Providing Access to the CCGPS and GPS for Low Incidence Students

Providing Access to the CCGPS and GPS for Low Incidence Students Giselle NealPaulding County School District 2013Why 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)

What does access mean in Georgia?See Georgia DOE Alignment RubricInstructional Activities should be aligned to CCGPS/GPSUse grade-level appropriate materialsUtilize appropriate instructional methodologyDocument and evaluate student progressProvide the opportunity for generalization

PCSD 2012/2013GAA DataSubjectReading/ELAMathScienceSocial Studies Percent Meets 86%65%71%86%Percent DNM8%24%3%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.

What did your GAA data look like?Take 3 minutes to talk to a partner about the data in your system. What were your systems : Areas of strengthAreas of weaknessHave your GAA scores improved or declined?The Big Question.Does your GAA data accurately reflect the instructional practices occurring in your low incidence classrooms every day?

Discuss Within Your GroupHow 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?Curriculum Maps Are Our Road Map to SuccessMaps 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 Adventure

Functional Curriculum Maps

Curriculum Maps Are:Curriculum Maps Are NOT:Intended to provide structureAssist in the lesson planning processBring together multiple grade level standardsFocused on the big ideas within the standards

A limit to what can or should be taughtLesson plansEncompassing all learning standards at every grade levelFocused on the entirety of the standards

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.Language Arts: Elementary

Activity Ideas: Language Arts

Language Arts: Middle

Language Arts: High

Activity Idea: Language Arts

Math: Elementary

Activity Ideas: Place Value

Math: Middle School

Activity Ideas: Fractions

Math: High School

Activity Ideas: Functions

Social Studies: Elementary

Social Studies: Middle School

Social Studies: High School

Activity ideas: Social Studies

Science: Elementary

Activity Ideas: Science

Science: Middle School

Activity Ideas: Science

More Activity Ideas

Lesson Planning:Putting the pieces together See Functional Lesson Planning Template Lesson Plans should include: Access to GPS/CCGPSAddress individualized Goals and ObjectivesIncorporate Technology Opportunities for differentiation and specialized instruction Lesson Plan TemplateThe 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.

Suggestions for Grading See Summative and Formative Assessment RubricsGrades 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 teachers grading policy. Formative Grading RubricTeachers are encouraged to create individualized grading rubrics for their students based on the ability and needs of the learner.

Summative assessment for a low incidence student?

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.

Special ThanksThank you to Juanita Pritchard and Jesse Moreau for allowing me to share some of the adapted materials they have created as examples. Additional QuestionsGiselle Neal gneal@paulding.k12.ga.us Paulding County School District