Giving

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Giving Access to the Access Courses

• What do those standards mean and how can I make
  them relevant to my students? Taking a look at
  the High School Access Courses for students with
  significant disabilities. How to choose
  appropriate standards and develop relevant
  activities that are meaningful to students with
  the most significant cognitive disabilities, and
  how to use assistive technology to give those
  students access to those activities.
• Kayse Harshaw
• Division for Special Education Services
• Georgia Department of Education

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Communication/ Vocabulary
Knowledge
Expectation/ Interaction
Interests/ Leisure
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Look Mom, We have fungi !!
Level of interaction/communication From listener
Level of intelligence/ expections
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Access Courses for 2009-2010

• Courses for access classes for 2009-2010 are in
  the approved rule IDA(3) at http//www.doe.k12.ga.
  us/_documents/doe/legalservices/160-4-2-.20.pdf
  , p. 10.
•  Access course descriptions are included with the
  DOE Course Descriptions document on the
  Curriculum Instructional services webpage.

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English/Language Arts and Math

• 23.06150 Access to Ninth Grade Literature/Composit
  ion
• 23.06250 Access to 10th Grade Literature/Compositi
  on
• 23.05150 Access to American Literature/Composition
  
• 23.05250 Access to English Literature/Composition
• 27.08150 Access to Mathematics I
• 27.08250 Access to Mathematics II
• 27.08350 Access to Mathematics III
• Students enrolled in Access to Mathematics do not
  require Math Support Classes

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Social Studies

• 45.08150 Access to United States History
• 45.08350 Access to World History
• 45.05750 Access to American Government/
  Civics (1/2 Credit)
• 45.06150 Access to Economics/Business/
• Free Enterprise (1/2 Credit)
• 45.07150 Access to World Geography
• 45.07650 Access to Local Area Studies

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Science

• 26.01250 Access to Biology I
• 40.01150 Access to Physical Science
• 26.06150 Access to Environmental Science

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Electives

• 20.01450 Access to Life Skills and Careers I
• 20.01451 Access to Life Skills and Careers II
• 20.01950 Access to Life Skills and Careers III
• 20.01951 Access to Life Skills and Careers IV
• 20.01550 Access to Family, Community, and Careers
  I
• 20.01650 Access to Family, Community, and Careers
  II
• 20.01750 Access to Family, Community, and Careers
  III
• 20.01850 Access to Family, Community, and Careers
  IV
• 20.43050 Access to Consumer Economics
• 20.41650 Access to Food, Nutrition, and Wellness
• 32.43350 Access to Workplace Readiness
• 32.81150 Access to Career Technical Instruction I
• 53.01450 Access to Music Appreciation I
• 53.02450 Access to Music History and Literature

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Elective Content

• 20.01450 Access to Life Skills and Careers I
• 20.01451 Access to Life Skills and Careers II
• 20.01950 Access to Life Skills and Careers III
• 20.01951 Access to Life Skills and Careers IV
• Essential knowledge, skills, and behaviors
  students need to live successfully in todays
  world.
• Decision-making process
• Examining life roles and responsibilities as a
  family member and individual,
• Building interpersonal and communication skills
• Employability skills
• Balancing career and family
• Career exploration and development
• Goal setting
• Self-advocacy
• Managing personal resources

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Electives

• 20.01550 Access to Family, Community, and Careers
  I
• 20.01650 Access to Family, Community, and Careers
  II
• 20.01750 Access to Family, Community, and Careers
  III
• 20.01850 Access to Family, Community, and Careers
  IV
• Skills, attitudes, and behaviors students need to
  live successfully in todays world.
• Problem-solving skills
• Planning process applied to life situations such
  as
• assessing career plans,
• goal setting,
• self advocacy,
• managing multiple roles and responsibilities,
• Planning resources to meet individual and family
  needs including
• Consumer decisions about food, clothing, shelter,
  care-giving, health care, and transportation.
• Consumer decisions are evaluated according to
  their relationship to
• community roles and responsibilities of families
  and individuals,
• the relationship of technology to consumer
  resources, and
• environmental impact of consumer decisions.

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Electives

• 20.43050 Access to Consumer Economics
• GPS Standards FCS-CF (CTAE Family and Consumer
  Sciences-Consumer Finance)
• https//www.georgiastandards.org/standards/Georgia
  20Performance20Standards20CTAE/Consumer_Finance
  030309.pdf
• FCS-CF-4. Students will explain the processes
  involved in managing personal
• finances.
• a. Identify needs and wants.
• b. Describe decision making steps relating to
  financial needs and wants.
• 20.41650 Access to Food, Nutrition, and Wellness
• GPS Standards FCS-FNW (CTAE Family and Consumer
  Sciences-Food Nutrition and Wellness)
• https//www.georgiastandards.org/standards/Georgia
  20Performance20Standards20CTAE/Food_Nutrition_W
  ellness030309.pdf
• FCS-FNW-10. Students will demonstrate safe food
  sanitation procedures.
• b. Practice and apply proper hand washing
  techniques using soaps, hand sanitizers, and
• personal hygienic techniques such as hand,
  nail, and hair care.

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Electives

• 32.43350 Access to Workplace Readiness
• basic skills, thinking skills and personal
  qualities e.g.
• self-esteem, responsibility and self-management
  covers communications, mathematics, creative
  decision making and problem solving.
• 32.81150 Access to Career Technical Instruction I
• vocational skills and transition activities
• 53.01450 Access to Music Appreciation I
• 53.02450 Access to Music History and Literature

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Access Course Descriptions--Example

• This course is aligned to US History (45.08100)
  and gives students access to the examination of
  the history of the United States beginning with
  the British settlement of North America. The
  courses main focus is the development of the
  United States in the 20th and 21st centuries.
  The course includes topics related to
  Colonization through the Constitution New
  Republic to Reconstruction Industrialization,
  Reform, and Imperialism Establishment as a World
  Power and the Modern Era. All instruction
  (utilizing assistive technology as needed) should
  embed the mastery of IEP goals and objectives so
  that skills are not developed in isolation, but
  within the context of the course content.
  Related skills for independent living, employment
  and self-determination are developed within the
  course content. THIS COURSE MUST REFLECT THE
  GEORGIA PERFORMANCE STANDARDS and is intended
  only for students who are assessed using the
  Georgia Alternate Assessment.

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Course Standards

• Use same standards as corresponding general
  education course
• Choose standards that are relevant for the
  student
• Teach standards at an access or prerequisite
  skill level
• IEP objectives should address skills needed to
  access the standards
• Communicationreceptive, expressive
• Cognitive skills e.g. counting, sorting,
  classification, etc.
• Manipulation of materials
• Life skills, vocational, leisure and relevant
  skills not included in academic courses can be
  taught and addressed in the remaining elective
  courses.
• A student may take a general education elective
  course if they are addressing the standards and
  curriculum of that course.

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Schedules

• Course schedule is documentation of enrollment to
  provide access to the coursethe registrars
  schedule

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Course Schedule

• Daily classroom schedule integrates instruction
  in both access content and relevant skills
• Community based instructionconsumer and
  vocational training is essential
• Integration with general education peers
  desirable

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Integrating School day with the GPS, and IEP,
and Relevant Skills
Scheduled Activities Georgia Performance Standards IEP Objectives IEP Objectives
Scheduled Activities Georgia Performance Standards Standards Based Objectives Life Skills Objectives
ArrivalGreetings, Share news from home, schedule Language Arts, Reading, Writing Communication, choice making, Follow daily schedule Taking off Coat Toileting
A.M. Group Activity Participate in reading a story, activities, answering comprehension questions, Science, Language Arts, Social Studies, Math Answering questions, making choices, increasing vocabulary, counting, Mobility Positioning Taking Turns
Morning SnackChoose snack, prepare food, eat Language Arts acquire new vocabulary, Mathematics (algebra), Social Studies, Science choice making, reading(recipe), counting, 11 correspondence Eating/Feeding Handwashing Toileting
Community Based Skills Trip to Wallyworld to purchase items for home and school, Work site Language artsmaking a list, Learning new vocabulary, Mathematics (money calculations) Social studies, Economics Making choices, Making a list, Finding Item in store, matching objects, Paying for item, grasp and release Mobility Self Care Skills Social skills
Adaptive P.E. I Language Arts, Math Communication, Choice making, Counting Mobility Taking turns, Leisure skills, e.g. bowling, ball play
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Instruction

• Includes both access to the standards and
  relevant life skills instruction
• Should link academics to relevant life skills and
  experiences
• Should consider standards and elements that can
  have meaning to students.
• Embeds IEP objectives into context of GPS
• Increases awareness, vocabulary, and interests
  that can in turn increase leisure interests and
  skills

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Instruction
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Instruction should Link Skills
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Choose Standards/Elements that can have Meaning
and Relevance

• What would you choose?
• SSUSH19 The student will identify the origins,
  major developments, and the domestic impact of
  World War II, especially the growth of the
  federal government.
• a. Explain A. Philip Randolph's proposed march on
  Washington, D.C. and President Franklin D.
  Roosevelt's response.
• SSUSH5 The student will explain specific events
  and key ideas that brought about the adoption and
  implementation of the United States Constitution.
  
• d. Analyze how the Bill of Rights serves as a
  protector of individual and states rights.

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Use the content of the standard/element to
illustrate a relevant activity

• Tell a story that can relate to a life lesson
• SSUSH2 c. Identify Benjamin Franklin as a symbol
  of social mobility and individualism.
• Relates to transition planning, self
  determination,

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US History Benjamin Franklin And
Self-Determination
SSUSH2 The student will trace the ways that the
economy and society of British North America
developed. c. Identify Benjamin Franklin
as a symbol of social mobility and individualism.

No!
Ben FranklinUS History Kayse Harshaw, GaDOE
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Do Something! Be Someone!

What can the student do to move himself from
being a student to a worker? What are good work
readiness skills and work habits? What does the
student want to do when he gets out of school?
Ben FranklinUS History Self DeterminationKayse
Harshaw, GaDOE
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Access through Assistive Technology
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Reading the Standards and Elements

• What is the main or big idea?
• What is the verb?
• What student performance is required?
• IEP objectives are skills needed to access the
  standards
• Communication
• Building vocabulary
• Placing materials
• Counting
• One to One correspondence
• Writing

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Reading the Standards

• ELA10LSV1
• Grade 10
• Description ELA10LSV1 The student participates
  in student-to-teacher, student-to-student, and
  group verbal interactions. The student
• a. Initiates new topics in addition to
  responding to adult-initiated topics.b. Asks
  relevant questions.c. Responds to questions with
  appropriate information.d. Actively solicits
  another persons comments or opinion.e. Offers
  own opinion forcefully without domineering. f.
  Contributes voluntarily and responds directly
  when solicited by teacher or discussion leader.
• This is not a worksheet activity!!!!

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Reading the High School Standards

• All high school ELA standards are organized
  within the following strands
• Reading and Literature (RL)
• Reading Across the Curriculum (RC)
• Writing (W)
• Conventions (C)
• Listening, Speaking, and Viewing (LSV)
• ELA numbers identify the strands
• ELA9RL1
• (ELA)English Language Arts, (9)9th grade,
  (RL)Reading and Literature, (1)Standard 1.

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Reading the High School ELA Standards

• Critical Components of a standard
• For example, ELA9RL1, which focuses on
  comprehension, includes one critical component
  for each of four genres of literature
• fiction, nonfiction and informational materials,
  poetry, and dramatic literature.
• The elements for each critical component
  (measurable performance criteria ) are delineated
  under that critical component by lower case
  letters.

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ELA Organization

• Strands (RL, RC, W, LSV)
• Standards
• Critical components (optional)
• 4 genres of literature
• Elements
• Strand
• Standard
• Element

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ELA9RL1 The student demonstrates comprehension
by identifying evidence (e.g., diction, imagery,
point of view, figurative language, symbolism,
plot events and main ideas) in a variety of texts
representative of different genres (e.g., poetry,
prose short story, novel, essay, editorial,
biography, and drama) and using this evidence as
the basis for interpretation. Elements
Critical Component student identifies,
analyzes, and applies knowledge of the structures
and elements of fiction and provides evidence
from the text to support understanding the
studenta. Locates and analyzes such elements in
fiction as language (e.g., diction, imagery,
symbolism, figurative language), character
development, setting and mood, point of view,
foreshadowing, and irony.b. Identifies and
analyzes patterns of imagery or symbolism.c.
Relates identified elements in fiction to theme
or underlying meaning.Critical Component The
student identifies, analyzes, and applies
knowledge of the purpose, structure, and elements
of nonfiction and/or informational materials and
provides evidence from the text to support
understanding the studenta. Analyzes and
applies knowledge of the characteristics of
memoir, biography, and/or autobiography.b.
Analyzes and explains the purpose, structure, and
elements of nonfiction works, including memoir,
biography, and autobiography.c. Analyzes and
evaluates the effects of language (e.g., diction,
imagery, symbolism, figurative language),
structure, point of view, and selection of
details in memoir, biography, and/or
autobiography.Critical Component The student
identifies and responds to differences in style
and subject matter in poems by a variety of
contemporary and canonical poets the studenta.
and responds to the aesthetic effects of subject
matter (e.g. topic, theme), sound devices (e.g.,
alliteration, onomatopoeia, rhyme scheme),
figurative language (e.g., personification,
metaphor, simile, hyperbole), and structure
(e.g., fixed and free forms, rhymed and unrhymed,
narrative and lyric) in a variety of poems.b.
Sorts and classifies poems by specified criteria
(e.g., fixed and free forms, rhymed and unrhymed,
narrative and lyric, and/or universal themes and
topics).Critical Component The student
identifies, analyzes, and applies knowledge of
the themes, structures, and elements of dramatic
literature and provides evidence from the text to
support understanding the studenta. Identifies
and analyzes types of dramatic literature (e.g.,
Shakespearean tragedy and comedy).b. Analyzes
the characters, structures, and themes of
dramatic literature.c. Identifies and analyzes
dramatic elements, (e.g., exposition, rising
action, climax, denouement, dialogue, monologue,
soliloquy, aside, dramaticd. Identifies and
analyzes how dramatic elements support and
enhance interpretation of dramatic literature.
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Access to Mathematics Standards

• Reading the standards
• Numbers and Operations (N)
• Geometry (G)
• Algebra (A)
• Data Analsis and Probability (D)
• Process Standards (P)
• Math Frameworks---finding the big picture
• Models of Instructions
• Sample Tasks

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Looking at the BIG picture

• MM2G1
• Grade 9,10,11,12
• Description MM2G1. Students will identify and
  use special right triangles.
• Elements
• a. Determine the lengths of sides of 30-60-90
  triangles.b. Determine the lengths of sides of
  45-45-90 triangles.
• Do they need to know square root sign before they
  can get access to the information?

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Finding the Mathematics FrameworksClick on the
Learning Village
https//www.georgiastandards.org
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Math II in Hot Topics
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Mathematics Adding Polynomials

• MM1A2Students will simplify and operate with
  radical expressions, polynomials, and rational
  expressions.
• Add, subtract, multiply, and divide polynomials
• Pre-requisite skillsubstituting values into
  expressions

But what if you need to make SMores for 3
friends?
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9
3
3(2x) 3(3y) 3(1z) 3 S'Mores!
Mathematics materials created by Kayse Harshaw,
GaDOE,2008
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• MM1A1. Students will explore and interpret the
  characteristics of functions, using graphs,
  tables, and simple algebraic techniques.
• h. Determine graphically and algebraically
  whether a function has symmetry and whether it is
  even, odd, or neither.

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Work Page
Symmetrical
Symmetrical
Print and laminate for each student.
Created by Janice
Pickett, Bibb County
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• MM1A1. Students will explore and interpret the
  characteristics of functions, using graphs,
  tables, and simple algebraic techniques.
• Represent functions using function notation.
• Graph the basic functions f(x) xn where n 1
  to 3, f(x) , f(x) , and f(x) 1/x.
• Graph transformations of basic functions
  including vertical shifts, stretches, and
  shrinks, as well as reflections across the x- and
  y-axes. Previewed in this unit.
• Investigate and explain the characteristics of a
  function domain, range, zeros, intercepts,
  intervals of increase and decrease, maximum and
  minimum values, and end behavior.
• Relate to a given context the characteristics of
  a function, and use graphs and tables to
  investigate its behavior.
• Recognize sequences as functions with domains
  that are whole numbers.
• Prerequisite recognize a function as a
  correspondence between inputs and outputs where
  the output for each input must be unique.
• That is, if for each value of x, there is only
  one value of y!

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Function

• Mathematics I
• Access to Consumer Economics
• Access to Food, Nutrition, and Wellness
• Or, fxx

Math The Cola is the constant What do you get
back when you buy the soda? Every value of x (the
money you put in the machine) has a discreet
value for ythe money you get out of the
machine Consumer Economics Should you bring your
snack or buy from the machine? Food, Nutrition
and Wellness What are the choices to buy that
would be more nutritious?
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Variations
Student picks up dollar, helps to put it in
vending machine. What did you get? Places coke
and picks up (or is handed) change. Student
drops change in tray.
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Math II

• Type of function tasks from Math I are still
  appropriate for Math II.
• Always raise level of expectations!
• Math II Frameworks
• Focus on Units 1-4
• Unit 1Making a box to hold the most chocolates
• Math I garden fence task is a pre-requisite
• Progresses from area to volume
• How many chocolates will the box hold?
• What if it there are two layers?

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• Unit 2Right Triangles
• How tall is the building?
• Comparing angles for taller and shorter items.
• Making a ramp for cars or bocce ball

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Math II

• Unit 3--Circles and Spheres
• Math_II_Unit03Circles_TE1.doc
• Oranges and pizzas!
• Unit 4
• Comparing survey data

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Resources for 10th Grade

• Access materials being developed summer of 2009
  for the following courses
• Language Arts
• 23.06250 Access to 10th Grade Literature/Composit
  ion
• Mathematics
• 27.08250 Access to Mathematics II
• Science
• 26.06150 Access to Environmental Science
• 40.01150 Access to Physical Science
• Social Studies
• 45.08350 Access to World History
• 45.05750 Access to American Government/Civics
  (1/2 Credit)
• 45.06150 Access to Economics/Business/Free
  Enterprise (1/2 Credit)
• 45.07150 Access to World Geography
• These will be posted to the resource board by the
  beginning of the 2009-2010 school year

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http//admin.doe.k12.ga.us/gadoe/sla/agps.nsf
Email Kayse Harshaw (sharshaw_at_doe.k12.ga.us) or
Toni Bowen (tbowen_at_doe.k12.ga.us) to obtain a
password.
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Planning activities aligned to the standards

• Divide into groups
• Choose a standard/element
• Design an activity/task that has relevance to the
  student and is aligned to the standard/element
• Describe materials
• Generalization
• Assistive technology

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Division of Special Education Services and
Supports Georgia Department of Education For
Additional Information Contact Kayse
Harshaw sharshaw_at_doe.k12.ga.us
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• http//www.physics.brown.edu/physics/demopages/Dem
  o/solids/demos/1d6040.html