1. Giselle Neal Paulding County School District 2013

2. Why teach CCGPS and GPS to low incidence students? IDEA 1997 and 2004 focus on providing all students access to general curriculum. “Over 20 years of research and experience has demonstrated that the education of students with disabilities can be made more effective by having high expectations for such children and ensuring their access in the general curriculum to the maximum extent possible” (20 U.S.C. § 1400(c)(5)(A) (1997)

3. What does access mean in Georgia? See Georgia DOE Alignment Rubric Instructional Activities should be aligned to CCGPS/GPS Use grade-level appropriate materials Utilize appropriate instructional methodology Document and evaluate student progress Provide the opportunity for generalization

4. PCSD 2012/2013GAA Data SubjectReading/ELAMathScienceSocial Studies Percent Meets86%65%71%86% Percent DNM8%24%3% Percent Non- Scorable 5%10%26%11% *** More than 90% of non-scorable GAA entries in ELA, Math, and Social Studies were determined non-scorable because one or more of the activities were not aligned to the standards. ***88% of non-scorable GAA entries in Science were determined non-scorable because the characteristic of science was missing or not evident in the science entries.

5. What did your GAA data look like? Take 3 minutes to talk to a partner about the data in your system. What were your system’s : Areas of strength Areas of weakness Have your GAA scores improved or declined?

6. The Big Question…. Does your GAA data accurately reflect the instructional practices occurring in your low incidence classrooms every day?

7. Discuss Within Your Group How are the low incidence teachers in your system providing access to CCGPS/GPS? How are the low incidence teachers in your system evaluating students on CCGPS/GPS? How do the low incidence teachers in your system document lesson plans that account for accessing standards and supporting goals/objectives?

8. Curriculum Maps Are Our Road Map to Success “Maps are essential. Planning a journey without a map is like building a house without drawings.” ― Mark Jenkins, The Hard Way: Stories of Danger, Survival, and the Soul of AdventureMark JenkinsThe Hard Way: Stories of Danger, Survival, and the Soul of Adventure

9. Functional Curriculum Maps Curriculum Maps Are:Curriculum Maps Are NOT: Intended to provide structure Assist in the lesson planning process Bring together multiple grade level standards Focused on the big ideas within the standards A limit to what can or should be taught Lesson plans Encompassing all learning standards at every grade level Focused on the entirety of the standards

10. Curriculum Maps for Low Incidence Students Standards that are present across multiple grade levels were chosen to focus on the BIG IDEAS of each subject area. All standards chosen for the curriculum maps are also standards available for teachers to use for GAA portfolios. Curriculum Maps provide structure to support collaboration with general education teachers.

11. Language Arts: Elementary

12. Activity Ideas: Language Arts

13. Language Arts: Middle

14. Language Arts: High

15. Activity Idea: Language Arts

16. Math: Elementary

17. Activity Ideas: Place Value

18. Math: Middle School

19. Activity Ideas: Fractions

20. Math: High School

21. Activity Ideas: Functions

22. Social Studies: Elementary

23. Social Studies: Middle School

24. Social Studies: High School

25. Activity ideas: Social Studies

26. Science: Elementary

27. Activity Ideas: Science

28. Science: Middle School

29. Activity Ideas: Science

30. More Activity Ideas

31. Lesson Planning: Putting the pieces together See Functional Lesson Planning Template Lesson Plans should include: Access to GPS/CCGPS Address individualized Goals and Objectives Incorporate Technology Opportunities for differentiation and specialized instruction

32. Lesson Plan Template The lesson plan template was designed to encourage teachers to plan for : Accessing the standards, supporting goals and objectives, and incorporating technology (AT). The lesson plan also provides support to administrators who are unsure of the expectations of low incidence classrooms.

33. Suggestions for Grading See Summative and Formative Assessment Rubrics Grades should be earned for activities in which students are accessing the standards NOT on progress towards goals and objectives. Every teacher should have a grading policy! Parents should be aware of and understand the teacher’s grading policy.

34. Formative Grading Rubric Teachers are encouraged to create individualized grading rubrics for their students based on the ability and needs of the learner.

35. Summative assessment for a low incidence student?

36. Summative Grading Rubric The summative grading rubric is designed for activities that take place over multiple days or have multiple tasks within one assignment. Just as with the formative grading rubric, teachers are encouraged to individualize the summative grading rubric to fit the learner and the activity.

37. Special Thanks Thank you to Juanita Pritchard and Jesse Moreau for allowing me to share some of the adapted materials they have created as examples.

38. Additional Questions Giselle Neal gneal@paulding.k12.ga.us Paulding County School District