Transcript Giving “Access” to the Access Courses
Giving “Access” to the Access Courses
What do those standards mean and how can I make them relevant to my students? Taking a look at the High School Access Courses for students with significant disabilities. How to choose appropriate standards and develop relevant activities that are meaningful to students with the most significant cognitive disabilities, and how to use assistive technology to give those students access to those activities.
Kayse Harshaw Division for Special Education Services Georgia Department of Education
Knowledge
Look Mom, We have fungi !!
Level of intelligence/ expections Level of interaction/communication From listener
Access Courses for 2009-2010
• Courses for access classes for 2009-2010 are in the approved rule IDA(3) at http://www.doe.k12.ga.us/_documents/doe/l egalservices/160-4-2-.20.pdf
, p. 10. • Access course descriptions are included with the DOE Course Descriptions document on the Curriculum & Instructional services webpage.
English/Language Arts and Math
• • • • 23.06150
Access to Ninth Grade Literature/Composition 23.06250
Access to 10th Grade Literature/Composition 23.05150
Access to American Literature/Composition 23.05250
Access to English Literature/Composition • • • 27.08150
Access to Mathematics I 27.08250
Access to Mathematics II 27.08350
Access to Mathematics III – Students enrolled in Access to Mathematics do not require Math Support Classes
• 45.08150
• 45.08350
• 45.05750
• 45.06150
• • 45.07150
• 45.07650
Social Studies
Access to United States History Access to World History Access to American Government/ Civics (1/2 Credit) Access to Economics/Business/ Free Enterprise (1/2 Credit) Access to World Geography Access to Local Area Studies
Science
• 26.01250
Access to Biology I • 40.01150
Access to Physical Science • 26.06150
Access to Environmental Science
• • • • • • • • • • • • • •
Electives
20.01450
Access to Life Skills and Careers I 20.01451
Access to Life Skills and Careers II 20.01950
Access to Life Skills and Careers III 20.01951
Access to Life Skills and Careers IV 20.01550
Access to Family, Community, and Careers I 20.01650
Access to Family, Community, and Careers II 20.01750
Access to Family, Community, and Careers III 20.01850
Access to Family, Community, and Careers IV 20.43050
Access to Consumer Economics 20.41650
Access to Food, Nutrition, and Wellness 32.43350
Access to Workplace Readiness 32.81150
Access to Career Technical Instruction I 53.01450
Access to Music Appreciation I 53.02450
Access to Music History and Literature
Elective Content
• • • • • 20.01450
Access to Life Skills and Careers I 20.01451
Access to Life Skills and Careers II 20.01950
Access to Life Skills and Careers III 20.01951
Access to Life Skills and Careers IV Essential knowledge, skills, and behaviors students need to live successfully in today’s world . – Decision-making process: – – – – – – – – Examining life roles and responsibilities as a family member and individual, Building interpersonal and communication skills; Employability skills; Balancing career and family; Career exploration and development; Goal setting; Self-advocacy; Managing personal resources
• • • • •
Electives
20.01550 Access to Family, Community, and Careers I 20.01650 Access to Family, Community, and Careers II 20.01750 Access to Family, Community, and Careers III 20.01850 Access to Family, Community, and Careers IV Skills, attitudes, and behaviors students need to live successfully in today’s world. – Problem-solving skills • Planning process applied to life situations such as – assessing career plans, – goal setting, – self advocacy, – managing multiple roles and responsibilities, – Planning resources to meet individual and family needs including • Consumer decisions about food, clothing, shelter, care-giving, health care, and transportation. • Consumer decisions are evaluated according to their relationship to: – community roles and responsibilities of families and individuals, – the relationship of technology to consumer resources, and – environmental impact of consumer decisions.
• • 20.43050
Electives
Access to Consumer Economics – GPS Standards FCS-CF ( CTAE Family and Consumer Sciences-Consumer Finance ) • https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards%20CTAE/Consumer_Finance030309.pdf
FCS-CF-4. Students will explain the processes involved in managing personal finances.
a. Identify needs and wants.
b. Describe decision making steps relating to financial needs and wants.
• • 20.41650
– Wellness ) • Access to Food, Nutrition, and Wellness GPS Standards FCS-FNW ( CTAE Family and Consumer Sciences-Food Nutrition and https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards%20CTAE/Food_Nutrition_Wellness030309.pdf
FCS-FNW-10. Students will demonstrate safe food sanitation procedures.
b. Practice and apply proper hand washing techniques using soaps, hand sanitizers, and personal hygienic techniques such as hand, nail, and hair care.
Electives
• 32.43350 Access to Workplace Readiness – basic skills, thinking skills and personal qualities e.g.
• self-esteem, responsibility and self-management; covers communications, mathematics, creative decision making and problem solving. • 32.81150
Access to Career Technical Instruction I • vocational skills and transition activities • 53.01450
Access to Music Appreciation I • 53.02450
Access to Music History and Literature
Access Course Descriptions--Example
• This course is aligned to US History (45.08100) and gives students access to the examination of the history of the United States beginning with the British settlement of North America. The course’s main focus is the development of the United States in the 20th and 21st centuries. The course includes topics related to Colonization through the Constitution; New Republic to Reconstruction; Industrialization, Reform, and Imperialism; Establishment as a World Power; and the Modern Era instruction (utilizing assistive technology as needed) should embed the mastery of IEP goals and objectives so that skills are not developed in isolation, but within the context of the course content. Related skills for independent living, employment and self-determination are developed within the course content. THIS COURSE MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS and is intended only for students who are assessed using the Georgia Alternate Assessment. . All
•
Course Standards
Use same standards as corresponding general education course • Choose standards that are relevant for the student • Teach standards at an access or prerequisite skill level • IEP objectives should address skills needed to access the standards • Communication—receptive, expressive • Cognitive skills e.g. counting, sorting, classification, etc.
• Manipulation of materials – Life skills, vocational, leisure and relevant skills not included in academic courses can be taught and addressed in the remaining elective courses. – A student may take a general education elective course if they are addressing the standards and curriculum of that course.
Schedules
• Course schedule is documentation of enrollment to provide access to the course—the “registrar’s schedule”
Course Schedule
• Daily classroom schedule integrates instruction in both access content and relevant skills • Community based instruction—consumer and vocational training is essential • Integration with general education peers desirable
Integrating School day with the GPS, and IEP, and Relevant Skills Scheduled Activities Georgia Performance Standards IEP Objectives
Standards Based Objectives Life Skills Objectives Arrival—Greetings, Share news from home, schedule Language Arts, Reading, Writing Communication, choice making, Follow daily schedule Taking off Coat Toileting A.M. Group Activity Participate in reading a story, activities, answering comprehension questions, Science, Language Arts, Social Studies, Math Answering questions, making choices, increasing vocabulary, counting, Mobility Positioning Taking Turns Morning Snack—Choose snack, prepare food, eat Community Based Skills— Trip to Wallyworld to purchase items for home and school, Work site Adaptive P.E. I Language Arts: acquire new vocabulary, Mathematics (algebra), Social Studies, Science Language arts—making a list, Learning new vocabulary, Mathematics (money calculations) Social studies, Economics Language Arts, Math choice making, reading(recipe), counting, 1:1 correspondence Making choices, Making a list, Finding Item in store, matching objects, Paying for item, grasp and release Communication, Choice making, Counting Eating/Feeding Handwashing Toileting Mobility Self Care Skills Social skills Mobility Taking turns, Leisure skills, e.g. bowling, ball play
Instruction
• Includes both access to the standards and relevant life skills instruction • Should link academics to relevant life skills and experiences • Should consider standards and elements that can have meaning to students.
• Embeds IEP objectives into context of GPS • Increases awareness, vocabulary, and interests that can in turn increase leisure interests and skills
Instruction
Relevant Life Skills Georgia Performance Standards
Instruction should Link Skills
Life Experiences Relevant Life Skills Leisure Academics
Choose Standards/Elements that can have Meaning and Relevance
• What would you choose?
– SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. • a. Explain A. Philip Randolph's proposed march on Washington, D.C. and President Franklin D. Roosevelt's response.
– SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution. • d. Analyze how the Bill of Rights serves as a protector of individual and states rights.
Use the content of the standard/element to illustrate a relevant activity
• Tell a story that can relate to a life lesson – SSUSH2 c. Identify Benjamin Franklin as a symbol of social mobility and individualism.
– Relates to transition planning, self determination,
US History: Benjamin Franklin And Self-Determination SSUSH2 The student will trace the ways that the economy and society of British North America developed.
c. Identify Benjamin Franklin as a symbol of social mobility and individualism. No!
Ben Franklin—US History –Kayse Harshaw, GaDOE
Do Something!
Be Someone!
What can the student do to move himself from being a student to a worker?
What are good work readiness skills and work habits?
What does the student want to do when he gets out of school? Ben Franklin—US History & Self Determination–Kayse Harshaw, GaDOE
Access through Assistive Technology
Reading the Standards and Elements
• What is the main or “big” idea?
• What is the verb?
• What student performance is required?
• IEP objectives are skills needed to access the standards – Communication – Building vocabulary – Placing materials – Counting – One to One correspondence – Writing
Reading the Standards
• • • ELA10LSV1 Grade: 10 Description: ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions . The student a. initiated topics.
b. Initiates Asks new topics in addition to responding to adult relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinion.
e. Offers own opinion forcefully without domineering. f. Contributes voluntarily and responds directly when solicited by teacher or discussion leader. This is not a worksheet activity!!!!
Reading the High School Standards
All high school ELA standards are organized within the following strands: – Reading and Literature (RL) – Reading Across the Curriculum (RC) – Writing (W) – Conventions (C) – Listening, Speaking, and Viewing (LSV) · ELA numbers identify the strands; ELA9RL1 (ELA)English Language Arts, (9)9th grade, (RL)Reading and Literature, (1)Standard 1.
Reading the High School ELA Standards
• Critical Components of a standard: – For example, ELA9RL1, which focuses on comprehension, includes one critical component for each of four genres of literature: • fiction, nonfiction and informational materials, poetry, and dramatic literature.
• The elements for each critical component (measurable performance criteria ) are delineated under that critical component by lower case letters.
ELA Organization
• Strands (RL, RC, W, LSV) – Standards • Critical components (optional) – 4 genres of literature » Elements • Strand – Standard • Element
ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. Elements: Critical Component: student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements in fiction as language (e.g., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.
b.
Identifies and analyzes patterns of imagery or symbolism.
c.
Relates identified elements in fiction to theme or underlying meaning.
Critical Component: The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student: a . Analyzes and applies knowledge of the characteristics of memoir, biography, and/or autobiography.
b . Analyzes and explains the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography.
c. Analyzes and evaluates the effects of language (e.g., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography.
Critical Component: The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets; the student: a. and responds to the aesthetic effects of subject matter (e.g. topic, theme), sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., personification, metaphor, simile, hyperbole), and structure (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
b. Sorts and classifies poems by specified criteria (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics).
Critical Component: The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student: a . Identifies and analyzes types of dramatic literature (e.g., Shakespearean tragedy and comedy).
b . Analyzes the characters, structures, and themes of dramatic literature.
c. Identifies and analyzes dramatic elements, (e.g., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic d. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature.
Access to Mathematics Standards
• Reading the standards: – Numbers and Operations (N) – Geometry (G) – Algebra (A) – Data Analsis and Probability (D) – Process Standards (P) • Math Frameworks---finding the “big” picture – Models of Instructions – Sample Tasks
Looking at the BIG picture
• MM2G1 • Grade: 9,10,11,12 • Description: MM2G1. Students will identify and use special right triangles. • Elements: • a. Determine the lengths of sides of 30°-60°-90° triangles.
b. Determine the lengths of sides of 45°-45°-90° triangles.
• Do they need to know square root sign before they can get access to the information?
Finding the Mathematics Frameworks: Click on the “Learning Village”
https://www.georgiastandards.org
Math II in “Hot Topics”
Mathematics –Adding Polynomials
MM1A2—Students will simplify and operate with radical expressions, polynomials, and rational expressions.
c. Add, subtract, multiply, and divide polynomials Pre-requisite skill—substituting values into expressions But what if you need to make S’Mores for 3 friends? =6 =9 =3
3(2x) + 3(3y) + 3(1z) = 3 S'Mores!
Mathematics materials created by Kayse Harshaw, GaDOE,2008
• MM1A1. Students will explore and interpret the characteristics of functions, using graphs, tables, and simple algebraic techniques.
• h. Determine graphically and algebraically whether a function has symmetry and whether it is even, odd, or neither.
Symmetrical Work Page Symmetrical Print and laminate for each student. Created by Janice Pickett, Bibb County
• • a.
b.
c.
d.
e.
f.
MM1A1. Students will explore and interpret the characteristics of functions , using graphs, tables, and simple algebraic techniques.
Represent functions using function notation.
Graph the basic functions f(x) = x
n
f(x) = 1/x.
where n = 1 to 3, f(x) = , f(x) = , and Graph transformations of basic functions including vertical shifts, stretches, and shrinks, as well as reflections across the x- and y-axes. [Previewed in this unit.] Investigate and explain the characteristics of a function: domain, range, zeros, intercepts, intervals of increase and decrease, maximum and minimum values, and end behavior.
Relate to a given context the characteristics of a function, and use graphs and tables to investigate its behavior.
Recognize sequences as functions with domains that are whole numbers.
Prerequisite: recognize a function as a correspondence between inputs
and outputs where the output for each input must be unique.
• That is, if for each value of x, there is only one value of y!
Function
• Mathematics I • Access to Consumer Economics • Access to Food, Nutrition, and Wellness Or, fx=x Math: The Cola is the constant— What do you get back when you buy the soda?
Every value of x (the money you put in the machine) has a discreet value for y—the money you get out of the machine Consumer Economics: Should you bring your snack or buy from the machine? Food, Nutrition and Wellness: What are the choices to buy that would be more nutritious?
Variations
Student picks up dollar, helps to put it in vending machine. “What did you get?” Places coke and picks up (or is handed) change. Student drops change in tray.
Math II
• Type of function tasks from Math I are still appropriate for Math II.
– Always raise level of expectations!
• Math II Frameworks – Focus on Units 1-4 – Unit 1—Making a box to hold the most chocolates • Math I garden fence task is a pre-requisite • Progresses from area to volume – How many chocolates will the box hold?
– What if it there are two layers?
• Unit 2—Right Triangles • How tall is the building?
• Comparing angles for taller and shorter items.
– Making a ramp for cars or bocce ball
Math II
• Unit 3--Circles and Spheres – Math_II_Unit03Circles_TE[1].doc
• Oranges and pizzas!
• Unit 4— – Comparing survey data
Resources for 10
th
Grade
• • Access materials being developed summer of 2009 for the following courses: – Language Arts • 23.06250 Access to 10th Grade Literature/Composition – Mathematics • 27.08250 Access to Mathematics II – Science: • • 26.06150 Access to Environmental Science 40.01150 Access to Physical Science – Social Studies • • • • 45.08350 Access to World History 45.05750 Access to American Government/Civics (1/2 Credit) 45.06150 Access to Economics/Business/Free Enterprise (1/2 Credit) 45.07150 Access to World Geography These will be posted to the resource board by the beginning of the 2009-2010 school year
http:// admin.doe.k12.ga.us/gadoe/sla/agps.nsf
Email Kayse Harshaw (
) or Toni Bowen ( [email protected]
) to obtain a password .
Planning activities aligned to the standards
• Divide into groups • Choose a standard/element • Design an activity/task that has relevance to the student and is aligned to the standard/element • Describe materials • Generalization • Assistive technology
Division of Special Education Services and Supports Georgia Department of Education For Additional Information Contact Kayse Harshaw [email protected]
• http://www.physics.brown.edu/physics/demo pages/Demo/solids/demos/1d6040.html