All Things Alternate 1 Todays Objectives We will
All Things Alternate 1
Todays Objectives We will discuss… 1. Federal updates regarding students with significant cognitive disabilities 2. Alternate Diploma Criteria 3. Appropriate identification of students for the alternate assessment 4. All Things Alternate timeline 5. Standards based goals and instruction 6. Course codes and transcripts 2
Let’s Lay a Foundation • Brief #1 - AA-AAS: Standards That Are the “Same but Different” • Brief #2 - AA-AAS: Defining High Expectations for Students with Significant Cognitive Disabilities • Brief # 4 - Promoting Communication Skills in Students with Significant Cognitive Disabilities • Brief #5 - Standards-based IEPS for Students Who Participate in AA-AAS • Brief #8 - Characteristics of Students with Significant Cognitive Disabilities 3
Special Education Documents/Updates Every Student Succeeds Act (ESSA)- December 2015 Federal Law passed by Congress Dear Colleague Letter- November 2015 Clarified FAPE for Students with Disabilities 4
Let’s Talk a Little Bit About FAPE U. S. Supreme Court Decision March 22, 2017 Endrew F. v. Douglas County School District 5
The problem is not that our aim is too high and we miss it, but that our aim is too low and we reach it 6
0’s 198 Functional Life-Skills Curriculum to participate fully in community 1990’s INCLUSION with same age peers in home school 2015 INVOLVEMENT and PROGRESS in General Education Curriculum for ALL students 7
Alternate Standards, Assessment and Diploma Timeline Year Alternate Standards 2017 -2018 -2019 -2020 -2021 Current Next Gen Standards (New Standards) Policy 2520. 16 Alternate Academic Achievement Standards 9 th grade cohort Alternate Assessment Current Alternate Summative Assessment (DLM) Diploma Type Modified Diploma Alternate Diploma 8
State-Defined Alternate Diplomas 9
Alternate Diploma Criteria ØBe Standards-Based- Aligned to WV College and Career Standards ØBe Aligned to State Requirements for a Regular Diploma ØBe Obtained During FAPE Period 10
Alignment General Education Curriculum State Approved Grade Level Content Standards (Alternate) 11
Alignment The process of matching educational components of: • Standards • Instruction • Assessment 12
When IEPs Promote Alignment General Curriculum (state standards) IEP Instruction (skills taught) Assessment (state test) 13
Instruction Not Aligned to Standards Curriculum: Multiplication Instruction on IEP skill: Telling time State alternate assessment: Combine sets 14
IEP Includes Life Skills and the General Curriculum 10 th grade academic standards IEP Instruction State Alternate assessment Life skills curriculum 15
Writing IEPs that Align to State Standards 1. Be familiar with the WVCCR State Standards. 2. Be familiar with the Alternate Achievement Standards. 3. Utilize the Alternate Standards Support Document 4. Ask the question “Is it Standards Based? ” 16
General Assessment Standards vs Alternate Assessment Standards WVCCR • ELA. 4. 21 - Write informative texts to examine a topic and convey ideas and information clearly. • ELA. 4. 22 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence. • ELA. 4. 23 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. AA-AAA Standards • A. ELA. 4. 21 -Paraticipate in shared research and writing (e. g. , explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). • A. ELA. 4. 22 - Add details to strengthen writing as needed incorporating guidance and support from adults and collaborative discussions. • A. ELA. 4. 23 - Explore a variety of digital tools to produce and publish writing, including collaboration with peers. 17
Alternate Academic Achievement Standards Support Document Step three Step two Step one 18
Meet Camilla • 12 year old seventh grader with a significant cognitive disability. • Uses an augmented/alternative communication AAC device. • IEP goal needs: expand communication skills, improve her range of motion, participate more in her personal care. • She loves to swim, spend time with friends, and use her computer. • Her parents want Camilla to participate as much as possible in the general education environment, and also learn how to read. 19
Seventh Grade Standard: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 1. Camilla will use her AAC device to greet peers in English class. 2. Camilla will acquire 20 sight words that relate to activities in her community and home. 3. After hearing text summaries read aloud, Camilla will select the major theme of each using response options that include text with picture symbol support. 4. Camilla will sequence 3 events from text read aloud to her using response options that include text with picture symbol support. 5. Camilla will organize story grammar elements related to fictional text on a graphic organizer and use the organizer as a support when summarizing the text. 6. Camilla will identify letter-sound correspondences for initial consonants and vowels and use this skill when writing using software that anticipates spelling from the first letters. 20
Meet Max • He is a 14 year old, 9 th grade student with a significant cognitive disability. • He is used to working in small groups for instruction. • He has emerging literacy and numeracy skills. Neither was emphasized in his school career so he entered high school with minimal foundational math skills. • He has good fine motor skills, and is able to move or tap one of two pictures to show understanding of key ideas. • Max’s parents want him involved and making progress in general education as much as possible. 21
Max is taking High School Algebra 22
High School Algebra Standards Expression formation is taught using a vocational activity of working at a hardware store 23
Alternate Standard A. M. A 1 HS. 4 Max’s task: • His job is to set up bags of bolts and write (5 b) for five bags of bolts. • The b means they do not know how many bolts go in each bag yet. • He will also make 4 bags filled with washers (4 w) • The teacher has Max to create the expression by selecting numbers to put in the equation: 5 b+4 w 24
Teacher Prep and Task Analysis • The teacher sets up five bags for the bolts. • The goal is to have 5 bolts per bag. • Max will count with one-to-one correspondence 1 -5. • The teacher uses a large number line and covers the numbers beyond 5. • Max puts a bolt on each number 1 -5 to create the first set. • Max then scoops the bolts into a bag. • He repeats this for 5 sets of bolts. • The teacher has Max make four bags with 8 washers following the same procedure as bolts. 25
Scaffold toward high school expectation 5 bags with (5) bolts + 4 bags with (8) washers 5(5) + 4(8) 26
Meaningful Partial Participation By appropriately including students with the most significant cognitive disabilities through manipulations of breadth, depth, or complexity, at least some subset of gradelevel content standards will be within the student’s educational experience 27
Determining Priority Areas 1. Are we preparing the student to be more independent and to improve his quality of life? 2. How can we broaden his/her world? 3. How do we facilitate regular and ongoing interactions with typical peers and promote social inclusion? 4. What instructional activities will enable the student to gain self-dependence and control over the environment? (Sarathy, 2014) 28
Best Practice Document Social Studies (PE/Health and the Arts to come) 29
Course Codes • All 9 th and 10 th grade students that are currently on Alternate Assessment, being instructed on the alternate standards, should have already had their schedules updated with the new course codes. • The course codes have been developed and can be found on the WVEIS website under the Support Tab (Course Code Change Document 2017 -2018). • District WVEIS personnel and/or school counselors have been making the changes to student’s schedules. It is a district decision about particular digits within the course codes (WVEIS course codes are 4 digit numbers), districts/schools add the remaining digits. 30
Student Transcripts and Credits Previous Schedule 76110 J- Social Skills 76100 J- Daily Living Skills 31080 J- Work Skills 48100 J- Reading Support 68070 - Health (related arts) 59117 - Library Skills (related arts) Current Schedule 4008 XJ ELA 8 Alternate Standards 3008 XJ MATH 8 Alt Standards 6008 XJ SCI 8 Alt Standards 7008 XJ WV STU 8 Alt Standards 7946 XJ ART Alternate Standards 6608 XJ PHYS ED 8 Alt Standards 7610 XJ DAILY LIVING SKILLS 31
Enrollment Codes and Special Education Status Courses • Student participates in Graduation Ceremony with his/her 9 th grade cohort, or the cohort that they have been moved to. • Student must be reported as a Graduate for end of year reporting or it will count against the schools graduation rate. • Student comes back to school and is Re-Enrolled (registered as CPG-post graduate). • Student stays in school until age 21. • If student changes mind and decides to leave before they are 21, it is coded as TG (Early Graduate). 32
Dawn Embrey-King Coordinator, WVDE dembreyking@k 12. wv. us 33
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