1 / 37

SEACO Curriculum Guide

SEACO Curriculum Guide. Staff Development August 22, 2005 Angela McNeece Imperial County Office of Education. NCLB and Special Ed. NCLB requires each state to establish challenging academic standards for students - including students with disabilities

malcolm-kirby
Download Presentation

SEACO Curriculum Guide

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SEACO Curriculum Guide Staff Development August 22, 2005 Angela McNeece Imperial County Office of Education

  2. NCLB and Special Ed • NCLB requires each state to establish challenging academic standards for students - including students with disabilities • Beginning with the 2005-06 school year students in 3rd through 8th grades plus one year in grades 10 to 12 are to be assessed in the areas of Language Arts and Math • Beginning in the 2007-08 school year Science assessment will be administered to students in grades 3-5, 6-9, and 10-12 (one grade in each level)

  3. NCLB and California • California currently assesses • Grades 2-8 in E/LA and Math and Grade 5 in Science • Grades 9-11 in E/LA, Math, and Grade 9 in Science • Grades 4 and 7 in Writing • California has an approved Accommodation / Modification matrix which can be downloaded: • http://www.cde.ca.gov/ta/tg/hs/accmod.asp • California has an alternate assessment for students with the most significant disabilities - CAPA

  4. Selecting the Standards • October 2001 the Alternate Assessment Advisory Workgroup reviewed grades K-12 California content standards for E/LA, Math, Science, History-Social Science • Standards most appropriate for students with significant disabilities were prioritized • A priority variable from 1-5, with 5 being the highest was assigned to each standard • The content standards were viewed as a continuum of skills with functional skills being prerequisites for the more advanced academic curriculum skills

  5. Selecting the Standards • The committee used the following questions to guide their selection: • Does this standard reflect an important curriculum goal for all students, including students with significant cognitive disabilities? • Can a functional performance indicator be written to show progress toward mastery of the standard? • Could this standard be considered appropriate if communication modes are expanded to include modified input and output tools? (i.e., communication boards, sign language, pictorial representation) • At no time were any standards changed!

  6. Functional Performance Indicators • Were developed by a representative group of California teachers • Link functional skills to the standard • Are listed somewhat sequentially • Were intended to help teachers tie functional skills to core content areas • Are not an all inclusive list • Became the basis for CAPA

  7. Updated SEACO Curriculum Guide • Based on the subset of standards and functional performance indicators established by the Alternate Assessment Advisory Workgroup in October 2001 • Intended to help teachers navigate through the core content standards • Not a scope and sequence • Broken into two distinct areas • Core Content Access • Instructional Best Practices

  8. Standards-Based IEPs • Tie individual student needs to state standards • Show access and progress in the general education curriculum • Allow general ed and special ed to speak the same language • Are used as a framework for teaching • Tell what to teach, not how to teach • Present many challenges for teachers of students with significant disabilities

  9. Core Content Access • Introduction • Assessment - includes data collection samples • IEP Development • Task Analysis • English/Language Arts • English Language Development (ELD) - NEW!! • Mathematics • Science • History-Social Science • Health • Physical Education • Visual and Performing Arts (under construction) • Resource Section for each Core Area

  10. LANGUAGE ARTS INSTRUCTIONAL MATERIALS Vendor Description Standard

  11. LANGUAGE ARTS TECHNOLOGY/COMPUTER SOFTWARE Vendor Description

  12. Functional Skill Areas • Communication • Self Care/Independent Living • Motor Skills/Mobility • Functional Academics • Vocational • Social-Emotional • Recreation-Leisure

  13. Alignment Matrix

  14. Using the Curriculum Guide E/LA Table of Contents • Standard 1 – Recognize and name all uppercase and lower case letters of the alphabet • FPI 1.1 – Student will recognize pictures for specific activities • FPI 1.2 – Student will distinguish letters from non-letters • FPI 1.3 – Student will match same case letters • FPI 1.4 – Student will match lower case to upper case letters • FPI 1.5 – Student will produce ABC’s • FPI 1.6 – Student will alphabetize to find words in a list

  15. English/Language Arts

  16. English Language Development

  17. IEP COMPONENT CHECKLIST Present Levels Outcome of previous year’s objectives Rationale for proposed goals and objectives Baseline present level for proposed goals and objectives Reference to most recent triennial recommendation(s) Level of instruction for EL student Annual Goal (leading to educational benefit) Anticipated date of completion of annual goal (mm/dd/yy) Alignment with state standards using Functional Performance Indicator Terminal Performance Objective (the final objective) including: Observable Behavior Criteria Mastery Method of Measurement Professional(s) Responsible Short-term Objectives Anticipated date of completion of each short-term objective Observable behavior to be demonstrated by the student Conditions under which the student will perform the behavior Criteria or standard of performance which is required for learning Mastery or length of time required to know that the student has mastered the skill Method of Measurement Professional(s) Responsible for implementation of short-term objective

  18. E/LA Example #1 • Functional Skill:Communication (Receptive) • Standard: E/LA 17-Understand and follow one- and two-step directions • Functional Performance Indicator:Perform action to comply with 1-step direction • Goal:By (mm/dd/yy), Jennifer will perform action to comply with a one-step direction by touching 5 named body parts within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff.

  19. E/LA Example #1 plus ELD • Functional Skill:Communication (Receptive) • Standard: E/LA 17 - Understand and follow one-and two-step directions • ELD Standard:Respond to simple directions and questions using physical actions and other means of nonverbal communication • Functional Performance Indicator:Perform action to comply with 1-step direction • Goal:By (mm/dd/yy), Jennifer will perform action to comply with a one-step direction by touching 5 named body partswithin 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff.

  20. Math Example #1 • Functional Skill:Functional Academics • Standard: Math 1 - Count, recognize, represent, name and order a number of objects (up to 30) • Functional Performance Indicator:Will count using 1:1 correspondence • Goal:By (mm/dd/yy), given assistance with pointing and given verbal direction, Leonardo will count up to 5 objects using 1:1 correspondence over 80% of trials for 5 consecutive trial days as observed and recorded by staff.

  21. Math Example #1 plus ELD • Functional Skill:Functional Academics • Standard: Math 1 - Count, recognize, represent, name and order a number of objects (up to 30) • ELD Standard:Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms • Functional Performance Indicator:Will count using 1:1 correspondence • Goal:By (mm/dd/yy), given assistance with pointing and given verbal direction, Leonardo will count up to 5 objects using 1:1 correspondence over 80% of trials for 5 consecutive trial days as observed and recorded by staff.

  22. Science Example #1 • Functional Skill:Functional Academics • Standard: Science 1 - Compare and sort common objects by one (1) physical attribute (e.g., color, shape, texture, size, weight) • Functional Performance Indicator:Sort objects by color • Goal:By (mm/dd/yy), when presented with 5 colors 1 at a time, Leonardo will sort objects by color by verbally labeling color within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff.

  23. Science Example #1 plus ELD • Functional Skill:Functional Academics • Standard: Science 1 - Compare and sort common objects by one (1) physical attribute (e.g., color, shape, texture, size, weight) • ELD Standard:Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms • Functional Performance Indicator:Sort objects by color • Goal:By (mm/dd/yy), when presented with 5 colors 1 at a time, Leonardo will sort objects by color by verbally labeling color within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff

  24. Instructional Best Practices • Best Practices - contains information to assist teachers in writing professional goals and is a guide for general education administrators who supervise special education certificated staff • Classroom Organization • Scheduling • Lesson Plans • Substitute Plans • Community Based Instruction • Assistive Technology • Integration • Mainstreaming • Inclusion • Transition • The L.I.S.S.T. and The B.R.I.D.G.E. - NEW!! • Glossary • Paraeducators • Physical Room Arrangement • Grouping of Students

  25. Lakeshore • SEACO and Lakeshore have joined together to produce this updated version which includes: • Two binders - Core Content Access and Best Instructional Practices • Sample Goal Strip • CD with supplemental materials

  26. CD with Supplemental Materials • IEP Component Checklist • Data Collection Forms • CBI Forms • Transition Guide Sample • Mainstreaming and Integration Forms • The LISST • The BRIDGE

  27. The L.I.S.S.T. Developed by Orange County Department of Education • Listing of Independent Student Skills for Teachers • Contains 27 skill areas which are roughly sequenced based upon typical development • Serves as a reference for developing goals and objectives

  28. The B.R.I.D.G.E. Developed by Orange County Department of Education • Building Relevance Into Daily Generalization Experiences • Intended to assist students in performing mastered skills in additional settings, with additional materials and with additional people • Is a collection of 184 letters to parents with suggested activities for generalization • Will be available in Spanish in the near future

  29. THEMATIC UNIT PLAN Unit Theme: Lewis and Clark Core Area: Math Grade Level: Early Elementary CAPA Level: 1 23 4 5 Standard for the Thematic Unit: Math #1 – count, recognize, represent, name and order a number of objects (up to 30) Functional Performance Indicator: 1.6 - student will count using 1:1 correspondence Lesson: Art Activity - 1804 Flag Student Outcome(s): Student will count objects up 15 CSTP: Planning Instruction and Designing Learning Experience (BP-7) PLAN FOR GENERALIZATION Send flags home w/BRIDGE letter and ask parents to count stars and stripes with student. (B-133) ELD Standard – Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms

  30. Next Steps • Continue work with Lakeshore for development of instructional materials to support curriculum. • Lakeshore is pursuing process through CDE to be able to purchase through state textbook funds. • Continue work with CDE Alternate Assessment Workgroup and Advisory Committee for changes to CAPA and modify curriculum guide as necessary. • Development of computerized IEP systems which incorporate sample goals from curriculum. • Continue to conduct regional Training of Trainers.

  31. Questions/Contact Information Angela McNeece Special Education Director Imperial County Office of Education 1398 Sperber Road El Centro, CA 92243 760-312-6428 phone 760-312-6530 fax amcneece@icoe.org

More Related