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North Carolina Extended Content Standards
American Institutes for Research
Exceptional Children Division
North Carolina Department of Public Instruction
March, 2006
Seymour Sarason
“It could be argued with a good deal of persuasiveness that when one looks over the history of man the most distinguishing characteristic of his development is the degree to which man has underestimated the potentialities of men.”
(Christmas in Purgatory, 1965, p. 107)
Changing Curricular Context for Students with the most Significant Disabilities
Early 1970s– Adapting infant/early
childhood curriculum for students with the most significant disabilities of all ages
1980s– Rejected “developmental
model”– Functional, life skills
curriculum emerged
National Alternate Assessment Center
1990s– Also: social inclusion focus – Also: self determination focus– Assistive technology
2000– General curriculum access
(academic content)– Plus earlier priorities (functional, social, self determination)– Digitally accessible materials
Walk the Wall
Divide into 4 teams – A, B, C, D Move to designated area Divide each team into 4 main groups (1, 2, 3, 4) - 1 group for each
curricular era Assign recorder within each subgroup Record pros and cons for your curriculum era (timed)
– Move on to next curriculum era when directed Review pros and cons and add further points (timed)
– Move on to next curriculum era when directed Repeat until back to starting point Review
National Alternate Assessment Center
Developmental Model (1970s)
What it looked like…– Visually track object– Find partially hidden object
(object permanence)– Put peg in pegboard– Wash hands and use the
toilet– Motor imitation (“Pat your
head”)
(National Alternate Assessment Center, 2005)
Why rejected…– Not chronologically age
appropriate– Not functional (i.e., did not
promote skills of daily living)– Readiness- never ready– Students did not follow the
developmental sequence– “Criterion of ultimate
functioning” in community-teach what student needs for life
Functional Curriculum (1980-1990)
First options for adults with severe disabilities to live and work in the community
Curriculum based on what is needed to live and work in the community
“Ecological inventory”- assesses the environment to identify needed skills
Chronologically age appropriate; also called “top down” curriculum
Applied behavior analysis foundation for systematic instruction methods widely supported in research
(National Alternate Assessment Center, 2005)
Functional Curriculum
What it looks like…– Task analysis of 10 steps
to place an order at Burger King
(Go to counter…place order…etc.)
– Repeated trials of counting out $5.00
– Repeated trials of reading sight words: “hamburger,” “fries”
Current status…– Continues to be valued and
promoted in texts in Severe Disabilities
– Some critics suggest that it promotes separate curriculum; atypical school experience
– Most educators blend functional with academic
(National Alternate Assessment Center, 2005)
Social Inclusion Movement (Mid 80s and 90s)
Inclusion in general education as a civil right– Neighborhood school, general education class,
“belonging”/full membership– Activities to promote social inclusion/teach
social interaction Self determination
– Emphasis on student making own choices; person-centered planning
Provide support for inclusion versus expecting student to earn inclusion by learning “prerequisite” skills
(National Alternate Assessment Center, 2005)
Self Determination Model (late 90s)
What it looks like– Choose restaurant; choose order– Greet peer in English class– Self instruction to perform job task– Pass item to peer in cooperative
learning activity – Use switch to make choice or
activate a device(National Alternate Assessment Center,
2005)
Current Status - Some states’ alternate
assessment include quality indicators related to inclusion, self-determination factored into student scores
- General curriculum access as a “right”; versus earning it with progression of skills
Access to the General Education Curriculum (late 90s to present)
Not just access to general education settings but access to CONTENT and expectation for learning
– Even students in separate settings have this expectation
Assessing progress on state alternate content standards
Teaching grade level academic content with expectations for alternate achievements
Access to the General Curriculum
What it looks like…– Same/ similar materials and
activities as peers in general education
– Indicate comprehension of main idea of story by selecting picture
– Use technology to solve math problem; chart data
– “We’re learning how to do it better each day”
(National Alternate Assessment Center, 2005)
Current status…– New for most educators;
including experts in the field– Many students receiving
academic instruction for the first time
– Some educators worry about loss of focus on functional curriculum; see it as either/or
Access to the General Curriculum
All students having the opportunity to learn academic content
Sequential versus catalog approach to curriculum
Availability of assistive technology and digitally accessible materials
Less complex performances of grade level achievement standards
– But high expectations are creating success stories
(National Alternate Assessment Center, 2005)
How did we get here?
IDEIA 2004 requires that all students have access to the standard course of study in North Carolina at grade level.
IDEIA requires that all students be tested in order to demonstrate proficiency with the content standards at grade level.
North Carolina’s response
NC EXTEND1 will assess students who access the NC Standard Course of Study through content extensions derived at each grade level for the content areas of Science, English-Language Arts, and Mathematics.
NCEXTEND1 will replace the NC Alternate Assessment Portfolio for 2006-2007.
A Common Language Towards a Common Goal
Let’s establish working definitions of terms that we will be using throughout the day.
Then we’ll incorporate these terms into an understanding of DPI’s process of developing content standard extensions.
Terminology
Content Standard Extensions
– Establish an expectation of what students should be able to know and be able to do that differs in depth and complexity from the expectations for other students at a particular grade level
– A content standard that has been expanded while maintaining the essence of that standard, thereby ensuring that all students with significant cognitive disabilities have access to, and make progress in, the general curriculum
Terminology, cont.
Performance level descriptors
– Describe how much students should know and be able to do
– Describe what students at each achievement level should know and be able to do
Terminology, cont.
Entry points– represent a further definition of the extensions of
the standard course of study– represent the breadth, depth, and complexity of
the content standards at varying levels of ability– should represent a continuum of opportunities for
exposure to the content standards. Exposure is a key in teaching the standards.
Terminology, cont.
Symbolic, Early Symbolic, Pre-symbolic levels of ability
Activity:
– At your table, or within your group, discuss the varying behaviors at the Symbolic, Early Symbolic, and Pre-Symbolic levels (see handouts at your table).
– Identify examples of these behaviors based on your experiences with students with significant cognitive disabilities.
– Assign a spokesperson who should be prepared to share with the large group
Behaviors Related to the Symbolic Level
Communicates with symbols (e.g., pictures) or words (e.g., spoken words, assistive technology, American Sign Language, home signs).
May have emerging or basic functional academic skills: – decoding and comprehension – knowledge of meaning in a variety of symbols (pictures,
logos, signs, letters, numbers, symbols or words) – counting or number recognition – identifying or categorizing by a variety of attributes– emerging or basic number sense and/or computation– understanding of models or simple representations– emerging writing or graphic representation for the purpose of
conveying meaning through writing, drawing, or computer keying
Behaviors at the Early Symbolic Level
Demonstrates emerging knowledge of symbols (e.g., pictures, logos, associated objects – flag for circle time).
May have limited emerging functional academic skills: – limited or emerging knowledge of graphic symbols (logos,
restroom signs, etc.)– limited or emerging knowledge that objects may be
‘symbolically’ or ‘graphically’ related to an event, activity or another object (cereal box for cereal, photo of toys for ‘play area,’ picture of bus for ‘go home’)
– may respond to a variety of instructions (verbal or pictorial)– may categorize by 1 or more attributes– may demonstrate knowledge of a variety of cause-effect
relationships.
Behaviors at the Pre-symbolic Level
May demonstrate intentionality – shows interest, directed focus, purpose or desire for a result through behavior
Beginning to build intentional communication; may use idiosyncratic gestures, sounds, and movements to communicate with others
Does not discriminate between pictures or other symbols (and does not use symbols to communicate)
Associates objects or physical settings with routine activity - cup means drink, diaper means lie down
Demonstrates limited or simple understanding of cause and effect with immediate and frequent routines
May have the capacity to sort very different objects, may use trial and error
May demonstrate emerging knowledge of cause-effect relationships May manipulate (put in mouth, touch, grab, etc.) or engage in repeated
movements to gain knowledge of objects Starts to combine objects (e.g., place one block on another)
Terminology, cont.
Depth: start with the standard and go deep– The Competency– The Extension– Symbolic Entry Point– Early Symbolic Entry Point– Pre-symbolic Entry Point
Developing the Extensions of the NC Standard Course of Study:
The Process
Phase I– Content standard extensions were developed
through collaborative efforts of 5 divisions of the NC Department of Public Instruction (Elementary Education, Middle Grades Education, Secondary Education, Accountability, Exceptional Children)
– Developed for students who are performing at a pre-symbolic, early symbolic, and symbolic level of ability.
The Process, cont.
Phase II– Formation of a 48 member task force consisting of parents,
school and system administrators, regular and special education teachers, and testing coordinators.
– 9 subcommittees were assembled within this task force representing elementary, middle grades, and secondary science, English/language arts and mathematics.
– This task force devised Extensions of the NC Standard Course of Study, reflecting access to the standards at the 3 levels of ability.
The Process, cont.
Phase III– The NCEXTEND1 will be developed by staff of
NCDPI with stakeholder input– Performance Level Descriptors for each level of
ability will be developed in the fall– Objective: to assure that the assessment provides
valid and reliable means of assessing student performance on grade-level content standards, given the specific abilities of individual students.
The Process, cont.
Training– Overview and background– Review of standards– Translating standards into goals– Translating standards into activities and materials
Review of the StandardsTime to Dig In!
Activity Based on the color of the pail and shovel on your table, take
20 minutes to:– Review and discuss the content standard extensions, sampling from
elementary, middle grades, and secondary and their linkage to the grade level standard
– Be prepared to share with the large group examples of the extensions from elementary, middle grades, and secondary level in language that you will use when explaining this to students’ parents.
ScienceEnglish/Language ArtsMathematics
Translating Standards into Goals, Activities and Materials
Creating a Balance How am I assuring access to the general
curriculum? How am I assuring that this goal is
functional, meaningful and relevant? Am I assuring that the goal adequately
addresses the student’s present skill level?
Identifying Instructional Goals
Step 1Can the student address learning standards at grade-level expectations in the subject being addressed?
If yes, then…Design age-appropriate instruction based on learning standards in this subject, at a level that challenges the student.
If no…Proceed to Step 2
Identifying Instructional Goals
Step 2Can the student address entry points at this grade level that are more complex?
If yes, then…Design age-appropriate instruction based on learning standards in this subject, at a level that challenges the student.
If no…Proceed to Step 3
Identifying Instructional Goals
Step 3Can the student address entry points at this grade level that are less complex?
If yes, then…Design age-appropriate instruction based on learning standards in this subject, at a level that challenges the student.
If no…Proceed to Step 4
Identifying Instructional Goals
Step 4When it has been determined through repeated attempts that the student at present cannot address learning standards even at the least complex entry point, the student should address access skills (social, motor, and communication skills) while participating in academic instruction.
What’s He Going to Get
Out of This Class…Really?
Challenges of Educating Students with Severe Disabilities in General Education
Abstract Concepts Fast Pace Verbal Emphasis Appear to Require Highly Academic Skills Large Group Activities
June Downing, Access Center Webinar, September 2005
Adapting Academic Tasks
Simplify Tasks– Add Information– Target Much Easier Concepts– Have Less to Do
Make More Active Make Tangible Make Materials Larger/Add Color Make it Fun/Game-like when Possible
June Downing, Access Center Webinar, September 2005
Analyzing a Lesson to Identify Meaningful Learning Opportunities
Can any meaningful vocabulary be targeted? What general knowledge would be important
to teach? Can comparisons be made? (past/present,
size, shape, amount, appearance) What math skills can be targeted?
June Downing, Access Center Webinar, September 2005
English Literature
Build Vocabulary Identify Big Ideas Determine color of ink to write with Same/Different concepts Count particular items on pages Add page numbers Sign name
June Downing, Access Center Webinar, September 2005
A 7th Grade Example
• Whale Rider by Witi Ihimaera
BIG IDEAS
Ocean
Whales
Family
Vocabulary
Family—girl, boy, grandmother, grandfather, brother, old
Ocean—water, fish, wet, dry, salt, shells, blue, white
Whales—big, small, swim, eat, ride, on, gray, fish
June Downing, Access Center Webinar, September 2005
Comparisons
Girl vs Whales Big vs Little Swim vs walk Wet vs dry Old vs young
June Downing, Access Center Webinar, September 2005
Numeracy
Count stranded whales Count shells Count family members Compare number of boys to girls
June Downing, Access Center Webinar, September 2005
Check for Comprehension
• The girl rode on the
surfboard whale • The girl loved her
grandfather boyfriend car
Geometry
Recognize Shapes (match) Count Like Shapes Recognize/Sort Big/Little Find Objects of Certain Shape Sort by Color
June Downing, Access Center Webinar, September 2005
Algebra
Identify Numbers (2x + 3y = 14) Match Numbers Use a Calculator Create Problems with Objects (count) Identify Largest of Two Numbers
June Downing, Access Center Webinar, September 2005
Science
Health—Decide good vs. bad things to eat, drink, do; sort by food groups
Weather—Determine what to wear in different weather (concepts of hot/cold/rainy)
Astronomy—Count stars/planets, match by size/color, vocabulary associated with constellations
June Downing, Access Center Webinar, September 2005
More Science
Earth Science—Care for plants, read color words (green/brown), vocabulary, read instructions (pictorial/written)
Biology—Identify body parts and functions, count body parts, sort pictures (concepts of same/different)
Electricity—Use of switches to turn on appliances, read words “on/off”, identify items needing electricity
June Downing, Access Center Webinar, September 2005
Next Steps…
Establishment of Regional listserv to share activities as LEAs develop them.
This training presentation is available from the Regional coordinator for you to use to train LEAs.
Visit the Access Center website for additional resources, links, etc. at:
www.k8accesscenter.org.