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MAKING TRANSITIONMEANINGFUL
Betsy M. GentryLee University
SupervisorCleveland, Tennessee
[email protected](423) 310-5075
Objectives
1. Overview of current legislation and poor academic achievement and transition outcomes.
2. Research results on improving academic performance and post-school outcomes.
3. Strategies and proven programs to
increase academic achievement and transition outcomes.
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.
Need for Greater Academic Proficiency and Career
MaturityWhen 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
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.
• 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?
Improving Post School Outcomes
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)
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
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
Current Legislation
• No Child Left Behind Act of 2001- NCLB
• Individuals with Disabilities Education Improvement Act of 2004 – IDEA of 2004
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
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…
Objective 2: What Works?
What are the research results on improving academic performance and post-school outcomes?
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
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
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
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
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
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.
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
Learning styles
Address multiple learning styles:
* Auditory Learners
* Visual Learners
* Kinesthetic Learners
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.
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
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
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.
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.
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
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
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.
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
P.A.C.E.
Field Trips:
Law Enforcement: Courthouse
Animal: Zoo
Transportation: Southern Belle Riverboat, Chattanooga Airport
Post- Secondary Training: Chattanooga State Community College
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.
W.I.N.
• Walgreens• Ooltewah Animal Clinic• Morning Pointe Assisted Living• Summitt Headstart Pre-School• Power House Gym• Sunshine Fast Lube• Habitat International
W.I.N.
• Collegedale Landscaping• Animal Medical Professionals• Fit One• Smart Style Hair Salon• Bojangles• US 101 Radio Station• Made Rite
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.
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.
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?
