Presentation on theme: "Wisconsin Extended Grade Band Standards"— Presentation transcript:
1 Wisconsin Extended Grade Band Standards Connecting Instructionand Assessment forStudents withSignificant CognitiveDisabilitiesWelcome to the mediasite presentation of the Wisconsin Extended Grade Band Standards.I’m Sandra Berndt, the Consultant for Cognitive Disabilities programs with the Special Education Team at the Department of Public Instruction.
2 Before we start, go to the DPI website: Wisconsin Extended Grade Band Standards webpage:Download a copy of:Extended Grade Band Standards documentPowerpoint handoutBaseline ChecklistsBefore you start watching the rest of this webcast, you will want to make sure that you have all the materials printed out that we will be referring to during this presentation. You will want to download a copy of the Wisconsin Extended Grade Band Standards document; a copy of the powerpoint handout, and one of the tools we have developed.
3 Agenda:OverviewUnderstanding the Wisconsin Extended Grade Band StandardsPlanning for InstructionA bit about the WAADuring this webcast, you will receive some background about the development of the Extended Grade Band Standards and a process we have developed to utilize the Extended Grade Band Standards in your instruction. We will finish with a brief description of the Wisconsin Alternate Assessment for Students with Disabilities.
4 In the beginning….We had the Wisconsin Model Academic StandardsThey were written for grades 4, 8 and 12We had to develop the Assessment Frameworks, grade-leveled for grades 3-8 for Reading, Mathematics and ScienceAssessment Frameworks became the foundation of the WKCEAcademic Standards--What are they?Academic standards specify what students should know and be able to do, what they might be asked to do to give evidence of standards, and how well they must perform. They include content, performance, and proficiency standards. They were written for grade 4,8 and 12.Next we have the Assessment Frameworks, these were written for each of the grade levels 3-8 and 10 in Reading, Mathematics and Science at grade 4, 8 and 10.The Assessment Frameworks became the foundation of the Wisconsin Knowledge and Concepts Examination.
5 Assessment Frameworks Reading (Grades 3-8 and 10)Mathematics (Grades 3-8 and 10)Science (Grades 4, 8 and 10)The Assessment Frameworks are available at these websites:Reading (Grades 3-8 and 10)Mathematics (Grades 3-8 and 10)Science (Grades 4, 8 and 10)
6 Then came… The Wisconsin Extended Grade Band Standards Developed by Wisconsin educatorsFor students with significant cognitive disabilitiesReflect the “essence” of Wisconsin’s Model Academic Standards and the Assessment FrameworksBecame the foundation of the WAA-SwDThe Wisconsin Extended Grade Band Standards were developed by Wisconsin educators to reflect the “essence” of the Assessment Frameworks. They were developed for grades 3-8 and 10 for Reading Mathematics and Science. They became the foundation of the WAA-SwD.
8 Reading, Mathematics and Science WMASReading, Mathematics and ScienceWISCONSINEXTENDEDGRADE BANDSTANDARDSWISCONSINASSESSMENTFRAMEWORKS“ESSENCE”How do all these pieces connect?Here is a visual layout of the relationship of the Wisconsin Model Academic Standards to the Wisconsin Assessment Frameworks and the relationships of both to the Wisconsin Extended Grade Band Standards.Frameworks include: Reading, Mathematics & Science, Grade leveled, A guide for instruction, The “Blueprint” for WKCE, The instructional goal is proficiency for all students.Extended Standards include: Reading and math at grades 3-4, 5-6, 7-8 and 10; Science at grades 4, 8, They are a guide for instruction, the “blueprint” for the WAA-SwD, and the instructional goal is proficiency for all students.The Wisconsin Extended Grade Band Standards incorporate the ESSENCE of the standards.WKCEWAA-SwD
9 So what are your instructional options for your students with disabilities? Teach content aligned with the Assessment FrameworksWithout accommodationsWith accommodationsWith instructional modifications-OR-Teach an alternate curriculum aligned with the Extended Grade Band StandardsIEP Teams need to make decisions if students will be instructed using the Assessment Frameworks of the Extended Grade band Standards.
10 Let’s take a look at your copy of the Extended Grade Band Standards document LETS TAKE A LOOK AT YOUR COPY OF THE EXTENDED GRADE BAND STANDARDS DOCUMENT. The first section lists the Wisconsin educators and DPI staff that helped develop the Extended Grade Band Standards. Then you’ll find the introduction that explains the why and how of the extended standards development.The rest of the document is organized by grade bands with Reading extended grade band objectives addressed first, followed by the math extended grade band objectives and the science extended grade band objectives.Further down the page and on the left part of the chart you will see the Extended Grade Band Objective.
11 Purpose of the Extended Grade Band Objectives Descriptions of what students are expected to know and be able to do.Grade level learning outcomes based on the WMAS and the Extended Grade Band Standards.Instructional planning will focus on the Proficient level for all students.READ SLIDE The Extended Grade Band Objectives are…..To determine which “grade band” your student falls in, refer to the grade in which the student is enrolled.“Grade bands” are combinations of two consecutive grades for math and reading: Grades 3-4, Grades 5-6, Grades 7-8, and Grade 10.Science is for Grades 4, 8 and 10.
12 Use of Extended Grade Band Standards Instructional Achievement Descriptors To design classroom instructionTo set goals for the studentTo chart student progressTo develop classroom assessmentsOn the right side of the chart you will see the Instructional Achievement Descriptors. They describe the target skills for each objective at the various proficiency levels.The Instructional Achievement Descriptors also have examples to help teachers evaluate a student’s progress towards proficiency. These examples were developed by the Wisconsin educators to help clarify certain components of the Extended Grade Band Objectives or the Instructional Achievement Descriptors. They are ILLUSTRATIVE but not exhaustive.
13 Levels of Instructional Performance Advanced – A student at this level performs at a higher level of complexity without support than those described in the proficient level.Proficient – A student at this level performs without support at a level aligned with the extended grade band objectives.Basic – A student at this level performs some of the content and skills with minimal support.Each Extended Grade Band Objective has instructional descriptors with examples at four levels of instructional performance. Here are the four levels of performance for the Extended Grade Band Objectives.Now we will look at some ways to incorporate the Extended Grade Band Standards into your instruction.Minimal – A student at this level attempts to perform tasks with significant support.
14 Incorporating Extended Grade Band Standards into Instruction We have developed a five-step process that will help you incorporate the Extended Grade Band Standards into your instruction.Step One: Know the Extended Grade Band StandardsStep Two: Determine BaselineStep Three: Design an Instructional PlanStep Four: Linking to the IEPStep Five: Assess Student Progress
15 Step One: Know the Extended Grade Band Standards 1.Step One: Know the Extended Grade Band StandardsBecome familiar with the extended grade band objectives at the student’s grade level for each content area.Earlier, we looked at the parts of the Extended Grade Band Standards document and the parts of the extended grade band objectives. What I’d like to do now is have you look more deeply at what is covered at the various levels in the three content areas.Reading Grades 3-4 Grades 5-6 Grades 7-8 and Grade 10Math Grades 3-4 Grades 5-6 Grades 7-8 and Grade 10Science Grade 4 Grade 8 and Grade 10If you go to page13 you find the information for grade band On the top of the page you will find the Model Academic Standard and the Assessment Framework Objective, showing the link to grade-level standards. To see how the progression goes from grade band 3-4 lets turn to page 19 for grade band 5-6, now turn to page 27 for grade band 7-7 and finally turn to page 33 for grade 10.
16 Questions to consider: Do I teach these Extended Grade Band Objectives?Or do I need to add these Extended Grade Band Objectives to my teaching practice?As you start to plan your instruction using the Extended Grade Band Standards there are two questions you may want to consider – Do I currently teach the concepts covered in these Extended Grade Band Objectives? Or do I need to add these Extended Grade Band Objectives to my teaching practice? If you’d like to examine these questions further, we have developed an activity to help you become familiar with the Extended Grade Band Objectives and do a check of what you already teach and what you may need to add to your teaching practice.Go to and download “Activity 1 Blank Worksheet”
17 For example: SUBJECT: MATH Grade Band: 5-6 What I teachCompare two groups based on more or less.What I need to addIdentify directions (e.g., east, west, north, south).PLEASE GO TO PAGE 55 in the Extended Grade Band Standards document. You will see an example for MATH, at the grade bands of 5 and 6.One of activities sheets you may want to download is a document titled Teaching With The Extended Grade Band Standards. If you would like to try this activity you will want to stop the webcast now and:Read through the Extended Grade Band Objective for each grade levelSelect either 4th, 8th or 10th Extended Grade Band Objectives to reviewThen note what you CURRENTLY TEACH in the first columnThen note those you need to teach in the second columnOnce you have completed this activity, return to the webcast.
18 Step Two: Determine Baseline 2.Determine current performance of each student on the Extended ObjectivesUse Instructional Achievement Descriptors to obtain baseline data of students’ performance.Identify student ability to complete skills independently or with assistance.Once you have familiarized yourself with the extended grade band standards, you need to obtain baseline data on where the student is currently performing in relationship to each Extended Grade Band Standard. To determine the current performance of each student, you will need to:Determine current performance of each student on the Extended ObjectivesUse Instructional Achievement Descriptors to obtain baseline data of students’ performance.Identify student ability to complete skills independently or with assistance.To determine each INDIVIDUAL STUDENT’s baseline we have developed some tools. They are titled “STUDENT BASELINE AND POST-INSTRUCTION CHECKLIST.” and you can download them from the website.COPIES FOR ALL AREAS AND GRADE BANDS OR GRADE LEVELS WILL BE AVAILABLE FOR DOWNLOAD AT
19 A CHECKLIST to identify individual student achievement levels Use the Achievement Descriptors to determine the baseline of achievement for each content area.Use the examples within the Instructional Achievement Descriptors as a guide in moving students toward proficiency.Based on the input of the IEP Team Members, you will want to consider what the student can do.Here is the “Student Baseline….” tool – a checklist with instructional achievement descriptors. Let’s take a look at it together. On the front, you’ll see that they specify what Content area, which grade band or grade level, and a place for the student’s name, grade, your name and date you fill the form out.Next, it has each “Model Standard” from the WMAS, and the Objective from the Assessment Framework. Then there is a table with the Extended Grade Band Objectives and Instructional Achievement Descriptors for Advanced, Proficient, Basic and Minimal.This tool will help you decide what you need to teach each student.The Extended Grade Band Objectives are there to help reframe expectations for students and their teachers; you can go to the EXTENDED GRADE BAND STANDARDS document to see examples that may help you determine which skills your student can show proficiency.If you check “NO” then go down the proficiency levels until you hit a “Yes”
20 Step Three: Design an Instructional Plan 3.Map out an instructional program targeting areas determined to be below proficiency.Consider:Current performance / Baseline;Activities to increase knowledge and skills; andWork toward the Instructional AchievementDescriptor that represents proficiency.Once you have determined the current performance / baseline for each student, determine/ map out your instruction to move the student toward proficiency.Use the Instructional Achievement Descriptor Examples to guide varied instruction. This should include multiple activities.During the Summer of 2008, a group of educators convened in Madison to add additional Instructional Achievement Descriptor Examples. These examples will be added to the Extended Grade Band Standards webpage soon. They will be an addendum to each grade band. Examples were created for grade bands 3-4, 5-6, 7-8 and 10 for Reading and Mathematics and grades 4,8 and 10 for Science. Instructional activities were also developed for grade 4, 8 and 10 for Social Studies, Language Arts/Writing.You should be looking at different ways in which a student can learn and demonstrate their progress.
21 Questions to consider: ??Are there different ways to present the skill?Are there different ways to assess student performance?Is there technology that will enable the student to achieve the standard?Are there supports that lead to student success?Are there different ways for the student to demonstrate the standard?Before you develop classroom activities, think through these questions:Are there different ways to present the skill?Are there different ways to assess student performance?Is there technology that will enable the student to achieve the standard?Are there supports that lead to student success?Are there different ways for the student to demonstrate the standard?
22 But what about students with the most significant cognitive disabilities? Specific options and examples were built into the Extended Grade Band Objectives at the minimal level to help those students with more severe cognitive disabilities.It is important to always have high expectations for all students including students with the most significant cognitive disabilities. This group of students need to have the opportunity to be exposed to the same content as their peers. Instructional Achievement Descriptor Examples have been included at the minimal level to assist you in providing instruction in the content areas.
23 Step Four: Linking to the IEP 4.IEP Teams need to consider the Extended Grade Band Objectives when developing the IEPIt is time to look at the instruction itself. IEP teams need to consider the Extended Grade Band Standards and Objectives when developing the IEP.
24 IEP team Considerations Present Level of Academic Achievement & Functional PerformanceGoalsShort Term ObjectivesThe IEP team may use Baseline information from selected Extended Grade Band Objectives.Using baseline information in each of the content areas, the IEP team will need to determine relevant goals and objectives for students with Significant Cognitive Disabilities who will be taught using the Extended Grade Band Standards. Goals and short term objectives for Reading and Mathematics can be developed from the Extended Grade Band objectives and descriptors.However, don’t forget that IEP’s still need to include disability-related needs such as Self-Help, Transition, Independent Living Skills and communication.
25 Annual Academic and Functional Goals READINGSCIENCEFUNCTIONALSKILLSWe are focusing on INFUSING functionality in CONTENT. Content is the starting point and the focus, functionality is secondary. IT IS SO IMPORTANT for you to be teaching reading, math, science, language arts, writing and social studies. You all must focus on behavior and other important skills… but as part of NCLB, CONTENT is what is critical now. All the disability related needs of students MUST be addressed, but you need to address CONTENT as a priority.We are moving away from teaching functional curriculum to infusing functionality in content. An example of this would be teaching a self help skill of dressing for the weather. In functional curriculum you would concentrate on dressing skills and use the weather to teach this concept. Now using the Extended Grade Band Standards, you would teach about the weather and use the self help skill of dressing for the weather to teach this concept.MATH
26 For students with the most significant cognitive disabilities, the IEP may be the best measure of their progress.But you still need to teach them content as presented in the Extended Grade Band Standards.
27 Step Five: Assess student progress 5.Is the student making progress on the skills?Do you need to adjust your lesson plans and/or do some reteaching?Is the student ready to progress to the next instructional activity?The last step is to monitor the student’s progress toward proficiency so you can see if your instruction is effective.Is the student making progress?Do you need to adjust your lesson plans and/or do some re-teaching?Is the student ready to progress to the next instructional activity?
28 Teacher To Do List…Read through the Extended Grade Band Standards, Objectives and Instructional Achievement Descriptors for the students in the matching grades.Document the achievement baseline for each student who will be instructed using the Extended Grade Band Standards, in each content area.Design instructional activities to support student learning for the objectives identified as below proficiency.Now that we have explored all of the 5 steps, it is important for you to read through the Extended Grade Band Standards and document the achievement baseline for each student. You may want to use the checklist that we have developed or one of you own. Finally design instructional activities to teach the Extended Grade Band Standard Objectives to your students.
29 WAA-SwD...Assessing whathas been taught.So now for the WAA-SwD.
30 But what about the WKCE and the WAA-SwD? Participation in Statewide Assessments (I-7) describes in which statewide or district-wide assessments the student will participate, with any needed accommodations.Assessment Accommodations MatrixIf the IEP Team is considering having the student participate in the WAA-SwD, need to complete I-7-A WAA-SwD Participation Checklist.The WAA-SwD Participation Checklist includes four criteria that need to be met in order for the student to participate in the WAA-SwD.They are:The student’s curriculum and daily instruction focuses on knowledge and skills specified in the Extended Grade Band Standards.The student’s present level of academic performance significantly impedes participation and completion of the general education curriculum even with significant modifications.Student requires extensive direct instruction to accomplish the acquisition, application and transfer of knowledge and skills.Student’s difficulty with the regular curriculum demands is primarily due to disabilities and not excessive absences unrelated to the disability or social cultural or environmental factors.You need to say yes to all of these criteria for the student to participate in the WAA-SwD.
31 Student Participation IEP Team Decision: Participation Checklist- Students must take either the WKCE or WAA-SwD for all tested subjects- Revised September 2007, found online at:Remember, it is an IEP Team decisionYou will need to use the Participation Checklist to make the decisionYou will find it online at or as WAA Participation Checklist Form I-7-A in the IEP formsForm I-7 is the IEP page where you also document the decision
32 WAA-SwD for Reading, Math & Science Performance Assessment based on the Extended Grade Band Standards for Reading, Math and ScienceIndividually AdministeredNo evidence collectedMultiple choice questionsThe WAA-SwD for Reading, Math and Science has been developed by CTB-McGraw Hill. DPI has worked VERY CLOSELY with them to develop the test items for Reading, Math and Science. It is individually administered, no evidence will be collected and it has multiple choice questions. IT IS BASED ON THE EXTENDED GRADE BAND STANDARDS we went through today.The WAA-SwD is given at the same time as the WKCE.
33 WAA-SwD for Language Arts, Writing & Social Studies Use WAA-SwD Rating Scale for 4th, 8th and 10th gradesNo evidence collectedNo second rater needed for reliability checkCan be administered beginning at the start of the school year through the end of the WAA-SwD testing windowThe WAA-SwD for Language Arts, Writing and Social Studies will be administered to 4th, 8th and 10th grade students. Unlike the Reading, Math and Science portions, these areas are assess using a rating scale format. You will not need to collect evidence or have a second rater. You can start completing them now for your 4th, 8th and 10th grade students, through the end of the WAA-SwD testing window.
34 WAA-SwD for Social Studies, etc. You will need to download the “Rating Scales” for Social Studies and Language Arts/WritingYou will find these scales and administration guidelines on the WAA-SwD websiteYou will need to download the “Rating Scales” for Social Studies and Language Arts/WritingYou will find these scales and administration guidelines on the WAA-SwD website.
35 WAA-SwD Schedule The schedule will always be the same as for the WKCE. For the School Year, the administration window will be October 27-November 28, 2008.The WAA-SwD test schedule will always be the same as for the WKCE.For the school year, the test administration window will be October 27 through November 28, 2008.
36 Questions? Office for Education & Accountability: Brian Johnson Special Education Team:Sandy BerndtEva KubinskiWisconsin Alternate Assessment for Students with Disabilities webpage:Please contact us if you have further questions about the WAA-SwD or the Extended Grade Band Standards.