PowerPoint Presentation Part 1 Power… · PPT file · Web view · 2017-03-22Instructional...

Instructional Practices for Students Measured on the Tennessee Alternate (NCSC) Assessment

Jill Omer, Speech Language and Autism CoordinatorAlison Gauld, Behavior and Low Incidence Disabilities Coordinator

Our accountability system has two overarching objectives

Growth for all students, every year

Faster growth for those students who are furthest behind

Ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-

secondary options

National Center and State Collaborative

College

Career

Community

CurriculumCommon Standards

Core Content ConnectorsGraduated Understandings

InstructionGrade-level Lessons

AccommodationsSystematic Instruction

AssessmentFormative

InterimSummative

4Communicative Competence

Beliefs

All students can learn and demonstrate growth (ALL means ALL) Specialized instruction (IDEA, ELL and Title) is a continuum of services (not

a place) Relationships and collaboration (tearing down silos of education) so

stakeholders will focus on decisions that are best for ALL students Responsibility and accountability in teaching and supporting ALL students Strong leadership at all levels to ensure that students are supported in the

least restrictive environment High quality professional learning empowers all stakeholders and builds

capacity for the success of ALL students

Key Goals of Special Populations

Improving Student Outcomes Prevention Intervention Achievement Outcomes

Managing Performance Effective employees at every level of the organization with a focus on

improving student outcomes.

Number of Students Within Each Eligibility Category

Students Eligible to be Assessed Using an Alternate Assessment

OHI 11%-5% of students with disabilities are most significantly

impacted. These are the students with low incidence disabilities

and/or multiple significant disabilities.

Alternate Assessment Participation Criteria

The student has a significant cognitive disability. Review of student records indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life.

http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC_Participation_Guidelines-Nov-2013.pdf

Alternate Assessment Participation Criteria, cont.

The student is learning content linked to (derived from) the State Standards. Goals and instruction listed in the IEP for this student are linked to the enrolled grade-level standards and address knowledge and skills that are appropriate and challenging for this student.

Alternate Assessment Participation Criteria, cont.

The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade and age-appropriate curriculum. The student: (a) requires extensive, repeated, individualized instruction and

support that is not of a temporary or transient nature, and

(b) (b) uses substantially modified curriculum and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer skills across multiple settings.

Criteria Not Appropriate for Decision-Making

Disability category or label Poor attendance or extended absences Native language/social/cultural or economic difference Expect poor performance on general education assessment Academic and other services student receives Educational environment or instr. Setting Percent of time in Special Education

Criteria Not Appropriate for Decision-Making (cont.)

English language learner (ELL) status Low reading level/achievement level Anticipated disruptive behavior Impact of test scores on accountability system Administrator decision Anticipated emotional duress Need for accommodations (e.g., assistive technology/AAC)

to participate

Timeline for Transitioning Assessments

2014-2015 school year—• Students who qualify for an alternate assessment will be given

the:– Portfolio in ELA, Math, and Science 3-8

» K-2: Locally scored and administered– High school students who have not been given the Portfolio ELA,

Math, and Science have Portfolio as an option this year• Social Studies not assessed this year

2015-2016 school year—• Eligible students:

– NCSC ELA and Math: Grades 3-8 and 11– Science and Social Studies assessments to be determined

Changing the Assessment

https://www.youtube.com/watch?v=HX5aRzXUzJo

http://medical-dictionary.thefreedictionary.com/Normal+distribution+curve 16

Criterion-Referenced Assessment• The NCSC Assessment will be criterion-referenced• “Norms” will be decided during standards setting process after

operational administration• Standard cut scores will be calculated for individuals within the 1%

in various states after the Spring 2015 administration• The scores will fall in a normal distribution• Progress towards mastery is measured

Portfolio Assessment

Isolated, unrelated skills are measured for a single student The student is compared to themselves Mastery of the skill is the goal

Skill mastered

The Relationship Between the Two Mandated Assessments

TCAPNCSC

TCAP, NCSC, and Portfolio

TCAPNCSC

Portfolio

Portfolio gave the appearance that students on the alternate assessment had mastered the assessment and were ready for TCAP

Measuring Student Growth on NCSC

Grade 3

Grade 4

• This provides a marker from one year to the next so “1 year growth” can be determined from the measurement for that student between two school years

Grade 3

Grade 41 Year Growth

Grade 3

Grade 4

1 Year Growth

Grade 3

Grade 4

1 Year Growth

Measuring Growth on Portfolio

The skills are very difficult to relate or compare to each other

“1 year growth” is not defined

Skill mastered

Come back ready to work in small groups for the remainder of the day

Core Instruction

Two Guiding Beliefs: All students receive high quality core instruction Special education intervention does not replace core, but is

in addition to core instruction

What does core instruction look like for students whose current Least Restrictive Environment is determined to be outside the general education classroom?

“Least Dangerous Assumption”

States that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least dangerous to the individual.

Therefore, the IEP teams should operate from the criterion of least dangerous assumption by considering the least restrictive setting, general education, first, for all students, regardless of disability, before considering more restrictive settings.

Evidence and data collected should be discussed before making the determination that a student requires a more restrictive setting at each IEP meeting (Rossetti & Tashie, 2013).

Least Dangerous Assumption in Action

http://www.ncscpartners.org/multimedia

Core Instruction

The state standards guide core instruction.

If after analyzing the student data, convening an IEP team, developing goals, and considering accommodations and least restrictive environment a team determines that the LRE is outside of general education for a specific subject area(s), the special education teacher will need to ensure that the student receives core instruction that is appropriately modified and scaffolded.

To do this, we must start to break down standards and consider the skills and knowledge that a student must be taught.

Breaking Down the Standards

Guided Practice and Discussion

Practice Breaking Down a Standard

Work in small groups to practice:• You will need to select a student to focus on throughout

the remainder of the day• Pick up a packet of standards (provided up front) for the

student’s current grade level• Read over the grade level standards and select one to

break down into specific skills

• At least one member from each small group, please write the standard and the identified skills on a piece of chart paper so we can share out and all learn from each other

Share Out

College

Career

Community

AssessmentFormative

InterimSummative

Communication Competence

College

Career

Community

AssessmentFormative

InterimSummative

NCSC Communicative Competence Goal

All students have a communication system in place by Kindergarten

and are able to gain and demonstrate knowledge using that communication system

Communicative Competence

CONTEXT Emerging data showing that students who need communication support

are not receiving it. Emerging data showing that students are not developing symbolic

language across grades/years in school.

What Is Communication?

First we must understand the definition of “communication”• According to Merriam-Webster dictionary:

com·mu·ni·ca·tion noun \kə-ˌmyü-nə-ˈkā-shən\

: the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else

Footer 37

Communication Activity

Reflection on Activity

• What do you feel while participating in this activity?

• What did you see?• What did you hear?

Intent

MODEListener Comprehension

Successful Communication

Language – implies standardization, rules, and symbols; implying mutual understanding by the individuals who share knowledge of the language system

Communication – implies a much broader set of output behaviors and combinations of output behaviors which may or may not be of a standardized form, but which convey intent and are understood and “readable” by the listener

Steps Towards Communication Competence

Evaluation—Formal and

Informal

Create a

system

Teach the student how to access and use

the system

Increase

language

Footer 41

Informal

Create a

system

the system

Increase

language

Footer 42

Evaluation Formal—

• Results from formal language assessments including both receptive and expressive measures

• Results from formal speech assessments• Results from medical assessments in regards to motor, vision, and

hearing Informal—

• Results from informal progress monitoring• Observations from various settings and during various levels of

independence• File review• Interest inventories• Parent interview• OT, PT, SLP, Paraprofessional, General Education Teacher,

siblings/relatives, a new listener/observer

Evaluation Results What does the student already communicate successfully to speakers who

know them? To unfamiliar listeners? What does the student most want to talk about? What are the student’s language, speech, and motor strengths? What does the family most need to communicate with the student about? What does the student need to do to increase independence? What is going to be a powerful factor going forward? What are the roadblocks? Who should be creating the system? Who should be progress monitoring? When do we meet again to review progress and consider next steps?

Informal

Create a

system

the system

Increase

language

Footer 45

Create a System High Tech—For example:

• Formal electronic devices that include a purchased Alternative Augmentative Communication device (AAC)

• An iPad or tablet• A laptop• An iPhone• Think “batteries required”

Low Tech—For example:• Picture symbols • Items• Words• Think “attached with Velcro”

Informal

Create a

system

the system

Increase

language

Footer 47

Teach How to Access the System The system may appear intuitive, but this is the students first interaction

with the system. Each of the skills of access needs to be directly taught Begin with the MOST powerful reinforcers The system must be portable to be effective, teach in multiple locations Teach the adults that come into contact with the student Teach the student’s peers—they are often better administrators,

designers, and programmers than we are If the student accesses and uses it right away correctly, it is not

sophisticated enough

Informal

Create a

system

the system

Increase

language

Footer 49

Increase Vocabulary The process is never complete Vocabulary and the access to that vocabulary needs to increase constantly

• Content vocabulary• Weekend news• Friends names, teacher names, and peers names• Current events• Topics of interest• Increasing verbs, adjectives, and adverbs• Juicy words

Additional vocabulary may increase the complexity of the system as well with additional boards, frames, increased field, etc.

When The System Works

Teen video http://huff.to/1lj4MnC

Remember…

It is a constant process requiring continuous development both of the system and the student’s understanding and use of the communication system

Communication is every student’s first area of need to access curriculum

This is not a teacher student activity, it is an everyone activity

Footer 52

A Student Learning a New Communication System Can:

Symbolic Understanding & Receptive Communication, BUT

Not use Symbolic Communication expressively

Footer 53

To Do and Not to Do…

Do Repeat your question Use natural verbal reinforcers Encourage students to cue

self with signs Vary your question types Remember the student can

choose the mode- not all students are verbal!

Try to use all the modes as much as you can

Don’t Accept the first echo Forget the “why” of every

goal Use sentence starters Echo the child Use too many phonemic

prompts (they repeat it the way they hear it)

Repeat your prompt

Daily Instruction

College

Career

Community

AssessmentFormative

InterimSummative

Sample Lesson

http://www.attainmentcompany.com/early-science-curriculum

Group Practice

Use the work you completed earlier within your small groups to begin to develop and design 1-2 lessons for your student. Please take this time to consider: Communication competence of the student Communication skills to be taught The measurable annual goal selected Daily living or skills for independence that can be

incorporated naturally during instruction and/or intervention

Please have at least one member write their ideas on a piece of chart paper for sharing out.

So, How Does This Link to NCSC?

Instructional Resource SCHEMA

Core Content Connectors

Curriculum Resource Guides

Instructional Resource Guide

State Standards

ContentModules

Graduated Understandings-Instructional Families

-Element Cards with Essential Understandings

Instructional Resource SCHEMA

Breaking Down the Standards

Curriculum Resource Guides

Best Practice & Evidence-

based Practice

State Standards

Units of Lessons/Skills

Similar Skills Within Multiple

Standards

Systematic Instructional Lessons

Website Links and ResourcesNCSC General Information:http://www.ncscpartners.org/ https://wiki.ncscpartners.org/index.php/Main_Page

Project Summary:http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC%20Project%20Description%2011-1-13.pdf

Participation Guidelines:http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC_Participation_Guidelines-Nov-2013.pdf

Learner Profile: http://ncscpartners.org/Media/Default/PDFs/Resources/LCI-Project-Report-8-21-12.pdf

Website links and Resources cont.

Standards:http://tncore.org/ ELA:http://www.tn.gov/education/standards/english.shtml Math:http://www.tn.gov/education/standards/math.shtml

Scripted Lessons:https://wiki.ncscpartners.org/index.php/Systematic_Activities_for_Scripted_Systematic_Instruction

Website Links and Resources cont.

NCSC Commitment to Communication Competence:http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC%20Commitment%20to%20Students'%20Communicative%20Competence%206-10-14.pdf

College and Career Readiness:http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC-College-and-Career-Readiness-summary-9-10-13.pdf

Alison Gauld, Behavior and Low Incidence Coordinator

Alison.Gauld@tn.gov

Jill OmerSpeech, Language and Autism Coordinator

Jill.Omer@tn.gov

Lori NixonDirector, Assessment Design

Lori.Nixon@tn.gov

PowerPoint Presentation Part 1 Power… · PPT file · Web view · 2017-03-22Instructional...

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