2011­2012 Special Education Paraprofessional After­School Training Series
Providing Standards Aligned Instruction to Students with Disabilities
Jennifer Goldbloom, PaTTAN
Dr. DeVoka Gordon, PaTTAN
October 19, 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 services.
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Pennsylvania’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure IEP
teams begin with the general education
setting with the use of supplementary
aids and services before considering a
more restrictive environment.
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District, IU, Preschool Agency Policy
Your local district or agency’s policies regarding paraprofessional job descriptions, duties, and responsibilities provide the final word!
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Agenda
• Changing perspectives about students and achievement
• Introduction to Standards­Aligned Instruction and the SAS Portal
– Early Childhood
– School­age
• Complexity vs. Depth of Knowledge • Teaching content to all students ­ thinking it through
Learner Outcomes
Participants will:
• Describe the shift in focus of educational programs for students with disabilities
• Identify the six circles of PA's Standards Aligned System (SAS)
• Differentiate the four levels of Webb's Depth of Knowledge • Explore strategies educational teams use to increase student participation in standards­
based instruction
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Students with complex support needs…
• Are those student with disabilities and,
• Are most often are assessed ; and, • May include students who have ; and,
• May require
.
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Changing perspectives about
students and achievement
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History of Curriculum for Students with Complex Needs
• 1970’s
• 1980’s
• 1990’s
Developmental Model
Functional, Life Skills Model
Social Inclusion Focus
Self Determination Focus
Assistive Technology
• 1997 to present:
• Access to and participation in general education curriculum • Digitally accessible materials
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Early Research
• Students with complex support needs can learn academic content
• Students benefit from “Partial Participation”
• Functional skills can be taught while engaging students in general education activities Fisher & Frey, 2001; Hunt & Farron­Davis, 1992; Hunt, Farron­Davis, et al.,1994; Johnson, McDonnell, Holzwarth & Hunter, 2004; McDonnell, Thorson, McQuivey & Kiefer­O’Donnell, 1997
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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 in the general education classroom. (adapted from Jorgensen, McSheehan & Sonnenmeier, 2007) 13
Essential Questions
• How do we engage students in standards aligned instruction to promote increased student achievement?
• How can the team modify curriculum within a standards aligned system to make it meaningful for students?
• What might this look like for a student with complex needs?
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Introduction to Standards­Aligned
Instruction and the SAS Portal
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What is SAS?
• The Pennsylvania Standards Aligned System (SAS) is a collaborative product of research and good practice that identifies six elements, which if utilized together, will provide a common framework for continuous school improvement and enhancement.
• SAS can be found at http://www.pdesas.org
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Standards­Aligned System Model
Clear
Standards
Fair
Assessments
Interventions
Student
Achievement
Materials &
Resources
Curriculum
Framework
Instruction
Clear Standards
Pennsylvania Standards describe what students
should know and be able to do;
Skills increase in complexity and sophistication
as students progress through school.
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Building the Connections
Early Childhood Standards
K­12 Grade
Standards
Child Care
Head Start Early Intervention
School Districts Home Based
Where is ECE in SAS?
• Early Childhood Education is directly connected to all six elements of the Standards Aligned System.
• http://www.pdesas.org/ocdel
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Pennsylvania Learning Standards for Early Childhood
Infant ­ Toddler, Pre­Kindergarten and Kindergarten Standards revised and reprinted October 2009
Let’s Take a Look K­12 Standards
http://pdesas.org/
Early Childhood Standards
http://www.pdesas.org/ocdel
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What’s the Paraprofessional’s Role?
Awareness
• Students’ education is based on the PA standards • Educational teams need to ensure ALL students access grade­ level content
• Traditional view of what students with complex needs know and are able to learn is changing
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Essential Questions
• How do we engage students in standards aligned instruction to promote increased student achievement?
• How can the team modify curriculum within a standards aligned system to make it meaningful for students?
• What might this look like for a student with complex needs?
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Link IEP/IFSP to Standards
• Identify links between goals/objectives within the Individualized Education Program/ Individualized Family Service Plan and the general education curriculum content standards
• Determine targeted content areas for direct instruction
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Academic Standards
Curriculum Framework in the SAS
• Big Ideas
• Concepts
• Competencies
• Essential Questions
http://www.pdesas.org/
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Target Grade Level Content, Standards and Curriculum
Target student with Complex Support Needs
All students
a. What are the desired outcomes? b. What classroom based assessment is planned?
a. Which outcomes will be prioritized for direct instruction and monitoring?
b. What will formative assessment look like?
c. What supports & strategies are needed to address barriers? Deb Taub, 2011
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Our Goal
Reduce the Complexity but Maintain the Depth of Knowledge
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Depth of Knowledge (DOK)
• Describes what the student will need to know and be able to do – related to the content
• Activities and assessment criteria for successful achievement described within each content standard • Not the same as difficulty
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Depth of Knowledge
Webb’s Depth of Knowledge levels:
Recall and Reproduction:
Level 1
Skills & Concepts:
Level 2
Strategic Thinking:
Level 3
Extended Thinking:
Level 4
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• How do we reduce the complexity and amount of academic content while keeping the content meaningful and aligned to the standards?
• Step­Wise Process
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1. IDENTIFY THE STANDARD (S) THE INSTRUCTIONAL UNIT WILL ADDRESS
What is the state standard?
What is the grade level standard?
What is the standard all about?
BIG IDEA
2. DEFINE THE OUTCOME (S) OF THE INSTRUCTION FROM THE INSTRUCTIONAL UNIT.
What supports (already Which outcomes will be What are the desired identified or additional) outcomes for all students in prioritized for direct instruction and monitored would be necessary for the general education? What target student to access the for the target student with will classroom based instruction?
significant cognitive assessment look like?
disabilities?
What will formative CONCEPTS
assessment look like?
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3. IDENTIFY THE INSTRUCTIONAL ACTIVITIES TO BE USED IN THE UNIT.
What are the instructional activities planned for all students?
COMPETENCIES
How can the student actively participate in the instructional activities?
What supports (already identified or additional) would help the student access the instruction?
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4. TARGET SPECIFIC OBJECTIVES FROM THE IEP TO ADDRESS DURING THE UNIT.
Which of the instructional activities provide opportunity to work on objectives?
What IEP objectives re: the general curriculum can be addressed within the instructional activities?
What other IEP objectives can be addressed within the instructional activities?
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Questions to ask when identifying learning
targets and designing instruction
• Is it academic?
– Content referenced: reading, math, science
• 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?
• Is it meaningful?
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Browder et al. Links for Academic Learning
Questions to ask when identifying learning
targets and designing instruction
• Is the student actively participating in each part of the instructional activity? • Are the activities moving the student toward outcomes linked to the grade level content standard?
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Consider…
•
•
•
•
•
•
Academic?
Typical
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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What’s the Paraprofessional’s Role?
• Work under the guidance of partner teachers
• Share ideas with the team
• Provide supports that allow students to participate
• Ask questions
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Essential Questions
• How can students be engaged in rigorous standards aligned instruction with the expectation of high rates of student achievement?
• How can we modify curriculum within a standards aligned system and make it meaningful for students?
• What might this look like for a student with complex disabilities in my classroom? 44
3rd Grade Science: Plants
Step 1
What is the state standard?
What is the grade level standard?
Standard ­ 3.1.4.A1: Classify plants and animals according to the physical characteristics that they share.
What is the big Idea?
All living things are made of parts that have specific functions
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3rd Grade Science: Plants
What are the desired outcomes for all students?
What will assessment look like?
CONCEPTS
•Parts of living things work together to carry out life functions.
Which outcomes will be prioritized for direct instruction and monitored for the targeted student?
What will formative assessment look like?
•Identify 2 plant parts and how they work together to benefit the plant
Step 2
What supports are necessary?
• Use of an augmentative system for student response
•Specific Grading Structure
•Most living things need food, • Demonstrate two ways a water, light, air, and a way to plant gets food and water
dispose of wastes.
•Name a waste the plant •Energy is needed for all disposes of and who it organisms to stay alive and benefits
grow.
3rd Grade Science: Plants
•Use of visual cues
•Use of peer supports and actual materials
• Internet access using a switch or touch pad 46
Step 3
What supports would help the student access the instruction?
COMPETENCIES
How can the student actively participate in the instructional activities? What will formative assessment look like?
•Describe relationships among parts of a natural or human­made system.
•Individual plant projects seeded and grown
•Use of literacy texts to explain and define plant features
•Use of a diagram to label and relational concepts aligned
•Internet search to locate a variety of plants natural to this region
Development of a poster and mini presentation to display results of internet research
• Same with plant project
•Use of same diagram with the 2 identified plant parts for labeling (student uses a sticky pre­prepared label)
•Presentation pre­
programmed into communication device
•Poster consists of pre­cut items
• Actual demonstration and visual cues to show relational concepts
• 4 prepared sticky labels (with 2 non related labels for use with instruction and assessment)
• Use of leveled texts to participate with literacy texts
•Pre­designed diagram
•Pre­programmed communication device
•Peer supports
What are the instructional activities being planned?
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3rd Grade Science: Plants
Which instructional activity provides opportunity to work on the objectives?
What IEP Objectives re: general education curriculum can be addressed?
•Use of a diagram to label and relational concepts aligned
•Development of a poster and mini presentation to display results of internet research
•Individual plant projects seeded and grown
• Student will demonstrate effective use of vocabulary to build upon social and academic knowledge as documented in 8 out of 10 opportunities
•Student will be able to answer questions by collecting, representing and analyzing data as demonstrated in 8 out of 10 opportunities
Step 4
What other IEP objectives can be addressed within the instructional activities
•Will demonstrate ability to use communication device functionally
•Will demonstrate conversational reciprocity for 2 exchanges
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Is it what we think it is? 3rd Grade Science
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•
•
•
•
•
Academic?
Typical
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Is it what we think it is? Josh
State Standard:
1.1 L Literature
• 1.1.L.A: Apply appropriate strategies to analyze, interpret and evaluate how authors use techniques and elements of fiction and non­fiction for rhetorical and aesthetic purposes.
Content:
Interpret author’s purpose in using different literature elements and
techniques
Performance:
Explain, analyze, interpret, evaluate
Josh will order notable events in Romeo and Juliet using pictures with simple captions
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•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Is it what we think it is?
State Standard:
1.1 L Literature
• 1.1.L.A: Apply appropriate strategies to analyze, interpret and evaluate how authors use techniques and elements of fiction and non­fiction for rhetorical and aesthetic purposes.
Content:
Interpret author’s purpose in using different literature elements and techniques
Performance:
Explain, analyze, interpret, evaluate
Josh will use a graphic organizer to lay out details from a notable event. •
•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Josh will answer questions related to author’s purpose
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Is it what we think it is?
State Standard:
1.1 L Literature
• 1.1.L.A: Apply appropriate strategies to analyze, interpret and evaluate how authors use techniques and elements of fiction and non­fiction for rhetorical and aesthetic purposes.
Content:
Interpret author’s purpose in using different literature elements and techniques
Performance:
Explain, analyze, interpret, evaluate
Josh will answer questions related to author’s purpose (distractors included). •
•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Is it what we think it is? Marnie
State Standard:
3.3 Earth and Space Sciences
…Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. ..
Content:
Structure, Properties, and
Interaction of Matter
Performance:
• Use physical properties to describe matter (magnetism)
• Categorize/group objects using physical characteristics
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Is it what we think it is?
• Marnie is reaching across midline to a
group of materials.
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Is it what we think it is? Marnie
State Standard:
3.3 Earth and Space Sciences
…Plan and conduct a simple investigation and understand that different questions require
different kinds of investigations. Content:
Structure, Properties, and Interaction of Matter
Performance:
• Use physical properties to describe matter (magnetism)
• Categorize/group objects using physical characteristics
Marnie will reach across midline to a group of materials.
•
•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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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.
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Is it what we think it is? Marnie
State Standard:
3.3 Earth and Space Sciences
…Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Content:
Structure, Properties, and Interaction of Matter
Performance:
• Use physical properties to describe matter (magnetism)
• Categorize/group objects using physical characteristics
• Marnie will predict, using
a voice output device, if
an object will be attracted
to the magnet or not.
•
•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Is it what we think it is?
• Marnie will classify objects according to
their magnetic properties and compare the
classification to her predictions
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Is it what we think it is? Marnie
State Standard:
3.3 Earth and Space Sciences
…Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Content:
Structure, Properties, and
Interaction of Matter
Performance:
• Use physical properties to describe matter (magnetism)
• Categorize/group objects using physical characteristics
• Marnie will classify objects
according to their
magnetic properties and
compare the classification
to her predictions
• Academic?
• Typical?
• Same level?
• Meaningful?
• Active learning?
• Moving towards grade level outcomes?
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Is it what we think it is? Nick
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
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•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Is it what we think it is?
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 select pictures of landscape shaped by weather
•
•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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Is it what we think it is?
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 sequence 3 pictures to show how landscape formed
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•
•
•
•
•
Academic?
Typical?
Same level?
Meaningful?
Active learning?
Moving towards grade level outcomes?
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What’s the Paraprofessional’s Role?
•
•
•
•
•
Become familiar with grade level content
Fade supports over time
Report progress to team
Help student reach further
Celebrate success!
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References
• Ablenet
http://www.ablenetinc.com
• Cherokee County Public Schools, NC
http://cherokee.k12.nc.us/education/district/district
• Don Johnston Literacy Starters
http://www.donjohnston.com/products/start_to_finish/literacy
• Kentucky General Education Supervision Grant
•
•
•
http://www.ihdi.uky.edu/KGSEG/ECTA
Soderberg, Patti (1991) Center for Biology Education, University of Wisconsin: Madison, WI
Writing With Symbols http://www.widgit.com
Common Core Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 67
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