ensuring progress in the general education curriculum ed 222 spring 2010
DESCRIPTION
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 standardsTRANSCRIPT
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