Designing Standards-Aligned Instruction
for Students with Complex Support Needs
October 12, 2011
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania
Training and Technical
Assistance Network (PaTTAN) is
to support the efforts and
initiatives of the Bureau of Special
Education, and to build the
capacity of local educational
agencies to serve students who
receive special education
2
PDE’s Commitment to Least Restrictive Environment
(LRE)
Our goal for each child is to ensure
Individualized Education Program
(IEP) teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
3
Objectives
• Describe the instructional implications of
presuming competence for students with
complex support needs.
• Explain the concepts of depth of
knowledge and “near and far” links as
strategies for providing access to grade
level content.
Future Directions
• Lynda Lupp, Special Education Adviser,
Bureau of Special Education, PA
Department of Education
Students with Complex Support Needs:
• Are those student with disabilities who
comprise about 1 – 2 % of all students; and,
• Are most often are assessed via the PASA,
rather than the PSSA; and,
• May include students who have intellectual
disabilities and/or may need life skills
support, multiple disabilities support, autistic
support or physical support; and,
• May require augmentative communication
systems and assistive technology in order to
access, participate and progress in learning.
6
Reading Skills for Students with Complex
Support Needs
15% No
observable
text
awareness
22% Fluently
read
basic text
20% Awareness
of text and print
43% Read sight
words
Adapted from: NCSC GSEG
7
Mathematics Skills for Students with
Complex Support Needs
15% No
observable
awareness
22% Apply
procedures to
solve problems
20%
Count by rote
43% Computational
procedures with a
calculator
Adapted from: NCSC GSEG
8
Communication for Students with Complex
Support Needs
Symbolic
Emerging
Symbolic
Presymbolic
Words
Symbols
Pictures
Picture symbols
Tactile symbols
Objects
Objects
Sounds
Eye Gaze
Purposeful movement
9
Communication for Students with Complex
Support Needs
• Words / Symbols / Pictures
– Verbal or written words, signs, Braille, or language-based augmentative
systems
– Requests, initiates, and responds to questions, describe things or
events, and express refusal.
• Tactile Symbols / Objects / Picture Symbols
– Beginning to use symbols for communication with limited vocabulary;
– Uses intentional communication, but not at a symbolic language level;
– Uses understandable communication through such modes as gestures,
pictures, objects/textures, pointing, etc., to clearly express a variety of
intentions.
• Objects / Pictures / Words
– Communicates primarily through cries, facial expressions, change in
muscle tone but no clear use of objects/textures, regularized gestures,
pictures, signs, etc., to communicate; and/or
– Alerts to sensory input from another person but requires actual physical
assistance to follow simple directions; and/or
– Response to sensory stimuli is unclear.
Communication Status of Students with
Complex Support Needs
17%
Emerging
Symbolic
Users
72% Symbolic Language
Users
Adapted from: NCSC GSEG
11
Elementary School Grade Band
Expressive Language
Middle School Grade Band
Expressive Language
10.70%
12.70%
17.00%
20.30%
72.30%
67.00%
High School Grade Band
Expressive Language
9.70%
pre-symbolic
17.70%
emerging
symbolic
72.60%
NCSC GSEG
12
Augmentative & Alternative
Communication (AAC) Use
Only 50% of the students in the emerging or
pre-symbolic levels in a seven state sample
used AAC as part of their educational
programs
NCSC GSEG
13
Evidence-Based Practice from 20 years in
Augmentative Communication
• 116 articles published between 1987 and 2007 in
refereed journals
– described a communication intervention
– involved one or more participants with severe
intellectual and developmental disabilities
• The evidence reviewed indicates that 96% of the studies
reported positive changes in some aspects of
communication.
• These findings support the provision of communication
intervention to persons with severe intellectual and
developmental disabilities.
AA AAS GSEG McSheehan
Communication
14
The Least Dangerous Assumption
• “…educational decisions ought to be
based on assumptions, which if incorrect
will have the least dangerous effect…we
should assume that poor performance is
due to instructional inadequacy rather than
to student deficits…”
Anne Donnellan Ph.D
University of San Diego
Viewing students through the lens of a
disability label may increase the
likelihood of misjudging capabilities and
barring some students from opportunities
to learn what other students their age are
learning
(Jorgensen, McSheehan & Sonnenmeier, 16
Students and Learning
Presume Competence
Viewing students through the lens of
abilities will increase the likelihood of
nurturing individual talents and
providing all students the opportunities to
learn what other students their age are
learning…
(adapted from Jorgensen, McSheehan & Sonnenmeier, 2007)
17
• Considerations for Instructional Design
18
History of Curricular Context for Students with
Complex Support Needs
• 1970’s Developmental Model
• 1980’s Functional, Life Skills Model
• 1990’s Social Inclusion Focus
Self Determination Focus
Assistive Technology
• 1997 to present:
Access and Participation in General Education
Curriculum
Digitally Accessible Materials
Access to the General Curriculum
• The IEP team must determine how a
student with complex support needs will
be provided access to the general
curriculum regardless of the setting(s) in
which the instruction is delivered.
20
Decisions for the IEP Team
• Special considerations
– Will the student need Assistive Technology to actively
participate in the instructional process?
• Access to the general curriculum
–
–
–
–
Grade Level
Instructional Level
Supplementary aids and services
Specially designed instruction
• Measureable Annual Goals
– What are the priorities for instruction?
• Standards-Aligned
• Student-Specific
21
PA Academic Standards
22
Decisions for the IEP Team
• Participation in Statewide Assessment
– In what assessment will the student participate?
– Are accommodations needed for the student to
demonstrate what they know and are able to do?
• Supports for School Personnel
– What training, coaching, and/or collaboration is
needed to help the team?
• Least Restrictive Environment
– With the support of supplementary aids and services,
where can the student receive benefit from this IEP?
23
Common Concerns
Concern
• Functional skills get lost
when you focus on
academics
Assumptions
• Academic skills are
not functional
• Functional skills must
be taught as discrete
skills
• Students with special
needs need 1 on 1
time to learn skills and
they do not get that in
inclusive settings
History: Curricular Approaches
Functional
Access to General
Curriculum
Often directed at learning an
activity – cashing a check,
taking a bus, etc.
Often directed at learning
skills and concepts – adding,
comprehending, etc.
Functional performance of the
activity is the goal
Performance of skills and
concepts is the goal
Activities are the end goal and Activities serve to practice and
discrete skills are used as part understand the skills and
of the activity
concepts; generalization of
concepts
Supports allow a student
maximum participation in the
activity
Supports allow the student to
perform the skill
25
Designing Learning Targets
1. Is it academic = content referenced:
reading, math, science?
2. Is the content referenced to a student’s
assigned grade level based on chronological
age?
3. Does the focus of achievement maintain
fidelity with the content of the original grade
level standard ?
What the student is expected to do to
demonstrate learning
26
Do you or the teachers you supervise…
• Plan for students based on their assigned
grade level?
• Have access to standards-aligned materials,
activities and lesson plans?
• Teach to the content reflected in a standard?
– Know available resources if questions arise?
• Know how to identify the performance in a
standard?
– Adapt performance for individual student learning
staying as close as possible to original?
27
Thinking About Content
Clear
Standards
Interventions
Fair
Assessments
Materials &
Resources
Curriculum
Framework
Instruction
www.pdesas.org
28
Depth of Knowledge
Webb’s Depth of Knowledge levels:
Recall and Reproduction:
Skills & Concepts:
Strategic Thinking:
Extended Thinking:
Level 1
Level 2
Level 3
Level 4
29
DOK
Level 1: Recall & Reproduction
Standard
Level 2: Skills & Knowledge
Level 3: Strategic Thinking
Level 4: Extended Thinking
2.1.6.A: Model and compare
values of whole numbers, mixed
numbers, fractions, and decimals.
5.1.7.B: Identify the different types
of government and the processes
they use in making laws.
1.1.3.A. Identify the author’s
purpose and type, using grade
level text.
1.1.9.A. Apply appropriate
comprehension strategies to
interpret and evaluate an author’s
implied or stated purpose using
grade level text.
Why?
Some questions to ask when looking at student
performance
• Does the expected level of student
performance maintain fidelity with the depth of
knowledge of the original grade level
standard?
• Is the student expected to show learning of
grade-referenced academic content?
• Is it meaningful?
Adapted from: Flowers, C., Wakeman, S., Browder, D., & Karvonen, M. (2007).
Links for academic learning: An alignment protocol for alternate assessments
based on alternate achievement standards. Charlotte, NC: National Alternate
Assessment Center at University of North Carolina at Charlotte.
31
Using Standards to Address Instruction
Teachers should …..
• Apply strategies for linking to grade level
content instruction;
• Identify clear instructional goals and
objectives; and
• Ensure that the instructional goals and
objectives are assessed
Resulting in …..
• Student work that reflects appropriate
constructs in reading, mathematics and
32
Is it what we think it is?
Looking at how complexity builds to fully
meet the standard
1. Initial activity
2. Building knowledge and skills
3. Meeting the standard
33
Near Links and Far Links
34
Planning the Closest Link
State Standard:
3.3.5.A1: Describe how
landforms are the result of a
combination of destructive
forces such as erosion and
constructive erosion,
deposition of sediment, etc.
Content:
Role of weather in erosion
of rocks & creation of
landscapes
Performance:
Construct an explanation
• Nick will hold a rock
– Content? No
– Performance? No
• Nick will select pictures of
landscape shaped by
weather
– Content? Yes
– Performance? Far link
• Nick will sequence 3
pictures to show how
landscape formed
– Content? Yes
– Performance? Stronger link
35
Science & Technology & Engineering Education
Standard Grade 4
• Standard
3.2.4.A1 : Identify and classify objects based on their observable
and measurable physical properties. Compare and contrast solids,
liquids, and gases based on their properties.
• Assessment Anchor
S4.C.1 : Structure, Properties, and Interaction of Matter and Energy
• Anchor Descriptor
S4.C.1.1 : Describe observable physical properties of matter.
• Eligible Content
S4.C.1.1.1 : Use physical properties [e.g., mass, shape, size, volume,
color, texture, magnetism, state (i.e., solid, liquid, and gas),
conductivity (i.e., electrical and heat)] to describe matter
36
Is it what we think it is?
• Marnie is reaching across midline to a
group of materials.
37
Is it what we think it is?
• Marnie will reach across midline to a
group of materials.
– Is it academic?
– Is the task typical of a student the same age
working on the same content?
– Is the level of performance typical of a student the
same age working on the same content?
38
Is it what we think it is?
• Marnie will reach across midline to a
group of materials.
– Is it academic?
No.
– Is the task typical of a student the same age
working on the same content?
No. The student is working on motor skills .
– Is the level of performance typical of a student the same age
working on the same content?
No. Marnie’s performance is not based on academic content
39
Is it what we think it is?
• Marnie will predict, using a voice output
device, if an object will be attracted to the
magnet or not.
40
Is it what we think it is?
• Marnie will predict, using a voice output device, if
an object will be attracted to the magnet or not.
– Is it academic?
– Is the task typical of a student the same age working
on the same content?
– Is the level of performance typical of a student the
same age working on the same content?
41
Is it what we think it is?
• Marnie will classify objects according to
their magnetic properties and compare the
classification to her predictions
43
Is it what we think it is?
• Marnie will classify objects according to their magnetic
properties and compare the classification to her predictions
– Is it academic?
– Is the task typical of a student the same age working on
the same content?
– Is the level of performance typical of a student the
same age working on the same content?
44
Reading, Writing, Speaking, Listening
Reading Independently
Course: 1.1 L Literature
Standard - - 1.1.L.A: Apply appropriate strategies to
analyze, interpret and evaluate how authors use
techniques and elements of fiction and non-fiction for
rhetorical and aesthetic purposes.
Assessment Anchor - - L.F.1: Reading for meaning—
Fiction
Anchor Descriptor L.F.1.1: Use appropriate
strategies to analyze an author’s purpose and how it is
achieved in literature
Eligible Content L.F.1.1.3: Analyze, interpret, and
evaluate how authors use techniques and elements of
fiction to effectively communicate an idea or concept. 46
Is it what we think it is?
Josh will order notable events in Romeo and
Juliet using pictures with simple captions
• Is it academic/reading?
• Is the task typical of a student the same
age working on the same content?
• Is the level of performance typical of a
student the same age working on the
same content?
47
Is it what we think it is?
Josh will complete a graphic organizer to lay out
details of a notable event (includes distractors).
• Is it academic/reading?
• Is the task typical of a student the same
age working on the same content?
• Is the level of performance typical of a
student the same age working on the
same content?
49
Building knowledge and skill
Josh will use a graphic organizer to lay out details
from a notable event.
51
Text Structure:
Problem and
Solution
Josh will answer questions related to
problem and solution (distractors included)
Standard - - 1.1.L.A: Apply appropriate
strategies to analyze, interpret and evaluate how
authors use techniques and elements of fiction
and non-fiction for rhetorical and aesthetic
purposes.
Assessment Anchor - - L.F.1: Reading for
meaning—Fiction
Anchor Descriptor L.F.1.1: Use appropriate
strategies to analyze an author’s purpose and
how it is achieved in literature
Eligible Content L.F.1.1.3: Analyze, interpret,
and evaluate how authors use techniques and
elements of fiction to effectively communicate an
idea or concept.
52
Is it what we think it is?
Josh will answer questions related to problem and
solution (distractors included)
• Is it academic/reading?
• Is the task typical of a student the same
age working on the same content?
• Is the level of performance typical of a
student the same age working on the
same content?
53
Text Structure: Problem and Solution
55
Analyzing how the author uses structure of
the text to show tension, etc.
56
Analyzing how the author uses
structure of the text to show tension,
etc.
57
Is it what we think it is?
Josh will answer questions related to problem
and solution (distractors included)
• Is it academic/reading?
• Is the learning target typical of a
student the same age working on the
same content?
• Is the level of performance typical of a
student the same age working on the
same content?
58
Do you or the teachers you supervise…
• Plan for students based on their assigned
grade level?
• Have access to standards-aligned materials,
activities and lesson plans?
• And better yet---collaborate for universal
design of lessons?
• Teach to the content reflected in a standard?
– Know available resources if questions arise?
• Know how to identify the performance in a
standard?
– Adapt performance for individual student learning
staying as close as possible to original?
60
The series continues…
Title: Implementing Standards Aligned
Instruction for Students with Complex
Support Needs
Date: November 2, 2011
Time: 4:00 pm - 6:00 pm
Locations: PaTTAN Pittsburgh, PaTTAN
Harrisburg, PaTTAN King of Prussia;
various downlink sites across the state
•
Contact Information
www.pattan.net
PaTTAN Pittsburgh
Jeannine H. Brinkley
[email protected]
PaTTAN Harrisburg
Sharon L. Leonard
[email protected]
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Ronald J. Tomalis, Secretary
Carolyn C. Dumaresq, Ed. D., Deputy Secretary
Office of Elementary and Secondary Education
PaTTAN King of
Prussia
Debbie Brown
[email protected]
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education