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Introduction to the SSS Reading and Language Arts Access Points for

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Title: Introduction to the SSS Reading and Language Arts Access Points for


1
Introduction to the SSS Reading and Language
Arts Access Points for
  • Students with Significant Cognitive Disabilities

Session 1
2
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)

3
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

4
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.

5
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.

6
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

7
Reading and Language Arts Strands (2007)
  • Strands
  • Reading Process
  • Literary Analysis
  • Writing Process
  • Writing Applications
  • Communication
  • Information and Media Literacy

Implementation 2007-2008
8
Organization of the Revised Sunshine State
Standards
Strand Standard Grade Level Benchmarks Access
Points
9
Standards for Reading Process Strand
  • Strand Reading Process Standards 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

10
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.
11
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.

12
Access Points for SSS Benchmarks
13
Access Points for Students with Significant
Cognitive Disabilities
Access points describe challenging learning
expectations for students with significant
cognitive disabilities.
14
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

15
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

16
Levels of Functioning
Old Version
Support and Assistance
  • Describe how much support and assistance is
    needed by the student to perform the desired
    behavior.
  • Independent Supported Participatory
  • In. Su. Pa.

17
Levels of Complexity
NEW VERSION
  • Describe the knowledge and skills required at
    each grade level.
  • Independent Supported Participatory
  • In. Su. Pa.

Less Complex
More Complex
Complexity
18
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

19
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)

20
Core Intent of a Benchmark
  • Core Intent the basic concept or skill of the
    benchmark
  • Example The student will demonstrate legible
    cursive writing skills

21
Access Points Link to the Benchmarks
22
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.

23
Access Points Link to Benchmarks The 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.

24
Access Points Link to Benchmarks The 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.

25
Levels Match-Up Activity
  • Match the access points for each benchmark to the
    correct levels.

Access Point Description
Access Point Description
Access Point Description
26
Directions Match the access points descriptions
for each benchmark to the correct levels. SSS
Benchmark Communication Listening and Speaking
Kindergarten The student will listen attentively
to fiction and non-fiction read-alouds and
demonstrate understanding. A. The student will
respond to familiar read-aloud stories or poems.
B. The student will listen to
familiar read-alouds and answer literal yes/no
questions about persons, objects, and actions in
pictures. C. The student will listen to
familiar read-aloud stories and poems
and identify objects or persons.
27
Directions Match the access points descriptions
for each benchmark to the correct levels. SSS
Benchmark Communication Listening and Speaking
Kindergarten The student will listen attentively
to fiction and non-fiction read-alouds and
demonstrate understanding. A. The student will
respond to familiar read-aloud stories or poems.
PA. B. The student will listen to
familiar read-alouds and answer literal yes/no
questions about persons, objects, and actions in
pictures. IN. c. The student will listen to
familiar read-aloud stories and poems
and identify objects or persons. SU.
28
SSS Benchmark Communication Listening and
Speaking Gr. 5 The 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
language to communicate with teachers or peers in
classroom activities and routines. B. The
student will contribute to formal group
presentations and informal discussions
using appropriate oral language choices for the
purpose and occasion. C. The student will
contribute to informal presentations
using appropriate oral language choices for the
purpose.
29
SSS Benchmark Communication Listening and
Speaking Gr. 5 The 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
language to communicate with teachers or peers in
classroom activities and routines. PA B. The
student will contribute to formal group
presentations and informal discussions
using appropriate oral language choices for the
purpose and occasion. IN C. The student will
contribute to informal presentations
using appropriate oral language choices for the
purpose. SU
30
SSS Benchmark Communication Listening and
Speaking Grades 9-10 The 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 familiar source (e.g., person,
picture, symbol, word) to obtain information for
activities. B. The student will gather
and organize information for oral presentations
and integrate appropriate media. C. The student
will locate and use information in familiar
sources for oral presentations for
specific occasions.
31
SSS Benchmark Communication Listening and
Speaking Grades 9-10 The 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 familiar source (e.g., person,
picture, symbol, word) to obtain information for
activities. PA B. The student will gather
and organize information for oral presentations
and integrate appropriate media. IN C. The
student will locate and use information in
familiar sources for oral presentations for
specific occasions. SU
32
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

33
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.

34
Representation of Information
  • The type and format of information presented to
    the student or expressed by the student
  • Person
  • Concrete object
  • Picture (photo, drawing)
  • Gesture or sign
  • Symbol
  • Word and/or phrase
  • Read-aloud text
  • Text

35
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.

36
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

37
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.

38
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.

39
Where do I find the Access Points? www.flstandards
.org
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48
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.

49
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

50
  • Q A
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