1. Applied Studies Diploma Overview

2. Rationale July 1, 2015 – Name Changed to “Applied Studies Diploma” – Criteria remains the same

3. Postsecondary Engagement 2014 2.6% of graduates earned a Special Diploma 2015 Students who earned Special Diploma comprised 47% of unengaged population

4. Unengaged Proportions 10/22/2015

5. Currently

6. How can we focus efforts? Self-Determination Communication Technology

7. Curriculum Map Purpose: To provide a state-wide structure for teachers to work within to develop meaningful skills that will result in student engagement following graduation

8. What it is not A replacement for state-wide assessment – Students continue participation in SOL, VAAP, etc. A list of every skill that students will need Prescriptive

9. Development Regional TTACs – GMU, JMU, ODU, VCU, VT – groups of content area and special educators Reviewed and revised internally (VDOE) VDOE content specialists reviewed

10. Development Additional resources and references include – Brigance Transition Skills Inventory – The Syracuse Community-Referenced Curriculum Guide – The Assessment of Functional Living Skills (AFLS) – National Secondary Transition Technical Assistance Center – Minnesota Region 10 Social Skills Inventory – 21 Workplace Readiness Skills for the Commonwealth

11. Organization Skills (Levels) Competency Domain English Community Literacy Recognize signs in the community (1) Use community texts to solve problems (4) Documents and Forms Commun. emergency information (1) Produce a complete resume (4)

12. Domains English Mathematics Science Social Science Independent Living Employment

13. Competencies A combination of skills, abilities, and knowledge needed to perform a specific task – identified based upon their relevance and application in workforce and community – Aligned with Workplace Readiness Skills for the Commonwealth

14. English Competencies Self Selected Reading/Reading as leisure Community Literacy Comprehension Written Correspondence Composition Documents and Forms 6 Competencies 85 Skills

15. Math Competencies Time, Task, and Resource Management Data Sense Mathematical Reasoning Geometric and Spatial Reasoning Measurement Money Management Ratios and Proportions 7 Competencies 187 Skills

16. Science Competencies Classification Ecology Chemical Reactions Earth and Space Interactions Measurement Safety Science as Inquiry 7 Competencies 114 Skills

17. History and Social Science Competencies Financial Aspects of Government Laws and Rules of Good Citizenship Map Skills Economics Interpersonal Skills 6 Competencies 88 Skills

18. Independent Living Competencies Personal Management Safety and Health Social and Communication Mobility Recreation and Leisure Food Preparation Home Living/Management Using Services Illness Prevention Nutrition 10 Competencies 221 Skills

19. Employment Competencies Career Awareness Job Seeking Skills Social and Communication Essential Job Skills/ Job Keeping Employability Self-Advocacy Problem Solving 7 Competencies 122 Skills

20. Levels address the depth of understanding within each competency. – Level 1- Recognize and Recall – Level 2- Identify and Comprehend – Level 3- Interpret and Understand – Level 4- Apply and Generalize

21. Skills Statement of expected learner achievement upon exiting the school program at graduation or at age 22 – 817 total skills – Not exhaustive list – Starting point for creating IEP goals and objectives – Teaching strategies and activities are tailored to students’ strengths and interests

22. Format Competency and Definition 1 Recognize and Recall 2 Identify and Comprehend 3 Interpret and Understand 4 Apply and Generalize Community Literacy The student uses literacy skills and an understanding of various community texts to solve problems and meet needs of adult life. WRS:9 Recognize and finds signs in the community. Recognize and finds various community texts (menu, map, label, sign, etc.) when asked. Identify and responds appropriately to safety signs in the community. Identify a variety of resource texts used in the community & determine situations for using each. Examples may include electronic or printed texts (menu, map, labels, signs, etc.). Identify a need and the corresponding text that may provide needed information. Identify and locates needed text by function. Independently fill a need or solves a problem using community texts. Use various resources (online, hardcopy, spoken language) to locate needed information, which may include: -finding and using the contact information for a local business -Getting directions to a location -Utilize the menu of a restaurant to make choices based on personal preference and budget -finding times for events (movies, concerts, etc.) -getting a local bus schedule Increase in depth of knowledge Increase in breadth

23. Implementation 10/22/2015

24. Curriculum Guidance Gen Ed Curriculum without adaptations Functional Generalized Skills Usable Across Life Routines Embedded Academic Skills Usable in Specific Life Routines Adaptations to Bypass Academic Skills Snell & Brown, 2006 10/22/2015

25. Gen Ed Curriculum Without Adaptations Student will master grade level material Virginia SOLs Does not restrict team from working on goals and objectives within the curriculum map 10/22/2015

26. Functional Generalized Skills Usable Across Life Routines Student will master critical skills for use in home, community, school, and work settings SOL or VAAP depending on the student 10/22/2015

27. Embedded Academic Skills Usable in Specific Life Routines Acquire academic skills in the context of their daily routine –Reading lunch menu, counting money to pay, language and communication skills Decreasing the need for additional instruction for generalization of skills 10/22/2015

28. Adaptations to Bypass Academic Skills Using community based functional adaptations to academic skills –Matching coins to a jig, picture menus Directly teaching skills as they will be used in real life situations 10/22/2015

29. Evidence Based Practices Instructional methods and strategies proven through research to be effective in teaching specific skills Useful in a variety of settings – Classrooms, work sites, community, social settings, home Useful for a variety of skills – Employment, daily living, communication, academics, job-routines and tasks, independence

30. National Technical Assistance Center on Transition Identified sets of Evidence Based Practices and Predictors http://transitionta.org/http://transitionta.org/ Provides supporting literature, research methodology, additional tools and links

31. Evidence Based Practices (NSTTAC) Chaining (backwards and forward, total task) Community Based Instruction Computer Assisted Instruction Mnemonics Self-Monitoring and Self-Management Video Modeling Prompting (Least to most, most to least, time delay) Self-Advocacy and Self Determination Visual Supports Mobile Technology Simulation Peer Assisted Instruction

32. Why Use EBPs? Provides a foundation for instruction Effective strategies are already outlined Determine best course of action for teaching similar skills Clear communication between entities – School Home – School employer/ community setting – Student all

33. Additional Resources Step by step guides, training videos through National Professional Development Center for Autism Spectrum Disorder – http://autismpdc.fpg.unc.edu/evidence-based- practices http://autismpdc.fpg.unc.edu/evidence-based- practices

34. Predictors Activities, services, and supports that occur during the school years – Associated with higher rates of success Ohio Employment First Transition Framework Evidence Based Predictors Tool Ohio Employment First Transition Framework Evidence Based Predictors Tool – Definitions and examples – Team discussion questions – Examples of how to use – Links to additional resources

35. Predictors (NSTTAC) Collaborative Networks for Student Support Individualized Career Development Authentic Community Based Work Experience Social and Social-Emotional Instruction and Skills Academic, Vocational, Occupational Education and Preparation Supporting Parental Involvement and Expectations Self-Determination, Independent Living Skills Instruction and Skill Building Inclusive Practices and Programs

36. Uses for the Curriculum Map Assessing student skills (present level) Developing a to-do list Increasing student engagement Guiding conversations in IEP meetings Linking with standards Guiding lesson plans for all students

37. Assessing Student Skills Some easier than others – Behavioral Observation – Performance Sample – Situational Assessment 10/22/2015

38. Mapping Skills Starting with the student’s goals, work back through the curriculum map to identify skills Develop timeline 10/22/2015

39. Increasing Student Engagement Long term goal setting Preferences Developing the map Tracking progress toward the goal 10/22/2015

40. Guiding IEP Discussions Parent resource Student resource Provides a common resource to guide work 10/22/2015

41. Linking with Standards Crosswalk is nearly complete Help team identify appropriate coursework Help school develop new course(s) if needed to address specific skills Help teams assess quickly based on courses completed 10/22/2015

42. Guiding Lesson Plans for All Every student needs the skills outlined to be successful Reaching into earlier grades Keeping a focus on independence 10/22/2015

43. Goal Planning Worksheet

44. Developing Goals Work top to bottom Select a skill from curriculum map Identify present level Identify EBP to utilize in teaching the skill Identify predictors Define evidence of mastery Write IEP goal

45. Using Existing Goals Work Bottom to Top Tie existing goals back to curriculum framework Identify effective teaching practices and predictors

46. Current Projects Pilot Project – 20 classrooms, 15 divisions Large stakeholder review group – Educators, employers, community members, parents Progress Check Sheet for teachers

47. Pilot Project Purpose: give teachers the opportunity to use the Applied Studies Curriculum Framework – assess the students’ skills – guide IEP teams in development of present level of performance, annual goals, objectives and/or benchmarks

48. Teacher Responsibilities Develop IEPs (present level of performance, goals, objectives or benchmarks, reporting progress, etc.) Use the competencies in designing units and lesson plans Design project-based learning activities, and Develop authentic performance assessment documenting student progress and mastery of competencies

49. Teachers’ Responsibilities submit the resources they develop participate in focus groups – feedback on the usefulness and functionality of the framework

50. Future Directions Electronic Platform for Tracking Student Progress – Teacher tools and resources Data entry, goal selection – Student tools and resources Dashboard, badging, resume builder – Tie into statewide IEP

51. Future Directions Accountability – Implementing evidence based practices with fidelity – Incorporation of evidence based predictors – Making data based decisions – Student growth? – Seeking feedback on accountability measures

52. Activity Part 1 Each table has part of the curriculum map on their table Divide it up as you see fit Identify what you consider to be a critical life skill (highlight it) 10/22/2015

53. Activity Part II What does instruction look like for …. –Gen Ed Curriculum without adaptations –Functional Generalized Skills Usable Across Life Routines –Embedded Academic Skills Usable in Specific Life Routines –Adaptations to Bypass Academic Skills 10/22/2015

54. Stakeholders Questions or concerns? Please contact: Daniel Irwin daniel.irwin@doe.virginia.gov 804-371-7421 Bulletins - http://www.doe.virginia.gov/instruction/gradua tion/other_diploma.shtml http://www.doe.virginia.gov/instruction/gradua tion/other_diploma.shtml