2. 1 Alabama’s Academic Standards The Journey to Student Success Begins with Standards Fall Leadership Conference 2004 Presenters: Marla Holbrook Tuwanna McGee Tuwanna McGee

3. 2 No Child Left Behind State Requirements Academic achievement must be standards- driven. Each state must establish its own unique set of standards for 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.

4. 3 NCLB, Standards, and Accountability NCLB requires schools/systems to show annual improvement in the academic achievement of the overall student population and by student subgroups, such as special education students.

5. 4 NCLB, Standards, and Accountability School/system accountability status is determined primarily by student achievement results and participation in state testing. What is being tested? ALABAMA’S ACADEMIC CONTENT STANDARDS

6. 5 NCLB, Standards, and Accountability In the spring of 2005, Alabama students will be tested on the academic content standards in reading and mathematics in grades 3 through 8. The AHSGE continues to test academic content standards in grades 10-12.

7. 6 NCLB, Standards, Accountability, and Special Education All students, including special education students, must be taught Alabama academic content standards in order to make adequate yearly progress.

8. 7 Standards and Special Education NCLB has provided a mandate to states to improve the academic performance of all students. IDEA 97 states that students with disabilities must have access to the general 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).

9. 8 Standards-Based Instruction Standards-based instruction is the process to improve the academic performance of all students by teaching the content standards.

10. 9 Standards-Based Instruction Vocabulary Content standards: what students need to know and be able to do. –Standards signal the destination of learning. Curriculum: what teachers need to teach in order for students to know and do the standards. –Curriculum is the road to the standards.

11. 10 Standards-Based Instruction Vocabulary Reading & Math Content Standards –Strands –Examples –Bullets Curricular Alignment –Horizontal –Vertical Curriculum Guides –Content Standards –Instructional Objectives –Examples –Bullets

12. 11 State Assessment Achievement Levels Level IV Exceeds Academic Content Standards Level III M eets Academic Content Standards Level II Partially meets Academic Content Standards Above the content standard Aligned to the grade level content standard Below grade level content standard Level I Does not meet Academic Content Standards Limited use of Level II skills

13. 12 Alabama’s Journey Toward Standards - Redefined Reading Prior to NCLB, reading standards were included in the Alabama English Language Arts Course of Study. Since NCLB, reading content standards have been separated from the remainder of the course of study and are contained in the 2003 Alabama English Language Arts Course of Study Reading Addendum. Reading content standards have been revised to reduce the number of standards per grade and increase the measurability of each standard.

14. 13 Alabama’s Journey Toward Standards - Redefined Math Math content standards have been revised during the math course of study cycle to: –Reduce the number of standards at each grade level –Align more closely with the National Council of Teachers of Mathematics’ standards Math content standards are contained in the 2003 Alabama Course of Study: Mathematics.

15. 14 Alabama’s Journey Toward Standards - Redefined Social Studies Social Studies content standards have been revised during the Social Studies course of study cycle and have been adopted by SBE. Social Studies content standards will be contained in the 2004 Alabama Course of Study: Social Studies.

16. 15 Alabama’s Journey Toward Standards - Redefined Science Science content standards are currently being revised beginning in March 2004 during the Science Course of Study process. Science content standards will be contained in the 2005 Alabama Course of Study: Science.

17. 16 Alabama’s Journey Toward Standards - Redefined Standards-based instruction will lead to closing the achievement gap between special education and general education.

18. 17 Standards and Special Education What we know … In order for students with disabilities to meet state standards, instruction must change.

19. 18 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 –Use content standards to plan instruction –Designs an assessment 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

20. 19 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.

21. 20 Standards and Special Education Standards and Special Education Identify Gaps Develop Instruction Adjust as Needed Analyze performance

22. 21 Special Education’s Journey Toward Standards What Special Education Services is doing … Producing curriculum guides for Alabama Academic Content Standards. –With each new course of study, a curriculum guide will be developed as a companion document. –Curriculum guides are the road maps to the standards.

23. 22 Organization of the Curriculum Guides The Curriculum Guides are designed for use with students functioning below grade level standards. –Provide instructional sequence for prerequisites skills leading to the readiness for learning grade level standards –May be used by both general education and special education teachers for Classroom interventions IEP Development

24. 23 Organization of the Curriculum Guides The organizational components of the Curriculum Guides include content standards, instructional objectives, bullets and examples. 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 ….”

25. 24 Organization of the Curriculum Guides Instructional Objectives are smaller 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 ability levels.

26. 25 Organization of the Curriculum Guides Examples clarify certain content standards and bullets, and/or their components. They are illustrative but not exhaustive. Bullets denote additional related content required for instruction. Bulleted content is listed under a standard.

27. 26 Reading Curriculum Guide The Reading Curriculum Guide (grades 1-12) is designed for use with students functioning below grade level standards. –Provides instructional sequence for prerequisites skills leading to the readiness for learning grade level standards and for preparation for the Alabama High School Graduation Exam (AHSGE) –May be used by both general education and special education teachers for Classroom interventions IEP Development

28. 27 Sample 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 minute Objective 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

29. 28 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-ais, 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

30. 29 Alabama’s Journey Toward Standards - Redefined Currently working with a committee to draft a social studies curriculum guide The science curriculum guide will be developed after the science course of study is revised.

31. 30 Special Education’s Journey Toward Standards What SES is doing … Developing Extended Content Standards for students with significant cognitive disabilities who may not be able to address directly the general education standards. They are: - a downward extension of the state content standards -measurable by the Alabama Alternate Assessment

32. 31 Special Education’s Journey Toward Standards INCLUDE Bullets that identify additional content related to the standard Examples that demonstrate diversity of performance and variety of skills Do NOT INCLUDE Grade by grade standards Disability specific information An exhaustive list of performance indicators Extended Content Standards:

33. 32 Example of an Extended Content Standard –Reading Reading: 1. Connect spoken words to written words using printed material. (K.1 and K.3) Bullets: Recognize labels and signs. (picture cards, road signs) Demonstrate that graphic information has meaning. (menus, map, word cards) Use printed word(s) to perform a task. (locate a name in the phone book)

34. 33 IEP Examples AREA: Reading Annual Goal: The student will communicate a desired activity by selecting from 5 choices using a picture board with labels with 90% accuracy.(ES1-Bullet 3) Benchmarks: The student will match the correct label to the corresponding picture with 100% accuracy by the end of the 1 st grading period. The student will communicate a desired activity by selecting from 3 choices using a picture board with labels with 90% accuracy be the end of the 3 rd grading period. The student will communicate a desired activity by selecting from 4 choices using a picture board with labels with 100% accuracy be the end of the 4 th grading period.

35. 34 Area: Reading Annual Goal: The student will read to gain information needed in daily life with a minimum of 80% accuracy. (ES2) Benchmarks: The student will identify the entire alphabet and each letter’s corresponding sound with 80% accuracy by the end of the first semester. The student will read 3 –5 word sentences using known sight words in 4 out of 5 trials by the end of the end of the first semester. The student will read a minimum of 250 sight vocabulary words for use in everyday life by the end of the 4 th grading period. The student will read written words, phrases, and simple sentences to complete a task in 4 out of 5 trials by the end of the 4 th grading period.

36. 35 Example of an Extended Content Standard –Math Math: 4. Use coins and currency to conduct financial activities. (K.4) Bullets: Place money for future purchases in containers designed for that use.(piggy bank,saving money) Compute change to consumer related problems.(change from a vending machine) Identify the value of a combination of coins and currency. Estimate the total amount of a purchase.

37. 36 IEP Examples AREA: Math Annual Goal: The student will use coins and currency to conduct financial activities with at least 80% accuracy. (ES4) Benchmarks: The student will state the value of and name coins 4 out of 5 times with 100% accuracy by the end of the first 9 weeks. The student will calculate the value of a combination of coins and currency 4 out of 5 times with by the end of the second 9 weeks with 80% accuracy. The student will correctly determine the affordability of items from given coins and currency 8 out of 10 times by the end of the school year.

38. 37 AREA: Math Annual Goal: The student will sort objects by color, size, and shape with 100% accuracy. (ES5-Bullet 1) Benchmarks: The student will sort objects by color with 90% accuracy by the end of the first 9 weeks. The student will sort objects by size with 90% accuracy by the end of the end of the first semester. The student will sort objects by shape with 90% accuracy by the end of the last grading period.

39. 38 Annual Goals  Should be measurable  Correlate directly with the student’s PLOP  Develop a goal for each area in which the student has an identified need Students will ALWAYS need a goal for reading and a goal for math.

40. 39 Benchmarks  Determine the steps that will assist the student in accomplishing the annual goal  Are based on the PLOP  Drive instruction  Are measurable  Because Benchmarks should be developed from the standards, they will be aligned to State Assessments!

41. 40 Components  WHO?  DOES WHAT?  WHEN?  GIVEN WHAT?  HOW MUCH?  HOW WILL IT BE MEASURED? Student Observable behavior Date Conditions Mastery/criteria Performance data/Evaluation

42. 41 The student will communicate a desired activity by selecting from 5 choices using a picture board with labels with 90% accuracy.(ES1-Bullet 3)  WHO?  DOES WHAT?  WHEN?  GIVEN WHAT?  HOW MUCH?  HOW WILL IT BE MEASURED? Student Communicates End of school year 5 choices using a picture board with labels 90% accuracy (Check type of evaluation for Annual Goal)

43. 42 Benchmark: The student will match the correct label to the corresponding picture with 100% accuracy by the end of the 1 st 9 weeks.  WHO?  DOES WHAT?  WHEN?  GIVEN WHAT?  HOW MUCH?  HOW WILL IT BE MEASURED? Student Match End of 1 st 9 weeks Label and corresponding picture 100% accuracy (Check type of evaluation for Annual Goal)

44. 43 REMEMBER: Students with significant cognitive disabilities must ALWAYS have both a reading and a math annual goal on their IEPs!!!

45. 44 Alabama’s Journey Toward the Standards - Redefined Developed guidance with the “Getting Started with the Standards” document –Provides an introduction to the “why” of standards –Provides tips on “how to start with standards” –Provides additional resource information including informative websites

46. 45 Alabama’s Journey Toward the Standards - Redefined Partnering with selected LEAs to target standards-based instruction Winter-Spring 2004. Developing statewide standards-based instruction and IEP training 2004-2005 for implementation during Spring 2005.

47. 46 Next Steps for LEAs Awareness activities: Make copies of curriculum guides for all teachers Form committees to align textbooks and materials with standards Encourage teachers to participate on textbook/curriculum committees Use Getting Started with Standards (available on SDE website) Inform teachers of lesson plans available on ALEX website

48. 47 Questions to Ask in the Standards Planning Process How do teaching materials align with the standards? How do you use the standards to guide your instruction? How do you use assessment to inform (improve) your instruction?

49. 48 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 forms). 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

50. 49 Alabama Websites for Standards For Courses of Study, go to: Home Page of the SDE website www.alsde.edu orwww.alsde.edu –Classroom Improvement –Publications –Scroll down to document For aligned lesson plans, go to: www.alex.state.al.us.www.alex.state.al.us For Curriculum Guides, go to: www.alsde.edu –Sections –Special Education –Standards

51. 50 Additional Resources www.makingstandardswork.com www.mcrel.org/standards/index.asp www.nwrel.org www.ascd.org www.nsdc.org www.teachstream.com www.ael.org