Composing Standards-Based IEPs for Students with Significant Disabilities August, 2008Slide 2
Focus Shifting to concentrate on scholastic gauges Role of useful aptitudes direction Linkage to review level substance Alternate arrangements of review level materials Developing objectives and destinationsSlide 3
Curriculum Access – Students with Significant Disabilities Changing Expectations Changing Practices Changing Outcomes Shifts Happen…Slide 4
Students with Significant Disabilities require broad backings to take part in normal day by day exercises likely require continuous support in adulthood complex needs in regions, for example, correspondence, human services, conduct bolster, expertise securing (e.g., scholarly, self improvement, social, professional), and speculation may encounter tactile shortfalls and engine challenges which require focused on mediations to bolster their cooperation in schedules and exercisesSlide 5
Federal law → Impact on practices IDEA 04 access to the general training educational modules raised desires for all through testing scholastic guidelines utilization of substitute appraisal adjusted to scholastic substance principles at level NCLB interchange evaluations for understudies with huge handicaps adjusted to level substance responsibilitySlide 6
CONTENT INSTRUCT ASSESS Assuring Alignment →Slide 8
1960\'s – Institutionalization 1970\'s – Deinstitutionalization Movement 1990\'s – Inclusive Education Developmental Curriculum Functional Curriculum Academic Content Browder History of Curriculum for Students with Severe Disabilities University of Kentucky - NAACSlide 9
Students with Significant Disabilities New desires… huge movements! Establishment Skills Content Standards Benchmarks Grade Level ExpectationsSlide 10
Foundation Skills 1. correspondence 2. critical thinking 3. asset get to and usage 4. connecting and creating learning 5. citizenshipSlide 11
What about the Unique Needs of Students with Disabilities ? IEP Must address general training educational programs Must address some other needs that outcome from an understudy\'s handicap Individualization is perceived and requiredSlide 12
"Shouldn\'t something be said about useful abilities? Understudies with most huge subjective incapacities ought to: Address practical abilities through the IEP Embed inside scholastic and normal day by day schedules Assess by means of classroom guideline, not LAA1Slide 13
Students with most noteworthy intellectual inabilities ought to: Be shown scholarly substance since it is "utilitarian" and socially substantial Not need to hold up until they can make a bed before they are educated to peruse or before they are shown writing Be assumed able and not denied direction offered to understudies of a similar age (review level substance models and educational modules) Adapted from National Alternate Achievement Center, www.naacpartners.orgSlide 14
Proposed LAA1 Participation Criteria Evidence of a Significant Cognitive Disability (at least 3 Standard Deviations beneath the mean) Criterion #1 Instructional Needs and Curricular Alignment (adjusted to Extended Standards) Criterion #2 Criterion #3 Student SafeguardsSlide 15
Louisiana Extended Standards http://www.louisianaschools.net/lde/saa/2219.html in light of benchmarks and GLEs ELA, arithmetic, and science catch the pith of the GLEs center scholastic substance that might be surveyed at every review traverse (3-4, 5-6, 7-8, 9-12)Slide 16
Extended Standards explain scholarly gaining starting with one review then onto the next encourage access to review level substance move from the solid to the dynamic take care of essential aptitudes and understandingsSlide 17
Complexity Levels Three multifaceted nature levels for each broadened standard. Portrayals of changing chances to get to the scholastic substance distinguished by the broadened standardSlide 18
Level 1 least complex; mirrors an understudy\'s underlying encounter with substance identified with the amplified standard. Level 2 a more perplexing utilization of the broadened standards. Level 3 even more perplexing learning circumstances (e.g., comprehension and resulting processing of discourse, content, and hidden content structure.) Mastery of an amplified standard by and large demonstrated by an understudy performing at level 3.Slide 19
Grades 3-4 English Language ArtsSlide 20
5-6 Grade English Language ArtsSlide 21
Grades 7-8 English Language ArtsSlide 22
9-12 Grade English Language ArtsSlide 24
LAA1 Spring 2009 Performance Task Samples http://www.louisianaschools.net/lde/saa/2219.html Parent leaflet http://www.louisianaschools.net/lde/transfers/11848.pdf Who, what, when, where, howSlide 25
Implications for Students Access to the wide broad training educational modules, not simply the Extended Standards The Extended Standards don\'t constitute a different educational programs Address an assortment of GLEs at level Partial interest Curriculum content increments in multifaceted nature over time Change/development after some timeSlide 26
Implications for understudies Address extension and arrangement At suitable unpredictability level Use level instructional materials in proper interchange formats Accessible instructional materials Taught utilitarian abilities as determined by the IEP groups rehearse aptitudes inside the setting of general training scholarly schedulesSlide 27
Essential Issues These are ideas and practices which have been explored and observed to be successful and basic components of an understudy\'s training program.Slide 28
Essential Issues Ability to contribute Age-fittingness Assistive innovation Friendships Future-arranged Generalization InclusionSlide 29
Essential Issues (proceeded with) Partial interest Positive behavioral bolster Self-assurance Student pride Student inclinationsSlide 30
Middle and High School Considerations Community Access Vocational Training/EmploymentSlide 31
Literacy Access for Students with Significant DisabilitiesSlide 32
Reading: Lack of Knowledge in regards to Students with Significant Disabilities Lack of concentrate on perusing for this populace In the most recent 20 years while the "investigation of perusing" has been building up, the concentration in serious inabilities has been useful life aptitudes (Browder) Limited look into Unknown conceivable outcomes Next venture to apply what is known from the "science of perusing" to grow intense, longitudinal perusing interventions (Browder)Slide 33
The Opportunity to Learn Reading Because… Students "potential" to gain ground is obscure without the chance to learn Students who are not crippled are not required to ace all life abilities before getting the chance to figure out how to peruse Academic guideline for understudies who are nondisabled does not end at the primary indication of "no advance" Reading is a "urgent expertise" that can improve grown-up results; perusing is utilitarian Even if understudies don\'t get to be distinctly proficient, the procurement of early education aptitudes can open chances to appreciate and advantage from an extensive variety of age and grade proper writing Browder, Diane M. & Jimenez, BreeSlide 34
Literacy: General Consideration Teaching to instructional level Emergent education Using age proper writing and exercisesSlide 35
Instructional Level: Emergent Literacy Between birth and when youngster figures out how to peruse Based on conviction that from most punctual improvement kids are in procedure of getting to be distinctly proficient Strong accentuation on correspondence Diane M. Browder, Ph.D. & Bree Jimenez, M.Ed.Slide 36
Approaches to Literacy for Students with Disabilities "Status" demonstrate taking after same movement as all youngsters Many not able to ace essentials so proficiency slowed down Functional model May learn locate words however not sum up for importance; some couldn\'t learn locate words Promoting rising education Access for each tyke Diane M. Browder, Ph.D. & Bree Jimenez, M.EdSlide 37
Early Stages of Literacy Development Early Emergent Literacy Learn that books have stories; enthusiasm for print; figure out how to handle books; jot Emergent Literacy Begin to comprehend that content/pictures pass on significance; read a few words; may compose letters Developing Literacy Phonemic mindfulness; translate words; appreciate picture books; locate vocabulary; create sentence Early Independent Literacy Begin to peruse for premium or data; compose claim thoughts; answer inquiries regarding content Diane M. Browder, PhD & Bree Jimenez, MEdSlide 38
Providing Accessible Instructional Materials (AIM) Linked to review level substance Alternate organization coordinated to understudy adapting needs Routine instructional practiceSlide 39
IDEA Section 300.172 Accessible Instructional Materials Provisions inside the IDEA 04 require that course books and related center instructional materials be furnished to understudies with print inabilities in particular arrangements in an auspicious way Joy Zabala, Closing the Gap Conference, 2007.Slide 40
AIMS: Key terms National Instructional Materials Accessibility Standard (NIMAS) NIMAS Center – national archive Chafee Amendment Print incapacity Organic brokennessSlide 41
For additional data on available instructional materials: LA-AIM Website www.atanswers.com/point LA Department of Education web http://www.louisianaschools.net/lde/eia/1538.html National AIM Consortium Web http://aim.cast.org/Bookshare.orgSlide 42
What are "Center Instructional Materials"? Printed course readings and related printed center materials distributed with the writings Written and distributed basically for use in rudimentary and optional school guideline Required by state training organization or nearby instruction office for use by understudies in the classroom Joy Zabala, Closing the Gap Conference, 2007.Slide 43
What are "Specific Formats"? Braille Audio Digital content Large print Joy Zabala, Closi
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