How Can Youth with How Can Youth with Disabilities Achieve at High Disabilities Achieve at High

Levels in High School?Levels in High School? How Can Youth with How Can Youth with

Disabilities Achieve at High Disabilities Achieve at High

Levels in High School?Levels in High School?

U.S. Department of Education Regional SummitU.S. Department of Education Regional Summit

Archived Information

22

An Education System An Education System for ALL Studentsfor ALL Students

Assumptions to RememberAssumptions to Remember

•All students can learn — high All students can learn — high expectations are very important.expectations are very important.

•Not all students can show their Not all students can show their knowledge and skills in the same way.knowledge and skills in the same way.

•Alternatives in education are important, Alternatives in education are important, but must be used carefully.but must be used carefully.

33

Issues for TodayIssues for Today

• Implications of state and local school district assessment and accountability systems

• Determining what students should know and be able to do

• Meeting students’ academic and transition needs

• School completion and graduation are goals for all

• Implications of state diploma alternatives

44

Quality InstructionQuality Instruction

Students with disabilities need Students with disabilities need access to quality instruction in order access to quality instruction in order to achieve progress to achieve progress (Gersten, 1999)(Gersten, 1999)

• Highly-qualified and effective teachersHighly-qualified and effective teachers

• Using evidence-based practicesUsing evidence-based practices

55

IDEA 97 IDEA 97 PART B REGULATIONSPART B REGULATIONS (34 CFR PART 300(34 CFR PART 300) ) 

(3) Specially designed instruction means (3) Specially designed instruction means adapting, as appropriate to the needs of an adapting, as appropriate to the needs of an eligible child under this part, the content, eligible child under this part, the content, methodology, or delivery of instruction-methodology, or delivery of instruction-

• (i) To address the unique needs of the child (i) To address the unique needs of the child that result from the child's disability; andthat result from the child's disability; and

• (ii) To ensure access of the child to the general (ii) To ensure access of the child to the general curriculum, so that he or she can meet the curriculum, so that he or she can meet the educational standards within the jurisdiction of educational standards within the jurisdiction of the public agency that apply to all children.the public agency that apply to all children.

300.26(b)(3)(ii) 300.26(b)(3)(ii) 

66

Current Status – What We Current Status – What We KnowKnow

Graduation ratesGraduation rates The rate for youth with disabilities who The rate for youth with disabilities who

graduated with a standard diploma has graduated with a standard diploma has steadily improved from 42.4% in 1995-96 steadily improved from 42.4% in 1995-96 to over 51% for the 2001-02 school yearto over 51% for the 2001-02 school year

(U.S.Department of Education, (U.S.Department of Education, 2004)2004)

77

Current Status – What We Current Status – What We KnowKnow

Academic coursesAcademic courses

• Nearly all students with disabilities (98.6%) take Nearly all students with disabilities (98.6%) take academic classes, which average 60% of their academic classes, which average 60% of their coursework. coursework.

• Classes typically include language arts, mathematics, Classes typically include language arts, mathematics, social studies and science; about one in five social studies and science; about one in five students with disabilities takes a foreign language.students with disabilities takes a foreign language.

• Comparisons between the National Longitudinal Comparisons between the National Longitudinal Transition Study (NLTS, 1993) and the 2003 NLTS2 Transition Study (NLTS, 1993) and the 2003 NLTS2 data show a dramatic increase in students with data show a dramatic increase in students with disabilities taking challenging courses that are often disabilities taking challenging courses that are often associated with preparation for postsecondary associated with preparation for postsecondary education. education.

(Wagner, Cameto, & Newman, 2003)(Wagner, Cameto, & Newman, 2003)

88

Current Status – What We Current Status – What We KnowKnow Academics Academics

• NLTS2 found that most students with NLTS2 found that most students with disabilities, on average, make at least disabilities, on average, make at least adequate progress as indicated by teachers adequate progress as indicated by teachers on grade reports. on grade reports.

• When standardized test performance was When standardized test performance was compared with students’ reported grades, compared with students’ reported grades, students with disabilities were an average of students with disabilities were an average of 3.6 years behind expected performance for 3.6 years behind expected performance for their grade level in both reading and math.their grade level in both reading and math.

(Wagner, Cameto, & Newman, 2003)(Wagner, Cameto, & Newman, 2003)

99

Current Status – What We Current Status – What We KnowKnow Vocational Education CoursesVocational Education Courses

• Nearly two-thirds of youth with disabilities are Nearly two-thirds of youth with disabilities are enrolled in at least one vocational education enrolled in at least one vocational education course. course.

• 71% take vocational education in a general 71% take vocational education in a general education classroom in a given semester.education classroom in a given semester.

• PParticipation in vocational educational courses articipation in vocational educational courses has declined markedly since NLTS, consistent has declined markedly since NLTS, consistent with an increase in participation in academic with an increase in participation in academic courses. courses.

(Wagner, Cameto, & Newman, 2003)(Wagner, Cameto, & Newman, 2003)

1010

Current Status – What We Current Status – What We KnowKnow

Employment Employment

In 2002 only 31% of civilian non-In 2002 only 31% of civilian non-institutionalized youth with disabilities, institutionalized youth with disabilities, ages 18-24, were employed, compared ages 18-24, were employed, compared to 85% of those without a disability.to 85% of those without a disability.

((U. S. Bureau of Labor Statistics, 2002U. S. Bureau of Labor Statistics, 2002))

1111

Current Status – What We Current Status – What We KnowKnow Self-determinationSelf-determination

Students who are expected to take Students who are expected to take responsibility for planning their futures responsibility for planning their futures and to engage in self-determination and to engage in self-determination activities in secondary school also take activities in secondary school also take greater responsibility for their lives greater responsibility for their lives after schoolafter school

(Malian & Nevin, 2002; Price, Wlensky, & Mulligan, 2002 as (Malian & Nevin, 2002; Price, Wlensky, & Mulligan, 2002 as cited in Cameto, Levine, Wagner, & Marder, 2003, p. 6-1.)cited in Cameto, Levine, Wagner, & Marder, 2003, p. 6-1.)

1212

The Context of Standards-Based Reform

— — Everything else is Everything else is negotiable —negotiable —schedules, place, time, structure, schedules, place, time, structure,

curriculum, instructional curriculum, instructional methods, methods of methods, methods of

assessmentassessment

(National Center on Secondary Education and Transition, 2004)

1313

Challenges Facing SchoolsChallenges Facing Schools1)1) To ensure access to the general curriculum.To ensure access to the general curriculum.

2)2) To increase the high school graduation rates.To increase the high school graduation rates.

3)3) To ensure preparation for postsecondary education and To ensure preparation for postsecondary education and employment.employment.

4)4) To increase informed parent involvement in education planning, To increase informed parent involvement in education planning, life planning, and decision-making.life planning, and decision-making.

5)5) To promote students’ self-determination and advocacy.To promote students’ self-determination and advocacy.

6)6) To improve collaboration and links with systems at all levels.To improve collaboration and links with systems at all levels.

7)7) To ensure a qualified workforce in schools.To ensure a qualified workforce in schools.

8)8) To collect and use post-school outcome data for program To collect and use post-school outcome data for program improvement.improvement.

• Curricular designCurricular design

• Skilled teachersSkilled teachers

• Instructional materialsInstructional materials

• Research-based methodsResearch-based methods

• Assessment aligned to standardsAssessment aligned to standards

• Collaboration among teachers facilitated by Collaboration among teachers facilitated by planning time during the school dayplanning time during the school day

• SchedulingScheduling

Tools and Strategies for Tools and Strategies for Access, Participation, and Access, Participation, and ProgressProgress

1515

Research-Based Research-Based Instructional MethodsInstructional Methods• Individually referenced instructionIndividually referenced instruction

• Intense and frequent instructionIntense and frequent instruction

• Explicit instructionExplicit instruction

• scaffoldingscaffolding

• anchored instructionanchored instruction

• Mediating existing materialsMediating existing materials

• content organizers content organizers (Lenz, Schumaker, Deshler & Bulgren, 1994)(Lenz, Schumaker, Deshler & Bulgren, 1994)

• concept organizers concept organizers (Bulgren, Schumaker, & Deshler,1995)(Bulgren, Schumaker, & Deshler,1995)

• mnemonic adaptations mnemonic adaptations (Mastropieri & Scruggs, 1990, 1992, 1999)(Mastropieri & Scruggs, 1990, 1992, 1999)

1616

Research-Based Methods Research-Based Methods for Inclusive Classroomsfor Inclusive Classrooms

Curriculum-based assessmentCurriculum-based assessment

Cooperative learningCooperative learning

Self-managementSelf-management

Class-wide peer tutoringClass-wide peer tutoring

Strategy instruction Strategy instruction

Explicit InstructionExplicit Instruction

Goal-setting (self-determination)Goal-setting (self-determination)(King-Sears & Cummings, 1996)(King-Sears & Cummings, 1996)

1717

Assessments Aligned Assessments Aligned to Standardsto Standards

• General assessment without General assessment without accommodationsaccommodations

• General assessment with General assessment with accommodationsaccommodations

• Alternate assessmentAlternate assessment

(National Center on Secondary Education and Transition, 2004)

1818

Universal Design Universal Design for Learning (UDL)for Learning (UDL)

• The design of products and environments The design of products and environments are designed so they may be used by all are designed so they may be used by all people.people.

• A range of supports is built into the A range of supports is built into the products and environments.products and environments.

• The range of supports substantially The range of supports substantially reduces, or eliminates, the need for further reduces, or eliminates, the need for further adaptation or specialized design.adaptation or specialized design.

(Orkiwis & McLane, 1998; Rose, 1999, 2000, 2001)(Orkiwis & McLane, 1998; Rose, 1999, 2000, 2001)

1919

MultipleMultiple MeansMeans

ofofPPPP rrrr eeee sssseeee nnnn ttttaaaa tttt iiiioooo nnnn

MultipleMultipleMeansMeans

ofofEEEE xxxx pppp rrrr eeee ssss ssss iiiioooo nnnn

MultipleMultiple MeansMeans

ofofEEEE nnnn gggg aaaa gggg eeee mmmm eeee nnnn tttt

RRRR eeee dddd uuuu cccc eeee ssssllll eeee aaaa rrrr nnnn iiiinnnn gggg bbbb aaaa rrrr rrrr iiii eeee rrrr ssss

AAAA cccc cccc oooo mmmm mmmm oooo dddd aaaa tttteeee ssssdddd iiii ffff ffff eeee rrrr eeee nnnn tttt mmmm oooo ttttoooo rrrr

ssssyyyy ssss tttt eeee mmmm ssss oooo ffffssss ttttuu dddd eee nnn ttt sss

IIInnn vvv ooo lll vvv eee sss llll eeeaaaa rrr nnn ee rrraaa ccc ttt ii vvv eee lll yyy iiinnnn mmmaa nnn yyy

www aaa yyyy sss

Three Principles of UDLThree Principles of UDL

(Rose, 1998)

2020

Success Data and Success Data and StoriesStories

Several success stories have been Several success stories have been featured in the media recently. We need featured in the media recently. We need to pay attention to these. Ones that to pay attention to these. Ones that involve secondary education students involve secondary education students come fromcome from

New YorkNew York

MassachusettsMassachusetts

BostonBoston

(National Center on Education Outcomes, 2004)

2121

New York Regents English Exam, 2001: Number of students with disabilities passing is higher than the number taking in the pastTrends in Number Tested and Number Scoring 55-100*Trends in Number Tested and Number Scoring 55-100*

5,647

13,528

12,607

4,419

9,514

7,545

4,1753,414

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

1997 1998 1999 2000

Number of Students

Number Tested Number Passing with Score of 55-100

* Public School Districts, Includes Special Act School DistrictsData are from the OLAP file, and are as of March 23, 2001

New York State Education DepartmentOffice of Vocational and Educational Services for Individuals with Disabilities, August 2001

2222

From the Boston Globe From the Boston Globe (12/22/02)(12/22/02)

Katie Bartlett spent all of her 17 years Katie Bartlett spent all of her 17 years exceeding the expectations the world exceeding the expectations the world placed on her when she was born placed on her when she was born with Down Syndrome . . . . Still no one with Down Syndrome . . . . Still no one was quite sure what would happen was quite sure what would happen when Bartlett took the MCAS exam, when Bartlett took the MCAS exam, now a requirement for a high school now a requirement for a high school diploma in Massachusetts.diploma in Massachusetts.

This is what happened:This is what happened: She She passed.passed.

(National Center on Education Outcomes, 2004)

2323

These success These success stories are related stories are related

to the content to the content standards, a standards, a

defined general defined general curriculum, aligned curriculum, aligned

instruction, good instruction, good assessments and assessments and good assessment good assessment decision- makingdecision- making(National Center on Education Outcomes,

2004)

2424

Challenges to Challenges to Policy and PracticePolicy and Practice • To align concepts of common content and To align concepts of common content and

performance standards, assessments and performance standards, assessments and accountability with the legal mandate for accountability with the legal mandate for “individualized” education.“individualized” education.

• To align special education requirements To align special education requirements and practices with standards-driven and practices with standards-driven reform.reform.

• To build professional capacity. To build professional capacity.

• To share responsibility.To share responsibility.

2525

Contact InformationContact Information

Address:Address: Office of Special Education and Office of Special Education and Rehabilitative ServicesRehabilitative ServicesU.S. Department of EducationU.S. Department of Education330 C St., S.W.330 C St., S.W.Washington, DC 20202-2641Washington, DC 20202-2641

Phone:Phone: 202-205-5507202-205-5507Stephanie Smith Lee, DirectorStephanie Smith Lee, DirectorOffice of Special Education ProgramsOffice of Special Education Programsstephanie.lee@ed.govstephanie.lee@ed.gov

Web:Web: http://www.ed.gov/about/offices/list/osers/http://www.ed.gov/about/offices/list/osers/