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Wisconsin Extended Grade Band Standards

Connecting Instructionand Assessment forStudents with Significant CognitiveDisabilities

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Before we start, go to the DPI website:

• Wisconsin Extended Grade Band Standards webpage: http://www.dpi.wi.gov/sped/assmt-extstd.html

• Download a copy of:– Extended Grade Band Standards document– Powerpoint handout– Baseline Checklists

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Agenda:

• Overview

• Understanding the Wisconsin Extended Grade Band Standards

• Planning for Instruction

• A bit about the WAA

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In the beginning….

• We had the Wisconsin Model Academic Standards http://www.dpi.state.wi.us/standards/index.html

• They were written for grades 4, 8 and 12

• We had to develop the Assessment Frameworks, grade-leveled for grades 3-8 for Reading, Mathematics and Science

• Assessment Frameworks became the foundation of the WKCE

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Assessment Frameworks

• Reading (Grades 3-8 and 10) http://www.dpi.state.wi.us/oea/pdf/read_framework.pdf

• Mathematics (Grades 3-8 and 10) http://www.dpi.state.wi.us/oea/pdf/math_framework.pdf

• Science (Grades 4, 8 and 10) http://www.dpi.state.wi.us/oea/pdf/scifrmwrk.pdf

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Then came…

• The Wisconsin Extended Grade Band Standards

• Developed by Wisconsin educators• For students with significant cognitive

disabilities • Reflect the “essence” of Wisconsin’s

Model Academic Standards and the Assessment Frameworks

• Became the foundation of the WAA-SwD• http://www.dpi.state.wi.us/sped/pdf/waa-extstd-full.pdf

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How are they interconnected?

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“ESSENCE”

WMASReading, Mathematics and Science

WKCE WAA-SwD

WISCONSINASSESSMENTFRAMEWORKS

WISCONSINEXTENDED

GRADE BANDSTANDARDS

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So what are your instructional options for your students with disabilities?

• Teach content aligned with the Assessment Frameworks– Without accommodations– With accommodations– With instructional

modifications

-OR-• Teach an alternate curriculum

aligned with the Extended Grade Band Standards

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• Let’s take a look at your copy of the Extended Grade Band Standards document

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Purpose of the Extended Grade Band Objectives

• Descriptions of what students are expected to know and be able to do.

• Grade level learning outcomes based on the WMAS and the Extended Grade Band Standards.

• Instructional planning will focus on the Proficient level for all students.

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Use of Extended Grade Band Standards Instructional

Achievement Descriptors

• To design classroom instruction

• To set goals for the student

• To chart student progress

• To develop classroom assessments

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Levels of Instructional Performance

Advanced – A student at this level performs at a higher level of complexity without support than those described in the proficient level.

Proficient – A student at this level performs without support at a level aligned with the extended grade band objectives.

Basic – A student at this level performs some of the content and skills with minimal support.

Minimal – A student at this level attempts to perform tasks with significant support.

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Incorporating Extended Grade Band Standards into Instruction

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Step One: Know the Extended Grade Band Standards

Become familiar with the extended grade band objectives at the student’s grade level for each content area.

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Questions to consider:• Do I teach these

Extended Grade Band Objectives?

• Or do I need to add these Extended Grade Band Objectives to my teaching practice?

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For example: SUBJECT: MATHGrade Band: 5-6

What I teach

• Compare two groups based on more or less.

What I need to add

• Identify directions (e.g., east, west, north, south).

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Step Two:

Determine Baseline

• Determine current performance of each student on the Extended Objectives

– Use Instructional Achievement Descriptors to obtain baseline data of students’ performance.

– Identify student ability to complete skills independently or with assistance.

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A CHECKLIST to identify individual student achievement levels

• Use the Achievement Descriptors to determine the baseline of achievement for each content area.

• Use the examples within the Instructional Achievement Descriptors as a guide in moving students toward proficiency.

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Step Three: Design an Instructional Plan

Map out an instructional program targeting areas determined to be below proficiency.

Consider:• Current performance / Baseline;• Activities to increase knowledge and skills;

and• Work toward the Instructional Achievement Descriptor that represents proficiency.

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Questions to consider:

• Are there different ways to present the skill?• Are there different ways to assess student

performance?• Is there technology that will enable the student

to achieve the standard?• Are there supports that lead to student success?• Are there different ways for the student to

demonstrate the standard?

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But what about students with the most significant cognitive

disabilities?

Specific options and examples were built into the Extended Grade Band Objectives at the minimal level to help those students with more severe cognitive disabilities.

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Step Four:Linking to the IEP

IEP Teams need to consider the Extended Grade Band Objectives when

developing the IEP

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IEP team Considerations

• Present Level of Academic Achievement & Functional Performance

• Goals• Short Term Objectives

The IEP team may use Baseline information from selected Extended Grade Band

Objectives.

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Annual Academic and Functional Goals

READING

MATH

SCIENCE

FUNCTIONAL

SKILLS

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• For students with the most significant cognitive disabilities, the IEP may be the best measure of their progress.

• But you still need to teach them content as presented in the Extended Grade Band Standards.

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Step Five: Assess student progress

• Is the student making progress on the skills?• Do you need to adjust your lesson plans and/or

do some reteaching?• Is the student ready to progress to the next

instructional activity?

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Teacher To Do List…

1. Read through the Extended Grade Band Standards, Objectives and Instructional Achievement Descriptors for the students in the matching grades.

2. Document the achievement baseline for each student who will be instructed using the Extended Grade Band Standards, in each content area.

3. Design instructional activities to support student learning for the objectives identified as below proficiency.

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But what about the WKCE and the WAA-SwD?

• Participation in Statewide Assessments (I-7) describes in which statewide or district-wide assessments the student will participate, with any needed accommodations.

• Assessment Accommodations Matrix http://www.dpi.state.wi.us/oea/pdf/accom08.pdf

• If the IEP Team is considering having the student participate in the WAA-SwD, need to complete I-7-A WAA-SwD Participation Checklist.

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Student Participation

• IEP Team Decision

• 2008-09: Participation Checklist

- Students must take either the WKCE or WAA-SwD for all tested subjects

- Revised September 2007, found online at:

http://dpi.wi.gov/sped/assmt-waa.html

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WAA-SwD for Reading, Math & Science

• Performance Assessment based on the Extended Grade Band Standards for Reading, Math and Science

• Individually Administered

• No evidence collected

• Multiple choice questions

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WAA-SwD for Language Arts,

Writing & Social Studies

• Use WAA-SwD Rating Scale for 4th, 8th and 10th grades

• No evidence collected• No second rater needed for reliability check • Can be administered beginning at the start of

the school year through the end of the WAA-SwD testing window

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WAA-SwD for Social Studies, etc.

• You will need to download the “Rating Scales” for Social Studies and Language Arts/Writing

• You will find these scales and administration guidelines on the WAA-SwD website

• http://dpi.wi.gov/sped/assmt-waa.html

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WAA-SwD Schedule

• The schedule will always be the same as for the WKCE.

• For the 2008-09 School Year, the administration window will be October 27-November 28, 2008.

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• Office for Education & Accountability: Brian Johnson

brian.johnson@dpi.wi.gov

• Special Education Team:Sandy Berndt

sandra.berndt@dpi.wi.gov

Eva Kubinskieva.kubinski@dpi.wi.gov

• Wisconsin Alternate Assessment for Students with Disabilities webpage: http://www.dpi.wi.gov/oea/waa.html