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Introduction to the Reading and Language Arts Access Points by l990juh

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									      Introduction to the
SSS Reading and Language Arts
       Access Points for
   Students with Significant
     Cognitive Disabilities

            Session 1
                                1
                Developed by

• Bureau of Exceptional Education and Student
  Services, Florida Department of Education
• Accommodations and Modifications for Students
  with Disabilities Project (FSU)
• Accountability and Assessment for Students with
  Disabilities Project (PAEC)




                                                    2
    What You Will Learn About


• Revisions to Sunshine State Standards for
  Reading and Language Arts
• Access points for students with significant
  cognitive disabilities


 Organization Content          Structure

                                                3
                 The Mandates
• NCLB focuses on high expectations for ALL
  students.
   – ALL students are assessed and progress is reported.
   – Expectations are specified for each grade level.
   – Students with the most significant cognitive disabilities
     may use alternate assessment.




                                                                 4
                The Mandates

• IDEA emphasizes the importance of access to
  general curriculum for ALL students with
  disabilities.
• Access is provided through meaningful instruction
  and engagement.
• Other educational needs are important.
   – Access must be insured.


                                                      5
          Sunshine State Standards
               Revisions Plan


 Subject Area                     Year for Revision
– Reading and Language Arts                2007
– Mathematics                              2007
– Science                                  2008
– Social Studies
– Health and Physical Education
– Foreign Languages
– Visual and Performing Arts




                                                      6
  Reading and Language Arts Strands
               (2007)
• Strands
  – Reading Process
  – Literary Analysis          Implementation
  – Writing Process              2007-2008

  – Writing Applications
  – Communication
  – Information and Media Literacy



                                                7
Organization of the Revised Sunshine
          State Standards


    Strand
       Standard
         Grade Level Benchmarks
          Access Points



                                       8
                Standards for
            Reading Process Strand

Strand: Reading Process
 Standards:                          Grade Levels
     •   Concepts of Print                K-1
     •   Phonological Awareness           K
     •   Phonemic Awareness               K-1
     •   Phonics and Word Analysis        K-5
     •   Fluency                          1-12
     •   Vocabulary Development           K-12
     •   Reading Comprehension            K-12
                                                    9
                    Standards
• Each standard describes the overall intent of the
  benchmarks.

           Reading Comprehension
            Standard: The student uses the
            reading process effectively and
            constructs meaning from a variety
            of text.



                                                      10
                Benchmarks

• Most standards have K-12 progressions of of
  benchmarks.
• Benchmarks are written for each grade level,
  kindergarten through grade 8, and combined
  grades 9-10 and 11-12.
• Grade level benchmarks replace GLEs.



                                                 11
Access Points for SSS Benchmarks


    SSS Grade Level Benchmark


       Independent Level Access Point

       Supported Level Access Point

       Participatory Level Access Point



                                          12
Access Points for Students with Significant
          Cognitive Disabilities



 Access points describe challenging
 learning expectations for students with
 significant cognitive disabilities.




                                              13
               Who Are the
        Access Points Designed For?

• Only students with significant cognitive
  disabilities
• Students who meet the criteria for alternate
  assessment
• Other students with disabilities should be
  working on the regular SSS with
  accommodations as necessary


                                                 14
 How Were the Access Points Developed?
• Project staff
• DOE staff (ESE, General Ed)
• Florida educators and parents
   – Writing teams (100+ participants, July 2005)
   – Online review (statewide)
   – Teacher interviews
   – Final review (300+ educators, July 2006)

   **Language Arts Access Points adopted January 2007



                                                        15
  Old        Levels of Functioning
Version
                       Support and Assistance
  • Describe how much support and assistance is
    needed by the student to perform the desired
    behavior.

          Independent Supported Participatory
               In.       Su.       Pa.
     Some                                       Most




                                                       16
  NEW Levels of Complexity
VERSION
 • Describe the knowledge and skills required
   at each grade level.

        Independent Supported Participatory
             In.       Su.       Pa.

     More                                       Less
     Complex           Complexity               Complex




                                                          17
 Access Points: NCLB Guidelines
• Must provide access to the general curriculum
• Must be aligned with the state’s academic
  content standards
• Must reflect the highest learning standards
  possible for students with the most significant
  cognitive disabilities




                                                    18
         What is an Access Point?

• A restatement of the SSS benchmark that:
   – captures the core intent of the benchmark
   – describes a different level of complexity
     (less complex skills or prerequisite skills)


• Accommodations (not stated—are provided)




                                                    19
    Core Intent of a Benchmark

• Core Intent: the basic concept or skill of the
  benchmark

   – Example:
     The student will demonstrate legible cursive
     writing skills



                                                    20
          Access Points Link
         to the Benchmarks


Grade Level
Benchmarks

                               In.
                               Su.
                               Pa.




                                     21
   Access Points Link to Benchmarks Example

Grade 4 Benchmark: The student will demonstrate legible cursive
writing skills.

        • In. The student will write words and sentences with
              proper spacing and sequencing.
        • Su. The student will write words using upper case and
               lower case letters, proper spacing, and sequencing.
        • Pa. The student will use pictures, symbols, or words
              to convey meaning.




                                                                     22
          Access Points Link to Benchmarks
                  The student will…
Grade 11-12 Benchmark: Apply oral communication skills in interviews,
formal presentations and impromptu situations according to designed rubric
criteria.

     • In. Apply oral communication skills in interviews with familiar
           persons, brief presentations, and other real-world situations.
     • Su. Apply oral communication skills in interviews with familiar
           persons and other real-world situations.
     • Pa. Communicate information and requests in familiar activities
           in real-world situations.




                                                                            23
      Access Points Link to Benchmarks
              The student will…

Grade 6 Benchmark: Explain and demonstrate an understanding of
the importance of ethical research practices, including the need to
avoid plagiarism and know the associated consequences.

   • In. Record simple bibliographic data and identify ethical
         practices for using information (e.g., not claiming
         ownership of others’ ideas).
   • Su. Identify the titles of references or other sources
         used to answer search questions.
   • Pa. Identify objects, books and print material that belong
         to others.


                                                                      24
     Levels Match-Up Activity
Match the access points for each
benchmark to the correct levels.


Independent?     Access Point
                                Access Point
                 Description    Description
Supported?
                          Access Point
Participatory?            Description



                                               25
Directions: Match the access points descriptions for each benchmark to the
correct levels.

SSS Benchmark: Communication: Listening and Speaking Kindergarten
The student will listen attentively to fiction and non-fiction read-alouds and
demonstrate understanding.

A. The student will respond to
familiar read-aloud stories or
poems.

B. The student will listen to familiar
read-alouds and answer literal
yes/no questions about persons,
objects, and actions in pictures.

C. The student will listen to familiar
read-aloud stories and poems and
identify objects or persons.

                                                                                 26
Directions: Match the access points descriptions for each
benchmark to the correct levels.

SSS Benchmark: Communication: Listening and Speaking Kindergarten
The student will listen attentively to fiction and non-fiction read-alouds and
demonstrate understanding.

A. The student will respond to
familiar read-aloud stories or
poems. PA.
B. The student will listen to familiar
read-alouds and answer literal
yes/no questions about persons,
objects, and actions in pictures.
IN.
c. The student will listen to familiar
read-aloud stories and poems and
identify objects or persons. SU.

                                                                                 27
SSS Benchmark: Communication: Listening and Speaking Gr. 5
The student will make formal oral presentations for a variety of purposes and
occasions, demonstrating appropriate language choices, body language, eye contact
and the use of gestures, the use of supporting graphics (charts, illustrations, images,
props), and available technologies.

A. The student will use language
to communicate with teachers or
peers in classroom activities and
routines.

B. The student will contribute to
formal group presentations and
informal discussions using
appropriate oral language choices
for the purpose and occasion.

C. The student will contribute to
informal presentations using
appropriate oral language choices
for the purpose.

                                                                                          28
SSS Benchmark: Communication: Listening and Speaking Gr. 5
The student will make formal oral presentations for a variety of purposes and
occasions, demonstrating appropriate language choices, body language, eye contact
and the use of gestures, the use of supporting graphics (charts, illustrations, images,
props), and available technologies.

A. The student will use language
to communicate with teachers or
peers in classroom activities and
routines.
PA
B. The student will contribute to
formal group presentations and
informal discussions using
appropriate oral language choices
for the purpose and occasion.
IN
C. The student will contribute to
informal presentations using
appropriate oral language choices
for the purpose. SU

                                                                                          29
SSS Benchmark: Communication: Listening and Speaking Grades 9-10
The student will research and organize information for oral communication
appropriate for the occasion, audience, and purpose (e.g., digital presentations, charts,
photos, primary sources, webcasts).

A. The student will use a familiar
source (e.g., person, picture,
symbol, word) to obtain
information for activities.

B. The student will gather and
organize information for oral
presentations and integrate
appropriate media.

C. The student will locate and use
information in familiar sources for
oral presentations for specific
occasions.

                                                                                       30
SSS Benchmark: Communication: Listening and Speaking Grades 9-10
The student will research and organize information for oral communication
appropriate for the occasion, audience, and purpose (e.g., digital presentations, charts,
photos, primary sources, webcasts).

A. The student will use a familiar
source (e.g., person, picture,
symbol, word) to obtain
information for activities.
PA
B. The student will gather and
organize information for oral
presentations and integrate
appropriate media.
IN
C. The student will locate and use
information in familiar sources for
oral presentations for specific
occasions. SU

                                                                                       31
      Differentiating Progression
      Within and Across Grades

• The terminology used in the access
  points describes three types of
  information:
  – Knowledge/skill
  – Representation of information
  – Context/setting



                                       32
               Knowledge/Skill

• The verb and additional content that reflect the
  core intent of the revised SSS benchmarks:
   – Respond to a familiar person.
   – Copy letters and words.
   – Write narratives about events.




                                                     33
  Representation of Information


• The type and format of   1.   Person

  information presented    2.   Concrete object

  to                       3.   Picture (photo, drawing)

  the student or           4.   Gesture or sign

  expressed by             5.   Symbol

  the student:             6.   Word and/or phrase
                           7.   Read-aloud text
                           8.   Text



                                                           34
  Representation of Information

The student will:
   – Respond to familiar persons and objects.
   – Copy letters and words.
   – Identify characters, settings, actions, and events in
     read-aloud prose.
   – Identify the author’s purpose (e.g., to tell a story or
     give information) in text.



                                                               35
               Context/Setting

• A description of the situation within which the
  knowledge/skill will be demonstrated

• For example: routine, daily activity, classroom
  activity, school activity, real-world situation, real-
  world or community setting



                                                           36
                Context/Setting

The student will:
  – Match familiar objects to tasks in routines.
  – Recognize pictures or symbols paired with words depicting a
    sequence in familiar activities.
  – Adjust voice and body movement as appropriate for
    speaking in real-world situations.




                                                           37
         Some Access Points Repeat
            Across Grade Levels


• The SSS benchmark is the same across grade
  levels.
• The same skill is applied to materials of increasing
  difficulty level.




                                                         38
Where do I find the Access Points?
     www.flstandards.org




                                     39
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                     Reminders
•   Curriculum is determined at the IEP meeting and
    documented on insert D as to whether student will access
    Sunshine State Standards or SSS with Access Points
    (modified SSS).
•   Students accessing a general education curriculum should
    only receive accommodations and these accommodations
    should be documented on Insert D of the IEP.
•   Students accessing a modified curriculum will follow the
    Sunshine State Standards with Access Points.




                                                           48
                       Grading

•   Students pursuing a general education curriculum must be
    graded according to grade level competencies/benchmarks.
•   Students pursing a modified curriculum are graded on their
    grade level SSS Access Points according to their level of
    complexity (independent, supported , or participatory).
•   The teacher must document comment #48 on the student’s
    report card which states that the student is working on a
    modified curriculum




                                                             49
Q&A


      50

								
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