Determining the Complexity Level of the SSS Reading and Language Arts Access Points for Individual Students Session 3

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Determining the Complexity Level of the SSS
Reading and Language Arts Access Points for
Individual StudentsSession 3
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Developed by

• Bureau of Exceptional Education and Student
  Services, Florida Department of Education
• Accommodations and Modifications for Students
  with Disabilities Project, (FSU)
• Accountability and Assessment for Students with
  Disabilities Project, (PAEC)

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Review of Previous Sessions

• How access points apply to the students in your
  classrooms
• How access points align with your current
  curriculum and
• How access points with similar content may be
  clustered for instruction

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Outcomes of this Session

• Which students are eligible?
• What are the levels of complexity?
• How do you decide the level for instruction?
• Try it!!!

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Which students?

• Students with significant cognitive disabilities

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Alternate Assessment Criteria

1. Unable to master SSS even with accommodations
2. Cognitive ability is primary reason for not
   mastering SSS
3. Modified or functional curriculum
4. Extensive direct instruction in academic,
   vocational, domestic, community living, leisure
   activities
5. Deficits in adaptive behavior

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Levels of Functioning
Old

• Describe how much support and assistance is
  needed by the student to perform the desired
  behavior
• Independent Supported Participatory
• In. Su. Pa.

Some
Most
Old
Support and Assistance
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Levels of Complexity
New

• Describe the knowledge and skills at each grade
  level
• Independent Supported Participatory
• In. Su. Pa.

Most
Least
New
Complexity
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Access Points

• Kindergarten Benchmark The student will retell
  the main idea or essential message, identifying
  supporting details (e.g., who, what, when, where,
  why, how), and arranging events in sequence.

• Independent The student will identify
  characters, objects, and actions in familiar
  read-aloud stories with pictures.
• Supported The student will identify familiar
  characters or objects pictured in read-aloud
  stories.
• Participatory The student will respond to
  familiar read-aloud stories.
  

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Remember Accommodations

• Accommodations may be provided as necessary.
• Methods and materials for instruction
• Assignments and assessments
• Learning environment
• Time and scheduling
• Special communications systems

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Steps for Determining Complexity Ask yourself

• 1. What did the IEP team decide?
• 2. What grade?
• 3. What can the student do now?
• 4. What is the instructional target?

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Step 1 Determine Eligibility

• The IEP team makes the decision.
• Students must work on a modified curriculum.
• Access points are intended only for students with
  significant cognitive disabilities.

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Step 2 Identify Grade Level

• Identify the current grade
• level of the student.

Kindergarten Grade 6
Grade 1 Grade 7
Grade 2 Grade 8
Grade 3 Grades 9-10
Grade 4 Grades 11-12
Grade 5
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Step 3 Determine what the Student Can Do Now

• Review the students current performance
• level by
• Checking student records
• Reviewing evaluations and progress reports
• Conducting observations/informal assessments

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Step 4 Determine the Instructional Target

• A. Review access point expectations from the
  students previous grade level and ask
• Which access points did the student master?
• Which access points are still in progress for
  mastery?
• Which access points had no evidence of progress?

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Step 4 Determine the Instructional Target

• B. Compare access point expectations for the
  students current grade level and ask
• Which access points will the student be able to
  master?
• Which access points will be in progress for
  mastery?
• Which access points will have no evidence of
  progress?

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Step 1 What about Joey?

• Joey was determined to be eligible for placement
  into exceptional student education by a staffing
  committee due to significant cognitive
  disabilities.
• Joey is not able to take FCAT even with the
  allowed accommodations.

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Step 2 Identify Grade Level

• Joeys actual grade placement for this
• school year is fourth grade.

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Step 3 Determine What Joey Can Do Now
Names a character and a few details from read-aloud stories. Confuses who and what.
Recognizes the character in a picture and tells what the character did in the read-aloud story.
Participates in groups, waits turn, and makes eye contact with speakers. Retells personal events with details using short sentences.
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Step 4 Determine the Instructional Target for
Joey

• Look at expectations of access points for the end
  of the previous grade level.
• For Joey we would look at third grade
  Independent, Supported, and Participatory.

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Reading Process Strand Reading Comprehension
Grade 3

• Independent - Identify explicit information in
  text, including but not limited to main idea,
  supporting details (e.g., who, what, where, and
  when), and sequence of events.
• Supported - Identify details, including but not
  limited to who, what, and where, in read-aloud
  stories and informational text.
• Participatory - Respond to pictures of
  characters or objects in familiar read-aloud
  stories and informational text used in daily
  activities.

In Progress
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Reading Process StrandReading Comprehension
Grade 4

• Independent - Identify explicit information in
  text, including but not limited to main idea,
  supporting details (e.g., who, what, where, when,
  and how), and sequence of events.
• Supported - Determine main idea and supporting
  details, including but not limited to who, what,
  where, and when in read-aloud stories and
  informational text.
• Participatory - Respond accurately and
  consistently to pictures of characters or objects
  in familiar read-aloud stories and informational
  text used in daily activities.

Correct Level
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Reading Process Complexity Level

• Joey will work toward the fourth grade Supported
  level access points for this strand.
• Joey will be assessed at the fourth grade level
  for this strand.

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Literary Analysis Strand Fiction Grade 3

• Independent - Identify characters, settings, main
  problem, and sequence of events in prose.
• Supported - Identify characters, settings, and
  actions in read-aloud prose.
• Participatory - Recognize characters or objects
  in familiar stories.

In Progress
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Literary Analysis Strand Fiction Grade 4

• Independent - Identify characters, settings, and
  problem/resolution in a variety of prose.
• Supported - Identify characters, settings,
  actions, and events in read-aloud fiction and
  non-fiction.
• Participatory - Recognize characters or objects
  in read-aloud prose and poetry.

Correct Level
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Literary Analysis Strand Complexity Level

• Joey will work toward the fourth grade Supported
  level in this strand.
• Joey will be assessed at the fourth grade level
  for this strand.

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Interruption

• We interrupt this exercise with a very important
  message.
• For instruction, the level of complexity for a
• student may vary between strands.

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Communication Strand Listening and Speaking
Grade 3
In Progress

• Independent - Identify details from a variety of
  oral presentations (e.g., stories, poems, skits,
  songs, information).
• Supported - Identify details from oral
  presentations (e.g., stories, songs, verbal
  messages).
• Participatory - Attend to oral presentations
  (e.g., stories, songs, verbal messages).

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Communication Strand Listening and Speaking
Grade 4
Correct Level

• Independent - Listen to information presented
  orally and identify key points listen
  attentively to familiar speakers and note key
  points ask literal questions and respond to
  speakers
• Supported - Listen to information presented
  orally and answer who, what, where and when
  questions about key points listen attentively
  to familiar speakers and comment about
  information presented
• Participatory - Listen and respond to information
  presented orally listen and respond purposefully
  to familiar persons

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Communication Strand Complexity Level

• Joey will work toward the Independent level
  access points for this strand.
• Joey will be assessed at the fourth grade level
  for this strand.

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Joeys Instructional Targets
Strand Complexity Level
Reading ProcessReading Comprehension Su.
Literary AnalysisFiction Su.
CommunicationListening and Speaking In.
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Complexity Level and Strand

• Select the most appropriate complexity level
  (overall) for the strand
• One level for the entire strand
• The level at which all skills will be taught
• Provide instruction on certain identified skills
  at higher or lower complexity levels to meet the
  individual needs of students.

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Determining the Complexity Level Lets Review
the Steps

1. Review the students IEP.
2. Determine the grade level.
3. Review the students current performance.
4. Match to prior and current grade level
   benchmark/access points to determine
   instructional level for the strand.

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Your Turn!

• Review the description of Deandra.
• Check the access points for the prior and current
  grade levels for each strand.
• Determine the level of complexity for Deandra.

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Deandras Information

• Was staffed into ESE in PreK as a student with
  significant cognitive disabilities. She was
  identified for alternate assessment in first
  grade.
• Entering fifth grade.
• Student records (refer to handout P-6).

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Lets Compare Decisions in 5 Minutes!
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Reading Process Strand Reading Comprehension
Grade 4

• Independent - Identify explicit information in
  text, including but not limited to main idea,
  supporting details (e.g., who, what, where, when,
  and how), and sequence of events.
• Supported - Determine main idea and supporting
  details, including but not limited to who, what,
  where, and when in read-aloud stories and
  informational text.
• Participatory - Respond accurately and
  consistently to pictures of characters or objects
  in familiar read-aloud stories and informational
  text used in daily activities.

In Progress
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Reading Process Strand Reading Comprehension
Grade 5

• Independent - The student will preview text
  featuresto make predictions of content and
  purpose identify the authors purpose
  identify main idea or topic, supporting ideas.
• Supported - The student will preview text
  features to make predictions identify explicit
  ideas in read-aloud text.
• Participatory - The student will identify
  illustrations of characters or objects in
  read-aloud stories.

Correct Level
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Literary Analysis Strand Fiction Grade 4

• Independent - Identify characters, settings, and
  problem/resolution in a variety of prose.
• Supported - Identify characters, settings,
  actions, and events in read-aloud fiction.
• Participatory - Recognize characters or objects
  in read-aloud prose and poetry.

In Progress
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Grade Literary Analysis Strand Fiction Grade 5

• Independent - Identify characters, settings, and
  elements of plot structure (e.g., actions,
  sequence of events) in a variety of fiction.
• Supported - Identify characters, settings,
  actions, and events in read-aloud fiction.
• Participatory - Recognize characters, objects,
  and actions in read-aloud literature.

Correct Level
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Communication Strand Listening and Speaking
Grade 4

• Independent - Listen to information presented
  orally and identify key points listen
  attentively to familiar speakers and note key
  points ask literal questions and respond to
  speakers.
• Supported - Listen to information presented
  orally and answer who, what, where and when
  questions about key points listen attentively to
  familiar speakers and comment about information
  presented.
• Participatory - Listen and respond to information
  presented orally listen and respond purposefully
  to familiar persons.

In Progress
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Communication Strand Listening and Speaking
Grade 5

• Independent - The student will listen and speak
  to gain and share information for a variety of
  purposes.
• Supported - The student will listen and speak
  purposefully.
• Participatory - The student will listen and
  communicate purposefully.

Correct Level
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Deandras Instructional Targets
Strand Complexity Level
Reading ProcessReading Comprehension Pa.
Literary AnalysisFiction Pa.
CommunicationListening and Speaking Pa.
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Just for You

• Tools for determining a students level of
  complexity
• Decision Points for Access Points Chart
• Accommodations Chart (MALTS)
• Complexity Level Worksheet

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And yes
NCLB Express There is a light at the end of the
tunnel!!