Pathways Training - NCSET · August 2004 19 New Mexico Statutes & Regulations House Bill 212,...

1August 2004

Pathways TrainingPathways Training

Presenter:

Sue Gronewold

2August 2004

Why is the Diploma Valued?Why is the Diploma Valued?

Provides access

Diploma recipients:

New Mexico allocatesapproximately 50% of statefunds to education

3August 2004

Pathways to the DiplomaPathways to the Diploma

History of Pathways

The Three Pathways

Regulations

Guidelines

4August 2004

Pathways Technical AssistanceDocumentPathways Technical AssistanceDocument

http://www.ped.state.nm.us/seo/transition/tam.pathways.to.diploma.pdf

5August 2004

Three Pathways One DiplomaThree Pathways One Diploma

Standard

CareerReadiness

Ability

6August 2004

How Did We Get Here?How Did We Get Here?

Poor understanding of guidelines forcurriculum in special education.

Past interpretation of IDEArequirements

Desire to allow students to graduateor exit high school

Based on what?

Each district interprets in own way

Students don’t stay in one district

7August 2004

Why are we here?Why are we here?

Previous State Regulation

8August 2004


OCR Complaint

9August 2004


Graduation/Drop-outRate

10August 2004


Parental Concerns

11August 2004


Inconsistencies Around the State and NO Reciprocity

12August 2004

IEP Graduation TaskFor c eIEP Graduation TaskFor c e

Integrity, Consistency, and Accountability

Allow all students to reach their highestpotential regardless of the severity of thedisability.

13August 2004

Our ChargeOur ChargeMaintain the integrity of the diploma by

setting and maintaining high standards forall students receiving a diploma

Create consistency by establishing statepolicy and providing guidance ongraduation practices

Emphasize the need for higheraccountability for IEP teams

14August 2004

New Mexico Statutes &Regulations (1999)New Mexico Statutes &Regulations (1999)

Established pathways to thediploma for students withdisabilities

Established that graduationplans must be a part of allIEPs

15August 2004

New Mexico Statutes &Regulat ionsNew Mexico Statutes &Regulat ions

Established New MexicoHigh School CompetencyExam as “high stakes exitexam”

16August 2004

The NMHSCE is a HighStakes TestThe NMHSCE is a HighStakes Test

Definition—A test with important consequences

attached to the results for students,teachers, schools, districts, and/orstates. Consequences may includepromotion, graduation, rewards, orsanctions.

Council of Chief State School Officers (CCSSO) State Collaborative on Assessing

Special Education Students (ASES), (2003).

17August 2004

New Mexico Statutes &Regulations (2002)New Mexico Statutes &Regulations (2002)

Effective August 15, 2003.

Students on the career readiness andability pathway must take the current stategraduation examination and achieve alevel of competency determined by thestudents IEP team.

The IEP team will determine if additionalevaluations , reports, or documents areneeded to facilitate a smooth transition.

18August 2004

The NMHSCE & thePathwaysThe NMHSCE & thePathwaysStandard

Pathway—

Must pass theNMHSCE byachievingState’s minimumstandard

Career & AbilityPathways—

Must achieve the levelof competencydetermined by theIndividualized EducationProgram (IEP) Team

Achieving this level ofcompetency does notnecessarily equate to apass

19August 2004

New Mexico Statutes &Regula t ionsNew Mexico Statutes &Regula t ions

House Bill 212, Providing Public SchoolReforms Chapter 153 established changesto graduation requirements.

House Bill 522 established requirement forall students in grades 8-11 to develop a“interim next-step plan” and students ingrade 12 to have a “final next-step plan”prior to graduation.

http://www.legis.state.nm.us/newsite/_session.asp?chamber=H&type=++&number=522&Submit=Search&year=04

20August 2004

Individuals with DisabilitiesEducation Act (IDEA)Individuals with DisabilitiesEducation Act (IDEA)

Requires the participation of students withdisabilities (SWD) in general state anddistrict wide assessments. Also requiresdevelopment of alternate assessmentmethods for SWD unable to participate ingeneral assessments (34 CFR Sec.300.138).

21August 2004


Ensure access of the SWD to thegeneral curriculum, so that he or shecan meet the educational standardswithin the jurisdiction of the publicagency that applies to all children.(CFR 300.26 (b)(3)(ii))

22August 2004


Requires that transition services bebased on the individual student’sneeds, taking into account thestudent’s preferences and interest.(CFR 300.29 (a)(2))

23August 2004

No Child Left Behind (NCLB)No Child Left Behind (NCLB)

Measures the progress of specificsubgroups (including SWD) towardmeeting the State’s studentacademic achievement standards(34 CFR. Sec. 200. (b) (7)).

24August 2004

Pathway SelectionPathway Selection

Must be basedon the needs ofthe student andnot solely basedon the student’sability to earncredits or passthe current exitexam

25August 2004

Standard PathwayStandard PathwayStudent must meet or surpass all

requirements for graduation as identifiedin the New Mexico Standards ofExcellence.

With or without accommodations

The student must pass the currentgraduation examination

The IEP team selects required coursesand electives based on the student’s post-school goals, interests, and needs

26August 2004

Standard GraduationRequirements Handout 1

Standard GraduationRequirements Handout 1

English 4Social Studies 3Science 2 or 3Mathematics 3Physical Education 1Communication Skills 1Electives 9 or 8Total 23 credits

27August 2004

Standard PathwayStandard Pathway

What we look for:Student’s long range goal statement

Identification of strengths and needs

Program of study should include allgraduation requirements

Electives and any remedial activitiesshould support the student to achievelong range goals and address studentneeds

28August 2004

Standard PathwayStandard Pathway

What to look for:

How will the student participate in stateassessment

How will the student master skills topass the assessment

Needed accommodations

Who will be responsible

29August 2004

What does it look like?What does it look like?

The student’s long range goal is to be aCPA

Student’s math courses must be inthe regular class setting to meetcollege entrance requirements andinclude accounting and bookkeeping

Student’s electives may includeadditional business related courses

30August 2004

Departures from the StandardPathwayDepartures from the StandardPathway

Constitutes a change in placement mustbe documented in the IEP and on the PWN

Identify reasons for changing the pathway

Provide parents with a clear and concisedefinition of the alternate pathway

Notify parents and students of potentialconsequences that may limit the student’spost-secondary options

31August 2004

Career Readiness PathwayHandout #2Career Readiness PathwayHandout #2

Student must achieve the CareerReadiness Standards with Benchmarks

http://164.64.166.11/cilt/standards/

Must focus on the student’s interest,career preference, and needs

Allows for substitutions of requiredcourses as appropriate

Goals and objectives are based on studentneeds and the Career ReadinessStandards with Benchmarks

32August 2004

Career Readiness PathwayCareer Readiness PathwayWhat we look for:

Statement of student’s long range goals


Statement of why the standard pathwaywas rejected

Program of study should include acombination of required and alternativecourses that will support the student toachieve their long range goals

33August 2004


IEP goals and objectives must addressareas of need and the Career ReadinessStandards with Benchmarks

Mastery and progress must bedocumented in the IEP

How the student will participate in stateassessment

34August 2004


Proficiency level the student must meeton the graduation examination

How will the student master skills topass the assessment or meet thetargeted proficiency level



35August 2004


Justification for alternative pathway

Cindy a 10th grader has a moderate SLDShe has not been successful on thestandard pathway. She is failing scienceand social studies and is at risk ofdropping out of school. She does well inclasses that are hands on such as art,family consumer science, and computerclasses.

36August 2004



Cindy wants to work with small childrenin a daycare or as a teacher’s assistantafter graduation. Her program will focuson improving math and reading deficits,communication skills, and job readinessskills in preparation for employmentand/or formal training in childdevelopment.

37August 2004

What does it look likeWhat does it look like

Program of Study11th grade:

Communication SkillsConsumer MathPrescriptive Reading Computer GraphicsChild DevelopmentPersonal Business Skills

38August 2004


Program of Study12th grade:

General Accounting Vocational Language ArtsPrescriptive Reading II Crafts IIWork Experience (Daycare)Work Experience (Daycare)

39August 2004

Ability PathwayAbility Pathway

Based on meeting or surpassing IEP goalsand objectives

With or without reasonable modification ofdelivery and assessment methods

Reference skill attainment at the student’sability

Lead to meaningful employment

Varies from the standard high schoolgraduation requirements

40August 2004


What we look for:

Individualized for each student

Statement of student’s long range goals


Statement of why the standard andcareer readiness pathways wererejected

41August 2004


What we look forFunctional or applied academics

IEP goals and objectives must addressareas of need

Mastery, progress, skill attainment mustbe documented in the IEP

How the student will participate in stateassessment

42August 2004


What we look forProficiency level the student must meet

on the graduation examination

How will the student master skills topass the assessment or meet thetargeted proficiency level



43August 2004



Toby has a significant cognitive disabilityand meets the eligibility criteria for thealternate assessment. Toby lacks thebasic academic skills to participate in thestandard program of study and vocationalassessments indicate that Toby lacks thepre-vocational skills for the CareerReadiness pathway. Toby’s long rangegoals include becoming a chef and livingon his own.

44August 2004


Toby’s IEP should focus on strategiesand supports that will improve skillsneeded for the Career Readiness Pathway.His program should include functionalacademics, independent living, socialcommunity preparation, and prevocationalskills in community based settings toincrease his vocational skills as well asplacement in foods and cooking coursesin the family and consumer sciencedepartment.

45August 2004

Role of the IEP TeamRole of the IEP Team

46August 2004

The IEP team mustbase all decisions onthe studentslong-range goalsbeginning with the 8th

grade IEP

Student must be invited to theIEP meetingStudent must be invited to theIEP meeting

47August 2004

The IEP team must:The IEP team must:

Consider thepathways in theorder theoptions arelisted inregulation

48August 2004

The IEP team must ensure that:The IEP team must ensure that:

All domain areas of transition areconsidered and documented in the IEP:InstructionRelated ServicesEmploymentPost-secondary Education and/or

trainingCommunity ParticipationAdult Services

49August 2004

PWNPWN

Graduation plansmust bedocumented onthe prior writtennotice of proposedactions

50August 2004

Integrity of the DiplomaIntegrity of the Diploma

The IEP team isresponsible forverifying that thestudent achievedhis or her programand district goalsleading tograduation

51August 2004

Emerging IssuesSurrounding the PathwaysEmerging IssuesSurrounding the Pathways

Misinterpretation of the PathwaysAchieving a level of proficiency that is

determined by the IEP team does notequate to passing the test foraccountability and reporting purposes.

Last-minute changes to IEP thatchange the pathway prior tograduation

OSEP

52August 2004

OSEPOSEP

High Stakes testing

Graduation Options

IEP Teams

Diploma

53August 2004

Pathways GuidancePathways GuidanceBeginning August 15, 2003, once a

student is a senior, IEP Teams cannotchange the student’s pathway if it departsfrom the standard pathway after the firstmonth of school. (approximately 22 schooldays)

Note: IEP teams can move students fromthe career readiness pathway to thestandard pathway, or from the abilitypathway to the career pathways at anytime during the senior year.

54August 2004

Guidance NMHSCEGuidance NMHSCE

The level of competency must bereasonable and based on the student’spresent level of educational performance ina variety of settings.

The IEP team should look closely at the 10th

grade test scores and consider thosescores to be a baseline of performancefrom which the IEP team will identifystrategies to improve the student’s skills toachieve the level of competencydetermined by the IEP team.

55August 2004

Guidance NMHSCEGuidance NMHSCEEnsure progress in the general curriculum

so that a student can meet the educationalstandards that apply to all students.

Align goals and objectives with statestandards with benchmarks andassessment. Goals and objectives need toreflect the skills needed to achievestandards reflected in assessment.

56August 2004

Guidance NMHSCEGuidance NMHSCEBe sure the student takes practice

assessments. A student may know thematerial but if the student is not familiar withthe test format, he or she will have difficultypassing the test.

New Mexico High School Competency ExamDomains Specifications is a perfect tool forhelping students learn a test format.

57August 2004

What does it look likeWhat does it look like

Target Proficiency LevelReasonableBased on PLEP in a variety of

settingsBased on course of studyBased on previous exam scoresThis regulation also applies to the

alternate assessment

58August 2004

DocumentationDocumentation

Targeted levels of proficiency

PWN

Plan of action

District

Student

Family Support

59August 2004

Certificate/Follow-up Planof Action (FPA)Certificate/Follow-up Planof Action (FPA)

At least one year before graduationceremonies, the PWN must state that astudent will receive a certificate.

Students must have a FPA as part of thetransition plan.

The FPA outlines responsibilities forstudents and school to ensure the studentreceives his or her diploma.

60August 2004

Cert i f i ca t eCer t i f i ca t e

A certificate does not end thestudent’s right to FAPE.

A student is not reported as excitedon ADS.

If a student does not return tocomplete the FPA the district mustcount the student as a dropout.

61August 2004

Rev i ewRev i ew

Discuss graduation plans for all students14 and older.

Is the student on target?

Identify needs

Identify strategies and interventionsthat will help them achieve their IEPgoals and meet graduationrequirements.

Provide Prior Written Notice

62August 2004

Rev i ewRev i ewSelecting a pathway

Must be based on the individualstudents long-range goals, interest,preferences and needs.

Do not base pathway selection solelyon the student’s ability to earn creditsor pass the current exit exam.

The standard pathway is the rule notthe exception.

63August 2004

Pathways Training - NCSET · August 2004 19 New Mexico Statutes & Regulations House Bill 212,...

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