JANE ENSIGN: Curriculum and Instruction

 

QUESTION

ANSWER

 

1.   Where can I obtain a copy of the Model Curriculum for LA and Math?

 

 

 

 

 

 

 

The Model Curriculum for English language arts and Mathematics is located on Ohio’s Instructional Management System.  The web address is:

http://docweb/ode/ims/default.asp?bhcp=1

 

2.a. Academic Standards are based on grade level, not ability level. Special needs children often do not grow and/or learn at the same rate as non-disabled peers.

 

 

2.b. Under NCLB, we are to hold them accountable for the Standards at their current grade when they may not have mustered Standards from previous grades, yet they are required to take and be accountable for proficiency tests.  

 

 

2.c. I find this to be a contradiction to the philosophy and the research I have been taught about special education.

 

 

Testing can tell an educator more than just what a student does not know.  It can identify both strengths and weaknesses.  This enables a teacher to build upon the strengths that all students demonstrate.  It is critical that students with disabilities have access to the content other peers are learning which means access at their grade level.  It is the responsibility of the IEP team to develop the specially designed instruction and special education supports and services aligned with the content standards so students have access to learn the content.   As stated, students with disabilities participate in state and district-wide assessments with or without accommodations or participate in an alternate assessment.  Intervention should occur when students do not meet grade level-indicators.  This will help ensure that students are working at the appropriate grade level.

 

 

3.   What about when a child doesn’t get it, not because I didn’t teach it in several ways, but because he hasn’t had breakfast, or a bed, or he saw three people kill each other last night or last year?

 

 

 

 

 

 

These are challenges that all educators face in today’s society.  When emotional issues occur in student’s lives, the teacher must use his professional judgment when deciding how to deal with these issues and still continue instruction.  Oftentimes talking, reading and writing about these situations can be a comfort to students.

 

4.   How does Transition Planning fit into Curriculum and Instruction?

 

 

 

 

 

 

 

Transition Planning helps align instruction that a student with disabilities receives in relationship to gaining the necessary skills established by the Academic Content Standards to reach the student’s post high school goals.

 

 

 

QUESTION

ANSWER

 

5.   Doesn’t it make sense to start with a student’s baseline grade level and improve from these and then measure improvement at the end of the year?

 

      Scenario:  MH 3rd graders at a K-1 grade level in Math and reading. These students need more time to master skills (we give more time for accommodation the State test). How do we get a child such as this to 3rd grade standards within 5 months? It makes more sense to use grade level indicators, based on what grade level he is at rather than the grade he is in. It is not a matter of not wanting to use the Standards. It is which Standards, what is best for the student, and the State of Ohio and people in Washington, D.C. do not have a clue about each and every district’s population and situation.

 

The amount of time that is required for all students to learn is one component that also includes readiness for learning, interest in learning and individual learning styles and/or needs.  The IEP process specifically addresses students with disabilities individual needs and how they will participate in assessment.  The state and district assessments are only one piece of information that can be interpreted by the IEP team in order to make instructional decisions.  It is critical that students with disabilities have access to the content that other peers are learning which means access at their grade-level.

 

6.   Why can’t we come up with a more consistent curriculum for students with multiple disabilities, instead of teachers grabbing and groping for different pieces to teach?

 

 

 

 

 

 

The curriculum for students with multiple disabilities is a local district decision.  The state has established content standards that describe what all students should know and be able to do and is now developing Model Curricula in all content areas which will address differentiated instructional support for all learners.  Standards-based education focuses on the content and then the curriculum to determine appropriate resources and materials.