Presentation Transcript

1. MAKING TRANSITION MEANINGFUL Betsy M. Gentry Lee University Supervisor Cleveland, Tennessee gentrybetsy@hotmail.com (423) 310-5075
2. Objectives Overview of current legislation and poor academic achievement and transition outcomes. Research results on improving academic performance and post-school outcomes. 3. Strategies and proven programs to increase academic achievement and transition outcomes.
3. Objective 1: Current Status Poor achievement and transition outcomes for our at-risk students; How current legislation is designed to improve poor outcomes by holding schools accountable for results.
4. Need for Greater Academic Proficiency and Career Maturity When compared to students in the general population, students with disabilities: -- drop out of school at higher rates -- have higher absenteeism -- have lower grade-point averages -- have more prevalent feelings of poor self-esteem
5. Need for Greater Academic Proficiency and Career Maturity The majority of students with disabilities have difficulty succeeding in high school, and only about a quarter of them pursue postsecondary education. Few students with disabilities are prepared to face the demands of the technological workplace of the 21st century.
6. Improving Post School Outcomes Although students with disabilities anticipate going to college, the reality is that they are not (as indicated by Nat’l Longitudinal Transition Study 2 data). What is happening? What are the implications?
7. Work and Education Outcomes Anticipated by Students with Disabilities (N = 742) Full-time work (52.4%) Part-time work (30.1%) Two-year college (30.7%) Four-year college (25.9%) Technical school (15.3%) Military (6.0%). Vocational rehabilitation services (15%) Other training (7.9%) Source: The Ohio Longitudinal Transition Study: A Preliminary Analysis (2004)
8. Why Do Students Drop Out? The drop out rate continues to rise as students find themselves in academic courses that are not related to their interests, nor do they understand how to apply the academic skills they are being asked to learn… Lehr, 2004, Wagner, 2004
9. Reasons Why Students Don’t Attend Postsecondary Ed Lack of the prerequisite skills such as a foreign language and/or college level courses – Algebra, English… Lack of financial aid Lack of self-determination/self advocacy Lack of adequate transition planning
10. Current Legislation No Child Left Behind Act of 2001 - NCLB Individuals with Disabilities Education Improvement Act of 2004 – IDEA of 2004
11. No Child Left Behind Act Designed to close the achievement gap High expectations/academic rigor for ALL Accountability for results – AYP Teaching methods – scientific research Promote AYP for ALL students
12. IDEA Transition Services Designed to facilitate movement to work, college, etc. Based on student’s needs, taking into account the student’s strengths, preferences and interests; Includes instruction, related services, community experiences, and the development of employment and other post-school adult living objectives…
13. Objective 2: What Works? What are the research results on improving academic performance and post-school outcomes?
14. Rigor/Relevance Framework Students must see the relevance of rigorous academic content. If students understand and conceptualize relevant applications for each standard, achievement increases. The goal – apply academics to practical and relevant settings! Daggett, 2005; Izzo & Torres, 2005
15. Student Learning is Accelerated when Teachers: Use a variety of strategies Actively engage students Use hands-on and applied curricula Make students active partners in learning Integrate academic standards and career development
16. Objective 3: Strategies and Proven Programs “It is critical that educators implement curricular models that have evidence-based research to meet the academic standards, as mandated by NCLB, and also prepare students to transition to employment, as mandated by IDEA.”Izzo & Torres, 2005
17. Use a Variety of Strategies: Flexible Instruction Methods Multiple Means of Expression-written, oral, project-based, technology Dynamic Charts Vocabulary Flash cards Peer Buddy Groups Checklists monitoring student skills Positive Feedback
18. Actively engage students in the learning process Response cards: e.g. colored paper, write on cards Choral responding – answer on cue Guided notes Student “helpers” during lesson Student-generated examples Students help set class goals
19. What are guided notes? Skeleton outlines that contain the main idea and related concepts of lecture with designated spaces for students to complete during the lecture. Use a consistent format and provide maximum student response.
20. Active partners in learning Foster cooperative rather than competitive learning by engaging students and community in learning process Activities that help students gain skills through self-directed learning Develop greater independence and understand individual strengths
21. Learning styles Address multiple learning styles: * Auditory Learners * Visual Learners * Kinesthetic Learners
22. Hands-on and Applied Curricula Instruction methods that stimulate the greatest range of senses. Work-related skills are developed Transfer knowledge to situations outside the classroom. Encourage students to demonstrate their learning strengths and skills.
23. Integrate Academic Standards and Career Development Integrate core content subjects- make learning relevant: Reading/Language Arts: Students acquire vocabulary through exposure to language-rich real job world situations. Math: Students experience math in job-related activities. Science: Students explore science in applied context
24. R.A.C.E. for Success Program “Resources for Achieving Career Education” Comprehensive, community-based career education program for grades 9-12 Full inclusion, classroom learning, vocational training
25. L.A.P.S.Learning And Preparing Students JOB SHADOWING 9th grade Students will participate in a one or two day job shadow at community work sites to help the student learn about a participate occupation or industry.
26. P.I.T.Pre-vocational Interests and Talents Work Adjustment Lab 9th-12th grades Students participate on campus in a comprehensive work development lab. The lab provides training, assessment, exploration, and develops proper work behaviors.
27. P.I.T.PROJECT DISCOVERY Visual, auditory & kinesthetic Different levels of curriculum Hands-on career awareness curriculum Links school and work Dynamic, “real-world” activities Correlated to state standards Researched Based
28. P.I.T.PROJECT DISCOVERY Students learn about their interests, abilities and preferences Students attain job-related skills & gain self confidence True Academic & career/technical education
29. P.A.C.E.Providing Awareness of Community Employment 9th-12th Grades Students participate in community field trips to local businesses to provide career exploration.
30. P.A.C.E. Field Trips: Food Service: Applebee’s, Olive Garden, IHOP, Food Court, Chili’s Retail: Hamilton Place Mall Communication: US1O1- Radio Station, Channel 12- Television Station Construction: Publix Construction Site Sales: Publix Grocery Store Healthcare: Memorial Hospital
31. P.A.C.E. Field Trips: Law Enforcement: Courthouse Animal: Zoo Transportation: Southern Belle Riverboat, Chattanooga Airport Post- Secondary Training: Chattanooga State Community College
32. W.I.N.Working In the Neighborhood Training Work Sites 10th-12th grades Students participate in community training work sites to help the students discover their individual talents and learn in more detail about what they might like to do for a living.
33. W.I.N. Walgreens Ooltewah Animal Clinic Morning Pointe Assisted Living Summitt Headstart Pre-School Power House Gym Sunshine Fast Lube Habitat International
34. W.I.N. Collegedale Landscaping Animal Medical Professionals Fit One Smart Style Hair Salon Bojangles US 101 Radio Station Made Rite
35. T.R.A.C.STraining Resources for Advancing Careers of Students Paid Work Sites 11th-12th grades Students will participate in community work sites to help the students acquire personal work habits, attributes, and skills to enter employment.
36. C.A.R.S.Case Mangagers Aiding with Rehabilitation Services Vocational Rehabilitation 11th-post secondary Students are connected with Vocational Rehabilitation. Vocational Rehabilitation provides vocational assessments, adjustment services, post secondary tuition and job placement services.
37. Students must be motivated to learn! Every day students need to be asked: What am I learning today? Why am I learning it? What can I do to enhance my learning?
38. For more information contact Betsy M. Gentry gentrybetsy@hotmail.com