How Can Youth with Disabilities Achieve at High Levels in High School? U.S. Department of Education Regional Summit Archived Information

1 An Education System for ALL Students Assumptions to Remember All students can learn — high expectations are very important. All students can learn — high expectations are very important. Not all students can show their knowledge and skills in the same way. Not all students can show their knowledge and skills in the same way. Alternatives in education are important, but must be used carefully. Alternatives in education are important, but must be used carefully.

2 Issues for Today Implications of state and local school district assessment and accountability systems Determining what students should know and be able to do Meeting students’ academic and transition needs School completion and graduation are goals for all Implications of state diploma alternatives

3 Quality Instruction Students with disabilities need access to quality instruction in order to achieve progress (Gersten, 1999) Highly-qualified and effective teachers Using evidence-based practices

4 IDEA 97 PART B REGULATIONS (34 CFR PART 300 ) IDEA 97 PART B REGULATIONS (34 CFR PART 300 ) (3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction- (i) To address the unique needs of the child that result from the child's disability; and (i) To address the unique needs of the child that result from the child's disability; and (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children (b)(3)(ii)

5 Current Status – What We Know Graduation rates Graduation rates The rate for youth with disabilities who graduated with a standard diploma has steadily improved from 42.4% in to over 51% for the school year The rate for youth with disabilities who graduated with a standard diploma has steadily improved from 42.4% in to over 51% for the school year (U.S.Department of Education, 2004)

6 Current Status – What We Know Academic courses Academic courses Nearly all students with disabilities (98.6%) take academic classes, which average 60% of their coursework. Nearly all students with disabilities (98.6%) take academic classes, which average 60% of their coursework. Classes typically include language arts, mathematics, social studies and science; about one in five students with disabilities takes a foreign language. Classes typically include language arts, mathematics, social studies and science; about one in five students with disabilities takes a foreign language. Comparisons between the National Longitudinal Transition Study (NLTS, 1993) and the 2003 NLTS2 data show a dramatic increase in students with disabilities taking challenging courses that are often associated with preparation for postsecondary education. Comparisons between the National Longitudinal Transition Study (NLTS, 1993) and the 2003 NLTS2 data show a dramatic increase in students with disabilities taking challenging courses that are often associated with preparation for postsecondary education. (Wagner, Cameto, & Newman, 2003) (Wagner, Cameto, & Newman, 2003)

7 Current Status – What We Know Academics NLTS2 found that most students with disabilities, on average, make at least adequate progress as indicated by teachers on grade reports. NLTS2 found that most students with disabilities, on average, make at least adequate progress as indicated by teachers on grade reports. When standardized test performance was compared with students’ reported grades, students with disabilities were an average of 3.6 years behind expected performance for their grade level in both reading and math. When standardized test performance was compared with students’ reported grades, students with disabilities were an average of 3.6 years behind expected performance for their grade level in both reading and math. (Wagner, Cameto, & Newman, 2003)

8 Current Status – What We Know Vocational Education Courses Nearly two-thirds of youth with disabilities are enrolled in at least one vocational education course. Nearly two-thirds of youth with disabilities are enrolled in at least one vocational education course. 71% take vocational education in a general education classroom in a given semester. 71% take vocational education in a general education classroom in a given semester. Participation in vocational educational courses has declined markedly since NLTS, consistent with an increase in participation in academic courses. Participation in vocational educational courses has declined markedly since NLTS, consistent with an increase in participation in academic courses. (Wagner, Cameto, & Newman, 2003)

9 Current Status – What We Know Employment Employment In 2002 only 31% of civilian non- institutionalized youth with disabilities, ages 18-24, were employed, compared to 85% of those without a disability. In 2002 only 31% of civilian non- institutionalized youth with disabilities, ages 18-24, were employed, compared to 85% of those without a disability. (U. S. Bureau of Labor Statistics, 2002) (U. S. Bureau of Labor Statistics, 2002)

10 Current Status – What We Know Self-determination Self-determination Students who are expected to take responsibility for planning their futures and to engage in self-determination activities in secondary school also take greater responsibility for their lives after school Students who are expected to take responsibility for planning their futures and to engage in self-determination activities in secondary school also take greater responsibility for their lives after school (Malian & Nevin, 2002; Price, Wlensky, & Mulligan, 2002 as cited in Cameto, Levine, Wagner, & Marder, 2003, p. 6-1.) (Malian & Nevin, 2002; Price, Wlensky, & Mulligan, 2002 as cited in Cameto, Levine, Wagner, & Marder, 2003, p. 6-1.)

11 The Context of Standards-Based Reform — Everything else is negotiable — schedules, place, time, structure, curriculum, instructional methods, methods of assessment (National Center on Secondary Education and Transition, 2004)

12 Challenges Facing Schools  To ensure access to the general curriculum.  To increase the high school graduation rates.  To ensure preparation for postsecondary education and employment.  To increase informed parent involvement in education planning, life planning, and decision-making.  To promote students’ self-determination and advocacy.  To improve collaboration and links with systems at all levels.  To ensure a qualified workforce in schools.  To collect and use post-school outcome data for program improvement.

Curricular design Curricular design Skilled teachers Skilled teachers Instructional materials Instructional materials Research-based methods Research-based methods Assessment aligned to standards Assessment aligned to standards Collaboration among teachers facilitated by planning time during the school day Collaboration among teachers facilitated by planning time during the school day Scheduling Scheduling Tools and Strategies for Access, Participation, and Progress

14 Research-Based Instructional Methods Individually referenced instruction Individually referenced instruction Intense and frequent instruction Intense and frequent instruction Explicit instruction Explicit instruction scaffolding scaffolding anchored instruction anchored instruction Mediating existing materials Mediating existing materials content organizers (Lenz, Schumaker, Deshler & Bulgren, 1994) content organizers (Lenz, Schumaker, Deshler & Bulgren, 1994) concept organizers (Bulgren, Schumaker, & Deshler,1995) concept organizers (Bulgren, Schumaker, & Deshler,1995) mnemonic adaptations (Mastropieri & Scruggs, 1990, 1992, 1999) mnemonic adaptations (Mastropieri & Scruggs, 1990, 1992, 1999)

15 Research-Based Methods for Inclusive Classrooms Curriculum-based assessment Cooperative learning Self-management Class-wide peer tutoring Strategy instruction Explicit Instruction Goal-setting (self-determination) (King-Sears & Cummings, 1996)

16 Assessments Aligned to Standards General assessment without accommodations General assessment without accommodations General assessment with accommodations General assessment with accommodations Alternate assessment Alternate assessment (National Center on Secondary Education and Transition, 2004)

17 Universal Design for Learning (UDL) The design of products and environments are designed so they may be used by all people. The design of products and environments are designed so they may be used by all people. A range of supports is built into the products and environments. A range of supports is built into the products and environments. The range of supports substantially reduces, or eliminates, the need for further adaptation or specialized design. The range of supports substantially reduces, or eliminates, the need for further adaptation or specialized design. (Orkiwis & McLane, 1998; Rose, 1999, 2000, 2001)

18 d d e e n n t t s s I I n n v v o o l l v v e e s s l l e e a a r r n n er r a a c c t t iv v e e l l y y i i n n m m a n n y y w w a a y y s s Three Principles of UDL (Rose, 1998)

19 Success Data and Stories Several success stories have been featured in the media recently. We need to pay attention to these. Ones that involve secondary education students come from New York New York Massachusetts Massachusetts Boston Boston (National Center on Education Outcomes, 2004)

20 Trends in Number Tested and Number Scoring * New York Regents English Exam, 2001: Number of students with disabilities passing is higher than the number taking in the past Trends in Number Tested and Number Scoring * * Public School Districts, Includes Special Act School Districts Data are from the OLAP file, and are as of March 23, 2001 New York State Education Department Office of Vocational and Educational Services for Individuals with Disabilities, August 2001

21 From the Boston Globe (12/22/02) Katie Bartlett spent all of her 17 years exceeding the expectations the world placed on her when she was born with Down Syndrome.... Still no one was quite sure what would happen when Bartlett took the MCAS exam, now a requirement for a high school diploma in Massachusetts. This is what happened:She passed. This is what happened: She passed. (National Center on Education Outcomes, 2004)

22 These success stories are related to the content standards, a defined general curriculum, aligned instruction, good assessments and good assessment decision- making (National Center on Education Outcomes, 2004)

23 Challenges to Policy and Practice To align concepts of common content and performance standards, assessments and accountability with the legal mandate for “individualized” education. To align concepts of common content and performance standards, assessments and accountability with the legal mandate for “individualized” education. To align special education requirements and practices with standards-driven reform. To align special education requirements and practices with standards-driven reform. To build professional capacity. To build professional capacity. To share responsibility. To share responsibility.

24 Contact Information Address: Office of Special Education and Rehabilitative Services U.S. Department of Education 330 C St., S.W. Washington, DC Phone: Stephanie Smith Lee, Director Office of Special Education Programs Web: