Wisconsin Extended Grade Band Standards

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Wisconsin Extended Grade Band Standards. Connecting Instruction and Assessment for Students with Significant Cognitive Disabilities. Before we start, go to the DPI website:. Wisconsin Extended Grade Band Standards webpage : http://www.dpi.wi.gov/sped/assmt-extstd.html - PowerPoint PPT Presentation

Transcript of Wisconsin Extended Grade Band Standards

  • *Wisconsin Extended Grade Band StandardsConnecting Instructionand Assessment forStudents with Significant CognitiveDisabilities

  • *Before we start, go to the DPI website: Wisconsin Extended Grade Band Standards webpage: http://www.dpi.wi.gov/sped/assmt-extstd.htmlDownload a copy of:Extended Grade Band Standards documentPowerpoint handoutBaseline Checklists

  • *Agenda:OverviewUnderstanding the Wisconsin Extended Grade Band Standards Planning for InstructionA bit about the WAA

  • *In the beginning.We had the Wisconsin Model Academic Standards http://www.dpi.state.wi.us/standards/index.htmlThey were written for grades 4, 8 and 12We had to develop the Assessment Frameworks, grade-leveled for grades 3-8 for Reading, Mathematics and ScienceAssessment Frameworks became the foundation of the WKCE

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

  • *Then cameThe Wisconsin Extended Grade Band StandardsDeveloped by Wisconsin educatorsFor students with significant cognitive disabilities Reflect the essence of Wisconsins Model Academic Standards and the Assessment FrameworksBecame the foundation of the WAA-SwDhttp://www.dpi.state.wi.us/sped/pdf/waa-extstd-full.pdf

  • *How are they interconnected?

  • *ESSENCEWMASReading, Mathematics and Science

    WKCEWAA-SwDWISCONSINASSESSMENTFRAMEWORKSWISCONSINEXTENDED GRADE BANDSTANDARDS

  • *So what are your instructional options for your students with disabilities?Teach content aligned with the Assessment FrameworksWithout accommodationsWith accommodationsWith instructional modifications-OR-Teach an alternate curriculum aligned with the Extended Grade Band Standards

  • *Lets take a look at your copy of the Extended Grade Band Standards document

  • *Purpose of the Extended Grade Band ObjectivesDescriptions 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.

  • *Use of Extended Grade Band Standards Instructional Achievement DescriptorsTo design classroom instructionTo set goals for the studentTo chart student progressTo develop classroom assessments

  • *Levels of Instructional PerformanceAdvanced 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.

  • *Incorporating Extended Grade Band Standards into Instruction

  • *Step One: Know the Extended Grade Band StandardsBecome familiar with the extended grade band objectives at the students grade level for each content area.

  • *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?

  • *For example: SUBJECT: MATHGrade Band: 5-6What I teachCompare two groups based on more or less. What I need to addIdentify directions (e.g., east, west, north, south).

  • *Step Two: Determine BaselineDetermine current performance of each student on the Extended ObjectivesUse Instructional Achievement Descriptors to obtain baseline data of students performance. Identify student ability to complete skills independently or with assistance.

  • *A CHECKLIST to identify individual student achievement levelsUse 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.

  • *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; andWork toward the Instructional Achievement Descriptor that represents proficiency.

  • *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?

  • *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.

  • *Step Four:Linking to the IEPIEP Teams need to consider the Extended Grade Band Objectives when developing the IEP

  • *IEP team ConsiderationsPresent Level of Academic Achievement & Functional Performance GoalsShort Term Objectives

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

  • *Annual Academic and Functional Goals MATHSCIENCEFUNCTIONALSKILLS

  • *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.

  • *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?

  • *Teacher To Do ListRead through the Extended Grade Band Standards, Objectives and Instructional Achievement Descriptors for the students in the matching grades.Document the achievement baseline for each student who will be instructed using the Extended Grade Band Standards, in each content area.Design instructional activities to support student learning for the objectives identified as below proficiency.

  • *

  • *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.

  • *Student ParticipationIEP Team Decision2008-09: 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

  • *WAA-SwD for Reading, Math & Science Performance Assessment based on the Extended Grade Band Standards for Reading, Math and ScienceIndividually AdministeredNo evidence collectedMultiple choice questions

  • *WAA-SwD for Language Arts, Writing & Social StudiesUse WAA-SwD Rating Scale for 4th, 8th and 10th gradesNo evidence collectedNo 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

  • *WAA-SwD for Social Studies, etc.You will need to download the Rating Scales for Social Studies and Language Arts/WritingYou will find these scales and administration guidelines on the WAA-SwD website

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

  • *WAA-SwD ScheduleThe 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.

  • *Office for Education & Accountability: Brian [email protected]

    Special Education Team:Sandy Berndt [email protected]

    Eva [email protected]

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

    *Welcome to the mediasite presentation of the Wisconsin Extended Grade Band Standards.

    Im Sandra Berndt, the Consultant for Cognitive Disabilities programs with the Special Education Team at the Department of Public Instruction.*Before you start watching the rest of this webcast, you will want to make sure that you have all the materials printed out that we will be referring to during this presentation. You will want to download a copy of the Wisconsin Extended Grade Band Standards document; a copy of the powerpoint handout, and one of the tools we have developed.

    *During this webcast, you will receive some background about the development of the Extended Grade Band Standards and a process we have developed to utilize the Extended Grade Band Standards in your instruction. We will finish with a brief description of the Wisconsin Alternate Assessment for Students with Disabilities.

    *Academic Standards--What are they? Academic standards specify what students should know and be able to do, what they might be asked to do to give evidence of standards, and how well they must perform. They include content, performance, and proficiency standards. They were written for grade 4,8 and 12.Next we have the Assessment Frameworks, these were written for each of the grade levels 3-8 and 10 in Reading, Mathematics and Science at grade 4, 8 and 10.The Assessment Frameworks became the foundation of the Wisconsin Knowledge and Concepts Examination.

    *The Assessmen