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Presented by:

Marla Holbrook

Cheryl Holder

Access to the General Curriculum: Standards-Based Classrooms

Alabama State Department of Education

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Purposes

Provide an overview of standards-based instruction

Provide resources for getting started with standards-based instruction

Demonstrate that equity and access are enhanced through standards-based instruction

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No Child Left Behind State Requirements

Academic achievement must be standards-based Each state must establish a unique set of standards

for reading, math, and science Teachers must be highly qualified in the subject

areas of reading, math, and science State assessments must be aligned to state content

standards (reading, math, science) All students must have opportunities to learn and be

assessed on state content standards

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Standards-Based Instruction Federal and state legislation address equity and access for all students

through standards-based instruction:

Accountability Assessment

Measure student academic progress Adequate Yearly Progress

Data are disaggregated into subgroups Subgroups must make progress toward proficiency

Aligned system of curriculum and assessments Standards

Common core of challenging standards Assessments based on standards

Students are tested on standards at each grade level

Highly qualified teachers to deliver effective instruction Collaboration among school personnel

Teachers working together to meet the needs of all students Differentiated Instruction

Targeting individual skill (data-based) levels in a diverse classroom Research-proven practices

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Concept Map: Standards-Concept Map: Standards-Based Instruction Based Instruction

Alignment Highly Qualified

NCLB

Accountability

Assessment

AYP

Standards

Assessment

Collaboration

Differentiated Instruction

Standards-Based Instruction

Equity & Access

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Accountability - State Accountability - State AssessmentsAssessments Stanford 10 – norm-referenced

Alabama Reading and Math Test (ARMT) – augmented criterion-referenced (standards-based)

DIBELS – criterion referenced

Alabama Writing Assessment – criterion referenced

Alabama High School Graduation Exam – criterion referenced (standards-based)

Alabama Alternate Assessment – criterion referenced

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Alabama’s Achievement Alabama’s Achievement LevelsLevels

Level IV Advanced

Level III Proficient

Level II Partially Proficient

Above the content standard

Aligned to the grade level content standard

Below grade level content standard

Level I Basic

Limited use of Level II skills

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Accountability – Adequate Accountability – Adequate Yearly Progress (AYP)Yearly Progress (AYP)

2004 assessment results began baseline for school/system/state ARMT grades 4, 6, 8 (2004-2005 grades 3-8) AHSGE grade 11 AAA

All students, including special education students, must be taught academic content standards in order to make adequate yearly progress

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Adequate Yearly Progress Toward Proficiency  

                   

  

                   

  

                   

  

                   

  

                   

  

                   

  

                   

  

  

                 

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

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Standards/Assessment Standards/Assessment AlignmentAlignmentRevision of State Courses of Study:

Reading Addendum (reading standards from the English Language Arts Course of Study) Math Course of Study Social Studies Science (in progress)

The ARMT and AHSGE are aligned to the state academic content standards

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Highly Qualified Provisions Highly Qualified Provisions Lead to Consultation and Lead to Consultation and Collaboration Collaboration

Consultation Expert Model

Collaboration Co-plan Co-teach

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Collaborative Teaching Collaborative Teaching Leads to Differentiated Leads to Differentiated InstructionInstruction To differentiate instruction is to recognize that

students vary in: background knowledge readiness language preferences

learning interests

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StandardsStandards VocabularyVocabulary

Standards-Based Instruction

Academic Standards Content Achievement

Curriculum

Access to General Curriculum

Data-Based Decision Making

Curriculum Guides

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Standards-Based Instruction

Standards-based instruction is the process of teaching and assessing the core content prescribed by the state courses of study.

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Academic StandardsAcademic Standards

Content Standards: Are what students should

know and be able to do. Define the content and

skills that students should learn in explicit detail.

Are grounded in the content of the subject area to lead to a common core curriculum.

Achievement Standards: Are concrete examples

and explicit definitions to demonstrate proficiency in the skills and knowledge framed by the content standards.

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Content Standards vs. Content Standards vs. CurriculumCurriculum Content standards:

what students need to know and be able to do. Standards signal the

destination of grade- level learning.

Curriculum:

what teachers need to teach in order for students to know and do the standards. Curriculum is the route

the standards. Teachers are the drivers.

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Standards and Standards and Data-Based Decision Data-Based Decision MakingMaking Effective teachers: analyze student performance

through assessments, identify gaps in skills and knowledge, develop instruction to

address those gaps, andcontinue to analyze student performance over time and adjust instruction as needed

2. Identify Gaps

3. Develop Instruction

4. Adjust as Needed

1. Analyze performance

Standards

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Standards and AccessStandards and Access

IDEA 97 states that students with disabilities must have access to the general education curriculum (content standards).

Access occurs when students with disabilities are

actively engaged in learning the content and skills that define the general education curriculum (Access Center, 2003).

Access can occur through differentiated instruction.

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Differentiate InstructionDifferentiate Instructionto Access the to Access the Curriculum/StandardsCurriculum/Standards Effective teachers differentiate by:

providing instruction based on review of state and

classroom assessment data progress toward standards

using research-proven practices and materials support and scaffolding

Standards

Standards

TechnologyGraphic Organizers

Big Ideas

Proven Practices Flexible Groupings

Assessment Data

Focus on Individual Student Learning through Differentiated Instruction

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Differentiated Instruction, Differentiated Instruction, Standards, and Curriculum Standards, and Curriculum Guides Guides

Curriculum guides have been developed for math and reading standards. Provide foundational skills leading to the

standards Provide a tool for differentiated

instruction leading toward the standards

Designed for students who are not performing at grade level standards

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Development of State Curriculum Guides

State curriculum guides were developed because many students are functioning below grade-level standards and need a bridge to the standards.

With the curriculum guides serving as the bridge to the standards, students can work toward grade-level standards.

Teachers can use the curriculum guides to meet the requirement of NCLB that all students must work toward state standards.

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Purposes of the Curriculum Guides Serves as a companion to the courses of study

(standards) Lists prerequisites to the courses of study

(standards) Provides information for planning instruction Helps close the achievement gap Allows students to work at individual instructional

levels

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Uses of the Curriculum Guides

Lesson planning BBSST considerations Collaboration and co-planning Tutorial instruction Planning for instructional groupings Parent information and conferences Development of progress monitoring Preparation for state assessments

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Examples of Uses of the Curriculum Guides

Guided/independent practice Homework practice Individualized content instruction/practice in

cooperative group settings

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Standards Vocabulary

Curriculum Guides to Standards Content Standards Instructional Objectives Examples Bullets/Additional content

to be taught

Curricular Alignment Standards Curricular

Plan Process

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Organizational Components

of the Curriculum Guides Content standards Instructional objectives Examples Bullets Additional content to be taught

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Organizational Components of the Curriculum Guides Content standards are statements that

define what all students should know and be able to do at the conclusion of a grade level or course. Content standards contain minimum required content and complete the phrase “Students will ….”

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Characteristics of Content Standards

Minimum required content to be taught Clearly written Reasonable Measurable Developmentally appropriate

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Organizational Components

of the Curriculum Guides Instructional objectives are small, instructional

units that serve as foundational skills for the standards. Utilization of instructional objectives facilitates having all students working toward grade level standards while also working at individual instructional levels.

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Organizational Components

of the Curriculum Guides Examples clarify certain content standards,

instructional objectives and bullets. They are illustrative but not exhaustive.

Bullets denote additional related content required for instruction.

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Organizational Components of the Curriculum Guides

The bulleted additional content to be taught may or may not be tested on state assessments

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Reading Content Standard with Instructional Objectives from the Reading Curriculum Guide

1.5 (First grade, fifth standard) Read with fluency simple passages containing simple sentences.Objective 1.5.1 Establish letter-naming fluency at rate of 40-plus letters per minuteObjective 1.5.2 Recognize 100 percent of the Dolch sight word list for first grade.Objective 1.5.3 Read 40-50 words of connected, decodable text per minute with 100 percent accuracy.

Additional content to be taught: Reading 50-60 words per minute Recognizing first-grade high frequency words by sight

Example: lists provided with basals Attending to end punctuation in phrasing

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Organizational Components

of the Math Curriculum Guide Strands Instructional objectives Examples Bullets, denoting additional content to be

taught

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Components of the Math Curriculum Guides

The organizational strands follow the math strands listed in the in the National Council of Teachers of Mathematics (NCTM) Course of Study model.

Content standards, examples, and bullets are defined in the same manner as in the Reading Curriculum Guide.

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Math Curriculum Guides

The Math Curriculum Guide (grades 1-8) is designed for use with students functioning below grade level standards. Provides instructional sequences for prerequisites skills

leading to the readiness for learning grade level standards

May be used by both general education and special education teachers

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Sample Math Content Standard with Instructional Objectives from the Math Curriculum Guide 1-8

6.5 (Six grade, fifth standard - Geometry) Plot coordinates on grids, graphs, and maps.

Objective 6.5.1 Identify components of the Cartesian plane, including the x-axis, y-axis, origin, and quadrants.

Objective 6.5.2 Identify numbers less than zero by extending the number line.

Objective 6.5.3 Find locations on a map or grid using ordered pairs.

Additional content to be taught:

• Identifying the coordinates of a point on the Cartesian plane

• Comparing parallel and perpendicular lines

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Example of Skills Continuum in Math Curriculum GuideStrand – Data Analysis and ProbabilityStandard - Interpret information from bar graphs,

line graphs, and circle graphs. (6th grade, standard 10, page 32)

Objective 6.10.1, page 32 is also 5th grade standard 14, page 27

Objective 6.10.2, page 32 is also 4th grade standard 17, page 23

Objective 6.10.3, page 32 is also 4th grade standard 15, page 22.

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Math Curriculum Guides

The Math Curriculum Guide Prerequisites to Algebra I (grades 9-12). May be used by students functioning below grade-level

standards Provides instructional sequence for prerequisites skills

for entry into Algebra I

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Organizational Components of the Math Curriculum Guide - Prerequisites to Algebra IThe Math Curriculum Guide is divided into four

levels:

1. Essential Mathematics I

2. Essential Mathematics II

3. Algebraic Exploration I

4. Algebraic Exploration II

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Explanation of Math Curriculum Guide Levels1. Essential Mathematics I – Basic operations

with whole numbers, decimals, and fractions

2. Essential Mathematics II – Consumer-related skills including reconciling bank statements and computing pay rates, graphing, and some basic geometry skills

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Explanation of Math Curriculum Guide Levels3. Algebraic Exploration I - Basic operations

involving integers and numerical expressions, consumer-related skills including taxes, geometry skills including angles and the measurement of circles and surface area of rectangular skills

4. Algebraic Exploration II - Basic algebraic concepts such as graphing and analyzing linear equations, solving problems such as the Pythagorean Theorem, and relationships including congruence and similarity.

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Sample Math Content Standard with Instructional Objectives from the Math Curriculum Guide 9-12

Benchmark 6: Plot coordinates on grids, graphs, and maps

Identify components of the Cartesian plan including the x-axis, y-axis, origin, and quadrants

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Changes in the Process of Instructional Planning Traditional Practice

Selects a topic from the curriculum

Designs instructional activities

Designs and gives an assessment

Gives grade or feedback Moves on to new topic

Standards-Based Practice Selects content standards to

plan instruction Designs and gives an

assessment (pretest) through which students demonstrate the knowledge and skills to meet the standards

Decides what learning opportunities students will need to learn

Plans instruction to assure that each student has adequate opportunities to learn

Uses data from assessment to give feedback, re-teach, or move to next level

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Changes in the Process of Instructional Planning

In standards-based instruction, the teacher must plan backwards from the required content standards to the assessments then to the lessons that will be needed for students to achieve at that level.

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Steps in Text/Material Alignment with Standards: Using curriculum guides, identify grade-level standards. Separate standards into their component skills (components are

generally separated by commas within the standard). List each component skill under the standard. List objectives from curriculum guide. List additional content to be taught. Select textbooks/materials and determine if component skills

and/or objectives are present. List page numbers where component skills/objectives are

present. If component skill/objective is not present, locate or develop

additional materials/resources that cover the component skill/objective.

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Sample Textbook Alignment with Standards and Instructional ObjectivesSubject: Reading Grade: 9

Name of Text/Materials: XYZ Text Standard/Component Skills/Objectives Present (Yes

or No) Page Number(s)

9.1. Identify in short stories, drama, and poetry:

Genre Tone Plot

Objectives o 9.1.1 Identify the

components of a plot o 9.1.3 Identify tone

(mysterious, serious, sarcastic)

o 9.1.4 Classify a literary work as a short, story, play or poem

Identify organizational

structure in essays or other nonfiction to comprehend literary/recreational texts Obective

o 9.1.2 Identify sequence of events

Additional content to be taught:

Reading predominantly world literature

Yes Yes Yes Yes Yes No Yes Yes No

331, 441, 467 334, 402 225, 345 225 334 Use teacher-made assignments 402, 447, 541 402 Plan structured time for reading world literature

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Process for Curricular Alignment with Alabama Standards Conduct alignment of teaching materials (textbooks,

supplemental materials, unit and lesson plans) with standards (see sample textbook alignment form).

Meet by grade levels or disciplines to pinpoint gaps in articulation of the curriculum K-12 (horizontal alignment).

Meet by overlapping grade levels or disciplines to pinpoint gaps in articulation of the curriculum K-12 (vertical alignment).

Align standards to supplemental/alternate courses or individual programs

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Steps in Getting Started Steps in Getting Started with with Standards-Based Standards-Based InstructionInstruction

1. Become familiar with Alabama’s content standards and state curriculum guides.

2. Examine teaching materials and align with academic content standards and objectives.

3. Meet by grade levels or content areas to pinpoint gaps in articulation of standards K-12 (horizontal and vertical alignment).

4. Plan instruction based on standards.5. Utilize ALEX state website aligned to the Alabama

standards as a resource for lesson plans. 6. Utilize resources to learn more about standards-

based instruction.

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Alabama Websites for Alabama Websites for StandardsStandards For Courses of Study, go to: Home Page of the SDE website www.alsde.edu or

Classroom Improvement Publications Scroll down to document

For Curriculum Guides, go to: www.alsde.edu

Sections Special Education Standards

For aligned lesson plans, go to: www.alex.state.al.us.

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Additional ResourcesAdditional Resources

www.ascd.org www.makingstandardswork.com www.mcrel.org www.nochildleftbehind.gov www.nsdc.org www.nwrel.org www.teachstream.com

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Accessing the General Education Curriculum

Begin with the end in mind.