Find the Fit: GLEs and Comprehensive Curriculum for ALL Nanette Olivier, Louisiana Department of...

Find the Fit: GLEs and Comprehensive

Curriculum for ALLNanette Olivier, Louisiana Department of EducationKristina Braud, Louisiana Department of Education

The New Access Guide: Why?NCLB IDEA

Curriculum Regardless of where children receive instruction, all students with disabilities should have access to, participate in, and make progress in the general curriculum (pg. 68698)

States must also document that students with the most significant disabilities are, to the extent possible. Included in the general curriculum….

(pg. 68701)

Sec. 601. Subpart B © (5) (A) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by –

Having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.

Access A state may… define alternate achievement standards, provided those standards 1) are aligned with the state’s academic content standards, 2) promote access to the general curriculum, 3) reflect achievement standards possible. (pg. 68702)

ILSSA Group, University of Kentucky

The New Access Guide: Why?

Peer Review (tied to Title I funding)

Non Regulatory Guidance

Grade Level

A State’s academic content standards may either be grade – specific or may cover more than one grade if grade –level content expectations are provided for each of grades 3 through 8 (pg. 2) …….is appropriate for the grade level specified, and that reflects clearly articulated progressions across grade level. (pg. 8)

…..States are responsible for designing assessment systems that permit all students in the tested grades to be assessed based on grade-level content and achievement standards. States must first ensure that the assessment is based on State content standards (pg. 10)

ILSSA Group, University of Kentucky

Establish process for:

Students in LAA 1 Students in LAA 2 Students with disabilities Any student struggling with the

curriculum, whether identified or not

Multiple Task Forces

General educators in all content areas from elementary-high school

Special educators (significant disabilities, mild/moderate)

Gifted educators DOE personnel Significant Disabilities Leadership

Committee

What does GLE access mean?What is the target?

Students: receive instruction on grade-level expectations

within the context of grade-level curriculum ensuring that the intent of the grade-level standard remains intact. For some students, this may be at a lower complexity level.

use the same materials or adapted version of the materials, and appropriate assistive technology to gain access.

Adapted from: ILSSA Group, University of Kentucky

Universal Design for Learning (UDL) Developed by the Center for Applied

Special Technology (CAST) Connects the principles of universal design

to principles of learning supported by brain research and literature on learning

UDL Concepts Recognition: What am I learning? Expression: How do I demonstrate I am

learning? Engagement: Why am I learning?

Accessibility Task Force, 5/23/06

Where do we go wrong? Curriculum involvement with lower

grade-level expectations Curriculum involvement with no

expectation to learn Content involvement with no

curriculum connection Student performance in separate

curriculum


Problem: Curriculum involvement + lower grade level expectations

What it looks like Students receive

instruction on lower grade-level curriculum; however, the focus of instruction is on a lower grade-level standard which may or may not spiral to the upper grade levels.

The fix Adherence to the

grade-level standard should be considered first before considering pre-requisite skills.


Problem: Curriculum involvement + no expectations to learn

What it looks like Students work solely on access skills

such as motor, social, and communication within the context of grade-level curriculum activities.

Students receive assistance in completing grade level curriculum with no expectations to align with the intent of the standard.


Problem: Curriculum involvement + no curriculum connection

What it looks like Students receive assistance in completing

age-appropriate, content-related activities with no expectations to learning the required grade-level skills, contents, and knowledge.

Students work primarily on access skills such as motor, social, and communication within the context of age-appropriate activities but not grade-level curriculum activities.


Problem: Student Performance + Separate Curriculum

What it looks like Students work primarily on a

developmental progression; skills found in PreK/early elementary.

Students work on separate functional curriculum (catalogue approach).


Reasons we miss the target Developmental or functional curriculum

approaches represent “tradition” in special education

Lack of understanding of academic standards by special education personnel

Exclusion of special education staff in general education curriculum activities

Lack of student/teacher access to and understanding of appropriate technology


How to hit the target All curriculum planning should adhere

to principles of Universal Design for Learning (CAST). Consider the widest array of possible users Multiple means of representation Multiple means of expression Multiple means of engagement


What the task force considered

GLEs Comprehensive Curriculum Critical function Symbolic levels Depth of Knowledge

Critical Function

What is the “essence” of the GLE? What is the “core” of the GLE? What is the “intent” of the GLE?

Bottom Line: Regardless of the input and expression of knowledge, what does the student need to know?

Symbolic Levels Symbolic - uses or is learning to use words

but may need words paired with picture symbols occasionally

Early Symbolic - uses or is learning to use picture symbols but may need pictures paired objects occasionally

Pre-symbolic - uses or is learning to use tactile cues and or objects

Diane Browder, Ph.D., UNCC, NAAC

Grade Level Example: Biographies

Standard Compare and contrast elements of biographies

Symbolic Level: Reads and writes at grade level

Content Biographies of well known Americans

Activities/skills Silent reading of biography; answer questions about

comparisons; compose biography with all elements


Level 3 - Symbolic


Symbolic Level: Reads sight words & sentences with pic symbols; writes sight

words or can circle large vocabulary of picture symbols


Activities/skills Read aloud biography written in simple sentences with picture

cues; circle pictures to answer questions about comparisons; compose biography by selecting pictures and making captions


Level 2 - Early Symbolic


Symbolic Level Recognizes a few picture symbols; recognizes larger number

familiar objects and can use some symbolically


Activities/skills Simplified text with pictures and repeated lines and vocabulary

read to student about; student selects pictures to answer question about the story; puts pictures into circles to show “same” and “different” to compare biography with own life story


Level 1- Pre-symbolic


Symbolic Level Picture recognition is inconsistent, must be paired with objects;

communicates by looking at/ moving to objects or people


Activities/skills Adapted text with pictures read with student; objects also used to

give meaning; student looks at/ points to objects from story


Depth-of-Knowledge (Cognitive Demand)Depth-of-Knowledge Levels:1. Recall and Reproduction

Recall a fact, information, or procedure. Knowledge

2. Skils/ConceptsUse of information, conceptual knowledge, procedures, two or more steps, etc.Comprehension

3. Strategic ThinkingRequires reasoning, developing a plan or sequence of steps; has somecomplexity; more than one possible answer; generally takes less than 10 minutesto do. Analysis and Evaluation

4. Extended ThinkingRequires an investigation; time to think and process multiple conditions of theproblem or task; and more than 10 minutes to do non-routine manipulations.Evaluation / Synthesis

Norman Webb (1999) http://www.ccsso.org/content/pdfs/AlignmentPaper.pdf

http://www.ccsso.org/content/pdfs/AlignmentPaper.pdf

http://www.ccsso.org/content/pdfs/AlignmentPaper.pdf

D O K

Level

Task Required

ELA Math

1 RECALL A rote response

Recall facts; use dictionary recognize figurative language

Definition, fact or simple algorithm

2 SKILL/

CONCEPT

Mental process involved; multi steps

Use context clues; identify and summarize major events

Classify, organize data, estimate

3 STRATEGIC

THINKING

More demanding reasoning involved, explanation required

Explain author’s purpose; use multiple sources to address a topic

Deciding which concepts to apply to solve a complex problem

4 EXTENDED

THINKING

High cognitive demands; relate ideas within or among content areas

Examine/explain alternative perspectives across various sources

Design and conduct projects and experiments

Grade-Level Standards Grade Level 6 Grade Level 10

Grade-Level Performance…

Writing Writing

Adaptations for a struggling learner

Provide a scribe or word predictive program

Provide a sample and a previously taught graphic organizer for paragraph writing

Adaptations for students with mild disabilities might be

Fill in a formatted letter with a cloze procedure

Template of a business letter and a sample

Adaptations for Students at the symbolic level (reads some sight words: excellent picture reading)

Fill in a formatted letter with a cloze procedure with picture symbols

Prewritten letter: students put parts in correct order

Standard: WritingGrade-Level Content: Letters - parts of a business letter


Adaptations for students at the early symbolic level (able to use some pictures symbolically)

Fill in a formatted letter with a cloze procedure with picture symbols: Teacher assistance signing and/or reading

Prewritten letter: students put parts in correct order; with pictures cues or matching (date to date)

Adaptations for students at the pre-symbolic level (needs to use objects to help understand pictures/words

Indicate who the letter is going to (picture); object representing what the letter is about; bridge by writing letters to others (family, in community or school)

Calendar; picture of person, object the letter is about, picture of who it is going to; sequence parts in correct order

Adaptations for students at the awareness level (limited intentionality in communication: few consistent responses)

Make eye contact with object-focus attention (look at object that represents the letter)

Student finds/reacts to picture of self; indicates signature should be signed for them


What task force members asked for:

User friendly (formats suggested) Range of entry points for activities Resources Examples of technology support Guidelines for IEP development (and

keep the “I” in the IEP) Ready reference for all teachers

Formative and summative assessment suggestions

Functional skills in curriculum Electronic links Extensive professional development

Give us your thoughts!

Plans for ’06-’07

Form teacher workgroups to implement process. Use groups to provide feedback, problem solve, & create teacher-friendly products.

Place emphasis on “real application” of materials.

Expand process across varying levels of learner needs and abilities.

Find the Fit: GLEs and Comprehensive Curriculum for ALL Nanette Olivier, Louisiana Department of...

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