DOCUMENT RESUME ED 467 293 EC 309 116 AUTHOR Hanley-Maxwell, Cheryl; Phelps, L. Allen; Braden, Jeff; Warren, Valli Schools of Authentic and Inclusive Learning: Research TITLE Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief. INSTITUTION Wisconsin Center for Education Research, Madison. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. REPORT NO RISER-No-1 PUB DATE 2000-00-00 NOTE 13p. CONTRACT H158J70001 AVAILABLE FROM RISER, University of Madison-Wisconsin, 1025 West Johnson Street, Suite 461, Madison, WI 53706. For full text: http://www.wcer.wisc.edu/ riser/briefs.html. PUB TYPE Information Analyses (070) Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS Academic Accommodations (Disabilities); *Academic Achievement; Critical Thinking; *Disabilities; Educational Assessment; Educational Change; *Educational Practices; Educational Principles; *Inclusive Schools; Policy Formation; Secondary Education; *Special Education; Testing Accommodations; *Thinking Skills IDENTIFIERS *Authentic Learning ABSTRACT This brief provides an overview of the foundation and framework for the Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities. RISER focuses on secondary schools engaged in reform efforts that include students with disabilities and seeks to identify restructuring practices that benefit all students. RISER's goal is to expand the knowledge base related to practices in secondary schools that enhance authentic learning, achievement, and outcomes for students with disabilities. After discussing pitfalls and possibilities in education reform and inclusion, the brief describes three essential features of authentic student learning: (1) construction of knowledge, in which students take information and construct knowledge using higher order thinking process6s to transform information into knowledge; (2) disciplined inquiry, in which students draw on the established knowledge base to conceptualize problems in terms of the discipline and elaborate their inquiry via extensive writing; and (3) value beyond school, in which students generate products of learning that have an audience beyond the classroom. The relationship between authentic achievement and special education is explored and an expanded model of authentic achievement is introduced, the Schools of Authentic and Inclusive Learning, which addresses the needs and assets of students with disabilities. (Contains 15 references.) (JCR) Reproductions supplied by EDRS are the best that can be made from the original document Research Rnsfittute on Secondary en tducatrion Reform (RJISER) N for Youth with Dis bilities VD 71- No. 1 EPARTMENT OF EDUCATION Otli of Educational Research and Improvement El ATIONAL RESOURCES INFORMATION [ CENTER (EIC) R This Schoolls of Authentic and document has been reproduced as received from the person or organization originating it. , lInchisive Learning Minor changes have been made to improve reproduction quality. 1 Points of view or opinions stated in this document do not necessarily represent official OERI position Allen Phelps, Cheryl Hanle ys;Aliqxwe. or policy. Jeff Biade\11,4 Valli Warren f !' ";,`, he era of reform has arrived at the dobrStepfand captured the full attention 3 . America.- In many communities, fundamental of I schools °, across Jedrning, p:artiCulailriii high schools, are assumptions about teaching . being carefully scrutinized and, iii,some .cases;IrafiSformed dramatically. For the years (i e., Since the pOlication otlAWation at Risk), the political, past' ecimomi6;and social efficacy of, high sohoolS' has been challenged by business leader's, parepts,:"and politicians iSliecific reform movements (e.g., standards- based'reform, school restructuring, vouchers, school-to-work, charter and choice schools) emerged rariidly,m.reSponse to these concerns and the poor performance \yoUtli,:ion international comparisons of student achievement. This trendiis reqUiring,secondary-level educators to re-examine their teaching in terms ofi'what new approaches curriculum and instructional strategies, (e.g., organizational models, and support services) are available, and what results (e.g., . academic achievement gains, post-school outcomes) have they achieved. Unfortunately, most of the recent emphases on educational reform (and the related programs and strategies) have been generated with limited research or consideration of the implications these reforms hold for students with disabilities., We have reached a critical point in the educational reform dialogue where special Continued on page 3 1025 West Johnson Street, Suite 461, University of Wisconsin-Madison, Madison, WI 53706 (608) 263-0630 (608) 265-0538 fax http://www.wcer.wisc.edu/riser BEST COPY AVAILABLE INSTITUTE MISSION ACKNOWLEDGEMENTS The mission of the institute is to expand the current knowledge base related to practices and policies in Thank you to Bruce King, Jennifer Schroeder, and Mary secondary enhance that schools learning, Jackie their Buckley Fish for achievement and postschool outcomes for students contributions invaluable Brief. to this with disabilities. Additionally, thank you to Lizanne De Stefano, Barbara Guy, Susan Hasazi, David Johnson, and 411 Martha Thurlow for their assistance the in II.' conceptualization of the RISER model. CORE RESEARCH QUESTIONS RISER Information of What critical features are instruction, 1. assessment, and support strategies that promote DIRECTORS authentic understanding, achievement (and and performance) "for all students? Cheryl Hanley-Maxwell L. Allen Phelps have changes in authentic inclusive learning and schooling practices affected the school and PROJECT OFFICER postschool outcomes (and for their interaction) ',disabilities students with (collectively and Marlene Simon disaggregated) using frames of reference focused on eqinty, value added, and accountability? `3: How do schools accommodate district and state RISER Staff outcome assessments, do and how such accommodations affect the participation in, reporting Jeff Braden of, and validity of assessment? Brian Bottge Jacquelyn Buckley schools evolving toward authentic and 4. In Mario Sanchez :Dealca inclusive instruction, what are the roles and Mary Fish as they engage in expectations of stakeholders M. Bruce King planning for secondary postsecondary and Marianne Mooney experiences? Carie Novitzke Jennifer Schroeder What contextual factors are required to support 5. Valli Warren and sustain the development of secondary-level Michele Flasch Ziegler learning environments that promote authentic understanding, achievement, and performances for all students? The preparation of this paper was supported by a grant from the U.S. Department of Education, What strategies are effective in providing both 6. Office of Special Education and Rehabilitative information and support to policymakers, school Services, Office of Special Education Programs administrators, teachers, human service personnel, (#H158J70001) and by the Wisconsin Center for and the community so they utilize the findings to of Education Research, Education, School create support learning environments and that of University Wisconsin-Madison. Any promote authentic understanding, achievement and opinions, findings, or conclusions are those of performance for all students? the authors and do not necessarily reflect the views of the supporting agencies. 2 BEST COPY AVAILABLE or workplace, education programs and the links to related live enter the college, independently. One recent analysis of postschool disabilities, developmental disciplines (e.g., outcome studies (Phelps & Hanley-Maxwell, must be health) mental rehabilitation, 1997) reveals results for youth with disabilities redesigned, along with programs in general that are uniformly disappointing. The dropout education, and in a way that is maximally of those exceed these youth for rates Special education. general with integrated nondisabled- students by nearly a factor of two. education and other programs addressing the While nearly 85% of high school students needs of young people with disabilities. cannot graduate in four years, only 55% of learning and evolve in isolation from the broader national emotionally disabled students receive a high interests and reforms. As the world policy school diploma. For students with disabilities (and students changes, all school beyond who do complete to access high school, especially those with disabilities) must have postsecondary and earnings, employment, access to challenging curricula and instructional education falls substantially below that of their prepare to them will that experiences peers. Hence, the U.S. Department of Education successfully meet the new academic learning continues to challenge educators and citizens to standards that characterize what graduates must build learning systeins that ensure all students know and be able to perform. will achieve challenging academic standards. IDEA Amendments recently enacted The Reconciling the conflicts between standards- that are and themes emphasize principles based educational reform and individualized consistent; with advance efforts to the diversity. and which equity education, in educational reformgenerally (see text box). concerns are of paramount importance, will'not possible, The does seem but easy, it be Committee on Goals 2000 and the-; InclUsion of (source: IDEA '97 Strategiei' for Simcess (McDonnell, Disabilities with Students McLaughlin, & Morison, 1997) argires,that the Overview) = convergence of these pOsitionS can be adhieved if two principles are implemented: children for expectations with Raising disabilities Our two guiding, principles are that involvement the parental Increasing in all students 'should have access to education of their children standards aildthat,policy Ensuring that regular education teachers are makers and educators :ShOuld be held planning assessing and involved in for every acdountable publicly children's progress student's perforinance. However, we disabilities in with children Including also conclude that adaptations will be assessments, performance goals, and reports for some with students required to the public disabilities, particularly those with quality professional Supporting cognitive disabilities. significant personnel who are development for all incorporate efforts Moreover, to children with educating involved in disabilities varying students with disabilities effectively will be hindered over the short term by a shortage of financial http://www.ed.gov/offices/OSERS/IDEA/ and resources, an professional overview.html "inadequate research base" (emphasis added); and conceptual ambiguities in both policy frameworks. (p. 2) Brief provides of overview an the This For youth with disabilities, as well as other foundation and framework for the Research youth, the experiences of high school can have Education Reform Secondary Institute on long-term effects on opportunities to attend 3 4 BEST COPY AVAILABLE (RISER) for Youth with Disabilities. RISER general education environment and instructional this time) for practices are not suitable focuses on secondary schools engaged in reform (at students with disabilities. For example, negative efforts that include students with disabilities and teacher toward students attitudes with -restructuring educational identify seeks to disabilities, lack of teacher and administrator practices that benefit all students. RISER's goal knowledge/competence related to instruction of is to expand the current knowledge base related and the need for students with disabilities, to practices and policies in secondary schools that enhance authentic learning, achievement, ongoing teacher undermine support may and related postschool outcomes for students for successful education students with disabilities. At the instructional level, critics cite with disabilities. Hence, the focus of the institute studies (see below) that document problems with is to examine how inclusive efforts interact with in general education, and in general education classroom practices as they reform efforts based on relate, to students with disabilities. These studies authentic efforts particular those find that general educators primarily rely on achievement (Newmann & Wehlage, 1995; large group instruction with little attention to Secada, Newmann, Wehlage, & 1995). from which progress. individual General needs and foundation the Therefore, the educators are_ foUnd -no be mostly concerned with agenda built requires an research is understanding of inclusion issues as well as maintaining Oassronm routines and conformity (Baker authentic achievement prior to discussing the 1995; McIntosh, 1990, ZrgmOrid; Vaughn, 1,Schumm,/ Haager, & Lee, RISER model. 1993; Ziginond & Baker,/,1994). Additionally, general prepared to education Jeaeherg Ado not feel Education Reform and Inclusion:: develop accommodations and do not have Pitfalls and Possibilities enough c011aboratfon time with special educators . accommodations develop instructional to Some special educators attempt 'to improve- me 1995). As (Schurrim', & Vaughn, a- result, general and connections between Y special accommodations are rarely used unless they are education by advocating 'the, education 'of easy to implement and have limited impact on education the students within general- < or classroom routine time (Fuchs, Fuchs, inchisive these educators, mainstream. To Hamlett, Phillips, & Karns, 1995; Munson, education is the besr way-lo provide ediication 1987). for students with disabilitieS.Lipsky:and Gartner necessary' factors identify in (1996) seven These critics argue for a continuum of services successful inclusion. ," visionary leadership..., of students to the needs meet with all collaboration..., refocused use of assessment..., disabilities. Furthermore, their concerns about supports for staff and students..., funding..., general education as the primary setting for effective parent involvement..., and curricular consider instruction they deepen when adaptation and adopting effective instructional secondary education. "The curriculum shifts into practices..." Inclusion efforts 11-12). (pp. high gear in the form of bodies of knowledge, appear to be growing. They currently occur in usually referred content-area courses. to as every state, many locations, at all grade levels Students are expected to digest the material and types of disabilities and with (National all through their skills demonstrate the ability to use Restructuring Center and Educational on the information for ever increasingly abstract Inclusion, as cited in Lipsky & Gartner, 1996). purposes. These purposes are only occasionally of use" practical everyday the sense in Other special educators argue against inclusion (Lieberman, 1996, p. 22). But in this way many for students with disabilities. "We understand students with disabilities are not provided with relatively little about how student placement the skills and knowledge essential for their adult determines what is possible and what is probable lives. When inappropriate content is coupled outcomes are instruction and far as its as with greater difficulty in skill and knowledge concerned" (Kauffman, 1993, p. 8). To add to acquisition, application, and retention, the. end this uncertainty, inclusion critics charge that the 4 BEST COPY AVAILABLE achievement' be used to restructure school and students These disastrous. result can be classroom settings that allow all students to learn experience a reduced "end-point" (acquiring less together and be successful beyond school?" skill and knowledge than do their peers without disabilities), few skills that are needed for their everyday survival, and a great deal of difficulty Authentic Learning, Teaching applying what they have learned to everyday tasks and settings. Interestingly, the identical and Schooling of high criticism argument undergirds the Educators, policymakers, and researchers must schools in general. All students are said not to be getting knowledge and skills they can use in grapple with the question, "What makes school today's real-world settings (U.S. Department of reform successful?" After examining data from more than U.S., across the schools 1,500 Labor, 1991). Newmann, Wehlage, and colleagues came to,the conclusion that school reform was successful Although these issues may be argued in moral, at the terms, when it created authentic student learning. That philosophical and ethical, administrative individual classroom or system level, the debate methods, instructional is, may also be addressed in empirical terms. That structures, ancl,comn)unity/school supports did is, rather than arguing if it is possible or right, themselves, lead to better student not in,anCI,Of we are interested in addressing the question, outcomes in restructured schools; rather, it was a "Can youth primary focus...on, student achievement fully that and be disabilities with effectively included in redesigned/restructured unsuccessful from distinguished successful high schools?" The answer to this question s"\ gchooti reform-effdits. Successful schools kept on how their focus as they 'student performance as one,,, defines f; a depends part in successfully restructured high school. setting. We -nrodified iinstructional practices, administrative of Structures; and community/school supports to constructs "authentic;`` the selected have achieve student learning (Newmann & Wehlage, student achievement", and ''aiithentiO pedagogy"- they emerge& from stifdy '-of as < a restructured schools . (Newmann & Wehlage; ,;) 1995; Newmann et 4,1995) to help us' define; Student learning is the core of successful school reform. Authentic student learning, uncovered in successful restructuring., of classrooms studies longitudinal in of :authentic learning and restructured schools, has three essential features: The constructs teaching were chosenlfor \seyeial reasons. First, they address the instructional level concerns of which Construction knowledge, in 1. raised by special; educators opposed to more students take information and construct (not inclusive educational models. Clearly, merely reproduce) knowledge using higher these order thinking processes organize, concerns argue for overhauling the entire system (e.g., pursuit of new and more synthesize, interpret, explain, evaluate) to of education in appropriate student outcomes. Second, authentic transform information into knowledge. improved Disciplined inquiry, in which students draw associated with instruction is 2. on the established knowledge base (e.g., outcomes for a variety of students, including students considered to be at risk. Third, many of studies) to social mathematics, terms of the the critical elements of authentic achievement conceptualize problems in discipline (e.g., using the scientific process critical in identified as parallel elements to understand biology), and elaborate their inclusive education in general and some specific special education practices. Finally, authentic inquiry via extensive writing. Value beyond school, in which students specific not dictate achievement does 3. frames the generate products of learning that have an instructional methods. Instead, it audience or value beyond the classroom purpose of every administrative and instructional activity within the context of authentic student (e.g., published poetry, collection of data for genuine research projects). Such products learning. Therefore, we ask, "Could 'authentic 5 BEST COPY AVAILABLE contrast with products that exist primarily or Authentic Achievement and Special solely for purposes of educational evaluation Education (e.g., tests, quizzes, papers that only teachers read). For educators years, many special have considered concepts that parallel the essential Schools that structure their pedagogy, school features of authentic achievement. However, organizational capacities, and external supports they have used different terminology to refer to to achieve authentic student performances are these practices. related Special skills and in promoting high-quality to succeed likely education literature devoted to learning to learn, student outcomes, as measured by in-class tasks using metacognitive strategies (e.g., problem of academic standardized measures and solving), building on foundational information, achievement. Furthermore, 'these outcomes are learning to generalize, and curriculum based likely to be equitable (i.e., they tend to reduce assessment all reflect skills and practices that are diverse among differences achievement in emphasized those consistent the with in minority and class groups; Newmann, Marks, & construction of knowledge component. Each of Gamoran, 1995). these techniques.-focuses on developing and utilizing higher, order thinking. Additionally, Implementation of authentic achievement and beyond they move to require_ Students schooling depends heavily on the commitment reproducing knowledge to manipulating and and competence of teaching staff to realize its afiplSring it Often in 'a way that is meaningful in aims. The intent of authentic achievement and, their lives: schooling as a framework is to focus educators' attention on the knowledge and skills they want, Special education literature currently reveals master. When fodiging on the students to of the attention to disciplinary use little knowledge and skills they want: students to practices. However, it contains other practices, examine ,the, need' '-to educators master, which appear to parallel the remaining elements tests/assessments and instruction they use':These,' inquiry. When an expansive of disciplined pedagogical tools reflect the extent: of cognitive definition of disciplinary content is utilized, it is challenges posed to students. The: presence of clear educators special have always that cognitive challenges ;ernbedded: ,in ; instruction students with disabilities demanded that all influences the quality, of student learning and is of demonstrate foundational level some reflected in authentic' student achievement. In knowledge associated with the various academic order for authentic `student achievement to occur, disciplines. This includes functional skills and educators need to engage in authentic pedagogy, activities of daily living skills. Special educators where instructional and assessment strategies have attempted to ensure that students have think, develop in-depth require students to "deep knowledge" "disciplines" the in by understanding, and apply their knowledge to the utilizing discrimination learning techniques, real world. Authentic achievement, therefore, is demonstrate multiple approaches to skill of authentic pedagogy and a definition is or knowledge of content, proficiency and supported by the organizational capacity of the placing emphasis on developing understanding school and external of Elements supports. beyond rote memorization to application and authentic achievement appear to be found in generalization. Furthermore, special education These special education practices. some practices required elaborated have often practices are discussed below and are followed communication of knowledge and skills by with a discussion of other considerations as they requiring performance in many community and relate to students with disabilities. school settings, over various time periods and within the context of various tasks. In recent years, special educators have also explored the use of collaborative and cooperative learning strategies deepen student ways to as understanding and skill/ knowledge acquisition. 7 6 AVAILABLE COPY BEST that not all instructional experiences can capture education special also However, been has accused of operating from a deficit model in all three elements. In fact, "repetitive practice, retrieving information, and memorization of lowered significantly there which are rules may be necessary expectations for student skills and knowledge's facts or build to knowledge and for foundation skills (Trent, Artiles, & Englert, 1998). a as authentic performance" (Newmann & Wehlage, p. 11). Newmann and Wehlage recommend that The value beyond school element appears to be educators not abandon all forms of less authentic the most readily translatable to special education work. Instead, educators should focus on the special educators have practices. For years, goal of authentic achievement as they plan, issues/ problems, focused real life on deliver, andevaluate educational experiences for emphasized the critical need for experiential and their students. Finally, Newmann and Wehlage personalized community based learning, emphasize that specific educational practices do learning through the use of the IEP and targeting NOT equal authentic learning. Although some for students, individual and task relevance instructional practices appear more authentic attended to assisting students in generalization (e.g., hands-on projects, small group work), it is addition, the across In tasks settings. and the intellectual dernands of student performance performances of special education students are often evaluated by individuals who are not that detertninesauthenticity. including employers and parents. educators, historically has Although education special RISER Model emphasized .student performance in nonschool contexts (e.g., school-to-work transition, 'life/ \ :AlthoUgh authentic \achievement provides the community skills), the authentic achievement basis `_Of the investigative framework for this definition of value beyond school is different". project, we have 'Modified the original model to specifically addres the' needs and assets of Value authentic beyond ;the school,.,--.in the products= achievement paradigm ,means: students with disabilities. This expanded model of student learning liave,an immediate personal_ is knOWn as Schools of Authentic and Inclusive or public value within the context of that task, Learning (SAIL). To accomplish the goal of the Institute, we have conceptualized, the' SAIL The products may : alSb have and eventual value beyond school if the SVidehts choose td, explore primary three parts: outcomes, model as those connections'., Forviemple, learning to teaching and learning, and policy and context balance your checkbook for,the purpose of being (see Figure 1). able to run a household in the future would not meet the value beyond school criteria, in and of Outcomes itself. However, ifkhe student currently has a checkbook that needs to be balanced and that As highlighted by Newmann and Wehlage, a student makes the connection to the future need clear, shared vision of student learning that to balance her checkbook, then the task is said to authentic achievement produces creates a be authentic. learning environment where all students are challenged academically. The RISER vision of center on the reform and inclusion Considerations efforts outcomes that reflect high intellectual quality. Therefore, we begin with the standards for applying achievement When authentic to of questions disabilities, the students with authentic achievement defined by Newmann and adaptation and accommodation arise. Within Wehlage (1995) and Newmann et al. (1995). We authentic achievement, the curricular level or add to these outcome standards graduation rates complexity can be adjusted to meet diverse attendance performance rates, and on student abilities. Thus, the model generalizes standardized tests, performance on standards and benchmarks (reflecting the core attributes of across grades, and across individuals at different ability levels within a classroom. Furthermore, authentic achievement), and other assessments Newmann and Wehlage (1995) acknowledge used to determine the effectiveness of school 8 BEST COPY AVAILABLE teachers, administrators, support service staff, practices (e.g.,. district, state proficiency tests). parents, and others in creating frequent and on- Additional considerations will be focused on level. We also going communication regarding student learning work/performance students' and achievement. Additionally, we will examine regard as 'important post-school outcomes that leaders community are parents and how reflect adult life: employment, continuing post- involved in planning and setting standards for secondary education, independent living and students' learning outcomes and experiences, community functioning, and social-emotional and how teachers enhance their professional functioning. development. The following research questions are being The research questions for policy and context addressed in the RISER model: (a) How have inclusive learning and are: (a) In schools evolving toward authentic and authentic changes in inclusive instruction, what are the roles and schooling practices affected the within-school expectations of stakeholders as they engage in and post-school outcomes for students with post-secondary for secondary and planning disaggregated) and (collectively disabilities What contextual factors are using frames of reference focused on equity, experiences? and (b) required to support and sustain the development value added and accountability? and (b) How do of secondary-leNiel learning environments that schools accommodate students with disabilities promote authentic ,understanding, achievement, in district and state outcome assessments, and how do and performances for all students? affect the accommodations such participation in, reporting of, and validity of Conclusion assessment? Currently, special educators are in disagreement Teaching and Learning what' constitutes appropriate optional as to for students with educational,--opportunities Teaching and learning within the SAIL ,model disabilities. This discussion centers on the issue emphasizes pedagogical practiCes reflecting-high Of inclusion. Proponents of inclusion argue that intellectual quality: We will,focus-On identifying the general education setting provides the widest and describing learning,eicpenences in WhiCh alh array of opportunities for all students. Inclusion students produce knowledge through .,higher operations. We extend critics state that the impact of setting has not yet the thinking order been documented and that general education "value chaiacreri4ic achievement authentic reformed before significantly be needs to beyond school" to;includelearning in nonschool inclusive efforts can be seriously considered. authentic alter we the Finally; contexts. Historically and unfortunately, general education elaborated requiring standard achievement little written communication to include a variety of provided reform often efforts have consideration to the needs and goals of students used various modalities in communication with disabilities. Despite these circumstances, necessary with professions, disciplines and some of these efforts have shown promise for adaptations and accommodations. for without outcomes students improving pedagogy The research question related to this aspect of and Authentic disabilities. features of achievement has shown particular promise for What are critical the model is:. outcome improvement with many types of instruction, assessment, and support strategies students, including students considered at-risk understanding, authentic that promote for school failure. Given the similarities between achievement, and performance for all students? reform based on authentic achievement and reform based on inclusive education, RISER has Policy and Context decided to investigate how teaching and learning achievement affects authentic focused on community and professional Finally, the students with disabilities. In 1999 and beyond, also being examined. supports are external working with schools who have RISER is Research in this area explores the engagement of 8 9 BEST COPY AVAILABLE (pp. 1-10). Washington, DC: National Academy of elements, reform incorporated both their into efforts, Press. inclusion instruction and current schooling operations. We will identify S. M. (1987). Regular education and document practices that are effective for all Munson, students, attempt to replicate these practices in teacher modifications for mainstreamed mildly of Journal handicapped Special other sites, and disseminate the results. 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