Academic Content Standards Emphasis on Language Arts

1. Academic Content StandardsEmphasis on Language Arts Susan Givler, M.Ed, SLP- CCC University of Cincinnati

2. Standards Based Education General Curriculum can encompass a variety of things that children are expected to learn in academic and nonacademic areas The academic curriculum is made up of Content Standards which are what the child is expected to know and be able to do at each grade level, therefore; Standards based education clearly defines what is most important for the child to learn.

3. Standards Based Education Every state has developed a curriculum that includes educational standards for various content areas. Schools districts usually adopt these standards because state proficiency tests are based on these standards. If students have access to the general education curriculum, they should be working toward standards Special education should not be synonymous with special curriculum High standards must apply to all students All students are to be included in the assessment of student progress toward the standards and in reports and accountability processes leading to improved outcomes.

4. What has caused the school SLPs to be more focused on content standards?

5. Laws and Mandates from State and Federal Government Reauthorization of Individual with Disabilities Education Act IDEA-97: Requires access to and progress in the general curriculum for all students Requires that IEP goals be linked to general education curriculum Requires that� student learning will be measured and reported in state/district level assessments for all students Ohio Senate Bill 1- 2001mandated Academic Content Standards No Child Left Behind (NCLB)- 2002 Improve teaching and learning for all students, including those with disabilities Public education will be guided by a set of educational standards generated by each individual state. Schools will be accountable- i.e. State Proficiency Testing

6. IDEA 97 The purpose of Special Education is �to ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children� IDEA Final Regulation (300.2.6 (b) (3) (ii))

7. The SLP needs to� Become familiar with Content Standards and specifically Language Arts Learn how to connect language skills with the content standards during the Intervention Assistant Team (IAT) or in Response to Intervention (RTI) process Learn how to gather and analyze information related to the speech/language skills and strategies needed to accomplish the content standards Learn to connect your goals to assist in accomplishing the content standards Teach goals in the context of the content standards

8. What will you need to consider? What is expected in at the present grade level? Where is the student presently performing? How will you gather this information? What are the underlying language skills/ needed for the student to be successful? What are the most critical areas? How will you prioritize?

9. Past Practices IEPs have served as a tool for procedural compliance monitoring Teams assessed students academic /functional skills, documented problems and deficit areas and wrote goals and objectives to overcome these deficits

10. Implications for IATs and IEPs Focusing on standards should shed new light on the entire planning process engaged by IAT (Intevention Assitance Teams) and IEP teams With standards, IEP process changes-rather than deficit the focus is on helping child work toward high educational standards What are we working toward? How far along is this child now? How can we move the child closer to meeting the standard? Or How will the standard help student prepare for a successful transition from school to adult life?

11. Why should the SLP be familiar with the Content Standards? Knowing the academic content standards will assist us in�� Following the mandates of Re-IDEA '97 and NCLB! Speaking the same language as the teachers Knowing what is expected at each grade level Developing intervention plans Doing authentic assessment Writing Present Level of Performance on the IEP Prioritizing goals and objectives Using curriculum as the context for therapy Delivering our services in the most natural environment Motivating students because what we are doing is relevant to success in school

12. Academic Content Standards Presently Ohio has Content Standard for 7 subject areas: Language Arts, Math, Science, Social Studies, Technology, The Arts and Foreign Languages. Focus for this presentation will be on the English Language Arts (LA) Content Standards because this is were we see many of the speech/language underpinnings needed for success in all other content areas. LA Standards represent research based literacy development, promote writing as a process and provide expectations for effective communication. Include 10 standards-discussed on following slides with specific examples

13. Ohio Academic Content StandardsK-12 English Language Art Phonemic Awareness, Word Recognition & Fluency Acquisition of Vocabulary Reading Process: Concepts of Print, Comprehension Strategies & Self-Monitoring Strategies Reading Applications: Informational, Technical & Persuasive Text Reading Applications: Literary Text

14. K-12 English Language ArtsStandards (cont.) Writing Process Writing Applications Writing Conventions Research 10.Communication: Oral and Visual

15. DocumentOhio Academic Content StandardsK-12 English Language Arts Please refer to handouts for each LA standard that shows the progression of various language skills grades K-12 You will notice that all 10 standards have Grade Level Indicators (GLI) A grade level indicator is specific knowledge that a student will demonstrate at each grade level. It indicates where a child should be performing at the end of each grade level or how they are progressing toward a benchmark A benchmark is a checkpoint that monitors student progress toward standards over multiple grades (bands) and align with achievement tests. (reading grades 1-3,4-7,8-10,11-12 and writing grades 1-2,3-4,5-7,8-10,11-12).

16. Reframing the Indicators I have taken the exact indicators from the LA content standards and have reframed them by grouping them by themes/patterns or skill areas. Many of these categories denote specific skills and when they first emerge and the progression of the skills over specific grade levels. Look at these themes and use them as a guide in doing an assessment and therapy You will see all 10 standards and the key components Following each LA standard you will see one example of a specific skill category in this slide presentation You can see at which grade the skill (indicator) first emerges and what is expected at each grade level. Chart of Language Arts Skills

17. Standard #1Phonemic Awareness Identify and complete rhyme Count Syllables Identify and Say Initial/Medial/Final Sounds Manipulate Phonemes-Add/Delete/Change Blend & Segment Identify sounds/letters/words/sentences On phonemic awareness tasks, Jill 1Rhyming +/- Identified and completed rhyming words 90% Doesn�t use knowledge to sound out unfamiliar words 2Syllabication+ Can tap out number 8/10 3Letter/sound Can identify consonant sounds, but confuses long short vowels 25% and digraphs and blends 50% 4Isolate BME Can Identify B 90%; E 40% 5Add/Delete sounds to make a new word 0% 6Blend/Segment Blend CVC auditory 50% Initial usually correct Teacher evaluated letter sound correspondence 90% for consonants SLP did phonemic awareness part using a probe to see where she broke downOn phonemic awareness tasks, Jill 1Rhyming +/- Identified and completed rhyming words 90% Doesn�t use knowledge to sound out unfamiliar words 2Syllabication+ Can tap out number 8/10 3Letter/sound Can identify consonant sounds, but confuses long short vowels 25% and digraphs and blends 50% 4Isolate BME Can Identify B 90%; E 40% 5Add/Delete sounds to make a new word 0% 6Blend/Segment Blend CVC auditory 50% Initial usually correct Teacher evaluated letter sound correspondence 90% for consonants SLP did phonemic awareness part using a probe to see where she broke down

18. Standard #1 (cont.) Word Recognition/Reading Fluency Word Recognition Sight Word Vocabulary Name Letters Match Letters to Sounds Recognize Word Families Fluency: Timing, Voice and Expression*(Detailed on next slide) The following slide includes the indicators for this skill for grades K-3. Note the progression and what is expected at each grade level es1 Sight Word list Preprimer level Sight word list 16/20 (12/20 frustration) Doesn�t show growing stock of sight words 2. Letter naming+ 3. Can Distinguish letter, words and Sentences counted correctly+ 4.Letter sound match for decoding 50% 5. Blending sounds in words seen 50% 6.Word Families �doesn�t see similar patterns when reading 7.Fluency 10 correct in 1 minute Teacher SLP and teacher analyzed errors for patterns es1 Sight Word list Preprimer level Sight word list 16/20 (12/20 frustration) Doesn�t show growing stock of sight words 2. Letter naming+ 3. Can Distinguish letter, words and Sentences counted correctly+ 4.Letter sound match for decoding 50% 5. Blending sounds in words seen 50% 6.Word Families �doesn�t see similar patterns when reading 7.Fluency 10 correct in 1 minute Teacher SLP and teacher analyzed errors for patterns

19. *Reading Fluency (Standard #1 Skill Area)Use Timing, Voice and Expression when Reading K Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression. (1.9) 1 Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. (1.9) 1 Read aloud with changes in emphasis, voice, timing and expression that show recognition of punctuation and an understanding of meaning. (1.10) 2-3 Read text using fluid and automatic decoding skills. (1.9) (1.5) 2 Read passages fluently with appropriate changes in voice, timing and expression. (1.10) 3 Read passages fluently with appropriate changes in voice, timing and expression to demonstrate meaningful comprehension. (1.6) (Number in parenthesizes is the grade level indicator)

20. Standard #2 Acquisition of Vocabulary Context and Concepts Meaning making through context cues Read Sight Words Classify Words Identify and Use Synonyms/Antonyms Identify and Use Homonyms Denotation/Connotation Use new use of vocabulary to Understand Similes/Metaphors/Idioms /Puns See relationships in Analogies Structural Understanding-Determine meanings of words by knowledge of Compound words Contractions/Abbreviations/Acronyms Prefixes/Suffixes/Roots (* Detailed on next slide) Origins of words Changes in English language Tools and Resources Dictionaries, glossaries, technology, textual features (footnotes)

21. *Use Prefixes/ Suffixes/Roots(Standard #2 Skill Area) 1 Read root words and their inflectional endings (e.g., walk, walked, walking). (2.8) 2 Use root words (e.g., smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning of words. (2.9) 3 Decode and determine the meaning of words by using knowledge of root words and their various inflections. (2.8) 2 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including �er, -est, -ful, -less. (2.8) 3 Apply knowledge of prefixes, including un-, re-, pre-, and suffixes, including �er, -est, -ful, -less to determine meaning of words. (2.7) 4 Identify the meanings of prefixes, suffixes and roots and their various forms to determine the meanings of words. (2.7) 5-6Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words. (2.6) (Note progression of this skill through grades 1-6)

22. Standard # 3 Reading Process: Concept of Print, Comprehension Strategies, & Self-Monitoring Establish a Purpose for Reading Make Predictions and Give Support (* next slide in more detail) Compare and Contrast Recall Main Idea/Details, Sequence/ Summarize Answering Different Levels of Questions Make Inferences and Draw Conclusions Create, Use & Select Graphic Organizers Apply and Integrate Strategies Self-Questioning Check for Logic and Self Correct Skim/Scan /Reread/Take Notes/Summarize

23. Make Predictions and Give Support(Standard #3 Skill Area) K Predict what will happen next, using pictures and content as a guide. (3.5) 1 Make predictions while reading and support predictions with information from the text or prior experience. (3.4) 2 Predict content, events and outcomes from illustrations and prior experience and support these predictions with examples from text /background knowledge. (3.2) 3 Predict content, events and outcomes by using chapter, titles, section headers, illustrations and story topics, and support those predictions with examples from the text. (3.2) 4 Predict and support predictions using awareness of new vocabulary, text structure and familiar plot patterns. (3.2) 5 Predict and support predictions with specific references to textual examples that may be in widely separated sections of the text. (3.2) 6-7 Predict or hypothesize as appropriate from information in the text substantiating with specific references to textual examples that may be in widely separated sections of the text. (3.2) (Note expectations for each grade)

24. Standard # 4 Reading ApplicationInformational, Technical, Persuasive Use Pictures, Titles, Headings & Parts of Book, etc. to Find and Comprehend Text Use Charts, Maps, Tables, Graphs, etc. to Infer Follow Directions and Sequence Events Identify Main Idea/Topic/Supporting Details/ Summarize (*Next Slide) Ask/Answer Relevant Questions Identify Fact/Opinion, Cause/Effect and Relevant/Irrelevant Compare/Contrast Details and Content Using Different Sources Identify Author�s Viewpoint, Argument and Details Identify and Understand Author�s Purpose Use Consumer/ Workplace/ Public Documents Identify Rhetorical Devices Identify and Use Organizational Patterns

25. *Recall Main Idea/ Details, Sequence and Summarize (Standard # 4 Skill Area) K Recall information from a story by sequencing pictures and events (3.7) 1 Recall the important ideas in fictional and nonfictional texts. (3.6) 2 Summarize text by recalling main ideas and some supporting details. (3.4) 3 Summarize text, sequencing information accurately and include main ideas and details as appropriate. (3.4) 4 Summarize important information in texts to demonstrate comprehension. (3.4) 5 Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each. (3.4) 6-7Summarize the information in texts, recognizing important ideas and support details, and noting gaps or contradictions. (3.4)

26. Standard # 5 Reading Application: Literary Text ( Setting Character Plot * (Next slide) Patterns and Themes Literary Forms and Genres Identify How Author Conveys Point of View Identify How Author Appeals to Senses/Uses Word Choices /Figurative Language Use of Symbolism Use of Additional Literary Techniques

27. Plot (Standard #5 Skill Area) K Retell or re-enact the story. (5.3) 1 Retell beginning/middle/ending of a story, including important events. (5.3) 2 Retell the plot of the story. (5.3) 3 Retell the plot sequence. (5.3) 3 Recognize and describe similarities and differences of plot across literary work. (5.3) 4 Identify the main incidents of plot sequence, identifying the major conflict and its resolution. (5.3) 5 Identify the main incidents of plot sequence and explain how they influence future action. (5.3) 6-7Identify the main and minor events of the plot, and explain how each incident gives rise to the next. (5.3) 8 Explain how authors pace action and use subplots, parallel episodes and climax. (5.3)

28. Standard # 6 Writing ProcessPre Write, Draft, Revise, Edit, & Publish Develop Topics/Main Ideas Identify Purpose/Audience and Adjust Style Use Organizational Strategies Use Correct Syntax and Sentence Structures Make Revisions * (next slide) Edit Work Use Resources and Tools Prepare to Publishing and Sharing

29. Make Revisions (Standard # 6 Skill Area) 1 Add descriptive words and details. (6.10) 2-4 Add descriptive words and details and delete extraneous information. (6.11) 1 Mimic language from literature when appropriate. (6.7) 2-3 Use language for writing that is different from oral language, mimicking writing style of books when appropriate. (6.8) 3 Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases. (6.7) 3-5 Rearrange words, sentences and paragraphs to clarify meaning. (6.12) 6-8 Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. (6.13)

30. Standard # 7 Writing Application Write or Dictate Narratives * (next slide) Write Responses to Reading Write Letters/Invitations Write Informal Writings Write Informational Writings Write Persuasive Essays

31. Write Narratives (Standard # 7 Skill Area) K Name or label objects or places. (7.2) K Write from left to right and from top to bottom. (7.3) K Dictate or write simple stories, using letters, words or pictures. (7.1) 1 Write simple stories with a beginning, middle and end that include descriptive words and details. (7.1) 2 Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events. (7.1) 3 Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot. (7.1) 4 Write narratives that sequence events and including descriptive details and vivid language to develop characters, setting and plot and establish a point of view. (7.1) 5 Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and settings. (7.1)

32. Standard # 8 Writing Conventions  Handwriting Spelling Spell High Frequency Words Spell Plurals/Verb Tense (morphological endings) Apply Spelling Rules/Patterns Use Spelling Strategies Phonetic, word base/affixes, word wall, dictionary, spell check Capitalization Punctuation Grammar Noun/Verbs/Adjective Pronouns * (next slide) Conjunctions/Interjections Adverbs/Prepositions All Parts of Speech Clauses

33. Grammar: Pronouns (Standard # 8 Skill area) Pronouns 2 Use personal pronouns. (8.14) 2-3 Use nouns and pronouns that are in agreement. (8.16), (8.14) 3 Use possessive nouns and pronouns. (8.16) 4-5 Use objective and nominative case pronouns. (8.11) (8.9) 5 Use indefinite and relative pronouns. (8.10) 6 Use nominative, objective, possessive, indefinite and relative pronouns. (8.7) Conjunctions/Interjections 3 Use conjunctions. (8.17) 4-5 Use conjunctions and interjections. (8.8) (8.11) Adverbs and Prepositions 4-5 Use adverbs. (8.9) (8.8) 4-5 Use prepositions and prepositional phrases. (8.10) (8.7)

34. Standard #9 Research Choose a Topic/Create Questions/Develop Plan* (next slide) Identify Important Information/ Take Notes/ Summarize/Organize Gather information Categorize/Organize/Select Sources Cite Sources Share and Present

35. Choose Topic / Questions/ Develop a Plan (Standard 9 Skill Area) K Ask questions about a topic being studied or an area of interest. (9.1) 1 Discuss ideas for investigation about topic/area of personal interest. (9.1) 2 Create questions for investigations assigned topic or personal area of interest. (9.1) 3 Choose a topic for research from a list of questions, assigned topics or personal area of interest. (9.1) 4 Identify a topic and questions for research and develop a plan for gathering information. (9.1) 5-7 Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information. (9.1) 8-12 Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation. (9.1)

36. Standard #10 Communication: Oral and VisualListening Use Listening Strategies * (next slide) Follow Directions Listen for Main Idea/Supporting Details Compare/Contrast What you Hear to Prior Knowledge Listen for Specific Purpose Listen for Credibility of Speaker Listen for Styles of Speaker

37. Use Listening Strategies (Standard 10 Skill Area) K Listen attentively to speakers, stories, poems and songs. (10.1) 1 Use active listening skills, such as making eye contact and asking questions. (10.1) 2 Use active listening strategies, such as making eye contact and asking for clarification and explanation. (10.1) 3 Ask questions for clarification and explanation, and respond to others� ideas. (10.1) 4-7Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). (10.1) 8 Apply active listening strategies (e.g., monitoring messages for clarity, selecting and organizing essential information, noting cues such as change of pace). (10.1) 9-12 Apply active listening strategies (e.g., monitoring messages for clarity, selecting and organizing essential information, noting cues such as change of pace) in a variety of settings. (10.1)

38. Standard #10 CommunicationSpeaking  Speaking Skills & Strategies Articulation/Fluency/Voice Syntax Pragmatics * (next slide) Speaking Applications Give a Dramatic Presentation Give a Descriptive/Informal Presentation Give an Informational Presentation 8 (2nd slide) Give a Persuasive Presentation

39. Pragmatics (Standard #10 Skill Area) 2-3 Select language appropriate to purpose. (10.6) 3-12 Select language appropriate to purpose and audience. (10.5) 3-4 Adjust speaking content according to needs of the audience. 10.7), (10.6) 5-6 Adjust speaking content according to the needs of the situation, setting and audience. (10.7) 6 Adjust speaking style according to the needs of the situation, setting and audience. (10.7) 7-12 Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. (10.6) 12 Adjust tempo. (10.6) 7-12 Vary language choices as appropriate to the context of the speech. (10.7)

40. Speaking ApplicationInformational Presentation ( Standard #10 Skill Area) Grade 2:Deliver informational presentations that: Present events or ideas in logical sequence and maintain a clear focus; Demonstrate an understanding of topic; include relevant facts and details to develop a topic; Organize information with clear beginning and ending; and expressive opinions; Include diagrams, charts or illustrations as appropriate; an identify sources (10.9)

41. Bloom TaxonomyLevel of thinking that appear in LA Content Standards Knowledge: recall recognize, select, recite Comprehension: Summarize, explain, infer Application: Use, apply, conduct, sort Analysis: Classify, graph, report, contrast Synthesis: Create, organize, compose Evaluation: Examine, Critique, Assess (Complete list in handouts)

42. How can you link this knowledge about the content standards to : The Intervention Assistance Team? Designing Assessments? Developing IEP Goals and Objectives? Instruction/Therapy?

43. Intervention Assistance Team Team members should bring as much information about the student to the first meeting and have child�s records, medical information, attendance, teacher checklist, work samples/portfolios, past interventions to support their concerns and strengths of the child. This is the beginning of documenting interventions that have been done or will be done on the student The �Short Form� of the LA Standards can be used to zero in on the academic skill areas to be discussed and to assist you in seeing a pattern as team members share their information. (See one page chart in handouts entitled-) Ohio LA Categorized by Major Skill Area)

44. Relating Assessment to Content Standards:Types of Approaches 1. Performance -Based Assessment Student required to demonstrate knowledge or skills in either artificially created or authentic situations Observation in class and/or with peers Language samples Retell a story Summarize a passage read Describe/explain a picture Work Samples Journals, portfolios, artwork, homework, tests, projects Interviews Informal /Structured Probes Interaction with book/textbook, worksheet, test, homework assignments samples) Checklists

45. Assessment (cont.) Dynamic Assessment Vary task by changing the cues and/or level of difficulty to determine the degree of assistance needed to perform the language task to determine the degree of assistance the student needs to do the task (much like mediation) purpose is to determine under what conditions the child will experience success. emphasis on the learning process the child is using test-teach-retest approach

46. What language skills does the child need to know to achieve the content standards? What are all the needs that are interfering with accessing the general curriculum that needs specially designed instruction? Is the need a priority? Where in the content standard does the need fall? Is their a prerequisite/underpinning skill needed to obtain the appropriate grade level indicator? What is the grade level indicator that best matches the need?

47. In Summary, in order to make the link between content standards, assessment and IEP development Know the content standards Look for language underpinnings needed to achieve indicators Know the child by doing authentic assessment Know under what conditions student performs the tasks Know strength and needs Prioritize the needs based on impact on education Have a baseline measure in present level Relate needs to the content standards Write measurable goals and objectives on IEPs Determine services needed to accomplish the goals Deliver services in Least Restrictive Environment Use the content materials as the context for instruction Result: Access to and Progress in General Curriculum

48. Impact on Students Close the gap between student's performance and grade-level expectations More students learning same curriculum as others More students with disabilities being served in LRE More students making progress in general education curriculum