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Outline Instr. Assessments

Outline for Lesson 2: Standards-Based Instruction

Standards and Students with Disabilities: Where does it all start? National issues Appropriateness of standards for students with disabilities Participation policies or practices Accommodation policies or pracitces Developement of an alternate assessment Availability of data on who is excluded Availability of data on who receives accommodations Standards-Based Instruction: What are the components? Basic principles The accountability system is accountable to itself Accountability is built on standards that reflect all students in our schools Opportunity to learn is a primary element in the accountability system All constituents of stakeholders of the accountability system have a clear understanding of the components of the acountability system Standards-Based Classroom vs. Business as Usual Seat time is not sufficient to gain credit "D's" are not passing grades Emphasis on core academic disciplines Relevance for All Students 85% of students with disabilities are able to participate in the typical district or state assessment. Trademarks of a Standards-Based Classroom Students know the standards and level of proficiency required Students are provided multiple opportunities to learn Student asignments reflect an integration of facts,concepts, and strategies Each assignment is an assessment in itself Aligning IEPs with Standards Restructuring of the IEP Goals and benchmarks the student is working toward The district and state assessment students with disabilities will participate in Assessment accommodations needed Linking IEPs to Standards Backmapping Standards to Instruction Educators think as assessors How does backmapping work?