Standards-Based Instruction for ALL Students

1. Standards-Based Instruction for ALL Students Changing Perspectives, Changing Practices, Brighter Future

2. Our Focus for this Class: The 1% Population 88%

3. Topics for the Week

4. Changing Perspectives, Changing Practices

5. Some Thoughts About Change • Changing practice takes effort • Change is uneven • Lessons from implementation science - teachers must believe that the change will be positive

6. Implementation Science: Readiness for Change “Readiness is an under-emphasized part of the implementation process. Proceeding with implementation prematurely can lead to both ineffective and expensive implementation efforts” (Fixsen et al., 2009, pg. 1). Source: Fixsen, Blase, Horner & Sugai, 2009.

7. Managing Complex Change

8. Changing Curricular PracticesChanging Options for the Future Supportive care in sheltered settings – clustered placements Community-based programs – sheltered and non-sheltered settings – clustered placement Models in which ongoing support needs do not limit options; individual models College and career readiness – new post-secondary options; customized employment

9. An evolving legislative history provides impetus for this shift in thinking.

10. College and Career Readiness

11. Brighter Futures: New Options Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/ Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].

12. Think College http://www.thinkcollege.net/

13. Meet Mac

14. Brighter Futures: New Career Paths Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/251). Citation: Griffin, C., Owens, L., Roberts, K., Nord, D.,& Gaylord, V. (Eds.). (Winter/Spring 2012). Impact: Feature Issue on Supporting New Career Paths for People with Intellectual and Developmental Disabilities, 25(1). [Minneapolis: University of Minnesota, Institute on Community Integration].

15. An intellectual disability does not need to be a ticket to “the workshop” Read more at: http://raymondsroom.blogspot.com/2012/02/bellwether-oregon-sued-for-reliance-on.html

16. New Approaches to Employment • Social networking can help build careers • Customizing job development through a “discovery” process • “Unbundling” work tasks to create a job • Supported self-employment Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/251). Citation: Griffin, C., Owens, L., Roberts, K., Nord, D.,& Gaylord, V. (Eds.). (Winter/Spring 2012). Impact: Feature Issue on Supporting New Career Paths for People with Intellectual and Developmental Disabilities, 25(1). [Minneapolis: University of Minnesota, Institute on Community Integration].

17. What Does ‘College and Career Ready’ Mean for Students with Significant Cognitive Disabilities”? • Communicative competence should be addressed as a foundational priority, and as the basis of everything else. • Fluency in reading, writing, and math are necessary for lifelong learning, community involvement, and success in the workplace. • Age appropriate social skills and the ability to work effectively with others are essential for future educational and career pursuits. • Independent work behaviors, as well as the ability to recognize the need for and request assistance as needed, are critical for lifelong learning and on-the-job success. • Skills in accessing support systems are essential for long-term success, in that individuals with the most significant cognitive disabilities will continue to need coordinated supports to achieve their highest potential (pp. 24-25) Kearns, Kleinert, Harrison, Sheppard-Jones, Hall, and Jones (2010)