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ACCESSING ACCESS

ACCESSING ACCESS. Who? What? Where? When? Why? and How?. Laura Hamm and Heather White. ID Trainers.

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ACCESSING ACCESS

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  1. ACCESSING ACCESS Who? What? Where? When? Why? and How? Laura Hamm and Heather White

  2. ID Trainers Our objective is to provide embedded professional learning and support to teachers, administrators, and school personnel in order to develop and implement curriculum, social, and behavioral interventions for students with intellectual disabilities. Supervisor: Robin Baumgarten

  3. Laura Hamm Campbell McEachern Osborne Pebblebrook South Cobb Wheeler Heather White Allatoona Harrison Hillgrove Kell Kennesaw Mountain Lassiter North Cobb Pope Sprayberry Walton Alone we can do so little; together we can do so much. Author : Helen Keller

  4. Access Courses… WHAT are they? • Access courses are aligned to the standards • They allow students access to the same courses that the general education students take. • Our special education students are required to be exposed to at least ONE standard per Access course.

  5. Access Courses – WHO takes them? • Required for students with significant cognitive disabilities who are assessed through the GAA.

  6. WHY Access Courses? • New graduation rules require students with significant cognitive disabilities to receive instruction addressing the required graduation courses. • Access Courses were created to address the new graduation rules.

  7. How to earn a regular diploma • Earn credits for each required course • Earn credits for the appropriate number of electives • Obtain a proficient score on the GAA in high school AND • Either remain in school until they are 22 or transition prior to age 22 to the desired post school outcome with supports in place

  8. You know you are a Special Education Teacher when......

  9. English/Language Arts 23.06150 Access to Ninth Grade Literature/Composition 23.06250 Access to 10th Grade Literature/Composition 23.05150 Access to American Literature/Composition 23.05250 Access to English Literature/Composition

  10. Math • 27.08150 Access to Mathematics I • 27.08250 Access to Mathematics II • 27.08350 Access to Mathematics III • Students enrolled in Access to Mathematics do not require Math Support Classes

  11. Social Studies 45.08150 Access to United States History 45.08350 Access to World History 45.05750 Access to American Government/ Civics (1/2 Credit) 45.06150 Access to Economics/Business/ Free Enterprise (1/2 Credit) 45.07150 Access to World Geography 45.07650 Access to Local Area Studies

  12. Science 26.01250 Access to Biology I 40.01150 Access to Physical Science 26.06150 Access to Environmental Science

  13. Electives 20.01450 Access to Life Skills and Careers I 20.01451 Access to Life Skills and Careers II 20.01950 Access to Life Skills and Careers III 20.01951 Access to Life Skills and Careers IV 20.01550 Access to Family, Community, and Careers I 20.01650 Access to Family, Community, and Careers II 20.01750 Access to Family, Community, and Careers III 20.01850 Access to Family, Community, and Careers IV 20.43050 Access to Consumer Economics 20.41650 Access to Food, Nutrition, and Wellness 32.43350 Access to Workplace Readiness 32.81150 Access to Career Technical Instruction I 53.01450 Access to Music Appreciation I 53.02450 Access to Music History and Literature

  14. Access Course Descriptions--Example This course is aligned to US History (45.08100) and gives students access to the examination of the history of the United States beginning with the British settlement of North America. The course’s main focus is the development of the United States in the 20th and 21st centuries. The course includes topics related to Colonization through the Constitution; New Republic to Reconstruction; Industrialization, Reform, and Imperialism; Establishment as a World Power; and the Modern Era. All instruction (utilizing assistive technology as needed) should embed the mastery of IEP goals and objectives so that skills are not developed in isolation, but within the context of the course content. Related skills for independent living, employment and self-determination are developed within the course content. THIS COURSE MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS and is intended only for students who are assessed using the Georgia Alternate Assessment.

  15. You know you are a Special Education Teacher when......

  16. HOW do we implement ACCESS courses? • High School teachers of students with significant cognitive impairments are not expected to teach isolated courses but rather to expose the students to the basic content of each Access Course. • Choose standards that are meaningful and appropriate for your students. • The IEP still drives instruction and should reflect the functional skills required to progress to the transition plan goals. • IEPs should NOT address specific grade level standards as the expectation is that all students in Georgia schools are receiving appropriate instruction related to GPS.

  17. Course Standards • Use same standards as corresponding general education course • Choose standards that are relevant for the student • Teach standards at an access or prerequisite skill level • IEP objectives should address skills needed to access the standards • Communication—receptive, expressive • Cognitive skills e.g. counting, sorting, classification, etc. • Manipulation of materials

  18. Instruction

  19. You know you are a Special Education Teacher when......

  20. Requirements • For each Access course you must address at least ONE standard. • Collect documentation for each course to go in the Access Notebooks. • Use grading rubric to assign grades in Pinnacle.

  21. Mathematics –Adding Polynomials • MM1A2—Students will simplify and operate with radical expressions, polynomials, and rational expressions. • Add, subtract, multiply, and divide polynomials • Pre-requisite skill—substituting values into expressions But what if you need to make S’Mores for 3 friends? =6 =9 =3 3(2x) + 3(3y) + 3(1z) = 3 S'Mores! Mathematics materials created by Kayse Harshaw, GaDOE,2008

  22. Math I MM1A1. Students will explore and interpret the characteristics of functions, using graphs, tables, and simple algebraic techniques. h. Determine graphically and algebraically whether a function has symmetry and whether it is even, odd, or neither.

  23. Work Page Symmetrical Symmetrical Print and laminate for each student. Created by Janice Pickett, Bibb County

  24. Function Math: The Cola is the constant— What do you get back when you buy the soda? Every value of x (the money you put in the machine) has a discreet value for y—the money you get out of the machine Consumer Economics: Should you bring your snack or buy from the machine? Food, Nutrition and Wellness: What are the choices to buy that would be more nutritious? • Mathematics I • Access to Consumer Economics • Access to Food, Nutrition, and Wellness Or, fx=x

  25. You know you are a Special Education Teacher when......

  26. US History: Benjamin Franklin And Self-Determination SSUSH2 The student will trace the ways that the economy and society of British North America developed. c. Identify Benjamin Franklin as a symbol of social mobility and individualism. No! Ben Franklin—US History –Kayse Harshaw, GaDOE

  27. What can the student do to move himself from being a student to a worker? What are good work readiness skills and work habits? What does the student want to do when he gets out of school? Ben Franklin—US History & Self Determination–Kayse Harshaw, GaDOE

  28. Resources for 10th Grade • Access materials being developed summer of 2009 for the following courses: • Language Arts • 23.06250 Access to 10th Grade Literature/Composition • Mathematics • 27.08250 Access to Mathematics II • Science: • 26.06150 Access to Environmental Science • 40.01150 Access to Physical Science • Social Studies • 45.08350 Access to World History • 45.05750 Access to American Government/Civics (1/2 Credit) • 45.06150 Access to Economics/Business/Free Enterprise (1/2 Credit) • 45.07150 Access to World Geography • These will be posted to the resource board by the beginning of the 2009-2010 school year

  29. Where to find Access Course Activities • http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf

  30. GA DOE site directions • 1. Go to www.georgiastandards.org • 2.Click on "Teachers" on the orange home bar   • 3. Scroll down and click on "Special Education Services & Support " in the middle of the page. • 4. Click on right side of page  "Georgia Performance Standards (GPS) for Students with Cognitive Disabilities" • 5. Scroll way down the page and click on  "Access to the GPS: Electronic Resource Board "  • 6. CLick on "Free Registration Information " for instructions on getting a password. • 7. Click on "Resource Board Website " to go to Log-in site once you have  a password - bookmark this page to go directly to log-in site.

  31. You know you are a Special Education Teacher when......

  32. Example of HS Lesson Plan This allows you to hit the students IEP goals and objectives, GPS standards, and the new Evaluation system that is currently being used in Cobb. Period 1

  33. Example of Lesson Plan

  34. Important to include opportunities for students to: • Participate in acceleration, remediation or differentiation when appropriate.- Story read to student by teacher & or computer. Tactile support, visual support, hand over hand support • Experience different types of assignments- use of technology as needed for assignments • Move around (getting into groups, learning stations, as part of an activity)- students work one on w/ teacher and para and in small groups • Engage in student-centered work- small group allows for constant student centered work • Enhances learning with technology- Use of Boardmaker, Techtalk, Classroom Suite, Gotalk 9, switches, 2 button Cheaptalk, Smartboard

  35. RESOURCES: News2You http://www.news-2-you.com/index.aspx Unique Learning System http://www.uniquelearningsystem.com/Default.aspx Classroom Suite resources: http://aex.intellitools.com/main.php DOE Resource Board http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf Special Education Support Bloghttp://www.pickettsmill.typepad.com/pritchard/ Adapted Learning Resources for Boardmaker http://www.adaptedlearning.com/MyHome.aspx Cheers Cards http://www.drjean.org/html/monthly_act/act_2004/06_june/Cheers/cheers_pdf/Cheers01-08.pdf Power points http://www.pppst.com/

  36. Focus Groups: • Access GPS for ID students - High School   • Participants will become familiar with appropriate grade level standards and ways to adapt them for meaningful participation and differentiated learning experiences for their High School ID students. • Register on PL site soon. • First class - 11/19/09 – MJM Cafeteria Location of future classes to be determined at first meeting.

  37. You know you are a Special Education Teacher when......

  38. Sign Language Applause Teach your children how to applaud in sign language. They do so by raising both hands in the air and rotating them back and forth quickly. Cheer Cardshttp://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004_pdf.html

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