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
2010
2011
2012
30
2015
Students who earned
Special Diploma
comprised 47% of
unengaged population
25
20
15
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
2015 Unengaged
Other
Applied Studies Diploma
Other
Currently
How can we focus efforts?
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
Competency
Skills
(Levels)
Community
Literacy
Recognize
signs in the
community
(1)
Use
community
texts to
solve
problems
(4)
Documents
and Forms
Commun.
emergency
information
(1)
Produce a
complete
resume
(4)
Domains
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•
•
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•
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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
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Self Selected Reading/Reading as leisure
Community Literacy
Comprehension
6 Competencies
85 Skills
Written Correspondence
Composition
Documents and Forms
Math Competencies
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•
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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
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•
•
•
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•
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
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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
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•
•
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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 in the community.
Recognize and finds
various community texts
(menu, map, label, sign,
etc.) when asked.
Identify and responds
appropriately to safety
signs in the community.
Identify a variety of
resource texts used in the
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)
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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
– 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
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–
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Definitions and examples
Team discussion questions
Examples of how to use
Links to additional resources
Predictors (NSTTAC)
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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
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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
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•
•
•
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
[email protected]
804-371-7421
• Bulletins http://www.doe.virginia.gov/instruction/gradua
tion/other_diploma.shtml