Implementing DPAS II r in Special Schools and Programs:

Lessons Learned Linda Rogers

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Agenda • Access to the general education curriculum-

WHY?

• Grade Band Extensions (GBEs) How are they related to the Common Core and State Standards? • DPAS II Special Schools Look-fors

KWL Activity • What do you already KNOW about DPAS II use

in Special Schools? What do you want to know?

KNOW WHAT you WANT to KNOW

What we have LEARNED

Access to the general education curriculum: WHY?

– Legal Rationale

– Civil Rights Rationale

– Philosophical/Ethical Rationale

Rationale : – Legal Background

• IDEA requires access to the general education curriculum including participation and progress related to the curriculum.

• ESEA requires assessment based on the grade-level standards for all students.

Supporting Arguments:

– Civil Rights Background: Attendance, participation and active engagement in public education

– PL 94 –142 (1975) opened the door for opportunity and participation in educational programs.

– To not have access to the general education curriculum is in violation of the Right

Human Perspective MISUNDERSTANDINGS • Intelligence is something that can be reliably measured

• Students with intellectual disabilities have a low level of

intelligence and cannot learn as much in the general education classroom

• They will not gain knowledge when they participate in the general curriculum

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Changing our paradigm about students’ competence is necessary to promote their highest achievement, their valued membership in our schools, and their post-school success .

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GBEs and Supporting Materials • Provide targets for scaffolding academic

instruction for students participating in the alternate assessment

• Used for development of tests items in alternate assessment design

• Grade Band Extension guides and Companion Guides are available for ELA; Math; Science, and Social Studies

Domain

Topic

Standard

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Standard

Cluster Heading

Domain

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GBE Companion Guide

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Activity • What do you currently see happening in classrooms? • Is there a balance between functional and academic

curriculum? • How can you support your entire school aligning

activities to the GBEs?

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DPAS IIr in Special Schools Component 1: Preparation and Planning

1b.Designing Coherent Instruction Learning activities Inst. materials &

resources Inst. groups Lesson & unit

structure

• Activities need to reflect lesson objectives • Differentiated activities for student learning styles • Designed so students can answer essential questions • Differentiated materials based on student needs • Structure is defined by time: Beginning, Middle, End • Materials ready • Grouping based on activities, needs • Building upon skills- where they are and where you

want them to be • Lessons are building on each other • Coherent groupings of students • Lessons match what you are teaching • Can someone pick up your lesson plans and know what

to teach?

Activity • Review the lesson plan templates • Are any of these approaches “do-able” in your

school or district?

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DPAS IIr in Special Schools Component 2: Classroom Environment

2c. Creating an Environment to Support Learning -Teacher interaction with students -Student interaction with other students -Importance of the content -Expectations for learning & achievement -Student pride in work

• Positive learning environment • Engaging activities • Positive praise, feedback • Cohesiveness • Clear consistent rules and modeling • Respect teacher/student, student/student • Environment represents a positive culture • Students assist each other/encourage each other • Positive interactions with peers and adults • Peer encouragement, helpers, modeling positive

behaviors • Essential Questions, interactive word walls posted • Student work is posted, pride in work • Students express excitement of achievement • High Expectations - instruction not watered down • Grade appropriate materials made accessible to

students

Activity • Discuss possible evidence that you would “see” in

classrooms • What possible evidence might you “hear” in

classrooms? • What types of artifacts might be evident in the

classroom?

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DPAS IIr in Special Schools Component 3: Instruction

3a. Engaging Students in Learning • Activities &

assignments • Grouping of

students • Instructional

materials & resources

• Structure & pacing of lesson

• Activities and assignments are meaningful and adapted

• EQ is asked in beginning of the lesson and at the end to check for understanding

• Spark interest/set mood • Groups are conducive to learning- mixed grouping,

ability grouping • Activities differentiated • Motivating materials that are meaningful and

appropriate • Clear beginning, middle, and end • Fast paced-continuous • Fluid transitions • Adapted materials • Resources available during instruction

ACCESS Project Staff

• Center for Disabilities Studies (CDS), University of Delaware – Julie Bowers, Project Leader – Stephanie DeMayo, Instructional Coach – Judi MacBride, Training Coordinator & Family Liaison – Esley Newton, Instructional Coach – Sarah LeMonte, Graduate Assistant – Dara Lipschutz, Graduate Assistant

• Delaware Department of Education (DDOE) – Sarah Celestin, ACCESS Program Manager

ACCESS Professional Development • Statewide Trainings

– Introduction to the GBE’s (ELA and Math) – Getting to Know the Science and Social Studies

GBEs – GBEs and DCAS-ALT I for Paraeducators

• Specialty Trainings • Adapted Books • Student Success Boxes • Literacy Based Unit Planning • Teacher Cohorts and Model Units

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Future Plans for ACCESS Project • Expansion of ACCESS Project

– Expanded training on intro topics – Standards-based IEPs – Strategic Instruction Model (SIM) – Communication Models – Secondary Curriculum/Transition

Adapted Books Creation of adapted books for each grade band

– Use of fiction and non-fiction based on recommendations from LEAs and Common Core suggested reading list

ELA Model Units

Math Model Units

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Adapted Materials • Student Success Boxes

– Assisting teachers in physically adapting materials

ACCESS Website

www.deaccessproject.org 27

Resources and Materials Including Adapted Books

Professional Development Information and Request Form

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Activity • What curriculum materials or academic

resources are provided to your special schools and programs?

• What district level personnel support curriculum development in your special schools and programs?

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KWL Activity • What did we learn about how DPAS II

works in Special Schools and programs? KNOW WHAT you WANT

to KNOW What we have

LEARNED