Extended GLE’s Curriculum and Instruction

What’s the connection to curriculum and instruction?

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In this section we will:

Think about what instruction might look like for our own students.– Become familiar with access tools – Review how the ExGLE’s link to goals and objectives– Plan for access to general education curriculum– Create “images of success” for our students

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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

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If you’re feeling like this….

The need for change bulldozed a road down the center of my mind.

Maya Angelou

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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 Act

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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

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General Curriculum Access Content Standards for All Students

ArtsEnglish/Language ArtsEmployabilityGeographyGovernment and CitizenshipHistory

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Content Standards for ALL Students

Library/Information SkillsMath ScienceSkills for a Healthy LifeTechnologyWorld Languages

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Extended Grade Level Expectations

Reading

Writing

Math

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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 program

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Opening up access

Digital 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 skills

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Let’s start with access tools

There are many tools to help students access print and spoken language

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Reading Pen

Start to Finish Books

Write: Out Loud

Read and Write

Read with technology

Denham, 2004

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Modified text from Jumangi using Writing With Symbols 2000.

Reading using graphics

Denham, 2004

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Reading with symbols, objects, voice...

.. graphics/symbols (Writing with Symbols 2000, Widgit)

.. objects

.. tactile cues

.. a communication aid (Step-by-Step, AbelNet)

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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

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..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…

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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

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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 GLE’s 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

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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 year

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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.

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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

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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 curriculum

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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.

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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.

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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.

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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 1-2-3 to count with voice output, sequence activities and demonstrate number order, 4/5 times for 10 days.

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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

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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

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Writing

Content Standard--The student writes about a topic.

Two examples

Strategies to Develop Images of Success

Become familiar with learning sequencesSharing our knowledge

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Teaching Sight Words Sequence

Match picture to picture

Match word to word

Match spoken word to pictureName picture

Match spoken word to printed word

fish fish

fish

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Research Based Practices for Teaching Sight Words

fish cat home

fish

Match picture to printed word

Match Printed word to picture

Read fish

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Pictures, words and/or numbers on voice output systems

fishcat

home

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Teaching sight wordsStimulus fading

fish fish fish

fish

fish

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Recognizing Numbers

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2

250

Early Trials

Middle Trials

Later Trials

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Create your own examples

Work in pairs or groups of threeIdentify an ExGLE that will be measured in 2006-2007Think about how your student could access that standardShare with group to increase our group experience

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An Example from the NAAC

Let’s watch Jordan learning an English lesson.Jordan has autism and a cognitive disability.

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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

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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.