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4–Step Process to Accessing Grade Level Content Standards and Curriculum. Acknowledgement: M.Burdge & J. Clayton (ILSSA) , K. Hess (NCIEA). What is the 4–Step Process?. Articulates the standards and curriculum for all students A process for determining access to grade-level standards
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4–Step Process to Accessing Grade Level Content Standards and Curriculum Acknowledgement: M.Burdge & J. Clayton (ILSSA) , K. Hess (NCIEA)
What is the 4–Step Process? • Articulates the standards and curriculum for allstudents • A process for determining access to grade-level standards • Determines assessment evidence
4–Steps to Access Step 1: Identify the appropriate standard (What is the grade level standard and performance indicator?) Step 2: Define the outcomes of instruction ( What are all students expected to learn?) Step 3: Identify the instructional activities (What type of instruction will be used to ensure students learn the standard?) Step 4: Target specific IEP objectives (How can the IEP objectives be embedded?)
Example - Claire • 9- year- old elementary student • Significant cognitive disability • Enjoys picture stories • She can: • Identify picture symbols • Sight word recognition of up to 25 words • Independently write personal information • Able to use computer software with assistance
Things to Consider When Planning Instruction (Step 3) • Student must be participating in the same instructional activity. (Example: Claire accessed with text reader and graphic organizer). • Planning for instruction must incorporate the evidence (artifacts) of student learning. (Example: Claire will turn in completed work).
Example: George 12-year-old 6th grade student • Significant cognitive disability • Student is verbal, but with limited vocabulary • Needs assistance in writing (hand-over-hand) • Can: • identify picture symbols • answer basic recall questions • basic calculator use • identifies basic number (1 – 10)
