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1、North Carolina Extended Content Standards,American Institutes for ResearchExceptional Children DivisionNorth Carolina Department of Public InstructionMarch,2006,Seymour Sarason,“It could be argued with a good deal of persuasiveness that when one looks over the history of man the most distinguishing
2、characteristic of his development is the degree to which man has underestimated the potentialities of men.”(Christmas in Purgatory,1965,p.107),Changing Curricular Context for Students with the most Significant Disabilities,Early 1970sAdapting infant/early childhood curriculum for students with the m
3、ost significant disabilities of all ages1980sRejected“developmental model”Functional,life skills curriculum emergedNational Alternate Assessment Center,1990sAlso:social inclusion focus Also:self determination focusAssistive technology2000General curriculum access(academic content)Plus earlier priori
4、ties(functional,social,self determination)Digitally accessible materials,Walk the Wall,Divide into 4 teams A,B,C,DMove to designated area Divide each team into 4 main groups(1,2,3,4)-1 group for each curricular eraAssign recorder within each subgroupRecord pros and cons for your curriculum era(timed
5、)Move on to next curriculum era when directedReview pros and cons and add further points(timed)Move on to next curriculum era when directedRepeat until back to starting point ReviewNational Alternate Assessment Center,Developmental Model(1970s),What it looked likeVisually track objectFind partially
6、hidden object(object permanence)Put peg in pegboardWash hands and use the toiletMotor imitation(“Pat your head”)(National Alternate Assessment Center,2005),Why rejectedNot chronologically age appropriateNot functional(i.e.,did not promote skills of daily living)Readiness-never readyStudents did not
7、follow the developmental sequence“Criterion of ultimate functioning”in community-teach what student needs for life,Functional Curriculum(1980-1990),First options for adults with severe disabilities to live and work in the communityCurriculum based on what is needed to live and work in the community“
8、Ecological inventory”-assesses the environment to identify needed skillsChronologically age appropriate;also called“top down”curriculumApplied behavior analysis foundation for systematic instruction methods widely supported in research(National Alternate Assessment Center,2005),Functional Curriculum
9、,What it looks likeTask analysis of 10 steps to place an order at Burger King(Go to counterplace orderetc.)Repeated trials of counting out$5.00Repeated trials of reading sight words:“hamburger,”“fries”,Current statusContinues to be valued and promoted in texts in Severe DisabilitiesSome critics sugg
10、est that it promotes separate curriculum;atypical school experienceMost educators blend functional with academic(National Alternate Assessment Center,2005),Social Inclusion Movement(Mid 80s and 90s),Inclusion in general education as a civil rightNeighborhood school,general education class,“belonging
11、”/full membershipActivities to promote social inclusion/teach social interactionSelf determinationEmphasis on student making own choices;person-centered planningProvide support for inclusion versus expecting student to earn inclusion by learning“prerequisite”skills(National Alternate Assessment Cent
12、er,2005),Self Determination Model(late 90s),What it looks likeChoose restaurant;choose orderGreet peer in English classSelf instruction to perform job taskPass item to peer in cooperative learning activity Use switch to make choice or activate a device(National Alternate Assessment Center,2005),Curr
13、ent Status-Some states alternate assessment include quality indicators related to inclusion,self-determination factored into student scores-General curriculum access as a“right”;versus earning it with progression of skills,Access to the General Education Curriculum(late 90s to present),Not just acce
14、ss to general education settings but access to CONTENT and expectation for learningEven students in separate settings have this expectationAssessing progress on state alternate content standards Teaching grade level academic content with expectations for alternate achievements,Access to the General
15、Curriculum,What it looks likeSame/similar materials and activities as peers in general educationIndicate comprehension of main idea of story by selecting pictureUse technology to solve math problem;chart data“Were learning how to do it better each day”(National Alternate Assessment Center,2005),Curr
16、ent statusNew for most educators;including experts in the fieldMany students receiving academic instruction for the first timeSome educators worry about loss of focus on functional curriculum;see it as either/or,Access to the General Curriculum,All students having the opportunity to learn academic c
17、ontentSequential versus catalog approach to curriculumAvailability of assistive technology and digitally accessible materialsLess complex performances of grade level achievement standardsBut high expectations are creating success stories(National Alternate Assessment Center,2005),How did we get here
18、?,IDEIA 2004 requires that all students have access to the standard course of study in North Carolina at grade level.IDEIA requires that all students be tested in order to demonstrate proficiency with the content standards at grade level.,North Carolinas response,NC EXTEND1 will assess students who
19、access the NC Standard Course of Study through content extensions derived at each grade level for the content areas of Science,English-Language Arts,and Mathematics.NCEXTEND1 will replace the NC Alternate Assessment Portfolio for 2006-2007.,A Common Language Towards a Common Goal,Lets establish work
20、ing definitions of terms that we will be using throughout the day.Then well incorporate these terms into an understanding of DPIs process of developing content standard extensions.,Terminology,Content Standard ExtensionsEstablish an expectation of what students should be able to know and be able to
21、do that differs in depth and complexity from the expectations for other students at a particular grade levelA content standard that has been expanded while maintaining the essence of that standard,thereby ensuring that all students with significant cognitive disabilities have access to,and make prog
22、ress in,the general curriculum,Terminology,cont.,Performance level descriptorsDescribe how much students should know and be able to doDescribe what students at each achievement level should know and be able to do,Terminology,cont.,Entry pointsrepresent a further definition of the extensions of the s
23、tandard course of studyrepresent the breadth,depth,and complexity of the content standards at varying levels of abilityshould represent a continuum of opportunities for exposure to the content standards.Exposure is a key in teaching the standards.,Terminology,cont.,Symbolic,Early Symbolic,Pre-symbol
24、ic levels of abilityActivity:At your table,or within your group,discuss the varying behaviors at the Symbolic,Early Symbolic,and Pre-Symbolic levels(see handouts at your table).Identify examples of these behaviors based on your experiences with students with significant cognitive disabilities.Assign
25、 a spokesperson who should be prepared to share with the large group,Behaviors Related to the Symbolic Level,Communicates with symbols(e.g.,pictures)or words(e.g.,spoken words,assistive technology,American Sign Language,home signs).May have emerging or basic functional academic skills:decoding and c
26、omprehension knowledge of meaning in a variety of symbols(pictures,logos,signs,letters,numbers,symbols or words)counting or number recognition identifying or categorizing by a variety of attributesemerging or basic number sense and/or computationunderstanding of models or simple representationsemerg
27、ing writing or graphic representation for the purpose of conveying meaning through writing,drawing,or computer keying,Behaviors at the Early Symbolic Level,Demonstrates emerging knowledge of symbols(e.g.,pictures,logos,associated objects flag for circle time).May have limited emerging functional aca
28、demic skills:limited or emerging knowledge of graphic symbols(logos,restroom signs,etc.)limited or emerging knowledge that objects may be symbolically or graphically related to an event,activity or another object(cereal box for cereal,photo of toys for play area,picture of bus for go home)may respon
29、d to a variety of instructions(verbal or pictorial)may categorize by 1 or more attributesmay demonstrate knowledge of a variety of cause-effect relationships.,Behaviors at the Pre-symbolic Level,May demonstrate intentionality shows interest,directed focus,purpose or desire for a result through behav
30、iorBeginning to build intentional communication;may use idiosyncratic gestures,sounds,and movements to communicate with othersDoes not discriminate between pictures or other symbols(and does not use symbols to communicate)Associates objects or physical settings with routine activity-cup means drink,
31、diaper means lie down Demonstrates limited or simple understanding of cause and effect with immediate and frequent routines May have the capacity to sort very different objects,may use trial and errorMay demonstrate emerging knowledge of cause-effect relationshipsMay manipulate(put in mouth,touch,gr
32、ab,etc.)or engage in repeated movements to gain knowledge of objectsStarts to combine objects(e.g.,place one block on another),Terminology,cont.,Depth:start with the standard and go deepThe CompetencyThe ExtensionSymbolic Entry PointEarly Symbolic Entry PointPre-symbolic Entry Point,Developing the E
33、xtensions of the NC Standard Course of Study:The Process,Phase IContent standard extensions were developed through collaborative efforts of 5 divisions of the NC Department of Public Instruction(Elementary Education,Middle Grades Education,Secondary Education,Accountability,Exceptional Children)Deve
34、loped for students who are performing at a pre-symbolic,early symbolic,and symbolic level of ability.,The Process,cont.,Phase IIFormation of a 48 member task force consisting of parents,school and system administrators,regular and special education teachers,and testing coordinators.9 subcommittees w
35、ere assembled within this task force representing elementary,middle grades,and secondary science,English/language arts and mathematics.This task force devised Extensions of the NC Standard Course of Study,reflecting access to the standards at the 3 levels of ability.,The Process,cont.,Phase IIIThe N
36、CEXTEND1 will be developed by staff of NCDPI with stakeholder inputPerformance Level Descriptors for each level of ability will be developed in the fallObjective:to assure that the assessment provides valid and reliable means of assessing student performance on grade-level content standards,given th
37、e specific abilities of individual students.,The Process,cont.,TrainingOverview and backgroundReview of standardsTranslating standards into goalsTranslating standards into activities and materials,Review of the StandardsTime to Dig In!,ActivityBased on the color of the pail and shovel on your table,
38、take 20 minutes to:Review and discuss the content standard extensions,sampling from elementary,middle grades,and secondary and their linkage to the grade level standardBe prepared to share with the large group examples of the extensions from elementary,middle grades,and secondary level in language t
39、hat you will use when explaining this to students parents.ScienceEnglish/Language ArtsMathematics,Translating Standards into Goals,Activities and Materials,Creating a BalanceHow am I assuring access to the general curriculum?How am I assuring that this goal is functional,meaningful and relevant?Am I
40、 assuring that the goal adequately addresses the students present skill level?,Identifying Instructional Goals,Step 1Can the student address learning standards at grade-level expectations in the subject being addressed?If yes,thenDesign age-appropriate instruction based on learning standards in this
41、 subject,at a level that challenges the student.If noProceed to Step 2,Identifying Instructional Goals,Step 2Can the student address entry points at this grade level that are more complex?If yes,thenDesign age-appropriate instruction based on learning standards in this subject,at a level that challe
42、nges the student.If noProceed to Step 3,Identifying Instructional Goals,Step 3Can the student address entry points at this grade level that are less complex?If yes,thenDesign age-appropriate instruction based on learning standards in this subject,at a level that challenges the student.If noProceed t
43、o Step 4,Identifying Instructional Goals,Step 4When it has been determined through repeated attempts that the student at present cannot address learning standards even at the least complex entry point,the student should address access skills(social,motor,and communication skills)while participating
44、in academic instruction.,Whats He Going to Get Out of This ClassReally?,Challenges of Educating Students with Severe Disabilities in General Education,Abstract ConceptsFast PaceVerbal EmphasisAppear to Require Highly Academic SkillsLarge Group ActivitiesJune Downing,Access Center Webinar,September 2
45、005,Adapting Academic Tasks,Simplify TasksAdd InformationTarget Much Easier ConceptsHave Less to DoMake More ActiveMake TangibleMake Materials Larger/Add ColorMake it Fun/Game-like when PossibleJune Downing,Access Center Webinar,September 2005,Analyzing a Lesson to Identify Meaningful Learning Oppor
46、tunities,Can any meaningful vocabulary be targeted?What general knowledge would be important to teach?Can comparisons be made?(past/present,size,shape,amount,appearance)What math skills can be targeted?June Downing,Access Center Webinar,September 2005,English Literature,Build VocabularyIdentify Big
47、IdeasDetermine color of ink to write withSame/Different conceptsCount particular items on pagesAdd page numbersSign nameJune Downing,Access Center Webinar,September 2005,A 7th Grade Example,Whale Rider by Witi Ihimaera,BIG IDEAS,Ocean,Whales,Family,Vocabulary,Familygirl,boy,grandmother,grandfather,b
48、rother,oldOceanwater,fish,wet,dry,salt,shells,blue,whiteWhalesbig,small,swim,eat,ride,on,gray,fishJune Downing,Access Center Webinar,September 2005,Comparisons,Girl vs WhalesBig vs LittleSwim vs walkWet vs dryOld vs youngJune Downing,Access Center Webinar,September 2005,Numeracy,Count stranded whale
49、sCount shellsCount family membersCompare number of boys to girlsJune Downing,Access Center Webinar,September 2005,Check for Comprehension,The girl rode on thesurfboardwhale The girl loved her grandfatherboyfriend car,Geometry,Recognize Shapes(match)Count Like ShapesRecognize/Sort Big/LittleFind Obje
50、cts of Certain ShapeSort by ColorJune Downing,Access Center Webinar,September 2005,Algebra,Identify Numbers(2x+3y=14)Match NumbersUse a CalculatorCreate Problems with Objects(count)Identify Largest of Two NumbersJune Downing,Access Center Webinar,September 2005,Science,HealthDecide good vs.bad thing
