Nailing Down Modified Curriculum

Nailing Down Modified Curriculum SELN Conference Oct. 11, 2012 See LiveBinder at http://bit.ly/modifyingcurriculum Cathy Miller Cathy.miller@esc13.txed.net 512 919 5160

Content Modified Goals & Objectives Process STEP 1 Does the student receiving special education services have a disability that significantly affects academic progress in the specified enrolled grade-level content area and precludes the achievement of enrolled grade-level proficiency within a school year? STEP 2 Consider the grade-level TEKS for the grade & content area in which the student is enrolled or would be enrolled based on age. What is the intent of the TEK(S)? What is the TEK(S) saying that the student must know and be able to do? Utilize the TEKS introductions to provide you with a curriculum summary. STEP 3 Examine classroom and student data to determine where the student is functioning in relation to the EGL content specific TEKS. Has the student been taught content from an alternate grade level? Has the student been taught content aligned with the TEKS? Has the student been taught enrolled grade level TEKS that have been extensively modified? STEP 4 Describe the individual strengths and needs of the student in relation to accessing and mastering the content specific TEKS. What do I know about the student s response to academic instruction? What programs, accommodations, services and/or interventions have been successful with the student? Do we have TEKS based assessment data (STAAR, TAKS, Dist. Benchmarks, etc.), that can provide insight for making decisions about the student s strengths and needs? How does the disability affect access to the general curriculum? What supports are currently in place? Is the student expected to meet enrolled grade level proficiency by the end of the year? Revised 10/09/2007 by Jim Gonzales, Steps adapted from National Association of State Directors of SPED, August 2007 2

Content Modified Goals & Objectives Process STEP 5 Describe the extent of the EGL content the student will be responsible for. Will we expose the student to all of the same knowledge and concepts, but reduce or alter/modify the expectations of what the student will have to achieve or be able to demonstrate? Will we teach less content; for example, the student achieves fewer objectives or curricular benchmarks, completes shorter or only parts of units, shorter lessons or parts of lessons, etc.? Have we, the IEP team, determined and focused on the most important knowledge within the broad curriculum goals specified for the given enrolled grade level? The IEP team must know the essential knowledge specified in the TEKS and not just pick skills from the curriculum that might be easiest to teach or easiest for the student to learn. The IEP team has to have a clear understanding of what they want to see the student do, it is at that point the team will have a better understanding of how to develop annual goals that reflect the desired student performance intended in the TEKS. Which concepts & strands have been determined as critical knowledge and skills? Will the goals have a specific timeframe? How will the outcome of the goal be measured? STEP 6 Describe the instructional implications. What accommodations have been used with the student and were they effective? What accommodations are needed to enable the student to access the knowledge in the TEKS? Is the student receiving specialized instruction in a particular area which will impact academic progress in the selected content area? Revised 10/09/2007 by Jim Gonzales, Steps adapted from National Association of State Directors of SPED, August 2007 3

Curriculum Area: Content Teacher: Big Idea Most Difficult Concept 1 Minimum Level of Mastery 2 3 4 5 6 7 8 9 4

Bloom's Taxonomy Richard C. Overbaugh Lynn Schultz Old Dominion University In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level. Note that the top two levels are essentially exchanged from the traditional to the new version. New Version Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view? define, duplicate, list, memorize, recall, repeat, reproduce state Old Version classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. appraise, argue, defend, judge, select, support, value, evaluate assemble, construct, create, design, develop, formulate, write. http://ww2.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm 5

STAAR and STAAR Modified Grade 8 Science Blueprint with TEKS www.esc13.net/staar Reporting Categories Number of Standards Number of Questions STAAR STAAR Modified Readiness Standards 8.5A, 8.5B, 8.5C, 8.5D, 8.5E 5 6.6A, 6.6B Reporting Category 1: Energy Supporting Standards and Matter 8.5F, 7.5C, 7.6A, 7.6B, 6.5C, 7 14 11 Total 12 Readiness Standards 8.6A, 8.6C 2 6.9C Reporting Category 2: Force, Supporting Standards Motion, and Energy 8.6B, 7.7A, 6.8A, 6.8C, 6.8D, 6 12 10 Total 8 Readiness Standards 8.7A, 8.7B, 8.8A, 8.9B, 8.9C 5 Supporting Standards Reporting Category 3: Earth 8.7C, 8.8B, 8.8C, 8.8D, 8.9A, and Space 10 8.10A, 8.10B, 8.10C, 7.8C, 6.11B 14 11 Total 15 Readiness Standards 8.11A, 8.11B, 8.11C 3 Supporting Standards Reporting Category 4: 8.11D, 7.10B, 7.10C, 7.11A, Organisms and Environments 11 7.11C, 7.12B, 7.12D, 7.12F, 7.14B, 7.14C, 6.12D 14 11 Total 14 Readiness Standards Total Number of Standards 15 60% 65% 32-35 60% 65% 26-28 Supporting Standards Total Number of Standards 34 35% 40% 19-22 35% 40% 15-17 Total Number of Questions on Test 50 Multiple Choice 4 Griddable 43 Multiple Choice/Total 54 Total Adapted from TEA STAAR Blueprints and Assessed Curriculum 8/2/2011 6

Grade 8 Science STAAR and STAAR M Fall 2012 By Objective Campus: Teacher: TEKS: (8.5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. STAAR STAAR Modified 5(E) Investigate how evidence of chemical reactions indicate that new substances with different properties are formed. TEKS: (6.9) Force, motion and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes STAAR STAAR Modified f 9(C) Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Copyright 2012 ESC Region XIII 9

Grade 8 Science STAAR and STAAR M Fall 2012 By Objective Campus: Teacher: TEKS: (8.6) Force, motion and energy. The student knows that there is a relationship between force, motion and energy. STAAR STAAR Modified 6(C) Investigate and describe applications of newton s law of inertia, law of force and acceleration, and law of actionreaction such as in vehicle restraints, sports activities, amusement park rides, Earth s tectonic activities, and rocket 20 launchers. No griddable questions for STAAR Modified Copyright 2012 ESC Region XIII

STAAR Modified Comparison Analysis Guiding Questions 1. How was the question modified? a. Content b. Structure 2. What cross curricular skills are needed to have a chance at answering the question? a. Visual Skills b. Math Computation c. Math Problem Solving d. Chart Reading Skills e. Map Reading Skills f. Identifying Extraneous Information g. Sequencing h. Others: 3. How many problem solving steps are needed to answer the question? 4. What supplemental aides and/or manipulatives could the student have used to assist them in finding the answer? 11

Modifying a griddable/short answer numerical answer question 8th grade science Original question TEA 2011 Released STAAR Sample Items, Grade 8 Modified Question A student conducted an experiment and measured the force acting on a cart and the cart s acceleration. The diagram and table below show the students experiment and the data collected. Modified in the following ways: 1. Made a griddable into a multiple choice question. Cart Spring Scale to measure force Net Force Acceleration (N) (m/s 2 ) 10 1 2. Simplified amount of data and number of digits. 20 2 3. Provided formula from Reference Materials. 30 3 4. Provided diagram. 5. Simplified sentence structure and non-subject specific vocabulary. Net force = (mass)(acceleration) F = ma Based on the data given, what is the mass of the cart in kilograms? A 1 kg B 10 kg C 20 kg Copyright 2012, Education Service Center Region 13 12

STAAR Modified State of Texas Assessments of Academic Readiness Modified MATHEMATICS AND SCIENCE SOCIAL STUDIES Modification Guidelines for STAAR TM Modified Grades 3 8 Assessments MODIFICATIONS FOR ALL SUBJECTS Reduce the test blueprint (number of questions tested) Increase the point size of text and graphics Revise or add context to clarify existing information or to provide additional background information Simplify complex sentence structure and non-subject - specific vocabulary Delete one answer choice Delete questions that cannot be modified based on guidelines When appropriate: Direct student attention to graphics Increase white space within and around tables, charts, maps, and other graphics Delete extraneous information in questions or graphics Change passive voice to active voice Change question from an open-ended statement to a direct question or vice versa Delete one part of compound answer choices Delete not or except questions Use bullets to clearly organize complex questions into smaller, meaningful parts Reduce the number of variables and simplify digits in the question when appropriate Reduce the number of steps and/or operations in multistep questions Provide appropriate formula and/or conversion (from state-supplied reference materials) in a text box within the question when appropriate Provide explicit directions to explain a process such as measuring Direct student attention to ruler on state-supplied reference materials MATHEMATICS ONLY Provide practice grid and directions within griddable questions MATHEMATICS ONLY Use modified grid for griddable questions at grades 6 8 MATHEMATICS ONLY Direct student attention to the periodic table on statesupplied reference materials SCIENCE ONLY Bold a defined, non-tested, subject-specific term in a text box or provide definition in parenthesis after the word in the question SCIENCE ONLY Delete griddable questions SCIENCE ONLY READING AND WRITING Replace complex or archaic language in historical excerpts (quotations) with simplified or explanatory text in brackets Shorten historical excerpts (quotations) and use ellipses to replace deleted information when appropriate Texas Education Agency Student Assessment Division Summer 2012 Modifications to Selections Provide prereading text that states the topic of the selection, explains difficult concepts, introduces unfamiliar or difficult-to-decode vocabulary words and proper nouns (including a pronunciation key when needed), and provides a general purpose for reading the selection. The test administrator reads the prereading text to the students before each student reads the selection independently. Divide reading and editing selections into segments (chunks) and place questions associated with each chunk immediately following (poems and revising selections are not chunked) Separate paired STAAR selections at grades 4 8 and test as single selections that are not thematically linked READING ONLY Edit figurative language when not tested by using plain language READING ONLY Limit use of contractions except in cases where this makes the sentence awkward READING ONLY Modifications to Questions Edit or delete questions to reflect modifications made to selection All distractors must come from the associated chunk or from a preceding chunk when necessary READING ONLY Delete all thematically-linked crossover questions associated with paired STAAR selections at grades 4 8, thereby not testing student expectations in Reporting Category 1 associated with making connections across texts (only vocabulary will be tested in Reporting Category 1) READING ONLY Provide definition of literary terms when appropriate READING ONLY For editing questions, all distractors for one question must come from the chunk associated with that question WRITING ONLY Scaffold content of the revision questions by breaking multiple-sentence questions into separate sentences with spacing between each sentence to simplify visual complexity WRITING ONLY Language used in writing prompts is direct and simplified WRITING ONLY Score student compositions on a modified three-point rubric that adjusts expectations for spelling ability and range of vocabulary WRITING ONLY 13

STAAR Modified State of Texas Assessments of Academic Readiness Modified Modification Guidelines for STAAR TM Modified End-of-Course Assessments MODIFICATIONS FOR ALL COURSES Reduce the test blueprint (number of questions tested) Increase the point size of text and graphics Revise or add context to clarify existing information or to provide additional background information Simplify complex sentence structure and non-subjectspecific vocabulary Delete one answer choice Delete questions that cannot be modified based on guidelines When appropriate: Direct student attention to graphics Increase white space within and around tables, charts, maps, and other graphics Delete extraneous information in questions or graphics Change passive voice to active voice Change question from an open-ended statement to a direct question or vice versa Delete one part of compound answer choices Delete not or except questions ALGEBRA I, GEOMETRY, AND BIOLOGY Use bullets to clearly organize complex questions into smaller, meaningful parts Reduce the number of variables and simplify digits in the question when appropriate Reduce the number of steps and/or operations in multistep questions Provide appropriate formula and/or conversion (from state-supplied reference materials) in a text box within the question when appropriate Provide explicit directions to explain a process such as measuring Use modified grid for griddable questions MATHEMATICS ONLY Bold a defined, non-tested, subject-specific term in a text box or provide definition in parenthesis after the word in the question SCIENCE ONLY WORLD GEOGRAPHY, WORLD HISTORY, U.S. HISTORY Replace complex or archaic language in historical excerpts (quotations) with simplified or explanatory text in brackets Shorten historical excerpts (quotations) and use ellipses to replace deleted information when appropriate Provide definition of non-tested, subject-specific term when appropriate ENGLISH I, II, III Modifications to Selections Provide prereading text that states the topic of the selection, explains difficult concepts, introduces unfamiliar or difficult-to-decode vocabulary words and proper nouns (including a pronunciation key when needed), and provides a general purpose for reading the selection. The test administrator reads the prereading text to the students before each student reads the selection independently. Divide reading and editing selections into segments (chunks) and place questions associated with each chunk immediately following (poems and revising selections are not chunked) Separate paired STAAR selections and test as single selections that are not thematically linked READING ONLY Modifications to Questions Edit or delete questions to reflect modifications made to selection All distractors must come from the associated chunk or from a preceding chunk when necessary READING ONLY Delete all thematically-linked crossover questions associated with paired STAAR selections, thereby not testing student expectations in Reporting Category 1 associated with making connections across texts (only vocabulary will be tested in Reporting Category 1) READING ONLY Provide definition of literary terms when appropriate READING ONLY For editing questions, all distractors for one question must come from the chunk associated with that question WRITING ONLY Scaffold content of the revision questions by breaking multiple-sentence questions into separate sentences with spacing between each sentence to simplify visual complexity WRITING ONLY Language used in writing prompts is direct and simplified WRITING ONLY Score student compositions on a modified three-point rubric that adjusts expectations for spelling ability and range of vocabulary WRITING ONLY Texas Education Agency Student Assessment Division Summer 2012 14