1. Accessing The General Curriculum

2. Who Wants To Be A Millionaire? F:\CCI Millionaire Game.ppt

3. The Escalator

4. Why is Access to the General Curriculum Important? Access to the general curriculum basically means that educational planning for students with disabilities has as its foundation the curriculum being taught within the district and that curriculum be presented at a level and in a manner in which students with disabilities can acquire the content.

5. Policies Requiring Access to the General Curriculum PL 105-17-Individuals with Disabilities Education Act of 1997 (IDEA) Introduced the concept of aligning special education reform with general education reform not only allowed but required students with disabilities.  Have access to the general curriculum  Be involved in the general curriculum  Progress in the general curriculum

6. Policies Requiring Access to the General Curriculum NCLB Act 2002: Act promised a quality education to every K-12 student, including those with disabilities, for the very first time.  Requires accountability through assessment and students to make adequately yearly progress.  Emphasis was to ensure all students achieve at high levels.

7. Policies Requiring Access to the General Curriculum  IDEA/2004 Sec. 601 states: Schools must “have high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.”  IDEA/2004 Sec. 300.39 states: that students with disabilities must be ensured “access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.”  IDEA/2004 Sec. 300.116 states: the students with disabilities should be served “as close as possible to the child's home;

8. So, we know………. What is special education? Specially designed instruction that adapts the general curriculum, as appropriate, to the needs of an eligible child. We need to ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the regular school environment.

9. What does Access mean?  Access is not just about placement in general education classrooms, nor can access be achieved through special education alone.  Access means different things for different students. There is no single best definition of access, no single set of “things to do” to ensure access, or even one set of criteria for deciding how to provide access.

10. All Children Can Learn  It should go without saying that as educators we believe that all children can learn.  If children do not learn the way we teach, then we must teach the way that they learn.

11. If all children can learn……  Learn what…  Learn when….  Learn how….. These are not special education questions, but for all of education.

12. Most educators believe that all children can learn, but not learn the same way, the same thing, or at the same time. It may sound too simple to ask these questions of how, when and what: however, if we do not, the issue is settled: only one course of study, one timeline, and one instructional methodology. The issue of course of study, would, perhaps, be debated as to which course of study would be adopted.

13. Learn What? NCSCOS Grades K-8  Regular North Carolina Standard Course of Study  North Carolina Extended Content Standards (for students with disabilities.) Grades 9-12 (for students entering high school 2008-2009)  College Prep  College Tech Prep  Career Prep  Occupational Course of Study

14. Learn Where? The question of where students with disabilities will learn was has been settled in the definition of the Least Restrictive Environment…...

15. What is Least Restrictive Environment? “Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent possible. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access.peerscurriculum extracurricular

16. Iredell-Statesville Schools  All students will have access to the general education classroom as determined by the IEP team. Students can be served by any Exceptional Children’s teacher in that school for the amount of service time determined by the IEP team.  Students are given an amount of time in special education-not a classroom.  A separate setting student does not automatically go into a “self-contained” classroom. There are not self- contained classrooms (except for low incidence populations.)

17. Herding Cats……

18. Learn How? The critical elements for ensuring that all students have meaningful access to the general curriculum are the conditions within a school that support the necessary access, what are they?  Expectations.  Belief in the benefits of the general curriculum for all students must be grounded on the knowledge of content standards and the expectations about what students must learn.  The school environment must promote flexibility and adaptability. The critical resources, such as teachers and time, must be able to change in response to student needs.

19. Barriers to Access  One problem is confusing inclusion or participation in the general classroom with access to the curriculum.  When access seems to work, it is because teachers share a knowledge of the general curriculum and have opportunities to discuss what are the most important aspects of the curriculum to teach.  All teachers and other specialists must be able to describe what they expect a student to be able to do as a result of instruction in the curriculum.  The lack of foundational skills among students poses a dilemma for teachers.

20. Access Opportunities Access opportunities help get students into the classroom to access learning opportunities, which in turn helps them achieve or work toward the standards. Supports and services for behavior, language, communication, vision and hearing needs: Classroom supports – assistants and tutors Therapies Counseling Behavior supports Transportation Assistive technology

21. Additional Strategies  Classroom accommodations and modifications  Assessment accommodations and modifications  Alternate assessments  Curriculum modifications and adaptations  Instructional strategies  Adapted and alternative materials

22. Steps to Ensure General Ed. Access  Have the general education teacher at the IEP table.  Assure that all school employed IEP participants know the NC Standard Course of Study.  Talk about the Standard Course of Study at the IEP table.  As each weakness noted in the present level of performance is discussed, determine how it will impact the student in being able to access the general curriculum.

23. Accommodations Help Provide Access Accommodation—alters the delivery of instruction or method of student performance in a way that does not change the content or standards of the curriculum. Modification-alters the delivery of instruction or method of student performance in such a way as to change the content or standard in relation to the curriculum.

24. Accommodations Activity From “Teaching Students with Learning Disabilities In the Regular Classroom.”

25. Accommodations/Alternate Assessments for the North Carolina State Testing Program

27. NCExtend2- What is it? NCEXTEND2 is a modified multiple-choice EOG test based on modified (grade level) academic standards. Designed for students who have a current IEP whose progress to high quality instruction is such that the student is not likely to achieve grade level proficiency. Uses simplified language, shorter passages, 40 item responses and gives 3 answer choices instead of 4. Measures student performance against modified achievement standards in the following:  Reading at grades 3-8  Mathematics at grades 3-8  Science at grades 5-8  Writing grades 4, 7

28. NCEXTEND2 EOG  The student must have a current IEP.  The student DOES NOT have a current 504 plan.  The student, if identified as limited English proficient (LEP), must also have a current IEP.  The student IS NOT identified as having a significant cognitive disability.  The student IS NOT receiving instruction in the NCSCS through the Extended Content Standards.  The student’s progress in response to high-quality instruction is such that the student is not likely to achieve grade-level proficiency within the school year covered by the IEP.  The student’s disability has precluded the student from achieving grade level proficiency, as demonstrated by objective evidence, (e.g., results from standardized state tests, IQ tests, achievement tests, aptitude tests, and psychological evaluations. It is the expectation that more than one objective measure would be used to assist in the evaluation of a student’s assessment placement.).  The student’s IEP must include goals that are based on grade-level content standards and provide for monitoring of the student’s progress in achieving those goals.  The nature of the student’s disability may require assessments that are different in design.

29. Other Information for NCExtend2  40 items per test (less chances if you guess.)  There is a 2% cap per district on students that may score proficient on the EXTEND2…after that the state randomly picks proficient scores and flips their scores to not proficient (AYP/ABC).  Can be tested in reading EOG and math EXTEND2 or vice versa.  Only decided by an IEP team decision- based upon student need.

30. So, how do I determine who might benefit from the Extend 2?  IEP Teams decide who takes alternate assessments-not a one person decision (or school).  Does it allow the student greater access to the North Carolina State Testing program?

31. Guidelines for Accommodations/Modifications  Beginning with the 2006-2007 school year, all accommodations must be documented in the IEP and routinely used during instruction and similar classroom assessments at least 30 days prior to the test administration.  For students that qualify right before testing, there must be documented evidence that these accommodations were used as interventions prior to testing.  Testing accommodations that are not routinely used is a misadministration and results in invalid test scores.

32. Guidelines for Accommodations/Modifications  Do not assume that every student with disabilities needs assessment accommodations (no blanket list.)  IEP Team determines the accommodations.  Base accommodations on student need.  Include students in the decision making.  Plan early for accommodations.  Request only those accommodations that are truly needed.  Provide practice opportunities for the student.  Remember that accommodations will not necessarily reduce student frustration. -taken from a document published by the Council For Exceptional Children (2000)

33. Eligibility for Accommodations  Students must have a current Individualized Education Plan in order to receive accommodations.  A student may have more than one accommodation.  The IEP team determines the accommodations.

34. Large Print Edition  Is available for specific tests.  The test administrator must transcribe the students responses.

35. Student Marks Answers in Test Book Students will be instructed to circle the letters of the multiple-choice responses in the test book. Questions to ask in IEP meeting: 1.Does the student use the student marks in test book accommodation during regular classroom instruction and similar classroom assessments? 2.Does the student have difficulty transferring information or staying focused? Does the student have mobility, coordination, or motor limitations?

36. Student Reads Test Aloud to Self Permits students to read the test aloud to him/herself during the test administration. If they require this accommodation, he/she must also receive the Testing in Separate Room (one to one administration) accommodation. There must not be other students in the room. Questions to Ask: 1.Does the student use the accommodation during regular classroom instruction? 2.Will the student use a whisper phone device while reading the test? 3.If the student will be used, has the testing in separate room accommodation been discussed?

37. Test Administrator Reads Test Aloud Permits the test administrator to read aloud directions and test contents to a student during the test administration (may not be used for reading.) Students must also receive Testing in Separate Room Accommodation. IEP Team makes decision about accommodation.

38. Test administrator Reads Test Aloud….Questions to Ask 1.Does the student use the accommodation during regular classroom instruction and classroom assessments? 2.Would the students functional reading level affect his or her performance on a State test that does not measure reading comprehension? 3.Would the student be comfortable requesting test items to be read aloud? 4.How does the student feel about being tested in a separate room? 5.Should the student use scheduled extended time or multiple testing accommodation?

39. Multiple Test sessions Test will be administered during several mini-sessions as determined by the needs of the student. The IEP team determines how this accommodation is to be provided and documents the specifics in the IEP. Questions: 1.Does the student require extra time over several days to complete classroom assignments? 2.Does the student need additional time to complete the test in addition to more frequent breaks or the test given over multiple days? 3.Does the student use multiple test session in regular classroom instruction/

40. Scheduled Extended Time Allows the test to be administered on a scheduled extended period of time. The extension of time shall occur at the end of the planned testing session during the scheduled test day. Specifics are documented in the IEP. Questions to consider: 1.Does the student typically require extra time to complete classroom assignments? 2.Does the student use the accommodation during regular classroom instruction? 3.Can the student complete the state test with extended time in one day?

41. Testing in a Separate Room This accommodation allows a student to take a test in a separate room in a one-on-one or small group administration. Questions to ask: 1.Does the student typically require a separate room to complete classroom assignments? 2.Is the student using another accommodation that might require testing in a separate room? 3.Does the student require a study carrel or special lighting?

42. Dictation to a Scribe Allows student to dictate his/her responses to a scribe who writes it down. If the student can efficiently use a keyboard, the IEP team may wish to consider the use of keyboarding device accommodation instead. For the writing test, students will not receive a conventions score.

43. Dictation to a Scribe-Questions to Ask  Does the student use this accommodation during regular classroom instruction?  Can the student effectively use a keyboard?

45. Why Teachers Never Give Up