peggy mcdonald, executive director, nj office of special education programs
TRANSCRIPT
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Students with IEPs and Academic Content Standards: A Continuum of Supports and Strategies
Peggy McDonald, Executive Director, NJ Office of Special Education Programs
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Agenda
Review strategies and supports to align instruction for students with IEPs with grade-level academic standards
Learn about NJ district approaches to the alignment process
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IDEA says…
(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability… 34 CFR Sec 300.39(a)(1)
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IDEA says…
Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction (i)To address the unique needs of the child that
result from the child’s disability; and (ii) To ensure access of the child to the general
curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.
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Adapting…
Content Adjust text complexity range (lexiles) Add foundational skills (phonemic
awareness/phonics) Functional Skills (ADL, Mobility)
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IDEA says…
All children with disabilities are included in all general State and districtwide assessment programs, including assessments described under …the Elementary and Secondary Education Act of 1965, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective IEPs.” 20 USCS Sec. 1412(a)(16)
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IDEA says…
The State must— (a) Have in effect established goals for the
performance of children with disabilities in the State that—
… (2) Are the same as the State's objectives for progress by children in its definition of adequate yearly progress, including the State's objectives for progress by children with disabilities, under section 1111(b)(2)(C) of the ESEA, 20 U.S.C. 6311;
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IDEA says…
(4) Are consistent, to the extent appropriate, with any other goals and academic standards for children established by the State;
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(b) Support and facilitation. State rules, regulations, and policies under Part B of the Act must support and facilitate LEA and school-level system improvement designed to enable children with disabilities to meet the challenging State student academic achievement standards. 34 CFR Sec. 300.199(3)
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IDEA and Placement
A child with a disability is not removed from education in age- appropriate regular classrooms solely because of needed modifications in the general education curriculum. 34 CFR Sec. 300.116(e)
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IDEA and the IEP
A statement of the child's present levels of academic achievement and functional performance, including-- (i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); 34 CFR Sec. 300.320(a)(1)(i)
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IDEA and Goals and Objectives
(2)(i) A statement of measurable annual goals, including academic and functional goals designed to-- (A) Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum;
34 CFR Sec. 300.320(a)(2)
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Alignment
Running Parallel…
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Federal Register
Alignment with the state’s academic content standards means that the State has defined clearly the connection between the instructional content appropriate for non-disabled students and the related knowledge and skills that may serve as the basis for a definition of proficiency.
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Standards
Curriculum
Instructional Units
Learning Objective
s
IEP Goals and
Objectives
A Model of ‘Alignment’
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Standards
A Closer Look: Curriculum
Curriculum• Learning Objectives• Materials• Methods• Assessments
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Curriculum Learning Objectives
Study skills, executive functioning Differentiated Teaching Strategies
UDL Principles Flexible Grouping Supplemental Instruction – Reteach/Enrich
Accessible Instructional Materials Leveled texts, software, supplementary programs Manipulatives
Assessment Alternate Assessments Accommodations and Modifications
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Curriculum
Methods Scheduling Pacing
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A Closer Look: Instructional Units
Standards
Grade Level Content Organized into Units of Study
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Standards
A Closer Look: Instructional Units
Curriculum Grade 2 English Language Arts
Instructional Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
The curriculum for a specific grade and subject can be broken down into several instructional units.
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A Closer Look:
Learning Objectives
Standards
•Organized into Instructional Units from Curriculum•Organized by Chronological Grade Level
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Standards
A Closer Look: Learning Objectives
Instructional UnitGrade 2 English
Language Arts: Unit 1
1: Ask and answer such questions as who, what, where,
when, why, and how to demonstrate
understanding of key details in a text.
Know and apply grade-level phonics and word
analysis skills in decoding words.
With guidance and support from adults and peers, focus on a topic
and strengthen writing as needed by revising and
editing.
Curriculum:Grade 2
English Language Arts
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A Closer Look – IEP Objectives
Standards
Curriculum
Instructional Units
Learning Objective
s
IEP Goals and
Objectives
Embedded Skills•Foundational Skills•Other Needs:• Social Skills• Organizational Skills• Motor Skills
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A Closer Look: IEP Goals and Objectives
Standards
Standards
Curriculum: Grade 2 English LA
Instructional Unit 1
Learning Objective:Ask and answer such
questions as who, what, where, when, why, and how
to demonstrate understanding of key details
in a text.
IEP Goal :The student will answer “who”,
“what” and “where” questions based on a text at the independent reading level.
Learning Objective:RL.2.1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
Learning Objective:RL.2.1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
IEP Goal: The student will answer “where”, “when”, “why”
and “how” questions based
on a familiar text.
IEP Goal:The student will be able to create “WH” questions
based on key details in an informational
text.
Learning Objective
Learning Objective
Learning Objective
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A Closer Look: IEP Goals and Objectives
Standards
Standards
Curriculum: Grade 5 Math
Instructional Unit 3
Learning Objective: Use equivalent
fractions as a strategy to add and subtract
fractions..
IEP Goal: The student will identify parts vs.
wholes
Learning Objective:RL.2.1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
Learning Objective:RL.2.1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
IEP Goal: The student will separate whole
objects and groups into parts
Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike
denominators.
Learning Objective
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A Closer Look: IEP Goals and Objectives
Standards
Standards
Curriculum: Grade 5 Math
Instructional Unit 3
Learning Objective: Use equivalent
fractions as a strategy to add and subtract
fractions..
IEP Goal: Student will increase
appropriate social responses to peers by
responding to greetings in four out of five opportunities
Learning Objective:RL.2.1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
Learning Objective:RL.2.1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
IEP Goal:The student will add and subtract
fractions with like
denominators
Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike
denominators.
Learning Objective
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Supports
‘Unpacking’ the Standards Universal Design For Learning Scaffolds Accommodations/Adaptations Foundational/Embedded/Essential
Skills Essential Elements
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UnpackingStandard Standard Unpacked
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
1. Write opinion pieces on topics or texts, supporting a point of view.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion
(North Carolina Department of Education)
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Universal Design for Learning set of principles for curriculum
development that give all individuals equal opportunities to learn
provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution
flexible approaches that can be customized and adjusted for individual needs cast.org
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Scaffolding
Instructional scaffolding Adding supports for students in order to
enhance learning and aid in the mastery of tasks
systematically building on students’ experiences and knowledge as they are learning new skills
temporary and adjustable As students master the assigned tasks,
the supports are gradually removed▪ http://iris.peabody.vanderbilt.edu
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Scaffolding
W 3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. Express a point of view about text Support a point of view about text –
find the evidence Write opinion supporting a point of
view with evidence Varied text complexity
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Accommodations/Adaptations
Read aloud Extended Time Calculator Graphic Organizers Audio Texts Consistency between instruction and
assessment http://www.parcconline.org/
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Foundational Skills
Concepts of Print Phonological Awareness Phonics and Word Recognition Fluency
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Specific statements of knowledge and skills linked to grade-level expectations indentified in college and career readiness standards Aligned with Common Core State
Standards
Essential Elements
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Linkage Levels
Initial Precursor: Typically reflect foundational nodes in the learning map
Distal Precursor: Nodes on map between target and foundational
Proximal Precursor: Nodes on map between target and foundational
Target – Closest to the knowledge and skills reflected in the Essential Element
Successor – Designed to give students the opportunity to stretch toward content in the general education grade level standard
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Claim 1- Number Sense: Students demonstrate
increasingly complex understanding of
numbers
MC 1.1 Understand number structures (counting, place value, fraction)MC 1.2 Compare, compose, and decompose numbers and setsMC 1.3 Calculate accurately and efficiently using simple arithmetic operations.
Claim 1 – Number Sense: Students demonstrate increasingly complex understanding of numbers
EE.3.NBT.2. Demonstrate understanding of place value to tens.
Target Node – Explain place values for ones and tensProximal – recognize multiple tens and something; compose numbers based on tenDistal – Recognize a unit; explain ten as a composition of ten onesInitial – Recognize separateness; recognize set
An example – Math
Claims
Conceptual Areas
Essential Elements
Nodes & Connectio
ns
K. CC.1,4,51.NBT.1a-b2.NBT.2a-b,3
3.NBT.1,2,33.NF.1-34.NF.1-2,3 5.NF.1,2
6.RP.1
7.RP.1-37.NS.2.c-d
8.NS.2.a
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Sample Map
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NJDOE RESOURCES
www.state.nj.us Model curriculum (under revision) ELL scaffolds Instructional Supports Njcore.org Special education resources Learning Resource Centers Positive Behavioral Supports in Schools