One System: A New Look at Transition
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Transcript of One System: A New Look at Transition
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One System: A New Look at Transition
NSTTAC Early Bird Session
May, 2009
Joanne Cashman, Ed.D.Director
The IDEA Partnership at
The National Association of State Directors of Special Education (NASDSE)
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Persistent Problems in Transition:Our Success Depends on Others...
Do Our Actions Show That?
Transition Issues:• Cross stakeholder groups• Cross agencies• Emerge across the lifespan• Focus on the same intended
beneficiaries
Do We :• Connect across stakeholders• Connect across agencies• Know what each other is aiming to
do• Understand why they are doing it• Know how their work will
address common problems
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Persistent Problems in Transition: Can We Get Outside the Proverbial ‘Box’
What Is Our ‘Box”• Special education• Secondary years• Youth with disabilities• Compliance
Can We Imagine :• ‘All agency’’ strategy• Education across the
grade span • An ‘all youth’ agenda• Compliance with Quality
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Where is the ‘Smart Power’? : The Push or the Pull
To achieve what we have been unable to achieve...what might be more effective?
• Rely on a ‘push strategy’ for discrete transition initiatives based on mandates
• Create a ‘pull’ for experience, knowledge and critical networks around shared work
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Transition in Context:Cross-walking the Current Issues
The ‘Biggest’ Picture
School Improvement
Aligned Systems: P-16
The ‘Big Picture’ at the Secondary Level
HS Renewal/Redesign
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The Interconnected Issues• Transition to HS• Student Retention/ Drop Out Prevention• High skills, sufficient to command individual futures• Graduation with a Diploma• Transition from HS to Post–Secondary
and Employment• Success for All Students
Three Coherent Strategies• Universal Design for Learning (UDL)• Response to Intervention (RTI)• Intentionality at ‘Transitions’
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P-16: Envisioning a Pipeline
“If people begin the see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.”
Harold Hodgkinson in
“All One System’, 2000
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Think/ Pair /ShareTo what extent do you facilitate an open pipeline?
Y N Do you know how the elementary schools in your district are doing?Y N Do you know what happens at the transition from elementary to middle
school?Y N Do you know how the middle schools in your district are doing?Y N Do you know what career education takes place in middle school?Y N Can you describe your school’s approach to support in the ninth
grade? Y N Do you know how your high school/tech center is doing academically? Y N Do you know what career education and career assessment takes place in the HS years?Y N Do you have opportunities to talk with subject area teachers about your common goals and common responsibilities? Y N Do you know the drop out/non-completion rate for your school? Your program? Y N Do you know how your graduates are doing in post-secondary education?Y N Do you know how your graduates are doing in employment?
How did you do? 10-12 8-10 6-8 Fewer than 6
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What Keeps Us from Seeing the Pipeline?
• Focus on our own immediate issues and needs
• Fragmentation across levels and content areas
• Divisions across general, special and technical education
• Ineffective articulation between secondary, post –secondary and employment
• Lack of relationships that support communication
• Insufficient opportunities to learn about levels that precede and follow our own
• Failure to focus on the student in the system
• Infrequent opportunities to think about and study the pipeline.
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P-16: The Design for Investment by the Administration
• In Speeches, the ARRA ( the Stimulus) and the 2010 Budgeto ECo K-12o Post-secondary
• Some thoughts:o With education as a priority investment in the federal budget in
these tough economic times, we will be expected to have a coherent vision for the investment.
o There are lessons to be learned from the public reaction to the banking and auto investments.
o Will we meet the public’s standard for stewardship?
o Everyone must be a more informed and better spokesperson for
education.
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Focus on HS Renewal/Redesign
• Targeted look at the secondary level by policymakers
• NASSP : Translating the Policy to Practice
• Breaking Ranks
• Breaking Ranks ll
• Breaking Ranks in the Middle
• Can we learn to work on transition in the language of
Breaking Ranks?
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Three Coherent Strategies across the Pipeline
o Universal Design for Learning (UDL)
o Response to Intervention (RTI) Approach
o Intentionality at Transitions
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Coherent Strategy # 1: UDL
“…flexibility in the way information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged;
...reduces barriers in instruction, provides appropriate accommodations, supports and challenges…”
The Higher Education Act
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UDL: A Personal Reflection
• Do you know about the UDL strategies that are being applied to instruction for all students?
• Do you know about the national effort to create a digital standard for translating text to voice and other medium (NIMAS)?
• Can you see how UDL might enhance the participation of students with disabilities o in general education? o In special education support? o In post-secondary?
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Coherent Strategy # 2: An ‘RTI Approach’
RTI is not entirely new. Many elements have been practice for years in successful schools. RTI is the systematic and intentional application of these elements in a coherent approach to better outcomes.
• Good core instruction• Universal screening• Progress monitoring• Tiered interventions using evidence-based practices• Data-informed decision-making• Problemsolving
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Multi-Tier Model
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Problem-Solving Method
What is the problem?
Why is ithappening?
What should be done about it?
Did it work?
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An RTI Approach to School Improvement
• A look at how all students are doing
• A ‘tiering’ of all interventions
• A consistent monitoring system that gives information and points the way to better decisions
• An expectation the faculty will have quality professional development on ‘what works’
• An expectation that all faulty will use the framework to assess their success in meeting student needs
• An expectation that faculty will use proven strategies in designing core instruction and interventions
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Coherent Strategy #3: Intention at the Transitions
• Transitions are important; every transition!o EC to School Ageo Elementary to MSo MS to HSo HS to post-secondary and employmento Post-secondary to employment*
• Transitions must involve those that are transitioning and those that support them!
• Youth and family engagement is imperative! Families and youth are the service coordinators across the years. They must learn the system!
• During the MS and HS years, transition is ongoing...not episodic!
• The ninth grade year is critical!
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Transition under IDEA: A Personal Reflection
• How are we implementing?
o As a mandate or key part of the bigger picture?o As a ‘check off’ or with a student focus?
• How are we interacting?
o Other special educators or key groups that will impact or ultimate success, including families, youth general educators and agencies staff?
o Those that deliver service a the same level of the system or those that work with us, as well those that work before and after us?
o Our own organization, division or district or those that share an interest in persistent issues/emerging practices in other locations?
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IDEA Partnership's Work on Behalf of Stakeholders
Make the connections explicit for those in a variety of roles
Bring the perspective of stakeholders into the national discussions
Build relationships with researchers to ensure that ‘real world’ issues are a more routine part of the research agenda
Disseminate and promote the use of funded research and practice information.
Broker connections to free and low-cost training that is trustworthy
Involve stakeholders in developing the tools that will help them to lead in their school community
Showcase examples of good practice
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National Community of Practice on Transition (CoP)
• 13 states committed to:
o Working across groups to improve transition o Learning from and with each other
• 12 national organizations that represent those that are key implementers
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What Can You Do?
• Use the Pipeline Handouts to begin a dialogue in your school or district.
• Use the Breaking Ranks Handout to begin a HS Redesign discussion among special education staff.
• Keep the connections from this Forum going!
• Keep the discussions from this Forum going!
• Turn discussions into action!
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Thanks for joining me...
Visit us:
• www.ideapartnership.org
• www.sharedwork.org
Call us:
• Toll Free: 1-877-IDEAINFo