Transcript ACCESSING ACCESS

ACCESSING
ACCESS
Who? What? Where?
When? Why?
and
How?
Laura Hamm and Heather White
ID Trainers
Our objective is to provide
embedded professional learning and
support to teachers, administrators,
and school personnel in order to
develop and implement curriculum,
social, and behavioral interventions
for students with intellectual
disabilities.
Supervisor: Robin Baumgarten
Laura Hamm
Heather White
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Campbell
McEachern
Osborne
Pebblebrook
South Cobb
Wheeler
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Allatoona
Harrison
Hillgrove
Kell
Kennesaw Mountain
Lassiter
North Cobb
Pope
Sprayberry
Walton
Alone we can do so little; together we can do so much.
Author : Helen Keller
Access Courses…
WHAT are they?
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Access courses are aligned to the standards
They allow students access to the same courses
that the general education students take.
Our special education students are required to
be exposed to at least ONE standard per
Access course.
Access Courses –
WHO takes them?
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Required for students with significant
cognitive disabilities who are assessed through
the GAA.
WHY Access Courses?
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New graduation rules require students with
significant cognitive disabilities to receive
instruction addressing the required graduation
courses.
Access Courses were created to address the
new graduation rules.
How to earn a regular diploma
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Earn credits for each required course
Earn credits for the appropriate number of electives
Obtain a proficient score on the GAA in high school
AND
Either remain in school until they are 22 or transition
prior to age 22 to the desired post school outcome
with supports in place
English/Language Arts
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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
Math
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27.08150 Access
to Mathematics I
27.08250 Access to Mathematics II
27.08350 Access to Mathematics III
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Students enrolled in Access to Mathematics do not
require Math Support Classes
Social Studies
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45.08150 Access to United States History
45.08350 Access to World History
45.05750 Access to American Government/
(1/2 Credit)
45.06150 Access to Economics/Business/
Free Enterprise (1/2 Credit)
45.07150 Access to World Geography
45.07650 Access to Local Area Studies
Civics
Science
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26.01250 Access
to Biology I
40.01150 Access to Physical Science
26.06150 Access to Environmental Science
Electives
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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
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20.01550 Access to Family, Community, and Careers I
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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
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Access Course Descriptions-Example
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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. All 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.
HOW do we implement ACCESS
courses?
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High School teachers of students with significant
cognitive impairments are not expected to teach
isolated courses but rather to expose the students to
the basic content of each Access Course.
Choose standards that are meaningful and
appropriate for your students.
The IEP still drives instruction and should reflect the
functional skills required to progress to the transition
plan goals.
IEPs should NOT address specific grade level
standards as the expectation is that all students in
Georgia schools are receiving appropriate instruction
related to GPS.
Course Standards
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Use same standards as corresponding general
education course
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Choose standards that are relevant for the student
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Teach standards at an access or prerequisite skill level
IEP objectives should address skills needed to access the
standards
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Communication—receptive, expressive
Cognitive skills e.g. counting, sorting, classification, etc.
Manipulation of materials
Instruction
Relevant
Life Skills
Georgia
Performance
Standards
Requirements
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For each Access course you must address at
least ONE standard.
Collect documentation for each course to go in
the Access Notebooks.
Use grading rubric to assign grades in
Pinnacle.
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
Math I
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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.
Work Page
Symmetrical
Print and laminate for each student.
Symmetrical
Created by Janice Pickett, Bibb County
Function
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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?
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
Resources for 10th Grade
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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 20092010 school year
Where to find Access Course
Activities
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http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf
GA DOE site directions
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1. Go to www.georgiastandards.org
2.Click on "Teachers" on the orange home bar
3. Scroll down and click on "Special Education Services &
Support " in the middle of the page.
4. Click on right side of page "Georgia Performance
Standards (GPS) for Students with Cognitive Disabilities"
5. Scroll way down the page and click on "Access to the
GPS: Electronic Resource Board "
6. CLick on "Free Registration Information " for instructions
on getting a password.
7. Click on "Resource Board Website " to go to Log-in site
once you have a password - bookmark this page to go directly
to log-in site.
Period 1
This allows you to hit the students IEP goals
and objectives, GPS standards, and the new
Evaluation system that is currently being used in Cobb.
Time
10-15 minutes
Activator
(Warm-Up Prep for Lesson
Outcomes; Review or
Preview)
15-20 Minutes
Extension of Activator
(Connect to yesterday’s or
today’s learning/collect
work/introduce or reference
Essential Question or
standard; re-teach material in
a different way)
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Group Time- Who is
here, what is today,
what’s today’s
schedule
JB-daily weather
FB-Switch
Group Time- Who is
here, what is today,
what’s today’s
schedule
JB-daily weather
FB-Switch
Group Time- Who is
here, what is today,
what’s today’s
schedule
JB-daily weather
FB-Switch
Group Time- Who is
here, what is today,
what’s today’s
schedule
JB-daily weather
FB-Switch
Group Time- Who is
here, what is today,
what’s today’s
schedule
JB-daily weather
FB-Switch
Standard:
ELAALRL1
Unit review –
Vocabulary Cards
Unique – October
monthly check point
cards
JB-Sitting in chair
Standard:
SSEPF6
Unit review –
Vocabulary Cards
Unique – October
monthly check point
cards
JB-Sitting in chair
Standard:
ELAALRL1
Unit review –
Vocabulary Cards
Unique – October
monthly check point
cards
JB-Sitting in chair
Standard:
SSEPF6
ELA11LSV1
9:00- Music
Unit review –
Vocabulary Cards
Unique – October
monthly check point
cards
JB-Sitting in chair
Example of Lesson Plan
35-40 Minutes
Lesson Activities:
Introduce content/skills of the
day
(Group work, teacher lecture,
lab, math problems, writing,
assessment, etc.)
Group 1 – DT
Trainer/Classroom
Suite
JB-Computer
Devices
Group 2- Who has a
Pet?
Unique: Lesson 1/2
(ELALSV1)
FB-Respond to story
Group 1- Who has a
Pet?
Unique: Lesson 1/2
(ELALSV1)
Group 2 – DT
Trainer/Classroom
Suites
FB-Switch
Group 1 – DT
Trainer/Classroom
Suite
JB-Computer
Devices
Group 2- Who has a
Pet?
Unique: Lesson 1/2
(ELALSV1)
FB-Respond to story
Group 1- Who has a
Pet?
Unique: Lesson 1/2
(ELALSV1)
Group 2 – DT
Trainer/Classroom
Suites
FB-Switch
Group 1 – DT
Trainer/Classroom
Suite
JB-Computer
Devices
Group 2- Who has a
Pet?
Unique: Lesson 1/2
(ELALSV1)
FB-Respond to story
Group 1- Who has a
Pet?
Unique: Lesson 1/2
(ELALSV1)
Group 2 – DT
Trainer/Classroom
Suites
FB-Switch
Group 1 – DT
Trainer/Classroom
Suite
JB-Computer
Devices
Group 2- Writing
Experience
The Giving Tree
Unique: Lesson 16
(ELA11W1)
FB-Respond to story
Group 1- Writing
Experience
The Giving Tree
Unique: Lesson 16
(ELA11W1)
Group 2 – DT
Trainer/Classroom
Suites
FB-Switch
**Bring back whole
group to review
lesson.
9:45- Speech
10-15 minutes
Summarizer/Formativ
e Assessment:
Exit strategy, Sum it Up,
Check for Understanding,
end of class quick
assessment, written response,
summarizing strategy, ticket
out the door, etc.
Bring back whole
group to review
lesson.
Retell story and
identify vocabulary
by sorting and/or
matching.
JB- participate with
ACC device and sit
with group
NG- group activity
Bring back whole
group to review
lesson.
Retell story and
identify vocabulary
by sorting and/or
matching.
JB- participate with
ACC device and sit
with group
NG- group activity
Checkpoint
Understanding- Content
understanding
*Unique Assessment of
comprehension
JB- participate with
ACC device and sit
with group
NG- group activity
Bring back as a whole
group to review lesson.
Students will share their
writings of The Giving
Tree.
JB- participate with
ACC device and sit
with group
NG- group activity
9:45 Speech
Important to include opportunities for students to:
Participate in acceleration, remediation or differentiation when appropriate.- Story read to student by teacher & or computer. Tactile support, visual support, hand
over hand support
Experience different types of assignments- use of technology as needed for assignments
Move around (getting into groups, learning stations, as part of an activity)- students work one on w/ teacher and para and in small groups
Engage in student-centered work- small group allows for constant student centered work
Enhances learning with technology- Use of Boardmaker, Techtalk, Classroom Suite, Gotalk 9, switches, 2 button Cheaptalk, Smartboard
RESOURCES:
News2You
http://www.news-2-you.com/index.aspx
Unique Learning System
http://www.uniquelearningsystem.com/Default.aspx
Classroom Suite resources:
http://aex.intellitools.com/main.php
DOE Resource Board
http://admin.doe.k12.ga.us/gadoe/sla/agps.nsf
Special Education Support Blog
http://www.pickettsmill.typepad.com/pritchard/
Adapted Learning Resources for Boardmaker
http://www.adaptedlearning.com/MyHome.aspx
Cheers Cards
http://www.drjean.org/html/monthly_act/act_2004/06_june/Cheers/cheers_pdf/
Cheers01-08.pdf
Power points
http://www.pppst.com/
Focus Groups:
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Access GPS for ID students - High School
Participants will become familiar with appropriate
grade level standards and ways to adapt them for
meaningful participation and differentiated
learning experiences for their High School ID
students.
Register on PL site soon.
First class - 11/19/09 – MJM Cafeteria Location of
future classes to be determined at first meeting.
Cheer Cards
http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004_pdf.html
Sign Language Applause
Teach your children how to
applaud in sign language. They do
so by raising both hands in the air
and rotating them back and forth
quickly.