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Designing from the Ground Floor: Alternate Assessment on Alternate Achievement Standards

Veronica

The following is an example of a completed stepwise chart for Veronica.  Veronica is a 14 year old middle school student with a significant cognitive disability.  She has other disabilities resulting in her label of multiply disabled.  Her other disabilities include limited vision which is partially corrected with glasses, a moderate hearing loss which requires hearing aids (although she does not tolerate those), and a seizure disorder which is generally controlled with medication.  Even though her seizures have decreased with the medication, she still has approximately 4 detectable petit mal seizures daily at school and 3 grand mal seizures a week.  The grand mal seizures require a recovery period of 45-60 minutes.  Veronica uses a wheelchair and needs someone to push her.  She has low muscle tone but can sit in a chair without support for about 7 minutes.  She has some difficulty in crossing midline.  Her fine motor skills include the ability to hold objects in either hand but she cannot isolate use of index or other fingers.  Veronica can consistently track objects and select her choice, either by gaze or reach-and-grasp.  Veronica's reach-and-grasp allows her to use objects to communicate and this makes instruction and performance accessible.  She also vocalizes.

Her IEP goals include:

• Increase communication using an augmentative communication board
• Follow simple one step directions
• Activate a switch with up to 8 keys
• Identify high contrast picture symbols/pictures
• Identify numbers 1 – 5
• Match objects to objects or picture symbols

The chart below is an example of what a plan might look like for Veronica.  Ideally, the general education teacher and the special education teacher collaborate to plan for instruction; however, this plan could be completed by either person.  Regardless of how the plan is made, it is vital to begin with the overall general education standard, grade level content standard, expected outcomes, and instructional activities, and adjust as needed to provide access for the student with significant cognitive disabilities.

Activity 6 (after Ryan and/or Veronica samples)

In working with teachers in 5 states, we have found that it is preferable to have them complete the next activity in stages – one for each step with feedback after each step. Having them complete all four steps before receiving feedback gives too much opportunity for incorrect practice, resulting in misconceptions regarding each step and frustration with the process as a whole.

a. 1. Using the chart on the following page, have each table of participants identify a student and write a short vignette. Complete Step 1, Identify the standard(s), (content specialists and general education teachers will be the "resident experts" in this step). Have participants review their own work with these guiding questions:

• Column 3: Does the information in the column "What is the standard all about?" maintain the intent, essence, critical function, or big idea of the grade level standard? (10 minutes)

2. Complete Step 2, Define the outcome(s) of instruction, (content specialists and general education teachers will be the "resident experts" in the first column with special education teachers being the "experts" in the second and third). Have participants review their own work with these guiding questions:

• Column 1: Do the outcomes for all students relate directly to the achievement of the grade level standard? Does the classroom based assessment actually measure the students' performance toward the grade level standard?
• Column 2: Do the prioritized outcomes relate directly to the outcomes for all students? Do the prioritized outcomes match the intent of the outcomes for all and do they mirror the performance demands? Have a sufficient number been selected?
• Column 3: Do the supports listed directly impact upon the accessibility of instruction and performance? Are there any others that might be useful? (5 minutes)

3. Complete Step 3, Identify the instructional activities (content specialists and general education teachers will be the experts in the first column and special education teachers will be the experts in Columns 2 and 3). Have participants review their own work with these guiding questions:

• Column 1: Are the activities listed in enough detail? Do they represent all aspects of typical instruction such as lecture, individual and group work, research, reading, writing, etc.? Does the classroom based assessment actually measure the students' performance toward the grade level standard?
• Column 2: Is the active participation identified for each step? Does the active participation mirror the participation of typical students in each step (i.e., if other students are calculating, is the student with disabilities calculating)?
• Column 3: Are appropriate supports (accommodations, modifications, assistive technology, people) in place allowing for maximum participation and learning? Do the activities require additional supports other than those identified in Step 2? (20 minutes)
• Complete Step 4, Target specific objectives from the Individual Education Program, (special education teachers will be the experts in this step). Have participants review their own work with these guiding questions:
• Column 2: Are all standards based goals connected to one or more general education activities?
• Column 3: Are there opportunities to work on other goals (non-standards based) at naturally occurring times within the context of general education activities? (10 minutes) (45 minutes)

b. Complete Activity 5.a. except ask groups to report out after each step. (60 minutes)

c. Complete Activity 5.a. except ask groups to critique each other's work. Then groups revise as necessary. (75 minutes)

Stepwise Process to Accessing Grade Level Content Standards and Curriculum - Ryan

1. IDENTIFY THE STANDARD(S) THE INSTRUCTIONAL UNIT WILL ADDRESS.

2. DEFINE THE OUTCOME(S) OF INSTRUCTION FROM THE INSTRUCTIONAL UNIT ON GEOMETRY.

3. IDENTIFY THE INSTRUCTIONAL ACTIVITIES TO BE USED IN THE UNIT.

4. TARGET SPECIFIC OBJECTIVES FROM THE IEP TO ADDRESS DURING THE UNIT.

Stepwise Process to Accessing Grade Level Content Standards and Curriculum

1. IDENTIFY THE STANDARD(S) THE INSTRUCTIONAL UNIT WILL ADDRESS.

2. DEFINE THE OUTCOME(S) OF INSTRUCTION FROM THE INSTRUCTIONAL UNIT ON.

3. IDENTIFY THE INSTRUCTIONAL ACTIVITIES TO BE USED IN THE UNIT.

4. TARGET SPECIFIC OBJECTIVES FROM THE IEP TO ADDRESS DURING THE UNIT.

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