University of Kentucky - NCCSAD Grade Level Content Alignment Where is the target? How do we get there? Jacqui Kearns, Ed.D., Jean Clayton, M.S., Mike

University of Kentucky - NCCSAD

Grade Level Content Alignment

Where is the target?How do we get there?

Jacqui Kearns, Ed.D., Jean Clayton, M.S., Mike Burdge, M.S University of Kentucky

Opinions expressed in this document do not necessarily reflect those of the U.S. Department of Education or Offices within it.


Where is the target?Grade Level Curriculum Instruction with Expectations for Content Area Learning

Where some have landed… Curriculum involvement with lower grade level standards Curriculum involvement with no expectations to learn Content involvement with no curriculum connection Student performance in a separate curriculum


Grade Level Curriculum + Expectations

= AlignmentStudents with significant cognitive disabilities: receive instruction on grade level standards (may be at a

lower complexity level) within the context of grade level curriculum ensuring that the intent of the grade level standard remains intact.

use the same materials or adapted version of the materials, and appropriate assistive technology to gain access.


Student Vignette: Victoria

- Is a student with a significant cognitive disability

- Is nonverbal with emerging skills in communication and uses a wheelchair for mobility

- Has limited use of her upper extremities and utilizes assistive technology to demonstrate learning


Content Area - Reading

Standard: Students will use a variety of strategies to understand what they read.

8th Grade Level Standard: Make predictions, draw conclusions, and make generalizations about what is read.

Curriculum materials: Roll of Thunder, Hear My Cry by Mildred Dial Taylor


Grade Level Curriculum + Expectations

= Alignment Victoria is provided with a prerecorded summary

of each chapter so that she can listen when she activates a tape recorder with a switch

She then uses an custom overlay on an adapted keyboard to predict whether a described character will be friendly with the Logan children and after reading the selection will match the character to the correct interaction

She will be given picture choices to draw conclusions about underlying cause(s) of the family’s difficulties


Excerpt of the summary that Victoria listens to and a picture of her switch:

Cassie Logan had 3 brothers, Stacey, Christopher John, and Little Man. They live on a big 400 acre farm. Their family still owes money and have to pay taxes. Their papa leaves home each year to find work to pay for the farm…


Overlay and adapted keyboard Victoria uses to predict and check predictions:


Pictures for Victoria to choose from that represent her opinion of why the Logan

family was having a hard time.

They were poor. They lived on a farm.

They were not white.They wanted to be treated

the same.


Grade level standard – intent remains

Grade level curriculum instruction

Grade level materials with supports as needed

Expectations for learning towards standard

= Alignment

Lower grade level standard either in the context of grade level or below curriculum instruction non adherence to the intent of the standard or focus on Pre-requisite skills

Alignment

Content involvement but no instruction on curriculum on the intent of the standard or Access skills

Alignment

Different materials are used for instruction rather than adapting or providing assistive technology

Alignment

No expectations for learning – emphasis on access skills/different curriculum

Alignment


Reasons we miss the target Developmental or functional curriculum

approaches represent “tradition” in special education

Lack of understanding of academic standards by special education personnel

Exclusion of special education staff in general education curriculum development and activities

Lack of student/teacher access to and understanding of appropriate supporting technology


How to hit the target

Invite a range of educational professionals to participate in standards and curriculum work groups including:Special education professionals especially

those serving low incidence populationsContent experts

Focus standards alignment work on aligning to the general education grade level academic standards



ALWAYS start with the intent of the grade-level standard before considering and provide examples of how a variety of students can access those standards, curricula, and materials



For current alternate assessments, conduct content alignment studies to verify alignment with academic, grade-level content standards.



All Curriculum planning should adhere to principles of Universal Design for Learning (CAST)Consider the widest array of possible usersMultiple means of representationMultiple means of expressionMultiple means of engagement



Prepare curriculum & professional development materials for alternate assessments that articulate the range of access to the intent of the general education academic standardsMassachusetts ModelUniversity of Kentucky Stepwise Process


Curriculum involvement with lower grade level standards

Students w/significant cognitive disabilities: receive instruction on lower grade level content standards or in the

context of grade level curriculum, yet no adherence to the intent of the standard

receive instruction on the same grade level content standards and curriculum but focus on prerequisite skills instead of adhering to the intent of the standard Adherence to the grade-level standard should be considered first

before considering pre-requisite skills


Curriculum involvement + lower grade level standard

= Alignment

When provided with pictures from Roll of Thunder, Hear My Cry, she identifies :

1. the characters, or

2. whether person or thing, or

3. initial letter sound of prioritized words


Curriculum Involvement + No Expectations to Learn

Students w/significant cognitive disabilities: work solely on access skills such as motor, social, and

communication within the context of grade level curriculum activities

receive assistance in completing grade level curriculum with no expectations to align with the intent of the standard


Curriculum Involvement + No Expectations to Learn

= Alignment Victoria has a pre-recorded summary of

each chapter of Roll of Thunder, Hear My Cry that she listens to when she activates her switch


Content involvement + no curriculum connection

Students w/significant cognitive disabilities: receive assistance in completing age-appropriate

activities with no expectations to learning the required skills, concepts, and knowledge (adherence to the intent of the content standard)

work primarily on access skills such as motor, social, and communication within the context of age-appropriate activities but not grade-level curriculum activities


Content Involvement + No Curriculum Connection

= Alignment Victoria answers questions on magazine

article about country western singers while the other students are making predictions and drawing conclusions about the first chapter of Roll of Thunder, Hear My Cry

Victoria turns the pages in a magazine to work on fine motor skills


Student Performance + Separate Curriculum

Students w/significant cognitive disabilities: Work primarily on a developmental progression; skills

found in pre-k/early elementary Work on separate functional curriculum (catalogue

approach) Work on socially invalid activities when compared to

same age peers


Student Performance + Separate Curriculum

= Alignment Victoria activates a switch to listen to “more

developmentally appropriate” pre-k book She reads functional signs and grocery lists

(functional) Victoria follows a work sequence to complete a

task at a job site


Some Words about “Functionality”Students with significant cognitive disabilities should: be taught skills that will enhance their independence in

skills of daily living those skills must be embedded in natural routines and in socially

valid contexts. they may not be assessed

be taught academic content because it is “functional” and socially valid

not have to wait until they are able to make a bed before they are taught to read or identify initial letter sounds before they are taught literature

be presumed competent and not denied instruction offered to students of the same age (grade level content standards and curriculum)


References

Universal Design for Learning, http://www.cast.org/udl/

Taylor, M.D. (2004) Roll of Thunder, Hear My Cry. Penguin Putnam Books for Young Readers.

University of Kentucky Stepwise Process, Presentation at CCSSO-Large-scale Assessment Conference, Summer, 2004.

Intellitools, http://www.intellitools.com/

Documents

University of Kentucky - NCCSAD Grade Level Content Alignment Where is the target? How do we get there? Jacqui Kearns, Ed.D., Jean Clayton, M.S., Mike