Presentation on theme: "Extended GLE’s Curriculum and Instruction"— Presentation transcript:
1 Extended GLE’s Curriculum and Instruction What’s 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 toolsReview how the ExGLE’s link to goals and objectivesPlan for access to general education curriculumCreate “images of success” for our studentsDuring the next hour and a half, we’ll work together to understand what these changes mean to ourselves and our students throughout the instructional year. The process is new how the new assessment system will effect our instruction is still unknown territory. As the theme of this conference says, we’re striving for images of success for our students. Each change has led to improvement for our students. As difficult as it was for us when the alternate assessment began in Alaska, our students have benefited. They have been exposed to broader curriculum, they’ve had the benefit of systematic instruction and data recording and they’ve learned and grown!
3 The National Alternate Assessment Center Stepwise ProcessInstruction is linked to grade level content standardsDefine outcomes for all studentsIdentify instructional activities for all students and how individual students with disabilities will accessTarget specific IEP objectivesThe NNAC has been working on improving alternate assessment nationwide to meet requirements of NCLB and IDEA. The Stepwise process describes a way to plan for instructing students with significant cognitive disabilities in grade level curriculum. You have the Stepwise packet which we’ll use to plan for access later in the session.
4 If you’re feeling like this…. The need for change bulldozed a road down the center of my mind.Maya Angelou
5 Take a Deep Breath….We’ve survived before, and students continue to increase their learningWe are all still learning the best ways to educate students with significant disabilitiesIDEA 2004 is the Individuals with Disabilities Education Improvement ActWe’re in that place again where we’re not sure what is coming. We were there before, not knowing what was coming and not wanting to make change.Quote by Marilyn Ferguson: It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear. It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.
6 Historical Perspective: Changing Curricular Context for SCD Early 1970sAdapting infant/early childhood curriculum for students with the most significant disabilities of all ages1980sRejected “developmental model”Functional, life skills curriculum emerged1990sAlso: social inclusion focusAlso: self determination focusAssistive technology2000General curriculum access (academic content)Plus earlier priorities (functional, social, self determination)Digitally accessible materialsThere is a focus on general curriculum access for all students, even students with the most significant disabilities. NCLB and IDEA both emphasize this. We’re all at the forefront of learning how to do it.
7 General Curriculum Access Content Standards for All Students ArtsEnglish/Language ArtsEmployabilityGeographyGovernment and CitizenshipHistoryRemember general curriculum content for all students is in a variety of areas. Nationally special education teachers are being encouraged to increase collaboration with general education teachers in planning and instructing lessons. General ed teachers have already designed their lessons to meet the grade level standards.
8 Content Standards for ALL Students Library/Information SkillsMathScienceSkills for a Healthy LifeTechnologyWorld Languages
9 Extended Grade Level Expectations ReadingWritingMathThese are only part of the student’s educational program. They are the areas measured by NCLB
10 What about functional life skills, social and self-determination skills? Still importantPart of the IEPNot part of the assessmentThe assessment measures only part of the student’s educational programWhat NCLB measures is only part of the student’s educational program. NCLB measures only language arts and math. That is not the whole program for students without disabilities and it’s not the whole program for students with disabilities. Students with significant cognitive disabilities still need instruction in functional skills, social and self-determination areas.
11 Opening up accessDigital and other assistive technology is opening up access for many of the studentsStudents with disabilities are learning to read, write and use mathReading, writing and math are functional skillsGiven the opportunity, access to academic activities and systematic instruction, research is demonstrating that many students with cognitive disabilities are learning to read, write, and use math.
12 Let’s start with access tools There are many tools to help students access print and spoken languageLet’s review a few of these and share others you know or use.
13 Read with technology Start to Finish Books Reading Pen Write: Out Loud Students read in school every day. For most, being able to read is something we don’t think about. For others, however, the task can be a challenge due to a variety of reasons. Often this challenge becomes a nightmare after years of successive failure in the school environment. Those with severe disabilities may not ever get the chance to try. It’s our responsibility to figure out ways to teach students with significant cognitive disabilities to read write and use mathematics.Bookworm by AbleNet, Talking photo albums, talking picture frames,Read and WriteDenham, 2004
14 Reading using graphics Other ideas: teacher draws simple drawings, Boardmaker, Pix reader/pix writer, photographs,Modified text from Jumangi using Writing With Symbols 2000.Denham, 2004
15 Reading with symbols, objects, voice... .. graphics/symbols (Writing with Symbols 2000, Widgit).. a communication aid (Step-by-Step, AbelNet).. objects.. tactile cues
16 “Active Participation” Cheap Talk 4 (Enabling Devices)DynaVox 3100Communication devices must provide a means of active participation within the curriculumStep By Step Communicator, Abel NetPicture Exchange Communication System, PECS(Pyramid Educational Consultants)
17 A portable keyboard (AlphaSmart) Writing with software, pictures, keyboards…..word prediction (Read and Write Gold, textHELP).. a custom overlay and adaptive keyboard (Overlay Maker, IntelliTools)..webbing software (Inspiration)A portable keyboard (AlphaSmart)
18 Writing with pictures, word cards… .. individual laminated symbols secured with Velcro (Boardmaker, Meyer-Johnson).. word stamps.. sentence strips in scienceoxygen●A plant needswater●The plant needs sunlight... pictures – drawn, magazine
19 IEP GoalsThe assessment is no longer based specifically on IEP goals and objectivesAccording to IDEA, goals and objectives must be linked to general education standardsGrade level expectations and extended GLE’s are newNow more clearly aligned to general curriculumGoals and objectives teach skills to access curriculumAcademic curriculum and the ‘hidden’ curriculum in schoolGLE’s we must become familiar with the ExGLE’s as we begin to write IEP’s this spring and from now on.
20 IEP Goals and Objectives Skills necessary in current and future environmentsIdentified by the family as importantTeach academic skills because they are functional and socially validMeaningful to the studentExpected to be learned within one yearthose skills must be embedded in natural routines and in socially valid contexts. They should still be skills that can be taught and learned in different settings and situations throughout the day or week.Student should not have to wait until they are able to make a bed before they are taught to readbe presumed competent and not denied instruction offered to students of the same age
21 Identifying Priorities Build on student strengths and preferencesWhat 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.Before we isolated one objective that was somewhat related to the general ed standard. Now we’re required to teach broad skills related to each area.
22 Goals and ObjectivesGoals and objectives are written to give access to the general curriculumConsider communication, motor, social skillsAddress skills needed for reading, writing and mathGoals and objectives should still be goals and objectives that are taught across environments. Academic skills are not only taught in that academic class---they should be taught across the curriculum to generalize. There is reading in math class and students use number in other subject areas besides math.
23 Identifying reading, writing and math objectives Our former assessment stretched the concepts and taught isolated skills related to the standardNCLB makes it clear that we are measuring grade level expectations for all students in language arts and mathExpectations will grow from year to year and skills will build on each otherThere is now a strong emphasis on participation in general curriculumExamples of stretching found in the old assessment--Reading--sees a diaper and moves to the changing areaMath--walks with walker for 5 feetNationally, educators are encouraging special education teachers to work closely with regular education teachers to identify grade level units and outcomes. It’s more work to create your own units. Working on the same content as other students that age is required by IDEA and NCLB and gives students shared experiences,
24 Sample IEP ObjectivesWhen 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 ObjectivesGiven 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 ObjectivesWhen 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.This objective can be used across the curriculum in reading and other functional activities.
27 Sample ObjectivesIn 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 intactuse the same materials, or adapted version of the materials, and appropriate assistive technology to gain access
29 Four Steps to Access Identify or link to the appropriate standard(s) Define the outcome(s) of instructionIdentify the instructional activitiesTarget specific objectives from the IEPProcess proposed by the National Alternate Assessment Center. You have the stepwise packet.
30 Writing Content Standard--The student writes about a topic. Two examplesOpen examples from desktop. Talk through the examples.
31 Strategies to Develop Images of Success Become familiar with learning sequencesSharing our knowledgeTextbooks related to teaching students with significant cognitive disabilities, developmental checklists. Although not complete learning sequences refer to DRAFT Early childhood learning guidelines and K-2 standards to understand skills typically expected at different age levels. Following are two examples of research supported learning sequences.
32 Teaching Sight Words Sequence Match picture to pictureMatch word to wordMatch spoken word to pictureName pictureMatch spoken word to printed wordfishfishResearch based practices for teaching sight words have established this sequence for teaching sight words.fish
33 Research Based Practices for Teaching Sight Words fish cat homeMatch picture to printed wordMatch Printed word to pictureReadfishfish
34 Pictures, words and/or numbers on voice output systems fishcathomeThere are many ways for students to access the same information. Be creative.
35 Teaching sight words Stimulus fading fishfishfishfishfish
36 Recognizing Numbers 2 Early Trials Middle Trials 2 Later Trials 5
37 Create your own examples Work in pairs or groups of threeIdentify an ExGLE that will be measured inThink about how your student could access that standardShare with group to increase our group experience
38 An Example from the NAAC Let’s 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.