Applied Studies Diploma Overview IEP Diploma information Rationale

Applied Studies Diploma Overview IEP Diploma information

Rationale • July 1, 2015 – Name Changed to “Applied Studies Diploma” – Criteria remains the same

Postsecondary Engagement Percent of Students Unengaged by Manner of Exit 50 45 2014 2. 6% of graduates earned a Special Diploma 40 35 30 2015 Students who earned Special Diploma comprised 47% of unengaged population 25 20 15 2010 2011 2012 2013 2014 2015 10 5 0 Standard Modified Special GED Certificate Exceeded Age Dropped out

Unengaged Proportions 2014 Graduates Applied Studies Diploma 10/22/2015 Unengaged Other Applied Studies Diploma Other

Currently Skills Special Diploma Unengaged

How can we focus efforts? lf. D ete rm ina on Employment tio n Com Se mun icati Independent Living Functional Academics logy o n h c e T Independent and Employment Ready Citizens

Curriculum Map • Purpose: To provide a state-wide structure for teachers to work within to develop meaningful skills that will result in student engagement following graduation

What it is not • A replacement for state-wide assessment – Students continue participation in SOL, VAAP, etc. • A list of every skill that students will need • Prescriptive

Development • Regional TTACs – GMU, JMU, ODU, VCU, VT – groups of content area and special educators • Reviewed and revised internally (VDOE) • VDOE content specialists reviewed

Development Additional resources and references include – Brigance Transition Skills Inventory – The Syracuse Community-Referenced Curriculum Guide – The Assessment of Functional Living Skills (AFLS) – National Secondary Transition Technical Assistance Center – Minnesota Region 10 Social Skills Inventory – 21 Workplace Readiness Skills for the Commonwealth

Organization English Domain Community Literacy Competency Skills (Levels) Recognize signs in the community (1) Use community texts to solve problems (4) Documents and Forms Commun. emergency information Produce a complete resume (1) (4)

Domains • • • English Mathematics Science Social Science Independent Living Employment

Competencies • A combination of skills, abilities, and knowledge needed to perform a specific task – identified based upon their relevance and application in workforce and community – Aligned with Workplace Readiness Skills for the Commonwealth

English Competencies • • • Self Selected Reading/Reading as leisure Community Literacy Comprehension 6 Competencies 85 Skills Written Correspondence Composition Documents and Forms

Math Competencies • • Time, Task, and Resource Management Data Sense Mathematical Reasoning Geometric and Spatial Reasoning Measurement 7 Competencies Money Management 187 Skills Ratios and Proportions

Science Competencies • • Classification 7 Competencies Ecology 114 Skills Chemical Reactions Earth and Space Interactions Measurement Safety Science as Inquiry

History and Social Science Competencies • • • Financial Aspects of Government Laws and Rules of Good Citizenship Map Skills 6 Competencies Economics 88 Skills Interpersonal Skills

Independent Living Competencies • • • Personal Management Safety and Health Social and Communication Mobility Recreation and Leisure Food Preparation Home Living/Management Using Services Illness Prevention Nutrition 10 Competencies 221 Skills

Employment Competencies • • Career Awareness 7 Competencies Job Seeking Skills 122 Skills Social and Communication Essential Job Skills/ Job Keeping Employability Self-Advocacy Problem Solving

Levels • address the depth of understanding within each competency. – Level 1 - Recognize and Recall – Level 2 - Identify and Comprehend – Level 3 - Interpret and Understand – Level 4 - Apply and Generalize

Skills • Statement of expected learner achievement upon exiting the school program at graduation or at age 22 – 817 total skills – Not exhaustive list – Starting point for creating IEP goals and objectives – Teaching strategies and activities are tailored to students’ strengths and interests

Format Increase in depth of knowledge Increase in breadth Competency and Definition Community Literacy The student uses literacy skills and an understanding of various community texts to solve problems and meet needs of adult life. WRS: 9 1 2 3 4 Recognize and Recall Identify and Comprehend Interpret and Understand Apply and Generalize Recognize and finds signs Identify and responds in the community. appropriately to safety signs in the community. Recognize and finds various community texts Identify a variety of (menu, map, label, sign, resource texts used in the etc. ) when asked. community & determine situations for using each. Examples may include electronic or printed texts (menu, map, labels, signs, etc. ). Identify a need and the corresponding text that may provide needed information. Identify and locates needed text by function. Independently fill a need or solves a problem using community texts. Use various resources (online, hardcopy, spoken language) to locate needed information, which may include: -finding and using the contact information for a local business -Getting directions to a location -Utilize the menu of a restaurant to make choices based on personal preference and budget -finding times for events (movies, concerts, etc. ) -getting a local bus schedule

Implementation 10/22/2015

Curriculum Guidance • Gen Ed Curriculum without adaptations • Functional Generalized Skills Usable Across Life Routines • Embedded Academic Skills Usable in Specific Life Routines • Adaptations to Bypass Academic Skills • Snell & Brown, 2006 10/22/2015

Gen Ed Curriculum Without Adaptations • Student will master grade level material • Virginia SOLs • Does not restrict team from working on goals and objectives within the curriculum map 10/22/2015

Functional Generalized Skills Usable Across Life Routines • Student will master critical skills for use in home, community, school, and work settings • SOL or VAAP depending on the student 10/22/2015

Embedded Academic Skills Usable in Specific Life Routines • Acquire academic skills in the context of their daily routine – Reading lunch menu, counting money to pay, language and communication skills • Decreasing the need for additional instruction for generalization of skills 10/22/2015

Adaptations to Bypass Academic Skills • Using community based functional adaptations to academic skills – Matching coins to a jig, picture menus • Directly teaching skills as they will be used in real life situations 10/22/2015

Evidence Based Practices • Instructional methods and strategies proven through research to be effective in teaching specific skills • Useful in a variety of settings – Classrooms, work sites, community, social settings, home • Useful for a variety of skills – Employment, daily living, communication, academics, job-routines and tasks, independence

National Technical Assistance Center on Transition • Identified sets of Evidence Based Practices and Predictors http: //transitionta. org/ • Provides supporting literature, research methodology, additional tools and links

Evidence Based Practices (NSTTAC) • • • Chaining (backwards and forward, total task) Community Based Instruction Computer Assisted Instruction Mnemonics Self-Monitoring and Self-Management Video Modeling Prompting (Least to most, most to least, time delay) Self-Advocacy and Self Determination Visual Supports Mobile Technology Simulation Peer Assisted Instruction

Why Use EBPs? • Provides a foundation for instruction • Effective strategies are already outlined • Determine best course of action for teaching similar skills • Clear communication between entities – School – Student Home employer/ community setting all

Additional Resources • Step by step guides, training videos through National Professional Development Center for Autism Spectrum Disorder – http: //autismpdc. fpg. unc. edu/evidence-basedpractices

Predictors • Activities, services, and supports that occur during the school years – Associated with higher rates of success • Ohio Employment First Transition Framework Evidence Based Predictors Tool – Definitions and examples – Team discussion questions – Examples of how to use – Links to additional resources

Predictors (NSTTAC) • • • Collaborative Networks for Student Support Individualized Career Development Authentic Community Based Work Experience Social and Social-Emotional Instruction and Skills Academic, Vocational, Occupational Education and Preparation • Supporting Parental Involvement and Expectations • Self-Determination, Independent Living Skills Instruction and Skill Building • Inclusive Practices and Programs

Uses for the Curriculum Map • • • Assessing student skills (present level) Developing a to-do list Increasing student engagement Guiding conversations in IEP meetings Linking with standards Guiding lesson plans for all students

Assessing Student Skills • Some easier than others – Behavioral Observation – Performance Sample – Situational Assessment 10/22/2015

Mapping Skills • Starting with the student’s goals, work back through the curriculum map to identify skills • Develop timeline 10/22/2015

Increasing Student Engagement • • Long term goal setting Preferences Developing the map Tracking progress toward the goal 10/22/2015

Guiding IEP Discussions • Parent resource • Student resource • Provides a common resource to guide work 10/22/2015

Linking with Standards • Crosswalk is nearly complete • Help team identify appropriate coursework • Help school develop new course(s) if needed to address specific skills • Help teams assess quickly based on courses completed 10/22/2015

Guiding Lesson Plans for All • Every student needs the skills outlined to be successful • Reaching into earlier grades • Keeping a focus on independence 10/22/2015

Goal Planning Worksheet

Developing Goals • Work top to bottom • Select a skill from curriculum map • Identify present level • Identify EBP to utilize in teaching the skill • Identify predictors • Define evidence of mastery • Write IEP goal

Using Existing Goals • Work Bottom to Top • Tie existing goals back to curriculum framework • Identify effective teaching practices and predictors

Current Projects • Pilot Project – 20 classrooms, 15 divisions • Large stakeholder review group – Educators, employers, community members, parents • Progress Check Sheet for teachers

Pilot Project • Purpose: give teachers the opportunity to use the Applied Studies Curriculum Framework – assess the students’ skills – guide IEP teams in development of • present level of performance, • annual goals, • objectives and/or benchmarks

Teacher Responsibilities • Develop IEPs (present level of performance, goals, objectives or benchmarks, reporting progress, etc. ) • Use the competencies in designing units and lesson plans • Design project-based learning activities, and • Develop authentic performance assessment documenting student progress and mastery of competencies

Teachers’ Responsibilities • submit the resources they develop • participate in focus groups – feedback on the usefulness and functionality of the framework

Future Directions • Electronic Platform for Tracking Student Progress – Teacher tools and resources • Data entry, goal selection – Student tools and resources • Dashboard, badging, resume builder – Tie into statewide IEP

Future Directions • Accountability – Implementing evidence based practices with fidelity – Incorporation of evidence based predictors – Making data based decisions – Student growth? – Seeking feedback on accountability measures

Activity Part 1 • Each table has part of the curriculum map on their table • Divide it up as you see fit • Identify what you consider to be a critical life skill (highlight it) 10/22/2015

Activity Part II • What does instruction look like for …. – Gen Ed Curriculum without adaptations – Functional Generalized Skills Usable Across Life Routines – Embedded Academic Skills Usable in Specific Life Routines – Adaptations to Bypass Academic Skills 10/22/2015

Stakeholders • Questions or concerns? Please contact: Daniel Irwin daniel. irwin@doe. virginia. gov 804 -371 -7421 • Bulletins http: //www. doe. virginia. gov/instruction/gradua tion/other_diploma. shtml