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					Standards Designed Instruction for SWD



   Curriculum Access For Students
   with Disabilities
   Jill Larson, CDE
   Diane K. Youtsey, ACSA
    Steps to Designing Standards-based Instruction



Step 1. STANDARDS



 Step 2. ASSESSMENT




    Step 3. STANDARDS-BASED IEPS



Step 4. MASTERY TEACHING AND LEARNING
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.
Selected Standards

   Selected Standards identify
    specific content critical to the
    student’s successful progress
    through the California Content
    Standards
    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
Selected Standards

   Tie the IEP to the general
    education curriculum
   Provide positive directions for
    goals and interventions
Selected Standards
   Satisfy general curriculum
    requirements of IDEA
   Focus on the curriculum
    elements that help students
    prepare for the State STAR
    assessments
Assessment Interpreting the Data
CDE STAR Assessment System

        CAT 6
        CST
        SABE
        CAPA
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
Assessment Results Provide Information



    Assessment results provide
     information that allows a district,
     school or state officials to focus
     resources on:
        Which individual?
        Which subgroup?
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?
     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
  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 child’s 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.
 Educational Benefit
Assessment   Present Levels   Goals   Services   Progress   Adjustment
              of Academic                                    of the IEP
              Achievement
             and Function
 What is Educational Benefit?
1. Is the assessment complete and does
   it identify the student’s needs?
2. Does the present performance include
   all of the needs identified in the
   assessment?
3. Are all of the student’s educational
   needs addressed by appropriate goals
   and objectives?
What is Educational Benefit?

4. Do the services support goals and
   objectives?
5. Did the student make yearly progress?
6. If the student did not make yearly
   progress:
  Services Provided, IEP reasonably
    calculated, Goals and Objectives,
    Services changed
Developing Standards-based IEPs



Choosing Grade Level Standards for Special Education
                     Students
    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.
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.
     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.
Develop the Annual Goal


 ANNUAL GOALS are
 statements that describe what
 the student can reasonably
 accomplish within a twelve-
 month period.
          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
         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)
Designing Standards-based Instruction



1.       Know the standards
2.       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
Designing Standards-based Instruction



3.   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
Designing Standards-based Instruction


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

				
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