Standards-Based Instruction for ALL Students
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Standards-Based Instruction for ALL Students Changing Perspectives, Changing Practices, Brighter Future 1
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Standards-Based Instruction for ALL Students. Changing Perspectives, Changing Practices, Brighter Future. Our Focus for this Class: The 1% Population. 88%. Topics for the Week. Changing Perspectives, Changing Practices. Some Thoughts About Change. Changing practice takes effort - PowerPoint PPT Presentation
Transcript of Standards-Based Instruction for ALL Students
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Standards-Based Instruction for ALL Students
Changing Perspectives, Changing Practices, Brighter Future
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Our Focus for this Class: The 1% Population
General PopulationStudents with DisabilitiesStudents Participating in Alternate Assessment
11%
11%1%
88%
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Topics for the Week
1• Changing Curricular Practices
2• New Post-School Options
3• College and Career Readiness for ALL
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Changing Perspectives, Changing Practices
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Some Thoughts About Change
• Changing practice takes effort• Change is uneven• Lessons from implementation science - teachers
must believe that the change will be positive
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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.
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Managing Complex Change
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Changing Curricular PracticesChanging Options for the Future
Developmental Approach
Functional Life Skills
Life Skills + Classroom Inclusion
Life Skills + Classroom Inclusion + Standards-Based Instruction
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
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An evolving legislative history provides impetus for this shift in thinking.
1975 - FAPE1997 – Access to the General Ed
Curriculum
2004 – Access to the Curriculum in the Regular
Classroom
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College and Career Readiness
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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].
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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].
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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
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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].
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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)
