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Aligned Academic Skills vs. Broad Access Skills

Aligned Academic Skills vs. Broad Access Skills. Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005. What Does Alignment to Academic Standards Mean?.

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Aligned Academic Skills vs. Broad Access Skills

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  1. Aligned Academic Skills vs. Broad Access Skills Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  2. What Does Alignment to Academic Standards Mean? Alignment is a matching of two educational components which strengthens the goals and purpose of both.

  3. Instruction can be aligned with assessment • Assessment can be aligned with state standards • IEP’s can be aligned with state standards to help align instruction with the general curriculum Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  4. Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  5. Why is alignment important? • It prepares students for state assessments • Students need academic instruction to learn academic skills. • It promotes meaningful academic instruction. Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  6. The IEP is not meant to restate all of these content standards, but should specify skills for students to acquire that will promote access to this curriculum and help the student meet the alternate achievement standards. Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  7. Remember . . . Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  8. Grades 3-4 English Language Arts

  9. 5-6 Grade English Language Arts

  10. Grades 7-8 English Language Arts

  11. 9-12 Grade English Language Arts

  12. Let’s Write Some Objectives

  13. The objectives we developed are directly related to the skills/concepts in the curriculum. They are Aligned Objectives.

  14. We must also consider the student’s current level of performance. Are there any skills that the student needs to learn in order to perform the aligned objectives?

  15. Skills Needed to Address the Aligned Objectives

  16. These skills are called Access Skillsand must also be addressed.

  17. Aligned Skills vs. Access Skills • Aligned Skills Skills taken directly from the curriculum • Access Skills Underlying skills students need to reach the Content Standards, Benchmarks, GLEs, and Extended Standards

  18. Aligned or Access?

  19. Use a switch to turn the pages of an e-book Select one of three objects to represent one idea from a familiar story Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Use the words “first” and “next” to sequence two sentences about a topic Identify numbers 1-5 Participate in group discussions by stating an opinion about the topic Locate personally significant events on a calendar Use voice output device to confirm matches between picture symbols and the word/item/activity represented Use a digital clock to match times to activities Select a photo to complete a familiar 3 step routine Point/eye gaze to select one of 3 pictures to answer a question Aligned or Access?

  20. Use a switch to turn the pages of an e-book Aligned or Access?

  21. Use a switch to turn the pages of an e-book Aligned Access

  22. Select one of three objects to represent one idea from a familiar story Aligned or Access?

  23. Select one of three objects to represent one idea from a familiar story Use a switch to turn the pages of an e-book Aligned Access

  24. Give an item to a partner to initiate the first step in a familiar activity Aligned or Access?

  25. Select one of three objects to represent one idea from a familiar story Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Aligned Access

  26. Use a two location device to make positive/negative comments in relation to daily activities Aligned or Access?

  27. Select one of three objects to represent one idea from a familiar story Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Aligned Access

  28. Use the words “first” and “next” to sequence two sentences about a topic Aligned or Access?

  29. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Aligned Access

  30. Identify numbers 1-5 Aligned or Access?

  31. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Aligned Access

  32. Participate in group discussions by stating an opinion about the topic Aligned or Access?

  33. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Participate in group discussions by stating an opinion about the topic Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Aligned Access

  34. Locate personally significant events on a calendar Aligned or Access?

  35. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Participate in group discussions by stating an opinion about the topic Locate personally significant events on a calendar Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Aligned Access

  36. Use voice output device to confirm matches between picture symbols and the word/item/activity represented Aligned or Access?

  37. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Participate in group discussions by stating an opinion about the topic Locate personally significant events on a calendar Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Use voice output device to confirm matches between picture symbols and the word/item/activity represented Aligned Access

  38. Use a digital clock to match times to activities Aligned or Access?

  39. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Participate in group discussions by stating an opinion about the topic Locate personally significant events on a calendar Use a digital clock to match times to activities Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Use voice output device to confirm matches between picture symbols and the word/item/activity represented Aligned Access

  40. Select a photo to complete a familiar 3 step routine. Aligned or Access?

  41. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Participate in group discussions by stating an opinion about the topic Locate personally significant events on a calendar Use a digital clock to match times to activities Select a photo to complete a familiar 3 step routine. Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Use voice output device to confirm matches between picture symbols and the word/item/activity represented Aligned Access

  42. Point/eye gaze to select one of 3 pictures to answer a question Aligned or Access?

  43. Select one of three objects to represent one idea from a familiar story Use the words “first” and “next” to sequence two sentences about a topic Participate in group discussions by stating an opinion about the topic Locate personally significant events on a calendar Use a digital clock to match times to activities Select a photo to complete a familiar 3 step routine. Use a switch to turn the pages of an e-book Give an item to a partner to initiate the first step in a familiar activity Use a two location device to make positive/negative comments in relation to daily activities Identify numbers 1-5 Use voice output device to confirm matches between picture symbols and the word/item/activity represented Point/eye gaze to select one of 3 pictures to answer a question Aligned Access

  44. Examples of Access Skills

  45. Sample Literacy Access Skills • Communication • Print Concepts • Book Handling Skills • Phonemic Awareness and Alphabet Skills • Use of Assistive Technology

  46. Is it Really Reading and Really Math? • Examine your objectives to be certain that students are “really reading” and “really doing math” rather than just participating.

  47. Example 1: James will use his AAC device to greet peers. Is this really reading? Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  48. Is this really reading? No. Greeting peers is an important social skill and may still be included on the IEP. However, James also needs objectives that focus on “real reading.” No. Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  49. Example 2: James will identify 20 personally significant sight words. Is this really reading? Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

  50. Is this really reading? Yes, it is reading, but it does not align to the 4th grade reading standards. Yes, but it doesn’t align. Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

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