1 Introduction to the SSS Reading and Language Arts Access Points for Students with Significant Cognitive Disabilities Session 1

2 Developed by  Bureau of Exceptional Education and Student Services, Florida Department of Education  Accommodations and Modifications for Students with Disabilities Project (FSU)  Accountability and Assessment for Students with Disabilities Project (PAEC)

3 What You Will Learn About  Revisions to Sunshine State Standards for Reading and Language Arts  Access points for students with significant cognitive disabilities Organization Content Structure Organization Content Structure

4 The Mandates  NCLB focuses on high expectations for ALL students. –ALL students are assessed and progress is reported. –Expectations are specified for each grade level. –Students with the most significant cognitive disabilities may use alternate assessment.

5 The Mandates  IDEA emphasizes the importance of access to general curriculum for ALL students with disabilities.  Access is provided through meaningful instruction and engagement.  Other educational needs are important. –Access must be insured.

6 Sunshine State Standards Revisions Plan Subject Area Year for Revision Subject Area Year for Revision –Reading and Language Arts2007 –Mathematics2007 –Science2008 –Social Studies –Health and Physical Education –Foreign Languages –Visual and Performing Arts

7 Reading and Language Arts Strands (2007)  Strands –Reading Process –Literary Analysis –Writing Process –Writing Applications –Communication –Information and Media Literacy Implementation

8 Organization of the Revised Sunshine State Standards –Strand  Standard – Grade Level Benchmarks  Access Points

9 Standards for Reading Process Strand Strand: Reading Process Standards: Grade Levels  Concepts of PrintK-1  Phonological AwarenessK  Phonemic AwarenessK-1  Phonics and Word AnalysisK-5  Fluency1-12  VocabularyDevelopmentK-12  Reading ComprehensionK-12

10 Standards  Each standard describes the overall intent of the benchmarks. Reading Comprehension Standard: The student uses the reading process effectively and constructs meaning from a variety of text.

11 Benchmarks  Most standards have K-12 progressions of of benchmarks.  Benchmarks are written for each grade level, kindergarten through grade 8, and combined grades 9-10 and  Grade level benchmarks replace GLEs.

12 Access Points for SSS Benchmarks Supported Level Access Point Independent Level Access Point Participatory Level Access Point SSS Grade Level Benchmark

13 Access Points for Students with Significant Cognitive Disabilities Access points describe challenging learning expectations for students with significant cognitive disabilities.

14 Who Are the Access Points Designed For?  Only students with significant cognitive disabilities  Students who meet the criteria for alternate assessment  Other students with disabilities should be working on the regular SSS with accommodations as necessary

15 How Were the Access Points Developed?  Project staff  DOE staff (ESE, General Ed)  Florida educators and parents –Writing teams (100+ participants, July 2005) –Online review (statewide) –Teacher interviews –Final review (300+ educators, July 2006) ** Language Arts Access Points adopted January 2007

16 Levels of Functioning  Describe how much support and assistance is needed by the student to perform the desired behavior. Independent Supported Participatory In.Su.Pa. SomeMost Support and Assistance

17 Levels of Complexity  Describe the knowledge and skills required at each grade level. Independent Supported Participatory In.Su.Pa. Less Complex More Complex Complexity

18 Access Points: NCLB Guidelines  Must provide access to the general curriculum  Must be aligned with the state’s academic content standards  Must reflect the highest learning standards possible for students with the most significant cognitive disabilities

19 What is an Access Point?  A restatement of the SSS benchmark that: –captures the core intent of the benchmark –describes a different level of complexity (less complex skills or prerequisite skills)  Accommodations (not stated—are provided)

20 Core Intent of a Benchmark  Core Intent: the basic concept or skill of the benchmark –Example: The student will demonstrate legible cursive writing skills

21 Access Points Link to the Benchmarks Grade Level Benchmarks In. Su. Pa. Linked Access Points

22 Access Points Link to Benchmarks Example Grade 4 Benchmark: The student will demonstrate legible cursive writing skills. In. The student will write words and sentences with proper spacing and sequencing. Su. The student will write words using upper case and lower case letters, proper spacing, and sequencing. Pa. The student will use pictures, symbols, or words to convey meaning.

23 Access Points Link to Benchmarks The student will… Grade Benchmark: Apply oral communication skills in interviews, formal presentations and impromptu situations according to designed rubric criteria. In.Apply oral communication skills in interviews with familiar persons, brief presentations, and other real-world situations. Su.Apply oral communication skills in interviews with familiar persons and other real-world situations. Pa.Communicate information and requests in familiar activities in real-world situations.

24 Access Points Link to Benchmarks The student will… Grade 6 Benchmark: Explain and demonstrate an understanding of the importance of ethical research practices, including the need to avoid plagiarism and know the associated consequences. In. Record simple bibliographic data and identify ethical practices for using information (e.g., not claiming ownership of others’ ideas). Su. Identify the titles of references or other sources used to answer search questions. Pa.Identify objects, books and print material that belong to others.

25 Levels Match-Up Activity Match the access points for each benchmark to the correct levels. Independent? Supported? Participatory? Access Point Description

26 Directions: Match the access points descriptions for each benchmark to the correct levels. SSS Benchmark: Communication: Listening and Speaking Kindergarten The student will listen attentively to fiction and non-fiction read-alouds and demonstrate understanding. A. The student will respond to familiar read-aloud stories or poems. B. The student will listen to familiar read-alouds and answer literal yes/no questions about persons, objects, and actions in pictures. C. The student will listen to familiar read-aloud stories and poems and identify objects or persons.

27 Directions: Match the access points descriptions for each benchmark to the correct levels. SSS Benchmark: Communication: Listening and Speaking Kindergarten The student will listen attentively to fiction and non-fiction read-alouds and demonstrate understanding. A. The student will respond to familiar read-aloud stories or poems. PA. B. The student will listen to familiar read-alouds and answer literal yes/no questions about persons, objects, and actions in pictures. IN. c. The student will listen to familiar read-aloud stories and poems and identify objects or persons. SU.

28 SSS Benchmark: Communication: Listening and Speaking Gr. 5 The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies. A. The student will use language to communicate with teachers or peers in classroom activities and routines. B. The student will contribute to formal group presentations and informal discussions using appropriate oral language choices for the purpose and occasion. C. The student will contribute to informal presentations using appropriate oral language choices for the purpose.

29 SSS Benchmark: Communication: Listening and Speaking Gr. 5 The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies. A. The student will use language to communicate with teachers or peers in classroom activities and routines. PA B. The student will contribute to formal group presentations and informal discussions using appropriate oral language choices for the purpose and occasion. IN C. The student will contribute to informal presentations using appropriate oral language choices for the purpose. SU

30 SSS Benchmark: Communication: Listening and Speaking Grades 9-10 The student will research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g., digital presentations, charts, photos, primary sources, webcasts). A. The student will use a familiar source (e.g., person, picture, symbol, word) to obtain information for activities. B. The student will gather and organize information for oral presentations and integrate appropriate media. C. The student will locate and use information in familiar sources for oral presentations for specific occasions.

31 SSS Benchmark: Communication: Listening and Speaking Grades 9-10 The student will research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g., digital presentations, charts, photos, primary sources, webcasts). A. The student will use a familiar source (e.g., person, picture, symbol, word) to obtain information for activities. PA B. The student will gather and organize information for oral presentations and integrate appropriate media. IN C. The student will locate and use information in familiar sources for oral presentations for specific occasions. SU

32 Differentiating Progression Within and Across Grades  The terminology used in the access points describes three types of information: –Knowledge/skill –Representation of information –Context/setting

33 Knowledge/Skill  The verb and additional content that reflect the core intent of the revised SSS benchmarks: –Respond to a familiar person. –Copy letters and words. –Write narratives about events.

34 Representation of Information  The type and format of information presented to the student or expressed by the student: 1.Person 2.Concrete object 3.Picture (photo, drawing) 4.Gesture or sign 5.Symbol 6.Word and/or phrase 7.Read-aloud text 8.Text

35 Representation of Information The student will: The student will: –Respond to familiar persons and objects. –Copy letters and words. –Identify characters, settings, actions, and events in read-aloud prose. –Identify the author’s purpose (e.g., to tell a story or give information) in text.

36 Context/Setting  A description of the situation within which the knowledge/skill will be demonstrated  For example: routine, daily activity, classroom activity, school activity, real- world situation, real-world or community setting

37 Context/Setting The student will: –Match familiar objects to tasks in routines. –Recognize pictures or symbols paired with words depicting a sequence in familiar activities. –Adjust voice and body movement as appropriate for speaking in real-world situations.

38 Some Access Points Repeat Across Grade Levels  The SSS benchmark is the same across grade levels.  The same skill is applied to materials of increasing difficulty level.

39 Where do I find the Access Points?

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48 Reminders  Curriculum is determined at the IEP meeting and documented on insert D as to whether student will access Sunshine State Standards or SSS with Access Points (modified SSS).  Students accessing a general education curriculum should only receive accommodations and these accommodations should be documented on Insert D of the IEP. Students accessing a modified curriculum will follow the Sunshine State Standards with Access Points. Students accessing a modified curriculum will follow the Sunshine State Standards with Access Points.

49 Grading  Students pursuing a general education curriculum must be graded according to grade level competencies/benchmarks.  Students pursing a modified curriculum are graded on their grade level SSS Access Points according to their level of complexity (independent, supported, or participatory).  The teacher must document comment #48 on the student’s report card which states that the student is working on a modified curriculum

50 Q & A Q & A