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Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Literacy, Mathematics, and Science

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Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Literacy, Mathematics, and Science Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Literacy, Mathematics, and Science Summer 2006 Purpose and Process The Individuals with Disabilities Education Act and No Child Left Behind mandates that schools provide access to the general education curriculum for all students receiving special education services. In recognizing the challenge of providing opportunities for students with disabilities to access general education curriculum, it is the desire of the Arkansas Department of Education to assist educators with this process. The goal is to assist school personnel who serve children with disabilities in conceptualizing, planning, and implementing activities that are aligned to the Arkansas Curriculum Framework. The following document contains ideas for linking activities to the same literacy, mathematics, and science frameworks used for the general education curriculum. When selecting appropriate activities, decisions must be based on individual student needs and abilities. Collaboration with general education personnel will provide assistance in linking curriculum with the state framework. The Arkansas Alternate Portfolio Assessment must have alignment to the Arkansas Curriculum Frameworks for English Language Arts, Mathematics, and Science. The Alternate Portfolio Assessment for Students with Disabilities must align with the same content standards used by other students. The following are the strands used in each Content area. English Language Arts Curriculum Framework Oral and Visual Communications Writing Reading Mathematics Curriculum Framework Number and Operation Algebra Geometry Measurement Data Analysis and Probability Science Life Science Physical Science Earth and Space Science In June 2006, the Arkansas Department of Education convened a task force of general education English language arts, mathematics, and science teachers, teachers of students with disabilities and administrators to collaborate and develop the following resource guide to be used to help with the process of developing the resource guide for the Alternate Portfolio Assessment for Students with Disabilities. This publication includes selected student learning expectations from the each of the above-mentioned Curriculum Frameworks. It also uses a matrix visual organizer to provide several sample activities that demonstrate alignment from least complex activities to more complex activities. Teachers on the committee discussed the specific student learning expectation to determine the basic learning needed to find the essence of the learning. Using the essence of the student learning expectation, different levels of complexity of the learning were written for students to have access to the same standards. 1 Arkansas Department of Education IEP Resource Guide for Students with Disabilities Grades 3-8 and 11for Literacy, Mathematics, and Science Although this publication is not intended for generating specific test item activities for the Arkansas Alternate Portfolio System for Students with Disabilities, its purpose is to provide educators in Arkansas with a process for determining alignment between models of education that have been to some extent separate. Using the activities as idea starters, the educators can then individualize and develop specific activities that align with the education program, demonstrate performance of skills, and document educational opportunities. The members of the committee do not intend this publication to be used as a checklist, a menu of alternate assessment “test activities or items”, or as IEP goals and objectives. The following is a list of ways that students with disabilities access the curriculum: For Reading: Text, Pictures, Objects, Logos, Signs, CDs (books), Signing, Tactile For Writing: Paper/Pencil, Pictures (glue), Pointing, Switches (Choice making between two), Stamps, Stickers, Drawings, Dictating, Word Processing, Intellikeys, Neo, eye gaze For Oral Visual: Switches, Technology (power point), Pointing to poster, Showing a book/with verbal peer, Gestures Augmentative communication equipment and/or other adaptations should be used to make accommodations for students who require them to meet the SLE. Teachers will have to use creativity in adapting the suggested activities to meet the student’s individual needs. An attempt has been made to organize activities from Less Complex to More Complex, although this did not work well for every Student Learning Expectation. These activities are a sampling of activities that may be used to meet the SLE. COMMITTEE MEMBERS General Educators Special Educators Fran McDonald, Armorel School District Carol Gales, Fayetteville School District John Mark Tollett, Nashville School District Cathie Mueller, Little Rock School District Kristin Matthews, Sloan Hendrix School District Dorothy M. Thompson, Pulaski County Special School District Melissa Wright, Bentonville School District Jackie R. Daniel, Prescott School District Olivia K. Burton, Wynne School District Kathi Bollen, Mena School District Paddy Jane King, Green Forest School District Linda Gant, Helena-West Helena School District Susan A. Wheeler, Forrest City School District Michelle Vest, Beebe School District Will Riley, Rogers School District Monica A. Hollis, Valley Springs School District Pamela L. St. John, Cave City School District Sandra Henry, Helena-West Helena School District Sarah McConney, Helena-West Helena School District Sheila Patterson, Bentonville School District Sheryl Farris, Springdale School District Stacy Taylor, Beebe School District Terrie Ponder, Sloan-Hendrix School District 2 Arkansas Department of Education IEP Resource Guide for Students with Disabilities Grades 3-8 and 11for Literacy, Mathematics, and Science Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Literacy for Grades 3-8 and 11 Summer 2006 Standards Oral and Visual Communications 1. Speaking Students shall demonstrate effective oral communication skills to express ideas and to present information. 2. Listening Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication. 3. Media Literacy Students shall demonstrate knowledge and understanding of media as a mode of communication. Writing 4. Process Students shall employ a wide range of strategies as they write, using the Writing process appropriately. 5. Purpose, Topics, Students shall demonstrate competency in Writing for a variety of purposes, topics and audiences employing a Forms and wide range of forms. Audiences 6. Conventions Students shall apply knowledge of Standard English conventions in written work. 7. Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of Writing. Reading 8. Foundations of Students shall apply concepts of print, acquire knowledge of spoken words and understand the relationship of Reading speech to print as they develop a foundation for literacy. 9. Comprehension Students shall apply a variety of strategies to read and comprehend printed material. 10. Variety of text Students shall read, examine, and respond to a wide range of texts for a variety of purposes. 11. Vocabulary, Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently. Word Study and Fluency Inquiring/Researching 12. Research/Inquiry Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to Process communicate ideas in ways that suit the purpose and audience. *Each grade level continues to address earlier Student Learner Expectations as needed and as they apply to more difficult text. 1 Arkansas Department of Education IEP Resource Guide for Students with Disabilities Grades 3-8 and 11for Literacy Oral and Visual Content Standard 1. Speaking: Students shall demonstrate effective oral communication skills to express ideas Communications and to present information. Student Learning Expectation Essence of Student Less Complex More Complex Grade 3 Learning Expectation OV.1.3.4 Focus on audience Focus on Make eye contact Show appropriate Show appropriate Show appropriate (i.e., gestures and body audience when spoken to (looks posture (sits in gestures body language language) at speaker) appropriate manner) Example: Example: Example: Example: Respond to questions Tell and show posture Respond to a Respond to questions after listening to and how this helps the speaker’s directive by after listening to speaker and teacher student to focus on the responding with speaker and teacher or student will dictate audience appropriate gestures or student will dictate response and explaining what response the gestures mean. OV.1.3.12 Tell and retell stories Tell and retell Retell a story using Tell an original story Retell a story orally Retell a story orally in an informal storytelling format stories pictures, symbols or using pictures, with or without the use with or without the use using descriptive language, story communication symbols or of pictures, symbols or of pictures, symbols or elements, and voice to create devices communication communication communication interest and mood devices devices devices OV.1.3.13 Participate in a variety Participate in Activate Participate in read Participate in group or Participate in of speaking activities, including a variety communication device aloud or listen to the individual speaking independent speaking book talks speaking at appropriate time for pledge, class motto,
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