Introduction to the SSS Reading and Language Arts Access Points

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Introduction to the SSS Reading and Language
Arts Access Points

• for Students with Significant Cognitive
  Disabilities

Session 1
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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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What You Will Learn About

• Revisions to Sunshine State Standards for Reading
  and Language Arts
• Access points for students with significant
  cognitive disabilities
• Organization Content
  Structure

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The Mandates

• NCLB focuses on high expectations for ALL
  students.
• ALL students are assessed and progress is
  reported.
• Expectations are specified for each grade level.
• Students with the most significant cognitive
  disabilities may use alternate assessment.

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The Mandates

• IDEA emphasizes the importance of access to
  general curriculum for ALL students with
  disabilities.
• Access is provided through meaningful instruction
  and engagement.
• Other educational needs are important.
• Access must be insured.

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Sunshine State Standards Revisions Plan

• Subject Area Year for Revision
• Reading and Language Arts 2007
• Mathematics 2007
• Science 2008
• Social Studies
• Health and Physical Education
• Foreign Languages
• Visual and Performing Arts

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Reading and Language Arts Strands (2007)

• Strands
• Reading Process
• Literary Analysis
• Writing Process
• Writing Applications
• Communication
• Information and Media Literacy

Implementation 2007-2008
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Organization of the Revised Sunshine State
Standards

• Strand
• Standard
• Grade Level Benchmarks
• Access Points

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Standards for Reading Process Strand

• Strand Reading ProcessStandards Grade
  Levels
• Concepts of Print K-1
• Phonological Awareness K
• Phonemic Awareness K-1
• Phonics and Word Analysis K-5
• Fluency 1-12
• Vocabulary Development K-12
• Reading Comprehension K-12

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Standards

• Each standard describes the overall intent of the
  benchmarks.

Reading Comprehension Standard The student
uses the reading process effectively and
constructs meaning from a variety of text.
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Benchmarks

• Most standards have K-12 progressions of of
  benchmarks.
• Benchmarks are written for each grade level,
  kindergarten through grade 8, and combined grades
  9-10 and 11-12.
• Grade level benchmarks replace GLEs.

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Access Points for SSS Benchmarks
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Access Points for Students with Significant
Cognitive Disabilities
Access points describe challenging learning
expectations for students with significant
cognitive disabilities.
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Who Are the Access Points Designed For?

• Only students with significant cognitive
  disabilities
• Students who meet the criteria for alternate
  assessment
• Other students with disabilities should be
  working on the regular SSS with accommodations as
  necessary

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How Were the Access Points Developed?

• Project staff
• DOE staff (ESE, General Ed)
• Florida educators and parents
• Writing teams (100 participants, July 2005)
• Online review (statewide)
• Teacher interviews
• Final review (300 educators, July 2006)
• Language Arts Access Points adopted January
  2007

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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.

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Levels of Complexity
New

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

Less Complex
More Complex
Complexity
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Access Points NCLB Guidelines

• Must provide access to the general curriculum
• Must be aligned with the states academic content
  standards
• Must reflect the highest learning standards
  possible for students with the most significant
  cognitive disabilities

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What is an Access Point?

• A restatement of the SSS benchmark that
• captures the core intent of the benchmark
• describes a different level of complexity(less
  complex skills or prerequisite skills)
• Accommodations (not statedare provided)

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Core Intent of a Benchmark

• Core Intent the basic concept or skill of the
  benchmark
• Example The student will demonstrate legible
  cursive writing skills

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Access Points Link to the Benchmarks
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Access Points Link to Benchmarks Example

• Grade 4 Benchmark The student will demonstrate
  legible cursive writing skills.

• In. The student will write words and sentences
  with proper spacing and sequencing.
• Su. The student will write words using upper case
  and lower case letters, proper spacing, and
  sequencing.
• Pa. The student will use pictures, symbols, or
  words to convey meaning.

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Access Points Link to BenchmarksThe student will

• Grade 11-12 Benchmark Apply oral communication
  skills in interviews, formal presentations and
  impromptu situations according to designed rubric
  criteria.

• In. Apply oral communication skills in interviews
  with familiar persons, brief presentations, and
  other real-world situations.
• Su. Apply oral communication skills in interviews
  with familiar persons and other real-world
  situations.
• Pa. Communicate information and requests in
  familiar activities in real-world situations.

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Access Points Link to BenchmarksThe student will

• Grade 6 Benchmark Explain and demonstrate an
  understanding of the importance of ethical
  research practices, including the need to avoid
  plagiarism and know the associated consequences.

• In. Record simple bibliographic data and
  identify ethical practices for using information
  (e.g., not claiming ownership of others
  ideas).
• Su. Identify the titles of references or other
  sources used to answer search questions.
• Pa. Identify objects, books and print material
  that belong to others.

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Levels Match-Up Activity

• Match the access points for each benchmark to the
  correct levels.

Access Point Description
Access Point Description
Access Point Description
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Directions Match the access points descriptions
for each benchmark to the correct levels. SSS
Benchmark Communication Listening and Speaking
KindergartenThe student will listen attentively
to fiction and non-fiction read-alouds and
demonstrate understanding.A. The student will
respond tofamiliar read-aloud stories orpoems.
B. The student will listen to
familiarread-alouds and answer literalyes/no
questions about persons,objects, and actions in
pictures.C. The student will listen to
familiarread-aloud stories and poems
andidentify objects or persons.
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Directions Match the access points descriptions
for each benchmark to the correct levels. SSS
Benchmark Communication Listening and Speaking
KindergartenThe student will listen attentively
to fiction and non-fiction read-alouds and
demonstrate understanding.A. The student will
respond tofamiliar read-aloud stories orpoems.
PA.B. The student will listen to
familiarread-alouds and answer literalyes/no
questions about persons,objects, and actions in
pictures.IN.c. The student will listen to
familiarread-aloud stories and poems
andidentify objects or persons. SU.
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SSS Benchmark Communication Listening and
Speaking Gr. 5The student will make formal oral
presentations for a variety of purposes and
occasions, demonstrating appropriate language
choices, body language, eye contact and the use
of gestures, the use of supporting graphics
(charts, illustrations, images, props), and
available technologies.A. The student will use
languageto communicate with teachers orpeers in
classroom activities androutines.B. The
student will contribute toformal group
presentations andinformal discussions
usingappropriate oral language choicesfor the
purpose and occasion.C. The student will
contribute toinformal presentations
usingappropriate oral language choicesfor the
purpose.
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SSS Benchmark Communication Listening and
Speaking Gr. 5The student will make formal oral
presentations for a variety of purposes and
occasions, demonstrating appropriate language
choices, body language, eye contact and the use
of gestures, the use of supporting graphics
(charts, illustrations, images, props), and
available technologies.A. The student will use
languageto communicate with teachers orpeers in
classroom activities androutines.PAB. The
student will contribute toformal group
presentations andinformal discussions
usingappropriate oral language choicesfor the
purpose and occasion.INC. The student will
contribute toinformal presentations
usingappropriate oral language choicesfor the
purpose. SU
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SSS Benchmark Communication Listening and
Speaking Grades 9-10The student will research
and organize information for oral communication
appropriate for the occasion, audience, and
purpose (e.g., digital presentations, charts,
photos, primary sources, webcasts).A. The
student will use a familiarsource (e.g., person,
picture,symbol, word) to obtaininformation for
activities.B. The student will gather
andorganize information for oralpresentations
and integrateappropriate media.C. The student
will locate and useinformation in familiar
sources fororal presentations for
specificoccasions.
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SSS Benchmark Communication Listening and
Speaking Grades 9-10The student will research
and organize information for oral communication
appropriate for the occasion, audience, and
purpose (e.g., digital presentations, charts,
photos, primary sources, webcasts).A. The
student will use a familiarsource (e.g., person,
picture,symbol, word) to obtaininformation for
activities.PAB. The student will gather
andorganize information for oralpresentations
and integrateappropriate media.INC. The
student will locate and useinformation in
familiar sources fororal presentations for
specificoccasions. SU
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Differentiating Progression Within and Across
Grades

• The terminology used in the access points
  describes three types of information
• Knowledge/skill
• Representation of information
• Context/setting

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Knowledge/Skill

• The verb and additional content that reflect the
  core intent of the revised SSS benchmarks
• Respond to a familiar person.
• Copy letters and words.
• Write narratives about events.

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Representation of Information

• Person
• Concrete object
• Picture (photo, drawing)
• Gesture or sign
• Symbol
• Word and/or phrase
• Read-aloud text
• Text

• The type and format of information presented to
  the student or expressed by the student

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Representation of Information

• The student will
• Respond to familiar persons and objects.
• Copy letters and words.
• Identify characters, settings, actions, and
  events in read-aloud prose.
• Identify the authors purpose (e.g., to tell a
  story or give information) in text.

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Context/Setting

• A description of the situation within which the
  knowledge/skill will be demonstrated
• For example routine, daily activity, classroom
  activity, school activity, real-world situation,
  real-world or community setting

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Context/Setting

• The student will
• Match familiar objects to tasks in routines.
• Recognize pictures or symbols paired with words
  depicting a sequence in familiar activities.
• Adjust voice and body movement as appropriate for
  speaking in real-world situations.

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Some Access Points Repeat Across Grade Levels

• The SSS benchmark is the same across grade
  levels.
• The same skill is applied to materials of
  increasing difficulty level.

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Where do I find the Access Points?www.flstandards
.org
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Reminders

• Curriculum is determined at the IEP meeting and
  documented on insert D as to whether student will
  access Sunshine State Standards or SSS with
  Access Points (modified SSS).
• Students accessing a general education curriculum
  should only receive accommodations and these
  accommodations should be documented on Insert D
  of the IEP.
• Students accessing a modified curriculum will
  follow the Sunshine State Standards with Access
  Points.

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Grading

• Students pursuing a general education curriculum
  must be graded according to grade level
  competencies/benchmarks.
• Students pursing a modified curriculum are graded
  on their grade level SSS Access Points according
  to their level of complexity (independent,
  supported , or participatory).
• The teacher must document comment 48 on the
  students report card which states that the
  student is working on a modified curriculum

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• Q A