Standards Designed Instruction for SWD

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Standards Designed Instruction for SWD

• Curriculum Access For Students with Disabilities
• Jill Larson, CDE
• Diane K. Youtsey, ACSA

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Steps to Designing Standards-based Instruction
Step 1. STANDARDS
Step 2. ASSESSMENT
Step 3. STANDARDS-BASED IEPS
Step 4. MASTERY TEACHING AND LEARNING
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Standards Based Education

• What do we know about standards-based
  education?
• Standards are general statements of what all
  students should know and be able to do.
• Benchmarks are key checkpoints that monitor
  student progress toward meeting the standards.

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Selected Standards

• Selected Standards identify specific content
  critical to the students successful progress
  through the California Content Standards

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Selected Standards

• The standards chosen for the ACSA handbook were
  selected using
• Special Education Professionals from throughout
  the State.
• The Blue Print.
• http//www.cde.ca.gov/ta/tg/sr/blueprints.asp

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Selected Standards

• Tie the IEP to the general education curriculum
• Provide positive directions for goals and
  interventions

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Selected Standards

• Satisfy general curriculum requirements of IDEA
• Focus on the curriculum elements that help
  students prepare for the State STAR assessments

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Assessment Interpreting the Data
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CDE STAR Assessment System

• CAT 6
• CST
• SABE
• CAPA

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Assessment Results Provide Information

• Opportunity to problem solve and implement new
  strategies
• Teacher training
• Instructional materials
• Devote more time to specific content
• Confirmation that strategies work

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Assessment Results Provide Information

• Assessment results provide information that
  allows a district, school or state officials to
  focus resources on
• Which individual?
• Which subgroup?

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Assessment Results Provide Information

• Assessment results provide information that
  allows a district, school or state officials to
  focus resources on
• What content areas?
• What grade?

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Principles of Good Practice for Assessing Student
Learning

• Assessment of Student learning begins with
  educational expectations
• Assessment works best when programs have clear,
  explicitly stated purposes
• Assessment works best when it is ongoing and not
  episodic

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What is Educational Benefit?

• Specifically designed instruction will be
  provided for eligible students to address the
  unique needs of the child that result from the
  childs disability and to ensure access of the
  child to the general curriculum so that he or she
  can meet the educational standards that apply to
  all children.

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Educational Benefit
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What is Educational Benefit?

• Is the assessment complete and does it identify
  the students needs?
• Does the present performance include all of the
  needs identified in the assessment?
• Are all of the students educational needs
  addressed by appropriate goals and objectives?

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What is Educational Benefit?

• Do the services support goals and objectives?
• Did the student make yearly progress?
• If the student did not make yearly progress
• Services Provided, IEP reasonably calculated,
  Goals and Objectives, Services changed

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Developing Standards-based IEPs
Choosing Grade Level Standards for Special
Education Students
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Trellis Strategy

• A trellis is defined as a frame used especially
  as a support for climbing plants.
• The trellis metaphor is used in conjunction
  with the teaching of standards.
• We will use the term trellis as a frame used to
  support children functioning below grade level
  state or district standards.

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Trellis Strategy

• As the learner gradually masters one grade level
  standard, climbing on to the next grade level
  standard is possible.
• Trellising a standard cannot be accomplished
  without assessment and appropriate goals and
  objectives/benchmarks.

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Trellising Sample

• 9.1.9 Revise writing to improve the logic and
  coherence of the organization and controlling
  perspective, the precision of word choice, and
  the tone by taking into consideration the
  audience, purpose, and formality of the context.
•  
• 8.1.6 Revise writing for word choice appropriate
  organization consistent point of view and
  transitions between paragraphs, passages, and
  ideas
•  
• 7.1.7 Revise writing to improve organization and
  word choice after checking the logic of the ideas
  and the precision of the vocabulary.
•  
• 6.1.6 Revise writing to improve the organization
  and consistency of ideas within and between
  paragraphs.
•  
• 5.1.6 Edit and revise manuscripts to improve the
  meaning and focus of writing by adding, deleting,
  consolidating, clarifying and rearranging words
  and sentences.
•  
• 4.1.10 Edit and revise selected drafts to improve
  coherence and progression by adding, deleting,
  consolidating, and rearranging text.
•  
• 3.1.4 Revise drafts to improve the coherence and
  logical progression of ideas by using an
  established rubric.
•  

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Develop the Annual Goal

• ANNUAL GOALS are statements that describe what
  the student can reasonably accomplish within a
  twelve-month period.

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Write Goals and Objectives/Benchmarks

• In writing objectives/benchmarks it is
  important to use verbs that are open to few
  interpretations and that require an overt,
  observable action, i.e.
• write solve
• demonstrate synthesize
• define construct
• read compare

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Components of Goals Objectives/Benchmarks

• WHO (Student)
• DOES WHAT (Observable Behavior)
• WHEN (By Reporting Period)
• GIVEN WHAT (Conditions)
• HOW MUCH (Mastery,criteria)
• HOW WILL IT BE MEASURED
• (Performance data)

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Designing Standards-based Instruction

• Know the standards
• Know the student
• Review assessment results
• Review Cum
• Consider strengths and weaknesses
• Establish present levels using formal and
  informal assessments

Adapted from Ohio State Department of Education
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Designing Standards-based Instruction

• Connecting the IEP to the Content Standards
• Prioritize needs
• Align needs to standards and write goals
• Trellis
• Unlock the standards
• Accommodations and modifications
• Assess throughout the year

Adapted from Ohio State Department of Education
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Designing Standards-based Instruction

• Planning Instruction
• Identify interim assessments
• Researched-based instructional strategies
• Differentiate instruction
• Use standards-based materials and resources