Ensuring Progress in the

General Education Curriculum

ED 222Spring 2010

What does progressing in general curriculum mean?

Assessing student progress? Progress is what the fed promotes

and requires Progress in the general ed.

Curriculum is achieved by standards-based reform

NCLB requires states to establish challenging academic content and student achievement standards that apply to all students, including those with disabilities

Standards Based Reform

A process that identifies the academic content that students must master General education curriculum Academic content standards Student achievement standards Alternative achievement standards

Connecting the Curriculum to the Standards

States use three approaches to assessment: Define standards Define benchmarks Define indicators

Making Accommodations in Assessment

IEP Team must consider any accommodation needed in the assessment process

Five most frequent test accommodations Dictate responses Extended time Large print Braille Interpretation of instructions

Alternative Assessments

For students who cannot learn the same content as same-age peers and who cannot take the state assessment even with accommodations

Aligned to the state content standards Serve the same purpose as the

standard assessment Accountability Decision-making

Those in favor of accountability and standards based reform

Comparable standards will result in higher expectations and higher levels of student achievement

By being part of the standards process, students with disabilities will also be part of the education reform movement

Opponents of identical standards for all students approach:

Holding students to the same standards can conflict with IEP Goals

Students may become frustrated, discouraged, and drop out of school

NOT ALL STUDENTS ARE THE SAME—what is the goal of public schools???

What is Universal Design for Learning?

UD makes learning accessible to all students

Promotes flexibility in: Multiple means of representation

(how materials represent content) Multiple means of action (how

materials provide alternative ways for students to demonstrate knowledge)

Multiple means of engagement (how materials take advantage of student interest and motivations to engage them in learning)

Placement categories

Special education outside the regular classroom for less than 21% of the day

Special education outside the regular classroom for more than 60% of the day

Public separate facilities Private separate facilities Public residential facilities Private residential facilities

For Characteristics of Inclusion

Home-school placement Principal of natural proportions Restructuring teaching and learning Age and grade-appropriate placements

Which includes Eliminating the continuum of

placements Increasing the amount of time

students spend in general education classrooms

Educator, parent, and student perspectives on inclusion

Four consecutive phases of inclusion

Mainstreaming Regular education initiatives Inclusion through accommodations Inclusion through restructuring

Student outcomes associated with inclusion

Students with disabilities gain social and communication benefits from their involvement in inclusive settings

Students without disabilities educated in the inclusive classroom made significantly greater academic progress in mathematics and reading than did students without disabilities who did not have students with disabilities in their classroom.

Facilitating Progress

IDEA and NCLB have changed the focus on access to the general curriculum from WHERE to: WHAT, a focus on what the student

is taught (curriculum mastery) AND HOW, a focus on methods and

pedagogy

Required components of an IEP The student’s present level of

performance Measurable annual goals How will progress be measured Special Ed. Services, related and

supplementary services An explanation of the extent a student will

participate in the general ed. Setting Accommodations for state and district

assessments The beginning date of services When a child is 16, transition services

5 special factors to consider when developing an IEP

If a child’s behavior impedes learning, the team must consider the use of positive behavioral interventions and supports

If a child has limited English proficiency, the team must consider language needs

If the child is blind or visually impaired, the team must provide instruction in Braille and the use of Braille

The team must consider the child’s communication needs

The team must consider whether a child needs assistive technology devices or services

Addressing progress through the IEP

Determining Supplementary Aides and services

Determining Annual Goals Determining Specially Designed

Instruction Specifying Related Services Determining Test Accommodations

and Alterations

What Should Educators Do to Support Progress

Create learning communities Design units and lessons Cognitive Taxonomies Implement School-wide instructional

Strategies