Applied Studies Diploma Overview

1. Applied Studies Diploma Overview IEP Diploma information

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

3. Postsecondary Engagement 2014 2.6% of graduates earned a Special Diploma 2015 Students who earned Special Diploma comprised 47% of unengaged population

4. Unengaged Proportions

5. Currently

6. How can we focus efforts? Communication Self-Determination Technology

7. 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

8. 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

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

10. 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

11. Organization

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

13. Competencies • Acombination 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

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

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

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

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

18. 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

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

20. 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

21. 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

22. Format Increase in depth of knowledge Increase in breadth

23. Implementation

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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 Home • School employer/ community setting • Student all

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

34. 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

35. 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

36. 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

37. Assessing Student Skills • Some easier than others • Behavioral Observation • Performance Sample • Situational Assessment

38. Mapping Skills • Starting with the student’s goals, work back through the curriculum map to identify skills • Develop timeline

39. Increasing Student Engagement • Long term goal setting • Preferences • Developing the map • Tracking progress toward the goal

40. Guiding IEP Discussions • Parent resource • Student resource • Provides a common resource to guide work

41. 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

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

43. Goal Planning Worksheet

44. 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

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

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

47. 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

48. 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

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

50. 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