What does progressing in general curriculum mean? Assessing student progress? Progress is what the fed promotes and requires Progress in the general.

What does progressing in general curriculum mean?

Assessing student progress? Progress is what the fed promotes and requires Progress in the general ed., curriculum is achieved by

standards-based reform NCLB requires states to establish challenging

academic content and student achievement standards that apply to all students, including those with disabilities

Standards Based Reform A process that identifies the academic content that

students must master General education curriculum Academic content standards Student achievement standards Alternative achievement standards

Connecting the Curriculum to the Standards

States use three approaches to assessment: Define standards Define benchmarks Define indicators

Making Accommodations in Assessment

IEP Team must consider any accommodation needed in the assessment process

Five most frequent test accommodations Dictate responses Extended time Large print Braille Interpretation of instructions

Alternative Assessments For students who cannot learn the same content as

same-age peers and who cannot take the state assessment even with accommodations

Aligned to the state content standards

Serve the same purpose as the standard assessment Accountability Decision-making

Those in favor of accountability and

standards based reform Comparable standards will result in higher

expectations and higher levels of student achievement

By being part of the standards process, students with disabilities will also be part of the education reform movement

Opponents of identical standards for all

students approach: Holding students to the same standards can conflict

with IEP Goals

Students may become frustrated, discouraged, and drop out of school

NOT ALL STUDENTS ARE THE SAME—what is the goal of public schools???

Four Characteristics of Inclusion

Home-school placement

Principal of natural proportions

Restructuring teaching and learning

Age and grade-appropriate placements Which includes

Eliminating the continuum of placements Increasing the amount of time students spend in general

education classrooms Educator, parent, and student perspectives on inclusion

Four consecutive phases of inclusion

Mainstreaming

Regular education initiatives

Inclusion through accommodations

Inclusion through restructuring

Student outcomes associated with inclusion

Students with disabilities gain social and communication benefits from their involvement in inclusive settings

Students without disabilities educated in the inclusive classroom made significantly greater academic progress in mathematics and reading than did students without disabilities who did not have students with disabilities in their classroom.

Placement categories Special education outside the regular classroom for

less than 21% of the day

Special education outside the regular classroom for more than 60% of the day

Public separate facilities

Private separate facilities

Public residential facilities

Private residential facilities

Facilitating Progress IDEA and NCLB have changed the focus on access to

the general curriculum from WHERE to: WHAT, a focus on what the student is taught

(curriculum mastery) AND HOW, a focus on methods and pedagogy

Addressing progress through the IEP

Determining Supplementary Aides and services

Determining Annual Goals

Determining Specially Designed Instruction

Specifying Related Services

Determining Test Accommodations and Alterations

What Should Educators Do to Support Progress

Create learning communities

Design units and lessons

Cognitive Taxonomies

Implement School-wide instructional Strategies