Pathways Training - NCSET · August 2004 19 New Mexico Statutes & Regulations House Bill 212,...
Transcript of Pathways Training - NCSET · August 2004 19 New Mexico Statutes & Regulations House Bill 212,...
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1August 2004
Pathways TrainingPathways Training
Presenter:
Sue Gronewold
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2August 2004
Why is the Diploma Valued?Why is the Diploma Valued?
Provides access
Diploma recipients:
New Mexico allocatesapproximately 50% of statefunds to education
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3August 2004
Pathways to the DiplomaPathways to the Diploma
History of Pathways
The Three Pathways
Regulations
Guidelines
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4August 2004
Pathways Technical AssistanceDocumentPathways Technical AssistanceDocument
http://www.ped.state.nm.us/seo/transition/tam.pathways.to.diploma.pdf
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5August 2004
Three Pathways One DiplomaThree Pathways One Diploma
Standard
CareerReadiness
Ability
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6August 2004
How Did We Get Here?How Did We Get Here?
Poor understanding of guidelines forcurriculum in special education.
Past interpretation of IDEArequirements
Desire to allow students to graduateor exit high school
Based on what?
Each district interprets in own way
Students don’t stay in one district
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7August 2004
Why are we here?Why are we here?
Previous State Regulation
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8August 2004
Why are we here?Why are we here?
OCR Complaint
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9August 2004
Why are we here?Why are we here?
Graduation/Drop-outRate
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10August 2004
Why are we here?Why are we here?
Parental Concerns
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11August 2004
Why are we here?Why are we here?
Inconsistencies Around the State and NO Reciprocity
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12August 2004
IEP Graduation TaskFor c eIEP Graduation TaskFor c e
Integrity, Consistency, and Accountability
Allow all students to reach their highestpotential regardless of the severity of thedisability.
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13August 2004
Our ChargeOur ChargeMaintain the integrity of the diploma by
setting and maintaining high standards forall students receiving a diploma
Create consistency by establishing statepolicy and providing guidance ongraduation practices
Emphasize the need for higheraccountability for IEP teams
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14August 2004
New Mexico Statutes &Regulations (1999)New Mexico Statutes &Regulations (1999)
Established pathways to thediploma for students withdisabilities
Established that graduationplans must be a part of allIEPs
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15August 2004
New Mexico Statutes &Regulat ionsNew Mexico Statutes &Regulat ions
Established New MexicoHigh School CompetencyExam as “high stakes exitexam”
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16August 2004
The NMHSCE is a HighStakes TestThe NMHSCE is a HighStakes Test
Definition—A test with important consequences
attached to the results for students,teachers, schools, districts, and/orstates. Consequences may includepromotion, graduation, rewards, orsanctions.
Council of Chief State School Officers (CCSSO) State Collaborative on Assessing
Special Education Students (ASES), (2003).
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17August 2004
New Mexico Statutes &Regulations (2002)New Mexico Statutes &Regulations (2002)
Effective August 15, 2003.
Students on the career readiness andability pathway must take the current stategraduation examination and achieve alevel of competency determined by thestudents IEP team.
The IEP team will determine if additionalevaluations , reports, or documents areneeded to facilitate a smooth transition.
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18August 2004
The NMHSCE & thePathwaysThe NMHSCE & thePathwaysStandard
Pathway—
Must pass theNMHSCE byachievingState’s minimumstandard
Career & AbilityPathways—
Must achieve the levelof competencydetermined by theIndividualized EducationProgram (IEP) Team
Achieving this level ofcompetency does notnecessarily equate to apass
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19August 2004
New Mexico Statutes &Regula t ionsNew Mexico Statutes &Regula t ions
House Bill 212, Providing Public SchoolReforms Chapter 153 established changesto graduation requirements.
House Bill 522 established requirement forall students in grades 8-11 to develop a“interim next-step plan” and students ingrade 12 to have a “final next-step plan”prior to graduation.
http://www.legis.state.nm.us/newsite/_session.asp?chamber=H&type=++&number=522&Submit=Search&year=04
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20August 2004
Individuals with DisabilitiesEducation Act (IDEA)Individuals with DisabilitiesEducation Act (IDEA)
Requires the participation of students withdisabilities (SWD) in general state anddistrict wide assessments. Also requiresdevelopment of alternate assessmentmethods for SWD unable to participate ingeneral assessments (34 CFR Sec.300.138).
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21August 2004
Individuals with DisabilitiesEducation Act (IDEA)Individuals with DisabilitiesEducation Act (IDEA)
Ensure access of the SWD to thegeneral curriculum, so that he or shecan meet the educational standardswithin the jurisdiction of the publicagency that applies to all children.(CFR 300.26 (b)(3)(ii))
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22August 2004
Individuals with DisabilitiesEducation Act (IDEA)Individuals with DisabilitiesEducation Act (IDEA)
Requires that transition services bebased on the individual student’sneeds, taking into account thestudent’s preferences and interest.(CFR 300.29 (a)(2))
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23August 2004
No Child Left Behind (NCLB)No Child Left Behind (NCLB)
Measures the progress of specificsubgroups (including SWD) towardmeeting the State’s studentacademic achievement standards(34 CFR. Sec. 200. (b) (7)).
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24August 2004
Pathway SelectionPathway Selection
Must be basedon the needs ofthe student andnot solely basedon the student’sability to earncredits or passthe current exitexam
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25August 2004
Standard PathwayStandard PathwayStudent must meet or surpass all
requirements for graduation as identifiedin the New Mexico Standards ofExcellence.
With or without accommodations
The student must pass the currentgraduation examination
The IEP team selects required coursesand electives based on the student’s post-school goals, interests, and needs
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26August 2004
Standard GraduationRequirements Handout 1
Standard GraduationRequirements Handout 1
English 4Social Studies 3Science 2 or 3Mathematics 3Physical Education 1Communication Skills 1Electives 9 or 8Total 23 credits
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27August 2004
Standard PathwayStandard Pathway
What we look for:Student’s long range goal statement
Identification of strengths and needs
Program of study should include allgraduation requirements
Electives and any remedial activitiesshould support the student to achievelong range goals and address studentneeds
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28August 2004
Standard PathwayStandard Pathway
What to look for:
How will the student participate in stateassessment
How will the student master skills topass the assessment
Needed accommodations
Who will be responsible
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29August 2004
What does it look like?What does it look like?
The student’s long range goal is to be aCPA
Student’s math courses must be inthe regular class setting to meetcollege entrance requirements andinclude accounting and bookkeeping
Student’s electives may includeadditional business related courses
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30August 2004
Departures from the StandardPathwayDepartures from the StandardPathway
Constitutes a change in placement mustbe documented in the IEP and on the PWN
Identify reasons for changing the pathway
Provide parents with a clear and concisedefinition of the alternate pathway
Notify parents and students of potentialconsequences that may limit the student’spost-secondary options
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31August 2004
Career Readiness PathwayHandout #2Career Readiness PathwayHandout #2
Student must achieve the CareerReadiness Standards with Benchmarks
http://164.64.166.11/cilt/standards/
Must focus on the student’s interest,career preference, and needs
Allows for substitutions of requiredcourses as appropriate
Goals and objectives are based on studentneeds and the Career ReadinessStandards with Benchmarks
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32August 2004
Career Readiness PathwayCareer Readiness PathwayWhat we look for:
Statement of student’s long range goals
Identification of strengths and needs
Statement of why the standard pathwaywas rejected
Program of study should include acombination of required and alternativecourses that will support the student toachieve their long range goals
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33August 2004
Career Readiness PathwayCareer Readiness PathwayWhat we look for:
IEP goals and objectives must addressareas of need and the Career ReadinessStandards with Benchmarks
Mastery and progress must bedocumented in the IEP
How the student will participate in stateassessment
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34August 2004
Career Readiness PathwayCareer Readiness PathwayWhat we look for:
Proficiency level the student must meeton the graduation examination
How will the student master skills topass the assessment or meet thetargeted proficiency level
Needed accommodations
Who will be responsible
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35August 2004
What does it look like?What does it look like?
Justification for alternative pathway
Cindy a 10th grader has a moderate SLDShe has not been successful on thestandard pathway. She is failing scienceand social studies and is at risk ofdropping out of school. She does well inclasses that are hands on such as art,family consumer science, and computerclasses.
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36August 2004
What does it look like?What does it look like?
Justification for alternative pathway
Cindy wants to work with small childrenin a daycare or as a teacher’s assistantafter graduation. Her program will focuson improving math and reading deficits,communication skills, and job readinessskills in preparation for employmentand/or formal training in childdevelopment.
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37August 2004
What does it look likeWhat does it look like
Program of Study11th grade:
Communication SkillsConsumer MathPrescriptive Reading Computer GraphicsChild DevelopmentPersonal Business Skills
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38August 2004
What does it look like?What does it look like?
Program of Study12th grade:
General Accounting Vocational Language ArtsPrescriptive Reading II Crafts IIWork Experience (Daycare)Work Experience (Daycare)
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39August 2004
Ability PathwayAbility Pathway
Based on meeting or surpassing IEP goalsand objectives
With or without reasonable modification ofdelivery and assessment methods
Reference skill attainment at the student’sability
Lead to meaningful employment
Varies from the standard high schoolgraduation requirements
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40August 2004
Ability PathwayAbility Pathway
What we look for:
Individualized for each student
Statement of student’s long range goals
Identification of strengths and needs
Statement of why the standard andcareer readiness pathways wererejected
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41August 2004
Ability PathwayAbility Pathway
What we look forFunctional or applied academics
IEP goals and objectives must addressareas of need
Mastery, progress, skill attainment mustbe documented in the IEP
How the student will participate in stateassessment
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42August 2004
Ability PathwayAbility Pathway
What we look forProficiency level the student must meet
on the graduation examination
How will the student master skills topass the assessment or meet thetargeted proficiency level
Needed accommodations
Who will be responsible
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43August 2004
What does it look like?What does it look like?
Justification for alternative pathway
Toby has a significant cognitive disabilityand meets the eligibility criteria for thealternate assessment. Toby lacks thebasic academic skills to participate in thestandard program of study and vocationalassessments indicate that Toby lacks thepre-vocational skills for the CareerReadiness pathway. Toby’s long rangegoals include becoming a chef and livingon his own.
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44August 2004
What does it look like?What does it look like?
Toby’s IEP should focus on strategiesand supports that will improve skillsneeded for the Career Readiness Pathway.His program should include functionalacademics, independent living, socialcommunity preparation, and prevocationalskills in community based settings toincrease his vocational skills as well asplacement in foods and cooking coursesin the family and consumer sciencedepartment.
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45August 2004
Role of the IEP TeamRole of the IEP Team
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46August 2004
The IEP team mustbase all decisions onthe studentslong-range goalsbeginning with the 8th
grade IEP
Student must be invited to theIEP meetingStudent must be invited to theIEP meeting
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47August 2004
The IEP team must:The IEP team must:
Consider thepathways in theorder theoptions arelisted inregulation
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48August 2004
The IEP team must ensure that:The IEP team must ensure that:
All domain areas of transition areconsidered and documented in the IEP:InstructionRelated ServicesEmploymentPost-secondary Education and/or
trainingCommunity ParticipationAdult Services
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49August 2004
PWNPWN
Graduation plansmust bedocumented onthe prior writtennotice of proposedactions
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50August 2004
Integrity of the DiplomaIntegrity of the Diploma
The IEP team isresponsible forverifying that thestudent achievedhis or her programand district goalsleading tograduation
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51August 2004
Emerging IssuesSurrounding the PathwaysEmerging IssuesSurrounding the Pathways
Misinterpretation of the PathwaysAchieving a level of proficiency that is
determined by the IEP team does notequate to passing the test foraccountability and reporting purposes.
Last-minute changes to IEP thatchange the pathway prior tograduation
OSEP
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52August 2004
OSEPOSEP
High Stakes testing
Graduation Options
IEP Teams
Diploma
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53August 2004
Pathways GuidancePathways GuidanceBeginning August 15, 2003, once a
student is a senior, IEP Teams cannotchange the student’s pathway if it departsfrom the standard pathway after the firstmonth of school. (approximately 22 schooldays)
Note: IEP teams can move students fromthe career readiness pathway to thestandard pathway, or from the abilitypathway to the career pathways at anytime during the senior year.
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54August 2004
Guidance NMHSCEGuidance NMHSCE
The level of competency must bereasonable and based on the student’spresent level of educational performance ina variety of settings.
The IEP team should look closely at the 10th
grade test scores and consider thosescores to be a baseline of performancefrom which the IEP team will identifystrategies to improve the student’s skills toachieve the level of competencydetermined by the IEP team.
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55August 2004
Guidance NMHSCEGuidance NMHSCEEnsure progress in the general curriculum
so that a student can meet the educationalstandards that apply to all students.
Align goals and objectives with statestandards with benchmarks andassessment. Goals and objectives need toreflect the skills needed to achievestandards reflected in assessment.
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56August 2004
Guidance NMHSCEGuidance NMHSCEBe sure the student takes practice
assessments. A student may know thematerial but if the student is not familiar withthe test format, he or she will have difficultypassing the test.
New Mexico High School Competency ExamDomains Specifications is a perfect tool forhelping students learn a test format.
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57August 2004
What does it look likeWhat does it look like
Target Proficiency LevelReasonableBased on PLEP in a variety of
settingsBased on course of studyBased on previous exam scoresThis regulation also applies to the
alternate assessment
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58August 2004
DocumentationDocumentation
Targeted levels of proficiency
PWN
Plan of action
District
Student
Family Support
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59August 2004
Certificate/Follow-up Planof Action (FPA)Certificate/Follow-up Planof Action (FPA)
At least one year before graduationceremonies, the PWN must state that astudent will receive a certificate.
Students must have a FPA as part of thetransition plan.
The FPA outlines responsibilities forstudents and school to ensure the studentreceives his or her diploma.
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60August 2004
Cert i f i ca t eCer t i f i ca t e
A certificate does not end thestudent’s right to FAPE.
A student is not reported as excitedon ADS.
If a student does not return tocomplete the FPA the district mustcount the student as a dropout.
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61August 2004
Rev i ewRev i ew
Discuss graduation plans for all students14 and older.
Is the student on target?
Identify needs
Identify strategies and interventionsthat will help them achieve their IEPgoals and meet graduationrequirements.
Provide Prior Written Notice
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62August 2004
Rev i ewRev i ewSelecting a pathway
Must be based on the individualstudents long-range goals, interest,preferences and needs.
Do not base pathway selection solelyon the student’s ability to earn creditsor pass the current exit exam.
The standard pathway is the rule notthe exception.
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63August 2004