Presentation on theme: "Extended GLEs Curriculum and Instruction Whats the connection to curriculum and instruction?"— Presentation transcript:
Extended GLEs Curriculum and Instruction Whats the connection to curriculum and instruction?
2 In this section we will: Think about what instruction might look like for our own students. –Become familiar with access tools –Review how the ExGLEs link to goals and objectives –Plan for access to general education curriculum –Create images of success for our students
3 The National Alternate Assessment Center Stepwise Process –Instruction is linked to grade level content standards –Define outcomes for all students –Identify instructional activities for all students and how individual students with disabilities will access –Target specific IEP objectives
4 If youre feeling like this…. The need for change bulldozed a road down the center of my mind. Maya Angelou
5 Take a Deep Breath…. Weve survived before, and students continue to increase their learning We are all still learning the best ways to educate students with significant disabilities IDEA 2004 is the Individuals with Disabilities Education Improvement Act
6 Historical Perspective: Changing Curricular Context for SCD Early 1970s –Adapting infant/early childhood curriculum for students with the most significant disabilities of all ages 1980s –Rejected developmental model –Functional, life skills curriculum emerged 1990s –Also: social inclusion focus –Also: self determination focus –Assistive technology 2000 –General curriculum access (academic content) –Plus earlier priorities (functional, social, self determination) –Digitally accessible materials
7 General Curriculum Access Content Standards for All Students Arts English/Language Arts Employability Geography Government and Citizenship History
8 Content Standards for ALL Students Library/Information Skills Math Science Skills for a Healthy Life Technology World Languages
9 Extended Grade Level Expectations Reading Writing Math
10 What about functional life skills, social and self-determination skills? Still important Part of the IEP Not part of the assessment The assessment measures only part of the students educational program
11 Opening up access Digital and other assistive technology is opening up access for many of the students Students with disabilities are learning to read, write and use math Reading, writing and math are functional skills
12 Lets start with access tools There are many tools to help students access print and spoken language
13 Reading Pen Start to Finish Books Write: Out Loud Read and Write Read with technology Denham, 2004
14 Modified text from Jumangi using Writing With Symbols Reading using graphics Denham, 2004
15 Reading with symbols, objects, voice..... graphics/symbols (Writing with Symbols 2000, Widgit).. objects.. tactile cues.. a communication aid (Step-by-Step, AbelNet)
16 Cheap Talk 4 (Enabling Devices) DynaVox 3100 Step By Step Communicator, Abel Net Active Participation Picture Exchange Communication System, PECS (Pyramid Educational Consultants) Communication devices must provide a means of active participation within the curriculum
17..word prediction (Read and Write Gold, textHELP)..webbing software (Inspiration) A portable keyboard (AlphaSmart).. a custom overlay and adaptive keyboard (Overlay Maker, IntelliTools) Writing with software, pictures, keyboards…
18 Writing with pictures, word cards… A plant needs oxygen.. word stamps.. sentence strips in science water The plant needs sunlight... individual laminated symbols secured with Velcro (Boardmaker, Meyer-Johnson).. pictures – drawn, magazine
19 IEP Goals The assessment is no longer based specifically on IEP goals and objectives According to IDEA, goals and objectives must be linked to general education standards –Grade level expectations and extended GLEs are new –Now more clearly aligned to general curriculum –Goals and objectives teach skills to access curriculum Academic curriculum and the hidden curriculum in school
20 IEP Goals and Objectives Skills necessary in current and future environments Identified by the family as important Teach academic skills because they are functional and socially valid Meaningful to the student Expected to be learned within one year
21 Identifying Priorities Build on student strengths and preferences What is important for her to access school learning? Review grade level expectations in reading, writing and math. –What skills does she need to access the essence of the standard? –Reference broad curriculum in each of the areas.
22 Goals and Objectives Goals and objectives are written to give access to the general curriculum –Consider communication, motor, social skills –Address skills needed for reading, writing and math
23 Identifying reading, writing and math objectives Our former assessment stretched the concepts and taught isolated skills related to the standard NCLB makes it clear that we are measuring grade level expectations for all students in language arts and math Expectations will grow from year to year and skills will build on each other There is now a strong emphasis on participation in general curriculum
24 Sample IEP Objectives When given 5 or more words in print (cards, Dynavox, word wall) and asked to find the word___, Jess will point to the word requested, 3 out of 3 data days. After listening to a story, Jess will demonstrate comprehension of main idea by pointing to a picture to answer a who or what question about the story, 4 out of 5 days each week for 3 weeks.
25 Sample Objectives Given a personal schedule with words and pictures representing activities, Jess will read the pictures to follow the schedule by getting materials needed for the next activity for 5 out of 6 activities, 5 days in a row. When given sentence strips with 3-5 words and pictures, Jess will read the sentence, pointing to each word in sequence as she reads, 3 out of 3 sentences per week for 9 weeks.
26 Sample Objectives When presented with two objects, one related to the activity or story and one not related, Joe will choose the object related to the activity, 8/10 consecutive times.
27 Sample Objectives In a variety of activities at school, when presented with the numbers one, two and three in tactile symbols, Joe will choose them in sequence to count with voice output, sequence activities and demonstrate number order, 4/5 times for 10 days.
28 Grade Level Curriculum + Expectations = Linkage Students with significant cognitive disabilities: receive instruction on grade level content standards (may be at a lower complexity level) within the context of grade level curriculum ensuring that the intent of the grade level content standard remains intact use the same materials, or adapted version of the materials, and appropriate assistive technology to gain access
29 Four Steps to Access 1.Identify or link to the appropriate standard(s) 2.Define the outcome(s) of instruction 3.Identify the instructional activities 4.Target specific objectives from the IEP
30 Writing Content Standard--The student writes about a topic. Two examples
Strategies to Develop Images of Success Become familiar with learning sequences Sharing our knowledge
32 Teaching Sight Words Sequence Match picture to picture Match word to word Match spoken word to picture Name picture Match spoken word to printed word fish
33 Research Based Practices for Teaching Sight Words fish cat home fish Match picture to printed word Match Printed word to picture Read fish
34 Pictures, words and/or numbers on voice output systems fish cat home
35 Teaching sight words Stimulus fading fish
36 Recognizing Numbers Early Trials Middle Trials Later Trials
37 Create your own examples Work in pairs or groups of three Identify an ExGLE that will be measured in Think about how your student could access that standard Share with group to increase our group experience
38 An Example from the NAAC Lets watch Jordan learning an English lesson. Jordan has autism and a cognitive disability.
39 The State Standard the team considered: – Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. (NCTE) – 10th grade: interpret figurative, symbolic, and/or idiomatic (e.g., jargon, dialect) language
40 Jordan learning idioms Jordan will identify/explain idioms from To Kill a Mocking Bird. – Is this reading? Yes. Jordan is selecting the idiom from a choice of two (answer and one distractor). – Does it link to the grade level content standard of interpreting figurative, symbolic, and/or idiomatic (e.g., jargon, dialect) language? Yes. Jordan is using idioms taken from the To Kill a Mocking Bird text. – Is it meaningful? Jordan is increasing his understanding of vocabulary and is being provided a context for peer interaction.