instruction in Transition DCDT Conference Albuquerque, NM October 22,...
Grounding Standards-Based Instruction in Transition
DCDT Conference Albuquerque, NMOctober 22, 2005Pamela Luft, Ph.D.
October 22, 2005 Transition Services Preparation & Training
Standards-Based Instruction:The Problem
Teaching from state-wide standards can be difficult Standards are very broad in scope and vague (Popham,
2001). Standards are difficult to “parse” into teachable elements or
aspects (Wiggins & McTighe, 2005) Standards are not overtly relevant to daily life
Standards-based instruction is not necessarily good instruction
October 22, 2005 Transition Services Preparation & Training
Standards-Based Instruction and Transition
NCLBA testing and outcomes does not include transition Proficiency testing does not address transition issues State standards do not include transition knowledge or skills
IDEA 2004 Removes age 14 requirements for programming
Transition is perceived as a lesser priority Although outcomes encompass both academic and non-
academic school results
October 22, 2005 Transition Services Preparation & Training
Transition Instruction As a Solution
Transition provides a key student-centered focusBased on authentic student needs, interests, and
preferencesEnsures relevant and meaningful instruction
Enhances standards-based instructionRelevance and meaning increase retention,
ultimately leading to higher proficiency scoresTransition is a critical tool in supporting effective standards-based instruction.
October 22, 2005 Transition Services Preparation & Training
Incorporating Transition
with State-wide Standards
Transition knowledge and skill competenciesLife Centered Career Education (Brolin, 1997)
domains:Daily Living SkillsPersonal-Social SkillsOccupational Preparation and Guidance
October 22, 2005 Transition Services Preparation & Training
Statewide Standardsfrom professional learning organization
standards: http://www.ode.state.oh.us/academic_content_standards/acsprocess.asp
Ohio Department of Education Academic Content Standards
http://www.ode.state.oh.us/academic_content_standards/ Tenth Grade
Representing high-level academic performance For grade-mandated instructional content requirements Demonstration of transition relevancy
Fifth Grade Representing more typical SPED academic performance For performance-level instructional content
Activities represent “idea starters” for teachers
October 22, 2005 Transition Services Preparation & Training
Examples: 10th grade standardsLanguage Arts
Reading Applications: Informational, Technical and Persuasive Text
Daily Living Skills Personal-Social Skills
Occupational Preparation
1. Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.
Identify examples of each: information about health care, housing, transportation; technical writing about home, appliance car repair; persuasive writing about products, services, candidates, political issues. Examine how authors influence readers’ choices.
Role-play conflict situations and examine word choice that helps or hinders goal of initiating, maintaining, or ending a relationship. Read scenarios and identify word choices and conversational styles that help or hinder speakers.
Read several descriptions of disability to present to a boss or co-workers. Role play as needed in order to identify differences between boss or coworker’s perspective.
October 22, 2005 Transition Services Preparation & Training
Social Studies
Social Studies: Economics Daily Living Skills
Personal-Social Skills
Occupational Preparation
Markets
1. Evaluate the effects of specialization, trade and interdependence on the economic system of the United States.
Choose a country that has frequent trade with the United States. Make a list of things you use everyday that come from that country; compare cost with similar items from within the U.S.
Set-up a game where students barter and trade with one another for things like free homework passes or pop/candy. Discuss how the results impacted the classroom as a whole.
Visit a factory in your area (steel, vehicle manufacturing, etc.) Interview employees about asking how foreign trade is affecting their jobs.
October 22, 2005 Transition Services Preparation & Training
ScienceLife Sciences Daily Living
SkillsPersonal-
Social SkillsOccupational Preparation
Characteristics and Structure of Life
4. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells.
Students will research the development of babies. They will explore the quick division of cells at this early stage of life and how the process slows down over time. Have students research in teams how cancer spreads through cell division.
As students are learning about cells have them debate the issue of stem cell research, stating their opinions using facts and ideas they have found through research.
Break students into groups and examine perspectives of doctors, researchers, and cancer patients. Have students use their knowledge of cell division to create an idea for a cure. Work with others to create a proposal to the class.
October 22, 2005 Transition Services Preparation & Training
Mathematics
Math: Number, Number Sense and Operations Standard
Daily Living Skills
Personal-Social Skills
Occupational Preparation
Computation and Estimation
3. Use factorial notation and computations to represent and solve problem situations involving arrangements.
Have students create a password needed for an alarm system. Review their work and use it to explain the difference in using 2 digits verses 4 digits. With their password have them create all possible combinations. Talk about using phone #’s, birth dates, etc…
Using their code, have students list positive and negative consequences of the sequences: Short- remembering is easy, but people could guess it. Long- forgetting is easy, but hard for people to guess.
How to maintain professionalism on a budget (how to maintain a professional wardrobe cheaply): Have student think of 3 nice shirts, 4 pants, and 2 pairs of shoes. Have students list how many outfits they can form by changing one or more items.
October 22, 2005 Transition Services Preparation & Training
Examples: 5th grade standardsLanguage Arts
Language Arts: Informational, Technical, and Persuasive Text Standard
Daily Living Skills
Personal-Social Skills
Occupational Preparation
3. Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
Have students use several types of text to find information about safety or hygiene. Discuss the details and which sources provided the clearest information.
Provide students with information about a place in their community (post office) compare the information found in multiple sources.
Have students research a career choice or a role model. Compare the types of information through out multiple sources.
October 22, 2005 Transition Services Preparation & Training
Social Studies
History Standard
Daily Living Skills
Personal-Social Skills
Occupational Preparation
Settlement
5. Explain how the United States became independent from Great Britain.
Compare the issues of dissent and loyalty in terms of demonstrating responsible citizenship: from the Loyalist and the Patriots (Revolutionary) viewpoints. Compare with an issue of dissent today.
Examine the decision making processes of Loyalists and Patriots with regard to independence. Compare with a current political controversy.
Examine business managers and decisions (start-ups) including mixed loyalties, risks, and similarities to US independence.
October 22, 2005 Transition Services Preparation & Training
Science
Earth and Space Sciences
Daily Living Skills Personal-Social Skills
Occupational Preparation
The Universe
1.Describe how night and day are caused by Earth’s rotation.
Students will plan a vacation that must take into consideration time zones and events that happen during the day and events that happen during the night. Students must plan their time around day and night and choose activities they want to go to and get to see it all and still find time to sleep and rest (to not overschedule).
As a class, students will make a survey about when people work, their sleep schedule, and whether or not they feel rested. Students will then use this information to decide whether or not it is easier for people to work during the day than late at night. They will discuss how the Earth’s rotation, causing night and day affects how our society works.
Classify jobs into categories based on jobs that are done during the day and jobs done during the night. What types of jobs are done 24 hours a day (factory) vs jobs that are 9-5 types. What are similarities and differences? Why is it important for some businesses to have a night or 3rd shift?
October 22, 2005 Transition Services Preparation & Training
MathematicsMath: Number, Number Sense and Operations Standard
Daily Living Skills
Personal-Social Skills Occupational Preparation
1. Use models and visual representation to develop the concept of ratio as part-to-part and part-to-whole, and the concept of percent as part-to-whole.
Discuss the gas gauge in a car showing the amount of gas left in the tank. Show different examples of where the gas level is on the gauge and have students covert that to percent and fraction ratios. Have students brainstorm other situations in everyday life that shows amounts that can be converted to percents or ratios.
Have student research average sizes for parking spaces and the minimum number of handicapped parking spaces needed and the size in a lot (regular spaces are 9'x12' and handicapped spaces [3% of the total] should be 15'x20) Using area in the school parking lot, students will create parking spaces to develop a sense of area in square feet.
Use this same activity but incorporate questions that have to do with student’s job interests (all the people that would like to be nurses, policemen, etc.) use these groups to figure out ratio and percent as part to whole they can then break these groups down even farther to show part to part (girls that want a specific occupation verses boys)
October 22, 2005 Transition Services Preparation & Training
Rationale for Transition
Regardless of academic grade level: Incorporating a transition focus to standards-based
instruction increases relevance and meaning Increased retention will result in higher proficiency test
scores, and generalization to life skills.Rigid, test-focused, standards-based instruction risks becoming
irrelevant and non-meaningful
Transition-focused instruction ensures links to relevant, authentic, and meaning-based teaching
October 22, 2005 Transition Services Preparation & Training
Transition Activity Development Process
1. Begin with statewide standards Identify grade or performance levelSelect high-need standards for content area
Clarify and identify key knowledge and skill components
2. Examine transition competencies Identify student needs, interests, and preferences
Use state IEP categories or other listing (LCCE)Prioritize by students’ needs
October 22, 2005 Transition Services Preparation & Training
Transition Activities
3. Use brainstorming process Create ideas that link each standard to prioritized
transition needs Use divergent thinking to expand links and ideas Check for web ideas and resources Check with content area expert or colleagues to broaden range of ideas
4. Evaluate ideasExamine for patterns, overlap, and redundancy
Use webbing, mapping, Venn Diagrams, etc.
Select idea(s) that best represent: relevant, interest-based transition topics, and authentic, standards-based activities
October 22, 2005 Transition Services Preparation & Training
Standards Resources
Complete Listing of Standards—
Research-Based Priorities
Deaf Education &
Special Education
http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm
October 22, 2005 Transition Services Preparation & Training
October 22, 2005 Transition Services Preparation & Training
Exemplary Standards-Based InstructionTransition provides relevance and authenticityTransition does not guard against fragmentationStudents don’t learn overarching understandings
These often are interdisciplinary and address lifelong concepts
These require ongoing exploration and inquiry at levels of increasing complexity (Wiggins & McTighe, 2005)
Life cycles: Science: animals and plants; health care Social Studies: rights & responsibilities; social services Transition: marriage & family; employment patterns & needs
October 22, 2005 Transition Services Preparation & Training
Exemplary Instruction
Thematic, unit-based instructional designsAddresses prioritized overarching understandingsProvides redundancy of key concepts to deepen
understanding and support generalizationUnderstanding by Design “backward design” process
Begins with identification of outcomes, rather than lesson ideas that can be tied together
Uses six facets of understanding to ensure thorough development of key knowledge and skills
Improves learning outcomes
October 22, 2005 Transition Services Preparation & Training
UbD’s Backward Design
Stage One: Identify Desired ResultsReview external standards and student needs, to…
Stage Two: Determine Acceptable EvidenceDevelop assessments to evaluate achievement of the
standards and needs, and ends with… Stage Three: Plan Learning Experiences and Instruction
Develop lessons and instructional activities that: Prepare student to adequately perform on the assessments, and Demonstrate thorough understanding of key concepts/ideas
October 22, 2005 Transition Services Preparation & Training
“Backward” unit Design that incorporates transition
Stage One Identify relevant state standardsExamine student needs (transition)Frame unit according to lifelong and enduring
understandings
October 22, 2005 Transition Services Preparation & Training
Summary
Transition topics provide relevancy and meaning to standards-based instruction— At all grade levels
Transition activities can be developed for any content standard— Across multiple transition domains
Transition can be incorporated into thematic unit design— To support integrated and exemplary instruction
October 22, 2005 Transition Services Preparation & Training
Development Processes for Grounding standards-based
Instruction in Transition
Transition Activity Development Steps listed in presentation & website
Unit Development Understanding by Design (Wiggins & McTighe, 2005)
Contact information: Dr. Pamela Luft Kent State [email protected] 330-672-0593
October 22, 2005 Transition Services Preparation & Training
ReferencesBrolin, D. E. (1996). Reflections on the beginning . . . and the future directions! Career Development for Exceptional Individuals, 19, 93-100.Brolin, D. E. (1997). Life centered career education: A competency based approach. Reston, VA: The Council for Exceptional Children.Individuals with Disabilities Education Improvement Act Amendments of 2004, Pub. L. No. 108-446, 20 U.S.C. § 1400.No Child Left Behind Act of 2001, P.L. 107-110, Title IX, Sec 9101 (23)(A&B)Ohio Department of Education (2001, November 27). Joint Council of the State Board of Education and the Ohio Board of Regents Process for Development of Academic Content Standards. Retrieved 10/13/05 from http://www.ode.state.oh.us/academic_content_standards/acsprocess.aspOhio Department of Education Academic Content Standards. (2005, August, 25). Columbus, OH: Author. Retrieved 9/25/05 from http://www.ode.state.oh.us/academic_content_standards/ Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision and Curriculum Development.Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.