Access to the GPS – Making the link between student skill, academic content and activity

1. Access to the GPS – Making the link between student skill, academic content and activity Access to the GPS/GAA Elluminate Session 1 September 11, 2008

2. Making the Links: Working toward Alignment

3. Making the Link: • Why is linking skill, activity and curriculum important? • What are the aspects to consider when making the links? • What is the process for making links? • Determining what has made the link and where there are gaps? • Examples and not examples of links • Trying it out – working together to determine if the links have been made

4. Why is linking skill, activity and curriculum important? • Federal law mandates instruction in the general education curriculum for ALL students • Understanding that there are some students who, even with the very best instruction, will not meet general education standards • Providing access to the general curriculum is one part of the overall program for students with significant cognitive impairments • These students continue to need instruction in life skills • Appropriate access to the curriculum, however, provides additional opportunities for students to practice, learn, and generalize many important cognitive and communicative skills

5. Why is linking skill, activity and curriculum important? • For students with significant cognitive impairments, access to the curriculum can be achieved by: • reducing the amount of content instructed • focusing on student use of prerequisite or access skills • adapting the material presented during instruction • While teachers reduce the amount of content presented and provide adaptations to materials, the student skill must match the intent and construct provided in the general curriculum • The skills must be relevant for the student and be an part of the construct of the curriculum

6. Why is linking skill, activity and curriculum important? • There are many skills that are important for our students to practice and learn that are appropriate and relevant within activities connected (aligned) to the general curriculum • There are a number of content areas, standards and elements in the general curriculum that can be interesting and motivating for students • There are a number of ways to develop activities and use materials so that students have the opportunity to practice important skills

7. Making the Links: What are the aspects to consider?

8. What are the aspects to consider when making the links? • Student skill – the way the student responds and the area targeted for achievement/ progress • Activity and materials – the format through which the instruction is given and through which the student responds • Curriculum – the grade-level education standards and elements

9. Student Skill • The way the student responds and what is targeted for achievement/progress • Working toward a consistent response at all levels, but the response will look different for different students • The skill is relevant and important for the student to practice, learn and generalize

10. Activity and Materials • The format through which instruction is given and through which the student responds • The activity must be relevant to the student and give the student the opportunity to actively practice and learn targeted skill • The materials must be age and grade appropriate and adapted to meet the student’s cognitive, sensory and physical needs

11. Curriculum • Grade-level standards and elements (some of which will be allowable for the GAA) • Elements are the concrete skills the student is to demonstrate to be able to show that they have knowledge of the standard • The curriculum can be narrowed, but not changed, for students with significant cognitive impairments

12. Making the Links: What is the process for making links?

13. What is the process for making links? • Choosing the Standard/Element • Understanding the main concept or construct of the standard/element • Identifying the skills that are included in completion of the chosen element • Defining the skill • Choosing a skill that is relevant to the student • Choosing a skill that will lead to the student learning the main idea of the element • Developing activities and materials • Activities allow the student to practice and learn skill • Maintain the concept or construct of the curriculum

14. What is the process for making links? • The process for making links can start with choosing the element, defining the skill, or developing the activity/material • There is a particular area of interest for a student which falls in line with a standard/element • The student needs to have additional practice on and learn to sequence • The teacher of the general education class down the hall is developing a new unit and has asked your class to join

15. What is the process for making links? • Once a starting point is found, the other aspects should be considered • There is an element that focuses on the interest of the student, now what skill and materials does the student need to use to learn more about the topic? • What parts of ELA, Mathematics, Science and Social Studies require students to put things in order? Is there a way to use the same type of materials to teach each type of sequence? • What activities done in the general education classroom provide the opportunity for the student to practice targeted skills? What elements do the activities target?

16. What is the process for making links? • To be aligned, all three aspects need to be linked • The skill must be one that leads the student to learn more about the concepts provided in the element • The element needs to be one that provides the opportunity for the student to learn the targeted skill • The activity and materials need to provide the student with appropriate instruction and support to use the skill and learn more about the element

17. Making the Links: What has made the link? Where are the gaps?

18. Determining what has made the link and where there are gaps • Ask the following questions: • What are the important components of the element chosen? • Does the skill allow the student to move to learning the important components • Does the activity and materials provided highlight the important components of the element while allowing the student to learn the targeted skill?

19. Determining what has made the link and where there are gaps • Ask the following questions: • What are the important components of the element chosen? • Be familiar with all of the standards - look through all of the elements • Understand the “big idea” of the element • Ask for assistance from general education colleagues • Identify the skills that could be included within the element

20. Determining what has made the link and where there are gaps • Ask the following questions: • Does the skill allow the student to move to learning the important components • Identify the skill that the student needs more practice on to be able to do consistently • Identify the skills which meet the “big idea” and important aspects of the element

21. Determining what has made the link and where there are gaps • Ask the following questions: • Does the activity and materials provided highlight the important components of the element while allowing the student to learn the targeted skill? • Develop activities that provide instruction on both the element and the skill • Focus on the “big picture” of the element and those • Ensure that materials are age and grade appropriate and are adapted for student use