1 / 45

Stepwise Process to Access Grade Level Content Standards and Curriculum

Stepwise Process to Access Grade Level Content Standards and Curriculum. Four Steps to Access. Outcomes. Articulate standards and curriculum Use a process for determining access Link to grade-level standards Determine possible assessment evidence. Four Steps to Access.

toni
Télécharger la présentation

Stepwise Process to Access Grade Level Content Standards and Curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Stepwise Process to Access Grade Level Content Standards and Curriculum Four Steps to Access PAC 6 January Institute 2007

  2. Outcomes • Articulate standards and curriculum • Use a process for determining access • Link to grade-level standards • Determine possible assessment evidence PAC 6 January Institute 2007

  3. Four Steps to Access • Identify or link to the appropriate standard(s) • Define the outcome(s) of instruction • Identify the instructional activities • Target specific objectives from the IEP [Clayton, J., Burdge, M., Denham, A., Kleinert, H., &.Kearns, J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38(5), 20-27] PAC 6 January Institute 2007

  4. Why connect to general curriculum? • It sets high expectations for students with moderate and severe disabilities • To reflect best practices as described in literature • It is mandated by Federal Law • IDEA ’97 (2004) • NCLB PAC 6 January Institute 2007

  5. How this helps meet short term and long term assessment? • Possible data available by July for Alternate Assessment purposes • Skills and process teachers need • Foundation to construct a valid alternate assessment PAC 6 January Institute 2007

  6. IDEA 97 • Reauthorization of the Educating Handicapped Children Act 1975 (PL 94-142) • Complemented Elementary and Secondary Education Act, Title 1 requirement that all students must be assessed • Specified what needed to be included in the IEP • Discussed the option of alternate assessment for some students PAC 6 January Institute 2007

  7. IDEA 97 • IDEA Part (A) (c) (5)… Over 20 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by -- • (A) having high expectations for such children and ensuring their access in the general curriculum to the maximum extent possible; PAC 6 January Institute 2007

  8. IDEA 97 • Access to the general curriculum is again supported in Part (A) (c) (5) • (C) …that special education can become a service for such children rather than a place where they are sent; • (D) providing appropriate special education and related services and aids and supports in the regular classroom … • (E) supporting high-quality, intensive professional development … • (i) to meet developmental goals and, to the maximum extent possible, those challenging expectations that have been established for all children; and PAC 6 January Institute 2007

  9. IDEA 97 • Section 300.347 (a) (2) (i) The IEP for each child with a disability must include a statement of measurable annual goals, including benchmarks or short-term objectives, related to meeting the child’s needs that result from the child’s disability • to enable the child to be involved in and progress in the general curriculum (i.e. the same curriculum as for nondisabled children) and • meeting each of the child’s other educational needs that result from the child’s disability; PAC 6 January Institute 2007

  10. IDEA 97 • The IEP for each child: • to enable the child to be involved in and progress in the general curriculum (i.e. the same curriculum as for nondisabled children) • meeting each of the child’s other educational needs that result from the child’s disability; PAC 6 January Institute 2007

  11. No Child Left Behind • Reauthorization of Elementary and Secondary Education Act • Requires assessment for system accountability • Same academic standards for all students • Alternate achievement levels • Complements requirements of IDEA 97 PAC 6 January Institute 2007

  12. No Child Left Behind • “…to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging…academic achievement standards and academic assessments…” • Alternate achievement standards are permitted for students with the most significant disabilities • Different proficiency levels for the grade level standard PAC 6 January Institute 2007

  13. Step 1 • Identify or link to the appropriate content standard(s). • State/District Standard • Grade Level Standard(s) • Determine what the standard is about (essence, bid idea, enduring understanding) PAC 6 January Institute 2007

  14. STANDARDS LESSON PLAN SKILL General Educator Special Educator Special Educator ASSESSMENT CURRICULUM INSTRUCTIONAL STRATEGIES ACTIVITY(IES) HDI/ILSSA/OSPI-WA 2.21-23.06

  15. Advantages of Collaboration • High expectations • Access to the general curriculum • Same content standards as same age students • Multiple standards within instructional units • Breadth of content standards • Variety of settings • Embed IEP and functional skills • Learning of a shared culture PAC 6 January Institute 2007

  16. Step 2 2. Define the outcome(s) of instruction. • Outcomes for all students • Prioritized outcomes for student with IEP • Supports typically used for student with IEP PAC 6 January Institute 2007

  17. Context of a Unit • A segment of instruction focused on a particular topic. School courses are frequently divided into units lasting from one to six weeks. For example, an physical science course might include a 2 week unit on volcanoes. [adapted from ascd.org, downloaded 12/27/06] PAC 6 January Institute 2007

  18. Prioritized Outcomes • Reduce complexity • Reduce number of skills/concepts Should open up opportunities to access content standards vs. limiting participation in instructional activities PAC 6 January Institute 2007

  19. Step 3 • Identify the instructional activities. • Instructional activities for all students • Active participation for student with IEP • Previously identified and/or additional supports specific to instructional activities PAC 6 January Institute 2007

  20. Typical Types of Instructional Activities • Lecture and note-taking • Cooperative learning groups • Research • Practice activities and homework • Culminating projects • Classroom based assessment PAC 6 January Institute 2007

  21. Active Participation • Must be meaningful • Is based on student strengths • Moves student towards learning of prioritized outcomes/grade level content standard PAC 6 January Institute 2007

  22. Determine Supports Needed • Refer to the supports listed on IEP • Select the supports that will help the student participate meaningfully • Identify any additional supports that are needed to match the instructional task and environment • Possibly create a menu of support ideas PAC 6 January Institute 2007

  23. Guiding Questions for Selecting Supports • Is the student actively participating in each part of the instructional activity? • What is needed to engage the student in instruction? • Does the student have a means to demonstrate the knowledge, skills, concepts acquired? PAC 6 January Institute 2007

  24. Step 4 4.Target specific objectives from the IEP Instructional activities Embedded standards based objectives Other embedded objectives PAC 6 January Institute 2007

  25. Embedding IEP Objectives • List the instructional activities in which IEP objectives can be addressed • Plan how to provide direct instruction on IEP skills based on content standards • Plan how to provide direct instruction and practice on other functional IEP objectives PAC 6 January Institute 2007

  26. Four Steps to Access • Identify or link to the appropriate standard(s) • Define the outcome(s) of instruction • Identify the instructional activities • Target specific objectives from the IEP PAC 6 January Institute 2007

  27. PAC 6 January Institute 2007

  28. Example - Ryan • 13 year-old middle school student • Significant cognitive disability • Can: • identify picture symbols • emerging sight word vocabulary of 35 words • answer basic recall questions • independently write personal information • basic computer use • speaks using 2-3 word phrases PAC 6 January Institute 2007

  29. Ryan’s IEP Goals • Increase reading vocabulary words • Identify picture symbols related to curriculum • Increase reading/listening comprehension • Express thoughts in writing with words and picture symbols • Increase task completion PAC 6 January Institute 2007

  30. Ryan’s Sample Form: Step 1 PAC 6 January Institute 2007

  31. Step 1: Standard • Standard: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). (IRA/NCTE Standards for the English Language Arts) PAC 6 January Institute 2007

  32. Step 1: Grade Level Content Standard: 8th Grade Language Arts • Identify and explain vocabulary taken from text appropriate for middle school. • Increasing sight word vocabulary • Understanding vocabulary What is the Content Standard About? PAC 6 January Institute 2007

  33. Ryan’s Sample Form: Step 2 PAC 6 January Institute 2007

  34. All Students Identify unfamiliar vocabulary from the text using sound-letter correspondence, sentence structure, context, and graphics Explain the meaning of identified vocabulary words from each chapter Identify vocabulary words with multiple meanings and the meaning applicable to the context of this book Ryan Identifying unfamiliar vocabulary from the text using graphics and context Explain the meaning of those same vocabulary words by matching to a picture representing the concept. Ryan will have fewer vocabulary words but will be exposed to the entire book Step 2: Outcomes Based on Instructional Unit on The Giver PAC 6 January Institute 2007

  35. Supports • Ryan’s IEP has identified the following supports • picture symbols • pictures • text reader • scribe as supports PAC 6 January Institute 2007

  36. Ryan’s Sample Form: Step 3 PAC 6 January Institute 2007

  37. All Students Read each chapter aloud in class – students would take turns reading aloud and demonstrate they were listening by following along in the book and participating in class discussions/questions. Ryan Ryan will listen to the chapter being read – he will demonstrate engagement by looking at pictures that correspond to the text (i.e., picture of a boy, family, jobs, bike, etc.). Step 3: Instructional Activity #1 PAC 6 January Institute 2007

  38. Step 3: Instructional Activities Supports Pictures or picture symbols that correspond to the text PAC 6 January Institute 2007

  39. All Students Each student will keep a vocabulary journal for each chapter by: writing unfamiliar words when heard while reading writing the words identified by the teacher Ryan Ryan will keep a vocabulary journal for each chapter by: pick the words paired with picture symbols from several within the entire book that he does not know and glue those in his journal glue other words identified by the teacher Step 3: Instructional Activity #2 PAC 6 January Institute 2007

  40. Ryan’s Work Supports Vocabulary words and meaning written with picture symbols paired with text. PAC 6 January Institute 2007

  41. All Students Classroom based assessment: Students will be given a list of vocabulary words to define and to write the word in a sentence using an alternative meaning. Ryan Classroom based assessment: Ryan, using Writing With Symbols with a send grid, will: match a vocabulary word to its definition complete sentences with different contexts with the correct vocabulary word Step 3: Instructional Activity #3 PAC 6 January Institute 2007

  42. Ryan’s Work Supports Used simplified form, maintaining critical pieces. Provided phrases written with picture symbols paired with text. PAC 6 January Institute 2007

  43. Ryan’s Sample Form: Step 4 PAC 6 January Institute 2007

  44. Step 4: Target specific objectives from the IEP - Ryan • While taking a turn reading a small section of a chapter providing the text paired with symbols, he can work on identifying picture symbols. • When answering selected questions during class discussion, he will be working on reading/listening comprehension. Therefore additional instruction can be provided and the IEP objective monitored. • He can work on identifying picture symbols and words when matching words to definition and when he is completing sentences. • Task completion can be monitored during all the activities that require a finished product. PAC 6 January Institute 2007

  45. References Burdge, Groneck, Kleinert, Wildman-Longwill, Clayton, Denham, & Farmer-Kearns. (2001). Integrating alternate assessment in the general curriculum in H. Kleinert & J. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 49-76). Baltimore: Paul H. Brookes Publishing Co. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Denham, A. (2004). Pathways to learning for students with cognitive challenges: Reading, writing and presenting. Interdisciplinary Human Development Institute, University of Kentucky. [Online] Available: http://www.ihdi.uky.edu/IEI. Lowry, Lois. The giver. (1999) New York: Bantam Books for Young Readers. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Mayer-Johnson Co. (1998). Boardmaker for Windows. (version 5.0) [Computer Software] Solana Beach. CA: author. National Council of Teachers of English (1998-2005). Standards for the English Language Arts. [online] Available: http://www.ncte.org/about/over/standards/110846.htm. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Chapter 4. Retrieved April 8, 2005, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm. Slater Software Inc. (2005). PixWriter. Version 2.2. [Computer Software]. Guffey, CO. Widgit Software Ltd. (2004). Writing with Symbols 2000. [Computer Software]. Cambridge, UK. Wiggins, G. & Mc Tighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Design (ACSD). Zabala, J. S. (1996) SETTing the stage for success: Building success through effective selection and use of assistive technology systems. Retrieved April 4, 2005, from http://sweb.uky.edu/~jszaba0/SETT2.html. PAC 6 January Institute 2007

More Related